The 2015 federal Every Student Succeeds Act (ESSA) affords states flexibility in adopting accountability measures that assess opportunity to learn, and requires that state and district leaders use evidence-based interventions to address any inequities. For English learners (ELs) at the secondary level, one important measure of opportunity to learn is access to and completion of rigorous, college preparatory coursework. Drawing from ESSA's definition of "evidence-based," which aligns closely with requirements for EL programs outlined by Castañeda, we propose course taking as a valid and reliable statewide indicator of student success, and offer recommendations for local interventions that would support secondary ELs' opportunity to learn.