The research note focuses on the alignment aspect of English language proficiency (ELP) assessments, one of the required types of validity evidence for the federal peer review process of states' assessment systems. A basic tenant of current U.S. education policy is the alignment between what a test assesses and what content has been determined as meaningful for students in a given grade. A student's performance on a well-aligned assessment should indicate that student's level of mastery of content knowledge. Whereas the alignment methods and literature on academic content assessments are relatively well-established, little guidance is available as to how to evaluate the alignment of ELP assessments to standards in terms of their content match.