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116
making a profit. Doubts were exacerbated by concerns that SES providers may not
be qualified to deliver tutoring. The resulting behavior was a lack of support for
SES, that was signaled to parents by not receiving information about the SES option
from educators, that consequently resulted in barriers to parent SES participation.
Redressing the Imbalance of information Over Time
Research from Levinthal (1988) on the role of time on the P-A relationship
suggests that over time the relationship between the school district and SES
providers will improve. This improvement occurs as a result of uncertainty being
reduced as information about SES providers is revealed and dysfunctional behavior,
such as “bad actor” SES providers or providers unable to successfully compete with
rivals, exit. SES provider turnover indicates a reduction in the number of SES
providers from 80 (2006-2007) to 69 (2007-2008). Only 9 SES providers in 2007-
2008 were providers who returned from the previous year. As both school district
and SES providers increasingly mutually understand how they need to operate
successfully, they will be able to work together towards the common goal of
providing SES tutoring to qualified students. Evidence of this was seen in the study
as a Principal of one school conceded that her original skepticism was not validated
and that SES was doing some good for a percentage of students. Teachers also
overcame some of their reservations and recommended the SES option to parents in
parent-teacher conferences.
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 122 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 116 making a profit. Doubts were exacerbated by concerns that SES providers may not be qualified to deliver tutoring. The resulting behavior was a lack of support for SES, that was signaled to parents by not receiving information about the SES option from educators, that consequently resulted in barriers to parent SES participation. Redressing the Imbalance of information Over Time Research from Levinthal (1988) on the role of time on the P-A relationship suggests that over time the relationship between the school district and SES providers will improve. This improvement occurs as a result of uncertainty being reduced as information about SES providers is revealed and dysfunctional behavior, such as “bad actor” SES providers or providers unable to successfully compete with rivals, exit. SES provider turnover indicates a reduction in the number of SES providers from 80 (2006-2007) to 69 (2007-2008). Only 9 SES providers in 2007- 2008 were providers who returned from the previous year. As both school district and SES providers increasingly mutually understand how they need to operate successfully, they will be able to work together towards the common goal of providing SES tutoring to qualified students. Evidence of this was seen in the study as a Principal of one school conceded that her original skepticism was not validated and that SES was doing some good for a percentage of students. Teachers also overcame some of their reservations and recommended the SES option to parents in parent-teacher conferences. |
