This paper examines how English language learners (ELLs) are provided for in the U.S. public school system and whether they are receiving an equitable education. It focuses on: the development of assessment and accountability in the education of ELLs; the education of ELLs in San Francisco, California, whether there was great controversy over how to educate and evaluate these students; measuring growth in English by tracking students' development in English itself rather than using standardized tests; teaching ELLs (there has been little inservice or preservice training for current or future ELL teachers, although university teacher training programs nationwide are beginning to address the issue and inservice teacher training is being developed to promote the success of all students); the role of high school counselors (who can assist ELLs through the educational system and appropriately advise and inform them); English as a Second Language standards, which are necessary in order for counselors, teachers, parents, and students to all be on the same page; and the future of English language development (with a concrete set of standards specific to ELLs in place, the next step in securing educational equity is to ensure that educators are familiar with the standards and their implementation). (Contains 14 references.) (SM)