Full Report - Center for Collaborative Education

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IN DEPTH: Absenteeism, Suspensions, Retention, and Dropping Out In this “in depth” view we focus on the impact of high absenteeism, discipline problems, and retention in grade, all of which have been well documented in the literature as key individual factors in dropping out. We compare the median attendance rate, the suspension rate, and the retention rate of high school students who dropped out and who remained in school in 2009 (Table 30). We found that among LEP students who dropped out in SY2009, the median attendance was much lower (63.1%) than among those who stayed in school and that the difference in attendance rate between the two groups was statistically significant. Similarly, the suspension rate among those LEP students who dropped out was more than twice that of those LEP students who remained in school and this difference was also significant. Finally, we examine the rate of retention and found a higher proportion of students retained in grade among the dropouts than among those who did not drop out; this difference was also statistically significant. The situation of EP students mirrors that of LEP students. Table 30. Attendance, Suspension and Retention of High School Dropouts. BPS, SY2009 EP LEP1 Dropped Out Did Not Drop Out Dropped Out Did not Drop Out Median Attendance Rate 56.8% 87.7% 63.1% 87.1% Suspension Rate 11.9% 6.6% 6.3% 3.0% Retention Rate 42.7% 8.8% 34.9% 19.8% Note: 1 The differences in attendance rates, suspension rates and retention rates between LEPs who dropped out and those who stayed in school were all found to be statistically significant (p= .000, p=.011 with minimal effect size, and p=.000 with minimal effect size, respectively). E What Are the Annual High School Dropout Rates of English Language Learners in Different Types of Schools and Programs? In this section we consider the differences in the dropout rates of LEP students in different types of schools and programs. The presentation of data is more limited than in other chapters, because the number of students is relatively small and they disaggregated across a relatively large number of programs and school characteristics. Therefore, in some cases, we are unable to report findings for reasons of confidentiality. Dropout Rates in Schools of Different Characteristics. We re-visit first the characteristics of schools presented earlier and present the dropout rates for LEP high school students at these schools. As a point of comparison we present the high school dropout rates for all BPS students and for all LEP students (Table 31). Differences in the poverty rate of schools, the density of their LEP student enrollment, attainment of AYP goals and the qualifications of their teachers were all statistically significant school characteristics in relation to the dropout rate of LEP high school students. The dropout rate among students in schools with a poverty rate between 25% and 75% was almost three times that of schools with 58 Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools
Table 31. Annual High School Dropout Rates among LEP students in Schools of Different Characteristics. BPS, SY2009 Annual High School Dropout Rate N Rate All BPS 1,426 6.9% All LEPs 201 6.6% School Size Large High School 77 5.8% Medium High School 36 6.3% Small High School 88 7.6% Poverty Rate of School 1 Poverty rate 25-75% 151 9.6% Poverty rate >75% 50 3.4% LEP Density 1 0-10% 21 8.8% 10.1-30% 114 5.3% 30.1-50% 51 11.6% >50% 15 6.7% Accountability Status 1 Met AYP in ELA 51 4.0% Did not meet AYP in ELA 110 7.1% Met AYP in Math 40 7.2% Did not meet AYP in Math 121 5.3% Teacher Qualifications 1 % of teachers licensed in teaching assignment, above district average 109 7.3% (>97.9%) 1 % of teachers licensed in teaching assignment, at/below district average (95.9%) 2 85 8.5% % of core academic classes taught by highly qualified teachers, at/ below district average (
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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
Page 13 and 14: epresented by the blocks in differe
Page 15 and 16: Table 2. Variables, Definitions, an
Page 17 and 18: CHAPTER III. ENROLLMENT AND CHARACT
Page 19 and 20: Figure 1. Change in Enrollment of S
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
Page 31 and 32: In Sum In this chapter we focused o
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
Page 53 and 54: ed among those LEP students scoring
Page 55 and 56: High dropout rates among Boston Pub
Page 57 and 58: B What Is the Annual High School Dr
Page 59 and 60: C What Are the Rates of Attendance,
Page 61 and 62: Table 26. Median Attendance Rates o
Page 63: Table 29. Attendance, Out-of-School
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
Page 75 and 76: 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
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Table 1. Variables, Definitions and
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In TBE learn solely in English. In
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Table 2: Variables, Definitions and
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! ! ! 5. Limitations of the Data Wh
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Table 8: MCAS ELA Pass Rates of LEP
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Table 10. Variables Considered in H
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APPENDIX 2: Additional Tables and F
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! Table 3.2. Characteristics of Eng
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! ! Table 6.3. English Proficiency
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! Table 7.3. Attendance, Out-of-Sch
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! ! ! Figure 8.3. Science Pass Rate
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Table 8.2. MCAS Math Pass Rates for
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APPENDIX 3: Characteristics and Out
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! ! ! ! ! ! Table 4. MCAS ELA and M
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A discussion of our HLM analyses of
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ELA scores on average than LEP stud
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Improving Educational Outcomes of E
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