The children of migratory workers are extremely disadvantaged and are more likely than their nonmigratory peers to live in poverty and experience disconnected educational experiences that can hinder their educational progress and success (Berger 2014; Quandt et al. 2016; U.S. Department of Labor 2017; Wiltz 2016). Congress established the Migrant…

In a context of increasing numbers of refugees and asylum seekers globally, recognition of the importance of the school environment for promoting successful settlement outcomes and inclusion for refugee-background young people is growing. Yet schools may be poorly equipped to recognise and respond to the multiple challenges faced by children and…

This report evaluates program activities of Chapter 1 and migrant education in North Carolina during 1989-90. Data used in compiling the migrant education report were obtained from local project directors, the Migrant Student Record Transfer System (MSRTS), the Annual Testing Program, LEA monitoring reports, and from instruments and forms devised…

The Texas/Montana Distance Learning Project was a summer (1992) pilot program administered by the Texas Education Agency in collaboration with the Montana Office of Public Instruction. Targeted participants were children of migratory workers who attended Texas schools, but were living temporarily in Montana during the early summer. The goals of…

Written in both English and Spanish, this booklet briefly summarizes the general concepts and requirements behind Title I Migrant activities for use by project personnel, parents, and others interested in those projects. After a brief discussion of project funding and definitions of commonly used terms, there is an outline of requirements which…

The purpose of this policy manual is to disseminate the Migrant Education Program statute and regulations and to assist State Education Agencies (SEA) in planning, implementing, and evaluating Chapter 1 Migrant Education Programs. The manual also may assist parents in becoming involved in all aspects of the Migrant Education Program and to ensure…

In response to a legislative mandate, this report examines the ways in which migrant students are served in schoolwide program schools and the involvement of migrant representatives and migrant program staff in the schoolwide process. A survey was sent to a nationally representative sample (696) of the 2,770 Title I schools that implemented the…

Written in Spanish and English for project personnel, parents, and others interested in migrant education, the booklet summarizes general concepts and requirements behind Title I-Migrant activities in Oregon, which has been allocated $4,439,341 in Title I-Migrant funds for fiscal year 1980. Following brief definitions of important terms,…

This plan for continuing migrant-education programs in Kentucky was submitted as the state's 1992 application for a grant under Chapter 1, Title I of the federal Elementary and Secondary Education Improvement Act (1965). The document discusses state plans and projections for continuing migrant-education programs from FY 1993 to 1995. The following…

Studies conducted by the National Rural Development Institute (NRDI) indicate that migrant students have a higher school dropout rate than non-migrant students. In addition, rural migrant students experience higher levels of family dysfunction and abuse, teen pregnancy, emotional difficulties such as depression or low self-esteem, poverty,…

Authorized in 1994, schoolwide programs are intended to enable high-poverty Title I schools to improve curriculum and instruction for all students without restricting services to only some students. Also part of Title I, the Migrant Education Program (MEP) supports supplemental instruction and support services for qualifying migrant children. In…

Evaluation findings on the Chapter 1 and Chapter 1 Migrant Programs of the Austin, Texas, Independent School District (ASID) are reported. Included in the description of the Chapter 1 program are the following: (1) components of the district-wide program; (2) policies for selecting students; (3) numbers and percentages of students served; (4)…

In 1980, a consortium composed of Virginia, Georgia, North Carolina, Maryland, New Jersey, Pennsylvania, Florida, and the District of Columbia recommended a Staff Development Program for Modality Education to provide continuous and sequential educational experiences for all migrant children in participating states' schools. (Modality is defined as…

This report documents the implementation of the migrant education program funded under Chapter 1 of the Education Consolidation Improvement Act in the Houston (Texas) Independent School District and evaluates the program's impact on student achievement, grades, conduct, and attendance. The program offered assistance to eligible migrant children…

The result of a program audit requested by the Office of Education (OE), this report addresses all major elements affecting the operation of the Title I Migrant Education Program and includes recommendations of the Migrant Branch Chief and of key OE advisors for the program. Following a discussion of background legislation, of recommendations…