Examining the Costs and Cost-Effectiveness of an Early Literacy Program

• In Event: Integrating Literacy and Science in Kindergarten: Results From a Large-Scale Mixed-Methods Evaluation

Abstract

Objectives or purposes: The purpose of this project is to evaluate the costs of Zoology One a reading curriculum for kindergarteners that integrates science into literacy instruction and includes a home reading component. This cost study is part of a randomized control trial to evaluate the impacts, costs, and implementation of the program.

Perspective(s) or theoretical framework: Zoology One is designed with the theory of change that children learn better when they are motivated and engaged, when they read frequently and with different individuals, when materials are targeted at their reading level, and when reading occurs in the classroom and at home. This theory hinges on the availability of materials and books to read, highly trained and prepared teachers, and a curriculum that comprehensively addresses literacy development. An additional component to this process is the incorporation of authentic assessment and data driven instruction. Each of these components involves resources, or as we call them ingredients, that were purchased, reallocated, and contributed in-kind.

Methods, techniques, or modes of inquiry: This cost study applies the Ingredients Method to examine the resources delivered in classrooms assigned to receive Zoology One, as well as the resources delivered in typical (“business-as-usual”) classrooms. The study describes both conditions in terms of total costs and how those costs are financed by the school, teachers, and parents. This study addresses the following questions:
• What resources were used in delivering Zoology One in kindergarten classrooms?
• How were the ingredients financed?
• What is the contrast in resources used in Zoology One classrooms compared to business as usual classrooms?
• What is the incremental cost of Zoology One?

Data sources, evidence, objects, or materials: The data for this study are collected via program management information systems, the school district, classroom observations, interviews, teacher surveys, and teacher time logs. It is important to note that because data collection on resource use was done simultaneously with data collection on implementation, we are able to estimate costs for each classroom in each school.

Results and/or substantiated conclusions or warrants for arguments/point of view:
The cost study contributes three main themes of findings. First, the critical role of teachers in the classroom is unparalleled. Teachers using the Zoology One curriculum spent more time teaching students than the control group. This was not only due to the expanded literacy block, this was largely a reallocation of time away from administrative tasks and other roles that are adjacent to instruction. Second, the program dramatically increased the time students read at home and strengthening the bridge between home and school as a result. Third, Zoology One provided efficiencies at the classroom and school level by replacing a morass of materials and systems and supports with one comprehensive curriculum.

Author

• A. Brooks Bowden, The University of Pennsylvania