The "Lau v. Nichols" Supreme Court case specifies two core responsibilities of schools -- and rights for students -- with regard to students classified as English learners (ELs): 1) opportunities to learn English; and 2) equitable access to grade-level content. Yet 50 years since "Lau's" passage, students' right to content may not be being upheld. Indeed, students classified as ELs may be fully excluded from classes in one or more content areas, a phenomenon called exclusionary tracking. Drawing on longitudinal, student-level data from Oregon and Michigan, we examined the prevalence of EL exclusionary tracking in grades 9-12, how it varied by subject area and grade, and the structural, organizational, and demographic predictors of exclusionary tracking. We found that many students classified as ELs were disproportionately excluded from content compared to their non-EL peers, with the largest exclusion in English language arts and science and important variation in exclusionary patterns across states and grades. Multiple factors predicted exclusionary tracking, including English proficiency level, disability status, and bilingual program participation. We discuss implications for policy and practice at the school, district, and state levels.