School choice, a policy that allows families to choose schools outside their neighborhood public school system—often using government funds for private schools or other educational options—has had a significant impact on immigrant students in Charleston, South Carolina. New research highlights how this policy can lead to segregated academic environments, particularly for immigrant students from low-income families who may struggle to access high-quality education. In a forthcoming study, researchers examined the effects of school choice on immigrant students in Charleston, focusing on how their academic experiences are shaped by the availability of charter schools, magnet schools, and voucher programs. While much of the national debate on school choice centers on whether charter schools offer better educational outcomes than traditional public schools, less attention has been given to how these policies affect immigrant students. The study found that many immigrant students end up in less-ideal educational settings, which can hinder their academic success. Charter schools, which are publicly funded but independently operated, have grown in number since 1996 in South Carolina. In 2025, the state passed a law allowing residents to use virtual vouchers—educational scholarship funds—to pay for private school tuition or even homeschooling. Meanwhile, magnet schools, which are specialized public schools that admit students from across the district based on academic criteria or lottery systems, have also become more prominent. These schools often attract students from wealthier and more privileged backgrounds, leaving behind those from lower-income families, including many immigrant students. The research compared three schools in Charleston: North Charleston High School, a traditional public school with high poverty rates and low test scores; Fort Dorchester High School, a neighborhood public school with a more diverse student body; and Academic Magnet High School, a top-tier magnet school with a much smaller percentage of Black or Hispanic students. The study found significant disparities in English language proficiency and teacher retention across these schools. At North Charleston, where nearly all students are economically disadvantaged, only 3.4% of non-native English speakers were proficient in the language, compared to 16.9% at Fort Dorchester. Teachers at North Charleston reported challenges such as students skipping school or engaging in disruptive behavior, which they attributed to the difficult conditions in the school. The researchers argue that school choice policies should consider the impact on all students, including immigrants, and that the current system often exacerbates racial and socioeconomic segregation. While advocates of school choice highlight the benefits for those who can access better schools, the study shows that many students are left behind in underperforming schools with fewer resources and higher turnover of teachers. The findings suggest that the conversation around school choice needs to include not just the opportunities it creates, but also the students who are left without them.