Full Report - Center for Collaborative Education

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Additional ! Tables for Chapter VI ! Table 6.1. Proportion of MEPA Test-Takers. LEPs in and Not in ELL Programs, Grades 3-12. BPS SY2006-SY2009 SY2006 SY2007 SY2008 SY2009 Total LEPs Gr 3-12 6,611 6,852 6,948 7,657 MEPA Test-Takers 5,361 5,718 5,847 6,515 % taking MEPA test 81.1% 83.5% 84.2% 85.1% Total LEPs Gr 3-12 in ELL Programs 6,116 4,242 4,369 4,750 MEPA Test-takers 4,949 3,596 3,734 4,127 % taking MEPA test 80.9% 84.8% 85.5% 86.9% Total LEPs Gr 3-12 Not in ELL Programs 495 2,610 2,579 2,907 MEPA Test-takers 412 2,122 2,113 2,388 % taking MEPA test 83.2% 81.3% 81.9% 82.1% Note: 1 The MEPA test was not administered to LEPs in grades PK-2 in SY2006, SY2007 and SY2008. For ease of comparison across ! time, the population of students in this table is that in grades 3-12. ! ! Table 6.2. English Proficiency Levels of LEP Students in Different ELL Programs, K-12. BPS, SY2009 N MEPA Test-Takers MEPA Levels 1 & 2 MEPA Level 3 MEPA Levels 4 & 5 All LEPs 9,351 23.6% 32.0% 44.4% Not in an ELL Program 3,623 11.0% 30.4% 58.6% In ELL Programs 5,728 31.6% 32.9% 35.5% In SEI 5,002 30.6% 33.9% 35.5% SEI Multilingual 560 31.1% 36.3% 32.7% SEI Language Specific 4,442 30.6% 33.6% 35.8% In Two-Way Bilingual 346 20.8% 30.6% 48.6% In TBE 142 14.8% 31.7% 53.5% In SIFE 238 76.9% 17.2% 5.9% SIFE Multilingual 13 38.5% 46.2% 15.4% SIFE Language Specific 225 79.1% 15.6% 5.3% SEI Language Specific Programs 4,442 30.6% 33.6% 35.8% Spanish 2,705 31.4% 32.8% 35.7% Haitian Creole 447 23.5% 39.6% 36.9% Chinese 367 25.1% 27.5% 47.4% Cape Verdean Creole 499 40.3% 36.5% 23.2% Vietnamese 244 28.7% 34.4% 36.9% Portuguese 108 19.4% 33.3% 47.2% Somali 72 27.8% 33.3% 38.9% SIFE Language Specific Programs 225 79.1% 15.6% 5.3% Spanish 108 76.9% 15.7% 7.4% Haitian Creole 66 89.4% 10.6% 1 0% Cape Verdean Creole 34 76.5% 14.7% 1 8.8% 1 Somali 17 58.8% 35.3% 1 5.9% 1 Note: 1 Represent less than 10 students. ! 124 Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools
! ! Table 6.3. English Proficiency Levels of LEP Students, Grades 3-12. BPS, SY2006-SY2009 Elementary School Middle School High School SY2006 SY2007 SY2008 SY2009 MEPA L1 13.4% 12.6% 11.6% 11.1% MEPA L2 12.9% 12.5% 12.5% 11.0% MEPA L3 28.7% 28.1% 30.4% 32.7% MEPA L4 45.0% 46.8% 45.5% 45.2% MEPA L1 31.0% 28.5% 22.5% 20.4% MEPA L2 18.2% 23.4% 16.0% 13.8% MEPA L3 31.8% 29.6% 32.5% 33.4% MEPA L4 18.9% 18.5% 29.0% 32.4% MEPA L1 33.8% 29.8% 25.8% 20.0% MEPA L2 14.4% 14.0% 13.5% 11.9% MEPA L3 33.5% 32.6% 33.3% 35.7% MEPA L4 18.3% 23.6% 27.4% 32.4% Note: In order to facilitate a comparison of LEP students’ performance on MEPA from SY2006-SY2009, we include only students in Grades3- 12 and have converted spring 2009 MEPA performance levels to the pre-2009 scale. & Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools 125
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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
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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 and 128: APPENDIX 2: Additional Tables and F
Page 129: ! Table 3.2. Characteristics of Eng
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
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Full Report - Center for Collaborative Education

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