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In order to assist decision makers in considering different approaches to improving mathematics and reading performance of elementary school children, a cost-effectiveness study was undertaken of computer-assisted instruction (CAI) and three other interven tions. In general, peer tutoring is found to be more cost-effective than CAI, and both are more cost-effective than reducing class size or increasing the length of the school day. A discussion of the cost-effectiveness methodology and its application to educational interventions is stressed .
Levin et al. (1987) studied this question.