Providing Testing Supports to English Learners Taking the ACT

ACT provides supports on the ÌÇÐÄlogoÈë¿Ú test to US students who are not proficient in English. These supports are designed to improve access and success for those students whose proficiency in English might prevent them from fully demonstrating the skills and knowledge they have learned in school.

The following supports are available to eligible English learners (ELs):

ACT is committed to evaluating the validity and efficacy of testing supports for English learners. Below is a repository for research that ACT has done investigating the performance and experiences of ELs taking the ACT with and without testing supports, as well as other research focused on ELs.

English Learners Research

English Proficiency and ACT Test Performance

This series of research reports and briefs examines relationships between English proficiency and ÌÇÐÄlogoÈë¿Ú test performance of English learners (ELs). Two states participated in this study. Both states were part of the WIDA consortium and had statewide contracts to administer the ACT to nearly  all Grade 11 students. Using multiple years of ACT data, WIDA ACCESS data, and state-provided student demographic—as well as high school transcript data for State 2—we found significant relationships between English proficiency and performance on the ACT in both states. Detailed findings are presented in the two research reports below, and highlights of key findings and supplemental analyses are summarized in the following data bytes and issue brief. 

Exploring Relationships Between English Proficiency and ACT® Test Performance of English Learners: State 1 (Moore & Schnieders, 2026)

This report contains the findings from State 1 of a two-state study investigating relationships between English proficiency and the performance of English learners (ELs) on the ACT® test. In State 1, we found that English proficiency of ELs was a significant predictor of performance on the ACT, such that students with lower levels of English proficiency tended to have lower ACT scores and students with higher levels of English proficiency tended to have higher ACT scores. The results of this study indicate that English proficiency levels of ELs should be taken into consideration when interpreting the ACT scores of ELs; in particular, caution should be exercised when drawing conclusions about the knowledge and skills of ELs with the lowest levels of English proficiency.

Exploring Relationships Between English Proficiency and ACT® Test Performance of English Learners: State 2 (Moore, Schnieders, Li, & Qiu, 2026)

This report contains the findings from State 2 of a two-state study investigating relationships between English proficiency and the performance of English learners (ELs) on the ACT® test. We found that the English proficiency level of ELs was a significant predictor of performance on the ACT, such that students with lower levels of English proficiency tended to have lower ACT scores, and students with higher levels of English proficiency tended to have higher ACT scores. Additional analyses from State 2 suggest that the test scores of students scoring at the lowest English proficiency levels may reflect some degree of construct-irrelevant variance due to limited English proficiency. Furthermore, ELs who took the ACT with testing supports had scores that were about half a Composite score point higher than the scores of ELs who took the ACT without testing supports. Compared to non-ELs, ELs—particularly those with the lowest English proficiency—also tended to have lower Grade 11 GPAs, were more likely to take lower-level courses, and were less likely to take advanced, honors, or college-level courses in Grade 11.These differences likely contributed to their lower performance on the ACT. The results of this study indicate that the English proficiency levels of ELs should be taken into consideration when interpreting the ACT scores of ELs; in particular, caution should be taken when drawing conclusions about the knowledge and skills of ELs at the lowest levels of English proficiency.

Relationships Between English Language Proficiency and ACT® Test Performance of English Learners: Results From Two States (Moore & Schnieders, 2026)

This data byte summarizes the findings from two reports exploring relationships between ELs’ language proficiency and ACT performance. In both states, significant moderate correlations were found between WIDA ACCESS scores and ACT scores, and average ACT scores increased as English proficiency increased. In State 2, Grade 11 GPA also increased as English proficiency increased, and correlations between Grade 11 GPA and ACT scores were small, and in some cases not statistically significant, for ELs with the lowest English proficiency.

Benefits of Testing Supports for English Learners Taking the ACT® Test: Evidence From One State (Moore & Schnieders, 2026)

This data byte summarizes the finding from State 2 indicating that testing supports for ELs taking the ACT are predicted to increase their ACT scores. Using regression models to control for relevant variables (i.e., ACCESS Reading scores, free or reduced-price lunch eligibility, Grade 11 GPA, number of course credits earned in Grade 11, and whether the student took any advanced coursework in Grade 11), we found that ELs who took the ACT with supports were predicted to earn an ACT Composite score 0.45 points higher than ELs who took the ACT without supports. Predicted section score gains were 0.70 in English, 0.18 in math, 0.56 in reading, and 0.36 in science.

Coursework Patterns of English Learners in Grade 11: Evidence From One State (Moore & Schnieders, 2026)

This data byte summarizes the findings from State 2 examining differences in Grade 11 coursework patterns by EL status and English language proficiency level. ELs were more likely to take lower-level high school English, math, and science courses compared to non-ELs. Also, ELs were less likely to take college level, dual enrollment, advanced, or honors coursework than non-ELs. All these differences were more pronounced for ELs with lower English proficiency compared to ELs with higher English proficiency. This data byte provides evidence that ELs may be exposed to different educational opportunities than their non-EL peers, which may play a role in their ACT performance in addition to the potential effect of limited English proficiency.

Who Receives English Learner Testing Supports on the ACT® Test? (Moore, 2026)

This data byte investigates whether (and which) student characteristics predict English learners’ (ELs) receiving testing supports when taking the ACT® test. Using regression models to control for ACCESS Overall score, free or reduced-price lunch eligibility, gender, and race/ethnicity, we found that in both states, ELs who were female and had lower English proficiency were more likely to take the ACT with supports than other ELs. In State 1, ELs who were ineligible for free or reduced-price lunch were more likely to receive supports. In State 2, ELs who were higher achieving academically and ELs who were Hispanic/Latino were more likely to receive supports.

Exploring Relationships Between English Proficiency and ACT® Test Performance of English Learners Addendum: ACT Writing (Moore, 2026)

Two recent research reports investigated relationships between English language proficiency and performance of English learners (ELs) taking the ACT® test (Moore & Schnieders, 2026; Moore, et al., 2026). This issue brief provides the results of additional analyses examining performance of ELs on the ACT writing test. Findings for ACT writing were generally consistent with the findings in the full research reports. ACCESS scores were significant predictors of performance on the ACT writing test, such that higher English proficiency was associated with higher ACT writing scores. Correlations between Grade 11 GPA and performance on the ACT writing test were small and largely non-significant for ELs with the lowest English reading proficiency, with larger correlations observed at higher levels of reading proficiency. One counterintuitive finding of these analyses was that EL testing supports were associated with lower ACT writing scores in both states. Future research should investigate the underlying causes of this phenomenon, including whether it reflects differences in the characteristics of students who take the ACT with versus without supports (e.g., lower ELP or lower writing ability), or other factors that may introduce construct-irrelevant variance.

 

School Supports for English Learners During the Pandemic (Schnieders & Moore, 2022)

This Data Byte focused on the programs and services that ELs received at school during the pandemic. Many ELs experienced disruptions, ranging from 36% to 44% for the three major EL programs available at school (i.e., EL instruction in an EL classroom, EL instruction in a regular classroom, and bilingual instruction in content classes). Additionally, most ELs experienced a transition to online learning during the pandemic, but EL supports were not prevalent during online learning.

Experiences and Perceptions of English Learners Testing with Language Supports (Schnieders, Moore, Herring, & Monroe, 2023)

This study surveyed 1,256 English learners to learn about their experiences and perceptions when taking tests with language supports. It focused on the types of supports ELs used in school and on the ACT, whether they thought the supports were useful, and why some ELs did not use supports when taking tests. The results indicated that ELs found language supports useful, and using language supports was associated with higher confidence about their ACT performance. However, some ELs took the ACT without supports due to lack of information about the availability of the supports or their eligibility for the supports. Recommendations were provided on how to better support ELs.

 

Performance of ACT’s 2021 Graduating Class by State and English Learner Status (Moore, 2021)

This Data Byte provides average ACT scores and percentages of students meeting each ACT College Readiness Benchmark for ACT’s 2021 graduating class by state and self-reported EL status.

 

English Learners who Take the ACT with Testing Supports: An Examination of Performance, Demographics, and Contextual Factors (Moore, 2021)

This study was ACT’s first look at the performance of ELs taking the ACT with ACT-approved testing supports. Demographic and contextual factors, along with limited English proficiency, played a substantial role in predicting the performance of ELs taking the ACT. ELs tended to score lower than non-ELs, took fewer core academic courses and fewer honors or AP courses, and had lower high school grades than non-ELs. ELs were more likely to be non-White, from a low income family, and/or a first-generation college student. This study highlights the importance of providing ELs with a rigorous education that includes instruction in both English language and core academic content to ensure that they have equitable opportunities and experiences as compared to their English proficient peers.

 

Score Gains and Validity Evidence for English Learners Testing with Supports on the ACT (Moore, Li, & Lu, 2021)

This study examined score gains for ELs who first tested without supports and retested with supports, as well as investigating technical aspects of test items and test scores of ELs testing with supports. Providing testing supports for ELs was found to have a positive effect on score gains, especially in reading, as well as stronger relationships between ACT scores and high school grades. Psychometric properties of scores for ELs who tested with supports generally supported score validity, with evidence of high classification accuracy, classification consistency, and comparable conditional standard errors of measurement. Some evidence of differential item functioning was found, but approximately half favored ELs and half favored non-ELs, suggesting minimal impact on total scores. Score reliability and standard errors of measurement were both lower for ELs who tested with supports, likely related to differences in score distributions. This study provides evidence that testing supports are providing a benefit to ELs and removing construct-irrelevant variance without conferring an unfair advantage, while pointing to the need for additional research to further examine the impact of the supports on predicting college performance.

 

Reliability of English Learners' Test Scores (Moore, Li, & Lu, 2020)

This technical brief summarized score reliability for ELs and non-ELs across multiple assessments, subject areas, and grade levels, and found that reliability of ELs’ scores is consistently lower than reliability of non-ELs’ scores. Score reliability for ELs taking the ACT was comparable, and in some cases higher than reliability for ELs taking other assessments. Psychometric characteristics of ACT scores of ELs found high classification consistency and no evidence of differential item functioning.

 

Testing Supports for English Learners: A Literature Review and Preliminary ACT Research Findings (Moore, Huang, Huh, Li, & Camara, 2018)

This study examined ACT performance of ELs taking the ACT with state-allowed supports prior to the introduction of ACT-approved supports. ELs were found to have lower ACT scores and lower high school grades than non-ELs, as well as lower correlations between ACT scores and high school grades. Some evidence was found that providing testing supports had a positive effect on ELs’ ACT scores.

 

Gaining a Better Understanding of ELL Students: How Well Do Parents Speak English (Moore & Wilkinson, 2017)

This Data Byte surveyed how well ACT-tested students thought their parents spoke English. Sixty-seven percent of students whose first language was not English indicated that their parents spoke English well or very well.

 

Gaining a Better Understanding of ELL Students: The Number of Languages Spoken in a Home (Moore & Wilkinson, 2017)

This Data Byte surveyed percentages of respondents who reported speaking one language or two or more languages at home. The percentage of students who reported that they speak more than one language at home (95%) was substantially higher when students indicated that their first language was not English.

 

Understanding How to Measure ELL: Evaluating Different Indicators of ELL (Moore & Wilkinson, 2017)

This Data Byte investigated how identification of ELs differ depending on how students are asked about English language usage. For example, the language students use most often at home may not be the same as the language that is easiest for them to speak.

 

EL Research Partnership Opportunity

ACT is currently recruiting colleges to submit first-year academic performance data to study relationships between ACT scores and college grades and provide evidence that the testing supports result in scores that can accurately predict ELs’ success in first-year college courses. Find additional information about how to participate in this study.

ACT Leadership Blog

By Joann Moore, Senior Research Scientist, August 31, 2021

A recent blog by Joann Moore, senior research scientist at ACT summarized recent research examining performance of ELs taking the ACT with testing supports and highlighted the need for ELs to have access to a rigorous education to prepare them for college and career readiness.