The Robert C. Markham Elementary School represents a joint Federal-local effort to educate children of migrant workers. The school provides a specially designed, in-school compensatory program, which views the child as an individual. Markham School is nongraded and emphasizes team teaching approaches. Children enter the school at age five and progress at their own rate. The individualized program has as its core a phased or sequential structure for mastering skills in communication and mathematics; other subjects are taught via the unit method. In addition, there are tutoring services and extended day programs for the students. A vital link to community activities is the school's evening classes in adult education. In the first evaluation of the Markham School (1967-68), a local achievement test was created in order to identify and measure development; the results indicate that the Markham students were on par with the control students. This evaluation, however, did not provide adequate controls for differences in socioeconomic status. The 1968-69 evaluation concluded tentatively that the Markham children were, on the whole, more disadvantaged in terms of home conditions than the control subjects. In addition, several of the tests used were found inadequate. The 1969-70 report concludes that Markham students were, on the average, more disadvantaged than control subjects. However, the relative average achievement of these Markham students appeared to be higher than that of their controls. (Author/JW)