Full Report - Center for Collaborative Education

High School ELA and Math Pass Rates in
Schools of Different Characteristics
The differences in ELA pass rates among LEP
students in high schools of different characteristics
are significant in relation to the type and the size
of the school, its poverty rate, its LEP density, and
teachers’ qualifications. Table 43 shows that LEP
students in high school had higher pass rates in ELA
when they were enrolled in high schools:
• that are small;
• that have lower poverty rates;
• that have a lower LEP density; and,
• that have a higher proportion of teachers
licensed in their teaching assignment than the
district average.
The differences in Math pass rates among high
school LEP students are significant in relation to the
size of the school, the LEP density of the schools,
the accountability status, and teachers’ qualifications.
LEP students in high school have higher
pass rates in Math when they are enrolled in high
schools that are small, in schools where the poverty
rate is high, in schools where the LEP density is
high, in schools that met AYP goals in Math, and in
schools where the proportion of teachers licensed in
their teaching assignment is higher than the district
average.
Table 43. High School MCAS Pass Rates of LEP Students in Schools with Different Characteristics. BPS, SY2009
LEP MCAS Pass Rates
ELA3 Math4 EP 95.2% 89.7%
All LEP 72.6% 76.3%
School Size
Large 73.3% 71.6%
Medium 58.2% 73.1%
Small 78.7% 84.4%
Poverty Rate
Poverty rate 25-75% 73.9% 77.1%
Poverty rate >75% 71.4% 75.5%
LEP Density
0-10% 89.2% 77.5%
10.1-30% 72.1% 75.5%
30.1-50% 77.3% 55.0%
>50% 63.0% 88.9%
Accountability Status1 Met AYP in ELA 72.7% 80.0%
Did not meet AYP in ELA 72.5% 74.0%
Met AYP in Math 89.1% 93.9%
Did not meet AYP in Math 68.8% 72.1%
Teacher Qualifications2 % of teachers licensed in teaching assignment, above district average
(>97.9%)
79.7% 85.6%
% of teachers licensed in teaching assignment, at or below district
average (95.9%)
74.3% 72.8%
% of core academic classes taught by highly qualified teachers, at or
below district average (10%, p=.019, small effect size), and the proportion of teachers licensed in
assignment (p=.001, small effect size). 5 Chi2 is significant when assessing the differences in Math pass rates among LEP students in
relationship to school size (p=.015, small effect size), LEP density (30.1-50%/all others, p=.022 with small effect size and >50.1%/