ELPAC - English Language Proficiency Assessments for California
State and federal law require that districts administer a state test of English language proficiency (ELP) to eligible students in kindergarten through grade twelve. The ELPAC is aligned with the 2012 California English Language Development Standards. It is comprised of two separate ELP assessments: one for the initial identification of students as English learners (ELs), and a second for the annual summative assessment to measure a student's progress in learning English and to identify the student's level of ELP. Open the sections below to learn more about each assessment.
Initial ELPAC (July 1 through June 30 annually)
The Initial ELPAC is used to identify students as being either an English learner or fluent in English.
It is administered only once during a student’s time in the California public school system, based on the results of the home language survey.
The locally scored Initial ELPAC will be the official score.
Alternate ELPAC (February 1-May 31)
The Alternate ELPAC was developed to ensure that all students are able to participate in an assessment that is an accurate measure of a student’s English language proficiency (ELP).
The Initial Alternate ELPAC will provide information to determine a student’s initial classification as an English learner (EL student) or as initial fluent English proficient (IFEP).
The Summative Alternate ELPAC will provide information on an EL student’s annual progress toward ELP and support decisions for students to be reclassified as fluent English proficient (RFEP).
Summative ELPAC (February 1–May 31)
The purpose of the Summative ELPAC is to measure progress toward English proficiency, to help inform proper educational placements, and to help determine if a student is ready to be reclassified.
This is important when ensuring that students continue to receive the supports they need to do well in school.