Assembly Bill (AB) 1705 requires community colleges to ensure that students pursuing calculus-based programs in Science, Technology, Engineering and Math (STEM) begin math in the course that best positions them to complete their calculus requirement. According to the law, a college has this obligation for 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 with disabilities whose first college math course was in the STEM Calculus pathway. The authors specifically examine the math outcomes of students who received services from Disabled Students Programs and Services (DSPS) while enrolled at a California community college. The report begins with a short overview of the methodology, followed by key findings and conclusions.