Full Report - Center for Collaborative Education

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LEP Students at MEPA Performance Levels 4 and 5 in Middle School Grades. Students in Two- Way Bilingual programs show a stronger performance in ELA than English proficient students and students in all other programs for ELLs. In Math, students in Multilingual SEI programs outscored English proficient students; among programs both Two Way Bilingual and SEI Multilingual programs outscored all others. Although for reasons of confidentiality we cannot show the actual pass rates for students in the two TBE programs, they were also high. Only the differences in Math pass rates between LEP students in SEI and TBE were found to be significant. Comparisons of all students in ELL programs and those not in ELL programs show that the latter slightly outscored the former in ELA and Math. This is because of the low pass rates of the large group of students in SEI Language Specific programs. ! Table 45. MCAS ELA and Math Pass Rates of LEP Students at MEPA Levels 4 & 5 in Different Types of Middle School ELL Programs. BPS, SY2009 Pass Rate Middle School ELA LEP MEPA Test-takers at Levels 4 & 5 1 Pass rate of English proficient 90.3% N Percent LEP 59.0% 751 85.1% LEP Not in an ELL Program 69.7% 472 85.6% In ELL Program 47.8% 279 84.2% In SEI 48.0% 241 82.6% In SEI Multilingual 69.0% 21 85.7% In SEI Language Specific 46.5% 220 82.3% In Two-Way Bilingual 89.3% 27 92.6% In TBE2 84.0% - - In SIFE 7.5% 3 Middle School Math - - 4 Pass rate of English proficient 65.5% LEP 37.7% 751 56.6% LEP Not in an ELL Program 45.9% 473 57.7% In ELL Program 30.3% 278 54.7% In SEI 29.4% 241 52.7% In SEI Multilingual 38.8% 21 66.7% In SEI Language Specific 28.7% 220 51.4% In Two-Way Bilingual 59.3% 26 61.5% In TBE2 92.3% 8 - In SIFE 1.6% 3 3 - Note: 1 Includes Grades 6-8. Among LEP students scoring at MEPA levels 4 & 5, Chi2 is not significant when testing for the difference in MCAS ELA pass rates among students enrolled in different types of ELL programs. 2 The ELA pass rate for TBE students at MEPA level 3 is 91.7%. The Math pass rate for TBE students at MEPA level 3 is 100%. 3 Represents less than 10 students. 4 Includes Grades 6-8. Among LEP students scoring at MEPA levels 4 & 5, Chi2 is only significant when testing for the difference in MCAS Math pass rates between those in SEI and vs. those in TBE (p=.008, small effect size). 78 Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools
LEP Students at MEPA Performance Levels 4 and 5 in High School Grades. Among high school LEP students, students in SEI Language Specific programs outperformed students in all other ELL programs, and also English proficient students in ELA. In Math, both Multilingual SEI programs and TBE programs show a high pass rate, but the numbers of students tested are low (23 and 10, respectively). The differences between the Math pass rates of students in SEI Multilingual and TBE programs were statistically significant. Overall, the Math pass rates of high school LEP students at MEPA Levels 4 and 5 in ELL programs compare well with English proficient students. Among high school LEP students, ELA pass rates of students in ELL programs are higher than those of students not in ELL programs. ! Table 46. MCAS ELA and Math Pass Rates of LEP Students at MEPA Levels 4 & 5 in Different Types of High School ELL Programs. BPS, SY2009 Pass Rate High School ELA LEP MEPA Test-takers at Levels 4 & 5 1 Pass rate of English proficient 95.2% LEP 72.6% N 198 Percent 94.9% LEP Not in an ELL Program 75.0 57 94.7% In ELL Program 71.9% 141 95.0% In SEI 72.4% 131 95.4% In SEI Multilingual 66.7% 23 94.0% In SEI Language Specific 73.9% 108 95.7% In TBE 93.5% 10 90.0% In SIFE 18.8% 2 High School Math 0 - 3 Pass rate of English proficient 89.7% LEP 76.3% 193 85.5% LEP Not in an ELL Program In ELL Program In SEI 69.1% 78.7% 79.2% 55 138 128 78.2% 88.4% 87.5% In SEI Multilingual In SEI Language Specific 91.2% 76.1% 23 105 100% 84.8% In TBE 100% 10 100% In SIFE 15.4% 2 0 - Note: 1 Includes Grade 10. Among LEP students scoring at MEPA levels 4 & 5, Chi2 is not significant when testing for the difference in MCAS ELA pass rates among students enrolled in different types of ELL programs. 2 Represents less than 10 students. 3 Includes Grade 10. Among LEP students scoring at MEPA levels 4 & 5, Chi2 is only significant when testing for the difference in MCAS Math pass rates between those in SEI Multilingual and those in SEI Language Specific programs (p=.045, small effect size). Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools 79
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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
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School Poverty Rate. Income status
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ed a significantly smaller proporti
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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 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: D What are the MCAS ELA and Math Pa
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
Page 129 and 130: ! Table 3.2. Characteristics of Eng
Page 131 and 132: ! ! Table 6.3. English Proficiency
Page 133 and 134: ! 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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Full Report - Center for Collaborative Education

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