This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Amelia Medina, Cristyn L. Elder, Merrilyn Cummings, Sandra McKay, Karen Champine, Amal Ibrahim, Tyler Weldon, Jane McGrath, Shelley Roberts, and Sharon Jeffcoat Bartley.
(2009). Helping Students Succeed. Annual Report, 2009, New Mexico Higher Education Department. This annual report shows the breadth and scope of the work achieved on behalf of the students across New Mexico. This document is a reflection of the commitment from the higher education and public education communities as well as that of the New Mexico Higher Education Department to further educational and professional opportunities for every student. Although the authors acknowledge that more must be done to increase educational attainment for all New Mexicans, the contents of this report demonstrate that much is currently under way toward reaching that goal. [More] Descriptors: Higher Education, Educational Attainment, Public Education, Educational Opportunities
(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
(2009). Implementing School-Based Services: Strategies from New Mexico's School-Based Health and Extended Learning Services. Research-to-Results Practitioners Insights. Publication #2009-01, Child Trends. Practitioners and policy makers from throughout New Mexico convened in Albuquerque in May 2008 for three Roundtable discussions on implementing school-based health services and extended learning opportunities in the state. Several of the Roundtable participants were involved in the New Mexico Community Foundation's Elev8 New Mexico initiative. 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 and services into a comprehensive and holistic program. This case study builds on initial work conceptualizing the value of school-based services; outlines the challenges and strategies for implementing school-based services that were shared in the Roundtables; and highlights suggestions made by Roundtable participants for implementing these services. [More] Descriptors: School Health Services, Educational Opportunities, Statewide Planning, Middle School Students
(2010). Blueprint for Change in New Mexico: State Teacher Policy Yearbook, 2010. The 2009 "State Teacher Policy Yearbook" provided a comprehensive review of states' policies that impact the teaching profession. As a companion to last year's comprehensive state-by-state analysis, the 2010 edition provides each state with an individualized "Blueprint for Change," building off last year's "Yearbook" goals and recommendations. State teacher policy addresses a great many areas, including teacher preparation, certification, evaluation and compensation. With so many moving parts, it may be difficult for states to find a starting point on the road to reform. To this end, this paper provides a state-specific roadmap, organized in three main sections. Section 1 identifies policy concerns that need critical attention, the areas of highest priority for state policymakers. Section 2 outlines "low-hanging fruit," policy changes that can be implemented in relatively short order. Section 3 offers a short discussion of some longer-term systemic issues that states need to make sure stay on the radar. In the 2009 "State Teacher Policy Yearbook", New Mexico had the following grades: (1) Delivering Well Prepared Teachers (D+); (2) Expanding the Teaching Pool (D); (3) Identifying Effective Teachers (C-); (4) Retaining Effective Teachers (D); and (5) Exiting Ineffective Teachers (B-). In the last year, many states made significant changes to their teacher policies, spurred in many cases by the Race to the Top competition. Based on a review of state legislation, rules and regulations, the National Council on Teacher Quality (NCTQ) has identified the following recent policy changes in New Mexico: (1) New Mexico has directed the state's education schools to form a work group to examine the curricula and assigned materials of all required reading courses in teacher preparation programs, and then determine if they meet the statutory requirement that they be based on current scientifically based research; and (2) New Mexico has increased its requirement of six credit hours in mathematics for elementary teacher candidates to nine credit hours. Secondary teachers still are only required to complete six credit hours. New Mexico confirmed that the identified updates represent a complete and accurate list of recent policy changes. Individual sections contain footnotes. (Contains 5 figures.) [For the related reports, see "Blueprint for Change: National Summary. State Teacher Policy Yearbook, 2010" (ED515614) and "State Teacher Policy Yearbook, 2009. New Mexico" (ED511922).] [More] Descriptors: Teaching (Occupation), Elementary Secondary Education, Educational Policy, Teacher Evaluation
(2015). eComp at the University of New Mexico: Emphasizing Twenty-First Century Literacies in an Online Composition Program, Composition Forum. With distance education on the rise, a new program at the University of New Mexico provides an innovative way to teach first-year composition in a fully online format. The program, called eComp (short for Electronic Composition), insists that instructors receive formal and educational training before working in the model. In addition, the curriculum taught within the first-year writing courses attends to multimodal literacies, and students receive help with their drafts from various sources, including instructional assistants who are tutors embedded in each course shell. This profile describes the program, including the scholarship that informed its design, the pilot project, and results from a small-scale assessment. Furthermore, we discuss future expansion of the program. This program description can serve as a model–in whole or in part–for other English departments when structuring a successful, integrative online program that emphasizes teacher training and multimodal literacies. [More] Descriptors: Online Courses, Freshman Composition, Distance Education, Instructional Innovation
(2016). Designing High-Impact "Writing-to-Learn" Math Assignments for Killer Courses, Across the Disciplines. The body of literature on a Writing-to-Learn (WTL) approach in math courses offers up a variety of assignment types from which to choose. However, few of these articles provide empirical evidence on the ways these writing assignments contribute to students' learning. This mixed-methods study, conducted at the University of New Mexico, a Hispanic-Serving Institution, examines the effect of WTL assignments on students' success in two "killer courses": a Survey of Math class for non-STEM majors and a Calculus I class for STEM majors. While the quantitative results did not prove statistically significant, the qualitative results suggest that high-impact assignments are those that ask students to focus on procedural knowledge, or analyzing the process, rather than simply solving for the right answer. [More] Descriptors: Content Area Writing, Mathematics Instruction, Writing Assignments, Evidence
(2013). "Let's Talk": Collaboration between Family and Consumer Sciences Extension Personnel and Teachers, Journal of Extension. Interactive meetings between New Mexico Family and Consumer Sciences (FCS) teachers and Extension personnel (county Home Economics agents and state FCS specialists) were conducted to promote collaboration between the two parties. Based on pre- and post-meeting surveys, both parties showed similarities in almost all perceptions and expectations concerning collaboration. Teachers expressed significantly stronger wishes for collaborations on presentations and service projects and in the areas of Food Technology and Clothing, Fashion and Textiles in the pre-survey. Significant differences were not evident in the post-survey, indicating the contribution of the meetings in bringing these groups together on attitudes towards collaboration. [More] Descriptors: Extension Agents, Extension Education, Consumer Science, Home Economics Skills
(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
(2010). The Nation's Report Card Reading 2009 State Snapshot Report. New Mexico. Grade 8, Public Schools. Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in New Mexico was 254. This was lower than the average score of 262 for public school students in the nation. The average score for students in New Mexico in 2009 (254) was higher than their average score in 2007 (251) and was lower than their average score in 1998 (258). In 2009, the score gap between students in New Mexico at the 75th percentile and students at the 25th percentile was 45 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 2009. This percentage was greater than that in 2007 (17 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 66 percent in 2009. This percentage was not significantly different from that in 2007 (62 percent) and was smaller than that in 1998 (71 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] [More] Descriptors: Achievement Gains, Achievement Gap, Comparative Analysis, Educational Assessment
(2011). 2011 State Teacher Policy Yearbook. New Mexico. For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The 2011 State Teacher Policy Yearbook includes NCTQ's biennial, full review of the state laws, rules and regulations that govern the teaching profession. This year's report measures state progress against a set of 36 policy goals focused on helping states put in place a comprehensive framework in support of preparing, retaining and rewarding effective teachers. For the first time, the "Yearbook" includes a progress rating for states on goals that have been measured over time. An overall progress ranking is also included, showing how states compare to each other in moving forward on their teacher policies. New Mexico received a D+ for Overall 2011 Yearbook Grade. New Mexico ranks 39th among states and has made low progress compared to other states. Highlight from recent progress in New Mexico includes: (1) Elementary teacher preparation in reading. (Contains 141 figures.) [For the full report, "State Teacher Policy Yearbook, 2011. National Summary," see ED528825.] [More] Descriptors: Academic Achievement, Accountability, Beginning Teacher Induction, Beginning Teachers
(2010). The Nation's Report Card Reading 2009 State Snapshot Report. New Mexico. Grade 4, Public Schools. Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, 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 2009 (208) was lower than their average score in 2007 (212) and was not significantly different from their average score in 1992 (211). In 2009, 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 20 percent in 2009. This percentage was smaller than that in 2007 (24 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 52 percent in 2009. This percentage was smaller than that in 2007 (58 percent) and was not significantly different from that in 1992 (55 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] [More] Descriptors: Achievement Gains, Achievement Gap, Comparative Analysis, Educational Assessment
(2016). Freirian Perspectives on Becoming Female Researcher-Academics in Special Education, Educational Research and Reviews. Perhaps the most influential thinker about education in the late twentieth century is Paulo Freire. He has been particularly popular with informal educators with his emphasis on dialogue. According to Freire, to enter into dialogue presupposes equality amongst participants. Each must trust the others; there must be mutual respect and love (care and commitment). Each one must question what he or she knows and realizes that through dialogue existing thoughts will change and new knowledge will be created. This study highlights the diversity of life and professional experiences of one doctoral cohort at New Mexico State University in Special Education. We reflect on topics of gender, culture, and language by reflecting on the impact of individual backgrounds on our collaborative intent to build a doctoral learning community. [More] Descriptors: Special Education, Females, Gender Issues, Gender Differences
(2014). Charter School Innovations: A Teacher Growth Model, Phi Delta Kappan. Committed to being a charter school with a professional learning community that empowers teachers, New Mexico's South Valley Academy (SVA) staff transformed its state evaluation process into a practitioner action research process (Anderson, Herr, & Nihlen, 2007). While teachers self-diagnose growth needs and play active roles in improving their own practice, SVA's new model holds teachers accountable for addressing student performance challenges and requires classroom-generated data for measuring student learning as a result of teaching practices. Using artifacts as evidence collected by teachers and an action-research timeline built into the school calendar that allows for collaboration and feedback, the rigorous evaluation process both nurtures and measures teaching effectiveness. New Mexico requires teachers to submit annual professional development plans (PDPs) that include improvement objectives, action steps, and measures of desired results. This article describes how to develop a PDF rubric, the necessary skills needed to develop a manageable and relevant PDP, the steps needed to build a culture of feedback and improvement, and the effect of the PDP model on staff culture. [More] Descriptors: Charter Schools, Educational Innovation, Models, School Law
(2009). New Mexico: The Land of Enchantment, English Teaching Forum. New Mexico, a state of brown plains and sand deserts, is nicknamed "The Land of Enchantment." One reason is that the very starkness of the land adds to its enchantment. Another reason is that the rich history of the state has resulted in a landscape filled with remnants of the Pueblo people, Spanish colonizers, and Mexican settlers. [More] Descriptors: American Indians, Tourism, Geography, United States History
(2011). New Mexico K-12 & School Choice Survey: What Do Voters Say about K-12 Education? Polling Paper Number 4, Friedman Foundation for Educational Choice. The "New Mexico K-12 & School Choice Survey" project, commissioned by The Friedman Foundation for Educational Choice and conducted by Braun Research Incorporated (BRI), measures New Mexico voters' familiarity and views on a range of K-12 education issues and school choice reforms. The author and his colleagues report response "levels" and "differences" (they use the term "net score" or "net") of voter opinion, and the "intensity" of responses. Where do the voters stand on important issues and policy proposals in K-12 education? They provide some observations and insights in the following pages of this paper. A randomly selected and statistically representative sample of New Mexico's registered voters recently responded to 17 substantive questions and 11 demographic questions. A total of 808 telephone interviews were conducted in English or Spanish from September 12-18, 2011, by means of both landline and cell phone. Statistical results were weighted to correct for known demographic discrepancies. The margin of sampling error for the total sample of interviews is plus or minus 3.5 percentage points. In this project the author and his colleagues included two split-sample experiments. A split sample design is a systematic way of comparing the effects of two or more alternative wordings for a given question. The purpose is to see if particular wording, or providing a new piece of information, can significantly influence opinion on a given topic. Key findings include: (1) The vast majority of New Mexico's voters (78%) are paying attention to issues in K-12 education. Only 21% of voters say they pay no attention; (2) New Mexico voters are more likely to think that K-12 education is on the "wrong track" (52%) compared to heading in the "right direction" (34%); (3) Nearly two out of three New Mexico voters give the state's public school system sub-par ratings (32% say "good" or "excellent"; 65% say "fair" or "poor"); (4) Generally speaking, New Mexico voters have little idea how much is spent in the public schools. There is a substantial information gap; (5) When given the latest per-student spending information, voters are more likely to say public school funding is at a level that is "about right" or "too high" compared to answering without having such information; (6) When asked for a preferred school type, New Mexico voters show a major disconnect between their preferred school types and actual enrollment patterns; (7) Nearly one out of five voters in the survey prioritize a "better/quality education" as the key attribute they are looking for in the selection of a school. The second most important attribute, as suggested by 15% of all voters, is "individual/one-on-one attention"; (8) New Mexico voters are much more likely to favor charter schools (72%) rather than oppose such schools (11%); (9) The jury is still out on virtual schools. As defined in the survey, New Mexico voters generally oppose the idea of virtual schools. Half of all respondents (50%) oppose virtual schools compared to those who say they favor them (38%) as a school option; (10) In a split-sample experiment, the author and his colleagues asked two slightly different questions about tax-credit scholarships. At least 62% (and as much as 71%) of voters say they favor such a system, compared with 25% (and as little as 17%) who say they oppose; (11) Voters overwhelmingly support a tax-credit scholarship system for special-needs students (78% favor vs. 15% oppose); (12) New Mexico voters support an "education savings account" system (also called "ESA"). The percentage of those who favor the policy (56%) is much larger than the proportion who say they oppose (34%); and (13) New Mexico voters say they are supportive of school vouchers. (Contains 1 footnote.) [This survey was co-sponsored by the Hispanic Council for Reform and Educational Options.] [More] Descriptors: Elementary Secondary Education, School Choice, Educational Quality, Educational Vouchers