EDUC 772 Identifying Ingredients Worksheet


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EDUC 772 Methods of Economic Evaluation in Education
Problem Set 4
20 Points
Due by 2/15
Directions: Complete the two sections below. Be sure to submit both your word file and
your excel file in Canvas before class.
Part One: Concepts of Costs
(6 points)
How might the concepts of opportunity cost and incremental cost inform an evaluation of the
following types of programs? Provide one or two sentences for opportunity cost and for
incremental cost and be sure to show your thinking (do not just list ingredients – provide an
example of an ingredient and why it fits each concept). Your answers should reflect prominent
aspects of these programs that would be important as we consider opportunity cost (all
ingredients because all have value) and incremental cost (the cost of the program above and
beyond business as usual or the control condition).
1. A social and emotional learning program where volunteer mentors meet with students
biweekly during lunch?
Opportunity cost:
Incremental cost:
2. A 3rd grade math curriculum with manipulatives and software to supplement instruction?
Opportunity cost:
Incremental cost:
3. An after-school arts club where students visit museums and attend events?
Opportunity cost:
Incremental cost:
Part Two: Identify Ingredients
(14 points)
American Reading Company’s kindergarten literacy curriculum ARC CORE, formerly called
Zoology One, integrates literacy and science. Use the information provided in the attached
appendix to answer the questions below. Enter your responses into an MSExcel file and submit
this file with your MSWord file.
1. Identify six ingredients of the curriculum using the appendix and list the ingredients
according to category in the excel file. (6 points)
2. Provide a short description for each ingredient. (3 points)
3. Identify a unit of measurement for each ingredient. (3 points)
4. Choose 2 ingredients and list questions that you would want to address by observing the
curriculum being delivered (aka data collection). (2 points)
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Appendix: Zoology One Overview
Theory of Change – The program is designed to increase the volume of literacy exposure; build a
culture of literacy; increase interest by embedding science; empower students by providing
information about what their literacy goals are; provide teachers a comprehensive literacy
(reading and writing) curriculum; deliver tailored instruction with access to carefully leveled
texts. The figure below provides an illustration of this process.
The Zoology One kindergarten literacy curriculum is designed as a comprehensive literacy block
that lasts for 120 minutes per day during class. The curriculum is described as comprehensive
because it is designed to cover all aspects of literacy necessary, reducing the need for
supplemental instruction on various topics. The curriculum is organized into 4 units. The first is
called Literacy Labs and each student is challenged to read 100 books. The rest of the year is
organized into three units based on science concepts: zoology, ecology, and entomology.
Each teacher participates in 1 day of training prior to the start of the school year. This training is
provided by the curriculum’s publisher at a central district office. During the school year, a
Literacy Coach visits the teacher 10 times (1x per month) to provide support, to address
challenged, and to provide ideas for teaching with the curriculum.
During class time, there are a range of activities to engage students in literacy. In a whole group,
students listen and participate in a read aloud, engage in a group writing activity around a white
board, review word wall words and add flash cards for each new word to the word wall section
in the classroom, and cover the day’s science lesson. In small groups or pairs, students engage in
peer reading and independent reading using leveled books from the classroom library (450 books
total). Students then spend time independently writing about a topic from the book they read.
The teachers engage students in science experiments using the curriculum’s science kits. When
possible, the teachers are encouraged to take the children on walks to make observations and to
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take notes on their clipboards. The goal is to deepen the connection between the science content
and the literacy content with experiential and project-based learning opportunities.
Teachers also encourage movement and active learning by including games that get the children
moving and thinking about the concepts covered in class. For example, the teacher may show a
short video on habitats and then have the children move to different sides of the carpet to cast
their votes for various answers to questions about habitats.
Each day three books go home with each child in a special book bag. This home reading
component is intended to expand the time children spend reading books at their learning level, to
engage children in literacy activities outside of school, and to build a culture of literacy. All
books read in class and at home are logged on a special worksheet.
Every few weeks the teacher meets individually with each student to assess their literacy skills
using an assessment called the IRLA. The teacher enters these data into school pace and reviews
growth and sets targets for each student’s learning. This information drives student book
selection for in class and home reading. The students’ levels also inform group reading.
Ingredients Worksheet for Design

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