EDUCATION OF MIGRATORY CHILDREN

*Maintenance and Transfer of Health and Educational Information*

***For Migrant Students by the States***

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This report is written in accordance with Section 1308 (b)(4) of the
Elementary and Secondary Education Act, as amended by the No Child Left
Behind Act of 2001 (Public Law 107-110)

UNITED STATES DEPARTMENT OF EDUCATION

OFFICE OF ELEMENTARY AND SECONDARY EDUCATION

OFFICE OF MIGRANT EDUCATION

**Table of Contents**

Executive Summary i

I. Charge from Congress 1

II\. Background 1

III\. Migrant Student Record Linking System and Continuity of Service 5

A. Progress of States in Developing and Linking Electronic

> Record Transfer Systems 6

B. Recommendations for the Development and Linkage of Electronic

Migrant Student Record Systems 8

State Consultations 8

Findings and Recommendations 11

C.  Recommendations for Measures that may be taken to ensure the
    Continuity

> of Services Provided to Migratory
> Children.......................................20

IV\. Conclusion 22

V. Appendices

Appendix A: Principles for Improving the Exchange of Student Records 26

Appendix B: Minimum Data Elements 28

Appendix C: Action Plan 37

**EXECUTIVE SUMMARY**

Congress directed the Department to "assist the States in developing
effective methods for the electronic transfer of student records and in
determining the number of migratory children in each State" through
section 1308 (b)(4) of the Elementary and Secondary Education Act
(ESEA), as amended by the No Child Left Behind Act of 2001 (NCLB). In
particular, in section 1308(b), Congress required the Department, in
consultation with the States, to ensure the linkage of migrant student
record systems for the purpose of electronically exchanging among the
States health and educational information for migratory students. The
linkage of migrant student record systems, including those systems used
before and after the enactment of NCLB, is to occur in a cost-effective
manner. Congress further directed the Department to initiate this effort
by publishing for public comment a proposed set of data elements that
each State receiving funds under Title I, Part C, shall be required to
collect for the purposes of the electronic transfer of migrant student
information and the requirements that States shall meet for immediate
access to such information.

Section 1308 (b)(4) of the ESEA requires the Secretary of Education to
report to Congress the Department\'s findings and recommendations
regarding the maintenance and transfer of health and educational
information for migratory students by the States. Although some States
have developed alternative methods for maintaining migrant student
records since the termination of the Migrant Student Record Transfer
System (MSRTS) in 1995, a single mechanism for electronically linking
and transferring migrant student information nationally does not exist.
This report:

> A. Reviews the progress of States in developing and linking electronic
> records transfer systems;

B. Makes recommendations for the development and linkage of such
systems; and

> C. Makes recommendations for measures that the Department and States
> may take to ensure continuity of services provided for migratory
> students.

**A. Progress of States in Developing and Linking Electronic Records
Transfer Systems**

Currently, 42 States use three major migrant student record systems
developed and supported by private or non-profit vendors. The other
States are using customized electronic migrant student record systems
developed and maintained by an in-house or outside consultant. No single
mechanism currently enables various electronic student record systems to
share migrant student data on a national basis.

**B. Recommendations for Development and Linkage of Systems**

The Department consulted with States and other migrant education experts
to develop the recommendations cited in this report and determined that
the development of a mechanism to link and transfer migrant student
records is technologically possible. This report includes a proposed
Action Plan to design and develop such a linkage. However, the
Department has also determined that the main barriers to successful
migrant student records transfer are non-technological factors. The
major barriers to establishing a successful system for exchanging
migrant student record transfer include 1) timely and proper
identification of the most highly mobile migrant student population, 2)
lack of State cooperation in maintaining and using migrant student data,
3) absence of federal incentives to secure State cooperation, 4) absence
of accepted and uniform migrant student record data, and 5) States'
concerns regarding the burden and expense of maintaining multiple
parallel school management information systems while continuing to
provide adequate direct services to migrant children. Findings and
recommendations for both technological and non-technological factors are
presented in detail in the report. The recommendations are:

1.  To conduct research to identify the most advantageous record linking
    strategy, specifically exploring a consolidated database;

2.  To analyze the costs of implementing a new migrant student record
    linking mechanism, in particular for secondary course placement and
    credit accrual purposes;

3.  To design a migrant student record exchange linking mechanism to
    facilitate school enrollment, grade/course placement, and credit
    accrual decisions for migrant children; and to focus particularly on
    the needs of highly mobile secondary students;

4.  To issue a list of minimum data elements, in cooperation with State
    and local educational officials, for publication in the [Federal
    Register]{.underline} to help States to better plan on-going
    modifications and improvements to their State migrant student record
    systems; and

5.  To encourage the necessary level of data collection and student
    record maintenance in cooperation with the States and local
    educational officials.

**C. Recommendations for Continuity of Service**

This report provides several recommendations for measures that the
Department and the States may take to ensure the continuity of services
provided migrant students. These measures include improved migrant child
identification and recruitment practices, strategic placement of migrant
education staff, and support for relationships among educators who share
migrant children.

**D. Conclusion**

Although some States have developed alternative methods for maintaining
migrant student records since the termination of the Migrant Student
Records Transfer System (MSRTS), a single acceptable mechanism for
electronically linking and transferring migrant student information
nationally does not exist. The major barriers to establishing a
successful migrant student record transfer system are not rooted in the
lack of adequate technological solutions, but in more complex
non-technological concerns. The Department will continue to explore a
variety of solutions considering the needs of migrant students, State
and local educational officials, the latest technological innovations,
and the costs to all parties involved.

Despite the non-technological challenges identified in this report, the
Department believes that, in cooperation with States, a successful
system for exchanging migrant student records can be developed and will
benefit migrant students nationwide. The ability to exchange migrant
student records efficiently will facilitate the timely enrollment and
placement of all migrant students by providing better access to basic
school enrollment and health information. An efficient records transfer
system will particularly benefit highly mobile secondary migrant
students by providing and maintaining course credit accrual information
necessary for high school graduation.

The Department is committed to improving access to migrant student
records at the school in which migrant students are enrolled. In concert
with the services provided by local school districts, the services of
the Title I, Part C, Migrant Education Program will help ensure that all
migrant students meet challenging State academic standards and graduate
from high school with an education that prepares the student for
responsible leadership, further learning, and productive employment.

Maintenance and Transfer of Health and Educational Information For
Migrant Students by the States

**I. Charge from Congress**

The Elementary and Secondary Education Act of 1965 (ESEA), as amended by
the No Child Left Behind Act of 2001 (Public Law 107-110), reauthorized
the Title I Migrant Education Program (MEP). In accordance with Section
1308 (b)(4) of ESEA, the Secretary of Education must report the
Department's findings and recommendations regarding the maintenance and
transfer of health and educational information for migratory students by
the States to the Committee on Health, Education, Labor, and Pensions of
the Senate and the Committee on Education and Workforce of the House of
Representatives. Although some States have developed alternative methods
for maintaining migrant student records since the termination of the
Migrant Student Record Transfer System (MSRTS) in 1995, a single
acceptable mechanism for electronically linking and transferring migrant
student information nationally does not exist. The report provides:

> A. A review of the progress of States in developing and linking
> electronic records transfer systems;
>
> B. Recommendations for the development and linkage of such systems;
> and
>
> C. Recommendations for measures that the Department and the States may
> take to ensure continuity of services provided for migratory students.

**II. Background**

For over twenty five years, Congress and the Department (and its
predecessor, the U.S. Office of Education in the Department of Health,
Education and Welfare) supported the Migrant Student Record Transfer
System (MSRTS) as the primary vehicle for transferring educational and
health information on migrant students for use by the new schools those
migrant students attend. The MSRTS was a State supported mainframe
system, created in 1969 and operated by the Arkansas Department of
Education in Little Rock, Arkansas. State and local migrant personnel
entered student academic, health, and assessment records into the MSRTS.
This system allowed States to transfer student records among the States
since all information was stored in a centralized database. Forty-nine
States entered data into the MSRTS and it served as a central repository
of information on over 600,000 migrant students. Although users of the
MSRTS connected to the system via leased lines and modems, the methods
for sending and receiving information did not reflect the current
technological trends.

Additionally, there were long data entry delays in entering the
requested information. Various studies carried out over the years found
that local practitioners often did not rely on data contained in the
system, and that it was not cost-effective. The Department acknowledged
the States' concerns and recognized the value of timely data as a
critical system success factor as early as 1987, when a MSRTS
utilization study, conducted by the Region I Technical Assistance
Center, revealed that timeliness of information was one of the most
critical reasons why data from the MSRTS were not used.

In 1988, the Hawkins-Stafford Act (Public Law 100-297) authorized the
establishment of a National Commission on Migrant Education (NCME). At
that time, Congress mandated that the Commission study the function and
effectiveness of the MSRTS and address the following questions:

1)  What role has MSRTS performed in assisting the migrant population?

2)  To what degree does the classroom teacher utilize MSRTS for
    enhancing the education program at the local level and?

3)  Is MSRTS cost-effective?

4)  How well would a system, similar to MSRTS, work for other mobile
    populations, such as students in the inner cities or in the
    Department of Defense overseas schools?

The findings of the Commission were the following:

1)  As use of the MSRTS expanded, it became mostly a reporting tool for
    State data-management reporting rather than an instrument used for
    the exchange of student information at the local level;

2)  Because the reporting requirements that States established for the
    MSRTS became more complex and burdensome to local schools, educators
    became less responsive and timely in collecting data;

3)  Because MSRTS remained a paper-based system for collecting and
    reporting information and did not reflect current technological
    advancements for sending and receiving information, the flow of
    information was impeded. Consequently, without access to timely
    information from MSRTS, local educators used MSRTS for validating
    decisions already made, rather than as a means to exchange student
    information;

4)  The type of information reported by each State and the format in
    which information was collected were never standardized across
    States nor widely accepted by local schools for making decisions
    about the academic or health status of a student; and

5)  Migrant students and parents were not routinely notified of their
    MSRTS numbers nor trained in the importance and uses of the MSRTS
    record.

After reviewing the MSRTS, the Commission found that over time, the
MSRTS's usefulness to local educators had diminished and made six
recommendations for immediate as well as future actions:

1)  Significantly reduce the migrant student's MSRTS record to essential
    data on school enrollment and health status;

2)  Increase direct access of local educators to MSRTS;

3)  Provide a role for migrant students and their families in MSRTS;

4)  Conduct a technical assessment of MSRTS with an independent research
    agency;

5)  Design data-quality procedures in MSRTS to ensure completeness,
    accuracy and security of information; and

6)  Ensure the transfer of data in a timely and efficient method by
    having the Secretary of Education certify that State agencies are
    complying with MSRTS requirements before approving their
    applications for migrant programs.

In 1993, the Region C Technical Assistance Center completed a "MSRTS
Student Record Item Survey" for the MSRTS committee of the National
Association of State Directors of Migrant Education.[^1] The purpose of
the survey was to gather information from representative migrant
education-funded staffs about the importance and usefulness of items
located on the MSRTS health and education records. This study also
highlighted the importance of receiving useful and timely information.
Of the 265 respondents who provided comments, 68 percent reported that
they did not think that the educational record was useful. Two reasons
respondents gave were the lack of quality information provided and the
unavailability of information in a timely manner. Educators often had to
make decisions about the education program for migrant students prior to
receipt of the educational record. These findings were in line with
conclusions made in the 1994 General Accounting Office (GAO) report
(discussed on page 4) and Department sponsored Focus Group reports
(2003).

Additionally, in 1993, the Independent Review Panel of the National
Assessment of Chapter 1 noted a number of concerns about MSRTS. These
concerns related to the cost of the system and its limited usefulness in
transferring records for migrant children. In particular, the panel
noted: "For those who are currently migratory, MSRTS is no longer the
primary method of transferring records. School systems exchange
information about migratory students the same way they do for all
students---by mail, telephone and fax. Research shows that the primary
use of the MSRTS is to document eligibility and migratory status....".
The panel recommended that, instead of operating the MSRTS, the funds
should be used for direct services to migrant children.

In January 1994, the Arkansas State Department of Education in
conjunction with the National Association of State Directors of Migrant
Education (NASDME) submitted a proposal to the Department to modify the
MSRTS for pilot-testing a one-page student record. The Arkansas State
Department of Education and the NASDME promoted the one-page record as a
solution to the data intensive MSRTS. This solution was offered because
over the course of 25 years, the MSRTS record gradually increased in
size under the direction of the NASDME. The individual student record
was expanded to include test scores, academic skill lists, and other
data useful for State reporting, but data-intensive for local schools to
enter and maintain.

The GAO provided a report in February 1994 examining the issue of
children who change schools frequently and the help that federal
educational programs, such as Migrant Education and Chapter 1, provide.
The GAO report found in part, that the MSRTS was slow, incomplete, and
used infrequently. With the MSRTS, records took about one week, on
average, from the time of the request to the arrival of a hard copy;
however it was not uncommon for records to take up to a month to arrive.
Over half of all student records lacked test data, and frequently,
instructional and health data as well. If there were a small number of
migrant children in a school district, many migrant program personnel
were much more likely to use paper records sent from the previous school
than request records from the MSRTS. Therefore, the GAO recommended that
the Department determine the feasibility of using electronic student
record systems, such as ones being adopted by some States and school
districts for all students, instead of the MSRTS. The Department agreed
with the GAO recommendation to determine the feasibility of replacing
the MSRTS and began to investigate other options.

In 1994, the Department contracted with Westat, Inc. to conduct a study
on the "Alternatives for Transferring Migrant Student Records". The
study's objectives were to:

1)  Describe available methods of transferring records in a timely and
    cost-effective manner, including methods using widely available
    technology; and

2)  Describe the relevance of records transfer to school systems,
    highlighting the current experiences and views of individuals who
    are experienced with and knowledgeable about record transfer
    systems.

The study found that the problem of transferring records from school to
school as students move is not unique to the children of migrant workers
or to the schools they attend. Schools and districts have developed ad
hoc systems for coping with these transfers, which include setting
minimal information requirements for enrollment and placement. In 1994,
school officials said they would use the information if they had it, but
they neither expected parents to carry records nor expected the prior
school/districts to be particularly prompt in forwarding information
once it was requested. As a result, the telephone was the most commonly
used method to transfer information.[^2]

Based on these and other studies, the Department and Congress concluded
that the MSRTS should be discontinued. However, States remained
responsible for ensuring the linkage and transfer of migrant student
records using their existing resources. In June 1995, the MSRTS was
terminated. Currently no centralized system provides for records
transfer or generates child count data used in the allocation of Migrant
Education Program (MEP) funds.

In 2002, the Department released a study entitled "Coordinating the
Education of Migrant Students: Lessons Learned From the Field" completed
by The George Washington University's Center for Equity and Excellence
in Education ("Lessons Learned"). This study examined the coordination
mechanisms used between migrant education programs in different States
and school districts to mitigate and overcome the negative effects of
educational disruption caused by migration in pursuit of temporary or
seasonal work in agriculture or fishing. The study listed the
information management issues related to secondary credit accrual as one
of the most critical challenges for interstate coordination.

Currently, through NCLB, Congress has directed the Department to,
"assist the States in developing effective methods for the electronic
transfer of student records and in determining the number of migratory
children in each State." In particular, in section 1308(b), Congress
required the Department, in consultation with the States, to ensure the
linkage of migrant student record systems for the purpose of
electronically exchanging among the States health and educational
information for migratory students. The linkage of migrant student
record systems, including those systems used before or after the
enactment of NCLB, is to occur in a cost-effective manner. Congress
further directed the Department to initiate this effort by publishing
for public comment a proposed set of data elements that each State
receiving funds under Title I, Part C, shall be required to collect for
the purposes of the electronic transfer of migrant student information
and the requirements that States shall meet for immediate access to such
information.

**III. Migrant Student Record Linking System and Continuity of Service**

This report is organized around the three topics that Congress required
be addressed:

> A. The progress of States in developing and linking electronic records
> transfer systems;

B. Recommendations for the development and linkage of such systems; and

> C. Recommendations for measures that may be taken by States and the
> Department to ensure continuity of services provided for migratory
> students.

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  **A. Progress of States in Developing and Linking Electronic Records
  Transfer Systems**

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Since the termination of the MSRTS in 1995, States have made
considerable efforts to develop their own electronic record systems for
collecting and maintaining migrant student data. States and local
operating agencies commonly use these systems for program administration
and project management as well as to share basic student information
within each State. Only one of these electronic record systems, the New
Generation System (NGS), was specifically designed to \"transfer\"
migrant students\' education and health information on an interstate
basis.

Private and non-profit vendors developed and provide support for the
three major migrant student record systems that are currently in use by
42 States. A description of each of these systems is provided below. The
other States are using custom electronic migrant student record systems
that were developed by an in-house or outside consultant. [^3]

-   **Management Information System 2000 (MIS2000)** -- This system was
    developed by Management Services for Education Data (MS/EdD) in
    Little Rock, Arkansas and is used by 26 States.[^4] MIS2000 is a
    stand-alone system, although MSEdD also provides a central,
    consolidated database for its users, allowing them to share data on
    a regional, intra-State, or inter-State basis. However, according to
    the October 1999 Report on Migrant Student Record Systems, not all
    States are aware that the consolidated database exists or are
    reluctant to use it. MIS2000 offers reporting capabilities and can
    be customized for individual States. To maximize the potential for
    exchange of information among their MIS2000 data systems, a group of
    States (Pennsylvania, Puerto Rico, Maryland, Connecticut, New York
    and New Hampshire) formed the East Atlantic/Caribbean Consortium.
    The Consortium standardized their State systems by selecting the
    same vendor system and agreeing on a set of common data elements.

-   **New Generation System (NGS)** -- Developed by the Texas Department
    of Education, it is a centralized database housed in Austin, Texas
    with Internet accessibility for the 10 States that use this
    system.[^5] Three of these 10 States use databases developed by
    their internal staffs and export their data into NGS.

-   **COEStar** -- Tromik Technology Corporation in Little Rock,
    Arkansas developed COEStar to collect data recorded on the
    Certificate of Eligibility (COE) form which is used as the primary
    data collection form for documenting the eligibility of migrant
    students. The data are then stored on the user's local PC. Six
    States use COEStar to maintain information on migrant students.[^6]

The following chart depicts the systems used by States in 1999 versus
systems used in 2003:

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  **Figure 1: Number of States Using Each System (1999 versus 2003)**
  ![](media/image2.wmf)

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As shown in Figure 1, the majority of States are using MIS2000 to
maintain their migrant student records. Note that National Computer
System (NCS) discontinued its electronic student records database and
was not used by States in 2003.

As shown in Figure 2 (next page), although 50% of the States use
MIS2000, this represents only 22% of the migrant students nationwide
because the system has a disproportionate number of the smaller States.
COEStar maintains the records of 38% of the nation's migrant student
population including records for the State of California, which has the
largest migrant student population. NGS maintains records for 25% of
migrant children.

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| **Figure 2: Percentage of Migrant Students By System (1999 versus     |
| 2003)**                                                               |
|                                                                       |
| ![](media/image3.wmf)                                                 |
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While States can share student data using the NGS system, and MIS2000
has the capability of sharing information across States through use of
an MSEdD consolidated database, no single mechanism currently enables
all of the various electronic student record systems to share migrant
student data on a national basis.

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  **B. Recommendations for the Development and Linkage of Electronic
  Migrant Student Record Systems**

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This section provides a brief summary of the Department's consultations
with the States, the results of those consultations, and a set of
findings and recommendations for the development and linkage of
electronic migrant student record systems.

**[[State Consultations]{.underline}]{.smallcaps}**

Over the course of the last several years, the Department has had
extensive conversations with the States and has gathered information
relative to State migrant student record systems. As part of the
consultations, the Department has developed agreements on how to proceed
with efforts to improve access to migrant student records, discussed
potential methods of linking State migrant student record systems, and
received advice from States on the development of the minimum data
elements needed to exchange student information for facilitating school
enrollment, grade/course placement, and credit accrual planning for
migrant students. A brief description of these consultations and
information gathering efforts with the States follows.

-   **Records Transfer Work Group** -- On January 7, 1999, the
    Department convened a work group comprised of 10 State Directors of
    Migrant Education to assist the Department in setting a course of
    action that would lead to significant improvements in the transfer
    of migrant student records. During the following five months, the
    Work Group met and prepared a document that detailed nine
    "Principles for Leading Efforts to Improve Access to Migrant Student
    Records" (Appendix A). The nine principles were refined and
    subsequently adopted by the State Directors of Migrant Education on
    June 16, 1999.

-   **Report on Migrant Student Record Systems** -- The Department
    conducted an inquiry to learn if viable options for connecting
    existing State and local student information systems exist. The
    resulting study documented the current configuration and
    capabilities of each State's migrant student record system and
    evaluated the feasibility of electronically connecting all of the
    different State systems. Forty-six States were interviewed, and
    although 44 of them had an electronic system in place for tracking
    the migrant students in their State, when requests were made for
    records, [the primary means of providing the data was via
    facsimile]{.underline}. The report identified a web-enabled transfer
    system, a consolidated database, and a centralized database as the
    three alternative strategies for connecting State migrant student
    record systems.

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-   **Common Data Elements (CDE) Committee** -- On April 12, 2000, the
    Department formed the CDE Committee comprised of 12 members who were
    nominated by the State Directors of Migrant Education and charged
    with recommending a set of common minimum data elements that would
    provide essential information for use by teachers, counselors, and
    other migrant education personnel. The identified elements would be
    adequate to conduct activities that would increase the rate of high
    school completion for interstate secondary migrant students since
    studies had identified information on secondary credit accrual as
    one of the most critical challenges for interstate coordination. The
    group met four times over a period of six months and identified a
    preliminary list of data elements needed to support the enrollment,
    grade/course placement, and credit accrual of migrant students.

-   **[Federal Register]{.underline} Notice of Proposed Requirements and
    Minimum Data Elements** -- Section 1308 (b)(2)(A) of the Elementary
    and Secondary Education Act, as amended by the No Child Left Behind
    Act of 2001, requires the Secretary of Education to determine the
    minimum data elements that each State shall collect and maintain.
    The Department used the work of the CDE committee to develop a
    proposed list of Minimum Data Elements and requirements and
    published the list in the May 2002, notice for public comment. The
    Department received comments from twenty-four States regarding the
    value and necessity of the data elements for enrollment, placement,
    and graduation support, and the burden involved in collecting such
    data.

-   **Annual State Director Meetings** -- The Department shared
    information on the potential methods for linking State migrant
    student record systems with State Directors of Migrant Education on
    February 14, 2001. Information on the responses to the [Federal
    Register]{.underline} publication of proposed Minimum Data Elements
    were compiled and presented to the States at the Annual Migrant
    Education Director's meeting on February 27, 2003. In responses to
    the [Federal Register]{.underline} publication, a number of States
    requested a final opportunity to comment on the minimum set of
    elements before the data elements are finalized. The Department
    provided the States that opportunity and analyzed the resulting
    comments to determine the final draft of the minimum data elements
    necessary for records transfer that are listed in [Appendix
    B.](#MinimumElements)

-   **Focus Groups** -- The Department also contracted for a series of
    eleven focus groups to solicit reactions to the usefulness and
    applicability of the minimum data elements from the primary users of
    the information---guidance counselors or MEP staff functioning as
    counselors. The draft reports submitted by the focus groups to the
    Department on February 24, 2003, indicated that they generally
    believed that the collection of the data was important and that the
    right set of data elements were requested, although some of the data
    elements may not be readily available.

The Department analyzed the feedback from the various meetings and has
determined that the problems involved with the development of a
successful system to link migrant student records are recurring ones,
still prevalent years after the demise of the MSRTS and not resolved by
the development of individual State systems. Many migrant educators and
school personnel agree that a system that made accurate and complete
migrant student records immediately available to school personnel when
the children arrive would be valuable. Many focus group participants
and, to a lesser degree, respondents to the [Federal
Register]{.underline} notice expressed a belief that an effective
electronic linkage of migrant student education records would address
many of the challenges that highly mobile migrant students face with
regard to school enrollment, grade/course placement, and credit accrual
decisions. They believed that such a system could also provide efficient
access to birth and immunization records.

**[[Findings and Recommendations]{.underline}]{.smallcaps}**

In presenting its recommendations, the Department discusses the findings
that led to each recommendation.

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  **FINDING #1** -- **It is feasible to connect the existing electronic
  State migrant student record systems.**

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The Department contracted for a study to document the current
configuration and capabilities of each State\'s migrant student record
system, to conduct research on the acquired data, and to evaluate the
feasibility of electronically connecting all the different State
systems. Three basic strategies for connecting State migrant student
record systems were identified:

1.  **Web-Enabled Transfer System** -- A web-based form would be created
    that facilitates the requesting, receiving, and tracking of data in
    an agreed upon format via the Internet. The transfer of data would
    use file transfer protocol (FTP), email, or fax. Such a system would
    need to include a student record locator so that requestors can
    query the locations from which they need data.

2.  **Consolidated Database** -- States would retain local control of
    their data and periodically upload a set of common data elements to
    a consolidated database for access by all authorized users.

3.  **Centralized Database** -- Information would be maintained in one
    location and would be accessible by multiple methods such as
    dial-up, dedicated circuit, or the Internet.

Based on the contractor's recommendation, the Department has determined
that a consolidated database strategy is the most promising option. Such
an approach provides instant access to nationwide data via the web and a
single point of contact "one stop shopping." While a centralized
database offers some advantages (e.g., centralized control of data
elements), it requires States to drop the existing systems in which they
have invested time and money. The web-enabled transfer system's major
disadvantages are that it will not provide instant access to nationwide
data and relies upon the continual availability of individuals at the
school level to respond to requests from receiving schools to forward
records. Records transfer in a web-enabled transfer system is a
particular problem in summer or non-regular school periods when school
staff may not be present to acknowledge the record request.

RECOMMENDATION -- Conduct further research to identify the most
advantageous record linking strategy, specifically exploring a
consolidated database.

There are a number of ways in which migrant student records could be
consolidated and made available to system users. A web-based
consolidated database system with a well-designed user interface is one
option worth exploring. The Department plans to conduct a market
research conference to solicit ideas from industry experts on the best
technological strategies for linking migrant student records and
implementing a phased development approach. To implement the selected
technology, the Department will then work with the States to develop
procedures that help States identify the students who are most likely to
move from school to school. Such a strategy will enable States to focus
the majority of their data collection and maintenance energies on a much
smaller group of students, and thus, reduce the data burden problems and
improve the timeliness of such data. To link the existing State systems
effectively, the current systems must be reviewed again in greater
detail to determine the compatibility of the data and the options
available for electronic connectivity to other State systems.

The Department will need to work with States to specify the detailed
user and system requirements that are essential for developing a useful
system that meets the requirements expressed by the States. The system
must have multiple levels of security and appropriate processes and
procedures in place to ensure privacy of data.

In addition, the States will require system set-up support, training,
and documentation on the new migrant record linking mechanism. Training
is required to communicate data integrity business rules, quality
control procedures, information process flows, security requirements,
timing requirements for data entry and data availability, as well as
instructions in system use.

  -----------------------------------------------------------------------
  **FINDING #2 -- States are concerned about the burden (cost) of
  collecting and maintaining student data.**

  -----------------------------------------------------------------------

As noted earlier, any enthusiasm for a new record linking mechanism of
electronically exchanging migrant student records is tempered by past
and present experiences with management information systems and States'
and local educational agencies' response to federal education program
requirements. Many States are very concerned about the new record
keeping requirements, specifically dealing with students' grades and
coursework needed for placement and credit accrual for secondary migrant
students.

> "*The burden of collecting this information will be tremendous in
> forcing migrant funds to be used for data collection and not direct
> services to migrant children.*" (Focus Group B Participant)

The focus group participants based their concerns on the anticipation
that the new record-keeping requirements for secondary credit accrual
data would (1) overwhelm staff with additional tasks; (2) add
time-intensive activities to support the revision and maintenance of
existing data; and (3) create duplicative data collection functions in
the State. While many of the proposed minimum data elements are already
available in existing State migrant student record systems, the data
elements specifically needed to support secondary students' course
placement and credit accrual are not usually readily available. Entering
this data would require extensive efforts on the part of States.

In discussing the potential burden of a new record linking mechanism,
respondents to the [Federal Register]{.underline} notice and
participants in focus groups indicated that a new record linking
mechanism will fail if States and local school districts need to
maintain parallel migrant student information systems. In addition, the
focus groups expressed some concern about the federal government's
ability to achieve the level of cross-system buy-in that would permit
systems to share information.

RECOMMENDATION -- Analyze the costs of implementing a new migrant
student record linking mechanism, in particular for secondary course
placement and credit accrual purposes.

The additional cost of maintaining data and additional staff needed for
course placement and secondary credit accrual decisions must be
addressed. The Department will conduct a feasibility study and cost
analysis to compare the costs to the Department and States of the
various record linking mechanisms identified. The feasibility study and
cost analysis are initial steps in the Action Plan.

Also, the Department will provide additional guidance to the States
regarding the need for effective resource "targeting" decisions that
properly balance the implementation of program requirements and
providing services to migrant children.[^7]

  -----------------------------------------------------------------------
  **FINDING #3** -- **The primary purpose of a new record linking
  mechanism to exchange migrant student records electronically should be
  to facilitate the proper and timely school enrollment, grade/course
  placement, and credit accrual of highly mobile migrant students.**

  -----------------------------------------------------------------------

The initial work of the CDE Committee focused on determining "who will
do what specific tasks (with student information) resulting in what
benefits." The committee was then asked to determine which of the
identified tasks and benefits were most important to the academic
success of migrant students. As a result, the committee determined that
the primary purposes of a new record linking mechanism for exchanging
migrant student records are to provide school and migrant education
personnel with the data essential to facilitate (1) the timely
enrollment of school-age migrant children, (2) the placement of migrant
children in the appropriate grade level and courses of instruction, and
(3) for secondary students only, the accrual of course credits needed to
graduate from high school.

Migrant educators believe it important to have access to basic school
enrollment data and proof of immunizations for timely enrollment of
preschool, elementary, and secondary migrant children in a new school.
However, most migrant educators view migrant students enrolled in the
secondary grades as having the highest need for the timely exchange of
student information. Local schools and migrant education programs need
secondary student records to support critical course selection and
placement decisions and the accrual of course credits needed to help
migrant students graduate from high school. The ability of States and
school districts to share the records of migrant students is viewed as
critical for [interstate]{.underline} secondary migrant students.

Secondary education presents the greater challenge because of the
problem of credit accrual. Migrant students at elementary grades need
instructional continuity, but the instructional demands of
elementary-level migrant students can be met through basic education
services and other means. However, the difficulties arise at the high
school level and stem partially from the lack of information that is
necessary to guide timely placement and awarding of course credit.
Students with multiple school moves do not show up in States' records if
those records are not linked with those of other States. The migrant
record linking mechanism should give special focus to providing
information necessary for credit accrual for highly mobile secondary
students while providing the basic information needed for enrollment and
placement for all students. The primary "users" of this student
information are school guidance counselors, school registrars, and
migrant education specialists. In contrast, the old MSRTS viewed
MEP-funded classroom teachers, school nurses, and guidance counselors as
the primary users of the system.

**RECOMMENDATION** -- **Design the migrant student record exchange
linking mechanism to facilitate school enrollment, grade/course
placement, and credit accrual decisions for migrant children, to promote
timeliness and to focus particularly on the needs of highly mobile
secondary students.**

The new migrant student record exchange linking mechanism should be
designed to facilitate:

-   The timely enrollment in school of migrant students who have
    [recently]{.underline} moved across school district boundaries due
    to their migrant lifestyle. Information needed to accomplish this
    purpose includes basic student and family data, name and location of
    prior school enrollments, and documentation of immunizations;

-   The placement of migrant students who have [recently]{.underline}
    moved across school district boundaries due to their migrant
    lifestyle in the appropriate grade and courses of instruction.
    Information needed to accomplish this purpose for elementary
    students includes prior grade, the results of academic assessments,
    and notice of any special education or health concerns. Information
    needed to accomplish this purpose for secondary students includes
    the above plus information on the courses completed or partially
    completed; and

-   The accrual of credits needed by secondary migrant students who have
    moved or are likely to move [repeatedly]{.underline} across school
    district boundaries due to their migrant lifestyle for graduation.
    Information needed to accomplish this purpose for secondary students
    includes the above plus more extensive information on coursework so
    that partial credits may be granted.

In addition, a new migrant student record exchange linking mechanism
should also support several other important purposes:

-   To assist the Department in determining the number of migratory
    children in each State as required by section 1308(b)(1); and

-   To serve as an analytical tool for answering questions about the
    migrant student population (e.g., migration patterns, missed
    enrollments, unduplicated national counts, etc.).

  -----------------------------------------------------------------------
  **FINDING #4** -- **No consensus exists within the migrant education
  community on maintaining the minimum data elements necessary to
  facilitate the proper and timely school enrollment, grade/course
  placement, and credit accrual of migrant students.**

  -----------------------------------------------------------------------

The Department published a proposed set of minimum data elements in the
May 2002, [Federal Register]{.underline} notice. As noted earlier, the
Department worked with the field to develop its proposal and received
input on the proposed data elements through a variety of forums and
methods. Most of the respondents felt that the proposed data elements
were the correct set of data elements for the purposes of enrollment,
placement, and credit accrual decisions. In cases where individuals
disagreed, their position was not usually based on the functional
utility of the data items, but rather on (1) concerns about the
timeliness and burden of collecting and maintaining student data, (2)
the belief that a "migrant student record" would not be accepted as an
"official" record (and thus not used by local school/district
officials), and (3) that the costs of collecting the data elements would
divert substantial amounts of fiscal resources away from direct
services.

Of the 75 data fields that were proposed as minimum data elements, the
States expressed less concern with those elements that were already
available in the existing State migrant student record systems.
Information that falls into this category includes basic student and
school enrollment data and consists of about 48 data elements. A number
of individuals who commented did express concerns about maintaining
detailed school contact information (i.e., names, telephone extensions,
etc.) because they believe this type of information changes too
frequently, and thus would often be out-of-date and inaccurate.

The greatest split in opinions, however, arose on the need to collect
and maintain data elements that are specifically used in making course
placement and credit accrual decisions for secondary migrant students.
Advocates of collecting prior course history and course credit data
argue that this information is needed to (1) improve the continuity of
instruction for secondary migrant students so that they receive
appropriate course content and instruction, and (2) help place secondary
migrant students in appropriate courses so that they can accrue partial
or full course credits in subject areas they need for graduation. As
noted above, opponents of collecting prior course history and course
credit data are mainly worried that such a requirement will require
additional staff and will divert program funds needed for direct
instructional or supportive services.

RECOMMENDATION -- Issue a list of minimum data elements, in cooperation
with State and local educational officials, for publication in the
[Federal Register]{.underline} to help States to better plan on-going
modifications and improvements to their State migrant student record
systems:

The Department proposes to issue a list of minimum data elements as it
further explores a solution for linking the States' migrant student
record systems. Greater definition of data elements, their
characteristics, and their relationships to each other will be necessary
to define the functional requirements for linking the State migrant
student record systems.

The Department also recommends using a multi-phased approach to
exploring options for linking State migrant student record systems.
Phase one would focus on those elements that are readily available in
most State systems such as personal student and school information. This
will allow for a basic set of information on which to test the actual
system linking strategy, the consolidation of student records, and
exchange of information. Phase two would consider data on academic
assessments, special education and health alerts, and immunizations.
Phase three would focus on elements necessary for the purpose of course
placement and credit accrual decisions for secondary students. Elements
that support credit accrual such as coursework information would be
required after States have had a sufficient opportunity to develop
strategies that allow for the efficient collection of these data.

  -----------------------------------------------------------------------
  FINDING #5 -- A variety of non-technological obstacles to effective
  information transfer exist: some educational officials do not accept
  electronic migrant student records in place of official school
  transcripts; some do not enter data promptly or are otherwise not as
  cooperative as is necessary for electronic linkage to work properly.
  Finally, school districts are concerned about the additional labor,
  burden, and costs of collecting and maintaining student data.

  -----------------------------------------------------------------------

Respondents identified a number of other factors that could detract and
hinder full implementation of a new record linking mechanism for
exchanging migrant student records. States and districts are
prioritizing their efforts to address rising costs, and making this
initiative a priority for them will be a challenge. Also, while some
States historically have collaborated with other States to accomplish
goals that affect children who migrate nationally, others have not. The
cooperation of all States is essential for a new record linking
mechanism of exchanging migrant student records to be successful.

Many States believe that a new record linking mechanism for
electronically exchanging migrant student records will divert existing
MEP funds from direct student services to data collection activities. In
particular, States are concerned that collecting additional secondary
school data on migrant students needed for course placement and
secondary credit accrual decisions will be burdensome and costly.
"Lessons Learned," reviewed four groups of three or four districts
(Trading Partners) that share students who move back and forth. The
study documented the need for additional staff to coordinate student
information between the various schools and to communicate the
requirements of the school and State from which the student intends to
graduate. The Department's study determined that information technology
is important, but without a person who uses the data appropriately, the
primary goal of credit accrual and graduation will not be achieved.

The participants in the various Department-sponsored meetings expressed
concerns about several other matters not related to the technology of
records transfer, including the timeliness, accuracy, and completeness
of migrant student records; the willingness of local school officials to
accept and use electronic migrant student records for local decisions
(e.g., credit accrual, proof of immunization); the degree of compliance
with data input requirements in the home base "sending" States and
districts; and the additional labor, burden, and costs of collecting and
maintaining student data. These concerns are based on both past and
present experiences with student information systems and local
authorities' response to federal education program requirements.

The Department determined that for records transfer to be successful,
incentives for participation and appropriate consequences for
non-participation should result. Some State Migrant Education Directors
have advised the Department that an official transcript from the
originating school is required regardless of what information is made
available through a records transfer linking mechanism before credits
can be granted or proper placement can occur. If student records
provided by the records transfer linking mechanism are not acceptable by
all States in lieu of an official school transcript of the same
information, there is little benefit to linking and transferring the
migrant student's record in this manner. While linking the systems is a
statutory requirement (Sec. 1308 (b)(2)(A)), encouraging school staff to
expend the effort needed to exchange migrant student records will be
difficult without incentives and consequences.

In both the focus groups and responses to the May 2002 notice, a
substantial number of the respondents expressed doubt that an electronic
system for exchanging migrant student records could be designed to
provide the right data in a timely fashion. One focus group member
summed up this sentiment by stating, "*The kids move faster than the
data*." Another focus group member expressed this concern by questioning
the relative advantage of an electronic student record system: "*The
system has to be more effective than just picking up the phone and
calling the last school the student attended*." Respondents also were
not convinced that the home-base "sending" States and districts had the
motivation and capacity to update their migrant student record systems
during the short time periods when migrant students withdraw from school
to migrate with their families.

Several of the focus groups noted that, even if MEP resources are
available to input data, the collection of student data is problematic.
In many schools and school districts, the transmittal of student records
must move from the classroom teacher, to a secretary, before it reaches
the school or district\'s record system. This process often takes weeks.
A number of individuals in the focus groups noted that school
secretaries are already overburdened and do not have the time to pull
the records for migrant students who have left the school, when they
have tasks to complete for the students who are still in attendance. In
addition, a number of respondents mentioned that student data are not
centralized in one location within the school system and MEP personnel
do not have electronic links to the local school information management
systems used by district and school personnel, which results in
inefficiencies (i.e., necessitating the reentering of data). All of
these factors---insufficient staff to enter data, delays in accessing
data, and the need to re-enter data from one system to another---have
proven in the past to result in inaccurate, incomplete student records
that often arrive too late to be of use.

Focus group participants felt that transferred information would be
useful only if it could be accessed almost immediately upon a student's
arrival. This requires that data retrieval be done in real-time or near
real-time and that all sending States begin to enter their data
immediately at the time of student enrollment and student withdrawal.
This is particularly difficult for some States during those times of the
school year when migrant students arrive or depart in large numbers and
there are not enough staff to enter the data. Although most respondents
to the May 2002 notice agreed that records should be timely and accurate
to be of value, they also felt the proposed four-day turnaround time was
too ambitious. Late arriving student information for secondary students
could result in inaccurate credit accrual decisions and delayed
graduation while inaccurate or late information on immunizations could
result in grade school children receiving unnecessary immunizations.

Several focus group participants stated that their most highly mobile
migrant students with student record challenges were not those migrating
from other States, but from countries outside the United States. Linking
of State records systems would not address the needs of those students.

Problems with "timeliness" are caused also by difficulties in
identifying migrant students as they move. Several respondents commented
that the migrant students are already enrolled in school before the MEP
personnel locates and identifies the students as eligible for the
program. In these cases, the school may have already requested the
students' records from their prior school, and thus, the time and
resources put into an electronic student record system are wasted.

Successfully addressing the "timeliness" concern is central to the
success of any record linking mechanism of electronically exchanging
migrant students records. The lack of accurate, complete, and timely
student records was a major reason for the failure of the MSRTS.

RECOMMENDATION -- Encourage the necessary level of data collection and
student record maintenance in cooperation with the States and local
educational officials.

Lack of full cooperation and acceptance of information is a
long-standing problem that first surfaced with the implementation of the
MSRTS. The Department will continue to work with States to ensure the
migrant record linking mechanism results in a uniform migrant student
record that is useful and acceptable to all States. The Department will
encourage through appropriate incentives the accurate and timely
collection and maintenance of data by emphasizing its importance in
meetings with State and local educational agency personnel and by
evaluating the progress of States in sharing migrant student records in
a timely manner.

  -----------------------------------------------------------------------
  **C. Recommendations for measures that may be taken to ensure the
  continuity of services provided migratory students**

  -----------------------------------------------------------------------

The exchange of migrant student information is a cooperative effort
among school districts and the States. For the exchange of student
information to improve the continuity of educational and educationally
related services, States must implement complementary activities that
improve the likelihood that student data are used and useful.

"Lessons Learned," reviewed four groups of school districts (i.e.,
"trading partners") that share students who move back and forth between
them. The study identified numerous practices, and four general
strategies that recurred across the trading partners sites:

1)  Alignment of district policies;

2)  Improved student information exchange and access;

3)  Staff resources to promote credit accrual; and

4)  Opportunities for supplemental instruction.

The following findings and recommendations to improve the continuity of
services are based on the Department's experience with implementing
migrant education programs and the results of the Department's study.

  -----------------------------------------------------------------------
  **FINDING #1** -- **Effective identification and recruitment practices
  are essential to improving the continuity of services being provided to
  migrant students.**

  -----------------------------------------------------------------------

States and local operating agencies must find and enroll eligible
migrant students (that are shared with other local operating agencies
both within and across States) so that local, State, and federally
funded services are provided quickly. Once a migrant child has been
identified, States and local operating agencies can work with one
another to ensure the continuity of the student's education. If migrant
students are not identified in a timely manner, coordination activities
cannot begin because local school personnel may not search for migrant
student records that can help with enrollment, grade/course placement,
and credit accrual decisions.

**RECOMMENDATION - Continue the Department's efforts to improve the
capacity of States to identify and recruit eligible migrant children in
a timely manner.**

Through its Identification and Recruitment Initiative, the Department
will continue to work with SEA and local operating agency personnel to
improve migrant child identification and recruitment practices.
Specifically, the Department will (1) establish and sustain a
professional network of identification and recruitment coordinators, (2)
develop resources that help States strengthen their identification and
recruitment practices and quality control systems to ensure effective
targeting, (3) disseminate "best practices" for migrant child
identification and recruitment and determining migrant child
eligibility, and (4) update and improve access to current federal policy
guidance on migrant child eligibility, identification and recruitment.

  -----------------------------------------------------------------------
  **FINDING #2** -- **State MEPs should be encouraged to place staff
  (i.e., guidance counselors, migrant resource teachers, or program
  specialists) strategically to facilitate school enrollment,
  grade/course placement, and credit accrual decisions.**

  -----------------------------------------------------------------------

Given differences in school curriculum requirements and the high
caseloads of most regular guidance personnel, more professionals are
needed to attend to and negotiate coordination between the education
experiences of migrant students and the requirements of the school,
school district, and State from which the student intends to graduate.
Information management systems are important, but without a person to
use the data activities that improve the continuity of education will
not be initiated, especially with regard to credit accrual. Services
that address the problem of credit accrual demand substantial efforts in
time, money, and allocation of resources. These strategies also require
more communication across schools to resolve differences in course
offerings and graduation requirements.

**RECOMMENDATION** -- **Continue the Department's efforts to encourage
States to use migrant funds for activities that leverage local resources
on behalf of migrant students, reinforcing the supplemental role of
migrant education**.

In a number of States, MEPs support teachers, aides, counselors, and
advocates who are intended to provide services and ensure migrant
children receive the federal, State, and local services to which they
are entitled. State MEPs should be encouraged to examine the
qualifications and deployment of program staff and ensure that MEP staff
are able to use migrant student records effectively (or help local staff
use the records) to coordinate the delivery of appropriate local
education agency services, in addition to the provision of direct MEP
services as needed.

  -----------------------------------------------------------------------
  **FINDING #3** -- **Migrant children move across school district,
  State, and national borders. Improving the continuity of education for
  migrant students requires effective interstate and intrastate
  coordination.**

  -----------------------------------------------------------------------

Interstate and intrastate coordination requires patience, hard work,
commitment, institutional support, and perhaps most importantly,
opportunities for the collaborators to build a relationship with one
another. People are far more likely to complete shared tasks if they
feel they are part of a community that is working together. "Lessons
Learned," documented the importance of creating opportunities for
migrant educators to meet, learn about one another's situations, explore
problems, and then set about to find solutions to the problems.

**RECOMMENDATION** -- **Support efforts to build relationships amongst
those educators who share migrant children.**

The Department should continue to promote on-going opportunities for
migrant educators to meet and discuss solutions to the kinds of problems
that highly mobile migrant students continue to face. The value and
benefit of these meetings will be increased if the Department encourages
participants to share "hard" data on student needs and examines the
strengths, weaknesses, and effectiveness of strategies advanced to solve
problems related to the migrant lifestyle.

+-----------------------------------------------------------------------+
| IV. **IV. Conclusion**                                                |
+-----------------------------------------------------------------------+

Although some States have developed alternative methods for maintaining
migrant student records since the termination of the Migrant Student
Records Transfer System (MSRTS), a single acceptable mechanism for
electronically linking and transferring migrant student information
nationally does not exist. The major barriers to establishing a
successful migrant student record transfer system are not rooted in the
lack of adequate technological solutions, but in more complex
non-technological concerns. The Department will continue to explore a
variety of solutions considering the needs of migrant students, State
and local educational officials, the latest technological innovations,
and the costs to all parties involved.

Despite the non-technological challenges identified in this report, the
Department believes that, in cooperation with States, a successful
system for exchanging migrant student records can be developed and will
benefit migrant students nationwide. The ability to exchange migrant
student records efficiently will facilitate the timely enrollment and
placement of all migrant students by providing better access to basic
school enrollment and health information. An efficient records transfer
system will particularly benefit highly mobile secondary migrant
students by providing and maintaining course credit accrual information
necessary for high school graduation.

The Department is committed to improving access to migrant student
records at the school in which migrant students are enrolled. In concert
with the services provided by local school districts, the services of
the Title I, Part C, Migrant Education Program will help to ensure that
all migrant students meet challenging State academic standards and
achieve graduation from high school with an education that prepares the
student for responsible leadership, further learning, and productive
employment.

**V. Appendices**

Records Transfer Work Group

> Principles for Leading Efforts to Improve Access to Migrant Student
> Records

  -------------- -----------------------------------------------------------------
  **Key          
  Principles**   

  1\.            The key goals for the Migrant Education Program are (1)
                 increasing the graduation rate of high school students, (2)
                 helping migrant students to achieve proficiency on challenging
                 State academic standards, and (3) resolving health conditions
                 that prevent students' access to educational opportunities.

  2\.            The highest priority situations requiring [timely]{.underline}
                 information sharing involve [interstate]{.underline} migrant
                 children who (1) are in secondary school grade levels and will
                 benefit from course selection/placement and credit accrual
                 activities and (2) require proof of immunizations for enrollment
                 in school.

  3\.            While States and local school districts should "transfer"
                 cumulative school records for migrant students---like they do for
                 non-migrant students\--the Migrant Education Program is moving
                 away from the use of physical "transfer records" to a "means of
                 sharing essential student information" as its understanding of
                 what MEPs need to be able to do for interstate migrant children
                 in the high priority situations improves.

  4\.            The Office of Migrant Education\'s (OME) active leadership,
                 encouragement, and support are needed to facilitate the desired
                 outcome of having all States able and willing to share
                 information in a timely manner in the high priority situations.

  5\.            Active involvement of State Directors and other key stakeholders
                 in the problem solving process is critical to (1) building a
                 working consensus about a solution strategy, and (2) the will to
                 implement it.

  6\.            At present, a single system solution may not be possible as it
                 will not meet the diverse needs and contexts of all States, but a
                 guarantee that a State's (or consortium's) system can support the
                 sharing of information in a timely manner for students in the
                 priority situations should be a basic requirement all systems are
                 required to meet.

  7\.            OME should lead a process to learn if viable options that could
                 connect existing State and local student information systems
                 exist. This may require (1) documenting the current configuration
                 and capabilities of each State (or consortium) system, and (2)
                 conducting research to identify "feasible" connectivity options.

  8\.            If a particularly promising and feasible option exists, OME
                 should allocate funds to support implementation of the
                 connectivity option via an appropriate procurement process. This
                 approach may require setting baseline standards that all systems
                 must meet.

  9\.            Although clear definitions of what constitutes "key" data for
                 locating children (including a unique student identifier) and
                 what is "essential" data for information sharing purposes need to
                 be developed, groups assigned to work on this task "should not
                 reinvent the wheel." Work groups should go back and resurrect
                 prior work done on the "one-page-record" as a starting point.
  -------------- -----------------------------------------------------------------

[]{#MinimumElements .anchor}**Minimum Data Elements**

The following table presents the proposed requirements for the minimum
data elements that a State shall collect and maintain for the purpose of
electronically exchanging, among the States, educational and health
information for all migrant students.

The table lists the data elements by: (1) a data element identification
number, (2) a code that identifies the primary user function(s) for
which the data element is required, (3) the name of the data element,
and (4) a data element definition.

In regard to the primary user functions for which a data element is
required, the letter \"E\" indicates that the data element is required
to help guidance counselors, school registrars, or migrant education
specialists with the timely and efficient enrollment of migrant students
in a school in the community in which the children currently reside. The
letter \"P\" indicates that the data element is required to help
guidance counselors or migrant education specialists with the proper
placement of migrant students into courses and/or programs at the
appropriate grade level. The letter \"G\" indicates that the data
element is required to help guidance counselors or migrant education
specialists with the provision of academic counseling that supports the
completion of courses and the accrual of credits needed for graduation.

In addition, the data elements are grouped into one of five categories
of data: (1) data elements that describe a student, (2) data elements
that describe a school or project, (3) data elements that describe the
student\'s graduation plan, (4) data elements that describe a student\'s
course history, and (5) data elements that describe a student\'s
assessment information.

Finally, although the data elements are listed once, a number of the
data elements will be used for multiple entries in a migrant student
record (e.g., "course title" will be used for each course in which a
migrant student is enrolled).

+---+---+---+---+---+---+----------------------+--------------------------------+
| * |   |   |   |   |   |                      |                                |
| * |   |   |   |   |   |                      |                                |
| M |   |   |   |   |   |                      |                                |
| I |   |   |   |   |   |                      |                                |
| N |   |   |   |   |   |                      |                                |
| I |   |   |   |   |   |                      |                                |
| M |   |   |   |   |   |                      |                                |
| U |   |   |   |   |   |                      |                                |
| M |   |   |   |   |   |                      |                                |
| D |   |   |   |   |   |                      |                                |
| A |   |   |   |   |   |                      |                                |
| T |   |   |   |   |   |                      |                                |
| A |   |   |   |   |   |                      |                                |
| E |   |   |   |   |   |                      |                                |
| L |   |   |   |   |   |                      |                                |
| E |   |   |   |   |   |                      |                                |
| M |   |   |   |   |   |                      |                                |
| E |   |   |   |   |   |                      |                                |
| N |   |   |   |   |   |                      |                                |
| T |   |   |   |   |   |                      |                                |
| S |   |   |   |   |   |                      |                                |
| * |   |   |   |   |   |                      |                                |
| * |   |   |   |   |   |                      |                                |
+===+===+===+===+===+===+======================+================================+
| * |   | * |   |   |   | **Data Element**     | **Definition**                 |
| * |   | * |   |   |   |                      |                                |
| \ |   | U |   |   |   |                      |                                |
| # |   | s |   |   |   |                      |                                |
| * |   | e |   |   |   |                      |                                |
| * |   | ( |   |   |   |                      |                                |
|   |   | s |   |   |   |                      |                                |
|   |   | ) |   |   |   |                      |                                |
|   |   | * |   |   |   |                      |                                |
|   |   | * |   |   |   |                      |                                |
+---+---+---+---+---+---+----------------------+--------------------------------+
| * |   |   |   |   |   |                      |                                |
| * |   |   |   |   |   |                      |                                |
| [ |   |   |   |   |   |                      |                                |
| [ |   |   |   |   |   |                      |                                |
| s |   |   |   |   |   |                      |                                |
| t |   |   |   |   |   |                      |                                |
| u |   |   |   |   |   |                      |                                |
| d |   |   |   |   |   |                      |                                |
| e |   |   |   |   |   |                      |                                |
| n |   |   |   |   |   |                      |                                |
| t |   |   |   |   |   |                      |                                |
| i |   |   |   |   |   |                      |                                |
| n |   |   |   |   |   |                      |                                |
| f |   |   |   |   |   |                      |                                |
| o |   |   |   |   |   |                      |                                |
| r |   |   |   |   |   |                      |                                |
| m |   |   |   |   |   |                      |                                |
| a |   |   |   |   |   |                      |                                |
| t |   |   |   |   |   |                      |                                |
| i |   |   |   |   |   |                      |                                |
| o |   |   |   |   |   |                      |                                |
| n |   |   |   |   |   |                      |                                |
| ] |   |   |   |   |   |                      |                                |
| { |   |   |   |   |   |                      |                                |
| . |   |   |   |   |   |                      |                                |
| u |   |   |   |   |   |                      |                                |
| n |   |   |   |   |   |                      |                                |
| d |   |   |   |   |   |                      |                                |
| e |   |   |   |   |   |                      |                                |
| r |   |   |   |   |   |                      |                                |
| l |   |   |   |   |   |                      |                                |
| i |   |   |   |   |   |                      |                                |
| n |   |   |   |   |   |                      |                                |
| e |   |   |   |   |   |                      |                                |
| } |   |   |   |   |   |                      |                                |
| ] |   |   |   |   |   |                      |                                |
| { |   |   |   |   |   |                      |                                |
| . |   |   |   |   |   |                      |                                |
| s |   |   |   |   |   |                      |                                |
| m |   |   |   |   |   |                      |                                |
| a |   |   |   |   |   |                      |                                |
| l |   |   |   |   |   |                      |                                |
| l |   |   |   |   |   |                      |                                |
| c |   |   |   |   |   |                      |                                |
| a |   |   |   |   |   |                      |                                |
| p |   |   |   |   |   |                      |                                |
| s |   |   |   |   |   |                      |                                |
| } |   |   |   |   |   |                      |                                |
| * |   |   |   |   |   |                      |                                |
| * |   |   |   |   |   |                      |                                |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 1 |   | E |   |   |   | Student Record       | A unique key assigned to a     |
|   |   |   |   |   |   | Number               | migrant student.               |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 2 |   | E |   |   |   | State Student        | An alternate identification    |
|   |   |   |   |   |   | Identification       | number assigned to a student   |
|   |   |   |   |   |   | Number               | by a State.                    |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 3 |   | E |   |   |   | Last Name1           | Student's legal last name      |
|   |   |   |   |   |   |                      | (paternal).                    |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 4 |   | E |   |   |   | Last Name2           | If appropriate, student's      |
|   |   |   |   |   |   |                      | legal last name (maternal).    |
|   |   |   |   |   |   |                      | \[Note: Provides an option for |
|   |   |   |   |   |   |                      | a hyphenated or double last    |
|   |   |   |   |   |   |                      | name.\]                        |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 5 |   | E |   |   |   | First Name           | A name given to a student at   |
|   |   |   |   |   |   |                      | birth, baptism, or during      |
|   |   |   |   |   |   |                      | another naming ceremony, or    |
|   |   |   |   |   |   |                      | through legal change.          |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 6 |   | E |   |   |   | Middle Name          | A secondary name given to a    |
|   |   |   |   |   |   |                      | student at birth, baptism, or  |
|   |   |   |   |   |   |                      | during another naming          |
|   |   |   |   |   |   |                      | ceremony, or through legal     |
|   |   |   |   |   |   |                      | change.                        |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 7 |   | E |   |   |   | Generation           | An appendage, if any, used to  |
|   |   |   |   |   |   |                      | denote a student's generation  |
|   |   |   |   |   |   |                      | in his family (e.g., Jr., Sr., |
|   |   |   |   |   |   |                      | III).                          |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 8 |   | E |   |   |   | Gender               | A student's gender.            |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 01 Female                      |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 02 Male                        |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 9 |   | E |   |   |   | Birth Date           | The month, day, and year on    |
|   |   |   |   |   |   |                      | which a student was born.      |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 1 |   | E |   |   |   | Birth Certificate    | The evidence by which a        |
| 0 |   |   |   |   |   | Flag                 | student's date of birth is     |
|   |   |   |   |   |   |                      | confirmed.                     |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 1.  Birth certificate---A      |
|   |   |   |   |   |   |                      |     written statement or form  |
|   |   |   |   |   |   |                      |     issued by an Office of     |
|   |   |   |   |   |   |                      |     Vital Statistics verifying |
|   |   |   |   |   |   |                      |     the name and birth date of |
|   |   |   |   |   |   |                      |     the child as reported by   |
|   |   |   |   |   |   |                      |     the physician attending at |
|   |   |   |   |   |   |                      |     the birth.                 |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 2.  Other official document    |
|   |   |   |   |   |   |                      |     (i.e., baptismal or church |
|   |   |   |   |   |   |                      |     certificate,               |
|   |   |   |   |   |   |                      |     physician/hospital         |
|   |   |   |   |   |   |                      |     certificate, passport,     |
|   |   |   |   |   |   |                      |     previously verified school |
|   |   |   |   |   |   |                      |     record, State-issued ID,   |
|   |   |   |   |   |   |                      |     driver's license).         |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 3.  Self Report---Parent or    |
|   |   |   |   |   |   |                      |     student reports age, birth |
|   |   |   |   |   |   |                      |     date, and place of birth.  |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 1 |   | E |   |   |   | Birth City           | The name of the city in which  |
| 1 |   |   |   |   |   |                      | the student was born.          |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 1 |   | E |   |   |   | Birth State          | The postal abbreviation code   |
| 2 |   |   |   |   |   |                      | for a State (within the United |
|   |   |   |   |   |   |                      | States), Outlying Area, or     |
|   |   |   |   |   |   |                      | State (in another country) in  |
|   |   |   |   |   |   |                      | which a student was born.      |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 1 |   | E |   |   |   | Birth Country        | The name of the country in     |
| 3 |   |   |   |   |   |                      | which a student was born.      |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 1 |   | E |   |   |   | Birth/Legal Parent1  | The last/surname of the        |
| 4 |   |   |   |   |   | Last Name            | natural or adoptive male       |
|   |   |   |   |   |   |                      | parent having legal            |
|   |   |   |   |   |   |                      | responsibility for a student.  |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 1 |   | E |   |   |   | Birth/Legal Parent1  | The first name of the natural  |
| 5 |   |   |   |   |   | First Name           | male parent having legal       |
|   |   |   |   |   |   |                      | responsibility for a student.  |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 1 |   | E |   |   |   | Birth/Legal Parent2  | The last/surname of the        |
| 6 |   |   |   |   |   | Last Name            | natural or adoptive female     |
|   |   |   |   |   |   |                      | parent having legal            |
|   |   |   |   |   |   |                      | responsibility for a student.  |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 1 |   | E |   |   |   | Birth/Legal Parent2  | The first name of the natural  |
| 7 |   |   |   |   |   | First Name           | or adoptive female parent      |
|   |   |   |   |   |   |                      | having legal responsibility    |
|   |   |   |   |   |   |                      | for a student.                 |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 1 |   | E |   |   |   | Current Parent/      | The last/surname of the adult  |
| 8 |   |   |   |   |   | Guardian Last Name   | serving as the student\'s      |
|   |   |   |   |   |   |                      | [local]{.underline} guardian.  |
|   |   |   |   |   |   |                      | \[Note: Provides an option for |
|   |   |   |   |   |   |                      | a hyphenated or double last    |
|   |   |   |   |   |   |                      | name.\]                        |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 1 |   | E |   |   |   | Current Parent/      | The first name of the adult    |
| 9 |   |   |   |   |   | Guardian First Name  | serving as the student\'s      |
|   |   |   |   |   |   |                      | [local]{.underline} guardian.  |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 2 |   |   | P | G |   | Grade Level          | The grade level in which a     |
| 0 |   |   |   |   |   |                      | school/project enrolls a       |
|   |   |   |   |   |   |                      | student.                       |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 1.  Grade 1                    |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 2.  Grade 2                    |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 3.  Grade 3                    |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 4.  Grade 4                    |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 5.  Grade 5                    |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 6.  Grade 6                    |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 7.  Grade 7                    |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 8.  Grade 8                    |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 9.  Grade 9                    |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 10. Grade 10                   |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 11. Grade 11                   |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 12. Grade 12                   |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 13. Ungraded                   |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 14. Pre-school                 |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 15. Kindergarten               |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 16. Out-of-School              |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 2 |   | E | P | G |   | Withdrawal Date      | The month, day, year on which  |
| 1 |   |   |   |   |   |                      | a student withdrew from a      |
|   |   |   |   |   |   |                      | school or project.             |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 2 |   | E |   |   |   | Ed Alert Flag        | Alert for a special            |
| 2 |   |   |   |   |   |                      | need/educational condition     |
|   |   |   |   |   |   |                      | linked with a contact person.  |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 2 |   | E | [ | [ | [ | Ed Alert Resolution  | Month, day, and year the alert |
| 3 |   |   | ] | ] | ] | Date                 | was resolved.                  |
|   |   |   | { | { | { |                      |                                |
|   |   |   | . | . | . |                      |                                |
|   |   |   | m | m | m |                      |                                |
|   |   |   | a | a | a |                      |                                |
|   |   |   | r | r | r |                      |                                |
|   |   |   | k | k | k |                      |                                |
|   |   |   | } | } | } |                      |                                |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 2 |   | E |   |   |   | Med Alert Flag       | Alert for a medical/health     |
| 5 |   |   |   |   |   |                      | condition.                     |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 2 |   | E |   |   |   | Med Alert Resolution | Month, day, and year the alert |
| 6 |   |   |   |   |   | Date                 | was resolved.                  |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 2 |   | E |   |   |   | Immunization Date    | The month, day, and year on    |
| 9 |   |   |   |   |   |                      | which a student receives an    |
|   |   |   |   |   |   |                      | immunization.                  |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 3 |   | E |   |   |   | Immunization Type    | The name of immunization that  |
| 0 |   |   |   |   |   |                      | a student has received.        |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 3 |   |   |   |   |   | QAD (Qualifying      | The month, day, and year on    |
| 1 |   |   |   |   |   | Arrival Date)        | which the family unit or the   |
|   |   |   |   |   |   |                      | student (where the student is  |
|   |   |   |   |   |   |                      | the worker) arrived at the     |
|   |   |   |   |   |   |                      | place where the qualifying     |
|   |   |   |   |   |   |                      | work was sought.               |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 3 |   |   |   |   |   | QAD From City        | The name of the city in which  |
| 2 |   |   |   |   |   |                      | the previous school district   |
|   |   |   |   |   |   |                      | is located.                    |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 3 |   |   |   |   |   | QAD From State       | The postal abbreviation code   |
| 3 |   |   |   |   |   |                      | for a State (within the United |
|   |   |   |   |   |   |                      | States) or Outlying Area in    |
|   |   |   |   |   |   |                      | which the previous school      |
|   |   |   |   |   |   |                      | district is located.           |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 3 |   |   |   |   |   | QAD From Country     | The abbreviation code for a    |
| 4 |   |   |   |   |   |                      | country (other than the US)    |
|   |   |   |   |   |   |                      | area in which the previous     |
|   |   |   |   |   |   |                      | school district is located.    |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 3 |   |   |   |   |   | QAD To City          | The name of the city in which  |
| 5 |   |   |   |   |   |                      | the new school district is     |
|   |   |   |   |   |   |                      | located.                       |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 3 |   |   |   |   |   | QAD To State         | The postal abbreviation code   |
| 6 |   |   |   |   |   |                      | for a State (within the United |
|   |   |   |   |   |   |                      | States) or Outlying Area in    |
|   |   |   |   |   |   |                      | which the new school district  |
|   |   |   |   |   |   |                      | is located.                    |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 3 |   |   |   |   |   | Residency Date       | The month, day, and year on    |
| 7 |   |   |   |   |   |                      | which the family unit or the   |
|   |   |   |   |   |   |                      | student (where the student is  |
|   |   |   |   |   |   |                      | the worker) establishes        |
|   |   |   |   |   |   |                      | residency in a school district |
|   |   |   |   |   |   |                      | within a State.                |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 3 |   |   |   |   |   | Termination Date     | The month, day, and year on    |
| 8 |   |   |   |   |   |                      | which the student is no longer |
|   |   |   |   |   |   |                      | eligible for the Migrant       |
|   |   |   |   |   |   |                      | Education Program.             |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 3 |   |   |   |   |   | Termination Flag     | The reason for the end of      |
| 9 |   |   |   |   |   |                      | student eligibility.           |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 1.  Non-migrant status,        |
|   |   |   |   |   |   |                      |     eligibility expired        |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 2.  Graduated                  |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 3.  GED                        |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 4.  Dropout                    |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 5.  Deceased                   |
+---+---+---+---+---+---+----------------------+--------------------------------+
| * |   |   |   |   |   |                      |                                |
| * |   |   |   |   |   |                      |                                |
| [ |   |   |   |   |   |                      |                                |
| [ |   |   |   |   |   |                      |                                |
| s |   |   |   |   |   |                      |                                |
| c |   |   |   |   |   |                      |                                |
| h |   |   |   |   |   |                      |                                |
| o |   |   |   |   |   |                      |                                |
| o |   |   |   |   |   |                      |                                |
| l |   |   |   |   |   |                      |                                |
| / |   |   |   |   |   |                      |                                |
| p |   |   |   |   |   |                      |                                |
| r |   |   |   |   |   |                      |                                |
| o |   |   |   |   |   |                      |                                |
| j |   |   |   |   |   |                      |                                |
| e |   |   |   |   |   |                      |                                |
| c |   |   |   |   |   |                      |                                |
| t |   |   |   |   |   |                      |                                |
| i |   |   |   |   |   |                      |                                |
| n |   |   |   |   |   |                      |                                |
| f |   |   |   |   |   |                      |                                |
| o |   |   |   |   |   |                      |                                |
| r |   |   |   |   |   |                      |                                |
| m |   |   |   |   |   |                      |                                |
| a |   |   |   |   |   |                      |                                |
| t |   |   |   |   |   |                      |                                |
| i |   |   |   |   |   |                      |                                |
| o |   |   |   |   |   |                      |                                |
| n |   |   |   |   |   |                      |                                |
| ] |   |   |   |   |   |                      |                                |
| { |   |   |   |   |   |                      |                                |
| . |   |   |   |   |   |                      |                                |
| u |   |   |   |   |   |                      |                                |
| n |   |   |   |   |   |                      |                                |
| d |   |   |   |   |   |                      |                                |
| e |   |   |   |   |   |                      |                                |
| r |   |   |   |   |   |                      |                                |
| l |   |   |   |   |   |                      |                                |
| i |   |   |   |   |   |                      |                                |
| n |   |   |   |   |   |                      |                                |
| e |   |   |   |   |   |                      |                                |
| } |   |   |   |   |   |                      |                                |
| ] |   |   |   |   |   |                      |                                |
| { |   |   |   |   |   |                      |                                |
| . |   |   |   |   |   |                      |                                |
| s |   |   |   |   |   |                      |                                |
| m |   |   |   |   |   |                      |                                |
| a |   |   |   |   |   |                      |                                |
| l |   |   |   |   |   |                      |                                |
| l |   |   |   |   |   |                      |                                |
| c |   |   |   |   |   |                      |                                |
| a |   |   |   |   |   |                      |                                |
| p |   |   |   |   |   |                      |                                |
| s |   |   |   |   |   |                      |                                |
| } |   |   |   |   |   |                      |                                |
| * |   |   |   |   |   |                      |                                |
| * |   |   |   |   |   |                      |                                |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 4 |   | E | P | G |   | School/Facility      | A unique code assigned to each |
| 0 |   |   |   |   |   | Identification Code  | school, site, or facility      |
|   |   |   |   |   |   |                      | providing educational and/or   |
|   |   |   |   |   |   |                      | educationally related          |
|   |   |   |   |   |   |                      | services.                      |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 4 |   | E | P | G |   | School Name          | The full legally or popularly  |
| 1 |   |   |   |   |   |                      | accepted name of a school (or  |
|   |   |   |   |   |   |                      | project providing educational  |
|   |   |   |   |   |   |                      | and/or educationally-related   |
|   |   |   |   |   |   |                      | services).                     |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 4 |   | E | P | G |   | Address1             | Line 1 of the mailing address. |
| 2 |   |   |   |   |   |                      | The street number and name or  |
|   |   |   |   |   |   |                      | post office box number of a    |
|   |   |   |   |   |   |                      | school's address.              |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 4 |   | E | P | G |   | Address2             | Line 2 of the mailing address. |
| 3 |   |   |   |   |   |                      | The building, office,          |
|   |   |   |   |   |   |                      | department, room, suite number |
|   |   |   |   |   |   |                      | of a school's address.         |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 4 |   | E | P | G |   | Address3             | Line 3 of the mailing address. |
| 4 |   |   |   |   |   |                      |                                |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 4 |   | E | P | G |   | City                 | The name of the city in which  |
| 5 |   |   |   |   |   |                      | a school is located.           |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 4 |   | E | P | G |   | District             | The full legally or popularly  |
| 6 |   |   |   |   |   |                      | accepted name of a local       |
|   |   |   |   |   |   |                      | educational agency (i.e.,      |
|   |   |   |   |   |   |                      | school district or local       |
|   |   |   |   |   |   |                      | operating agency).             |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 4 |   | E | P |   |   | State                | The postal abbreviation code   |
| 7 |   |   |   |   |   |                      | for a State (within the United |
|   |   |   |   |   |   |                      | States) or Outlying Area in    |
|   |   |   |   |   |   |                      | which a school or other        |
|   |   |   |   |   |   |                      | facility is located.           |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 4 |   | E | P | G |   | Zip                  | The five or nine digit zip     |
| 8 |   |   |   |   |   |                      | code portion of a school or    |
|   |   |   |   |   |   |                      | other facility's address.      |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 5 |   | E |   | G |   | Phone                | The telephone number of the    |
| 1 |   |   |   |   |   |                      | school or project contact      |
|   |   |   |   |   |   |                      | person including the area code |
|   |   |   |   |   |   |                      | and extension, if applicable.  |
|   |   |   |   |   |   |                      | Allow for an optional          |
|   |   |   |   |   |   |                      | alternate phone number.        |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 5 |   | E | P | G |   | Enrollment Date      | The month, day, and year on    |
| 4 |   |   |   |   |   |                      | which a student enrolls in a   |
|   |   |   |   |   |   |                      | school, project, or State and  |
|   |   |   |   |   |   |                      | is eligible to receive         |
|   |   |   |   |   |   |                      | instructional or support       |
|   |   |   |   |   |   |                      | services during a given        |
|   |   |   |   |   |   |                      | session.                       |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 5 |   |   | P |   |   | Enrollment Type      | The type of school/migrant     |
| 5 |   |   |   |   |   |                      | education project in which     |
|   |   |   |   |   |   |                      | instruction and/or support     |
|   |   |   |   |   |   |                      | services are provided.         |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 1.  Regular School             |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 2.  Regular Term MEP-Funded    |
|   |   |   |   |   |   |                      |     Supplemental Program       |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 3.  Summer/Intersession        |
|   |   |   |   |   |   |                      |     MEP-Funded Project         |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 4.  Year Round MEP-funded      |
|   |   |   |   |   |   |                      |     Project                    |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 5.  Residency Only             |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 5 |   |   | P | G |   | Designated School    | An indicator that designates   |
| 6 |   |   |   |   |   | for Graduation Flag  | the school or facility from    |
|   |   |   |   |   |   |                      | which a student expects to     |
|   |   |   |   |   |   |                      | graduate and is linked with    |
|   |   |   |   |   |   |                      | associated school or facility  |
|   |   |   |   |   |   |                      | identification fields (i.e.,   |
|   |   |   |   |   |   |                      | district, city, state, zip     |
|   |   |   |   |   |   |                      | code). Only one school may be  |
|   |   |   |   |   |   |                      | designated for graduation at   |
|   |   |   |   |   |   |                      | any one point in time.         |
+---+---+---+---+---+---+----------------------+--------------------------------+
| * |   |   |   |   |   |                      |                                |
| * |   |   |   |   |   |                      |                                |
| [ |   |   |   |   |   |                      |                                |
| [ |   |   |   |   |   |                      |                                |
| g |   |   |   |   |   |                      |                                |
| r |   |   |   |   |   |                      |                                |
| a |   |   |   |   |   |                      |                                |
| d |   |   |   |   |   |                      |                                |
| u |   |   |   |   |   |                      |                                |
| a |   |   |   |   |   |                      |                                |
| t |   |   |   |   |   |                      |                                |
| i |   |   |   |   |   |                      |                                |
| o |   |   |   |   |   |                      |                                |
| n |   |   |   |   |   |                      |                                |
| p |   |   |   |   |   |                      |                                |
| l |   |   |   |   |   |                      |                                |
| a |   |   |   |   |   |                      |                                |
| n |   |   |   |   |   |                      |                                |
| i |   |   |   |   |   |                      |                                |
| n |   |   |   |   |   |                      |                                |
| f |   |   |   |   |   |                      |                                |
| o |   |   |   |   |   |                      |                                |
| r |   |   |   |   |   |                      |                                |
| m |   |   |   |   |   |                      |                                |
| a |   |   |   |   |   |                      |                                |
| t |   |   |   |   |   |                      |                                |
| i |   |   |   |   |   |                      |                                |
| o |   |   |   |   |   |                      |                                |
| n |   |   |   |   |   |                      |                                |
| ] |   |   |   |   |   |                      |                                |
| { |   |   |   |   |   |                      |                                |
| . |   |   |   |   |   |                      |                                |
| u |   |   |   |   |   |                      |                                |
| n |   |   |   |   |   |                      |                                |
| d |   |   |   |   |   |                      |                                |
| e |   |   |   |   |   |                      |                                |
| r |   |   |   |   |   |                      |                                |
| l |   |   |   |   |   |                      |                                |
| i |   |   |   |   |   |                      |                                |
| n |   |   |   |   |   |                      |                                |
| e |   |   |   |   |   |                      |                                |
| } |   |   |   |   |   |                      |                                |
| ( |   |   |   |   |   |                      |                                |
| s |   |   |   |   |   |                      |                                |
| e |   |   |   |   |   |                      |                                |
| c |   |   |   |   |   |                      |                                |
| o |   |   |   |   |   |                      |                                |
| n |   |   |   |   |   |                      |                                |
| d |   |   |   |   |   |                      |                                |
| a |   |   |   |   |   |                      |                                |
| r |   |   |   |   |   |                      |                                |
| y |   |   |   |   |   |                      |                                |
| s |   |   |   |   |   |                      |                                |
| t |   |   |   |   |   |                      |                                |
| u |   |   |   |   |   |                      |                                |
| d |   |   |   |   |   |                      |                                |
| e |   |   |   |   |   |                      |                                |
| n |   |   |   |   |   |                      |                                |
| t |   |   |   |   |   |                      |                                |
| s |   |   |   |   |   |                      |                                |
| o |   |   |   |   |   |                      |                                |
| n |   |   |   |   |   |                      |                                |
| l |   |   |   |   |   |                      |                                |
| y |   |   |   |   |   |                      |                                |
| ) |   |   |   |   |   |                      |                                |
| ] |   |   |   |   |   |                      |                                |
| { |   |   |   |   |   |                      |                                |
| . |   |   |   |   |   |                      |                                |
| s |   |   |   |   |   |                      |                                |
| m |   |   |   |   |   |                      |                                |
| a |   |   |   |   |   |                      |                                |
| l |   |   |   |   |   |                      |                                |
| l |   |   |   |   |   |                      |                                |
| c |   |   |   |   |   |                      |                                |
| a |   |   |   |   |   |                      |                                |
| p |   |   |   |   |   |                      |                                |
| s |   |   |   |   |   |                      |                                |
| } |   |   |   |   |   |                      |                                |
| * |   |   |   |   |   |                      |                                |
| * |   |   |   |   |   |                      |                                |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 5 |   |   |   | G |   | Subject Area         | Number of credits (Carnegie    |
| 9 |   |   |   |   |   | Requirements         | units) required in individual  |
|   |   |   |   |   |   |                      | subject areas for graduation   |
|   |   |   |   |   |   |                      | in the State from which the    |
|   |   |   |   |   |   |                      | student is projected to        |
|   |   |   |   |   |   |                      | graduate.                      |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 6 |   |   | P | G |   | Subject Area         | The name of a subject area     |
| 1 |   |   |   |   |   |                      | (e.g., History, English)       |
+---+---+---+---+---+---+----------------------+--------------------------------+
| * |   |   |   |   |   |                      |                                |
| * |   |   |   |   |   |                      |                                |
| [ |   |   |   |   |   |                      |                                |
| [ |   |   |   |   |   |                      |                                |
| c |   |   |   |   |   |                      |                                |
| o |   |   |   |   |   |                      |                                |
| u |   |   |   |   |   |                      |                                |
| r |   |   |   |   |   |                      |                                |
| s |   |   |   |   |   |                      |                                |
| e |   |   |   |   |   |                      |                                |
| h |   |   |   |   |   |                      |                                |
| i |   |   |   |   |   |                      |                                |
| s |   |   |   |   |   |                      |                                |
| t |   |   |   |   |   |                      |                                |
| o |   |   |   |   |   |                      |                                |
| r |   |   |   |   |   |                      |                                |
| y |   |   |   |   |   |                      |                                |
| i |   |   |   |   |   |                      |                                |
| n |   |   |   |   |   |                      |                                |
| f |   |   |   |   |   |                      |                                |
| o |   |   |   |   |   |                      |                                |
| r |   |   |   |   |   |                      |                                |
| m |   |   |   |   |   |                      |                                |
| a |   |   |   |   |   |                      |                                |
| t |   |   |   |   |   |                      |                                |
| i |   |   |   |   |   |                      |                                |
| o |   |   |   |   |   |                      |                                |
| n |   |   |   |   |   |                      |                                |
| ] |   |   |   |   |   |                      |                                |
| { |   |   |   |   |   |                      |                                |
| . |   |   |   |   |   |                      |                                |
| u |   |   |   |   |   |                      |                                |
| n |   |   |   |   |   |                      |                                |
| d |   |   |   |   |   |                      |                                |
| e |   |   |   |   |   |                      |                                |
| r |   |   |   |   |   |                      |                                |
| l |   |   |   |   |   |                      |                                |
| i |   |   |   |   |   |                      |                                |
| n |   |   |   |   |   |                      |                                |
| e |   |   |   |   |   |                      |                                |
| } |   |   |   |   |   |                      |                                |
| ( |   |   |   |   |   |                      |                                |
| s |   |   |   |   |   |                      |                                |
| e |   |   |   |   |   |                      |                                |
| c |   |   |   |   |   |                      |                                |
| o |   |   |   |   |   |                      |                                |
| n |   |   |   |   |   |                      |                                |
| d |   |   |   |   |   |                      |                                |
| a |   |   |   |   |   |                      |                                |
| r |   |   |   |   |   |                      |                                |
| y |   |   |   |   |   |                      |                                |
| s |   |   |   |   |   |                      |                                |
| t |   |   |   |   |   |                      |                                |
| u |   |   |   |   |   |                      |                                |
| d |   |   |   |   |   |                      |                                |
| e |   |   |   |   |   |                      |                                |
| n |   |   |   |   |   |                      |                                |
| t |   |   |   |   |   |                      |                                |
| s |   |   |   |   |   |                      |                                |
| o |   |   |   |   |   |                      |                                |
| n |   |   |   |   |   |                      |                                |
| l |   |   |   |   |   |                      |                                |
| y |   |   |   |   |   |                      |                                |
| ) |   |   |   |   |   |                      |                                |
| ] |   |   |   |   |   |                      |                                |
| { |   |   |   |   |   |                      |                                |
| . |   |   |   |   |   |                      |                                |
| s |   |   |   |   |   |                      |                                |
| m |   |   |   |   |   |                      |                                |
| a |   |   |   |   |   |                      |                                |
| l |   |   |   |   |   |                      |                                |
| l |   |   |   |   |   |                      |                                |
| c |   |   |   |   |   |                      |                                |
| a |   |   |   |   |   |                      |                                |
| p |   |   |   |   |   |                      |                                |
| s |   |   |   |   |   |                      |                                |
| } |   |   |   |   |   |                      |                                |
| * |   |   |   |   |   |                      |                                |
| * |   |   |   |   |   |                      |                                |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 6 |   |   | P | G |   | Course Title         | The name of a course (e.g.,    |
| 2 |   |   |   |   |   |                      | Algebra III, American History, |
|   |   |   |   |   |   |                      | Art I, English III,            |
|   |   |   |   |   |   |                      | English-10).                   |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 6 |   |   |   | G |   | Course Type          | An indication of the general   |
| 3 |   |   |   |   |   |                      | nature and difficulty of       |
|   |   |   |   |   |   |                      | instruction provided           |
|   |   |   |   |   |   |                      | throughout a course.           |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 1.  Regular (Default)---A      |
|   |   |   |   |   |   |                      |     course providing           |
|   |   |   |   |   |   |                      |     instruction (in a given    |
|   |   |   |   |   |   |                      |     subject matter area) that  |
|   |   |   |   |   |   |                      |     focuses primarily on       |
|   |   |   |   |   |   |                      |     general concepts for the   |
|   |   |   |   |   |   |                      |     appropriate grade level.   |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 2.  Honors---An advanced level |
|   |   |   |   |   |   |                      |     course designed for        |
|   |   |   |   |   |   |                      |     students who have earned   |
|   |   |   |   |   |   |                      |     honors status according to |
|   |   |   |   |   |   |                      |     educational requirements.  |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 3.  Pre-Advanced Placement---A |
|   |   |   |   |   |   |                      |     course in preparation to   |
|   |   |   |   |   |   |                      |     admission to an AP         |
|   |   |   |   |   |   |                      |     Program.                   |
+---+---+---+---+---+---+----------------------+--------------------------------+
|   |   |   |   |   |   | Course Type          | 4.  Advanced Placement---An    |
|   |   |   |   |   |   | (continued)          |     advanced, college-level    |
|   |   |   |   |   |   |                      |     course designed for        |
|   |   |   |   |   |   |                      |     students who achieve       |
|   |   |   |   |   |   |                      |     specific level of academic |
|   |   |   |   |   |   |                      |     performance. Upon          |
|   |   |   |   |   |   |                      |     successful completion of   |
|   |   |   |   |   |   |                      |     the course and a           |
|   |   |   |   |   |   |                      |     standardized Advanced      |
|   |   |   |   |   |   |                      |     Placement examination, a   |
|   |   |   |   |   |   |                      |     student may receive        |
|   |   |   |   |   |   |                      |     college credit.            |
+---+---+---+---+---+---+----------------------+--------------------------------+
|   |   |   |   |   |   |                      | 5.  International              |
|   |   |   |   |   |   |                      |     Baccalaureate-A program of |
|   |   |   |   |   |   |                      |     study, sponsored and       |
|   |   |   |   |   |   |                      |     designed by International  |
|   |   |   |   |   |   |                      |     Baccalaureate              |
|   |   |   |   |   |   |                      |     Organization, that leads   |
|   |   |   |   |   |   |                      |     to examinations and meets  |
|   |   |   |   |   |   |                      |     the needs of secondary     |
|   |   |   |   |   |   |                      |     students between the ages  |
|   |   |   |   |   |   |                      |     of 16 and 19 years.        |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 6.  Accepted as a high school  |
|   |   |   |   |   |   |                      |     equivalent---A             |
|   |   |   |   |   |   |                      |     secondary-level course     |
|   |   |   |   |   |   |                      |     offered at an education    |
|   |   |   |   |   |   |                      |     institution other than a   |
|   |   |   |   |   |   |                      |     secondary school (such as  |
|   |   |   |   |   |   |                      |     adult learning center or   |
|   |   |   |   |   |   |                      |     community college) or      |
|   |   |   |   |   |   |                      |     through correspondence or  |
|   |   |   |   |   |   |                      |     distance learning.         |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 7.  Not Applicable.            |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 6 |   |   |   | G |   | Course Year          | Calendar year in which the     |
| 4 |   |   |   |   |   |                      | course was taken.              |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 6 |   |   | P | G |   | Course Section       | The prescribed duration of     |
| 5 |   |   |   |   |   |                      | course taken.                  |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 1.  Full year                  |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 2.  Section A---One of two     |
|   |   |   |   |   |   |                      |     equal segments into which  |
|   |   |   |   |   |   |                      |     the course is divided.     |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 3.  Section B---One of two     |
|   |   |   |   |   |   |                      |     equal segments into which  |
|   |   |   |   |   |   |                      |     the course is divided.     |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 6 |   |   | P | G |   | Term Type            | The prescribed span of time    |
| 6 |   |   |   |   |   |                      | that a course is provided, and |
|   |   |   |   |   |   |                      | in which students are under    |
|   |   |   |   |   |   |                      | the direction and guidance of  |
|   |   |   |   |   |   |                      | teachers and/or an educational |
|   |   |   |   |   |   |                      | institution.                   |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 1.  Full year                  |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 2.  Semester---A designation   |
|   |   |   |   |   |   |                      |     for the segment of a       |
|   |   |   |   |   |   |                      |     school year that is        |
|   |   |   |   |   |   |                      |     divided into two equal     |
|   |   |   |   |   |   |                      |     parts.                     |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 3.  Trimester--- A designation |
|   |   |   |   |   |   |                      |     for the segment of a       |
|   |   |   |   |   |   |                      |     school year that is        |
|   |   |   |   |   |   |                      |     divided into three equal   |
|   |   |   |   |   |   |                      |     parts.                     |
+---+---+---+---+---+---+----------------------+--------------------------------+
|   |   |   |   |   |   | Term Type            | 4.  Quarter--- A designation   |
|   |   |   |   |   |   | (continued)          |     for the segment of a       |
|   |   |   |   |   |   |                      |     school year that is        |
|   |   |   |   |   |   |                      |     divided into four equal    |
|   |   |   |   |   |   |                      |     parts.                     |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 5.  Quinmester--- A            |
|   |   |   |   |   |   |                      |     designation for the        |
|   |   |   |   |   |   |                      |     segment of a school year   |
|   |   |   |   |   |   |                      |     that is divided into five  |
|   |   |   |   |   |   |                      |     equal parts.               |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 6 |   |   | P | G |   | Grade-to-date        | For courses that have NOT been |
| 7 |   |   |   |   |   |                      | completed (or credit granted), |
|   |   |   |   |   |   |                      | a numerical grade (percentage) |
|   |   |   |   |   |   |                      | of student performance for the |
|   |   |   |   |   |   |                      | grade-to-date that the student |
|   |   |   |   |   |   |                      | has completed at the time of   |
|   |   |   |   |   |   |                      | withdrawal.                    |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 6 |   |   | P |   |   | Clock Hours          | For courses that have NOT been |
| 8 |   |   |   |   |   |                      | completed (or credit granted), |
|   |   |   |   |   |   |                      | the number of clock hours to   |
|   |   |   |   |   |   |                      | date that the student has      |
|   |   |   |   |   |   |                      | completed.                     |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 6 |   |   | P |   |   | Final Grade          | For courses that have NOT had  |
| 9 |   |   |   |   |   |                      | credit granted, a final        |
|   |   |   |   |   |   |                      | indicator of student           |
|   |   |   |   |   |   |                      | performance in a class at the  |
|   |   |   |   |   |   |                      | time of withdrawal as          |
|   |   |   |   |   |   |                      | submitted by the instructor.   |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 7 |   |   | P |   |   | Credits Granted      | The credits granted in         |
| 0 |   |   |   |   |   |                      | Carnegie units for a given     |
|   |   |   |   |   |   |                      | course or a section of a       |
|   |   |   |   |   |   |                      | course (e.g., 1.0, .50, .33,   |
|   |   |   |   |   |   |                      | .25, .20).                     |
+---+---+---+---+---+---+----------------------+--------------------------------+
| * |   |   |   |   |   |                      |                                |
| * |   |   |   |   |   |                      |                                |
| [ |   |   |   |   |   |                      |                                |
| [ |   |   |   |   |   |                      |                                |
| a |   |   |   |   |   |                      |                                |
| s |   |   |   |   |   |                      |                                |
| s |   |   |   |   |   |                      |                                |
| e |   |   |   |   |   |                      |                                |
| s |   |   |   |   |   |                      |                                |
| s |   |   |   |   |   |                      |                                |
| m |   |   |   |   |   |                      |                                |
| e |   |   |   |   |   |                      |                                |
| n |   |   |   |   |   |                      |                                |
| t |   |   |   |   |   |                      |                                |
| i |   |   |   |   |   |                      |                                |
| n |   |   |   |   |   |                      |                                |
| f |   |   |   |   |   |                      |                                |
| o |   |   |   |   |   |                      |                                |
| r |   |   |   |   |   |                      |                                |
| m |   |   |   |   |   |                      |                                |
| a |   |   |   |   |   |                      |                                |
| t |   |   |   |   |   |                      |                                |
| i |   |   |   |   |   |                      |                                |
| o |   |   |   |   |   |                      |                                |
| n |   |   |   |   |   |                      |                                |
| ] |   |   |   |   |   |                      |                                |
| { |   |   |   |   |   |                      |                                |
| . |   |   |   |   |   |                      |                                |
| u |   |   |   |   |   |                      |                                |
| n |   |   |   |   |   |                      |                                |
| d |   |   |   |   |   |                      |                                |
| e |   |   |   |   |   |                      |                                |
| r |   |   |   |   |   |                      |                                |
| l |   |   |   |   |   |                      |                                |
| i |   |   |   |   |   |                      |                                |
| n |   |   |   |   |   |                      |                                |
| e |   |   |   |   |   |                      |                                |
| } |   |   |   |   |   |                      |                                |
| ] |   |   |   |   |   |                      |                                |
| { |   |   |   |   |   |                      |                                |
| . |   |   |   |   |   |                      |                                |
| s |   |   |   |   |   |                      |                                |
| m |   |   |   |   |   |                      |                                |
| a |   |   |   |   |   |                      |                                |
| l |   |   |   |   |   |                      |                                |
| l |   |   |   |   |   |                      |                                |
| c |   |   |   |   |   |                      |                                |
| a |   |   |   |   |   |                      |                                |
| p |   |   |   |   |   |                      |                                |
| s |   |   |   |   |   |                      |                                |
| } |   |   |   |   |   |                      |                                |
| * |   |   |   |   |   |                      |                                |
| * |   |   |   |   |   |                      |                                |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 7 |   |   |   | G |   | Assessment Name      | The title or description,      |
| 1 |   |   |   |   |   |                      | including a form number, if    |
|   |   |   |   |   |   |                      | any, that identifies a         |
|   |   |   |   |   |   |                      | particular assessment.         |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 7 |   |   |   | G |   | Assessment Type      | The category of an assessment  |
| 2 |   |   |   |   |   |                      | based on format and content.   |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 1.  Achievement Test/State     |
|   |   |   |   |   |   |                      |     Assessment\--An assessment |
|   |   |   |   |   |   |                      |     to measure a student\'s    |
|   |   |   |   |   |   |                      |     present level of           |
|   |   |   |   |   |   |                      |     knowledge, skill, or       |
|   |   |   |   |   |   |                      |     competence in a specific   |
|   |   |   |   |   |   |                      |     area or subject.           |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 2.  Advanced placement         |
|   |   |   |   |   |   |                      |     test\--An assessment to    |
|   |   |   |   |   |   |                      |     measure the achievement of |
|   |   |   |   |   |   |                      |     a student in a subject     |
|   |   |   |   |   |   |                      |     matter area, taught during |
|   |   |   |   |   |   |                      |     high school, which may     |
|   |   |   |   |   |   |                      |     qualify him or her to      |
|   |   |   |   |   |   |                      |     bypass the usual initial   |
|   |   |   |   |   |   |                      |     college class in this area |
|   |   |   |   |   |   |                      |     and begin his or her       |
|   |   |   |   |   |   |                      |     college work in the area   |
|   |   |   |   |   |   |                      |     at a more advanced level   |
|   |   |   |   |   |   |                      |     and possibly with college  |
|   |   |   |   |   |   |                      |     credit.                    |
+---+---+---+---+---+---+----------------------+--------------------------------+
|   |   |   |   |   |   | Assessment Type      | 3.  Language proficiency       |
|   |   |   |   |   |   | (continued)          |     test\--An assessment used  |
|   |   |   |   |   |   |                      |     to measure a student\'s    |
|   |   |   |   |   |   |                      |     level of proficiency       |
|   |   |   |   |   |   |                      |     (i.e., speaking, writing,  |
|   |   |   |   |   |   |                      |     reading, and listening) in |
|   |   |   |   |   |   |                      |     either a native language   |
|   |   |   |   |   |   |                      |     or an acquired language.   |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 4.  Exit Exam                  |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 5.  GED                        |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 6.  Special Education          |
|   |   |   |   |   |   |                      |     Assessment                 |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 7.  Early Childhood            |
|   |   |   |   |   |   |                      |     Development Assessment     |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | Other                          |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 7 |   |   |   | G |   | Assessment Date      | The month and year on which an |
| 3 |   |   |   |   |   |                      | assessment is administered.    |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 7 |   |   |   | G |   | Assessment Result    | A score or statistical         |
| 4 |   |   |   |   |   |                      | expression of the performance  |
|   |   |   |   |   |   |                      | of a student on an assessment. |
+---+---+---+---+---+---+----------------------+--------------------------------+
| 7 |   |   |   | G |   | Type of Result       | The metric in which results    |
| 5 |   |   |   |   |   |                      | are presented.                 |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 1.  Proficiency level          |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 2.  Percentile rank            |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 3.  Pass/Fail (if failed enter |
|   |   |   |   |   |   |                      |     numerical score)           |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 4.  Normal curve equivalent    |
|   |   |   |   |   |   |                      |                                |
|   |   |   |   |   |   |                      | 5.  Sections that have been    |
|   |   |   |   |   |   |                      |     successfully completed     |
|   |   |   |   |   |   |                      |     (e.g., GED).               |
+---+---+---+---+---+---+----------------------+--------------------------------+

**Action Plan**

The Department will take a measured approach to the implementation of
the data linking and transfer mechanism. The Department will proceed
with the following steps (1) conduct an initial market research
conference to solicit opinions on the best use of technology to achieve
the system requirements, (2) establish a User Review Panel to assist in
creating requirements and overseeing system development, (3) develop the
data linking and transfer mechanism in multiple phases with staggered
deployment schedules, (4) establish effective tools to monitor and
report on system effectiveness, and (5) hire an external company to
conduct an independent system validation and verification.

The activities are defined below:

1.  Market Research Conference---Industry members provide their
    ideas/options based on the detailed user requirements, regarding how
    to best resolve the problem of linking State migrant student record
    systems and the expected timeframe, cost, and risks involved with
    each solution.

2.  User Review Panel---The Department convenes members of the
    Department and State representatives to review the contractor's
    system development activities and participate in system design,
    testing, and acceptance. The users would include staff who are
    ultimately responsible for entering or extracting data from the
    system.

3.  Request for Proposal (RFP)---The Department seeks multiple
    contractors to complete the tasks identified in the Report to
    Congress including conducting a feasibility study, performing a cost
    analysis, and designing, developing and maintaining the data linking
    mechanism based on the selected approach. A data linking mechanism
    with a well-designed web user interface would need to be created
    that allows appropriate access to information and up-to-date
    information relevant to system availability, and policy or procedure
    changes. Contract tasks will also include State consultation,
    training, and coordination activities as necessary.

4.  System Monitoring---The Department will provide technical oversight
    of the contract during the multiple development phases and provide
    periodic monitoring and reporting on the effectiveness and
    performance of the system developed for linking and transferring
    student records.

5.  System Evaluation---Publish the RFP and establish a contract for
    regular independent verification and validation---external
    evaluation(s) of contract implementation and recommendations for
    continuous improvement.

[^1]: \[Note: The issue of burden is a major concern of the Department
    and has been discussed many times with State educators since the
    1991 Commission's report, and was also one of the primary questions
    addressed in the May 28, 2002, [Federal Register]{.underline} notice
    ("the May 2002 notice"), discussed on page 9. In the notice, the
    Department invited interested members of the public to comment on
    the question of collecting minimum data elements: "What will be the
    burden of collecting the data? Will the value of sharing the data
    outweigh the burden of data collection?" Of the 23 respondents to
    that question, 79 percent considered the burden to be "heavy" and 74
    percent of the respondents felt that the value of the data would not
    outweigh the burden of collection. The resolution of the problem of
    limiting the data collection burden to the States remains an elusive
    one.\]

[^2]: Note: At the time of the 1999 Report on Migrant Student Records
    the most frequently used method of migrant student record transfer
    was facsimile.

[^3]: The States using Microsoft Access database systems are MI, RI, VT.
    States using other custom databases are DC, FL, ID, KS, MA, OR, WV.

[^4]: The States using MIS2000 are AK, AL, AR, CT, HI, IA, KY, LA, MD,
    ME, MN, MO, MS, NC, ND, NE, NH, NV, NY, OK, PA, PR, SC, SD, TN, VA.

[^5]: The States using NGS are CO, DE, IL, MT, NM, OH, TX, UT, WA, WI.

[^6]: The States using COEStar are AZ, CA, GA, IN, NJ, WY.

[^7]: MEPs must "target" resources to ensure that services are focused
    on those migrant children who have the greatest need for
    supplemental instructional and support services that are not already
    provided by other programs. Targeting requires (1) the proper and
    timely identification and recruitment of eligible migrant children,
    (2) effective assessment of migrant children\'s special educational
    needs, (3) the proper allocation of MEP resources, (4) the selection
    of migrant students based on need and in keeping with the
    priority-for services requirement, and (5) the delivery of services
    at a sufficient level of quality and intensity so as to give
    reasonable promise of meeting the program and projects measurable
    outcomes.