English Language Proficiency in California

For public school students in California, English language proficiency (ELP) falls within the scope of state and federal laws. The law requires that local educational agencies (LEAs) administer a state test of ELP to all students who have a primary language other than English, which in California is the English Language Proficiency Assessments for California (ELPAC). Furthermore, the ELPAC must be aligned with the 2012 California English Language Development Standards (2012 CA ELD Standards). (California Education Code (EC) 60810).

All students have the right to an equal and appropriate education, and any English language limitations left unidentified and/or unaddressed could preclude a student from accessing that right.

Beyond these civil rights obligations, there are various federal and state laws and regulations that address identifying, assessing, providing services and programs to, and reclassifying English Learner (EL) students, which are discussed throughout this guide (e.g., [Title VI of the Civil Rights Act of 1964 (Title VI) and the Equal Educational Opportunities Act of 1974, California Code of Regulations, Title 5 [5 CCR], Section 11518; California Education Code (EC) Section 313, Section 60810, Section 3102 [20 US Code 6812], Section 3111 [20 US Code 6821], and Section 3115 [20 US Code 6825]; and Titles I and Ill of the federal Every Student Succeeds Act [ESSA], which reauthorized the Elementary and Secondary Education Act [ESEA]).

The ELP Assessment

LEAs shall administer a state test of ELP (EC sections 313 and 60810) and Titles I and Ill of the federal Every Student Succeeds Act, which reauthorized the Elementary and Secondary Education Act.

For California’s students in public schools, it is the ELPAC or, when deemed appropriate by the individualized education program (IEP) team, the Alternate ELPAC.

The ELPAC is administered in both of the following ways:

• As an initial assessment to newly enrolled students with a language other than English, as indicated on a home language survey
• As a summative assessment annually to students who have been identified as EL students until reclassified as fluent English proficient

The Alternate ELPAC is administered in both of the following ways:

• As an initial assessment to newly enrolled students with the most significant cognitive disabilities whose IEP team determined they are eligible for alternate assessments and have a language other than English, as indicated on a home language survey.
• As a summative assessment to EL students with the most significant cognitive disabilities whose IEP team determined they are eligible for alternate assessments; this assessment must be administered annually to eligible students until reclassified as fluent English proficient.

The Standards

In November 2012, the California State Board of Education adopted the 2012 California English Language Development Standards. These standards are aligned with key knowledge, skills, and abilities described in the California Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects.

The Initial and Summative ELPAC are aligned with the 2012 California English Language Development Standards.

The Initial Alternate and Summative Alternate ELPAC are also aligned with the 2012 California English Language Development Standards via the English Language Development Connectors for the Alternate ELPAC, which are reduced in depth, breadth, and complexity for this specific student population.