This policy brief explores the extent to which students classified as English learners (ELs) are excluded from core content in high school. Using statewide data from Oregon (2013/14-2018/19) and Michigan (2011/12-2014/15), the percentages of current, former, and never ELs enrolled in any class in each core content area were tabulated and gaps in enrollment among groups were calculated. In addition, statistical models were used to analyze the role of structural, demographic, and organizational factors in exclusionary tracking. Results of this investigation demonstrated that over the period examined, EL-classified students in both states were less likely than former and never ELs to be enrolled in core content classes. Differences in the prevalence of exclusionary tracking in Oregon and Michigan may be due to structural, organizational, and demographic differences between the two states. EL-classified students with beginning levels of English proficiency, newcomer students, and students in special education were more likely to experience exclusionary tracking. EL-classified students' experience of exclusionary tracking may have had significant implications for their high school graduation eligibility. In recent years, both states have implemented a variety of policies to expand EL-classified students' access to core content, including expanding teacher professional learning, implementing more robust EL programming, co-teaching models, standardized English learner entrance and exit criteria, and bilingual content course options.