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107
The Parent Dilemma of Choosing the Best SES Provider (Information Asymmetry)
The Out Reach Consultant (ORC) was found to play a key role in how
parents obtained information and data about SES providers. Not all ORCs were
equal, the SES schools recommended in this study were noteworthy for the energy
their ORCs put forward to support SES at their school site. The numbers and
percentage of students enrolled in SES were believed to be a direct result of their
efforts (Appendix A). ORCs provided a valuable service as a personal “information
broker” for parents, informing them about the availability of SES programs. While
ORCs were prohibited from making recommendations of SES providers, the ORCs
did encourage parents to talk among themselves to share their experiences with SES
providers. The encouragement of this informal information exchange among parents
helped to redress the imbalance of the P-A information asymmetry problem faced by
parents in assessing SES providers.
Cultural barriers found with a parent population that did not speak English as
their first language were found to be challenges in improving awareness and
enrollment in SES. Cultural differences in communication and trust included how
immigrant families could express concerns with SES tutors, the acceptability of
strangers (SES tutors) being permitted into the home, and the role of trust in personal
communication with school officials vs. SES marketing.
SES-type after school tutoring programs did not face this P-A problem of
information asymmetry found in SES schools. In SES-type schools, the school was
the sole provider of tutoring. This difference removed the need by parents to select
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 113 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 107 The Parent Dilemma of Choosing the Best SES Provider (Information Asymmetry) The Out Reach Consultant (ORC) was found to play a key role in how parents obtained information and data about SES providers. Not all ORCs were equal, the SES schools recommended in this study were noteworthy for the energy their ORCs put forward to support SES at their school site. The numbers and percentage of students enrolled in SES were believed to be a direct result of their efforts (Appendix A). ORCs provided a valuable service as a personal “information broker” for parents, informing them about the availability of SES programs. While ORCs were prohibited from making recommendations of SES providers, the ORCs did encourage parents to talk among themselves to share their experiences with SES providers. The encouragement of this informal information exchange among parents helped to redress the imbalance of the P-A information asymmetry problem faced by parents in assessing SES providers. Cultural barriers found with a parent population that did not speak English as their first language were found to be challenges in improving awareness and enrollment in SES. Cultural differences in communication and trust included how immigrant families could express concerns with SES tutors, the acceptability of strangers (SES tutors) being permitted into the home, and the role of trust in personal communication with school officials vs. SES marketing. SES-type after school tutoring programs did not face this P-A problem of information asymmetry found in SES schools. In SES-type schools, the school was the sole provider of tutoring. This difference removed the need by parents to select |
