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133
informed parents. SES report card accountability data will help improve the
perception and branding of SES tutoring not only valuable but desirable for parents.
Expectations for performance data will reinforce efficient operation of the SES
process. Parent participation and student enrollment in SES would be expected to
grow as a result. Qualitative measures of SES performance were noted by SES
providers in this study as a means of educating the public and schools to build
support for SES programs, weed out bad or weaker competitors, and perhaps dispel
the prejudices against outside for profit SES providers.
Recommendation 3: Explicitly detail in the law the provisions of what data and
information districts can and will share with SES providers; confidentiality of data
This recommendation is designed to address the P-A problems of limited
decision rights in the school district (principal) and SES provider (agent)
relationship. School districts collect a considerable amount of student performance
information. This information exists at the district in student information systems
(e.g. annual state summative assessments) or may exist also locally at the school site
in the form of grade books, grading rubrics, periodic district formative assessments,
or classroom assessments.
However, in this study it was found that a limited decision rights problem
existed for SES providers. SES providers did not possess the authority to access
existing district and school student performance information. Such information
could be beneficial to SES providers to more rapidly assess and tailor after school
tutoring to meet student needs, thereby improving the efficiency and effectiveness of
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 139 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 133 informed parents. SES report card accountability data will help improve the perception and branding of SES tutoring not only valuable but desirable for parents. Expectations for performance data will reinforce efficient operation of the SES process. Parent participation and student enrollment in SES would be expected to grow as a result. Qualitative measures of SES performance were noted by SES providers in this study as a means of educating the public and schools to build support for SES programs, weed out bad or weaker competitors, and perhaps dispel the prejudices against outside for profit SES providers. Recommendation 3: Explicitly detail in the law the provisions of what data and information districts can and will share with SES providers; confidentiality of data This recommendation is designed to address the P-A problems of limited decision rights in the school district (principal) and SES provider (agent) relationship. School districts collect a considerable amount of student performance information. This information exists at the district in student information systems (e.g. annual state summative assessments) or may exist also locally at the school site in the form of grade books, grading rubrics, periodic district formative assessments, or classroom assessments. However, in this study it was found that a limited decision rights problem existed for SES providers. SES providers did not possess the authority to access existing district and school student performance information. Such information could be beneficial to SES providers to more rapidly assess and tailor after school tutoring to meet student needs, thereby improving the efficiency and effectiveness of |
