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Summative ELPAC Performance Level Descriptors

The Summative English Language Proficiency Assessments for California (ELPAC) measure how well English learners use English to listen, speak, read, and write. The overall result is reported in one of four performance levels.

How the levels connect to the CA ELD Standards

The general performance level descriptors draw from the 2012 California English Language Development Standards: Kindergarten Through Grade 12. The four ELPAC performance levels relate to portions of the Standards' three proficiency stages: Emerging, Expanding, and Bridging.

These are related frameworks, not interchangeable labels. A Summative ELPAC result summarizes performance on a statewide assessment; the CA ELD Standards describe a broader continuum used to guide instruction.

The four overall performance levels

Level General descriptor Relationship to the CA ELD Standards
4
Well Developed		 English learners at this level have well developed oral (listening and speaking) and written (reading and writing) skills. They can use English to learn and communicate in meaningful ways that are appropriate to different tasks, purposes, and audiences in a variety of social and academic contexts. They may need occasional linguistic support in familiar contexts and light support for less familiar tasks and topics. Corresponds to the upper range of Bridging.
3
Moderately Developed		 English learners at this level have moderately developed oral and written skills. They can sometimes use English to learn and communicate in meaningful ways across a range of topics and content areas. They need light-to-minimal linguistic support in familiar contexts and moderate support for less familiar tasks and topics. Corresponds to the upper range of Expanding through the lower range of Bridging.
2
Somewhat Developed		 English learners at this level have somewhat developed oral and written skills. They can use English to meet immediate communication needs but often are not yet able to use English to learn and communicate across topics and content areas. They need moderate-to-light linguistic support in familiar contexts and substantial-to-moderate support for less familiar tasks and topics. Corresponds to the low-to-middle range of Expanding.
1
Minimally Developed		 English learners at this level have minimally developed oral and written English skills. They tend to rely on learned words and phrases to communicate meaning at a basic level. They need substantial-to-moderate linguistic support in familiar contexts and substantial support for less familiar tasks and topics. Corresponds to Emerging.

At-a-glance continuum

LEVEL 1

Emerging

Substantial support is typically needed, especially with unfamiliar language demands.

LEVEL 2

Expanding

Support needs vary from substantial to moderate and may become lighter in familiar contexts.

LEVEL 3

Expanding to Bridging

Students generally need lighter support in familiar contexts and moderate support when demands are less familiar.

LEVEL 4

Upper Bridging

Students may still need occasional or light linguistic support depending on the task and context.

Interpret results carefully

  • Overall and domain results are different. The overall performance level combines performance across oral language and written language. Domain and performance-area information can reveal strengths and needs that the overall level alone may conceal.
  • A level describes assessment performance, not a student. Avoid using a level as a fixed label or assuming that language performance is identical across every classroom, task, or social context.
  • Support can remain appropriate at every level. Even Level 4 explicitly recognizes that occasional or light linguistic support may be needed.
  • Use multiple sources of evidence. Interpret the Student Score Report alongside classroom work, teacher observations, local assessments, student history, and family input.

Level 4 and reclassification

Summative ELPAC Overall Performance Level 4 is California's statewide standardized English-language-proficiency criterion for reclassification. A student who reaches Overall Level 4 should be considered for reclassification.

Level 4 does not, by itself, complete reclassification. The LEA must apply all four required criteria: English-language proficiency, teacher evaluation, parent opinion and consultation, and comparison of performance in basic skills. Individual domain thresholds are not added to the statewide Overall Level 4 criterion.

Official resources

The descriptors above are a plain-language presentation of the official CDE general PLDs. Consult the Student Score Report and current CDE guidance when interpreting an individual student's results or making reclassification decisions. Reviewed August 4, 2026.