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109
by the principal-agent problem of divergent objectives between the school district
(principal) and SES providers (agents). Improved communications and data sharing
would allow both school district and SES provider to understand the goals,
motivation, and actions taken by the other as to why they behave the way they do.
This would be the first step in overcoming P-A divergent objective problems related
to goal misalignment between principal and agent.
Good for Part, but Not for the Whole: P-A Information Asymmetry Problem and Sub
Sub optimatization in SES
In the research question under Accountability, the principal-agent
relationship was found to explain the P-A problem of information asymmetry in sub
optimization of SES when compared with SES-type after school tutoring (Finding 3).
Sub optimization refers to when a process is configured for maximum local
efficiency, but at the expense of overall efficiency of the after school tutoring
delivery process.
Sub optimization was found to be true for both the school district (principal)
and SES providers (agents). Examples of sub optimization found on the part of the
school district in SES after school tutoring included student information held locally
by the school and district in the form of student assessment data. This data included
individual student data from district formative and annual state California Standards
Test (CST) summative assessments, student grades and teacher experience with
individual student needs. SES providers interviewed commented on the
inaccessibility to existing student achievement data. Examples of sub optimization
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 115 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 109 by the principal-agent problem of divergent objectives between the school district (principal) and SES providers (agents). Improved communications and data sharing would allow both school district and SES provider to understand the goals, motivation, and actions taken by the other as to why they behave the way they do. This would be the first step in overcoming P-A divergent objective problems related to goal misalignment between principal and agent. Good for Part, but Not for the Whole: P-A Information Asymmetry Problem and Sub Sub optimatization in SES In the research question under Accountability, the principal-agent relationship was found to explain the P-A problem of information asymmetry in sub optimization of SES when compared with SES-type after school tutoring (Finding 3). Sub optimization refers to when a process is configured for maximum local efficiency, but at the expense of overall efficiency of the after school tutoring delivery process. Sub optimization was found to be true for both the school district (principal) and SES providers (agents). Examples of sub optimization found on the part of the school district in SES after school tutoring included student information held locally by the school and district in the form of student assessment data. This data included individual student data from district formative and annual state California Standards Test (CST) summative assessments, student grades and teacher experience with individual student needs. SES providers interviewed commented on the inaccessibility to existing student achievement data. Examples of sub optimization |
