Research Publications

Featured Research Publications

Qualitative research with parents of young multilingual children, ages birth to five years, across three states
Less Than Four Domains: Creating an Overall Composite Score as an Indicator of English Language Proficiency for English Learners with 504 or Individualized Education Plans
Collaboration: Working Together to Serve Multilingual Learners

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Collaborating with States on Professional Development Planning

This study investigated a coaching process in which state educational representatives (SEAs) and WIDA staff engaged during 2012. The purpose was to enhance the quality of the professional development offered by states to their educators.

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Collaborative Learning for English Language Learners

This research brief reports preliminary results from a study of teachers’ successful experiences engaging ELLs in collaborative learning with peers.

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District Level Analysis of ELL Growth

This research project explored the patterns of district-level ELL “growth” for the 2007-2011 time period and identified the existence of “high-flying” and “low-cruising” districts within ACCESS for ELLs in terms of ELL growth.

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Evaluating Teacher Effectiveness Using ACCESS for ELLs

Regardless of the growth model, aggregate test-score-based models of student growth require large and longitudinally connected samples of student data. When sample sizes are small it becomes impossible to reliably estimate and disentangle district, school and teacher effects from student growth data.

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Examining District-Level Growth Using ACCESS for ELLs

This research report provides a description of a study examining school districts in the WIDA Consortium whose English language learners (ELLs) exhibit consistently high growth on the ACCESS for ELLs (ACCESS) assessment.

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Examining English Learner Testing, Proficiency and Growth: Before and Throughout the COVID-19 Pandemic

This report examines English learners’ (EL) testing, proficiency and growth in the academic years of 2018–19, 2019–20 and 2020–21, using population-level data from ACCESS for ELLs Online, administered across the WIDA Consortium to students identified as ELs. The objective of the report is to shed light on the impact of the COVID-19 pandemic on ELs’ educational outcomes.

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Examining How To Establish English Proficiency Using Alt Composite Scores

The goal of the analyses presented here is to identify a procedure for creating alternate composite scores on English language proficiency assessments without using all four domain test scores (i.e., listening, speaking, reading and writing).

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Examining Relationships Between Alternate Access and State Alternate Assessments

This report examines how Alternate ACCESS for ELLs serves as a tool that identifies English proficiency attainment for English learners with significant cognitive disabilities.

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Examining the Relationship Between the WIDA Screener and ACCESS for ELLs Assessments

This report describes a study that examined to what extent scores on WIDA Screener predict scores on ACCESS for ELLs. Researchers found that Screener scores are strongly predictive of ACCESS scores, even when a variety of individual factors are accounted for.

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Exploring the Long-term English Learner Population Across 15 WIDA States

This research report summarizes findings from a recent WIDA study exploring the potential long-term English learner (LTEL) population across 15 geographically-representative WIDA member states during the period 2009-10 through 2014-15. The findings highlight a continuing need for research that rejects an overly simplistic understanding of the LTEL designation. Additionally, future research should more carefully examine how educational systems, practices, and policies structure the experiences and diverse trajectories of students identified as LTELs.

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