This embedded case study, using contemporary policy implementation research as my conceptual framework to examine the interpretation and implementation of the Migrant Education Policy across four distinct policy levels, three of which are located in Missouri. The findings of this study demonstrate that policy implementers sometimes lack the will and/or the capacity to effectively implement the Migrant Education Policy in Missouri. Differing perspectives on identifying migrant students and using the MAP to determine student achievement are two areas of concern for the policy implementers. All participants suggested that migrants’ social and health needs are as important as their academic needs. While engaging migrant parents is a struggle for most districts, a single district was able to involve their migrant parents more than the other districts. The findings of this study highlight gaps and discrepancies in the way the Migrant Education Policy is adapted and implemented at different policy levels, suggesting a communication breakdown or miscommunication somewhere in the implementation process. These findings also confirm the need for additional training for the different policy implementers. The information obtained could be used to improve the implementation process, thereby, improving the state, the regions, and the districts’ abilities to provided equitable access to educational opportunities to migrant students in Missouri.
|Advisor:||Crawford, Emily R.|
|School:||University of Missouri - Columbia|
|School Location:||United States -- Missouri|
|Source:||DAI-A 78/03(E), Dissertation Abstracts International|
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