Standardized tests administered in English may not provide a complete picture of the academic abilities of English learners who are still acquiring proficiency in the language, according to education policy researchers. This limitation has prompted discussions about alternative assessment approaches that could better demonstrate what these students actually know in their subject areas.
The Migration Policy Institute conducted research in March examining which states offered native language assessments for English learners in 2025. The analysis found that 35 states and the District of Columbia provided such assessments, representing growth from 31 states that offered them in 2020. However, only 28 states and the District of Columbia ensured their native language assessments covered all significantly used languages identified within their states, revealing a gap in comprehensive coverage.
While states are not federally mandated to provide native language assessments, the Every Student Succeeds Act requires states to file consolidated plans addressing prevalent non-English languages and available assessments in those languages. This framework suggests expectations for native language assessment availability without explicit requirement. Cost presents a significant barrier to implementation, as purchasing interim native language assessments can be prohibitively expensive for states and districts.
Another complicating factor involves misalignment between instruction and assessment. Most states and districts primarily deliver instruction to English learners in English, which some argue strengthens the case for English-language testing. However, this English-dominant model may create a perspective that focuses on what these students lack rather than what they know in their home languages. Beyond native language assessments, schools can employ other accommodations such as using translators during testing or providing extended time to help students process language demands.
Experts acknowledge that state-wide mandates for native language assessments face practical challenges given that instructional approaches vary significantly by locality and student populations may be geographically concentrated. Nevertheless, researchers see potential for states to encourage districts to adopt various testing accommodations for English learners. Recent expansion of dual-language immersion programs alongside the growth in native language assessments since 2020 has been viewed positively, and preliminary discussions about artificial intelligence applications in testing accommodations represent emerging possibilities.
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