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If you are looking for ACCESS checklists or Identification and Placement Guidance documents, please visit your member page from the Members/States dropdown.

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Test Administrators and District Test Coordinators can find role-specific resources in the following portals:

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International School Consortium Secure Portal

Technology Coordinators can find role-specific resources in the following portal:

WIDA AMS

Alternate ACCESS for ELLs Annual Technical Report, Series 501, 2019-20 (Redacted)

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 2019-20 administration of Alternate ACCESS for ELLs.

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Annual Technical Report for ACCESS for ELLs Online ELP Test, Series 501, 2019-20 (Redacted)

ACCESS 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 2019-20 administration of ACCESS for ELLs Online.

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Annual Technical Report for ACCESS for ELLs Paper ELP Test, Series 501, 2019-20 (Redacted)

ACCESS 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 2019-20 administration of ACCESS for ELLs Paper.

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Collaborating with States on Professional Development Planning

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.

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Collaborative Learning for English Language Learners

This research brief reports preliminary results from a study of teachers’ successful experiences engaging ELLs in collaborative learning with peers.

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District Level Analysis of ELL Growth

This 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.

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Evaluating Teacher Effectiveness Using ACCESS for ELLs

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.

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Examining District-Level Growth Using ACCESS for ELLs

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.

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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.

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Examining How To Establish English Proficiency Using Alt Composite Scores

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).

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