ALTHOUGH THERE WAS A DECREASE IN MIGRANT LABOR, THE NUMBER OF MIGRANT CHILDREN ATTENDING 6-WEEK SCHOOL PROGRAMS IN 1962 INCREASED OVER THE PREVIOUS YEAR. THE SUMMER SCHOOL CENTERS WERE SPONSORED BY THE PUBLIC SCHOOLS AND WERE REIMBURSED BY THE STATE. THE 1961 MIGRANT SCHOOLS WERE GUIDED BY A BASIC PHILOSOPHY WHICH STRESSED THE NEED FOR AN INTENSE INDIVIDUALIZED EDUCATION, AND WERE DESIGNED TO BRING THESE CHILDREN NEARER TO THE AGE-GRADE LEVEL THEY COULD BE EXPECTED TO ACHIEVE IN THE NORMAL SCHOOL PROGRAM. PRIMARY AND INTERMEDIATE INSTRUCTIONAL AGE GROUPS WERE IN EACH SCHOOL. THE GROUPS AVERAGED FROM 10 TO 15 PUPILS. TEACHER-ASSISTANTS WERE PROVIDED TO ALLEVIATE PROBLEMS BASED ON WIDE RANGE OF ABILITY. EMPHASIS WAS PLACED ON--BASIC SKILLS, HEALTH, PROGRAMS IN ART, MUSIC, PHYSICAL EDUCATION, AND GOOD CITIZENSHIP, TRIPS, AND COMMUNITY RELATIONS. SEVERAL CENTERS INITIATED A CHILD CARE CENTER. RECOMMENDATIONS CONCERNED YEARLY RECRUITMENT OF STUDENTS, DEVELOPMENT OF SUITABLE MATERIALS AND ACTIVITIES, CONTINUOUS CONTACT WITH RELATED COMMUNITY AGENCIES, AND STAFF ORIENTATION. A DAILY CLASS SCHEDULE AND A BUDGET WERE INCLUDED IN THE REPORT.