Full Report - Center for Collaborative Education
Full Report - Center for Collaborative Education
Full Report - Center for Collaborative Education
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Acknowledgements<br />
This study has been a collaboration of researchers at the Mauricio Gastón Institute <strong>for</strong> Latino Community<br />
Development and Public Policy at the University of Massachusetts Boston and at the <strong>Center</strong><br />
<strong>for</strong> <strong>Collaborative</strong> <strong>Education</strong> in Boston with the staff of the Boston Public Schools. The researchers<br />
thank, first of all, our partners: Carol Johnson, Superintendent; Eileen de los Reyes, Assistant Superintendent<br />
and Director of the Office of English Language Learners (OELL); and Kamalkant Chavda,<br />
Director of the Office of Research, Assessment & Evaluation. OELL staff, especially Antonieta<br />
Bolomey but also Lunine Pierre-Jerome and Joseph Dow have provided data to analyze and guidance<br />
in its interpretation; Zoila Riccardi has helped us through the administrative labyrinth of both<br />
BPS and UMB and Milton Vazquez has made our coordination possible. Kamalkant Chavda and<br />
Bou Lim provided the databases that contain the in<strong>for</strong>mation on which we based our study. As<br />
our findings became evident John Verre, Assistant Superintendent <strong>for</strong> Special <strong>Education</strong> & Student<br />
Services, and his staff were most helpful in helping us understand the intersection of the ELL and<br />
SPED services at BPS.<br />
In Massachusetts one cannot do research on education without taking into account the in<strong>for</strong>mation<br />
and human resources at the Massachusetts Department of Elementary and Secondary <strong>Education</strong>.<br />
We would like to thank: Bob Lee, Dan Wiener, and Virginia Crocker of the Office of Student<br />
Assessment; Esta Montano, Director, Office of English Language Acquisition and Achievement; and<br />
Jenny Klein-Sosa of the Office of Planning and Research to Close Proficiency Gaps.<br />
The following persons have reviewed our report: Jack Levy, Chair, Department of Curriculum and<br />
Instruction, College of <strong>Education</strong> and Human Development, UMass Boston; Virginia Diez,Tufts University<br />
and the Gastón Institute; Melissa Luna, Sociedad Latina; Roger Rice, META, Inc.; and John<br />
Mudd, Massachusetts Advocates <strong>for</strong> Children. Each contributed valuable perspectives (and pages<br />
of suggestions) on the analysis and the recommendations presented here. They challenged us and<br />
we thank them here. They challenged us and we thank them.<br />
This project was made possible by a contract from the Boston Public Schools. The Barr Foundation<br />
and its staff were instrumental in initiating this project through their financial support. We thank<br />
all of them.<br />
Finally, others at the Gastón Institute and UMass Boston have also been very helpful: Morgan Clark,<br />
doctoral student in the Public Policy PhD Program at UMass Boston, helped assemble some initial<br />
data tables. The Public Policy PhD Program at the John W. McCormack Graduate School of Policy<br />
and Global Studies and the Office of Graduate Studies at UMass Boston made possible the participation<br />
of Michael Berardino through a research assistantship in the Fall 2010 and Spring 2011.<br />
Ivelisse Caraballo and Melissa Colon have managed the finances of the BPS contracts assisted by<br />
staff of the Office of Research and Sponsored Programs. We thank them all very much.<br />
6 Improving <strong>Education</strong>al Outcomes of English Language Learners in Schools and Programs in Boston Public Schools