This report responds to the key questions raised by educators regarding English as a second language (ESL) practices, programs, and support services across the three California postsecondary systems: the California Community Colleges (CCC), the California State University (CSU), and the University of California (UC). Though there is unanimous agreement that English language learners (ELLs) represent an important demographic served across the three segments of higher education in California, the types of support offered to these students is both unbalanced and unclear. The survey conducted for the purposes of this 2020 ESL Students in California Public Higher Education report found uncoordinated approaches to assessment for language learning, uneven methods of identifying ELLs, and an overall reduction in sections of ESL courses. Moreover, while ELL students are not a homogeneous population, it appears as though certain kinds of ELL students receive disproportionate levels of support. For instance, the 2020 survey responses reveal that many institutions have very clear means of identifying international students yet very unclear means of identifying ELL immigrants. The chief method of identifying immigrant ELLs is self-identification; however, immigrant ELL students may not choose not to identify as such. Often the most accurate means the college has to identify ELLs is enrollments in ESL classes. Self-identification or even college identification is usually imprecise and inconsistent. This report concludes with a list of recommendations and action items in direct response to the lack of significant progress made towards serving ELLs since the 2006 report. The recommendations and action items signal the absolute necessity that the three higher educational systems coordinate efforts to identify, track, and provide adequate instruction and support for ELLs as well as engage ESL professionals in the recommendation and coordination of services. [For the 2006 report, "ESL Students in California Public Higher Education. ICAS ESL Task Force Report," see ED510567.]