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Extra-Curricular Activities Reduce Risk of Failure

This is a section of the document  'gopher_root_eric_ae:[_mkedo]ed89.txt;1'.


TI_ Migrant Students at the Secondary Level:
Issues and Opportunities for Change. ERIC Digest.

AU_ Rasmussen, Linda

CS_ ERIC Clearinghouse on Rural Education and Small Schools,
Las Cruces, N. Mex.

EN_ ED296814
TX_

    TEXT:  In addition to culture and language differences, migrant
students encounter special problems due to frequent moving, lack of
continuity in schooling, and obligations to contribute to the family
financially at an early age. Their dropout rate is alarming. Steps must be
taken at the secondary school level to serve them more successfully. 
  
WHY ARE THERE SO FEW MIGRANT SECONDARY STUDENTS? 
     Measuring exact dropout rates for migrant students is difficult, since
their mobility makes accurate counts almost impossible. However, several
studies have revealed that most students leave school in the 9th or 10th
grade. 
     Surveys of dropouts also show that certain factors are strongly
correlated with students' quitting school:
     --failure in classes; dislike of school; extreme lack of credits
          (Morales, 1984);

     --little involvement in extracurricular activities; poor grades; extensive
migration; dislike of school; perception of being poorer than other students
          (Medina, 1982);

     --limited fluency in English; history of transiency; lack of self-assurance,
support and clarity about goals
          (Gilchrist, 1983);

     --perceived lack of family support and financial pressures
          (Nelken and Gallo, 1978);

     --overage; lack of interest in school; negative parental attitude
          (New York State Department of Education, 1965). 

     What surveys do not reveal are the conditions in the secondary school
system which are adequate for resident students but become detrimental to
the success of the mobile student. 
  
WHAT ARE THE SPECIAL NEEDS OF MIGRANT SECONDARY STUDENTS? 
     The needs of migrant secondary school students are as varied as the
students themselves. However, need must be determined in order to design
programs. 
     AFFECTIVE NEEDS are perceived by migrant school staff to be at the
root of many students' cognitive failures. Repeated experiences of
frustration and failure, and lack of acceptance due to mobility, have
produced low self- concept, feelings of isolation, and reduced motivation.
Provision of a supportive, positive atmosphere can be highly productive and
have great impact on acceptance, goal setting, and role model
identification. 
     COGNITIVE NEEDS are specific, practical needs for academic success.
They include the following: --Remedial assistance in math, reading, ESL,
etc. --Study skills development --Time management --Academic and vocational
guidance 
     TECHNICAL NEEDS reflect problems which students encounter with school
systems and which affect them individually, but over which they have no
control: --Inappropriate age/grade placement. (This is the highest
predictor of dropout behavior, with a 99% dropout rate for students more
than one year overage.) --Credit deficiencies due to frequent moves and no
means for earning partial credits. --Inadequate knowledge of graduation
requirements which vary from district to district. 
     Because addressing the needs of migrant students is a multi-level,
multi-faceted undertaking, solutions of many kinds are required.
Fortunately, effective solutions are already available. 
  
WHAT DIRECT SERVICES CAN SECONDARY SCHOOLS OFFER TO ASSIST MIGRANT
STUDENTS? 
  
ACADEMIC ASSISTANCE 
     --COUNSELING. Effective migrant student counselors pay particular
attention to credit completion, graduation requirements, status of
competency exams, career and vocational education opportunities, and
parental contact. --CREDIT ACCRUAL. Programs such as California's Portable
Assisted Study Sequence (PASS) enable students to make up or earn extra
credits when they are away from school. --TUTORING. Tutoring centers may be
used for credit, credit make-up, ESL instruction, and after-hours study.
Peer tutors who are also migrant students are especially effective. --
EXTENDED DAY/WEEK/YEAR PROGRAMS. Migrant students have proven to be eager
to take advantage of after-school, before-school, evening, Saturday, and
summer programs. Migrant Work-Study and Job Training Partnership Act (JTPA)
positions can provide after-hours career education and on-the-job training.
--SPECIAL SUMMER PROGRAMS. Many summer programs provide extracurricular and
leadership experiences, and motivate students to seek higher education.
Adelante, Yo Puedo, the 4-H Mini-Corps Leadership program, and the New York
State Summer Leadership Conference all provide unique college campus or
outdoor experiences for migrant students. 
  
CAREER AWARENESS 
     --WORK EXPERIENCE programs have proved to be one of the most powerful
prescriptions available to migrant staff trying to cure the dropout
syndrome. Such programs provide the least employable students with an
opportunity to learn basic job skills and benefit from the positive effects
of the program. These benefits include ESL practice in a real-life
environment, an increased sense of belonging, financial assistance,
academic credit, and possible future employment. --VOCATIONAL EDUCATION can
give migrant students valuable opportunities to experience careers other
than farmworking. 
  
ALTERNATIVE SUPPORT PROGRAMS 
     --COOPERATIVE PROJECTS are successful in several parts of the country.
4-H, the Cooperative Extension Service's youth program, assists communities
in organizing clubs that cover topics ranging from nutrition and crafts to
leadership and community service. La Familia is a total educational program
serving the entire migrant family in cooperation with public schools, adult
education, and community colleges. Girl and Boy Scouts, YMCA and YWCA,
public libraries, health organizations, and private businesses have also
worked cooperatively with Migrant Education. --HIGH SCHOOL EQUIVALENCY
PROGRAMS (HEPs) are designed to serve high school dropouts. Participants
earn high school equivalency diplomas through individualized, self-paced
study programs, and receive career and cultural education. Over half of the
HEP students are from very low-income migrant families with a prevalence of
predictors of educational failure. Yet the program has met with a great
deal of success and enthusiasm from students and educators alike. Between
1980 and 1984, 85% of HEP participants passed their general exams (Riley
and others, 1985). 
  
POST-SECONDARY PROGRAMS 
     Even "successful" migrant children are high-risk students, at both
high school and college levels. For this reason, several follow-up programs
have been designed to provide continued support. 
     The COLLEGE ASSISTANCE MIGRANT PROGRAM (CAMP) is a Title IV program
that provides tutoring, orientations, and counseling to migrant students
planning to enter the university. CAMP success rates are also impressive. 
     COLLEGE BOUND is a summer program for high school seniors that helps
them make the transition from high school to college. Students study, work,
and receive assistance and counseling at a college campus. Over 90% of
College Bound students enroll in college the following semester. 
     MINI-CORPS is a Migrant education teacher training program which is
designed to provide experience and support for teachers-in-training.
Classroom assistance is given to migrant children by a former migrant
student who is an identifiable role model. 
  
WHAT CHANGES CAN WE MAKE IN SCHOOL SYSTEMS
TO HELP MEET MIGRANT STUDENT NEEDS? 
     System level changes involve long-term alterations in the way the
educational system serves migrant children. Migrant programs that work
within the system to encourage and train innovative educators can help
schools to facilitate, rather than deter, the success of migrant students. 
  
CHANGE AT THE SCHOOL AND DISTRICT LEVELS 
     --RESPONSIVE SCHOOL POLICIES have included: -Credit exchange programs
to accommodate frequent moves; -Close monitoring of course credits to
prevent deficiencies; -Credit completion programs, partial credit options,
and supplementary study programs to allow for late fall arrivals and early
spring departures; -In-school alternatives to suspension to avoid
unnecessary absences.
      --STAFF DEVELOPMENT provides teachers with opportunities to take
college courses in relevant areas such as remedial reading, ESL, Spanish
language, and cultural differences. 
     --ROLE MODELS in schools have a powerful effect on the success of
migrant students. Migrant program workers can encourage the hiring of
migrant and bilingual staff. 
     --PARENT INVOLVEMENT is a strong indicator in student success.
To involve migrant parents, schools must provide notices to parents in
the parents' language; bilingual staff to answer questions; and effective
means for communication between parents, students, teachers, administrators. 
     --ADVOCACY for student needs is probably the most demanding activity for
migrant staff at the high school level. Migrant staff assert the need for
appropriate class schedules, test and credit make-up, and special tutoring.
They also make student needs known to administrators. 
  
CHANGES AT THE REGIONAL AND STATE LEVELS 
     --STAFF DEVELOPMENT.  Large districts, regions, counties, and states
have the ability to build broad staff development programs. Statewide
programs are common. They keep migrant staff well-trained in methods of
teaching migrant students. Talent exchange policies are effective ways to
pass along specialized knowledge.
     --MODEL PROGRAMS. State and regional resource centers such as the
Educational Resources Information Center (ERIC) help to identify and distribute
information on model programs and special projects in migrant education. These
centers may also contain libraries with a variety of migrant-related material.
     --ADVOCACY. The efforts of state and regional programs can influence
changes in migrant education legislation, legal decisions protecting migrant
children's rights, and the interstate adoption of programs such as PASS. 
  
CHANGES AT THE INTERSTATE AND NATIONAL LEVELS 
     Many organizations and programs have been created to provide technical
assistance for migrant education: 
     --Migrant Student Record Transfer System (MSRTS) transfers information
for migrant students moving between schools;
     --Migrant Education Recruitment and Education Taskforce (MERIT) provides
advance information to programs in receiving states about the movement of
migrant families.
     -- Secondary Credit Exchange (SCE) seeks to improve student credit accrual
through communication between the home-base and receiving schools.
     --National Association of State Directors of Migrant Education (NASDME)
investigates current research on migrant education that may prove useful
nationwide.
     --Migrant Educators' National Training OutReach (MENTOR) provides
correspondence courses on educating migrant students. (Names of
other organizations can be obtained from the ERIC Clearinghouse on Rural
Education and Small Schools.) 
     In addition to these programs, information dissemination is an
important service at the national level. Several projects produce national
newsletters. The ERIC/CRESS data base provides special bulletins on migrant
education, as does the Migrant Education Resource List and Information
Network (MERIT). 
  
SUMMARY 
     Effective components of a secondary program include:
     --Establishment of a comprehensive secondary counseling plan, including
academic, career, and individual counseling.
     --Comprehensive career experience and work-study programs.
     --Parent education programs.
     --Improved identification and recruitment of interstate students and dropouts.
     --District policies that recognize migrant students' special needs.
     --Increased options for credit accrual. 
  
FOR MORE INFORMATION 
     Bardelas, R. (Ed.). A MANUAL ON SECONDARY EDUCATION PROGRAMS FOR
MIGRANT STUDENTS. Salem, OR: Migrant Education Service Center, 1980. ED 197922.

     California Department of Education. CALIFORNIA MASTER PLAN FOR MIGRANT
EDUCATION: A GUIDE FOR MIGRANT EDUCATION AT A GLANCE IN CALIFORNIA.
Sacramento, CA: California Dept. of Education, 1976. ED 137 041. 

     Gilchrist, C. ADDRESSING THE VOCATIONAL/EMPLOYMENT NEEDS OF MIGRANT
YOUTH. Rocky Hill, CT: Connecticut Migratory Children's Program, 1983. ED237 262.

     Ludovina, F. S., and S. C. Morse, (Eds.). PROMISING PRACTICES.
Oroville, CA: Region II, Migrant Child Education, Office of Butte County
Superintendent of Schools, 1982.

     Medina, A., D. Hinojosa, and J. M. Martinez. MIGRANT STUDENT DROPOUTS:
A SUMMARY OF THREE YEARS OF STUDY. Corpus Christi, TX: Education Service
Center, Region II, 1982.

     Morales, J. EDUCATIONAL OPTIONS FOR MIGRANT SECONDARY STUDENTS.
Oneonta, NY: Interstate Migrant Secondary Service Program, SUNY Oneonta,1984.

     Nelken, I., and K. Gallo. FACTORS INFLUENCING MIGRANT HIGH SCHOOL
STUDENTS TO DROP OUT OR GRADUATE FROM HIGH SCHOOL. Chico, CA: Nelken and
Associates, Inc., 1978. ED 164 245.

     New York State Department of Education. WORK-STUDY PROGRAMS FOR
POTENTIAL DROP OUTS. Albany, NY: Author, 1965.

     Riley, Gary L., and others. OVERVIEW OF STUDENT CHARACTERISTICS AND
PROGRAM OUTCOMES. HEP/CAMP National Evaluation Project. Research Report No.
2. Sacramento, CA: Calif. State Dept. of Education, 1985. ED 265 004.

     Vela, J. MIGRANT COUNSELOR'S GUIDE. Edinburg, TX: Education Service
Center, Region I, 1981. ED 238 638. 
  
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DE_ Academic Persistence; Access to Education; Change Strategies; *Dropout
    Prevention; Dropouts; *Educational Change; Educational Needs;
    Educational Strategies; Family School Relationship; *Migrant Adult
    Education; Migrant Problems; Migrant Programs; Migrant Youth; *School
    Holding Power; Secondary Education; *Secondary School Students; Student
    Attrition; Student Mobility;  *Student Needs; Student Problems; Student
    School Relationship; Teacher Student Relationship; Withdrawal
    (Education)

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