CAASPP and ELPAC are California's two major student assessment programs. CAASPP (California Assessment of Student Performance and Progress) measures English Language Arts (ELA), Math, and Science performance for all California public school students. ELPAC (English Language Proficiency Assessments for California) measures English language proficiency for students identified as English Learners (ELs). Many students take both — CAASPP for academic content and ELPAC for English language development.

Both are administered annually in California schools. They've been refined over years (CAASPP replaced earlier STAR/CST testing in 2014; ELPAC replaced CELDT in 2018). Both are computer-based delivered to most students with paper alternatives for accessibility. Both produce scores used for state accountability, school progress monitoring, and individual student educational planning.

CAASPP includes several distinct assessments: Smarter Balanced Assessments (SBAC) — ELA and Math for grades 3-8 and 11. Computer-adaptive format that adjusts difficulty based on student responses. California Science Test (CAST) — Science for grades 5, 8, and once in high school. California Alternate Assessment (CAA) — for students with the most significant cognitive disabilities. California Spanish Assessment (CSA) — Spanish Language Arts for students in dual-language programs.

ELPAC has two main types: Initial ELPAC — for newly enrolled students whose home language survey indicates a language other than English. Establishes initial English proficiency. Summative ELPAC — for currently classified ELs, taken annually until reclassification as fluent English proficient (RFEP).

The two assessments serve different purposes. CAASPP measures academic content knowledge. ELPAC measures English language skills (listening, speaking, reading, writing). A student can be classified as an English Learner (taking ELPAC) while also taking CAASPP. The ELPAC results help determine when an EL can be reclassified to no longer need ELPAC; CAASPP results inform educational decisions.

Schedule overview: Both administered in spring (typically March-May). Testing windows are set by the state but specific dates determined by each district. Schools typically schedule across several weeks during the testing window.

This guide covers CAASPP and ELPAC in detail — what each assesses, who takes them, schedule, content, score interpretation, and how parents can support their children. It's intended for California parents, teachers, and administrators who need to understand both assessment programs.

CAASPP in detail. Multiple component assessments serve different student populations.

Smarter Balanced Assessments (SBAC). The largest component of CAASPP, taken by most students grades 3-8 and 11. ELA and Math separately. Computer-adaptive — questions adjust in difficulty based on previous responses. Format includes: multiple-choice questions, technology-enhanced items (drag-and-drop, click-to-highlight, etc.), performance tasks (extended written responses, math problem-solving), classroom activities (preliminary discussion-based assessment).

Time required for SBAC: ELA: 2-3 hours total. Math: 2-3 hours total. Both subjects administered separately, typically across multiple days. Performance tasks take longer than fixed-response items.

Scoring on SBAC: Four achievement levels: Standard Exceeded (Level 4), Standard Met (Level 3), Standard Nearly Met (Level 2), Standard Not Met (Level 1). Level 3 (Standard Met) is the proficiency benchmark. Score reports show overall achievement level plus performance on specific claims/subareas.

California Science Test (CAST). Science assessment for grades 5, 8, and once during high school. Includes: physical sciences, life sciences, earth and space sciences. Format combines: multiple-choice items, technology-enhanced items, performance tasks involving scientific investigation. Time: 1.5-2 hours total. Scoring: similar 4-level framework.

California Alternate Assessment (CAA). For students with the most significant cognitive disabilities. Conducted with one-on-one administration. Alternate content standards. Performance levels equivalent to SBAC. Smaller percentage of population (typically 1-2% of student population).

California Spanish Assessment (CSA). For students in Spanish-language programs (dual immersion, Spanish-speaking biliterate programs). Spanish Language Arts at grades 3-8 and high school. Provides accountability for Spanish-language instruction. Most students in these programs also take SBAC ELA in English.

Who takes CAASPP: All California public school students in tested grades. Some students with significant cognitive disabilities take CAA instead. Some students with active language considerations may have certain components administered separately. Schools are responsible for ensuring all eligible students are tested.

Testing accommodations: Available for students with documented disabilities or English Learner status. Common accommodations: extended time, large print, audio, scribe (assists in writing), text-to-speech, native language clarifications for content (math/science). Accommodations don't change what's tested, only how it's tested.

Learn more in our guide on CAASPP Practice Test PDF (Free Printable 2026). Learn more in our guide on CAASPP Practice Test: Free Prep for Smarter Balanced. Learn more in our guide on CAASPP Test: California's Statewide Assessment Explained. Learn more in our guide on CAASPP Portal Guide: Login, Test Operations, and Score Access for 2026.

ELPAC in detail. Distinct from CAASPP, focused on English language proficiency.

Initial ELPAC. Administered to newly enrolled students within 30 days of enrollment. The school identifies potential English Learners through the Home Language Survey (filled out by parents at enrollment, asking about languages spoken at home). Students identified by the survey take Initial ELPAC to determine if they qualify as English Learners requiring English language development services.

Summative ELPAC. Annual assessment for currently classified English Learners. Continues until the student is reclassified as fluent English proficient (RFEP). Each year tests current English proficiency level and progress.

What ELPAC tests: Four English language domains — Listening, Speaking, Reading, Writing. Each domain assessed separately. Scores combined for overall English Proficiency Level (EPL).

ELPAC format: Most domains delivered via computer. Speaking domain delivered one-on-one with a trained administrator (or via online speaking module). Listening, Reading, and Writing have multiple-choice and constructed response items. Speaking involves verbal responses to prompts.

Time required for ELPAC: Initial: 1-3 hours typically (one session). Summative: 1-2 hours per domain (typically across multiple sessions). Speaking domain takes longer due to individual administration.

Scoring on ELPAC: Four English Proficiency Levels: Level 4 (Well Developed), Level 3 (Moderately Developed), Level 2 (Somewhat Developed), Level 1 (Beginning). Overall EPL combines domain scores. Reclassification requires Level 4 (Well Developed) on overall ELPAC, plus other criteria (state-specific including local academic measures).

Reclassification criteria. To exit English Learner status: Level 4 (Well Developed) on overall ELPAC. Plus minimum proficiency on locally adopted academic assessments. Plus parent consultation. Plus teacher input. Plus criteria for English Learner exit specified by the district. Once reclassified, the student no longer takes ELPAC.

Long-term ELs. Students who have been classified as English Learners for 5+ years without reclassification. State has special programs and accountability measures for long-term ELs. Schools work to ensure these students continue making progress and eventually reclassify.

Newcomer ELs. Students who recently arrived in the US. May have advanced literacy in their native language while developing English. Different educational pathways and accommodations available.

The annual schedule and how testing is organized. Understanding the schedule helps parents and students prepare.

State testing window. Both CAASPP and ELPAC have state-defined testing windows in spring. CAASPP: typically February through July (Smarter Balanced) or April through July (CAST). ELPAC Summative: typically February through June. ELPAC Initial: throughout the year for newly enrolled students.

District scheduling. Within state windows, each school district sets specific testing dates. Districts coordinate testing across all schools to manage technology resources, staff, and student schedules. Most districts test over several weeks.

Student schedule. Individual students typically test on assigned days. Schools provide notice (often 1-2 weeks ahead) of testing schedule. Students should arrive at school well-rested on testing days. Standard school hours apply.

Multi-day administration. CAASPP SBAC ELA takes 2-3 hours but is typically broken into multiple sessions across 2-3 days. Same for SBAC Math. Performance Tasks may be administered separately. CAST is shorter (1.5-2 hours) typically completed in 1-2 sessions.

Make-up testing. Students who miss their assigned testing day take make-up tests during the testing window. Schools have specific make-up procedures. Don't worry if your child is absent on the primary testing day — make-up sessions are routine.

Special accommodations. Students with IEPs (Individualized Education Programs) or 504 plans receive their documented testing accommodations. ELs receive language-specific accommodations. Inform the school of any accommodations needed.

What to expect on testing day. Students start the day normally. Testing begins during regular school hours. Each session is 30-90 minutes typically. Breaks are provided between sessions. Students take standard tests on school-issued computers or tablets. Pencil-and-paper materials provided where needed.

After testing day. Students return to regular instruction. Scores aren't typically available immediately — they undergo verification and reporting. Final score reports are sent to families in late summer (typically July-August for previous spring's testing).

How to interpret CAASPP score reports. Understanding the report helps parents support their children's learning.

Achievement levels. Four levels reported: Standard Exceeded (Level 4) — Performance exceeds grade-level expectations. Strong indication of academic mastery. Standard Met (Level 3) — Performance meets grade-level expectations. The proficiency benchmark — the goal for all students. Standard Nearly Met (Level 2) — Approaching grade-level. Needs continued support. Standard Not Met (Level 1) — Significantly below grade-level. Requires substantial intervention and additional support.

Overall achievement vs. subareas. The score report shows: Overall achievement level (1-4). Performance on specific subareas (called 'claims' in SBAC) — for example, ELA includes Reading, Writing, Listening, and Research. Numerical scale score within each level. Stretch information showing how close to the next level.

What the achievement levels mean for parents. Level 3 (Standard Met) means the child is meeting grade-level expectations. Level 2 means they need additional support. Level 1 means significant intervention needed. Level 4 means accelerated learning opportunities may be appropriate.

Specific subarea scores. The report shows whether the child is at, above, or below the standard for each subarea. This helps identify specific strengths and weaknesses — for example, strong Reading but weak Writing, or strong number sense but weak in problem solving.

Year-over-year comparison. Reports include historical scores when available. Trend information helps identify whether the child is progressing, stable, or regressing.

School and district context. Reports often include comparison to school and district averages — putting individual performance in context.

What scores DON'T tell you. The score is one measure on one day. It doesn't capture: classroom learning throughout the year, project work and creative expression, teacher observations of growth, the child's emotional and social development, the child's strengths in areas not tested.

How to discuss scores with your child. Be encouraging regardless of result. Focus on growth and effort, not just the level. Specific subareas (rather than overall level) provide more actionable information. If your child is anxious about results, emphasize that the score doesn't define them; it's information to help their learning.

How parents can support students for CAASPP and ELPAC. Effective preparation doesn't require dramatic intervention.

For CAASPP preparation: Maintain regular reading at home. 20-30 minutes daily of grade-level (or above) reading material. Discussion afterward to reinforce comprehension. Practice math homework completion and review. Familiarity with grade-level math concepts is the foundation. Use online practice resources — California Department of Education provides free SBAC practice tests at smartwerks.com/practicetests and similar sites. These let students familiarize with the format. Encourage curiosity and questions in science. Field trips to museums, exploration of nature, basic experiments at home build science familiarity.

For ELPAC preparation (for English Learners): Read in English with the child daily. Picture books with text. Use both languages — research shows bilingualism supports language development. Encourage speaking English with the child while continuing native language conversations. Don't pressure the child to speak only English. Use ELPAC-specific practice resources from the California Department of Education and ELPAC test administrators.

Testing day preparation. Ensure adequate sleep (8-10 hours for school-age children). Provide a good breakfast. Verify the child has the right materials for testing (often just bringing themselves; school provides materials). Communicate with the school if you have concerns about the testing environment.

Reduce test anxiety. Don't over-emphasize the importance of the tests. They're educational tools, not life-defining events. Avoid using test scores as a measure of parental disappointment or pride. Encourage doing their best without pressure for perfect performance.

If your child struggles with testing. Some children have legitimate testing anxiety. Talk to the child's teacher about strategies. Schools have counselors trained in supporting students with testing concerns. Don't ignore signs of significant anxiety — it can affect not just test scores but overall academic confidence.

Use scores to support learning. After scores arrive, discuss with your child's teacher: which areas need additional support, what specific subareas are strong, how to maintain progress, what additional resources might help.

Long-term mindset. Multiple years of scores tell a more meaningful story than any single year. Trends matter more than individual snapshots. Support your child in continuous growth rather than focusing on absolute level.

Common questions and concerns about California assessments.

Q: Are the tests mandatory? A: Yes for all eligible students. California participation rates are very high (95%+). Some parents opt their children out, but this isn't recommended — assessments inform educational planning. Refusing the test means your child doesn't have data informing their learning needs.

Q: Does my child's test affect their grades or promotion? A: No. CAASPP and ELPAC don't directly determine grades or promotion. Decisions about promotion are based on overall academic performance, teacher recommendations, and other factors. The tests provide one input but don't determine outcomes alone.

Q: How do these scores affect college admissions? A: Generally minimal direct effect for individual student outcomes. The scores are part of school performance metrics but not college admissions criteria for the student. Colleges look at GPA, SAT/ACT (where required), application essays, and other factors.

Q: How are scores used by the state? A: For state accountability — measuring school and district performance. Schools with consistently low performance face state intervention. Schools with strong performance receive recognition. Aggregate scores inform policy decisions.

Q: Can my child take CAASPP if they're an English Learner? A: Yes. ELs take CAASPP, with accommodations as appropriate. Some accommodations help with English language barriers (translated math directions, etc.). ELPAC measures their English proficiency separately.

Q: What if my child has a disability? A: Students with IEPs receive their documented testing accommodations. Some students with the most significant cognitive disabilities take the CAA instead of SBAC. Disability-related accommodations are designed to provide equal opportunity, not to give advantage.

Q: What about students who recently moved to California? A: Same rules apply. If they're in a tested grade, they take CAASPP. If their home language survey suggests EL status, they take Initial ELPAC. Schools enroll them in appropriate testing during the spring window.

Q: When will I receive my child's scores? A: Late summer typically (July-August for previous spring testing). Reports are mailed to the address on file with the school. Some districts also provide digital access through parent portals.

Q: How can I challenge a score I think is wrong? A: Contact your child's school. They can investigate scoring issues. Substantial errors are rare but can happen (technology issues, scoring problems). Most score concerns are about the student's performance on test day, not technical errors.

CAASPP and ELPAC are essential components of California's K-12 education system. CAASPP measures academic content learning (ELA, Math, Science); ELPAC measures English language proficiency for English Learners. Together they provide a comprehensive picture of student progress in both academic content and English language skills. For California parents and teachers, understanding both assessments — what they test, when they're administered, what scores mean, and how to support students — is essential for navigating the educational system.

For maximum benefit from these assessments: review your child's scores in detail when they arrive, focus on specific subareas (claims) rather than just overall levels, discuss results with your child's teachers, and use the information to inform educational planning and support. Avoid using scores as a definitive judgment of your child's abilities; they're useful information among many factors that contribute to a child's educational journey. With this perspective, CAASPP and ELPAC become valuable tools for supporting student growth rather than sources of stress or judgment.