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

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 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.

Access Resource

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).

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

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.

Access Resource

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.

Access Resource

Family Engagement

Our goal in this WIDA Focus Bulletin is to raise awareness of the need for family engagement practices that take into consideration students’ academic achievement and language development. This is why we chose to write this bulletin for a dual audience—families and educators. We encourage teams of families and educators to use this resource as a tool to support their local family engagement practices.

Access Resource

Group Work

Do your students have opportunities to engage in this type of academic conversation? How might such collaborative interactions help students meet the U.S. college- and career- readiness standards? How might they help English language learners (ELLs) master the language of the disciplines? What are some promising ways to support group-based learning among students? This WIDA Focus Bulletin aims to answer these questions by exploring the potential of group work for ELLs in content classes.

Access Resource

High Quality Professional Development for English Language Learners

This report describes key components of high quality professional development for educators of English language learners.

Access Resource

Identifying ELLs with Specific Learning Disabilities

This WIDA Focus Bulletin offers advise, facts, and resources for school teams when identifying English Language Learners with specific learning disabilities.

Access Resource