Kirksey, J. JacobSattin-Bajaj, CarolynGottfried, Michael A.Freeman, JenniferOzuna, Christopher S.2021-10-112021-10-112020-01-13http://hdl.handle.net/10919/105252With increased tensions and political rhetoric surrounding immigration enforcement in the United States, schools are facing greater challenges in ensuring support for their students of immigrant and Latino/a origin. This study examined the associations between deportations near school districts and racial/ethnic gaps in educational outcomes in school districts across the country. With data from the Stanford Educational Data Archive, the Civil Rights Data Collection, and the Transactional Records Access Clearinghouse, this study used longitudinal, cross-sectional analyses and found that in the years when districts had more deportations occurring within 25 miles, White-Latino/a gaps were larger in math achievement and rates of chronic absenteeism. No associations were found for gaps in English language arts achievement or rates of bullying. Implications for researchers, policymakers, and school leaders are discussed.application/pdfenCreative Commons Attribution-NonCommercial 4.0 Internationaleducational policyimmigrantsLatin American studentssecondary data analysisArticleVol. 6No. 1https://journals.sagepub.com/doi/pdf/10.1177/2332858419899074