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Research Publications
Featured Research Publications
Examining English Learner Testing, Proficiency and Growth: Before and Throughout the COVID-19 Pandemic
Examining Growth at the Intersection of IEP and (Long-Term) EL Status
Supporting Multilingual Learners Language Growth Through Language Development Portfolios
All Publications
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
Examining English Learner Testing, Proficiency, and Growth: Before, During, and “After” the COVID-19 Pandemic
This report examines English learner testing, proficiency, and growth in the years surrounding the COVID-19 pandemic. This research builds on an October 2021 report on the impact of the pandemic, and includes data from the 2021-22 ACCESS for ELLs test administration. Findings indicate that in some grades and language domains EL's average proficiency and growth have returned to pre-pandemic levels. However, for most grades and language domains the evidence points to a continuing impact of COVID-19 on English learners’ English language development.
Published April 2023
Author: Narek Sahakyan, Glenn Poole
Examining English Learner Testing, Proficiency, and Growth: Continued Trends since the COVID-19 Pandemic
This report examines English learners’ testing, proficiency, and growth during the six most recent academic years (2018-2023) to shed light on the continued impact of the COVID-19 pandemic on English learners’ educational outcomes. It provides descriptive evidence on disparities in outcomes within WIDA's English learner population, with substantial average differences in outcomes between English learners identified as Hispanic compared to non-Hispanic ELs. Findings show that these disparities are persistent and have been exacerbated by the COVID-19 pandemic.
Published April 2024
Authors: Glenn Poole, Narek Sahakyan