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, focusing on special considerations for different subgroups, enrollment patterns, school models, the intersection of special education and newcomer status, and effective models of English language development. The authors also make recommendations for the state to consider, focusing on data-collection practices, the need for articulated technical assistance, and funding considerations.