Three articles describe the lifestyle of the children of migrant agricultural workers. First, Jose A. Cardenas provides an overview of education for migrant children. He notes academic performance deviations and underachievement resulting from their educational programs. Cardenas describes poor staffing, frequent segregation, curricula incompatible with migrant life, and the dysfunctional response of the educational system to the problem of migrant education. Second, Mark Masurofsky reports on migrant programs under Title I of the Elementary and Secondary Education Act. He outlines basic legal requirements including eligibility for migrant children only, funding to coordinate state and district migrant programs, and programs coordinated with migrant programs under Title III B of the Economic Opportunity Act. Masurofsky also discusses three persistent problems: failure to identify and serve migrant children, failure to design adequate and lawful educational programs, and failure of adequate administration of Title I migrant programs. Third, Cassandra Stockburger discusses laws governing child labor in agriculture. She explores the connection between the legislation and its enforcement and the limited educational opportunities of migrant children which result from a high dropout rate and gaps in age/grade equivalencies despite expressed parental support. Finally, she discusses opposing viewpoints about child labor. A final section provides commentary on corporal punishment, sex discrimination, bilingual/bicultural education, and disciplinary exclusion. (SB)