Bibliography: New Mexico (page 004 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Stephanie M. Lindsley, Bob Gorrell, Frank Salamone, Mary M. Ramos, New Mexico Higher Education Department, Anna Nelson, Julie Corbett, D. Paul Moberg, Andrew J. Finch, and National Center for Education Statistics.

Western Interstate Commission for Higher Education (2014). WICHE Annual Report 2014. The Western Interstate Commission for Higher Education (WICHE) and its 16 member states and territories (Alaska, Arizona, California, Colorado, Hawai'i, Idaho, Montana, Nevada, New Mexico, North Dakota, Oregon, South Dakota, U.S. Pacific Territories & Freely Associated States, Utah, Washington, and Wyoming) work collaboratively to expand educational access and excellence for all citizens of the West. By promoting innovation, cooperation, resource sharing, and sound public policy, WICHE strengthens higher education's contributions to the region's social, economic, and civic life. This report recaps WICHE's work during fiscal year 2014 (July 1, 2013-June 30, 2014).   [More]  Descriptors: Higher Education, Access to Education, Educational Quality, Accountability

Gorrell, Bob; Salamone, Frank (2012). Identifying and Funding the Greatest Needs in School Facilities, Educational Facility Planner. How should public school facilities programs allocate limited resources to school facilities needs fairly, cost-effectively, and efficiently while taking into account facility condition, educational adequacy, and other priorities? New Mexico has developed a solution that overcomes key challenges that are common to school facilities programs across the country. The New Mexico-Public Schools Facilities Authority (NM-PSFA) system readily identifies schools and projects ranked according to facilities condition, educational adequacy, and other priorities, and the corresponding need for funding. Reports can be run in minutes versus hours, allowing the status of the facilities portfolio or individual buildings to be quickly and easily identified. In initial results, NM-PSFA has found that this system is meeting or exceeding the specifications established in its functional requirements criteria, and that the implementation process was smooth, professional, and rapid. All milestones and deliverables were achieved on time and on budget.   [More]  Descriptors: Public Schools, Facilities Management, Educational Facilities, Educational Finance

Harmon, Marcel; Larroque, Andre; Maniktala, Nate (2012). Post-Occupancy Evaluation (POE) Methodologies for School Facilities: A Case Study of the V. Sue Cleveland High School Post Occupancy Evaluation, Educational Facility Planner. The New Mexico Public School Facilities Authority (NMPSFA) is the agency responsible for administering state-funded capital projects for schools statewide. Post occupancy evaluation (POE) is the tool selected by NMPSFA for measuring project outcomes. The basic POE process for V. Sue Cleveland High School (VSCHS) consisted of a series of field investigations involving survey implementation, interviews, observations, focus groups as well as space condition assessments using dataloggers and hand held meters. The resulting data, combined with utility and demographic data on the students, teachers and staff, was then analyzed to provide a comprehensive building and occupant side picture of the facility. This process is applicable to any school environment and most facilities in general. Using the post occupancy evaluation (POE) case study for the V. Sue Cleveland High School (VSCHS) in Rio Rancho, New Mexico, as a primary example, the authors discuss selecting and implementing the proper tools for measuring school building performance.   [More]  Descriptors: State Government, Expenditures, High Schools, School Buildings

Mahdi, Inas; Jevertson, Jenn; Schrader, Ronald; Nelson, Anna; Ramos, Mary M. (2014). Survey of New Mexico School Health Professionals Regarding Preparedness to Support Sexual Minority Students, Journal of School Health. Background: For schools to be safe and supportive for students, school health professionals should be aware of the particular challenges lesbian, gay, bisexual, transgender, or questioning (LGBTQ) students face, especially the risk for discrimination, violent victimization, and depression in the school setting. We assessed school health professionals' preparedness to address needs of LGBTQ students. Methods: We conducted a secondary analysis of data collected during a New Mexico school health conference. This analysis focused on the preparedness of 183 school nurses, counselors, and social workers to address needs of LGBTQ students. Data were analyzed by using chi-square tests, other non-parametric tests, and logistic regression. Results: Social workers (84.6%) and counselors (81.5%) were more likely than school nurses (55.8%) to report moderate or high knowledge of LGBTQ youth health risks, including suicide and depression (p?<?0.001). Approximately half of school counselors and social workers reported no or low knowledge of LGBTQ community-based organizations or knowledge of counselors experienced with LGBTQ concerns. Conclusion: School health professionals in New Mexico do not appear prepared to address needs of LGBTQ students. Schools should consider integrating specific content about LGBTQ health risks and health disparities in trainings regarding bullying, violence, cultural competency, and suicide prevention.   [More]  Descriptors: School Safety, Educational Environment, Homosexuality, Sexual Orientation

New Mexico Higher Education Department (2016). New Mexico Math Remediation Taskforce Report. The Math Remediation Task Force is comprised of faculty from two-year, four-year comprehensive, and four-year flagship higher education institutions throughout the state of New Mexico. Its members have varying levels of experience with designing/implementing multiple math remediation programs including traditional, co-requisite and acceleration models. Each member has been an advocate for her/his students both at the institution-level, as well as at the Math Remediation Task Force-levels. The Task Force has suggested throughout this report that, instead of doing one sweeping reform, institutions consider implementing reform in stages. The body of research could benefit significantly from a better understanding of which reform practices are the most effective, how they work best and who they work best for. By reforming intake processes first, such as placement and advising, colleges will have a better idea of what part(s) of their curriculum will need to be reformed. What is suggested is an integrative approach instead of just shortening pathways since each college is different. It is also important to remember that there is no one-size-fits-all solution to developmental education. Making sure that students have options and that faculty and colleges have the time and resources to make changes is vital to ensure that all students have the opportunity to be successful. By ensuring that students are properly placed, offering developmental pathways appropriate to each gateway course, reducing exit points by shortening pathways wherever possible, and keeping longer/self-paced options available for those who need it, you can save students time without marginalizing anyone. An appendix lists the members of the Indianapolis team and their affiliations.   [More]  Descriptors: Mathematics Instruction, Remedial Mathematics, Two Year Colleges, Colleges

National Center for Public Policy and Higher Education (2008). Measuring Up 2008: The State Report Card on Higher Education. New Mexico [Summary]. The purpose of a state report card is to provide the general public and policymakers with information to assess and improve post secondary education in each state. "Measuring Up 2008" is the fifth in a series of biennial report cards that evaluates states in six overall performance categories: (1) Preparation for post-secondary education and training; (2) Participation; (3) Affordability; (4) Completion; (5) Benefits; and (6) Learning. Respective findings for New Mexico relative to best-performing states include: (1) Underperformance in educating its young population could limit state access to a competitive workforce and weaken the state economy; (2) New Mexico does fairly well in providing college opportunities for its residents; (3) Higher education has become less affordable for students and their families; (4) New Mexico performs poorly in awarding certificates and degrees, but the state has improved over the decade; (5) A fairly small proportion of residents have a bachelor's degree, and the economic benefits to the state as a result are only fair; and (6) Like all states, New Mexico receives an "Incomplete" in Learning because there is not sufficient data to allow meaningful state-by-state comparisons. Based on previous state performance, the percentage of young adults in New Mexico who earn a high school diploma has remained stable since the early 1990s; college enrollment of young adults in New Mexico has improved slightly since the early 1990s; college enrollment of working-age adults, relative to the number of residents without a bachelor's degree, has declined; the share of family income, even after financial aid, needed to pay for college has risen substantially; the number of undergraduate credentials and degrees awarded in New Mexico, relative to the number of students enrolled, has increased since the early 1990s; and the percentage of residents who have a bachelor's degree has increased. (Contains 7 figures.) [For the National Report, see ED503494. For the complete New Mexico report, see ED503601.]   [More]  Descriptors: Higher Education, Academic Achievement, Academic Persistence, Access to Education

National Center for Education Statistics (2011). The Nation's Report Card Mathematics 2011 State Snapshot Report. New Mexico. Grade 4, Public Schools. Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 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 are included. In 2011, the average score of fourth-grade students in New Mexico was 233. This was lower than the average score of 240 for public school students in the nation. The average score for students in New Mexico in 2011 (233) was higher than their average score in 2009 (230) and was higher than their average score in 1992 (213). In 2011, the score gap between students in New Mexico at the 75th percentile and students at the 25th percentile was 39 points. This performance gap was not significantly different from that of 1992 (40 points). The percentage of students in New Mexico who performed at or above the NAEP "Proficient" level was 30 percent in 2011. This percentage was not significantly different from that in 2009 (26 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 75 percent in 2011. This percentage was not significantly different from that in 2009 (72 percent) and was greater than that in 1992 (50 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.]   [More]  Descriptors: Achievement Gap, Comparative Analysis, Economic Status, Educational Assessment

National Center for Education Statistics (2011). The Nation's Report Card Reading 2011 State Snapshot Report. New Mexico. Grade 8, Public Schools. Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 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 are included. In 2011, the average score of eighth-grade students in New Mexico was 256. This was lower than the average score of 264 for public school students in the nation. The average score for students in New Mexico in 2011 (256) was not significantly different from their average score in 2009 (254) and was not significantly different from their average score in 1998 (258). 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 1998 (41 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 (22 percent) and was not significantly different from that in 1998 (23 percent). The percentage of students in New Mexico who performed at or above the NAEP "Basic" level was 68 percent in 2011. This percentage was not significantly different from that in 2009 (66 percent) and was not significantly different from that in 1998 (71 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.]   [More]  Descriptors: Achievement Gains, Achievement Gap, Comparative Analysis, Economic Status

National Center for Education Statistics (2011). The Nation's Report Card Mathematics 2011 State Snapshot Report. New Mexico. Grade 8, Public Schools. Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 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 are included. In 2011, the average score of eighth-grade students in New Mexico was 274. This was lower than the average score of 283 for public school students in the nation. The average score for students in New Mexico in 2011 (274) was higher than their average score in 2009 (270) and was higher than their average score in 1990 (256). In 2011, the score gap between students in New Mexico at the 75th percentile and students at the 25th percentile was 46 points. This performance gap was not significantly different from that of 1990 (45 points). The percentage of students in New Mexico who performed at or above the NAEP "Proficient" level was 24 percent in 2011. This percentage was greater than that in 2009 (20 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 64 percent in 2011. This percentage was greater than that in 2009 (59 percent) and was greater than that in 1990 (43 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.]   [More]  Descriptors: Achievement Gap, Comparative Analysis, Economic Status, Educational Assessment

Mulry, Laura J., Ed. (2007). Helping Students Succeed, New Mexico Higher Education Department. The annual report on the State of Higher Education in New Mexico has been enhanced to include more analysis as well as data. Compared to previous years, higher education in New Mexico is educating more New Mexicans and a broader spectrum of New Mexicans than ever before. Of particular importance given the mission to educate all of the citizens of the state is the increase in the number of Hispanic and American Indian students and graduates. New Mexico's challenge as a state is to develop strategies to increase degree attainment at all levels (from high school diplomas and GEDs to doctorates) while also focusing in particular on those degrees crucial to the New Mexico economy. A major priority for 2008 will be developing a comprehensive statewide approach to the issue of dual credit agreement for career technical education. [This document was published by the New Mexico Higher Education Department.]   [More]  Descriptors: Postsecondary Education, Community Colleges, Technical Education, State Legislation

New Mexico Public Education Department (2007). New Mexico Statewide Assessment Program (NMSAP) Procedures Manual, 2007-2008. This manual has been prepared for all New Mexico Statewide Assessment Program (NMSAP) assessment administrators, teachers, school specialists, and principals. It includes information about the following topics: PED contacts, New Mexico Standards Based Assessments (SBA), Grades 3-8 and 11; New Mexico High School Competency Examination (NMHSCE); New Mexico Alternate Performance Assessment (NMAPA); New Mexico English Language Placement Test (NMELPT); New Mexico English Language Proficiency Assessment (NMELPA); and the National Assessment of Educational Progress (NAEP). Information provided includes administration dates, appropriate testing environments, student data variables, test administration guidelines, use and documentation of accommodations, special considerations for students with IEPs, special considerations for English Language Learners (ELL), and test administration for students with a variety of special circumstances. The manual includes four appendices: (1) Sample Pre-ID Label; SBA Biogrid (Grade 8); Bubbling 101; (2) Spring 2008 Procedures for SBA Accommodations #17, #12, #13, and #14; (3) Forms; and (4) NAEP Administration. (Contains 3 footnotes, 3 figures and 33 tables.) [This document was produced by the New Mexico Public Education Department.]   [More]  Descriptors: Student Evaluation, Student Placement, Performance Based Assessment, Minimum Competency Testing

Moberg, D. Paul; Finch, Andrew J.; Lindsley, Stephanie M. (2014). Recovery High Schools: Students and Responsive Academic and Therapeutic Services, Peabody Journal of Education. This article reviews findings from the authors' studies of recovery high schools (RHS), including a 1995 program evaluation of a school in New Mexico (Moberg & Thaler, 1995), a 2006-09 descriptive study of 17 recovery high schools (Moberg & Finch, 2008), and presents early findings from a current study of the effectiveness of recovery high schools. Descriptive and qualitative findings are presented. The focus is on characteristics of RHS students and, in light of those student characteristics, findings regarding academic and recovery support programming in recovery high schools.   [More]  Descriptors: High Schools, High School Students, School Effectiveness, Drug Rehabilitation

Thomas B. Fordham Institute (2009). The Accountability Illusion: New Mexico. The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states submit accountability plans to the U.S. Department of Education detailing the rules and policies to be used in tracking the adequate yearly progress (AYP) of schools toward these goals. This report examines New Mexico's NCLB accountability system, particularly how its various rules, criteria and practices result in schools either making AYP, or not making AYP. It also gauges how tough New Mexico's system is compared with other states. New Mexico combines both rigorous and more lenient requirements: state cut scores in math are close to or above the 50th percentile, while reading cut scores mostly hover around the 30th percentile. New Mexico's 99 percent confidence interval provides schools with greater leniency than the more commonly used 95 percent confidence interval found in other states. However, New Mexico's smaller-than-most subgroup size means that schools have more accountable subgroups than do similar schools in other states, making it difficult for large schools with many accountable subgroups to achieve AYP. Compared to the other 27 states examined, New Mexico places in the approximate middle of the distribution in terms of the number of schools making AYP. The report concludes that although in some respects, New Mexico's NCLB accountability system is working as intended by the legislation, NCLB shortcomings are also evident, and should be considerations for Congress in future reauthorizations of the act. (Contains 10 footnotes, 6 figures, and 6 tables.) [For "The Accountability Illusion," see ED504712. For individual state reports, see ED504680-ED504694, ED504700-ED504711, and ED504719.]   [More]  Descriptors: Federal Legislation, Educational Improvement, Educational Indicators, Federal Programs

National Center for Education Statistics (2011). The Nation's Report Card Reading 2011 State Snapshot Report. New Mexico. Grade 4, Public Schools. Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 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 are included. In 2011, the average score of fourth-grade students in New Mexico was 208. This was lower than the average score of 220 for public school students in the nation. The average score for students in New Mexico in 2011 (208) was not significantly different from their average score in 2009 (208) and was not significantly different from their average score in 1992 (211). In 2011, the score gap between students in New Mexico at the 75th percentile and students at the 25th percentile was 48 points. This performance gap was not significantly different from that of 1992 (47 points). The percentage of students in New Mexico who performed at or above the NAEP "Proficient" level was 21 percent in 2011. This percentage was not significantly different from that in 2009 (20 percent) and was not significantly different from that in 1992 (23 percent). The percentage of students in New Mexico who performed at or above the NAEP "Basic" level was 53 percent in 2011. This percentage was not significantly different from that in 2009 (52 percent) and was not significantly different from that in 1992 (55 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.]   [More]  Descriptors: Achievement Gains, Achievement Gap, Comparative Analysis, Economic Status

Corbett, Julie (2015). New Mexico: State Policy Brief, Center on School Turnaround at WestEd. This brief is one in a series highlighting state policies, regulations, practices, laws, or other tools intended to create the necessary conditions for school and/or district turnaround. Each brief includes an overview of the relevant turnaround tool, its development process, its impact, and lessons learned that could assist other education agencies interested in enacting something similar. The briefs will also include relevant resources, such as the text from state codes, interviews with state education leaders, news articles, state board of education meeting minutes, bill status updates, and legislative amendments.   [More]  Descriptors: School Turnaround, Principals, Mentors, Public Education

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