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27
instructional strategies and practices, accountability of providers, and student
participation.
Rising to the Challenge: The Role of Education in National Competitiveness
It takes fifteen years to train a scientist or advanced engineer, starting
from when that young man or woman first gets hooked on science and
math in elementary school.
(Friedman, 2006)
The wealth of nations is increasingly being defined by the creativity,
innovation and knowledge of its people. Futurist Thomas Friedman notes in his
book The World is Flat: A Brief History of the Twenty-first Century that the design
of the education system of the early 20th century created an unbalanced education
system. Public schools in wealthy neighborhoods provided an education that was
innovative and creative while students at the worst schools received simply bread-and-
butter basics (Friedman, 2006). The world of low skill-high paying jobs is
disappearing. The future for a poorly educated populace is economically bleak and
devoid of opportunity. It is akin to bringing a bat to a football game for students to
be unprepared in a workplace increasingly dominated by knowledge and
information. They will be unable to play the game because they are simply not
equipped to do so.
Competitiveness of American students in relation to their peers around the
world has garnered increasing attention from business and government. In response
to this challenge to prepare better educated students, Step 7 from the Tough Choices
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 33 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 27 instructional strategies and practices, accountability of providers, and student participation. Rising to the Challenge: The Role of Education in National Competitiveness It takes fifteen years to train a scientist or advanced engineer, starting from when that young man or woman first gets hooked on science and math in elementary school. (Friedman, 2006) The wealth of nations is increasingly being defined by the creativity, innovation and knowledge of its people. Futurist Thomas Friedman notes in his book The World is Flat: A Brief History of the Twenty-first Century that the design of the education system of the early 20th century created an unbalanced education system. Public schools in wealthy neighborhoods provided an education that was innovative and creative while students at the worst schools received simply bread-and- butter basics (Friedman, 2006). The world of low skill-high paying jobs is disappearing. The future for a poorly educated populace is economically bleak and devoid of opportunity. It is akin to bringing a bat to a football game for students to be unprepared in a workplace increasingly dominated by knowledge and information. They will be unable to play the game because they are simply not equipped to do so. Competitiveness of American students in relation to their peers around the world has garnered increasing attention from business and government. In response to this challenge to prepare better educated students, Step 7 from the Tough Choices |
