Full Report - Center for Collaborative Education

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This appendix presents additional data on LEP students with disabilities (LEP-SWD). Table 1. Characteristics of the LEP-SWD 1 Enrollment, K-12. BPS, SY2009 All LEPs All LEP-SWD LEP-SWD3 in ELL Program LEP-SWD3 Not in ELL Program Total Enrollment 10,957 2,052 708 1,344 Male 53.8% 66.2% 64.1% 67.3% Low income Native Language 87.5% 91.6% 94.5% 90.1% Spanish 56.8% 71.5% 81.6% 66.2% Cape Verdean Creole 8.5% 3.4% 2.3% 4.0% Chinese Languages 7.8% 5.5% 7.5% 4.4% Haitian Creole 9.2% 5.2% 2.3% 6.7% Portuguese 2.2% 1.8% 1.0% 2 2.2% Somali 2.1% 1.5% 2 1.1% 2 1.6% Vietnamese 5.6% 4.4% 3.0% 5.1% Other Languages 7.9% 6.8% 1.3% 2 9.7% Mobility 13.0% 7.0% 5.8% 7.7% Notes: 1LEP-SWD includes only students ages 6+ in K-12; 2 Represents less than 10 students. 3 The demographic differences between LEP-SWDs in ELL programs and those who are significant in the case of income (p= .001, but with minimal effect size) and with respect to native language. The differences in the native language composition of the two groups is significant in the proportion of Spanish (p
! ! ! ! ! ! Table 4. MCAS ELA and Math Per<strong>for</strong>mance. BPS, SY2009 MCAS ELA2 MCAS Math3 Test-takers Pass Rate 4 Test-takers Pass rate th Grade All LEP 719 61.5% 743 69.7% All SWD 838 44.6% 845 51.8% LEP-SWD 185 31.4% 184 50.0% EP-SWD1 653 48.4% 8 661 52.3% th Grade All LEP 378 55.8% 414 31.6% All SWD 783 69.3% 792 23.5% LEP-SWD 90 48.9% 96 20.8% EP-SWD1 693 72.0% 10 696 23.9% th Grade All LEP 453 70.9% 494 76.3% All SWD 553 75.6% 548 66.2% LEP-SWD 61 55.7% 62 56.5% EP-SWD1 492 78.0% 486 67.5% Note: 1 We abbreviate English proficient students with disabilities as EP-SWD. 2 The differences in MCAS ELA pass rates among LEP-SWDs and EP-SWDs in 4th , 8th , and 10th grade are significant (p=.000,small effect size). 3 The differences in MCAS Math pass rates among LEP-SWDs and EP- SWDs in 4th , 8th , and 10th ! grade are not significant. ! ! Table 5. Annual High School Dropout Rates. BPS, SY2009 High School N of Dropouts Dropout Rate1 All LEP 201 6.6% All SWD 344 9.6% LEP-SWD 34 7.7% EP-SWD1 310 9.9% Note: 1 The difference in the annual high school dropout rate between LEP-SWD and EP-SWD students is not significant. 2 We abbreviate English proficient students with disabilities as EP-SWD. ! ! Improving <strong>Education</strong>al Outcomes of English Language Learners in Schools and Programs in Boston Public Schools 135
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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
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In Sum This chapter has focused on
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The tests of the Massachusetts Comp
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student achievement (Rumberger, 199
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Table 34. MCAS Math Pass Rates of S
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Table 36. MCAS ELA, Math, and Scien
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Pass Rates in MCAS ELA, Math, and S
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IN DEPTH: Attendance Rates of MCAS
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portions of core academic courses t
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D What are the MCAS ELA and Math Pa
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LEP Students at MEPA Performance Le
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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
Page 135 and 136: ! ! ! Figure 8.3. Science Pass Rate
Page 137 and 138: Table 8.2. MCAS Math Pass Rates for
Page 139: APPENDIX 3: Characteristics and Out
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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