Research Publications

Featured Research Publications

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

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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.

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Implementation of the English Language Proficiency Standards Across the WIDA Consortium

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).

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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.

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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.

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Investigating K-12 English Learners' Use of Universal Tools Embedded in Online Language Assessments

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.

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Language and Culture

In February, 2011, WIDA published a Focus Bulletin on Language and Culture, which was enormously popular, and which continues to be requested by readers. This Focus Bulletin has been reformatted and lightly edited to emphasize current WIDA resources and terminology.

This Focus Bulletin explores linguistic and cultural diversity in school, and how teachers, staff and parents can help multilingual learners feel welcome, confident, and prepared to succeed academically. 

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Language-Focused Family Engagement

This WIDA Focus Bulletin introduces readers to the four pillars of Language-Focused Family Engagement and provides tools to help educators examine their local family engagement practices.​

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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.

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Long-term English Learners across 15 WIDA States

This research brief presents findings and policy implications from a recent research study exploring the so-called long-term English learner (LTEL) population across WIDA states. The findings highlight a continuing need for research that rejects an overly simplistic understanding of the LTEL designation. The next phase of this research will use student- and school-level data from three states to examine how individual and school factors can affect the diverse trajectories of ELs’ language development over time.

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Oral Language in the Classroom

 

This Focus Bulletin explores the kind of spoken English language that multilingual learners benefit from developing, showing how that oral language is described in WIDA standards resources and assessed on the ACCESS for ELLs Speaking test.

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