Instructional and decision-making practices for English learners (ELs) with disabilities are garnering increased attention as the number of these students increases across the U.S. Although many critical educational decisions are made for these students, the determination that an EL with disabilities should be reclassified and exited from services is one of the more critical decisions made for individual students. The purpose of this report is to provide a baseline report, prior to the passage of the "Every Student Succeeds Act," on factors that affect decisions to exit ELs with disabilities from English language development services. In this report, the authors review what is known about current populations of ELs with disabilities--their numbers and their language and disability characteristics. Then, they describe a survey of states that was conducted in 2015-16, and the responses to that survey. The responses of the 90% of states and DC that completed the survey indicated that some states had clear exit criteria for ELs with disabilities, although in many of those cases, the criteria for ELs with disabilities were the same as those for ELs without disabilities. Many states did not have a specific exit process or criteria for ELs with disabilities, allowing districts to establish their own criteria. Most states did not know how many ELs with disabilities exited EL services; in those states that did know, the percentages of ELs with disabilities exiting from EL services were relatively small. The survey results suggested that many states could benefit from developing or refining their exit criteria for ELs with disabilities.