Full Report - Center for Collaborative Education

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English Proficiency Level MCAS Pass Rates in ELA, Math and Science 2. School-Level Data See above in this table. Pass rates are the sum of the proportions of students scoring in the Above Proficient/Advanced, Proficient, and Needs Improvement performance categories in MCAS exams on these subjects in a given grade in a given year. School-level data were calculated by aggregating data from the student-level database when possible for each school (based on the School ID, DOE015) and by downloading data from the MDESE website when those data were not available in the studentlevel database. Grade configuration, school size, school poverty, and LEP density variables were all constructed by aggregating student-level data as detailed in Table 2. Annual yearly progress data (AYP) for ELA and Math in the aggregate (MDESE, n.d., a) and teacher qualifications data (percentage of a school’s teachers licensed in their teaching assignment and percentage of a school’s core academic classes taught by teachers who are highly qualified) (MDESE, n.d., b) were downloaded from the MDESE website for each school. MCAS Database Performance levels for ELA, Math, and Science tests were converted into pass (Above Proficient/Advanced, Proficient, and Needs Improvement)/didn’t pass (Warning/Failing) dummy variables for each exam. For students who took more than one science exam in a given school year, the highest score was taken from any biology, chemistry, physics, or technology/engineering exam the student took in that year. This formed the MCAS Science variable, which was also converted into a pass/didn’t pass dummy variable. Notes: 1 SIMS variable codes listed in this table were taken from the SIMS Version 2.1 Data Handbook (MDESE, 2008c). 2 The research team was aided by the meticulous data collection of OELL contained in the following documents and files: For HILT - SIFE Programs: Literacy Programs, Elementary, Middle School and High School for SY 2006, 2007, 2008, and 2009; For Two-Way Bilingual Programs: Spanish SRI Testing Schedule, SY2006, 2007, 2008 and 2009; For SEI Programs: Boston Public Schools’ English Language Learning Programs for English Language Learners, SY 2006 and 2009 and Excel files showing all LEP students compiled by the Office of Research, Assessment and Evaluation for OELL in 11/10/2005, 12/05/2006, 11/08/2007 and 10/28/2008. ! 112 Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools
Table 2: Variables, Definitions and Sources of Data: School level Variable Definition School Level Variables Source Grade PK to 2; Elementary (K-5), K-8, Middle (6-8), High (9-12); SIMS Configuration Middle/High (7-12) and K-12 A grade configuration variable was For MCAS results and for the HLM analysis, grade level is constructed based on the range of grade used (i.e., elementary, middle school and high school). levels (DOE016) of all students enrolled during the school year. A grade configuration was assigned for each school. School Size Size of school enrollment. We used Wasley et al (2000) to SIMS define sizes: A school’s size was determined by In Elementary schools we consider the following categories: computing the total number of students Large (>= 600 students) Medium (350-599 students) Small enrolled in the school during the school year. (= 1000 students) Medium (500-999 students) Small (75% poverty. (No schools in BPS fell into the first category). LEP Density Percentage of enrollment that is of limited English proficiency LEP variable constructed by research team (LEP). A LEP is defined by MDESE as “a student whose first The proportion of LEP students was language is a language other than English who is unable to calculated for each school by dividing the perform ordinary classroom work in English.” total number of LEPs by the total student enrollment of each school. The variable was then categorized into: 0-10%, 10.1-30%, 30- 50%, and >50% proportion of LEP students. Accountability A school’s Adequate Yearly Progress (AYP) data for the MDESE Website Status selected year. We report on the AYP aggregate for ELA and AYP ELA- aggregate and AYP-Math Math. aggregate data were downloaded for each school. These were dummy variables: met/did not meet AYP (MDESE, n.d., a). Teacher Two teacher qualification variables are analyzed: MDESE Website Qualifications ! (1) Percentage of teachers who are licensed with Provisional, Initial, or Professional licensure to teach in the area(s) in which they are teaching. (2) The percentage of school’s core academic classes taught by teachers who are highly qualified. These teachers, measured in “full-time equivalency,” of core academic classes meet the NCLB definition of highly-qualified. To meet the definition, teachers must hold a valid Massachusetts license AND demonstrate subject matter competency in the areas they teach. (MDESE, n.d. b) Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools 113
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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
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One of the deepest and most far-rea
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the transfer of large numbers of LE
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education. There are no studies of
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IN DEPTH: Enrollment of English Lan
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Table 14. Nature of Primary Disabil
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choices. From the data gathered, it
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Becoming fully literate in English,
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Populations focused upon in this an
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Table 19. English Proficiency Level
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who attained the level of English p
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ed among those LEP students scoring
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High dropout rates among Boston Pub
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B What Is the Annual High School Dr
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C What Are the Rates of Attendance,
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Table 26. Median Attendance Rates o
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Table 29. Attendance, Out-of-School
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Table 31. Annual High School Dropou
Page 67 and 68: In Sum This chapter has focused on
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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 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: In TBE learn solely in English. In
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
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