New report--English Learners in Boston Public Schools in the Aftermath of Policy Change: Enrollment and Educational Outcomes, AY2003-AY2006

Harold Schiffman hfsclpp at gmail.com
Tue May 19 17:00:21 UTC 2009


---------- Forwarded message ----------
From: Russell Rumberger <russ at lmri.ucsb.edu>




 UC Linguistic Minority Research Institute



English Learners in Boston Public Schools in the Aftermath of Policy
Change: Enrollment and Educational Outcomes, AY2003-AY2006

By Rosann Tung, Miren Uriarte, Virginia Diez, Nicole Lavan, Nicole
Agusti, Faye Karp, and Tatjana Meschede

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.

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