Latinos in Massachusetts Public Schools: Holyoke

Transcription

1 University of Massachusetts Boston ScholarWorks at UMass Boston Gastón Institute Publications Gastón Institute for Community Development and Public Policy Publications s in Massachusetts Public Schools: Holyoke Michael Berardino University of Massachusetts Boston, Michael.Berardino@umb.edu Follow this and additional works at: Part of the Demography, Population, and Ecology Commons, Education Policy Commons, and the Race and Ethnicity Commons Recommended Citation Berardino, Michael, "s in Massachusetts Public Schools: Holyoke" (2015). Gastón Institute Publications. Paper This Research Report is brought to you for free and open access by the Gastón Institute for Community Development and Public Policy Publications at ScholarWorks at UMass Boston. It has been accepted for inclusion in Gastón Institute Publications by an authorized administrator of ScholarWorks at UMass Boston. For more information, please contact library.uasc@umb.edu.

2 s in Massachusetts Public Schools Holyoke by Michael Berardino, MS March, 2015 THE MAURICIO GASTÓN INSTITUTE FOR LATINO COMMUNITY DEVELOPMENT AND PUBLIC POLICY

3 Holyoke This report provides a snapshot of current educational outcomes for students in the city of Holyoke. It is based on publicly available data from the Massachusetts Department of Elementary and Secondary Education (MADESE) that have been analyzed for the community by the Gastón Institute. Using the ethno-racial categories assigned by MADESE, the report focuses on demographic trends and the most recent educational outcomes of students relative to other ethno-racial groups in the school district and to students statewide. 1 The report has four sections: The first section illustrates the demographic shift occurring in the Holyoke Public Schools. Enrollment has been shrinking among all ethno-racial groups, but less so among s than among other groups, resulting in a larger proportion of students. The second section compares the performance of students in Holyoke on the Massachusetts Comprehensive Assessment System (MCAS) tests with the performance of all students statewide and other ethno-racial groups in Holyoke. Despite persistent disparities in outcomes, the achievement gap between and White students has been shrinking slightly over recent years. students in Holyoke have made especially large improvements on the Grade 10 English Language Arts and Science/Technology/Engineering tests. Notes 1 While analyzing and presenting the data using MADESE s ethno-racial categories, we use the term rather than Hispanic. The third section shows graduation, dropout, and college enrollment rates, relative to other students in the district and to all students statewide. Here too, while the data show marked discrepancies between and White students in Holyoke, they also show a narrowing of the gaps in recent years. The graduation rate has notably risen, and the decline of the dropout rate has been equally clear. The fourth section compares outcomes and engagement variables at the two high schools in Holyoke, demonstrating the drastic disparities in outcomes between Holyoke High School and Dean Vocational Technical High School and between and White students at Holyoke High School. 2 The Mauricio Gastón Institute, University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA T

4 Demographics I. Demographics I. Demographics Figure 1. Ethno-Racial Composition of Holyoke Public Schools, SY2015 Figure 1. Ethno-Racial Composition of Holyoke Public Schools, SY2015 Figure 1. Ethno-Racial Composition of Holyoke Public Schools, SY2015 African American/ 2% 3% African American/ 2% 16% 3% Black 16% Black 79% 79% White White Other Other Source: MADESE (n.d.). Enrollment Data. Source: MADESE (n.d.). Enrollment Data. Source: I. Demographics MADESE (n.d.). Enrollment Data. Figure 1. Ethno-Racial Composition of Holyoke Public Schools, SY2015 African American/ Holyoke is the 36th largest public 2% 3% school district in the state with 5,573 students in SY % Black A great majority (85%) of its students are classified as low-income, the third highest percentage among all school districts in the state. Almost half (48%) of students in Holyoke spoke a language 79% White other than English as their first language and 29% are classified as English Language Learners (ELLs), Other the eighth and fourth highest proportions among all districts in the state. As seen in Figure 1, students Source: are MADESE the largest (n.d.). student Enrollment group: Data. the 4,392 students represent 79% of the total enrollment in Holyoke, the third highest proportion in the state. White students make up 16% of the district, African-American/Black students 3%, and all other ethno-racial groups together 2%. 2 SY refers to the ending year of the school year. For example, SY2014 is the school year that began in September of 2013 and ended in June of As seen in Figure 2 below, from SY2006 to SY2015, the overall number of students in the district decreased by 14%. The number of African-American students decreased by 24%, the number of White students by 35%, and the number of students by 8%. During those years, the overall population of Holyoke decreased by 1% (ACS, 2014), meaning that the decline in student enrollment was more dramatic than the citywide population decline. More than one-third (36%) of students in Holyoke are classified as English Language Learners (ELLs). students in Holyoke are also highly mobile, as evidenced by the 26% who changed schools in SY2013 (including 19% who left Figure 2: Change in Student Enrollment, Holyoke Public Schools, SY2006 to SY2015 Figure 2: Change the district in Student entirely). Enrollment, While specific Holyoke information Public about Schools, the ancestry SY2006 of to the SY2015 students in Holyoke is not available, the American Community Survey estimates that 92% of s in Holyoke are of Puerto Rican heritage (ACS, 2014). -2-8% -2-14% -8% Figure 2: -14% Change in Student Enrollment, Holyoke -24% Public Schools, SY2006 to SY % - Figure 2: Change in Student Enrollment, Holyoke Public Schools, -35% -35% SY2006 to SY2015 Total African-American/Black White Total African-American/Black White % -24% -35% Total African-American/Black White -8% Source: Author s calculations based on MADESE (n.d.). Enrollment Data. The Mauricio Gastón Institute, University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA T

5 MCAS Performance Figure 3: Percentage of All Students Scoring Proficient or Higher on MCAS Tests by Grade and Subject, SY2014 Figure 3: Percentage of All Students Scoring Proficient or Higher on MCAS Tests by Grade and Subject, SY State District Source: MADESE (2014). MCAS Tests of Spring 2014, Percent of Students at Each Achievement Level for Holyoke. Source: MADESE (2014). MCAS Tests of Spring 2014, Percent of Students at Each Achievement As evidenced Level by Figure for Holyoke. 3 above, Holyoke as a district standardized tests in the Massachusetts Comprehensive percentage of all students in Holyoke and all students statewide who MCAS tests in English Language Arts (ELA), Math As evidenced by Figure 3 above, Holyoke as a district performs far below statewide averages on the standardized tests in the Massachusetts Comprehensive Assessment System (MCAS). Figure 3 shows the percentage of all students in Holyoke and all students statewide who scored Proficient or higher on the 2014 MCAS tests in English Language Arts (ELA), Math, and Science/Technology/Engineering (STE). As seen, the proficiency rates in Holyoke are far below the statewide rates across all grades, most starkly in the early grades. Comparing the proficiency rates for students in Holyoke to the proficiency rates for students statewide also shows performance gaps, but much smaller ones, especially in the Grade 10 MCAS tests, where the gaps are 8 percentage points or less. The following section highlights the performance by students in Holyoke on the Grade 3 Reading and Grade 10 ELA, Math, and STE tests, all important performance measures. Grade 3 Reading is considered an important measurement for academic preparation, because the end of third grade marks the time when students go from learning how to read to learning from reading. The Grade 10 MCAS tests are also important as a metric of preparation for participation in postsecondary education. Furthermore, all students in Massachusetts are required to pass the Grade 10 ELA, Math, and STE MCAS tests in order to qualify for a high school diploma. Test results for s in Holyoke are compared to those for White students in Holyoke and for all students statewide. 4 The Mauricio Gastón Institute, University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA T

6 Figure 4: Percentage of Students Scoring Proficient or Higher on Grade 3 Reading MCAS by Race/Ethnicity, SY2014 Figure 4: Percentage of Students Scoring Proficient or Higher on Grade 3 Reading MCAS by Race/Ethnicity, SY % 43% 2 11% State - All Students White Source: Figure MADESE 4: Percentage (2014). of Students 2014 MCAS Scoring Results Proficient by Subgroup or Higher by on Grade and 3 Reading Subject. MCAS by Race/Ethnicity, SY % 6 As seen in Figure 4 above, only 11% of 43% students in Holyoke performed at Proficient or higher on the Grade 3 Reading MCAS in SY2014. This proficiency rate Figure was 5: 32 Percentage percentage of Students points Scoring below Proficient the rate for White Higher on students Grade 3 in Reading Holyoke, MCAS and by 2 11% Race/Ethnicity, SY2003-SY points below the rate for all students statewide. Moreover, it was the lowest proficiency 7 rate State among - All Students all ethno-racial White subgroups in all districts in the state. Figure 5 below illustrates that the proficiency rate for students has decreased slightly Source: 6 MADESE (2014) MCAS Results by Subgroup by Grade and Subject. since The rate for White students in Holyoke also decreased over this period and 5 the White- gap actually narrowed by 6%, while the gap with all students statewide increased slightly by 2% 3 Figure 5: Percentage of Students Scoring Proficient or Higher on Grade 3 Reading MCAS 2 by Race/Ethnicity, SY2003-SY2014 Figure 5: Percentage of Students Scoring Proficient or Higher on Grade 3 Reading MCAS by Race/Ethnicity, 1 SY2003-SY State - All Students White %" " State - All Students White Source: %" MADESE (2014) MCAS Results by Subgroup by Grade and Subject. " The Mauricio Gastón Institute, University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA T

7 Figure 6: Percentage of Students Scoring Proficient or Higher on Grade 10 ELA MCAS by Race/Ethnicity, SY2014 Figure 6: Percentage of Students Scoring Proficient or Higher on Grade 10 ELA MCAS by Race/Ethnicity, SY % 86% 8 68% 6 2 State - All Students White Figure 6: Percentage of Students Scoring Proficient or Higher on Grade 10 ELA MCAS by Race/Ethnicity, Source: MADESE SY2014 (2014) MCAS Results by Subgroup by Grade and Subject 10 89% 86% Source: MADESE (2014) MCAS Results by Subgroup by Grade and Subject 8 68% 6 In SY2014, 68% of students in Holyoke scored Proficient or higher on 2 Figure 7: Percentage of Students Scoring Proficient or Higher on Grade 10 ELA MCAS by the Grade 10 ELA MCAS test. This pass rate was 18 percentage points lower than Race/Ethnicity, SY2003-SY2014 the rate for White students in Holyoke and 21 points below the pass rate statewide. 10 State - All Students White As seen in Figure 7 below, however, this 68% was the highest pass rate for Source: MADESE (2014) MCAS Results by Subgroup by Grade and Subject students to date. In fact, from SY2003 to SY2014, students eliminated 55% 8 of the performance gap with White students in Holyoke and 53% of the gap with 6 all students statewide. 2 Figure 7: Percentage of Students Scoring Proficient or Higher on Grade 10 ELA MCAS by Race/Ethnicity, SY2003-SY2014 Figure 7: Percentage of Students Scoring Proficient or Higher on Grade 10 ELA MCAS by Race/Ethnicity, SY2003-SY State - All Students White 8 Source: MADESE (2014) MCAS Results by Subgroup by Grade and Subject State - All Students White Source: MADESE (2014) MCAS Results by Subgroup by Grade and Subject Source: MADESE (2014) MCAS Results by Subgroup by Grade and Subject 6 The Mauricio Gastón Institute, University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA T

8 Figure 8: Percentage of Students Scoring Proficient or Higher on Grade 10 Math MCAS by Race/Ethnicity, SY2014 Figure 8: Percentage of Students Scoring Proficient or Higher on Grade 10 Math MCAS by Race/Ethnicity, SY % 71% 6 49% Figure 8: 2 Percentage of Students Scoring Proficient or Higher on Grade 10 Math MCAS by Race/Ethnicity, SY State - All Students White 78% 8 Source: MADESE (2014) MCAS Results 71% by Subgroup by Grade and Subject. 6 49% While 2 68% of students in Holyoke in SY2014 passed the Grade 10 ELA test, only 49% passed the Grade 10 Math test. As seen in Figure 8 above, this pass rate is 22 percentage State points - All Students below the rate for White White students in Holyoke and 29 points below the rate for all students statewide. However, Figure 9 below demonstrates Source: Race/Ethnicity, MADESE (2014). SY2003-SY MCAS Results by Subgroup by Grade and Subject. large improvements in pass rates for students in Holyoke from SY 2003 to 10 SY2014. During those 12 years, the gap with White students in Holyoke narrowed by 37% and the gap with all students statewide narrowed by 24%. Figure 9: Percentage of Students Scoring Proficient or Higher on Grade 10 Math MCAS by 8 6 Figure 9: Percentage of Students Scoring Proficient or Higher on Grade 10 Math MCAS by Race/Ethnicity, SY2003-SY2014 Figure 9: 2 Percentage of Students Scoring Proficient or Higher on Grade 10 Math MCAS by Race/Ethnicity, SY2003-SY State - All Students White 6 2 '" " State - All Students White '" " The Mauricio Gastón Institute, University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA T

9 Figure 10: Percentage of Students Scoring Needs Improvement or Higher, Grade 10 STE MCAS by Race/Ethnicity, SY2014 Figure 10: Percentage of Students Scoring Needs Improvement or Higher, Grade 10 STE MCAS by Race/Ethnicity, SY % 91% 82% State - All Students White Figure 10: Percentage of Students Scoring Needs Improvement or Higher, Grade 10 STE MCAS by Race/Ethnicity, SY2014 Figure 6 10 illustrates that students in Holyoke have a pass rate of 82% on the Grade 10 Science, Technology, and Engineering MCAS tests (for the STE test, passing requires a score of Needs Improvement or higher). The rate is 9 Figure 11: Percentage of Students Scoring Needs Improvement or Higher on Grade 10 STE MCAS by percentage 2 Race/Ethnicity, SY2008-SY2014 points below the rate for White students and 13 points below the rate for all students statewide. However, Figure 11 below shows that students in 10 Holyoke State have - All made Students substantial progress White on the STE tests since their introduction in 9 Source: SY2008, MADESE improving (2014) by MCAS 24 percentage Results by Subgroup points in by Grade only seven and Subject. years. This improvement resulted in closing a remarkable 74% of the gap with White students in Holyoke 8 and 57% of the gap with all students statewide % Figure 11: Percentage of Students Scoring Needs Improvement or Higher on Grade 10 5 STE MCAS by Race/Ethnicity, SY2008-SY Figure 11: Percentage of Students State Scoring - All Needs Students Improvement or Higher White on Grade 10 STE MCAS by Race/Ethnicity, SY2008-SY2014 Source: 10 MADESE (2014) MCAS Results by Subgroup by Grade and Subject % 82% (" " State - All Students White (" " 8 The Mauricio Gastón Institute, University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA T

10 Graduation Rate, Dropout Rate, and College Enrollment Rate Figure 12: Four-Year Cohort Graduation Rate and Dropout Rate by Race/Ethnicity, SY2013 Figure 12: Four-Year Cohort Graduation Rate and Dropout Rate by Race/Ethnicity, SY % Graduated % Dropped Out 86% 82% 6% 7% Source: MADESE (n.d.). Cohort 2014 Graduation Rates. 53% State - All Students White 24% Source: MADESE (n.d.). Cohort 2013 Graduation Rates. Figure 12: Four-Year Cohort Graduation Rate and Dropout Rate by Race/Ethnicity, SY2014 In SY2014, the four-year cohort % Graduated graduation % Dropped rate Out for all students in Holyoke was 6 and the four-year 86% dropout rate 82% 10 was 19%, the worst and second worst rates 53% among all school districts in the state. As demonstrated in Figure 24% 6% 7% 12 above, Holyoke particularly struggles to graduate students within the anticipated four years of high school. State For - All Students students, the White SY2014 four-year graduation rate was 53% Source: and the MADESE dropout (n.d.). rate Cohort was 24% 2014 as Graduation compared Rates. to a graduation rate of 82% and a dropout rate of 7% for White students in Holyoke and 86% and 6% for all students statewide. Despite these disparities, as seen in Figure 13 below there have been marked improvements on four-year cohort graduation and dropout rates for students in Holyoke over the past seven years, with the graduation rate improving from 39% to 53% and the dropout rate decreasing from 43% to 24%. A large proportion Figure 13: Four-Year of Cohort students Graduation are still Rate in and school Dropout after Rate Holyoke four years of Students high Only, SY2006- school. In SY2014 the class of 2013, 12% of students were still in school after four years. One 6 explanation for this large proportion of students still in school after four years is the relatively low percentage of first-time ninth graders who are promoted to tenth grade. For instance, in SY2013, only 7 of first-time ninth graders in Holyoke 2 were promoted to tenth grade, much lower than the rate of 92% of all first-time ninth graders statewide. The SY2013 five-year cohort graduation rate was 4.5 percentage points higher than - Dropout the Rate four-year cohort - Grad rate. Rate Source: MADESE (n.d.). Cohort 2014 Graduation Rates. Figure 13: Four-Year Cohort Graduation Rate and Dropout Rate Holyoke Students Only, SY2006-SY2014 Figure 13: Four-Year Cohort Graduation Rate and Dropout Rate Holyoke Students Only, SY2006- SY Dropout Rate - Grad Rate Source: MADESE (n.d.). Cohort 2014 Graduation Rates. Source: MADESE (n.d.). Cohort 2014 Graduation Rates. The Mauricio Gastón Institute, University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA T

11 College Enrollment Figure 14: Percentage of High School Graduates Attending Institutions of Higher Figure Education 14: Percentage within of High 16 Months School of Graduates Completing Attending High Institutions School, SY2012 of Higher Education within 16 Months of Completing High School, SY % 8 76% 74% 7 Figure 14: Percentage of High School Graduates Attending Institutions of Higher Education within 16 Months of Completing High School, SY State - White All Students 84% Source: MADESE (n.d.) Graduates Attending Institutions of Higher Education, All Colleges and 8 Universities. Source: MADESE 76% (n.d.) Graduates Attending Institutions of Higher Education, All Colleges and Universities. 74% 7 Among all students in Holyoke who complete high school, 78% enroll in an institution of higher education within 16 months of completing high school, two 6 percentage State points - higher than the White rate for all students statewide. As shown in the figure above, All Students among students in Holyoke who completed high school in Source: SY2012, MADESE 74% (n.d.). enrolled Graduates in an institution Attending of Institutions higher education of Higher Education, within 16 All months Colleges of and Universities. completing high school. This was 10 percentage points below the rate for White students in Holyoke but only 2 points behind the overall statewide rate and 11 Figure 15: Percentage of High School Graduates Attending Institutions of Higher Education within 16 points higher than the rate for students statewide. As seen in Figure 15 below, Months of Completing High School, SY2004-SY2012 the 74% college enrollment rate was an increase from 53% in SY2004; in 9 those nine years, students eliminated 57% of the gap with White students in 8 Holyoke and 87% of the gap with all students statewide Figure 15: Percentage of High School Graduates Attending Institutions of Higher Education within 16 Months of Completing High School, SY2004-SY2012 Figure 15: 2004 Percentage 2005 of High 2006 School Graduates 2007 Attending Institutions 2010 of Higher 2011 Education 2012 within 16 Months of Completing High School, SY2004-SY2012 State - All Students White 9 Source: 8 MADESE (n.d.) Graduates Attending Institutions of Higher Education, All Colleges State - All Students White Source: MADESE (n.d.) Graduates Attending Institutions of Higher Education, All Colleges Source: MADESE (n.d.) Graduates Attending Institutions of Higher Education, All Colleges and Universities. 10 The Mauricio Gastón Institute, University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA T

12 Upon first glance, the 78% college enrollment rate for Holyoke is remarkable. It is higher than the rate for large districts with similar demographics (e.g., 65% for Boston, 6 for Chelsea, 74% for Lawrence, 66% for Springfield, and 66% for Worcester). However, there is a disparity in the types of colleges that students from the various districts are enrolling in. In SY2012, 72% of the Holyoke students who enrolled in an institution of higher education enrolled in a two-year college. This was slightly lower than the rate of 74% in Springfield, but much higher than the state rate of 3, the Boston rate of 35%, and the Worcester rate of 55%. As seen in Figure 16 below, over four-fifths (82%) of the Holyoke students attending higher education are enrolled in two-year colleges, as compared to 57% for White students in the district. The Holyoke 2-year college enrollment rate is the same rate as among students in Springfield, but is higher than the for students statewide (6), students in Boston (46%), and students in Worcester (71%). Community colleges offer great opportunities to students, but completion rates at two-year colleges are much lower than the completion rates at four-year colleges and universities. According to the Chronicle of Higher Education (2013), only 11% of first-time students at Massachusetts two-year public colleges graduate within three years as compared to the 44% of students at Massachusetts four-year public colleges who graduate within six years. Figure 16: Percentage of College Attendees Enrolling in Two-Year and Four-Year Colleges, SY2012 Figure 16: Percentage of College Attendees Enrolling in Two-Year and Four-Year Colleges, SY % 82% 71% 6 65% 57% 46% 49% 25% 2 State Boston Holyoke Springfield Worcester 2-Year College Rate - 2-Year College Rate - White Source: MADESE (n.d.) Graduates Attending Institutions of Higher Education, All Colleges Source: and MADESE Universities. (n.d.) Graduates Attending Institutions of Higher Education, All Colleges and Universities.!+ " " The Mauricio Gastón Institute, University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA T

13 Spotlight on Holyoke High Schools Previous Gastón Institute research working with the community in Holyoke has shown drastically different perceptions of the two major high schools in Holyoke. The purpose of this section is to compare key educational outcomes at the two high schools. Table 1: Characteristics of Holyoke High Schools, SY2015 % ELL % % Low income (2014) % Students with Disabilities High School Type/ Focus Enrollment Accountability Level Holyoke 1,319 68% 14% 71% 14% Comprehensive Level 3 HS Dean Tech % 31% 92% 35% Vocational/ Technical Level 4 Source: MADESE (2014). Enrollment Data; MADESE (2014). DART for Schools The two high schools in Holyoke are Holyoke High School (Holyoke HS) and Dean Vocational Technical High School (Dean Tech). Holyoke HS has a much larger enrollment at 1,319 as compared to 403 students at Dean Tech. Over the past ten years, the enrollment at Dean Tech has decreased by 44%, while the enrollment at Holyoke HS has increased by 5%. As seen in Table 1, the demographics of the schools differ greatly, with Dean Tech having a larger proportion of students, ELLs, low income students, and students with disabilities as compared to Holyoke HS. Dean Tech is also one of 36 Level 4 schools in the state; based on four-year MCAS trends (MADESE, 2014). The following section provides more detailed information on the performance and engagement of students in the two high schools, disaggregated by race/ ethnicity. This section highlights the disparities that exist between Holyoke HS and Dean Tech and between White and students at Holyoke HS, focusing on MCAS scores, graduation rate, dropout rate, and suspension rate. While not shown in this report, similar disparities exist when looking at attendance rates, chronic absenteeism, and participation in AP exams. 12 The Mauricio Gastón Institute, University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA T

14 Figure 17: Percentage of Students Passing Grade 10 ELA, Math, and STE MCAS by Race/ Ethnicity, SY2014 Figure 17: Percentage of Students Passing Grade 10 ELA, Math, and STE MCAS by Race/Ethnicity, SY % 94% 94% 89% % 78% 8 74% 7 59% 6 48% 51% 5 29% ELA Math STE State - All Students Holyoke HS - White Holyoke HS - Dean Tech - Figure 17 above shows the disparities in pass rates between students at Dean Tech and Holyoke HS as well as the gaps in pass rates between and White students at Holyoke HS. 4 Looking at the Grade 10 ELA results shows that 77% of students at Holyoke HS passed the test, 29 percentage points higher than the rate for students at Dean Tech but 13 points lower than the rate for White students at Holyoke HS. 4 There were insufficient numbers of White students in SY2014 at Dean Tech to report MCAS outcomes. As seen earlier in the report, students in Holyoke struggle with the Grade 10 Math MCAS test. As Figure 17 shows, the Grade 10 Math pass rate of 59% at Holyoke HS was 30 points higher than the pass rate at Dean Tech but 15 points below the pass rate for White students at Holyoke HS. Figure 17 shows that students at Holyoke HS have a pass rate of 94% on the Grade 10 STE tests, the same rate for White students at Holyoke HS and 43 points higher than the pass rate at Dean Tech. The Mauricio Gastón Institute, University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA T

15 Figure 18: Four-Year Cohort Graduation and Dropout Rate, State and Holyoke High Figure Schools, 18: Four-Year White and Cohort Graduation Students and SY2014 Dropout Rate, State and Holyoke High Schools, White and Students SY % 84% 62% 67% 75% 5 31% 17% 25% 6% 7% 8% State - All Holyoke HS - Holyoke HS - Dean - White Dean - Students White 4-Year Grad Rate 4-Year Dropout Rate Source: MADESE (n.d.). Cohort 2014 Graduation Rates. Source: MADESE (n.d.). Cohort 2014 Graduation Rates. Figure 18: Four-Year Cohort Graduation and Dropout Rate, State and Holyoke High Schools, White and Students SY As seen in Figure 18 above, the SY2014 four-year cohort graduation rate of 62% 62% 67% 75% for students at Holyoke HS was 22 points lower than the rate for White 5 31% students at Holyoke HS, 5 points lower 17% than the rate for White students at Dean 25% 6% 7% 8% Tech, and 22 points higher than the rate for students at Dean Tech. Similarly, the State 17% - All four-year Holyoke cohort HS - dropout Holyoke rate HS - for Dean - White students Dean at - Holyoke HS was 10 Students White points higher than the rate for White students at Holyoke HS, 9 points higher than the rate for White 4-Year students Grad Rate Dean 4-Year Tech, Dropout and Rate 14 points lower than rate for students at Dean Tech. It is noteworthy, however, that the graduation rate at Source: MADESE (n.d.). Cohort 2014 Graduation Rates. Holyoke HS improved from 43% in SY2006 to 62% in SY2014, and at Dean Tech it improved from 33% to. As seen in Figure 19 below, among the students who complete high school, a Figure high 19: proportion Percentage of enroll High School in post-secondary Graduates Attending school. Institutions Nearly four-fifths of Higher Education (78%) of within 16 Months students of Completing from Holyoke High School, HS enrolled SY2012 in college. This was 7 points below the rate for 10 White students at Holyoke HS, 2 points higher than the overall statewide average, 85% and 15 points 76% 78% 8 higher than the rate for students at Dean Tech. However, 63% 6 among the students who enrolled in an institution of higher education, 97% from Dean Tech and 78% from Holyoke HS enrolled in a two-year college, 2 as compared to 56% of White students at Holyoke HS and 3 of all students statewide. 86% 84% State - All Students Holyoke HS - White Holyoke HS - Dean - Source: MADESE (n.d.) Graduates Attending Institutions of Higher Education, All Colleges and Universities. Figure 19: Percentage of High School Graduates Attending Institutions of Higher Education within 16 Months of Completing High School, SY2012 Figure 19: Percentage of High School Graduates Attending Institutions of Higher Education within 16 Months of Completing High School, SY % 85% State - All Students Holyoke HS - White Holyoke HS - Dean - Source: MADESE (n.d.) Graduates Attending Institutions of Higher Education, All Colleges and Universities. Source: MADESE (n.d.) Graduates Attending Institutions of Higher Education, All Colleges and Universities. 78% 63% 14 The Mauricio Gastón Institute, University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA T

16 Figure 20: Annual Percentage of Students Receiving at Least One Out-of-School Suspension, SY2013 Figure 20: Annual Percentage of Students Receiving at Least One Out-of-School Suspension, SY % 31% 24% 19% 19% 8% 12% 3% State Holyoke (K-12) Holyoke HS Dean Tech White Students Students,-" Figure 20: Annual Percentage of Students Receiving at Least One Out-of-School Suspension, SY2013 Source: MADESE (2014). DART Detail: Success After High School. Source: 5 MADESE (2014). DART Detail: Success After High School. 44% 31% 3 24% 19% 19% 2 12% An additional area of 8% 1 concern is the disparity of out-of-school suspension rates 3% seen between and White students district-wide and within the two high schools. Holyoke State as a district has Holyoke a much (K-12) higher out-of-school Holyoke HS suspension Dean Tech rate (22%) than the state rate (4%) for students in grades K-12. As seen in Figure 20, White students at both Holyoke HS and Students Dean Tech Students have suspension rates far above the suspension rates for White students at the respective schools. 44% of,-" students Source: at MADESE Holyoke (2014). HS and DART 31% Detail: of Success students After High at School. Dean Tech received at least one Figure out-of-school 21: Annual suspension Percentage of in Students SY2013. Receiving The -White Least One Out-of-School suspension gap Suspension, was 25 SY percentage points at Holyoke HS and 12 points at Dean Tech (as a comparison, the statewide 8 -White suspension gap is 5 points). As seen in Figure 21 below, the 7 suspension rates at both high schools have been declining over recent years, 6 with the rate at Holyoke HS decreasing by 6 percentage points since SY2008. The 5 rate at Dean Tech decreased dramatically since a suspension rate of 73% in SY Figure 21: Annual 2008 Percentage of 2009 Students Receiving 2010 at Least 2011 One Out-of-School Suspension, SY Figure 21: Annual Percentage of Students Receiving at Least One Out-of-School Suspension, SY2008- Holyoke HS - White Holyoke HS - Dean - White Dean Source: 8 MADESE (2014). DART Detail: Success After High School. 7 6!%" 5 " Source: MADESE (2014). DART Detail: Success After High School. Source: MADESE (2014). DART Detail: Success After High School.!%" " Holyoke HS - White Holyoke HS - Dean - White Dean - The Mauricio Gastón Institute, University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA T

17 Sources American Community Survey [ACS] (2014). U.S. Census Bureau, Year American Community Survey. Holyoke, MA. Chronicle of Higher Education (n.d.). College Completion Massachusetts Public Colleges. Retrieved from state/#state=ma&sector=public_two Massachusetts Department of Elementary and Secondary Education. (2014). Level 4 Districts and Schools. Retrieved from turnaround/level4/ Suggested Citation Berardino, Michael. Students in Massachusetts Public Schools Holyoke. Gastón Institute for Community Development and Public Policy, University of Massachusetts Boston: Gastón Institute Publications. March The Mauricio Gastón Institute, University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA T

18 The Mauricio Gastón Institute for Community Development and Public Policy conducts research on and for the population in New England. Our goal is to generate the information and analysis necessary to develop more inclusive public policy, and to improve participation in the policy making process. As part of its effort to present vital information about s to diverse audiences, the Gastón Institute has produced this series of demographic and educational profiles for selected cities and towns. Reports can be downloaded from s in Public Schools is a series of reports based on publicly available data from the Massachusetts Department of Elementary and Secondary Education ( edu). The public school system in Massachusetts reflects the demographic shift in the diversity of the entire population. The total student enrollment has decreased over the past ten years, but during this period the state has witnessed a growing population of students both in terms of overall enrollment and in proportion of total enrollment. Since the SY2006 school year, the number of students in Massachusetts has increased by 3 (from 125,436 to 162,475 students) representing a jump from 13% to 17% in the proportion of all students). In contrast, during the same period the number of African-American/ Black students has increased by 3%, while the number of White students has decreased by 12%. This growing population in the state is experiencing an achievement gap as compared to White students. They face persistently lower pass rates on the Massachusetts Comprehensive Assessment System (MCAS), the state-required standardized tests. In addition, students experience the highest dropout rate and lowest graduation rate as compared to other ethno-racial groups in the state. The growing student population in many Massachusetts school districts presents these districts with a changing configuration of students and with new challenges and opportunities. We hope that this series of reports will be helpful, both to school officials and to the communities of these cities and towns. About the Author Michael Berardino holds a M.S. in Public Policy from the University of Massachusetts Boston and is currently a Research Associate at the Gastón Institute and a doctoral candidate in Public Policy at UMass Boston s McCormack Graduate School of Policy and Global Studies. His research focuses on the impacts of language instruction and high-stakes testing policies on English Language Learners, with special attention to student outcomes, school discipline, and civic engagement. gastoninstitute@umb.edu Find Us on Facebook