Date of Award
Spring 2026
Document Type
Open Access Dissertation
Department
Educational Leadership and Policies
First Advisor
Rebecca Morgan
Abstract
Emerging language learners across the United States face challenges in accessing equal educational opportunities because they are classified as not proficient, which holds them back. The emphasis on this classification compromises their performance on state exams, jeopardizing their educational future. The English Language Proficiency Assessments for California is a state-mandated exam that non- first-language English Speakers must take and pass in order to be classified as English proficient. Districts and educators must begin to challenge the educational system in California. This research outlines the difficulties faced by emergent language learners who are not classified and the repercussions on their future. This study shares the voice of the student; it is through that voice that the research intends to find a viable solution to the problem, fully aware of the immovable barriers. The students were placed on a platform to share their life experiences with the exam and the struggles they faced as a result of such practice. The results and recommendations aim to alleviate the difficulty of this exam.
Rights
© 2026, Manuel De Jesus Acuna Jr
Recommended Citation
Acuna, M. D.(2026). “Not Being Classified (English Proficient), Only Limits How Much I Can Learn”: An Action Research Examination of the ELPAC. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/8939