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99
presence of strangers in the home who would provide the tutoring. Overly
aggressive marketing practices by SES providers insisting they visit the home to
have the parent complete a pre-completed SES application further degraded trust in
the SES provider and tutor relationship with parents. Basic communication and
good customer relations with parents were forgotten or overlooked by SES providers
and tutors. SES parent surveys and interviews with district SES support staff
verified multiple instances of SES providers who failed to make scheduled
appointments or notify the parent they would be absent. Failure to tend to this SES
provider and tutor relationship with parents was counterproductive to the success of
the SES tutoring program. Evidence from the SES Parent Surveys indicated that
parents who were not fluent in English were frustrated in their inability to
communicate with and support their children in schooling.
Research Question 3: Related Findings
Finding RQ3A: Curriculum alignment and quality of tutoring issues are less
in SES-type than SES schools in the four areas of delivery of tutoring, student-tutor
relationship, instructional practices, and learning environment.
Each of the SES and SES-type after school tutoring programs studied had
their limitations. Findings from this study were that SES-type programs experienced
fewer curriculum alignment and less severe quality of tutoring issues than their SES
school counterparts.
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 105 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 99 presence of strangers in the home who would provide the tutoring. Overly aggressive marketing practices by SES providers insisting they visit the home to have the parent complete a pre-completed SES application further degraded trust in the SES provider and tutor relationship with parents. Basic communication and good customer relations with parents were forgotten or overlooked by SES providers and tutors. SES parent surveys and interviews with district SES support staff verified multiple instances of SES providers who failed to make scheduled appointments or notify the parent they would be absent. Failure to tend to this SES provider and tutor relationship with parents was counterproductive to the success of the SES tutoring program. Evidence from the SES Parent Surveys indicated that parents who were not fluent in English were frustrated in their inability to communicate with and support their children in schooling. Research Question 3: Related Findings Finding RQ3A: Curriculum alignment and quality of tutoring issues are less in SES-type than SES schools in the four areas of delivery of tutoring, student-tutor relationship, instructional practices, and learning environment. Each of the SES and SES-type after school tutoring programs studied had their limitations. Findings from this study were that SES-type programs experienced fewer curriculum alignment and less severe quality of tutoring issues than their SES school counterparts. |
