California defines Long-Term English Learner (LTEL) students within its education accountability and reporting structures. Broadly, LTELs are English learner (EL) students who have not achieved English language proficiency within a specified number of years and have yet to be reclassified as Fluent English Proficient (RFEP)
Two different policy definitions apply depending on the context:
Dashboard Definition (for California School Dashboard)
Here, an LTEL is an EL who has failed to attain proficiency within seven years of initial classification
California Department of Education
. This seven-year window is used to flag students who may need intensified supports to prevent long-term academic disadvantages.
For reporting in systems like DataQuest, CAASPP (California Assessment of Student Performance and Progress), and ELPAC (English Language Proficiency Assessments for California), a student is identified as an LTEL if all of the following apply
Enrolled on Census Day (first Wednesday in October) in grades 6 through 12.
Has been enrolled in a U.S. school for six or more years.
Has remained at the same proficiency level for two or more consecutive prior years, or has regressed to a lower level, as shown by the ELPAC.
For students in grades 6–9: scored “Standard Not Met” on the prior year’s CAASPP English Language Arts (ELA) test.
Notably, these definitions differ across reporting systems, so the count of LTEL students may vary between the Dashboard and other reporting tools
California’s Policy Framework for Supporting LTELs
Reporting and Data Use
With the passage of Senate Bill 141 in 2023, the California Department of Education (CDE) now reports LTELs as a distinct student group on the California School Dashboard starting in 2024
California Department of Education
. This reporting aims to raise awareness and support targeted interventions for this population.
Community of Practice (CoP)
In 2023, the CDE established a Long-Term English Learner Community of Practice (LTEL CoP), in partnership with Sobrato Philanthropies and Stanford’s Center to Support Excellence in Teaching.
The focus is on building educator capacity to understand LTEL needs through both qualitative and quantitative data, using a design-thinking and liberatory design framework
The CoP’s goals include:
Raising awareness of the socio-emotional, academic, literacy, and language proficiency needs of LTELs.
Building professional learning and data literacy.
Designing local solutions and innovative secondary-level EL program models.
The CoP operated through several meetings from spring 2023 through fall 2024, with their findings and recommendations expected to be documented in a report by 2025
Language Acquisition Programs and Reclassification
LTELs, like all ELs, are served under state mandates that include high-quality language acquisition programs. LEAs must provide at least a Structured English Immersion (SEI) program—where almost all instruction is in English but tailored for language learners—and may also offer Dual Language Immersion (DLI) or developmentally transitional bilingual programs
Reclassification requirements demand that LEAs use multiple criteria, including English proficiency assessments (like ELPAC), teacher evaluation, parental input, and comparisons with age-level performance benchmarks
Once students achieve RFEP status, they must be monitored for four years to ensure they sustain academic progress and that any gaps incurred during the language acquisition period are addressed
Why LTEL Policy Matters
Equity and Accountability
LTELs often face heightened academic risk. By tracking them separately, the Dashboard helps shine a spotlight on needs that might otherwise be overlooked. For example, reporting on English Learner Progress, graduation, and college/career readiness includes LTEL-specific measures
Data-Driven Interventions
The Community of Practice underscores the state’s commitment to grounding solutions in data. LTEL-groups in the Dashboard help local agencies identify patterns and tailor interventions where necessary.
Structured Supports and Pathways
The SEI requirement ensures ELs receive language instruction and content access, while reclassification and monitoring systems promote accountability and sustained academic engagement.
Summary
California’s policy on Long-Term English Learners (LTELs) reflects a nuanced and layered approach:
Definition: LTELs are ELs who have not reclassified within threshold years (seven in Dashboard; six years of U.S. schooling plus stagnation/regression for DataQuest/CAASPP)
Reporting: Starting in 2024, LTELs appear as their own category on the California School Dashboard, enabling greater visibility and accountability
Support and Innovation: The LTEL CoP fosters local innovation, data use, and awareness to better support these students
Programmatic Requirements: LEAs must offer structured language instruction and follow established reclassification and monitoring protocols to support ELs’ progress and integration into standard instruction
Together, these policies aim to ensure that LTELs move toward English proficiency, academic success, and equitable educational outcomes.
