Combine MLL and non-MLL early-grade test scores into a common latent scale to obtain an unbiased view of literacy growth¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Districts can use the latent-score linking approach to combine scores across the different assessment systems that multilingual learners and non-MLLs take, avoiding bias from students moving between systems. The article states that "districts could potentially combine the test scores of multilingual learners and non-MLLs in the early years to get a comprehensive view of literacy growth, rather than one that is biased by students moving from one assessment system to another." This supports studying districtwide trends and policy effects on early learning.

Design Implications¶

Context¶

Requirements¶

• Access to administrative test records covering multiple assessments with sufficient student overlap across tests

Constraints¶

• Requires sufficient common support across assessments; not all districts have students taking multiple tests at the same time

Target Learners¶

• K-2 students, including multilingual learners moving between assessment systems

Target Learning Goals¶

• Monitoring early-grade literacy growth and evaluating districtwide program effectiveness

Related Strategies¶

Examples¶

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Key Sources¶

• 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