English Learners in Boston Public Schools: Enrollment and Educational Outcomes of Native Speakers of Chinese Dialects

In November 2002, the voters of Massachusetts approved Referendum Question 2. This referendum spelled an end to Transitional Bilingual Education (TBE) as the primary program available for children requiring language support in Massachusetts. In its place came a radically different policy called Sheltered English Immersion (SEI). Unlike TBE, which relies on the English learners’ own language to facilitate the learning of academic subjects as they master English, SEI programs rely on the use of simple English in the classroom to impart academic content; teachers use students’ native language only to assist them in completing tasks or to answer a question. This change represented a dramatic shift in the philosophy and practice of teaching English to populations of English Learners. Five years after the start of the implementation of SEI in Massachusetts, there is still scant information about the impact of this change on language education. Models of implementation have varied across the state, with those districts that approach the process most flexibly exhibiting the most substantial gains or the least losses (DeJong, Gort, & Cobb, 2005; Rennie Center, 2007). But there has been no analysis of the outcomes for students under SEI at the state level or in the city of Boston, where the largest number of English Learners in Massachusetts live and attend school. Aside from providing an account of the performance of English Learners in Boston between academic years 2003 and 2006, this study has allowed for a unique look at the performance of groups of students defined by language. This specific report is one of five reports focusing on the enrollment and academic outcomes of the largest groups of native speakers of languages other than English: speakers of Spanish, Chinese dialects, Vietnamese, Haitian Creole, and Cape Verdean Creole. For Chinese, Vietnamese, Haitian, and Cape Verdean students and families, this is one of the first looks at the performance of students from these groups in Boston schools. Usually reported as part of aggregates defined by race (e.g., “Asian” or “Black”), information specific to these ethnic groups is seldom reported separately. Our presentation is limited to the data available data which does not allow us to determine the outcomes of all students from these groups but only of those students within these groups who are designated native speakers of their particular language. It also precludes the presentation of the standardized testing (MCAS) outcomes of students from these groups who attend programs for English Learners

Opportunity and Equity: Enrollment and Outcomes of Black and Latino Males in Boston Public Schools

Boston Public School (BPS) leaders commissioned this study to examine patterns of enrollment, access, engagement, and performance of Black and Latino males from School Year 2009 to School Year 2012. This quantitative analysis constitutes Phase I of a larger study that will ultimately include qualitative case studies examining promising practices in BPS schools in which Black and Latino males perform well

English Learners in Boston Public Schools: Enrollment, Engagement and Academic Outcomes, AY2003-AY2006 FINAL REPORT

In 2002, Massachusetts voters approved a referendum against the continuance of Transitional Bilingual Education (TBE) as a method of instruction for English language learners. The study undertaken by the Mauricio Gaston Institute at UMass Boston in collaboration with the Center for Collaborative Education in Boston finds that, in the three years following the implementation of Question 2 in the Boston Public Schools, the identification of students of limited English proficiency declined as did the enrollment in programs for English; the enrollment of English Learners in substantially separate Special Education programs more than doubled; and service options for English Learners narrowed. The study found that high school drop-out rates among students in programs for English Learners almost doubled and that the proportion of English Learners in middle school who dropped out more than tripled in those three years. Finally, although there have been some gains for English Learners in both ELA and math MCAS pass rates in 4th and 8th grade, gains for English Learners have not matched those of other groups and as a result gaps between English Learners and other BPS populations have widened

Promising Practices and Unfinished Business: Fostering Equity and Excellence for Black and Latino Males

Boston Public Schools (BPS) commissioned companion studies as part of its efforts to address achievement gaps for Black and Latino males. The first study revealed the increasing diversity of Black and Latino males and stark opportunity gaps throughout the system that contribute in large part to wide attainment gaps for these students. We hypothesized that in schools doing comparatively better with Black or Latino males than their counterparts, educators would be strategically and comprehensively implementing evidence-based cultural, structural, and instructional practices tailored to meet their the needs and aspirations of these students. Through qualitative case studies of four schools, we identified several cross-cutting themes that provide the district and school leaders with some positive news about effective practices found in all good schools: strong school cultures, professional collaboration, differentiated instruction, and, in the elementary schools, family engagement. While we observed pockets of best practices specific to Black and Latino male education, we also brought to light unfinished business, in that none of the four case study schools had an intentional and comprehensive schoolwide approach to educating Black and Latino males. This lack of intentionality resulted in a paucity of evidence that the school administration and faculty as a whole: (a) know and value students' cultural and linguistic backgrounds; (b) adopt explicit and responsive approaches to race and gender; and (c) develop and implement a comprehensive approach to culturally responsive curriculum and instruction. We posit that lack of knowledge, intentionality, and coherence impedes further progress in educating Black and Latino males, and has implications for educators in schools, for staff members in community partner organizations, and for family members of BPS students

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

Against a backdrop of increasing BPS ELL enrollment, district ELL leadership transitions, state and federal policies affecting ELL education, and with the knowledge that many teachers and administrators within the Boston Public Schools are expert practitioners with ELL students, we addressed the following research questions: In which BPS schools were ELL students performing at a consistently high level or showing steady improvement during SY2006-SY2009? What were some of the practices that these schools’ staffs credited with their success with ELL students during SY2006-SY2009? Which of the practices identified by school staff were shared among the selected schools? Through case study analysis, we found that principals and Language Acquisition Team facilitators played key roles in vision and implementation of ELL best practices, including creating professional learning communities and providing professional development; that shared cultural and linguistic experiences among staff and families were prevalent; and that staff cultural competence translated into increased family engagement, quality instructional practices, and understanding of the needs of the whole child. We also found that ELL students received the standard district curriculum, and that all teachers were knowledgeable about how to modify instruction for academic language acquisition. The purpose of this report is to inform the district and other schools not only about which schools were most successful during the study period, but also to share detailed information that may be disseminated widely so that staff in other schools may consider the lessons and practices for adaptation in their own schools

English Learners in Boston Public Schools: Enrollment, Engagement and Academic Outcomes of Native Speakers of Cape Verdean Creole, Chinese Dialects, Haitian Creole, Spanish, and Vietnamese

This study focuses on the academic experience of English Learners (ELs) in Boston’s public schools in the year before and in the three years following the implementation of Referendum Question 2. In 2002, this referendum spelled an end to Transitional Bilingual Education (TBE) as the primary program available for children requiring language support in Massachusetts public schools, replacing it with Sheltered English Immersion (SEI). Specifically, this report focuses on the enrollment and academic outcomes of the five largest groups of native speakers of languages other than English in the Boston Public Schools: speakers of Spanish, Chinese dialects, Vietnamese, Haitian Creole, and Cape Verdean Creole and explores the different effects of the implementation of Question 2 on each of the groups. It does so by analyzing data on identification, program participation, engagement and achievement for each group and comparing the outcomes for students in programs for ELs with native speakers of these languages enrolled in General Education programs. In this report we list the findings for each group separately and conclude with discussion which compares the outcomes for the groups. For Chinese, Vietnamese, Haitian, and Cape Verdean students and families, this is one of the first looks at the performance of students from these groups in Boston schools. Usually reported as part of aggregates defined by race (e.g., “Asian” or “Black”), information specific to these ethnic groups is seldom reported separately. We present here a limited view, since the available data do not allow us to ascertain the outcomes of all students from these groups but only of those students within these groups who are designated native speakers of their particular language

Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools

Using 4 years of student-level demographic, enrollment and testing and school-level characteristics, this study analyzes the enrollment and outcomes of English Language Learners (ELLs) in Boston Public School between SY2006 and SY2009 and assess the relative impact of individual and school level factors in testing outcomes of ELLs. The study reports on the improvement in ELL dropout rates and testing outcomes during the period of observation. It reports also on the outcomes of ELLs at different levels of English proficiency and finds (1) higher dropout rates and lower testing performance among low English proficiency students; (2) a minimal proportion of students reaching academic language proficiency within the period of observation; and (3) particularly deep vulnerability among ELLs of low English proficiency entering district school in middle school and high school. In the assessment of individual and school-level factors in the testing outcomes of ELL students, the study finds English proficiency and designation as a student with disabilities are the strongest predictors of testing outcomes. Finally, the report focuses on the policy implications of these findings in view of the state’s language restrictive policies affecting the education of ELLs in Massachusetts. District level administrative and programmatic recommendations as well a state policy recommendations are provided

Identifying Success in Schools and Programs for English Language Learners in Boston Public Schools

The Gastón Institute collaborates with government agencies, community organizations and foundations in applied research aimed at evaluating the impact of policies, programs and practices. This poster describes a three-way collaboration among researchers and practitioners from Boston Public Schools (BPS), the Gastón Institute and the Center for Collaborative Education (CCE) which yielded two comprehensive studies: 1. The enrollment and outcomes of English language learners in BPS; 2. Best ELL practices in four schools that were consistently high performing or steadily improving with respect to ELL student outcomes

English Learners in Boston Public Schools: Enrollment and Educational Outcomes of Native Speakers of Chinese Dialects

In November 2002, the voters of Massachusetts approved Referendum Question 2. This referendum spelled an end to Transitional Bilingual Education (TBE) as the primary program available for children requiring language support in Massachusetts. In its place came a radically different policy called Sheltered English Immersion (SEI). Unlike TBE, which relies on the English learners’ own language to facilitate the learning of academic subjects as they master English, SEI programs rely on the use of simple English in the classroom to impart academic content; teachers use students’ native language only to assist them in completing tasks or to answer a question. This change represented a dramatic shift in the philosophy and practice of teaching English to populations of English Learners. Five years after the start of the implementation of SEI in Massachusetts, there is still scant information about the impact of this change on language education. Models of implementation have varied across the state, with those districts that approach the process most flexibly exhibiting the most substantial gains or the least losses (DeJong, Gort, & Cobb, 2005; Rennie Center, 2007). But there has been no analysis of the outcomes for students under SEI at the state level or in the city of Boston, where the largest number of English Learners in Massachusetts live and attend school. Aside from providing an account of the performance of English Learners in Boston between academic years 2003 and 2006, this study has allowed for a unique look at the performance of groups of students defined by language. This specific report is one of five reports focusing on the enrollment and academic outcomes of the largest groups of native speakers of languages other than English: speakers of Spanish, Chinese dialects, Vietnamese, Haitian Creole, and Cape Verdean Creole. For Chinese, Vietnamese, Haitian, and Cape Verdean students and families, this is one of the first looks at the performance of students from these groups in Boston schools. Usually reported as part of aggregates defined by race (e.g., “Asian” or “Black”), information specific to these ethnic groups is seldom reported separately. Our presentation is limited to the data available data which does not allow us to determine the outcomes of all students from these groups but only of those students within these groups who are designated native speakers of their particular language. It also precludes the presentation of the standardized testing (MCAS) outcomes of students from these groups who attend programs for English Learners