The general purpose of the Migrant Education Program (MEP), as set forth in Section 1301 of the Elementary and Secondary Education Act (ESEA) as reauthorized by the Every Student Succeeds Act (ESSA), is to ensure that migratory children fully benefit from the same free public education provided to other children. To achieve this purpose, the MEP helps State Education Agencies (SEAs) and Local Education Agencies (LEAs) address the special educational needs of migratory children to better enable migratory children to succeed academically. More specifically, the purposes of the MEP as stated in Section 1301 are as follows:
- To assist States in supporting high-quality and comprehensive educational programs and services during the school year and, as applicable, during summer or intersession periods, that address the unique educational needs of migratory children.
- To ensure that migratory children who move among the States are not penalized in any manner by disparities among the States in curriculum, graduation requirements, and challenging State academic standards.
- To ensure that migratory children receive full and appropriate opportunities to meet the same challenging State academic standards that all children are expected to meet.
- To help migratory children overcome educational disruption, cultural and language barriers, social isolation, various health-related problems, and other factors that inhibit the ability of such children to succeed in school.
- To help migratory children benefit from State and local systemic reforms.
The Wisconsin MEP has restructured migrant services into a regional, summer-only model beginning July 2018. For the summer 2020 grant, DPI will fund seven regional programs. The summer-only program approach is intended to concentrate the effort of the Title I, Part C MEP funds and the regional approach is designed to serve more children in larger geographic areas.
None is available.
In providing services with funds received under Title I, Part C, each recipient shall give Priority for Services (PFS) to migratory children who have made a qualifying move within the previous one year period and who are failing, or most at risk of failing, to meet the challenging State academic content standards or have dropped out of school. If Title I, Part C funds remain after these students unique needs have been met, they can be used to provide service for other eligible migratory children.