After more than 25 years in the Yuma Union High School District migrant education program, Maria Cruz wanted to make a bigger difference in her community.
She did that by becoming the Migrant Education Program director for the district three years ago.
As the 52-year-old Yuma native retires after nearly three decades in her department, Cruz reflected on her time as the head of a department of about 20 employees and nearly 2,000 students across seven high schools.
“What we do is we come in with tutoring, with clothing, classroom supplies, pay their classroom fees, pay dual enrollment, providing that service for schools that is above and beyond,” Cruz explained. “I usually say it’s the cherry on top of the sundae.”
The Migrant Education Program began in 1966 and supports students — and their mobile families — who have moved within three years across state or school district lines often to find work in the agriculture, fishing or dairy industries.
For example, a student may start school in Yuma and then transfer to northern California or Texas and then return to Arizona. The program helps students ages 3 to 21 with language and cultural barriers, school disruption, lack of resources and health or social issues.
Arizona has more than 10,000 students in its migrant education program — the seventh largest in the country, Cruz said. The state produces 90% of the nation’s leafy vegetables and is the winter lettuce capital of the world, according to the Arizona Department of Education.
Already vulnerable, these students and families now face even more uncertainty as federal funding for migrant education is caught up in a $6 billion freeze of federal education grants that began July 1.
Last year, nearly $10 million was allocated for migrant education of Arizona students, according to usaspending.gov. That money runs out Sept. 30. For now, programs like this are in a holding pattern.
The following conversation has been edited for clarity and length.
Q: What have been some of the challenges of this work for you?
A: Once students become high-school age, parents tend to let them decide. You know, they’re old enough to decide, because parents are very busy trying to bring the meal to the table and keep a roof over their head. … Once you hit high school, you’re a little bit on your own, because you’re an adult, right? So when I make home visits and I offer opportunities like, let’s say summer school, leadership programs, especially where I know that this specific child is going to really grow from this experience. Let’s say they’re behind (on class) credits, and if they go to summer school, they’ll be able to make up those credits so they can get back on track to graduate. Parents tend to say, ‘you know, it’s up to them.’ So it’s not all up to the parent. … The parent kind of has the child decide, because they’re seen as an adult.
Covering rural communities
This is the first story in an occasional series about the special opportunities and challenges affecting Arizona’s rural communities.
Q: Do you think that’s unique to this type of situation? Because for these families the work is so important and getting through day-to-day too, it’s hard to clearly see the future.
A: I think it is. I think it’s just, they’re very concerned for their child’s education, sure, but I think they feel they can’t force the student go to go to summer school. … They’re so focused on trying to make it economically. And I’m not saying all families, some of our parents are very involved, but really that is the biggest struggle, because throughout my time in this program, that’s always been an issue.
Q: What’s special about these students that they bring into the classroom?
They’re hungry. They’re just hungry to make a difference, to get a career, to grow, to visit other states, to get an education. And I think that hunger can be given to the rest of the classroom. Because when I usually take students (for a summer leadership program), and when I select the students, I select students based on an application. I treat it like it’s a scholarship application. And when they write the essay, I can see they want to make a difference. They want to grow. They want to experience what it is to go to a university outside of the state of Arizona.
Q: Do you have a student or a story that that stands out to you, that you’re going to carry with you onto the next chapter?
A: Yes — a (Yuma) Kofa (High School) student. He applied for the Close Up (summer) program. About two years ago, he applied and made it through all the hoops: The application, the interview and he was set to go. So he goes on a trip prior (to the summer program.) He misbehaves. He didn’t represent our district how he should have (and loses the summer program spot.) And the mother agreed because there’s a consequence for every action. So, I talked to him. He felt very sorry. So he writes me a letter, apologizing, saying that he knew he was wrong, and then let me know why he misbehaved that way: He wanted to fit in. And that ended up with him hanging around the wrong crowd, so he apologized. He let me know that this letter was not asking for him to go, but if I found it in my heart, forgive him. Could he apply again? I still have that letter. He wrote it in pencil. I had to make a copy. I had a conversation with him and told him. … I want you to have a B’s and C’s and the first D that I see in your grade report, I’m not taking the application. And he sustained his grades, and he graduated this year. … He went to the summer program and he’s going into the military now. He just really turned it around. … That is who I’m gonna take with me. I think it shows there’s a lot of obstacles that we have to go through with funding and everything. And he is the one that kind of showed me we are able to make a difference.
Q: What would you say is the most fun part of your job?
A: The most fun are the kids. They are just so smart. They’re funny. They help me bring out my inner child. And when I’m around them, they remind me it’s OK to let go and have fun. And they have great ideas.
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