Resources/Recursos

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 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

The WIDA Spanish Language Development (SLD) Standards, Kindergarten – Grade 12, 2013 Edition is a resource for planning and implementing language instruction and assessment for emergent bilinguals who are learning academic content in Spanish. This publication will also offer information on where the WIDA SLD Standards fit within the larger WIDA system for instruction and assessment and how to use the SLD standards to have a broader understanding of the linguistic profile of students.

Vea y descargue en español.

Released May 2014

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

Released May 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 document articulates the theoretical foundations for the 2012 Amplification of the WIDA English Language Development Standards, Kindergarten-Grade 12. The 2012 Amplification and its theoretical foundations are in the process of being retired. For the most up-to-date information, please see Appendix F: Theoretical Foundations in the WIDA ELD Standards Framework, 2020 Edition.

The 2012 Amplification of the WIDA ELD Standards drew on multiple theories and approaches in an effort to describe language use in academic contexts, as this is the language students must acquire and negotiate to participate successfully in school. These multiple theories and approaches formed a theoretical foundation that supported the 2012 WIDA ELD standards framework. This document articulates that theoretical foundation.

Released March 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

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 16-state survey of school districts with fewer than 500 English language learners revealed that few district-level English language learner staff had formal preparation in educating English language learner or using English language proficiency standards. A wide school-level disparity existed between English as a second language or bilingual teachers and general education teachers in terms of their engagement with proficiency standards and assessment data.

Released April 2012