Responding to Demographic Change
A Case Study of Schooling and Community in Rural Nebraska
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This work presents an ethnographic case study of a migrant education program within a larger community response to changing demographics in a rural Nebraska community. A rapidly growing Hispanic population has created new opportunities and placed new demands on schools and community services whose leaders have responded with creative and innovative approaches; developing migrant education programming that has been lauded by the National Office of Migrant Education in the U.S. Department of Education. School administrators, faculty, staff, community leaders and representatives were interviewed ...
This work presents an ethnographic case study of a
migrant education program within a larger community
response to changing demographics in a rural
Nebraska community. A rapidly growing Hispanic
population has created new opportunities and placed
new demands on schools and community services whose
leaders have responded with creative and innovative
approaches; developing migrant education programming
that has been lauded by the National Office of
Migrant Education in the U.S. Department of
Education. School administrators, faculty, staff,
community leaders and representatives were
interviewed to gain a sense of the overall responses
to changes.In examining these school and community
efforts it was found that the programming, policies,
and practices in this community shared many of the
characteristics of schools that have been described
in the literature as high performing schools for
Hispanic students. Insights gained from this study
of what was described as a model migrant program
provide key considerations that should be taken into
account in efforts to create effective schools for
the most educationally vulnerable students.
migrant education program within a larger community
response to changing demographics in a rural
Nebraska community. A rapidly growing Hispanic
population has created new opportunities and placed
new demands on schools and community services whose
leaders have responded with creative and innovative
approaches; developing migrant education programming
that has been lauded by the National Office of
Migrant Education in the U.S. Department of
Education. School administrators, faculty, staff,
community leaders and representatives were
interviewed to gain a sense of the overall responses
to changes.In examining these school and community
efforts it was found that the programming, policies,
and practices in this community shared many of the
characteristics of schools that have been described
in the literature as high performing schools for
Hispanic students. Insights gained from this study
of what was described as a model migrant program
provide key considerations that should be taken into
account in efforts to create effective schools for
the most educationally vulnerable students.
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