Full Report - Center for Collaborative Education

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Table 27. Out-of-School Suspension Rates of Students of Different Characteristics, K-12. BPS, SY2009
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Table 28. Retention Rates of Students of Different Characteristics, K-12. BPS, SY2009
All BPS EP LEP
Retention Rates (SY2008-SY2009) 4
All 7.0% 6.5% 9.5%
Male 8.2% 7.7% 10.5%
Female 5.8% 5.2% 8.3%
Low Income1 6.9% 6.5% 8.6%
Not Low Income
Native Language
7.3% 6.4% 16.7%
2
Spanish 8.3% 7.3% 9.3%
Cape Verdean Creole 12.8% 7.7% 16.6%
Chinese languages 2.5% 0.9% 5.2%
Haitian Creole 7.9% 4.4% 11.6%
Portuguese 7.6% 5.5% 9.7%
Somali 11.5% 3.3% 17.9%
Vietnamese 4.0% 3.7% 4.7%
Other languages
English Proficiency Level
5.3% 3.6% 7.2%
MEPA Levels 1 and 2 18.5%
MEPA Level 3 NA
NA
9.1%
MEPA Levels 4 and 5
All BPS EP LEP
Out-of-School Suspension Rates4 All 5.8% 6.3% 3.8%
Male 7.9% 8.6% 5.0%
Female 3.6% 3.9% 2.3%
Low Income1 6.3% 7.0% 3.8%
Not Low Income
Native Language
4.4% 4.5% 3.5%
2
Spanish 4.9% 4.9% 4.8%
Cape Verdean Creole 3.5% 5.8% 2.2%
Chinese languages 1.1% 1.5% 0.6%
Haitian Creole 3.8% 3.7% 3.9%
Portuguese 4.2% 6.8% 1.7%
Somali 3.2% 2.8% 3.4%
Vietnamese 2.3% 2.8% 1.5%
Other languages
English Proficiency Level
3.2% 3.2% 3.2%
MEPA Levels 1 and 2 3.9%
MEPA Level 3 NA
NA
3.8%
MEPA Levels 4 and 5
Mobile 9.0% 11.4% 3.5%
Stable 5.5% 5.9% 3.8%
SWD 3 11.3% 12.1% 8.0%
Not SWD 4.5% 4.9% 2.8%
Notes: 1 Eligible for free/reduced lunch; 2 Does not include English for either EP or LEP students. 3 Includes students ages 6+ in
K-12. 4 The difference in the out-of-school suspension rate between EP and LEP students is significant (p=.000, minimal effect
size). The differences in the rates of out-of-school suspensions between males and females and SWD and not SWD are all
statistically significant (p=.000 for both, with minimal and small effect size respectively). The differences in suspension rates
among students at different levels of English proficiency were not significant.
Mobile 17.4% 17.2% 18.2%
Stable 6.6% 6.0% 9.1%
SWD 3 10.4% 10.2% 11.2%
Not SWD 6.1% 5.5% 9.0%
Notes: 1 Eligible for free/reduced lunch; 2 Does not include English for either EP or LEP students. 3 Includes students ages 6+ in
K-12. 4 The difference in the retention rate between EP and LEP students is significant (p=.000, minimal effect size). Among LEP
students, the differences in the retention rates between males and females (p=.000), low and not low income (p=.000), mobile
and stable (p=.000), and SWD and not SWD (p=.004) are all significant but with minimal effect size. The differences in retention
rates among LEP students at different levels of English proficiency were found to be significant (MEPA L1&2 vs. other, p=.000,
small effect size; MEPA 3 vs. other, p=.001, minimal effect size; MEPA 4&5 vs. other, p=.000, small effect size).
56 Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools
3.7%
3.5%