About 2018–19 CAASPP and ELPAC
The 2018–19 California Assessment of Student Performance and Progress (CAASPP) system consists
of the following online summative assessments:
- Smarter Balanced Summative Assessments for English language arts/literacy (ELA) and mathematics
- California Science Test (CAST)
- California Alternate Assessments (CAA) for English language arts/literacy (ELA), mathematics, and science
- California Spanish Assessment (CSA)
The English Language Proficiency Assessments for California (ELPAC) consists of two assessments:
- Initial ELPAC
- Summative ELPAC
The CAASPP System
CAASPP—The primary purpose of the California Assessment of Student Performance and Progress (CAASPP) System
is to assist teachers, administrators, students, and parents by promoting high-quality teaching and learning through
the use of a variety of assessment approaches and item types. The CAASPP includes the Smarter Balanced assessment system
for English language arts/literacy (ELA) and mathematics, the California Science Test (CAST), the California Alternate
Assessments (CAAs) for ELA, mathematics, and science, and the optional California Spanish Assessment (CSA).
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 English language arts/literacy and mathematics.
The purpose of the Smarter Balanced Summative Assessments is to assess student knowledge and skills for
English language arts/literacy (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 become ready for college or a career.
All 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 California Alternate Assessments.
Visit the California Department of Education’s Smarter Balanced Assessment System web page for more information.
California Science Test
The California Science Test (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 life sciences, earth and space 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 in science, to foster science
education at every grade level, to measure the range and depth of the CA NGSS, and to prepare
students for college and careers.
The CAST is for eligible students in grades five and eight and one time in high school (i.e., grade ten, eleven, or twelve).
The California Department of Education 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 California Department of Education’s 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 California Alternate Assessments (CAAs)
for ELA, mathematics, and science are an annual measure of 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 Next Generation Science Standards for science.
The purpose of the CAAs is to assess student knowledge and skills in English language arts/literacy, 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 CAA only if it is indicated in their active individualized education program (IEP).
The CAAs for ELA and mathematics is administered to all eligible students in grades three through eight and grade eleven.
The CAA for science is administered to all eligible students grades five, eight, and once in high school
(i.e., grade ten, eleven, or twelve).
Visit the California Department of Education’s California Alternate Assessments for ELA and Math web page
or the California Alternate Assessment for Science web page for more information.
California Spanish Assessment
The California Spanish Assessment (CSA) measures a students’ skills in reading, writing mechanics, and listening
using the Common Core State Standards en Español. The CSA is currently being administered for the first time this spring 2019.
The purpose of the CSA is to measure a student’s competency in Spanish language arts in grades three through eight
and high school in order 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 to be on track to graduate biliterate.
Any students in grades three through eight and high school seeking a measure to recognize their
Spanish-specific reading, writing mechanics, and listening skills, regardless of their
current enrollment in Spanish instruction.
Visit the California Department of Education’s California Spanish Assessment web page for more information.
The ELPAC System
The English Language Proficiency Assessments for California (ELPAC) system is used to determine and monitor
the progress of the English language proficiency of students whose primary language is not English.
The ELPAC is aligned with the 2012 California English Language Development Standards and assesses
four domains: listening, speaking, reading, and writing.
Initial ELPAC
The Initial ELPAC is administered to students in kindergarten through grade twelve who have a language
other than English on the home language survey. The purpose of the Initial ELPAC is to identify students
as being either an English learner 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.
A domain exemption may be used if an English learner has a disability that precludes assessment of the
student in one or more domains of the English language proficiency assessment such that there are no
appropriate accommodations for the affected domain(s). This use of a domain exemption(s) must be identified
in the student’s individualized educational program (IEP) or Section 504 plan. For a student to be assigned
an Overall score, the student will need to be assessed with the ELPAC in at least one domain for both
the Oral and Written Language composites.
Until the Alternate ELPAC is field tested, alternate assessments are decided on locally and are allowed
only for English learners with the most significant cognitive disabilities. The use of alternate assessment(s)
must be identified in the student’s IEP.
Visit the California Department of Education’s English Language Proficiency Assessments for California (ELPAC) web page or the ELPAC website for more information about the Initial ELPAC.
Summative ELPAC
The Summative ELPAC is administered only to students who have previously been identified as an English learner
based upon the results of the Initial ELPAC. The Summative ELPAC measures how well English learners are
progressing toward English language proficiency.
A domain exemption may be used if an English learner has a disability that precludes assessment of the student
in one or more domains of the English language proficiency assessment such that there are no appropriate
accommodations for the affected domain(s). This use of a domain exemption(s) must be identified in the student’s
individualized educational program (IEP) or Section 504 plan. For a student to be assigned an Overall score,
the student will need to be assessed with the ELPAC in at least one domain for both the Oral and Written Language composites.
Until the Alternate ELPAC is field tested, alternate assessments are decided on locally and are allowed
only for English learners with the most significant cognitive disabilities. The use of alternate assessment(s)
must be identified in the student’s IEP.
Visit the California Department of Education’s English Language Proficiency Assessments for California (ELPAC) web page or the ELPAC website for more information about the Summative ELPAC.
CAASPP Reporting Student Groups
Reports are available for all CAASPP assessments at the state, county, school district, and
school levels for "All Students" and disaggregated for student groups using the following criteria:
- All Students
- Disability Status*
- Students with disability
- Students with no reported disability
- Economic Status
- Economically disadvantaged
- Not economically disadvantaged
- English-Language Fluency
- Fluent English proficient and English only
- Initial fluent English proficient (IFEP)
- Reclassified fluent English proficient (RFEP)
- English learners (ELs) enrolled in school in the U.S. fewer than 12 months
- English learners enrolled in school in the U.S. 12 months or more
- English learner
- English only
- Ever-ELs
- To be determined (TBD)
- Ethnicity
- Black or African American
- American Indian or Alaska Native
- Asian
- Filipino
- Hispanic or Latino
- Native Hawaiian or Pacific Islander
- White
- Two or more races
- Ethnicity for Economically Disadvantaged
- Black or African American
- American Indian or Alaska Native
- Asian
- Filipino
- Hispanic or Latino
- Native Hawaiian or Pacific Islander
- White
- Two or more races
- Ethnicity for Not Economically Disadvantaged
- Black or African American
- American Indian or Alaska Native
- Asian
- Filipino
- Hispanic or Latino
- Native Hawaiian or Pacific Islander
- White
- Two or more races
- Gender
- Migrant
- Parent Education
- Not a high school graduate
- High school graduate
- Some college (includes AA degree)
- College graduate
- Graduate school/Post graduate
- Declined to state
- Military Status
- Homeless Status
* Not applicable to CAAs for ELA, mathematics, and science
ELPAC Reporting Student Groups
Reports are available for all ELPAC tests at the state, county, school district, and school
levels for "All Students" and disaggregated for student groups using the following criteria:
- All Students
- Gender
- Primary Language
- Spanish
- Vietnamese
- Mandarin (Putonghua)
- Arabic
- Filipino (Pilipino or Tagalog)
- Cantonese
- Korean
- Hmong
- Punjabi
- Russian
- All remaining languages
- Migrant
- Disability Status
- Students not receiving special education services
- Students receiving special education services
- Students receiving special education services tested with alternate assessment for any or all domains
- Economic Status
- Economically disadvantaged
- Not economically disadvantaged
- Race and Ethnicity
- Black or African American
- American Indian or Alaska Native
- Asian
- Filipino
- Hispanic or Latino
- White
- Native Hawaiian or Other Pacific Islander
- Two or more races
- English Learners*
- English learners enrolled in school in the U.S. fewer than 12 months
- English learners enrolled in school in the U.S. 12 months or more
- All English learners
- Military Status*
- Homeless Status*
* Not applicable to Initial ELPAC
