| Course | HLTH 6473 Finance and Fiscal Management in Public Health |
|---|---|
| Module | Module 5 |
| Paper type | Cost analysis |
| Length | 1,210 words, about 4 pages plus title and reference pages |
| Format | APA 7 student paper |
| School | American College of Education |
| Program | Ed.S. in Public Health Education |
| Updated | September 2026 |
Free sample paper for HLTH 6473 Module 5
$142 per Child Buckled Right: A Cost Analysis of a County Child Passenger Safety Program, With Fixed, Variable and Donated Costs
Student Name
American College of Education
HLTH6473: Finance and Fiscal Management in Public Health
Module 5 Assignment
Instructor Name
August 31, 2026
Introduction
Module 4 funded the county share of a composite central Indiana child passenger safety program in full, largely because its model rests on strong evidence and its county dollars protect matching funds. That decision assumed the program is a good use of money. This paper tests the assumption with a cost analysis. It identifies the program's full costs, including donated resources, separates fixed from variable costs, allocates costs to activities, calculates unit costs for the program's outputs and outcomes, estimates the cost of serving one more family and compares the program's cost with the cost of the injuries it aims to prevent.
Approach
Economic evaluation compares the costs and consequences of alternatives, and even a simple cost analysis should state its perspective, the costs included and the assumptions used (Drummond et al., 2015). This analysis takes two perspectives: the health department's, which counts only what the department pays, and a community perspective, which adds donated space and volunteer time. It uses the program's budget for the year and its service records: 700 seat checks, 390 seats distributed and the results recorded at each check. Cost concepts such as fixed and variable costs and the allocation of shared costs follow standard public sector financial management practice (Finkler et al., 2019).
Total Costs
From the department's perspective, the program costs $95,784 a year, including the 15% indirect rate. From the community perspective, donated resources add $19,000: the fire department's station bay, valued at $4,800 using the county's rate for comparable space; 520 hours of volunteer technician time, valued at $25 an hour, $13,000; and hospital meeting space for monthly events, $1,200. The full community cost is therefore $114,784.
Fixed and Variable Costs
Most of the program's costs are fixed in the short run, meaning they do not change with the number of families served. Personnel, certification, station equipment, evaluation infrastructure and indirect costs, about $71,000, would be spent whether the station checked 500 seats or 800. Variable costs rise with each family served: seats, which average $55.79 each across the three types, supplies and a share of outreach and mileage. Because fixed costs dominate, the program's unit costs fall as it serves more families, which makes underused capacity the most expensive problem it could have.
Costs by Activity
Coordinator and aide time logs were used to allocate personnel and indirect costs among activities. Seat checks, including station operation and technician scheduling, account for about 45% of staff time; seat distribution, including eligibility screening, education and paperwork, 35%; outreach, 12%; and evaluation and reporting, 8%. Adding seat purchases to distribution, the program spends roughly $36,000 on checks, $50,000 on distribution, $6,000 on outreach and $4,000 on evaluation and reporting, rounded.
Unit Costs
Dividing the department's cost of $95,784 by the 700 checks gives $136.83 per check. Of the 700 seats checked, errors were found in 74%, or 518, all of which were corrected at the check, giving a cost of $184.91 per error corrected. At the end of each check, 96% of children, 672, left in a seat installed and used correctly, for a cost of $142.54 per child leaving correctly restrained, the figure in the title. From the community perspective, including donated resources, the cost per child leaving correctly restrained is $170.81. Seat distribution alone, counting only the $50,000 attributed to it, costs about $128 per seat delivered with education.
Marginal Cost of One More Family
The marginal cost, the cost of serving one additional family within existing capacity, is much lower than the average. Serving one more family who needs a seat adds the seat, about $56, a few dollars of supplies and roughly 30 minutes of staff or volunteer time, for a marginal cost near $70. Serving one more family who needs only a check adds almost nothing if the station has open appointments. This distinction matters for the funding strategy in Module 3: a sponsor's $62 gift genuinely pays for one more child's seat, while a gift of the same amount cannot buy a share of the program's fixed costs.
Comparing Cost With Consequences
The program's aim is to prevent injuries. Correctly used child safety seats reduce the need for hospitalization among young children in crashes by 69% and reduce the risk of death by about 70% for infants and 47% to 54% for toddlers (Zaza et al., 2001). The county's hospitals report that the average cost of an inpatient stay for a child injured in a motor vehicle crash was about $28,000 in the most recent year, based on the hospitals' cost-to-charge ratios. At that figure, the program's annual cost of $95,784 equals the cost of about 3.4 such hospitalizations. If correcting errors and supplying seats prevents three or four child hospitalizations a year in the county, the program pays for itself in hospital costs alone, before counting deaths prevented, lasting disability avoided and families' own losses.
Using the Results
The analysis suggests three practical steps. First, fill the station: last year about one appointment in five went unused, and because fixed costs dominate, each additional family checked in an otherwise empty slot lowers the average cost per child with almost no added spending. The bilingual aide's outreach and referrals from pediatric offices are the most direct ways to fill those slots. Second, protect volunteer capacity: donated technician time is worth $13,000 a year, and replacing it with paid staff would raise the program's cost by more than a tenth, so recruiting and recertifying volunteers is a financial priority, not only a staffing one. Third, report unit costs to funders: hospital and health plan partners can relate a cost of about $143 per child correctly restrained to their own costs, which makes the case in Module 3 more concrete than a total budget figure can.
Sensitivity and Limits
These figures depend on assumptions. If volunteer time is valued at $35 rather than $25 an hour, community cost rises by $5,200. If seat prices rise 15%, the department's cost rises by about $3,300. The break-even comparison is the most uncertain part: the program does not know how many of the children it serves will be in crashes, and correcting a misused seat likely prevents less injury than putting an unrestrained child into a seat. The analysis also counts correct use at the end of a check, not over time; the six-month rechecks planned in Module 2 will show how much of that correctness lasts, and cost per child still correctly restrained at six months will be higher.
Conclusion
Taken as a whole, the program costs about $137 per check and $143 per child leaving correctly restrained from the department's perspective, with fixed costs dominating and a marginal cost near $70 for each additional family receiving a seat. Its annual cost equals roughly three to four child crash hospitalizations, a plausible level of benefit for a program built on strong evidence. The analysis supports the decision in Module 4, points to filling unused station capacity as the cheapest way to improve value and identifies the six-month recheck data as the most important evidence still missing. Module 6 builds these findings into a financial plan.
References
Drummond, M. F., Sculpher, M. J., Claxton, K., Stoddart, G. L., & Torrance, G. W. (2015). Methods for the economic evaluation of health care programmes (4th ed.). Oxford University Press.
Finkler, S. A., Smith, D. L., & Calabrese, T. D. (2019). Financial management for public, health, and not-for-profit organizations (6th ed.). CQ Press.
Zaza, S., Sleet, D. A., Thompson, R. S., Sosin, D. M., & Bolen, J. C. (2001). Reviews of evidence regarding interventions to increase use of child safety seats. American Journal of Preventive Medicine, 21(4 Suppl.), 31-47. https://doi.org/10.1016/S0749-3797(01)00377-4
Reading the HLTH 6473 Module 5 instructions
The fifth HLTH 6473 module often centers on what a program actually costs. Prompts usually ask you to identify total costs, classify them as fixed or variable, allocate shared costs to activities, calculate unit costs and interpret the results for decision makers. Some also ask for a comparison with benefits or with an alternative program, which calls for care about what each side counts. State your perspective, whether the organization's or the community's, and your assumptions before calculating, since both change the totals. Use the budget from earlier modules so the figures are consistent, and show every calculation so a reader can check it. Ending with practical uses of the results shows why the analysis matters.
How the HLTH 6473 Module 5 example is put together
An introduction explains why the funding decision in the previous module needs testing. An approach section states two perspectives, the organization's and the community's, and the data used. Sections then report total costs including donated resources, divide costs into fixed and variable, allocate them to four activities and calculate unit costs for checks, errors corrected, children leaving correctly restrained and seats delivered. A marginal cost section links back to the funding strategy. A comparison with hospital costs estimates a break-even point, A section on using the results turns the numbers into three practical steps, and a sensitivity section tests key assumptions and names the limits of the analysis.
Where the points sit in the HLTH 6473 Module 5 rubric
Instructors grading a cost analysis usually look for accurate figures, complete coverage of costs and a clear reading of what the numbers mean. Rubrics tend to reward papers that state a perspective, include all relevant costs, classify them correctly, show calculations that can be checked and explain what the numbers mean for decisions. Distinguishing average from marginal cost shows economic understanding and often changes what a manager should do next. Comparing costs with consequences, even roughly, and testing assumptions through sensitivity analysis earns credit at the specialist level, especially when the uncertainty is stated honestly. APA 7 citations for economic evaluation methods and effectiveness evidence complete the paper. Turning unit costs into recommendations a manager can act on shows the purpose of the exercise.
HLTH 6473 Module 5 help: mistakes that cost points
Cost papers often divide the budget by the number of people served and stop. If you need help separating fixed from variable costs, allocating shared costs, valuing donated resources or comparing costs with benefits, a writer can help. Share your program budget, service data and the prompt, and the Module 5 analysis you receive will show every calculation and explain what it means for decision makers. If your instructor asks for a cost-effectiveness ratio or a comparison of two programs, the analysis will include it with its assumptions stated. We can also help you build a simple spreadsheet to support the paper and check every total.
Write yours, or have the desk draft it
This paper is an original model document written by our desk, not a submitted student paper and not an official American College of Education document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.
More HLTH 6473 and Ed.S. in Public Health Education sample papers
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- HLTH 6473 Module 4: Resource Allocation Analysis
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HLTH 6473 Module 5 questions, answered
What does HLTH6473 Module 5 usually ask for?
HLTH6473's fifth module often asks you to analyze a program's costs, such as total, fixed and variable costs, costs by activity and unit costs, and to interpret what they mean.
What is the difference between fixed and variable costs?
Fixed costs stay the same regardless of how many people are served in the short run; variable costs rise with each additional person or unit of service.
What is marginal cost?
The cost of producing one more unit of service, such as serving one more family, which can be much lower than the average cost when capacity is unused.
Where can I find a free HLTH 6473 Module 5 sample paper?
This page has the full Module 5 cost analysis of a county car seat program, with total, fixed, variable and donated costs, unit costs per check and per child and a break-even comparison.
Should donated resources be counted in a cost analysis?
Yes, from a community perspective. Valuing donated space and volunteer time shows the program's full cost and what it would take to replace those contributions.