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Bibliography: Best Practices in New Mexico

Bibliography: "best+practice"+"new+mexico"_1 2_20161009
Date: 2016-10-09T18:36-06:00 | URL: eric.ed.gov… | Range: 1-2; Total Pages = 2 | Total Citations = 30

Gorrell, Robert; Salamone, Frank (2011). New Mexico's Model for Funding School Facilities' Greatest Needs, School Business Affairs. The New Mexico Public Schools Facilities Authority (NM-PSFA) is a relatively small state agency (50 staff members) that manages the allocation of funding for public school facilities in the state while assisting school districts and state-chartered charter schools in facility planning, construction, and maintenance. Like the majority of other states, New Mexico faces the quandary of allocating limited state resources to school facilities' needs equitably, cost-effectively, and at maximum efficiency. New Mexico has developed an effective solution to that problem, overcoming key challenges that are likely common to public school facility programs across the country. The condition of all school facilities in New Mexico are ranked and compared against one another using NM-PSFA's weighted New Mexico Condition Index (wNMCI), which considers facility condition, educational adequacy, and other key facility-related priorities, such as life, health, and safety. New Mexico's assessment and ranking model, widely regarded as a national best practice, is its primary tool for allocating state capital to school facilities' needs. [More] Descriptors: State Agencies, Educational Facilities, Educational Facilities Planning, Models

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

Booker, John M.; Schluter, Janette A.; Carrillo, Kris; McGrath, Jane (2011). Quality Improvement Initiative in School-Based Health Centers across New Mexico, Journal of School Health. Background: Quality improvement principles have been applied extensively to health care organizations, but implementation of quality improvement methods in school-based health centers (SBHCs) remains in a developmental stage with demonstration projects under way in individual states and nationally. Rural areas, such as New Mexico, benefit from the use of distance education techniques to reach providers throughout the state. Methods: The Envision New Mexico (ENM) Quality Improvement Initiative involves training in quality improvement concepts and methods, identification of best practices for selected clinical services, and repeated use of data to measure changes leading to improvement. The ENM employs the Model for Improvement and the "Plan-Do-Study-Act" tool, which enables providers to self-evaluate, set goals, and assess results with their own data. Results: Providers tend to overestimate their use of best practices. Contrasting these perceptions with findings from medical record reviews can provide impetus and focus for quality improvement through changes in specific clinical practices and management systems. Preliminary findings from New Mexico suggest that quality improvement interventions can be effective, with initial improvements over baseline reviews typically in the 20-40% range. Conclusion: Systematic efforts to enhance the quality of care can help improve both the effectiveness and efficiency of SBHCs, and provide evidence of the value of the care provided. Simple, efficient quality improvement techniques, with the use of distance learning technologies, can help achieve the full promise of expanded school-based health care. [More] Descriptors: Management Systems, Distance Education, Rural Areas, School Health Services

Ford, Julie Dyke (2012). Integrating Communication into Engineering Curricula: An Interdisciplinary Approach to Facilitating Transfer at New Mexico Institute of Mining and Technology, Composition Forum. This program profile describes a new approach towards integrating communication within Mechanical Engineering curricula. The author, who holds a joint appointment between Technical Communication and Mechanical Engineering at New Mexico Institute of Mining and Technology, has been collaborating with Mechanical Engineering colleagues to establish a department-wide program with the goal of facilitating transfer of rhetorical instruction to engineering deliverables involving written and oral communication. To carry out this goal, the program incorporates a set of best practices informed by prior research in the areas of knowledge transfer, writing studies, and educational theory. These best practices and the theories informing them are described in this profile. In addition, the author offers preliminary lessons learned and presents implications for writing faculty interested in facilitating transfer through interdisciplinary initiatives. [More] Descriptors: Profiles, Interdisciplinary Approach, Engineering Education, Speech Communication

National Council on Teacher Quality (2009). State Teacher Policy Yearbook, 2009. New Mexico. This New Mexico edition of the National Council on Teacher Quality's (NCTQ's) 2009 "State Teacher Policy Yearbook" is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 "Yearbook" presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. New Mexico has an overall "Yearbook" grade of D+ for 2009. New Mexico's major policy strengths include: (1) Ensuring that licensure advancement is based on effectiveness, earning the state a "best practice" designation; (2) Articulating consequences for teachers with unsatisfactory evaluations; and (3) Requiring that all new teachers pass subject-matter licensure tests prior to entering the classroom. New Mexico's major policy weakness include: (1) Failing to make evidence of student learning the preponderant criterion in teacher evaluations; (2) Lacking an efficient termination process for ineffective teachers; and (3) Offering a disingenuous alternate route. Goals for each area are appended. (Contains 124 figures.) [For the national summary, see ED511872.] [More] Descriptors: Teaching (Occupation), Teacher Education, Elementary School Teachers, Middle School Teachers

Collins, Ashleigh; Carrier, David; Moore, Kristin Anderson; Paisano-Trujillo, Renee (2010). Sustaining School-Based Services: Insights from New Mexico's Integrated School-Based Services. Research-to-Results Practitioner Insights. Publication #2010-09, Child Trends. Practitioners, school leaders, and policymakers serving the needs of youth and their families in New Mexico gathered in Albuquerque in June 2009 for four Roundtable discussions on sustaining integrated health, extended learning, and other social services in middle schools across the state that are a part of the Elev8 New Mexico initiative. Elev8 New Mexico sites function as full-service community schools combining educational and youth development best practices with in-house health, extended learning, and social services to assure that young people are prepared to learn and succeed. This statewide initiative is part of a larger national effort to bring together middle school students' extended learning, comprehensive school-based health, and direct family supports into a comprehensive and holistic program. This "Practitioner Insights" brief builds on three previous Roundtable discussions held on the topic in May 2008. This brief outlines the benefits, challenges and strategies for implementing school-based services that were discussed in the June 2009 Roundtables and shares the Roundtable participants' suggested improvements for sustaining these services. [More] Descriptors: Integrated Services, Middle School Students, Community Schools, Social Services

Whittlesey-Jerome, Wanda (2013). Results of the 2010 Statewide New Mexico School Social Work Survey: Implications for Evaluating the Effectiveness of School Social Work, School Social Work Journal. Today's school social workers are facing unique challenges in the workplace. The results of the 2009 New Mexico School Social Work Survey reinforced the idea that school social workers must be able to prove their effectiveness. Building on the school social work literature on practice outcomes evaluation, a more extensive statewide survey of school social workers was conducted in 2010 to explore further the extent to which they were prepared to evaluate, were evaluating, or had evaluated their own effectiveness. The results of this statewide survey suggest that school social workers in New Mexico are able to access their individual data as well as prepare for and evaluate their impact on student success. However, most do not have access to aggregated school social work data, nor do many share results of their work with decision-makers. Implications for school social work practice evaluation are discussed within the context of shrinking school system budgets and the fragile economy. [More] Descriptors: Social Work, School Social Workers, Program Effectiveness, Data

National Council on Teacher Quality (2008). State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. New Mexico. This paper presents the New Mexico edition of the National Council on Teacher Quality's 2008 "State Teacher Policy Yearbook". The 2008 "Yearbook" focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on: (1) identifying effective teachers; (2) retaining those deemed effective; and (3) exiting those deemed ineffective. Overall, New Mexico has done a good job in meeting some goals; however, significant room for improvement remains in several others. The state completely missed five goals, met a small portion of two, partially met five and fully met three, including one best practice designation. New Mexico's best performances are in its effort to ensure that only factors that advance teacher effectiveness are required for permanent licenses, its articulated consequences for teachers with unsatisfactory evaluations, and its effort to close loopholes that allow teachers who have not met licensure requirements to continue teaching. The state has the most work to do in ensuring its pension system is portable, flexible and fair and strengthening policies regarding teacher compensation issues. New Mexico's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. New Mexico has an overall performance of C for 2008. Goals for each area are appended. (Contains 57 figures.) [Additional support for the 2008 "State Teacher Policy Yearbook" was provided by the Teaching Commission. For the national summary, see ED514690.] [More] Descriptors: Mentors, Teacher Competencies, State Government, Government Role

Voices for America's Children (2008). Increasing State Investments in Early Care and Education: Lessons Learned from Advocates and Best Practices, Spring 2008. This report showcases advocacy efforts of 11 member organizations in 10 states that recently passed an early care and education (ECE) legislative initiative. The aim of the report is to provide advocates with proven strategies for advancing progress in securing access to ECE and expanding the opportunity for all children to start school prepared for success. In each state, the political leadership, the resources and sophistication of advocates, connections and relationships with legislators and political influencers, political realities and public will came together in different ways. Organizations profiled include: (1) Alabama (VOICES for Alabama's Children); (2) Colorado (Colorado Children's Campaign); (3) Missouri (Citizens for Missouri's Children); (4) New Mexico (New Mexico Voices for Children); (5) Pennsylvania (Pennsylvania Partnerships for Children and Public Citizens for Children and Youth); (6) Rhode Island (Rhode Island KIDS COUNT); (7) Virginia (Voices for Virginia's Children); (8) Washington (The Children's Alliance); (9) Wisconsin (Wisconsin Council on Children and Families); and (10) Wyoming (Wyoming Children's Action Alliance.) [More] [More] Descriptors: Early Childhood Education, Change Strategies, Educational Strategies, Strategic Planning

Tom, Deborah F. (2012). Principals in Two High Achieving Elementary Schools in Rural New Mexico: A Case Study, ProQuest LLC. Much has been written regarding the dire educational state of most schools in rural America. This case study profiles two elementary school principals (preK-6) in rural New Mexico whose schools achieved adequate yearly progress (AYP) for the 2009-10 school year. The focus of this study centered on specific characteristics of the school cultures addressed by the principals, and instructional best practices routinely incorporated by teachers into the daily curricular program that have produced successful student outcomes and earned each of their schools AYP standing for the 2009-10 academic year. The methodology used to determine research findings was performed in three parts: Principals of AYP rural New Mexico schools were asked to complete an online survey on educational leadership according to the standards and functions of the Interstate School Leadership Licensure Consortium (ISLLC). The respondents chose either "Almost always," "To a considerable degree," "Occasionally," "Seldom," or "Never" according to the degree they deemed the leadership function necessary to the successful operations of their schools. The survey results were arranged into tables preceded with explanations and statistical analysis. Interviews were conducted with the two rural elementary school principals along with selected teachers and parents from each school. The researcher made on-site visitations and kept notes of the observations and interactions with staffs from each school. The main findings of the study arose from the results of the surveys and interviews conducted with individuals from the two focus schools. The researcher arranged data according to the leadership categories that emerged from the interviews. The survey results were divided into two categories: favorable ("Almost always" and "To a considerable degree") and unfavorable ("Occasionally," "Seldom," and "Never" categories). The results for each leadership standard and related function were reported in terms of statistical significance according to frequency counts in the two categories. Finally, there is a review of current literature focused on principles of educational leadership and rural education, demographic information about the profiled schools, and conclusions with further recommendations for future studies. [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: Rural Schools, Principals, Profiles, Elementary Schools

New Mexico Higher Education Department (2007). Initial Report of the Task Force on Cultural Competence Education in the Health Sciences. This report summarizes the findings and recommendations of the Task Force on Cultural Competence Education and represents the distillation of the Task Force's efforts to fulfill its legislative charge. The report is intended to facilitate a statewide conversation about the health services provided to New Mexico's multicultural citizenry. It addresses potential best practices for preparing healthcare practitioners to work with patients from varying backgrounds and unique cultural traditions, and represents an initial attempt to compile information that is pertinent to the ultimate creation of a culturally and linguistically competent curricula for health-related educational fields. Summary of major findings include: (1) Nationally, the medical professions have not yet developed model curricula on Cultural Competence; (2) Efforts to create Cultural Competent curricula must be profession-specific and aimed at creating a knowledge and skill set based on the discipline; (3) For these reasons, and after broad consultation with representatives from the various health fields, the Task Force feels it would be best to develop profession-specific approaches rather than one single curriculum; and (4) Certain professions in New Mexico, such as Social Work, have tied Cultural Competence standards to accreditation criteria for academic programs and require testing of that competence for licensure. An appendix includes National Standards on Culturally and Linguistically Appropriate Services (CLAS). Bibliography and resource list is included. (Contains 4 footnotes.) [This document was published by the New Mexico Higher Education Department.] [More] Descriptors: Health Services, Statewide Planning, National Standards, Patients

Butler, Tara A. (2009). State Education Activities to Support Mission Growth. NGA Center for Best Practices. Issue Brief, National Governors Association. The National Governors Association Center for Best Practices (NGA Center) leads a Mission Growth Working Group, which consists of states that are significantly impacted by the growth of military bases. The group includes state representatives appointed by the governors of Alabama, Colorado, Florida, Georgia, Hawaii, Kansas, Kentucky, Louisiana, Maryland, Missouri, New Mexico, New York, North Carolina, Ohio, Oklahoma, Texas, and Virginia. The Working Group's goal is to enhance the relationship between states, military communities, and military bases, with a particular focus on addressing growth issues outside the military fence line. The Working Group has identified education as one of the top challenges mission growth states face. Recognizing that there is no "one-size-fits-all" solution to meet the education needs of a growing state, the Working Group offers recommendations to respond to both the needs of incoming military dependent children, as well as long term workforce needs of a base: (1) Establish collaborative approaches that coordinate educational responses and represent diverse stakeholders; (2) Adjust educational programs to allow for flexibility; (3) Focus on teacher recruitment, retraining, and retention strategies; (4) Establish educational programs that support military dependent students and prepare future workforce; and (5) Identify and Secure Funding. Member listing of Mission Growth Working Group is appended. (Contains 38 endnotes and 1 table.) [Additional writing and research support was provided by Sue Gander and Ryan Reyna.] [More] Descriptors: Armed Forces, Facilities, Educational Demand, Population Growth

Weatherston, Deborah J.; Moss, Barbara Dowler; Harris, Deborah (2006). Building Capacity in the Infant and Family Field through Competency-Based Endorsement: Three States' Experiences, Zero to Three. In 1994, The Michigan Association for Infant Mental Health (MI-AIMH) began the development of a credentialing process to define the skills and experiences needed by professionals in the infant mental health field. This article describes MI-AIMH's process to identify competencies for best practices and to establish a comprehensive system for the endorsement of practitioners in the infant and family field. The article also describes how the Texas Association for Infant Mental Health and the New Mexico Association for Infant Mental Health collaborated with MI-AIMH to purchasing a license to use the MI-AIMH competencies and endorsement materials to build their own state-specific endorsement program. [More] Descriptors: Mental Health, Infants, Credentials, Competence

Peterman, Leinda (2003). Teacher Models of Technology Integration, T.H.E. Journal. Provides examples of best practices in technology integration from five Technology Innovation Challenge Grant (TICG) programs, funded through the Department of Education to meet the No Child Left Behind technology goals. Highlights include professional development activities in Louisiana and New Mexico; collaborative learning applications; and online resources. Descriptors: Faculty Development, Technology Integration, Technology Uses in Education

Florez, Viola E. (2002). School/University Partnerships: An Agenda That Works, Teacher Education and Practice. Examines the importance of high quality teachers for urban schools, discussing best practices for high quality school- university partnerships and describing the University of New Mexico and Albuquerque Public Schools Partnership programs, which support collaboration as a strong component of university-level teacher preparation and provide teacher candidates with appropriate experiences and training to become high quality urban and rural teachers. [More] Descriptors: College School Cooperation, Elementary Secondary Education, High Risk Students, Higher Education

Ramaswami, Rama (2009). Even! But No Longer Odd, T.H.E. Journal. With hundreds of K-12 schools routinely offering online courses, the idea of a full-time virtual school is no longer as outlandish as it once may have seemed. Thanks to giant improvements in technology and the quality of their academic instruction, most virtual schools now hold a trump card they had not possessed: credibility. "There were many questions five years ago and not enough experience with online learning in the K-12 arena," says Dawn Nordine, director of instructional technology services for Cooperative Educational Service Agency (CESA) 9 in Tomahawk, Wisconsin, who also serves as the director of Wisconsin Virtual School. "I think there was doubt as to the academic progress a student could achieve online and the quality of the experience." "There used to be a lot of the same concerns with traditional schools as well," says Susan Patrick, president and CEO of the International Association for K-12 Online Learning (iNACOL), a nonprofit group, and former director of the Office of Educational Technology at the US Department of Education. Whatever skepticism lingers is being put to rest by early research that affirms the value of online instruction–and the value of the students receiving it. "All of the preliminary data," Patrick says, "shows that virtual school students are equal to or better than students in traditional schools." "As with many innovations, it has taken some time for best practices to emerge and quality-assurance mechanisms to be put in place," Timothy Snyder, executive director of Innovative Digital Education and Learning-New Mexico (IDEAL-NM), a public education program, says, "Those practices and mechanisms are now largely in place." And they have made all the difference to the value and rigor of online instruction, Snyder believes. "The look, feel, and overall quality of today's online courses are far beyond those that existed even five years ago." Even as entrenched as virtual schools have become, Patrick says some old biases remain. "There are still people in leadership positions in education who say, 'I don't understand how students can be successful when they don't have a teacher teaching them.' There "is" a teacher teaching them–a faculty member who is trained to teach online who is teaching the child in a new way. There are not people who are actively against online learning. They just don't know what it is." [More] Descriptors: Traditional Schools, Elementary Secondary Education, Academic Achievement, Online Courses

Bird, Keith W. (). Bridges to Opportunity for New Mexico. This document, presented in PowerPoint slide print-outs, discusses the Kentucky Community and Technical College System's role as strategic partner in Kentucky's economic and workforce development system. The KCTCS is composed of 25 colleges in sixteen geographic districts. The KCTCS has 3 main goals that it hopes to achieve by 2020: (1) access throughout the commonwealth to certificate, diploma, technical and transfer degrees; (2) training to develop a workforce with the skills to meet the needs of new and existing industries; and (3) remedial and continuing education to improve the employability of citizens. Special attention is given to the following areas and its significance to the KCTCS: (1) partnership with KERA; (2) partnership with adult education; (3) New Economy Initiative; (4) Perkins Profiling Project; (5) partnership with the WIA system; and (6) numerous certificate and licensure programs. Important elements of a successful planning process are discussed and set up as guidelines to follow for the KCTCS system. Some of these elements are a research base to guide strategic decisions, strategies that can be implemented at the community level, and guidelines for sustainability. The document concludes with the statement that "random acts of progress" lead to "best practices," which leads to strategic systems. [More] Descriptors: Community Colleges, Labor Force, Planning, School Business Relationship

US Department of Education (2008). Making Charter School Facilities More Affordable: State-driven Policy Approaches. Innovations in Education. Securing appropriate facilities can be a significant challenge for those intending to open a charter school. Although, like all public schools, charter schools receive per-pupil dollars from the state, they generally receive considerably less. Additionally, because traditional public schools rely on their district to provide their school facilities, they can spend 100 percent of their per-pupil operational funding on their instructional program, whereas most charter schools must stretch operational dollars to cover facilities costs as well. This guide profiles policy interventions from eight states (Arizona, California, Colorado, Massachusetts, Michigan, Minnesota, New Mexico, Texas) and the District of Columbia that have been developed to help charter schools address various facilities-related challenges. By adapting the models described to local contexts as well as generating new models, it is hoped that states across the nation can lay the groundwork for offering all public school students the facilities needed to reach their education goals. Three appendixes include: (1) Research Methodology; (2) Statutes Pertaining to State-level Funding, Finance, and Provision of Charter School Facilities; and (3) Resources. A Glossary of Finance-related terms is included. [More] Descriptors: Charter Schools, Educational Innovation, Educational Facilities, Educational Facilities Improvement

National Employer Leadership Council, Washington, DC. (). Best Practices in School-to-Careers: The Utilities Industry. This document highlights the school-to-careers (STC) partnerships connecting workplace experiences to classroom learning to prepare students for successful employment in the utilities industry. First, the current state of the utilities industry and careers in the utilities industry are reviewed. Next, the following organizations and employers are profiled: (1) the National Employer Leadership Council (NELC) Employer Participation Model (a resource for employers considering involvement in STC and education and community organizations seeking ways to reach out to employers); (2) Public Service Company of New Mexico, Albuquerque (conducting career talks to cultivate awareness of the energy field); (3) Detroit Edison (providing practical hands-on experience for young people to examine how computer science, engineering, and business administration apply in the real world); (4) Xcel Energy Corporation of Minneapolis, Minnesota (offering students opportunities to shadow with employers working in electrical and natural gas operations); (5) Williams (Tulsa, Oklahoma) (providing postsecondary internships in the natural gas industry); (6) Duke Power (Charlotte, North Carolina) (enhancing the knowledge, skills, and perspectives of science teachers); (7) New York State Electric and Gas, Lansing (energizing energy curricula); and (8) UGI Utilities, Inc. (Reading, Pennsylvania) (teaching employers and the community how to become involved in career awareness and development activities in school and at work). Concluding the booklet are strategies for getting involved in STC and a glossary. [More] Descriptors: Career Awareness, Career Exploration, Curriculum Development, Education Work Relationship

Ohio State Univ., Columbus. Coll. of Education. (). Contextual Teaching and Learning Teacher Education Programs. This report documents best practices in teacher education at five universities (George Washington University, Western Oregon University, the University of Louisville, Colorado State University, and the University of New Mexico). The universities were part of a project to identify and document how contextual teaching and learning can improve student achievement. Contextual teaching and learning involves teachers relating subject matter content to real world situations and helping students make connections between knowledge and its applications to their lives. The report contains five articles on best practices: "An Extraordinary Partnership Benefits Both Students and Teachers in Urban Areas" (George Washington University); "New State Standards Lead to Dramatic Changes in WOU's Teacher Education Program" (Western Oregon University); "Kentucky Education Reform Act Drives Educational Change" (University of Louisville); "Innovative Teacher Education Programs are a Success at CSU" (Colorado State University); and "A Long-Standing Partnership Benefits Pre-Service and In-Service Teachers" (University of New Mexico). A final article is entitled "The Office of Vocational and Adult Education and the National School-to-Work Office Fund Seven New Projects." [More] Descriptors: Academic Achievement, College School Cooperation, Context Effect, Educational Change

National Retail Federation, Washington, DC. (). Best Practices in School-to-Careers: The Retail Industry. This booklet, which is part of a series demonstrating the scope of employer involvement in school-to-careers, highlights the efforts of three retail employers and two "intermediary" organizations connecting workplace experiences to classroom learning for secondary education students. The introduction presents a series overview and lists the names, locations, and featured practices of the employers and organizations. The next sections examine the retail industry; reasons why school-to-careers is an ideal strategy for addressing retail industry skill needs; sales and service skill standards; and how the employer participation model works with students and teachers. These employers and intermediaries and their best practices are profiled: (1) the READY Program (Chicago, Illinois), which is helping employers provide a spectrum of opportunities for young people; (2) Sears (Albuquerque, New Mexico), which is helping prepare and hire from a trained pool of students; (3) Winn-Dixie (Jacksonville, Florida), which is highlighting career pathways from entry-level to vice president; (4) JCPenney (Dallas, Texas), which is taking part in curriculum development; and (5) Lancaster County Academy (Lancaster, Pennsylvania), which is serving all key partners. The following items are also included: (1) an annotated list of eight organizations and resources; (2) a glossary; and (3) a discussion of steps to build on the National Employer Leadership Council's agenda. [More] Descriptors: Academic Standards, Advisory Committees, Annotated Bibliographies, Career Awareness

Hospitality Business Alliance, Chicago, IL. (). Best Practices in School-to-Careers: The Hospitality Industry. This booklet highlights the efforts of four hospitality employers and one "intermediary" organization connecting workplace experiences to classroom learning for secondary school students. The introduction presents a series overview and lists the names, locations, and featured practice of the employers and organizations. The next sections examine the hospitality industry, reasons why school-to-careers is an ideal strategy for addressing hospitality industry skill needs, and how the employer participation model works with students and teachers. These employers and intermediaries and their best practices are profiled: (1) Holiday Inn (Somerville, Massachusetts), which is introducing students to the workplace through hands-on experience; (2) Baltimore Convention Center and 72 local restaurants (Baltimore, Maryland), which give students job shadowing opportunities; (3) The Outback Steakhouse (Denver, Colorado), which is building a strong foundation in skills through mentoring; (4) Hyatt Hotel (Savannah, Georgia), which is demonstrating that teachers can be students too; and (5) The Hospitality Business Alliance and New Mexico, which are bringing educators together to learn about industry needs and trends. The following items are also included: (1) an annotated list of eight organizations and resources; (2) a glossary; and (3) a discussion of steps to build on the National Employer Leadership Council's agenda. [More] Descriptors: Academic Standards, Advisory Committees, Annotated Bibliographies, Career Awareness

Benson, Chris, Ed. (2001). Teachers on Standards, Bread Loaf Teacher Network Magazine. This theme issue on standards contains 11 articles written by teachers of English and language arts in Bread Loaf's primarily rural, teacher networks. These narratives describe how teachers in Alaska, South Carolina, Ohio, Massachusetts, Kentucky, Arizona, and New Mexico are implementing state content standards while honoring local contexts for learning. Articles are: "A Call to Action: Standards in Alaska" (Scott Christian); "BLTN: Strengthening Best Practices in South Carolina" (Diane Crenshaw); "Raising the Bar with High Stakes Tests" (Hugh Dyment); "Excellence for All and from All: A Look at Standards in One Inclusion Classroom" (Lorrie Jackson); "Karina: A Personal Perspective on High Stakes Standards and Growth" (Tom McKenna); "Of Bombs, Blackness, and Beautiful Music" (poetry exchange between students in Massachusetts and Kenya) (Will Marinell, Lou Bernieri); "What Is Good Writing? Standard Deviation" (Jason B. Leclaire); "Listening to Voices: Integrating Standards and Culturally Relevant Content" (Maria Offer); "A Teamwork Approach to Implementing Curriculum Standards and School Reform" (Patricia C. Watson); "A Cross-Disciplinary BreadNet Exchange: Moving beyond the Facts" (Mary Lindenmeyer); and "Bridging the Gap with Communication Technology" (Lou McCall). This issue also contains "Aligning Electronic Exchanges with Standards: An Interview with Gail Denton" (Chris Benson, Gail Denton); brief articles on developments in the teacher networks and the Alaska teacher of the year; reports on state meetings of teacher networks; and lists of network members. Descriptors: Academic Standards, Accountability, Alaska Natives, Culturally Relevant Education

Information Technology Association of America, Arlington, VA. (). Best Practices in School-to-Careers: The Information Technology Industry. This booklet highlights the efforts of five employers that rely on information technology (IT) workers and one "intermediary" organization connecting workplace experiences to classroom learning for secondary education students. The introduction lists the employers' and organizations' names, locations, and featured practices. The next three sections examine the IT industry; reasons why school-to-careers is an ideal strategy for addressing information technology industry skill needs; skills and certifications; and how the employer participation model works with students and teachers. These employers and intermediaries and their best practices are profiled: (1) The Kemtah Group (Albuquerque, New Mexico), which promotes school-to-careers experiences for under-represented populations; (2) The Gallup Organization (Omaha, Nebraska), which is helping students explore and understand the needs and demands of technology-driven workplaces; (3) EDS (Dallas, Texas), which gives students work-based opportunities; (4) Manpower, Inc. (Milwaukee, Wisconsin), which provides training and certification opportunities for students; (5) Intel Corporation (Santa Clara, California), which is working with teachers to make a difference through technology; and (6) Greater Louisville, Inc. (Louisville, Kentucky), which is building coalitions to connect work and learning. The following items are also included: (1) an annotated list of eight organizations and resources; (2) a glossary; and (3) a discussion of steps to build on the National Employer Leadership Council's agenda. [More] Descriptors: Academic Standards, Adjustment (to Environment), Advisory Committees, Annotated Bibliographies

Benson, Chris, Ed. (2000). Professional Development, Bread Loaf Rural Teacher Network Magazine. This serial issue contains 12 articles on the theme of "Professional Development," specifically about how teachers in the Bread Loaf Rural Teacher Network (BLRTN) are fostering their own and each other's development as teachers. The BLRTN consists of approximately 260 rural teachers in Alaska, Arizona, Colorado, Georgia, Kentucky, Mississippi, New Mexico, South Carolina, and Vermont. Articles focus on academic conferences, online professional development and teacher collaboration, nontraditional teacher training in small rural schools, and weekend teacher workshops. Articles are: "From Personal Conversation to Professional Conference" (Taylor McKenna); "Staff Development in Remote Schools: A Testament to Teacher Networks" (Ginny Jaramillo); "Discovering Best Practices" (Helena Fagan, Tom McKenna); "On Becoming a Teacher and Writer" (Anne Shealy); "Creating Conditions That Foster Teacher Development" (Pam Landry, David Leo-Nyquist, Bill Rich); "Sustainable Partnerships: New Ideas for Professional Development" (Scott Christian); "Redemptive Conversations as Professional Development" (Dan Furlow, Barbara Pearlman); "The Key to Professional Development: Creating Interactive Peer Relationships" (Janet Atkins); "In the Trenches with Peer Mentors" (D. R. Boardman); "National Board Certification: A Complement to Bread Loaf" (Eva Howard); "Weekend Conversations" (members of Vermont BLRTN); and "Church Rock Elementary: An Environment for Teamwork" (Anne Berlin). [More] Descriptors: Collegiality, Computer Mediated Communication, Elementary Secondary Education, Faculty

Hubbard, Eleanor, Ed. (). Best Practices in Institutional Planning for Diversity. This monograph was created to help colleges and universities throughout the West strengthen their commitment to diversity. Twenty colleges and universities in four states–Idaho, New Mexico, North Dakota, and Oregon–participated in the Institute for Ethnic Diversity, with each campus, from large state research institutions to small community colleges, producing a locally developed diversity plan. Common strategies that emerged included the following: articulate the benefits of institutional diversity planning explicitly and clearly; develop a shared campus-specific vision; create a comprehensive institutional plan; include ongoing assessment and accountability measures; secure strong and active support from institutional leaders; ensure that all stakeholders participate in the planning process; establish open and ongoing communication with all campus constituencies; encourage campus leaders to deal with diversity issues and controversies in a direct manner; allocate sufficient resources for both planning and implementation; and seek out opportunities to work collaboratively with local, state, regional, and national bodies. Brief profiles of the seven institutions whose diversity plans are highlighted in this document are appended. Descriptors: Community Colleges, Diversity (Institutional), Governance, Higher Education

Robinson, Gail; Barnett, Lynn (). Best Practices in Service Learning: Building a National Community College Network, 1994-1997. AACC Project Brief. As part of the Learn and Serve America Program of the Corporation for National Service, the American Association of Community Colleges (AACC) has helped develop campus-based programs that have instigated a growing community college service learning network. Ten colleges, selected in a national competition for grants ranging from $2,000 to $12,000 per year, trained faculty and developed or strengthened relationships with organizations that offered service placement sites for students to address community needs. A variety of "best practices" evolved from the strategies and resources developed at the colleges. The project, which led to permanent service learning programs in all 10 colleges, grew around the key areas of model programs, mentor teams, and clearinghouses. Information regarding implementation, outcomes, and contacts is provided for each of the following service learning community colleges: Albuquerque TVI, New Mexico; Alpena, Michigan; Flathead Valley, Montana; Hocking College, Ohio; Johnson County, Kansas; Kapi'olani, Hawaii; Monroe, New York; Northern Virginia, Virginia; Prestonburg, Kentucky; and Truman College, Illinois. [More] Descriptors: Community Colleges, Cooperative Learning, Educational Development, Educational Facilities

DeWitt, Calvin W.; Nutter, Scott; Ayala, Mary; Hall, Debra (). Best Case Practices of Technology at Eastern New Mexico University. This paper presents examples of best case practices of technology use in classes at Eastern New Mexico University (ENMU). The examples include successful and not-so-successful applications, with insights on the overall process of incorporating technology into the classroom. The paper focuses on the authors' experience in languages, business, and science. The pedagogical and epistemological impact that technology has made in courses in these areas is discussed. Topics covered include: (1) an overview of ENMU's approach to utilizing technology; (2) computer facilities and services currently available on campus; (3) current challenges, including the fact that merely providing faculty with technology and know-how does not necessarily lead to the incorporation of technology in the classroom throughout campus, and the need for dissemination of examples of appropriate uses of technology; (4) examples and experiences, including approaches to technology utilization that exemplify a wide variety of strategies; (5) extending technology used in Modern Languages to other fields, including special language-learning software, pronunciation programs, World Wide Web-based assignments, videos, presentation software, and incorporating meaningful graphic images into classroom presentations and assignments; (6) business school applications and experience, including presentation graphics and interactive television (ITV); (7) simulations in science; and (8) ITV in distance education. [More] Descriptors: Appropriate Technology, Business Administration Education, Computer Simulation, Computer Uses in Education

Rude, Harvey; Gorman, Roxanne (). Navajo Nation Teacher Education Initiative. The Navajo Teacher Education Initiative was developed in 1992 to improve the quality of Navajo education through the recruitment and training of prospective Navajo educators. Currently, the 242 schools on or near the Navajo Nation are staffed primarily by non-Navajo teachers who often do not understand the significance of Navajo culture, history, language, and values. The Navajo Nation is the largest reservation in the United States and is located in Arizona, New Mexico, and Utah. Members of the initiative include Navajo Community College, the University of New Mexico, Northern Arizona University, Prescott College, Fort Lewis College, the University of Northern Colorado, and the Navajo Nation Division of Education. Objectives of the initiative include planning and implementing an integrated field-based teacher education program through a consortium of colleges and universities; integrating Navajo philosophy, language, and culture into required teacher education courses; developing a monitoring system for assessment of pilot projects; implementing a computerized Navajo teacher education tracking system; expanding curriculum developed by Navajo Community College and based on the Dine' Philosophy of Learning to other consortium members; disseminating best teaching practices through publications and presentations; and influencing legislative and policy development agendas regarding alternative teacher education efforts and funding policies. In November 1995, the Ford Foundation (sponsor of the consortium) and the American Association for Colleges of Teacher Education cosponsored a Navajo Nation Education Policy Forum that attracted 200 representatives of state education agencies, universities, state legislatures, local education agencies, and community and business interests. As a result of the forum, priority policy areas were identified. [More] Descriptors: Access to Education, American Indian Education, American Indian Reservations, Consortia

Middle Tennessee State Univ., Murfreesboro. (). Mid-South Instructional Technology Conference Proceedings (2nd, Murfreesboro, Tennessee, April 6-8, 1997). Papers in this proceedings explore the theme of rethinking teaching and learning through technology. Along with general session papers that address asynchronous learning networks and the World Wide Web as a classroom without walls, the document contains papers in the following eight tracks: (1) Assessing the Effectiveness of Technology in Teaching and Learning, including evaluation of a notebook computing project, evaluation of three educational online delivery approaches, and return on instructional technology investment; (2) Distance Learning/ITV (Interactive Television), including training faculty to teach via two-way ITV, converting a desktop video conferencing system to classroom use, designing the computer-mediated conference, and hardware/software to support distance learning; (3) Faculty Development, including getting faculty and technology together, master classrooms at Middle Tennessee State University (MTSU), meeting faculty training needs in instructional technology, and MTSU's Digital Media Center; (4) Harnessing the Web for Instruction and Research, including creating a course homepage and practical tips/strategies for finding information on the Internet; (5) Instructional Technology Case Studies, including helping faculty create course Web pages, interactive television vs. a traditional classroom setting, best case practices of technology at Eastern New Mexico University, and the nature of teaching and learning in multimedia laboratory classrooms; (6) The Internet: An Electronic Course Delivery System, including enhancing learning through electronic communication technologies, a post-Gutenberg student research project, incorporating JavaScript in a Web-based multimedia development course, using electronic media to teach on-campus courses, and trailblazing/innovation; (7) Technology and Pedagogy, including critical thinking skills in a technology-related class, the virtual global village, the high-tech humanist, and DVI (Digital Video Interaction) in multimedia post-production techniques; and (8) University/K-12 Partnerships in Instructional Technology, including children's/young adult literature on the Internet, multimedia for middle level science teachers, a multimedia training program for K-12 teachers, and the University/Public School Keypals project. Papers from a workshop and several electronic demonstrations are also included. [More] Descriptors: Case Studies, College School Cooperation, Computer Uses in Education, Distance Education

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Bibliography: New Mexico Cultural Influences in Education

Bibliography: "new+mexico"+"cultural+influences"_1 1_20161008
Date: 2016-10-08T16:07-06:00 | URL: eric.ed.gov… | Range: 1-1; Total Pages = 1 | Total Citations = 15

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

Trujillo, Michael L. (2008). Onate's Foot: Remembering and Dismembering in Northern New Mexico, Aztlan: A Journal of Chicano Studies. This essay analyzes the historical construction of "Spanish" icons in northern New Mexico and the complex Hispanic and Chicano identities they both evoke and mask. It focuses on the January 1998 vandalism of a statue depicting New Mexico's first Spanish colonial governor, Don Juan de Onate. The removal of the Onate statue's foot references a brutal colonial encounter in 1599, when Onate ordered the amputation of one foot each from Pueblo men in the rebellious Native American village of Acoma. In this case study, national and regional narratives as well as self-consciously oppositional narratives collude, conflict, and supplement one another. I conclude that the vandalized statue offers a dynamic and "open" icon that powerfully represents the contradictions of New Mexican Chicana/o identity, shedding light on the complex and contradictory identities of all Mexican-origin peoples in the United States. [More] Descriptors: Mexican Americans, American Indians, Mexicans, United States History

Amezcua, Luis G. (2013). An Exploration of the Relationships between Language, Culture, Safety, and Training in the Construction Workforce in New Mexico, ProQuest LLC. The purpose of safety training is to avoid or at least decrease the number of work-related accidents and deaths. This study was concerned with the role that native language plays in effective training of adult construction workers in New Mexico. Specifically, this study examined workers' and trainers' perceptions of the effectiveness of safety training as these perceptions relate to language and cultural considerations. Bilingual safety training is often ineffective because the trainers are limited in their use of the second language. In some cases, individuals without a true grasp of the second language become trainers due to the large demand for bilingual trainers in what may be lucrative job opportunities. In other cases, trainers may be competent in both languages on a social level, but are not able to convey accurately technical information. Four instruments were used: Questionnaire for Workers, Questionnaire for Trainers, "Cuestionario para Trabajadores," and "Cuestionario para Entrenadores." Each questionnaire had two sections. The first section asked a series of demographic and contextual questions; the second section asked the two groups, workers and trainers, for levels of agreement with safety training statements. A comments section at the end of the survey encouraged participants to offer suggestions for improvements and/or include any general remarks. This exploratory study of the relationships between language, culture, safety, and training in the construction workforce in New Mexico provides a solid basis for further research and also may be utilized as a tool to raise awareness of trainers and companies of the importance of health and safety training. Most importantly, qualified trainers who understand the principles of andragogy are needed. The ANSI Standard Z490.1 includes all aspects of adult education and provides guidance as to how to implement effective training. The conclusions of the study have clear policy implications, which are discussed in detail in this 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: Safety, Training, Construction Industry, Skilled Workers

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

Freeman, Janet (2010). It's Time to Talk: Tribal Colleges Tackle Culture of Silence about Suicide, Tribal College Journal of American Indian Higher Education. Compared to the general population, American Indians are experiencing an alarmingly increased rate of suicide, which some estimate at 50% higher than other ethnic groups. On the campuses of some tribal colleges, things look equally bleak, with 15% of students reporting that they seriously considered suicide over the past 12 months. While the reasons for this tragedy are myriad and complex–and much remains to be done–some tribal colleges in New Mexico, Montana, Nebraska, and North Dakota, are facing the crisis head-on, instituting prevention programs designed to reach students before they even set foot on campus. Culture-specific programs are pivotal for the success of suicide prevention at tribal colleges; research indicates that students who are more culturally and spiritually connected exhibit fewer suicidal tendencies. By engaging the community at large and incorporating cultural traditions, a tribal college can go a long way toward ensuring its students will seek help when they need it. [More] Descriptors: Prevention, American Indians, Suicide, Tribally Controlled Education

Kachina, Olga A. (2011). Teaching a Geographical Component in World History Curriculum, Contemporary Issues in Education Research. This article is devoted to the topic of teaching a geographical component in World History curriculum in American public high schools. Despite the fact that the federal legislation entitled "No Child Left Behind" (2001) declared geography as a "core" academic subject, geography was the only subject dropped from federal funding. As a result, geography as a separate subject in the majority of public schools around the country ceased to exist. California, New Mexico, and Rhode Island have adopted state standards of combined course of World History and Geography. However, a small geography segment included within the World History course has not been sufficient to provide students with a satisfactory level of geographical literacy. American students show their lack of geographical knowledge in one study after another even though the 21st century is an era of globalization and increasing international relationship. The geopolitical approach to teaching the World History course promoted in this paper can improve the situation significantly in a relatively short period of time. This geopolitical approach stresses the connection between history and geography. It involves an analysis of a county's economy, culture, domestic and foreign policies as directly connected to its geography. This approach improves students' analytical thinking and conceptual understanding. [More] Descriptors: World History, History Instruction, Geography, High Schools

Goodkind, Jessica R.; Gonzales, Melissa; Malcoe, Lorraine H.; Espinosa, Judith (2008). The Hispanic Women's Social Stressor Scale: Understanding the Multiple Social Stressors of U.S.- and Mexico-Born Hispanic Women, Hispanic Journal of Behavioral Sciences. Measurement of social stressors among Hispanic women is a growing and important area of study, particularly in terms of understanding explanatory mechanisms for health disparities. This study involved adaptation of the Hispanic Stress Inventory and the Latin American Stress Inventory to create a measure of social stressors specifically for both immigrant and nonimmigrant Hispanic women. The measurement development process included review of existing scales, focus groups with Hispanic women (U.S.- and Mexico-born) in New Mexico, and creation, pilot testing, and factor analysis of a 41-item scale. Results indicate that the Hispanic Women's Social Stressor Scale is a reliable and valid measure of the social stressors experienced by U.S.-born and Mexico-born Hispanic women in the Southwest. Factor analyses revealed six reliable and conceptually distinct sub-scales of social stressors: immigration, socioeconomic, racism-related, familial, parental, and employment. Convergent and criterion validity were supported. [More] Descriptors: Stress Management, Females, Focus Groups, Predictive Validity

Johnson, Natasha Kaye (2009). Cross Country, Rodeo, Archery: Navajo Athletic Programs Give Students Running Start, Tribal College Journal of American Indian Higher Education. While tribal college athletic programs were not designed to market the colleges, there is no denying they have generated positive attention and have perhaps even helped to highlight the colleges' purpose. Dine College and Navajo Technical College are among a handful of tribal colleges who have made athletic programs a priority. They have since witnessed the positive impact on their students' overall success and in the process, have been able to tout the colleges' achievements to the general public. Mainstream 4-year colleges clearly have advantages over the chronically under-funded tribal colleges in athletics, such as state-of-the-art facilities and financial backing, but tribal colleges are making strides in building strong athletic programs. The cost of facilities and travel prevents a number of tribal colleges from participating in intercollegiate sports. Southwestern Indian Polytechnic Institute (SIPI) was established in Albuquerque, New Mexico, in 1971 and has an enrollment of 900 students annually. While it has had athletic programs in the past, it has not been able to establish a permanent intercollegiate athletic program. As SIPI and other tribal colleges try to build athletic programs, the strong tribal college athletic programs may help pave the way for them. This article highlights the successes of the nationally recognized Navajo Technical College and Dine College cross country, rodeo, and archery teams. [More] Descriptors: Navajo (Nation), College Athletics, Technical Institutes, Tribally Controlled Education

Vigil, Antonio (2006). Aztlanscape, Aztlan: A Journal of Chicano Studies. "Aztlanscape" is a painting that explores the notions of history, migration, and cultural exchange. It depicts various places with significant relationships to one another, reconfigured into a new landscape. The specific locales used in this painting are Albuquerque, New Mexico; Oakland, California; and Mexico DF, Mexico. These cities have a personal significance because the author has lived in all three. Much of the author's work takes place between two societies and cultures, Mexican and American. Between these spaces, notions are challenged, negotiated, and combined. Identities both personal and cultural begin to evolve. Through these images, the author explores ideas of history, memory, and migration on both personal and cultural levels. He uses landscapes with shared political, economic, and cultural histories to illustrate both the cohesion and disjuncture created by migration and cultural exchange. [More] Descriptors: Foreign Countries, Migration, Cultural Influences, Painting (Visual Arts)

Deschenie, Tina (2008). Sports Drove Silva to Teach Wellness, Tribal College Journal of American Indian Higher Education. This article profiles teacher Leroy Silva (Laguna), 27, a.k.a. "Buster". Silva describes himself as an active guy who stays busy working out, playing basketball, softball, and more recently golf, soccer, and lacrosse. He teaches personal wellness and sports (not physical education), a job he began in 2006. Before that he was a trainer at the Laguna Pueblo Wellness Center, his first job after graduating from Haskell Indian Nations University in Lawrence, Kansas. He earned two degrees at Haskell: an Associate Degree in Health, Physical Education, and Athletics in 2003 and a Bachelor's Degree in American Indian Studies in 2005. Although he didn't plan to become a teacher, Silva says he has always known he wanted to make a difference with youth. When he began exploring the Native American Community Academy (NACA) position he spent two weeks deliberating before finally taking the leap at the urging of his mother, Joan Silva. Since he didn't major in education, Silva is working on alternative licensure by developing a portfolio that addresses New Mexico state teaching competencies. Kara L. Bobroff (Lakota/Navajo), the founding principal of NACA, says Silva is a strong role model for the students. He emulates the core values, mission, and vision of the school: college success, knowing his own culture and language, practicing personal wellness, and being committed to community and service. [More] Descriptors: Role Models, American Indians, American Indian Education, Wellness

Watts, Linda K. (2001). Applying a Cultural Models Approach to American Indian Substance Dependency Research, American Indian and Alaska Native Mental Health Research. American Indian "cultural models" of substance dependency and recovery were developed based on discourse analysis during ethnographic studies at an Indian rehabilitation clinic and with New Mexico Pueblo youth. Incorporating such social constructions of everyday life into the design and implementation of prevention and intervention programs may support local cultural revitalization while increasing program relevance and effectiveness. (Contains 30 references.) Descriptors: American Indian Culture, American Indians, Community Attitudes, Cultural Influences

Lubin, Shami (1972). New Mexico Campaigns Against Hunger and Malnutrition, Opportunity. Describes the nutritional needs of individuals in New Mexico, and the efforts of the Nutrition Improvement Program (NIP) of the University of New Mexico School of Medicine at Albuquerque to remove hunger and malnutrition. Descriptors: Cultural Influences, Health Programs, Hunger, Nutrition

Garcia, Flaviano Chris (1974). Manitos and Chicanos in Nuevo Mexico Politics, Aztlan. The article briefly reviews New Mexico's political history, surveys the present socio-political status of its Spanish speaking population, and examines the effects of the Chicano Movimiento on Manitos in New Mexico. Descriptors: Comparative Analysis, Cultural Influences, History, Political Divisions (Geographic)

Peshkin, Alan (2000). The Nature of Interpretation in Qualitative Research, Educational Researcher. Addresses the process of interpretation from a study of the academic achievements of Native American high school students in New Mexico, illuminating the relationship of researcher subjectivity to the many decision points that each process of interpretation embodies. The article also contains a counterpoint of problematics that reveals where alternative interpretive decisions could have been made. Descriptors: Academic Achievement, American Indian Culture, American Indian Education, American Indians

Aguirre-Bielschowsky, Ikerne; Freeman, Claire; Vass, Eva (2012). Influences on Children's Environmental Cognition: A Comparative Analysis of New Zealand and Mexico, Environmental Education Research. This paper investigates Mexican and New Zealand children's conception of the environment and their understandings of environmental issues, focusing on how personal experiences, culture and school-based environmental education (EE) programmes influence their perspectives. Sixty Year 5 children (age 9-11) from three schools in Dunedin (New Zealand) and three schools from Ensenada (Mexico), their teachers and school principals were interviewed. The study found that children from both cities had limited opportunities for contact with nature. Most children understood the environment as nature, and did not typically link environmental problems to human activities or social causes. Rarely were children critical of the effect of socio-economic structure on the environment. The analysis shows that children's understandings of the environment are connected to their personal experiences and mediated by culture. Children from Ensenada had a more global perspective on environmental issues but a more passive attitude towards their local environment, participating in fewer environmental activities than children from Dunedin. In both countries, children from schools with an EE programme did translate environmental practices learnt at school into environmental practices at home. Based on our results, EE could be improved by considering the cultural context, enhancing children's contact with nature, encouraging critical thinking and more environmental activities. [More] Descriptors: Environmental Education, Global Approach, Foreign Countries, Comparative Analysis

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Bibliography: Chicanos and Education in New Mexico

Bibliography: Chicanos+"new+mexico"_1 6_20161009
Date: 2016-10-09T19:59-06:00 | URL: eric.ed.gov… | Range: 1-6; Total Pages = 6 | Total Citations = 80

Trujillo, Michael L. (2008). Onate's Foot: Remembering and Dismembering in Northern New Mexico, Aztlan: A Journal of Chicano Studies. This essay analyzes the historical construction of "Spanish" icons in northern New Mexico and the complex Hispanic and Chicano identities they both evoke and mask. It focuses on the January 1998 vandalism of a statue depicting New Mexico's first Spanish colonial governor, Don Juan de Onate. The removal of the Onate statue's foot references a brutal colonial encounter in 1599, when Onate ordered the amputation of one foot each from Pueblo men in the rebellious Native American village of Acoma. In this case study, national and regional narratives as well as self-consciously oppositional narratives collude, conflict, and supplement one another. I conclude that the vandalized statue offers a dynamic and "open" icon that powerfully represents the contradictions of New Mexican Chicana/o identity, shedding light on the complex and contradictory identities of all Mexican-origin peoples in the United States. [More] Descriptors: Mexican Americans, American Indians, Mexicans, United States History

Bebout, Lee (2007). Hero Making in El Movimiento: Reies Lopez Tijerina and the Chicano Nationalist Imaginary, Aztlan: A Journal of Chicano Studies. This article explores sites of tension and influence between the New Mexico land grant movement and Chicano nationalism. While these efforts diverged often in terms of aims and strategies, they nonetheless found common ground, shaping arguments and providing support to each other during critical years. Moreover, central to their convergence was a moment of historical confluence. I argue that the infamous June 5, 1967, raid propelled Reies Lopez Tijerina and the Alianza Federal de Mercedes to national attention at a moment when Chicano nationalism was just emerging but had not solidified political, spiritual, or philosophical grounds for unification. By examining popular movement discourse, this article demonstrates how the raid transformed Tijerina into a living embodiment of the revolutionary/bandido trope, how that trope was used to draw these projects together, and ultimately how the image of Tijerina conflicted with the reformist strategies of Tijerina, the man. [More] Descriptors: Nationalism, Foreign Countries, Hispanic Americans, United States History

Ramirez, Catherine S. (2004). Deus Ex Machina: Tradition, Technology, and the Chicanafuturist Art of Marion C. Martinez, Aztlan: A Journal of Chicano Studies. The visual art of Marion C. Martinez is examined. Through technology, Martinez reproduces and transforms traditional Indo-Hispanic art forms, at the same time, underscores New Mexico's history as a dumping ground for technological waste. Descriptors: Visual Arts, Artists, Technology, Hispanic American Culture

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

Padilla, Fernando V. (1974). Socialization of Chicano Judges and Attorneys, Aztlan. The article traces the socialization patterns among the Chicano bar and judiciary in Arizona, California, Colorado, New Mexico and Texas. New Mexico's Chicano bar is detailed and examined. Descriptors: Age, Cognitive Development, Court Judges, Educational Background

Grinberg, Jaime; Saavedra, Elizabeth R. (2000). The Constitution of Bilingual/ESL Education as a Disciplinary Practice: Genealogical Explorations, Review of Educational Research. Provides a cultural and political critique of the constitution of bilingual/English-as-a-Second-Language (ESL) education as a disciplinary practice in New Mexico. Uses genealogical and postcolonial, poststructural, and critical frameworks to show that the directions advanced by the Chicano/Chicana movement have been lost, replaced by an education that is not emancipatory for marginalized students. Descriptors: Bilingual Education, Cultural Awareness, Discipline, Educational Practices

Garcia, Flaviano Chris (1974). Manitos and Chicanos in Nuevo Mexico Politics, Aztlan. The article briefly reviews New Mexico's political history, surveys the present socio-political status of its Spanish speaking population, and examines the effects of the Chicano Movimiento on Manitos in New Mexico. Descriptors: Comparative Analysis, Cultural Influences, History, Political Divisions (Geographic)

Padilla, Fernando V.; Ramirez, Carlos B. (1974). Patterns of Chicano Representation in California, Colorado, and Nuevo Mexico, Aztlan. The pattern of Chicano political representation in the territorial and state legislatures of California, Colorado, and New Mexico was examined. Descriptors: Legislators, Mexican Americans, Political Affiliation, Political Power

Murphy, R. Paul (1974). Interference, Integration, and the Verbal Repertoire, International Journal of the Sociology of Language. A study of integration of English lexicon into the Spanish spoken in New Mexico considers formal English, formal Spanish and the informal mixture spoken by local Chicanos. Descriptors: Bilingualism, Dialect Studies, Interference (Language), Language Research

Vigil, Antonio (2006). Aztlanscape, Aztlan: A Journal of Chicano Studies. "Aztlanscape" is a painting that explores the notions of history, migration, and cultural exchange. It depicts various places with significant relationships to one another, reconfigured into a new landscape. The specific locales used in this painting are Albuquerque, New Mexico; Oakland, California; and Mexico DF, Mexico. These cities have a personal significance because the author has lived in all three. Much of the author's work takes place between two societies and cultures, Mexican and American. Between these spaces, notions are challenged, negotiated, and combined. Identities both personal and cultural begin to evolve. Through these images, the author explores ideas of history, memory, and migration on both personal and cultural levels. He uses landscapes with shared political, economic, and cultural histories to illustrate both the cohesion and disjuncture created by migration and cultural exchange. [More] Descriptors: Foreign Countries, Migration, Cultural Influences, Painting (Visual Arts)

Cordova, Teresa (2002). Problem-Solving Research: Strategic Engagement in Community Development and the Resource Center for Raza Planning, Aztlan: A Journal of Chicano Studies. The Resource Center for Raza Planning (RCRP) at the University of New Mexico helps Mexican American college students use research to meet the needs of their communities. The formation and early development of RCRP are described, followed by its work on policy and planning related to community economic development. Implications for universities working with communities are discussed. Descriptors: Action Research, Community Development, Community Planning, Higher Education

Gutierrez, Ramon A. (2007). Reflections on 1972, Aztlan: A Journal of Chicano Studies. In this article, the author reflects on the events that took place in the year 1972. The author was a junior at the University of New Mexico back then, refusing to eat or buy grapes and lettuce, picketing grocers who did not carry United Farm Workers of America produce. He and his buddies cast their votes against granting Richard Nixon a second term. Nightly he prayed for a just and more peaceful world amid flickering candles to St. Jude, to St. Anthony, to the crucified Christ. His missives of supplication seemed to float into thin air without a listener or response–until, of course, the death of J. Edgar Hoover was announced in May of that year. The war in Vietnam raged on and on. At home in the United States, the war was raging just as fiercely. The peace movement and the repressive government response to it were politicizing Americans–Mexican Americans among them. In particular, the heavy-handed tactics of the Federal Bureau of Investigation were pushing many young Mexican Americans toward a greater consciousness of their own status as an oppressed and racialized minority. Despite their patriotism to the United States and heroic participation in the Vietnam War, their demand for an equal place in the American society was systematically denied. Thirty years earlier, in 1942, Mexicans in the United States were still trying to prove their American identity, despite their citizenship. More than thirty years later, in 2007, Mexicans in the United States still struggle for their rights and dispute those who would declare them felons for having crossed the border when indeed the border has long ago crossed them. [More] Descriptors: Foreign Countries, War, Patriotism, Peace

Grieshop, James I.; Harris, Mary B. (1974). Effects of Mode of Modeling, Model Age, and Ethnicity on Rule-Governed Language Behaviors, Journal of Educational Psychology. The effect of three model variables on student performance of syntactic and semantic language behaviors in the absence of direct or vicarious reinforcement was examined. Subjects were sixth-grade students of both sexes attending New Mexico Schools. Half of the subjects and models were Chicanos and half were Anglos. Descriptors: Anglo Americans, Elementary Education, Ethnic Groups, Imitation

Race Relations Reporter (1974). Reporter Lead-In. Includes a report on the link between the Republicans and Chicano radicals, a hard look at Jesse Jackson, a surprise from the Supreme Court, a brief account of a television dispute in New Mexico, a report on renewed gang violence in Los Angeles schools, and a summary of important and revealing events in January and February. Descriptors: American Indians, Black Community, Broadcast Television, Community Leaders

Martinez, Paul E. (1979). Serna v. Portales: The Plight of Bilingual Education Four Years Later, Journal of Ethnic Studies. A class action suit brought against a New Mexico school district claiming discrimination against Mexican Americans is reviewed. Accounts of interviews and opinions presented by the district superintendent and other educators and researchers regarding the lack of progress toward improving opportunities for Chicanos through court ordered programs are presented. Descriptors: Bilingual Education, Court Litigation, Elementary Secondary Education, Equal Education

Casso, Henry J., Ed.; Roman, Gilbert D., Ed. (). Chicanos in Higher Education: Proceedings of a National Institute on Access to Higher Education for the Mexican American (Albuquerque, New Mexico, July 1975), . In July 1975, a national institute was held in Albuquerque, New Mexico, to propose ways of improving Chicano access to higher education. The institute, dedicated to the memory of New Mexico educator Dr. Dolores Gonzales, brought together Chicano educators and representatives of public and private universities, state governments, and the Federal government. They examined the patterns of education and racism that encouraged Chicano students to drop out long before college and proposed educational and political reforms to make bilingual/bicultural education a reality. The proceedings of the institute propose higher education reforms such as open universities, flexible admission standards, Chicano colleges, and increased financial aid. Also discussed is the employment of Chicanos as faculty members and administrators in institutes of higher learning, and ways to improve Chicano participation in these areas. Other topics discussed are the current trends in student admissions and compliance, designing programs for Mexican Americans in higher education, the ineffective mechanisms of affirmative action plans in an academic setting, testing, curriculum, and Chicano alternatives in higher education. Descriptors: Access to Education, Administrators, Affirmative Action, Change Strategies

Rainwater, Jerry A. (). Comprehension Characteristics of Chicano and Non-Chicano Students at Eastern New Mexico University, . A study was undertaken to determine if differences existed between Chicano and non-Chicano students enrolled in the college reading improvement program and if Chicano students evidenced any comprehension characteristics unique to them as a group which would justify special instructional programing. Of the 184 subjects selected for the study, 69 were Chicano. The Davis Reading Test Form 1A was used; it is an instrument which measures five types of comprehension, three of which–factual recall, main idea, and inference–were selected for measurement in this study. Results of the study showed that there are significant differences in reading comprehension between the two groups. Data showed no differences between Chicanos and non-Chicanos who were poor or average readers, but showed definite differences between Chicanos and non-Chicanos who were good readers. It was concluded that this difference was caused by inferential comprehension. [More] Descriptors: American Indians, Anglo Americans, College Students, Content Area Reading

Lopez, Ronald W.; And Others (). Chicanos in Higher Education: Status and Issues. Chicano Studies Center Publication, Monograph No. 7, . Compiled to provide a national picture of Chicanos in higher education, this report provides a profile of Chicanos in higher education, with emphasis on enrollment patterns. Based on census and Office of Civil Rights data, the data are mainly for 1970, although information for other years both before and after 1970 is also included. Information pertains to: the response of higher education to Chicanos; Chicano representation in higher education; issues facing Chicanos in higher education (access, retention and attrition, faculty, administration, funding, instruction and curriculum, Chicano Studies, research, and survival); the eligible population; undergraduate and graduate enrollment; enrollment by fields of study; and brief case studies of select institutions. The data indicates that Chicanos are under-represented at all levels of higher education. The proportional representation of Spanish-surnamed people declines the higher the level of education. Relatively higher percentages of Chicano enrollment are found in Arizona, California, Colorado, New Mexico, and Texas which have the highest percentages of Chicanos in the general population. High percentages of Spanish-surnamed people are also found in the educational institutions of Florida and New York where the Cuban and Puerto Rican populations respectively are concentrated. These 7 states accounted for 83% and 80% of all Spanish-surnamed enrollment in higher education in 1970 and 1972 respectively. [More] Descriptors: College Freshmen, College Students, Declining Enrollment, Dental Schools

1974 (). Rio Grande Youth Care Center. Final Report, . A non-profit counseling and referral center, the Center was established in 1972 to alleviate delinquency problems in Los Lunas (New Mexico), with special reference to Chicanos. The Center used specific direct youth services to identify: barriers to services for Chicanos in Los Lunas and to provide referral services to overcome those barriers; methods to increase the capability of a neighborhood Chicano group to provide services; methods to increase the participation of Chicano youth in the decision-making process of social services at the state and local level; and methods of dealing with and alleviating the problem of cultural and racial differences. Personal interviews were conducted with 250 Chicano youth; 3,200 questionnaires were administered to youth, school teachers and administrators, youth serving agencies, and law enforcement personnel. Utilizing a statewide children and youth resource directory and staff personal knowledge, agencies with specific services to the Chicano community were identified. Chicano professional manpower and organizations provided training sessions to increase the staff's capacity in program development and management. Between 1972 and 1974, the Center served 316 youth, of which 80% were Chicanos. The program was successful in its efforts to: prevent delinquency, promote Chicano involvement and attitude change, and develop rapport between youth, parents, school and public agencies. Descriptors: Alcoholism, American Indians, Black Youth, Community Services

Galvan, Roberto A.; Teschner, Richard V. (). El Diccionario Del Espanol Chicano (The Dictionary of Chicano Spanish), . This is a supplementary dictionary of the Spanish spoken by Chicanos in the states of Texas, California, Arizona, New Mexico, Colorado, and Florida. The nearly 8,000 entries represent a compilation of Chicano words and phrases not typically found in standard dictionaries. Items are listed alphabetically in Spanish, followed by an English definition. This is intended, however, as a supplement to full-length dictionaries of standard Spanish. Appendices contain proverbs and sayings, a brief discussion on verbs ending in -iar and -ear, and a bibliography. Descriptors: Definitions, Dialect Studies, Dictionaries, Glossaries

New Mexico Highlands Univ., Las Vegas. (). Chicano Mobile Institutes, 1973-1974, . The Chicano Mobile Institute's (CMI) goal for fiscal year (FY) 1973-74 was to: improve the quality and equality of education and to meet the needs of Chicano students in public and private institutions of higher learning throughout the participating states. Its objectives were to: (1) prepare personnel in higher education who are concerned with the needs of students from low income and ethnically different families; (2) identify and document problem areas affecting Chicanos at the higher education level of the educational process; (3) identify proven and innovative solutions to the problems; and (4) effect the implementation of the proven solutions by decision-making bodies in the educational process. The National Advisory Board for Chicano Mobile Institutes, state coordinators, project director, and staff met at the National Evaluation Conference (held at Ghost Ranch, Abiquiu, New Mexico) to assess and write this final report for CMI FY 1973-74. This final report consists of the individual state report summaries for Arizona, Colorado, Nevada, New Mexico, Texas, and California. These reports are intended to give the most salient recommendations and suggested solutions to the Chicano student's problems which were the actual outcome of the CMI held in each of the respective states. [More] Descriptors: Advisory Committees, Bilingual Education, Community Involvement, Demography

Chicano Communications Center, Albuquerque, NM. (). 450 Years of Chicano History in Pictures/450 Anos del Pueblo Chicano, . For use with junior and senior high school students, this book presents more than 250 drawings and pictures, with an introduction and brief texts in English and Spanish, depicting 450 years of Chicano history. The book covers: Mexico before the Spanish Conquests, Spain's colonization of the Southwest, the United States war on Mexico, events in the Southwest after the U.S. take-over, the Mexican Revolution, the increased migration from Mexico, the Chicano's role in building agriculture and industry, labor struggles of the 1900's, the Depression, World War II and Chicano participation, and the Chicano "movement" since the 1960's. Among the events covered are: El Grito de Dolores, the El Paso Salt War of 1877, the 1933 "riots" at Pixley (California), the Great Pecan Strike, the 1951 Miners Strike at Silver City (New Mexico), the Grape Strike, and the Farah Strike in Texas and New Mexico. Among the Chicanos discussed are: Father Miguel Hidalgo, Jose Maria Morelos, Joaquin Murieta, Tiburcio Vasquez, Elfego Baca, Gregorio Cortez, Carmen Serdan, Dolores Jimenez y Muro, Francisco "Pancho" Villa, Emiliano Zapata, Valentina Ramirez, Emma Tenayucca, Reies Lopez Tijerina, Olga Talamante, Cesar Chavez, Dolores Huerta, Ruben Salazar, and Inez Garcia. Descriptors: American History, Community Leaders, Cultural Context, Culture Conflict

Goho, Tom; Smith, David (). A College Degree: Does it Substantially Enhance the Economic Achievement of Chicanos? Center for Business Services Occasional Paper No. 503, . Determining the earning patterns of 2 major Southwestern groups–Anglos and Chicanos–the study assessed the relative values of higher education to each group. Male alumni between the ages of 22 to 55 from New Mexico State University were studied. Of the 30% response return in December 1972, approximately 89% were from Anglos and 11% from Chicanos. Data were compared for average salary according to age and year of entry into the university. The study found that recent Chicano graduates were earning less than Anglo graduates, although the difference disappeared in less than 10 years. It also concluded that less than a 4-year college education provided the Chicano with only marginal economic benefits, since those with 1 to 3 years of college earned only 10% more than high school graduates. Much of this might be explained by a dual labor market and low salary expectations, although evidence suggested that the financial ill effects of discrimination disappear with job experience. [More] Descriptors: Anglo Americans, Careers, College Students, Educational Objectives

Garcia, Rodolfo (). Educational Hierarchies and Social Differentiation: The Structural Patterns of Chicano Participation in Colleges and Universities in the Southwest, 1972-1976, . The enrollment patterns of Chicanos in colleges and universities of the Southwest were examined for 1972, 1974, and 1976, and enrollment patterns were compared to graduation data for Chicanos for the academic year 1975-76. Comparative data for whites and blacks were also examined. The primary sources of data were the compliance surveys conducted by the U.S. Office for Civil Rights. The analysis was conducted for Arizona, California, Colorado, New Mexico, and Texas. It was found that Chicanos are underrepresented in colleges and universities of the southwest and that they are less well represented than either blacks or whites. Chicanos were much more likely than whites, and slightly more likely than blacks, to enroll in two-year colleges. Chicanos' share of bachelor degrees were conferred in proportion to their enrollment in the undergraduate upper levels. Chicanos are least well represented in the major research universities that grant the doctorate. Implications of the findings to the issue of equal access to higher education are considered. Additionally, literature and research on Chicanos in higher education is reviewed and considered in relation to educational stratification. An interpretation of the expansion and differentiation of higher education systems is presented to provide a context for analyzing the participation of Chicanos in higher education. The discussion considers the expanded role of educational institutions in the economic structure and the structural character of system expansion. A bibliography is appended. Descriptors: Access to Education, Bachelors Degrees, Black Students, College Attendance

Quintana, Francis, Comp. (). The Brown Paper: Education and Chicanos in New Mexico, 1973-74, . Goals of the New Mexico Chicano Mobile Institutes were to: improve the quality and equality of education to meet the needs of Chicano students in public and private institutions of higher learning throughout the State; and prepare personnel in higher education to meet the needs of students, from low income and ethnic minority families, attending all public and private schools in the State. Persons identified as having some influence on the education of Chicanos in New Mexico were invited to participate in two 2-day institutes. Since participants had to pay for their own expenses, they were asked to participate through correspondence if unable to attend. Of the 158 persons identified, 62 did not respond, 59 corresponded by mail, and 38 actually participated. The first institute identified, defined, organized, and documented all problem areas affecting Chicanos at all educational levels. The second reviewed the problems identified in the first institute, then identified, defined, and related proven innovative solutions to the problems. Both institutes were conducted in a very successful manner. A synopsis of both institutes is given in this paper. Also included are: a list of all people responsible for education in the State; analysis of statewide testing; pupil enrollment by school district; and summaries of four Civil Rights reports pertaining to education in the Southwest. [More] Descriptors: Civil Rights, Community Involvement, Early Childhood Education, Educational Improvement

Ludwig, Edward W., Ed.; Santibanez, James, Ed. (). The Chicanos; Mexican American Voices, . Articles, fiction, and poetry that form a picture of Chicano life today are presented in this anthology of writings about Mexican Americans. Included are reminiscences of Mexican American childhood, accounts of Chicanos in the American school system, reports on strikes by Chicano workers, and poems and stories that reflect the hard realities of poverty and alienation. The book is divided into 6 sections: The Fields of the Past; La Raza in the Fields Today; The Barrios, a Growing Awareness; Education, a Way In or Out; Facing Anglo Society; and Between Two Worlds. Among the contributors are Cesar Chavez, who discusses the California grape strike; Joan Baez Harris, who describes her experiences as a Mexican American; and Reies Lopez Tijerina, who writes from prison on the Alianza activities in New Mexico. Descriptors: Anthologies, Culture Conflict, Educationally Disadvantaged, Ethnic Stereotypes

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

Sotomayor, Frank (). Para Los Ninos — For the Children: Improving Education for Mexican Americans, . The U.S. Commission on Civil Rights conducted the Mexican American Education Study between 1969 and 1974. Drawn from the published and unpublished findings of this study, this report discusses the education of Mexican Americans in the 5 Southwestern states of Arizona, California, Colorado, New Mexico, and Texas, where about 85 percent of all Chicanos live. Additional material was obtained from interviews with students, parents, and educators throughout the Southwest. Topics discussed are: (1) the first day of school for a Chicano; (2) what students feel; (3) what teachers expect of Chicanos; (4) what schools are doing; and (5) bilingual/bicultural education. The report of the Mexican American Study are listed. [More] Descriptors: Academic Achievement, Attitude Change, Bilingual Education, Counselor Attitudes

Burrola, Luis Ramon; Rivera, Jose A. (). Chicano Studies Programs at the Crossroads: Alternative Futures for the 1980s. Working Paper #103, . Fiscal reductions as well as growing conservatism may have a profound impact on many university programs, including Chicano Studies programs, which are expanding into research, publications, and other areas. To frame the issues of greatest concern to Chicano Studies programs, a small research effort at the University of New Mexico involved the input of 12 knowledgeable respondents at universities in the West and Southwest United States. The respondents served on a Delphi Panel and responded to two questionnaires. On the first, they suggested key issues for Chicano Studies programs. On the second, they ranked the importance of seven current and eight future issues, chosen from the responses to the first questionnaire. Respondents indicated that curriculum issues, academic quality, the potential for program consolidation, and the potential for program expansion were the most important current and future issues. Other issues included renewed interest in Chicano Studies, greater career orientation of Chicano programs, and broadened support for Chicano programs. The report presents five scenario themes for future research: status quo, consolidation/absorption, obsolescence, program development, and post-revisionist. Descriptors: Activism, Curriculum Development, Delphi Technique, Educational Environment

Hernandez, Leodoro (). Language of the Chicano. Bilingual Education Paper Series, Vol. 3, No. 1, . Chicano Spanish in not only a product of two languages, but also the influence of middle-class environment and immediate realities. These realities are much different from those in Mexico, even though they derive from it, having a strong relationship to all factors that constitute social level and status. Three principal dialects are: Tex-Mex, spoken in Texas; Manito, spoken in New Mexico, Arizona, and Colorado; and Calo, spoken in California. Chicano Spanish is not something to be ignored; it's the mother tongue of several million Chicanos and their only link to their culture. When teachers know what makes Chicanos tick, where they're coming from, they can be much more effective in improving the educational level of Chicanos. The Bilingual Education Act of 1968 brought about a rash of crash programs to educate children in two languages. Because the Chicano spoke broken English and/or had a Spanish surname, it was assumed the language they were comfortable with was Spanish; no real assessment was made. Bilingual teachers must know who the student is, their knowledge level of Spanish, and the type of Spanish used. Every child speaks the language of the family and community; therefore, family and community must be involved in bilingual education. Descriptors: Bilingual Education, Bilingualism, Community Involvement, Cultural Awareness

Ortego, Felipe, Comp.; Conde, David, Comp. (). The Chicano Literary World–1974. The National Symposium on Chicano Literature and Critical Analysis (1st, Las Vegas, New Mexico, November 1974), . Over 200 participants from 10 states and 17 universities attended "The First National Symposium on Chicano Literature and Critical Analysis." Five of the papers presented at the symposium are given in this publication. The papers cover Chicano poetry, novel, drama, and popular folklore humor. "National Character vs Universality in Chicano Poetry" sets forth the notion that national traditions are adaptations of universal styles and national character is or should be but a step toward universality. The new "space" (identity) of Chicano art or literature is related to the definition of the Chicano national character in "The Space of Chicano Literature." In "La Prosa Chicano: Tres Epigones de la Novela Mexicana de la Revolucion", three novels are reviewed–Tomas Rivera's "Y no se lo trago la tierra", Rolando R. Hinojosa-S.'"Estampas del valle y otras obras", and Miguel Mandez-M.'s "Peregrinos de Aztlan." Humor as a tool of artistic expression is the topic of "Chicano Folklore: Raza Humor in Texas." Although the title indicates a Texas context, many of the situations and expressions are part of the national Chicano experience. "Satire: Techniques and Devices in Luis Valdez"Las Dos Caras del Patroncito'" traces the exchange of roles between the oppressor and the oppressed. Descriptors: Analytical Criticism, Characterization, Conferences, Drama

Ortiz, Leroy; Chavez, Luisa (). The Development of Culturally Relevant Spanish Literacy Materials, . A number of issues related to the production of literacy materials for the Chicano children of New Mexico are discussed. First, a historical survey gives some idea of the way in which instructional materials available for use with Spanish-speaking children have contributed to cultural estrangement and alienation from their own particular home and community culture. Following this, a discussion of sociolinguistic issues indicates what is involved in the preparation of instructional materials designed to move children into bilingualism, bi-literacy, and biculturality. In a final section, the "Tierra de Encanto" reading series is reviewed and indications are given on the way it was particularized to meet the needs of Spanish-speaking children in New Mexico. Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Cultural Background

Acuna, Rodolfo (). Occupied America. The Chicano's Struggle Toward Liberation, . Covering the period from 1819 to the present, this book presents the history of Chicanos in the United States with emphasis on the Southwest. The monograph is divided into 2 parts: (1) the U.S. conquest of the Southwest during the 19th century and (2) the experiences of Chicanos in the 20th century. In Part I, the historical myth that the Anglo American people brought democracy to the Southwest and "liberated" the area from Mexican tyranny is challenged by giving a historical overview of the U.S. Southwest. This overview covers the conquest of Mexico, the Mexican-American War, the methods of colonization in the Southwest, and instances of Mexican resistance against their oppressors. The conquest and colonization of Texas, New Mexico, Arizona, and California are discussed in separate chapters. Part II, "A Radical View of the 20th Century Chicano," discusses the importation of Mexicans, their migration patterns, public opinion towards their immigration, legislation pertaining to Mexicans, and education and religion in relation to the Mexicans. Several labor strikes, such as the Cantaloupe Strike, the Di Giorgio Strike, and the San Antonio Pecan Shellers' Strike, are discussed, along with the attempts by the Chicanos to unionize. The Chicano movement is also reviewed from its beginning to the present. A subject index is provided. Descriptors: Activism, Anglo Americans, Braceros, Catholics

McAlpine, Dave (). The Occurrence of Beliefs and Legends in Selected Chicano Literature from 1959-1979, . Six Chicano anthologies, five novels, and one poem written between 1959 and 1979, selected for their usefulness as texts for a Chicano literature course, were investigated for occurrence of folk beliefs and legends. The 1959 novel "Pocho" contained one reference to a belief. In the 1967 poem "I Am Joaquin" were references which suggested the influence of legend. Two folk beliefs appeared in the novel "Chicano" (1970). One selection in the anthology "The Chicanos" (1971) featured four folk beliefs. The 1972 novel "Bless Me, Ultima" presented the reader with the greatest number and most skillful use of folkloric motifs, as well as witchcraft, curses and a legend from the Indian heritage of New Mexico. The anthology "Aztlan" (1972) contained references to legends about Joaquin Murrieta and la Llorona, a ghost. Another anthology, "Mexican-American Authors" (1972), contained only two examples of legends. Two legends appeared in another anthology, "Songs & Dreams" (1972). Three beliefs and legends were found in "Yearnings," a companion anthology. Some excellent beliefs and legends appeared in the anthology "We Are Chicanos" (1973). The novel "Heart of Aztlan" (1976) was an excellent source of New Mexican folklore. The novel "Tortuga" (1979) contained several beliefs and mentioned la Llorona. [More] Descriptors: Beliefs, Cultural Background, Folk Culture, Hispanic American Culture

Esquibel, Antonio; Casso, Henry J. (). A Report on the National Institute of Education/National Education Task Force de la Raza Symposium (Albuquerque, New Mexico, July 25-26, 1974), . Participating in the "NIE/National Education Task Force de la Raza Symposium" were 57 of the nation's top Chicano educators. During the Symposium's 2 days, these Chicano educators interacted with 5 National Institute of Education (NIE) staff members. Objectives of the Symposium included: (1) to review NIE's 1975-76 Multicultural Agenda; (2) to review previous input conference reports; (3) to identify Chicano funded projects; (4) to seek commitments from NIE; and (5) to improve a rapidly deteriorating relationship between NIE and the Chicano community. Symposium activities consisted of large group presentations and interaction sessions, as well as small groupwork sessions. The participants had and took the latitude of changing the proposed agenda. Recommendations and action plans were formulated by the participants in the areas of: (1) a Collegium of Chicano Scholars; (2) a R & D Center for Chicano education; (3) curriculum; (4) linguistics; (5) psychological testing; (6) sociocultural implications; (7) NIE's policy, governance and personnel; (8) technology and Chicano education; and (9) educational finance as it effects equal educational opportunities for Chicanos. This report, based on the information generated during the Symposium, presents a historical review of the Symposium's development, objectives, activities, and participants' recommendations. Descriptors: Conference Reports, Conferences, Curriculum, Educational Finance

Fernandez, Celestino (). Schooling in the Borderlands: Neglect, Inequality and Cultural Conflict, . Of the more than 2 million Spanish-surnamed students enrolled in the public elementary and secondary schools, more than 70% are located in the five Southwestern states of Arizona, California, Colorado, New Mexico, and Texas, and of these more than 95% are Mexican Americans. However, in all five Southwestern states the proportion of Chicano students to Anglo students decreases at every level, due mainly to the higher attrition and dropout rate for Chicanos than for Anglos. Two key resources are recommended to those interested in understanding the Chicano experience in schools. First is Thomas Carter's "Mexican Americans in School: A History of Educational Neglect," and the second is a set of six reports published between 1970 and 1974 by the U.S. Commission on Civil Rights. Four other publications are briefly noted in this paper. Results of research in the literature are discussed in the areas of achievement, self concept, aspirations, and bilingual/bicultural education of Chicanos. The basic conclusion reached is that the literature available is minimal, inferior in quantity and quality, and falls far short of providing a basis for comprehensive assessment of the problems in Chicano education or a basis for formulation of policies to ameliorate these problems. [More] Descriptors: Academic Achievement, Aspiration, Bilingual Education, Elementary Secondary Education

Larralde, Carlos (). Mexican-American: Movements and Leaders, . Biographical studies of 20 influential Chicano leaders trace Mexican American history from 1848 to the present. The book is organized chronologically by four historical periods: (1) The Cortinista Movement, 1848-1876; (2) The Teresita Movement, 1888-1905; (3) The Magonista Movement, 1904-1919; and (4) The Chicano Activists, 1920 ;o the present. Men and women from all walks of life and possessing diverse styles of leadership are represented. Juan Cortina, soldier and statesman, gives his name to the first period, when he called for Chicano unity following the Mexican American War. The second period, corresponding to Porfiro Diaz's presidency in Mexico, is named for Teresa Urrea, mystic and evangelist, who became the symbol of many campaigns against Diaz. The third period is named for the brothers Ricardo and Enrique Magona, journalists and union organizers. Chicano activists in the fourth period include Octaviano Larrazola, New Mexico governor; Emma Tenayuca, labor organizer; and Corky Gonzales, leader of student causes. The biographical sketches, drawn from primary sources as well as published documents, include personal history, family background, and anecdotal material in addition to the biographee's contributions to the Chicano movement. Footnotes follow each biography; appendices contain a chronology, an index, and notes on the photographs that illustrate the text. Descriptors: Activism, Biographies, Change Agents, Civil Disobedience

Uranga, Susan Navarro (). The Study of Mexican American Education in the Southwest: Implications of Research by the Civil Rights Commission, . The United States Commission on Civil Rights conducted a 4-year study of Chicano education in the Southwest and compiled information on conditions in the schools attended by Chicanos, educational practices in these schools, and educational achievement of Mexican American students in these districts. Data were compiled in 3 phases: a stratified random sample of all school districts in the United States, a mail survey of 538 districts and 1,166 schools throughout the Southwest, and a field study of 52 schools in California, New Mexico, and Texas. Findings include that the Mexican American public school pupils are severely isolated by district and schools within districts, Chicanos are underrepresented on school professional staffs and on boards of education, and the majority of Mexican American staff and school board members are found in predominantly Mexican American schools or districts. It was also found that the proportion of minority students who remain in school through the 12th grade is lower than that of Anglo students, that a disproportionately large number of Chicanos lack reading skills commensurate with age and grade level, that the reading achievement drop is severe for minority children as they advance in age and grade, that grade repetition rates for Mexican Americans are higher than for Anglos, that Mexican Americans are as much as 7 times as likely to be overage as Anglos, and that Chicanos are underrepresented in extracurricular activities. [More] Descriptors: Academic Achievement, Boards of Education, Civil Rights, Economic Factors

Metcalf, Allan A. (). Chicano English. Language in Education: Theory and Practice, No. 21, . The English spoken by Spanish-surnamed Americans of the southwestern United States often has a Spanish flavor, even though the speakers may have no competence in Spanish. This Chicano English is discussed in a series of descriptions based on a number of previous studies of regional variations. Each description covers pronunciation, intonation, stress, vocabulary, and syntax. Regions covered include California (East Los Angeles, Riverside and vicinity, Redwood City, Los Angeles, Long Beach, and Whittier), Arizona, New Mexico (Las Vegas), and Texas (San Antonio in the 1950's and in 1970, Fort Worth-Dallas, and Austin). From the evidence of the individual descriptions, certain general conclusions are drawn about the linguistic feature of Chicano English, and especially about its dependence on Spanish influence. Pedagogical implications of this Spanish background are briefly discussed. A partially annotated bibliography is appended. [More] Descriptors: Bilingual Education, Dialect Studies, English, Intonation

Garcia, Juan R., Ed; And Others (). In Times of Challenge: Chicanos and Chicanas in American Society. Mexican American Studies Monograph Series No. 6, . This anthology compiles articles and essays on Chicano and Chicana political concerns in the 1980's, on cultural aspects of the Chicano experience, and on historical issues and events. The papers are: (1) "Chicano Politics after 1984" by Christine Marie Sierra; (2) "Hacia una Teoria para la Liberacion de la Mujer" (analysis of the relationship of women's economic exploitation to patriarchal and racial oppression) by Sylvia S. Lizarraga; (3) "The Chicano Movement and the Treaty of Guadalupe Hidalgo" by Richard Griswold del Castillo; (4) "Assimilation Revisited" (social mobility versus cultural loss) by Renato Rosaldo; (5) "En Torno a la 'Teoria de las Dos Culturas' y su Aplicacion a la Literatura Chicana" (examination of Dieter Herms' application of Lenin's theory of two cultures to Chicano literature) by Lauro Flores; (6) "Anticlericalism in Two Chicano Classics" by Lawrence Benton; (7) "The Relationship of Spanish Language Background to Academic Achievement: A Comparison of Three Generations of Mexican American and Anglo-American High School Seniors" by Raymond Buriel and Desdemona Cardoza; (8) "The Causes of Naturalization and Non-Naturalization among Mexican Immigrants" by Celestino Fernandez; (9) "The Los Angeles Police Department and Mexican Workers: The Case of the 1913 Christmas Riot" by Edward J. Escobar; (10) "The Rediscovery of the 'Forgotten People'" (the socioeconomic situation of the Taosenos–Chicanos in Taos County, New Mexico–since they were studied by George Sanchez in 1940) by Ruben Martinez; and (11) "La Vision de la Frontera a Traves del Cine Mexicano" (historical analysis of Mexican movie depictions of the border region) by Norma Iglesias. Descriptors: Anthologies, Mexican American History, Mexican American Literature, Mexican Americans

Santana, Ray; And Others (). Parameters of Institutional Change: Chicano Experience in Education, . During the 1960's, the Chicano movement directed considerable attention, energy, and resources toward educational change. The predominant mood was optimism and anticipation of major institutional change; the predominant tactic used was militant confrontation. Countless confrontations occurred and numerous plans and strategies for educational change were formulated during this period. These led to varying degrees of change. Composed of 2 parts, this publication examines and assesses the Chicanos' efforts to create institutional change. Case histories of Chicano experiences in attempting to create educational change are discussed in Part I. Among these are: (1) the Los Angeles Blowouts in East Los Angeles in March-April 1968; (2) the conference in Santa Barbara in April 1969 which resulted in "El Plan de Santa Barbara"; (3) Chicano Commencement which was a mass walkout of the June commencement at San Jose State College in 1968; and (4) the Bilingual/Bicultural program in Silver City, New Mexico. Part II consists of conceptual essays bearing directly on experiences described in the case histories that reflect on the cultural relevance and the idealogical, legal, and political characters of educational institutions. Descriptors: Bilingual Education, Case Studies, Change Agents, Change Strategies

National Council of La Raza, Washington, DC. (). Proceedings of the Symposium on Chicanos and Welfare (Albuquerque, New Mexico, November 19-20, 1976), . The five papers presented at the symposium were discussed and reacted to by the participants. In "Values, Ideology and Social Services" a socio-philosophical approach is used to compare Chicano values to the origins and development of the values behind the Social Welfare System. "An Oral History of a Mexican Immigrant" presents the story of a 75-year-old Mexican woman who, at an early age, was faced with the adjustments and difficulties entailed in immigrating to the United States. A socio-cultural approach is used to document the values, attitudes and motives of a Mexican immigrant and her family. In "The Effects of the Welfare System on the Chicano Elderly", the economic and social conditions of the older Chicano generation are described in detail. A review is made of the government programs available to them and the effects the welfare practices and value system have on the Chicano elderly. The theoretical justification for these programs is also discussed. "The Welfare System's Impact on the Chicana: A Beneficiary's Perspective" describes the situation which motivated the formation of organizations that would advocate for the presentation of the rights of the Chicana when dealing with social service programs, discusses the failure of some Federal programs to meet their objectives, and gives case studies which illustrate problems encountered by Chicanas when participating in the various welfare programs. The final paper provides a statistical analysis of Chicanos and other Hispanic groups on the various public assistance programs. The symposium's plenary group discussion is summarized. Descriptors: Attitudes, Case Studies, Conferences, Cultural Influences

Martinez, Reynaldo L.; And Others (). Mexican-Americans in the Southwest, . Of the 10 million Mexican Americans in the United States, 90% reside in the southwestern states of California, Colorado, Arizona, New Mexico and Texas. Historically, the acquisition of Spanish speaking citizens by the U.S. has resulted from military conquest. Yet, Mexican Americans did not have a significant political voice until the high fatality rate of Mexican Americans in World War II prompted the formation of the American G.I. Forum and the League of United Latin American Citizens. Both groups have served as vehicles for expression of numerous Mexican American concerns and issues. The economic, social and educational levels of this population are "shockingly" low. Most Chicanos do not have the training and background to obtain good paying jobs. Thus the Chicanos' economic level is a reflector of the educational structure. Social discrimination, stemming from an ethnocentric attitude, prevails despite legal sanctions guaranteeing equal opportunities. The Chicano movement is slowly changing this; but it is a slow process. Both the Catholic and Protestant churches are also beginning to take a larger role in "El Movimiento". A new religious renaissance is spreading, emphasizing self-assertion, indigenous leadership and a pluralistic spirit of existence. The Chicano's philosophy of education is currently being re-defined to emphasize internal examination of one's self-worth and to provide a specific set of values which provide orientation toward the individual viewed as independent of external measures. Descriptors: Cultural Interrelationships, Cultural Traits, Culture Conflict, Dissent

Hernandez-Chavez, Eduardo, Ed.; And Others (). El Lenguaje de los Chicanos (The Language of Chicanos). Regional and Social Characteristics of Language Used by Mexican Americans, . The following articles are included in this anthology on Chicano speech: (1) "Mexican Spanish," D.N. Cardenas; (2) "The Archaic and the Modern in the Spanish of New Mexico," J. Ornstein; (3) "Problemas Lexicograficos del Espanol del Sudoeste," A.M. Espinosa, Jr.; (4) "Associative Interference in New Mexican Spanish," J.B. Rael; (5) "Some Aspects of Arizona Spanish," A.C. Post; (6) "Dialectal and Nonstandard Forms in Texas Spanish," D.M. Lance; (7) "Variations in Los Angeles Spanish Phonology," R.N. Phillips, Jr.; (8) "El Habla y la Educacion de los Ninos de Origen Mexicano en Los Angeles," Y. Lastra de Suarez; (9) "Chicano Spanish Dialects and Education," E. Garcia; (10) "Spanish-English Bilingualism in San Antonio, Texas," J.B. Sawyer; (11) "Speech Mixture in New Mexico: The Influence of the English Language on New Mexican Spanish," A.M. Espinosa; (12) "Adaptation of English Borrowing," J.D. Bowen; (13) "Some Lexical Characteristics of San Jose Spanish," A. Beltramo and A. de Porcel; (14) "Spanish-English Code Switching," D.M. Lance; (15) "Cognitive Aspects of Bilingual Communication," J.J. Gumperz and E. Hernandez-Chavez; (16) "Chicano Multilingualism and Multiglossia," F. Penalosa; (17) "Social Functions of Language in a Mexican-American Community," G.C. Barker; (18) "Pachuco: An American-Spanish Argot and Its Social Function in Tucson, Arizona," G.C. Barker; (19) "Assessing Language Maintenance in Spanish-Speaking Communities in the Southwest," A.D. Cohen; and (20) "The Acquisition of Grammatical Structures by Mexican-American Children," G. Gonzalez. Descriptors: Bilingualism, Child Language, Code Switching (Language), Cognitive Processes

Fuller, Mary Lou; Casaus, Luis (). The Divorced Chicana of Northern New Mexico, . County demographic records and the voluntary responses of 80 Chicanas to a questionnaire and a self-concept examination were analyzed to identify the patterns, problems, and dynamics in the lives of divorced Northern New Mexico Chicanas. The women, half of whom were divorced and most of whom were Roman Catholics, were from urban Bernalillo County and non-urban San Miguel County. Chicano divorce rates were lower than expected in both places. Eighty percent of the non-urban divorced women, 79% of the urban divorced women, and 60% of the married women received salaries. Among divorced women, 50% earned less than $5000/year and 52.2% received no child support. Most additional financial support came from the families of non-urban divorced women and from the friends of their urban counterparts. Emotional support from the Church was important to all divorced women. Non-urban non-custodial parents (fathers) visited their children more often than urban fathers, but visitation rates for both groups exceeded national averages. The self concepts of the four groups of women were remarkably similar. Chicano culture, the influence of the Church, and a non-urban setting may inhibit the divorce rate. Descriptors: Demography, Divorce, Employment Level, Employment Statistics

Rodriguez del Pino, Salvador, Ed.; And Others (). Proceedings of the National Exploratory Conference on Chicano Sociolinguistics (Las Cruces, New Mexico, November 6-8, 1974). Purpose of the conference was to develop a set of priorities for sociolinguistic research on the Chicano community over the next 3 to 5 years. The conference was designed to develop guidelines for such research. Workshops dealt with specific areas of sociolinguistic theory, applied sociolinguistics, and sociolinguistic research policy guidelines. Topics covered were: (1) language varieties and attitudes toward language, (2) sociolinguistics and bilingual education, (3) Spanish language instruction for Chicanos, (4) language creativity in the Chicano community, (5) language policies and the Chicano community, (6) publication and dissemination of Chicano language materials, and (7) guidelines for sociolinguistic research. After the workshops, a plenary session was held to present workshop summaries and resolutions to the group as a whole. Prepared from transcriptions of recorded sessions and from notes taken at the workshop sessions, this report includes a summary of the workshop discussion and recommendations, a brief analysis of the workshop proceedings, a presentation of the final plenary session, and a list of participants. The proceedings appear in both English and Spanish in order to reproduce the actual linguistic setting of the workshops. Where the workshop was conducted primarily in Spanish, a short summary in English is provided. Descriptors: Attitudes, Bilingual Education, Community Influence, Conference Reports

Stabler, Karen, Comp. (). Chicano Studies: A Bibliography of Primary Reference Sources. This document provides primary references (mostly in English) on Chicano topics and a basic strategy for researching topics related to Chicanos. The document suggests beginning with dictionaries and encyclopedias as starting points for research. Journals are the best source for current information on a topic. Several indexes list references to journal articles in the field of Chicano studies. CD-ROM databases offer an exciting new approach to the retrieval of citations of journal articles. These include INFOTRAC Academic Index, PsychLIT, ERIC, and ABI/INFORM. Books are not as current as journal articles but will provide more comprehensive coverage of a subject. Sources that may also be helpful include other bibliographies, biographies, directories, statistical references, atlases, genealogical sources, and government documents. In each entry, the bibliography provides the call number of the New Mexico State Univerity Library, the title, publisher, publication date, and a short description of the reference, where appropriate. The document also offers tips for using the various sources. Descriptors: Abstracts, Annotated Bibliographies, Biographies, Databases

Serrano, Hector M. (). The Mexican-American and Dramatic Literature. In the area of the arts, the Mexican American has discovered a rich cultural heritage which gives him a strong sense of pride and a deep feeling of satisfaction. A new interest in the literature of Mexico and the Southwestern states of Texas, Arizona, New Mexico, Colorado, and California has started the Chicano people reading classic and modern works written in Spanish. The area of dramatic arts has developed a special kind of theater as a result of this movement of ethnic interest: Teatro Chicano. This "teatro" is, in essence, what its name suggests: half Mexican and half Anglo American. Teatro Chicano was created as a direct reply to both Mexican and American writers of dramatic literature. Its ultimate goal is to give the Mexican American in the United States a new, accurate, and proud picture of himself. This thesis provides a short history of the theater and its singular progress in modern times. The treatment of the Mexican American in the theatrical literature of Mexico and by American dramatists such as Maxwell Anderson and Tennessee Williams is reviewed. Excerpts from the plays of Celestino Gorostiza, J. Humberto Robles, Maxwell Anderson, Tennessee Williams, and Luis Valdez are given. Descriptors: Characterization, Cultural Awareness, Drama, Hispanic American Literature

Southwest Network, Hayward, CA. (). Directorio Chicano, Third Edition. A Resource Listing of Chicano Media: Print & Film. Based on data from a questionnaire mailed to about 235 identifiable Chicano media sources from February through May 1976, this directory presents the name and address of each media group; name of organization, if applicable; how long they have been in existence; their publication's focus, language and frequency; and subscription rates. The 190 entries were classified according to research centers, publishers, distributors/booksellers, journals/magazines, newsletters, pinto newsletters (unbound publications printed on a regular or irregular basis as information sources for prison inmates), newspapers (in California, Colorado, New Mexico, Oregon, Texas/Arizona, and Midwest/East), film producers/distributors, and films. A listing of 175 inactive media groups is also included. About two-thirds of all the inactive entries are for media that has been inactive for more than two years. Descriptors: Directories, Filmographies, Films, Mexican Americans

de la Torre, Adela; Rochin, Refugio I. (). Directory of Chicano Studies Programs in California and the Southwest. The directory identifies 38 Chicano/Mexican American studies programs at major universities and colleges in the Southwest, particularly California. It presents information on programs by location, faculty, goals and objectives, and final degrees offered. Following an introductory section, Section II describes programs at California State University affiliates in Chico, Dominguez Hills, Fresno, Fullerton, Hayward, Humbolt, Long Beach, Los Angeles, Northridge, Sacramento, San Bernardino, San Diego, San Francisco, San Jose, Sonoma, Stanislaus, Pomona, and San Luis Obispo. Section III presents details about programs affiliated with University of California campuses at Berkeley, Davis, Irvine, Los Angeles, Riverside, San Diego, Santa Barbara, and Santa Cruz. Private California college programs at Claremont Colleges, Loyola Marymount, Stanford, University of Santa Clara, and University of Southern California are listed in Section IV. Section V contains information about selected public university programs at the University of Arizona, University of Colorado (Boulder), New Mexico State University (Las Cruces), University of New Mexico, Pan American University, University of Texas (Austin), and University of Texas (El Paso). [More] Descriptors: Course Objectives, Degrees (Academic), Educational Objectives, Ethnic Studies

Aleman, Ramon (). [Chicano Counselor Training: Curriculum and Beyond Curriculum]. The particulars of the evolved curriculum and how the training has evolved around the change-agent concept are stressed in this presentation. The measure of success achieved in attempting to influence the staff and course of studies of the regular guidance department is also emphasized. The curriculum of this counselor training institute has, from the start, reflected the change-agent concept. The approach is based on the proactive model of counseling wherein the counselor initiates attempts to reach students in their own environment (including neighborhood hangouts, clubs, schoolyards or homes.) Formal attempts at effecting change within the University of New Mexico are also discussed. [More] Descriptors: Change Agents, Counseling Theories, Counselor Training, Cultural Pluralism

Rodriguez Pino, Cecilia, Comp. (). Selected Bibliography of Spanish for Native Speaker Sources. This bibliography was prepared for middle school and high school teachers participating in a conference at New Mexico State University (July 14-18, 1993), to assist in research and pedagogical endeavors in the teaching of Spanish to native speakers. It is presented in two parts. The first is a bibliography edited by Francisco J. Ronquillo, which includes citations of materials, in these categories: Spanish language textbooks and readers (23 citations); general bibliography (95 citations); video recordings (18 citations); computer-assisted instruction (8 citations); dictionaries (5 citations); curriculum guides (2 citations); and Chicano literature (8 citations). The second part includes photocopies of articles by Isabel Schon and annotated bibliographies on science materials, children's literature, and materials on Mexico published in Spanish. [More] Descriptors: Computer Assisted Instruction, Curriculum Guides, Dictionaries, Heritage Education

Foos, Donald D., Comp. (). Proceedings of the HEA Title II-B Institute on Continuing Education Program Planning for Library Staffs in the Southwest, March 17-28, 1975. The proceedings of the Institute on Continuing Education Program Planning for Library Staffs in the Southwest contain historical and state-of-the-art information, needs assessments, program planning information, program descriptions and the Continuing Education for Library Staff program. The continuing education needs of medical, school, special, academic, and children's librarians are discussed, as well as the training needed to meet the special requirements of Blacks, Chicanos, and American Indians. Other articles describe a game plan for the continuing education planning and development process, new learning media, automated services, the Continuing Library Education Network and Exchange, and library programs in Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. Results of the evaluation surveys conducted on the institute are included, as are the working forms, letters, and papers needed in organizing it. There is also information about institute participants, as well as a list of institutes in the Southwest, 1968-1974. [More] Descriptors: College Libraries, Conference Reports, Disadvantaged, Educational Media

Tuskegee Inst., AL. (). National Center for the Training of Educational Resource Agents to Serve Rural Minorities. The Preparation of Problem Solving/Development/Diffusion Personnel to Serve Rural/Minority/Culturally Limited Populations. A blueprint for Educational Resource Agents (ERA's) has been compiled by a consortium consisting of the National Federation for the Improvement of Rural Education, Tuskegee Institute, New Mexico State University, University of North Dakota, Northwest Regional Educational Lab., Southwestern Cooperative Educational Lab., Appalachia Educational Lab., and Southeastern Education Lab. A 42-month cooperative thrust is proposed to train 48 recruits as ERA's. Design stresses effective communication within a rural, culturally limited, minority school setting with a high degree of generalizability for the urban counterpart. Program elements include performance criteria/accountability; 1-week key staff training at Tuskegee Institute; 2-week common core teaching; rotation of participants through all field, lab, and campus components; 4-week rotational internship in rural schools and kindred agencies settings; and a trends seminar. Recruits from 3 test states with heavy minority populations (Alabama, Black; New Mexico, Chicano/Indian; and North Dakota, Indian) will be educators who are high communicators having peer acceptance from target populations. Purposive dissemination and internal-external evaluation are built-in. National needs and job opportunities for ERA's have been established via the Clark and Hopkins survey. Descriptors: American Indians, Blacks, Change Agents, Diffusion

Rodrigues, Raymond J. (1981). A Longitudinal Study of Bilingual English Syntax, Aztlan–International Journal of Chicano Studies Research. Compares 1973 and 1978 studies of the English syntactic proficiency of bilingual Mexican-American fourth- and ninth-grade Spanish/English speakers in Las Vegas (New Mexico). Shows that students enrolled in bilingual education throughout the elementary school years perform better on syntactic maturity measures than do their counterparts not enrolled in bilingual education. Descriptors: Bilingual Education, Bilingual Students, Elementary Secondary Education, English (Second Language)

Arora, Shirley L. (1982). A Critical Bibliography of Mexican American Proverbs, Aztlan–International Journal of Chicano Studies Research. The 19-item bibliography surveys the compilations of Mexican-American proverbs published to date and describes each entry (categorized by region–California, New Mexico, Texas, Mexico) in terms of type and quantity of material included, presence or absence of interpretive comments or translations, sources, organization, and accuracy of presentation. Descriptors: Annotated Bibliographies, Correlation, English, Mexican Americans

Valverde, Leonard A. (). Office for Advanced Research in Hispanic Education: Project Activities and Accomplishments 1979-1983. Final Report. The Office for Advanced Research in Hispanic Education, funded from 1979 to 1983, was established to support research and to disseminate findings that focused on policy formation or policy implications for Hispanic education at all levels. During its 3 years of funding, the Office supported 16 research proposals in Texas, New Mexico, California, Arizona, and Virginia. The Office also supported two round table seminars (on bilingual education and Title VII programs) and an invitational symposium on Hispanics in higher education. The report includes a description of 15 of the funded projects, giving the title, the investigators and their affiliations, and an abstract of the project. The projects included studies of immigrant and Hispanic children in public schools, Hispanic administrators, Chicano students in higher education, college attrition, Chicano student retention and achievement, bilingual education, early childhood bilingual education, interdependent/cooperative bilingual education, school district structure and innovation, Mexican American student achievement, health and mental health needs of rural south Texas children, Hispanic females' aspirations, bilingual teacher and student language behaviors, and the impact of mandated enrollment of undocumented students. The report also includes summary information about the round table seminars and the symposium. [More] Descriptors: Academic Achievement, Administrators, Aspiration, Bilingual Education

Civikly, Jean M.; Plax, Timothy G. (). The Effects of Information Exposure Activities on Attitudinal Changes Among Co-Culturals: Some Preliminary Findings. To examine the effect of various activities and interactions on the attitudes of members of co-cultures toward each other was the purpose of this study. The research was conducted in two stages. In the first stage, semantic differential scales were developed for the measurement of attitudes toward co-cultures. Each of five sets of scales was used to measure perceptions of a different cultural group: black, Chicano, native American, Anglo, and Filipino. The data were collected from 89 students enrolled in basic speech communication courses at the University of New Mexico. The students were randomly selected and instructed to indicate their feelings about each cultural group as accurately as they could for each scale. The findings indicated that similar factor structures were found when measuring the perceptions of co-cultures together or separately. In the second stage, attitudinal changes across activities and cultures were measured. A group of six Anglo and six Chicano subjects engaged in a series of four co-cultural activities, and subjects also responded individually to attitude scales. The findings indicated that there is no difference in the effects of certain co-cultural information activities on attitude changes toward other cultures. [More] Descriptors: Attitudes, Communication (Thought Transfer), Cultural Differences, Cultural Influences

Valencia, Atilano A., Ed. (). Selected Readings in Multicultural Education. The New Mexico Highlands University Multicultural Education Series. One in a series on cultural pluralism and multicultural education, this collection of 10 brief articles focuses on bilingual education with much of the material specific to Spanish-English programs. Dennis Wilson discusses Indian self determination and the task of preserving Indian culture while solving contemporary Indian problems. Lorenzo Gonzalez contributes two articles in Spanish; one depicts the Chicano as unique representative of both Latin and Anglo culture and urges complete bilingualism; the second is a collection of folk wisdom. Three articles by Atilano Valencia discuss bilingual education models, training for bilingual teachers, and the need for school and community commitment if bilingual education programs are to be successful. Cecilio Orozco describes and critiques three bilingual program models. David Conde reviews the history of bilingual education and points out the overall failure of compensatory bilingual programs; he emphasizes the need for education that considers the socio-cultural characteristics of the students and their community. Dolores Gonzalez discusses cultural pluralism and the elementary school curriculum and describes the inservice teacher training necessary to implement an innovative bilingual-bicultural program. A children's story by Julia Sanchez tells of an Anglo boy's first visit with a Chicano family and his introduction to a new language and new customs. Descriptors: American Indians, Biculturalism, Bilingual Education, Bilingual Students

McClure, Erica (1992). The Pragmatics of Codeswitching in Mexican Political, Literary, and News Magazines, Pragmatics and Language Learning. A study investigated the syntactic properties and functions of English-Spanish code-switching in literary, political, and news magazines in Mexico. It is proposed that oral code-switching in Chicano communities and written code-switching in the Mexican press differ both syntactically and pragmatically, with the latter more syntactically restricted. Spanish is found to be the matrix language in the Mexican press, while in Chicano code-switching the matrix language is not always discernable. Several possible explanations are offered. In addition, it is found that code-switching in the Mexican press has limited pragmatic functions because it involves a written channel, is addressed to an anonymous audience, and is constrained by negative attitudes toward the type of code-switching found in the United States' Chicano community and the ambivalent status of English in Mexico. Finally, it is noted that this ambivalence is reflected in the use of English in the Mexican press, where it is used both to evoke a more precise image or sophisticated tone than a Spanish word or phrase and to attack American politics and values. [More] Descriptors: Code Switching (Language), Cultural Context, Discourse Analysis, English (Second Language)

Frieder-Vierra, Andrea (). School-Year and Summer Reading Growth of Minority and Non-Minority Children in Albuquerque, New Mexico, . This study investigated whether summer vacation accounts for more of the reading achievement gap between minority and non-minority children than does the school year. To test for the summer effect, the reading subtests of the Comprehensive Tests of Basic Skills were administered to approximately 1,200 fifth-grade children in 15 public schools in Albuquerque, New Mexico. Ethnic, income, and residential data were also collected. Results indicated that summer does not account for more of the reading gap between minority and non-minority children; in fact, the gap closed during the summer and widened during the school year. Residence is the most effective variable in this context. Three calendar-year learning patterns emerged. The first involves substantial school-year loss offset by summer gain. The second involves moderate school-year gain offset by summer loss. The third involves excellent school-year gain and no summer loss. These patterns are described in terms of barrio and non-barrio Chicano children in different income groups. The results of this study were also compared to the results of three previous related studies. The comparisons and results are discussed. Descriptors: Doctoral Dissertations, Grade 5, Intermediate Grades, Mexican Americans

Castillo, Pedro, Ed.; Camarillo, Albert, Ed. (). Furia y Muerte: Los Bandidos Chicanos (Fury and Death: The Chicano Bandits). Monograph No. 4, Aztlan Publications, . In the latter half of the nineteenth century five Chicano "bandidos" became prominant in Southwestern history. These "social bandits" were viewed by the dominant Anglo culture as outlaws and criminals; their people saw them as heroes and fighters for justice. Anglos had invaded Northern Mexico, disrupted the existing society, and established a foreign government upon the indigenous population. A new language, culture and economy were imposed and the Mexicans were dispossessed of lands and jobs, deprived and downtrodden. Each of the five "bandidos" was a revolutionary against the Anglos and each expressed his rebellion in a different way. Tiburcio Vasquez and Joaquin Murieta adapted banditry as a form of retribution and led gangs that terrorized Anglos in California. Elfego Baca of New Mexico was handy with a gun, but he chose to defend his people by working within the law, first as a U.S. marshal and later as a lawyer. Juan N. Cortina attempted to raise armies as he used armed forces in the Texas Rio Grande Valley to champion the cause of the oppressed Mexicans there. Gregorio Cortez killed a Texas sheriff who was trying to arrest him unjustly and, in his flight from the posses pursuing him, his courage, horsemanship and ability to embarrass the Anglos endeared him to his people. This anthology discusses the times and conditions producing each of these "social bandits," their individual deeds, and their ultimate ends. Descriptors: Biographies, Change Agents, Cultural Background, Folk Culture

John-Steiner, Vera; And Others (). Learning Styles Among Pueblo Children. Final Report, August 1975, . Observational, exploratory and verbal learning, and verbal and imaginal processes of Pueblo Indian children were compared with those of non-Indian (Anglo and Chicano) children. Both Pueblo and non-Indian adults and children were observed, interviewed, and asked to carry out various tasks. The children attended either a Tanoan or a Keresan day school, an Albuquerque public school, a summer school, or a commune school in New Mexico or a San Diego (California) elementary school. Mapping as an observational procedure, a learning experience interview, and story retelling and drawing were used to obtain data on learning processes and modes of representation. Story retelling was explored as a possible measure of bilingualism. Pueblo children were found to be self-confident and independent at an early age; they excelled in visual representation and showed a high interest in role play. Although their verbal expression in English was not as fluent as that of non-Indians, no evidence was found to support the view of the "silent" Indian child–on the contrary, in their native languages and/or in comfortable settings Pueblo children were willing and capable verbal communicators. All of these patterns were linked to the nature of Pueblo communities and the children's place in them. [More] Descriptors: Adults, American Indians, Anglo Americans, Behavior Development

Amodeo, Luiza B.; Edelson, Roz (). Effects of a Multicultural Awareness Course on Teachers of Ethnically Different Students, . During the summer of 1980, 27 graduate students (13 Chicano and 14 Anglo) at New Mexico State University participated in a course designed to emphasize 3 areas of awareness relevant to multicultural education: (1) clarification of personal ethnic, cultural, and sex role attitudes and identification; (2) increased sensitivity to ethnic, cultural, and sex role stereotypes and biases and the acquisition of accurate information and realistic understanding of minority groups; (3) recognition of potential areas of bias in existing curricula and the development of strategies for integrating multicultural education in public school curricula. Activities of the course were focused on helping students clarify their attitudes about their own ethnic, cultural, and sex role identification, sharpen their awareness of ethnic and cultural groups, and find strategies for implementing multicultural education. Results of an ethnic literacy test administered the first and last week of the course indicated a gain of more than seven points on the mean score. A recommendation for more courses of this nature was indicated by student feedback and the instructors' comments. Descriptors: Cultural Awareness, Cultural Education, Ethnicity, Higher Education

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

Martinez, Roger D. (). Survey of the Hispanic Population In Colorado, . Three hundred twelve respondents representing a cross section of Colorado Hispanic families participated in a 1978 questionnaire survey developed by the Colorado Department of Education to assess the mobility and point of origin of the state's Hispanic population and to provide information about attitudes and feelings concerning the public school education of Hispanic students. Analysis of the data indicated: most Hispanics were not newcomers to the state (71% were born in Colorado, 42% had moved less than 50 miles from their birthplace, 53% were second generation Coloradans, and 4% of their grandparents were born in Colorado); only 6% indicated the Spanish language was never used at home, 54% always spoke Spanish with parents and relatives, and 38% sometimes spoke Spanish at home; 82% of the respondents who had originated in Colorado or New Mexico preferred to be referred to as "Spanish Americans", the majority of those who had originated from Mexico preferred the term "Mexican Americans", and 16% preferred "Chicano"; 94% favored a state bilingual/bicultural educational program with the content emphasizing culture, education, self-esteem, and Spanish language; 84% felt a multi-ethnic program for all students was needed; 42% were satisfied with the school's efforts in promoting better understanding among students of all ethnic backgrounds; and 85% felt there was a dropout problem among the Spanish surnamed. Descriptors: Biculturalism, Bilingual Education, Bilingualism, Dropouts

Meier, Matt S., Ed.; Rivera, Feliciano, Ed. (). Readings on La Raza–The Twentieth Century, . This chronological anthology consists of documents and articles on the history of Mexican American people in the 20th century. The anthology may be directed to students in higher education, historians, and those interested in the Mexican American people. Section I spans the period from 1900 to 1920 and introduces immigration as the starting point for the history of La Raza in this century. Section II, covering from 1920 to 1930, describes the movement of Mexicans and Mexican Americans from their Southwest heartland to steel mills, packing plants, and "colonias" of the Midwest. Other sections address themselves to the development of a hostile attitude on the part of many Americans to the rising tide of Mexican immigration, as was exemplified by the Harris and Box bills in Congress. Section III deals with repatriation in the 1930's. Chicano World War II experiences both at home and overseas are described in Section IV. The Second World War introduced a new era in Mexico-United States relations, formalizing the use of bracero labor. Section V traces continuing postwar demands for Mexican labor and the resultant increase in both braceros and majados. The impact of these workers eventually led to "Operation Wetback" and finally to termination of the bracero program in 1964. Section VI encompasses a broad spectrum of contemporary Chicano activities and ideology, especially an increased and more aggressive political activity. These 6 sections are chronologically sequential, with some unavoidable overlap. Descriptors: Activism, Anthologies, Cultural Awareness, Cultural Background

Cordova, Teresa, Ed.; And Others (). Chicana Voices: Intersections of Class, Race, and Gender, . These essays represent a plateau in the fight for Chicana voices to be heard, and they display the range of scholarship Chicanas are producing. The first section contains statements given at the plenary session on Chicana feminism, and the second section analyzes the position of Chicanas in the workplace. Section 3 considers research and data on Chicanas, and Section 4 explores aspects of language, literature, and the theater. The following papers are included: (1) "The University Setting Reinforces Inequality" (Christine Marie Sierra); (2) "Women, Then and Now: An Analysis of the Adelita Image Versus the Chicana as Political Writer and Philosopher" (Norma Cantu); (3) "Sexism in Chicano Studies and the Community" (Cynthia Orozco); (4) "Studying Chicanas: Bringing Women into the Frame of Chicano Studies" (Alma M. Garcia); (5) "Manuela Solis Sager and Emma Tenayuca: A Tribute" (Roberto R. Calderon and Emilio Zamora); (6) "Chicanas and Triple Oppression in the Labor Force" (Denise A. Segura); (7) "Toward a Reconceptualization of Women's Economic Activities: The Informal Sector in Urban Mexico" (Marta C. Lopez-Garza); (8) "Between the Lines: A New Perspective on the Industrial Sociology of Women Workers in Transnational Labor Processes" (Devon Pena); (9) "The Women's Movement and the Left in Mexico: The Presidential Candidacy of Dona Rosario Ibarra" (Theresa Carrillo); (10) "Women in Early New Mexico: A Preliminary View" (Angelina F. Veyna); (11) "Chicana Historiography: A Research Note Regarding Mexican Archival Sources" (Barbara A. Driscoll); (12) "Chicana Reference Sources" (Richard Chabran); (13) "Women in El Teatro Campesino: 'Apoco Estaba Molacha La Virgen de Guadalupe?'" (Yolanda Julia Broyles); (14) "Libertad de No Procrear: La Voz de la Mujer en 'A una Madre de Nuestros Tiempos' de Margarita Cota-Cardenas" (Clara Lomas); (15) "Reproductive Freedom: The Voice of Women in Margarita Cota-Cardenas's 'A una Madre de Nuestros Tiempos'" (Clara Lomas); (16) "La Realidad a Traves de la Inocencia en el Cuento: Un Paseo" (Elba R. Sanchez); and (17) "Women: Prisoners of the Word" (Alvina E. Quintana). References follow each paper. (Contains three tables.) Descriptors: Equal Education, Ethnicity, Females, Feminism

Haltom, John F.; Singleton, James F. (). From Indian Village to Chicano Suburb: Problems of Identity and Suburbanization, . A case study of social change, this paper describes the community of Tortugas, an American Indian-Mexican village at the southern edge of Las Cruces, New Mexico. The Indian inhabitants of the community have been assimilated into the rural Mexican American subculture, which has become increasingly suburban through a process little explored in the literature on suburbanization. The study attempts to document the suburbanization of one community, to describe the problems suburbanization created, and, hopefully, to contribute toward the development of an adequate typology of suburbanization. Data is based on a combination of historical sources and 2 surveys: in the April 1972 survey, 145 interviews were completed; the second survey, completed in October 1972, was composed of 21 interviews with elected officials and influentials of Las Cruces and officers of a unique corporation–Los Indigenes. The conclusion indicates that the Tortugas community and other communities facing absorption into an urban complex do not wish to relinquish either their governmental autonomy or their life style. However, Tortugas appears to be drawn into the Las Cruces urban area by forces that appear irreversible. The people of Tortugas appear powerless to resist whatever fate leaders of the adjacent city may plan for them, be it annexation or re-creation of an Indian pueblo that never existed. [More] Descriptors: Acculturation, Community, History, Land Settlement

California Univ., Los Angeles. School of Public Health. (). Hispanic Health Services Research Conference (Albuquerque, New Mexico, September 5-7, 1979). NCHSR Research Proceedings Series, . In order to lay the foundation for the development of an agenda for health services research among Hispanics for the 1980's and beyond, over 200 conference participants drawn from among Hispanic and non-Hispanic health service researchers, health providers, users of research data, health science students, consumers, and representatives of Mexico's Ministry of Health addressed health problems of U.S. Hispanics, identified needed areas of research, and recommended methods of conducting health research among Hispanic populations. Following initial addresses regarding Chicano culture, accountability in Hispanic health services research, and the development of the agenda, participants divided into four task forces to hear and discuss solicited papers and make recommendations. Task force one focused on the impact of national, regional, state, and local policies regarding health services for Hispanics, and recommended research topics in the areas of policy formation, program implementation, and program evaluation. Task force two studied sociocultural influences on health services research and delivery for Hispanics. Task force three focused on resource development strategies for conducting health services research among Hispanic populations. Its recommendations addressed language use, research tools, health science education curricula, and intervention in specific diseases. Task force four studied the facilitation of timely dissemination, assessment, and use of Hispanic health services research. Descriptors: Accountability, Cultural Background, Delivery Systems, Health

Brischetto, Robert; Arciniega, Tomas (). Inequalities in Educational Opportunity and the Chicano. A Study of School Systems in the Southwest. Final Report, . This research examined educational inequalities for Mexican Americans in the Southwest. A questionnaire survey was conducted in 1972 on a sample of 636 superintendents in the public school systems in Arizona, California, Colorado, New Mexico and Texas. The study was designed as a follow-up to a 1969 Civil Rights Commission survey of 538 superintendents in districts with at least 10 0/0 Mexican American enrollment and of 1,166 schools within these districts. A subsample of "Anglo" districts was added in the 1972 survey to estimate the extent of inequalities among districts of different ethnic enrollments. Quantity and quality of educational services were found to be highly related to the ethnic composition of district enrollment and to residents' income. Even after controlling state and district size, the relationships remained. Inequalities in educational resources and services based on ethnic composition of the district were also found among schools surveyed in 1969. Another dimension of the 1972 survey involved an analysis of superintendents' opinions on a variety of issues related to the central question of equality of educational opportunity. The findings have important implications for further litigation, legislation, and policy-making vis-a-vis the Mexican American student. Descriptors: Attitudes, Civil Rights, Court Litigation, Educational Opportunities

Guerrero, Adalberto; Arellano, Albert (). Institute for Guidance, Counseling, Administrative, Supervisory and Teaching Personnel in Vocational Programs for Chicano Students at the Secondary or Post-Secondary School Level. Final Report, . The goal of the project was to provide educational and guidance personnel in vocational and technical fields with new perspectives relating to teaching and counseling Mexican-American students. A two-week institute was held in June, 1973 at the University of Arizona for counselors, administrators, teachers, and student representatives of high schools with large minority populations in Arizona, New Mexico, and California. Objectives of the institute related to providing career information and increasing awareness of cultural differences. Based on participant assessment of the problems facing the Mexican-American students in their relationship with counselors and teachers, a pilot program to increase the relevancy of the school program was developed. Also developed were programs for a bilingual resource center and a program to improve communication between teachers and minority students–project "RAP." The report of the project describes the institute, presents the programs developed, and includes the program schedule and participant lists. The evaluation instrument is also included with tabulated results and comments from participating groups–administrators, students, counselors, and teachers. [More] Descriptors: Career Counseling, Cultural Awareness, Cultural Differences, Institutes (Training Programs)

Wax, Murray L.; Luhman, Reid A. (). Bilingual Classrooms in a Mexican-American Community. The Social Bases of Thinking and Speaking: A Study of Bilingual Chicano Children. Final Report, September 1974, . The study examined the relation of language use and logical thought to social experience with both age and class held constant. The primary assumptions under study were: that the logic of symbolic grouping was highly sensitive to a child's experience with the objects to which that logic was applied; that the existence of diglossia in a bilingual community and/or relative shifts in language dominance might create a situation of language specialization by domain, particularly along the dimension of immediacy and distance; that the content of grouping (those final organizations produced by the logic) was a far more stable aspect of cognition than the logic used to construct it. The study was conducted in a fourth grade classroom in a bilingual school in Las Vegas, New Mexico. All of the children had Spanish surnames. Twenty-eight children took part in an extensive set of interviews in two languages. These interviews were designed to examine inter-relations of language use and the logic and content of symbolic grouping to social experience. Findings included: the logic of grouping was related to children's experience with the objects of grouping; town children had a much narrower and more specialized portion of their experience occurring in Spanish than did the rural children; the logic of grouping employed by these children was not related to school achievement with the one exception of the clustering of the tight-loose factor in Spanish with achievement test scores. Descriptors: Abstract Reasoning, Academic Achievement, Bilingual Students, Cognitive Processes

National Education Task Force de la Raza, Albuquerque, NM. (). Report of a National Bilingual Bicultural Institute: A Relook at Tucson '66 and Beyond (Albuquerque, New Mexico, November 28-December 1, 1973), . The symposium, convened in 1966 at the University of Arizona (Tucson), served as a sequel to the 1965 "Tucson Survey on the Teaching of Spanish to the Spanish Speaking" and as a prologue to action. November 28-December 1, 1973 a National Bilingual Bicultural Institute was held to: (1) review the rationale, activities, and recommendations of the 1966 symposium; (2) review important activities in bilingual bicultural education since 1966; (3) demonstrate exemplary bilingual bicultural education programs which have been implemented in school settings of high Mexican American concentration; (4) review present and pending State and national bilingual bicultural education legislation and appropriations; and (5) develop new directions for bilingual bicultural education in American education for the 1970's which will lead to national legislation. Since Chicanos are the largest Spanish speaking community in the United States, the institute's emphasis was on bilingual bicultural education for Mexican American children, from preschool to college. Given in this report are: (1) condensed versions of addresses given at the institute; (2) work lab reports on State and national legislative, administrative, court, and community action; (3) brief descriptions of local and national bilingual bicultural exemplary projects; and (4) general institute recommendations. [More] Descriptors: Biculturalism, Bilingual Education, Community Action, Conferences

Willey, Darrell S.; And Others (). Bilingualism: A Review of the Literature Relevant to Preparation of Teachers for Southwestern Spanish-Speaking Children and Youth, . Fifty-eight literature citations relevant to preparation of teachers for Southwestern Spanish-speaking children and youth are reviewed in this paper. The citations include journal articles, monographs, research reports, and synthesis papers published between 1920 and 1974. Topics covered are bilingual teaching strategies, stereotyping, problems and issues of teaching Chicano pupils and youth, testing, standardized psychometrics and mental measurements, reform legislation, criteria for bilingual programs, and quality teacher preparation program design. [More] Descriptors: Bilingualism, Citations (References), Educational Legislation, Elementary School Teachers

Moore, Justin R.; Ratchner, Craig (1976). Spanish? Mexican? Chicano? The Influence of Spanish Culture on New Mexico, Integrated Education. This study was designed in an attempt to solve what appeared to be a serious problem–the spanish speaking students confusion about their cultural identity. Descriptors: Community Surveys, Cultural Background, Cultural Influences, Ethnic Groups

Cooper, James G. (). Mirror, Mirror on the Wall: Adolescent Self-Concept in Four Countries. Self-concepts of adolescents in Germany, Mexico, Chinese in Taiwan, and the U.S.A. were measured with an Osgood type of semantic differential. The American sample included Anglo, Chicano, and Indian high school seniors. The 11 concepts included: attitudinal measures on the self, school, social milieu and other racial groups. The bipolar adjectives comprised: good-bad, sharp-dull, ugly-beautiful, strong-weak, slow-fast, shallow-deep, effective-ineffective, valuable-worthless, intelligent-stupid, and honest-dishonest. Tests were translated into Chinese, German, and Spanish; effort was made to preserve semantic equivalence. In perceptions of self, the German mean was lowest, and the Mexican mean was highest. This pattern was repeated in perception of school. Perception of the social milieu showed that Anglos were lowest; the Mexican mean was highest. Perceptions of other groups was highest in the Mexican group; the Chinese students were low. Based upon an overall assessment, it was found that Mexican adolescents gave the most favorable perceptions, followed by Chicanos, Chinese, American Indians, Germans and Anglos at the bottom with the least favorable perceptions. [More] Descriptors: Adolescents, American Indians, Anglo Americans, Chinese

Duran, Elva (). Teaching Reading to Disadvantaged Hispanic Children Based on Direct Instruction. A controlled experiment was conducted in 1980 with 117 first graders in two Southwestern schools near the Mexican border to determine the effects of direct instruction in teaching bilingual Hispanic children to read. Direct instruction has been defined as using modeling, reinforcement, prompting, discrimination learning, and correction/feedback for positive self concept development. Two rural schools with high percentages of Chicano students and with established bilingual education programs were selected for the study; however, School A served a poor neighborhood and was judged to be disadvantaged while School B served a more affluent area. In each school 58 first grade Hispanic bilingual children were randomly selected and randomly assigned to two experimental groups, conditions for which were identical except that one group used direct instruction and the other group used the regular bilingual method. Significant effects resulted between schools, between groups, and within a group/school interaction. Tentatively, direct instruction can significantly improve beginning bilingual children's achievement more than regular bilingual instruction; bilingual education may be enhanced by incorporating direct instruction into its teaching method. "School characteristics" may interact with the effects of any specific teaching method. Descriptors: Bilingual Education, Bilingual Students, Comparative Analysis, Concept Teaching

Hale, James A. (). A Model Program for Training Personnel to Develop Solutions to Major Educational Problems in the Indian and Mexican-American Communities. Final Report. The program's objective was to train a cadre of research and development specialists with competencies to strengthen and institutionalize organizational assessment and program development within higher education institutions serving large numbers of Chicano and Native American students. The project's two major thrusts were: (1) project management and consortium arrangements and (2) articulation of curriculum objectives, content, and activities. Faculty members and administrators from 17 2-year and 4-year "developing" institutions of higher education located in the Southwestern United States participated. The research training program consisted of: (1) an entry skills diagnostic test administered prior to the start of formal instruction; (2) a formal academic training phase; and (3) a practicum or followup phase conducted at the parent institution and at the Educational Testing Service. Both "enroute" and terminal performance measures were used in the program's evaluation. Although the model was deficient along some lines, it proved to be useful in identifying the major dimensions of a training program. This report contains documentation of the program objectives, activities, and evaluation and the results of testing a transportable training model. External evaluator's reports (pre-post, comparative, and summative) are included in the form submitted. [More] Descriptors: American Indians, Change Agents, Consortia, Educational Development

Rios-Bustamante, Antonio Jose (1976). New Mexico in the Eighteenth Century: Life, Labor and Trade in la Villa de San Felipe de Albuquerque, 1706-1790, Azlan—-International Journal of Chicano Studies Research. Descriptors: Population Growth, Social History, Sociocultural Patterns, Socioeconomic Background

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Teacher Self-Assessment Scales (TSAS) Updates

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

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

Enter TSAS Questionnaire responses online now: Mesa Vista teachers should 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

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2019-05-07: NIH Exploratory/Developmental Research Grant Program

Funding Opportunity Number: PA-16-161
Opportunity Category: Discretionary
Funding Instrument Type: Grant
Category of Funding Activity: Education | Environment | Food and Nutrition | 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: 2019-05-07
Description: The NIH Research Project Grant supports a discrete, specified, circumscribed project in areas representing the specific interests and competencies of the investigator(s). The proposed project must be related to the programmatic interests of one or more of the participating NIH Institutes and Centers (ICs) based on their scientific missions.
Link: www.grants.gov…

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2019-05-07: NIH Research Project Grant

Funding Opportunity Number: PA-16-160
Opportunity Category: Discretionary
Funding Instrument Type: Grant
Category of Funding Activity: Education | Environment | Food and Nutrition | 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: 2019-05-07
Description: The NIH Research Project Grant supports a discrete, specified, circumscribed project in areas representing the specific interests and competencies of the investigator(s). The proposed project must be related to the programmatic interests of one or more of the participating NIH Institutes and Centers (ICs) based on their scientific missions.
Link: www.grants.gov…

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2019-05-07: NIH Small Research Grant Program

2019-05-07: NIH Small Research Grant Program (Parent R03)
Funding Opportunity Number: PA-16-162
Opportunity Category: Discretionary
Funding Instrument Type: Grant
Category of Funding Activity: Education | Environment | 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: 2019-05-07
Award Ceiling: $50,000
Description: The NIH Small Research Grant Program supports small research projects that can be carried out in a short period of time with limited resources. This program supports different types of projects including pilot and feasibility studies; secondary analysis of existing data; small, self-contained research projects; development of research methodology; and development of new research technology.
Link: www.grants.gov…

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New Mexico School Grades 2014-2015

Technical Assistance Documents

School Grading Technical Guide:
webapp2.ped.state.nm.us…

School Grading FAQs:
webapp2.ped.state.nm.us…

College and Career Readiness Accountability Manual:
webapp2.ped.state.nm.us…

Bonus Points Technical Assistance Memo
webapp2.ped.state.nm.us…

District Name School Name School Grade
ABQ SCHOOL OF EXCELLENCE ABQ SCHOOL OF EXCELLENCE C
ABQ SIGN LANGUAGE ACADEMY ABQ SIGN LANGUAGE ACADEMY B
ACADEMY OF TRADES AND TECH ACADEMY OF TRADES AND TECH F
ACE LEADERSHIP HIGH SCHOOL ACE LEADERSHIP HIGH SCHOOL F
ALAMOGORDO PUBLIC SCHOOLS ACADEMY DEL SOL ALT. F
ALAMOGORDO PUBLIC SCHOOLS ALAMOGORDO HIGH D
ALAMOGORDO PUBLIC SCHOOLS BUENA VISTA ELEMENTARY B
ALAMOGORDO PUBLIC SCHOOLS CHAPARRAL MIDDLE C
ALAMOGORDO PUBLIC SCHOOLS HEIGHTS ELEMENTARY C
ALAMOGORDO PUBLIC SCHOOLS HIGH ROLLS MTN ELEMENTARY C
ALAMOGORDO PUBLIC SCHOOLS HOLLOMAN ELEMENTARY A
ALAMOGORDO PUBLIC SCHOOLS HOLLOMAN MIDDLE A
ALAMOGORDO PUBLIC SCHOOLS LA LUZ ELEMENTARY C
ALAMOGORDO PUBLIC SCHOOLS MOUNTAIN VIEW MIDDLE B
ALAMOGORDO PUBLIC SCHOOLS NORTH ELEMENTARY C
ALAMOGORDO PUBLIC SCHOOLS OREGON ELEMENTARY C
ALAMOGORDO PUBLIC SCHOOLS SACRAMENTO ELEMENTARY C
ALAMOGORDO PUBLIC SCHOOLS SIERRA ELEMENTARY B
ALAMOGORDO PUBLIC SCHOOLS YUCCA ELEMENTARY B
ALBUQUERQUE INSTITUTE OF MATH & SCIENCE ALBUQUERQUE INSTITUTE OF MATH & SCIENCE A
ALBUQUERQUE PUBLIC SCHOOLS A. MONTOYA ELEMENTARY C
ALBUQUERQUE PUBLIC SCHOOLS ABQ CHARTER ACADEMY B
ALBUQUERQUE PUBLIC SCHOOLS ACOMA ELEMENTARY B
ALBUQUERQUE PUBLIC SCHOOLS ADOBE ACRES ELEMENTARY D
ALBUQUERQUE PUBLIC SCHOOLS ALAMEDA ELEMENTARY F
ALBUQUERQUE PUBLIC SCHOOLS ALAMOSA ELEMENTARY D
ALBUQUERQUE PUBLIC SCHOOLS ALBUQUERQUE HIGH C
ALBUQUERQUE PUBLIC SCHOOLS ALICE KING COMMUNITY SCHOOL B
ALBUQUERQUE PUBLIC SCHOOLS ALVARADO ELEMENTARY C
ALBUQUERQUE PUBLIC SCHOOLS APACHE ELEMENTARY B
ALBUQUERQUE PUBLIC SCHOOLS ARMIJO ELEMENTARY C
ALBUQUERQUE PUBLIC SCHOOLS ARROYO DEL OSO ELEMENTARY B
ALBUQUERQUE PUBLIC SCHOOLS ATRISCO ELEMENTARY D
ALBUQUERQUE PUBLIC SCHOOLS ATRISCO HERITAGE ACADEMY HS C
ALBUQUERQUE PUBLIC SCHOOLS BANDELIER ELEMENTARY C
ALBUQUERQUE PUBLIC SCHOOLS BARCELONA ELEMENTARY D
ALBUQUERQUE PUBLIC SCHOOLS BATAAN CHARTER SCHOOL C
ALBUQUERQUE PUBLIC SCHOOLS BEL-AIR ELEMENTARY F
ALBUQUERQUE PUBLIC SCHOOLS BELLEHAVEN ELEMENTARY C
ALBUQUERQUE PUBLIC SCHOOLS CARLOS REY ELEMENTARY C
ALBUQUERQUE PUBLIC SCHOOLS CHAMIZA ELEMENTARY C
ALBUQUERQUE PUBLIC SCHOOLS CHAPARRAL ELEMENTARY B
ALBUQUERQUE PUBLIC SCHOOLS CHELWOOD ELEMENTARY D
ALBUQUERQUE PUBLIC SCHOOLS CHRISTINE DUNCANS HERITAGE ACADEMY D
ALBUQUERQUE PUBLIC SCHOOLS CIBOLA HIGH B
ALBUQUERQUE PUBLIC SCHOOLS CLEVELAND MIDDLE B
ALBUQUERQUE PUBLIC SCHOOLS COCHITI ELEMENTARY C
ALBUQUERQUE PUBLIC SCHOOLS COLLEGE AND CAREER HIGH SCHOOL A
ALBUQUERQUE PUBLIC SCHOOLS COLLET PARK ELEMENTARY C
ALBUQUERQUE PUBLIC SCHOOLS COMANCHE ELEMENTARY B
ALBUQUERQUE PUBLIC SCHOOLS CORONADO ELEMENTARY A
ALBUQUERQUE PUBLIC SCHOOLS CORRALES ELEMENTARY F
ALBUQUERQUE PUBLIC SCHOOLS CORRALES INTERNATIONAL A
ALBUQUERQUE PUBLIC SCHOOLS DEL NORTE HIGH C
ALBUQUERQUE PUBLIC SCHOOLS DENNIS CHAVEZ ELEMENTARY A
ALBUQUERQUE PUBLIC SCHOOLS DESERT RIDGE MIDDLE A
ALBUQUERQUE PUBLIC SCHOOLS DIGITAL ARTS AND TECHNOLOGY A
ALBUQUERQUE PUBLIC SCHOOLS DOLORES GONZALES ELEMENTARY D
ALBUQUERQUE PUBLIC SCHOOLS DOUBLE EAGLE ELEMENTARY A
ALBUQUERQUE PUBLIC SCHOOLS DOUGLAS MACARTHUR ELEMENTARY D
ALBUQUERQUE PUBLIC SCHOOLS DURANES ELEMENTARY D
ALBUQUERQUE PUBLIC SCHOOLS EARLY COLLEGE ACADEMY A
ALBUQUERQUE PUBLIC SCHOOLS EAST SAN JOSE ELEMENTARY C
ALBUQUERQUE PUBLIC SCHOOLS ECADEMY VIRTUAL HIGH SCHOOL D
ALBUQUERQUE PUBLIC SCHOOLS EDMUND G ROSS ELEMENTARY C
ALBUQUERQUE PUBLIC SCHOOLS EDWARD GONZALES ELEMENTARY D
ALBUQUERQUE PUBLIC SCHOOLS EISENHOWER MIDDLE B
ALBUQUERQUE PUBLIC SCHOOLS EL CAMINO REAL ACADEMY D
ALBUQUERQUE PUBLIC SCHOOLS ELDORADO HIGH C
ALBUQUERQUE PUBLIC SCHOOLS EMERSON ELEMENTARY D
ALBUQUERQUE PUBLIC SCHOOLS ERNIE PYLE MIDDLE F
ALBUQUERQUE PUBLIC SCHOOLS EUBANK ELEMENTARY F
ALBUQUERQUE PUBLIC SCHOOLS EUGENE FIELD ELEMENTARY F
ALBUQUERQUE PUBLIC SCHOOLS FREEDOM HIGH C
ALBUQUERQUE PUBLIC SCHOOLS GARFIELD MIDDLE F
ALBUQUERQUE PUBLIC SCHOOLS GEORGIA O'KEEFFE ELEMENTARY A
ALBUQUERQUE PUBLIC SCHOOLS GORDON BERNELL CHARTER D
ALBUQUERQUE PUBLIC SCHOOLS GOV BENT ELEMENTARY D
ALBUQUERQUE PUBLIC SCHOOLS GRANT MIDDLE F
ALBUQUERQUE PUBLIC SCHOOLS GRIEGOS ELEMENTARY B
ALBUQUERQUE PUBLIC SCHOOLS HARRISON MIDDLE F
ALBUQUERQUE PUBLIC SCHOOLS HAWTHORNE ELEMENTARY F
ALBUQUERQUE PUBLIC SCHOOLS HAYES MIDDLE F
ALBUQUERQUE PUBLIC SCHOOLS HELEN CORDERO PRIMARY B
ALBUQUERQUE PUBLIC SCHOOLS HIGHLAND HIGH D
ALBUQUERQUE PUBLIC SCHOOLS HODGIN ELEMENTARY C
ALBUQUERQUE PUBLIC SCHOOLS HOOVER MIDDLE C
ALBUQUERQUE PUBLIC SCHOOLS HUBERT H HUMPHREY ELEMENTARY A
ALBUQUERQUE PUBLIC SCHOOLS INEZ ELEMENTARY C
ALBUQUERQUE PUBLIC SCHOOLS JACKSON MIDDLE A
ALBUQUERQUE PUBLIC SCHOOLS JAMES MONROE MIDDLE C
ALBUQUERQUE PUBLIC SCHOOLS JEFFERSON MIDDLE F
ALBUQUERQUE PUBLIC SCHOOLS JIMMY CARTER MIDDLE D
ALBUQUERQUE PUBLIC SCHOOLS JOHN ADAMS MIDDLE B
ALBUQUERQUE PUBLIC SCHOOLS JOHN BAKER ELEMENTARY B
ALBUQUERQUE PUBLIC SCHOOLS KENNEDY MIDDLE D
ALBUQUERQUE PUBLIC SCHOOLS KIRTLAND ELEMENTARY D
ALBUQUERQUE PUBLIC SCHOOLS KIT CARSON ELEMENTARY C
ALBUQUERQUE PUBLIC SCHOOLS L.B. JOHNSON MIDDLE B
ALBUQUERQUE PUBLIC SCHOOLS LA ACADEMIA DE ESPERANZA D
ALBUQUERQUE PUBLIC SCHOOLS LA CUEVA HIGH A
ALBUQUERQUE PUBLIC SCHOOLS LA LUZ ELEMENTARY D
ALBUQUERQUE PUBLIC SCHOOLS LA MESA ELEMENTARY D
ALBUQUERQUE PUBLIC SCHOOLS LAVALAND ELEMENTARY F
ALBUQUERQUE PUBLIC SCHOOLS LEW WALLACE ELEMENTARY D
ALBUQUERQUE PUBLIC SCHOOLS LONGFELLOW ELEMENTARY D
ALBUQUERQUE PUBLIC SCHOOLS LOS PADILLAS ELEMENTARY F
ALBUQUERQUE PUBLIC SCHOOLS LOS PUENTES CHARTER F
ALBUQUERQUE PUBLIC SCHOOLS LOS RANCHOS ELEMENTARY D
ALBUQUERQUE PUBLIC SCHOOLS LOWELL ELEMENTARY D
ALBUQUERQUE PUBLIC SCHOOLS MADISON MIDDLE C
ALBUQUERQUE PUBLIC SCHOOLS MANZANO HIGH C
ALBUQUERQUE PUBLIC SCHOOLS MANZANO MESA ELEMENTARY B
ALBUQUERQUE PUBLIC SCHOOLS MARIE M HUGHES ELEMENTARY D
ALBUQUERQUE PUBLIC SCHOOLS MARK TWAIN ELEMENTARY D
ALBUQUERQUE PUBLIC SCHOOLS MARYANN BINFORD ELEMENTARY F
ALBUQUERQUE PUBLIC SCHOOLS MATHESON PARK ELEMENTARY C
ALBUQUERQUE PUBLIC SCHOOLS MC COLLUM ELEMENTARY B
ALBUQUERQUE PUBLIC SCHOOLS MC KINLEY MIDDLE F
ALBUQUERQUE PUBLIC SCHOOLS MISSION AVENUE ELEMENTARY B
ALBUQUERQUE PUBLIC SCHOOLS MITCHELL ELEMENTARY D
ALBUQUERQUE PUBLIC SCHOOLS MONTE VISTA ELEMENTARY C
ALBUQUERQUE PUBLIC SCHOOLS MONTESSORI OF THE RIO GRANDE D
ALBUQUERQUE PUBLIC SCHOOLS MONTEZUMA ELEMENTARY F
ALBUQUERQUE PUBLIC SCHOOLS MOUNTAIN MAHOGANY COMMUNITY SCHOOL F
ALBUQUERQUE PUBLIC SCHOOLS MOUNTAIN VIEW ELEMENTARY F
ALBUQUERQUE PUBLIC SCHOOLS NATIVE AMERICAN COMM ACADEMY B
ALBUQUERQUE PUBLIC SCHOOLS NAVAJO ELEMENTARY F
ALBUQUERQUE PUBLIC SCHOOLS NEW FUTURES SCHOOL C
ALBUQUERQUE PUBLIC SCHOOLS NEX GEN ACADEMY A
ALBUQUERQUE PUBLIC SCHOOLS NORTH STAR ELEMENTARY A
ALBUQUERQUE PUBLIC SCHOOLS NUESTROS VALORES CHARTER C
ALBUQUERQUE PUBLIC SCHOOLS ONATE ELEMENTARY A
ALBUQUERQUE PUBLIC SCHOOLS OSUNA ELEMENTARY C
ALBUQUERQUE PUBLIC SCHOOLS PAINTED SKY ELEMENTARY C
ALBUQUERQUE PUBLIC SCHOOLS PAJARITO ELEMENTARY D
ALBUQUERQUE PUBLIC SCHOOLS PETROGLYPH ELEMENTARY B
ALBUQUERQUE PUBLIC SCHOOLS POLK MIDDLE D
ALBUQUERQUE PUBLIC SCHOOLS PUBLIC ACADEMY FOR PERFORMING ARTS B
ALBUQUERQUE PUBLIC SCHOOLS REGINALD CHAVEZ ELEMENTARY C
ALBUQUERQUE PUBLIC SCHOOLS RIO GRANDE HIGH F
ALBUQUERQUE PUBLIC SCHOOLS ROBERT F. KENNEDY CHARTER D
ALBUQUERQUE PUBLIC SCHOOLS ROOSEVELT MIDDLE A
ALBUQUERQUE PUBLIC SCHOOLS RUDOLFO ANAYA ELEMENTARY F
ALBUQUERQUE PUBLIC SCHOOLS S. Y. JACKSON ELEMENTARY A
ALBUQUERQUE PUBLIC SCHOOLS SAN ANTONITO ELEMENTARY B
ALBUQUERQUE PUBLIC SCHOOLS SANDIA BASE ELEMENTARY A
ALBUQUERQUE PUBLIC SCHOOLS SANDIA HIGH B
ALBUQUERQUE PUBLIC SCHOOLS SCHOOL ON WHEELS D
ALBUQUERQUE PUBLIC SCHOOLS SEVEN-BAR ELEMENTARY B
ALBUQUERQUE PUBLIC SCHOOLS SIERRA VISTA ELEMENTARY B
ALBUQUERQUE PUBLIC SCHOOLS SOMBRA DEL MONTE ELEMENTARY C
ALBUQUERQUE PUBLIC SCHOOLS SOUTH VALLEY ACADEMY D
ALBUQUERQUE PUBLIC SCHOOLS SUNSET VIEW ELEMENTARY B
ALBUQUERQUE PUBLIC SCHOOLS SUSIE R. MARMON ELEMENTARY F
ALBUQUERQUE PUBLIC SCHOOLS TAFT MIDDLE C
ALBUQUERQUE PUBLIC SCHOOLS TAYLOR MIDDLE D
ALBUQUERQUE PUBLIC SCHOOLS THE ALB TALENT DEVELOPMENT CHARTER F
ALBUQUERQUE PUBLIC SCHOOLS THE FAMILY SCHOOL A
ALBUQUERQUE PUBLIC SCHOOLS TIERRA ANTIGUA ELEMENTARY B
ALBUQUERQUE PUBLIC SCHOOLS TOMASITA ELEMENTARY B
ALBUQUERQUE PUBLIC SCHOOLS TONY HILLERMAN MIDDLE SCHOOL B
ALBUQUERQUE PUBLIC SCHOOLS TRUMAN MIDDLE B
ALBUQUERQUE PUBLIC SCHOOLS TWENTY-FIRST CENTURY A
ALBUQUERQUE PUBLIC SCHOOLS VALLE VISTA ELEMENTARY A
ALBUQUERQUE PUBLIC SCHOOLS VALLEY HIGH D
ALBUQUERQUE PUBLIC SCHOOLS VAN BUREN MIDDLE D
ALBUQUERQUE PUBLIC SCHOOLS VENTANA RANCH ELEMENTARY C
ALBUQUERQUE PUBLIC SCHOOLS VOLCANO VISTA HIGH B
ALBUQUERQUE PUBLIC SCHOOLS WASHINGTON MIDDLE F
ALBUQUERQUE PUBLIC SCHOOLS WEST MESA HIGH D
ALBUQUERQUE PUBLIC SCHOOLS WHERRY ELEMENTARY D
ALBUQUERQUE PUBLIC SCHOOLS WHITTIER ELEMENTARY F
ALBUQUERQUE PUBLIC SCHOOLS WILSON MIDDLE D
ALBUQUERQUE PUBLIC SCHOOLS ZIA ELEMENTARY C
ALBUQUERQUE PUBLIC SCHOOLS ZUNI ELEMENTARY B
ALDO LEOPOLD CHARTER ALDO LEOPOLD CHARTER B
ALMA D'ARTE CHARTER ALMA D'ARTE CHARTER C
AMY BIEHL CHARTER HIGH SCHOOL AMY BIEHL CHARTER HIGH SCHOOL B
ANIMAS PUBLIC SCHOOLS ANIMAS 7-12 SCHOOL B
ANIMAS PUBLIC SCHOOLS ANIMAS ELEMENTARY A
ANIMAS PUBLIC SCHOOLS ANIMAS MIDDLE B
ANTHONY CHARTER SCHOOL ANTHONY CHARTER SCHOOL D
ARTESIA PUBLIC SCHOOLS ARTESIA HIGH D
ARTESIA PUBLIC SCHOOLS ARTESIA PARK JUNIOR HIGH B
ARTESIA PUBLIC SCHOOLS ARTESIA ZIA INTERMEDIATE B
ARTESIA PUBLIC SCHOOLS CENTRAL ELEMENTARY C
ARTESIA PUBLIC SCHOOLS GRAND HTS.EARLY CHILD C
ARTESIA PUBLIC SCHOOLS HERMOSA ELEMENTARY B
ARTESIA PUBLIC SCHOOLS PENASCO ELEMENTARY A
ARTESIA PUBLIC SCHOOLS ROSELAWN ELEMENTARY C
ARTESIA PUBLIC SCHOOLS YESO ELEMENTARY B
ARTESIA PUBLIC SCHOOLS YUCCA ELEMENTARY C
AZTEC MUNICIPAL SCHOOLS AZTEC HIGH B
AZTEC MUNICIPAL SCHOOLS C.V. KOOGLER MIDDLE A
AZTEC MUNICIPAL SCHOOLS LYDIA RIPPEY ELEMENTARY D
AZTEC MUNICIPAL SCHOOLS MCCOY AVENUE ELEMENTARY B
AZTEC MUNICIPAL SCHOOLS MOSAIC ACADEMY CHARTER F
AZTEC MUNICIPAL SCHOOLS PARK AVENUE ELEMENTARY C
AZTEC MUNICIPAL SCHOOLS VISTA NUEVA HIGH B
BELEN CONSOLIDATED SCHOOLS BELEN HIGH D
BELEN CONSOLIDATED SCHOOLS BELEN INFINITY HIGH D
BELEN CONSOLIDATED SCHOOLS BELEN MIDDLE F
BELEN CONSOLIDATED SCHOOLS CENTRAL ELEMENTARY B
BELEN CONSOLIDATED SCHOOLS DENNIS CHAVEZ ELEMENTARY C
BELEN CONSOLIDATED SCHOOLS GIL SANCHEZ ELEMENTARY B
BELEN CONSOLIDATED SCHOOLS JARAMILLO ELEMENTARY B
BELEN CONSOLIDATED SCHOOLS LA MERCED ELEMENTARY B
BELEN CONSOLIDATED SCHOOLS LA PROMESA ELEMENTARY C
BELEN CONSOLIDATED SCHOOLS RIO GRANDE ELEMENTARY B
BELEN CONSOLIDATED SCHOOLS THE FAMILY SCHOOL B
BERNALILLO PUBLIC SCHOOLS ALGODONES ELEMENTARY D
BERNALILLO PUBLIC SCHOOLS BERNALILLO ELEMENTARY D
BERNALILLO PUBLIC SCHOOLS BERNALILLO HIGH C
BERNALILLO PUBLIC SCHOOLS BERNALILLO MIDDLE D
BERNALILLO PUBLIC SCHOOLS COCHITI ELEMENTARY B
BERNALILLO PUBLIC SCHOOLS COCHITI MIDDLE B
BERNALILLO PUBLIC SCHOOLS PLACITAS ELEMENTARY A
BERNALILLO PUBLIC SCHOOLS SANTO DOMINGO ELEMENTARY F
BERNALILLO PUBLIC SCHOOLS SANTO DOMINGO MIDDLE F
BERNALILLO PUBLIC SCHOOLS WD CARROLL ELEMENTARY C
BLOOMFIELD SCHOOLS BLANCO ELEMENTARY C
BLOOMFIELD SCHOOLS BLOOMFIELD EARLY CHILDHOOD CENTER C
BLOOMFIELD SCHOOLS BLOOMFIELD HIGH D
BLOOMFIELD SCHOOLS CENTRAL PRIMARY F
BLOOMFIELD SCHOOLS CHARLIE Y. BROWN ALT D
BLOOMFIELD SCHOOLS MESA ALTA JR HIGH F
BLOOMFIELD SCHOOLS NAABA ANI ELEMENTARY C
CAPITAN MUNICIPAL SCHOOLS CAPITAN ELEMENTARY D
CAPITAN MUNICIPAL SCHOOLS CAPITAN HIGH B
CAPITAN MUNICIPAL SCHOOLS CAPITAN MIDDLE F
CARLSBAD MUNICIPAL SCHOOLS CARLSBAD EARLY COLLEGE HIGH C
CARLSBAD MUNICIPAL SCHOOLS CARLSBAD HIGH C
CARLSBAD MUNICIPAL SCHOOLS CARLSBAD INTERMEDIATE SCHOOL F
CARLSBAD MUNICIPAL SCHOOLS CARLSBAD SIXTH GRADE ACADEMY F
CARLSBAD MUNICIPAL SCHOOLS CRAFT ELEMENTARY C
CARLSBAD MUNICIPAL SCHOOLS ECE CENTER A
CARLSBAD MUNICIPAL SCHOOLS HILLCREST ELEMENTARY F
CARLSBAD MUNICIPAL SCHOOLS JEFFERSON MONTESSORI C
CARLSBAD MUNICIPAL SCHOOLS JOE STANLEY SMITH ELEMENTARY C
CARLSBAD MUNICIPAL SCHOOLS MONTERREY ELEMENTARY B
CARLSBAD MUNICIPAL SCHOOLS PATE ELEMENTARY B
CARLSBAD MUNICIPAL SCHOOLS PUCKETT ELEMENTARY B
CARLSBAD MUNICIPAL SCHOOLS RIVERSIDE ELEMENTARY A
CARLSBAD MUNICIPAL SCHOOLS SUNSET ELEMENTARY C
CARRIZOZO MUNICIPAL SCHOOLS CARRIZOZO ELEMENTARY A
CARRIZOZO MUNICIPAL SCHOOLS CARRIZOZO HIGH C
CARRIZOZO MUNICIPAL SCHOOLS CARRIZOZO MIDDLE D
CENTRAL CONSOLIDATED SCHOOLS CAREER PREP ALTERNATIVE D
CENTRAL CONSOLIDATED SCHOOLS CENTRAL HIGH C
CENTRAL CONSOLIDATED SCHOOLS EVA B STOKELY ELEMENTARY D
CENTRAL CONSOLIDATED SCHOOLS GRACE B. WILSON ELEMENTARY B
CENTRAL CONSOLIDATED SCHOOLS KIRTLAND ELEMENTARY C
CENTRAL CONSOLIDATED SCHOOLS KIRTLAND MIDDLE D
CENTRAL CONSOLIDATED SCHOOLS MESA ELEMENTARY D
CENTRAL CONSOLIDATED SCHOOLS NASCHITTI ELEMENTARY B
CENTRAL CONSOLIDATED SCHOOLS NEWCOMB ELEMENTARY C
CENTRAL CONSOLIDATED SCHOOLS NEWCOMB HIGH D
CENTRAL CONSOLIDATED SCHOOLS NEWCOMB MIDDLE F
CENTRAL CONSOLIDATED SCHOOLS NIZHONI ELEMENTARY D
CENTRAL CONSOLIDATED SCHOOLS OJO AMARILLO ELEMENTARY F
CENTRAL CONSOLIDATED SCHOOLS RUTH N BOND ELEMENTARY C
CENTRAL CONSOLIDATED SCHOOLS SHIPROCK HIGH D
CENTRAL CONSOLIDATED SCHOOLS TSE'BIT'AI MIDDLE F
CESAR CHAVEZ COMMUNITY SCHOOL CESAR CHAVEZ COMMUNITY SCHOOL C
CHAMA VALLEY INDEP. SCHOOLS CHAMA ELEMENTARY F
CHAMA VALLEY INDEP. SCHOOLS CHAMA MIDDLE C
CHAMA VALLEY INDEP. SCHOOLS ESCALANTE MIDDLE/HIGH SCHOOL D
CHAMA VALLEY INDEP. SCHOOLS TIERRA AMARILLA ELEMENTARY C
CIEN AGUAS INTERNATIONAL SCHOOL CIEN AGUAS INTERNATIONAL A
CIMARRON MUNICIPAL SCHOOLS CIMARRON ELEMENTARY A
CIMARRON MUNICIPAL SCHOOLS CIMARRON HIGH C
CIMARRON MUNICIPAL SCHOOLS CIMARRON MIDDLE F
CIMARRON MUNICIPAL SCHOOLS EAGLE NEST ELEMENTARY F
CIMARRON MUNICIPAL SCHOOLS EAGLE NEST MIDDLE B
CIMARRON MUNICIPAL SCHOOLS MORENO VALLEY HIGH C
CLAYTON MUNICIPAL SCHOOLS ALVIS ELEMENTARY B
CLAYTON MUNICIPAL SCHOOLS CLAYTON HIGH C
CLAYTON MUNICIPAL SCHOOLS CLAYTON JUNIOR HIGH B
CLAYTON MUNICIPAL SCHOOLS KISER ELEMENTARY F
CLOUDCROFT MUNICIPAL SCHOOLS CLOUDCROFT ELEMENTARY D
CLOUDCROFT MUNICIPAL SCHOOLS CLOUDCROFT HIGH A
CLOUDCROFT MUNICIPAL SCHOOLS CLOUDCROFT MIDDLE A
CLOVIS MUNICIPAL SCHOOLS ARTS ACADEMY AT BELLA VISTA C
CLOVIS MUNICIPAL SCHOOLS BARRY ELEMENTARY A
CLOVIS MUNICIPAL SCHOOLS CAMEO ELEMENTARY F
CLOVIS MUNICIPAL SCHOOLS CLOVIS HIGH D
CLOVIS MUNICIPAL SCHOOLS CLOVIS HS FRESHMAN ACADEMY B
CLOVIS MUNICIPAL SCHOOLS HIGHLAND ELEMENTARY B
CLOVIS MUNICIPAL SCHOOLS JAMES BICKLEY ELEMENTARY C
CLOVIS MUNICIPAL SCHOOLS LA CASITA ELEMENTARY B
CLOVIS MUNICIPAL SCHOOLS LOCKWOOD ELEMENTARY C
CLOVIS MUNICIPAL SCHOOLS MARSHALL MIDDLE C
CLOVIS MUNICIPAL SCHOOLS MESA ELEMENTARY A
CLOVIS MUNICIPAL SCHOOLS PARKVIEW ELEMENTARY F
CLOVIS MUNICIPAL SCHOOLS RANCHVALE ELEMENTARY A
CLOVIS MUNICIPAL SCHOOLS SANDIA ELEMENTARY A
CLOVIS MUNICIPAL SCHOOLS WD GATTIS MIDDLE SCHOOL A
CLOVIS MUNICIPAL SCHOOLS YUCCA MIDDLE B
CLOVIS MUNICIPAL SCHOOLS ZIA ELEMENTARY A
COBRE CONSOLIDATED SCHOOLS BAYARD ELEMENTARY C
COBRE CONSOLIDATED SCHOOLS CENTRAL ELEMENTARY C
COBRE CONSOLIDATED SCHOOLS COBRE HIGH D
COBRE CONSOLIDATED SCHOOLS HURLEY ELEMENTARY D
COBRE CONSOLIDATED SCHOOLS SAN LORENZO ELEMENTARY A
COBRE CONSOLIDATED SCHOOLS SNELL MIDDLE C
CORAL COMMUNITY CHARTER CORAL COMMUNITY CHARTER B
CORONA MUNICIPAL SCHOOLS CORONA ELEMENTARY A
CORONA MUNICIPAL SCHOOLS CORONA HIGH B
COTTONWOOD CLASSICAL PREP COTTONWOOD CLASSICAL PREP A
CREATIVE ED PREP #1 CREATIVE ED PREP #1 C
CUBA INDEPENDENT SCHOOLS CUBA ELEMENTARY F
CUBA INDEPENDENT SCHOOLS CUBA HIGH D
CUBA INDEPENDENT SCHOOLS CUBA MIDDLE F
DEMING PUBLIC SCHOOLS BATAAN ELEMENTARY F
DEMING PUBLIC SCHOOLS BELL ELEMENTARY F
DEMING PUBLIC SCHOOLS CHAPARRAL ELEMENTARY B
DEMING PUBLIC SCHOOLS COLUMBUS ELEMENTARY B
DEMING PUBLIC SCHOOLS DEMING CESAR CHAVEZ C
DEMING PUBLIC SCHOOLS DEMING HIGH D
DEMING PUBLIC SCHOOLS DEMING INTERMEDIATE D
DEMING PUBLIC SCHOOLS MEMORIAL ELEMENTARY D
DEMING PUBLIC SCHOOLS RED MOUNTAIN MIDDLE D
DEMING PUBLIC SCHOOLS RUBEN S. TORRES ELEMENTARY B
DES MOINES MUNICIPAL SCHOOLS DES MOINES ELEMENTARY B
DES MOINES MUNICIPAL SCHOOLS DES MOINES HIGH A
DEXTER CONSOLIDATED SCHOOLS DEXTER ELEMENTARY B
DEXTER CONSOLIDATED SCHOOLS DEXTER HIGH C
DEXTER CONSOLIDATED SCHOOLS DEXTER MIDDLE F
DORA MUNICIPAL SCHOOLS DORA ELEMENTARY A
DORA MUNICIPAL SCHOOLS DORA HIGH A
DREAM DINE DREAM DINE D
DULCE INDEPENDENT SCHOOLS DULCE ELEMENTARY F
DULCE INDEPENDENT SCHOOLS DULCE JUNIOR/SENIOR HIGH SCHOOL C
EAST MTN HIGH SCHOOL EAST MTN HIGH SCHOOL A
ELIDA MUNICIPAL SCHOOLS ELIDA ELEMENTARY C
ELIDA MUNICIPAL SCHOOLS ELIDA HIGH B
ESPANOLA PUBLIC SCHOOLS ABIQUIU ELEMENTARY A
ESPANOLA PUBLIC SCHOOLS ALCALDE ELEMENTARY F
ESPANOLA PUBLIC SCHOOLS CARINOS DE LOS NINOS C
ESPANOLA PUBLIC SCHOOLS CARLOS F. VIGIL MIDDLE F
ESPANOLA PUBLIC SCHOOLS CHIMAYO ELEMENTARY C
ESPANOLA PUBLIC SCHOOLS DIXON ELEMENTARY C
ESPANOLA PUBLIC SCHOOLS ESPANOLA VALLEY HIGH D
ESPANOLA PUBLIC SCHOOLS EUTIMIO SALAZAR ELEMENTARY F
ESPANOLA PUBLIC SCHOOLS HERNANDEZ ELEMENTARY C
ESPANOLA PUBLIC SCHOOLS JAMES RODRIGUEZ ELEMENTARY D
ESPANOLA PUBLIC SCHOOLS LOS NINOS ELEMENTARY C
ESPANOLA PUBLIC SCHOOLS SAN JUAN ELEMENTARY F
ESPANOLA PUBLIC SCHOOLS TONY QUINTANA ELEMENTARY F
ESPANOLA PUBLIC SCHOOLS VELARDE ELEMENTARY D
ESTANCIA MUNICIPAL SCHOOLS ESTANCIA HIGH B
ESTANCIA MUNICIPAL SCHOOLS ESTANCIA MIDDLE B
ESTANCIA MUNICIPAL SCHOOLS ESTANCIA VALLEY LEARNING C
ESTANCIA MUNICIPAL SCHOOLS LOWER ELEMENTARY C
ESTANCIA MUNICIPAL SCHOOLS UPPER ELEMENTARY C
ESTANCIA MUNICIPAL SCHOOLS VANSTONE ELEMENTARY A
ESTANCIA VALLEY CLASSICAL ACADEMY ESTANCIA VALLEY CLASSICAL ACADEMY A
EUNICE MUNICIPAL SCHOOLS CATON MIDDLE D
EUNICE MUNICIPAL SCHOOLS EUNICE HIGH D
EUNICE MUNICIPAL SCHOOLS METTIE JORDAN ELEMENTARY D
EXPLORE ACADEMY EXPLORE ACADEMY F
FARMINGTON MUNICIPAL SCHOOLS ANIMAS ELEMENTARY A
FARMINGTON MUNICIPAL SCHOOLS APACHE ELEMENTARY A
FARMINGTON MUNICIPAL SCHOOLS BLUFFVIEW ELEMENTARY B
FARMINGTON MUNICIPAL SCHOOLS COUNTRY CLUB ELEMENTARY A
FARMINGTON MUNICIPAL SCHOOLS ESPERANZA ELEMENTARY A
FARMINGTON MUNICIPAL SCHOOLS FARMINGTON HIGH C
FARMINGTON MUNICIPAL SCHOOLS HEIGHTS MIDDLE SCHOOL C
FARMINGTON MUNICIPAL SCHOOLS HERMOSA MIDDLE SCHOOL B
FARMINGTON MUNICIPAL SCHOOLS LADERA DEL NORTE ELEMENTARY A
FARMINGTON MUNICIPAL SCHOOLS MCCORMICK ELEMENTARY A
FARMINGTON MUNICIPAL SCHOOLS MCKINLEY ELEMENTARY A
FARMINGTON MUNICIPAL SCHOOLS MESA VERDE ELEMENTARY A
FARMINGTON MUNICIPAL SCHOOLS MESA VIEW MIDDLE SCHOOL D
FARMINGTON MUNICIPAL SCHOOLS NEW MEXICO VIRTUAL ACADEMY C
FARMINGTON MUNICIPAL SCHOOLS NORTHEAST ELEMENTARY A
FARMINGTON MUNICIPAL SCHOOLS PIEDRA VISTA HIGH A
FARMINGTON MUNICIPAL SCHOOLS ROCINANTE HIGH B
FARMINGTON MUNICIPAL SCHOOLS TIBBETTS MIDDLE SCHOOL A
FLOYD MUNICIPAL SCHOOLS FLOYD ELEMENTARY B
FLOYD MUNICIPAL SCHOOLS FLOYD HIGH C
FLOYD MUNICIPAL SCHOOLS FLOYD MIDDLE D
FORT SUMNER MUNICIPAL SCHOOLS FORT SUMNER ELEMENTARY B
FORT SUMNER MUNICIPAL SCHOOLS FORT SUMNER HIGH A
FORT SUMNER MUNICIPAL SCHOOLS FORT SUMNER MIDDLE B
GADSDEN INDEPENDENT SCHOOLS ALTA VISTA EARLY COLLEGE HIGH SCHOOL F
GADSDEN INDEPENDENT SCHOOLS ANTHONY ELEMENTARY C
GADSDEN INDEPENDENT SCHOOLS BERINO ELEMENTARY D
GADSDEN INDEPENDENT SCHOOLS CHAPARRAL ELEMENTARY C
GADSDEN INDEPENDENT SCHOOLS CHAPARRAL HIGH D
GADSDEN INDEPENDENT SCHOOLS CHAPARRAL MIDDLE F
GADSDEN INDEPENDENT SCHOOLS DESERT TRAIL ELEMENTARY D
GADSDEN INDEPENDENT SCHOOLS DESERT VIEW ELEMENTARY F
GADSDEN INDEPENDENT SCHOOLS GADSDEN ELEMENTARY B
GADSDEN INDEPENDENT SCHOOLS GADSDEN HIGH D
GADSDEN INDEPENDENT SCHOOLS GADSDEN MIDDLE D
GADSDEN INDEPENDENT SCHOOLS LA UNION ELEMENTARY B
GADSDEN INDEPENDENT SCHOOLS LOMA LINDA ELEMENTARY D
GADSDEN INDEPENDENT SCHOOLS MESQUITE ELEMENTARY B
GADSDEN INDEPENDENT SCHOOLS NORTH VALLEY ELEMENTARY A
GADSDEN INDEPENDENT SCHOOLS RIVERSIDE ELEMENTARY F
GADSDEN INDEPENDENT SCHOOLS SANTA TERESA ELEMENTARY C
GADSDEN INDEPENDENT SCHOOLS SANTA TERESA HIGH C
GADSDEN INDEPENDENT SCHOOLS SANTA TERESA MIDDLE A
GADSDEN INDEPENDENT SCHOOLS SUNLAND PARK ELEMENTARY B
GADSDEN INDEPENDENT SCHOOLS SUNRISE ELEMENTARY D
GADSDEN INDEPENDENT SCHOOLS VADO ELEMENTARY D
GALLUP-MCKINLEY CTY SCHOOLS CHEE DODGE ELEMENTARY C
GALLUP-MCKINLEY CTY SCHOOLS CHIEF MANUELITO MIDDLE B
GALLUP-MCKINLEY CTY SCHOOLS CHURCH ROCK ELEMENTARY F
GALLUP-MCKINLEY CTY SCHOOLS CROWNPOINT ELEMENTARY D
GALLUP-MCKINLEY CTY SCHOOLS CROWNPOINT HIGH C
GALLUP-MCKINLEY CTY SCHOOLS CROWNPOINT MIDDLE D
GALLUP-MCKINLEY CTY SCHOOLS DAVID SKEET ELEMENTARY B
GALLUP-MCKINLEY CTY SCHOOLS GALLUP CENTRAL ALTERNATIVE C
GALLUP-MCKINLEY CTY SCHOOLS GALLUP HIGH C
GALLUP-MCKINLEY CTY SCHOOLS GALLUP MIDDLE C
GALLUP-MCKINLEY CTY SCHOOLS INDIAN HILLS ELEMENTARY A
GALLUP-MCKINLEY CTY SCHOOLS JEFFERSON ELEMENTARY D
GALLUP-MCKINLEY CTY SCHOOLS JOHN F. KENNEDY MIDDLE C
GALLUP-MCKINLEY CTY SCHOOLS JUAN DE ONATE ELEMENTARY D
GALLUP-MCKINLEY CTY SCHOOLS LINCOLN ELEMENTARY C
GALLUP-MCKINLEY CTY SCHOOLS MIDDLE COLLEGE HIGH A
GALLUP-MCKINLEY CTY SCHOOLS MIYAMURA HIGH SCHOOL B
GALLUP-MCKINLEY CTY SCHOOLS NAVAJO ELEMENTARY D
GALLUP-MCKINLEY CTY SCHOOLS NAVAJO MIDDLE SCHOOL C
GALLUP-MCKINLEY CTY SCHOOLS NAVAJO PINE HIGH C
GALLUP-MCKINLEY CTY SCHOOLS RAMAH ELEMENTARY C
GALLUP-MCKINLEY CTY SCHOOLS RAMAH HIGH B
GALLUP-MCKINLEY CTY SCHOOLS RED ROCK ELEMENTARY C
GALLUP-MCKINLEY CTY SCHOOLS ROCKY VIEW ELEMENTARY F
GALLUP-MCKINLEY CTY SCHOOLS ROOSEVELT ELEMENTARY D
GALLUP-MCKINLEY CTY SCHOOLS STAGECOACH ELEMENTARY D
GALLUP-MCKINLEY CTY SCHOOLS THOREAU ELEMENTARY D
GALLUP-MCKINLEY CTY SCHOOLS THOREAU HIGH F
GALLUP-MCKINLEY CTY SCHOOLS THOREAU MIDDLE F
GALLUP-MCKINLEY CTY SCHOOLS TOBE TURPEN ELEMENTARY C
GALLUP-MCKINLEY CTY SCHOOLS TOHATCHI ELEMENTARY C
GALLUP-MCKINLEY CTY SCHOOLS TOHATCHI HIGH C
GALLUP-MCKINLEY CTY SCHOOLS TOHATCHI MIDDLE D
GALLUP-MCKINLEY CTY SCHOOLS TSE'YI'GAI HIGH C
GALLUP-MCKINLEY CTY SCHOOLS TWIN LAKES ELEMENTARY C
GALLUP-MCKINLEY CTY SCHOOLS WASHINGTON ELEMENTARY C
GILBERT L SENA CHARTER HS GILBERT L SENA CHARTER HS C
GRADY MUNICIPAL SCHOOLS GRADY ELEMENTARY A
GRADY MUNICIPAL SCHOOLS GRADY HIGH A
GRADY MUNICIPAL SCHOOLS GRADY MIDDLE SCHOOL B
GRANTS-CIBOLA COUNTY SCHOOLS BLUEWATER ELEMENTARY B
GRANTS-CIBOLA COUNTY SCHOOLS CUBERO ELEMENTARY C
GRANTS-CIBOLA COUNTY SCHOOLS GRANTS HIGH C
GRANTS-CIBOLA COUNTY SCHOOLS LAGUNA-ACOMA HIGH C
GRANTS-CIBOLA COUNTY SCHOOLS LAGUNA-ACOMA MIDDLE F
GRANTS-CIBOLA COUNTY SCHOOLS LOS ALAMITOS MIDDLE F
GRANTS-CIBOLA COUNTY SCHOOLS MESA VIEW ELEMENTARY B
GRANTS-CIBOLA COUNTY SCHOOLS MILAN ELEMENTARY C
GRANTS-CIBOLA COUNTY SCHOOLS MOUNT TAYLOR ELEMENTARY D
GRANTS-CIBOLA COUNTY SCHOOLS SAN RAFAEL ELEMENTARY D
GRANTS-CIBOLA COUNTY SCHOOLS SEBOYETA ELEMENTARY C
HAGERMAN MUNICIPAL SCHOOLS HAGERMAN ELEMENTARY C
HAGERMAN MUNICIPAL SCHOOLS HAGERMAN HIGH A
HAGERMAN MUNICIPAL SCHOOLS HAGERMAN MIDDLE C
HATCH VALLEY PUBLIC SCHOOLS GARFIELD ELEMENTARY C
HATCH VALLEY PUBLIC SCHOOLS HATCH VALLEY ELEMENTARY C
HATCH VALLEY PUBLIC SCHOOLS HATCH VALLEY HIGH F
HATCH VALLEY PUBLIC SCHOOLS HATCH VALLEY MIDDLE A
HATCH VALLEY PUBLIC SCHOOLS RIO GRANDE ELEMENTARY B
HEALTH LEADERSHIP HIGH SCHOOL HEALTH LEADERSHIP HIGH SCHOOL F
HEALTH SCIENCES ACADEMY HEALTH SCIENCES ACADEMY F
HOBBS MUNICIPAL SCHOOLS B.T. WASHINGTON ELEMENTARY A
HOBBS MUNICIPAL SCHOOLS BROADMOOR ELEMENTARY B
HOBBS MUNICIPAL SCHOOLS COLLEGE LANE ELEMENTARY D
HOBBS MUNICIPAL SCHOOLS CORONADO ELEMENTARY D
HOBBS MUNICIPAL SCHOOLS EDISON ELEMENTARY C
HOBBS MUNICIPAL SCHOOLS HEIZER MIDDLE SCHOOL F
HOBBS MUNICIPAL SCHOOLS HIGHLAND MIDDLE SCHOOL F
HOBBS MUNICIPAL SCHOOLS HOBBS FRESHMAN HIGH D
HOBBS MUNICIPAL SCHOOLS HOBBS HIGH C
HOBBS MUNICIPAL SCHOOLS HOUSTON MIDDLE SCHOOL C
HOBBS MUNICIPAL SCHOOLS JEFFERSON ELEMENTARY F
HOBBS MUNICIPAL SCHOOLS MILLS ELEMENTARY F
HOBBS MUNICIPAL SCHOOLS SANGER ELEMENTARY D
HOBBS MUNICIPAL SCHOOLS SOUTHERN HEIGHTS ELEMENTARY D
HOBBS MUNICIPAL SCHOOLS STONE ELEMENTARY D
HOBBS MUNICIPAL SCHOOLS TAYLOR ELEMENTARY C
HOBBS MUNICIPAL SCHOOLS WILL ROGERS ELEMENTARY F
HONDO VALLEY PUBLIC SCHOOLS HONDO ELEMENTARY D
HONDO VALLEY PUBLIC SCHOOLS HONDO HIGH C
HORIZON ACADEMY WEST HORIZON ACADEMY WEST D
HOUSE MUNICIPAL SCHOOLS HOUSE ELEMENTARY C
HOUSE MUNICIPAL SCHOOLS HOUSE HIGH C
HOUSE MUNICIPAL SCHOOLS HOUSE JUNIOR HIGH D
INTERNATIONAL SCHOOL AT MESA DEL SOL INTERNATIONAL SCHOOL AT MESA DEL SOL C
J PAUL TAYLOR ACADEMY J PAUL TAYLOR ACADEMY C
JAL PUBLIC SCHOOLS JAL ELEMENTARY C
JAL PUBLIC SCHOOLS JAL HIGH C
JAL PUBLIC SCHOOLS JAL JR HIGH F
JEMEZ MOUNTAIN PUBLIC SCHOOLS CORONADO HIGH D
JEMEZ MOUNTAIN PUBLIC SCHOOLS CORONADO MIDDLE F
JEMEZ MOUNTAIN PUBLIC SCHOOLS GALLINA ELEMENTARY A
JEMEZ MOUNTAIN PUBLIC SCHOOLS LINDRITH AREA HERITAGE B
JEMEZ MOUNTAIN PUBLIC SCHOOLS LYBROOK ELEMENTARY D
JEMEZ VALLEY PUBLIC SCHOOLS JEMEZ VALLEY ELEMENTARY F
JEMEZ VALLEY PUBLIC SCHOOLS JEMEZ VALLEY HIGH C
JEMEZ VALLEY PUBLIC SCHOOLS JEMEZ VALLEY MIDDLE B
JEMEZ VALLEY PUBLIC SCHOOLS SAN DIEGO RIVERSIDE D
LA JICARITA COMMUNITY SCHOOL LA JICARITA COMMUNITY SCHOOL F
LA PROMESA EARLY LEARNING LA PROMESA EARLY LEARNING C
LA RESOLANA LEADERSHIP LA RESOLANA LEADERSHIP C
LA TIERRA MONTESSORI SCHOOL OF THE ARTS AND SCIENCES LA TIERRA MONTESSORI SCHOOL OF THE ARTS AND SCIENCES B
LAKE ARTHUR MUNICIPAL SCHOOLS LAKE ARTHUR ELEMENTARY D
LAKE ARTHUR MUNICIPAL SCHOOLS LAKE ARTHUR HIGH C
LAKE ARTHUR MUNICIPAL SCHOOLS LAKE ARTHUR MIDDLE D
LAS CRUCES PUBLIC SCHOOLS ALAMEDA ELEMENTARY D
LAS CRUCES PUBLIC SCHOOLS ARROWHEAD PARK MEDICAL ACADEMY B
LAS CRUCES PUBLIC SCHOOLS BOOKER T. WASHINGTON C
LAS CRUCES PUBLIC SCHOOLS CAMINO REAL MIDDLE B
LAS CRUCES PUBLIC SCHOOLS CENTENNIAL HIGH SCHOOL C
LAS CRUCES PUBLIC SCHOOLS CENTRAL ELEMENTARY D
LAS CRUCES PUBLIC SCHOOLS CESAR CHAVEZ ELEMENTARY A
LAS CRUCES PUBLIC SCHOOLS COLUMBIA ELEMENTARY B
LAS CRUCES PUBLIC SCHOOLS CONLEE ELEMENTARY B
LAS CRUCES PUBLIC SCHOOLS DESERT HILLS ELEMENTARY B
LAS CRUCES PUBLIC SCHOOLS DONA ANA ELEMENTARY C
LAS CRUCES PUBLIC SCHOOLS EARLY COLLEGE HIGH SCHOOL B
LAS CRUCES PUBLIC SCHOOLS EAST PICACHO ELEMENTARY C
LAS CRUCES PUBLIC SCHOOLS FAIRACRES ELEMENTARY F
LAS CRUCES PUBLIC SCHOOLS HERMOSA HGTS ELEMENTARY A
LAS CRUCES PUBLIC SCHOOLS HIGHLAND ELEMENTARY C
LAS CRUCES PUBLIC SCHOOLS HILLRISE ELEMENTARY D
LAS CRUCES PUBLIC SCHOOLS JORNADA ELEMENTARY B
LAS CRUCES PUBLIC SCHOOLS LAS CRUCES HIGH A
LAS CRUCES PUBLIC SCHOOLS LAS MONTANAS CHARTER D
LAS CRUCES PUBLIC SCHOOLS LOMA HEIGHTS ELEMENTARY C
LAS CRUCES PUBLIC SCHOOLS LYNN MIDDLE F
LAS CRUCES PUBLIC SCHOOLS MAC ARTHUR ELEMENTARY F
LAS CRUCES PUBLIC SCHOOLS MAYFIELD HIGH C
LAS CRUCES PUBLIC SCHOOLS MESA MIDDLE F
LAS CRUCES PUBLIC SCHOOLS MESILLA ELEMENTARY B
LAS CRUCES PUBLIC SCHOOLS MESILLA PARK ELEMENTARY B
LAS CRUCES PUBLIC SCHOOLS MESILLA VALLEY ALTERNATIVE MIDDLE SCHOOL B
LAS CRUCES PUBLIC SCHOOLS MONTE VISTA ELEMENTARY A
LAS CRUCES PUBLIC SCHOOLS ONATE HIGH C
LAS CRUCES PUBLIC SCHOOLS PICACHO MIDDLE F
LAS CRUCES PUBLIC SCHOOLS RIO GRANDE PREPARATORY INSTITUTE D
LAS CRUCES PUBLIC SCHOOLS SIERRA MIDDLE D
LAS CRUCES PUBLIC SCHOOLS SONOMA ELEMENTARY D
LAS CRUCES PUBLIC SCHOOLS SUNRISE ELEMENTARY C
LAS CRUCES PUBLIC SCHOOLS TOMBAUGH ELEMENTARY F
LAS CRUCES PUBLIC SCHOOLS UNIVERSITY HILLS ELEMENTARY C
LAS CRUCES PUBLIC SCHOOLS VALLEY VIEW ELEMENTARY F
LAS CRUCES PUBLIC SCHOOLS VISTA MIDDLE C
LAS CRUCES PUBLIC SCHOOLS WHITE SANDS ELEMENTARY A
LAS CRUCES PUBLIC SCHOOLS ZIA MIDDLE D
LAS VEGAS CITY PUBLIC SCHOOLS LEGION PARK ELEMENTARY F
LAS VEGAS CITY PUBLIC SCHOOLS LOS NINOS ELEMENTARY F
LAS VEGAS CITY PUBLIC SCHOOLS LVCS EARLY CHILDHOOD F
LAS VEGAS CITY PUBLIC SCHOOLS MEMORIAL MIDDLE D
LAS VEGAS CITY PUBLIC SCHOOLS MIKE SENA ELEMENTARY B
LAS VEGAS CITY PUBLIC SCHOOLS PAUL D. HENRY ELEMENTARY D
LAS VEGAS CITY PUBLIC SCHOOLS ROBERTSON HIGH B
LAS VEGAS CITY PUBLIC SCHOOLS SIERRA VISTA ELEMENTARY F
LOGAN MUNICIPAL SCHOOLS LOGAN ELEMENTARY A
LOGAN MUNICIPAL SCHOOLS LOGAN HIGH B
LOGAN MUNICIPAL SCHOOLS LOGAN MIDDLE D
LORDSBURG MUNICIPAL SCHOOLS CENTRAL ELEMENTARY A
LORDSBURG MUNICIPAL SCHOOLS DUGAN-TARANGO MIDDLE F
LORDSBURG MUNICIPAL SCHOOLS LORDSBURG HIGH C
LORDSBURG MUNICIPAL SCHOOLS R.V.TRAYLOR ELEMENTARY D
LORDSBURG MUNICIPAL SCHOOLS SOUTHSIDE ELEMENTARY C
LOS ALAMOS PUBLIC SCHOOLS ASPEN ELEMENTARY B
LOS ALAMOS PUBLIC SCHOOLS BARRANCA MESA ELEMENTARY A
LOS ALAMOS PUBLIC SCHOOLS CHAMISA ELEMENTARY A
LOS ALAMOS PUBLIC SCHOOLS LOS ALAMOS HIGH A
LOS ALAMOS PUBLIC SCHOOLS LOS ALAMOS MIDDLE A
LOS ALAMOS PUBLIC SCHOOLS MOUNTAIN ELEMENTARY A
LOS ALAMOS PUBLIC SCHOOLS PINON ELEMENTARY A
LOS LUNAS PUBLIC SCHOOLS ANN PARISH ELEMENTARY D
LOS LUNAS PUBLIC SCHOOLS BOSQUE FARMS ELEMENTARY A
LOS LUNAS PUBLIC SCHOOLS CENTURY ALT HIGH D
LOS LUNAS PUBLIC SCHOOLS DESERT VIEW ELEMENTARY F
LOS LUNAS PUBLIC SCHOOLS KATHERINE GALLEGOS ELEMENTARY A
LOS LUNAS PUBLIC SCHOOLS LOS LUNAS ELEMENTARY D
LOS LUNAS PUBLIC SCHOOLS LOS LUNAS FAMILY SCHOOL B
LOS LUNAS PUBLIC SCHOOLS LOS LUNAS HIGH D
LOS LUNAS PUBLIC SCHOOLS LOS LUNAS MIDDLE F
LOS LUNAS PUBLIC SCHOOLS PERALTA ELEMENTARY B
LOS LUNAS PUBLIC SCHOOLS RAYMOND GABALDON ELEMENTARY D
LOS LUNAS PUBLIC SCHOOLS SUNDANCE ELEMENTARY C
LOS LUNAS PUBLIC SCHOOLS TOME ELEMENTARY C
LOS LUNAS PUBLIC SCHOOLS VALENCIA ELEMENTARY D
LOS LUNAS PUBLIC SCHOOLS VALENCIA HIGH C
LOS LUNAS PUBLIC SCHOOLS VALENCIA MIDDLE SCHOOL F
LOVING MUNICIPAL SCHOOLS LOVING ELEMENTARY B
LOVING MUNICIPAL SCHOOLS LOVING HIGH C
LOVING MUNICIPAL SCHOOLS LOVING MIDDLE F
LOVINGTON MUNICIPAL SCHOOLS BEN ALEXANDER ELEMENTARY B
LOVINGTON MUNICIPAL SCHOOLS JEFFERSON ELEMENTARY F
LOVINGTON MUNICIPAL SCHOOLS LEA ELEMENTARY F
LOVINGTON MUNICIPAL SCHOOLS LLANO ELEMENTARY A
LOVINGTON MUNICIPAL SCHOOLS LOVINGTON 6TH GRADE ACADEMY B
LOVINGTON MUNICIPAL SCHOOLS LOVINGTON FRESHMAN ACADEMY F
LOVINGTON MUNICIPAL SCHOOLS LOVINGTON HIGH C
LOVINGTON MUNICIPAL SCHOOLS NEW HOPE ALT HIGH F
LOVINGTON MUNICIPAL SCHOOLS TAYLOR MIDDLE F
LOVINGTON MUNICIPAL SCHOOLS YARBRO ELEMENTARY C
MAGDALENA MUNICIPAL SCHOOLS MAGDALENA ELEMENTARY C
MAGDALENA MUNICIPAL SCHOOLS MAGDALENA HIGH C
MAGDALENA MUNICIPAL SCHOOLS MAGDALENA MIDDLE F
MAXWELL MUNICIPAL SCHOOLS MAXWELL ELEMENTARY D
MAXWELL MUNICIPAL SCHOOLS MAXWELL HIGH C
MAXWELL MUNICIPAL SCHOOLS MAXWELL MIDDLE D
MCCURDY CHARTER SCHOOL MCCURDY CHARTER SCHOOL C
MEDIA ARTS CHARTER MEDIA ARTS COLLABORATIVE CHARTER D
MELROSE PUBLIC SCHOOLS MELROSE ELEMENTARY D
MELROSE PUBLIC SCHOOLS MELROSE HIGH B
MELROSE PUBLIC SCHOOLS MELROSE JUNIOR D
MESA VISTA CONSOLIDATED SCHOOLS EL RITO ELEMENTARY B
MESA VISTA CONSOLIDATED SCHOOLS MESA VISTA HIGH C
MESA VISTA CONSOLIDATED SCHOOLS MESA VISTA MIDDLE F
MESA VISTA CONSOLIDATED SCHOOLS OJO CALIENTE ELEMENTARY D
MISSION ACHIEVEMENT AND SUCCESS MISSION ACHIEVEMENT AND SUCCESS A
MONTESSORI ELEMENTARY SCHOOL MONTESSORI ELEMENTARY SCHOOL B
MORA INDEPENDENT SCHOOLS HOLMAN ELEMENTARY F
MORA INDEPENDENT SCHOOLS LAZARO LARRY GARCIA F
MORA INDEPENDENT SCHOOLS MORA ELEMENTARY C
MORA INDEPENDENT SCHOOLS MORA HIGH B
MORIARTY-EDGEWQOD SCHOOL DISTRICT EDGEWOOD MIDDLE B
MORIARTY-EDGEWQOD SCHOOL DISTRICT MORIARTY ELEMENTARY B
MORIARTY-EDGEWQOD SCHOOL DISTRICT MORIARTY HIGH C
MORIARTY-EDGEWQOD SCHOOL DISTRICT MORIARTY MIDDLE D
MORIARTY-EDGEWQOD SCHOOL DISTRICT ROUTE 66 ELEMENTARY C
MORIARTY-EDGEWQOD SCHOOL DISTRICT SOUTH MOUNTAIN ELEMENTARY B
MOSQUERO MUNICIPAL SCHOOLS MOSQUERO ELEMENTARY C
MOSQUERO MUNICIPAL SCHOOLS MOSQUERO HIGH A
MOUNTAINAIR PUBLIC SCHOOLS MOUNTAINAIR ELEMENTARY B
MOUNTAINAIR PUBLIC SCHOOLS MOUNTAINAIR HIGH C
MOUNTAINAIR PUBLIC SCHOOLS MOUNTAINAIR JR HIGH D
NEW AMERICA SCHOOL NEW AMERICA SCHOOL F
NEW AMERICA SCHOOL – LAS CRUCES NEW AMERICA SCHOOL – LAS CRUCES C
NEW MEXICO CONNECTIONS ACADEMY NEW MEXICO CONNECTIONS ACADEMY C
NEW MEXICO INTERNATIONAL SCHOOL NEW MEXICO INTERNATIONAL SCHOOL A
NM SCHOOL FOR ARTS NM SCHOOL FOR THE ARTS A
NORTH VALLEY CHARTER NORTH VALLEY ACADEMY D
PECOS INDEPENDENT SCHOOLS PECOS ELEMENTARY F
PECOS INDEPENDENT SCHOOLS PECOS HIGH C
PECOS INDEPENDENT SCHOOLS PECOS MIDDLE D
PENASCO INDEPENDENT SCHOOLS PENASCO ELEMENTARY C
PENASCO INDEPENDENT SCHOOLS PENASCO HIGH C
PENASCO INDEPENDENT SCHOOLS PENASCO MIDDLE D
POJOAQUE VALLEY PUBLIC SCHOOLS PABLO ROYBAL ELEMENTARY D
POJOAQUE VALLEY PUBLIC SCHOOLS POJOAQUE HIGH C
POJOAQUE VALLEY PUBLIC SCHOOLS POJOAQUE INTERMEDIATE D
POJOAQUE VALLEY PUBLIC SCHOOLS POJOAQUE MIDDLE D
POJOAQUE VALLEY PUBLIC SCHOOLS SIXTH GRADE ACADEMY F
PORTALES MUNICIPAL SCHOOLS BROWN EARLY CHILDHOOD CENTER A
PORTALES MUNICIPAL SCHOOLS JAMES ELEMENTARY A
PORTALES MUNICIPAL SCHOOLS LINDSEY-STEINER ELEMENTARY D
PORTALES MUNICIPAL SCHOOLS PORTALES HIGH D
PORTALES MUNICIPAL SCHOOLS PORTALES JR HIGH D
PORTALES MUNICIPAL SCHOOLS VALENCIA ELEMENTARY B
QUEMADO INDEPENDENT SCHOOLS DATIL ELEMENTARY C
QUEMADO INDEPENDENT SCHOOLS QUEMADO ELEMENTARY D
QUEMADO INDEPENDENT SCHOOLS QUEMADO HIGH B
QUESTA INDEPENDENT SCHOOLS ALTA VISTA ELEMENTARY F
QUESTA INDEPENDENT SCHOOLS ALTA VISTA INTERMEDIATE D
QUESTA INDEPENDENT SCHOOLS QUESTA HIGH C
QUESTA INDEPENDENT SCHOOLS QUESTA JR HIGH F
QUESTA INDEPENDENT SCHOOLS RIO COSTILLA SW LEARNING ACADEMY A
QUESTA INDEPENDENT SCHOOLS ROOTS & WINGS COMMUNITY B
RATON PUBLIC SCHOOLS COLUMBIAN ELEMENTARY D
RATON PUBLIC SCHOOLS KEARNEY ELEMENTARY D
RATON PUBLIC SCHOOLS LONGFELLOW ELEMENTARY B
RATON PUBLIC SCHOOLS RATON HIGH C
RATON PUBLIC SCHOOLS RATON MIDDLE D
RED RIVER VALLEY CHARTER SCHOOL RED RIVER VALLEY CHARTER SCHOOL B
RESERVE PUBLIC SCHOOLS GLENWOOD ELEMENTARY D
RESERVE PUBLIC SCHOOLS RESERVE ELEMENTARY A
RESERVE PUBLIC SCHOOLS RESERVE HIGH B
RIO RANCHO PUBLIC SCHOOLS CIELO AZUL ELEMENTARY A
RIO RANCHO PUBLIC SCHOOLS COLINAS DEL NORTE ELEMENTARY C
RIO RANCHO PUBLIC SCHOOLS EAGLE RIDGE MIDDLE C
RIO RANCHO PUBLIC SCHOOLS ENCHANTED HILLS ELEMENTARY A
RIO RANCHO PUBLIC SCHOOLS ERNEST STAPLETON ELEMENTARY A
RIO RANCHO PUBLIC SCHOOLS INDEPENDENCE HIGH SCHOOL C
RIO RANCHO PUBLIC SCHOOLS LINCOLN MIDDLE B
RIO RANCHO PUBLIC SCHOOLS MAGGIE CORDOVA ELEMENTARY SCHOOL B
RIO RANCHO PUBLIC SCHOOLS MARTIN KING JR ELEMENTARY A
RIO RANCHO PUBLIC SCHOOLS MOUNTAIN VIEW MIDDLE A
RIO RANCHO PUBLIC SCHOOLS PUESTA DEL SOL ELEMENTARY B
RIO RANCHO PUBLIC SCHOOLS RIO RANCHO CYBER ACADEMY A
RIO RANCHO PUBLIC SCHOOLS RIO RANCHO ELEMENTARY A
RIO RANCHO PUBLIC SCHOOLS RIO RANCHO HIGH A
RIO RANCHO PUBLIC SCHOOLS RIO RANCHO MIDDLE SCHOOL B
RIO RANCHO PUBLIC SCHOOLS SANDIA VISTA ELEMENTARY B
RIO RANCHO PUBLIC SCHOOLS V SUE CLEVELAND HIGH A
RIO RANCHO PUBLIC SCHOOLS VISTA GRANDE ELEMENTARY B
ROSWELL INDEPENDENT SCHOOLS BERRENDO ELEMENTARY C
ROSWELL INDEPENDENT SCHOOLS BERRENDO MIDDLE B
ROSWELL INDEPENDENT SCHOOLS DEL NORTE ELEMENTARY D
ROSWELL INDEPENDENT SCHOOLS E GRAND PLAINS ELEMENTARY A
ROSWELL INDEPENDENT SCHOOLS EL CAPITAN ELEMENTARY C
ROSWELL INDEPENDENT SCHOOLS GODDARD HIGH D
ROSWELL INDEPENDENT SCHOOLS MESA MIDDLE D
ROSWELL INDEPENDENT SCHOOLS MILITARY HGTS ELEMENTARY C
ROSWELL INDEPENDENT SCHOOLS MISSOURI AVE ELEMENTARY D
ROSWELL INDEPENDENT SCHOOLS MONTERREY ELEMENTARY D
ROSWELL INDEPENDENT SCHOOLS MOUNTAIN VIEW MIDDLE C
ROSWELL INDEPENDENT SCHOOLS NANCY LOPEZ ELEMENTARY C
ROSWELL INDEPENDENT SCHOOLS PECOS ELEMENTARY D
ROSWELL INDEPENDENT SCHOOLS ROSWELL HIGH D
ROSWELL INDEPENDENT SCHOOLS SIDNEY GUTIERREZ MIDDLE A
ROSWELL INDEPENDENT SCHOOLS SIERRA MIDDLE D
ROSWELL INDEPENDENT SCHOOLS SUNSET ELEMENTARY F
ROSWELL INDEPENDENT SCHOOLS UNIVERSITY HIGH F
ROSWELL INDEPENDENT SCHOOLS VALLEY VIEW ELEMENTARY B
ROSWELL INDEPENDENT SCHOOLS WASHINGTON AVE ELEMENTARY D
ROY MUNICIPAL SCHOOLS ROY ELEMENTARY B
ROY MUNICIPAL SCHOOLS ROY HIGH C
RUIDOSO MUNICIPAL SCHOOLS NOB HILL EARLY CHILDHOOD CENTER B
RUIDOSO MUNICIPAL SCHOOLS RUIDOSO HIGH C
RUIDOSO MUNICIPAL SCHOOLS RUIDOSO MIDDLE C
RUIDOSO MUNICIPAL SCHOOLS SIERRA VISTA PRIMARY B
RUIDOSO MUNICIPAL SCHOOLS WHITE MOUNTAIN ELEMENTARY D
SAGE MONTESSORI CHARTER SCHOOL SAGE MONTESSORI CHARTER SCHOOL F
SAN JON MUNICIPAL SCHOOLS SAN JON ELEMENTARY B
SAN JON MUNICIPAL SCHOOLS SAN JON HIGH C
SAN JON MUNICIPAL SCHOOLS SAN JON MIDDLE SCHOOL B
SANTA FE PUBLIC SCHOOLS ACADEMY AT LARRAGOITE D
SANTA FE PUBLIC SCHOOLS ACADEMY FOR TECH & CLASS A
SANTA FE PUBLIC SCHOOLS ACEQUIA MADRE ELEMENTARY B
SANTA FE PUBLIC SCHOOLS AMY BIEHL COMMUNITY SCHOOL AT RANCHO VIEJO C
SANTA FE PUBLIC SCHOOLS ASPEN COMMUNITY MAGNET SCHOOL D
SANTA FE PUBLIC SCHOOLS ATALAYA ELEMENTARY A
SANTA FE PUBLIC SCHOOLS CALVIN CAPSHAW MIDDLE C
SANTA FE PUBLIC SCHOOLS CAPITAL HIGH C
SANTA FE PUBLIC SCHOOLS CARLOS GILBERT ELEMENTARY A
SANTA FE PUBLIC SCHOOLS CESAR CHAVEZ ELEMENTARY B
SANTA FE PUBLIC SCHOOLS CHAPARRAL ELEMENTARY F
SANTA FE PUBLIC SCHOOLS DE VARGAS MIDDLE F
SANTA FE PUBLIC SCHOOLS E.J. MARTINEZ ELEMENTARY D
SANTA FE PUBLIC SCHOOLS EDWARD ORTIZ MIDDLE F
SANTA FE PUBLIC SCHOOLS EL CAMINO REAL ACADEMY COMMUNITY D
SANTA FE PUBLIC SCHOOLS EL DORADO COMMUNITY SCHOOL B
SANTA FE PUBLIC SCHOOLS FRANCIS X. NAVA ELEMENTARY B
SANTA FE PUBLIC SCHOOLS GONZALES ELEMENTARY C
SANTA FE PUBLIC SCHOOLS KEARNY ELEMENTARY F
SANTA FE PUBLIC SCHOOLS MANDELA INTERNATIONAL MAGNET (MIMS) F
SANTA FE PUBLIC SCHOOLS MONTE DEL SOL CHARTER D
SANTA FE PUBLIC SCHOOLS NINA OTERO COMMUNITY SCHOOL C
SANTA FE PUBLIC SCHOOLS PINON ELEMENTARY B
SANTA FE PUBLIC SCHOOLS R.M. SWEENEY ELEMENTARY B
SANTA FE PUBLIC SCHOOLS RAMIREZ THOMAS ELEMENTARY D
SANTA FE PUBLIC SCHOOLS SALAZAR ELEMENTARY F
SANTA FE PUBLIC SCHOOLS SANTA FE ENGAGE F
SANTA FE PUBLIC SCHOOLS SANTA FE HIGH F
SANTA FE PUBLIC SCHOOLS TESUQUE ELEMENTARY C
SANTA FE PUBLIC SCHOOLS TIERRA ENCANTADA CHARTER SCHOOL D
SANTA FE PUBLIC SCHOOLS TURQUOISE TRAIL CHARTER SCHOOL C
SANTA FE PUBLIC SCHOOLS WOOD-GORMLEY ELEMENTARY A
SANTA ROSA CONSOLIDATED SCHOOLS ANTON CHICO MIDDLE F
SANTA ROSA CONSOLIDATED SCHOOLS RITA A. MARQUEZ ELEMENTARY C
SANTA ROSA CONSOLIDATED SCHOOLS SANTA ROSA ELEMENTARY F
SANTA ROSA CONSOLIDATED SCHOOLS SANTA ROSA HIGH B
SANTA ROSA CONSOLIDATED SCHOOLS SANTA ROSA MIDDLE D
SCHOOL OF DREAMS ACADEMY SCHOOL OF DREAMS ACADEMY D
SILVER CONSOLIDATED SCHOOLS CLIFF ELEMENTARY A
SILVER CONSOLIDATED SCHOOLS CLIFF HIGH C
SILVER CONSOLIDATED SCHOOLS G.W.STOUT ELEMENTARY F
SILVER CONSOLIDATED SCHOOLS HARRISON SCHMITT ELEMENTARY D
SILVER CONSOLIDATED SCHOOLS JOSE BARRIOS ELEMENTARY B
SILVER CONSOLIDATED SCHOOLS LA PLATA MIDDLE F
SILVER CONSOLIDATED SCHOOLS OPPORTUNITY HIGH SCHOOL C
SILVER CONSOLIDATED SCHOOLS SILVER HIGH D
SILVER CONSOLIDATED SCHOOLS SIXTH STREET ELEMENTARY F
SOCORRO CONSOLIDATED SCHOOLS COTTONWOOD VALLEY CHARTER B
SOCORRO CONSOLIDATED SCHOOLS MIDWAY ELEMENTARY D
SOCORRO CONSOLIDATED SCHOOLS PARKVIEW ELEMENTARY D
SOCORRO CONSOLIDATED SCHOOLS R. SARRACINO MIDDLE F
SOCORRO CONSOLIDATED SCHOOLS SAN ANTONIO ELEMENTARY F
SOCORRO CONSOLIDATED SCHOOLS SOCORRO HIGH D
SOCORRO CONSOLIDATED SCHOOLS ZIMMERLY ELEMENTARY F
SOUTH VALLEY PREP SOUTH VALLEY PREP D
SOUTHWEST INTERMEDIATE LEARNING CENTER SOUTHWEST INTERMEDIATE LEARNING CENTER A
SOUTHWEST PRIMARY LEARNING CENTER SOUTHWEST PRIMARY LEARNING CENTER B
SOUTHWEST SECONDARY LEARNING CENTER SOUTHWEST SECONDARY LEARNING CENTER B
SPRINGER MUNICIPAL SCHOOLS FORRESTER ELEMENTARY B
SPRINGER MUNICIPAL SCHOOLS SPRINGER HIGH C
SPRINGER MUNICIPAL SCHOOLS WILFERTH ELEMENTARY F
SW AERONAUTICS MATHEMATICS AND SCIENCE ACADEMY SW AERONAUTICS MATHEMATICS AND SCIENCE ACADEMY B
T OR C MUNICIPAL SCHOOLS ARREY ELEMENTARY B
T OR C MUNICIPAL SCHOOLS HOT SPRINGS HIGH D
T OR C MUNICIPAL SCHOOLS SIERRA ELEMENTARY C
T OR C MUNICIPAL SCHOOLS T OR C ELEMENTARY C
T OR C MUNICIPAL SCHOOLS T OR C MIDDLE A
TAOS ACADEMY TAOS ACADEMY A
TAOS INTEGRATED SCHOOL OF THE ARTS TAOS INTEGRATED SCHOOL OF ARTS C
TAOS INTERNATIONAL SCHOOL TAOS INTERNATIONAL SCHOOL D
TAOS MUNICIPAL SCHOOLS ANANSI CHARTER SCHOOL A
TAOS MUNICIPAL SCHOOLS ARROYO DEL NORTE ELEMENTARY A
TAOS MUNICIPAL SCHOOLS CHRYSALIS ALTERNATIVE D
TAOS MUNICIPAL SCHOOLS ENOS GARCIA ELEMENTARY C
TAOS MUNICIPAL SCHOOLS RANCHOS DE TAOS ELEMENTARY C
TAOS MUNICIPAL SCHOOLS TAOS CYBER MAGNET A
TAOS MUNICIPAL SCHOOLS TAOS HIGH A
TAOS MUNICIPAL SCHOOLS TAOS MIDDLE F
TAOS MUNICIPAL SCHOOLS TAOS MUNICIPAL CHARTER A
TAOS MUNICIPAL SCHOOLS VISTA GRANDE HIGH SCHOOL C
TATUM MUNICIPAL SCHOOLS TATUM ELEMENTARY D
TATUM MUNICIPAL SCHOOLS TATUM HIGH A
TATUM MUNICIPAL SCHOOLS TATUM JR HIGH B
TEXICO MUNICIPAL SCHOOLS TEXICO ELEMENTARY A
TEXICO MUNICIPAL SCHOOLS TEXICO HIGH A
TEXICO MUNICIPAL SCHOOLS TEXICO MIDDLE A
THE ASK ACADEMY THE ASK ACADEMY C
THE GREAT ACADEMY THE GREAT ACADEMY B
THE MASTER PROGRAM THE MASTER PROGRAM B
TIERRA ADENTRO TIERRA ADENTRO C
TUCUMCARI PUBLIC SCHOOLS TUCUMCARI ELEMENTARY D
TUCUMCARI PUBLIC SCHOOLS TUCUMCARI HIGH D
TUCUMCARI PUBLIC SCHOOLS TUCUMCARI MIDDLE D
TULAROSA MUNICIPAL SCHOOLS TULAROSA ELEMENTARY B
TULAROSA MUNICIPAL SCHOOLS TULAROSA HIGH C
TULAROSA MUNICIPAL SCHOOLS TULAROSA INTER B
TULAROSA MUNICIPAL SCHOOLS TULAROSA MIDDLE F
UPLIFT COMMUNITY SCHOOL UPLIFT COMMUNITY SCHOOL F
VAUGHN MUNICIPAL SCHOOLS VAUGHN ELEMENTARY F
VAUGHN MUNICIPAL SCHOOLS VAUGHN HIGH D
WAGON MOUND PUBLIC SCHOOLS WAGON MOUND ELEMENTARY B
WAGON MOUND PUBLIC SCHOOLS WAGON MOUND HIGH C
WALATOWA CHARTER HIGH WALATOWA CHARTER HIGH A
WEST LAS VEGAS PUBLIC SCHOOLS DON CECILIO MTZ ELEMENTARY D
WEST LAS VEGAS PUBLIC SCHOOLS LUIS E. ARMIJO ELEMENTARY D
WEST LAS VEGAS PUBLIC SCHOOLS RIO GALLINAS SCHOOL D
WEST LAS VEGAS PUBLIC SCHOOLS TONY SERNA JR. ELEMENTARY D
WEST LAS VEGAS PUBLIC SCHOOLS UNION ELEMENTARY B
WEST LAS VEGAS PUBLIC SCHOOLS VALLEY ELEMENTARY F
WEST LAS VEGAS PUBLIC SCHOOLS VALLEY MIDDLE B
WEST LAS VEGAS PUBLIC SCHOOLS W LAS VEGAS HIGH D
WEST LAS VEGAS PUBLIC SCHOOLS W LAS VEGAS MIDDLE F
WEST LAS VEGAS PUBLIC SCHOOLS WLV FAMILY PARTNERSHIP C
WILLIAM W & JOSEPHINE DORN CHARTER COMMUNITY SCHOOL WILLIAM W & JOSEPHINE DORN CHARTER COMMUNITY SCHOOL F
ZUNI PUBLIC SCHOOLS A:SHIWI ELEMENTARY C
ZUNI PUBLIC SCHOOLS DOWA YALANNE ELEMENTARY A
ZUNI PUBLIC SCHOOLS TWIN BUTTES HIGH C
ZUNI PUBLIC SCHOOLS ZUNI HIGH B
ZUNI PUBLIC SCHOOLS ZUNI MIDDLE D
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Mesa Vista Forms

Estimados Colegas,

This page will assist you to find and test out the development of the Mesa Vista HEAL Project's counseling and social work forms. To do so, we created a test form at: positivepractices.com…

You can view what the form responses will look like in real time at:
docs.google.com…

You can see what the spreadsheets will look like at:
docs.google.com…

Of course, we'll password-protect access to the actual forms once they are completed.

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