The goal of this methodological study is to evaluate the efficacy of an innovative approach to create a proxy indicator of immigrant generation for school districts to use when data on immigrant generation or parent birthplace are unavailable. While the use of child birthplace explains whether a child is U.S.-born or foreign-born (i.e., first generation or not), it does not tell us whether a U.S.-born child is the child of an immigrant, preventing differentiation between second and third (or higher) generations. The approach proposed by this study creates a proxy indicator of students’ immigrant generation with information from the student enrollment forms. Specifically, items on the birthplace of a child and parental language preferences (i.e., parents’ preferred language of contact by the school district, whether they need a translator when being contacted by the district) are used. (author abstract)