Abstract
The problem of choosing the best combination of educational and psychological tests for use in identifying students with learning disabilities is discussed within a cost-efficiency framework. An efficiency index for estimating the classification accuracy of tests, easily determined from local data samples and base-rate information, is presented as a key component of the cost-effectiveness (CE) model. A review of the literature on cost-effectiveness analysis suggests the use of expert judgment in addition to a strictly quantitative CE ratio. The use of the efficiency index, the judgmental approach, and the CE ratio is demonstrated with a numerical example.
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