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Assignment to a person or group the responsibility for making needed
This group is to have access and impact into all agencies serving migrant workers and their families. Better coordination processes established in order that exchange of concepts in education and related services coincide across state lines.
Development of administrative procedures that accommodate interstate cooperation, i.e., personnel exchange visits, participation with state liaison and multi-state coordinated projects.
Establishment of a system for conducting interstate planning, i.e., state education agency allocation of funds to effect a mechanism for improved interstate planning.
Recommendations for Federal-State-Local Relationships
The U.S. Office of Education (USOE) should mandate interstate planning and cooperation.
Require by interstate cooperatives or other administrative structures using federal funds to develop federal-state-local operating procedures for cooperation.
Standardize, by using comparable operating criteria, state, and local needs assessment and evaluation between states.
TASK FORCE RECOMMENDATIONS
Two broad categories of recommendations were developed. The first section
consists of task force position statements that address goals for migrant
education, limitations or guidelines in pursuit of cooperation, task force
strategy and the need for more public information concerning migrant stu
dents and families.
Section Two of the report highlights critical areas of change needed at
the federal, state and local levels.
Within this second category are such
recommendations as assigning coordination responsibility, administrative
procedures, interstate planning, and federal and state program regulations. Also included are suggestions for project and task force action to be im
plemented during the future months.
These are reflected in project objec
tives and tasks for 1977.
Additional recommendations that relate to children of migrant workers and
their families will be presented in subsequent task force publications.
Task Force Position Statements
Goals for the Education of Migrant Students
The following statements represent the position of the ECS task force on migrant education. The statements reflect the basic assumptions
made by the task force and provide a framework for understanding sub
It is recognized that:
The educational goals and expectations established for migrant
students must be the same as those for all students in preschool
through postsecondary programs.
Program goals should be student oriented, rather than program
oriented, so as to insure that programs serve students individually.
instead of institutions.
Opportunities must be developed for states to cooperatively provide
services and to meet their legal and moral obligations to migrant
students and their families in order to implement the educational
goals on an interstate basis.
In order to implement these objectives successfully (on an inter
state basis), some administrative as well as student-oriented
goals are needed.
E. Migrant programs must address the unique educational and related
needs of migrant students, particularly the expansion of existing
programs for limited or non-English-speaking migrant students as
a means of equalizing educational opportunities.
II. Traditional and Legal Constraints Affecting Education and Other Com
prehensive Services for Migrant Families
The diversity of responsibility for education and other traditional
migrant services on federal, state and local levels is reflected in
numerous laws, regulations and customs, many of which were enacted
before the education of migrant students became a recognized equal
educational opportunity need.
The Interstate Migrant Education Task
Force recognizes that:
Constitutional limits and national traditions regarding state and
local prerogatives exist that restrict the nature of possible change
in education and other migrant services.
B. Federal or state efforts must not usurp the constitutional preroga
tives of respective levels of government.
C. The lack of national, state and local policies (statutes, regulations
and administrative guidelines) concerning interstate, interagency and intrastate cooperation is a major barrier to interstate coopera
D. There are limitations on state and local expenditures.
local funds are often earmarked for certain services or age groups.
E. Compulsory attendance laws varying from state to state are a
potential barrier to providing continuity in the education of mi
The administrative procedures of state government agencies are
sometimes barriers to interstate cooperation.
Local schools as well as states are reluctant to make comparisons
of pupil performance.
Implementation: Position Statements on a Task Force Strategy to Create
It is recognized that:
One of the primary aims of the task force is to establish an inter
state and interagency system of cooperation that will maximize the
quality of education and other services for migrant families and
emphasize each state's responsibilities in these areas.
The goals of interstate and interagency cooperation may best be
achieved by utilizing third-party intermediary, regional approaches,
and multistate and migrant stream structures.
c. The Education Commission of the States, or a similar third party,
must be involved in efforts to achieve interstate cooperation and provide opportunities for activities currently not possible under federal grant guidelines or restricted by the amount of monies pro
vided to the states for administration of migrant education programs.