Full Report - Center for Collaborative Education
Full Report - Center for Collaborative Education Full Report - Center for Collaborative Education
dropout rate for all BPS students and for LEP and EP students and shows that the annual high school dropout rate is lower among LEP students than among English proficient students. 2 Trends in the dropout rate of ELLs between SY2006 and SY2009 show that the dropout rate of LEP high school students has decreased from 12.0% to 6.6%. This was a reversal of the steep climb of the rates in the Table 21. Annual High School Dropout Rates. LEP and EP Students. BPS, SY2009 All BPS ENGLISH PROFICIENT LEP Annual High School Dropout Rate1 6.9% 7.0% 6.6% Note: 1 The difference in the dropout rate between LEP and EP students is not statistically significant. Figure 8. Trend in Annual High School Dropout Rate. LEP Students. BPS, SY2003-2009 20.0% 15.0% 10.0% 5.0% Note: Source for SY2003-2005 data is Tung et al, 2009. previous years, as reported by Tung et al. (2009). Nevertheless, the dropout rate among high school LEP students has not declined to the level documented for the year prior to the implementation of Chapter 386. 0.0% SY2003 SY2004 SY2005 SY2006 SY2007 SY2008 SY2009 LEP Dropout Rate 5.0% 3.6% 10.4% 12.0% 11.3% 8.6% 6.6% IN DEPTH: Summer Dropouts In following the MDESE (2010) dropout methodology of including summer dropouts in the annual dropout rate, an important finding emerged. Among LEP high school dropouts in SY2009, 39.8% dropped out during the summer prior to the start of the school year. An additional 8.0% of LEP students dropped out of high school in SY2009 with only 1 day of attendance and 1 day of membership. In other words, a little less than half of all LEP students who dropped out in SY2009 did so during the summer or, effectively, without having attended school that year. 50 Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools
B What Is the Annual High School Dropout Rate of LEP Students with Different Characteristics? In this section we focus on the dropout rate of LEP and EP students of different demographic and other characteristics including grade level, gender, income status, native language, mobility, designation as a student with disabilities, and students’ English proficiency level as measured by MEPA. Table 22. Grade at Time of Dropping Out 1. LEP and EP Students. BPS, SY2009. Grade. In SY2009, 201 LEP high school students dropped out of school, constituting a dropout rate of 6.6%. High school dropouts accounted for the majority of the LEP students who dropped out that year (Table 22). The highest proportion of LEP student dropouts left school in the ninth grade (30.8%). Nonetheless, the highest dropout rate is found among LEP students in the last high school grades – a full 53.2% of all SY2009 dropouts left school in Grade 11 or 12, for a dropout rate of 7.0%. EP LEP N % of Dropouts Dropout Rate N % of Dropouts Dropout Rate All High School 1,225 100% 7.0% 201 100% 6.6% Early High School2 583 47.6% 7.2% 94 46.8% 7.0% 9th grade 367 30.0% 7.1% 62 30.8% 6.2% 10th grade 275 22.4% 6.5% 45 22.4% 6.4% Late High School2 642 52.4% 6.9% 107 53.2% 6.3% 11th grade 315 25.7% 8.0% 45 22.4% 6.7% 12th grade 268 21.9% 6.4% 49 24.4% 7.3% Note: 1 Summer dropouts are assigned to the grade they were supposed to enter, per MDESE (2010) methodology. 2 The difference in dropout rates among LEP students in early high school grades and LEP students in late high school grades is not statistically significant. IN DEPTH: Middle School Dropouts An analysis of the grade at the time of dropping out revealed that 286 students in middle school grades in SY2009 were coded in SIMS as dropouts: 236 EP students, representing a dropout rate of 2.2%, and 50 LEP students, representing a dropout rate of 2.4%. All of these students were labeled as “dropout: student status/location unknown”. Because MDESE does not provide information on dropouts in middle school, there was no possibility of confirming these rates and therefore we do not include them in the main body of the report. We do report them here because the existence of dropouts in middle school is concerning and further investigation by BPS is warranted. If this data truly represents the extent of the dropout phenomena in middle school, in SY2009 about 20.0% of ALL LEP dropouts in BPS were middle school students. Among these LEP middle school students labeled as “dropouts: student status/location unknown” by SIMS, 60.0% were in the sixth grade and widely distributed among 32 schools with grades 6, 7, and 8. Most of them (54.3%) were in programs not for ELLs. Demographically, the highest proportion of these students were males (58.0%), native Spanish speakers (48.0%) and 79.1% were at the highest levels of MEPA performance (3 & 4 on the 4 point scale). Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools 51
- Page 5 and 6: VII. DROPPING OUT 48 A. What Are th
- Page 7 and 8: CHAPTER I. INTRODUCTION
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- Page 21 and 22: Native speakers of Haitian Creole a
- Page 23 and 24: In Sum Following a swift decline in
- Page 25 and 26: One of the foci of this study is th
- Page 27 and 28: School Poverty Rate. Income status
- Page 29 and 30: ed a significantly smaller proporti
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- Page 33 and 34: One of the deepest and most far-rea
- Page 35 and 36: the transfer of large numbers of LE
- Page 37 and 38: education. There are no studies of
- Page 39 and 40: IN DEPTH: Enrollment of English Lan
- Page 41 and 42: Table 14. Nature of Primary Disabil
- Page 43 and 44: choices. From the data gathered, it
- Page 45 and 46: Becoming fully literate in English,
- Page 47 and 48: Populations focused upon in this an
- Page 49 and 50: Table 19. English Proficiency Level
- Page 51 and 52: who attained the level of English p
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- Page 67 and 68: In Sum This chapter has focused on
- Page 69 and 70: The tests of the Massachusetts Comp
- Page 71 and 72: student achievement (Rumberger, 199
- Page 73 and 74: Table 34. MCAS Math Pass Rates of S
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B What Is the Annual High School<br />
Dropout Rate of LEP Students with<br />
Different Characteristics?<br />
In this section we focus on the dropout rate of LEP<br />
and EP students of different demographic and other<br />
characteristics including grade level, gender, income<br />
status, native language, mobility, designation as<br />
a student with disabilities, and students’ English<br />
proficiency level as measured by MEPA.<br />
Table 22. Grade at Time of Dropping Out 1. LEP and EP Students. BPS, SY2009.<br />
Grade. In SY2009, 201 LEP high school students<br />
dropped out of school, constituting a dropout<br />
rate of 6.6%. High school dropouts accounted<br />
<strong>for</strong> the majority of the LEP students who dropped<br />
out that year (Table 22). The highest proportion of<br />
LEP student dropouts left school in the ninth grade<br />
(30.8%). Nonetheless, the highest dropout rate is<br />
found among LEP students in the last high school<br />
grades – a full 53.2% of all SY2009 dropouts left<br />
school in Grade 11 or 12, <strong>for</strong> a dropout rate of<br />
7.0%.<br />
EP LEP<br />
N % of Dropouts Dropout Rate N % of Dropouts Dropout Rate<br />
All High School 1,225 100% 7.0% 201 100% 6.6%<br />
Early High School2 583 47.6% 7.2% 94 46.8% 7.0%<br />
9th grade 367 30.0% 7.1% 62 30.8% 6.2%<br />
10th grade 275 22.4% 6.5% 45 22.4% 6.4%<br />
Late High School2 642 52.4% 6.9% 107 53.2% 6.3%<br />
11th grade 315 25.7% 8.0% 45 22.4% 6.7%<br />
12th grade 268 21.9% 6.4% 49 24.4% 7.3%<br />
Note: 1 Summer dropouts are assigned to the grade they were supposed to enter, per MDESE (2010) methodology. 2 The difference in<br />
dropout rates among LEP students in early high school grades and LEP students in late high school grades is not statistically significant.<br />
IN DEPTH:<br />
Middle School Dropouts<br />
An analysis of the grade at the time of dropping out revealed that 286 students in middle<br />
school grades in SY2009 were coded in SIMS as dropouts: 236 EP students, representing a<br />
dropout rate of 2.2%, and 50 LEP students, representing a dropout rate of 2.4%. All of these<br />
students were labeled as “dropout: student status/location unknown”. Because MDESE does<br />
not provide in<strong>for</strong>mation on dropouts in middle school, there was no possibility of confirming<br />
these rates and there<strong>for</strong>e we do not include them in the main body of the report. We<br />
do report them here because the existence of dropouts in middle school is concerning and<br />
further investigation by BPS is warranted. If this data truly represents the extent of the dropout<br />
phenomena in middle school, in SY2009 about 20.0% of ALL LEP dropouts in BPS were<br />
middle school students.<br />
Among these LEP middle school students labeled as “dropouts: student status/location unknown”<br />
by SIMS, 60.0% were in the sixth grade and widely distributed among 32 schools with<br />
grades 6, 7, and 8. Most of them (54.3%) were in programs not <strong>for</strong> ELLs. Demographically,<br />
the highest proportion of these students were males (58.0%), native Spanish speakers (48.0%)<br />
and 79.1% were at the highest levels of MEPA per<strong>for</strong>mance (3 & 4 on the 4 point scale).<br />
Improving <strong>Education</strong>al Outcomes of English Language Learners in Schools and Programs in Boston Public Schools 51