English Proficiency and Academic Achievement

The Pearson English Learning System is the only program that provides formative and ongoing assessments that measure both English language proficiency and academic achievement. A student’s language proficiency is integrally related to his or her academic achievement. Students cannot excel academically without also acquiring language proficiency.
According to the U.S. Department of Education, in 2009–10 almost half of Title III officials reported using English Language Proficiency (ELP) test data to not only fulfill federal reporting requirements, but also to make decisions related to instruction and policy. Title III officials also reported concerns about the validity of their test data.
The Pearson English Learning System addresses these assessment concerns by using SELP2 and aimsweb® that provide educators with reliable data to assess, benchmark, and monitor instruction for English learners. Each program addresses two different, but complementary, concerns. By covering both English language proficiency and academic achievement, they combine to form an integrated and comprehensive assessment solution.

SELP2: Language Proficiency Assessment

The Stanford English Language Proficiency Test 2 (SELP 2) helps educators evaluate the listening, reading, writing, and speaking skills of English learners in K–12 classrooms and assess their English proficiency levels.  Now with four forms, SELP 2 can be used at the beginning of the school year to establish a baseline and then can be administered periodically to obtain multiple data points that evaluate progress with immediate results. SELP 2 assesses student language proficiency and mastery of skills included in the CCSS and WIDA standards and is a predictor of how well students will perform on high-stakes state assessments. If obtained during the school year, this data can be crucial in preparing students in advance of the standardized testing that is required by most states. 


Features of the new SELP 2 include:

  • Addition of new academic language items to measure a student’s proficiency in the written and spoken language of the classroom
  • Two full-length and two abbreviated forms to provide progress monitoring throughout the year to understand a student’s improvement before the end-of-year test


For more information about SELP 2, visit:


Academic Achievement Assessment

aimsweb® is an assessment, data management and reporting system for grades K–12 that supports Response to Intervention (RTI) and tiered instruction. Designed to universally screen and monitor progress, aimsweb uses brief, valid, and reliable measures of reading, math, language arts, and behavior. aimsweb allows educators to capture, manage, and report assessment data all in one comprehensive, web-based system. Educators receive valuable data on students to identify at-risk students early, monitor progress, and differentiate instruction.
aimsweb® uses general outcome measurement, a form of curriculum-based measurement (CBM), for universal screening and progress monitoring. This form of assessment allows educators to monitor student progress through direct, continuous assessment of fundamental academic skills. These standardized tests are time-efficient and easy to administer, yet they produce accurate charts of student growth over time. Included are probes for universal screening and progress monitoring—typically, 33 alternate forms per skill, per grade—to enable more frequent progress monitoring.

New System Features:

  • ELL Reporting
  • Common Core Reporting
  • Rate of Improvement (ROI) student growth norms
  • Curriculum linkages to Pearson’s Digits and KeyMath™-3 Essential Resources


For more information about aimsweb®, visit: