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The Evaluation of Different Types of Cancer Treatment and Quality of Life (QOL) by Using UW QOL Scale (University of Washington QOL Scale) in Bangladesh
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| Presenter(s):
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| Housne Ara Begum, University of Dhaka, drhousne@gmail.com
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| Ferdous Ara Islam, Bangladesh Institute of Health Sciences, nasrul_saiful@yahoo.com
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| Abstract:
As the cost of cancer treatment is very high so the Quality of life after having different cancer treatment should be known. Studies regarding this were not found in Bangladesh. This study aimed to evaluate the Quality of Life changes by different types of cancer treatment. Respondents were 301. QOL of most variables were improved except loss of household asset. The best scores improved in the indicators before & after Radiotherapy such as: pain from 27.77% to 30.15%, ability to self care 75.39% to 84.12%, ability to play role activity in family & society 69.84% to 75.39%, can take part in family and leisure activities 74.60% to 79.36% and same trend was found for both Radiotherapy+Chemotherapy and Chemotherapy alone and statistically significant. However, the Best scores deteriorated in case of Chemotherapy for loss of household asset was 70.42 % to 42.25% and the lowest compare to Radiotherapy and Radiotherapy+Chemotherapy together.
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The New Feasibility Standards: An Economic Analysis
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| Presenter(s):
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| Julio Cesar Hernandez-Correa, Western Michigan University, julio.c.hernandez-correa@wmich.edu
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| Abstract:
The Program Evaluation Standards (1981, 1994, 2011) have identified particular problems or deficiencies in evaluation, given a detailed guide as to carrying out an effective and realistic evaluation, and offered general procedures that allow conducting a transparent and ethical evaluation. Recently, the Joint Committee on Standards for Educational Evaluation revised The Program Evaluation Standards (2011) and delivered the third edition. The Feasibility Standards (F standards) were one of the general categories of standards that were significantly revised. This paper studies the economic implications to an evaluation as described in two new standards in the 2011 edition of The Program Evaluation Standards: Project Management (F1) and Resources Use (F4). These new standards were compared with Cost Effectiveness (F3) in the 1994 edition. This paper explores limitations and the improvements of these standards regarding concepts such as cost-benefit, efficiency, and effectiveness.
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Impact of Cognitive Behavioral Therapy on Labor Market Outcomes of Ex-Offenders
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| Presenter(s):
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| Mustafa Karakus, Westat, mustafakarakus@westat.com
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| Allison Roeser, Westat, allisonroeser@westat.com
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| Abstract:
The REEOP and New Start programs are set up to provide support and services related to job creation, training, and job placement efforts for people who leave prison in Los Angeles. Both programs were designed to assess skills and employment history and match participants with a job. For those individuals needing additional skills or job training, linkages to the appropriate resources and services are made through cross-referral within the project. The two programs were very similar in all aspects except that the New Start program also had a cognitive behavioral therapy (CBT) component which created a natural experiment to evaluate the effectiveness of CBT. This study uses propensity score matching method to examine the impact of CBT on employment outcomes. Results indicate significant improvements in job placement. Results are examined in light of costs and benefits analysis to asses the value of adding CBT component to employment programs for ex-offenders.
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From Program Effect to Cost Savings: Valuing the Benefits of Educational Innovation Using Vertically Scaled Test Scores And Instructional Expenditure Data
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| Presenter(s):
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| Valeriy Lazarev, Empirical Education, vlazarev@empiricaleducation.com
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| Denis Newman, Empirical Education, dn@empiricaleducation.com
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| Abstract:
State and local educational administrations need to determine if the expected benefits of a program being considered for adoption outweigh the total cost of the program implementation and support. While costs can be estimated directly, derivation of a comparable estimate of program benefits is a complex problem. We develop an approach to the evaluation of educational program benefits which we term instructional time equivalent. This approach is applicable when program effects are evaluated using outcomes measured on growth scales and interprets a positive program effect as equivalent to an increase in the overall instructional time.
We demonstrate our methodology and the challenges that its development entails using the results of several experimental and quasi-experimental studies that we conducted over the past few years. We produce ex post assessments of whether program adoption was economically justified using total cost estimates for each program.
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