Resource Library

The "2020-2021 WIDA Assessment Guidance" provides information on the following 14 topics: (1) English Language Proficiency Requirements; (2) WIDA Assessments in Grades K-12; (3) WIDA ACCESS Annual Assessments Test Window; (4) Participation Requirements; (5) Indiana English Learner Entrance

This brief, written by Californians Together, a coalition of partners and educators across the state, presents a framework for what an equitable and assets-oriented approach to an accountability system for the state's English learners (ELs) could be.

How do California's school districts decide when English learners (ELs) are ready to exit the EL designation through the process of reclassification? This is the question that California's policymakers asked and which this brief discusses.

This slide deck accompanies a Practitioner's Brief, Determining Special Education Eligibility of English Learners, the REL Northeast & Islands recently published.

This report is an update of the assessment principles and guidelines for English language learners published in 2013 (Thurlow, Liu, Ward, & Christensen).

Many of the assessments of young children's academic and social-emotional skills currently available are only in English.

This report focuses on the education of English learners (ELs) in the context of COVID-19. It begins by discussing the ways the COVID crisis has impacted ELs and their families.

Each state has a school accountability system that, under the federal Every Student Succeeds Act (ESSA), identifies low-performing schools based on a combination of student assessment outcomes and other factors, such as graduation and attendance rates.

This brief is a compilation of questions speech and language pathologists (SLPs) commonly ask, and the answers to those questions as provided by the Multilingual-Multicultural Affairs Committee of the International Association of Communication Sciences and Disorders.