Page 32 |
Save page Remove page | Previous | 32 of 175 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
26
CHAPTER TWO
Literature Review
Introduction
The noble legislative intent of NCLB to improve student achievement for the
students with the greatest need has given birth to an entire industry of SES providers.
However, as with any seedlings in a forest of opportunity, not all trees will grow to
the sky. Some will falter. Some will thrive. The question is under what conditions
we can expect SES to successfully thrive to deliver on the promise of improved
student achievement. The research that anchors this study indicates that three
elements of individualized instruction, provider accountability, and student
participation are fundamental to successful SES and SES-Type programs that deliver
improved student academic achievement.
This literature review chapter is organized as follows. It will describe the
global economic challenges and the role public education will play in serving the
national interests. The role of NCLB and the design behind SES to improve
academic achievement for students in low performing schools will be detailed. The
review will continue with a discussion of how the planned SES design has varied
with actual implementation and practice. A framework based on the economic
theory known as “principal-agent” relationship problems in comparing SES and
SES-type programs will be introduced. Finally, anchoring research will highlight the
principal-agent issues in the three elements of SES and SES-Type programs of
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 32 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 26 CHAPTER TWO Literature Review Introduction The noble legislative intent of NCLB to improve student achievement for the students with the greatest need has given birth to an entire industry of SES providers. However, as with any seedlings in a forest of opportunity, not all trees will grow to the sky. Some will falter. Some will thrive. The question is under what conditions we can expect SES to successfully thrive to deliver on the promise of improved student achievement. The research that anchors this study indicates that three elements of individualized instruction, provider accountability, and student participation are fundamental to successful SES and SES-Type programs that deliver improved student academic achievement. This literature review chapter is organized as follows. It will describe the global economic challenges and the role public education will play in serving the national interests. The role of NCLB and the design behind SES to improve academic achievement for students in low performing schools will be detailed. The review will continue with a discussion of how the planned SES design has varied with actual implementation and practice. A framework based on the economic theory known as “principal-agent” relationship problems in comparing SES and SES-type programs will be introduced. Finally, anchoring research will highlight the principal-agent issues in the three elements of SES and SES-Type programs of |
