This project uses the random timing of School Finance Reforms (SFRs) implemented between 2002 and 2019 to study the impacts of changes in education funding systems on English Language Learner (ELL) - non English Language Learner math and reading proficiency rate gaps. I compare student proficiency rate gaps in states where SFRs were implemented with student proficiency rate gaps in states that did not implement SFRs. SFRs lead to small, significant decreases (2.6% to 6.2%) in ELL - non ELL 4th grade math proficiency rate gaps, seven to nine years after the implementation of SFRs, as well as less significant decreases in 4th grade reading, 8th grade reading, and 8th grade math proficiency rate gaps. These changes are driven mostly by increases in ELL proficiency rate gaps. Lastly, SFRs lead to small, insignificant increases in the number of ELLs as a percentage of the total student population in public schools.