Mapping Standalone Newcomer Schools in the United States: A National Landscape Analysis
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In April 2026, Abby Miller presented the results of her national landscape analysis of standalone newcomer schools in the U.S. at the Southeastern School Behavioral Health Conference in Greenville, SC. Details of her dataset and conclusions can be found below.
Introduction
• Prior to 2025, enrollment of “newcomer” students – recently arrived immigrant and refugee youth – had been growing in U.S. schools (Martinez et al., 2024; Sugarman, 2023).
• Newcomer students often face language barriers, disrupted schooling, and social-emotional stress.
• In some regions, standalone newcomer schools support this population, but there is limited information about these schools, how they are structured, and the supports they provide.
• It is critical to benchmark current newcomer school efforts, given recent and ongoing immigration policy changes.
Method
We conducted a national landscape analysis of standalone newcomer schools in the United States by systematically reviewing public school district websites and school documentation. Public schools that operate as distinct, full-time, standalone sites serving recently arrived immigrant students were identified and analyzed based on location, grade levels, duration of enrollment, and number of students.
Results
We identified 24 standalone Newcomer schools nationwide. These schools are geographically concentrated rather than evenly distributed. There is notable variability in duration of enrollment, with the most common duration of four years. Most standalone newcomer schools serve high school students, and fewer programs serve elementary and middle school populations. School size also varies, with the most common being 251-500 students. Overall, results suggest that standalone newcomer schools are rare, and variations in size, grades, and program duration suggests a lack of a standardized national model.
Figure 1: Location of Standalone Newcomer Public Schools
Figure 2: Limits on Enrollment Duration
Figure 3: Grades Served
Figure 4: Number of Students Enrolled
Discussion
This study provides a national overview of standalone newcomer schools and suggests these programs are relatively limited in number and concentrated in districts with sustained immigration. Variability was observed in grade levels served, duration of enrollment, and school size, highlighting the absence of a standardized newcomer school model. Notably, most standalone newcomer schools serve high school students, with far fewer programs targeting elementary and middle grades, suggesting potential service gaps.
Although many standalone newcomer programs emphasize intensive English language development and social–emotional supports, access to formal, school-based mental health services appears inconsistent. Newcomer students often experience heightened stress related to acculturation, interrupted schooling, and resettlement, so this finding suggests another potential service gap.
Future research is needed to track changes in newcomer schools over time, given recent changes in immigration policies. It is also important to compare the effectiveness of standalone newcomer schools with embedded newcomer programs within traditional settings. Our findings are limited to standalone models, even though many newcomer programs exist within traditional public schools.
References
Martinez, W., Jimenez-Salazar, M. C., & Suárez-Orozco, C. (2024). School-Based Behavioral Health Programming for Newcomer Youth: A Scoping Review. Academic Pediatrics, 24(5), 83–92. https://10.1016/j.acap.2024.01.022
Sugarman, J. (2023). Recent immigrant children: A profile of new arrivals to U.S. schools. Migration Policy Institute.
Findings
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