Full Report - Center for Collaborative Education

C What Are the ELA and Math
Pass Rates of English Language
Learners in Schools with
Different Characteristics?
Elementary MCAS ELA and Math Pass Rates in
Schools with Different Characteristics
The differences in ELA pass rates among LEP students
in schools with different characteristics are
significant in relation to the poverty rate of schools,
accountability status, and teacher qualifications.
Table 41 shows that LEP students have higher pass
rates in ELA when they are enrolled in elementary
schools:
• with lower poverty rates;
• that had met AYP goals in Math and ELA;
• that had a proportion of licensed teachers
higher than the district; and,
• that had lower proportions of courses
taught by highly qualified teachers than the
district’s average.
The density of LEP students, the school’s accountability
status, and the proportion of courses taught
by highly qualified teachers are significant in the
differences of Math pass rates of LEP students.
For LEP students, Math pass rates are higher in
elementary schools that have higher densities of LEP
students and in elementary schools with lower pro-
Table 41. Elementary School MCAS Pass Rates of LEP Students in Schools with Different Characteristics.
BPS, SY2009
LEP MCAS Pass Rates
ELA3 Math4 EP 84.0% 76.3%
All LEP 64.9% 61.8%
School Size
Large 62.6% 61.9%
Medium 63.3% 60.4%
Small 69.3% 63.5%
Poverty Rate
Poverty rate 25-75% 74.8% 66.1%
Poverty rate >75% 64.0% 61.4%
LEP Density
0-10% 65.9% 55.7%
10.1-30% 68.8% 64.1%
30.1-50% 63.2% 59.3%
>50% 63.9% 67.0%
Accountability Status1 Met AYP in ELA 74.0% 68.2%
Did not meet AYP in ELA 60.9% 59.0%
Met AYP in Math 75.5% 71.2%
Did not meet AYP in Math 63.7% 60.8%
Teacher Qualifications2 % of teachers licensed in teaching assignment, above district average
(>97.9%)
66.7% 61.8%
% of teachers licensed in teaching assignment, at or below district
average (95.9%)
62.9% 59.7%
% of core academic classes taught by highly qualified teachers, at or
below district average (