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120
supports the use of P-A to study the behavioral implications of imperfect information
(Jensen and Meckling, 1976, Arrow 1984). The chain of communication found can
be described as:
Communication > Understanding > Involvement > Commitment
The chain of data found can be described as:
Data > Information > Knowledge > Wisdom
The use of SES and SES-type after school tutoring organizations in this study
permits us to understand the importance of time and attention advocated by
Levinthal (1988) in his work on agency models in organizations. According to
Levinthal (1988), time and attention required to accomplish coordination within the
organizations can work towards remedying the conflicting goals and imperfect
information found in P-A relationships. Research into organizational knowledge
sharing by King and Marks (2006), speaks to the structure of the organization as a
factor in the “knowledge sharing” culture. This study did find differences in the type
and quality of information used in SES and SES-type organizations. On
relationships in an SES and SES-type organization, Appendix H lists some of the P-A
relationships found. These findings support the conclusion by Ferris (1992) that
public education can be viewed as a series of P-A relationships.
While these data and communication chains applied to both the SES and
SES-type after school tutoring systems, the SES-type schools were found to be more
encompassing of all elements of the chain. SES schools were found to be less so,
particularly towards the right ends of each chain for commitment in the
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 126 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 120 supports the use of P-A to study the behavioral implications of imperfect information (Jensen and Meckling, 1976, Arrow 1984). The chain of communication found can be described as: Communication > Understanding > Involvement > Commitment The chain of data found can be described as: Data > Information > Knowledge > Wisdom The use of SES and SES-type after school tutoring organizations in this study permits us to understand the importance of time and attention advocated by Levinthal (1988) in his work on agency models in organizations. According to Levinthal (1988), time and attention required to accomplish coordination within the organizations can work towards remedying the conflicting goals and imperfect information found in P-A relationships. Research into organizational knowledge sharing by King and Marks (2006), speaks to the structure of the organization as a factor in the “knowledge sharing” culture. This study did find differences in the type and quality of information used in SES and SES-type organizations. On relationships in an SES and SES-type organization, Appendix H lists some of the P-A relationships found. These findings support the conclusion by Ferris (1992) that public education can be viewed as a series of P-A relationships. While these data and communication chains applied to both the SES and SES-type after school tutoring systems, the SES-type schools were found to be more encompassing of all elements of the chain. SES schools were found to be less so, particularly towards the right ends of each chain for commitment in the |
