Children who are English learners (ELs) comprise a large, diverse, and growing student group in U.S. schools. ELs face systemic educational challenges rooted in language, race, class, and nativity. The Century Foundation and Children's Equity Project constructed a first-of-its-kind database covering more than 1,600 dual-language immersion (DLI) programs to address how policymakers and state education leaders can encourage the creation of diverse, integrated two-way DLI settings while still protecting equitable access for ELs. The analysis of aggregated demographic data completed for this report reveals some distinct patterns for DLI schools in a range of cities, illustrating different challenges in different communities. Steps education policymakers can take in order to grow bilingual teacher training programs and equitably expand access to dual-language immersion programs are provided.