Cost-Effectiveness Analysis for State and Local Decision Making: An Application to Half-Day and Full-Day Preschool Special Education Programs

Abstract

The following article presents the results of a cost-effectiveness analysis in which half-day and full-day intervention programs for handicapped preschoolers were compared. The research sample consisted of 39 matched pairs of handicapped 4-year-olds in nine half- and nine full-day classrooms. Program effectiveness was evaluated using cognitive and expressive language scores from a developmental inventory. Cost data were collected on personnel, facilities, equipment, transportation, and donations. The results indicated no differences in the educational outcomes associated with length of day and showed that half-day programs could serve 60% more children than full-day programs with the same budget. Of the two models examined, the half-day program appears to be the more efficient. Implications of findings for further research are considered.

Get full access to this article

View all access options for this article.

References

Bereiter, C. , & Washington, E. (1969). Research and development program on preschool disadvantaged children: Final report to DHEW. Champaign, IL: Academic Preschool.

Carran, N. (1983). Early childhood continuum of assessment, programming, evaluation, and resources. Sioux City, IA: Western Hills Education Agency #12.

Cleminshaw, H. , & Guidubaldi, J. (1979). The effect of time and structure on kindergarten student social and academic performance. Journal of Educational Research, 73, 92-101.

Dunlap, W. , & Hollinsworth, J. (1977). How does a handicapped child affect the family? Implications for practitioners. Family Coordinator, 26, 286-293.

Glazer, J. (1985). Kindergarten and early education: Issues and problems . Childhood Education, 62, 13-18.

Gullo, D. , & Clements, D. (1984). The effects of kindergarten schedule on achievement, classroom behavior, and attendance. Journal of Educational Research, 78, 51-56.

Hatcher, B. , & Schmidt, V. (1980). Half-day vs. full-day programs. Childhood Education, 57, 14-17.

Ireton, H. , & Thwing, E. (1974). Minnesota child development inventory. Minneapolis: Interpretive Scoring Systems .

Juster, F.T. (1985). The validity and quality of time use estimates obtained from recall diaries. In F. T. Juster & F. Stafford (Eds.), Time, goods, and well-being. Ann Arbor, MI: University of Michigan, Institute for Social Research.

10.

Juster, F.T. (1986). Response errors in the measurement of time use . Journal of the American Statistical Association, 81 390-402.

11.

Juster, F. T., & Stafford, F. (Eds.) (1985). Time, goods, and well-being. Ann Arbor, MI: University of Michigan, Institute for Social Research.

12.

Levin, H. (1983a). About time for education reform. Palo Alto, CA: Stanford University, Institute for Research on Educational Finance and Governance.

13.

Levin, H. (1983b). Cost-effectiveness: A primer (Vol. 4). Beverly Hills: Sage.

14.

Ramey, C. , Bryant, D. , & Suarez, T. (1985). Preschool compensatory education and the modifiability of intelligence: A critical review. In D. Detterman (Ed.), Current topics in human intelligence. Norwood, NJ: Ablex.

15.

Robinson, J. (1985). The validity and reliability of diaries versus alternative time use measures. In F. T. Juster & F. Stafford (Eds.), Time, goods, and well-being. Ann Arbor, MI: University of Michigan, Institute for Social Research.

16.

Scott, R. (1974). Research and early childhood: The Home Start Project . Child Welfare, 53, 112-119.

17.

Taylor, C. , White, K.R. , & Pezzino, J. (1984). Cost-effectiveness analysis of full-day versus half-day intervention programs for handicapped preschoolers. Journal of the Division for Early Childhood, 9, 76-85.

18.

Thompson, M. (1980). Benefit-cost analysis for program evaluation. Beverly Hills: Sage.

19.

Turnbull, A. , Summers, J. , & Brotherson, M. (1983, April). The impact of young handicapped children on families. Paper presented at NIHR State-of-the-Art Conference on Parent's Roles in the Rehabilitation of their Handicapped Children up to Five Years of Age. Washington, DC.

20.

Wiley, D. , & Harnischfeger, A. (1974). Explosion of a myth: Quantity of schooling and exposure to instruction, major educational vehicles . Educational Researcher, 3, 7-12.

21.

Zorn, R. (1983). How to double your kindergarten at little cost . Principal, 62, 22-25.