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54
The research questions for our study of principal-agent relationships in SES
and SES-Type programs in Title I schools have been defined through the literature
review research, which provided the necessary background for this study, as covered
in Chapter 2. The school districts and schools have been selected. Preparation to
collect the data consists of creation of the data collection instruments. Instruments
have been created based on the conceptual framework of this study, in order to
identify key elements of SES identified in answering the research questions of this
study. Qualitative data will be collected via open ended questionnaires, interviews,
observations and document analysis of existing documents and communication
artifacts.
The case study method was utilized in order to provide explanations for the
elements under study in order to describe their relational patterns. Purposeful
sampling of typical cases (four Title I schools) will anchor this qualitative case study
approach. On the size of this sample, Patton (2003) notes that validity,
meaningfulness, and insights generated from qualitative inquiry have more to do
with the information richness of the cases selected and the observation and analytic
capabilities of the researcher than with sample size.
Sample and Population
District and Site Selection Criteria
The district in this study is San Angeles school district with approximately 34
schools and an enrollment of 24,000 students. This urban school district covers
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 60 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 54 The research questions for our study of principal-agent relationships in SES and SES-Type programs in Title I schools have been defined through the literature review research, which provided the necessary background for this study, as covered in Chapter 2. The school districts and schools have been selected. Preparation to collect the data consists of creation of the data collection instruments. Instruments have been created based on the conceptual framework of this study, in order to identify key elements of SES identified in answering the research questions of this study. Qualitative data will be collected via open ended questionnaires, interviews, observations and document analysis of existing documents and communication artifacts. The case study method was utilized in order to provide explanations for the elements under study in order to describe their relational patterns. Purposeful sampling of typical cases (four Title I schools) will anchor this qualitative case study approach. On the size of this sample, Patton (2003) notes that validity, meaningfulness, and insights generated from qualitative inquiry have more to do with the information richness of the cases selected and the observation and analytic capabilities of the researcher than with sample size. Sample and Population District and Site Selection Criteria The district in this study is San Angeles school district with approximately 34 schools and an enrollment of 24,000 students. This urban school district covers |
