This paper, intended for school superintendents, addresses educational concerns associated with the Emergency Immigrant Education Act. The article discusses the background and application of the act, emphasizing the fact that immigrant students affect areas such as distribution of resources, curriculum development, pedagogy, teacher preparation, and classroom space. It describes Title VII of the Elementary and Secondary Education Act and the reauthorization of the act and its intent to assist eligible local education agencies that experience unexpectedly large increases in their student populations due to immigration. The report discusses the students served by Title VII, the six states that educate the bulk of immigrant students, the special curricular needs for these students, and what should be known about immigrant students. The report outlines the problems in trying to study immigrant funding and student outcomes--problems such as access to funds, the ambivalence brought about by flexibility in policy, and the difficulty in reliable accountability studies. As the primary strategist for the school district, the superintendent must be able to formulate major priorities, directions, general programs, projects, and conceptualizations for the administration of the district's mission and goals. By doing so, superintendents can enhance systemic reform. (Contains 32 references.) (RJM)