The purpose of this report is to examine the trends across the country over the past decade related to the placement of students with extensive support needs (ESN) in separate schools. For this report, state-level data from federally reported sources for students with ESN were analyzed, specifically, students identified with the disabilities of autism, intellectual disability, multiple disabilities, and deaf-blindness, to determine changes over time in the number of students served in separate settings as well as any variances that may have occurred by age and location (state). The current study confirmed that there has not been a significant change in the overall placement for students with ESN since 2012 even though academic expectations have become more rigorous over time.