ERIC Identifier: ED357909
Publication Date: 1993-03-00
Author: Cahape, Patricia
Source: ERIC Clearinghouse on
Rural Education and Small Schools Charleston WV.
The Migrant Student Record Transfer System (MSRTS): An Update.
IN 1966, THE U.S. CONGRESS created the Migrant Education Program (MEP)
through an amendment to Title I of the Elementary and Secondary Education Act.
The responsibilities of the MEP encompassed provision of supplemental education
and supportive services for eligible migrant children, including a service for
transmitting the education and health records of migrant children as they
traveled from school to school. Thus, the MSRTS began in 1969.
This Digest provides brief descriptions of the operation of the MSRTS and its
role in addressing the education and health needs of migrant students. The
Digest concludes with a discussion of the system's accomplishments and
recommendations for its improvement resulting from a recent systemwide
HOW THE SYSTEM OPERATES
The MSRTS is a nationwide
information and service network that receives, transmits, and aggregates
information to support the efforts of teachers, health providers, program
planners, and others involved in the care and education of migrant children. The
system has operated since 1969 under contracts with the Arkansas Department of
Education. The MSRTS records, maintains, and transfers education and health
information on more than 600,000 active, identified migrant children in 49
states, the District of Columbia, and Puerto Rico (National Commission on
Migrant Education, 1991).
Most of this information is entered into the system through computers or
terminals located in areas with high concentrations of migrant students.
Generally, local schools send information to their area data center, which then
transmits the information to the MSRTS facility in Little Rock, Arkansas.
In turn, schools enrolling new migrant students can contact the MSRTS (see
contact information at the end of this Digest) and receive the records through
the mail. The records enable school officials to learn the status of the
student's educational progress and health. The MSRTS also downloads information
needed by program planners and evaluators via computers at local data centers
and state education departments. Planners and state-level decisionmakers use
this aggregated information to assess program effectiveness and needs and to
decide funding levels for migrant programs based on enrollment and other
information (Lunon, 1986). The System is also used at the federal level to
determine the number of full-time equivalent migrant students, data that
determine state allocations for Chapter I funding.
MEETING THE CHALLENGES FACED BY MIGRANT STUDENTS
student is a child whose parent or guardian is a migratory agricultural worker
or a migratory fisherman who has moved from one school district to another
during the regular school year. Thus, the status of migrant children is based on
their families' mobility and type of labor.
Migrant children face problems that compound the risks they share with many
disadvantaged groups. These unique problems often include discontinuity in their
educational program and consequent isolation from the community, which, in turn,
exacerbate linguistic and cultural barriers. Fifty percent of migratory students
in grades 7-12 are placed at grade level, but about 33 percent are one year
below grade level and 17 percent are two years or more below grade level
(Migrant Education Assistance Project, 1989). The dropout rate for migrant
students remains high--about 50 percent--but has improved markedly from the 90
percent rate of 20 years ago (Salerno & Fink, 1989). Factors contributing to
the high dropout rate include overage grade placement, poverty, interrupted
school attendance, inconsistent recordkeeping (i.e., failure of schools to enter
credits earned by students into the MSRTS), and limited English proficiency
While there have been gains, such as the increased graduation rate, great
challenges remain in addressing the needs of migrant students. To address these
needs, any school, agency, or organization that serves migrant children is
eligible for the services of the MSRTS, including both information and training.
MSRTS staff regularly provide training for state and local personnel.
Participants in training sessions include new and experienced MSRTS users such
as clerks, aides, data entry specialists, health personnel, teachers,
recruiters, coordinators, supervisors, and program administrators. Depending on
their role in the system, participants currently receive training in the
following topics: structure and data on the MSRTS Health Record and the MSRTS
Educational Record, management information, data transmission process, data
utilization, and computer and program operations. Beginning in 1990, additional
groups have received training via videotape and video-teleconferencing,
including regular school personnel and migrant parents and students.
So far, approximately 17,000 sites throughout the country use the MSRTS.
Approximately 30 percent of the public schools in the United States and Puerto
Rico use the system, as do many health facilities.
LINKING MIGRANT EDUCATION AND MIGRANT HEALTH
inevitably affects a child's educational well-being. By including both health
and educational histories of the migrant student, the MSRTS provides, when
complete, a useful profile. School personnel can use academic data to place
newly enrolled students into appropriate programs and classrooms. Additionally,
critical data messages--which sometimes accompany children's educational
data--alert school personnel to urgent problems of particular children (e.g.,
hemophilia, diabetes, and other serious medical conditions). These messages
contain information vital to the initial placement and care of such children.
MSRTS produces several health reports that can be used by schools and health
clinics. One report lists the history of a student's immunizations, lab tests,
and screenings. The other reports identify students who need health screening
for dental, vision, or hearing problems; have had a previous abnormal or
undetermined screening; or who have unresolved health problems.
Ideally, each new school that a child attends should update the information
as appropriate during the child's tenure so the updated record can be passed
along to the next school. This process, when functioning properly, allows for
immediate attention to ongoing health needs and reduces the possibility of
FINDINGS OF THE NATIONAL COMMISSION ON MIGRANT EDUCATION
1988, Congress authorized the establishment of a National Commission on Migrant
Education (NCME), whose responsibilities included a study of the function and
effectiveness of the MSRTS. In its 1991 report, the NCME responded to four basic
questions. The first two questions concerned the usefulness of the MSRTS to
local and state-level users:
What role has MSRTS performed in assisting the migrant population?
To what degree is it used for enhancing the education program at the local level
and by the classroom teacher?
The Commission found that the MSRTS had become the first and only national
database serving migrant students. It had garnered the support of 49 states and
established ways for education agencies to coordinate their efforts across state
lines. Yet, over time, its usefulness to local educators had diminished.
According to the Commission, this change occurred as the system expanded to
include state data-management reporting. Reporting requirements subsequently
became more burdensome for local educators, who, in the face of complex and
unclear reporting requirements, became less responsive. Also, the mechanisms for
collecting and reporting information remained paper-based and embedded in
several layers of bureaucracy, impeding the information flow, according to the
Commission. Thus, the nature of the MSRTS changed. Instead of continuing to
develop as a means for exchanging information about students, it became a system
for validating decisions already made (NCME, 1991). Other problems identified by
the Commission related to the nonstandardized ways in which information was
collected by the states and the lack of any meaningful role for parents in the
The third question the Commission addressed related to the cost-effectiveness
of the MSRTS. The Commission established that the total contract cost for
operating the system had been $78.8 million for the years 1969-1992. But it
could not, with equal certainty, establish accumulated data entry costs for
states and local schools for that same period. Therefore, it recommended that
the cost-effectiveness of the MSRTS be thoroughly investigated later.
Lastly, the Commission was asked how well such a system would work for other
mobile populations, for example, those in the inner cities or in the Department
of Defense overseas schools (NCME, 1991). The Commission recommended against
using the MSRTS as a model for tracking the education and health records of
other mobile populations until the system had undergone major improvements and
proven itself effective.
The Commission made six recommendations for improving the MSRTS. The
Commission considered the following recommendations to be interdependent and
equally important for the enhanced operation and use of the MSRTS:
reduce the scope of the MSRTS record to essential data on students' school
enrollment and health status;
increase direct access of local educators to MSRTS;
provide a role for migrant students and their families in MSRTS;
conduct a technical assessment of MSRTS with an independent research agency;
design data-quality procedures to ensure completeness, accuracy, and security of
student information; and
require certification of compliance with MSRTS procedures by the Secretary of
Education before approving applications for migrant programs.
At this writing, a competition is underway for the new contract to operate
the MSRTS. The new contractor will likely address many of the recommendations of
the National Commission on Migrant Education. Thus, educators can expect to see
changes over the next several years in the operation of the MSRTS--changes that
many hope will build on the strengths of the existing system while creating new
avenues for improving the delivery of education and health services to migrant
FOR MORE INFORMATION ABOUT THE MSRTS
about the MSRTS may be obtained in the following ways:
contact the local migrant program office in your school district;
contact your state's migrant education program under the auspices of the state's
contact MSRTS, Department of Education, 4 State Capitol Mall, Little Rock, AR
contact the MSRTS by calling 1-800-643-8258 or 501/375-4960.
Lunon, J. K. (1986). Migrant Student Record
Transfer System: What is it and who uses it? (ERIC Digest). Las Cruces, NM: ERIC
Clearinghouse on Rural Education and Small Schools. ED 286 700.
Migrant Education Assistance Project. (1989). MESA national MSRTS executive
summary. Geneseo, NY: BOCES Geneseo Migrant Center. ED 317 368.
National Commission on Migrant Education. (1991). Keeping up with our
nation's migrant students: A report on the Migrant Student Record Transfer
System (MSRTS). Bethesda, MD: Author. ED 350 117.
Salerno, A. (1991). Migrant students who leave school early: Strategies for
retrieval (ERIC Digest). Charleston, WV: ERIC Clearinghouse on Rural Education
and Small Schools. ED 335 179.
Salerno, A., & Fink, M. (1989). Dropout retrieval report: Thoughts on
dropout prevention and retrieval. Tallahassee, FL: Florida State Department of
Education. ED 318 595.