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

Filter resources by:

Clear All

English Language Arts

The purpose of this WIDA Focus Bulletin is to provide guidance to teachers of English language arts (ELA) who are implementing the Common Core State Standards (CCSS) and working to respond to the specific needs of ELLs. In their treatment of academic language (or the language of school), the CCSS represent a departure from existing content standards.

Published November 2013
Authors: Daniella Molle, Mariana Castro, Julia Cortada, Leslie Grimm

Resource Details View Resource Download Now

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.

Published June 2015 
Author: Narek Sahakyan

Resource Details View Resource Download Now

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.

Resource Details

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.

Published August 2014 
Authors: Narek Sahakyan, H. Gary Cook

Resource Details View Resource Download Now

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.

October 2021 
Authors: Narek Sahakyan, H. Gary Cook

Resource Details View Resource Download Now

Examining Growth at the Intersection of IEP and (Long-Term) EL Status

Motivated by findings of a 2018 WIDA report pointing to large overlap between ELs with Individualized Education Program (IEP) designations and those ELs who could be identified as LTELs, this study further focuses on these dual-identified students. Grouping ELs by ever-IEP (i.e., being assigned an IEP at any point in the longitudinal record) and never-IEP status, we compare these two subgroups’ English language growth trajectories across time. Our findings show consistent trends of differential growth and reclassification rates for these two subgroups.

Published November 2021 
Authors: Narek Sahakyan, Glenn Poole

Resource Details View Resource Download Now

Examining How To Establish English Proficiency Using Alternate 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).

Published April 2013 
Author: H. Gary Cook

Resource Details View Resource Download Now

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.

Resource Details

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.

Published December 2014 
Author: H. Gary Cook

Resource Details View Resource Download Now

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.

Published February 2020 
Authors: David MacGregor, Narek Sarakyan

Resource Details View Resource Download Now