Educational Researcher, Vol. 47 No. 5, pp. 317–327 DOI: 10.3102/0013189X18763775 © 2018 AERA. http://edr.aera.net JUNE/JULY 2018 317 T he field of English learner (EL) education is in a state of flux, presenting both opportunities and challenges. While acquiring English, the fast-growing population of ELs is expected to meet rigorous content standards to be ready for col- lege and careers by the end of high school. To support ELs in attaining rigorous content standards, the Every Student Succeeds Act (ESSA) of 2015 mandates, “Each State plan shall demon- strate that the State has adopted English language proficiency standards that . . . are aligned [italics added] with the challenging State academic standards” (U.S. Department of Education, 2015, p. 24). This article addresses challenges in aligning English language proficiency (ELP) standards with content standards in English language arts (ELA), mathematics, and science. Specifically, the article presents a critique of the WIDA English Language Development (ELD) Standards and the English Language Proficiency Assessment for the 21st Century (ELPA21) Standards in relation to the Common Core State Standards (CCSS) for ELA/literacy (National Governors Association Center for Best Practices [NGA Center] & Council of Chief State School Officers [CCSSO], 2010a) and mathematics (NGA Center & CCSSO, 2010b) and the Next Generation Science Standards (NGSS; NGSS Lead States, 2013a). At present, the two most prominent consortia, WIDA and ELPA21, which developed the ELP 1 standards adopted by the majority of the states in the nation, are in a state of transition. WIDA’s current version of ELP standards was revised in 2012, and the latest revision is underway, with expected completion in 2018. ELPA21 has also been developing and revising its standards since 2012. As the two consortia navigate this transition into uncharted waters, they will continue to grapple with the complex notion of alignment between ELP standards and content standards. The issue of alignment is particularly pressing in light of new content standards through the CCSS and NGSS, which are academically 763775EDR XX X 10.3102/0013189X18763775Educational ResearcherEducational Researcher research-article 2018 1 New York University, New York, NY English Language Proficiency Standards Aligned With Content Standards Okhee Lee 1 As federal legislation requires that English language proficiency (ELP) standards are aligned with content standards, this article addresses issues and concerns in aligning ELP standards with content standards in English language arts, mathematics, and science. It starts with a brief description of federal legislation for alignment between ELP standards and content standards along with challenges of ensuring alignment. Then, it highlights how current efforts to ensure alignment center on the language used to engage in disciplinary practices of content standards. Next, taking a perspective on ELP standards from the vantage point of content areas, the article presents a critique of ELP standards developed by the two major consortia of states, WIDA and English Language Proficiency Assessment for the 21st Century (ELPA21). Specifically, the critique focuses on how each consortium addresses two aspects of alignment: (a) disciplinary practices across content areas and (b) cognitive expectations across proficiency levels. Both consortia fall short in accurately reflecting disciplinary practices and maintaining consistent cognitive expectations. Lessons learned from this critique offer recommendations for the field to move forward in ensuring English learners capitalize on the opportunities and meet the demands for both content and language learning presented by content standards. As the challenges in ELP standards development lie squarely at the intersection of content and language learning, the article ends with a call to action for closer collaboration between language and content educators. Keywords: bilingual/bicultural; content analysis; educational policy; policy analysis; science education REVIEWS/ESSAYS