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130
vehicle for improving outreach about SES programs. The simple change in language
from the cryptic acronym “SES” to “after school tutoring” would help make
awareness of the program more accessible to parents. Should additional funding to
support and promote SES become available, such as proposals by the Education
Industry Association to increase NCLB allocation of funds to such activities, the
school district and its SES support staff can extend their role of increasing parent
outreach. This will ensure a credible unbiased clearing house on SES providers that
can be trusted by parents.
US DOE officials used the sports analogy of getting parents, community and
local economies from their traditional place in the bleachers and into the game by
informing them about the SES option. Parent involvement was a key element for
success of SES as noted in February 2008 at a Washington D.C. Education Industry
Days panel of representatives for the 2008 Presidential candidates. On SES
programs, the representative for Barack Obama commented, “Whoever presents
programs that work should get the money” while the representative for John McCain
stated, “If it doesn’t work, parents aren’t going to buy it”. The school district is the
best positioned in terms of communications infrastructure, staffing and trust to
perform this outreach function. The actions can reduce the probability of adverse
selection and redress the information asymmetry P-A problems faced by parents.
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 136 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 130 vehicle for improving outreach about SES programs. The simple change in language from the cryptic acronym “SES” to “after school tutoring” would help make awareness of the program more accessible to parents. Should additional funding to support and promote SES become available, such as proposals by the Education Industry Association to increase NCLB allocation of funds to such activities, the school district and its SES support staff can extend their role of increasing parent outreach. This will ensure a credible unbiased clearing house on SES providers that can be trusted by parents. US DOE officials used the sports analogy of getting parents, community and local economies from their traditional place in the bleachers and into the game by informing them about the SES option. Parent involvement was a key element for success of SES as noted in February 2008 at a Washington D.C. Education Industry Days panel of representatives for the 2008 Presidential candidates. On SES programs, the representative for Barack Obama commented, “Whoever presents programs that work should get the money” while the representative for John McCain stated, “If it doesn’t work, parents aren’t going to buy it”. The school district is the best positioned in terms of communications infrastructure, staffing and trust to perform this outreach function. The actions can reduce the probability of adverse selection and redress the information asymmetry P-A problems faced by parents. |
