ERIC Number: ED243629
Record Type: Non-Journal
Publication Date: 1983-Jul
Reference Count: N/A
Status of Credit Transfer for Migrant Students in the United States: Comprehensive Summary.
Ogletree, Earl J.
The study was intended to determine the basis of intra- and interstate credit transfer for migrant students and how credit transfer can be improved. The Secretaries of Education Committees in State Legislatures and Departments of Education in Puerto Rico and all states except California responded to an open-ended survey. Over 80% of all states defined migrant students on the basis of federal regulation. The states saw basic academic skills, medical needs, and nutrition as migrant students' highest priorities. Few states kept quantitative statistics on migrant dropout rates or on the number of migrant students completing the GED. The major hindrance to graduation appeared to be the lack of common credit acquisition policies, transfer policies, and graduation and curriculum requirements between and within states. Most states had state mandated minimum graduation requirements. Over half offered various forms of flexible scheduling but only seven adjusted the number of credit units for migrant students. Credit transfer decisions were usually based on accrued credits, attendance, and grades. Problem resolution rests on improved intra- and interstate communication, acceptance by all states of Migrant Record Student Transfer System guidelines, and agreement on credit policy and procedures between state and local education agencies. (SB)
Descriptors: Academic Achievement, Academic Records, Academic Standards, Agency Cooperation, Attendance, Coordination, Credits, Dropouts, Educational Needs, Elementary Secondary Education, Graduation Requirements, High School Equivalency Programs, Migrant Education, School Districts, State Departments of Education, State Surveys, Student Mobility, Student Recruitment, Transfer Policy, Transfer Students
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Administrators; Practitioners
Authoring Institution: N/A