This report examines multilingual learners of English (MLEs) with disabilities—dually identified students—in California public schools, representing approximately 3% of K-12 enrollment. Using publicly available aggregate data from the California Department of Education (2014-15 through 2024-25), we analyze grade-level patterns, educational opportunities, and outcomes. Our findings reveal changes over time and substantial disparities. Dually identified students have shifted from concentration in middle school to increasing representation in early elementary grades. By grade 12, only 60% are reclassified as English proficient versus 75% of MLEs without disabilities, with one-third becoming long-term English learners. They experience elevated suspension rates and lower educational outcomes: 75% complete high school with regular diplomas versus 91% of students with neither classification; 44% enroll in college versus 66%. Yet they are placed in inclusive special education settings at comparable rates to students with disabilities only. Notably, dually identified students achieve better outcomes in counties where they comprise larger enrollment shares, suggesting scale enables specialized supports warranting investigation and replication. These patterns underscore the need for coordinated services addressing both language development and disability needs, improved reclassification systems, and attention to early identification practices.
Multilingual Learners of English with Disabilities in California: Patterns in Enrollment, Opportunities, Outcomes, and County-Level Variation
This report examines the educational experiences of multilingual learners with disabilities, a group whose outcomes are shaped by both language development and special education systems. It highlights opportunities to improve identification, reclassification, services, and long-term pathways from elementary school through college.
