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Washington State Institute for Public Policy
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Becoming a Man (BAM) with high-dosage tutoring

Pre-K to 12 Education
Benefit-cost methods last updated December 2023.  Literature review updated April 2018.
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Becoming a Man (BAM) is a high school behavioral program that offers non-academic intervention to disadvantaged and at-risk males through exposure to prosocial adults and skill training based on cognitive behavioral therapy. The program focuses on teaching character and social-emotional skills including considering another person’s perspective, evaluating consequences ahead of time, and reducing automatic decision-making. Participants attend weekly one-hour group sessions offered during the school day. The program included in this analysis combines BAM with individualized math tutoring conducted for one hour each day in groups of two students.
 
ALL
BENEFIT-COST
META-ANALYSIS
CITATIONS
For an overview of WSIPP's Benefit-Cost Model, please see this guide. The estimates shown are present value, life cycle benefits and costs. All dollars are expressed in the base year chosen for this analysis (2022). 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 $11,673 Benefits minus costs $45,663
Participants $27,498 Benefit to cost ratio $9.56
Others $14,493 Chance the program will produce
Indirect ($2,667) benefits greater than the costs 72%
Total benefits $50,997
Net program cost ($5,334)
Benefits minus cost $45,663

^WSIPP’s benefit-cost model does not monetize this outcome.

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. See Estimating Program Effects Using Effect Sizes for additional information.

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 Treatment age 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
Suspensions/expulsions^
In-school suspensions, out-of-school suspensions, or expulsions from school
 16 1 68 -0.210 0.220 16 n/a n/a n/a -0.210 0.338
School attendance^
Number or percentage of school days present in a given enrollment period.
 16 1 68 0.352 0.221 16 n/a n/a n/a 0.352 0.111
Office discipline referrals^
Referrals of a student to an administrative office for disciplinary reasons.
16 1 72 0.073 0.208 16 n/a n/a n/a 0.073 0.726
Test scores
Standardized, validated tests of academic achievement.
16 1 60 0.217 0.251 16 0.208 0.276 17 0.217 0.387
Grade point average^
Non-standardized measure of student performance calculated across subjects.
16 1 72 0.350 0.210 16 n/a n/a n/a 0.350 0.095
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
Affected outcome: Resulting benefits:1 Benefits accrue to:
Taxpayers Participants Others2 Indirect3 Total
Test scores Labor market earnings associated with test scores $11,673 $27,498 $14,493 $0 $53,664
Program cost Adjustment for deadweight cost of program $0 $0 $0 ($2,667) ($2,667)
Totals $11,673 $27,498 $14,493 ($2,667) $50,997
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Detailed Annual Cost Estimates Per Participant
Annual cost Year dollars Summary
Program costs $4,400 2013 Present value of net program costs (in 2022 dollars) ($5,334)
Comparison costs $0 2013 Cost range (+ or -) 10%
The intervention in this analysis occurred over one school year. The estimated cost for BAM with high-dosage tutoring is $4,400 per student as reported in Cook, P.J., Dodge, K., Farkas, G., Fryer, R.G., Guryan, J., Ludwig, J., ... Steinberg, L.. (2014). The (surprising) efficacy of academic and behavioral intervention with disadvantaged youth: Results from a randomized experiment in Chicago (NBER Working Paper 19862). Cambridge, MA: National Bureau of Economic Research.
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.
Benefits Minus Costs
Benefits by Perspective
Taxpayer Benefits by Source of Value
Benefits Minus Costs Over Time (Cumulative 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 discounted dollars. 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.

Citations Used in the Meta-Analysis

Cook, P.J., Dodge, K., Farkas, G., Fryer, R.G., Guryan, J., Ludwig, J., ... Steinberg, L.. (2014). The (surprising) efficacy of academic and behavioral intervention with disadvantaged youth: Results from a randomized experiment in Chicago (NBER Working Paper 19862). Cambridge, MA: National Bureau of Economic Research.