Benefits of Testing Supports for English Learners Taking the ACT® Test - Evidence From One State

Oct 9, 2026

A recent research report examines how English language proficiency relates to ACT performance among English learners (ELs) and summarizes these students’ use of ACT testing supports. Beginning in fall 2017, ACT offered extended time, translated test instructions, and an approved word-to-word bilingual dictionary. Using state data from 2018–2019 through 2022–2023, regression results show testing supports positively predict higher ACT Composite and section scores, even after controlling for multiple demographic and academic variables.

LanguageEnglish

CategoryExam

FormatPDF

Pages5

Reading Time13 min

AccessFree to download

Key Context and Purpose

Testing Supports and Eligibility

Data Sources and Study Sample

Modeling Approach and Variables

Main Findings on Score Gains

Recommendations for Educators

Reference and Appendix

Benefits of Testing Supports for English Learners Taking the ACT® Test: Evidence From One State Joann L. Moore, PhD, and Joyce Z. Schnieders, PhD A recent research report investigated relationships between English language proficiency and the performance of English learners (ELs) taking the ACT® test (Moore et al. , 2026) . This data byte summarizes the findings about these students’ use of testing supports on the ACT. Find additional details in the full report. ACT began offering testing supports to ELs in the fall of 2017, including (a) extended time (one and one-half time, single day) ,(b) translated test instructions that ACT provides , and (c) an approved word-to-word bilingual dictionary without definitions. These supports are intended to remove construct-irrelevant variance and allow ELs to more accurately demonstrate their knowledge and skills. The study sample was from a U.S. state that has been administering the ACT to virtually all Grade 11 students for multiple years and is part of WIDA ([https://wida.wisc.edu/](https://wida.wisc.edu/)), a consortium of states led by the University of Wisconsin–Madison. WIDA develops resources for supporting ELs and their teachers, including ACCESS, a set of summative English proficiency assessments administered annually to K–12 students in more than 40 states. The state provided 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 ACCESS English language proficiency assessments with ACT. The data were from the 2018–2019 through 2022–2023 school years and included approximately 10% ELs (N = 15,788 ELs and 143,461 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 performance of the ELs in the study sample, and these effects are based on regression models. The five models predicted each ACT test section score and the ACT Composite score from the following six variables: 1. ACCESS Reading scores 2. indicator of whether students took the ACT test with supports 3. indicator for free or reduced-price lunch eligibility 4. Grade 11 grade point average (GPA; subject-specific for models predicting section test scores and overall for the model predicting the ACT Composite score) 5. number of course credits earned in Grade 11 (subject-specific for models predicting section 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, dualcredit, or advanced/honors vs. general, basic/remedial, or unspecified) © 2026 by ACT Education Corp. All rights reserved. | R2541 The regression model results are in the Appendix, and the full report provides additional details. Figure 1. Estimated Effect of Testing Supports on ACT Performance Figure 1 shows that , after we control for all the other variables , testing supports are a positive predictor of ACT performance. This indicates that ELs testing with supports scored higher than similar ELs who tested without supports: ELs who take the ACT with testing supports are expected to earn a Composite score 0.45 score points higher than similar students (i.e. , students with similar levels of reading proficiency, similar free or reduced-price lunch eligibility status , and similar GPAs and coursework) who took the ACT without testing supports. Similarly, the ELs who tested with supports would be expected to earn an English score that is 0.70 points higher, a math score 0.18 points higher, a reading score 0.56 points higher, and a science score 0.36 points higher than ELs who tested without supports. While a score gain of one half to three quarters of a point may not seem like a large increase, it could be large enough to help students if that score increase improves their Superscore or makes them eligible for a scholarship, a

FAQs

What ACT testing supports were examined for English learners?

The report covers extended time, translated test instructions, and an approved word-to-word bilingual dictionary without definitions.

What data period and sample size were used in the study?

State data span the 2018–2019 through 2022–2023 school years, including 15,788 ELs and 143,461 non-ELs, with 3,225 ELs taking the ACT with supports.

How did testing supports affect ACT performance in the study?

After controlling for other variables, testing supports were associated with higher scores. ELs taking the ACT with supports were expected to earn a higher Composite score and increases across English, math, reading, and science section scores compared with similar ELs without supports.

Oct 9, 2026

Uploaded by Maya Linwood