Newcomers represent a large and understudied subgroup of students in California. The Oakland Unified School District has been disaggregating data on newcomer status for the last 7 years, providing a basis for analyzing graduation outcomes for newcomer compared to non-newcomer students. The data highlight the variance in outcomes based on program placement and design. Drawing from analysis of Oakland Unified’s data and practices, the authors make programmatic recommendations for districts with newcomer students.

Oakland International High School, winner of the 2017 National Community School Award, supports its recently arrived immigrant students by integrating academic, social, mental health,and material supports into the school day and beyond. Its community school model incorporates a Wellness Center, a tiered system of support and engagement, external partnerships, specialized staffing, and a collaborative culture of continuous improvement that promotes agency and belonging for both students and staff.

This study highlights the collaborative efforts undertaken to create a temporary school called Futuro Brillante in San Diego County, California, to provide educational services for more than 3,000 unaccompanied undocumented minors who had newly arrived in the U.S. The study describes the compelling trajectory of the school’s development, its multisector community partnerships, its core facilitating organizational conditions, and the key curriculum strategies that facilitated the school’s success.

This brief outlines findings from a study that examines the English proficiency levels and growth of newcomer English learner students in comparison to their non-newcomer peers. It was found that while newcomer students tend to have lower initial English proficiency levels, their English proficiency develops quickly. There is, however, wide variation in newcomer English level and growth patterns, and schools play an important role in fostering growth. Additionally, newcomers enter school at earlier stages of English proficiency than non-newcomer English learner peers.