Migrant Student Records Exchange Initiative
The Migrant Student Information Exchange (MSIX) is the technology that allows States to share educational and health information on migrant children who travel from State to State and who as a result, have student records in multiple States' information systems. MSIX works in concert with the existing migrant student information systems that States currently use to manage their migrant data to fulfill its mission to ensure the appropriate enrollment, placement, and accrual of credits for migrant children nationwide.
The purpose of MSIX is to ensure greater continuity of educational services for migrant children by providing a mechanism for all States to exchange educational related information on migrant children who move from State to State due to their migratory lifestyle. It is anticipated that the existence and use of MSIX will help to improve the timeliness of school enrollments, improve the appropriateness of grade and course placements, and reduce incidences of unnecessary immunizations of migrant children. Further, MSIX will facilitate the accrual of course credits for migrant children in secondary school by providing accurate academic information on each student’s course history and academic progress. In addition, States are able to notify each other when a migrant student is moving to a different State.
Learn more about the Migrant Student Information Exchange (MSIX).
MEP Consortium Incentive Grants
The MEP Consortium Incentive Grants are authorized by section 1308(d) of the Elementary and Secondary Education Act of 1965 (ESEA) as amended by the No Child Left Behind Act of 2001 (NCLB). Through this program, the Department provides financial incentives to State Educational Agencies (SEAs) to participate in high quality consortia that improve the interstate or intrastate coordination of migrant education programs by addressing key needs of migratory children who have their education interrupted.
Learn more about Consortium Incentive Grants.
2015 Award Recipients
The GOSOSY consortium will address a key national objective to provide services based on scientifically based research to improve the educational attainment of out-of-school (OSY) migratory youth whose education is interrupted. With an organizing framework that focuses on systems to serve migrant youth and the migrant staff that support them, GOSOSY will use innovative technology across all aspects of the project design; a GOSOSY website with hyperlinks and audio files containing lessons and resources; and packaged materials, strategies, and services that result in State capacity building and portability across States, districts, and borders. GOSOSY’s goals are: 1) Participating OSY will increase their content achievement and other outcomes as specified in their needs-driven Learning Plan; 2) Staff participating in professional development and learning will increase their skills and ability to deliver targeted instruction and services to OSY; and 3) State processes, procedures, and materials to better serve OSY will be developed, vetted, and adopted by consortium states.
Kansas (Lead State), Alabama, Georgia, Illinois, Kentucky, Massachusetts, Mississippi, Nebraska, New Hampshire, New Jersey, New York, North Carolina, Pennsylvania, South Carolina, Tennessee, and Vermont.
The IRRC consortium will provide services designed to improve the proper and timely identification and recruitment (ID&R) of eligible migratory children whose education is interrupted. In response to the identified need for greater consistency and quality of ID&R—especially due to the high turnover in MEP state directors, local administrators, and recruiters, throughout the IRRC, states will expand and improve infrastructures for interstate coordination through three goals: 1) Design and develop systems, materials, strategies, and resources for the consistent and reliable ID&R of eligible migrant children and youth that can be adapted to small and large states, summer and regular year programs, and diverse state and local contexts; 2) Expand states’ capacity through the sharing of resources, mentoring, and the deployment of a Rapid Response Team of veteran ID& R specialists; and 3) Disseminate effective evidence-based ID&R practices throughout the MEP community.
Nebraska (Lead State), Arizona, Delaware, Georgia, Illinois, Iowa, Kansas, Maine, New Mexico, New York, South Carolina, and Tennessee.
The PI consortium will provide services based on scientifically based research to improve the school readiness of pre-school migratory children and to strengthen the involvement of migratory parents in the education of migratory students whose education has been interrupted. PI will focus on ways in which the MEP can support not only increased participation in structured pre-schools, but also promote promising approaches to training migrant educators and parents in strategies that demonstrate improved school readiness. PI’s primary goals are to: 1) Expand the capacity of state and local MEPs to serve migrant pre-school children; 2) Ensure that more services are provided to migrant 3-5-year-old children and that these children will demonstrate substantial and measurable educational gains; and 3) Disseminate evidence-based and promising practices developed by PI to the national MEP community and other stakeholders.
Pennsylvania (Lead State), Colorado, Florida, Georgia, Idaho, Maine, Missouri, Oregon, and Washington.
The MiraCORE consortium is committed to improving the interstate coordination of MEPs by sharing and developing supplemental, technology-based reading instructional materials and assessments designed specifically to improve the literacy skills of migratory students and youth. The outcomes of MiraCORE will include: 1) Improved literacy skills for migrant students and youth; 2) The development of valid and reliable online diagnostic literacy assessments for all age levels of emergent and developing level readers that are mapped to the online Reading Tutorials; 3) Increased capacity of MEP teachers and staff to identify migrant student/Out of School Youth literacy needs; 4) Improved MEP staff skills for identifying/assessing student needs/skills; and 5) Providing scientifically-based literacy instruction, and effectively utilizing the online student reading tutorials and other literacy resources on the Migrant Literacy Net.
Utah (Lead State), Hawaii, Mississippi, Nevada, New Hampshire, North Dakota, South Dakota, Vermont, and Virginia.
In the News
Article: One Youth’s Journey Towards College
"In One Generation, A Farmworker Family Grows College Ambitions"
Watson, Tennessee. “In One Generation, A Farmworker Family Grows College Ambitions.” National Public Radio (NPR), 29 August 2018. https://www.npr.org/
NPR recently published an article and podcast about Angel Benavides, a 14-year-old, who migrates from North Dakota to Texas with his parents. This story highlights his journey and the challenges he faces.Read the Article >
Article: Recruiter Challenges and Solutions
"Education, Unsettled: Inside the Struggle to Keep Migrant Students in School and Out of the Fields"
Granados, Alex. “Education, Unsettled.” Education Week, 28 Nov. 2018. https://www.edweek.org
A new article published by Education Week explores the challenges of recruiters in North Carolina to identify and enroll migrant students in schools, and aid out-of-school-youth (OSY). It looks at the migratory pattern from Michigan to Florida to North Carolina, the benefits of the Portable Assisted Study Sequence (PASS), and the importance of coordination between states. Several NC recruiters are featured and share their day-to-day work, best practices, and insights into recruiting.