In September 2006, the U.S. Department of Education amended the regulations governing programs administered under Title I, Part A of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001 (NCLB), related to both the assessment of, and State, local educational agency (LEA), and school accountability for, the academic achievement of recently arrived and former limited English proficient (LEP) students. Under Title I of the ESEA, States must include LEP students in their assessments of academic achievement in reading/language arts and mathematics, and must provide LEP students with appropriate accommodations including, to the extent practicable, assessments in the language and form most likely to yield accurate data on what LEP students know and can do in the academic content areas until they have achieved English language proficiency. States must also annually assess LEP students for their English language proficiency. Additionally, beginning with the 2007-2008 school year, States must administer science assessments and include LEP students in those assessments. This guidance does not impose any requirements beyond those in the regulations, which are applicable only to States that choose to implement the flexibility permitted in the regulations. This guidance provides a summary of the provisions included in these regulations related to assessment and accountability for recently arrived and former LEP students and addresses questions that may help clarify how SEAs and LEAs can implement the provisions included in the regulations.