The authors use a rich data set on New York City public elementary schools to explore how changes in immigrant representation have played out at the school level, providing a set of stylistic facts about the magnitude and nature of demographic changes in urban schools. They find that while the city experienced an overall increase in its immigrant representation over the 5 years studied, its elementary schools did not. Although the average school experienced little change during this period, a significant minority of schools saw sizable shifts. The change does not mirror the White flight and "tipping" associated with desegregation but rather suggests a tendency to stabilize, with declines in immigrant enrollments concentrated in schools with larger immigrant populations at the outset. The authors also find that changes in the immigrant shares influence the composition of the school's students, and that overall school demographic changes do not mirror grade-level changes within schools. (Contains 8 tables.)