This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Andrew T. Rendon, Youn Ok Lee, Randall J. Andreasen, Donna L. Grein, Gail Y. Okawa, Center on Education Policy, James E. Holloway, Dawn M. VanLeeuwen, Dawn Vanleeuwen, and Sareh Bahreinifar.
(2009). General Achievement Trends: New Mexico. This general achievement trends profile includes information that the Center on Education Policy (CEP) and the Human Resources Research Organization (HumRRO) obtained from states from fall 2008 through April 2009. Included herein are: (1) Bullet points summarizing key findings about achievement trends in that state at three performance levels–basic and above, proficient and above, and advanced; (2) Background information about limitations of the state's test data and characteristics of the state's testing system, including major changes in its testing system; (3) Figures and tables with the percentages of students scoring at the proficient level and above for all years with comparable data since 1999 and for all grades tested under the No Child Left Behind Act; (4) Figures and tables with percentages of students performing at three achievement levels–basic, proficient, and advanced–for all years with comparable data and for grades 4, 8, and 10 (or adjacent grades, in the case of states that lack comparable trend data for these default grades); (5) Figures and tables with mean scale scores, standard deviations, and effect sizes for all years with comparable data and for the three grades analyzed in this study; and (6) Figures and tables with mean scale scores, standard deviations, and effect sizes for all years with comparable data and for the three grades analyzed in this study. New Mexico has made changes to its testing program in recent years. As a result, comparable test data are available at the high school level only for 2007 and 2008, too short of a period to discern trends. At the elementary and middle school grades, comparable data are available from 2005 through 2008. In general, New Mexico showed mixed results at the basic, proficient, and advanced levels–middle school students made gains, but some declines occurred at the elementary school grade analyzed. Specific results include: (1) Between 2005 and 2008, the percentage of students scoring at the basic level and above in reading decreased slightly at the elementary school grade analyzed but increased at a moderate-to-large rate at the middle school grade analyzed; during this same period, the percentage basic in math rose at a slight rate at the elementary level and at a moderate-to-large rate at the middle school level; (2) The percentage of students performing at the proficient level and above in reading declined slightly at the elementary school grade analyzed but increased at a moderate-to-large rate at the middle school level. In math, the percentage proficient fell slightly at the elementary level but rose at a moderate-to-large rate at the middle school grade; and (3) In reading, the percentage of students reaching the advanced level went down slightly at the elementary grade analyzed but went up slightly at the middle school grade; in math, the percentage of advanced students decreased slightly at the elementary level but rose at a moderate-to-large rate at the middle school level. (Contains 6 figures and 6 tables.) [For "State Test Score Trends through 2007-08, Part I: Is the Emphasis on 'Proficiency' Shortchanging Higher- and Lower-Achieving Students?," see ED506121. For "State Test Score Trends through 2007-08. Part II: Is There a Plateau Effect in Test Scores?," see ED506122.] [More] Descriptors: Academic Achievement, Achievement Gains, Achievement Tests, Educational Legislation
(2009). Subgroup Achievement and Gap Trends: New Mexico. This year the Center on Education Policy (CEP) analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels–basic and above, proficient and above, and advanced. Second, it looked at gaps between these groups at the proficient level across three grades (grade 4, grade 8 in most cases, and a high school grade). These two types of analyses show whether elementary school achievement has generally gone up for different groups of students and whether achievement gaps at different grade levels have narrowed, widened, or stayed the same. This paper profiles the student subgroup achievement and gap trends in New Mexico. Grade 4 achievement trends at the proficient level showed a mixed picture for New Mexico's major student groups. Declines were more prevalent than gains in reading, while gains were more common than declines in math. Trends in achievement gaps were also mixed. In reading, gaps narrowed in nearly all cases, but in math the two indicators of achievement used in this study showed contradictory trends. (Contains 9 tables.) [For the main report, "State Test Score Trends through 2007-08, Part 3: Are Achievement Gaps Closing and Is Achievement Rising for All?", see ED507909.] [More] Descriptors: Federal Legislation, Low Income, American Indians, African American Students
(2011). The USDA and K-12 Partnership: A Model Program for Federal Agencies, Journal of Natural Resources and Life Sciences Education. The Future Scientists Program of Texas A&M University and the Agricultural Research Service branch of USDA serves as a model program of effective collaboration between a federal agency and K-12. It demonstrates true partnership that contextualizes learning of science and provides quality professional development, benefiting teachers and their students. Endorsed by the Hispanic Association of Colleges and Universities, this model is being adapted to target Hispanic populations nationwide based on successes it has had in reaching such students in the Southern Plains Area (Arkansas, New Mexico, Oklahoma, and Texas) of USDA-ARS. Middle school students and teachers actively engaged with scientists and learned about opportunities available to those who pursue science. This project has been expanded to include internships with USDA-ARS for undergraduates. This meaningful, hands-on internship experience that can be used to replace more traditional coursework, showcases opportunities for college graduates at one of the nation's governmental agencies. [More] Descriptors: Elementary Secondary Education, Public Agencies, Scientists, Faculty Development
(2007). Training Needs of New Mexico Agricultural Education Teachers Related to Inclusion of Students with Special Needs, Journal of Agricultural Education. The purpose of this study was to describe New Mexico secondary agricultural education teachers' perceptions of the importance and their level of competence on state special needs inclusion competencies and skills for teaching students with special needs. Additionally, this study sought to determine pre-service and in-service training needs for working with students with special needs. A census of New Mexico agricultural education teachers received a mail questionnaire during spring and summer 2003. The inclusion competencies most in need of strengthening among the teachers were: understanding special education regulations, understanding different levels of special education services, understanding different levels of disabilities, and understanding the social needs of special education students. The special education teaching skills most in need of strengthening were: dealing with uncooperative special education students, working with more than one type of disability, keeping special education students on task, and adapting facilities for special education students. [More] [More] Descriptors: Educational Needs, Inclusive Schools, Agricultural Education, Disabilities
(2011). Tuition and Fees in the West 2010-11. Policy Insights, Western Interstate Commission for Higher Education. This issue of "Policy Insights" reviews the results from an annual survey, conducted by the Western Interstate Commission for Higher Education (WICHE), of tuition and fees at public colleges and universities in the WICHE region (which includes Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, North Dakota, Oregon, South Dakota, Utah, Washington, and Wyoming). Complete data are available in "Tuition and Fees in Public Higher Education in the West, 2010-11: Detailed Tuition and Fees Tables" (www.wiche.edu/pub/14531), published by WICHE in November 2010. The survey on which the report and this policy brief are based was administered to state higher education executive offices or system offices in the Western states. [More] Descriptors: Tuition, Fees, Student Costs, Undergraduate Students
(2014). Community Health Coalitions in Context: Associations between Geographic Context, Member Type and Length of Membership with Coalition Functions, Health Education Research. The coalition literature recognizes context (geography, demographics and history) as a variable of interest, yet few coalition evaluation studies have focused on it. This study explores the association between geographic context and structures (e.g. member type) with functional characteristics (e.g. decision making or levels of conflict) in a statewide system of community health councils (coalitions). The study was part of a multiyear, statewide evaluation of New Mexico's health councils' contributions to systems-level changes. We adapted the Coalition Self-Assessment Survey (CSAS) for all county health council members and paid council coordinators. Both multilevel univariate and multivariate procedures were used to compare index scores, summaries of CSAS questions used to characterize council functions, with selected demographic variables and region. Member type was associated with decision making and policy capacity; paid staff expressed higher levels of agreement than voting members for both items. Length of membership was associated with decision making, positive leadership and shared vision. Results indicated that geographic context was significantly associated with many functional characteristics. The study highlights the idea that geographic context may influence coalition functioning. Understanding how geographic context influences coalition planning and actions may help explain differences among coalitions that on the surface share common organizational characteristics and external goals. [More] Descriptors: Public Health, Geographic Location, Correlation, Comparative Analysis
(2009). The Two-Semester Thesis Model: Emphasizing Research in Undergraduate Technical Communication Curricula, Journal of Technical Writing and Communication. This article addresses previous arguments that call for increased emphasis on research in technical communication programs. Focusing on the value of scholarly-based research at the undergraduate level, we present New Mexico Tech's thesis model as an example of helping students develop familiarity with research skills and methods. This two-semester sequence serves as a capstone experience for students' writing, designing, editing, and presentation skills. It also involves members of our corporate advisory board and provides an opportunity to teach students to understand and apply research methods to unique projects, skills we argue will benefit students no matter what environments they enter upon graduation. [More] Descriptors: Technical Writing, Student Research, Undergraduate Students, Theses
(2014). Native Birthrights and Indigenous Science, Reclaiming Children and Youth. In traditional tribal cultures, children are treated with great respect and eagerly learn from their elders. But in contemporary Western society, Native students have the highest dropout rates and are subjected to disproportionate school disciplinary exclusion, which becomes a pipeline into the justice system (Sprague, Vincent, Tobin, & Pavel, 2013). A growing literature calls for culturally appropriate approaches that build on strengths of indigenous students (Reyhner, Martin, Lockard, & Gilbert, 2013). Indians of the Americas share a worldview grounded in respect for all life. Gregory Cajete (2000) of the University of New Mexico describes Native science as the "natural laws of interdependence." In contrast, Western science has tended toward reductionism, measuring cause and effect links between isolated variables. But human harmony requires a relational–not linear–worldview (Cross, 2012). There are two contrasting systems for governing human societies–cultures of respect and cultures of dominance (Eisler, 2000). The Circle of Courage bridges indigenous and Western knowledge. Native-based in its origin, this model identifies four growth needs which are the foundation for positive youth development in any culture: Belonging, Mastery, Independence, and Generosity (Brendtro, Brokenleg, & Van Bockern, 2002). These universal needs and strengths are embedded in the human brain and have evolved over millennia of human history. Cultures that respect children are designed to meet these needs (Rogoff, 2003). When growth needs are met, life is in harmony and young people thrive. When this vital balance is disrupted, they experience a host of problems. [More] Descriptors: Indigenous Populations, Indigenous Knowledge, American Indian Culture, American Indian Students
(2007). New Mexico Public Education Department 2007-2008 School Improvement Framework. Accountability for student learning is the key focus of New Mexico's system of school improvement. The Public Education Department's commitment to continuous improvement is evident in the steps taken to refine the 2007-2008 School Improvement Framework to reflect No Child Left Behind (NCLB) requirements. The School Improvement Framework was developed in recognition of our shared contributions and responsibilities to all of New Mexico's children. The 2007-2008 School Improvement Framework has been condensed to provide a guide that complies with federal and State requirements. Sections of this report are: (1) Introduction; (2) Adequate Yearly Progress (AYP) Designations and Criteria; (3) Scaffolding of Mandates for Schools in Need of Improvement (SINOI); (4) Interventions; (5) Public Education Department Websites; (6) Summary and Timeline of 2007-2008 Educational Plan for Student Success (EPSS) Requirements; (7) Standards for School/District Excellence and Effectiveness; and (8) How to Contact the Priority Schools Bureau. [This publication was produced by the New Mexico Public Education Department.] [More] Descriptors: Educational Planning, Federal Legislation, Educational Improvement, Educational Change
(2014). Understanding Tobacco-Related Attitudes among College and Noncollege Young Adult Hookah and Cigarette Users, Journal of American College Health. Objective: To examine differences in tobacco-related attitudes and hookah and cigarette use among college and noncollege young adults. Participants: Time-location samples of young adult bar patrons in San Diego, California ("N" = 2,243), Tulsa ("N" = 2,095) and Oklahoma City ("N" = 2,200), Oklahoma, Albuquerque ("N" = 1,044) and Las Cruces ("N" = 894), New Mexico, between September 2009 and July 2011. Methods: Multinomial logistic regression examined associations between hookah and cigarette use and tobacco-related attitudes. Results: Current college students and graduates are less likely to smoke cigarettes, but more likely to use hookah. Among current hookah users, 22.6% were hookah-only users and 77.4% were dual users (cigarettes and hookah). College status is associated with different hookah use patterns, and those with anti-tobacco industry attitudes were more likely to smoke hookah. Conclusions: Novel interventions are needed for college students using hookah. Existing strategies targeting smokers with anti-tobacco industry messages may be irrelevant to hookah users. [More] Descriptors: Smoking, Health Behavior, College Students, Student Attitudes
(2013). Dual-Credit Participation: An Indicator of College Success and Retention, ProQuest LLC. Student retention is one of the greatest concerns for institutions of higher education. Despite rising enrollment, at least half of students do not return for their second year. Annually postsecondary institutions are losing 40% of their first-year students. Research based on schools in the east, Midwest, and southeast regions showed that community college students who have taken dual-credit courses in high school are more likely to be successful, and continue on to Year 2 of college. With retention an issue in New Mexico and the possibility of an intervention through dual credit, perhaps taking dual credit in high school might influence student academic success and retention at a community college in southwestern New Mexico. The purpose of this quantitative study was to examine whether there was a relationship between taking dual-credit courses in high school and first-year community college success (i.e., GPA = 2.0) and retention at SWNMCC during the years 2009-2012. This dissertation document is a quantitative study of the relationship between taking dual-credit courses and first-year community college success and retention. This study investigated whether participation in dual-credit courses while in high school was associated with first-year community college success and retention. Two research questions were explored in this study: (a) How does taking dual-credit vs. non-dual-credit courses in high school impact first-year community college student success (GPA = 2.0) at SWNMCC? and (b) how does taking dual-credit courses prior to entering college affect student retention after the first year in college at SWNMCC? The results revealed the following: (a) There was no significant difference in first-year community college GPAs between dual-credit and non-dual-credit students, and (b) there were no significant differences between dual-credit and non-dual-credit students in terms of their first-year GPAs and whether they returned for a second year. [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, Academic Achievement, School Holding Power, Community Colleges
(2007). Rural Revitalization in New Mexico: A Grass Roots Initiative Involving School and Community, Rural Educator. The Rural Education Bureau of the New Mexico Public Education Department has established a program to address the special needs of schools and communities in the extensive rural areas of the state. High poverty rates, depopulation and a general lack of viable economic opportunity have marked rural New Mexico for decades. The program underway aims at establishing holistic community socioeconomic revitalization at the grass roots level with the schools playing a leading role. Initiatives include community conversations with key leaders to determine necessary steps to take in encouraging economic growth and attracting businesses, the institution of entrepreneurship within the community, the transformation of the school into a community resource and the encouragement of place-based education within schools. In the second year of this program there are 13 school districts actively involved in the enhancement of their schools and community. The program adopted many of the principles for rural revitalization seen in the remote communities of South Australia. [More] Descriptors: Economic Progress, Poverty, Foreign Countries, Rural Development
(2009). In Support of Reading: Reading Outreach Programs at Academic Libraries, Public Services Quarterly. Encouraging pleasure reading is not traditionally seen as the role of academic libraries. Those students who take time for reading, however, are better poised to succeed in college. Declining rates in reading among young people are cause for alarm, and many libraries at academic institutions are developing programs to promote this pastime. This article will examine statistics on the state of reading in America, outline two reading outreach initiatives that New Mexico State University has engaged in, and suggest strategies for effectively reaching out to the community to encourage reading. [More] Descriptors: Outreach Programs, Academic Libraries, Reading Programs, Reading Strategies
(2014). Determining the Science, Agriculture and Natural Resource, and Youth Leadership Outcomes for Students Participating in an Innovative Middle School Agriscience Program, Journal of Agricultural Education. The Memorial Middle School Agricultural Extension and Education Center (MMSAEEC) located in Las Vegas, New Mexico is a youth science center focusing on agriculture and natural resources. The purpose of this quasi-experimental study of the MMSAEEC teaching and learning model was to determine if differences exist in science achievement, agriculture and natural resource achievement (ANR), leadership skill development, and interests in agriculture and natural resource and other STEM careers between students who participated in the MMSAEEC program and students at a comparison middle school. Results indicate higher overall standardized science test scores and higher scores in the scientific investigations, physical science, earth science, and science and people sub-dimensions of the science test for MMSAEEC students. MMSAEEC students also scored higher on two of the four sub-dimensions of the ANR test (agriscience and ecology). MMSAEEC students were similar to comparison school students in leadership development and career interests. Based on these results, the MMSAEEC model is a viable model for encouraging science and agriculture and natural resource achievement in middle school programs. Improvements are necessary to enhance overall achievement in ANR including higher scores on emerging ANR issues, leadership development, and interests in agricultural and natural resource careers for program participants. Descriptors: Agricultural Education, Youth Programs, Natural Resources, Quasiexperimental Design
(2011). Putting Their Lives on the Line: Personal Narrative as Political Discourse among Japanese Petitioners in American World War II Internment, College English. One of the more complex and premeditated acts of covert violence during World War II concerns the American surveillance, arrest, and incarceration of thousands of resident Japanese immigrants prior to and upon the outbreak of the Pacific War. While briefly outlining the historical and political context of this mass incarceration, specifically pertaining to the Territory of Hawaii, this essay examines two documents and the rhetorical strategies they employed. Both documents were written from the Santa Fe Internment Camp in New Mexico: a large group petition and an individual petition–the former using a collective autobiographical experience, the latter personal narrative, for political purposes, as rationale for the reversal of the government's decision for mainland exile, and the return of the internees to their island homes. Despite disenfranchisement on various levels, the petitioners were arguing for political subjectivity and voice within the discourse of their oppressors. [More] Descriptors: War, Personal Narratives, Japanese Americans, Violence