Using data obtained from external evaluators, teacher assistants, and coordinators, the evaluation examined the supervision provided by team leaders/coordinators; inservice programs offered for Mini-Corps students by team leaders; whether teacher assistants were serving identified migrant pupils and functioning at levels of competence commensurate with their training and skills; coordinators' job performance; record keeping and thoroughness of teacher assistant profiles and records; the quality of record keeping by teacher assistants to monitor migrant pupil progress; central Mini-Corps administrative and support services available for college coordinators; the extent of community involvement; supervising teachers' use of teacher assistants in compliance with Mini-Corps objectives; and work load of coordinators and teacher assistants. Findings included: the highest rated factors were the quality of classroom teaching experience, the overall quality of inservice training, and school and community acceptance of the Mini-Corps program; four areas failed to meet Mini-Corps standards (quality of college course work, communications with statewide Mini-Corps, effectiveness of the home visitation program, and communications with migrant education regional personnel); more teacher assistants were rated "fair or poor"; there were lowered standards of supervision; and self ratings dropped indicating that teacher assistants perceived their deficits. This report provides data supporting the evaluation findings. (NQA)