California English Learner Data Glossary
This glossary explains terms commonly used in California reports about English learner students and English language acquisition status.
Always check the report definition
Definitions and student counts can vary by report, reporting year, assessment window, grade span, statute, and accountability purpose. Similar labels do not always identify exactly the same students.
English Language Acquisition Status
English Learner (EL)
A K–12 student for whom a language other than English is reported on the Home Language Survey and who, based on the applicable initial English proficiency assessment and other information when appropriate, is determined to need English learner programs and services.
English Only (EO)
A K–12 student for whom the only language reported on the Home Language Survey is English or American Sign Language.
Initial Fluent English Proficient (IFEP)
A K–12 student with a reported language other than English who is determined through the initial assessment process to be proficient in English.
Reclassified Fluent English Proficient (RFEP)
A student formerly identified as an English learner who subsequently met the LEA’s reclassification criteria under Education Code section 313.
To Be Determined (TBD)
A K–12 student with a reported primary language other than English whose initial assessment process has not yet been completed. The process generally must be completed within 30 calendar days after first enrollment in a California public school.
California currently uses the ELPAC. The California English Language Development Test was used before the 2017–18 school year.
Reclassification criteria
Education Code section 313 requires LEA criteria to include:
- Assessment of English language proficiency
- Teacher evaluation
- Parent opinion and consultation
- Comparison of performance in basic skills
English learner reporting groups
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Ever-EL
A student who is currently an English learner or was formerly an English learner and has been reclassified. In many reports, Ever-EL combines current EL and RFEP students.
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At risk of becoming a long-term English learner (AR-LTEL)
For DataQuest, CAASPP, and ELPAC reporting under Education Code section 313.1, the student meets the applicable criteria:
- Enrolled on Census Day in grade 3–12
- Enrolled in a U.S. school for four or five years
- Scored at the intermediate level or below—currently ELPAC level 3 or below—on the prior-year English proficiency assessment
- When applicable in grades 3–9, scored Standard Not Met on the prior-year CAASPP ELA assessment
The CAASPP criterion does not apply when no prior-year result is available, including for grade-three students on Census Day. Students in grades 10–12 are determined using the applicable ELPAC criterion because CAASPP ELA is not administered in those grades.
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Long-Term English Learner—Education Code section 313.1
For DataQuest, CAASPP, and ELPAC reporting, the student meets all applicable criteria:
- Enrolled on Census Day in grade 6–12
- Enrolled in a U.S. school for six years or more
- Remained at the same English proficiency level for two or more consecutive prior years or regressed to a lower level
- When applicable in grades 6–9, scored Standard Not Met on the prior-year CAASPP ELA assessment
For grades 10–12, the assessment component uses the applicable ELPAC criterion.
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Long-Term English Learner—California School Dashboard
Under Education Code section 52052, the Dashboard generally identifies an LTEL as an English learner who has not attained English language proficiency within seven years after initial classification. This differs from the section 313.1 definition, so report counts can differ.
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EL year-in-U.S.-school groups
- EL03Y
- Enrolled in a U.S. school for zero through three years.
- EL45Y
- Enrolled in a U.S. school for four or five years.
- EL6+Y
- Enrolled in a U.S. school for six years or more.
- EL4+
- Enrolled for four or more years but does not meet the applicable At-Risk or LTEL criteria because of grade level or sufficient assessment progress.
Why LTEL counts can differ
| Feature | DataQuest, CAASPP, and ELPAC | California School Dashboard |
|---|---|---|
| Statutory definition | Education Code section 313.1 | Education Code section 52052 |
| General time threshold | Six or more years in a U.S. school | Seven years since initial EL classification |
| Grade span | Grades 6–12 for LTEL identification | Varies by Dashboard indicator and can include earlier grades |
| Additional criteria | English proficiency history and, when applicable, prior CAASPP ELA performance | Seven-year English-proficiency timeline under the Dashboard definition |
| Timing | Generally identified as of Census Day; testing reports also apply participation and testing business rules | Indicator-specific rules can consider status during the academic year or cohort period |
Do not expect the totals to match. A student can appear in one LTEL reporting group and not another because the statutes, grade spans, dates, and business rules are different.
Dates used to measure time as an English learner
CDE uses CALPADS data to establish the starting point, generally selecting the earlier applicable date from:
- Student Initial U.S. School Enrollment Date K–12 from the Student Information file
- ELAS Start Date from the Student English Language Acquisition file
For section 313.1 reporting, Census Day is used to determine whether the student has reached six years. For the Dashboard definition, the threshold is exactly seven years from the applicable start date, subject to indicator-specific rules.
Related terms
| Term | Meaning |
|---|---|
| CAASPP | California Assessment of Student Performance and Progress, including the ELA assessment used in certain At-Risk and LTEL determinations. |
| CALPADS | California Longitudinal Pupil Achievement Data System, the statewide student-level reporting system. |
| Census Day | The first Wednesday in October, used as the status date for specified annual reporting. |
| ELAS | English Language Acquisition Status. Categories include EO, EL, IFEP, RFEP, and TBD. |
| ELPAC | English Language Proficiency Assessments for California. Initial assessment supports identification; summative assessment measures annual progress. Alternate versions serve eligible students with the most significant cognitive disabilities. |
| Home Language Survey | Completed when a student first enrolls in a California public school and used to determine whether an initial English proficiency assessment is required. |
Historical grade-level codes
Ungraded Elementary (UE)
A former code for students in K–8 classes who were not assigned a specific grade. Retired after the 2017–18 reporting year.
Ungraded Secondary (US)
A former code for students in grades 9–12 classes who were not assigned a specific grade. Retired after the 2017–18 reporting year.
Questions to ask when comparing reports
- Which statutory definition is being applied?
- What is the report’s status or snapshot date?
- Which grade levels and schools are included?
- Are students counted by current enrollment, assessment participation, or cohort membership?
- Which assessment year and performance criteria are used?
- How are missing assessment results handled?
- Did the student reclassify before or after the relevant threshold?
- Which CALPADS fields and data-extract dates support the calculation?
Official resources
- CDE: English Learners in California Schools
- CDE: Long-Term English Learner Definitions
- Enrollment by ELAS, LTEL, and At-Risk by Grade
- Data File Structure and Reporting-Group Definitions
- English Language Proficiency Assessments for California
Definitions may change with legislation, assessment transitions, and reporting specifications. Use the documentation for the particular report year. Reviewed August 2, 2026.