The 2014-15 school year was the first in which the Smarter Balanced assessments (referred to here as the SBAC) were administered statewide. While educators and policymakers agree that multiple measures over multiple years are the best way to gauge student, school, and district performance, the first-year SBAC results provide an important baseline for assessing implementation of the Common Core State Standards and the Local Control and Accountability Plans (LCAPs). These results may also have implications for the evolution of accountability measures at the district and state levels--especially in relation to high-need students. The California State Board of Education has not yet devised a replacement for the Academic Performance Index (API), which was suspended in the 2014-15 school year. One of the major goals of the Local Control Funding Formula (LCFF) is to help districts address a long-standing achievement gap between high-need students--economically disadvantaged students and English Learners (ELs)--and other students. However, this analysis finds that the test score gap is larger for 4th-grade EL and economically disadvantaged students when measured with the SBAC than with the state's prior assessment (the California Standards Test, or CST). Results for English Learners are particularly useful for local and state policymakers as they implement new EL standards and consider how to revise reclassification standards. The main conclusion is that high-need students are far behind other student groups. Schools and districts can use this analysis to take stock of their implementation of the Common Core and their progress toward their LCAP goals for EL and economically disadvantaged students.