Abstract
ABSTRACTChildren of Migrant and Seasonal Farmworkers (MSFWs) in the United States face educational challenges from language barriers and disjointed schooling due to migration and other factors. This quasi-experimental pretest/posttest study investigated whether summer Migrant Education Programs (MEP) could help prevent summer learning loss in English proficiency. Kindergarten through fourth-grade Latinx migrant students who attended MEP summer programs in Northwest Ohio were assessed with the IDEA Proficiency Test (n = 246) and the i-Ready Diagnostic (n = 92). Paired samples t-tests analyzed pre/post differences, and ANOVA and ANCOVA analyzed differences in gains between school locations and grade levels. On average, migrant students attending the MEP experienced significant gains in their English speaking and language art scores over the summer. These gains did not differ significantly by grade; however, they did differ by school. Results suggest that these programs may prevent learning loss, even resulting in summer learning gains for some children of MSFWs.
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