This report presents an investigation of the immigrant experience in New York City public schools. In particular, it presents a statistical portrait of the resources and characteristics of the public schools attended by immigrant students, their distribution across schools, and the relationship between resources and outcomes, on the one hand, and the representation and characteristics of immigrants on the other. The focus of the paper is on issues of equity and distribution. The paper begins with a brief review of existing research. It then presents the methodology and results of the study. Data for the study included tests scores and demographics of students, teacher characteristics, pupil-teacher ratios, and expenditure information. Following are some of the results: Immigrants are not more segregated than blacks, Hispanics, or poor students. The segregation of immigrants is lowest in elementary schools and highest in middle schools. (Some of this segregation is undoubtedly programmatic, such as enrollment in newcomer schools.) A significant portion of immigrants is black, many are white, and a significant portion is not limited in English proficiency. Not all immigrant groups are treated equally. (Contains 6 tables and 17 references.) (WFA)