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145
After School Education and Safety (ASES) was found at many schools.
While beyond the scope of the schools targeted for this study, the question of
whether such comprehensive programs can help engage students more
effectively is an area that could benefit from further research. It may be true
that students who are already unsuccessful in school during the day are
understandably less motivated to put their hand into the academic fire for
after tutoring school as well.
Even with the limited scope of this study on SES in one school district
and the use of principal-agent (P-A) theory to study schools required to
provide SES and those that voluntarily provided SES-type school after school
tutoring, it was evident that Supplemental Educational Services (SES) offers
two new educational opportunities. The first is the use of outside SES
providers to give additional academic assistance to students who qualify.
The second is the new opportunity for expanding the frontiers of parent
choice. Opportunities exist for school district partnership with for profit and
non-profit after school tutoring providers to improve student learning and
achievement. For this study in the San Angeles School District and the four
schools in this study, it can be generalized that the implementation of
Supplemental Educational Services (SES) set the framework and procedures
for the use of Title 1 SES after school tutoring.
Unlike voucher plans opposed by educators on the grounds that poor
and minority students would be at a disadvantage, SES provides student
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 151 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 145 After School Education and Safety (ASES) was found at many schools. While beyond the scope of the schools targeted for this study, the question of whether such comprehensive programs can help engage students more effectively is an area that could benefit from further research. It may be true that students who are already unsuccessful in school during the day are understandably less motivated to put their hand into the academic fire for after tutoring school as well. Even with the limited scope of this study on SES in one school district and the use of principal-agent (P-A) theory to study schools required to provide SES and those that voluntarily provided SES-type school after school tutoring, it was evident that Supplemental Educational Services (SES) offers two new educational opportunities. The first is the use of outside SES providers to give additional academic assistance to students who qualify. The second is the new opportunity for expanding the frontiers of parent choice. Opportunities exist for school district partnership with for profit and non-profit after school tutoring providers to improve student learning and achievement. For this study in the San Angeles School District and the four schools in this study, it can be generalized that the implementation of Supplemental Educational Services (SES) set the framework and procedures for the use of Title 1 SES after school tutoring. Unlike voucher plans opposed by educators on the grounds that poor and minority students would be at a disadvantage, SES provides student |
