The WIDA research report Examining Growth at the Intersection of IEP and (Long-Term) EL Status explores the English language development of English learners (ELs) who have Individualized Education Programs (IEPs) and their likelihood of becoming long-term English learners (LTELs). The study analyzed longitudinal data from ACCESS for ELLs assessments, collected between 2006 and 2019 across WIDA Consortium states. Researchers tracked students who began testing in kindergarten through third grade between 2006 and 2011, allowing for a follow-up period of 9 to 14 years. Students were divided into two groups: “ever-IEP” (those assigned an IEP at any point) and “never-IEP” (those without an IEP designation), and their English language growth trajectories were compared over time.
The findings revealed significant differences in growth patterns between the two groups. Many ELs in the ever-IEP category plateaued at intermediate proficiency levels, making it difficult for them to achieve full English proficiency. The study states, “The growth trajectories of ELs with an IEP suggest that they face greater challenges in reaching English proficiency compared to their non-IEP peers.” Additionally, ever-IEP ELs were about four times more likely to be identified as LTELs compared to never-IEP ELs. As the report notes, “The intersection of IEP status and LTEL identification highlights a critical need for tailored interventions that address the unique learning profiles of these students.” These findings emphasize the necessity of targeted instructional strategies and support systems to help dual-identified students progress toward English proficiency more effectively.