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155
Patton, Michael. (2002). Qualitative research & evaluation methods. Third edition.
Sage Publications.
Potter, Allison and Steven M. Ross. (2005). A Review of Implementation of
Supplemental Educational Services in Virginia and Recommendations for
Future Implementation: 2003-2004 and 2004-2005. Center for Research in
Education Policy. Retrieved February 17, 2007 from
http://www.pen.k12.va.us/VDOE/nclb/SESreview.pdf.
Pratt, J. and Zeckhauser, R. (1985). Principals and Agents: The Structure of
Business. Harvard Business School.
Questions and Answers on Choice and Supplemental Educational Services. U.S.
Department of Education. Retrieved February 17, 2007 from
http://www.ed.gov/parents/schools/choice/choice.html.
Rentner, D., Chudowski, N., Fagan, T., Gayler, K., Hamilton, M., Kober, N. (2003)
From the capital to the classroom: state and federal efforts to implement the
No Child Left Behind Act. Center on Education Policy.
Robelen, Erik W. (July 26, 2006). GOP Proposes New National Voucher Plan.
Education Week. Volume 25, No. 45, p. 29.
Ross, J. G., Saavedra, P. J., Shur, G. H., Winters, F., & Felner, R. D. (1992). The
effectiveness of an after-school program for primary grade latchkey students
on precursors of substance abuse. Journal of Community Psychology, 20(1),
22–38.
Saifer, S., & Spether, T. (2007). Supplemental educational services implementation
challenges in the Northwest Region states. (Issues & Answers Report, REL
2007-No. 006). Washington, DC: Department of Education, Institute of
Education Sciences, National Center for Education Evaluation and Regional
Assistance, Regional Educational Laboratory Northwest. Retrieved July 16,
2007 from http://ies.ed.gov/ncee/edlabs.
Sappington, D. (1991). Incentives in principal-agent relationships. The Journal of
Economic Perspectives. Vol. 5., No. 2 (Spring, 1991), pp. 45-66.
Schneider, M., Teske, P; Marschall, M., Mintrom, M. & Roch, C. (1997, March).
Institutional arrangements and the creation of social capital: the effects of
public school choice. The American Political Science Review, 91(1), 82-93.
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 161 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 155 Patton, Michael. (2002). Qualitative research & evaluation methods. Third edition. Sage Publications. Potter, Allison and Steven M. Ross. (2005). A Review of Implementation of Supplemental Educational Services in Virginia and Recommendations for Future Implementation: 2003-2004 and 2004-2005. Center for Research in Education Policy. Retrieved February 17, 2007 from http://www.pen.k12.va.us/VDOE/nclb/SESreview.pdf. Pratt, J. and Zeckhauser, R. (1985). Principals and Agents: The Structure of Business. Harvard Business School. Questions and Answers on Choice and Supplemental Educational Services. U.S. Department of Education. Retrieved February 17, 2007 from http://www.ed.gov/parents/schools/choice/choice.html. Rentner, D., Chudowski, N., Fagan, T., Gayler, K., Hamilton, M., Kober, N. (2003) From the capital to the classroom: state and federal efforts to implement the No Child Left Behind Act. Center on Education Policy. Robelen, Erik W. (July 26, 2006). GOP Proposes New National Voucher Plan. Education Week. Volume 25, No. 45, p. 29. Ross, J. G., Saavedra, P. J., Shur, G. H., Winters, F., & Felner, R. D. (1992). The effectiveness of an after-school program for primary grade latchkey students on precursors of substance abuse. Journal of Community Psychology, 20(1), 22–38. Saifer, S., & Spether, T. (2007). Supplemental educational services implementation challenges in the Northwest Region states. (Issues & Answers Report, REL 2007-No. 006). Washington, DC: Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northwest. Retrieved July 16, 2007 from http://ies.ed.gov/ncee/edlabs. Sappington, D. (1991). Incentives in principal-agent relationships. The Journal of Economic Perspectives. Vol. 5., No. 2 (Spring, 1991), pp. 45-66. Schneider, M., Teske, P; Marschall, M., Mintrom, M. & Roch, C. (1997, March). Institutional arrangements and the creation of social capital: the effects of public school choice. The American Political Science Review, 91(1), 82-93. |
