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Reed, Deborah K.; Cook, Kevin M.; Aloe, Ariel M. – Educational Policy, 2020
This study investigated the costs of different summer reading programs and compared costs to the benefits of summer school as a way to avoid retaining students not reading proficiently at the end of third grade. Per pupil costs ranged from US$1,665 to US$2,194. The average cost was US$1,887 (range: US$266-US$5,552) with 82% of overall expenses…
Descriptors: Cost Effectiveness, Reading Programs, Summer Programs, Summer Schools
Grossman, Jean Baldwin; Lind, Christianne; Hayes, Cheryl; McMaken, Jennifer; Gersick, Andrew – Public/Private Ventures, 2009
Funders and program planners want to know: What does it cost to operate a high-quality after-school or summer program? This study answers that question, discovering that there is no "right" number. Cost varies substantially, depending on the characteristics of the participants, the goals of the program, who operates it and where it is located.…
Descriptors: Summer Programs, After School Programs, Educational Quality, Operating Expenses
Stoller, Jane E. – 1975
In the first part of this cost-analysis of National Science Foundation (NSF) institutes, the financing of the University of Wyoming Portal School Project is described and expenditures and outcomes of the program for the years 1971-1974 are estimated. The average cost of the project to the NSF was $1.30 per teacher participation hour. The cost of…
Descriptors: Accountability, Cost Effectiveness, Educational Research, Federal Programs
National Council on Employment Policy (DOL), Washington, DC. – 1981
A review of the Comprehensive Employment and Training Act's (CETA's) results, strengths, and weaknesses, and future role in light of expected economic and technological changes indicates that it is time to strengthen--though not necessarily enlarge--America's only available second-chance training system. Cost-benefit analysis of the major CETA…
Descriptors: Cost Effectiveness, Delivery Systems, Economic Change, Economic Factors
Neyman, Clinton A., Jr. – 1969
This report continues the evaluation of Title I (ESEA 1965, PL 89-10) programs and services in the District of Columbia. Four areas of concern were: The effects of Title I funds on (a) student performance, (b) dropout rates; and the most effective programs in terms of (c) measurable pupil gains, and (d) most gain per dollar spent. Teacher…
Descriptors: Academic Achievement, Behavior Change, Compensatory Education, Cost Effectiveness

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