{"id":{"repo_id":"ttu","oai_identifier":"oai:ttu-ir.tdl.org:2346/18758"},"canonical_url":"https://search.dev.ndltd.org/etd/ttu/oai:ttu-ir.tdl.org:2346/18758","repository":{"repo_id":"ttu","name":"Texas Technology University","base_url":"https://ttu-ir.tdl.org/server/oai/request"},"display":{"title":"The cost-effectiveness of two program delivery systems for drop-out prevention in the elementary school","abstract":"The purpose of the research study was to determine the cost-effectiveness of two delivery systems for drop-out prevention in the elementary school. The first program involved a self-contained, homogeneous classroom composed of fifth and sixth grade, at-risk, over-age students and known as the Program for Academic Skills and Self-Esteem (PASS). The other program designated. Program A, also involved fifth and sixth grade identified, at-risk and over-age students who were assigned to another campus and to nine, self-contained, heterogeneous fifth and sixth grade classes. The study was restricted to two elementary schools in the Ysleta Independent School District in El Paso, Texas, during the 1987-1989 scholastic years. It addressed the academic gain, the per-student cost of providing the program, and the relationships between the per-student cost and the students' gain in academic achievement in the two delivery systems. This study will assist school districts to plan and implement cost-effective educational programs within their designated budget allocations. It will also identify and assist with the drop-out problem. The procedures for the study were carried out in four phases. They included the identification of the alternative programs; the cost analysis; the effectiveness; and the comparison of cost-effectiveness of the two-program delivery systems. The major findings were that Program A was more cost-effective than the PASS Program. The t-test for independent samples indicated a significance between the cost-effectiveness ratios of the two delivery systems. The null hypothesis was rejected at the .05 level. The t-test indicated that there was not a significant difference in the mean per student achievement gain at the .05 level. However, there was a significant difference in the per student cost of the two delivery systems. The PASS Program had a mean per-student cost of $2191 while Program A was $1923. The PASS Program was the most expensive of the two delivery systems. The t-test indicated a significant difference in the mean per-student cost at the .05 level. The application of cost analysis within a school district context plays an important role in the accountability and creditability of the decision-making process. Cost-effectiveness techniques will assist administrators to make sound and more informed decisions.","abstract_html":"The purpose of the research study was to determine the cost-effectiveness of two delivery systems for drop-out prevention in the elementary school. The first program involved a self-contained, homogeneous classroom composed of fifth and sixth grade, at-risk, over-age students and known as the Program for Academic Skills and Self-Esteem (PASS). The other program designated. Program A, also involved fifth and sixth grade identified, at-risk and over-age students who were assigned to another campus and to nine, self-contained, heterogeneous fifth and sixth grade classes. The study was restricted to two elementary schools in the Ysleta Independent School District in El Paso, Texas, during the 1987-1989 scholastic years. It addressed the academic gain, the per-student cost of providing the program, and the relationships between the per-student cost and the students' gain in academic achievement in the two delivery systems. This study will assist school districts to plan and implement cost-effective educational programs within their designated budget allocations. It will also identify and assist with the drop-out problem. The procedures for the study were carried out in four phases. They included the identification of the alternative programs; the cost analysis; the effectiveness; and the comparison of cost-effectiveness of the two-program delivery systems. The major findings were that Program A was more cost-effective than the PASS Program. The t-test for independent samples indicated a significance between the cost-effectiveness ratios of the two delivery systems. The null hypothesis was rejected at the .05 level. The t-test indicated that there was not a significant difference in the mean per student achievement gain at the .05 level. However, there was a significant difference in the per student cost of the two delivery systems. The PASS Program had a mean per-student cost of $2191 while Program A was $1923. The PASS Program was the most expensive of the two delivery systems. The t-test indicated a significant difference in the mean per-student cost at the .05 level. The application of cost analysis within a school district context plays an important role in the accountability and creditability of the decision-making process. Cost-effectiveness techniques will assist administrators to make sound and more informed decisions.","abstract_has_math":true,"creators":["Resendez, Rodolfo Antonio"],"institution":"Texas Tech University","degree_name":"Ed.D.","degree_level":"Doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1989,"date_issued":"1989-12","date_published":"1989-12","updated_at":"2026-07-24T05:04:53Z","subjects":["Educational evaluation","Elementary school dropouts -- Texas -- El Paso","Elementary -- Texas -- El Paso","Education"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2346/18758","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Resendez, Rodolfo Antonio"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2011-02-18T22:43:58Z"]},{"key":"dc:date.issued","label":"Date","values":["1989-12"]},{"key":"dc:publisher","label":"Institution","values":["Texas Tech University"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Texas Tech University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational evaluation","Elementary school dropouts -- Texas -- El Paso","Elementary -- Texas -- El Paso","Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/2346/18758"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of the research study was to determine the cost-effectiveness of two delivery systems for drop-out prevention in the elementary school. The first program involved a self-contained, homogeneous classroom composed of fifth and sixth grade, at-risk, over-age students and known as the Program for Academic Skills and Self-Esteem (PASS). The other program designated. Program A, also involved fifth and sixth grade identified, at-risk and over-age students who were assigned to another campus and to nine, self-contained, heterogeneous fifth and sixth grade classes. The study was restricted to two elementary schools in the Ysleta Independent School District in El Paso, Texas, during the 1987-1989 scholastic years. It addressed the academic gain, the per-student cost of providing the program, and the relationships between the per-student cost and the students' gain in academic achievement in the two delivery systems. This study will assist school districts to plan and implement cost-effective educational programs within their designated budget allocations. It will also identify and assist with the drop-out problem. The procedures for the study were carried out in four phases. They included the identification of the alternative programs; the cost analysis; the effectiveness; and the comparison of cost-effectiveness of the two-program delivery systems. The major findings were that Program A was more cost-effective than the PASS Program. The t-test for independent samples indicated a significance between the cost-effectiveness ratios of the two delivery systems. The null hypothesis was rejected at the .05 level. The t-test indicated that there was not a significant difference in the mean per student achievement gain at the .05 level. However, there was a significant difference in the per student cost of the two delivery systems. The PASS Program had a mean per-student cost of $2191 while Program A was $1923. The PASS Program was the most expensive of the two delivery systems. The t-test indicated a significant difference in the mean per-student cost at the .05 level. The application of cost analysis within a school district context plays an important role in the accountability and creditability of the decision-making process. Cost-effectiveness techniques will assist administrators to make sound and more informed decisions."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["The cost-effectiveness of two program delivery systems for drop-out prevention in the elementary school"]}]}],"canonical_facts":{"dc:creator":["Resendez, Rodolfo Antonio"],"dc:date.available":["2011-02-18T22:43:58Z"],"dc:date.issued":["1989-12"],"dc:description.abstract":["The purpose of the research study was to determine the cost-effectiveness of two delivery systems for drop-out prevention in the elementary school. The first program involved a self-contained, homogeneous classroom composed of fifth and sixth grade, at-risk, over-age students and known as the Program for Academic Skills and Self-Esteem (PASS). The other program designated. Program A, also involved fifth and sixth grade identified, at-risk and over-age students who were assigned to another campus and to nine, self-contained, heterogeneous fifth and sixth grade classes. The study was restricted to two elementary schools in the Ysleta Independent School District in El Paso, Texas, during the 1987-1989 scholastic years. It addressed the academic gain, the per-student cost of providing the program, and the relationships between the per-student cost and the students' gain in academic achievement in the two delivery systems. This study will assist school districts to plan and implement cost-effective educational programs within their designated budget allocations. It will also identify and assist with the drop-out problem. The procedures for the study were carried out in four phases. They included the identification of the alternative programs; the cost analysis; the effectiveness; and the comparison of cost-effectiveness of the two-program delivery systems. The major findings were that Program A was more cost-effective than the PASS Program. The t-test for independent samples indicated a significance between the cost-effectiveness ratios of the two delivery systems. The null hypothesis was rejected at the .05 level. The t-test indicated that there was not a significant difference in the mean per student achievement gain at the .05 level. However, there was a significant difference in the per student cost of the two delivery systems. The PASS Program had a mean per-student cost of $2191 while Program A was $1923. The PASS Program was the most expensive of the two delivery systems. The t-test indicated a significant difference in the mean per-student cost at the .05 level. The application of cost analysis within a school district context plays an important role in the accountability and creditability of the decision-making process. Cost-effectiveness techniques will assist administrators to make sound and more informed decisions."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["http://hdl.handle.net/2346/18758"],"dc:language.iso":["eng"],"dc:publisher":["Texas Tech University"],"dc:subject":["Educational evaluation","Elementary school dropouts -- Texas -- El Paso","Elementary -- Texas -- El Paso","Education"],"dc:title":["The cost-effectiveness of two program delivery systems for drop-out prevention in the elementary school"],"dc:type":["Dissertation"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["Texas Tech University"]},"updated_at":"2026-07-24T05:04:53Z"}