Full Report - Center for Collaborative Education

The final models at each level of HLM analysis are
as follows:
Level 1 model (same for both ELA and Math):
Level 2 model:
ELA:
Math:
Complete model:
ELA:
Math:
1 Included with the SIMS data was also data from BPS
with date of entry to BPS, date of LEP and FLEP
designation, and LEP status.
2 Where possible, we compared data received for this
study to BPS data reports by MDESE. The proportion
of LEP students scoring at each MEPA performance
level is nearly identical when comparing data
from MDESE (2009d) (23.6% at MEPA levels 1-2,
31.9% at MEPA level 3, 44.4% at MEPA levels 4-5)
to the data received for this study (23.6% at MEPA
levels 1-2, 32.0% at MEPA level 3, 44.4% at MEPA
levels 4-5). MCAS and dropout comparisons are also
presented in this appendix.
3 MDESE does not include middle school students
in its reporting of annual dropout rates. The BPS
Office of Research, Assessment & Evaluation (RAE)
uses its own data and methodology (BPS, 2011) when
reporting annual dropout rates. While, like MDESE,
it adjusts for dropouts who have returned to school
the following year, RAE does not include summer
dropouts in its calculations. Therefore, it is likely
that dropout rates reported for this study differ from
dropout rates reported by RAE.
4 In this report, Fisher’s exact test was used when a
chi-square test could not be run due to small sample
sizes. There were few instances when this was necessary.
5 A dropout model was also developed, but the model
did not converge.
120 Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools