Full Report - Center for Collaborative Education
Full Report - Center for Collaborative Education 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
APPENDIX 2: Additional Tables and Figures for Chapters III to VIII
- Page 75 and 76: Table 36. MCAS ELA, Math, and Scien
- Page 77 and 78: Pass Rates in MCAS ELA, Math, and S
- Page 79 and 80: IN DEPTH: Attendance Rates of MCAS
- Page 81 and 82: portions of core academic courses t
- Page 83 and 84: D What are the MCAS ELA and Math Pa
- Page 85 and 86: LEP Students at MEPA Performance Le
- Page 87 and 88: school that they attend; if student
- Page 89 and 90: Results: English Language Arts In a
- Page 91 and 92: 1 Massachusetts meets the requireme
- Page 93 and 94: A Overall Findings and General Reco
- Page 95 and 96: Designation as student with a disab
- Page 97 and 98: B Specific Findings and Recommendat
- Page 99 and 100: Recommendation 7: Parents of LEP st
- Page 101 and 102: Recommendation 14: Monitor indicato
- Page 103 and 104: (2) We found instances in which stu
- Page 105 and 106: Recommendation 30: The quality of i
- Page 107 and 108: Commonwealth of Massachusetts. (201
- Page 109 and 110: Nathan, J., & Thao, S. (2007). Smal
- Page 111 and 112: Vaznis, J. (2011, Sept. 18). US fin
- Page 113 and 114: Overview The report sought to answe
- Page 115 and 116: Table 1. Variables, Definitions and
- Page 117 and 118: In TBE learn solely in English. In
- Page 119 and 120: Table 2: Variables, Definitions and
- Page 121 and 122: ! ! ! 5. Limitations of the Data Wh
- Page 123 and 124: Table 8: MCAS ELA Pass Rates of LEP
- Page 125: Table 10. Variables Considered in H
- Page 129 and 130: ! Table 3.2. Characteristics of Eng
- Page 131 and 132: ! ! Table 6.3. English Proficiency
- Page 133 and 134: ! Table 7.3. Attendance, Out-of-Sch
- Page 135 and 136: ! ! ! Figure 8.3. Science Pass Rate
- Page 137 and 138: Table 8.2. MCAS Math Pass Rates for
- Page 139 and 140: APPENDIX 3: Characteristics and Out
- Page 141 and 142: ! ! ! ! ! ! Table 4. MCAS ELA and M
- Page 143 and 144: A discussion of our HLM analyses of
- Page 145 and 146: ELA scores on average than LEP stud
- Page 147 and 148: Improving Educational Outcomes of E
APPENDIX 2:<br />
Additional Tables<br />
and Figures <strong>for</strong><br />
Chapters III to VIII
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