2. Marco referencial
2.3. Marco Conceptual
Learners in Schools with
Different Characteristics?
Elementary MCAS ELA and Math Pass Rates in Schools with Different Characteristics
The differences in ELA pass rates among LEP stu- dents in schools with different characteristics are significant in relation to the poverty rate of schools, accountability status, and teacher qualifications. Table 41 shows that LEP students have higher pass rates in ELA when they are enrolled in elementary schools:
• with lower poverty rates;
• that had met AYP goals in Math and ELA; • that had a proportion of licensed teachers
higher than the district; and,
• that had lower proportions of courses taught by highly qualified teachers than the district’s average.
The density of LEP students, the school’s account- ability status, and the proportion of courses taught by highly qualified teachers are significant in the differences of Math pass rates of LEP students. For LEP students, Math pass rates are higher in elementary schools that have higher densities of LEP students and in elementary schools with lower pro-
Table 41. Elementary School MCAS Pass Rates of LEP Students in Schools with Different Characteristics. BPS, SY2009
LEP MCAS Pass Rates ELA3 Math4 EP 84.0% 76.3% All LEP 64.9% 61.8% School Size Large 62.6% 61.9% Medium 63.3% 60.4% Small 69.3% 63.5% Poverty Rate Poverty rate 25-75% 74.8% 66.1% Poverty rate >75% 64.0% 61.4% LEP Density 0-10% 65.9% 55.7% 10.1-30% 68.8% 64.1% 30.1-50% 63.2% 59.3% >50% 63.9% 67.0% Accountability Status1
Met AYP in ELA 74.0% 68.2%
Did not meet AYP in ELA 60.9% 59.0%
Met AYP in Math 75.5% 71.2%
Did not meet AYP in Math 63.7% 60.8%
Teacher Qualifications2
% of teachers licensed in teaching assignment, above district average
(>97.9%) 66.7% 61.8%
% of teachers licensed in teaching assignment, at or below district
average (<=97.9%) 60.6% 61.7%
% of core academic classes taught by highly qualified teachers, above
district average (>95.9%) 62.9% 59.7%
% of core academic classes taught by highly qualified teachers, at or
below district average (<=95.9%) 73.7% 71.6%
1 AYP data for BPS schools is from MDESE (n.d. a). 2 The data on teacher qualifications comes from MDESE (n.d. b) and represents the
average for the district as a whole, and not the average for the specific grade level. 3 Chi2 is significant when assessing the differences in
ELA pass rates among LEP students in relationship to schools’ poverty rate (p=.026, minimal effect size), accountability status (p<.000 for ELA and p=.005 for math, small and minimal effect size respectively), the proportion of teachers licensed in teaching assignment (p=.027, minimal effect size), and proportion of courses taught by HQT (p=.001, minimal effect size). 4 Chi2 is significant when assessing the
portions of core academic courses taught by highly qualified teachers than is prevalent in the district. Middle School ELA and Math Pass Rates in Schools of Different Characteristics
The differences in ELA pass rates among LEP stu- dents in different types of schools are statistically significant in relation to the size, poverty rate, and LEP density of the schools, and to their account- ability status. LEP students’ middle school ELA pass rates are higher when they are enrolled:
• in large middle schools;
• in schools with lower poverty rates; • in schools with a high LEP density; and, • in schools that met AYP goals in ELA.
Differences in Math pass rates among LEP students are significant in regard to school size, school pov- erty rate, the density of LEP students, the school’s accountability status, the proportion of teachers licensed in teaching assignment, and the propor- tion of courses taught by highly qualified teachers. LEP students showed higher MCAS Math pass rates when they were enrolled in large middle schools, in schools with lower poverty rates, in schools that met AYP goals in ELA and Math, and in schools with teacher qualifications at or below the district average.
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Table 42. Middle School MCAS Pass Rates of LEP Students in Schools with Different Characteristics. BPS, SY2009 LEP MCAS Pass Rates
ELA3 Math4 EP 90.3% 65.6% All LEP 59.0% 37.3% School Size Large 100% 100% Medium 56.9% 32.7% Small 61.7% 45.4% Poverty Rate Poverty rate 25-75% 86.4% 67.6% Poverty rate >75% 57.7% 36.4% LEP Density 0-10% 67.0% 48.9% 10.1-30% 59.3% 41.0% 30.1-50% 54.6% 25.7% >50% 78.3% 43.5% Accountability Status1
Met AYP in ELA 68.0% 49.3%
Did not meet AYP in ELA 56.2% 34.2%
Met AYP in Math 62.6% 55.6%
Did not meet AYP in Math 58.3% 34.5%
Teacher Qualifications2
% of teachers licensed in teaching assignment, above district average
(>97.9%) 61.4% 34.9%
% of teachers licensed in teaching assignment, at or below district
average (<=97.9%) 56.7% 40.4%
% of core academic classes taught by highly qualified teachers, above
district average (>95.9%) 58.1% 35.1%
% of core academic classes taught by highly qualified teachers, at or
below district average (<=95.9%) 59.7% 40.6%
1 AYP data for BPS schools are from MDESE (n.d. a). 2 The data on teacher qualifications come from MDESE (n.d b) and represent the
average for the district as a whole, not the average for the specific grade level. 3 Chi2 is significant when assessing the differences in ELA
pass rates among LEP students in relationship to school size (p=.004, minimal effect size), school poverty rate (p<.000, small effect size), LEP density (30.1-50%, p=.053, minimal effect size), and accountability status (p<.000, small effect size for ELA AYP).
4 Chi2 is significant when assessing the differences in Math pass rates among LEP students in relationship to school size (p<.000, small
effect size), school poverty rate (p<.000, small effect size), LEP density (0-10%, p=.053, minimal effect size; 10.1-30%, p=.000, minimal effect size and 30.1-50%, p=.000, minimal effect size), accountability status (p<.000, small effect size for ELA AYP; p<.000, small effect size for Math AYP), licensed teachers in assignment (p=.024, minimal effect size), and core courses taught by HQT (p=.044, minimal effect
High School ELA and Math Pass Rates in Schools of Different Characteristics The differences in ELA pass rates among LEP students in high schools of different characteristics are significant in relation to the type and the size of the school, its poverty rate, its LEP density, and teachers’ qualifications. Table 43 shows that LEP students in high school had higher pass rates in ELA when they were enrolled in high schools:
• that are small;
• that have lower poverty rates; • that have a lower LEP density; and, • that have a higher proportion of teachers
licensed in their teaching assignment than the district average.
The differences in Math pass rates among high school LEP students are significant in relation to the size of the school, the LEP density of the schools, the accountability status, and teachers’ qualifica- tions. LEP students in high school have higher pass rates in Math when they are enrolled in high schools that are small, in schools where the poverty rate is high, in schools where the LEP density is high, in schools that met AYP goals in Math, and in schools where the proportion of teachers licensed in their teaching assignment is higher than the district average.
Table 43. High School MCAS Pass Rates of LEP Students in Schools with Different Characteristics. BPS, SY2009 LEP MCAS Pass Rates ELA3 Math4 EP 95.2% 89.7% All LEP 72.6% 76.3% School Size Large 73.3% 71.6% Medium 58.2% 73.1% Small 78.7% 84.4% Poverty Rate Poverty rate 25-75% 73.9% 77.1% Poverty rate >75% 71.4% 75.5% LEP Density 0-10% 89.2% 77.5% 10.1-30% 72.1% 75.5% 30.1-50% 77.3% 55.0% >50% 63.0% 88.9% Accountability Status1
Met AYP in ELA 72.7% 80.0%
Did not meet AYP in ELA 72.5% 74.0%
Met AYP in Math 89.1% 93.9%
Did not meet AYP in Math 68.8% 72.1%
Teacher Qualifications2
% of teachers licensed in teaching assignment, above district average
(>97.9%) 79.7% 85.6%
% of teachers licensed in teaching assignment, at or below district
average (<=97.9%) 66.7% 68.3%
% of core academic classes taught by highly qualified teachers, above
district average (>95.9%) 74.3% 72.8%
% of core academic classes taught by highly qualified teachers, at or
below district average (<=95.9%) 69.3% 79.4%
1 AYP data for BPS schools is from MDESE (n.d. a); 2 The data on teacher qualifications is from MDESE (n.d. b) and represents the
average for the district as a whole, and not the average for the specific grade level. 4 Chi2 is significant when assessing the differences in
ELA pass rates in relationship to LEP density (0-10%/>10%, p=.019, small effect size), and the proportion of teachers licensed in assignment (p=.001, small effect size). 5 Chi2 is significant when assessing the differences in Math pass rates among LEP students in
relationship to school size (p=.015, small effect size), LEP density (30.1-50%/all others, p=.022 with small effect size and >50.1%/<=50% p=.021, small effect size), accountability status (p<.000 with small effect size for Math AYP), and licensed teachers in assignment (p=.044,