Assembly Bill (AB) 1705 seeks to improve California community college students' progress in Science, Technology, Engineering and Math (STEM) programs. The law ensures that students begin math in the course that best positions them to complete their calculus requirement. A college has this obligation to all STEM students, regardless of their background or special population status. Previous research conducted by The RP Group's Multiple Measures Assessment Project (MMAP) and summarized in "Preparatory Pathways and STEM Calculus Completion: Implications of the AB 1705 Standards" found high rates of attrition along the path to calculus for students who began in preparatory courses. This brief provides additional analysis focusing on STEM students from special populations. Specifically, the authors examined STEM students who participated in one or more of the following programs while enrolled at a California community college: Disabled Students Programs and Services (DSPS): Extended Opportunity Programs and Services (EOPS); Mathematics, Engineering, and Science Achievement (MESA); Puente; and/or Umoja. It also includes students classified as economically disadvantaged, foster youth, and/or military. The report begins with an overview of the methodology, followed by key findings and conclusions.