Title IC: Migrant Education Program
The primary goal of the Migrant Education Program is to ensure that all migrant students reach challenging academic standards AND graduate with a high school diploma that prepares them for responsible citizenship, further learning and productive employment. The Migrant Education Program provides formula grants to districts to establish or improve education programs for migrant children. These grants to assist districts in improving educational opportunities for migrant children to help them succeed in the regular school program, meet the challenging state academic content and student academic achievement standards that all children are expected to meet, and graduate from high school.
Under Who Qualifies: Eligibility requirements are based on the No Child Left Behind Act (NCLB) of 2001, sections 1301 - 1309, regulations, and guidance issued by the United States Department of Education. Migrant children are children who (1) have moved (2) across school district boundaries (3) within the last three years (4) on their own, with or to join a parent / guardian or spouse, (5) to obtain or seek work that is seasonal or temporary, in a (6) fishing, logging or agricultural activity AND (7) this activity is an economic necessity. In addition, a migrant child must be younger than 20 years of age and not have graduated from high school (GED does not mean the student has graduated/ received a diploma). Note: To be eligible for migrant recruitment, a child or youth must be eligible for a free public education. In Alaska, this generally means that the youth must be less than 20 years old and must not have a high school diploma. A youth who has a certificate of attendance, but not an actual diploma, is eligible for a free public education. A youth who is eligible for special education (IEP on file) is entitled to a free public education until the age of 22.
Services are those educational or educationally related activities that 1) directly benefit a migrant child; 2) address a need of a migrant child consistent with the state’s comprehensive needs assessment and service delivery plan; 3) are grounded in scientifically based research or, in the case of support services, are a generally accepted practice; and 4) are designed to enable the program to meet its measurable outcomes and contribute to the achievement of the state’s performance targets.