English language proficiency (ELP) assessments are used to measure students’ reading, writing, speaking, and listening skills in English.
ELP assessments have two main purposes. One is for a district or school to help identify English learners (ELs) who are eligible for services and those who can exit from services.
A second purpose of ELP assessments is for states to annually track the English proficiency of students already identified as ELs and to include the percentage of ELs reaching proficiency each year for Title I accountability. State assessments measure whether ELs attain English proficiency so that they have the opportunity to meet the same challenging content achievement standards as their peers. Most ELs will take the regular ELP assessment. Some ELs with significant cognitive disabilities may participate in an alternate assessment of English language proficiency.
With the emphasis on college- and career-ready standards, ELP assessments will be linked to more rigorous standards of English language arts, mathematics, and other content.
Quick Links to the ELP Assessment Consortia:
Assessment Services Supporting ELs through Technology Systems (ASSETS)
English Language Proficiency Assessment for the 21st Century (ELPA21)
Educators' Perspectives on Classroom Implementation of Accessibility Features and Accommodations
NCEO State Surveys: 2016 Survey of States: State Activities Amid Evolving Educational Policies
NCEO Brief: Meeting the Needs of ELs with Disabilities in Your State: Making EL Exit Decisions (#13)
Data Informed Accessibility: A Review of the Literature
Forum on Text Readers for Everyone on All Tests: Getting a Handle on What This Means
NCEO Reports: Providing English Language Development Services to English Learners with Disabilities: Approaches to Making Exit Decisions (NCEO Report 404)
Variables Used by States in the Calculation of Annual Measureable Achievement Objectives (AMAOs) for Title III Reporting
Forum on Common Language for States and Assessment Vendors
White Paper on Common Accessibility Language for States and Assessment Vendors
NCEO Data Analytics: State and National Demographic Information for English Learners (ELs) and ELs with Disabilities, 2012-13 (#4)
White Paper on English Language Learners with Significant Cognitive Disabilities
Forum on Implementing Accessibility Frameworks for ALL Students
NCEO State Surveys: 2014 Survey of States: Initiatives, Trends, and Accomplishments
Including Students who are Blind or Visually Impaired in English Language Proficiency Assessments: A Review of State Policies
NCEO Brief: Exploring Alternate ELP Assessments for ELLs with Significant Cognitive Disabilities (#10)
Including Students who are Deaf or Hard-of-hearing in English Language Proficiency Assessments: A Review of State Policies
NCEO Brief: State Assessment Decision-Making Processes for ELLs with Disabilities (#9)
NCEO Brief: Participation of ELLs with Disabilities in ELP Assessments (#8)
Voices From the Field: Making State Assessment Decisions for English Language Learners With Disabilities
Accommodations for Students with Disabilities on State English Language Proficiency Assessments: A Review of 2011 State Policies
Assessment Principles and Guidelines for ELLs with Disabilities
NCEO English Language Learners (ELLs) with Disabilities Reports: Policymaker Perspectives on the Inclusion of English Language Learners with Disabilities in Statewide Assessments (#8)
NCEO Limited English Proficiency Projects Reports: Connecting English Language Proficiency, Statewide Assessments, and Classroom Proficiency (#5)
NCEO Limited English Proficiency Projects Reports: Relationships Between a Statewide Language Proficiency Test and Academic Achievement Assessments (#4)
