Washington State Institute for Public Policy
Consultant teachers: Content-Focused Coaching
Pre-K to 12 Education
Benefit-cost estimates updated December 2016.  Literature review updated June 2014.
Content-Focused Coaching is a professional development model that provides structured training to administrators, coaches, and teachers in order to improve instructional practices and student outcomes. The program provides training for school coaches and principals led by staff from the University of Pittsburgh’s Institute for Learning. Coaches, in turn, provide professional development and one-on-one feedback to classroom teachers with a focus on specific reading comprehension strategies. The evaluation included in this analysis compared the effects of Content-Focused Coaching to coaching-as-usual.
BENEFIT-COST
META-ANALYSIS
CITATIONS
The estimates shown are present value, life cycle benefits and costs. All dollars are expressed in the base year chosen for this analysis (2015). The chance the benefits exceed the costs are derived from a Monte Carlo risk analysis. The details on this, as well as the economic discount rates and other relevant parameters are described in our Technical Documentation.
Benefit-Cost Summary Statistics Per Participant
Benefits to:
Taxpayers $2,571 Benefits minus costs $10,089
Participants $5,334 Benefit to cost ratio $175.04
Others $2,229 Chance the program will produce
Indirect $14 benefits greater than the costs 94 %
Total benefits $10,147
Net program cost ($58)
Benefits minus cost $10,089
1In addition to the outcomes measured in the meta-analysis table, WSIPP measures benefits and costs estimated from other outcomes associated with those reported in the evaluation literature. For example, empirical research demonstrates that high school graduation leads to reduced crime. These associated measures provide a more complete picture of the detailed costs and benefits of the program.

2“Others” includes benefits to people other than taxpayers and participants. Depending on the program, it could include reductions in crime victimization, the economic benefits from a more educated workforce, and the benefits from employer-paid health insurance.

3“Indirect benefits” includes estimates of the net changes in the value of a statistical life and net changes in the deadweight costs of taxation.
Detailed Monetary Benefit Estimates Per Participant
Benefits from changes to:1 Benefits to:
Taxpayers Participants Others2 Indirect3 Total
Labor market earnings associated with test scores $2,485 $5,472 $2,422 $0 $10,379
Health care associated with educational attainment $150 ($41) ($164) $75 $20
Costs of higher education ($64) ($97) ($30) ($32) ($223)
Adjustment for deadweight cost of program $0 $0 $0 ($29) ($29)
Totals $2,571 $5,334 $2,229 $14 $10,147
Detailed Annual Cost Estimates Per Participant
Annual cost Year dollars Summary
Program costs $299 2013 Present value of net program costs (in 2015 dollars) ($58)
Comparison costs $242 2013 Cost range (+ or -) 10 %
Content-Focused Coaching provides additional training time for principals, coaches, and teachers beyond the usual amount of time in other coaching programs. We calculated the cost of Content-Focused Coaching by adding this additional time to the WSIPP estimate for coaching-as-usual based on the framework described in Knight, D.S. (2012). Assessing the cost of instructional coaching. Journal of Education Finance, 38(1), 52-80. The estimate is based on one-full time coach per school at the average compensation cost (including benefits) for K–8 teachers as reported by the Office of the Superintendent of Public Instruction. In addition, the estimate includes costs related to administrator time, materials, professional development, and classroom teacher time to work with coaches. To calculate a per-student annual cost, we used the average number of students per school in Washington's prototypical schools formula.
The figures shown are estimates of the costs to implement programs in Washington. The comparison group costs reflect either no treatment or treatment as usual, depending on how effect sizes were calculated in the meta-analysis. The cost range reported above reflects potential variation or uncertainty in the cost estimate; more detail can be found in our Technical Documentation.
Estimated Cumulative Net Benefits Over Time (Non-Discounted Dollars)
The graph above illustrates the estimated cumulative net benefits per-participant for the first fifty years beyond the initial investment in the program. We present these cash flows in non-discounted dollars to simplify the “break-even” point from a budgeting perspective. If the dollars are negative (bars below $0 line), the cumulative benefits do not outweigh the cost of the program up to that point in time. The program breaks even when the dollars reach $0. At this point, the total benefits to participants, taxpayers, and others, are equal to the cost of the program. If the dollars are above $0, the benefits of the program exceed the initial investment.

Meta-analysis is a statistical method to combine the results from separate studies on a program, policy, or topic in order to estimate its effect on an outcome. WSIPP systematically evaluates all credible evaluations we can locate on each topic. The outcomes measured are the types of program impacts that were measured in the research literature (for example, crime or educational attainment). Treatment N represents the total number of individuals or units in the treatment group across the included studies.

An effect size (ES) is a standard metric that summarizes the degree to which a program or policy affects a measured outcome. If the effect size is positive, the outcome increases. If the effect size is negative, the outcome decreases.

Adjusted effect sizes are used to calculate the benefits from our benefit cost model. WSIPP may adjust effect sizes based on methodological characteristics of the study. For example, we may adjust effect sizes when a study has a weak research design or when the program developer is involved in the research. The magnitude of these adjustments varies depending on the topic area.

WSIPP may also adjust the second ES measurement. Research shows the magnitude of some effect sizes decrease over time. For those effect sizes, we estimate outcome-based adjustments which we apply between the first time ES is estimated and the second time ES is estimated. We also report the unadjusted effect size to show the effect sizes before any adjustments have been made. More details about these adjustments can be found in our Technical Documentation.

Meta-Analysis of Program Effects
Outcomes measured Primary or secondary participant No. of effect sizes Treatment N Adjusted effect sizes (ES) and standard errors (SE) used in the benefit-cost analysis Unadjusted effect size (random effects model)
First time ES is estimated Second time ES is estimated
ES SE Age ES SE Age ES p-value
Test scores 1 1543 0.107 0.037 9 0.064 0.041 17 0.250 0.001
Citations Used in the Meta-Analysis

Matsumura, L.C., Garnier, H.E., & Spybrook, J. (2013). Literacy coaching to improve student reading achievement: A multi-level mediation model. Learning and Instruction, 25(1), 35-48.

For more information on the methods
used please see our Technical Documentation.
360.664.9800
institute@wsipp.wa.gov