Assessments not designed for MLLs fail to differentiate ELA skills for students with very low ACCESS scores but align strongly at moderate-to-high ACCESS scores¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person · recheck by 2029: tool and model accuracy changes quickly
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Assessments not designed for MLLs do not differentiate ELA skills for students with very low ACCESS scores, but are strongly aligned with ACCESS among moderate-to-high scorers. → Allensworth 2026
Evidence¶
Allensworth 2026¶
Allensworth, E., Gordon, A. & Young, C. (2026). Combining early grade assessments to study literacy skills: Addressing the variability in tests taken across schools and students. Journal of Research on Educational Effectiveness, 19(1), 1-26. https://consortium.uchicago.edu/publications/combining-early-grade-assessments-to-study-literacy-skills doi:10.1080/19345747.2026.2636957
q2 · i? · associational · r2
Correlational analysis by ACCESS score level in Chicago K-2 data. For students scoring above 270 on ACCESS, the relationship with other assessments was very strong, allowing good cross-test prediction.
"The assessments not designed for MLLs do not differentiate ELA skills for students with very low ACCESS scores (i.e., low English proficiency), but the same tests are strongly aligned with ACCESS scores among students with moderate-to-high ACCESS scores."
Discussion¶
Related Claims¶
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- Metacognitive skill level may moderate the factor structure of self-reported metacognition, with lower-scoring respondents showing a unidimensional structure — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
non-mll-assessments-low-access-differentiation |
title |
Assessments not designed for MLLs fail to differentiate ELA skills for students with very low ACCESS scores but align strongly at moderate-to-high ACCESS scores |
description |
Assessments not designed for MLLs fail to differentiate ELA skills for students with very low ACCESS scores but align strongly at moderate-to-high ACCESS scores |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
recheck_by |
2029 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — allensworth-2026 |
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