Full Report - Center for Collaborative Education

Table 8.2. MCAS Math Pass Rates for LEP Students at Various English Proficiency Levels in Different Types of ELL Programs. BPS, SY2009
ELL Programs
LEP
Math Pass Rates
LEP MEPA/MCAS Test Takers
Levels 1 & 2 Level 3 Levels 4 & 5
Elementary 2
Pass Rate of English Proficient 76.3%
N % N % N %
LEP 61.8% 107 22.4% 321 35.2% 988 75.1%
LEP Not in an ELL Program 67.2% 22 13.6% 1 142 35.2% 534 78.5%
In ELL Program 56.5% 85 24.7% 179 35.2% 454 71.1%
In SEI 55.2% 61 16.4% 160 35.6% 400 69.5%
Multilingual 52.2% 4 - 3 - 15 -
Language Specific (All) 55.3% 57 14.0% 1 157 35.0% 385 70.1%
In Two-Way Bilingual 74.6% 1 - 9 - 48 83.3%
In SIFE 50.0% 23 47.8% 10 30.0% 1 6 -
Middle School 3
Pass Rate of English Proficient 65.5%
N % N % N %
LEP 37.7% 295 14.2% 494 25.3% 751 56.6%
LEP Not in an ELL Program 45.9% 35 22.9% 1 212 26.9% 473 57.7%
In ELL Program 30.3% 260 13.1% 282 24.1% 278 54.7%
In SEI 29.4% 206 14.6% 261 21.8% 241 52.7%
Multilingual 38.8% 11 9.1% 17 23.5% 21 66.7%
Language Specific (All) 28.7% 195 14.9% 244 21.7% 220 51.4%
In Two-Way Bilingual 59.3% 0 - 1 - 26 61.5%
In TBE 92.3% 5 - 12 91.7% 8 -
In SIFE 1.6% 1 49 0% 8 - 3 -
High School 4
Pass Rate of English Proficient 89.7%
N % N % N %
LEP 76.3% 57 73.7% 208 69.7% 193 85.5%
LEP Not in an ELL Program 69.1% 9 - 39 56.4% 55 78.2%
In ELL Program 78.7% 48 72.9% 169 72.8% 138 88.4%
In SEI 79.2% 35 74.3% 150 73.3% 128 87.5%
Multilingual 91.2% 7 - 34 82.4% 23 100%
Language Specific (All) 76.1% 28 67.9% 116 70.7% 105 84.8%
In TBE 100% 8 - 13 100% 10 100%
In SIFE 15.4% 1 5 - 6 - 0 NA
Note: 1 Represents less than 10 students. 2 Elementary includes Grades 4-5. Among LEPs in elementary school grades scoring at MEPA levels 1-2, differences in
MCAS Math pass rates were found to be significant when comparing students in SEI to students in SIFE (p=.003, medium effect size). Among LEPs in elementary
school grades scoring at MEPA level 3, differences in MCAS Math pass rates were not found to be significant when comparing students of various ELL program
statuses. Among LEPs in elementary school grades scoring at MEPA levels 4-5, differences in MCAS Math pass rates were found to be significant when comparing
students in ELL programs to students not in ELL programs (p=.008, minimal effect size), students in SEI to students in two-way bilingual programs (p=.046, minimal
effect size), and students in SEI to students not in ELL programs (p=.002, small effect size). 3 Middle school includes Grades 6-8. Among LEPs in middle school
grades scoring at MEPA levels 1-2, differences in MCAS Math pass rates were found to be significant when comparing students in SEI to students in TBE (p=.003,
small effect size) and students in SEI to students in SIFE (p=.004, small effect size). Among LEPs in middle school grades scoring at MEPA level 3, differences in
MCAS Math pass rates were found to be significant when comparing students in SEI to students in TBE (p=.000, medium effect size). Among LEPs in middle school
grades scoring at MEPA levels 4-5, differences in MCAS Math pass rates were found to be significant when comparing students in SEI to students in TBE (p=.008,
small effect size). 4 High school includes Grade 10. Among LEPs in high school scoring at MEPA levels 1-2, differences in MCAS Math pass rates were found to be
significant when comparing students in SEI to students in SIFE (p=.015, medium effect size). Among LEPs in high school scoring at MEPA level 3, differences in
MCAS Math pass rates were found to be significant when comparing students in ELL programs to students not in ELL programs (p=.045, small effect size), students
in SEI to students in TBE (p=.039, small effect size),students in SEI to students in SIFE (p=.000, medium effect size), and students in SEI to students not in ELL
programs (p=.040, small effect size). Among LEPs in high school scoring at MEPA levels 4-5, differences in MCAS Math pass rates were found to be significant
when comparing students in SEI multilingual to students 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 131