Bilingual, Multilingual, and Multicultural Education Commons^™

Urban School Counselor Preparation Through Service Learning: Development Of Multicultural And Social Justice Awareness (Tsccain), Amy Cook, Laura Hayden

Counseling and School Psychology Faculty Publication Series

Given the increasing diversity in our nation’s schools and communities, preparing school counseling students to understand and address systemic inequities are instrumental in the development of counseling skills and techniques. This session will provide counselor educators with methods to implement a uniform service-learning approach to teaching school counseling field experience seminars, while incorporating ideas for developing students’ multicultural competency and social justice awareness.

Minority Students On The College Track, Amy Cook, Arthur Mccann

Counseling and School Psychology Faculty Publication Series

According to the National Center for Education Statistics, a student drops out of school every nine seconds, with Latino and African American students being disproportionately represented. Findings from a survey study will be discussed, including evidence-based interventions to promote college attainment among Latino and African American students.

Community University Project For Literacy (Cupl), Carol Chandler-Rourke

Office of Community Partnerships Posters

The Community-University Project for Literacy (CUPL) provides an academic structure for undergraduates to work as tutors in community-based learning centers. Students who enroll in CUPL commit to tutoring four hours each week at a community learning program while attending a credit-bearing academic seminar at UMass/Boston offered each semester. That is the Language, Literacy and Community in the Fall semester and ESL Tutor Training Seminar in the Spring semester.

Improving Educational Outcomes Of English Language Learners In Schools And Programs In Boston Public Schools, Miren Uriarte, Faye Karp, Laurie Gagnon, Rosann Tung, Sarah Rustan, Jie Chen, Michael Berardino, Pamela Stazesky, Eileen De Los Reyes, Antonieta Bolomey

Gastón Institute Publications

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 …

Learning From Consistently High Performing And Improving Schools For English Language Learners In Boston Public Schools, Rosann Tung, Virginia Diez, Laurie Gagnon, Miren Uriarte, Pamela Stazesky, Eileen De Los Reyes, Antonieta Bolomey

Gastón Institute Publications

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 …

An Imperative For Change: Bridging Special And Language Learning Education To Ensure A Free And Appropriate Education In The Least Restrictive Environment For Ells With Disabilities In Massachusetts, Maria De Lourdes B. Serpa

Gastón Institute Publications

English Language Learners (ELLs) are the fastest-growing group of school-age students in public schools across the nation, and in Massachusetts. In this state, even as the total student enrollment declines slightly, the number of ELLs grows steeply. They number 68,820 in the 2010-2011 school year, an increase of 9,662 from the year before.

The number of ELLs identified as also having a disability doubled in Massachusetts (a striking increase of 115.4%) from 2001-2002 to 2010-2011. The proportion of ELLs placed in Special Education has increased by 5 percentage points, from 9.8% to 14.8%. This time period coincides almost exactly with …

Latino/A English Language Learners: Closing Achievement/Opportunity Gaps To Increase College-Going Rates, Amy Cook, Rachelle Pérusse

Counseling and School Psychology Faculty Publication Series

By the 10th grade, 40% of adolescent Latinos/as drop out of school, with Latino/a English language learners (ELLs) dropping out at an even higher rate. A survey-based study conducted in the Northeast revealed many evidence-based interventions that school counselors implement on behalf of Latino/a ELLs to improve academic achievement. This session will provide you with the skills and knowledge to work with some of the most challenging cases involving Latino/a ELLs and how to close achievement/opportunity gaps. Discussion and sharing information about various school counselor practices will be encouraged.