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About CAASPP and ELPAC

The California Assessment of Student Performance and Progress (CAASPP) System consists of the following computer-based summative assessments:

The English Language Proficiency Assessments for California (ELPAC) System consists of four assessments:

School Type Definitions

Definitions of Language Fluency Groups

Suppression Rules

CAASPP Reporting Student Groups

ELPAC Reporting Student Groups

The CAASPP System

The primary purpose of the CAASPP System is to assist teachers, administrators, students, and families by promoting high-quality teaching and learning through the use of a variety of assessment approaches and item types. CAASPP includes the Smarter Balanced Summative Assessments for ELA and mathematics, the CAST, and the optional CSA. Students whose individualized education program (IEP) indicates an alternate assessment will instead take the California Alternate Assessments (CAAs) for ELA, mathematics, and science.

Visit the California Department of Education (CDE) California Assessment of Student Performance and Progress (CAASPP) System web page or the CAASPP & ELPAC website for more information about CAASPP.

Smarter Balanced Summative Assessments for ELA and Mathematics

The Smarter Balanced Summative Assessments for ELA and mathematics are an annual measure of what students know and can do using the Common Core State Standards for ELA and mathematics.

The purpose of the Smarter Balanced Summative Assessments is to assess student knowledge and skills for ELA and mathematics, as well as how much students have improved since the previous year. These measures help identify and address gaps in knowledge or skills early so students get the support they need for success in higher grades and for college and career readiness.

Students in grades three through eight and grade eleven take the Smarter Balanced Summative Assessments unless a student’s active individualized education program (IEP) designates the CAAs.

Visit the CDE Smarter Balanced Assessment System web page for more information.

California Science Test

The CAST measures what students know and can do using the California Next Generation Science Standards (CA NGSS), which focus on understanding the scientific concepts found in the Earth and Space Sciences, Life Sciences, and Physical Sciences. These standards integrate disciplinary core ideas, science and engineering practices, and crosscutting concepts to help students understand how science works in the natural world.

The purposes of the CAST are to assess student knowledge and skills across the range and depth of the CA NGSS, to foster science education at every grade level, and to prepare students for college and careers.

Students take the CAST assessment in grades five and eight and one time in high school (that is, grade ten, eleven, or twelve) unless a student’s active IEP designates the CAAs. The CDE recommends testing high school students when they are enrolled in their last science course. High schools have the option to test any or all students in grade ten or eleven as long as all students have been tested by the end of grade twelve.

Visit the CDE California Science Test web page for more information.

California Alternate Assessments for ELA, Mathematics, and Science

Designed for students with the most significant cognitive disabilities, the CAAs for ELA, mathematics, and science measure what students know and can do using alternate achievement standards. Known as the Core Content Connectors, these standards are aligned with the Common Core State Standards for ELA and mathematics, and the CA NGSS for science.

The purpose of the CAAs is to assess student knowledge and skills in ELA, mathematics, and science while helping to identify and address gaps in knowledge or skills so students get the support they need.

Students are eligible to take the CAAs only if it is indicated in their active IEP. The CAAs for ELA and mathematics are administered to all eligible students in grades three through eight and grade eleven. The CAA for Science is administered to all eligible students in grade five, grade eight, and once in high school (that is, grade ten, eleven, or twelve).

Visit the CDE California Alternate Assessments for ELA and Math web page or the California Alternate Assessment for Science web page for more information.

California Spanish Assessment

Using the California Common Core State Standards en Español, the CSA measures students’ skills in grades three through eight and high school for reading, writing, and listening through Spanish literacy. For students in high school, the CSA also measures students' speaking skills through Spanish literacy.

The purpose of the CSA is to measure a student’s competency in Spanish reading language arts to provide student-level data in Spanish competency and to provide high school students with a measure suitable to be used, in part, for the State Seal of Biliteracy. These measures help identify and address gaps in knowledge or skills for students working toward biliteracy.

Any students seeking a measure to recognize their Spanish-specific reading language arts skills, regardless of their current enrollment in Spanish instruction, may take the CSA.

Visit the CDE California Spanish Assessment web page for more information.

The ELPAC System

The ELPAC System consists of two separate English language proficiency (ELP) assessments: one for the initial identification of a student as an English learner (EL), 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 for a student whose primary language is not English. The ELPAC is aligned with the 2012 California English Language Development Standards (PDF) and assesses four domains: Listening, Speaking, Reading, and Writing. Students whose individualized education program (IEP) indicates an alternate assessment will instead take the Initial Alternate ELPAC and the Summative Alternate ELPAC.

Visit the CDE English Language Proficiency Assessments for California (ELPAC) web page or the CAASPP & ELPAC website for more information about the ELPAC.

Initial ELPAC

The Initial ELPAC is administered to students in kindergarten through grade twelve whose primary language is a language other than English as indicated on their home language survey. The purpose of the Initial ELPAC is to identify students as being either an EL or fluent English proficient. It is administered only once during a student’s initial enrollment in a California public school. The Initial ELPAC is scored locally, and the results are considered the official score. For more information, visit the CDE Initial ELPAC Participation and Scoring (PDF) designed to provide testing scenarios that indicate when a student is counted toward participation and receives a Student Score Report.

In California, when a student’s active IEP or Section 504 plan specifies that the student has a disability that precludes assessment of the student, for which there are no appropriate accommodations in one or more of the four domains, the student will be assessed in the remaining domain(s) in which it is possible to assess the student pursuant to 34 Code of Federal Regulations (CFR) Section 200.6(h)(4)(ii). For more information, visit the Domain Exemptions subsection of the ELPAC Information Guide .

Potential EL students with the most significant cognitive disabilities as determined by the student’s IEP team or Section 504 plan will need to be administered the Initial Alternate ELPAC.

Summative ELPAC

The Summative ELPAC is administered only to students who have previously been identified as an EL on the basis of the results of the Initial ELPAC. The Summative ELPAC measures how well EL students are progressing toward ELP.

For more information, visit the CDE Summative ELPAC Participation and Scoring (PDF) designed to provide testing scenarios that indicate when a student is counted toward participation and receives a Student Score Report.

In California, when a student’s active IEP or Section 504 plan specifies that the student has a disability that precludes assessment of the student, for which there are no appropriate accommodations in one or more of the four domains, the student will be assessed in the remaining domain(s) in which it is possible to assess the student pursuant to 34 CFR Section 200.6(h)(4)(ii). For more information, visit the Domain Exemptions subsection of the ELPAC Information Guide .

Initial Alternate ELPAC

The Initial Alternate ELPAC is administered to students in kindergarten through grade twelve whose primary language is a language other than English as indicated on their home language survey, who have been identified as having the most significant cognitive disabilities, who have been found eligible for alternate assessments by their IEP team, and who must have the assessment identified in their active IEP.

The purpose of the Initial Alternate ELPAC is to identify students as being either an EL or fluent English proficient. The assessment is administered only once during a student’s initial enrollment in a California public school. The Initial Alternate ELPAC has a subset of items that are scored by the test examiner in the moment, and the results are considered the official score. Visit the CDE Alternate ELPAC Participation and Scoring (PDF) designed to provide testing scenarios that indicate when a student is counted toward participation and receives a Student Score Report.

Note: Domain exemptions are not applicable to the Alternate ELPAC, as the assessment assesses the domains in an integrated manner and is administered one-on-one with the student by a test examiner who is most familiar with the student. Items are made available to students who may respond using their preferred communication modes (that is, eye gaze, pointing, augmentative and alternative communication [AAC] device).

Summative Alternate ELPAC

The Summative Alternate ELPAC is intended only for EL students who have the most significant cognitive disabilities, whose IEP team has decided that the student should take alternate assessments, and who must have the assessment identified in their active IEP. The Alternate ELPAC operational field test in 2021–22 was a census field test, meaning all students who would be eligible were required to participate in the administration.

The purpose of the Summative Alternate ELPAC is to provide information on annual student progress toward ELP and support decisions on student reclassification as fluent English proficient (RFEP). Visit the CDE Alternate ELPAC Participation and Scoring (PDF) for more information.

Note: Domain exemptions are not allowable for the Alternate ELPAC, as this assessment uses integrated domains and is administered one-on-one by a test examiner who is familiar with the student. Receptive (Listening and Reading) items and expressive (Speaking and Writing) items are made available to students who may respond using their preferred communication modes (that is, eye gaze, pointing, AAC device).

School Type Definitions

The "All Schools" school type includes all charters, both direct-funded and locally-funded, and all non-charters. Direct-funded charters are aggregated to themselves in this school type, meaning that a direct-funded charter school is aggregated to a district with the same name as the school.

The "Charter Schools" school type includes only charter schools, both direct-funded and locally-funded. Direct-funded charters are aggregated to their authorizing district in this school type.

The "Non-charter Schools" school type includes only non-charter schools.

Definitions of Language Fluency Groups

Fluent English proficient and English only (IFEP, RFEP, and EO)—An aggregation of students who have an English language acquisition status of initial fluent English proficient, reclassified fluent English proficient, or English only.

Initial fluent English proficient (IFEP)—A student whose score on the Initial ELPAC determines fluent English proficiency and places the student in mainstream classes. This student does not require EL services.

Reclassified fluent English proficient (RFEP)—A student in kindergarten through grade twelve who, upon entering public school in California, was identified as an EL and is subsequently reclassified in California as proficient in English.

English learner (EL)—A student in kindergarten through grade twelve whose primary language is a language other than English as indicated on their home language survey and who, upon initial assessment in California, is determined to be eligible for support with English language development based on the results of their initial assessment of ELP. This group does not include RFEP students.

Adult English learner (ADEL)—A student aged 22 years or older enrolled in kindergarten through grade twelve who has been identified by a local educational agency as an EL through a local process (for example, home language survey, or another local assessment) because the student is not eligible to take the Initial ELPAC. ADEL students are not considered EL students for purposes of federal Title III funding or state-level accountability and are not aggregated to any other EL groups.

English only (EO)—A student in kindergarten through grade twelve for whom English is reported as the primary language on their home language survey.

Ever-EL—A student who has been designated an EL at any point during their enrollment in a US school.

Long-Term English learner (LTEL)—As defined in Education Code Section 313.1, a "long-term English learner" means an EL to which all of the following apply:

  1. Is enrolled in any of grades six through twelve, inclusive
  2. Has been enrolled in schools in the United States for six years or more
  3. Has remained at the same ELP level for two or more consecutive prior years, or has regressed to a lower ELP level, as determined by the English language development test identified or developed pursuant to Section 60810, or a score determined by the superintendent on any successor test
  4. For a pupil in any of grades six through nine, inclusive, has scored far below basic or below basic on the prior year’s English language arts standards-based achievement test administered pursuant to Section 60640, or a score determined by the superintendent on any successor test

A student for which the required testing results are not available for either C or D shall not have those criteria applied and shall not be excluded on the basis of those criteria.

Please note that the definition of LTEL in assessment reporting differs from the definition used in reporting for the California School Dashboard. For more information regarding the criteria used to determine an EL student as an LTEL for the Dashboard, DataQuest, and assessment reporting, please visit the CDE Long-Term English Learner (LTEL) Students web page .

At-Risk of becoming LTEL (AR–LTEL)—As defined in Education Code Section 313.1, an "English learner at risk of becoming a long-term English learner" means an EL to which all of the following apply:

  1. Is enrolled in any of grades three through twelve, inclusive
  2. Has been enrolled in schools in the United States for four to five years
  3. Has scored at the intermediate level or below on the prior year’s English language development test identified or developed pursuant to Section 60810, or a score determined by the superintendent on any successor test
  4. For a pupil in any of grades three through nine, inclusive, has scored in the fourth or fifth year at the below basic or far below basic level on the prior year’s English language arts standards-based achievement test administered pursuant to Section 60640, or a score determined by the superintendent on any successor test.

A student for which the required testing results are not available for either C or D shall not have those criteria applied and shall not be excluded on the basis of those criteria.

Never–EL—An aggregation of students who have an English language acquisition status of IFEP, EO, and to be determined.

To be determined (TBD)—A student in kindergarten through grade twelve for whom there is a report of a primary language other than English on the home language survey and for whom the district has not yet administered the Initial ELPAC or Initial Alternate ELPAC. The assessment process must be completed within 30 calendar days of initial enrollment in a California public school.

For more information, please visit the Understanding English Learner Achievement in California (PDF).

Glossary of Terms for English learner (EL) Reports

Suppression Rules

Number of Students (Enrolled, Tested, and Tested with Scores)

To protect student privacy, data is suppressed when a limited number of student results are available. The following information outlines the conditions in which student results will be suppressed. All suppressed values will be denoted with an asterisk (*).

Enrolled counts will always be displayed if the count is greater than 3. If not, it will be suppressed.

If the tested count is zero, zero will be displayed. If the tested count is 1, 2, or 3, the tested count will be suppressed. If the tested count is greater than 3, the tested count will be displayed.

If the tested with scores count is zero, zero will be displayed. If the tested with scores count is 1, 2, or 3, the tested with scores count will be suppressed. If the tested with scores count is greater than 3, the tested with scores count will be displayed.


Performance Level Tables

When the tested with scores count is zero, the Mean Scale Score and Area Performance Level results will be N/A.

When the tested with scores count is suppressed, the Mean Scale Score and Area Performance Levels results will be suppressed.

When the tested with scores count is greater than 3 but less than 11, the Mean Scale Score and Area Performance Level results will be suppressed.

When the tested with scores count is 11 or greater, the Mean Scale Score and Area Performance Levels results will be displayed.

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