The use of alternate English language proficiency (Alt-ELP) assessments is an emerging phenomenon with real-life consequences for students with complex support needs from language minority homes. Our examination of U.S. state practices during the 2017–2018 academic year for the identification of English learners (ELs) with complex support needs revealed that only 36 states and the District of Columbia used an Alt-ELP assessment. In addition, some states provided criteria for students to exit EL services, but others did not report or have established redesignation criteria. We found that a wide range of redesignation criteria were adopted by states, revealing a lack of consensus about what constitutes ELP for students with complex support needs. These data suggested substantial challenges remain in developing and implementing Alt-ELP assessments.

使用替代英语语言能力 (Alt-ELP) 评估是一种新兴现象，对来自语言少数家庭的复杂支持需求的学生具有现实生活影响。我们在 2017-2018 学年对美国各州在识别具有复杂支持需求的英语学习者 (EL) 方面的做法进行的检查显示，只有 36 个州和哥伦比亚特区使用了 Alt-ELP 评估。此外，一些州为学生退出 EL 服务提供了标准，但其他州没有报告或制定了重新指定标准。我们发现各州采用了广泛的重新指定标准，这表明对于有复杂支持需求的学生的 ELP 构成缺乏共识。这些数据表明，在开发和实施 Alt-ELP 评估方面仍然存在重大挑战。