This fact sheet outlines the key sociodemographic characteristics of the DLL population in the United States and explores the range of state-level policies that shape their access to early childhood education and care (ECEC) programs. The data it presents are based on Migration Policy Institute (MPI) analysis of U.S. Census Bureau American Community Survey (ACS) data pooled over the 2011-15 period and on surveys of state ECEC agencies conducted by MPI researchers in April 2017. The fact sheet also provides information on English Learner (EL) and non-EL academic outcomes nationwide at the fourth-grade level as a means of understanding lags in achievement DLLs experience later in their academic trajectories that may be due in part to inadequate or ineffective ECEC services as well as other risk factors described in the sociodemographic analysis. The final section provides an overview of major state ECEC policies and initiatives that support DLLs. (author abstract)