This study addresses the segregation of English language learner (ELL) students in schools across Texas. We descriptively analyze levels of racial, economic, and linguistic isolation experienced by ELL students across the state of Texas. We also examine the association between segregation by race/ethnicity, economic disadvantage, and language proficiency with high-stakes accountability ratings. Despite nearly two decades of accountability policies that have promised equality, our statistical analyses show that a majority of ELL students in Texas still attend high-poverty and high-minority schools, and we find that segregation by socioeconomic status (SES) and race and ethnicity is highly significant for predicting whether schools will be low performing relative to high performing.