This report aims to fill the gap in research on English as a Second Language (ESL) programs at California's community colleges and the effectiveness of reforms aimed at improving student success. A number of colleges have implemented curricular reforms in recent years--accelerating coursework, integrating skills courses, and the like. These reforms are likely to become more widespread in the wake of Assembly Bill (AB) 705, signed into law in 2017. In addition to mandating that community colleges amend how students are placed in remedial courses, AB 705 requires that credit ESL sequences--which offer credit-bearing courses for which students pay tuition--maximize the probability that students enter and complete transfer-level English coursework within three years. Our research suggests that while many colleges are moving in the right direction, more could be done. Specifically, this study finds that: (1) Most degree-seeking ESL students do not successfully complete transfer-level English; (2) Nearly half of colleges offer no more than five levels of ES; (3) Colleges have made great strides in moving away from a traditional approach; (4) Many colleges offer ESL courses; and (5) Many colleges still offer ESL sequences. [This report was written with research support from Sergio Sanchez and Stephanie Pulles. For the accompanying Technical Appendices, see ED598070.]