Full Report - Center for Collaborative Education

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Additional Tables for Chapter III & Table 3.1. Characteristics of English Proficient Students, K-12. BPS, SY2009 English English Proficient Proficient NES NSOL EP NSOL FLEP Total Enrollment 47,267 36,168 7,715 3,384 Gender (% Male) 51.5% 52.1% 50.5% 47.0% Low Income1 Race 72% 69.1% 78.8% 85.7% % Asian 7.0% 2.9% 19.0% 23.1% % Black 42.4% 50.1% 17.7% 15.6% % Latino 32.9% 26.2% 55.7% 53.5% % Multiracial 1.9% 2.3% 0.7% 0.6% % Native American 0.5% 0.6% 0.1% 0.35 % Pacific Is / Hawaiian 0.1% 0.1% 0.1% 0.1% % White 15.2% 17.8% 6.7% 6.9% First Language English 76.5% 100% - - Spanish 13.0% NA 54.9% 56.1% Haitian Creole 2.0% NA 8.8% 8.2% Chinese Languages 2.5% NA 9.7% 13.3% Vietnamese 2.0% NA 8.6% 8.7% Cape Verdean Creole 1.2% NA 5.3% 4.1% Portuguese 0.5% NA 2.2% 2.2% Somali 0.4% NA 1.7% 1.5% Other languages 1.8% NA 8.7% 6.0% Mobile 2 8.0% 8.5% 8.1% 2.5% SWD 3 19.5% 22.3% 13.4% 8.7% Notes: 1 Eligible for free or reduced price lunch; 2 Students who changed schools between October and June of the school year; 3 Includes students age 6+, K-12. 122 Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools
! Table 3.2. Characteristics of English Language Learners, K-12 4. BPS, SY2006-SY2009 SY2006 SY2007 SY2008 SY2009 % Change SY2006- SY2009 Total LEP Enrollment 10,405 10,514 10,927 11,690 12.3% Male 5,546 5,636 5,922 6,266 13.0% % 53.3% 53.6% 54.2% 53.6% Low income1 8,855 8,790 9,168 10,205 15.3% % Native Language 85.1% 83.6% 83.9% 87.3% Spanish 6,056 6,130 6,261 6,617 9.3% % 58.2% 58.3% 57.3% 56.6% Cape Verdean Creole 718 736 820 959 33.5% % 6.9% 7.0% 7.5% 8.2% Chinese languages 843 883 896 912 8.2% % 8.1% 8.4% 8.2% 7.8% Haitian Creole 1,020 957 1,038 1,052 3.2% % 9.8% 9.1% 9.5% 9.0% Portuguese 271 263 262 257 -4.9% % 2.6% 2.5% 2.4% 2.2% Somali 177 221 240 245 38.8% % 1.7% 2.1% 2.2% 2.1% Vietnamese 499 547 590 713 42.8% % 4.8% 5.2% 5.4% 6.1% Other languages 822 778 830 947 15.2% % 7.9% 7.4% 7.6% 8.1% Mobile 1,467 1,272 1,410 1,508 2.8% % 14.1% 12.1% 12.9% 12.9% SWD2 2,060 2,124 2,153 2,186 6.1% % 19.8% 20.2% 19.7% 18.7% English Proficiency Level3 4 5,361 5,718 5,847 6,513 MEPA L1 1,276 1,235 1,123 1,075 -15.8% % 23.8% 21.6% 19.2% 16.5% MEPA L2 777 869 801 788 1.4% % 14.5% 15.2% 13.7% 12.1% MEPA L3 1,657 1,715 1,865 2,201 32.9% % 30.9% 30.0% 31.9% 33.8% MEPA L4 1,651 1,904 2,058 2,455 48.7% % 30.8% 33.3% 35.2% 37.7% Notes: 1 Eligible for free or reduced price lunch; 2 Includes students ages 6+ in K-12; 3 Values are for MEPA test-takers only. In 2009, the Massachusetts Department of Elementary and Secondary Education increased the number of categories representing the MEPA performance levels from 4 to 5. We report here the values of the pre-2009 4-category MEPA performance levels in order to facilitate the comparison across time. 4 In SY2006-2008, LEP students in grades K-2 were not tested on the MEPA but they were tested in SY2009. In order to show a more accurate comparison, we include here only LEP students in Grades 3-12 for MEPA performance levels. ! Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools 123
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Center for Collaborative Education
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This report, Improving Educational
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VII. DROPPING OUT 48 A. What Are th
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CHAPTER I. INTRODUCTION
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Language Learners (OELL) has attemp
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CHAPTER II. THE STUDY
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epresented by the blocks in differe
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Table 2. Variables, Definitions, an
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CHAPTER III. ENROLLMENT AND CHARACT
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Figure 1. Change in Enrollment of S
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Native speakers of Haitian Creole a
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In Sum Following a swift decline in
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One of the foci of this study is th
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School Poverty Rate. Income status
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ed a significantly smaller proporti
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In Sum In this chapter we focused o
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One of the deepest and most far-rea
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the transfer of large numbers of LE
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education. There are no studies of
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IN DEPTH: Enrollment of English Lan
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Table 14. Nature of Primary Disabil
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choices. From the data gathered, it
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Becoming fully literate in English,
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Populations focused upon in this an
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Table 19. English Proficiency Level
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who attained the level of English p
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ed among those LEP students scoring
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High dropout rates among Boston Pub
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B What Is the Annual High School Dr
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C What Are the Rates of Attendance,
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Table 26. Median Attendance Rates o
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Table 29. Attendance, Out-of-School
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Table 31. Annual High School Dropou
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In Sum This chapter has focused on
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The tests of the Massachusetts Comp
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student achievement (Rumberger, 199
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Table 34. MCAS Math Pass Rates of S
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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 and 126: Table 10. Variables Considered in H
Page 127: APPENDIX 2: Additional Tables and F
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
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