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10
for students are 1) low participation (enrollment) in SES services and 2) low
attendance in SES classes. The principal-agent alignment issue present here is that
the student incentives to attend even more school pale in comparison to incentives
for other non-academic out of the school day activities, such as athletics or an after-school
job. Increased demands on student time and alternative options for how
students could spend their time contributed to lower participation rates. The
availability of SES provider slots for students is often greater than the number of
students who could be enrolled in SES programs by parents. Low participation and
attendance come together to create a situation of SES underutilization that represents
a challenge for both providers and schools. Improve student participation and
improved academic performance may follow.
The NCLB SES programs are distinctly different in how they have changed
the focus from improvement of school wide programs to a focus on individual
student achievement (Sunderman and Kim, 2004). While many students have been
identified as eligible for SES, the percentages of those students that choose to
participate are under 10% (e.g. 6% in Los Angeles, Buffalo, 5% in Chicago in 2002-
03) (Sunderman and Kim, 2004). The students who fall further behind suffer
cumulative learning losses that are more difficult to overcome with the passing of
time. The expected benefit of student participation in SES programs is a tailored
intervention to overcome learning obstacles and erase learning deficits (US DOE
OII, 2004). Other research (Marsh et al, 2005) on SES from California, Georgia, and
Pennsylvania presented similar findings that obstacles to participation in SES were
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 16 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 10 for students are 1) low participation (enrollment) in SES services and 2) low attendance in SES classes. The principal-agent alignment issue present here is that the student incentives to attend even more school pale in comparison to incentives for other non-academic out of the school day activities, such as athletics or an after-school job. Increased demands on student time and alternative options for how students could spend their time contributed to lower participation rates. The availability of SES provider slots for students is often greater than the number of students who could be enrolled in SES programs by parents. Low participation and attendance come together to create a situation of SES underutilization that represents a challenge for both providers and schools. Improve student participation and improved academic performance may follow. The NCLB SES programs are distinctly different in how they have changed the focus from improvement of school wide programs to a focus on individual student achievement (Sunderman and Kim, 2004). While many students have been identified as eligible for SES, the percentages of those students that choose to participate are under 10% (e.g. 6% in Los Angeles, Buffalo, 5% in Chicago in 2002- 03) (Sunderman and Kim, 2004). The students who fall further behind suffer cumulative learning losses that are more difficult to overcome with the passing of time. The expected benefit of student participation in SES programs is a tailored intervention to overcome learning obstacles and erase learning deficits (US DOE OII, 2004). Other research (Marsh et al, 2005) on SES from California, Georgia, and Pennsylvania presented similar findings that obstacles to participation in SES were |
