Introduction to the ELPAC

The ELPAC is aligned with the 2012 California English Language Development Standards and assesses students’ ELP skills in Listening, Speaking, Reading, and Writing.

The ELPAC comprises two separate ELP assessments: the Initial ELPAC and the Summative ELPAC.

The Initial ELPAC is the required state assessment for ELP that is given to students whose primary language is a language other than English. State and federal law requires that LEAs administer a state assessment for ELP to eligible students in K–12. The purpose of the Initial ELPAC is to determine the English proficiency of students entering California schools for the first time. Identifying students who need help learning in English is an important step in ensuring students get the support they need to do well in school while receiving instruction in all school subjects. This assessment is available throughout the year, from July 1 to June 30.

The Summative ELPAC is an annual assessment to measure an EL student’s progress and to identify the student’s ELP. This assessment is given in the spring, from February 1 (or the following Monday if February 1 falls on a weekend) to May 31 (or the Friday before that if May 31 falls on a weekend).

Differences Between the Initial ELPAC and the Summative ELPAC

Table 1 offers a side-by-side view of the Initial ELPAC and the Summative ELPAC.

Table 1. Initial ELPAC and Summative ELPAC Comparison
Initial ELPAC	Summative ELPAC
This is an assessment used to identify a student as either an EL who needs support to learn English or as IFEP.	This is an assessment used to measure the skills of EL students. The results will help the school or LEA determine whether the student is ready to be reclassified as proficient in English.
This assessment is administered within 30 days of when the student enrolls in a California public school for the first time.	This assessment is administered every spring, from February 1 to May 31.
A student takes this assessment one time only. The Initial ELPAC is taken before the Summative ELPAC.	A student takes this assessment annually until reclassified.
A student must log on to all four domains to be counted as tested.	A student must log on to at least one of the two domains in each of the oral language and written language composites to be counted as tested.
There are two test forms with embedded field test items for the 2024–25 administration. The assessment will be refreshed for the 2025–26 administration.	The test forms are refreshed annually.
There are six grade levels and grade spans: kindergarten, 1, 2, 3–5, 6–‍8, and 9–‍12.	There are seven grade levels and grade spans: kindergarten, 1, 2, 3–5, 6–‍8, 9–10, and 11–12.
The Speaking domain is scored locally, and raw scores are entered into the DEI. The Writing domain is also scored locally; these scores are entered into the DEI for K–2 or the THSS for grades three through twelve. Local scoring for both the Speaking and Writing domains is done by a trained ELPAC test examiner. The Listening and Reading domains are machine-scored. SSRs are generated electronically in TOMS once all domains have been completed and scores have been merged. These SSRs can be printed locally by designated staff.	The Speaking domain is scored locally, and raw scores are entered into the DEI. The Writing domain is scored by ETS. The Listening and Reading domains are machine-scored. Once all domains have been completed and scored, SSRs are provided by ETS electronically to the LEA in TOMS and can be printed locally by designated staff.
The primary ordering window begins in April.	The primary ordering window begins in the fall.
The expiration rule for Listening, Speaking, Reading, and Writing domains is 30 days from the day the assessment is first accessed.	The expiration rule for Listening and Reading domains is 45 days and 20 days for Speaking and Writing domains from the day the assessment is first accessed.