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20
Importance of the Study
As the NCLB 2014 student proficiency deadline approaches, more districts
and Title I schools face the prospect of failing to meet their AYP objectives and
being identified as needing improvement. SES providers face their own challenges
with the expectation of improving student achievement through the commitment of
considerable amounts of public funding to SES. Hess and Finn (2007) go so far as to
suggest that SES is unworkable as presently designed. Before writing off SES as a
failure, this study into SES programs represents an opportunity to clarify how to
engineer more effective SES programs through the theory of principal-agent
relationships.
Keeping student achievement first and foremost, the importance of this study
parallels the reference from the U.S. Department of Education Office of Innovation
and Improvement to help improve implementation and accelerate the learning curve
(US DOE OII, 2004). In the long run, this SES research also is a proxy for the
added foray into the use of public funding for private providers of education and may
offer guidance for the implementation of vouchers with private and non-public
providers. Insights into the principal-agent issues of a public education system
defined by increasing public-private sector partnerships may be discovered. The
discoveries on how SES should operate or how it can be improved are important as
the program grows with greater state and parent awareness (Sunderman, 2006). The
results of this research can inform Title I schools that wish to avoid falling into
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 26 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 20 Importance of the Study As the NCLB 2014 student proficiency deadline approaches, more districts and Title I schools face the prospect of failing to meet their AYP objectives and being identified as needing improvement. SES providers face their own challenges with the expectation of improving student achievement through the commitment of considerable amounts of public funding to SES. Hess and Finn (2007) go so far as to suggest that SES is unworkable as presently designed. Before writing off SES as a failure, this study into SES programs represents an opportunity to clarify how to engineer more effective SES programs through the theory of principal-agent relationships. Keeping student achievement first and foremost, the importance of this study parallels the reference from the U.S. Department of Education Office of Innovation and Improvement to help improve implementation and accelerate the learning curve (US DOE OII, 2004). In the long run, this SES research also is a proxy for the added foray into the use of public funding for private providers of education and may offer guidance for the implementation of vouchers with private and non-public providers. Insights into the principal-agent issues of a public education system defined by increasing public-private sector partnerships may be discovered. The discoveries on how SES should operate or how it can be improved are important as the program grows with greater state and parent awareness (Sunderman, 2006). The results of this research can inform Title I schools that wish to avoid falling into |
