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160
APPENDIX B
Annual School District Parent Survey of SES Services
San Angeles School District
School Accountability Department
PLEASE TAKE A MOMENT TO EVALUATE YOUR TUTORING
SERVICES
Student Name:_________________ School:__________________ Grade:______
Parent/Guardian Name:____________________ Phone Contact:_________
Name of Tutoring Services Provider:_______________________________
Please circle: Reading Language Arts Math
Were you pleased with the tutoring services? Yes No
Was the tutor on time for your sessions? Yes No
Has your child improved in daily school tasks? Yes No
Is your child more motivated to learn? Yes No
Does your child have better study skills Yes No
(e.g. how to study, complete work, better test scores?)
Is your child enrolled in any additional programs at school? Yes No
Has your child shown improvement? Yes No
Parent/Guardian Comments:
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
______________________ ________________________
Parent/Guardian Signature Date
Please return the survey using the enclosed self-stamped envelope to:
Jane Smith, School Accountability, 323 Main Street, San Angeles, CA 91234
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 166 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 160 APPENDIX B Annual School District Parent Survey of SES Services San Angeles School District School Accountability Department PLEASE TAKE A MOMENT TO EVALUATE YOUR TUTORING SERVICES Student Name:_________________ School:__________________ Grade:______ Parent/Guardian Name:____________________ Phone Contact:_________ Name of Tutoring Services Provider:_______________________________ Please circle: Reading Language Arts Math Were you pleased with the tutoring services? Yes No Was the tutor on time for your sessions? Yes No Has your child improved in daily school tasks? Yes No Is your child more motivated to learn? Yes No Does your child have better study skills Yes No (e.g. how to study, complete work, better test scores?) Is your child enrolled in any additional programs at school? Yes No Has your child shown improvement? Yes No Parent/Guardian Comments: ____________________________________________________________________ ____________________________________________________________________ ___________________________________________________________________ ______________________ ________________________ Parent/Guardian Signature Date Please return the survey using the enclosed self-stamped envelope to: Jane Smith, School Accountability, 323 Main Street, San Angeles, CA 91234 |
