Full Report - Center for Collaborative Education

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statistically significant, or unlikely to have occurred by chance. For the purposes of this study, any result that has a p-value of less than .05 is considered statistically significant (as indicated with an asterisk in the table). Results: English Language Arts As discussed in the in-depth section, there is no significant difference in achievement on ELA MCAS testing between LEP students in ELL programs and LEP students in general education. Of the variables included in this analysis, including both individual and school characteristics, MEPA scores and SPED placement provide the most predictive value for student achievement in English Language Arts. There is a positive relationship between MEPA scores, a key measure of English language attainment, and ELA achievement with MCAS ELA scores tending to increase as MEPA scores increase. On the other hand, LEP students in SPED programs tend to have lower levels of achievement than LEP students that are not in SPED programs. However, this does not hold true at the high school level, where there is no significant difference in achievement between LEP Table 1. HLM Estimates of LEP Students' MCAS ELA Scores. BPS, SY2009 students in SPED programs and LEP students that are not in SPED programs. Two other variables representing individual characteristics, attendance rate and gender, demonstrated a statistically significant relationship with MCAS ELA scores at the high school level. There is a positive relationship between attendance rate and MCAS ELA scores, with scores tending to increase as attendance increases. The relationship between gender and ELA achievement is also significant, with female students tending to perform better on MCAS ELA tests than male students. Neither of these variables demonstrates a statistically significant relationship with ELA achievement at either the elementary or middle school level. Of the four variables representing school environment, only two demonstrated a statistically significant relationship with ELA achievement: Adequate Yearly Progress (AYP) in ELA and the percentage of the school’s population that is low income. There is a statistically significant positive relationship demonstrated between AYP in ELA and ELA achievement at the elementary and middle school levels. To paraphrase, LEP students that attend schools that have demonstrated AYP in ELA have higher MCAS Independent Variables Elementary School b Middle School c High School d Student level variables Direction of Relationship 138 ! Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools p Direction of Relationship p Direction of Relationship Attendance + 0.087 + 0.098 + 0.009* Female + 0.671 + 0.096 + 0.003* MEPA score +
ELA scores on average than LEP students who attend schools who have not demonstrated AYP in ELA. This relationship is not statistically significant at the high school level. On the other hand, there is a statistically significant relationship between the percentage of a given school’s population that consists of low income students and ELA achievement at the middle school level in the negative direction. In other words, as the proportion of low income students at a school increases, MCAS scores in ELA tend to decrease. However, this relationship is not statistically significant at either the elementary or high school level. The remaining two variables representing school environment, school size and the percentage of a given school’s population that consists of LEP students, did not have a statistically significant relationship with MCAS ELA scores at any level of schooling. Results: Math As discussed in the in-depth section, there is a significant positive relationship between participation in an ELL program and MCAS Math scores at the high school levels. This means that LEP students that are enrolled in any ELL program in high school, including language specific and multi-language SEI programs and non-SEI programs, tend to perform better on MCAS Math testing than LEP students in general education. LEP students enrolled in non-SEI programs in elementary school also tend to perform better on MCAS Math testing than LEP students in the general education population. There is no statistically significant relationship between placement in an SEI program and MCAS Math scores at the elementary school level, or between placement in any ELL program and MCAS Math scores at the middle school level. MEPA scores and SPED placement have a consistently statistically significant relationship with MCAS Math scores as well as with ELA scores, and, once again, these two variables account for the highest amount of predictive value in this variable set. The relationship between MEPA scores and Math attainment is positive and statistically significant at all schooling levels, which means that as MEPA scores increase MCAS Math scores tend to increase as well. In contrast, SPED placement shows a significant negative relationship with MCAS Math scores, with students in SPED programs tending to have lower levels of math attainment at all schooling levels. The other two variables representing individual characteristics, attendance rate and gender, also show statistically significant relationships with math attainment at all schooling levels. The relationship between attendance and MCAS Math scores is positive, with students with higher attendance rates tending to demonstrate higher levels of math attainment. The relationship between gender and math attainment indicates that males tend to perform better than females on MCAS Math testing at all levels of schooling. Amongst the four variables that represent school environment, only AYP in Math demonstrates a statistically significant relationship with MCAS Math scores. The relationship is positive, with students attending schools that have demonstrated AYP in Math tending to achieve higher MCAS Math scores than students who attend schools that have not. There is no statistically significant relationship between MCAS Math outcomes and the percentage of the school population that is made up of low income students, the size of the school, or the percentage of the school population that is made up of LEP students. Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools 139
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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
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IN DEPTH: Attendance Rates of MCAS
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portions of core academic courses t
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D What are the MCAS ELA and Math Pa
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LEP Students at MEPA Performance Le
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school that they attend; if student
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Results: English Language Arts In a
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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 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: A discussion of our HLM analyses of
Page 147 and 148: Improving Educational Outcomes of E
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Full Report - Center for Collaborative Education

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