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The fact is, in significant numbers, there is now a student population pursuing its elementary and secondary levels of public education in two countries. In some ways, this pattern echoes the smaller and longer established flow of students between Puerto Rico and the U.S. mainland (see, for example, Reyes [2000] and Serrano [1998]), but different in that the United States and Mexico are not contained within a single larger governance structure. Between the United States and Mexico there are large numbers of minors passing from one school system to the other with minimal transition and without many policies aimed at attending this process (Zúñiga, 2000). Those policies that do exist are small and restricted (e.g., the U.S. Department of Education's Migrant Education program which is available only to students who have relocated in the last 36 months because of their parent(s)' relocation for agricultural work) and/or to students who are assimilationist in their orientation (e.g., ESL and transitional bilingual education programs).