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Identifying Success in Schools and Programs for English Language Learners in Boston Public Schools
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In: Miren Uriarte (2013)
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Enrollment and Academic Outcomes of English Language Learners in Pre-K to Grade 3 in the Boston Public Schools, SY2009: Data Points for a Discussion at Wheelock College
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In: Gastón Institute Publications (2012)
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Enrollment and Academic Outcomes of English Language Learners in Pre-K to Grade 3 in the Boston Public Schools, SY2009: Data Points for a Discussion at Wheelock College
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In: Miren Uriarte (2012)
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Identifying Success in Schools and Programs for English Language Learners in Boston Public Schools
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In: Office of Community Partnerships Posters (2012)
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Educational Outcomes of English Language Learners in Massachusetts: A Focus on Latino/a Students
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In: Miren Uriarte (2011)
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Where We Go To School: Latino Students and the Public Schools of Boston
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In: Miren Uriarte (2011)
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| 7 |
Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools
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In: Miren Uriarte (2011)
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| 8 |
Status of Latino Education in Massachusetts: A Report
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In: Miren Uriarte (2011)
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Learning from Consistently High Performing and Improving Schools for English Language Learners in Boston Public Schools
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In: Miren Uriarte (2011)
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| 10 |
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
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In: Lusa Lo (2011)
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| 11 |
Trends in Enrollment and Outcomes for Latino Children in Massachusetts Public Schools
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In: Miren Uriarte (2011)
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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
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In: Peter Kiang (2011)
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English Learners in Boston Public Schools: Enrollment and Educational Outcomes of Native Spanish Speakers
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In: Miren Uriarte (2011)
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| 14 |
Latino Students in Boston: An Educational Profile
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In: Miren Uriarte (2011)
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Latino Students and the Massachusetts Public Schools
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In: Miren Uriarte (2011)
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| 16 |
Learning from Consistently High Performing and Improving Schools for English Language Learners in Boston Public Schools
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In: Gastón Institute Publications (2011)
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English Learners in Boston Public Schools: Enrollment, Engagement and Academic Outcomes, AY2003-AY2006 FINAL REPORT
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In: Miren Uriarte (2011)
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| 18 |
Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools
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In: Gastón Institute Publications (2011)
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| 19 |
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
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In: Miren Uriarte (2011)
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Abstract:
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.
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Keyword:
and Multicultural Education; Bilingual; Boston Public Schools; Cape Verdean Creole; Chinese Dialects; Education Law; Education Policy; English proficiency; Haitian Creole; Inequality and Stratification; Multilingual; Sheltered English Immersion; Spanish; Transitional Bilingual Education; Vietnamese
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URL: https://works.bepress.com/miren_uriarte/9
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English Learners in Boston Public Schools: Enrollment and Educational Outcomes of Native Speakers of Haitian Creole
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In: Miren Uriarte (2011)
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