This paper highlights three major aspects of recent trends in immigration and their impact on schools: high sustained flows, growing geographic dispersal, and an increase in undocumented immigration. It focuses on such topics as who comes to the United States (legal, humanitarian, and undocumented immigrants); demographic context (income level and wages and new immigration growth centers); the legal status of immigrants (dispersal of undocumented population, growth in the limited English proficient, or LEP, population, LEP immigrants are poorer on average, and children of immigrants and LEP children are concentrated in metro areas); immigrant students and English (immigrant children are a rising share of students, immigrant children are increasingly poor but trend reverses in late 1990s, and Spanish is increasingly prevalent and showing sharp increases in the 1990s); LEP declines by generation, with second generation LEP remaining high; more LEP children are native than foreign born; LEP students attend linguistically segregated schools; Hispanics and Asians are more likely to be in linguistically segregated schools; LEP children may not have parental English resources; No Child Left Behind Act grants to states; and school versus U.S. Census data. (SM)