This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Retta Prophet, Jon R. Courtney, Harry Sheski, Alliance for Excellent Education, New Mexico Higher Education Department, Kristin Stair, Jerry Pitzl, National Center for Education Statistics, Wanda Whittlesey-Jerome, and Brenda Seevers.
(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
(2011). Revitalizing Communities in New Mexico, Phi Delta Kappan. The New Mexico Rural Revitalization Initiative (NMRRI), an innovative program to enhance the growth and development of rural communities, involves schools and students as part of a holistic approach. The program requires community members to take responsibility for revitalizing their economy and fosters an entrepreneurial spirit among students. [More] Descriptors: Holistic Approach, Rural Areas, Community Development, Rural Development
(2013). The Nation's Report Card Reading 2013 State Snapshot Report. New Mexico. Grade 8, Public Schools. Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in New Mexico was 256. This was lower than the average score of 266 for public school students in the nation. The average score for students in New Mexico in 2013 (256) was not significantly different from their average score in 2011 (256) and in 1998 (258). The score gap between higher performing students in New Mexico (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 43 points in 2013. This performance gap was not significantly different from that in 1998 (41 points). The percentage of students in New Mexico who performed at or above the NAEP "Proficient" level was 22 percent in 2013. This percentage was not significantly different from that in 2011 (22 percent) and in 1998 (23 percent). The percentage of students in New Mexico who performed at or above the NAEP "Basic" level was 67 percent in 2013. This percentage was not significantly different from that in 2011 (68 percent) and in 1998 (71 percent). [For the main report, "The Nation's Report Card: A First Look–2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] [More] Descriptors: National Surveys, Educational Indicators, Educational Assessment, Reading Achievement
(2015). Exploring Community Partnerships in Agricultural and Extension Education, Journal of Extension. The descriptive study reported here sought to discover how Extension and agricultural education programs develop and use community partnerships to enhance educational programming. The population was a census of all New Mexico Extension agents and agricultural education teachers. Agents partnered with 57 different agencies/organization and teachers with 44 different groups. Agents were more likely to share programming efforts and resources, and serve on advisory committees. Teachers were more likely to share resources and programming efforts. More strengths than limitations were identified by both groups as reasons to collaborate. Both groups strongly agreed that sharing time and expertise can benefit programs. [More] Descriptors: Partnerships in Education, Extension Education, Agricultural Education, Community Involvement
(2011). Predictors of Placement Stability at the State Level: The Use of Logistic Regression to Inform Practice, Child Welfare. Placement instability is often associated with a number of negative outcomes for children. To gain state level contextual knowledge of factors associated with placement stability/instability, logistic regression was applied to selected variables from the New Mexico Adoption and Foster Care Administrative Reporting System dataset. Predictors identified in the model are consistent with previous research, reliable across time periods, and informative to the understanding of potential risk/protective factors of placement stability/instability specific to the New Mexico child welfare agency. [More] Descriptors: Placement, Child Welfare, Children, Predictor Variables
(2010). Online Learning: Addressing Challenges and Seizing Opportunities. New Mexico. America's K-12 education system faces three significant challenges: (1) increased global demands for skilled workers, (2) significant financial shortfalls, and (3) a looming teacher shortage. Independently, these factors present significant challenges for U.S. schools. In combination, they create a national imperative for swift action to create a more innovative, effective, and efficient education system. Every day, creative educators are using technology better to meet the needs of students and teachers. Technology can no longer be considered an "add-on" tool in education but rather one that is integral. Embracing online-learning opportunities for students and teachers will strengthen the supply and quality of teachers, improve efficiency, and increase students' college and career readiness. This paper summarizes information about: (1) online-learning opportunities in New Mexico; (2) the presence of New Mexico state policies that support online learning; and (3) how federal policy supports online learning in New Mexico. [More] Descriptors: Electronic Learning, Online Courses, Teacher Shortage, Skilled Workers
(2013). The Nation's Report Card Reading 2013 State Snapshot Report. New Mexico. Grade 4, Public Schools. Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in New Mexico was 206. This was lower than the average score of 221 for public school students in the nation. ?The average score for students in New Mexico in 2013 (206) was not significantly different from their average score in 2011 (208) and was lower than their average score in 1992 (211). ?The score gap between higher performing students in New Mexico (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 53 points in 2013. This performance gap was not significantly different from that in 1992 (47 points). ?The percentage of students in New Mexico who performed at or above the NAEP "Proficient" level was 21 percent in 2013. This percentage was not significantly different from that in 2011 (21 percent) and in 1992 (23 percent). ? The percentage of students in New Mexico who performed at or above the NAEP "Basic" level was 52 percent in 2013. This percentage was not significantly different from that in 2011 (53 percent) and in 1992 (55 percent). [For the main report, "The Nation's Report Card: A First Look–2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] [More] Descriptors: National Surveys, Educational Indicators, Educational Assessment, Reading Achievement
(2009). All Things to All People: Challenges and Innovations in a Rural Community College, Journal of Continuing Higher Education. This article discusses the context in which rural community colleges seek to serve diverse constituencies of adult learners. A variety of innovative approaches to serving diverse adult learners are being undertaken by New Mexico State University at Grants, a two-year college in the New Mexico State University system serving a culturally diverse but economically distressed county. Particular emphasis is given to career ladder strategies and on-site distributed learning opportunities that provide access to professional baccalaureate degrees. [More] Descriptors: Community Colleges, Adult Education, Adult Students, Educational Innovation
(2013). The Nation's Report Card Mathematics 2013 State Snapshot Report. New Mexico. Grade 4, Public Schools. Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in New Mexico was 233. This was lower than the average score of 241 for public school students in the nation. The average score for students in New Mexico in 2013 (233) was not significantly different from their average score in 2011 (233) and was higher than their average score in 1992 (213). The score gap between higher performing students in New Mexico (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 41 points in 2013. This performance gap was not significantly different from that in 1992 (40 points). The percentage of students in New Mexico who performed at or above the NAEP "Proficient" level was 31 percent in 2013. This percentage was not significantly different from that in 2011 (30 percent) and was greater than that in 1992 (11 percent). The percentage of students in New Mexico who performed at or above the NAEP "Basic" level was 74 percent in 2013. This percentage was not significantly different from that in 2011 (75 percent) and was greater than that in 1992 (50 percent). [For the main report, "The Nation's Report Card: A First Look–2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] [More] Descriptors: National Surveys, Educational Indicators, Educational Assessment, Mathematics Achievement
(2011). Effective Partnering of State Agencies to Achieve Early Hearing Detection and Intervention Benchmarks, Odyssey: New Directions in Deaf Education. Relative to Early Hearing Detection and Intervention (EHDI), New Mexico struggles with multiple points of referral into early intervention in the same way most states do. Referrals are not systematized through a single point of entry. The Step*Hi (statewide Parent-Infant) Program of the New Mexico School for the Deaf (NMSD) receives referrals from sources such as hospitals, doctors, audiologists, Part C programs, the Department of Health, parents self-referring, and audiologists. Babies may or may not receive timely early intervention based upon the system they are moving through. Given these demographics, it is probably not surprising that the EHDI standards of screening by 1 month of age, diagnosis by 3 months, and entrance into early intervention specific to hearing loss by 6 months have not completely been met. What is surprising, amazing actually, is that, even given all of the barriers New Mexico faces, the average age of entry into early intervention is currently 11 months and continues to slowly decline. So how has New Mexico, with multiple barriers, continued to reduce the age at which children receive early intervention? New Mexico state agencies, as key stakeholders in the success of the EHDI system, do more than just "play nicely in the sandbox" together. There is a systemic commitment to decrease the number of children "lost to follow-up" and to decrease the age at which a child receives early intervention. This commitment has led to strategic interagency planning and implementation of these plans. This article describes some of the strategies that New Mexico has found to be successful. [More] Descriptors: Special Schools, Early Intervention, Age, State Agencies
(2015). Enhancing the Connection to Undergraduate Engineering Students: A Hands-On and Team-Based Approach to Fluid Mechanics, Journal of STEM Education: Innovations and Research. This article provides information about the integration of innovative hands-on activities within a sophomore-level Fluid Mechanics course at New Mexico Tech. The course introduces students to the fundamentals of fluid mechanics with emphasis on teaching key equations and methods of analysis for solving real-world problems. Strategies and examples for moving beyond a traditional lecture-based course are shared, with links highlighting various media used in the course. Implementation of an end-of-semester survey, examples of student performance on select assignments, and qualitative feedback from students indicate the effectiveness of these hands-on activities designed to increase student engagement. [More] Descriptors: Engineering Education, Undergraduate Students, Educational Innovation, Hands on Science
(2015). New Mexico Higher Education Department Annual Report, 2015. The New Mexico Higher Education Department (HED) and higher education institutions (HEIs) have set long-term statewide goals to increase 4-year graduation rates, improve transfer and articulation, and improve remedial education outcomes. HED is pursuing these goals through the following initiatives: (1) Statewide common course numbering and alignment of lower division coursework; (2) Developing meta-majors and transfer modules; (3) Reforming the general education core curriculum; (4) Co-requisite remediation and Math pathways; (5) Decreasing the number of hours required for both associate's and bachelor's degrees; (6) Incentivizing 4-year graduation; and (7) Implementation of outcomes based funding. This annual report outlines each of the initiatives. Accomplishing these timely and aggressive goals requires remarkable collaboration among all the HEIs and between the HEIs and the HED. With the Governor's leadership, the HED, the HEIs, and the legislature have made incredible strides this year in working together. The higher education community throughout the state has come together in unparalleled fashion and is committed to improving student success and the on-time graduation rates in New Mexico. Executive summaries are provided from the following divisions: (1) Policy & Programs; (2) Planning and Research; (3) Adult Education; (4) GEAR UP; (5) Private and Postsecondary Schools; (6) Financial Aid; (7) Instutional Finance; and (8) Capital Projects. [More] Descriptors: Higher Education, Annual Reports, Educational Improvement, Education Work Relationship
(2012). What's Writing Got to Do with It?: Citizen Wisdom, Civil Rights Activism, and 21st Century Community Literacy, Community Literacy Journal. This article examines what a pedagogy of public rhetoric and community literacy might look like based on an understanding of twentieth century Mexican American civil rights rhetoric. The inductive process of examining archival materials and conducting oral histories informs this discussion on the processes and challenges of gaining civic inclusion. I argue that writing can be both a healing process and an occasion for exercising agency in a world of contingency and uncertainty. To illustrate, I describe several key events shaping the evolution of the post-World War II Mexican American civil rights movement in New Mexico. Taking a case study approach, I begin this chapter by examining the civic discourses of one prominent New Mexico leader in the post-World War II civil rights movement: Vicente Ximenes. As a leader, Ximenes confronted critical civil rights issues about culture and belonging for over fifty years beginning in Albuquerque, New Mexico. It is a historical moment worth revisiting. First, I set the stage for this examination about writing, citizenship, and civic literacy by analyzing two critical rhetorical moments in the life of this post World War II civil rights activist. Secondly, I connect the Ximenes legacy to a growing movement at the University of New Mexico and the ways that we are making critical responses to current issues facing our local communities in New Mexico. By triangulating social acts of literacy, currently and historically, this article offers organizing principles for Composition teachers and advocates of community literacy serving vulnerable communities in their various spheres of practice. [More] Descriptors: Foreign Countries, Archives, Research, War
(2013). The Nation's Report Card Mathematics 2013 State Snapshot Report. New Mexico. Grade 8, Public Schools. Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in New Mexico was 273. This was lower than the average score of 284 for public school students in the nation. The average score for students in New Mexico in 2013 (273) was not significantly different from their average score in 2011 (274) and was higher than their average score in 1990 (256). The score gap between higher performing students in New Mexico (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 46 points in 2013. This performance gap was not significantly different from that in 1990 (45 points). The percentage of students in New Mexico who performed at or above the NAEP "Proficient" level was 23 percent in 2013. This percentage was not significantly different from that in 2011 (24 percent) and was greater than that in 1990 (10 percent). The percentage of students in New Mexico who performed at or above the NAEP "Basic" level was 63 percent in 2013. This percentage was not significantly different from that in 2011 (64 percent) and was greater than that in 1990 (43 percent). [For the main report, "The Nation's Report Card: A First Look–2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] [More] Descriptors: National Surveys, Educational Indicators, Educational Assessment, Mathematics Achievement
(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