New York State English as a Second Language Achievement Test (NYSESLAT)


The New York State English as a Second Language Achievement Test (NYSESLAT) is designed to annually assess the English language proficiency of all English Language Learners (ELLs) enrolled in Grades K–12 in New York State schools. The test provides the State and schools with important information about the English language development of ELLs and is part of the State’s compliance with federal laws that mandate the annual assessment and monitoring of the English language proficiency of all ELLs.

Speaking

  • Students use grade-appropriate language to contribute to discussions about academic texts and topics.

Listening

  • Students listen to determine the information and develop ideas in grade-level academic discussions.

Reading

  • Students read grade-level academic texts to determine the information and develop ideas.

Writing

  • Students use grade-appropriate language to structure thoughts and ideas in writing about literary and informational texts and topics.

What’s on the test?

Sample Report

Each section of the NYSESLAT exam is scored between 30 to 90. After individual sections are tested, the total score out of 360 represents the English language proficiency level.

The proficiency level is divided into five sections.

  • A student at the Entering level has a significant dependence on supports and structures to advance academic language skills and has not yet met the linguistic demands necessary to demonstrate English language proficiency in various educational contexts.

  • A student at the Emerging level has some dependence on supports and structures to advance academic language skills and has not yet met the linguistic demands necessary to demonstrate English language proficiency in a variety of educational contexts.

  • A student at the Transitioning level shows some independence in advancing academic language skills but has yet to meet the linguistic demands necessary to demonstrate English language proficiency in various educational contexts.

  • A student at the Expanding level shows great independence in advancing academic language skills and is approaching the linguistic demands necessary to demonstrate English language proficiency in a variety of educational contexts.

  • A student at the Commanding level has met the linguistic demands necessary to demonstrate English language proficiency in a variety of academic contexts. A student at this level is no longer considered an ELL student but is entitled to receive two years of Former ELL services.

For more information or resources, please visit the NYSED website.