The development of academically focused English language proficiency (ELP) standards and an assessment to measure these expectations are first steps in improving English language learners’ acquisition of English and academic achievement. But they are only first steps. Learning occurs in the classroom. WIDA's ELP Standards and the ACCESS for ELLs are designed to support and inform instruction. The focus of this line of research is to better understand the classroom implementation of the WIDA ELP Standards. Two research questions are addressed here:

  1. How are WIDA's ELP standards realized in the classroom?
  2. How is the ACCESS for ELLs used by administrators, teachers, parents, and students to inform and improve instruction?

Planned Research

Classroom Implementation of the Standards

How are the WIDA ELP Standards used in elementary ESL/Bilingual classrooms? Secondary classrooms?

Use of ACCESS for ELLs

What is the washback effect from the ACCESS for ELLs assessment in classrooms? Are there washback effect differences between states? Regions?