The report summarizes current knowledge about immigrant students in California public schools. First, the most recent available evidence concerning the size, ethnic composition, and other characteristics of fluent-English-proficient and limited-English-proficient language minority students enrolled statewide is reviewed. Data from the Los Angeles Unified School District, the nation's second largest, and from a recent statewide survey of immigrant students are presented, and comparative indicators of the educational performance of immigrant students in San Diego high schools (including dropout rates, grade point averages, achievement test scores, and educational aspirations) are examined. Finally, findings of four recent case studies of the adjustment of selected immigrant and refugee groups are discussed. The evidence suggests that most of these youths are making rapid and positive adjustment, often outperforming even native-born majority-group high school students in such areas as grades and graduation rates. The case studies focus on four immigrant groups: Southeast Asians, Central Americans, Punjabis, and Mexicans. Graphs and tables present statistical data. Contains 23 references. (MSE)