This report describes the demographic characteristics and educational experiences of immigrant students in New York City's elementary and middle schools. Immigrants comprise a substantial share of the elementary and middle school student body. Far more immigrant than native-born students are limited English proficient (LEP) and Asian, and far fewer are black. Immigrant students outperform native born students on standardized tests and have lower special education rates. Differences in school performance between native born and immigrant students are not completely driven by poverty. Within racial/ethnic groups, immigrants have lower test scores than native born students. Most LEP students are native born. Differences between native born and immigrant students are not driven by LEP status. More recent than nonrecent immigrants and native born students are LEP and Asian, and fewer are Hispanic. Recent immigrants have lower test scores and lower participation in special education. Poverty does not change school performance differences by recent immigrant status. School performance differences among nativity groups vary by race/ethnicity. Immigrant students from different regions of the world have very different characteristics. Two appendices present differences in school performance of region groups within poverty, racial/ethnic, and English proficiency subgroups, and countries by region. (Contains 13 tables and 17 references.) (SM)