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105
SES providers (agents) and a high turnover of those agents making the establishment
of a relationship and movement towards an equilibrium such as that found in SES-type
schools much more challenging.
Structurally as an organization, school districts and outside SES providers
have not yet achieved a level of equilibrium similar to that of SES-type schools. P-A
theory describes the ideal P-A relationship as one in which goals between principal
and agent are aligned and a world of perfect information exists. Absent this ideal,
the SES-type school is the best representation of what this ideal P-A relationship
would resemble. This would leave the SES programs as the next best solution, with
its use of outside SES providers, compounded by the newness of school districts and
outside SES providers working together. As such, applications of this study to future
education reforms indicate that whenever outside entities are involved with a school
district, the effectiveness of the reform can be improved by paying attention to the
organizational P-A problems that may be present and coordination among principals
and agents.
Student Enrollment Numbers Matter (But for Divergent Objectives)
For the research question on Instructional Strategies, how SES and SES-type
organizations were structured in terms of goals and culture was found to be a source
of differences that were at the root of the P-A divergent objectives problem (Finding
1). For both SES and SES-type tutors, the numbers of students tutored was
important, but for different reasons. For SES providers, the number of students
tutored had a direct correlation to the primary SES provider goal of profitability.
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 111 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 105 SES providers (agents) and a high turnover of those agents making the establishment of a relationship and movement towards an equilibrium such as that found in SES-type schools much more challenging. Structurally as an organization, school districts and outside SES providers have not yet achieved a level of equilibrium similar to that of SES-type schools. P-A theory describes the ideal P-A relationship as one in which goals between principal and agent are aligned and a world of perfect information exists. Absent this ideal, the SES-type school is the best representation of what this ideal P-A relationship would resemble. This would leave the SES programs as the next best solution, with its use of outside SES providers, compounded by the newness of school districts and outside SES providers working together. As such, applications of this study to future education reforms indicate that whenever outside entities are involved with a school district, the effectiveness of the reform can be improved by paying attention to the organizational P-A problems that may be present and coordination among principals and agents. Student Enrollment Numbers Matter (But for Divergent Objectives) For the research question on Instructional Strategies, how SES and SES-type organizations were structured in terms of goals and culture was found to be a source of differences that were at the root of the P-A divergent objectives problem (Finding 1). For both SES and SES-type tutors, the numbers of students tutored was important, but for different reasons. For SES providers, the number of students tutored had a direct correlation to the primary SES provider goal of profitability. |
