Full Report - Center for Collaborative Education

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School Poverty Rate Density of LEP students Accountability Status Teacher Qualifications Median Attendance Rate Out-of-School Suspension Rate Grade Retention Rate Annual Dropout Rate English Proficiency Level MCAS Pass Rates in ELA, Math and Science ! Proportion of enrollment that is eligible for a free or reduced price lunch. SIMS Percentage of enrollment that is of limited English proficiency (LEP). A LEP is defined by MDESE as “a student whose first language is a language other than English who is unable to perform ordinary classroom work in English.” A school’s Adequate Yearly Progress (AYP) data for the selected year. We report on the AYP aggregate for ELA and Math. Two teacher qualification variables are analyzed: (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 a 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. Engagement and Outcome Variables The attendance rate measures the percentage of school days in which students have been present at their schools. We report the median. The out-of-school suspension rate is the ratio of out-of-school suspensions to the total enrollment during the year. The proportion of students required to repeat the grade in which they were enrolled the previous year. 1 This may happen because parents want a complete immersion for their child or because there are no ELL seats in a preferred school. 2 Brief definitions of these programs appear in Table 2; fuller definitions can be found in Chapter V. 3 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 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. 10 Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools SIMS MDESE Website MDESE Website SIMS SIMS SIMS The annual dropout rate reports the percentage of students who dropped out of SIMS school in a specific year (MDOE, 2007). We follow the MDESE dropout methodology (MDESE, 2010) and include in the annual dropout rate students who dropped out in the summer prior to a given school year as well as students who dropped out during the given school year. We report on both the high school and middle school annual dropout rate. MDESE reports only on the high school dropout rate, labeling as truancy the dropout rate in middle school. See description above. MEPA Database Pass rates are the sum of the proportions of students scoring in the Advanced, Proficient, and Needs Improvement performance categories in MCAS exams on these subjects in a given grade in a given year. MCAS Database
CHAPTER III. ENROLLMENT AND CHARACTERISTICS OF ENGLISH LANGUAGE LEARNERS
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: Table 2. Variables, Definitions, an
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
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student achievement (Rumberger, 199
Page 73 and 74:
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
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Results: English Language Arts In a
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1 Massachusetts meets the requireme
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A Overall Findings and General Reco
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Designation as student with a disab
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B Specific Findings and Recommendat
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Recommendation 7: Parents of LEP st
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Recommendation 14: Monitor indicato
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(2) We found instances in which stu
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Recommendation 30: The quality of i
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Commonwealth of Massachusetts. (201
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Nathan, J., & Thao, S. (2007). Smal
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Vaznis, J. (2011, Sept. 18). US fin
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Overview The report sought to answe
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Table 1. Variables, Definitions and
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In TBE learn solely in English. In
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Table 2: Variables, Definitions and
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! ! ! 5. Limitations of the Data Wh
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Table 8: MCAS ELA Pass Rates of LEP
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Table 10. Variables Considered in H
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APPENDIX 2: Additional Tables and F
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! Table 3.2. Characteristics of Eng
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! ! Table 6.3. English Proficiency
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! 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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