INTRODUCTION TO PROGRAM EVALUATION

Introduction to Program Evaluation - Social Science
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This assignment will be submitted to Turnitin®. Instructions Objective: Understand and explain the utility of cost-benefit analysis in program evaluation  Program Objective: Develop in our students the ability to form critical judgments that support democratic values. Core Competency: To analyze, synthesize, think critically, solve problems and make decisions Make sure to read the scenario and instructions thoroughly-All the necessary information is there!  You do not need to do a single calculation until the cost per completion calculation as each bit of information is there in the scenario or instruction-so if you trying to calculate before then, read the scenario and instructions again. A Cost-Effectiveness Study of College Readiness Office of Institutional Effectiveness, 2016 Purposeful College, a public organization, developed a College Readiness program in 2011 to increase the number of students who complete their academic goals promptly. The program does this by guaranteeing math, English, and a college readiness course in the first year of college and providing a comprehensive set of support services for increasing students success, persistence, and completion rates. College Readiness has grown each year to meet the college’s objective of effectively serving all students: 325 students were in enrolled in the 2011-12 College Readiness cohort, and approximately 2,350 students are enrolled in the 2016-17 cohort. To support the program’s growth, the college has invested additional resources each year. The college has taken steps to measure the program’s effectiveness. In 2015, the Upper Iowa University program evaluation graduate students conducted a comprehensive evaluation of three cohorts (2012-13, 2013-14, and 2014-15) and determined that the program was making significant progress in helping students complete their goals. In addition to measuring outcomes, Purposeful College also wanted to ensure that resources were being used to help the college efficiently meet its strategic goals. The graduate students conducted a cost-effectiveness study to assess the College Readiness program to ensure that College resources are being used prudently. Method A cost-effectiveness study compares policy or education alternatives based on their costs to a quantifiable effectiveness measure. The goal of such a study is to compare multiple programs with the same outcome on their efficiency of resource use. A cost-effectiveness analysis ratio looks like this: Figure 1. Cost of a program: quantifiable income Using this framework, program evaluation graduate students completed a cost-effectiveness study of the 2013-2014 College Readiness cohort to assess the academic and monetary impact of the program on completion rates. The cost-effectiveness study was conducted on the 2013-2014 cohort for two reasons: 1) sufficient time had passed to assess completion and 2) the college had completed the implementation of its new Student Information System that provided evaluators with comprehensive and reliable cost data. College Readiness participants and non-participants: • were first-time freshmen • were 24 years of age or younger • had not earned more than six units before starting college at PCC • had identified transfer, degree, certificate or undecided as their goal Using these criteria, Purposeful College staff determined that the final sample size for the College Readiness program was 850 students and for non-College Readiness was 4,016 students. The average age of College Readiness students was 18, and the average age of non-College Readiness students was 19. Because there was no alternative program to compare to College Readiness, a “business-as-usual” approach was used -- a group of students who had not participated in the College Readiness program was compared to a group of College Readiness students. Completion was used as the quantifiable effectiveness measure and defined as students who reached transfer-prepared status, received an AA degree, or earned a certificate. Completion was assessed at the end of the Fall 2016 term, providing a 3.5-year window for students to attain a goal. College Readiness Cost Estimates The graduate students worked closely with the Purposeful College staff to identify all costs associated with the implementation of College Readiness in the 2013-2014 term. Program costs were categorized into four areas: personnel, facilities, supplies and other. Table 1 presents a breakdown of those costs. Table 1. College Readiness Costs 2013-2014 Cost Type Total Personnel $958,032.83 Supplies $152,203.36 Facilities $169,560.00 Other $152,865.82 Total Cost $1,432,662.01 The cost per Readiness student is $1,675.63. The overall cost to educate a student in either cohort is $15,574. The expenditures to educate students is $124,234,184. The cost to educate a student = (3.5 year cohort unit total) (per unit cost)/ number of students in the cohort = (103631.5) (250.37)/166 = $15,574 / student (the per unit cost is provided from institutional research). The completion rate for the non-readiness students is 20\%, and for the readiness students is 32\%. Report and findings 1. Write a report on the cost-effectiveness study for a manager. Assume the manager does not know the particulars of the program. 2. The introduction should define the program. Include in the introduction the information that is important in the evaluation including the operational definition of the outcome. 3. Write a paragraph that focuses on a specific evaluation question. 4. Complete the findings of the cost-effectiveness study based on the goal of the program. For each cohort size, use 850 students to make an equal comparison. Use the following table (include it with your report) to discuss the findings of the cost-effectiveness study: Non-Readiness (Comparison) Readiness Cohort Size Cost per student for 3.5 years Completion Rate Cost per completion Read the scenario carefully—all the answers can be derived from the provided information 5. Complete the assignment by making recommendations to Purposeful College. Justify your recommendations using any of the MPA values. 6. Include at least one empirical source to support the study.
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