EL programs and services are effective in supporting students’ acquisition of English
and their academic achievement.
Underlying assumptions: To test whether this goal is being met,
states could test the following underlying assumptions:
- Over time, students in EL programs achieve successively higher performance levels.
- The percentage of students exiting from the programs each year is on par with national
trends or program goals.
- Students exit EL programs in a timely manner (e.g., on average, students exit the
ELP program within five years and no student remains in the program longer than
- Differences in ELPA scores indicate differences in program quality.
- Districts have the knowledge and resources to use the information provided by the
ELPA to make improvements in LEP programs.