EL students become proficient in English, acquiring the academic language skills
necessary to participate fully in instructional discourse conducted in English.
Underlying assumptions: To test whether this goal is being met,
states could test the following underlying assumptions:
- English language proficiency no longer poses a barrier to students’ participation
in the classroom.
- Students no longer need EL-focused accommodations to demonstrate proficiency in
- Students are able to succeed in English-instructed courses without language support.