The California Community Colleges served 2.1 million students in 2015-16 and 2.1 million students in 2016-17. It is the largest system of higher education in the nation. Each of the 115 colleges in all 73 districts use state funding allocated for Disabled Student Programs and Services (DSPS) to assist in providing support services and educational accommodations to students with disabilities so they can have full and equitable access to the community college experience. This report reflects the 2015-16 and 2016-17 academic years and is written in response to Education Code section 67312(b). This section requires the Board of Governors of the California Community Colleges to report every two years to the governor and the education policy committees of the Legislature on its system for evaluating "state-funded programs and services for disabled students on each campus at least every five years." The Chancellor's Office is pleased to report on the four elements mandated by legislation: (1) staff and student perception of program effectiveness; (2) data on the implementation of the program; (3) physical accessibility requirements; and (4) outcome data. The report also includes a statewide review of the enrollment, retention, transition and graduation rates of community college students receiving services through DSPS compared to non-DSPS students. This data was collected from all 114 colleges and has been analyzed in this report. The data compiled for this report show that students with disabilities represent five percent of the population of the community colleges. This student population is typically located in the lower margins in different performance and completion metrics. This report shows those metrics are increasing slowly. This student population: (1) take and complete both credit and non-credit courses at the same rate as their non-disabled peers; (2) both DSPS and non-DSPS students take credit courses at higher rates than they take non-credit courses; (3) DSPS students continue to persist year after year without reaching a point of transfer preparedness, transfer or degree or certificate attainment. DSPS students attend California community colleges for much longer than non-DSPS students; (4) demonstrate much greater persistence from spring to fall and retention from fall to fall in most classes; and (5) DSPS students perform similarly in both workforce preparation courses and short-term vocational courses when compared to their non-disabled peers.