Assessment, Compliance & Accountability, and
Teacher Certification

For information on assessment, compliance & accountability, and teacher certification, view the links below.

The resources on this website provide information to familiarize Texas educators and the public with the design and format of the STAAR program. The information is intended to help educators understand how the new STAAR program measures the Texas Essential Knowledge and Skills (TEKS) curriculum standards. These resources are intended to support, not narrow or replace, the teaching of the state-mandated curriculum, the TEKS.


  • 2017-2018 List of Approved Tests for Assessments of English Learners
    Lists of Approved Tests for Assessment of Limited English Proficient Students for the 2016-2017 school year. The List of Approved Tests for Assessment of Limited English Proficient Students, Texas Education Code (TEC), §29.056(a)(2), authorizes TEA to compile a list of approved assessments for the purposes of identifying students as limited English proficient for entry into or exit (when appropriate) from bilingual education and/or English as a second language (ESL) programs; annually assessing oral language proficiency in English and Spanish when required; and measuring reading and writing proficiency in English and Spanish for program placement. The state-approved tests placed on the list must be based on scientific research and must measure oral language proficiency in listening and speaking in English and Spanish from Prekindergarten (PK)-Grade 12. Assessments must also measure reading and writing in English and Spanish from PK-Grade 12.

  • ARD Committee Resources
    Guidance Related to ARD Committee and LPAC Collaboration Guidance related to the admission, review, and dismissal (ARD) committee in conjunction with the language proficiency assessment committee (LAPC) to determine appropriate entry and exit criteria for students with a disability who is or might be identified as an English language learner.

  • ELPS-TELPAS Proficiency Level Descriptors

  • English Learners (EL) Student Assessments
    Information on State Assessments for English Learners

  • 2017-2018 English Proficiency Exit Criteria Chart
    At the end of the school year, a district may transfer (exit, reclassify, transition) a LEP student out of a bilingual education or special language program for the first time or a subsequent time if the student is able to participate equally in a regular all-English instructional program as determined by satisfactory performance in all three assessment areas below and the results of a subjective teacher evaluation.
    Note: LEP students for whom the LPAC has recommended linguistic accommodations on the STAAR reading or writing test may not be considered for exit.

  • 2017-2018 English Proficiency Exit Criteria Chart Spanish
    Al final del año escolar, un distrito puede transferir (dar salida, reclasificar, hacer la transición) a un estudiante con competencia limitada en el idioma inglés (LEP, por sus siglas en ingles) de un programa de educación bilingüe o de un programa de inglés como segundo idioma (ESL, por sus siglas en inglés) por primera vez o en un momento posterior, si el estudiante es capaz de participar por igual en un programa regular de instrucción exclusivamente en ingles determinado por un rendimiento satisfactorio en las tres ares de evaluación y los resultados de una evaluación subjetiva del docente.
    Nota: Estudiantes LEP no pueden ser considerados para salir del programa si el comité LPAC ha recomendado ajustes lingüísticos en las pruebas STAAR de lectura y escritura.

  • Process for Considering Special Exit Criteria from Bilingual/English as a Second Language (ESL) 2017-2018 School Year Grades 1-12 Under Texas Administrative Code (TAC) §89.1225(h), districts are required to use the English Proficiency Exit Criteria Chart to exit limited English proficient (LEP) students from bilingual/ESL programs. The exit criteria under TAC §89.1225(h) apply to the vast majority of LEP students who receive special education services. In rare cases, a LEP student receiving special education services may qualify to be exited using criteria permitted under TAC §89.1225(k), which give special consideration to a LEP student for whom assessments and/or standards under TAC §89.1225(h) are not appropriate because of the nature of a student's particular disabling condition. This document outlines the process to follow when considering whether a student qualifies to exit using the criteria authorized by TAC §89.1225(k).

  • Proceso para examinar criterios de salida especiales de los servicios Bilingüe/Inglés como Segundo Idioma (ESL) Año escolar 2017-2018 Grados 1-12 Spanish Los criterios de salida bajo la Sección 89.1225(h) del TAC se aplican a la amplia mayoría de los ELs que reciben servicios de educación especial. En raros casos, un ELL que recibe servicios de educación especial puede calificar para la salida utilizando criterios autorizados por la Sección 89.1225(k) del TAC, que otorga consideración especial a un ELL para el que las evaluaciones y/o las normas bajo la Sección 89.1225(h) del TAC no son apropiadas debido a la naturaleza de la condición de discapacidad particular de un estudiante. Este documento describe el proceso a seguir cuando se considera si un estudiante reúne los requisitos para la salida utilizando los criterios autorizados por la Sección 89.1225(k) del TAC.

  • TEA Accommodation Resources
    Accommodations are changes to materials or procedures that enable students with disabilities or English Learners (ELs) to participate meaningfully in learning and testing. It is important to keep in mind that while some accommodations may be appropriate for instructional use, they may not be appropriate or allowable on a statewide assessment.

  • Texas English Language Proficiency Assessment System (TELPAS) Resources)
    The Texas English Language Proficiency Assessment System (TELPAS) is designed to assess the progress that limited English proficient (LEP) students make in learning the English language.
Compliance & Accountability
Teacher Certification


In 2009-2010 Texas created an all-level certificate for bilingual teachers so that high schools who needed bilingual educators could have highly qualified bilingual teachers in high school rather than just elementary and middle school.

§ 29.061 - Bilingual Education and Special Language Program Teachers.

(a) The State Board for Educator Certification shall provide for the issuance of teaching certificates appropriate for bilingual education instruction to teachers who possess a speaking, reading, and writing ability in a language other than English in which bilingual education programs are offered and who meet the general requirements of Chapter 21. The board shall also provide for the issuance of teaching certificates appropriate for teaching English as a second language.  The board may issue emergency endorsements in bilingual education and in teaching English as a second language.

(b)  A teacher assigned to a bilingual education program must be appropriately certified for bilingual education by the board.

(c) A teacher assigned to an English as a second language program must be appropriately certified for English as a second language by the board

TEA State Accountability Overview

To assist parents and the general public, the Texas Education Agency has produced a video that offers a quick overview of the State Accountability System and what goes into the annual ratings of school districts and charters. The videos are available in English and Spanish. Watch Now -->


TEA State Accountability Overview (Spanish)

Para asistir a los padres y al público en general, La Agencia de Educación ha producido un video que ofrece un recorrido rápido del sistema de rendición de cuentas del estado y como se determinan las clasificaciones anuales de las escuelas, distritos y escuelas charter. Watch Now -->