Читать книгу Economic Evaluation in Education - Henry M. Levin - Страница 29

Before undertaking an economic evaluation, it is important to understand the research question in detail. This understanding should start with the formal identification and understanding of the problem and the theory of change that each educational intervention adverts to. It should include explicit consideration and selection of alternatives to be evaluated; once these alternatives are set, the economic evaluation will be directed to determining which alternative is the most cost-effective or efficient. The analyst must recognize which audiences will use the evidence. Cognizant of this audience, the analyst must determine the perspective. We propose that each economic evaluation should begin with the presumption that a social perspective should be considered as the first priority even as other perspectives—fiscal, private, or per agency—are valid and important. Next, the analyst must choose the appropriate mode of analysis; the more detailed the investigation of the research question, the easier this choice will be. Finally, the analyst should perform an appraisal as to whether an economic evaluation is worthwhile.

This process requires a substantial research commitment: Each item needs to be decided in tandem, and these decisions will significantly shape the research inquiry. However, once these decisions are made, it is possible to proceed to the next stage of the analysis—how to undertake cost analysis.