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.
Published: November 2016
Author(s): Ahyoung Alicia Kim, Akira Kondo, Alissa Blair, Lorena Mancilla, Mark Chapman, Carsten Wilmes