The lack of resources devoted to educating Latinos in emerging immigrant communities is generating negative educational outcomes and de facto educational segregation in the South. While Latino immigrants continue to dominate employment in the meat processing, service, and construction sectors in these communities, they are underrepresented on local university campuses and their K-12 academic achievement scores remain substandard. Field interviews with respondents in several case study sites indicate that Latinos often have the highest dropout rates and lowest educational achievement scores among all ethnic/racial groups in emerging immigrant communities. Secondary education data at the state and local level support this assertion. This report serves as a resource for educators and administrators working in schools with little history of educating immigrant students. The goal of the report is to assist in conceiving and implementing strategies for promoting academic success among Latino immigrant students in new immigrant communities. Four major immigrant education issues in new immigrant communities are identified as problematic for educators and immigrant families: (1) Parental Involvement; (2) Teacher Training; (3) Immigration Status; and (4) Discrimination. Solutions to these barriers include such practices as hiring parent liaisons, implementing family literacy programs, and integrating bilingual or English as a Second Language (ESL) methods into classroom instruction. The policies, practices, and programs described have proven effective in communities with a particular set of demographics, resources, and socioeconomics. Outlined strategies should be helpful to teachers and administrators in similar emerging immigrant communities. Policy recommendations and issues for further investigation aimed at researchers/grantors interested in continuing to study and work with emerging Latino immigrant communities include: (1) Research and advocacy on proposed state legislation allowing academically qualified undocumented immigrant students access to in-state tuition rates at public universities; (2) Continued research on inter-ethnic relations in emerging immigrant communities, particularly between African Americans and Latinos; (3) Research and evaluation of immigrant student "newcomer centers" in emerging immigrant communities and established immigrant gateway states and cities; and (4) Investment in a local infrastructure for training teachers how to successfully educate immigrant students in their communities. A list of Policymaker, Administrator and Educator Contacts in Emerging Immigrant Community Case Study Sites is appended. (Contains 6 footnotes and 15 tables.) [Additional support provided by the First Data Western Union Foundation, and the Coors Brewing Company.]