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Table 39. MCAS ELA, Math, and Science Pass Rates of High School EP and LEP Students. BPS, SY2009 ELA 4 Math 5 Science 6 EP LEP EP LEP EP LEP All 95.2% 72.6% 89.7% 76.3% 82.4% 59.2% Male 93.4% 68.8% 87.8% 79.1% 81.3% 61.3% Female 97.0% 76.7% 91.7% 73.3% 83.4% 57.0% Low Income 1 94.9% 73.0% 88.8% 76.8% 79.9% 60.6% Not Low Income 95.8% 70.6% 91.5% 73.6% 87.0% 50.7% Native Language 2 Spanish 96.6% 67.6% 93.9% 71.1% 85.2% 51.0% Cape Verdean Creole 90.2% 75.4% 86.2% 81.3% 76.2% 61.9% Chinese languages 100% 85.7% 99.3% 94.6% 99.3% 78.9% Haitian Creole 97.3% 77.4% 84.0% 74.5% 85.9% 56.4% Portuguese 100% - 94.1% - 76.5% - Somali - 37.5% 7 - 26.7% 7 - 40.0% 7 Vietnamese 100% 93.5% 100% 100% 94.9% 93.3% Other languages 98.7% 69.6% 96.1% 82.8% 93.5% 66.7% English Proficiency Level MEPA Levels 1 and 2 NA 44.6% NA 73.7% NA 37.7% MEPA Level 3 NA 61.2% NA 69.7% NA 52.1% MEPA Levels 4 and 5 NA 94.9% NA 85.5% NA 78.9% Mobile 3 86.8% 72.2% 74.1% 80.0% 58.1% 65.3% Stable 95.7% 72.7% 90.7% 75.9% 83.8% 58.5% SWD 78.0% 55.7% 67.5% 56.5% 53.8% 37.5% Not SWD 98.2% 75.1% 93.6% 79.2% 87.5% 62.3% 1 Percent eligible <strong>for</strong> free/reduced 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 Among LEP students in High School (Grade 10), the difference in MCAS ELA pass rates was found to be significant in terms of gender (p=.051, minimal effect size), English proficiency level (p=.000, medium effect size), and disability (p=.002, small effect size); 5 Among LEP students in High School (Grade 10), the difference in MCAS Math pass rates was found to be significant in terms of English proficiency level (p=.001, small effect size) and disability (p=.000, small effect size); 6 Among LEP students in High School (Grade 10), the difference in MCAS Science pass rates was found to be significant in terms of English proficiency level (p=.000, medium effect size) and disability (p=.000, small effect size); 7 Represents less than 10 students. 72 Improving <strong>Education</strong>al Outcomes of English Language Learners in Schools and Programs in Boston Public Schools
IN DEPTH: Attendance Rates of MCAS Test-Takers and Their MCAS Outcomes The relationship between student attendance and their academic achievement is a frequent theme explored by educational researchers. Our findings, contained in Table 40, show that Boston LEP students who passed MCAS had higher attendance rates that those who did not. This was true at all grade levels and on all subjects and the differences were statistically significant. In addition, among those who passed MCAS, at all grade levels and on all subjects, LEP students had higher attendance rates than EPs. These differences are also statistically significant. Table 40. Median Attendance Rate of MCAS Test-takers, EP and LEP Students. BPS, SY2009 EP: Median Attendance Rate LEP: Median Attendance Rate MCAS Test-takers Did Not Pass Passed MCAS Did Not Pass Passed MCAS MCAS ELA ELA MCAS ELA ELA Elementary School test-takers1 94.4% 96.1% 96.1% 97.2% Middle School test-takers2 92.2% 95.4% 94.4% 96.1% High School test-takers3 85.8% 93.9% 90.6% 95.0% Did Not Pass Passed MCAS Did Not Pass Passed MCAS MCAS Math Math MCAS Math Math Elementary School test-takers1 94.4% 96.1% 96.1% 97.2% Middle School test-takers2 92.7% 96.1% 94.4% 96.7% High School test-takers3 85.6% 93.9% 90.6% 95.5% Did Not Pass Passed MCAS Did Not Pass Passed MCAS MCAS Science Science MCAS Science Science Elementary School test-takers1 95.0% 96.1% 96.1% 97.2% Middle School test-takers2 92.8% 96.1% 94.4% 97.8% High School test-takers3 86.1% 93.9% 90.6% 96.1% 1 Differences in median attendance between elementary school LEP test-takers who passed and did not pass MCAS tests were statistically significant in regards to ELA (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
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Native speakers of Haitian Creole a
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In Sum Following a swift decline in
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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 and 76: Table 36. MCAS ELA, Math, and Scien
Page 77: Pass Rates in MCAS ELA, Math, and S
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
Page 127 and 128: 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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