Addressing Migrant Children's Education in the United States

Abstract

Although the U.S. has prioritized universal education to all residents, only ten percent of migrant students graduate from high school. This paper explores specific barriers migrant farmworkers' children face to educational attainment. It then proceeds to employ capability, utilitarian, ethical, and moral arguments to appeal to a social responsibility to help the migrant student population. By critically examining current legislation aimed to address these barriers, this paper will identify various policy measures that will be a step to foster educational capability in migrant students. A more robust federal role, bilingual early education, after-school and summer programs, and requirements for highly qualified teachers are all measures this paper introduces to achieve these ends. In order to attain educational equity in our Nation, the needs of the most disadvantaged students must be met.