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Content Details

ED467998 - The Same High Standards for Migrant Students: Holding Title I Schools Accountable. Volume 11: Title I Schools Serving Migrant Students. Recent Evidence from the National Logitudinal Survey of Schools. Final Report

Category
Executive Agency Publications
Collection
Education Reports from ERIC
SuDoc Class Number
ED 1.615:
Date Issued
September 1, 2002
Author
Lennon, Jean; Markatos, Betty
Source Institution
Research Triangle Inst., Research Triangle Park, NC.; Department of Education, Washington, DC. Planning and Evaluation Service
Publication Type
Numerical/Quantitative Data, Reports - Research
Subject
Academic Achievement, Academic Standards, Access to Information, Accountability, Data Collection, Dropout Rate, Educational Assessment, Educational Change, Educational Practices, Elementary Secondary Education, Graduation Rate, Migrant Education, Student Evaluation, Tables (Data.)
Identifiers
Data Quality, Elementary Secondary Education Act Title I
Abstract
The federal Migrant Education Program provides supplemental instruction and support services to migrant children through grants to states under Title I, Part C, of the Elementary and Secondary Education Act. The reauthorization of Title I in 1994 contained new requirements that Title I schools help students meet new state standards developed for all children. Acting on that mandate, the Office of Migrant Education set goals for migrant student achievement based on high school completion rates, student performance on state assessments of reading and math, and school readiness of migrant children entering elementary school. This report examines the extent to which migrant students participate in state and local assessment and accountability programs and evaluates migrant student data collection methods and data quality. State and local migrant program directors and data and assessment records specialists were interviewed in California, Texas, Florida, Washington, Oregon, Kentucky, Kansas, Arizona, and Georgia. These states accounted for approximately 70 percent of migrant students in 1998-99. Findings focus on what assessment and accountability data are collected on migrant student achievement in the nine states, the states' ability to disaggregate migrant student data, testing accommodations related t o limited English proficiency or student mobility, availability of data on migrant student graduation and dropout rates, other academic outcome data, accuracy and comprehensiveness of migrant student data, and current technological efforts to improve data quality and availability. Brief recommendations for improvement are offered. Extensive appendices present information on the nine states' assessment practices. (Contains 11 references, 8 tables, and 1.