This study reports achievement levels and fall-to-spring gains in grades K to 8 for three groups of English Learners (ELs): (a) ever-ELs who were ever eligible for service; (b) current-ELs who continue to require service; and (b) dually-identified students eligible for both EL and Special Education services. I leverage unique data that include 186,139 ever-ELs and their never-EL peers in 1,520 schools. All three EL groups have lower mean math and reading achievement than the average of all students in kindergarten. Compared to the all-student average, ever-ELs and current-ELs make larger gains in the early grades but smaller gains in the middle grades. Dually-identified students make smaller gains than the all-student average across all grades in math and in kindergarten and 1st grade in reading. The expanding achievement gaps in the middle grades suggest better academic support is urgently needed for all multilingual students, especially dually-identified students.