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Cost-Effectiveness of Computer-Assisted Instruction

Stanford University

Gene V. Glass

Arizona State University

Gail R. Meister

Research for Better Schools, Inc., Philadelphia

In order to assist decision makers in considering different approaches to improving mathematics and reading performance of elementary school children, a cost-effectiveness study was undertaken of computer-assisted instruction (CAI) and three other interven tions. In general, peer tutoring is found to be more cost-effective than CAI, and both are more cost-effective than reducing class size or increasing the length of the school day. A discussion of the cost-effectiveness methodology and its application to educational interventions is stressed .

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