This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include W. G. Woodall, Center on Education Policy, Thaddeus Ferber, New Mexico Higher Education Department, Jason Blankenship, US Department of Education, Library Journal, Angela A. A. Willeto, Philip A. May, and Randall Starling.
(2008). Mapping New Mexico's Educational Progress, 2008. Six years after passage of No Child Left Behind and midway to the nation's goal of having students on grade level or better in reading and math by 2014, more data than ever before has been collected about the academic performance of American students and schools. Information in this brochure charts student demographics, achievement-to-date and trends for New Mexico as a state and as compared to national statistics. Information on graduation rates, tutoring/choice programs and flexibility options is also included. [More] Descriptors: Advanced Placement, Graduation Rate, Federal Legislation, Reading Achievement
(2007). The Report on Part-Time Faculty Compensation and Salary Survey, House Bill 384. In the 2007 Legislative Session, House Bill 384 (HB 384) directed the New Mexico Higher Education Department to produce an Annual Accountability Report in collaboration with each public postsecondary educational institution in the state of New Mexico. The report contains information pertaining to: (1) faculty compensation and benefits practices; (2) details regarding the number and percentage of part-time and full-time faculty employed by New Mexico's public postsecondary educational institutions; (3) per-credit hour pay rate for both full-time and part-time faculty; (4) percentage by which full-time and part-time faculty salaries were increased annually; and (5) institutional policies for providing benefits to the full-time and part-time faculty they employ. Findings from the study were organized into categories: faculty background and distribution, duties and tasks, salaries, and benefits. Each category contains a discussion of similarities, differences, and trends between part-time faculty and full-time instructors as well as the policies according to which they are employed. It was found that although the educational system relies increasingly on part-time and adjunct faculty, significant differences exist between compensation packages and salaries offered to part-time faculty and full-time instructors. Equalization of pay, benefits, and resources for part-time faculty would require a substantial financial investment. Some postsecondary institutions have already developed policies and practices that aim to bridge the compensation gap between full-time instructors and part-time faculty. It is crucial that a thorough cost analysis be conducted prior to the execution of any legislation directing institutions in the implementation of similar equalizing policies. (Contains 8 footnotes, 3 figures, bibliography and resources. Survey questions are appended.) [This report was published by the New Mexico Higher Education Department.] [More] Descriptors: Teacher Salaries, Cost Effectiveness, College Faculty, Adjunct Faculty
(2007). Initial Report of the Task Force on Cultural Competence Education in the Health Sciences. This report summarizes the findings and recommendations of the Task Force on Cultural Competence Education and represents the distillation of the Task Force's efforts to fulfill its legislative charge. The report is intended to facilitate a statewide conversation about the health services provided to New Mexico's multicultural citizenry. It addresses potential best practices for preparing healthcare practitioners to work with patients from varying backgrounds and unique cultural traditions, and represents an initial attempt to compile information that is pertinent to the ultimate creation of a culturally and linguistically competent curricula for health-related educational fields. Summary of major findings include: (1) Nationally, the medical professions have not yet developed model curricula on Cultural Competence; (2) Efforts to create Cultural Competent curricula must be profession-specific and aimed at creating a knowledge and skill set based on the discipline; (3) For these reasons, and after broad consultation with representatives from the various health fields, the Task Force feels it would be best to develop profession-specific approaches rather than one single curriculum; and (4) Certain professions in New Mexico, such as Social Work, have tied Cultural Competence standards to accreditation criteria for academic programs and require testing of that competence for licensure. An appendix includes National Standards on Culturally and Linguistically Appropriate Services (CLAS). Bibliography and resource list is included. (Contains 4 footnotes.) [This document was published by the New Mexico Higher Education Department.] [More] Descriptors: Health Services, Statewide Planning, National Standards, Patients
(2005). Don't Settle: Leslie Monsalve-Jones–New Mexico State Library. Leslie Monsalve-Jones is a library technician with the New Mexico State Library, responsible for claiming documents that state agencies don't submit. She also maintains the collection and can immediately track down any requested document. In short, she is the kind of worker whose price is above rubies but whose pay is slightly above pebbles. And she does not believe paraprofessionals should settle for that. Monsalve-Jones had gotten a taste for organizing earlier, when REFORMA of New Mexico, which was in decline, asked her to become its president. She produced a newsletter, held meetings, and planned programs for the New Mexico Library Association (NMLA) annual conference. She was so effective that in April 2001, she was asked to resurrect NMLA's Paraprofessional Group. By October 2001, she had gotten library support staff from across the state to meet and within a year had attracted over 160 members. Descriptors: Government Libraries, Professional Associations, Library Personnel, Advocacy
(2007). Building Transitions from High School to College and Careers for New Mexico's Youth. On November 20, 2005, New Mexico state educational and policy leaders participated in the New Mexico Education Forum to discuss ways to improve student transition from high school to postsecondary education and careers. The forum was sponsored by the League for Innovation in the Community College and the Southern Regional Education Board (SREB) and supported by the U.S. Department of Education. The forum focused on five targeted outcomes: (1) decreased need for remediation at the postsecondary level; (2) increased enrollment and persistence in postsecondary education; (3) increased academic and technical achievement at the secondary and postsecondary levels; (4) increased attainment of postsecondary degrees, certificates or other recognized credentials; and (5) increased entry into employment or further education. This report synthesizes forum discussion, other forums in the program, and experiences of SREB and the League for Innovation in the Community College with helping state and education systems improve student outcomes. Information is organized by looking at how New Mexico fares in building successful transitions, what challenges it faces in improving transitions and what actions it can take to improve high school to college and career transitions. Two appendixes include: (A) "HSTW" Key Practices); and (B) Model and template for Career Pathway Implementation Strategies. (Contains 90 footnotes and 1 figure.) [This publication was also supported by the League for Innovation in the Community College's College and Career Transitions Initiative (CCTI) and SREB's "High Schools That Work" ("HSTW") initiative.] [More] Descriptors: Credentials, Postsecondary Education, Enrollment Trends, Transitional Programs
(2004). Deus Ex Machina: Tradition, Technology, and the Chicanafuturist Art of Marion C. Martinez, Aztlan: A Journal of Chicano Studies. The visual art of Marion C. Martinez is examined. Through technology, Martinez reproduces and transforms traditional Indo-Hispanic art forms, at the same time, underscores New Mexico's history as a dumping ground for technological waste. Descriptors: Visual Arts, Artists, Technology, Hispanic American Culture
(2012). Principals in Two High Achieving Elementary Schools in Rural New Mexico: A Case Study, ProQuest LLC. Much has been written regarding the dire educational state of most schools in rural America. This case study profiles two elementary school principals (preK-6) in rural New Mexico whose schools achieved adequate yearly progress (AYP) for the 2009-10 school year. The focus of this study centered on specific characteristics of the school cultures addressed by the principals, and instructional best practices routinely incorporated by teachers into the daily curricular program that have produced successful student outcomes and earned each of their schools AYP standing for the 2009-10 academic year. The methodology used to determine research findings was performed in three parts: Principals of AYP rural New Mexico schools were asked to complete an online survey on educational leadership according to the standards and functions of the Interstate School Leadership Licensure Consortium (ISLLC). The respondents chose either "Almost always," "To a considerable degree," "Occasionally," "Seldom," or "Never" according to the degree they deemed the leadership function necessary to the successful operations of their schools. The survey results were arranged into tables preceded with explanations and statistical analysis. Interviews were conducted with the two rural elementary school principals along with selected teachers and parents from each school. The researcher made on-site visitations and kept notes of the observations and interactions with staffs from each school. The main findings of the study arose from the results of the surveys and interviews conducted with individuals from the two focus schools. The researcher arranged data according to the leadership categories that emerged from the interviews. The survey results were divided into two categories: favorable ("Almost always" and "To a considerable degree") and unfavorable ("Occasionally," "Seldom," and "Never" categories). The results for each leadership standard and related function were reported in terms of statistical significance according to frequency counts in the two categories. Finally, there is a review of current literature focused on principles of educational leadership and rural education, demographic information about the profiled schools, and conclusions with further recommendations for future studies. [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: Rural Schools, Principals, Profiles, Elementary Schools
(2007). Building Effective Youth Councils: A Practical Guide To Engaging Youth In Policy Making, Forum for Youth Investment. The guide is designed to help states and localities create or strengthen their own youth councils. It is a synthesis of theory and practice that provides a general framework for thinking about youth councils, explaining the principles for youth action and the importance of youth engagement. It also incorporates advice and lessons from people in the field who have started or currently staff youth councils across the country. The guide incorporates examples from these youth councils to illustrate key points, focusing heavily on the youth councils in Boston, Massachusetts; Hampton, Virginia; and the state of New Mexico. (Contains 4 figures.) [Additional funding was provided by the Volunteer IMPACT Fund and the New Mexico Community Foundation.] [More] Descriptors: Youth Programs, Guidance Programs, Participative Decision Making, Theory Practice Relationship
(2016). New Mexico Public Education Department K-3 Plus Annual Report for School Year 2015-2016. K-3 Plus was established in 2007 as a six-year pilot project that permitted schools with high numbers of at-risk students to begin the school year 25 days earlier for kindergarten through third grade. The purpose of the K-3 Plus program is to demonstrate that increased instructional time in kindergarten and the early grades narrows the achievement gap between at-risk students and other students, increases cognitive skills, and leads to higher achievement scores for all participants. K-3 Plus is conducted in high-poverty, public schools. For the purposes of K-3 Plus, "high-poverty, public school" means a public elementary school in which either 80 percent or more of the students are eligible for free or reduced-fee lunch at the time the school applies for the program or the school has earned a D or F school grade the previous year. K-3 Plus served 19,383 students in the summer of 2015–an increase of 1,327 students from the previous year in 246 schools, 53 districts, and 6 state charters. The program effectively targeted high-needs students, with participants more likely than other students to qualify for free or reduced-price lunch; be Hispanic, Native American, and/or English learners; or have been retained at least once. Participating schools are required to assess students in literacy using DIBELS. The Public Education Department (PED) uses those results in the evaluation of the program. Following statutory requirements, this report describes the following as they relate to the K-3 Plus program: (1) Demographics; (2) Program Requirements; (3) Assessment; (4) Instruction; (5) Evaluation and Reporting; and (6) Application Review/Funding. Additionally, the report provides a K-3 student summary and discusses assessment results and trends. [More] Descriptors: Public Education, Annual Reports, Early Childhood Education, Pilot Projects
(2010). NM State Profile. New Mexico: New Mexico High School Competency Examination (NMHSCE). This paper provides information about New Mexico High School Competency Examination (NMHSCE), a minimum competency test. Its purpose is to meet a state mandate. It will be replaced by the Grade 11 Standards Based Assessment/High School Graduation Assessment (SBA/HSGA) in spring 2011 as the state's high school exit exam. The NMHSCE was administered to the last cohort of grade 10 students in spring 2009. In 2011, the NMHSCE will only be administered as a retest for students in grade 12 and students who have exited from high school. The NMHSCE will continue as a retest for students who have exited from high school until spring 2016. [For the main report, "State High School Tests: Exit Exams and Other Assessments", see ED514155.] [More] Descriptors: High Schools, Minimum Competency Testing, Exit Examinations, Minimum Competencies
(2013). Native American Community Academy: The Power of Embracing Culture. The value that Native American nations place on deliberative experiential learning and oral reflection often is opposed to traditional practices in US schools. The inherent differences between those cultural approaches to learning have contributed to the large achievement gap between Native American schools and traditional public schools. In 2006 the Native American Community Academy (NACA) was founded to create a school for Native American students in Albuquerque that would integrate personal wellness and cultural identity with academic success. It was the first collaborative charter school in New Mexico, and it is the only urban public charter school in the state that is designed to serve the academic, cultural, and wellness needs of Native American youth. The Native American Community Academy is a grades 6-12 Title 1 school that is located on two campuses. Grades 6-10 share facilities with an Albuquerque Public School middle school; grades 10-12 are housed in the law school on the University of New Mexico campus. Ninety-five percent of the 415 students are Native American, and they represent more than 50 tribes, including Apache, Cherokee, Cochiti, Lakota, Navajo, Taos, Tiwa, and Zuni. The school is guided by the belief that Native American students thrive in academic environments that include and value their languages, histories, heritages, and cultures. From that vision grew the requirements for Native American language study–Ds are not accepted for credit and each student must complete six hours of college credit prior to graduation. The school's mission was to write a new story for Native American youth that is filled with hope and opportunity. After six years, students of all ages clearly articulate how different school is for them; how they feel a sense of pride when they freely express their identity; how they have learned to respect all other cultures; and most important of all, how they see a future built on a college education. Students express gratitude for being in an education setting that connects their individual background and culture to their academics. They see where they fit in–an essential variable for teenagers. Every facet of the Native American Community Academy is grounded in the school's core values. This article provides a close look at each value followed by implementation strategies to illustrate how students and staff members live, work, and learn together as a community. [More] Descriptors: American Indian Culture, American Indian Education, Experiential Learning, Oral Tradition
(2011). Southwest Region: A Report Identifying and Addressing the Educational Needs. The Educational Technical Assistance Act of 2002, authorized the Southwest Regional Advisory Committee (RAC), whose members represent the states of Arkansas, Louisiana, New Mexico, Oklahoma, and Texas, to identify and prioritize the region's educational needs and recommend how those needs can be met. The Southwest RAC conducted three public meetings; the first meeting was held on May 23-24, 2011 in Arlington, Virginia, while the next two meetings were online webinars held on June 16 and 23, 2011, respectively. At each of its meetings, members discussed the educational needs in the Southwest and strategies for meeting those needs. The RAC reviewed regional background information for the Southwest. Some of the factors related to the educational challenges in this region were the rural environment of almost two thirds of schools; the diversity of the student population; the linguistically and culturally rich backgrounds of the families; the poverty that affects over half of all students; the potential language comprehension problems that many young students bring to school; and the significant levels of underachievement in reading and mathematics, especially among minority groups. After preliminary deliberations about the most important needs, the RAC developed a data collection plan that tapped into various channels of communication, some of which relied on the use of technology. This report presents the deliberations of the Southwest Regional Advisory Committee to assess the educational needs of the region. It represents the regional needs assessment of the committee for the Southwest region, which includes Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. Appended are: (1) Glossary; (2) Southwest Region Educational Profile; (3) Public Comments from RAC Website; and (4) Public Comments from Survey Monkey. [More] Descriptors: Regional Characteristics, Educational Needs, Needs Assessment, Rural Environment
(2005). The Condition of Higher Education in New Mexico, 2004-2005. This document reports on data collected by the New Mexico Higher Education Department, providing the status of higher education as of the Fall 2004 semester and makes comparisons to prior year data to calculate change rates. The emphasis of the New Mexico Higher Education Department is to create policy to improve access to educational opportunities for students, as well as to improve success once they have entered the doors of state post-secondary institutions. Enrollment at New Mexico's public institutions of higher education continues to grow with an overall enrollment increase of 5.58 percent from Fall 2003 to Fall 2004, with an 8.64 percent increase in the two year sector and a 1.55 percent increase at the state's universities. Increasing numbers of older students are enrolling, particularly in the two year sector, further fueling enrollment increases. Recent projections of high school graduates in the state, provided by the Western Interstate Commission for Higher Education (WICHE), suggest enrollment will remain flat. In the 2003-2004 academic year, New Mexico's post-secondary students received $383 million in financial assistance. 72% of this was from federal sources, 14% was from state sources, and 12% was from private/institutional sources. In the 2004-2005 academic year, New Mexico's post-secondary students received just over $415 million in financial assistance, an increase of 8.4% over the previous year. Seventy-two percent, or $300 million, of these funds are attributed to federal sources. State contribution of $57 million (14%), institutional aid of almost $35 million (8%), and private or other external source contribution of $22 million (6%) also provided significant support. Data tables contain further detail on each of these areas. (Contains 11 figures and 34 tables.) [This Document was produced by the New Mexico Higher Education Department. For 2002 report, see ED482315; for 2001 report, see ED482316.] [More] Descriptors: Higher Education, High School Graduates, Educational Opportunities, Comparative Analysis
(2009). Gambling Trends in the State of New Mexico: 1996-1998, International Journal of Mental Health and Addiction. New Mexico experienced a surge in the gaming industry during the mid-1990s with the initiation of a state lottery and other new gaming opportunities, as well as the development of many Indian gaming establishments. This paper explores patterns associated with gambling in two random samples of the adult population (N = 2674) in the entire State of New Mexico in 1996 and 1998. Specifically, the purpose of this paper is to describe the relationship between gambling and such variables as age, gender, and ethnicity. Overall, an increase occurred in the number of people who reported having ever gambled, from 86.4% in 1996 to 92.5% in 1998. From 1996 to 1998, respondents' reports of their past month gambling showed that certain forms of gambling (e.g., playing cards and betting on animals for money) decreased, while other forms of gambling either remained unchanged or increased in frequency (e.g., sports and investment gambling). The relationship of gender and age to gambling was also examined. Survey results indicated that while males and females reported many similar gambling habits, there are gender differences, particularly with regard to investment gambling. Specifically, females show a greater increase in investment gambling from 1996 to 1998, than do males. Overall results indicate a small positive correlation between age and dollar amount spent on gambling in the past month. In addition, ethnicity and age-specific patterns for certain forms of gambling are described. [More] Descriptors: Ethnicity, Females, Correlation, Gender Differences
(2007). Native American Kids: American Indian Children's Well-Being Indicators for the Nation and Two States, Social Indicators Research. American Indian/Alaska Native well-being, survival-based data are rare. This study explores the question of whether or not it is possible to produce such well-being information using secondary data sources. The answer is yes, with some limitations. Hence, Native American data for 10 well-being indicators nationally and for New Mexico and South Dakota, using a model like Kids Count (Annie E. Casey Foundation: 2003a, 2001 "KIDS COUNT Data Book: State profiles of child well-being" (Annie E. Casey Foundation, Baltimore, MD)) are reported; thereby reducing the gap in survival indicators for U.S. Indigenous children and youths. Comparisons between "all" children and American Indian children demonstrate that Native American children have comparatively worse well-being rates at the national level and in South Dakota, whereas New Mexico Native kids compare favorably to their non-Native peers. Policy recommendations conclude the paper. [More] Descriptors: American Indians, Social Indicators, Children, Well Being