In recent years America has witnessed a major shift in its population to various geographic regions. Educators have speculated on the effects of this frequent migration on students' academic and social advancement. Educators have also been interested in the effects of grade retention on academic and social advancement. Despite research on each of these factors, no investigations have addressed these factors in conjunction with each other. The purpose of this study was to determine the effects of high student mobility on classroom teachers' promotion-retention decisions. Additionally, other factors that may influence classroom teachers' promotion-retention decisions were examined. Two hundred twelve elementary school teachers evaluated two case studies: one of a highly mobile student, and one of a non-mobile student. Each subsequently made a decision to either retain or promote that student. Both first grade and fifth grade students were considered. Each case study was identical for each grade level with the exception of the number of schools attended. Although the retention-promotion decisions did not differ significantly for first grade students, the teachers chose to retain the mobile fifth grade student more frequently than the non-mobile fifth grade student. Examination of various factors on a retention questionnaire revealed that different factors emerged as most important to the teachers when making promotion-retention decisions. The factors differed for both grade level and mobility status. The results were discussed in relation to interventions that may be warranted in an attempt to alleviate disadvantages in entering a new school. Further investigation of the mobile student-grade retention relationship was indicated. Additional investigation of the highly mobile minority student was also emphasized.

The education of the children of migrant farmworkers is difficult to manage because of their mobile lifestyle. The dropout rate of these children is extremely high and remains the highest of any group in the United States. This project offers an historical overview of the creation and development of the migrant education programs of today. After examining sample distance learning programs and their important components, this project features a model distance-learning program for migrants. The goal is to create distance learning programs that will allow migrant children to continue school as they travel, guide them to graduation, and lead them toward higher education.