The Migrant Education Program (MEP) is authorized under Title I of the "No Child Left Behind Act of 2001" (NCLB). Title I states that the purpose of the MEP is to assist states in efforts to meet the special needs of migrant students. The purpose of this report was to evaluate Houston Independent School District's (HISD) Title I Migrant Education Program for the 2012-2013 school year as mandated by federal and state guidelines. Included in the report, besides demographic characteristics of migrant students served by the program in 2012-2013, is a summary of services provided by and activities of MEP staff over the past year. In addition, findings from assessments of academic achievement and English language proficiency of migrant students are included, along with a summary of responses to a survey administered to parents of migrant students. There were 554 migrant students served by the MEP in 2012--2013, a decrease of fifteen percent from the previous year. Migrant student performance was generally below that of the district on a variety of assessments (STAAR, STAAR EOC, TAKS, Stanford, Aprenda). Migrant students also failed to meet all STAAR standards included in TEA's Performance Based Monitoring Analysis System (PBMAS), but did exceed the PBMAS standards for each subject of the STAAR EOC tests. Fifty-five percent of migrant students were classified as ELL (English language learners), and overall English language proficiency for these students was slightly higher than that for ELLs as a group (35% Advanced High vs. 33% for all ELLs). Overall graduation rates for migrant students declined, while dropout rates increased. Finally, more than ninety percent of parents felt that the MEP program was helpful to them.