The English Language Proficiency Assessments for California (ELPAC) and the Alternate English Language Proficiency Assessments for California, or Alternate ELPAC are the mandated state tests for determining English language proficiency (ELP). The Initial ELPAC and the Initial Alternate ELPAC are administered to newly enrolled students whose primary language is not English, as indicated on a home language survey; and, annually, students who have been previously identified as English learner students will take either the Summative ELPAC or the Summative Alternate ELPAC until they become eligible for reclassification.

The Alternate English Language Proficiency Assessments for California, or Alternate ELPAC provides a consistent, standardized measurement of ELP across the state for students with the most significant cognitive disabilities, whose primary language is a language other than English, and who have been found eligible for alternate assessments by their individualized education program (IEP) team. The Alternate ELPAC purpose is twofold: (1) the Initial Alternate ELPAC provides information to determine a student’s initial classification as an English learner (EL) or as initial fluent English proficient (IFEP) and (2) the Summative Alternate ELPAC provides information on student annual progress toward ELP and support decisions for students to be redesignated fluent English proficient (RFEP). The Alternate ELPAC is aligned with 2012 California English Language Development Standards via the English Language Development Connectors(DOCX) which are reduced in depth, breadth, and complexity for this population. The Alternate ELPAC is administered to kindergarten through grade twelve students (including students through 21 years of age) following the grades and grade spans of the Initial and Summative ELPAC.

The ELPAC is used to measure how well students in kindergarten through twelfth grade understand English when it is not their primary language.

• Initial ELPAC—The general assessment whose results provide the primary identification of students as English learners (ELs).
• Summative ELPAC—The general assessment, administered annually, whose results measure an EL student’s progress and identify the student’s English Language Proficiency (ELP) level.
• Initial Alternate ELPAC—The alternate assessment whose results provide the primary identification of students with the most significant cognitive disabilities as ELs.
• Summative Alternate ELPAC—The alternate assessment, administered annually, whose results measure and identify the student’s ELP level, for students with the most significant cognitive disabilities.

Summative assessment results can provide students, families, and educators a snapshot of student proficiency. These results can be used alongside other measures to help understand how a student is performing in relation to the expectations for their grade. Summative assessment results are also used by schools and districts in their planning of instruction, student support, and as part of the reclassification process.

Interim and formative assessments are also an important piece of a comprehensive assessment system. Furthermore, interim and formative assessments can be used by educators to gather more detailed and timely information about student achievement. This information can be used to adjust instruction and better support student needs during the school year.

Assessment results are only one measure of student learning and should be used with other measures and information in making educational decisions. Parents and guardians are encouraged to speak with your child’s teachers and school regarding specific questions about their child’s learning.

Initial ELPAC and Initial Alternate ELPAC: 5 CCR Section 11518.5(e) requires LEAs to provide individual Initial ELPAC and Initial Alternate ELPAC results to parents/guardians within 30 calendar days of a student’s first enrollment in a California public school. The date of enrollment is defined as the student’s first day of instruction.

Summative ELPAC and Summative Alternate ELPAC: 5 CCR, Section 11518.15(c) requires LEAs to provide individual Summative ELPAC and Summative Alternate ELPAC results to parents/guardians within 30 calendar days after they are received by the LEA or, if received during the LEA’s summer break, within 15 working days of the start of the new academic year.
For more information, please refer to the Options for Distributing SSRs topic of the ELPAC Scoring and Reporting Guide and the 2023–24 English Language Proficiency Assessments for California Information Guide document.

Student Score Reports (SSRs) for the ELPAC can be accessed electronically through your district’s student and parent portal (if available), or they will be printed and provided to families once received by your district from the testing contractor. For detailed instructions on how to view electronic SSRs in the student/parent portal, please contact your LEA.

Yes. The California Department of Education takes the privacy of student records very seriously. All student scores and other confidential data are stored securely, monitored against intrusion, and accessible only to those with legitimate educational purposes and credentials.

There is a full range of accessibility supports for all students, including those who are English learners and students with disabilities. These include universal tools, designated supports, accommodations, and unlisted resources. All students who use a universal tool, designated support, or accommodation during testing will receive a valid score. For a full list and description of these supports, please see the CDE’s Student Accessibility Supports web page.

The state publicly releases statewide results annually by October 15 after all testing has been completed and all results have been tabulated. Results are posted on the CDE’s Test Results for California’s Assessments web page.

Upon enrollment in a California school for the first time, all parents are required to have a completed Home Language Survey (HLS) for their child. If HLS indicates that the student has a primary language other than English, then the student is assessed with the Initial ELPAC. The results of the Initial ELPAC or Initial Alternate ELPAC will determine if the student is an English Learner or English proficient.