The rapidly increasing English Language Learner (ELL) population across the United States offers valuable possibilities for next-generation ELL policy for assessment, accountability, and best practices. There is now tremendous opportunity to create policies taking into account the needs of ELL students from the outset rather than as an afterthought. Unsurprisingly, ELL students (students who score below proficient on assessments of English language proficiency), score poorly on academic achievement assessments when these are conducted in English, and they will continue to underperform until their English language skills are fully developed. This paper presents recommendations for developing the next generation of state assessments and accountability systems appropriate for ELL students.