Prior research suggests that disruptive events, such as shocks induced by family instability, neighborhood violence, or relocation, tend to be detrimental for children’s educational outcomes, but findings are heterogeneous depending on the type of event. Limited evidence is available on how shocks resulting from immigration enforcement impact educational outcomes among targeted minority groups. This study contributes to the literature by assessing how a policy implementation in the US–Secure Communities–is related to the school district level achievement of Hispanic students. The Secure Communities program is a national level immigration enforcement policy that was rolled out on a county-by-county basis. The program has increased the risk of deportation and led to rising apprehension and insecurity among undocumented migrants and the wider Hispanic community. Using detailed information on the implementation of Secure Communities, data from the Stanford Education Data Archive, and the Current Population Survey, this study estimates dynamic difference in differences exploiting regional variation in the timing of the policy change to assess its impact on educational outcomes. Results show that the activation of Secure Communities is negatively associated with Hispanic students’ subsequent English language arts achievement, while white and black students’ achievement does not change. Findings further suggest that Hispanic students living in the South, rural areas, and areas with high proportions of likely undocumented migrants are disproportionately impacted by the program’s activation. Whereas, Hispanic students in sanctuary jurisdictions, which reduce the likelihood of deportation, are not impacted. These findings indicate that immigration enforcement can have negative consequences for educational and social inequalities in the United States.