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56
coordinator. In addition, a smaller and newer SES provider was added to the data
set.
San Angeles School District: SES Student Enrollment Information
The historical data for SES student enrollment in the San Angeles School
District is as follows:
Table 3-1. SES Student Enrollment-San Angeles School District
SES Students 2006-2007
Number of Student Applications 1626
Number of Student Denials 464
Number of Students Serviced 1162 (71% of Student Applications)
SES Students 2007-2008
Number of Student Applications 1158
Number of Student Denials 249
Number of Students Serviced 909 (75% of Student Applications)
Fewer students were eligible in 2007-2008. Declining enrollment was also cited as a
variable in the lower number of student applications. The district had suffered a
decline in enrollment from over 27,000 students (2002-2003) to 24,000 (2006-2007).
Interviewee Selection Criteria and Protocols
Sources of Information about SES principal and agent (P-A) Relationships
District SES or Title I coordinators, school site administrators and teachers
would have the best information about parent beliefs and behaviors about SES. This
interview strategy would allow the gathering of parent information while minimizing
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 62 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 56 coordinator. In addition, a smaller and newer SES provider was added to the data set. San Angeles School District: SES Student Enrollment Information The historical data for SES student enrollment in the San Angeles School District is as follows: Table 3-1. SES Student Enrollment-San Angeles School District SES Students 2006-2007 Number of Student Applications 1626 Number of Student Denials 464 Number of Students Serviced 1162 (71% of Student Applications) SES Students 2007-2008 Number of Student Applications 1158 Number of Student Denials 249 Number of Students Serviced 909 (75% of Student Applications) Fewer students were eligible in 2007-2008. Declining enrollment was also cited as a variable in the lower number of student applications. The district had suffered a decline in enrollment from over 27,000 students (2002-2003) to 24,000 (2006-2007). Interviewee Selection Criteria and Protocols Sources of Information about SES principal and agent (P-A) Relationships District SES or Title I coordinators, school site administrators and teachers would have the best information about parent beliefs and behaviors about SES. This interview strategy would allow the gathering of parent information while minimizing |
