Full Report - Center for Collaborative Education

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Table 33. MCAS ELA Pass Rates of Students of Different Language Proficiencies. BPS, SY2009 MCAS ELA Pass Rates LEP pass rates in MCAS ELA were highest among tenth graders, among whom 72.6% passed MCAS ELA in SY2009. At 55.6%, pass rates were lowest among middle school students. Across all grade levels, MCAS ELA pass rates for LEP students were the lowest when compared to all BPS students or to English proficient students (Table 33). Nevertheless, ELA pass rates improved across all grades and were most salient among eighth and tenth grade students (Figure 10). Gaps in pass rates between LEP and EP students decreased across all grade levels between SY2006 and SY2009. The most salient decline was in Grade 10, where the gap was more than halved. In spite of these declines, pass rate gaps between LEP and EP students continued to range between 18 and 36 percentage points in SY2009 (Appendix 2). All BPS EP LEP 4 th grade 76.5% 79.9% 61.6% 8 th grade 88.5% 92.2% 55.6% 10 th grade 92.3% 95.2% 72.6% Notes: Differences in the MCAS ELA outcomes between LEP students and students proficient in English are significant for all grade levels Chi 2 , (p
Table 34. MCAS Math Pass Rates of Students of Different Language Proficiencies. BPS, SY2009 MCAS Science Pass Rates LEP pass rates in Science were highest among tenth graders, but even for this group, only 59.2% of LEP students passed MCAS Science in SY2009. Science pass rates for LEP students at both grade levels were the lowest of all groups considered here (Table 35). But even though MCAS Science scores remained low through the period of study, there was improvement in the scores of LEP students in both eighth and tenth grade (Figure 12). In Grade All BPS EP LEP 4 th grade 78.0% 79.9% 69.7% 8 th grade 58.3% 61.5% 31.6% 10 th grade 88.0% 89.7% 76.3% Notes: Differences in the MCAS Math outcomes between LEP students and students proficient in English are significant for all grade levels (Chi 2 , p
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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
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 and 64: Table 29. Attendance, Out-of-School
Page 65 and 66: Table 31. Annual High School Dropou
Page 67 and 68: In Sum This chapter has focused on
Page 69 and 70: The tests of the Massachusetts Comp
Page 71: student achievement (Rumberger, 199
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
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
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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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