An Urban Migrant-Education Model

Migrant students change schools frequently, may have economic and health problems, and often have little or no contact with English speakers at home. Consequently, many fall behind in school or drop out. These students need additional instructional contact, one-to-one attention, and contact with mainstream, native speakers of English in order to remain in school, succeed, and escape the cycle of poverty entrapping their parents. In 1986, over one hundred schools in Portland, Oregon, had migrant students who needed assistance beyond classroom instruction. Yet, only four schools had migrant enrollments exceeding thirty students. Neither funding nor staffing was available for permanent programs to assist these scattered populations of students. In periods of limited staffing and limited federal funding, how can a school system provide the additional tutoring and one-to-one contact that research shows “can have positive effects on the achievement of disadvantaged and minority students?” (Robinson, 1990, 85-6). In addition, today, when minority populations constitute a majority in 23 of the 25 largest school districts, how can increased understanding of the educational needs of minority students be incorporated into the teacher training process? To address these issues, in 1986, the Portland Migrant Education Project (PMEP)(2) initiated a cooperative effort between Portland State University (PSU) and Portland Public Schools (PPS) in which PSU students tutor migrant students in elementary, middle, and high schools for university credit. One hundred and thirty college tutors were placed in Portland schools during the 1989-90 school year to work with Cambodian, Lao, Russian, Vietnamese, Hispanic, Mien, and Hmong migrant students. The Tutoring Structure Prospective Education majors at PSU are required to do a student contact practicum of 30 hours prior to their admission to the School of Education. One of the options available to them is 30 hours of tutoring migrant students in Portland grade, middle, and high schools. This collaborative effort between PSU and PPS is based on a legal contract that outlines specific requirements for managing tutor placements and designates liability and responsibilities. Forms are completed, and records are kept on each university student as part of the contractual agreement. A list of possible placement sites and migrant students in need of assistance is generated at the beginning of each term. The students are identified by teachers or the central administrative office on the basis of grades or membership in concentrations of unserved migrant students. At the beginning of each term, PMEP staff visit PSU practicum classes to explain the tutoring option to students. This orientation session includes a videotape that explains the background and present situation of migrant students, shows tutors at work, and presents interviews tutors. During orientation, students complete an application that includes their preferred grade levels and subject areas, foreign languages spoken, emergency information, a background record check, and a waiver of insurance responsibility. PMEP staff match tutors with grade, middle, or high school students on the basis of preferred subject area, grade level, tutor transportation, etc. The tutor is also matched with a cooperating teacher in each school. The cooperating teacher provides the tutor with lesson plans, materials, and a place to work. In addition, the teacher completes a final evaluation form on the tutor, which becomes part of the tutor’s professional file. PMEP staff observe tutors at least once a term, maintain contact with cooperating teachers, and resolve problems that arise. The PMEP staff also meet the tutors at the school building on the first day and orient them to the sign in/sign out procedures for the building, introduce them to office and administrative staff, and assist them in getting started with the cooperating teacher and migrant students.