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ERIC Number: ED540999
Record Type: Non-Journal
Publication Date: 2011-Nov
Pages: 140
Abstractor: ERIC
Reference Count: 54
Learning from Consistently High Performing and Improving Schools for English Language Learners in Boston Public Schools
Tung, Rosann; Diez, Virginia; Gagnon, Laurie; Uriarte, Miren; Stazesky, Pamela
Center for Collaborative Education
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.]
Center for Collaborative Education. 33 Harrison Avenue 6th Floor, Boston, MA 02111. Tel: 617-421-0134; Fax: 617-421-9016; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Barr Foundation; Boston Public Schools
Authoring Institution: Center for Collaborative Education; University of Massachusetts Boston, Mauricio Gaston Institute for Latino Community Development and Public Policy
Identifiers - Assessments and Surveys: Massachusetts Comprehensive Assessment System
IES Cited: ED545226