The Alternate ACCESS for ELLs Field Test is coming in 2023: Get your questions answered!
The 2020 Digital Explorer is a searchable database of the framework components.
A team of experts discuss their work examining research on multilingual students.
If you are looking for ACCESS checklists or Identification and Placement Guidance documents, please visit your member page from the Members/States dropdown.
Alternate ACCESS for ELLs Technical Reports provide evidence for the validity and reliability of Alternate ACCESS for ELLs and support the intended uses, interpretations and decisions made with the test.
This is the redacted report for the 2020-21 administration of Alternate ACCESS for ELLs.
Resource Details View Resource Download NowACCESS for ELLs Technical Reports provide evidence for the validity and reliability of ACCESS for ELLs and support the intended uses, interpretations and decisions made with the test.
This is the redacted report for the 2020-21 administration of ACCESS for ELLs Online.
Resource Details View Resource Download NowACCESS for ELLs Technical Reports provide evidence for the validity and reliability of ACCESS for ELLs and support the intended uses, interpretations and decisions made with the test.
This is the redacted report for the 2020-21 administration of ACCESS for ELLs Paper.
Resource Details View Resource Download NowThis 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
This research brief reports preliminary results from a study of teachers’ successful experiences engaging ELLs in collaborative learning with peers.
Published May 2014
Resource Details View Resource Download NowThis research project explored the patterns of district-level ELL “growth” for the 2007-2011 time period and identified the existence of “high-flying” and “low-cruising” districts within ACCESS for ELLs in terms of ELL growth.
Published May 2013
Author: Narek Sahakyan
Resource Details View Resource Download Now
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
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
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
Motivated by findings of a 2018 WIDA report pointing to large overlap between ELs with Individualized Education Program (IEP) designations and those ELs who could be identified as LTELs, this study further focuses on these dual-identified students. Grouping ELs by ever-IEP (i.e., being assigned an IEP at any point in the longitudinal record) and never-IEP status, we compare these two subgroups’ English language growth trajectories across time. Our findings show consistent trends of differential growth and reclassification rates for these two subgroups.
Published November 2021
Authors: Narek Sahakyan, Glenn Poole
