Page 50 |
Save page Remove page | Previous | 50 of 175 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
44
school programs. One interpretation to resolve how data can indicate low after-school
participation while other data shows increasing demand could depend on
parent motivation to use SES as child care. Confusion among parents about program
purpose may be impacting SES program effectiveness. SES type programs taught by
teachers at the school are viewed as a legitimate extension of school by parents and
students.
Quality SES and SES-Type Programs: What do they look like?
Effective schools researcher Lawrence Lezotte (1991) identified seven
correlates of effective schools. These are a safe and orderly environment, a climate
of high expectations for success, instructional leadership, a clear and focused
mission, opportunity to learn and time on task, frequent monitoring of student
progress, and home school relations. For quality SES and SES-type programs, it
would be expected that these elements also be present. Previous extended learning,
after school, before and after-the-bells Federal programs have included some or all of
these elements in their objectives. Jeffrey Cohen, president of Sylvan Education
Solutions, a national provider of supplemental tutoring services, describes six
qualities that would characterize the most effective supplemental programs. These
qualities are 1) a strong tutor-parent-teacher connection, 2) experienced providers, 3)
proven methods of instruction, 4) customized instruction, 5) measurable results of
time on task, and 6) a positive learning environment (Cohen, 2003). NCLB SES
legislation using similar terms confirms the value of all of the above. Of these six
qualities, only positive learning environment, which includes student self-
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 50 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 44 school programs. One interpretation to resolve how data can indicate low after-school participation while other data shows increasing demand could depend on parent motivation to use SES as child care. Confusion among parents about program purpose may be impacting SES program effectiveness. SES type programs taught by teachers at the school are viewed as a legitimate extension of school by parents and students. Quality SES and SES-Type Programs: What do they look like? Effective schools researcher Lawrence Lezotte (1991) identified seven correlates of effective schools. These are a safe and orderly environment, a climate of high expectations for success, instructional leadership, a clear and focused mission, opportunity to learn and time on task, frequent monitoring of student progress, and home school relations. For quality SES and SES-type programs, it would be expected that these elements also be present. Previous extended learning, after school, before and after-the-bells Federal programs have included some or all of these elements in their objectives. Jeffrey Cohen, president of Sylvan Education Solutions, a national provider of supplemental tutoring services, describes six qualities that would characterize the most effective supplemental programs. These qualities are 1) a strong tutor-parent-teacher connection, 2) experienced providers, 3) proven methods of instruction, 4) customized instruction, 5) measurable results of time on task, and 6) a positive learning environment (Cohen, 2003). NCLB SES legislation using similar terms confirms the value of all of the above. Of these six qualities, only positive learning environment, which includes student self- |
