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traditional classroom instruction. Policymakers need to look beyond the prospect
of reducing per-pupil expenditures” (Foreword). “Few [articles] could be
categorized as ‘independent research.’ Moreover, hardly any focused on the
overall costs and consequences for maintaining and operating alternative statesponsored
models” (Foreword).
Fletcher, J. D., and R. Chatham. 2009. Measuring return on investments. In Paul
O’Connor and Joseph Cohn (Eds.), Human performance enhancement in high-risk
environments. Santa Barbara, CA: Greenwood Publishing Group.
• Purpose: To answer the question “How, in quantitative terms that are
comparable to the returns … calculate[d] for investments in materiel, ordnance,
supplies and the like, should … increases in system and operational effectiveness
that are effected by investments in training [be assessed]?” (p. 2).
• Methods: The authors present a brief discussion of return on investment (ROI)
analysis and then offer specific examples where satisfactory data were available
to assess ROI (p. 3).
• Findings: “Human performance measures are typically more variable and less
precise than those of equipment performance, but they can lend themselves to the
cost and effectiveness trade-offs that are an inevitable and proper component of
managerial and administrative decision-making” (25).
Levin, H., G. Glass, and G. Meister.(1987. Cost-effectiveness of computer-assisted
instruction. Evaluation Review 11(1):50-72.
• Purpose: “To assist decision makers in considering different approaches to
improving mathematics and reading performance of elementary school children”
(Abstract).
• Method: “The authors conduct a cost-effectiveness study of computer-assisted
instruction (CAI) and three additional interventions” (Abstract).
• Findings: “The authors find that peer tutoring is more cost-effective than CAI,
and both are more cost-effective than reducing class size or increasing the length
of the school day” (Abstract).
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