Full Report - Center for Collaborative Education

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Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools TABLE OF CONTENTS I. INTRODUCTION 1 II. THE STUDY 5 A. Research Questions 6 B. Defining the Population of English Language Learners in Boston Public Schools. 6 C. Sources of Data 8 D. Definitions of the Demographic, Program, School, and Outcome Variables Used in the Study 8 III. ENROLLMENT AND CHARACTERISTICS OF ENGLISH LANGUAGE LEARNERS 11 A. What Is the Enrollment of BPS Populations Defined by English Proficiency, and How Has This Enrollment Changed through Time? 12 IN DEPTH: Enrollment of English Language Learners through Time 13 B. What Are the Characteristics of Student Populations Defined by English Proficiency? 14 IV. ENROLLMENT AND CHARACTERISTICS OF ENGLISH LANGUAGE LEARNERS IN DIFFERENT TYPES OF SCHOOLS 18 A. What Are the Characteristics of Schools in which English Language Learners Are Enrolled? How Do These Schools Compare with Those in which English Proficient Students Are Enrolled? 19 B. What Are the Characteristics of English Language Learners Enrolled in Different Types of Schools? 22 V. ENROLLMENT AND CHARACTERISTICS OF ENGLISH LANGUAGE LEARNERS IN DIFFERENT TYPES OF PROGRAMS 26 A. What Are the Programs in which English Language Learners Are Enrolled? What Were the Trends in Their Enrollment Between SY2006 and SY2009? 28 IN DEPTH: A Focus on Enrollment of LEP Students in Special Education Programs 33 B. What Are the Characteristics of English Language Learners Enrolled in Different Types of Programs? 35 VI. ENGLISH LANGUAGE ACQUISITION 38 A. How Are English Proficiency Levels Distributed across English Language Learners? 41 B. What Are the Characteristics of English Language Learners at Different English Proficiency Levels? 41 C. What Are the English Proficiency Levels of English Language Learners in Different BPS Programs? 42 D. Which MEPA English Proficiency Levels Are Most Frequently Represented among Those Who Pass MCAS ELA?What Proportion of English Language Learners Reach This Level? 43 IN DEPTH: A Look at the English Acquisition Trajectories of English Language Learners at Different Grade Levels 44 4 Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools
VII. DROPPING OUT 48 A. What Are the Annual Middle School and High School Dropout Rates of English Language Learners? How Do Their Rates Compare to Those of English Proficient Students? How Have the Annual Middle School and High School Dropout Rates of LEP Students Changed through Time? 49 IN DEPTH: Summer Dropouts 50 B. What Are the Annual Middle School and High School Dropout Rates of LEP Students with Different Characteristics? IN DEPTH: Middle School Dropouts 51 C. What Are the Rates of Attendance, Suspension, and Retention of English Language Learners? How Do They Compare to Those of English Proficient Students? 53 IN DEPTH: Retention in Grade 9 54 D. What Are the Attendance, Out-of-School Suspension, and Retention Rates of English Language Learners with Different Characteristics? 54 IN DEPTH: Absenteeism, Suspensions, Retention, and Dropping Out. 58 E. What Are the Annual Middle School and High School Dropout Rates of English Language Learners in Different Types of Schools and Programs? 58 IN DEPTH: A Brief Look at LEP Dropouts and MCAS 60 VIII. MCAS RESULTS 62 A. How Do MCAS Pass Rates of English Language Learners Compare with Those of English Proficient Students? How Have the MCAS Outcomes of English Language Learners Changed through Time? 65 IN DEPTH: Taking English Proficiency into Account… 68 B. What Are the MCAS ELA, Math, and Science Outcomes of LEP Students of Different Characteristics? 70 IN DEPTH: Attendance Rates of MCAS Test-Takers and Their MCAS Outcomes 73 C. What Are the ELA and Math Pass Rates of English Language Learners in Schools of Different Characteristics? 74 D. What are the MCAS ELA and Math Pass Rates of English Language Learners at MEPA Performance Levels 4 and 5 in Different Types of Programs? 77 IN DEPTH: Using Hierarchical Linear Modeling (HLM) to Determine the Relative Importance of Individual- and School-Level Factors in LEP Students’ ELA and Math MCAS Outcomes 80 IX. FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS TO THE DISTRICT 86 A. Overall Findings and General Recommendations 87 B. Specific Findings and Recommendations Related to Enrollment and Characteristics of English Language Learners. 91 C. Specific Findings and Recommendations Related to English Acquisition 93 D. Specific Findings and Recommendations Related to Dropping Out 94 E. Specific Findings Related to Outcomes on the MCAS 96 F. Other Recommendations 99 REFERENCES 100 APPEnDIx 1: Methods 106 APPEnDIx 2: Additional Tables for Chapters III to VIII 121 APPEnDIx 3: Characteristics and Outcomes of LEP Students with Disabilities 133 APPEnDIx 4: Additional HLM Results 136 Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools 5
Page 1 and 2: Center for Collaborative Education
Page 3: This report, Improving Educational
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
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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
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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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Full Report - Center for Collaborative Education

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