This is a rich, stimulating, quite up-to-date exploration of the intersection of immigration and the development of such related state policies as those concerning immigration law, naturalization, Americanization programs, immigrant' transnational ties with their homelands, the evolution of the nation's civic culture, and the socialization of both young newcomers and second-generation children in public schools. There are three principal components here, beginning with an outstanding and informative introduction by the editors. Second is four sets of two essays in which a more broadly framed article is followed by another that either expands upon issues raised in the first or provides a case study (or studies) exploring the particular theme of the first essay in greater depth. An example of the former is Reed Ueda's overview of the federal government's evolving policies of immigrant incorporation following Alexander Aleinikoff 's exploration of how state agency actions and decisions structure immigrant experiences. Among the latter format is Louis DiSipio's analysis of naturalization and political participation patterns after Evelyn Savidge Sterne's evaluation of the roles of political machines, unions, civic associations, and women's networks in facilitating the access of immigrants to political systems. Especially informative is Luis Eduardo Guarnizo's study of Dominican, Colombian, and Salvadoran involvement in both local politics and those of their respective homelands as an expansion of Ewa Morawska's very fine clarification of the variations of transnational-ism both early in the twentieth century and since the 1960s. A variation of this second component is David Tyack's examination of the historical evidence regarding public schools as vehicles of incorporation in a republic, the push for greater state regulation of education, and the issues of civic education versus the group rights component of multi-culturalism. That essay is tied with Laurie Olsen's quite different two-year field study of immigrant high school children's experiences with incorporation in a San Francisco Bay area high school in the 1990s. She reports on the serious consequences of the racialization of that process of segmented assimilation and the pressure on immigrant children to renounce native languages in favor of English, for the impression they received was that “becoming English speaking is the same as becoming American” (p. 383).