Assessment & Accountability

The legislation required valid and reliable assessments for English Learners including assessments in the primary language.

This legislation allowed districts to administer the primary language assessment to both native English speakers and redesignated students, in addition to English learners, in dual language immersion programs.

In 2020, we worked with Legislative Budget Subcommittees to include language in the budget requiring the new three-year LCAP Template to include a description of the language acquisition programs for ELs and professional development for teachers of English learners.

After more than 10 years working to modify the state accountability system for English learners, the Governor approved the following elements in the State Budget to be addressed districts’ 2024-2027 three year LCAP.

– Districts must include in their LCAP a goal for student groups that score at the lowest performance for one or more indicators
– Districts must describe what they are doing to reduce gaps and disparities for student groups
– Long Term English Learners are to be considered a numerically significant student group in addition to the EL student group. LTELs are declared a numerically significant student group when a district has 15 LTELs and when a school site has 30 LTELs