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B What are the MCAS ELA, Math, and Science Outcomes of LEP Students of Different Characteristics? The pass rates of LEP students in elementary, middle, and high school grades are examined in the light of the students’ demographic descriptors. We examine the relationship between MCAS outcomes in ELA, Math, and Science and students’ gender, income status, native language, English proficiency, mobility, and disability. In this and the following sections we look at elementary, middle, and high school students in the aggregate (instead of fourth, eighth, and tenth graders) in order for group sizes to be large enough to report on the analyses. Pass Rates in MCAS ELA, Math, and Science of Elementary School LEP Students English proficiency, native language, and disability proved to be significant variables in the outcomes in all subjects in the MCAS among elementary school students. As expected, LEP students at MEPA performance Levels 4 and 5 achieved high scores, comparable to those of EP students in both ELA and Math. Among elementary school LEP students of different native languages, native speakers of Chinese languages had the highest pass rates, with native speakers of Cape Verdean Creole having the lowest pass rates in ELA and native speakers of Somali having the lowest pass rates in Math. In Science, Vietnamese speakers had the highest pass rates; native speakers of Portuguese and Somali had the lowest. Across all subjects, the pass rates of LEP students without disabilities were higher than those of LEP-SWDs. In addition, among elementary LEP students, gender and mobility proved significant in both ELA and Science pass rates. In ELA girls outscored boys and the opposite was true in Science. In all subjects, stable students showed higher pass rates than students who had changed schools. Table 37. MCAS ELA, Math, and Science Pass Rates of Elementary School EP and LEP Students. BPS, SY2009 ELA5 Math6 Science7 EP LEP EP LEP EP LEP All 84.0% 64.9% 76.3% 61.8% 72.0% 45.1% Male 79.8% 61.6% 74.8% 61.6% 74.0% 50.9% Female 88.6% 68.9% 77.9% 62.0% 69.9% 37.8% Low Income1 82.0% 65.0% 73.5% 61.5% 69.0% 45.3% Not Low Income Native Language 91.8% 61.8% 86.5% 66.7% 84.0% 40.0% Spanish 90.0% 61.2% 84.2% 56.7% 77.3% 38.9% Cape Verdean Creole 86.2% 53.2% 74.2% 53.8% 84.4% 46.3% Chinese languages 100% 87.6% 100% 89.7% 97.4% 67.3% Haitian Creole 89.6% 67.3% 83.5% 61.2% 76.7% 44.4% Portuguese 93.3% 80.0% 86.7% 67.7% 75.0% 31.3% 8 Somali 96.6% 56.7% 90.0% 50.0% 75.0% 31.3% 8 Vietnamese 100% 70.9% 97.3% 82.9% 90.7% 68.4% Other languages2 English Proficiency Level 97.8% 71.7% 93.4% 66.3% 88.1% 64.8% MEPA Levels 1 and 2 12.4% 22.4% 13.0% 8 MEPA Level 3 NA 31.2% NA 35.2% NA 20.5% MEPA Levels 4 and 5 80.6% 75.1% 59.4% Mobile3 76.4% 54.2% 59.7% 53.3% 68.3% 30.0% Stable 84.5% 65.4% 77.4% 62.3% 72.3% 46.0% SWD4 54.6% 42.3% 47.5% 41.6% 49.3% 32.5% Not SWD 91.9% 73.6% 84.0% 69.4% 78.2% 50.5% 1 Percent eligible for free or reduced price lunch; 2 Does not include English; 3 Mobile is defined as a student who changed schools between October and June of a given school year; 4 Percent designated as a student with disabilities. Includes only students ages 6+; 5 Includes grades 4-5. Among LEP students in these grades, the difference in MCAS ELA pass rates was found to be significant in terms of gender (p=.004, minimal effect size), native language (p=.000, small effect size), English proficiency level (p=.000, large effect size), mobility (p=.051, minimal effect size), and disability (p=.000, small effect size); 6 Includes grades 3-5. Among LEP students in these grades, the difference in MCAS Math pass rates was found to be significant in terms of native language (p=.000, small effect size), English proficiency level (p=.000, medium effect size), and disability (p=.000, small effect size); 7 Includes grade 5 only. Among LEP students in grade 5, the difference in MCAS Science pass rates was found to be significant in terms of gender (p=.001, small effect size), native language (p=.000, small effect size), English proficiency level (p=.000, medium effect size), mobility (p=.049, minimal effect size), and disability (p=.000, small effect size); 8 Represents less than 10 students. 70 Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools
Pass Rates in MCAS ELA, Math, and Science of Middle School 4 LEP Students English proficiency, native language, mobility, and disability were found to be significant in the outcomes in all subjects in the MCAS among middle school students. LEP students at MEPA performance Levels 4 and 5 again achieved high scores across all subjects. Among LEP middle school students of different native languages, Portuguese native speakers had the highest pass rate in ELA and native speakers of Chinese languages had the highest pass rates in Math and Science. In the latter, the outcomes were very low across all groups. Across all subjects, the pass rates of stable students were higher by a very wide margin than those of students who had changed schools in SY2009. Also, across all subjects and by very wide margins, the pass rates of LEP students without disabilities were higher than those of LEP-SWDs. In addition, gender was significant in the outcomes in MCAS ELA and Science with females performing better in ELA and males better in Science, as was the case in the elementary grades. The income status of students proved significant in the MCAS outcomes in Science in middle school LEP students, with very low income students showing significantly lower pass rates than those who are not of low income. Pass Rates in MCAS ELA, Math, and Science of High School 5 LEP Students English proficiency and disability were found to be significant in the outcomes in all subjects in the MCAS among high school students. LEP students at MEPA performance Levels 4 and 5 again showed high scores across all subjects. Across all subjects and by wide margins, the pass rates of LEP students without disabilities were higher than those of LEP- SWDs. In addition, gender was significant in the outcomes in MCAS ELA, with females performing better than males across all grades levels. Table 38. MCAS ELA, Math, and Science Pass Rates of Middle School EP and LEP Students. BPS, SY2009 ELA 4 Math 5 Science 6 EP LEP EP LEP EP LEP All 90.3% 59.0% 65.6% 37.7% 54.0% 17.7% Male 87.1% 55.8% 63.2% 38.8% 54.0% 21.1% Female 93.5% 63.1% 68.0% 36.4% 54.0% 13.5% Low income 1 88.9% 59.3% 61.3% 38.1% 47.6% 16.1% Not Low Income 94.5% 55.0% 78.4% 33.3% 71.4% 31.7% Native Language Spanish 95.0% 58.9% 72.0% 31.0% 50.8% 12.2% Cape Verdean Creole 93.9% 47.8% 66.7% 30.9% 42.9% 18.8% 7 Chinese languages 98.8% 83.8% 96.0% 91.3% 86.0% 68.0% Haitian Creole 94.7% 49.4% 69.7% 29.9% 42.1% 9.8% 7 Portuguese 94.4% 86.4% 84.6% 52.2% 50.0% 7 - Somali 96.8% 26.3% 69.7% 16.2% 7 47.1% 7 0% Vietnamese 96.6% 68.8% 94.3% 77.3% 73.6% 30.0% 7 Other languages 2 95.5% 66.3% 85.4% 44.0% 73.6% 30.0% 7 English Proficiency Level MEPA Levels 1 and 2 NA 9.6% NA 14.2% NA 3.3% 7 MEPA Level 3 NA 41.4% NA 25.3% NA 13.7% MEPA Levels 4 and 5 NA 85.1% NA 56.6% NA 30.8% Mobile 3 80.7% 35.7% 42.6% 19.0% 31.6% 2.5% 7 Stable 90.8% 60.9% 67.0% 40.1% 55.3% 19.4% SWD 66.6% 49.1% 28.4% 25.9% 18.0% 6.5% 7 Not SWD 96.5% 63.1% 75.3% 42.4% 63.1% 21.0% 1 Percent eligible for free or reduced price lunch; 2 Does not include English; 3 Mobile is defined as a student who changed schools between October and June of a given school year; 4 Includes grades 6-8. Among LEP students in these grades, the difference in MCAS ELA pass rates was found to be significant in terms of gender (p=.004, minimal effect size), native language (p=.000, small effect size), English proficiency level, (p=.000, large effect size), mobility (p=.000, small effect size), and disability (p=.000, small effect size); 5 Includes grades 6- 8. Among LEP students in these grades, the difference in MCAS Math pass rates was found to be significant in terms of native language (p=.000, medium effect size), English proficiency level (p=.000, medium effect size), mobility (p=.000, small effect size) and disability (p=.000, small effect size); 6 Includes grade 8 only. Among LEP students in grade 8, the difference in MCAS Science pass rates was found to be significant in terms of gender (p=.048, minimal effect size), income (p=.013, small effect size), native language (p=.000, medium effect size), English proficiency level (p=.000, small effect size), mobility (p=.008, small effect size), and disability (p=.001, small effect size); 7 Represents less than 10 students. Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools 71
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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
Page 7 and 8:
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
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 and 72: student achievement (Rumberger, 199
Page 73 and 74: Table 34. MCAS Math Pass Rates of S
Page 75: Table 36. MCAS ELA, Math, and Scien
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
Page 123 and 124: Table 8: MCAS ELA Pass Rates of LEP
Page 125 and 126: 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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