This report examines state and school district implementation of the Education for Homeless Children and Youth (EHCY) program, based on surveys of state EHCY coordinators and district homeless liaisons and analysis of extant data. The study included state and school district surveys to examine program implementation during the 2010-11 school year; the surveys were administered in spring 2012. In addition, the report also includes some comparisons with previous state surveys that were conducted in 1994 and 1998, as well as analysis of state-submitted data on homeless children and youth that are contained in the U.S. Department of Education's ED"Facts" database. Key findings include: (1) Sixteen states used a regional approach to suballocating EHCY funds; these 16 states accounted for 84 percent of all school districts that received EHCY funds and services; (2) State coordinators reported spending the most time on providing technical assistance to districts and coordinating with other organizations, while district liaisons reported spending the most time on identifying eligible students and ensuring that homeless students and families received services; (3) District liaisons indicated that transportation, school supplies, and tutoring and supplemental instruction accounted for the largest expenditures of EHCY funds; (4) State coordinators were more likely to report using site visits and integrated monitoring visits in 2012 than in 1998, and the number who reported monitoring non-EHCY districts through site visits and desk monitoring more than doubled; (5) In addition to collecting required data such as homeless students' achievement on state assessments, many states also collected other data such as graduation rates and attendance rates; and (6) Barriers to school enrollment and attendance for homeless students that were most frequently identified by district liaisons were transportation and family or student preoccupation with survival needs. Other barriers included delays in obtaining school records and inability to complete school assignments because of the lack of an appropriate study area.