Migrant+Children

= **Migrant Children** =

Overview:
Migrant workers, families and children have been long overlooked and poorly served by our educational system. Until 1965, many schools simply refused to admit migrant workers' children (Branz-Spall & Wright, 2004). In 1965 with the passage of Title I of the Elementary and Secondary Education Act, which was titled, Improving The Academic Achievement Of The Disadvantaged, secured the political backing and some funding to provide educational programs for farmworkers' children.

Several problems or challenges continue to persist in regards to the successful education of migrant children. First and foremost are the levels of poverty experienced by migrant families. Migrant farmworkers continue to be among the lowest paid workers in our nation. Poverty adds to children's lack of access to adequate health care, educational facilities, and other basic needs. Because migrant workers do need to move in order to find steady employment, children's education is often disrupted with children needing to enroll in 2 or 3 or more schools every school year. This poses a challenge to receiving school in terms of keeping up with children's records and providing appropriate levels of classes and opportunities for students to make up missed work. Although a national system for tracking students' records was created during the 1990s, this system was discontinued because some felt it was too costly and inefficient. Although, there are currently electronic systems for tracking students' records and progress that are used on a state by state basis, this remains a challenge (Branz-Spall & Wright). In addition, the very fact that many migrant farmworkers' children continue to work in the fields to contribute to the family's income or are charged with caring for siblings also plays a role in the continued low educational outcomes.

Presently, many children of migrant farmworkers may be less likely to move along with the father or primary breadwinners. You may have migrant farmworkers' children in your classroom and not be fully aware of the fact. Like many other areas of multicultural education, one of the main lessons gleaned from the research is to find ways to get to know the students and families in your classrooms and develop positive communication with families. These children and families have enormous potential given their resourcefulness and resiliency. Caring and knowledgeable teachers can go a long way in assisting these children and making sure that they have the tools, sksills, and knowledge that they will need to succeed in school, go on to college and become more visible members of our society.

The following links provide several resources to assist teachers in developing more knowledge related to serving migrant children and families:


 * Children's Literature
 * Research
 * Websites & Videos

Branz-Spall, A., & Wright, A. (2004). A history of advocacy for migrant children and their families: More than 30 years in the fields. In C. Salinas & M. E. Franquiz (Eds.)., //Scholars in the field: The challenges of migrant education// (pp. 2-12). Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools.
 * Works Cited:**