[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-584890-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-584890-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","migrant-education-program-2021-2022","MIGRANT EDUCATION PROGRAM 2021 - 2022","","Evaluation memorandum for the Houston Independent School District Migrant Education Program covering 2021–2022, presenting outcomes and services for students identified as migrant. Descriptive statistics compare migrant students with nonmigrant peers, including enrollment trends in Texas and HISD, parent survey findings, and recruitment and support efforts. Reporting includes demographic composition, passing rates on STAAR 3–8 and STAAR EOC subjects, and TELPAS English proficiency patterns for EB/EL students.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/migrant-education-program-2021-2022/584890/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/migrant-education-program-2021-2022/584890.png","ImageObject",300,407,{"name":42,"@type":43},"Sophia Brooks","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the purpose of the Migrant Education Program under ESSA Title I, Part C?","Question",{"text":63,"@type":64},"It aims to help states meet the special needs of migrant students by providing migratory children opportunities to meet the same challenging content and performance standards as all children.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How did migrant enrollment change from 2011 to 2022 in Texas and in HISD?",{"text":68,"@type":64},"In Texas, migrant enrollment decreased substantially from 35,866 in 2011 to 14,426 in 2022. In HISD, it also decreased from 648 in 2011 to 169 in 2022.",{"name":70,"@type":61,"acceptedAnswer":71},"What do STAAR and TELPAS results indicate about migrant students compared with EB/EL students?",{"text":72,"@type":64},"Migrant students showed higher passing rates than EB/EL students on the Spanish STAAR 3–8 assessment, but lower passing rates than EB/EL students and the district overall on English reading and mathematics. STAAR EOC results showed higher passing rates on four of five subjects, and TELPAS indicated similar English proficiency levels for EB/EL migrant students compared with the broader EB/EL population.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},584890,1792061895,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962084925636,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","MEMORANDUM October 24, 2022  \nTO: Sonya Monreal  \nExecutive Director, Multilingual Programs  \nFROM: Allison Matney, Ed. D.  \nExecutive Officer, Research and Accountability  \nSUBJECT: MIGRANT EDUCATION PROGRAM, 2021–2022  \nAttached is a copy of the Migrant Education Program (MEP) evaluation for 2021–2022. This report describes the enrollment, recruitment and support efforts, parent survey information, and student performance for students identified with the migrant student designation. The evaluation used descriptive statistics to report findings by comparing migrant students with their nonmigrant peers.  \nKey findings include:  \n• The eleven-year trend of migrant enrollment reveals that the number of migrant students has substantially decreased from 2011 to 2022 (35,866 vs. 14,426) in the state of Texas.  \n• In HISD, the eleven-year trend of migrant enrollment also reveals a considerable decrease between 2011 and 2022 (648 vs. 169) .  \n• In 2021–2022, 98.2 percent of migrant students were Hispanic, 76.3 percent identified Spanish as their home language, and 57.4 percent were identified as emergent bilinguals/English learners.  \n• The number of new students recruited into the program increased over the previous year but remained below counts reported in 2019–2020.  \n• Overall, migrant parents found the information and resources provided by the Migrant Education Program prepared them “a lot” to help their child with school (62 . 1%) , and 79.3 percent attended at least one activity hosted by the MEP.  \n• Results from the STAAR 3-8 assessment showed that migrant students had higher passing rates than EB/EL students on the Spanish version, but that they had lower passing rates than EB/EL students orthe district overall on English reading and mathematics tests.  \n• On the STAAR EOC assessments, migrant students had higher passing rates than either EB/EL students or the district on four of five subjects (Biology, English I & II, U.S. History) .  \n• TELPAS results showed that migrant students who were EB/EL had levels of English language proficiency that were very similar to those of the EB/EL population in general, but that they had slightly fewer students rated at the highest or lowest levels of proficiency.  \nFurther distribution of this report is at your discretion. Should you have any further questions, please contact me at 713-556-6700.  \nAEM  \nAttachment  \ncc: Millard L. House II Shawn Bird, Ed. D. Khechara Bradford  \nH o u s t o n I n d e p e n d e n t S c h o o l D i s t r i c t  \nRESEARCH  \nEducational Program Report  \nMIGRANT EDUCATION PROGRAM 2021 – 2022  \nHouston Independent School District  \nHattie Mae White Educational Support Center 4400 West 18th StreetHouston, Texas 77092-8501  \n[www.HoustonISD.org](www.HoustonISD.org)  \nIt is the policy of the Houston Independent School District not to discriminate on the basis of age, color, handicap or disability, ancestry, national origin, marital status, race, religion, sex, veteran status, political affiliation, sexual orientation, gender identity and/or gender expression in its educational or employment programs and activities.  \n2022 Board of Education  \nJudith Cruz  \nPresident  \nElizabeth Santos  \nFirst Vice President  \nKathy Blueford-Daniels  \nSecond Vice President  \nSusan Deigaard  \nSecretary  \nMyrna Guidry  \nAssistant Secretary  \nPatricia Allen, Ed.D.  \nKendall Baker, D.D. Dani Hernandez Bridget Wade  \nMillard L. House II  \nSuperintendent of Schools  \nAllison Matney, Ed.D.  \nExecutive Officer  \nDepartment of Research and Accountability  \nKevin Briand, Ph.D.  \nSenior Research Specialist  \nVenita Holmes, Dr.P.H.  \nResearch Manager  \nMIGRANT EDUCATION PROGRAM  \n2021–2022  \nExecutive Summary  \nProgram Description  \nThe Migrant Education Program (MEP) is authorized under Title I, Part C of Every Student Succeeds Act (ESSA) of 2015. Title I, Part C states that the purpose of the MEP is to assist states in their efforts to meet the special needs of migrant students by providing","cbCaimdTJPW0VoJe","https://ap.wps.com/l/cbCaimdTJPW0VoJe","pdf",2184467,27,"English","# Executive Summary\n## Program Description\n## Evaluation Purpose and Design\n## Key Findings","[{\"question\":\"What is the purpose of the Migrant Education Program under ESSA Title I, Part C?\",\"answer\":\"It aims to help states meet the special needs of migrant students by providing migratory children opportunities to meet the same challenging content and performance standards as all children.\"},{\"question\":\"How did migrant enrollment change from 2011 to 2022 in Texas and in HISD?\",\"answer\":\"In Texas, migrant enrollment decreased substantially from 35,866 in 2011 to 14,426 in 2022. In HISD, it also decreased from 648 in 2011 to 169 in 2022.\"},{\"question\":\"What do STAAR and TELPAS results indicate about migrant students compared with EB/EL students?\",\"answer\":\"Migrant students showed higher passing rates than EB/EL students on the Spanish STAAR 3–8 assessment, but lower passing rates than EB/EL students and the district overall on English reading and mathematics. STAAR EOC results showed higher passing rates on four of five subjects, and TELPAS indicated similar English proficiency levels for EB/EL migrant students compared with the broader EB/EL population.\"}]","MIGRANT EDUCATION PROGRAM 2021 - 2022 | PDF",1792052844,68]