The most obvious and difficult problem facing educators of migrant children is that of frequent interruptions in the child's education caused by his migration. Various solutions have been put forth over the past three decades; these have included providing mobile schools and staff, residential schools, uniform record transfers, interstate credit exchanges, and special curriculums. Most attention has been given to bringing continuity to migrant children's education through the transfer of uniform records between schools. Interstate planning has increased markedly in the past decade since the availability of migrant education funds under the Elementary and Secondary Education Act, but planning remains piecemeal with no effective coordination at the federal level. The most notable efforts to deal with the question of educational continuity have taken place outside the public school system. The public schools have concentrated on finding ways to fit the child with a disordered life style into an orderly school system and have become overly concerned with sequenced learning, test scores, daily attendance, and proper records. Migrant educators need to develop new techniques to take advantage of the natural continuity which exists within the child and his family. While schools change, curriculums change, and records disappear, the child always has himself and his parents; he has what he knows and what he is able to do. (Author/JH)