Immigrant children face serious problems in gaining access to a free public education. Many schools discourage immigrant children from enrolling; once inside the schoolhouse, these children continue to experience barriers to a comprehensive and effective education. Immigrant students lack the quality language assistance programs they need to develop effective skills in reading comprehension, writing, and speaking. Immigrant students are more likely to be retained in-grade and inappropriately placed in special education programs, and are at double risk for being placed in low academic tracks on the basis of language limitations or slow academic progress. The cumulative effects of these experiences, which cause great emotional stress, often cause them to leave school early; many immigrant students need specialized support services. Intergroup conflict is a serious problem in many schools. Schools are not doing enough to work with immigrant parents. Unless schools are restructured in fundamental ways, school success will elude large numbers of immigrant students. Policy recommendations are made. Quotations from students, teachers, parents, administrators, and professionals from national and community organizations illustrate the text; there are several pages of photographs. Appendices describe the methodology used in forming this report, list the contributors to the report, provide a questionnaire to help determine whether a child should be placed in a special education program, survey laws pertaining to the education of immigrant children, and list references. (BJV)