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Washington State Institute for Public Policy
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Alcohol Literacy Challenge (for college students)

Substance Use Disorders: Early Intervention
Benefit-cost methods last updated December 2019.  Literature review updated June 2016.
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Alcohol Literacy Challenge is a universal intervention for high school students and college students. In a single 60 to 90 minute group session, the intervention provides information about standard drinks, the range of alcohol expectancies, the difference between pharmacological effects and placebo effects, and efforts by alcohol companies to portray positive alcohol expectancies in advertisements. Part of the lesson involves watching video clips of commercials advertising alcohol. Students deconstruct the advertisements, identifying the positive alcohol expectancies conveyed and discussing the contradictions between those expectancies and alcohol's pharmacological and behavioral effects. In the high school version of ALC, students also divide into teams and assess the alcohol effects portrayed in alcohol-related video clips, earning points for correct answers.
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 (2018). 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 ($30) Benefits minus costs ($96)
Participants ($65) Benefit to cost ratio ($22.35)
Others ($6) Chance the program will produce
Indirect $8 benefits greater than the costs 51 %
Total benefits ($92)
Net program cost ($4)
Benefits minus cost ($96)

^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
20 1 54 0.020 0.191 21 0.003 0.286 23 0.059 0.757
20 2 297 -0.203 0.152 21 n/a n/a n/a -0.615 0.001
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
Problem alcohol use Criminal justice system $0 $0 ($3) $0 ($3)
Labor market earnings associated with problem alcohol use ($27) ($64) $0 $14 ($77)
Property loss associated with problem alcohol use $0 $0 ($1) $0 ($1)
Health care associated with problem alcohol use ($2) $0 ($3) ($1) ($7)
Mortality associated with problem alcohol $0 $0 $0 ($2) ($2)
Program cost Adjustment for deadweight cost of program $0 $0 $0 ($2) ($2)
Totals ($30) ($65) ($6) $8 ($92)
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Detailed Annual Cost Estimates Per Participant
Annual cost Year dollars Summary
Program costs $4 2014 Present value of net program costs (in 2018 dollars) ($4)
Comparison costs $0 2014 Cost range (+ or -) 15 %
We estimate per-participant costs assuming a training cost of $5000 plus $1500 for travel, that 5 school counselors would be trained at one time (training amortized over 3 years), and that one facilitator would provide the intervention to 200 students each year. An additional cost of $1 per student is required by the program license. More information is available at:
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

Fried, A.B., & Dunn, M.E. (2012). The Expectancy Challenge Alcohol Literacy Curriculum (ECALC): a single session group intervention to reduce alcohol use. Psychology of Addictive Behaviors: Journal of the Society of Psychologists in Addictive Behaviors, 26(3), 615-20.

Fried, A. (2010). Evaluation of an expectancy challenge presentation in reducing high-risk alcohol use among Greek affiliated college students. Orlando, Fla: University of Central Florida.

Fried, A.B. (2013). Evaluation of digitally enhanced Expectancy Challenge Alcohol Literacy Curriculum (ECALC) for use with mandated college students. Orlando, Fla: University of Central Florida.