One of the most significant recent trends in the U.S. education system is that white students are no longer the majority. This trend is mainly driven by growth in both the number and percentage of Hispanic children. The share of Hispanic students among kindergarten children increased from 19 percent in 1998 to 24 percent in 2010 (ECLS-K, Kindergarten Class of 1998-1999 & 2010-2011). Similarly, about 23 percent of state preschoolers are dual language learners (DLLs) (Friedman-Krauss, et. al, 2018). Research on preschool programs has found that young DLLs benefit strongly from participating in high-quality preschool programs, which makes both access to, and improving the quality of, preschool critical. Yet, Hispanics and Hispanic DLLs lag behind their white peers in access to preschool and achievement. Research has shown that high-quality preschool can reduce achievement gaps before children even enter kindergarten. This "policy facts" addresses the lack of information available on DLLs being served and the policies that support them in state-funded preschool.