Resources/Recursos

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 Sahakyan and Sarah Ryan

Released October 2018

This research examines the educational practices and perceptions of two working-class Mexican transnational families currently living in a midwestern city in the United States. Findings indicate that for transnational families and their children, educational inclusion is about successfully developing the languages and language repertoires that children will need in their translocal educational institutions “here” and “there.”

Released January 2017

This report provides research- and evidence-based guidelines for developing a recently-arrived (RA) English learner (EL) accountability model that is grounded in a state’s theory of action. A state can use these guidelines to engage in a systematic process of developing a RA EL accountability model or to formatively evaluate its currently proposed or established approaches to RA EL assessment and accountability.

Released January 2017

This CCSSO publication provides reclassification guidance on classroom tools. In this working session, participants agreed that EL reclassification policies and practices can and should be strengthened, made more coherent, and standardized within states in ways that enable local educators—those closest to EL students—to meaningfully participate in reclassification decision-making.

Released January 2016

Regardless of the growth model, aggregate test-score-based models of student growth require large and longitudinally connected samples of student data. When sample sizes are small it becomes impossible to reliably estimate and disentangle district, school and teacher effects from student growth data.

Published June 2015 
Author: Narek Sahakyan

Released June 2015

This report summarizes and further develops ideas discussed at a national working session held in 2014 to examine issues and options associated with initially classifying English learners (ELs). It is the third in a series of guidance papers intended to support states in large-scale assessment consortia that are expected to move toward a common definition of English learner as part of their assessment grant requirements.

Released January 2015

This report summarizes and further develops ideas discussed at a national working session held in 2014 to examine issues and options associated with reclassifying English learners (ELs) to fluent English proficient (R-FEP) status. Participants agreed that EL reclassification policies and practices can and should be strengthened, made more coherent, and standardized within states.

Released January 2015

This report examines how Alternate ACCESS for ELLs serves as a tool that identifies English proficiency attainment for English learners with significant cognitive disabilities.

Published December 2014 
Author: H. Gary Cook

Released December 2014

This research report provides a description of a study examining school districts in the WIDA Consortium whose English language learners (ELLs) exhibit consistently high growth on the ACCESS for ELLs (ACCESS) assessment.

Published August 2014 
Authors: Narek Sahakyan, H. Gary Cook

Released August 2014

This 2012 report describes the development, validity and reliability of the WIDA MODEL assessment for Grades 6-8 and 9-12.

Released July 2014

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

Published May 2014 
Author: Daniella Molle

Released May 2014

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

Released May 2013

This report addresses three primary questions:
1. How do you determine a meaningful English language performance standard?
2. How do you establish a realistic, empirically anchored time frame for attaining a given ELP performance standard?
3. How can states take into account English learners’ English language performance level when setting academic progress and proficiency expectations?

Published May 2013

Released May 2013

This study investigated a coaching process in which state educational representatives (SEAs) and WIDA staff engaged during 2012. The purpose was to enhance the quality of the professional development offered by states to their educators.

Published May 2013 
Authors: Daniella Molle, Christie Reveles

Released May 2013

The goal of the analyses presented here is to identify a procedure for creating alternate composite scores on English language proficiency assessments without using all four domain test scores (i.e., listening, speaking, reading and writing).

Published April 2013 
Author: H. Gary Cook

Released April 2013

This 2012 report describes the development, validity and reliability of the WIDA MODEL assessment for Grades 1-2 and 3-5.

Released May 2012

This federal Title III supplemental report examines accountability and reclassification methodologies. This report is designed as a technical document intended to assist those charged with providing empirical information germane to developing or revising English learner accountability models, using English language proficiency and academic assessments.

Released January 2012

This report provides an overview of the design and technical properties of WIDA Alternate Screener and includes information on the purpose of the test, and the design and development of the test, along with information on item performance and test reliability from the first year of operational administration of WIDA Alternate Screener.

This is the redacted report for the 2023-2024 administration of WIDA Alternate Screener without item information.

Released February 2026