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Notice of Grant Opportunities

Office of English Language Acquisition (OELA): Native American and Alaska Native Children in School Program CFDA Number 84.365C. ED-GRANTS-032318-001 | Funding Opportunity ID: 302116 | Opportunity Number: ED-GRANTS-032318-001 | Opportunity Title: Office of English Language Acquisition (OELA): Native American and Alaska Native Children in School Program CFDA Number 84.365C | Opportunity Category: Discretionary | Opportunity Category Explanation: Funding Instrument Type: Grant | Category of Funding Activity: Education | Category Explanation: CFDA Number(s): 84.365 | Eligible Applicants: Others (see text field entitled "Additional Information on Eligibility" for clarification) | Additional Information on Eligibility: 1. Eligible Applicants: The following entities, when they operate elementary, secondary, or postsecondary schools primarily for Native American children (including Alaska Native children), are eligible applicants under this program: (a) Indian Tribes. (b) Tribally sanctioned educational authorities. (c) Native Hawaiian or Native American Pacific Islander native language…

Native American Library Services Enhancement Grant Program. NAG-ENHANCEMENT-FY18 | Funding Opportunity ID: 301106 | Opportunity Number: NAG-ENHANCEMENT-FY18 | Opportunity Title: Native American Library Services Enhancement Grant Program | Opportunity Category: Discretionary | Opportunity Category Explanation: Funding Instrument Type: Grant | Category of Funding Activity: Arts (see "Cultural Affairs" in CFDA) | Humanities (see "Cultural Affairs" in CFDA) | Category Explanation: CFDA Number(s): 45.311 | Eligible Applicants: Others (see text field entitled "Additional Information on Eligibility" for clarification) | Additional Information on Eligibility: Please see the Notice of Funding Opportunity. | Agency Code: IMLS | Agency Name: Institute of Museum and Library Services | Posted Date: Feb 28, 2018 | Close Date: May 01, 2018 | Last Updated Date:…

BUILDING EPSCOR-STATE/NATIONAL LABORATORY PARTNERSHIPS. DE-FOA-0001897 | Funding Opportunity ID: 302253 | Opportunity Number: DE-FOA-0001897 | Opportunity Title: BUILDING EPSCOR-STATE/NATIONAL LABORATORY PARTNERSHIPS | Opportunity Category: Discretionary | Opportunity Category Explanation: Funding Instrument Type: Grant | Category of Funding Activity: Science and Technology and other Research and Development | Category Explanation: CFDA Number(s): 81.049 | Eligible Applicants: Others (see text field entitled "Additional Information on Eligibility" for clarification) | Additional Information on Eligibility: Please refer to page 8 of the FOA. | Agency Code: PAMS-SC | Agency Name: Department of Energy – Office of Science | Office of Science | Posted Date: Mar 28, 2018 | Close Date: Apr 16, 2018 | Last Updated Date: Mar 28,…

BUILDING EPSCOR-STATE/NATIONAL LABORATORY PARTNERSHIPS. DE-F0A-0001897 | Funding Opportunity ID: 302257 | Opportunity Number: DE-F0A-0001897 | Opportunity Title: BUILDING EPSCOR-STATE/NATIONAL LABORATORY PARTNERSHIPS | Opportunity Category: Discretionary | Opportunity Category Explanation: Funding Instrument Type: Grant | Category of Funding Activity: Science and Technology and other Research and Development | Category Explanation: CFDA Number(s): 81.049 | Eligible Applicants: Others (see text field entitled "Additional Information on Eligibility" for clarification) | Additional Information on Eligibility: Please refer to page 8 of the FOA. | Agency Code: PAMS-SC | Agency Name: Department of Energy – Office of Science | Office of Science | Posted Date: Mar 28, 2018 | Close Date: May 16, 2018 | Last Updated Date: Mar 28,…

Preservation and Access Education and Training Grants. 20180501-PE | Funding Opportunity ID: 301313 | Opportunity Number: 20180501-PE | Opportunity Title: Preservation and Access Education and Training Grants | Opportunity Category: Discretionary | Opportunity Category Explanation: Funding Instrument Type: Grant | Category of Funding Activity: Humanities (see "Cultural Affairs" in CFDA) | Category Explanation: CFDA Number(s): 45.149 | Eligible Applicants: State governments | County governments | City or township governments | Special district governments | Public and State controlled institutions of higher education | Native American tribal governments (Federally recognized) | Nonprofits having a 501(c)(3) status with the IRS, other than institutions of higher education | Private institutions of higher education | Additional Information on Eligibility: Agency Code: NEH | Agency Name: National Endowment…

1994 Tribal Colleges Extension Grant Program. USDA-NIFA-SLBCD-006539 | Funding Opportunity ID: 301454 | Opportunity Number: USDA-NIFA-SLBCD-006539 | Opportunity Title: 1994 Tribal Colleges Extension Grant Program | Opportunity Category: Discretionary | Opportunity Category Explanation: Funding Instrument Type: Grant | Category of Funding Activity: Agriculture | Category Explanation: CFDA Number(s): 10.500 | Eligible Applicants: Others (see text field entitled "Additional Information on Eligibility" for clarification) | Additional Information on Eligibility: Applications may only be submitted by colleges and universities designated as 1994 Land-Grants by legislation. | Agency Code: USDA-NIFA | Agency Name: Department of Agriculture | National Institute of Food and Agriculture | Posted Date: Mar 09, 2018 | Close Date: Jun 06, 2018 | Last Updated Date: Mar…

Distance Learning and Telemedicine Grant Program. RUS-18-01-DLT | Funding Opportunity ID: 302597 | Opportunity Number: RUS-18-01-DLT | Opportunity Title: Distance Learning and Telemedicine Grant Program | Opportunity Category: Discretionary | Opportunity Category Explanation: Funding Instrument Type: Grant | Category of Funding Activity: Education | Health | Category Explanation: CFDA Number(s): 10.855 | Eligible Applicants: State governments | County governments | City or township governments | Special district governments | Independent school districts | Public and State controlled institutions of higher education | Native American tribal governments (Federally recognized) | Native American tribal organizations (other than Federally recognized tribal governments) | Nonprofits having a 501(c)(3) status with the IRS, other than institutions of higher education | Nonprofits that do not have a 501(c)(3) status with the IRS, other than institutions…

Office of Elementary and Secondary Education (OESE): Small, Rural School Achievement Program CFDA Number 84.358A. ED-GRANTS-022018-001 | Funding Opportunity ID: 300954 | Opportunity Number: ED-GRANTS-022018-001 | Opportunity Title: Office of Elementary and Secondary Education (OESE): Small, Rural School Achievement Program CFDA Number 84.358A | Opportunity Category: Mandatory | Opportunity Category Explanation: Funding Instrument Type: Grant | Category of Funding Activity: Education | Category Explanation: CFDA Number(s): 84.358 | Eligible Applicants: Others (see text field entitled "Additional Information on Eligibility" for clarification) | Additional Information on Eligibility: Which LEAs are eligible for an award under the SRSA program? For FY 2018, an LEA (including a public charter school that meets the definition of LEA in section 8101(30) of the ESEA) is eligible for an award under the SRSA program if it meets one of the following criteria:…

Office of Innovation and Improvement (OII): Expanding Opportunity Through Quality Charter Schools Program (CSP): Grants for Credit Enhancement for Charter School Facilities CFDA Number 84.354A. ED-GRANTS-032118-001 | Funding Opportunity ID: 302013 | Opportunity Number: ED-GRANTS-032118-001 | Opportunity Title: Office of Innovation and Improvement (OII): Expanding Opportunity Through Quality Charter Schools Program (CSP): Grants for Credit Enhancement for Charter School Facilities CFDA Number 84.354A | Opportunity Category: Discretionary | Opportunity Category Explanation: Funding Instrument Type: Grant | Category of Funding Activity: Education | Category Explanation: CFDA Number(s): 84.354 | Eligible Applicants: State governments | County governments | City or township governments | Special district governments | Independent school districts | Public and State controlled institutions of higher education | Nonprofits having a 501(c)(3) status with the IRS, other than institutions of higher education | Nonprofits that do not have a 501(c)(3) status with the IRS, other than institutions of…

Office of Innovation and Improvement (OII): Supporting Effective Educator Development (SEED) Program CFDA Number 84.423A. ED-GRANTS-032118-002 | Funding Opportunity ID: 302014 | Opportunity Number: ED-GRANTS-032118-002 | Opportunity Title: Office of Innovation and Improvement (OII): Supporting Effective Educator Development (SEED) Program CFDA Number 84.423A | Opportunity Category: Discretionary | Opportunity Category Explanation: Funding Instrument Type: Grant | Category of Funding Activity: Education | Category Explanation: CFDA Number(s): 84.423 | Eligible Applicants: Public and State controlled institutions of higher education | Nonprofits having a 501(c)(3) status with the IRS, other than institutions of higher education | Nonprofits that do not have a 501(c)(3) status with the IRS, other than institutions of higher education | Private institutions of higher education | Others (see text field entitled "Additional Information on Eligibility" for clarification) | Additional Information on Eligibility: 1. Eligible…

Tribal Colleges Education Equity Grants Program. USDA-NIFA-TCEG-006541 | Funding Opportunity ID: 302073 | Opportunity Number: USDA-NIFA-TCEG-006541 | Opportunity Title: Tribal Colleges Education Equity Grants Program | Opportunity Category: Discretionary | Opportunity Category Explanation: Funding Instrument Type: Grant | Category of Funding Activity: Agriculture | Education | Category Explanation: CFDA Number(s): 10.221 | Eligible Applicants: Others (see text field entitled "Additional Information on Eligibility" for clarification) | Additional Information on Eligibility: 1994 Land-Grant Institutions | Agency Code: USDA-NIFA | Agency Name: Department of Agriculture | National Institute of Food and Agriculture | Posted Date: Mar 22, 2018 | Close Date: May 18, 2018 | Last Updated Date: Mar 22, 2018 | Award Ceiling: $0 | Award Floor: $0 | Estimated Total Program Funding: $3,400,000 | Expected Number of Awards: Description: TCEG Program for fiscal year (FY) 2018 to promote post-secondary education at the 1994 Land-grant Institutions (1994s) and increase educational opportunities for American Indians. | Version: 1 |…

Grant Opportunity: Native American Language Preservation and Maintenance-Esther Martinez Immersion

Department of Health and Human Services
Administration for Children and Families – ANA

GENERAL INFORMATION
Funding Opportunity Number: HHS-2018-ACF-ANA-NB-1343

Expected Number of Awards: 7
CFDA Number(s): 93.587 — Promote the Survival and Continuing Vitality of Native American Languages
Cost Sharing or Matching Requirement: Yes

Closing Date for Applications: Apr 09, 2018
Estimated Total Program Funding: $2,000,000
Award Ceiling: $300,000
Award Floor: $100,000

Eligible Applicants: Native American tribal governments (Federally recognized)
Nonprofits having a 501(c)(3) status with the IRS, other than institutions of higher education
Nonprofits that do not have a 501(c)(3) status with the IRS, other than institutions of higher education
Native American tribal organizations (other than Federally recognized tribal governments)
Others (see text field entitled "Additional Information on Eligibility" for clarification)

Link: www.grants.gov…

Teacher Self-Assessment Scales (TSAS) Updated

Enter TSAS Questionnaire responses online now: All participants may use this form

Enter TSAS Questionnaire responses online now: ALD4ALL teachers can use this online form

Enter TSAS Questionnaire responses online now: Mesa Vista teachers can use this online form

Download the TSAS Guidance document:
tsas-guidance-spring-2016

Download the Summary Worksheet:
tsas-summary-sheet-2016

Download the TSAS Scales questionnaire:
tsas-scales-spring-2016

Download the latest NMTEACH Full Rubric
(Version Aug. 19, 2015):
nmteach-full-rubric-20150819

Download the Teacher-Efficacy Research Summary from the journal Principal:
Teacher Efficacy: What is it and Does it Matter.pdf

Funding Alerts: NIH Research Education Programs

Research Initiative for Scientific Enhancement (RISE) (R25)

Funding Opportunity Number: PAR-16-118
Opportunity Category: Discretionary
Funding Instrument Type: Grant
Category of Funding Activity: Health
Eligible Applicants Public and State controlled institutions of higher education | Private institutions of higher education | Others (see text field entitled "Additional Information on Eligibility" for clarification)
Agency Name: HHS-NIH11
Closing Date: 2018-05-25
Description: The NIH Research Education Program (R25) supports research education activities in the mission areas of the NIH.  The over-arching goal of this NIGMS R25 program is to support educational activities that enhance the diversity of the biomedical, behavioral and clinical research workforce.  .
Link: www.grants.gov…

Team-Based Design in Biomedical Engineering Education (R25)

Funding Opportunity Number: PAR-16-108
Opportunity Category: Discretionary
Funding Instrument Type: Grant
Category of Funding Activity: Health | Income Security and Social Services
Eligible Applicants State governments | County governments | City or township governments | Special district governments | Independent school districts | Public and State controlled institutions of higher education | Native American tribal governments (Federally recognized) | Public housing authorities/Indian housing authorities | Native American tribal organizations (other than Federally recognized tribal governments) | Nonprofits having a 501(c)(3) status with the IRS, other than institutions of higher education | Nonprofits that do not have a 501(c)(3) status with the IRS, other than institutions of higher education | Private institutions of higher education | For profit organizations other than small businesses | Small businesses | Others (see text field entitled "Additional Information on Eligibility" for clarification)
Agency Name: HHS-NIH11
Closing Date: 2018-05-31
Award Ceiling: $40,000
Description: The NIH Research Education Program (R25) supports research education activities in the mission areas of the NIH.  The over-arching goal of this NIBIB-NICHD R25 program is to support educational activities that complement and/or enhance the training of a workforce to meet the nations biomedical, behavioral and clinical research needs.
Link: www.grants.gov…

Funding Alert: Institutes of Education Sciences (IES): Education Research and Development Centers

Funding Opportunity ID: 294176  Opportunity Number: ED-GRANTS-053017-002

Eligible Applicants: State governments | County governments | City or township governments | Special district governments | Independent school districts | Public and State controlled institutions of higher education | Nonprofits having a 501(c)(3) status with the IRS, other than institutions of higher education | Nonprofits that do not have a 501(c)(3) status with the IRS, other than institutions of higher education | Private institutions of higher education | For profit organizations other than small businesses | Others.

Agency Name: Department of Education
Close Date: Sep 21, 2017 

Description: The Institute's purpose in awarding these grants is to provide national leadership in expanding fundamental knowledge and understanding of (1) developmental and school readiness outcomes for infants and toddlers with or at risk for a disability, and (2) education outcomes for all students from early childhood education through postsecondary and adult education. The Institute's research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all students. These interested individuals include parents, educators, students, researchers, and policymakers. In carrying out its grant programs, the Institute provides support for programs of research in areas of demonstrated national need.   Competitions in This Notice: The Institute will conduct 10 research competitions in FY 2018 through two of its centers: The Institute's National Center for Education Research (NCER) will hold five competitions: One competition for education research; one competition for education research and development centers; one competition for partnerships and collaborations focused on problems of practice or policy; and two competitions for low-cost, short-duration evaluation of education interventions.

Link: www.grants.gov…

New Mexico Higher Education Department Annual Report, 2016

Below is the abstract for the Higher Education Departments 2016 Annual Report.

New Mexico Higher Education Department (2016). New Mexico Higher Education Department Annual Report, 2016. The New Mexico Higher Education Department strives to bring leadership, guidance, and assistance to New Mexico's higher education stakeholders. The HED is committed to promoting best practices, institutional fiscal responsibility, and student achievement. Everything the agency does is through the lens of supporting New Mexico's higher education institutions and enhancing student success. Higher education is an economic engine which fosters innovation and shapes the future workforce. Over the past two years, the higher education Department (HED) has made substantial progress on strengthening policy reforms and forming long term vision for a more cohesive New Mexico higher education system. On December 5th, 2016, Governor Susana Martinez enacted Executive Order 2016-037 establishing New Mexico's long-term "Route to 66" Goal for 66% of the New Mexico population to have attained some form of postsecondary education by the year 2030 (i.e. New Mexico's "Route to 66" Goal). The "Route to 66" Goal was selected by a plurality of higher education stakeholders who attended an HED-hosted attainment goal meeting on August 18, 2016. At this attainment goal meeting, the HED presented four attainment goal scenarios to an audience comprised of higher education leaders and state government officials. These attainment goal scenarios came from an attainment projection model that was developed by HED staff in consultation with the Georgetown Center on Education and the Workforce. As a result of the August 18 attainment goal meeting, Governor Susana Martinez formally announced the "Route to 66" Goal at the Governor's Second Annual Higher Education Summit on September 23, 2016 and then formalized Executive Order 2016-037. Executive Order 2016-037 tasks the HED Cabinet Secretary with chairing a Higher Education Statewide Strategic Planning Committee and developing a strategic plan for improving statewide higher education coordination and increasing educational attainment. The purpose of the New Mexico "Route to 66" Goal and strategic plan will be to provide sustainable policy guidance to the New Mexico higher education system for the long-term. This annual report outlines the initiatives and accomplishments of the HED and its composite divisions in 2016. Executive summaries are provided by the following divisions: (1) Policy & Programs; (2) Planning and Research; (3) Adult Education; (4) GEAR UP; (5) Private and Postsecondary Schools; (6) Financial Aid; and (7) Institutional Finance.   [More]  Descriptors: Higher Education, Annual Reports, Educational Improvement, Education Work Relationship

Proposals accepted anytime: Conferences and Workshops in the Mathematical Sciences

Funding Opportunity Number: 16-550
Funding Instrument Type: Grant
Category of Funding Activity: Science and Technology and other Research and Development
Agency Name: NSF
Closing Date: Proposals accepted anytime
Award Ceiling: $100,000
Expected Number of Awards: 100

Description: Conferences, workshops,and related events (including seasonal schools andinternational travel by groups) support research and training activities of the mathematical sciences community.  Proposals for conferences, workshops, or conference-like activities may request funding of any amount and for durations of up to three years.  Proposals under this solicitation must be submitted to the appropriate DMS programs in accordance with the lead-time requirements specified on the program web page.
Link: www.grants.gov…

Bibliography: Root Causes of the Educational Achievement Gap

Bibliography: "root+causes"+"achievement+gap"_1 2_20161009
Date: 2016-10-09T20:03-06:00 | URL: eric.ed.gov… | Range: 1-2; Total Pages = 2 | Total Citations = 13

Bickford, Elizabeth K. (2013). Closing the Achievement Gap in Mathematics for Elementary School Students with Disabilities, ProQuest LLC. An achievement gap exists in mathematics between elementary school students with and without disabilities. Guided by the conceptual framework of constructivism, this project study addressed issues related to this achievement gap in the area of mathematics, specifically assessing the cause of this gap from the teachers' perspective. The research question was based on an investigation of the experiences of mathematics teachers who teach elementary students with disabilities in order to find what they perceived as the root cause of the achievement gap. This qualitative research design used case studies as the strategy of inquiry. Data were collected through interviews and observations of 6 teachers of students with disabilities. Interviews were conducted after observations with the participating teachers. Data were coded and analyzed first using typological analysis and followed by inductive analysis. The major finding of the study was that students with disabilities often lack basic skills and background knowledge for their school grade. Based on the findings, professional development training was created to help teachers gain knowledge about how to implement mastery learning within their classrooms and close achievement and skill gaps between students with and without disabilities. Implications for positive social change are related to the success of students with and without disabilities in learning mathematics. This professional development training project will help teachers differentiate their instruction by the use of student assessments. Assessments will allow teachers to focus on specific areas of student non mastery. Students will be able to achieve mastery of the learning goals before moving to other skills and learning goals. By becoming more proficient in their learning goals and having greater feelings of success, students will have greater confidence in their abilities to learn. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com… [More] Descriptors: Achievement Gap, Elementary School Students, Disabilities, Mathematics Achievement

Kurland, Michael A. T. (2013). A Capstone Project Using the Gap Analysis Model: Closing the College Readiness Gap for Latino English Language Learners with a Focus on College Affordability and Student Grades, ProQuest LLC. This capstone dissertation inquiry project focused on the underperformance of English language learners (ELLs) at a high school. The Clark and Estes' (2008) gap analysis model was the analytical framework used to conduct this inquiry. At the request of the school, the inquiry focus was on gaining a better understanding of the underachievement of ELL students as measured by standardized tests and grades, reclassified to fluent English proficient rates, and student eligibility to a four-year university, which ultimately became the focus. This study identified root causes and suggested research-based solutions, specifically developed to increase the number of Trojan High School (THS) Latino ELLs who would be eligible for acceptance to a four-year college. The research team acted as consultants to THS leadership, reviewed relevant research, conducted interviews, reviewed achievement data, assisted school officials in administering surveys, and hosted a parent focus group. The gap analysis process focused on the identification of root causes and possible solutions around three dimensions of performance gaps: knowledge, motivation, and organizational barriers. Each team member identified and studied two root causes and offered research-based recommendations (Jimenez, 2013; Morris, 2013). The root causes addressed in this study comprised of perceived affordability of four-year universities and the matching of grade expectations and motivation to grades earned. Research-based recommendations are discussed and because they are only relevant to the unique context of THS, caution should be exercised in applying the findings from this project to other school sites. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com… [More] Descriptors: College Readiness, Achievement Gap, Hispanic American Students, English Language Learners

Mingo-Long, Enyetta (2013). A Capstone Project: Closing the Achievement Gap of English Language Learners at Sunshine Elementary School Using the Gap Analysis Model, ProQuest LLC. This project was an alternative capstone dissertation conducted by a team of three doctoral students. The project focused on systematic and long-term underachievement of the English Language Learner (ELL) population of a single school, Sunshine Elementary, using the gap analysis model (Clark and Estes, 2008). More specifically, the purpose of the analysis was to examine possible causes for the literacy gap that impact student reading achievement at Sunshine. As part of the problem-solving model, the inquiry group reviewed the school's mission, goals, and organizational gaps. The team investigated possible root causes for the performance gaps noted. During this phase of the project, data were collected from Sunshine Elementary administrators, teachers, parents and students who completed surveys regarding their views towards literacy and the overall school environment. The principal, as well as several teachers participated in semi-structured face-to-face interviews, discussions, and a review of the current school adopted literacy program. This step led to a condensed list of validated root causes: (a) goal alignment, (b) professional development, (c) teacher collaboration, (d) parent involvement, (e) culturally relevant pedagogy, and (f) site based leadership. Finally, the inquiry team developed recommendations for viable solutions based on a review of the literature as well as research and theory on developmental perspectives on reading and literacy. Awareness of the benefits of developmental reading instruction has implications for positive social change by linking the multiple dimensions of reading, literacy, and comprehension development for ELs at Sunshine Elementary. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com… [More] Descriptors: Achievement Gap, English Language Learners, Elementary School Students, Problem Solving

Carruthers, Anthony Steven (2013). An Examination of Tri-Level Collaboration around Student Achievement Using the Gap Analysis Approach: Teacher Factors, ProQuest LLC. Using the Gap Analysis problem-solving framework (Clark & Estes, 2008), this project examined collaboration around student achievement in the Pasadena Unified School District (PUSD) from the teacher perspective. As part of a tri-level study, two other projects examined collaboration around student achievement in PUSD from the perspectives of central office administrators (Llamas, 2013) and school site administrators (Salinas, 2013). The primary purpose of the current project was to identify the root causes in knowledge and skills, motivation, and organizational factors that explain the gap between PUSD teachers' current performance and that required to achieve PUSD's organizational goal to institutionalize collaboration around student achievement. Mixed methods were used to collect quantitative data from 219 teacher surveys and qualitative data from four teacher interviews. These data were used to validate and prioritize assumed causes in knowledge and skills, motivation, and organizational factors. The findings revealed root causes related to the following: 1. Organizational support for effective collaboration around student achievement; 2. Teacher commitment to professional learning; 3. Teacher capacity related to curriculum and assessment. Proposed solutions were aimed at strengthening organizational supports, fostering teacher commitment, and creating a framework for capacity building. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com… [More] Descriptors: Educational Cooperation, Academic Achievement, Problem Solving, Models

Herrera, Juan Carlos (2013). A Capstone Project: Closing the Achievement Gap of English Learners in Literacy at Sunshine Elementary School Using the Gap Analysis Model, ProQuest LLC. This project was an alternative capstone dissertation conducted by a team of three doctoral students. The project focused on systematic and long-term underachievement of the English Language (EL) population of a single school, Sunshine Elementary, using the gap analysis model (Clark and Estes, 2008). More specifically, the purpose of the analysis was to examine possible causes for the literacy gap that impact student reading achievement at Sunshine. As part of the problem-solving model, the inquiry group reviewed the school's mission, goals, and organizational gaps. The team investigated possible root causes for the performance gaps noted. During this phase of the project, data were collected from Sunshine Elementary administrators, teachers, parents and students who completed surveys regarding their views towards literacy and the overall school environment. The principal, as well as several teachers participated in semi-structured face-to-face interviews, discussions, and a review of the current school adopted literacy program. This step led to a condensed list of validated root causes: (a) goal alignment, (b) professional development, (c) teacher collaboration, (d) parent involvement, (e) culturally relevant pedagogy, and (f) site based leadership. Finally, the inquiry team developed recommendations about viable solutions based on a review of the literature and research and theory on developmental perspectives on reading and literacy. The awareness of the benefits of developmental reading instruction has implications for positive social change by linking the multiple dimensions of reading, literacy, and comprehension development for ELs at this school. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com… [More] Descriptors: Elementary School Students, Achievement Gap, Second Language Learning, English (Second Language)

Chin, Maisie (2015). Are We Ready to #MeetTheMoment?, Voices in Urban Education. CADRE, an organization led by Maisie Chin, is a Human Right to Education Campaign. Between 2005 and 2013, CADRE played a lead role in using grassroots organizing and leadership development to create a seismic shift in public policy, debate, and narrative around school discipline, racial disparities, parents' roles, school climate, and closing the achievement gap for low-income students of color. Through parent organizing and coalition and movement building, CADRE ushered in major new educational policies locally, statewide, and nationally that have fundamentally changed the landscape and raised the expectations and standards by which responses to student behavior are assessed, their root causes, and the inherent biases that accompany them. By 2013, a Los Angeles Unified School District (LAUSD) high school in East Los Angeles achieved the unheard of standard of zero suspensions. A South Los Angeles high school that CADRE focused on brought suspensions down from 100 to 7 in one year. In 2013, in coalition with youth organizing groups and advocates, CADRE ushered in LAUSD's adoption of the School Climate Bill of Rights, making it the first district in California to ban suspensions for "willful defiance." This victory was just after the state of California passed six major pieces of legislation that Governor Brown then signed into law, changing the state's school discipline landscape fundamentally by, among other things, making suspensions the last resort. Here, Chin describes #MeetTheMoment, a movement designed to confront persistent racial disparities. It is grounded in the School Climate Bill of Rights and other previous CADRE campaigns that would go beyond compliance and numbers to create new experiences, new stories, and new possibilities for students. [More] Descriptors: Community Action, Community Organizations, School Community Programs, Partnerships in Education

McKinley, Johnnie H. (2010). Raising Black Students' Achievement through Culturally Responsive Teaching, ASCD. While there are theories about how to close the achievement gap between black students and their white peers, what you need is the real low-down from frontline educators who know what works. Here's a book that gives you that plus a whole-school plan for raising the achievement of these chronically underserved students. Drawing from her work with teachers and school leaders who have narrowed achievement gaps in their schools, Johnnie McKinley lays out the instructional, management, and assessment strategies that make you far more effective at educating black students. As McKinley takes you through the steps of creating a teacher team and instructional walkthroughs, she imparts essential principles of culturally responsive teaching, such as: (1) Five root causes of the achievement gap between black students and their white peers; (2) Five factors that are key to closing achievement gaps; and (3) Ten most effective strategies for raising the achievement of black students. Based on these tenets of Culturally Responsive Teaching, the book provides you with a schoolwide plan that includes: (1) Instructional practices that instill content mastery by scaffolding to student's home cultures and responding to student traits and needs; (2) Classroom contexts that support learning through positive interactions, culturally-matched discipline, and productive learning environments; and (3) Assessment practices that provide constructive feedback to students to help them excel on high–stakes standardized tests. Chapters of this book include: (1) Setting and Maintaining Clear Expectations for Content Mastery; (2) Student-Teacher Social Interactions; (3) Classroom Climate; (4) Classroom Management; (5) Curriculum and Instructional Design; (6) Classroom-Based Assessment; (7) Cultural Competence; (8) Cultural Congruence in Instruction; (9) Cooperative Group Instruction; and (10) Procedures for Rehearsal, Processing, and Transfer of Learning. Appended are: (1) Assessment of Effective and Culturally Responsive Strategies (AECRS) Form; and (2) Walkthrough Feedback Forms. A foreword, an introduction, references and a study guide for this book are also included. [More] Descriptors: Feedback (Response), Classroom Techniques, Group Instruction, Instructional Design

Cholewa, Blaire; West-Olatunji, Cirecie (2008). Exploring the Relationship among Cultural Discontinuity, Psychological Distress, and Academic Outcomes with Low-Income, Culturally Diverse Students, Professional School Counseling. School counselors and educators tend to focus on the symptoms of cultural discontinuity and often view these symptoms as root causes for underachievement. In this article we use an ecosystemic paradigm to explore the relationship among cultural discontinuity, psychological distress, and academic achievement. Recommendations include ways in which school counselors can use macrosystemic interventions to forge partnerships between low-income, culturally diverse students' home culture and that of the school. [More] Descriptors: African American Students, School Counselors, American Indians, Low Income

Llamas, Sonia Rodarte (2013). An Examination of Tri-Level Collaboration around Student Achievement Using the Gap Analysis Approach: Central Office Leadership Factors, ProQuest LLC. Using the Gap Analysis problem-solving framework (Clark & Estes, 2008), this study examined collaboration around student achievement at the central office leadership level in the Pasadena Unified School District (PUSD). This study is one of three concurrent studies focused on collaboration around student achievement in the PUSD that include the teacher level conducted by Carruthers (2013) and the site administrator level conducted by Salinas (2013). The purpose of this study was to identify the knowledge and skills, motivation, and organization challenges that contribute to PUSD's gap in accomplishing its organizational goal for collaboration around student achievement from the perspective of the central office leadership. Mixed methods were used to collect survey data from 18 participants and interview data for 4 participants to identify and validate the knowledge and skills, motivation, and organization root causes that may contribute to the PUSD's central office role in achieving the District's goal. Findings show that in general central office administrators are highly motivated and have the necessary knowledge and skills to meet the goals of the district but are impeded by issues related to resources specifically the to time for professional development, creation of job aides, structures and processes to encourage and implement collaboration across the district. Based on the findings, solutions drawn from the research literature are offered to address these challenges. This study is part of a larger study, in which two concurrent studies related to site leaders and teacher leaders, demonstrates how various stakeholders can systematically apply the Gap Analysis framework to address performance issues when implementing district-wide collaboration around student academic achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com… [More] Descriptors: Educational Cooperation, Academic Achievement, Problem Solving, Models

Salinas, Esther Charlotte (2013). An Examination of Tri-Level Collaboration around Student Achievement Using the Gap Analysis Approach: School Site Leadership Factors, ProQuest LLC. Using the Gap Analysis problem-solving framework (Clark & Estes, 2008), this project examined collaboration around student achievement at the school site leadership level in the Pasadena Unified School District (PUSD). This project is one of three concurrent studies focused on collaboration around student achievement in the PUSD that include the teacher level conducted by Carruthers (2013) and the central office administrator level conducted by Llamas (2013). The primary purpose of this project was to identify the knowledge and skills, motivation, and organizational challenges that contribute to PUSD's gap in accomplishing its organizational goal for collaboration around student achievement from the perspective of the school site leadership. Mixed methods were used to collect survey data from 34 participants and interview data for four participants to identify and validate the knowledge and skills, motivation, and organization root causes that may contribute to the PUSD's school site administrator role in achieving the District's goal. Findings show that in general school site administrators are highly motivated and have the necessary knowledge and skills to meet the goals of the district but are impeded by issues related to resources specifically time for professional development, creation of job aids, assessments, and intentional communication to encourage collaboration across the district. Based on the findings, solutions are offered to address these challenges. This project, along with its concurrent studies, demonstrates how various stakeholders can systematically apply the Gap Analysis framework to address performance issues when implementing district-wide collaboration around student academic achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com… [More] Descriptors: Educational Cooperation, Academic Achievement, Problem Solving, Models

Executive Office of the President (2014). 2014 Native Youth Report. In June 2014, President Obama embarked on his first presidential visit to Indian Country, where he and Mrs. Obama witnessed the tale of two Americas. Standing Rock Reservation, like many others, faces myriad social, economic, and educational problems. Together, those problems are coalescing into a crisis for our most vulnerable population–Native youth. The specific struggles that Native youth face often go unmentioned in our nation's discussions about America's children, and that has to change. In their visit to Standing Rock, President and Mrs. Obama met with a group of Native youth, who courageously shared their stories of struggle and triumph. After hearing their stories, President Obama challenged his Administration to do more and do better for the young people of Indian Country. This report summarizes the nature and effect of misguided federal policies on Native children historically, with a particular focus on education. It then examines the breadth of negative consequences, including poor health, education, and employment outcomes, which are the legacy of these past policies. Next, this report describes the education systems currently serving Native youth and focuses on some root causes of the persistent educational disparities identified in the prior section. Finally, this report proposes some broad recommendations on opportunities for tribes to engage with other governmental entities and the private and nonprofit sectors to strengthen ladders of opportunity for youth and to help rebuild more prosperous, resilient tribal nations. In doing so, this report identifies areas where promising work is already taking place and where more work is needed. [More] Descriptors: American Indians, At Risk Persons, Public Policy, Access to Education

Jimenez, Evelyn (2013). A Capstone Project Using the Gap Analysis Model: Closing the College Readiness Gap for Latino English Language Learners with a Focus on School Support and School Counseling Resources, ProQuest LLC. This capstone project applied Clark and Estes' (2008) gap analysis framework to identify performance gaps, develop perceived root causes, validate the causes, and formulate research-based solutions to present to Trojan High School. The purpose was to examine ways to increase the academic achievement of ELL students, specifically Latinos, by determining the gap that lies between the school's desired results and its current performance. This project was carried out with an inquiry team of three doctoral students, and looked at the underachievement of ELL students as measured by the lack of students meeting eligibility to a four-year university. After looking at the goals of the school related to this population, and determining performance gaps, the inquiry team developed a list of possible causes. The team examined the list of possible causes through a review of data from interviews, surveys, a parent focus group, and achievement records. After analyzing the data, six primary causes were identified and validated: (a) achievement goals for ELLs were communicated in general form, (b) lack of enhanced parent-involvement initiatives, (c) lack of enhanced coordination of school support for ELLs, (d) inadequate access to school counseling resources, (e) lack of perceived university affordability, and (f) ELL student achievement was not consistent with their expectations. While the three dissertations (see Morris, 2013, and Kurland, 2013) of the inquiry team collectively offer solutions to the six causes identified, this dissertation focuses on solutions for two causes. The first set of solutions aims to build school wide support for ELLs and focuses on providing adequate school counseling resources to ELL students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com… [More] Descriptors: College Readiness, Achievement Gap, Hispanic American Students, English Language Learners

Shannon, G. Sue; Bylsma, Pete (). Addressing the Achievement Gap: A Challenge for Washington State Educators. This study synthesizes current research regarding the nature of the achievement gap in Washington State, root causes and conditions perpetuating the gap, and strategies for closing the gap. It emphasizes the gap between white students and students of color and between students from more affluent backgrounds and their lower-income counterparts. Data come from the Washington Assessment of Student Learning, Iowa Tests of Basic Skills, and Iowa Tests of Educational Development. Results indicate that the large gap has remained relatively unchanged nationwide over the past decade. Similarly, Washington assessment data show a relatively large and unchanged achievement gap. White and Asian student performances are relatively similar, far exceeding the scores of black, Hispanic, and American Indian students. In mathematics, Asian students usually outperform white students. Strategies for closing the gap include changed beliefs and attitudes of parents, families, students, and teachers; cultural responsiveness; greater opportunities to learn; effective instruction; and more family and community involvement. Six appendices present test score results by race/ethnicity and socioeconomic status, scores needed to meet future goals, characteristics of high performing schools, current activities to close the achievement gap, and case studies.(Contains 44 references.) [More] Descriptors: Academic Achievement, American Indians, Asian American Students, Attitude Change

Bibliography: Latinos and Education in New Mexico

Bibliography: Latinos+"new+mexico"_1 2_20161009
Date: 2016-10-09T19:56-06:00 | URL: eric.ed.gov… | Range: 1-2; Total Pages = 2 | Total Citations = 29

Excelencia in Education (NJ1) (2012). Latino College Completion: New Mexico. In 2009, Excelencia in Education launched the Ensuring America's Future initiative to inform, organize, and engage leaders in a tactical plan to increase Latino college completion. An executive summary of Latino College Completion in 50 states synthesizes information on 50 state factsheets and builds on the national benchmarking guide. Each factsheet provides state level snapshots about Latinos in the educational pipeline and the equity gap between Latinos and White non-Hispanics in achievement. Additionally, examples of how evidence-based practices improve Latino college completion at institutions of higher education are provided. Highlights from New Mexico's fact sheet include: (1) New Mexico had the 9th largest Latino population in the U.S.; (2) Over half of the K-12 population in New Mexico (60%) was Latino; (3) In New Mexico, 46% of the state population was Latino. (Projections show a continued increase.); (4) The median age of Latinos in New Mexico was 29, compared to 40 for White non-Hispanics; and (5) In New Mexico, 21% of Latino adults (25 to 64 years old) had earned an associate degree or higher, compared to 33% of all adults. (Contains 5 footnotes.) [For the executive summary, see ED532055. For the National Fact Sheet, see ED532060.] [More] Descriptors: Academic Achievement, Access to Education, Achievement Gap, Benchmarking

Rodríguez, Cristóbal; Amador, Adam; Tarango, B. Abigail (2016). Mapping Educational Equity and Reform Policy in the Borderlands: LatCrit Spatial Analysis of Grade Retention, Equity & Excellence in Education. The purpose of our study is to investigate reform policy, specifically a proposed third grade reading retention policy within the Borderlands. Under this policy, students not performing proficiently on the third grade reading standardized exam will be automatically retained in the third grade. The research methods and approach used in this study include an equity analysis formed by combining two steps across a Borderland county in New Mexico. The first step is a regression analysis to answer if access to early childhood education and access to highly qualified teachers inform differences in third grade reading scores, and the second step uses a LatCrit informed Spatial Analysis to create an equity index, to see how equity varies across the spaces of elementary schools. This allows us to essentially map Third Grade Reading Retention Reform Policy in the Borderlands. The setting of the study is in the U.S. Southwest Borderlands, specifically Doña Ana County, which borders Texas and Mexico, in southern New Mexico. Up to a quarter of the population is under the age of 18, two thirds (66.6%) of the population is Latino, and half of the population speaks a language other than English at home. Implications from this study include, for policy makers, policy considerations that come from a non-deficit thinking perspective and focus on systemic considerations to improving educational equity. Given that the setting demographically mirrors much of the state of New Mexico, as well as demographic shifts across communities throughout the U.S., this study provides further considerations for key systemic changes to improving academic measures like reading scores. [More] Descriptors: Equal Education, Educational Change, Educational Policy, Geographic Regions

Anhalt, Cynthia Oropesa; Rodríguez Pérez, María Elena (2013). K-8 Teachers' Concerns about Teaching Latino/a Students, Journal of Urban Mathematics Education. In this article, the authors examine elementary and middle school mathematics teachers' concerns about teaching Latino/a student populations across three regions in the United States: southern Arizona, northern New Mexico, and central California. Surveys were administered to 68 teachers who participated in professional development activities on language and culture diversity. Survey questions consisted of items from three domains: (a) concerns about social issues central to teaching Latino/a students, such as discrimination, multiculturalism, and stereo-types; (b) concerns about the task of teaching Latino/a students focusing on methods, strategies, materials, and new ideas for teaching; and (c) concerns about Latino/a students' learning, which dealt with factors that impact student performance in school, such as home environment, family culture, and expectations. In general, the authors found that the surveyed teachers were highly concerned with issues about teaching Latino/a students and their learning and were less concerned about social issues in teaching Latino/a students. [More] Descriptors: Elementary School Mathematics, Middle Schools, Secondary School Mathematics, Mathematics Teachers

Medina, Christina A.; Posadas, Carlos E. (2012). Hispanic Student Experiences at a Hispanic-Serving Institution: Strong Voices, Key Message, Journal of Latinos and Education. A symposium at New Mexico State University, a Hispanic-Serving Institution, revealed Hispanic students' attitudes about their experiences at the university. Discussions concerned the campus climate, mentors, the experiences of first-time students, cultural challenges, retention, and accountability. Discussion of the resulting data yields policy recommendations to help address the issues raised. [More] Descriptors: Hispanic American Students, Student Experience, Student Attitudes, Organizational Climate

ACT, Inc. (2012). The Condition of College & Career Readiness, 2012: New Mexico. Annually, ACT provides a snapshot of the college and career readiness of ACT-tested high school graduates. This report is offered as a service to inform policymakers and practitioners about selected indicators of effectiveness and how that translates into readiness. It is designed to stimulate discussion, inquiry, and action. This report is designed to help inform the following questions driving national efforts to strengthen P-16 education in New Mexico: (1) Are students prepared for college and career? (2) Are enough students taking core courses? (3) Are core courses rigorous enough? (4) Are younger students on target for college and career? (5) What other dimensions of college and career readiness should be tracked? (6) How is the 2011 graduating class doing? (Contains 7 endnotes.) [For related reports, see "The Condition of College & Career Readiness, 2012" (ED534761), "ACT Profile Report: National. Graduating Class 2012" (ED534873), and "ACT Profile Report: National. Graduating Class 2012. Hispanic/Latino Students" (ED534874).] [More] Descriptors: Academic Achievement, Academic Aspiration, Academic Persistence, Academic Standards

Castleman, Benjamin L.; Owen, Laura; Page, Lindsay C. (2015). Do College-Ready Students Benefit When High Schools and Colleges Collaborate? Experimental Evidence from Albuquerque, New Mexico, Society for Research on Educational Effectiveness. In this article, the authors address what is called the "summer melt," where academically-accomplished, college-intending high school graduates fail to enroll anywhere in the year following high school, or do not attend the quality of institution (measured, for instance, by graduation rates) at which they have the academic credentials to be admitted. The authors' research focused on investigating whether college-ready, college-intending recent high school graduates benefit when high schools and universities collaborate to support their transition to college. Some questions included: (1) Do students who receive proactive outreach from a high school- or college-based counselor during the summer enroll in college at higher rates than students who do not receive outreach?; (2) Are students differentially responsive to outreach from counselors stationed at a university versus counselors stationed at their high school? ; and (3) Are student groups less represented on the University of New Mexico campus more responsive to proactive outreach than students that are more represented on campus? The study demonstrated that student groups traditionally underrepresented in higher education, such as Latino males, are more susceptible to having their college plans fall apart during the summer after high school graduation. In addition, the study also showed that concentrated and targeted outreach to underrepresented groups during the summer months can have a profound effect on whether they successfully matriculate, increasing their enrollment by 13 percent. Outreach from counselors stationed at the college side was particularly effective, suggesting that proactive communication and the offer of support from students' intended college may helpfully reinforce students' sense of belonging at and welcome from higher education institutions. The following are appended: (1) References; and (2) Tables and Figures. [More] Descriptors: College Readiness, High Schools, College School Cooperation, High School Graduates

Lechuga, Chalane Elizabeth (2010). "They'll Expect More Bad Things from Us.": Latino/a Youth Constructing Identities in a Racialized High School in New Mexico, ProQuest LLC. This research explores how Latino/a high school students in New Mexico constitute their racial identities in this particular historical moment, the post-Civil Rights colorblind era. I explore what their chosen nomenclatures and employed discourses suggest about the relationship between their racial identities and academic achievement. The research questions are: "How do Latino/a youth articulate their expressions of racial identity in the post-Civil Rights colorblind era? What discourses or nomenclatures do they employ? How are these discourses distinguished from one another? What do their expressions of racial identity suggest about the relationship between racial identity and gender? What may their expressions of racial identity suggest about the relationship between racial identity and academic achievement?" This study reveals that Latino/as youth are negotiating their racial identities in the context of racialization and gendering processes at school. As part of that process, this study sheds light on the ways that phenotype influences the construction of race and the process of assimilation. Specifically, for Latino/as, I found that phenotype played into their identity negotiation. Many of these youth employed discourses of "off-whiteness," some embraced their ethnic heritage, many worked to deflect racial-stigma by distancing themselves from Mexicanness, while others "straddled" being "American, but still a little bit Mexican." When examining the experiences of the multiracial Latino/as, I found that the multiracial white and Latino boys appeared to be assimilating into white society and that the multiracial Black and Latino/as youth were subjected to the one-drop rule as they were often racialized as Black. I also found that understandings of race and gendered expectations worked together to create opportunity and barriers. That is, I found that the way in which schools mete out discipline is influenced by perceptions of "hegemonic masculinities and ideal femininities". Most of the young Latino/as had been disciplined at school. The Latino boys were subjected to harsh forms of discipline and the Latina girls were disciplined when they engaged in behavior that was in contrast to "ideal femininities". These findings also suggest that there is no clear relationship between racial identity and school achievement among these young Latinos. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com… [More] Descriptors: Racial Factors, Civil Rights, Academic Achievement, Racial Identification

ACT, Inc. (2012). ACT Profile Report: State. Graduating Class 2012. New Mexico. This report provides information about the performance of New Mexico's 2012 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2012 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. (Contains 22 tables and 6 figures.) [For related reports, see "The Condition of College & Career Readiness, 2012" (ED534761), "ACT Profile Report: National. Graduating Class 2012" (ED534873), and "ACT Profile Report: National. Graduating Class 2012. Hispanic/Latino Students" (ED534874).] [More] Descriptors: Academic Achievement, Academic Aspiration, Academic Standards, Access to Information

Excelencia in Education (NJ1) (2009). Weaving a Web of Support for Students: Assessing ENLACE New Mexico. In a state where the majority of the population is minority, how youth maneuver through the educational system plays a determining role in the economic well-being of the state. ENLACE New Mexico was created in 2001 to empower the community, students and educators to affect positive change in the public educational system, leading to increased student success, not just for Hispanics, but for all students. An acronym for Engaging Latino Communities for Education, ENLACE also has meaning in Spanish – "to link or weave together". A critical premise of "ENLACE" is that partnerships can result in systemic changes as local schools, colleges and universities work together in new ways. In addition, connecting disenfranchised communities to the educational process can shift the work from a series of disconnected projects into an educational movement. ENLACE's theory of action assumes investing in multi-pronged strategies will create the student-level and systems-level impacts that define "ENLACE's" goals and objectives. Therefore, getting incremental results, even if they are limited improvements in a small arena, signals change is possible and provides momentum for sustaining ENLACE's work. As "ENLACE" New Mexico continues to grow and evolve, participants will face continuing challenges. Establishing partnerships that will outlive fleeting external funds requires building relationships and laying down community roots to address educational disparities for the long term. In turn, these partnerships signal to students that their educational achievement matters to everyone in the community. [More] Descriptors: Hispanic American Students, Public Education, Partnerships in Education, Program Descriptions

McIlroy, Ann Lynn (2010). Policy to Practice: A Case Study of Advanced Placement Open Enrollment Programs in New Mexico, ProQuest LLC. This case study explored Advanced Placement open enrollment programs in New Mexico in an attempt to identify mechanisms embedded within the implementation practices which possibly prevent the equitable enrollment of students of color. Advanced Placement (AP) courses have become a gate-keeper in competitive college admissions. Therefore, a study of programs purporting a philosophical alliance with the College Board's AP Equity Policy is warranted in light of the enrollment inequities that exist for Latino/a, African American, and Native American students. Using a critical race theoretical (CRT) lens, the perceptions of eight respondents from four participating school districts in New Mexico were gathered and analyzed. The analysis of the qualitative data indicated four silent gate-keeping mechanisms. Failure to develop an institutional value for equity; institution centered practices; impersonal relationships with students of color; and teacher negativity were identified as silent gate-keepers. As a result, educational institutions are encouraged to acknowledge inequities through data analysis; utilize equity data as a catalyst for self-examination of underlying racist perceptions, beliefs, and behaviors; and, take action to develop the capacity of educators to appreciate diversity. Additional recommendations for educator preparation programs to promote race conscious practices by new and aspiring educators are offered as well as suggestions for further study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com… [More] Descriptors: American Indians, Data Analysis, Advanced Placement, College Admission

Chavez, Alicia Fedelina; Ke, Fengfeng; Herrera, Felisha A. (2012). Clan, Sage, and Sky: Indigenous, Hispano, and Mestizo Narratives of Learning in New Mexico Context, American Educational Research Journal. Colleges and universities retain Native American and Latino college students at lower rates than other ethnic groups even when culturally based services, financial assistance, and support are provided. College teaching and conceptions of learning have yet to evolve on a widespread basis toward culturally diverse epistemologies and practice. This narrative inquiry explores meaning making of 50 Native, Hispano, and Mestizo American students about their learning in a variety of contexts including face-to-face and online college courses as well as learning at home, in extended family and tribal contexts. The study also explores teaching practices students identified as most helpful to their learning and success. Underlying cultural constructs emerged from narrative analysis in eight areas of learning. [More] Descriptors: Hispanic Americans, Student Attitudes, Family (Sociological Unit), American Indians

Education Trust, Washington, DC. (). Education Watch: New Mexico. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. This report compares New Mexico's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how New Mexico is doing in narrowing the academic achievement gap between African American and Latino students and their white, middle class peers, the report presents NAEP data by race/ethnicity. The report presents other state-level data on K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. On New Mexico's 2002 reading test, white 4th graders scored at the 65th percentile, while African American 4th graders scored at 48th percentile and Latino 4th graders scored at the 47th percentile. On the 1998 NAEP reading assessment, 52 percent of all 4th graders were basic or above in reading, with 22 percent proficient or above. On New Mexico's 8th grade mathematics assessment, white students scored at the 64th percentile while African American and Latino 8th graders scored at the 41st percentile. On the 2000 NAEP mathematics assessment, 49 percent of all 8th graders were basic or above in mathematics, with 13 percent proficient or above. In 1998, New Mexico had the ninth smallest Latino-White achievement gap on the NAEP 4th grade reading assessment. New Mexico's Latino-white 8th grade math achievement gap falls 14th among states on the 2000 NAEP assessment. Latinos are underrepresented in Advanced Placement exam taking and in enrollment in gifted and talented programs. About 37 percent of New Mexico high school students enroll in college, compared to 54 percent nationwide. Over one-third of New Mexico's secondary classes are taught by teachers lacking a major or minor in the field. Districts with the highest child poverty rates, and those with the highest minority enrollments, have fewer state and local dollars to spend per student. [More] Descriptors: Academic Achievement, Advanced Placement, American Indians, Asian American Students

Adam, Michelle (2006). States are Faking Minority Progress for No Child Left Behind, Education Digest: Essential Readings Condensed for Quick Review. In looking at recent graduation rates reported by states, Latinos should be proud. For the 2002-03 school year, North Carolina reported a 94% graduation rate for Latinos, while New Mexico claimed an 89% rate, and Indiana, an 85% rate. Unfortunately, these numbers are not only deceptive, they are, according to the Education Trust, wrong. Under the "No Child Left Behind" (NCLB) Act, states were required to report graduation rates to the U.S. Department of Education in 2003 and, most recently, in 2005. But most states, during both periods, have reported numbers that overestimate graduation rates far beyond reliable estimates provided by independent agents. This article discusses the discrepancies found by the Education Trust in the graduation rates the states have reported to them. [More] Descriptors: Graduation Rate, Hispanic American Students, Minority Group Children, State Agencies

Acosta, Sylvia Y. (2010). Corazon a Corazon: Examining the Philanthropic Motivations, Priorities, and Relational Connectedness of Mexican American, Spanish American and Other Latino/Hispano University Alumni/Alumnae to a Hispanic Serving Institution, ProQuest LLC. Public higher education institutions rely on state funding for a significant percentage of operational costs. In recent years, state contributions to higher education have been substantially reduced due to budget deficits at the state and federal levels. Such budget deficits have resulted in decreased funding for higher education. Universities with limited traditional giving are mostly affected by these budget cuts. Many of the institutions with a limited tradition of giving are Hispanic Serving Institutions and several of the alumni from Hispanic Serving Institutions are Hispanic. According to Santiago (2007), "in 2003-04, almost half of Latino undergraduate students were concentrated in the 6% of institutions of higher education in the United States identified as Hispanic-Serving Institutions (HSI)" (p. 3). Thus, understanding the philanthropic giving priorities, motivations, and relational connectedness to the institution of Hispanic alumni is critical to HSIs that serve this population. The sample for this study involved alumni of Mexican and Spanish origin in New Mexico. This study analyzed the results of a survey distributed to 3,200 Hispanic university alumni from a Hispanic Serving Institution in New Mexico. The survey data collected through SurveyMonkey[TM] provided the basis for descriptive analysis. This study provided new and unique contributions to inform the knowledge of philanthropic motivations of Mexican American and Spanish American university alumni/alumnae. Specifically, this research explored the familial and friendship ties (relational connectedness) to the university as an indicator of Mexican American and Spanish American alumni financial support. The study also outlined specific giving priorities and philanthropic motivations of Mexican American and Spanish American alumni. Such knowledge provided the foundation to inform universities of the opportunities and challenges available in approaching Hispanic alumni for private gifts to their alma mater. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com… [More] Descriptors: Undergraduate Students, Higher Education, Spanish Culture, Mexican Americans

Moore, Anne C.; Ivory, Gary (2003). Do Hispanic-Serving Institutions Have What It Takes To Foster Information Literacy? One Case, Journal of Latinos and Education. Surveys of 111 faculty at 3 campuses of New Mexico State University indicated that respondents had medium-high levels of information literacy and realized that students needed information literacy education. However, respondents were not committed to promoting information literacy in students. Recommendations for promoting Latino students' information literacy are offered to content-area faculty, librarians, higher-education leaders, and researchers. (Contains 29 references.) Descriptors: College Faculty, College Students, Educational Needs, Higher Education

Madrigal-Gonzalez, Lizely (2012). Still "Unfinished Education": Latino Students Forty Years after the Mexican American Education Study, ProQuest LLC. The onus of this dissertation was to evaluate the educational conditions of Mexican American students forty years after the "Mexican American Education Study" published a six-volume study detailing the findings of the "Mexican American Education Study" (1970-1974). The "MAES" study focused on five southwest states Arizona, California, Colorado, New Mexico, and Texas. To learn the current status of Mexican American students, a three-tier scale of analysis was created. Each level of analysis had a specific focus: macro, meso, and micro. The macro level presented a descriptive analysis of the educational status of Mexican American students in the five states presented in the "Mexican American Education Study" ("MAES") reports. The second level of analysis (meso) focused on the state of Texas and examines the achievement gaps between student groups in state standardized assessments since assessment policies were introduced in the state. In micro level of analysis, the educational achievement of Mexican American students in Ysleta Independent School District, located in El Paso, Texas, was examined by analyzing student outcomes over a nine-year period (2003-2011). The findings of this dissertation indicated that nominal change has been evidenced in the educational performance of Mexican American students since the U.S. Commission on Civil Rights' "Mexican American Education Study." Notwithstanding the many federal and state educational reforms that have been enacted in the past forty years, the achievement and opportunity gaps have not been eradicated. Subsequently, Mexican American parents need to advocate with a unified voice and force change to the educational policy-making process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com… [More] Descriptors: Hispanic American Students, Mexican Americans, Educational Quality, Standardized Tests

Hernandez, Donald J.; Denton, Nancy A.; Macartney, Suzanne E. (2007). Young Hispanic Children in the 21st Century, Journal of Latinos and Education. This article presents a demographic portrait of young Hispanic children compared to young non-Hispanic Whites. New results from Census 2000 describe family and economic circumstances of children aged 08, as well as pre-K/nursery school and kindergarten enrollment for the United States, and for the 9 states with the largest number of young Hispanic children (Arizona, California, Colorado, Florida, Illinois, New Jersey, New Mexico, New York, and Texas). Most results in this article are presented in Tables 1 and 2, and these results along with many additional topics are available at the website of the Center for Social and Demographic Analysis, University at Albany, State University of New York: www.albany.edu… [More] Descriptors: Whites, Nursery Schools, Hispanic Americans, Young Children

Horwedel, Dina M. (2007). Making It Happen, Diverse: Issues in Higher Education. It was not too long ago that the primary lifetime expectations for women included getting married and having children. These traditions were–and in many regards continue to be–more entrenched in the Latino community, but things are changing. Latinas who earn a degree are no longer the exception. In fact, more Latinas earn doctoral degrees today than their male counterparts. And yet, Latinas still encounter obstacles like low expectations, financial constraints and a lack of knowledge about what it takes to apply and graduate from college. This article presents four accomplished Latinas who speak about how they, against the odds, realized their higher education and professional dreams. They are: (1) Dr. Gloria Rodriguez, president of Nuestros Ninos and founder of AVANCE Inc., a nationally recognized nonprofit organization that focuses on parent education and early child development; (2) Dr. Evangelina Holvino, president of Chaos Management Ltd.; (3) Dr. Sylvia Ramos, president of Richard J. Daley College in Chicago; and (4) Felicia Casados, campus executive officer for New Mexico State University-Grants. [More] Descriptors: Higher Education, Parent Education, Doctoral Degrees, Foreign Countries

Arizona State Univ., Tempe. Hispanic Border Leadership Inst. (). A Compromised Commitment: Society's Obligation and Failure To Serve the Nation's Largest Growing Population. A Report on the Educational Experience of Latinos in Five Western States. The Latino population in the United States is growing, especially school-aged children. Yet, because most of the increase in the Latino population is concentrated in the Southwest, the educational problems and needs of this population are viewed as state or regional issues. Policymakers must look beyond their state borders and realize that in this matter, the Southwest is a bellwether for the country, and systemic changes that address Latino educational issues will benefit all of America. This report presents a snapshot of the current educational conditions and circumstances of Latino youth in Arizona, California, Colorado, New Mexico, and Texas. Sections on the region and on each state provide data on Latino population growth, Latino K-12 enrollment, enrollment of students with limited English proficiency, Latino high school graduates, dropout rates, enrollment in community colleges and four-year colleges and universities, and state expenditures. Discussion focuses on the deficiencies of education for Latino students; social attitudes, as reflected in the mindset of policymakers and voter endorsement of anti-bilingual education initiatives; court litigation on behalf of Latino students; and state legislation and expenditures. Specific recommendations are offered for each state. (Contains 50 references.) [More] Descriptors: Academic Achievement, Educational Attainment, Educational Indicators, Educational Needs

Sanchez-Griego, Karen (2010). The Power of Their Voice: Promoting Equal Respect and Redistributing Power in Hierarchically Differentiated Groups, ProQuest LLC. Todos Juntos New Mexico was a collaborative made possible through a multimillion dollar grant awarded by the Fellows Foundation to empower the community, students, and educators in New Mexico to affect positive change in our public educational system, leading to increased student success, not just for Hispanics, but for all students. Of particular interest to this study was the organizational structure of Todos Juntos and how successful it was, or was not, during its first years of operation. Many collaboratives are developed with members of the same education level and status who hold similar visions of what they need to accomplish to achieve collaborative goals and objectives. Todos Juntos, on the other hand, navigated uncharted waters by bringing together partners with all levels of education, including those who have historically been silenced by either a lack of formal education or an inability to navigate the complexities of educational institutions. Consider that most organizations operate through a hierarchal vii structure, starting at the top position with someone who sets the agenda, runs the meetings and who, most oftentimes, and makes the final decisions. Todos Juntos was structured differently, operating as a "flat" organization with a facilitator, hired by members of a leadership team, whose primary responsibility was to ensure a collaborative process that enabled a cohesive, unified and participatory unit. Essentially, "flat" meant that the voices of formally uneducated parents, students and community members would have the same merit as those of other more formally educated and experienced collaborative members, such as a university president and a school superintendent. The purpose of this study was to determine what factors contributed to a change in the Todos Juntos structure from a collaborative, "flat" organization into a hierarchal organization when initially, the collaborative founders and participants were strongly committed to an equalitarian, participatory, non-hierarchical structure. The primary goal of this study was to tell the story of Todos Juntos through its participants' words: as individuals, as members of groups, and from the perspective of learning collaborative as a whole. Research findings indicate that the collaborative that set out to be a flat system, but ultimately failed due to multiple barriers including, but not limited to, the collaborative's funding structure, gender issues, inner racial conflict, and discord among members. The collaborative was also found to be Latino male-dominated. Moreover, a subgroup of parents began to operate in a hierarchical manner against earlier expectations, and, lastly, university students turned out to be the most stable participants in the initiative since they operated internally as a small flat subgroup of their own. The students did not really pay attention to the conflicts within the collaborative, but managed instead to keep their attention on the younger students whom they were mentoring and tutoring. Many collaborative members wanted the collaborative to be based on a flat organizational structure and moved in that direction on a day-to-day basis. However, they could not sustain their efforts to make the collaborative a flat structure due to fiscal constraints and policies in addition to managerial controls of the university and public school educational systems from which they were operationalized. As such, study results indicate that the collaborative did not succeed in its larger goal of systemic change for educational institutions. However, the results do seem to give credence and support to a need for Latino-based initiatives in the United States. Further discussion of these results will show others in the future how they might identify and thereby avoid barriers to collaborative work that empowers minority groups. At the same time, these future reformers can take to heart the positive lessons from the Todos Juntos project found in the voices of the people themselves. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com… [More] Descriptors: Partnerships in Education, Educational Change, Gender Issues, Minority Groups

Valdez, Elsa O. (2000). Political Activism, Ethnic Identity, and Regional Differences among Chicano and Latino College Students in Southern California and Northern New Mexico, Perspectives in Mexican American Studies. Surveys of 242 Hispanic students attending New Mexico Highlands University and California State University, San Bernardino, examined students' political attitudes, political activism, and attitude toward bilingual education in relation to students' choice of ethnic label (Hispanic, Chicano, or Mexican American), level of acculturation, income, and geographic location. Differing sociocultural influences in California and New Mexico are discussed. Descriptors: Acculturation, Activism, College Students, Differences

Harrison, Tenley S.; Lee-Bayha, June; Sloat, Ed (). La Frontera: Study of School Districts along the United States/Mexico Border. School boards associations in California, Arizona, New Mexico, and Texas commissioned this report about K-12 education along La Frontera, the United States/Mexico border, to identify common issues and target policymaking and assistance efforts. Data were obtained from a research review and interviews and surveys of superintendents and school board presidents from 206 school districts within 100 miles of the border. Findings indicate that La Frontera is a historically impoverished region with a high population growth rate that outpaces infrastructure development. The region is primarily bicultural and bilingual, consisting largely of Latinos and Whites, with many limited-English speakers. Many districts struggle to recruit and retain qualified teachers, especially near the border. Most districts experience significant fluctuations in student enrollment and attendance that make it difficult to predict revenue streams and plan budgets, predict staffing needs, and maintain continuity in instruction. Mexican students who cross the border daily to attend school force district leaders to choose between enforcing residency rules or educating all children who show up. La Frontera districts typically deliver services such as health and dental care, life and study skills classes, English classes, and classes for parents on the American educational system. Implications for policy and future research are discussed. An appendix presents maps of district-level student achievement data for each of the four states. (Contains 48 references) [More] Descriptors: Attendance, Community Characteristics, Disadvantaged Schools, Educational Needs

WestEd, San Francisco, CA. (). Voices from La Frontera: Study of School Districts along the United States/Mexico Border. School board associations in California, Arizona, New Mexico, and Texas jointly commissioned this report to identify common issues in K-12 education along the United States/Mexico border. Surveys returned from 206 school districts within 100 miles of the border indicate that this is a diverse and historically impoverished region with a growing population of primarily Latinos and Whites. Common concerns included inadequate education funding; a shortage of qualified teachers; and significant fluctuations in student enrollment and attendance that make it difficult to predict revenue streams and plan budgets, predict staffing needs, and maintain continuity in instruction. Students who live in Mexico but attend school in the United States force district leaders to choose between enforcing residency rules or educating all children in their binational communities. Responding to family and student needs, border districts typically deliver services such as health and dental care, life and study skills classes, and classes for parents on the American educational system. Policy implications are that districts offering health and social services need additional support, methods for easing the teacher shortage and erratic student attendance must be identified, and state and federal policies must be analyzed to identify conflicts among existing regulations and potential resolutions. In particular, the No Child Left Behind Act of 2001 should be analyzed for the opportunities and challenges it presents. (Contains 43 references.) [More] Descriptors: Ancillary School Services, Attendance, Biculturalism, Educational Finance

Dougherty, Kevin J.; Reid, Monica; Nienhusser, H. Kenny (2006). State Policies to Achieve the Dream in Five States: An Audit of State Policies to Aid Student Access to and Success in Community Colleges in the First Five Achieving the Dream States, Community College Research Center, Columbia University. In 2003, the Lumina Foundation for Education launched a major initiative, "Achieving the Dream: Community Colleges Count," to increase student success at community colleges. The initiative focuses on colleges with high enrollments of low-income students and students of color. In the first round, 27 colleges in five states were selected. The initiative aims to help more students succeed, while maintaining access to community college for groups that traditionally have faced barriers. A key means to improve the performance of colleges is through enhancement of their capacities to gather, analyze, and act on data on student outcomes, including data on students grouped by race, income, age, sex, and other characteristics. From the beginning, a central component of this effort has been state policy. In each of the states where Achieving the Dream colleges are located, the initiative is working with a lead organization (typically the state community college system office or state association of community colleges) to develop policies that will enhance student success. To help guide that policy effort, the Lumina Foundation commissioned an audit of state policy affecting access to, and success in, community colleges. An in-depth analysis was to be conducted of the initial five Achieving the Dream states (New Mexico, Texas, Florida, North Carolina, and Virginia), to be supplemented later by a survey of all 50 states. This report summarizes that initial in-depth analysis of the first five Achieving the Dream states. The report analyzes state policies with regard to student access, student success, and performance accountability, with particular focus on minority and low-income students. In the case of access, the report examines what policies states have in place with regard to open door admissions, tuition, student aid, outreach to potential students, a comprehensive curriculum, and convenient access. The success policies the report analyzes pertain to remediation, academic counseling and guidance, non-academic guidance and support, transfer assistance, baccalaureate provision, noncredit to credit articulation, and workforce and economic development. Finally, with regard to performance accountability, the report examines the indicators used by the state, how data are collected by the state, and how the data are used by the state and the community colleges to determine funding and shape how colleges act. Besides describing the policies in place, the report also summarizes the reactions of those interviewed to those policies. Moreover, it details suggestions for future directions for state policy toward community college student access and success. To secure information on what policies the states have and how well they are working, we conducted many interviews and reviewed the written academic and non-academic literature on these subjects. We also attended the Policy Listening Tour meetings in each of the states, conducted by the Futures Project, in order to observe the discussions and informally converse with policymakers. Our interviews were conducted over the telephone and averaged twelve in each state. We interviewed officials of the state agencies coordinating the community colleges, the governor's educational advisor, state legislators or staff members from both houses, the head of the state community college association (if one existed), the presidents or top officials of three or four community colleges (differing in degree of urbanicity and area of the state), and representatives of community organizations representing the African American, Latino, and low-income communities in each state. [More] Descriptors: Articulation (Education), Guidance, State Agencies, Student Financial Aid

Carter, George E., Ed.; And Others (). Essays on Minority Folklore: Selected Proceedings of the Annual Conference on Minority Studies (3rd, April 3, 1975), Volume 3. This collection of selected conference papers includes experiences of specific minority groups: the native Americans, the Chicanos, and the Puerto Ricans. The papers represent the work of folklorists, historians, musicians, literary critics, and minority and ethnic studies experts. The section on native American oral tradition includes papers on Indian oratory, Algonkian communal values, Indian wisdom stories, and the work of Alex Posey, a Creek Indian. In the section on Latino folklore, the topics covered are the importance of folk literature in the Chicano experience, the creation of myth in Chicano literature, Hispanic wedding customs in New Mexico, the paradoxes of contemporary Puerto Rican poetry, the literature of the Barrio, and the Puerto Rican folk tradition of the child's wake. Descriptors: American Indian Culture, American Indians, Conference Reports, Essays

Carter, George E., Ed.; Mouser, Bruce L., Ed. (). Identity and Awareness in the Minority Experience. Selected Proceedings of the 1st and 2nd Annual Conferences on Minority Studies (March, 1973 and April, 1974). Volume 1, Number 1. The first conference focused on specific approaches in the offering of minority studies (both as a collective unit and as separate entities) and on problems of "Anglo" educators in medium-sized Midwestern institutions. Topic panels focusing on various literatures and on specific minority groups were held at the second conference. Stemming directly from papers presented at both conferences, this anthology of 14 essays deals with the subject of identity and awareness in the minority experience of Latinos, Native Americans, and Afro-Americans. Topics covered include: the importance of literature in the emergence of Latino identity; drama as an important medium in a quest for Latino identity; the main thrust of the Chicano studies program at New Mexico Highlands University (Las Vegas); Navajo "nationalism" as a source of identity and awareness; the impact of urbanization on the identity of Native Americans; the importance of identity and awareness from a literary perspective as it relates to Native Americans; the mulatto tradition in literature, a search for identity in two worlds; black identity and awareness viewed from the negative side, as developed by the English; adolescent literature viewed as a method of developing awareness and self-identity; the development of racial pride among blacks (from an historical perspective); and the issue of educational programs in the context of resocialization. [More] Descriptors: American Indians, Anthologies, Black Literature, Black Studies

Loomis, Charles P.; And Others (). Linkages of Mexico and the United States. Study Based on Modified Probability Samples of Rural Michigan, the U.S. General Public, Spanish-speaking Latinos of the Southwestern United States, Urban Mexico, and Rural Mexico. A number of hypotheses derived from sociological theory and from previous research concerning the potential collaboration of citizens of the United States and Mexico were tested. Included in the samples were 1,528 interviews from the United States general public; 306 interviews from rural persons residing in places of 2,500 or less in Michigan; 105 interviews with Spanish-speaking informants in the states of Arizona, California, Colorado, New Mexico, and Texas; 1,126 interviews with informants in urban Mexico; and 288 from rural Mexico, or from villages and towns of between 100 and 2,500 population. The findings are discussed under the following chapter titles: "Factors of Knowledge and Mass Communication,""Actual Behavioral Linkages,""Attitudes Toward the Across the Border Country and Toward Linkages with That Country,""Desire for Linkage and Collaboration: Its Predictability and Explanation," and "The Meaning of the Linkage-Contrasts of Mexico and the United States." It was concluded that in all samples, informants with more formal education had higher mean scores measuring their contacts in across the border and Anglo-Latino relations than did those with low educational attainment. It was also found that higher educational attainment was less frequently concomitant with high interaction between Anglos and Latinos in interaction arenas, such as church, formal groups, neighborhoods, and work places, than it was for other forms of interaction. [More] Descriptors: Academic Achievement, Anglo Americans, Attitude Measures, Cross Cultural Studies

Shartrand, Angela (). Supporting Latino Families: Lessons from Exemplary Programs. Volumes I and II. This report highlights 11 family support programs that are serving one of the fastest growing groups in the United States–the Latino population. The programs described in this report differ from each other in terms of their structures and the types of families and communities served. They represent a range of geographic areas and vary in terms of sponsorship, goals, and services offered. In 1990, Latinos comprised only 9% of the total U.S. population, a figure that is expected to increase dramatically over the next decade. About 90% of Latinos live in urban areas and face the common challenges of urban life. After a discussion of data collection and analysis, the report considers program design and implementation, reviewing: (1) program approaches; (2) context; (3) goals; (4) strategies; and (5) outcomes. A consideration of the lessons learned from these programs makes it apparent that success depends on the fit between program philosophies and goals, the cultural sensitivity the program displays, the participation encouraged in the community, program flexibility, and the match between needs and services. An appendix presents brief profiles of the 11 programs. An abstract and the appendix are included in Spanish. Volume 1 contains 2 tables and 27 references. Volume II includes in-depth profiles of the following programs: (1) Advance Family Support and Education Program, San Antonio (Texas); (2) Bushwick Family Support Center of Family Dynamics, Inc., Brooklyn (New York); (3) Families in Partnership, Albuquerque (New Mexico); (4) Circulo de la Vida Familiar, Boulder County (Colorado); (5) Family Focus Nuestra Familia, Chicago (Illinois); (6) Family Visitor Program, Glenwood Springs (Colorado); (7) Florida First Start Program, Dade County; (8) Fruitvale Head Start Program, Oakland (California); (9) Betances Family Resource Center, La Casa de Puerto Rico, Hartford (Connecticut); (10) The Naranjo Migrant Child Development Center, The Foundation Center, Courtland (California); and (11) Project Early, Kansas City (Missouri). Descriptors: Cultural Awareness, Cultural Differences, Data Collection, Family Programs

Baldwin, Barbara, Ed. (1995). Pathways from Poverty, Western Wire. Articles in this theme issue are based on presentations at the Pathways from Poverty Workshop held in Albuquerque, New Mexico, on May 18-25, 1995. The event aimed to foster development of a network to address rural poverty issues in the Western Rural Development Center (WRDC) region. Articles report on outcomes from the Pathways from Poverty workshop including team plans for addressing poverty in their area; the importance of social capital in building community; Native American economic development efforts that incorporate sustainability and cultural relevance; the effect of capitalism on the Palau islands; how sharing resources has enabled low-income families in American Samoa to maintain economic stability; demographic, economic, and educational factors that affect the status of Latinos in the United States, with implications for the American economy; a study of single-parent families and welfare reform; rural minorities and the relationship between employment and poverty; and the importance of rural studies in gaining understanding of rural poverty. Articles include: (1) "Pathways from Poverty" (Jane Brass); (2) "Social Capital" (Marie Cirillo); (3) "The Circle of Development and Indigenous Peoples" (Sherry Salway Black); (4) "Palauan Perspective" (Ayano Baules); (5) "Poverty: A Matter of Values" (Carol S. Whitaker); (6) "Focus on Latinos" (Refugio I. Rochin, Jose A. Rivera); (7) "Is Marriage the Solution? The Single-Parent Family and Welfare Reform" (Janet M. Fitchen); (8) "Employment Hardship and Rural Minorities" (Leif Jensen); and (9) "The Social Scientist and Rural America" (Emery N. Castle). The journal also includes updates on projects sponsored by WRDC and upcoming conferences. [More] Descriptors: Adult Education, Capitalism, Change Strategies, Community Development