A cost-utility analysis of alternative bilingual education programs in the state of New Mexico

This study employed a cost-utility analysis to evaluate and compare three alternative bilingual education programs in the state of New Mexico. The bilingual education programs were implemented during the 2000--2001 school year. The cost-utility analysis followed several steps to calculate the cost-utility ratios of the three alternative bilingual education programs. The initial steps in conducting the analysis were to determine the three most common program alternatives and the educational outcomes expected of the alternative programs. The next steps involved finding the value (u) and probability (p) of the three alternative programs. The value (u) and probability (p) weights assigned by the school district bilingual education program directors calculated the total expected utility for each bilingual education program alternative. The total bilingual education cost per school district was determined by using two primary data sources. The state bilingual education unit director reported the total state appropriations for participating school districts. Using cost-effectiveness analysis ingredient cost measures, a survey of school district business managers helped determine the bilingual education total expenditures for each school district. Among alternatives, the transitional bilingual education program model revealed the lowest cost-utility ratio. The results of this study are only recommendations and should not be considered absolute for considering bilingual education alternatives.