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111
systems and knowledge gained by teaching the students during the day, teacher
tutors in SES-type schools did not suffer from the P-A information asymmetry and
resulting sub optimization shortcomings found in SES schools.
Major Theme Two: Compared with the SES-type programs, coordination of
principals and agents in SES programs represents a larger opportunity for
improvements in efficiency, effectiveness and increased participation than the
adjustment of incentives such as punishments and rewards.
Expectations and Effectiveness in SES vs. SES-type Programs
In this study, parents and educators were found to believe that SES tutoring
was effective (Finding 2). The P-A information asymmetry problem can help
explain why this is the case. When the problem of information asymmetry is present
in this SES study, the school district (director) or parent (director) was found to
possess inadequate information to accurately evaluate the SES provider (agent). As
a result, one possibility was the risk that SES providers would be deemed to be better
providers than they actually were.
Biasing the opinion of parents may have been the finding that the need for
after school tutoring acted upon to produce greater parent involvement. This was
found to be true in both SES and SES-type schools in this study. Teachers at one
SES-type school commented on the “wake up call” that produced greater parent
awareness. SES-type teacher tutors and SES school principals cited research about
additional time on task and practice that tutoring provides as a means to improve
student learning. Tutors in SES schools commented on the involvement of some
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 117 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 111 systems and knowledge gained by teaching the students during the day, teacher tutors in SES-type schools did not suffer from the P-A information asymmetry and resulting sub optimization shortcomings found in SES schools. Major Theme Two: Compared with the SES-type programs, coordination of principals and agents in SES programs represents a larger opportunity for improvements in efficiency, effectiveness and increased participation than the adjustment of incentives such as punishments and rewards. Expectations and Effectiveness in SES vs. SES-type Programs In this study, parents and educators were found to believe that SES tutoring was effective (Finding 2). The P-A information asymmetry problem can help explain why this is the case. When the problem of information asymmetry is present in this SES study, the school district (director) or parent (director) was found to possess inadequate information to accurately evaluate the SES provider (agent). As a result, one possibility was the risk that SES providers would be deemed to be better providers than they actually were. Biasing the opinion of parents may have been the finding that the need for after school tutoring acted upon to produce greater parent involvement. This was found to be true in both SES and SES-type schools in this study. Teachers at one SES-type school commented on the “wake up call” that produced greater parent awareness. SES-type teacher tutors and SES school principals cited research about additional time on task and practice that tutoring provides as a means to improve student learning. Tutors in SES schools commented on the involvement of some |
