Full Report - Center for Collaborative Education

Recommendations

Info

Rumberger, R. W., & Gándara, P. (2005). How well are California’s English learners mastering English? UC LMRI Newsletter, 14(2), 1-2. Rumberger, R. W., & Palardy, G. J. (2005). Test scores, dropout rates, and transfer rates as alternative indicators of high school performance. American Educational Research Journal, 42(1), 3-42. Rumberger, R. W., & Thomas, S. L. (2000). The distribution of dropout and turnover rates among urban and suburban high schools. Sociology of Education, 73(1), 39-67. Saunders, W., & O’Brien, G. (2006). Oral language. In F. Genesee, K. Lindholm-Leary, W. Saunders, & D. Christian (Eds.), Educating English language learners: A synthesis of empirical findings (pp. 176-222). New York: Cambridge University Press. Serpa, M. (2011). An imperative for change: Bridging special and language learning education to ensure a free and appropriate education in the least restrictive environment for ELLs with disabilities in Massachusetts. Boston, MA: Mauricio Gastón Institute, University of Massachusetts Boston. Stevenson, K. R. (2006). School size and its relationship to student outcomes and school climate: A review and analysis of eight South Carolina state-wide studies. Washington, DC: National Clearinghouse for Educational Facilities. Suárez-Orozco, C., Suárez Orozco, M., & Todorova, I. (2008). Learning a new land: Immigrant students in American society. Cambridge, MA: Harvard University Press. Swanson, H., Saez, L., & Gerber, M.(2006). Growth in literacy and cognition in bilingual children at risk or not at risk for reading disabilities. Journal of Educational Psychology, 98(2), 247-264. Thomas, W. P., & Collier, T. (1997). School effectiveness for language minority students. Washington, DC: National Clearinghouse for Bilingual Education. Thomas, W. P., & Collier, V. P. (2002). A national study of school effectiveness for language minority students’ long-term academic achievement. Santa Cruz, CA: Center for Research on Education, Diversity & Excellence. Tregar, B. (2008, July 10). Services to LEP Students: New legal requirements and past/current practice. Boston, MA: Boston Public Schools. Tung, R., Uriarte, M., Diez, V., Lavan, N., Agusti, N., Karp, F., & Meschede, T. (2009). English learners in Boston Public Schools: Enrollment, engagement and academic outcomes, AY2003-AY2006, final report. Boston, MA: Mauricio Gastón Institute, University of Massachusetts Boston. U.S. Department of Agriculture. (2009). Income eligibilty guidelines, 09-10. Washington, DC: U. S. Department of Agriculture. Retrieved August 10, 2010, from: http://www.fns.usda.gov/cnd/governance/notices/ iegs/IEGs09-10.pdf. U.S. Department of Education, Office of Elementary and Secondary Education. (2007, May 7). Assessment and accountability for recently arrived and former Limited English Proficient (LEP) students: Non-regulatory guidance. Retrieved from: http://www2.ed.gov/policy/elsec/guid/lepguidance.doc. U.S. Department of Justice, Civil Rights Division. (2010, September 30). Educational opportunity cases. Settlement agreement between United States of America and the Boston Public Schools. Retrieved October 5, 2010, from: http://www.justice.gov/crt/about/edu/documents/bostonsettle.pdf. Uriarte, M., Lavan, N., Agusti, N., Kala, M., Karp, F., Kiang, P., Lo, L., Tung, R., & Villari, C. (2009). English learners in Boston Public Schools: Enrollment, engagement and academic outcomes of native speakers of Cape Verdean Creole, Chinese dialects, Haitian Creole, Spanish, and Vietnamese. Boston, MA: Mauricio Gaston Institute,University of Massachusetts Boston. Available: http://www.gaston.umb.edu/articles/2009%20 Language%20Groups%20Report_online.pdf. Uriarte, M., & Tung, R. (2009). English learners in Boston Public Schools in the aftermath of policy change: Enrollment and educational outcome, AY2003-AY2006. Boston, MA: Mauricio Gastón Institute, University of Massachusetts Boston. 104 Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools
Vaznis, J. (2011, Sept. 18). US finds statewide school problems. Boston Globe. Retrieved from: http://www. bostonglobe.com/metro/2011/09/17/finds-statewide-problems-schools/cS5q5QYJIHsFx5Z6zQ9yvO/story. xml?s_campaign=8315. Wang, J., Niemi, D., & Wang, H. (2007). Predictive validity of an English language arts assessment. Los Angeles, CA: National Center for Research on Evaluation, Standards, and Student Testing. Wasley, P., Fine, M., Gladden, M., Holland, N., King, S., Mossak, E., & Powell, L. (2000). Small schools, great strides: A study of new small schools in Chicago. New York: Bank Street College. Available: http://www. bnkst.edu/gems/publications/smallschools.pdf. Werblow, J., & Duesbery, L. (2009). The impact of high school size on math achievement and dropout rate. The High School Journal, 92(3), 14-23. Williams, T., Hakuta, K., Haertel, E., et al. (2007). Similar English learner students, different results: Why do some schools do better? A follow-up analysis, based on a large-scale survey of California elementary schools serving low-income and EL students. Mountain View, CA: EdSource. Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools 105
Page 1 and 2:
Center for Collaborative Education
Page 3 and 4:
This report, Improving Educational
Page 5 and 6:
VII. DROPPING OUT 48 A. What Are th
Page 7 and 8:
CHAPTER I. INTRODUCTION
Page 9 and 10:
Language Learners (OELL) has attemp
Page 11 and 12:
CHAPTER II. THE STUDY
Page 13 and 14:
epresented by the blocks in differe
Page 15 and 16:
Table 2. Variables, Definitions, an
Page 17 and 18:
CHAPTER III. ENROLLMENT AND CHARACT
Page 19 and 20:
Figure 1. Change in Enrollment of S
Page 21 and 22:
Native speakers of Haitian Creole a
Page 23 and 24:
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 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 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: Nathan, J., & Thao, S. (2007). Smal
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
Page 135 and 136: ! ! ! Figure 8.3. Science Pass Rate
Page 137 and 138: Table 8.2. MCAS Math Pass Rates for
Page 139 and 140: APPENDIX 3: Characteristics and Out
Page 141 and 142: ! ! ! ! ! ! Table 4. MCAS ELA and M
Page 143 and 144: A discussion of our HLM analyses of
Page 145 and 146: ELA scores on average than LEP stud
Page 147 and 148: Improving Educational Outcomes of E
show all

Full Report - Center for Collaborative Education

Create successful ePaper yourself

Delete template?

Save as template?