Learning from Consistently High Performing and Improving Schools for English Language Learners in Boston Public Schools

Autor/inn/en	Tung, Rosann; Diez, Virginia; Gagnon, Laurie; Uriarte, Miren; Stazesky, Pamela
Institution	Center for Collaborative Education; University of Massachusetts Boston, Mauricio Gaston Institute for Latino Community Development and Public Policy
Titel	Learning from Consistently High Performing and Improving Schools for English Language Learners in Boston Public Schools
Quelle	(2011), (140 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Effective Schools Research; Longitudinal Studies; Followup Studies; Public Schools; Urban Schools; Second Language Learning; Limited English Speaking; English Language Learners; Best Practices; Identification; Enrollment Trends; Outcomes of Education; Educational Assessment; Massachusetts Comprehensive Assessment System + Suchen Sie Ihr Suchwort? Schulforschung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Follow-up studies; Kontaktstudium; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Zweitsprachenerwerb; Identifikation; Identifizierung; Lernleistung; Schulerfolg; Education; assessment; Bewertungssystem
Abstract	This study is part of a collaborative project entitled "Identifying Success in Schools and Programs for English Language Learners in Boston Public Schools". The companion to this report, entitled "Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools", provides a comprehensive analysis of student-, program-, and school-level data from SY2006 to SY2009 to describe the trends in enrollment and educational outcomes for Boston's ELL students in those years. This study follows up and extends the research published in 2009, which analyzed the enrollment and performance of BPS ELL students from SY2003 to SY2006 (Tung et al., 2009) and found (1) a decline in the identification of students as LEP and in their ELL program participation; (2) an increase in LEP student enrollment in special education programs; (3) substantial increases in dropout rates; and (4) large gaps in MCAS pass rates between LEP students and English proficient students. In the present study, the same enrollment and educational outcome indicators are examined, but new analyses are also presented. Appended are: (1) Detailed Methods; (2) ELL Practices Framework Based on Literature Review; and (3) List of Acronyms. (Contains 3 figures, 23 tables and 50 footnotes.) [This paper was written with Eileen de los Reyes and Antonieta Bolomey. For "Learning from Consistently High Performing and Improving Schools for English Language Learners in Boston Public Schools. Executive Summary," see ED540998.] (ERIC).
Anmerkungen	Center for Collaborative Education. 33 Harrison Avenue 6th Floor, Boston, MA 02111. Tel: 617-421-0134; Fax: 617-421-9016; e-mail: info@ccebos.org; Web site: http://www.cce.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10