为参加ACT考试的英语学习者提供测试支持的好处：来自一个州的证据

Joann L. Moore, PhD, and Joyce Z. Schnieders, PhD A recent research report investigated relationships between English language proficiency andthe performance of English learners (ELs) taking the ACT®test (Moore et al., 2026). This databyte summarizes the findings about these students’use of testing supports on the ACT. Findadditional details in thefull report. ACT began offering testing supports to ELs in the fall of 2017, including (a) extended time (oneand one-half time, single day), (b) translated test instructions that ACT provides, and (c) anapproved word-to-word bilingual dictionary without definitions. These supports are intended toremove construct-irrelevant variance and allow ELs to more accurately demonstrate theirknowledge and skills. The study sample was from a U.S. state that has been administering the ACT to virtually allGrade 11 students for multiple years and is part of WIDA (https://wida.wisc.edu/), a consortiumof states led by the University of Wisconsin–Madison. WIDA develops resources for supportingELs and their teachers, including ACCESS, a set of summative English proficiencyassessments administered annually to K–12 students in more than 40 states. The stateprovided data files that contained demographic information and Grade 11 course transcript data.The state also granted permission for WIDA to share student-level data from the ACCESSEnglish language proficiency assessments with ACT. The data were from the 2018–2019through 2022–2023 school years and included approximately 10% ELs (N= 15,788 ELs and143,461 non-ELs). Of these ELs, 3,225 (20%) took the ACT with testing supports. Figure 1 contains the estimated score gain effects of these testing supports on the performanceof the ELs in the study sample, and these effects are based on regression models. The fivemodels predicted each ACT test section score and the ACT Composite score from the followingsix variables: 1.ACCESS Reading scores2.indicator of whether students took the ACT test with supports3.indicator for free or reduced-price lunch eligibility4.Grade 11 grade point average (GPA; subject-specific for models predicting section testscores and overall for the model predicting the ACT Composite score)5.number of course credits earned in Grade 11 (subject-specific for models predictingsection test scores and total for the model predicting the ACT Composite score)6.whether the student took any advanced coursework in Grade 11 (college-level, dual-credit, or advanced/honors vs. general, basic/remedial, or unspecified) The regression model resultsarein theAppendix,andthe full report providesadditional details. We urge educators totaketheseactionstoensure that these supports are available for theirELstudents:(a)becomefamiliar with ACT’s policy and process for requesting supports and(b)communicatethis informationwidely at their schools and with students and caregivers. All ELsare eligible for these supports, but our research shows that not all ELs receivethe supports.Click these links to findACT’sEnglish learner policyandprocess for requesting supports. Reference Moore,J. L., Schnieders, J. Z., Li, D., & Qiu, C. (2026).Exploring relationships between Englishproficiency and ACT performance of English learners: State 2. ACT.https://www.act.org/content/dam/act/unsecured/documents/R2539-English-proficiency-ACT-test-performance-ELs-State-2-2026-04.pdf Appendix ABOUT ACT ACT is transforming college and career readinesspathways so that everyone can discover and fulfill theirpotential. Grounded in more than 65 years of research,ACT’s learning resources, assessments, research, andwork-ready credentials are trusted by students, jobseekers, educators, schools, government agencies,and employers in the U.S. and around the world tohelp people achieve their education and career goalsat every stage of life. Visit us atwww.act.org.