This research investigates whether an achievement gap exists among eighth grade students who are identified for English Language Learners (ELL), in a Special Education (SE) program, or students who are identified as both (ELL-SE). Using the Analysis of Variance procedure, the study analyzes the differences in performance of ELL, SE, and ELL-SE subgroups by race and socioeconomic status. Critical race theory and sociolinguistic theory are the lenses that frame the research, and a statewide assessment and a Scholastic Reading Inventory (SRI) serve as the assessment tools. While other studies highlight either students enrolled in Special Education (SE) students, or English Language Learner (ELL) students, this study examines the reading data of students who are identified by both subgroups (ELL-SE). Findings will likely inform education policy, and the pedagogy and practice of current and pre-service teachers who are preparing to meet the instructional needs of this growing population. In addition, an alternative for researching achievement gap data is recommended.