Full Report - Center for Collaborative Education

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Figure 12. MCAS Science Pass Rates of LEP Students. BPS, SY2006-SY2009 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% SY2006 SY2007 SY2008 SY2009 8th 8.1% 12.9% 15.0% 17.7% 10th 29.7% 42.3% 59.2% IN DEPTH: Taking English Proficiency into Account… In the previous section we presented the MCAS results for LEP students that one most frequently sees: an aggregate result for the population of LEP students without regard for their proficiency in English. In this one, we explore a similar comparison between LEP and EP students in Grades 4, 8, and 10, but this time we take English proficiency into account. Table 36presents the results in MCAS ELA, Math, and Science for LEP students at different levels of English proficiency as well as the results for English proficient students in each grade. 3 The expectation is that only the pass rates for LEP students scoring at Level 5 of MEPA should be comparable to those of English proficient students. Among fourth graders, we observe that both MCAS ELA and Math pass rates were extremely low among students scoring at MEPA Levels 1, 2, and 3, as expected. These pass rates increase as students demonstrate higher levels of English proficiency: LEP students at MEPA Level 5 had pass rates more than 15 percentage points higher than EP students in both Math and ELA. The same pattern was observed among eighth grade students, among whom MCAS performance in all subjects rose along with English proficiency, as measured by MEPA. Eighth grade LEP students at MEPA Level 5 they slightly out-scored EP students in Math and lagged by very few points in ELA and Science. In Grade 10, those at Level 5 outscored EP students in both ELA and Science but fell slightly behind them in Math. In Grade 10, LEP students scoring at MEPA Level 4 were also close to the outcomes of English proficient students. 68 Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools
Table 36. MCAS ELA, Math, and Science Pass Rates. English Proficient Students and LEP Students 1 at Different Levels of English Proficiency 2. BPS, SY2009 ELA3 Math4 Science5 Grade 4 All LEPs 61.6% 69.7% MEPA Level 1 0.0% 23.1% MEPA Level 2 8.6% 22.2% MEPA Level 3 20.2% 40.6% N/A MEPA Level 4 66.9% 75.5% MEPA Level 5 94.7% 94.2% All EPs 79.9% 79.9% Grade 8 All LEPs 55.6% 31.6% 17.7% MEPA Level 1 5.6% 3.7% 0% MEPA Level 2 15.5% 15.2% 4.8% 6 MEPA Level 3 44.2% 27.1% 13.7% MEPA Level 4 83.3% 39.6% 20.4% MEPA Level 5 89.8% 61.7% 48.3% All EPs 92.2% 61.5% Grade 10 54.0% All LEPs 72.6% 76.3% 59.2% MEPA Level 1 25.0% 69.2% 23.1% 6 MEPA Level 2 50.0% 75.0% 41.7% MEPA Level 3 61.2% 69.7% 52.1% MEPA Level 4 92.6% 84.7% 75.4% MEPA Level 5 98.7% 86.7% 84.2% All EPs 95.2% 89.7% 82.4% Notes: 1 Includes all LEP students in 4th , 8th and 10th grade who took the MCAS test in SY2009. 2 Includes only those LEP students who had taken MEPA and MCAS in SY2009. 3 The difference in MCAS ELA pass rates between LEP students scoring at MEPA level 5 and EP students is significant among 4th graders (p=.000, minimal effect size); it is not significant among 8th or 10th graders. 4 The difference in MCAS Math pass rates between LEP students scoring at MEPA Level 5 and EP students is significant among 4th graders (p=.000, minimal effect size); it is not significant among 8th or 10th graders. 5 The difference in MCAS Science pass rates between LEP students scoring at MEPA level 5 and EP students is not significant for 8th or 10th graders. 6 Represents less than 10 students. Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools 69
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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
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
Page 71 and 72: student achievement (Rumberger, 199
Page 73: Table 34. MCAS Math Pass Rates of S
Page 77 and 78: Pass Rates in MCAS ELA, Math, and S
Page 79 and 80: IN DEPTH: Attendance Rates of MCAS
Page 81 and 82: portions of core academic courses t
Page 83 and 84: D What are the MCAS ELA and Math Pa
Page 85 and 86: LEP Students at MEPA Performance Le
Page 87 and 88: 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
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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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