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1
CHAPTER ONE
Overview of the Study
Introduction
“In the end, there has not been competition, demonstrably effective
remediation, or much evidence of innovation. We conclude that the
SES provision is unworkable as presently designed.”
— Hess and Finn (2007)
To live up to the expectation that no child be left behind, proclaimed in the
congressional act of the same name, low achieving students would benefit from extra
and more intensive academic instruction. The time required to deliver these services
falls outside an already full regular school day. These supplemental tutoring services
for students offered outside of the school day, in low achieving Title I schools, are
either required and called Supplemental Educational Services (SES) or offered by
choice in what will be termed “SES-type services” for this study. In January 2001,
only three days after his inauguration, President George W. Bush unveiled the design
for No Child Left Behind (NCLB). NCLB included standards and testing called for
in A Nation at Risk, the prominent 1983 report that warned that the educational
foundations of American society were being eroded by a rising tide of mediocrity.
NCLB contained the recommended standards and testing along with new
requirements of accountability for states, school districts, and schools (NCEE, 1983;
Martel, 2005).
Object Description
| Title | Organizational relationships in supplemental educational services (SES) and SES-type programs |
| Author | Tan, Thomas Anthony |
| Author email | diandtom@sbcglobal.net; thomas_tan@jusd.k12.ca.us |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2008-08-07 |
| Date submitted | 2008 |
| Restricted until | Unrestricted |
| Date published | 2008-10-08 |
| Advisor (committee chair) | Hentschke, Guilbert C. |
| Advisor (committee member) |
Datnow, Amanda Mafi, Gabriela |
| Abstract | The Center for Education Policy (CEP, 2007) released a July 2007 NCLB report examining the effectiveness of assistance to schools that have been unable to achieve state defined student Proficiency goals for two consecutive years. This academic tutoring assistance known as Supplemental Educational Services (SES) was deemed to be important or very important by less than 10% of the districts surveyed.; How can we explain differences in outside of the school day academic tutoring programs that are mandated (SES programs under NCLB) and those that are willingly provided (SES-type programs by schools)? These differences in programs can be studied and understood through what economists call "principal-agent" theory to study the relationships among the participants. The principal-agent (P-A) theory had its origins in the study of the problems that arise when objectives of a principal and agent diverge. The purpose of the study is to understand the P-A related performance problems among the participants in Supplemental Educational Services (SES). This study will examine the P-A organizational relationships within the three primary SES and SES-type school program elements – individualized instruction, provider accountability, and student participation. The three research questions that were developed to guide this study are: 1. How does the principal-agent relationship explain what instructional strategies and practices are used by SES and SES-type providers in out of school hours programs? 2. How does the principal-agent relationship explain how SES and SES-type providers are accountable for student learning? 3. How does the principal-agent relationship explain how SES and SES-type providers manage student participation?; In comparing SES and SES-type after school tutoring organizations, data analysis revealed that principal-agent problems in Title I schools required to provide SES were greater than those Title I SES-type schools that willingly provided after school tutoring. The six major findings of this study found principal-agent problems in the areas of SES organizational barriers, beliefs in tutoring effectiveness, sub optimization of SES, non-performance based competition among SES providers, and relationships among parents, tutors, and educators.; Recommendations for successful SES implementation and improvement of current practice to address these principal-agent problems included increasing the outreach to parents, using an SES provider report card to rank provider performance, improved sharing of existing student data between school districts and SES providers, expanding the pool of students who could benefit from SES tutoring, and improving communications and coordination through an SES provider-school district advisory council. Suggestions for future research include comparing SES implementations in coastal vs. inland California school districts, study of student motivation in after school tutoring, greater cooperation between SES providers and school districts, and the effectiveness of comprehensive vs. academic after school tutoring. |
| Keyword | principal; agent; education; elementary; k12; nclb; supplemental; educational; services; SES; tutoring |
| Geographic subject (state) | California |
| Coverage date | 2007/2008 |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m1643 |
| Contributing entity | University of Southern California |
| Rights | Tan, Thomas Anthony |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Tan-2371 |
| Archival file | uscthesesreloadpub_Volume26/etd-Tan-2371.pdf |
Description
| Title | Page 7 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 1 CHAPTER ONE Overview of the Study Introduction “In the end, there has not been competition, demonstrably effective remediation, or much evidence of innovation. We conclude that the SES provision is unworkable as presently designed.” — Hess and Finn (2007) To live up to the expectation that no child be left behind, proclaimed in the congressional act of the same name, low achieving students would benefit from extra and more intensive academic instruction. The time required to deliver these services falls outside an already full regular school day. These supplemental tutoring services for students offered outside of the school day, in low achieving Title I schools, are either required and called Supplemental Educational Services (SES) or offered by choice in what will be termed “SES-type services” for this study. In January 2001, only three days after his inauguration, President George W. Bush unveiled the design for No Child Left Behind (NCLB). NCLB included standards and testing called for in A Nation at Risk, the prominent 1983 report that warned that the educational foundations of American society were being eroded by a rising tide of mediocrity. NCLB contained the recommended standards and testing along with new requirements of accountability for states, school districts, and schools (NCEE, 1983; Martel, 2005). |
