Research Publications

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.

Published October 2018 
Authors: Narek Sarakyan and Sarah Ryan

This technical report aids WIDA Consortium members and stakeholders in producing imputed overall composite scale scores and proficiency levels for students who are missing scores in one or two domains due to a disability. 

Published September 2020 
Author: Narek Sahakyan

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

Published May 2014 
Author: Daniella Molle

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

Published May 2017 
Authors: Lynn Shafer Willner, Mira Monroe, Cynthia Lundgren, Julia Cortada

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.

This study examined the ways in which educators across the WIDA Consortium use WIDA’s English language proficiency standards, and in particular the model performance indicators (MPIs).

Published May 2013 
Author: Daniella Molle

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.

​​This Focus Bulletin explores how interactive learning can benefit multilingual learners. Expressing and co-constructing ideas are discussed as two aspects of interactive learning that are important for the learning and wellbeing of multilingual youth.

Published December 2021 
Authors: Jennifer Wilfrid, Daniella Molle

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.

This study examined how English learners in Grades 1-12, with and without disabilities, used online accessibility features during an ELP assessment. These accessibility features are designed to provide the necessary support for the general EL population, including ELs with disabilities.

Published March 2019 
Authors: Ahyoung Alicia Kim, Meltem Yumsek, Mark Chapman, H. Gary Cook