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2007-2008 district SES information packet, the Firefly Group was the only provider
that did not have a physical office but a post office box as the point of contact.
Table 4-5. SES Providers Selected For Study
SES Providers Selected For Study
Everlearning Project Learn Firefly Group
School
Districts
Served
Serves 150 school districts,
expects to serve 160-165
districts
Serves 26 school districts N/A
Key Points “proven record with over
100 school districts”
“On average, students
increase 1 to 2 grade
levels”
“students with
consistent
attendance improve
5-25% against the
pre-test”
Business E-mail
domain
Yes, everlearning.com Yes, projectlearn.com No
Business phone
greeting and
identification
Yes Yes No
Physical office
address
Yes, Yes No, post office box
Notes Recommended by district
SES coordinator and
support staff
Recommended by district
SES coordinator and
support staff
Selected by
researcher as
newer, smaller SES
provider; declined
to participate in
study.
Description
“We provide individualized
tutoring instruction (One-to-
One) in math, reading, or
language arts. We serve
students in all grade levels
(from K-12th grade).
“Project Learn offers both
English Language Arts and
Math tutoring, grades K
through 8. English
Language Arts tutoring is
one-on-one (up to one-on-three
“Tutoring takes
place in the
students’ home or
local public library,
with flexible
schedules during
weekdays and
weekends.
As a determinant of SES ability to perform, organization was more important
than the size of the SES provider. Characterized as “mom and pop” operations by
the district SES support staff, these SES providers had difficulty in completing the
required district SES provider application or had issues with hiring tutors, having
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 93 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 87 2007-2008 district SES information packet, the Firefly Group was the only provider that did not have a physical office but a post office box as the point of contact. Table 4-5. SES Providers Selected For Study SES Providers Selected For Study Everlearning Project Learn Firefly Group School Districts Served Serves 150 school districts, expects to serve 160-165 districts Serves 26 school districts N/A Key Points “proven record with over 100 school districts” “On average, students increase 1 to 2 grade levels” “students with consistent attendance improve 5-25% against the pre-test” Business E-mail domain Yes, everlearning.com Yes, projectlearn.com No Business phone greeting and identification Yes Yes No Physical office address Yes, Yes No, post office box Notes Recommended by district SES coordinator and support staff Recommended by district SES coordinator and support staff Selected by researcher as newer, smaller SES provider; declined to participate in study. Description “We provide individualized tutoring instruction (One-to- One) in math, reading, or language arts. We serve students in all grade levels (from K-12th grade). “Project Learn offers both English Language Arts and Math tutoring, grades K through 8. English Language Arts tutoring is one-on-one (up to one-on-three “Tutoring takes place in the students’ home or local public library, with flexible schedules during weekdays and weekends. As a determinant of SES ability to perform, organization was more important than the size of the SES provider. Characterized as “mom and pop” operations by the district SES support staff, these SES providers had difficulty in completing the required district SES provider application or had issues with hiring tutors, having |
