The educational opportunities, experiences, and outcomes of immigrant students are shaped in critical ways by the districts and schools they attend. Using the framework of immigrant contexts of reception to guide our analysis, and drawing on administrative data from two states, we examine contexts of reception for newcomers as a whole and for newcomer subgroups. Specifically, we explore distributional, demographic, and academic outcome measures for newcomer students' districts and schools. Findings suggest contexts of reception for newcomers vary widely. We discuss the implications of these findings for educational leaders serving newcomers in different contexts. [This paper was published in "Leadership and Policy in Schools" v19 n1 p10-35 2020.]