What Changed in 2026?
Understanding the revised ELPS standards
Why Were ELPS Revised?
The revision of the ELPS was driven by several factors:
- 1Federal compliance - In 2019, the U.S. Department of Education found that Texas only partially met ESSA requirements for English learner standards
- 2Updated research - TEA convened expert panels from Texas higher education institutions to align standards with current second language acquisition research
- 3Organizational improvement - Standards were moved from 19 TAC Section 74.4 to Chapter 120, Subchapter B to make them easier to locate and better organized
- 4More precise measurement - The shift from 4 to 5 proficiency levels provides more granular tracking of student progress
Timeline of the Revision
| Date | Event |
|---|---|
| September 2019 | USDE identifies partial compliance; revision process begins |
| 2020 | Process paused |
| 2023 | Process resumed with expert work groups |
| June 2024 | SBOE first reading and filing authorization |
| September 2024 | SBOE officially adopts new ELPS |
| February 2, 2025 | New ELPS become effective in Texas Administrative Code |
| 2026-2027 | Classroom implementation begins |
| 2026-2028 | Transition-year TELPAS assessments |
| 2028-2029 | Full implementation of new TELPAS aligned with 2026 ELPS |
The Biggest Change: From 4 to 5 Proficiency Levels
| Old ELPS (4 Levels) | New 2026 ELPS (5 Levels) |
|---|---|
| (not recognized) | Pre-Production (NEW) |
| Beginning | Beginning |
| Intermediate | Intermediate |
| Advanced | High Intermediate (renamed) |
| Advanced High | Advanced (revised) |
What Pre-Production Recognizes
The addition of the Pre-Production level is one of the most significant changes. This formally acknowledges the "silent period" in language acquisition, when students are developing receptive language (listening and reading) but are not yet producing speech. Previously, these students were grouped with Beginning-level students, which did not accurately represent their unique needs or abilities.
Other Key Changes
Beyond the proficiency level restructuring:
- 1Asset-based approach - New standards emphasize leveraging students' existing linguistic repertoire, cultural heritage, and background knowledge
- 2Revised language continuum - Descriptors have been differentiated more precisely across the five levels
- 3Enhanced Linguistic Support Statements - Clearer guidance on the type of support needed at each level
- 4Stronger TEKS alignment - Better integration between content standards and language proficiency expectations
- 5New location in TAC - Moved from Section 74.4 to Chapter 120 for easier access
What Stays the Same
The fundamental structure of ELPS remains the same: four language domains (Listening, Speaking, Reading, Writing), cross-curricular implementation, and integration with content-area instruction. The changes refine and improve the framework rather than replacing it entirely.