This study describes long-term trends in students’ academic performance, documenting persistent and systematic disparities in academic outcomes across several student subgroups. Results corroborate emerging evidence from the field that English learner students, students with disabilities, and especially students who are learning English with a disability, are being consistently underserved by the U.S. educational system.
Authors: Sahakyan, N. (WIDA), Poole, G. (WIDA)
Released January 2022