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ERIC Number: ED366497
Record Type: RIE
Publication Date: 1994-Feb-28
Pages: 9
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Instructional Needs of Currently Migratory Students in the Central Migrant Stream.
Heiderson, Mazin; Stiles, Marion
The 16 states of the central migrant stream provide education to a third of U.S. migrant children. In 14 of these states, most central stream students are currently migratory Hispanic elementary school children from Texas. States must identify the instructional needs of migrant children in order to target resources and services, but data on the skill levels and academic achievement of these children are frequently lacking. The Texas Assessment of Academic Skills (TAAS) tests provide an objective measure that can give reasonable direction to instructional planning by subject and grade level. Administered annually to about 1.2 million students in grades 3, 5, 7, 9, and 11, TAAS focuses on higher order thinking and problem-solving skills in reading, writing, and mathematics. Analysis of migrant student scores by grade and subject in relation to scores of Anglo White students suggests the following instructional planning strategies: (1) concentrating on language arts in grades K-3, as migrant math scores are comparatively strongest at this level; (2) dividing instructional efforts between reading and math in grades 4-6, as the greatest slump in scores occurs at this level; (3) conducting a massive remedial effort in reading and math in grades 7-8 to prevent dropout; and (4) focusing on mastery of basic arithmetic, introduction to algebra and geometry, and content-area reading and writing in grades 9-12. (SV)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Texas Assessment of Academic Skills; United States (Central)