The standards for awarding credits in world languages were established after examining actual proficiency data collected at the national level and in Washington. The performance standards are set sufficiently high for awarding credit without being unrealistic. Generally, students who seek World Language equivalency credit will demonstrate a performance level similar to the top 15%?5% of students in a traditional high school world language class. Performance variables include, but are not limited to, the type of language studied and the native language of the learner.
In general, for native speakers of English and after two years of high school classroom language study, students of French or Spanish are more likely to reach higher proficiency levels than students studying two years of Chinese or Japanese. Some students earning equivalency credit for a World Language (as opposed to credit offered in association with "seat time") may demonstrate higher proficiency in the language than some students who earn World Language credits through the traditional classroom setting. Proficiency is impacted by the extent of the student's exposure to the language and the intensity of that learning experience.