AB 714: Coursework

Assembly Bill (AB) 714 Home | Graduation & Academic Access | English Language Development (ELD) Requirements | Frequently Asked Questions (FAQs) | Use of Coursework Completed in Countries Outside of the United States

Newcomer students are a diverse group with varying academic backgrounds, prior schooling experiences, and immigration circumstances. For definitions and an overview of the different populations that may be represented within the newcomer student community, including Students with Limited or Interrupted Formal Education (SLIFE), see the California Department of Education’s (CDE's) Newcomer Students web page.

Newcomer students often arrive with prior academic experience and coursework completed in languages other than English. This page is intended to support local educational agencies (LEAs) in developing processes for evaluating the prior academic coursework of newcomer students. It draws on best practices from research and recommendations from LEAs across California. It aligns with the principles of the California English Learner Roadmap (EL Roadmap), particularly its emphasis on assets-oriented schooling that builds upon students’ prior knowledge and educational experiences. Further research and practices can also be found in the U.S. Department of Education (ED) Newcomer Toolkit (Chap. 3). All resources cited on this web page are linked in the Resources section below.  

The information below is intended as guidance only and does not constitute legal advice. LEAs maintain local control over transcript evaluation and grade placement decisions. The CDE recommends that LEAs discuss their specific situations with legal counsel to determine the most appropriate action, in line with applicable state and federal requirements.

Evaluation of Foreign Transcripts

It is recommended that LEAs ensure international transcripts are reviewed in a timely and consistent manner, so students receive accurate credit for prior learning and are placed appropriately in courses (U.S. ED Newcomer Toolkit, Chap. 2; Castellón et al., Schools to Learn From). Because grading systems, course content, and instructional time vary widely across countries, establishing clear and systematic procedures may help prevent credit loss, unnecessary course repetition, and delays toward graduation.

Best practices suggest that effective transcript evaluation requires coordinated collaboration across roles (U.S. ED Newcomer Toolkit, Chap. 2; Short and Boyson, Helping Newcomer Students Succeed in Secondary Schools and Beyond). Examples of possible roles and responsibilities can be found below. Clearly defined responsibilities and cross-role collaboration reflect the EL Roadmap’s focus on systemic alignment and articulated systems (Principle 4), supporting coherent implementation and equitable outcomes for newcomer students across schools and districts.

Accepting and Managing Documentation

LEAs are encouraged to accept the broadest reasonable range of documentation to establish a student’s prior academic record. LEAs may consider the following practices:

• Accepting photographed or scanned versions of transcripts and report cards in lieu of originals.
• Accepting records from immigration detention centers as evidence of schooling completed while in detention.
• Allowing students and families a reasonable period after enrollment to submit official transcripts, with placement and credit decisions revisable upon receipt.
• Establishing an appeals process for cases where school records have been destroyed by natural disaster, conflict, or other circumstances beyond the family’s control.
• When no documentation is available, placing the student based on age, self-reported educational history, and assessed academic skills, with the understanding that placement may be adjusted when records become available. In determining credits for students without documentation, LEAs may consider one or more of the following approaches:
• Accepting the student's and family's self-reported account of coursework completed as a good-faith basis for initial credit assignment
• Administering a home language assessment or content-area assessment in the student's primary language to gauge academic preparation in specific subject areas
• Using competency-based evaluation tools or structured interviews conducted by a qualified bilingual staff member or counselor
• Assigning provisional credit pending receipt of documentation, with a clearly communicated process for adjustment in either direction once records are available

It is recommended that LEAs document the basis for credit decisions made in the absence of official transcripts and ensure that the student and family are informed of the process and their right to appeal.

Local Discretion in Grade Placement of Newcomer Pupils

LEAs maintain local control in determining the grade placement of newcomer pupils within the limits of applicable state and federal laws. Federal equal access obligations, English learner access protections, and Office for Civil Rights (OCR) enforcement principles establish legal requirements that apply regardless of local policy (LEAs should also be aware that McKinney-Vento Act requirements apply in cases where newcomer students are experiencing homelessness or housing instability). LEAs are encouraged to consult with their legal counsel to ensure that local placement practices are consistent with these requirements. LEAs are encouraged to establish clear, documented criteria for grade placement. Transparent criteria promote consistency across schools and support equitable outcomes for students.

Grade placement decisions may take into account multiple factors, including credits earned in the student’s home country, English proficiency as measured by the Initial English Language Proficiency Assessment for California (ELPAC), age, developmental progress, social-emotional needs, and the student’s postsecondary goals (U.S. ED Newcomer Toolkit, Chap. 2; Short and Boyson, Helping Newcomer Students Succeed in Secondary Schools and Beyond). It is recommended that grade placement decisions be made independently of a student’s English language proficiency level. English language acquisition is a developmental process, and a student’s current proficiency level does not necessarily reflect their academic preparation or readiness for grade-level content. Regardless of proficiency level, newcomer students have the right to access core academic content in meaningful and comprehensible ways.

LEAs should also be aware that newcomer students at lower levels of English proficiency will need to complete multiple years of English coursework to meet graduation and college-readiness requirements. These factors are intended to inform decision-making while allowing flexibility for local context and student needs.

Placement in a newcomer program, as well as the duration and structure of the program, are local decisions, subject to applicable state and federal requirements regarding equitable access to educational programs. LEAs are encouraged to consult with legal counsel when developing or reviewing policies related to newcomer program placement and transition.

Accounting for Differences in International Educational Systems

Educational systems can vary significantly across countries. Students from countries with 10- or 11-year secondary systems may have completed their full secondary education with fewer total years of schooling than the 12-year U.S. standard, while students from countries with 13-year systems may have completed coursework beyond U.S. secondary equivalents. Evaluators may wish to focus on the content and level of coursework completed rather than solely on the number of years attended. The Scholaro Database provides country-by-country information on grading systems and educational structures that may assist in this process.

Graduation Pathways for Newcomer Students

LEAs are encouraged to ensure that counselors discuss graduation pathway options with newcomer students and families, including the postsecondary implications of each pathway. Many districts offer multiple graduation plans that balance the goal of college readiness with the time and language development needs newcomer students face. Possible structures include:

• Standard graduation plan (a–g eligible): Meets both district graduation requirements and University of California (UC) and California State University (CSU) admission requirements. Requires four years of college-preparatory English, three years of math through Algebra 2, and the full complement of subject-area requirements. LEAs may wish to consider this pathway for students who have sufficient time in U.S. schools to complete English requirements.
• Reduced-credit plan for newcomer students with limited time to meet graduation requirements: Some districts offer a modified graduation plan for newcomer students. This type of plan typically reduces elective requirements while maintaining core subject-area requirements. Students and families should be informed that reduced-credit plans may not satisfy a–g requirements for UC/CSU admission.
• State minimum graduation requirements: Newcomer students who arrive in their third or fourth year of high school may have insufficient time to complete the full coursework required for a-g eligibility. Under California Education Code (EC) Section 51225.3, students may graduate by meeting the state’s minimum graduation requirements. This pathway also allows LEAs to exempt qualifying newcomer students from additional graduation requirements beyond the state minimum. LEAs should ensure that students on this pathway understand that it does not satisfy UC/CSU admission requirements, and that they are informed about the community college transfer pathway and English as a Second Language (ESL) placement processes available to them. For more information, see the AB 714: Graduation & Academic Access web page and the AB 2121 Frequently Asked Questions web page.

Application to UC and CSU “a–g” Subject Requirements

Students who have completed coursework in countries outside of the United States may also apply that coursework toward eligibility requirements for admission to the UC and the CSU systems across multiple subject areas.

While coursework completed in another country is commonly applied towards the “e” (World Language requirement), counselors and transcript evaluators should be aware that coursework may also satisfy:

• "a" (History/Social Science): may include world history, civics, and regional or national history courses completed in another country
• "b" (English): may apply in some cases, for students who attended schools where English was the primary medium of instruction
• "c" (Mathematics): may include algebra, geometry, and advanced mathematics coursework
• "d" (Laboratory Science): may include biology, chemistry, physics, and other science courses with a laboratory component
• "e" (World Language): may include coursework in the student's home language, which may demonstrate proficiency comparable to the expected level of study
• "g" (College Preparatory Elective): may include coursework that does not fit into other categories but meets the standard of a college preparatory course

It is recommended that school counselors and transcript evaluators review available records and follow UC and CSU guidance when determining how coursework completed outside of the United States aligns with these requirements.

External Resources and Tools for LEAs

The CDE is not responsible for the content of external resources linked on this page. These resources are provided for reference purposes only and do not constitute official CDE guidance or policy. LEAs are encouraged to consult with their local counsel and exercise their own professional judgment when applying information from outside sources to local practice.

How-to Documents for EL Coordinators and LEA Leaders

• Finding the Right Starting Point: Obtaining, Interpreting, and Evaluating International Transcripts : A step-by-step guide developed by the Regional Educational Lab (REL) Northwest for enrollment counselors and EL coordinators covering how to request, receive, and begin evaluating international transcripts. Includes guidance on working with families who have incomplete or missing documentation.
• American Association of Collegiate Registrars and Admissions Officers (AACRAO) Electronic Database for Global Education: A widely used reference for international credential evaluation. While it requires a subscription, AACRAO also publishes free materials that may be useful to LEAs.
• Evaluating Foreign Transcripts: The A-Z Manual (PDF): A reference guide for high school principals and counselors, developed by the Office of Youth Development and School-Community Services of the New York City Department of Education. It provides guidelines and country-specific resources to help school staff assess and translate students' prior academic credentials, including grading scales, course equivalencies, and recommended U.S. credit placements, to support appropriate grade and course placement for newly arrived students.
• San Francisco Unified School District (SFUSD): Foreign High School Transcripts Translation and Evaluation Handbook : A handbook developed by SFUSD outlining the district's full transcript evaluation process, from initial intake through credit entry. This handbook may be useful as a model for LEAs developing or refining their own procedures.
• Steps to Take When Transcribing: International Transcripts : A reference guide, developed by the San Diego Unified School District (SDUSD), walking evaluators through the transcription process, including how to handle common challenges such as non-Roman scripts, unfamiliar grading scales, and courses without clear U.S. equivalents.
• Typical Credits Issued When Transcribing : A reference chart, developed by the SDUSD, showing the credit values commonly assigned to foreign coursework by subject area. Intended to support consistency across evaluators and schools within an LEA.

Planning Tools for EL Coordinators and LEA Leaders

• Newcomer District Planning Workbook : A planning tool for LEA leaders and EL coordinators to assess current newcomer enrollment systems, identify gaps, and develop or strengthen district-wide procedures for transcript evaluation, grade placement, and credit assignment.
• Scholaro Database : An international education database providing detailed comparisons of grading systems, academic credentials, and education structures across countries. Useful for evaluating international transcript equivalencies.

References

California Department of Education (CDE). 2017. California English Learner Roadmap: Strengthening Comprehensive Educational Policies, Programs, and Practices for English Learners. Sacramento: California State Board of Education.

Castellón, Marguerite, Tina Cheuk, Rachel Murphy, Hillary Stribling, Sara Tolbert, Laura Decker, and Kenji Hakuta. 2015. Schools to Learn From: How Six High Schools Graduate English Language Learners College and Career Ready . Stanford, CA: Stanford University, Understanding Language/SCALE.

Short, Deborah J., and Beverly A. Boyson. 2012. Helping Newcomer Students Succeed in Secondary Schools and Beyond Washington, DC: Center for Applied Linguistics.

University of California (UC), Office of the President. n.d. “International Records for Freshman Applicants .” University of California Admissions. Accessed April 2026.

U.S. Department of Education (U.S. DOE), Office of English Language Acquisition. 2017. Newcomer Tool Kit (PDF). Washington, DC: U.S. Department of Education.

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