This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Nancy Lopez, Julie Greenberg, Niame Adele, Carlotta Penny Bird, Tiffany S. Lee, Dawn VanLeeuwen, Priscilla Shannon Gutierrez, Martha Archuleta, National Center for Education Statistics, and Christine Rack.
(2012). Diabetes Cooking Schools Improve Knowledge and Skills in Making Healthful Food Choices, Journal of Extension. Rates of type 2 diabetes are increasing nationally and in New Mexico, particularly in ethnic minorities. A key self-care area with challenging barriers is healthy eating. The New Mexico Cooperative Extension Service conducts diabetes cooking schools statewide together with community health providers. The study reported here determined if this education was effective in people with type 2 diabetes and their family members. Self-report surveys showed that knowledge and behaviors significantly improved (p<0.05) following participation in cooking schools in all ethnic groups, both genders, and a wide range of ages. Hands-on cooking schools are an effective method for diabetes education. [More] Descriptors: Diabetes, Cooking Instruction, Nutrition Instruction, Extension Education
(2011). A Team Approach to Quality Programming for Deaf and Hard of Hearing Students, Odyssey: New Directions in Deaf Education. In this issue of "Odyssey," Joanne Corwin describes New Mexico's statewide partnership among several agencies for the provision of early intervention services to infants and children who are deaf or hard of hearing and their families (Effective Partnering of State Agencies to Achieve Early Hearing Detection and Intervention Benchmarks, p. 20). A key agency in the network of early intervention and school-age services is the Outreach Department at the New Mexico School for the Deaf (NMSD). This article describes a successful endeavor initiated by that department. An important goal within the Outreach Department at the NMSD is helping parents feel better able to participate in the Individualized Education Program (IEP) process for their child. One of the tools that the NMSD Outreach Department uses to achieve this is the Communication Considerations (CC) Dialogue Form or addendum to the IEP. The impetus for this form was the New Mexico Deaf Bill of Rights passed in 2004. The form was developed through collaboration between the NMSD Outreach Department and the Special Education Department from Albuquerque Public Schools using an already established addendum from Colorado as a guide. Since then, the New Mexico Public Education Department's "IEP Technical Assistance Manual" has included the CC addendum. Regardless of placement, or level of hearing loss, the form is a required part of the IEP process for any student in New Mexico who is deaf or hard of hearing. [More] Descriptors: Special Schools, Early Intervention, Individualized Education Programs, Partial Hearing
(2014). Black Women's Faculty Voices in New Mexico: Invisible Assets Silent No More, ProQuest LLC. There continues to exist a lack of Black women faculty at institutions of higher education (Moses, 1989; Collins, 1991; Gregory, 2001). Although we can see an increase in the number of research projects focused on Black women faculty there still remains a significant gap in the research (Glover, 2006; Foster-Williamson, 2002; Thomas & Hollenshead, 2001; Ramsey, 1998). This gap in the research is even more pronounced for Black women faculty at New Mexico's higher education institutions. The purpose of the study is to examine the experiences of Black women educators in New Mexico's institutions of higher education through semi-structured interviews, in the form of a two-interview series, in order to understand the beliefs, values, and educational experiences that have influenced them as educators. Ten (10) Black women educators employed in New Mexico's higher education institutions participated in this study. Black Womanist Theory and Black Critical Race Theory provided the theoretical framework for the analysis of the participants' stories. The three findings were: 1. The normalization of White Supremacy within higher education creates racially hostile environments for Black women, and other minority, educators; 2. Black women educators in New Mexico hold epistemological privilege with strategies for navigating systems of oppression within higher education; 3. Black women educators are choosing to value the "strong Black woman" image that their mothers modeled for them. [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/en-US/products/disserta… [More] Descriptors: Females, African American Teachers, Women Faculty, College Faculty
(2009). Preparing Tomorrow's Teachers: Are New Mexico's Education School Graduates Ready to Teach Reading and Mathematics in Elementary Classrooms?, National Council on Teacher Quality. As a follow up to National Council on Teacher Quality (NCTQ's) national studies of how well elementary teachers are prepared to teach reading and mathematics, NCTQ looks at preparation in both subjects in all undergraduate teacher preparation programs in New Mexico. This analysis evaluated New Mexico's eight undergraduate elementary teacher preparation programs across four critical areas: admission standards; teacher preparation in reading; teacher preparation in elementary mathematics; and exit standards. It finds that: (1) New Mexico's teacher preparation programs have admission standards that are so low as to be meaningless; (2) Most preparation programs in New Mexico do not prepare candidates to teach the science of reading; (3) Programs use a wide variety of reading textbooks, most of which do not address the science of Reading; (4) Only one New Mexico preparation program satisfactorily covers the mathematics content that elementary teachers need; however, this rating does not extend to preparation for grades seven and eight. Five programs are seriously deficient. Algebra preparation is universally inadequate; (5) Only one of New Mexico's preparation programs has selected a strong textbook for mathematics content coursework; (6) All of New Mexico's preparation programs have a dedicated elementary mathematics methods course; and (7) No preparation program in the state ensures that aspiring elementary teachers know the science of reading instruction and understand elementary mathematics content at a depth that is sufficient for instruction. Among the recommendations are that the New Mexico Public Education Department should establish entrance standards for the state's teacher preparation programs to ensure that every aspiring teacher enters possessing appropriate reading, writing and mathematical skills. These entrance standards should include acceptable scores on standardized assessments such as the Collegiate Assessment of Academic Proficiency. Appended are: (1) Ratings for Required Texts–Reading; (2) Ratings for Required Texts–Elementary Content Mathematics; and (3) Comments from New Mexico Teacher Preparation Programs. (Contains 24 footnotes.) [Funding for this report was provided by the Daniels Fund.] [More] Descriptors: Preservice Teacher Education, Schools of Education, Teacher Education Curriculum, Reading Instruction
(2013). Determining the Essential Components of State and Institution Dual Credit Program Policy in New Mexico: A Delphi Study with High School and College Experts, ProQuest LLC. The purpose of this Delphi study was to determine the essential components of dual credit in New Mexico. Dual credit experts from colleges and high schools in New Mexico were asked to participate in a three-round Delphi study to determine what the future policy of dual credit should be, and why it should be that way. Definitions of dual credit may vary significantly from one state or program to another. For the purpose of this study, "dual credit program" will be defined as "a program that allows high school students to enroll in college-level courses offered by a postsecondary institution that may be academic or career technical but not remedial or developmental, and simultaneously to earn credit toward high school graduation and a postsecondary degree or certificate" (SB 943, 2007, p. 1; Title 5, Chapter 55, Part 4, New Mexico Administrative Code, 2008, p. 1; Title 6, Chapter 30, Part 7, New Mexico Administrative Code, 2010, p. 1). Dual credit courses may be offered on a college campus, online, or at a high school location. The first round instrument was developed by the researcher based upon an extensive literature review regarding Dual Credit and specific items relating to the structure of dual credit in New Mexico. Subsequent instruments were developed based upon responses from the expert panel in the previous round. Consensus and non-consensus items were used to develop recommendations for dual credit policy and can be used by stakeholders to guide institution dual Credit procedures. Recommendations from this study may be used by other states to analyze dual credit policies. [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/en-US/products/disserta… [More] Descriptors: Dual Enrollment, Delphi Technique, College Bound Students, High School Students
(2011). Accelerating the College and Career Readiness of New Mexico's Students. New Mexico is in the process of transitioning to new English language arts and mathematics standards that will better prepare students to be successful in college and their careers. Time, effort, and resources must be dedicated to effective implementation in order to realize the promise of these new common core state standards. This paper captures the progress made by New Mexico in adopting both the common core state standards, subsequent work in ensuring those standards are accompanied by college- and career-ready assessments, and the potential benefits of preparing all students for success in college and a career. [More] Descriptors: State Standards, Academic Standards, College Preparation, Career Development
(2010). A World Class Education: Strategic Plan, 2010-2015. New Mexico's unique demographics and rich intellectual assets, including two of the three largest national engineering and science research laboratories in the country (Sandia and Los Alamos), provide an excellent national setting for educational transformation. With approximately 320,000 K-12 students, New Mexico's demographics are distinctive: 57% of the State's K-12 students is Hispanic; 29% is White; 11% is Native American; 3% is Black; and 1% is Asian or of other backgrounds. New Mexico is ranked 36th in overall population size, has the fifth largest land mass in the U.S. (121,665 square miles), and ranks 45th in the nation in population density. With only 6.3 people per square mile, New Mexico faces unique challenges in educating students in rural areas. Seeking to build on its unique demographics and geography, New Mexico launched an education reform agenda in 2003 through passage of HB 212 Public School Reforms. This landmark legislation, introduced by a teacher-legislator from Albuquerque, marked a critical milestone when New Mexicans came together around fundamental concerns. That is, attracting and retaining quality teachers and principals; holding students, teachers, schools, LEAs (local education agencies), charters, and the State accountable for student performance; providing a culturally diverse curriculum with high expectations for all students; and providing better support for students, educators, families, and schools. Despite this legislation, educational performance in New Mexico has only seen nominal gains, as verified by major legislative reviews; large achievement gaps separate low-income students and students of color from others. In April 2010, New Mexico's Secretary of Education convened a group of nearly 75 legislative and education leaders, business and community members, and other key stakeholders regarding the Phase II Race to the Top grant application. The decision of the group, supported by Governor Bill Richardson, was that New Mexico is well-positioned to undertake ongoing education reform; the State should move forward, and do so enthusiastically and thoughtfully. Through the College and Career Readiness Policy Institute (CCRPI) Action Plan, New Mexico has articulated a comprehensive, college and career ready, high school graduation initiative for the state's unique population. National CCRPI partners–including Achieve, National Governors Association, Education Council, Jobs for the Future, and Data Quality Campaign–helped a diverse group of New Mexico policy, business, community, and education leaders to develop and build upon cutting edge strategies grounded in current research. This plan weaves the essential elements of the HB 212 Public School Reforms, the ongoing education reform defined within the 2010 Race to the Top grant application, and the articulated initiatives outlined in the College and Career Readiness Policy Institute Action Plan to create bold educational transformational challenge for New Mexico. [More] Descriptors: Strategic Planning, Public Schools, Elementary Secondary Education, American Indians
(2015). IDEAL-NM Annual Report: School Year 2013-2014. Innovative Digital Education and Learning-New Mexico (IDEAL-NM) was created in response to the 2005 Performance and Accountability Contract, "Making Schools Work" to leverage technology. On October 27, 2006, the statewide e-learning program that would implement a shared e-learning infrastructure using a single statewide learning management system (LMS); web conferencing system; and help-desk support for K-12 schools, higher education institutions, and governmental agencies was announced. IDEAL-NM implemented a statewide Cyber Academy beginning in the summer of 2008, with 54 enrollments from nine school districts. The vision of the statewide Cyber Academy was to provide, through the innovative use of technology, equitable access for education opportunities to all New Mexico students, by reducing geographic and capacity barriers. The statewide Cyber Academy works in partnership with New Mexico schools to deliver quality and rigorous online courses taught by highly qualified New Mexico teachers via a supplemental or blended model. In this model, students enroll in a physical, brick-and-mortar school, and credit for the completed Cyber Academy course is awarded by the enrolling school. As a nationally recognized program IDEAL-NM provides statewide eLearning services to P-12 schools and state government agencies. IDEAL-NM is a program of the Public Education Department (PED). New Mexico is the first state in the nation to create a statewide eLearning system that, from its inception, encompasses all aspects of learning–from traditional public and higher education environments, to teacher professional development, to continuing and workforce education. This report provides the following relating to the program: demographic description, detailed report of expenditures, description of services provided, the number and location of local distance learning sites to date, schools and distance learning completions (virtual school only–does not include portal enrollments), courses offered, and Student and Teacher Accountability Reporting (STARS) data. Three appendixes are included: (1) K-12 Web Portals; (2) State Agency and Community Organization/Non Profit Portals; and (3) Tribal Colleges Portals. [Issued December 2014.] [More] Descriptors: Annual Reports, Statewide Planning, Database Management Systems, Electronic Learning
(2008). Working without a Union in New Mexico, Academe. In this article, the authors provide a description of the academic climate in New Mexico. Like many other places in the world today, New Mexico is trying to find an identity in an environment that the authors label "increasingly privatized, corporatized, and militarized." New Mexico's higher education salaries are lower than those in other states. The authors describe the efforts made by the local American Association of University Professors (AAUP) committee to improve the working conditions of contingent faculty. [More] Descriptors: College Faculty, Salary Wage Differentials, Nontenured Faculty, College Administration
(2015). New Mexico Educator Equity Plan. Both the U.S. Department of Education and the New Mexico Public Education Department (PED) believe that equal opportunity is a core American value. Equal access to excellent education provides meaningful opportunities for students to achieve their goals. Recognizing that family income and race often predicts a student's ability to access excellent education in our country, the U.S. Department of Education asked state education agencies, including PED, to submit a State Educator Equity Plan in accordance of Title I of the Elementary and Secondary Education Act. These reports must express how the state will take steps to ensure that poor and minority children are not taught at higher rates than other children by inexperienced, unqualified, or out-of-field teachers. The public K-12 education system in New Mexico serves over 330,000 students through 89 school districts and 96 charter schools. New Mexico's student population is 60% Hispanic and 75% minority. Over two-thirds of the state's students qualify for free or reduced price lunch. The state's demographics add urgency to this plan, as any unequal access minority or economically disadvantaged students impacts a majority of the state. This report is PED's response to this call to ensure equal access to all students to an excellent education. The report features the following 7 sections: (1) Stakeholder Engagement–delivers a summary of our engagement process, including those invited; (2) Effectiveness: The Foundation for Equity–provides a rationale for why our Educator Equity Plan focuses on teacher effectiveness; (3) Glossary of Terms–interprets selected terms used in New Mexico's Educator Equity Plan; (4) Equity Gap Analysis–examines student gaps in equal access to effective teachers; (5) Root Cause Analysis–investigates the root causes for our identified equity gaps; (6) Current Strategies for Eliminating Equity Gaps–explains current efforts for eliminating equity gaps; and (7) Ongoing Monitoring and Support and Future Analysis–provides a plan of how PED will share progress in eliminating equity gaps and next steps the Department plans on taking. Educator Equity Profile is appended. [More] Descriptors: Public Education, Equal Education, Teacher Effectiveness, Preservice Teacher Education
(2016). Mapping Educational Equity and Reform Policy in the Borderlands: LatCrit Spatial Analysis of Grade Retention, Equity & Excellence in Education. The purpose of our study is to investigate reform policy, specifically a proposed third grade reading retention policy within the Borderlands. Under this policy, students not performing proficiently on the third grade reading standardized exam will be automatically retained in the third grade. The research methods and approach used in this study include an equity analysis formed by combining two steps across a Borderland county in New Mexico. The first step is a regression analysis to answer if access to early childhood education and access to highly qualified teachers inform differences in third grade reading scores, and the second step uses a LatCrit informed Spatial Analysis to create an equity index, to see how equity varies across the spaces of elementary schools. This allows us to essentially map Third Grade Reading Retention Reform Policy in the Borderlands. The setting of the study is in the U.S. Southwest Borderlands, specifically Doña Ana County, which borders Texas and Mexico, in southern New Mexico. Up to a quarter of the population is under the age of 18, two thirds (66.6%) of the population is Latino, and half of the population speaks a language other than English at home. Implications from this study include, for policy makers, policy considerations that come from a non-deficit thinking perspective and focus on systemic considerations to improving educational equity. Given that the setting demographically mirrors much of the state of New Mexico, as well as demographic shifts across communities throughout the U.S., this study provides further considerations for key systemic changes to improving academic measures like reading scores. [More] Descriptors: Equal Education, Educational Change, Educational Policy, Geographic Regions
(2013). School Nursing in New Mexico: Partners in Education. Annual School Health Services Summary Report 2012-2013. The school nurse serves in an essential role to provide expertise and oversight for the provision of school health services and promotion of health Education. Using clinical knowledge and judgement, the school nurse plans and provides health care to students, performs health screenings and coordinates referrals to the medical home or private healthcare provider. The school nurse serves as a liaison between school personnel, family, community, and healthcare providers to advocate for health care and a healthy school environment. This summary report provides in tabular form, statistical information on School Nursing in New Mexico for the 2012-2013 school year on the following: (1) School Nurse Staffing in New Mexico; (2) Students with a Medical Diagnosis; (3) Medically Complex Procedures; (4) Prescription Medications, Student Visits to health Office; and (5) Student Screenings. [More] Descriptors: School Nurses, Role, School Health Services, Health Promotion
(2010). Making Schools Work. 2010 Annual Report. The New Mexico Public Education Department 2010 Annual Report was created as a way to reflect on the accomplishments in education that occurred under Governor Bill Richardson's administration from 2002-2010. In 2003, the Governor outlined a reform agenda and pledged his commitment to improve education in New Mexico. In the fall of 2003, Governor Richardson nominated New Mexico's first cabinet level Secretary of Education, Dr. Veronica Garcia. She began her term by outlining an aggressive, integrated action plan to raise expectations and close the achievement gap in New Mexico. Together with the Governor, Secretary Garcia drafted a state strategic plan for education, Making Schools Work, to address the unique needs of New Mexico students. They identified the following reform areas to target: (1) Academic Rigor and Accountability; (2) Closing the Achievement Gap; (3) School Readiness; (4) Quality Teachers; (5) Parent & Community Involvement; (6) 21st Century Classrooms; and (7) College & Workforce Readiness. These seven areas provide the structure for this annual report. Due to Secretary Garcia's effort up to her retirement in July of 2010, New Mexico leads the nation in comprehensive approaches to education reform and has received significant national recognition. In August 2010, Dr. Susanna Murphy was appointed Secretary Designate and continued the momentum of reform. The accomplishments listed in this report illustrate the profound transformation that took place in education in New Mexico over the past eight years, truly confirming Bill Richardson as the Education Governor for the state. [More] Descriptors: Strategic Planning, Schools of Education, School Readiness, Recognition (Achievement)
(2013). Leadership and Accountability in American Indian Education: Voices from New Mexico, American Journal of Education. How do American Indian students, parents, and teachers conceptualize leadership in New Mexico public schools? How do they negotiate power dynamics within this context? The objective of this study was to investigate how leadership and accountability in American Indian schools and communities in New Mexico is recognized, characterized, contested, and envisioned by students, teachers, and community members. We contend that American Indian communities are uniquely positioned to provide insights for understanding leadership and visions of decolonized and empowering education for American Indian communities. Our data come from focus groups and interviews with American Indian students, parents, and community members, as well as teachers in seven public school districts in New Mexico. Participants described how they observed leadership enacted and how they participated in New Mexico public schools. We found participants describing unequal power relations, yet they also held visions of school leadership embedded in the values and definitions of leadership traditionally and historically held in American Indian communities. These visions of leadership centered around the importance of sustaining and strengthening American Indian communities and self-determination. [More] Descriptors: Accountability, American Indian Education, Public Schools, Group Dynamics
(2012). The Nation's Report Card Science 2011 State Snapshot Report. New Mexico. Grade 8, Public Schools. A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in New Mexico was 145. This was lower than the average score of 151 for public school students in the nation. The average score for students in New Mexico in 2011 (145) was not significantly different from their average score in 2009 (143). In 2011, the score gap between students in New Mexico at the 75th percentile and students at the 25th percentile was 43 points. This performance gap was not significantly different from that of 2009 (45 points). The percentage of students in New Mexico who performed at or above the NAEP "Proficient" level was 22 percent in 2011. This percentage was not significantly different from that in 2009 (21 percent). The percentage of students in New Mexico who performed at or above the NAEP "Basic" level was 57 percent in 2011. This percentage was not significantly different from that in 2009 (55 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] [More] Descriptors: Achievement Gap, Comparative Analysis, Economic Status, Educational Assessment