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VII. Federal-State Recommendations

Achieving Cooperation at the Program Level

A problem that schools have in serving migrant families is the dis

continuity between programs in terms of educational content and focus.

It is recommended that:

A. Technical assistance centers be established by states, on a regional,

multistate or migrant stream administrative basis to provide tech

nical assistance to each state.

B. Sharing in the areas of curriculum, planning, training of teachers

and other staff and the use of materials be developed between states

serving the same or similar types of students, i.e., state agency

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state university and state college systems, be encouraged to pro

mote, develop and enhance the recruitment, entrance and retention of

migrant students.

D. Existing interstate organizations for accreditation and cooperation,

such as the Western Interstate Commission for Higher Education

(WICHE), be contacted to discuss what role they might play in coordinat

ing programs between states.

VIII. Federal-State Recommendations

Needs Assessment and Evaluation of Student Success and Achievement

To date there is no agreement on the definition of migrant student

needs and their order of priority. There is no method of determining

the common needs of migrant students within states, between states or

on a national basis.

It is recommended that:


An educational needs assessment may best be done in the migrant's

home state.

The "sending" state should decide what needs are to be


The "receiving" states should follow their recommendations to

the maximum extent possible.


Common needs assessment procedures be explored for migrant students.

The methods of collecting and utilizing information must be similar

for all states.

C. Long-range socioeconomic and other demographic data on populations

for program purposes should be shared.


Attention be given to the development and better utilization of staff

training programs to insure that migrant students may have teachers

who are well qualified and effective. Intergovernmental inter

state personnel exchanges must be explored to insure the availability

of staff necessary to meet the needs of migrant students.

Implications for further Task Force Activities

We must ask ourselves, "What are the implications of effecting such

change, and how can we begin to implement some of these recommendations?"

The degree to which we are successful in doing so will help us answer the

following long-term questions:


What are the most effective means of providing services to migrant students and their families?


Where should the responsibility for services lie?


What incentives are needed to insure that services meet the needs of migrant students and their families?


What legislation is needed at the federal, state and local levels to insure that services are provided?


Whereas, migratory workers are a basic source of manpower for the agricultural

and fishing industries of any states and therefore are essential

to the health and economic well-being of the nation;

Whereas, variations in growing and fishing seasons lead to shifts in demand

for migratory labor from one state to another throughout the year

and, as a result, migratory workers must live in several states

during the period of a year without staying in any one state to

establish residency without gaining an entitlement to basic state

and local services normally accorded to non-migratory workers and

their families;

Whereas, the children of migratory workers must attend several schools during

the academic year with the result that the child's educational experience

often lacks continuity and the state, local community and the school

in which the child may be attending at any one time sometimes fails

or is unable to assume full responsibility for the child's education;

Whereas, section 122 of Title I of the federal Elementary and Secondary Education

Act recognizes the unique characteristics and the needs of children of

migratory workers and represents a major national commitment to meet

these needs beyond that which any single state could make;

Therefore, be it resolved that the Education Commission of the States

urges states to join together through the Education Commission of

the States to assure that the educational needs of migrant children

who mort among the states are served in a manner comparable to that

for non-migrant children in each of the states;


urges that the federal government continue to provide financial support

for cducation of migrant children in a manncr which reflects their

uniqlie national status.

Mr. FORD. Thank you very much, Senator.

Mr. KILDEE. Senator Perry, I just went through your testimony and your vita. Your life is quite similar to mine. I taught also. I served in the legislature, including the senate. I was also deeply involved in migrant education. I was a member of ECS from Michigan, along with Gilbert Bursley, and now I am in the Congress, so maybe you want to look forward to that.

Mr. PERRY. I don't know whether I should comment on that. My congressman is of another party.

Mr. PERRY. Thank you.

Mr. FORD. We had the good fortune in the State of Michigan of having to help us over the sadness of losing Mr. O'Hara from this committee—to have Dale Kildee join us, who was a promoter for educators in Michigan because he was the chairman of the Subcommittee that passed out appropriations in our State and probably knows more about how State financing works than any or all of the other members of this committee of either political party.

We are very happy that he has put aside his career as a teacher in Flint, Michigan, to join us here, and I am sure, as you get to know him, like we have come to know him, you will recognize why we are very proud in Michigan to have him with us.

Roy Fuentes-where is he?
Mr. FUENTS. Here.

Mr. FORD. I almost overlooked you. Director of the Migrant Project, National Education Association.



Mr. FUENTES. Mr. Chairman, I feel much at home with Congressman Kildee and the State Senator from New York who, I hope, got the endorsement and support of our association, the National Education Association.

A lot has been said here about Title I, migrant education, and most of it has been geared at the current operation of the program, basically, five to 17, and then the directors, who have, in my estimation, over the years been not only innovative but also have not feared to stick their necks out to serve people and in some cases have bent the rules for the good reason of serving preschool childen, and in the case of California where they set up a training program for migrant youngsters, they went beyond what the legislation called for.

In the three years and previous to that when I was in Michigan and then with the Academy Committee for Spanish Speaking, migrant education, in my mind and in the mind of the NEA, is a developing program, a program that continues to try to carry out one of the most innovative periods in our history of trying to bring everybody into full participation in the American mainstream under the antipoverty war.

We want to commend Congress for taking the initial steps in beginning to create a system to deal with the high mobility patterns of migrant farm workers.

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