Under the current version of the Elementary and Secondary Education Act (ESEA), public schools must show consistent improvement in achievement for all students including English language learners (ELL) and students with disabilities. The assessment of ELL students and students with disabilities can present unique challenges to schools that must make adequate yearly progress (AYP) toward high proficiency rates. Alternatives to accountability systems based on AYP often seek to employ measures of academic "growth". This study used the longitudinal data of 2011 high school graduates who took EXPLORE, PLAN, and the ACT in grades 8, 10, and 11/12, respectively, to examine growth differences for ELL students and students with disabilities. ELL students experienced less-than-expected growth in English and reading, but above-average growth in mathematics. Students with disabilities experienced less than-expected growth in all four subject areas. Most of the growth differences, while statistically significant, were small in magnitude. Appended are: (1) Parameter Estimates for Predicting PLAN scores from EXPLORE; (2) Parameter Estimates for Predicting ACT scores from PLAN; and (3) Parameter Estimates for Predicting ACT scores from EXPLORE. (Contains 3 figures, 7 tables and 11 footnotes.)