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81
objectives is shown by the mismatch of parent perceptions and delivery of tutoring
with student needs. As a Principal in this study observed, one camp of SES
providers was noted to favor the delivery of programs as the vehicle to deliver
tutoring. The programs, while simple to administer for SES tutors who may lack the
training and experience of a full time teacher, lack the flexibility to meet
individualized student needs. The inexperience of the SES tutor is a contributing
factor in this inflexibility. Even if the program did allow flexibility, the SES tutor
may lack the insight and experience to know how to adapt the program to meet
individual student needs.
Research Question 1: Related Findings
Differences in After School Tutoring for Math and Language Arts Content Areas
“one of the difficult things we still struggle with is that it is much
easier to go in and do intervention outside the bells with Math than
it is in Language Arts”
Principal, SES-type Eagle Elementary School
on differences in tutoring math and language arts
Finding RQ1A: The structure of after school tutoring time in SES and SES-type
schools was more appropriate for Math intervention than Language Arts
intervention.
Teachers at both SES-type schools made the distinction between the
challenges of individualized math intervention vs. language arts intervention. Math
was deemed easier to individualize and monitor in an after school tutoring program.
The ability to focus on distinct skills, such as working with decimals and fractions,
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 87 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 81 objectives is shown by the mismatch of parent perceptions and delivery of tutoring with student needs. As a Principal in this study observed, one camp of SES providers was noted to favor the delivery of programs as the vehicle to deliver tutoring. The programs, while simple to administer for SES tutors who may lack the training and experience of a full time teacher, lack the flexibility to meet individualized student needs. The inexperience of the SES tutor is a contributing factor in this inflexibility. Even if the program did allow flexibility, the SES tutor may lack the insight and experience to know how to adapt the program to meet individual student needs. Research Question 1: Related Findings Differences in After School Tutoring for Math and Language Arts Content Areas “one of the difficult things we still struggle with is that it is much easier to go in and do intervention outside the bells with Math than it is in Language Arts” Principal, SES-type Eagle Elementary School on differences in tutoring math and language arts Finding RQ1A: The structure of after school tutoring time in SES and SES-type schools was more appropriate for Math intervention than Language Arts intervention. Teachers at both SES-type schools made the distinction between the challenges of individualized math intervention vs. language arts intervention. Math was deemed easier to individualize and monitor in an after school tutoring program. The ability to focus on distinct skills, such as working with decimals and fractions, |
