[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-504033-105":59,"doc-detail-504033-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","multilingual-learner-student-performance-academic-achievement-in-connecticut","Multilingual Learner Student Performance - Academic Achievement in Connecticut","","The document examines how multilingual learner students in Connecticut are assessed and how their academic achievement compares with non-multilingual learner peers on statewide measures. It highlights persistent underperformance, noting that only about 15% meet or exceed proficiency based on the Language Assessment Scale (LAS Links). It also reviews growth across districts and years and evaluates whether graduating multilingual learners are being prepared for postgraduation life, college, and career.",{"@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/multilingual-learner-student-performance-academic-achievement-in-connecticut/504033/",{"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/multilingual-learner-student-performance-academic-achievement-in-connecticut/504033.png","ImageObject",300,407,{"name":92,"@type":93},"jay","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-03",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What statewide assessments are used to evaluate multilingual learners in Connecticut?","Question",{"text":112,"@type":113},"Connecticut uses LAS Links, Smarter Balanced Assessment Consortium (SBAC), Next Generation Science Standards (NGSS) assessments, and the SAT for multilingual learner evaluation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does multilingual learner performance compare with non-multilingual peers?",{"text":117,"@type":113},"The document reports a large gap, with multilingual learners historically underperforming and routinely falling short of meeting or exceeding proficiency standards on statewide assessments.",{"name":119,"@type":110,"acceptedAnswer":120},"What does LAS Links measure, and how is proficiency defined?",{"text":121,"@type":113},"LAS Links is an annual assessment of reading, writing, speaking, and listening proficiency for multilingual learners. Proficiency is gained when a student attains an overall proficiency level of 4 or 5, with 5 as the highest level.","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},504033,1791688946,{"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":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":52,"preview_page_count":4},3985747858866,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Multilingual Learner Student Performance  \nThe academic achievement of multilingual learnersA in Connecticut is assessed in multiple forms throughout their school experience. While a deeper analysis must be conducted in order to have a fuller picture of multilingual learner achievement, data analyzed for this overview shows a large gap exists between achievement levels for multilingual learners and their non-multilingual learner peers on statewide assessments.  \nHistorically, Connecticut’s multilingual learner students have underperformed on statewide assessments compared to their non-multilingual learner peers, and have routinely fallen short of meeting or exceeding proficiency standards. Currently, only 15 percent of multilingual learner students in Connecticut are meeting or exceeding proficiency based on assessments such as the Language Assessment Scale (LAS) Links, which assesses a multilingual learner’s English Language Proficiency (ELP) .1  \nWhile there has been a steady increase in the number of multilingual learners in Connecticut graduating high school,2 given the available performance and achievement data, it is not clear if the State is actually preparing these graduates with the necessary knowledge and skills to prepare them for life, college, and career postgraduation. Given the disparities in achievement between multilingual learners and nonmultilingual learners, and the general trends of multilingual learner performance and achievement, a closer look at what resources may be needed in order to bridge the gap in achievement is needed.  \nAssessments and Achievements  \nIn Connecticut there are various means used to assess achievement and growth in learning for multilingual learner students. Currently, multilingual learners in Connecticut are assessed using a number of different tests and methods, including:  \n● LAS Links  \n● Smarter Balanced Assessment Consortium (SBAC)  \n● Next Generation Science Standards (NGSS) Assessment  \n● Scholastic Aptitude Test (SAT)  \nThe table on the following page summarizes these assessments, how they are measured, and recent multilingual learner student performance on each one.  \nA Multilingual learners are also commonly referred to as English Learners or English Language Learners.  \nConnecticut Assessments for Multilingual Learners and Recent Performance  \n\n|  | LAS Links3 | SBAC | NGSS | SAT |\n| --- | --- | --- | --- | --- |\n| Description of Assessment | LAS Links is an annual assessment given to all students identified as multilingual learners based on their proficiency level in reading, writing, speaking, and listening skills. | SBAC is a summative English/Language Arts (ELA) and Math assessment given to all students between elementary and middle school.\u003Cbr>This assessment is used to show a student’s achievement and growth in learning.4 | NGSS assessments is a state assessment aligned with the NGSS and given to all students in certain grades. Students may take the NGSS orthe Connecticut Alternate Science (CTAS) Assessment. 5 | The SAT is an assessment used\u003Cbr>as an entrance exam for many colleges as well as a way to measure the readiness of a high school student for college.6 |\n| Grades of Assessments | K-12 | 3-8 | 5th, 8th, and 11th | 11th and 12th |\n| How Assessments are Scored | Proficiency is gained once a student attains a proficiency level of 4 or 5 in their overall reading and writing scores, with 5 being the highest level of proficiency. | Assessments are scored based on a scale that is divided into four quartiles with the fourth quartile being the highest level of achievement.7 | The NGSS score ranges differ based on grade level and scores, while the CTAS is presented in a raw score range. Both tests are then shared on a standardized scale leveled 1 through 4, with level 4 meaning exceeding achievement standards.8 | The SAT is scored on a scale of 1600.9 |\n| Student\u003Cbr>Performance | Since 2015-16, 9 districts have seen an increase in multilingual learner scores, 83 dist","cbCaiclKnQtoaSR7","https://ap.wps.com/l/cbCaiclKnQtoaSR7","pdf",207349,"English","# Assessments and Achievements\n## Connecticut Assessments for Multilingual Learners and Recent Performance\n## Endnotes","[{\"question\":\"What statewide assessments are used to evaluate multilingual learners in Connecticut?\",\"answer\":\"Connecticut uses LAS Links, Smarter Balanced Assessment Consortium (SBAC), Next Generation Science Standards (NGSS) assessments, and the SAT for multilingual learner evaluation.\"},{\"question\":\"How does multilingual learner performance compare with non-multilingual peers?\",\"answer\":\"The document reports a large gap, with multilingual learners historically underperforming and routinely falling short of meeting or exceeding proficiency standards on statewide assessments.\"},{\"question\":\"What does LAS Links measure, and how is proficiency defined?\",\"answer\":\"LAS Links is an annual assessment of reading, writing, speaking, and listening proficiency for multilingual learners. Proficiency is gained when a student attains an overall proficiency level of 4 or 5, with 5 as the highest level.\"}]","Multilingual Learner Student Performance - Academic Achievement in Connecticut | PDF",1791062904]