> The CEFR is intended to measure the proficiency of foreign language learners and not measure the sophistication of native language speakers. You’re right abo

> The CEFR is intended to measure the proficiency of foreign language learners and not measure the sophistication of native language speakers. You’re right about this, but these are the systems I know, and they are arguably more useful in this context that most of the grade-level models you listed (very abstract, and most folks don’t really understand the level they are based on). > Everyone that speaks English as a first language would pass a C2 level examination very easily. C2 is the equivalent of a highly educated native speaker. This does not describe most Americans, even ones with seemingly appropriate credentials. A discussion I’ve heard about native speakers of English expected to pass a C1 test in a foreign language: “Can they pass C1 in English?” The answer was not always so clear. > In other words this text can be read by average American 10th graders without difficulty. These are more like ideal goals for a high-performing Xth grader. I have worked with the vocab lists that textbooks writers are supposed to use — the expectations are very high. Anyway, thank you for your response.