Migrant Education [electronic resource] : Thirty Years of Success, but Challenges Remain / John D. Perry.
Despite over 30 years of work by the Migrant Education Program (MEP), rural migrant students may still be the most disadvantaged student population in the nation. Migrant youth problems include constant adjustment to a new environment, cultural differences, and lack of language skills. In defining t...
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Full Text (via ERIC) |
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| Corporate Authors: | , |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1997.
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| Subjects: |
MARC
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| 100 | 1 | |a Perry, John D. |q (John Donald), |d 1935- | |
| 245 | 1 | 0 | |a Migrant Education |h [electronic resource] : |b Thirty Years of Success, but Challenges Remain / |c John D. Perry. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1997. | ||
| 300 | |a 35 p. | ||
| 500 | |a ERIC Document Number: ED421313. | ||
| 500 | |a Sponsoring Agency: Department of Education, Washington, DC. |5 ericd. | ||
| 500 | |a Contract Number: DED-5004D3006. |5 ericd. | ||
| 500 | |a Also distributed on microfiche by U.S. GPO under ED 1.310/2:421313. | ||
| 520 | |a Despite over 30 years of work by the Migrant Education Program (MEP), rural migrant students may still be the most disadvantaged student population in the nation. Migrant youth problems include constant adjustment to a new environment, cultural differences, and lack of language skills. In defining these problems, this report looks at a typical school, the demography of migrant workers, the needs of migrant students (educational, behavioral, eligibility for federal programs), and school completion rates. A brief history is given of the authorization and structure of the MEP, as well as a description of its services: identification and recruitment, support services, home-school liaison, health services, parental involvement, summer programs, early childhood services, credit accrual and alternative programs for secondary students, college assistance, and student records technology. A case is made for use of the MEP as a model to achieve equity in urban districts. Relevant elements include understanding the customers, training staff to have high expectations, contacting families each year, providing brokerage services to families, developing coordinated early childhood services, using the Even Start model, advocating within the school, tracking student mobility, using flexible scheduling, providing summer school, retrieving students, and involving parents. The goals of the Improving America's Schools Act (IASA) are discussed in reference to serving migrant students and coordinating MEP and Title I services and funding. Challenges for the future are outlined: conflicts associated with IASA and Title I; anti-immigrant attitudes; funding problems; coordination at national, state, and local levels; involvement of employers and state governments; and political advocacy. (SAS) | ||
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 1 | 7 | |a Equal Education. |2 ericd. |
| 650 | 0 | 7 | |a Federal Programs. |2 ericd. |
| 650 | 1 | 7 | |a Migrant Education. |2 ericd. |
| 650 | 0 | 7 | |a Migrant Programs. |2 ericd. |
| 650 | 0 | 7 | |a Migrant Youth. |2 ericd. |
| 650 | 0 | 7 | |a Program Descriptions. |2 ericd. |
| 650 | 1 | 7 | |a Student Needs. |2 ericd. |
| 710 | 2 | |a New England Desegregation Assistance Center. | |
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