Research Publications

Featured Research Publications

line drawing of file
High Quality Professional Development for Educators of ELLs
line drawing of file
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
line drawing of publication
Supporting Multilingual Students with WIDA and International Baccalaureate Resources

Filter resources by:

Clear All

All Publications

Collaborating with States on Professional Development Planning

This paper focuses on the creation of an instructional hyper textbook that serves as a personal environment for learning a less-commonly-taught language, Turkish in this case. It shows how digital personal environments can advance self-regulated language learning in tandem with more formal learning strategies.

Access Resource

District Readiness to Implement Standards-Based Reform for English Language Learners a Decade After No Child Left Behind Act

This 16-state survey of school districts with fewer than 500 English language learners revealed that few district-level English language learner staff had formal preparation in educating English language learner or using English language proficiency standards. A wide school-level disparity existed between English as a second language or bilingual teachers and general education teachers in terms of their engagement with proficiency standards and assessment data.

Access Resource

Examination of Identification and Placement Decisions Made for K–12 English Learners

This study examines how 476 K–12 educators in 35 U.S. states identify and place English learners in language instruction educational programs. Findings reveal information about these educators, the instruments and information sources they use for decision making, and their perceived appropriateness of the decisions. Results provide practical implications for improving the English learner identification and placement decision at the district and school levels.

Access Resource

Examining Preschool-aged Dual Language Learners’ Language Use: From a Functional Approach

This study examines oral language development of 14 dual language learners ages 2.5 to 5.5 years in preschools in the Midwestern United States. They engaged in five key language uses: argue, explain, heuristic, recount, and request. Preschoolers 2.5 to 3.5 years only made simple requests or argued to meet their needs; the older cohort demonstrated a wider range of key language uses.

Access Resource

Implementation of the English Language Proficiency Standards Across the WIDA Consortium

This paper finds that many educators see the WIDA English language proficiency standards as a tool that can guide them in differentiating instruction and supporting language development among English language learners.

Access Resource

Including Recently Arrived English Learners in State Accountability Systems: An Empirical Illustration of Models

Based on a U.S. Department of Education guide, these model analyses illustrate procedures a state could use to compare and contrast school-level overall and English learner accountability determinations for proficiency in reading/language arts. These examples are provided only to illustrate how a state could undertake them as part of its efforts to develop and explore a theory of action for assessment of recently arrived English learners.

Access Resource

Interpretation and Use of K–12 Language Proficiency Assessment Score Reports: Perspectives of Educators and Parents

This paper examine how 18 K–12 educators from 13 states and 12 parents from two states interpret and use score reports from the WIDA ACCESS for ELLs. Educators frequently referred to the proficiency level index of the four language domains of listening, speaking, reading, and writing, and the composite domains to interpret student performance, to make school-level decisions about programming and lesson planning, and to inform district-level budgeting and professional development. Parents found the score report to be helpful, but rarely took additional actions to use its information.

Access Resource

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

The illustrated models and procedures can be applied to calculate overall composite scores to identify an indicator of English language proficiency, based on composite scores for English learners with 504 or individualized education plans who are missing one or more domain scores on the Assessing Comprehension and Communication in English State-to-State for English Language Learners assessment for state monitoring, achievement and accountability determinations.

Access Resource