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63
districts has indicated that prior approval processes must be completed before
inclusion of the school or district in the research. The SES provider fair is often
scheduled for August after the release of state testing results, but before the start of
the new school year.
Federal Level data collection occurred during a visit to the U.S. Department
of Education (U.S. DOE) in February 2008. The U.S. DOE visit consisted of an
interview on SES with the Chief of Staff for the Office of Planning, Evaluation and
Policy Development and the Assistant Secretary from the Office of Elementary and
Secondary Education. The visit to Washington D.C. coincided with the 2008
Education Industry Days by the Education Industry Association (EIA). The EIA was
founded in 1990 and represents over 600 companies in the pre K-16 education
industry. EIA has been active in providing public policy guidance and testimony to
Congress on SES legislation on behalf of its members. SES discussion panels at
Education Industry Days provided opportunities for data collection from SES
providers, U.S. DOE officials, and representatives of Presidential candidates.
The district SES coordinator was able to provide the results of a parent
survey of SES that provided approximately 160 surveys with qualitative ranking and
open ended parent responses. Interviews with SES providers were conducted via
electronic mail and through phone interviews. Interviews with the four school
Principals occurred at their school sites. Other interviews, such as the teacher focus
group and outreach consultant interview also occurred at the school site.
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 69 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 63 districts has indicated that prior approval processes must be completed before inclusion of the school or district in the research. The SES provider fair is often scheduled for August after the release of state testing results, but before the start of the new school year. Federal Level data collection occurred during a visit to the U.S. Department of Education (U.S. DOE) in February 2008. The U.S. DOE visit consisted of an interview on SES with the Chief of Staff for the Office of Planning, Evaluation and Policy Development and the Assistant Secretary from the Office of Elementary and Secondary Education. The visit to Washington D.C. coincided with the 2008 Education Industry Days by the Education Industry Association (EIA). The EIA was founded in 1990 and represents over 600 companies in the pre K-16 education industry. EIA has been active in providing public policy guidance and testimony to Congress on SES legislation on behalf of its members. SES discussion panels at Education Industry Days provided opportunities for data collection from SES providers, U.S. DOE officials, and representatives of Presidential candidates. The district SES coordinator was able to provide the results of a parent survey of SES that provided approximately 160 surveys with qualitative ranking and open ended parent responses. Interviews with SES providers were conducted via electronic mail and through phone interviews. Interviews with the four school Principals occurred at their school sites. Other interviews, such as the teacher focus group and outreach consultant interview also occurred at the school site. |
