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139
approach to setting the bar higher for all students was found at Eagle Elementary.
To borrow from Lisa Blackwell, a protégé of Stanford researcher Carol Dweck in the
area of motivation and student achievement, who studied improving achievement in
low performing students, “The brain is a muscle. Giving it a harder workout makes
you smarter” (Bronson, 2007). This is a piece of advice that should apply to all
students, not just those who need tutoring, as we push all students forward.
Recommendation 7: Creation of an SES Provider-School District Advisory Council
This recommendation is designed to address the five P-A problems of
adverse selection, information asymmetry, divergent objectives and weak incentives,
limited decision rights, for the school district (principal) and SES providers (agents).
In any forest of opportunity, not all trees grow to reach the sky. While P-A research
on organizations by Levinthal (1988) indicates that over time the P-A relationship
problems may work themselves out, this leaves SES program success in the hands of
chance. And as a tree in the forest needs a little extra help to grow to the sky, the
same is true for this new relationship between traditionally near-monopolistic school
district and the multitude of outside SES providers.
In interviews for this study, SES officials from the U.S. Department of
Education commented that in order for the partnership between school districts and
SES providers to be successful, each will need to learn and respect how the other
operates. An illustrative example of learning and respecting how the other operates
can be seen in the similar problem each faces in dealing with a large number of
clients. In the SES district and schools, considerable time, energy, and resources
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 145 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 139 approach to setting the bar higher for all students was found at Eagle Elementary. To borrow from Lisa Blackwell, a protégé of Stanford researcher Carol Dweck in the area of motivation and student achievement, who studied improving achievement in low performing students, “The brain is a muscle. Giving it a harder workout makes you smarter” (Bronson, 2007). This is a piece of advice that should apply to all students, not just those who need tutoring, as we push all students forward. Recommendation 7: Creation of an SES Provider-School District Advisory Council This recommendation is designed to address the five P-A problems of adverse selection, information asymmetry, divergent objectives and weak incentives, limited decision rights, for the school district (principal) and SES providers (agents). In any forest of opportunity, not all trees grow to reach the sky. While P-A research on organizations by Levinthal (1988) indicates that over time the P-A relationship problems may work themselves out, this leaves SES program success in the hands of chance. And as a tree in the forest needs a little extra help to grow to the sky, the same is true for this new relationship between traditionally near-monopolistic school district and the multitude of outside SES providers. In interviews for this study, SES officials from the U.S. Department of Education commented that in order for the partnership between school districts and SES providers to be successful, each will need to learn and respect how the other operates. An illustrative example of learning and respecting how the other operates can be seen in the similar problem each faces in dealing with a large number of clients. In the SES district and schools, considerable time, energy, and resources |
