In the country's multilingual, multicultural schools, English language learners (ELLs)--students eligible to receive language support to access and achieve grade-level content--are the fastest growing K-12 population. Demographic trends of the past decade indicate a steady rise in the number of English language learners to over five million students, with many states seeing a greater than 100 percent increase in ELL enrollment during this period. English language learners have become more visible on the education policy landscape, as well. The No Child Left Behind Act of 2002 (NCLB) has clearly played a part in this raising of national awareness. During this time, the Common Core State Standards (CCSS) have opened a new era of educational excellence for the vast majority of states. Infusing higher-order thinking from the early years upward is testimony that states can set high expectations for all their students. The comprehensiveness of the Common Core invites states to systematically identify its embedded academic demands, translate this rigor into realistic and obtainable educational goals, and plan for sustained professional development for stakeholder groups. This article addresses some of the choices and challenges state and local boards of education face in formulating and directing policy related to the Common Core through the lens of ELLs. It offers four interdependent suggestions that can help jump start state and local school board policies to maximize opportunities for success for English language learners in school and beyond. (Contains 1 endnote.)