Email Status

Volume 20, Number 1
January/February 2004

Teaching Math to Migrant Students

Lessons from Successful Districts


To raise math achievement among migrant students, schools should focus on teacher collaboration, student reflection, real-world problem­solving, and frequent review, according to a recent study by researchers at the University of Texas at Austin.

There are more than 138,000 migrant children in Texas—the state with the largest migrant population—but these students can be found in many parts of the United States. When migrant students accompany their parents on quests for seasonal employment, they often cross district and state lines and thus change schools during the year. This interrupted school attendance commonly results in low expectations, a lack of self-esteem, and limited English proficiency, the study notes. To combat these factors, researchers Pedro Reyes and Carol Fletcher set out to identify successful strategies for working with migrant students that could be transferred to other schools with large migrant populations.

This is an excerpt from the Harvard Education Letter. Subscribers can click here to continue reading this article.


For Further Information

For Further Information

P. Reyes and C. Fletcher. “Successful Migrant Students: The Case of Mathematics.” Journal of Curriculum and Supervision 18, no. 4 (2003), 306–333.

U.S. Department of Education, Office of the Under Secretary. The Same High Standards for Migrant Students: Holding Title I Schools Accountable, Volume III. Coordinating the Education of Migrant Students: Lessons Learned from the Field. Washington, DC: Author, 2002.