Differences in interpretation for state content
and English language proficiency assessments

• The interpretation of results from content assessments and English language proficiency assessments may differ because their purposes are different.
• Results from state content assessments indicate the academic achievement of individual students and groups of students. They provide an indication of the effects of educational programs on student achievement. They do not provide results that can be used to place students in programs or to make specific instructional decisions for individual students.
• Results from English language proficiency assessments indicate the level of English proficiency in listening, speaking, reading, and writing for individual students and groups of students. Test results may be interpreted at the group or individual level. Scores reveal how well ELLs have attained proficiency in core language proficiency areas (e.g., listening, speaking, etc.)