LANDSCAPE OF K-12 ENGLISH LANGUAGE TESTING 1 - THE LANDSCAPE OF K-12 EL TESTING IN THE UNITED STATES: IMPLICATIONS FOR STATE EDUCATION ASSOCIATIONS, EL ADMINISTRATORS, TEACHERS, AND RESEARCHERS

Oct 2, 2026

Uploaded by dhado

The paper examines the shifting landscape of K-12 English learner (EL) testing in the United States under ESEA (1965) and its reauthorization through ESSA (2015). States must annually assess EL progress toward English proficiency, determine proficiency thresholds for success in mainstream classes, and reclassify students accordingly. Because test measures and state needs change over time, the study surveys assessment practices across states, focusing on how reclassification aligns with EL service requirements. Comparative knowledge supports better policy decisions and understanding of out-of-state transfer students’ abilities.

LanguageEnglish

CategoryExam

FormatPDF

Pages27

Reading Time1 h 8 min

AccessFree to download

Current Landscape of ESL Tests Used in the United States

Distribution of major assessment systems across states

Rationale for state-developed tests in gateway and non-gateway states

LANDSCAPE OF K-12 ENGLISH LANGUAGE TESTING 1 THE LANDSCAPE OF K-12 EL TESTING IN THE UNITED STATES: IMPLICATIONS FOR STATE EDUCATION ASSOCIATIONS, EL ADMINISTRATORS, TEACHERS, AND RESEARCHERS JEANNE BECK ANANDA MUHAMMAD Iowa State University ABSTRACT Per the Elementary and Secondary Education Act of 1965 (ESEA), reauthorized with the Every Student Succeed Act (ESSA) of 2015, states are responsible for annually assessing the progress of their English learners (ELs), determining what level ofproficiency constitutes a student’s ability to succeed in mainstream classes, and reclassifying proficient students. However, as test measurements and state needs change with time, the landscape ofK-12 EL testing in the United States resembles a moving target, seemingly hard to understand holistically. In this paper, the current landscape ofK-12 assessment and how one critical aspect of EL services, reclassification, looks across state lines is discussed. Possessing a working knowledge of the similarities and differences of other states’practices can help EL administrators and stakeholders alike make better decisions about what their assessments and reclassification practices should look like for their ELs and better understand their out-of-state transfer students’abilities. INTRODUCTION LANDSCAPE OF K-12 ENGLISH LANGUAGE TESTING 2 The United States consists of a patchwork of high-stakes K-12 English learner (EL) assessments, each state determining how to fulfill federal guidelines of accurately reporting English learner growth. As required in Title I, Section 1111(b)(7) of the Elementary and Secondary Education Act of 1965 (ESEA), reauthorized as the Every Student Succeeds Act ofin 2015 (U.S. Department of Education, n.d.), state educational agencies (SEAs) must annually assess the adequate yearly progress (AYP) of all students through their local educational agencies (LEAs) to determine their ability to meet the state’s academic achievement standards (U.S. Department of Education, 2017) . Furthermore, under 1111(c)(4)(A)(ii), SEAs must assess English learners (ELs) to determine to what extent their ELs are making progress towards proficiency in English. Given that states approve their own plans with the Department of Education for meeting federal requirements outlined in Title I and Title III (U.S. Department of Education, 2019) there are differences in how states assess ELs to demonstrate their English growth and proficiency. These differences can result in varying ways that students are reclassified once English proficiency has been reached. Additionally, these differences can prove challenging to teachers and administrators when working with out-of-state transfer students who have been assessed in varying ways. Moreover, being able to see all 50 states and D.C. compared side-by-side might allow SEAs to strengthen their own EL policies. Given this backdrop, and the desire to better understand the EL assessment requirements on a holistic, country-wide level, the following research questions are posed: 1. What is the current landscape of annual K-12 EL assessments used in the United States for federal compliance? 2. How do states differentially use testing data for reclassifying students? LANDSCAPE OF K-12 ENGLISH LANGUAGE TESTING 3 CURRENT LANDSCAPE OF ESL TESTS USED IN THE UNITED STATES Information available from each of the 50 states and the District of Columbia’s Department of Education website was used to identify the test administered by states to annually assess the English language proficiency of ELs in K-12 schools 1. Ten different tests were identified which are visualized in Figure 1. As illustrated by the map, WIDA’s ACCESS 2.0 is the overwhelming choice for 35 states. Five states use ELPA21 . The rest utilize a mix ofWIDA’s assessment and ELPA21 as is the case of Washington state2, their own state-developed test3 (AZELLA [Arizona], ELPAC [California], KELPA [Kansas], ELPT [Louisiana], OELPA [Ohio]

FAQs

What federal responsibilities do states have for K-12 English learner assessment under ESEA/ESSA?

States must annually assess English learners, determine what proficiency level signals readiness for mainstream classes, and reclassify students once proficiency is reached, aligning reporting with federal guidance.

Which EL assessment is used by most states and how many?

WIDA’s ACCESS 2.0 is used by 35 states, making it the dominant choice across the country.

How do differences in state testing practices affect teachers and administrators?

The varying assessment approaches can create challenges when supporting out-of-state transfer students whose proficiency has been measured through different systems.

Oct 2, 2026

Uploaded by dhado