COST AND COST EFFECTIVENESS OF ELEMENTARY SCHOOL GIFTED/TALENTED PROGRAMS IN INDIANA
Abstract
The purpose of this study was to provide policy makers and school administrators with statistical data on the cost and cost effectiveness of operating different types of gifted/talented programs, how these costs compare with regular instructional education costs, and the existence within selected programs of Gallagher's essential elements. The population for this study was the 130 gifted/talented programs at the elementary level in Indiana during the 1983-84 school year. Two samples were included in this study. The first sample included 13 school districts identified as best current practice by a random sample of gifted/talented cadre members from Indiana. The second sample had 22 gifted/talented programs with five different administrative strategies identified as best current practice by a random sample of gifted/talented cadre members. The five strategies are advanced classes, classroom enrichment, mentor program, pullout/resource room, and special school. Four statistical procedures were used to reject or not reject hypotheses. Multiple Regression, Analysis of Variance, Student's t-test, and Pearson r were performed. The study was designed to answer seven questions and the following conclusions flow from the hypotheses that were developed to answer said questions. (1) The cost of gifted/talented programs is higher than the cost of regular instructional education with an average cost index of 1.32. (2) Two administrative strategies, mentor program, and pullout/resource room, cost more than regular instructional education. Three strategies, advanced classes, classroom enrichment and special school, do not cost more. (3) No important correlation exists between gifted/talented programs costs and existence of Gallagher's essential elements. (4) When comparing the level existence of essential elements within each of the five administrative strategies, no noteworthy differences are found among the strategies. (5) There is no important difference between the cost effectiveness of five different administrative strategies. Classroom enrichment was the most cost effective followed by advanced classes administrative strategy. Special school administrative strategy was the least cost effective. (6) The cost of gifted/talented programs is not predictive of the level of existence of essential elements in gifted/talented programs.
Degree
Ph.D.
Subject Area
School finance
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