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To reduce construct-irrelevant variance, many schools and assessment developers provide language supports. This ACT Insights report analyzes survey responses from 1,256 English learners to document which supports students use during school testing and the ACT, how they judge usefulness, and whether support use relates to self-reported confidence and test anxiety.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/experiences-and-perceptions-of-english-learners-testing-with-language-supports/528065/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/experiences-and-perceptions-of-english-learners-testing-with-language-supports/528065.png","ImageObject",300,407,{"name":92,"@type":93},"Jacob","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-09",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do language supports matter for English learners on tests?","Question",{"text":112,"@type":113},"Language supports help reduce construct-irrelevant variance caused by limited English proficiency, aiming for more comparable scores between English learners and non-ELs.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the report say English learners most commonly used during in-school testing?",{"text":117,"@type":113},"Extra time on the test and small breaks were the two most common supports reported by surveyed students.",{"name":119,"@type":110,"acceptedAnswer":120},"How were students surveyed in this Insights report?",{"text":121,"@type":113},"ACT surveyed 1,256 English learners who took the ACT in February or April 2022 to learn about their experiences and perceptions of language supports and whether supports affected confidence or anxiety.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},528065,1791624567,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962084931830,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Experiences and Perceptions of English Learners Testing with Language Supports  \nJoyce Z. Schnieders, PhD; Joann L. Moore, PhD; Jacob Herring; and Mira Monroe  \nIntroduction  \nEnglish learners (ELs) , students for whom English is not their first or best language , are a growing population in U.S. public schools. In the fall of 2010, 9.2%(4 .5 million students) of K–12 students in public schools were identified as English learners, and this number increased to 10.4%(5 .1 million students) in the fall of 2019 ( National Center for Education Statistics [NCES], 2022) . Students who are ELs consistently score lower on standardized assessments on average than native English speakers (Abedi et al. , 2003; Genesee et al. , 2005) , and English proficiency is one important contributor to such test score gaps. When English learners take a test of academic content (e.g. , math, science) in English, their limited English proficiency can interfere with their performance and lead to scores that do not accurately reflect their true achievement level (Noble et al. , 2014) . To help level the playing field for English learners, one widely accepted practice is to allow them to test with language supports , also known as accommodations (Li & Suen, 2012) . Under the Every Student Succeeds Act , students who are ELs should be provided with reasonable and appropriate supports on high-stakes assessments (U.S. Department of Education, 2016) .  \nIn recent years, schools and large-scale assessment developers across the United States have been providing English learners with language supports when they take tests to reduce construct-irrelevant variance, or errors in test scores due to factors that are extraneous to the construct being assessed (Thorndike et al. , 1991) . Some of these supports are linguistically related, such as word-to-word bilingual dictionaries and translated test directions, whereas other supports are linguistically unrelated, such as giving students extra time and testing them in a small group (Schissel, 2014) . An appropriate support is one that reduces construct-irrelevant variance caused by limited language proficiency while producing comparable scores between English learners and non-ELs (Rios et al. , 2020) . Several studies have found that language supports are effective for improving English learners’ test performance and reducing test score gaps between ELs and non-ELs (Kieffer et al. , 2009; Li & Suen, 2012 ; Pennock‐Roman & Rivera, 2011) . Other studies have found that although some supports such as extra time could benefit both ELs and non-ELs, these supports tend to benefit students who are ELs to a greater extent (Sireci et al. , 2003) .  \nHowever, these language supports benefit only the students who use them (Roohr & Sireci, 2017) . Few studies have investigated which supports English learners actually use during assessment and how useful they find them. At ACT, our goal is to provide accessible and equitable products and services to all students. Understanding students’ educational experiences and hearing their voices are important parts of our mission. In April 2022, we surveyed English learners who took the ACT® test on a National test date 1 in February or April  \n© 2023 by ACT, Inc. All rights reserved. | R2292  \n2022 to learn about their experiences and perceptions when taking tests with language supports (see the Appendix for more details on the sample) . The purposes of this survey were to (a) understand the types of supports English learners used when they took tests at school and when they took the ACT; (b) investigate how ELs felt about these supports , whether they thought the supports were useful or not; (c) explore whether using these supports when taking tests was associated with self-reported confidence on test performance or with test anxiety; and (d) learn why some ELs did not use supports when taking tests in school or when taking the ACT. In this Insights report, we share what we learned from 1,256","cbCaiolmJHOmkc5r","https://ap.wps.com/l/cbCaiolmJHOmkc5r","pdf",575893,21,"English","# Introduction\n# What Language Supports Did English Learners Use When Taking Tests at School and When Taking the ACT?\n## In-School Testing","[{\"question\":\"Why do language supports matter for English learners on tests?\",\"answer\":\"Language supports help reduce construct-irrelevant variance caused by limited English proficiency, aiming for more comparable scores between English learners and non-ELs.\"},{\"question\":\"What does the report say English learners most commonly used during in-school testing?\",\"answer\":\"Extra time on the test and small breaks were the two most common supports reported by surveyed students.\"},{\"question\":\"How were students surveyed in this Insights report?\",\"answer\":\"ACT surveyed 1,256 English learners who took the ACT in February or April 2022 to learn about their experiences and perceptions of language supports and whether supports affected confidence or anxiety.\"}]","Experiences and Perceptions of English Learners Testing with Language Supports | PDF",1791517816,53]