] New CDE report--California Migrant Education Program: Comprehensive Needs Assessment

[Harold Schiffman]

Forwarded from: lmresearch at lmri.ucsb.edu



 UC Linguistic Minority Research Institute

California Migrant Education Program: Comprehensive Needs Assessment

Title I, Part C, of the No Child Left Behind (NCLB) Act, program
regulations, and policy guidance issued by the Office of Migrant
Education (OME) at the U.S. Department of Education (USDE) require
state educational agencies to conduct a Comprehensive Needs Assessment
(CNA) of the Migrant Education Program (MEP) in California.

The purpose of the CNA is to identify the contemporary, unique
educational needs of migratory children that must be met for those
children to participate effectively in school. The information
obtained as a result of the CNA is to be used in developing future
state MEP plans to deliver services.

Highlights:

California has the largest migrant student population in the country;
in 2002-03, California's migrant student population was 300,982 (33.5
percent of the nationwide total).
Although migrant English learners begin learning English at the same
rate as other English learners do, migrant students fall
approximately one-half year behind other English learners during the
several years that it takes students to reach the advanced levels of
proficiency.

The majority of ninth-grade migrant students are not taking
grade-level math courses.
Approximately 23 percent of migrant students are significantly overage
in kindergarten.
Significantly fewer migrant students are passing the CAHSEE compared
with the rate for the general student population; migrant students who
are English learners had the lowest passing rates, indicating that a
lack of English proficiency is a major factor in failure to pass the
CAHSEE.

More >>

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