Ensuring adequate support for English learners (ELs) is key to the state meeting its mission of providing a world-class education for all students. Toward that end, California's State Board of Education has recently added a long-term English learner (LTEL) category to the California School Dashboard and enacted a requirement that LTEL as a group be included in the planning for programmatic and budget investments that occur with each district's annually updated Local Control and Accountability Plan (LCAP). By state statute, students are deemed LTEL if they are classified as ELs for 6 or more years and are not making progress in English acquisition. The testing data to produce this formal designation is lagged at the state level and cannot be produced for individuals quickly enough to inform the annual dashboard. hence the LTEL classification defined by state statute is different than the one used for the school and district dashboards. Thus, for the purpose of the accountability dashboard in 2024-25 and thereafter, LTELs will be counted as students who have been classified as English learners for 7 or more years. To inform the deliberations that will follow the state's action, this report describes the population of learners identified in 2022-23 as needing English language acquisition supports in California for 7 or more years (students designated as LTEL7). It describes the characteristics, location, and academic performance of these students designated as LTEL7 compared to their other peers ever classified as EL ("other ever-ELs"); other ever-ELs include ELs for fewer than 7 years or those who had been previously identified as English learners but were reclassified as fully English proficient.