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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

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Published on: September 11, 2021

Evidence-based programs for schools: relationships between effect sizes and resource requirements.

Joelle D Powers¹, Aaron M Thompson

¹School of Social Work, The University of North Carolina at Chapel Hill, Chapel Hill, NC 27599, USA. jdpowers@email.unc.edu

Journal of Evidence-Based Social Work

|July 25, 2013

Summary

This summary is machine-generated.

Schools often assume expensive, evidence-based programs yield better results. This study found the opposite: higher resource needs correlated with smaller effects in educational interventions.

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Area of Science:

Educational Psychology
Program Evaluation

Background:

Schools often seek evidence-based programs for improved student outcomes.
A common assumption is that higher-cost interventions lead to greater effects.

Purpose of the Study:

To investigate the relationship between resource requirements and effect sizes of evidence-based programs.
To inform school practitioners' decisions regarding intervention selection.

Main Methods:

Analysis of 51 evidence-based programs.
Calculation of range and mean resource requirements for each program.
Comparison of resource needs with program effect sizes.

Main Results:

Contrary to intuition, programs with higher resource requirements exhibited smaller effect sizes.
No positive correlation was found between program cost/resource needs and student outcome gains.

Conclusions:

The intuitive link between higher resource investment and greater program effectiveness is not supported by empirical data.
Practitioners should critically evaluate resource demands relative to expected outcomes when selecting interventions.