Recently, I happened to attend a public hearing on academic issues related to English language learners (ELL). The essential question posed by education policy makers and elected officials was "How are English language learners (ELLs) doing in California public schools? Currently, in California, lawmakers and education policy makers are gathering public information from various sources, including public testimonies from classroom teachers, parents, students, university professors, and other experts in the educational field, to help them reframe the academic standards for ELLs. Amazingly, no one seemed to know the answers to their question. Senate Bill 2042 and Assembly Bill 1059 have failed to address academic issues that ELLs face each and every day in public schools. Instead, these two bills have eliminated instructional resources needed for CLAD (cross-cultural language acquisition development) and BCLAD (bilingual cross-cultural language acquisition development) teachers to assist ELLs and leave the academic responsibilities to classroom teachers, school districts, and teacher preparation programs to find ways to design academic supportive services for socio-economically disadvantaged students.