This digest explores the phenomenon of unschooled migrant youth in U.S. communities and schools and describes the responses of schools and programs to their needs. Older youth (aged 12-21) who enter the U.S. school system with little prior educational experience often are non-English-speaking immigrants who are illiterate in their own language. As their parents migrate to seek temporary or seasonal work in agriculture or fishing, these youth suffer continuing disruptions to their schooling. Unschooled migrant youth are a rarity, and many middle and high schools are unprepared to provide special assistance. Such youth and their families need basic information and help in dealing with a myriad of alien experiences in school and community, as well as needing English and literacy instruction. Some program models that have proved helpful to unschooled migrant youth are (1) the transitional model, focusing on support services and basic literacy for newcomers; (2) the supplementary model, providing tutoring support for in-school youth and ESL evening classes for working youth; (3) alternative models, providing adult basic education, vocational ESL, and job training; and (4) advocacy programs. Successful school-based strategies focus on school climate and cultural respect, timely scheduling of crucial skills and classes, and literacy and language instruction. Effective classroom strategies emphasize multiple modes of learning, cooperative learning groups, constructivist learning techniques, and students' previous learning and life experiences. Contains 12 references and program contact information. (SV)