Bibliography: New Mexico (page 015 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Center on Education Policy, Western Interstate Commission for Higher Education, Andrew L. Sussman, Richard Hough, Inc. Achieve, Bureau of Indian Education, Ann Lynn McIlroy, Rachel Mittleman, Peace Bransberger, and Child Trends.

ACT, Inc. (2012). The Condition of College & Career Readiness, 2012: New Mexico. Annually, ACT provides a snapshot of the college and career readiness of ACT-tested high school graduates. This report is offered as a service to inform policymakers and practitioners about selected indicators of effectiveness and how that translates into readiness. It is designed to stimulate discussion, inquiry, and action. This report is designed to help inform the following questions driving national efforts to strengthen P-16 education in New Mexico: (1) Are students prepared for college and career? (2) Are enough students taking core courses? (3) Are core courses rigorous enough? (4) Are younger students on target for college and career? (5) What other dimensions of college and career readiness should be tracked? (6) How is the 2011 graduating class doing? (Contains 7 endnotes.) [For related reports, see "The Condition of College & Career Readiness, 2012" (ED534761), "ACT Profile Report: National. Graduating Class 2012" (ED534873), and "ACT Profile Report: National. Graduating Class 2012. Hispanic/Latino Students" (ED534874).]   [More]  Descriptors: Academic Achievement, Academic Aspiration, Academic Persistence, Academic Standards

Anhalt, Cynthia Oropesa; Rodríguez Pérez, María Elena (2013). K-8 Teachers' Concerns about Teaching Latino/a Students, Journal of Urban Mathematics Education. In this article, the authors examine elementary and middle school mathematics teachers' concerns about teaching Latino/a student populations across three regions in the United States: southern Arizona, northern New Mexico, and central California. Surveys were administered to 68 teachers who participated in professional development activities on language and culture diversity. Survey questions consisted of items from three domains: (a) concerns about social issues central to teaching Latino/a students, such as discrimination, multiculturalism, and stereo-types; (b) concerns about the task of teaching Latino/a students focusing on methods, strategies, materials, and new ideas for teaching; and (c) concerns about Latino/a students' learning, which dealt with factors that impact student performance in school, such as home environment, family culture, and expectations. In general, the authors found that the surveyed teachers were highly concerned with issues about teaching Latino/a students and their learning and were less concerned about social issues in teaching Latino/a students.   [More]  Descriptors: Elementary School Mathematics, Middle Schools, Secondary School Mathematics, Mathematics Teachers

Child Trends (2010). New Mexico Look for the STARS–AIM HIGH: QRS Profile. The Child Care Quality Rating System (QRS) Assessment. This paper presents a profile of New Mexico's Look for the STARS–AIM HIGH prepared as part of the Child Care Quality Rating System (QRS) Assessment Study. The profile consists of several sections and their corresponding descriptions including: (1) Program Information; (2) Rating Details; (3) Quality Indicators for Center-Based Programs; (4) Indicators for Family Child Care Programs; (5) Application Process; (6) Outreach; (7) Use of Observational Tools; (8) Improvement Process; (9) Financial Incentives; (10) Administration Details; (11) Partners; (12) Linkage of QRS with Other Systems; (13) Evaluation; and (14) Key Contacts. [This document was prepared for the Office of Planning, Research and Evaluation of the Administration for Children and Families, Department of Health and Human Services.]   [More]  Descriptors: Program Effectiveness, Profiles, Child Care, Quality Control

Whittlesey-Jerome, Wanda K. (2010). The Self-Reported Effectiveness of New Mexico School Social Workers: A Call for Accountability, School Social Work Journal. Recent proposed legislation to change the public school funding formula has not taken the social work profession into account. There has been a lack of participation from professional associations in creating this legislation–critical legislation that enables school districts to determine what ancillary school support staff they will or will not hire. To make their case to the legislature, school social workers will have to show accountability. School social workers believe they do make a difference and are effective, as evidenced in this research study, which investigated the degree to which a small sample of New Mexico school social workers believed they were effective and the degree to which they were engaged in evaluating their effectiveness. Results suggest that the challenge is to take the data collected by school social workers and translate them into accountability to sell the need for their services to the legislature.   [More]  Descriptors: Funding Formulas, Professional Associations, School Support, Accountability

McIlroy, Ann Lynn (2010). Policy to Practice: A Case Study of Advanced Placement Open Enrollment Programs in New Mexico, ProQuest LLC. This case study explored Advanced Placement open enrollment programs in New Mexico in an attempt to identify mechanisms embedded within the implementation practices which possibly prevent the equitable enrollment of students of color. Advanced Placement (AP) courses have become a gate-keeper in competitive college admissions. Therefore, a study of programs purporting a philosophical alliance with the College Board's AP Equity Policy is warranted in light of the enrollment inequities that exist for Latino/a, African American, and Native American students. Using a critical race theoretical (CRT) lens, the perceptions of eight respondents from four participating school districts in New Mexico were gathered and analyzed. The analysis of the qualitative data indicated four silent gate-keeping mechanisms. Failure to develop an institutional value for equity; institution centered practices; impersonal relationships with students of color; and teacher negativity were identified as silent gate-keepers. As a result, educational institutions are encouraged to acknowledge inequities through data analysis; utilize equity data as a catalyst for self-examination of underlying racist perceptions, beliefs, and behaviors; and, take action to develop the capacity of educators to appreciate diversity. Additional recommendations for educator preparation programs to promote race conscious practices by new and aspiring educators are offered as well as suggestions for further study.   [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: American Indians, Data Analysis, Advanced Placement, College Admission

ACT, Inc. (2012). The Reality of College Readiness, 2012. New Mexico. Annually, ACT provides each state with "The Condition of College & Career Readiness," a report that details the college readiness of students who took the ACT[R] test. This report is a companion to "The Condition of College & Career Readiness." This paper traces the college enrollment, retention, re-enrollment, and migration patterns of the 2010 ACT-tested high school graduates in the state of New Mexico. It also provides a snapshot of the impact that benchmark-meeting behavior has on those patterns and, ultimately, on success in college. ACT's research on the knowledge and skills necessary for success in college courses resulted in the establishment of ACT's College Readiness Benchmarks. These benchmarks are ACT subject area scores that represent the level of achievement required for students to have a 50% chance of obtaining a B or higher or about a 75% chance of earning a C or higher in corresponding credit-bearing first-year college courses. The report also provides recommendations for policymakers and retention recommendations for institutional practice. (Contains 4 footnotes.) [For related report, "The Condition of College & Career Readiness, 2012," see ED534761.]   [More]  Descriptors: Academic Achievement, Academic Persistence, Academic Standards, Benchmarking

Medrano, Marlene; Borgrink, Henry; Gage, Tom (2005). New Mexico Dropout Report, 2004-2005, New Mexico Public Education Department. The New Mexico Dropout Report is published annually to provide information for educators, parents, legislators, and other interested parties on the status of education in New Mexico. This report describes the extent and nature of the school dropout dilemma in the state, providing information on the numbers and percentages of dropouts by grade, gender, ethnicity, and reason for dropping out of school. For the past ten years, the Public Education Department has worked cooperatively with the National Center for Education Statistics (NCES) to establish national definitions and formulas that make dropout data collection comparable across states. The task of establishing national standards requires the continual assessment and updating of procedures and methodologies to ensure consistent and reliable dropout data. The information provided in this report is generated using the methodology prescribed by NCES. An explanation of the methodology is included. Schools in New Mexico are actively pursuing programs and strategies to meet the needs of at-risk students. Several school districts have also established agreements with outside agencies to jointly provide for the educational and social needs of students who are at risk of dropping out. However, New Mexico schools continue to be challenged in obtaining the resources required to meet the needs of at-risk students. (Contains 15 figures and 5 tables.) [ERIC version does not include bibliography as listed in Table of Contents.]   [More]  Descriptors: Dropout Rate, Dropouts, National Standards, High Risk Students

Bransberger, Peace (2015). Tuition and Fees in the West 2014-15. Policy Insights, Western Interstate Commission for Higher Education. This issue of "Policy Insights" reviews the results from the 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, and discusses related policy implications. The WICHE region includes 15 states–Alaska, Arizona, California, Colorado, Hawai'i, Idaho, Montana, Nevada, New Mexico, North Dakota, Oregon, South Dakota, Utah, Washington, Wyoming–and the Commonwealth of the Northern Mariana Islands, the first of the U.S. Pacific territories and freely associated states to participate as a WICHE member. Complete data from the survey are available in "Tuition and Fees in Public Higher Education in the West, 2014-15: Detailed Tuition and Fees Tables" (www.wiche.edu/pub/tf), published by WICHE in November 2014. The survey was administered in the summer and fall of 2014 to state higher education executive offices or system offices in the Western states. Survey results indicate that the average resident undergraduate tuition and fees for the academic year 2014-15 at public two-year institutions in the WICHE region (excluding California) increased by 2 percent ($67) from the previous year, while published prices at public four-year institutions grew by 2.3 percent ($180). By comparison, nationally, the one-year increase was 3.1 percent for both two-year and fouryear institutions. In general, state appropriations to higher education have stabilized in the past several years, though some states are still facing a challenging funding environment, and states are tackling the issue of affordability from a variety of angles.   [More]  Descriptors: Tuition, Fees, Policy Analysis, Public Colleges

ACT, Inc. (2012). ACT Profile Report: State. Graduating Class 2012. New Mexico. This report provides information about the performance of New Mexico's 2012 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2012 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. (Contains 22 tables and 6 figures.) [For related reports, see "The Condition of College & Career Readiness, 2012" (ED534761), "ACT Profile Report: National. Graduating Class 2012" (ED534873), and "ACT Profile Report: National. Graduating Class 2012. Hispanic/Latino Students" (ED534874).]   [More]  Descriptors: Academic Achievement, Academic Aspiration, Academic Standards, Access to Information

Bureau of Indian Education (2013). Annual Performance Report. Bureau of Indian Education FFY 2011. Revised Clarification, May 17, 2013. APR Template-Part B. During SY 2011-2012, the Bureau of Indian Education (BIE) continued their efforts to improve the validity and reliability of data reporting. BIE data collections are dependent on school level entry (self-reporting) into the Native American Student Information System (NASIS) or into the BIE's Annual Report from the schools. In addition, data is gathered and analyzed through the Special Education Integrated Monitoring Process (SEIMP) conducted annually. Through on-site activities, annual conferences, and webinar training sessions, schools have increased their level of understanding of data requirements and analysis. The BIE aligns reporting requirements with ESEA. The BIE oversees a total of 172 elementary and secondary schools, located on 64 reservations in 23 states. Of these, 59 are BIE-operated and 113 are Tribally-operated under BIE contracts or grants. The BIE provides funds to all schools however tribal groups have been granted or contracted to operate the tribally controlled schools. Both category of schools are treated the same relative to program management, monitoring, and support. The BIE included stakeholder involvement in the development of the APR when members of the BIE Advisory Board for Exceptional Children met on January 24-25, 2013 in Albuquerque, New Mexico, and provided input on the data to be reported and the collection process. They asked for and received clarification on specific indicators and provided suggestions for revisions.   [More]  Descriptors: American Indian Education, American Indian Reservations, Tribally Controlled Education, Data Analysis

Center on Education Policy (2010). State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. New Mexico. This paper profiles New Mexico's test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the basic level on NAEP (National Assessment of Educational Progress) increased in grade 4 math and grade 8 reading and math. In grade 4 reading, the percentage basic on NAEP increased slightly between 2005 and 2009, while the percentage proficient on the state test showed no change. Average annual gains were larger on the state test than on NAEP in grade 8 reading and math. In grade 4 reading and math, average annual gains were larger on NAEP than on the state test. Trends in average (mean) scores generally moved in the same direction as trends in percentages proficient/basic. (Contains 1 footnote.) [For the main report, "State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP", see ED513962.]   [More]  Descriptors: State Standards, Academic Achievement, Scores, Grade 4

Achieve, Inc. (2013). State College- and Career-Ready High School Graduation Requirements. Updated. Research by Achieve, ACT, and others suggests that for high school graduates to be prepared for success in a wide range of postsecondary settings, they need to take four years of challenging mathematics–covering Advanced Algebra; Geometry; and data, probability, and statistics content–and four years of rigorous English aligned with college- and career-ready standards (which include the CCSS). While readiness depends on more than knowledge and skills in English and math, these core disciplines undergird other academic and technical courses and are considered essential by employers and colleges alike. For students to truly graduate ready for college and careers, however, they need to complete a rigorous, robust and well-rounded curriculum that exposes them to a wide range of academic and technical knowledge and skills to ensure all doors are left open for them when they leave high school. Today, 19 states–Alabama, Arizona, Arkansas, Delaware, Georgia, Hawaii, Indiana, Kentucky, Michigan, Minnesota, Mississippi, Nebraska, New Mexico, North Carolina, Ohio, Oklahoma, South Dakota, Tennessee and Utah–and the District of Columbia, have elevated their high school diploma requirements to the college- and career-ready level. This paper offers a comparison table of graduation requirements in these 19 states.   [More]  Descriptors: Career Readiness, College Readiness, Graduation Requirements, High Schools

Kong, Alberta S.; Sussman, Andrew L.; Negrete, Sylvia; Patterson, Nissa; Mittleman, Rachel; Hough, Richard (2009). Implementation of a Walking School Bus: Lessons Learned, Journal of School Health. Background: Obesity is rapidly becoming the most common chronic medical condition affecting children. To address this crisis, an Albuquerque, New Mexico, elementary school partnered with University of New Mexico researchers and conducted a Walking School Bus (WSB). The purpose of this article is to examine the feasibility of implementing a WSB. Methods: This pilot study featured 2 WSBs conducted for 10 weeks with kindergarten through fifth-grade students from a predominantly Hispanic elementary school. Qualitative and quantitative data, including coordinator field notes, attendance records, surveys of student and parent satisfaction, and a focus group, were used to evaluate feasibility. Results: Student and adult participants expressed a high degree of enthusiasm regarding their involvement in the WSB. Participants uniformly indicated that the WSB provided a supportive and safe environment to promote social interaction and physical activity. Conducting a WSB in an urban, underserved school district is feasible but requires attention to ensure participants' involvement and safety. In particular, it is recommended to begin the planning process early to enhance investment from key stakeholders. Conclusion: Effective, low-cost interventions are increasingly desired as solutions to the problem of obesity. The WSB has emerged as a promising strategy to address obesity and encourage partnerships across different social levels. Further research is necessary to assess the logistical challenges associated with conducting a large-scale WSB trial and whether such efforts lead to reductions in obesity risk factors.   [More]  Descriptors: Obesity, Physical Activities, Elementary School Students, College School Cooperation

Western Interstate Commission for Higher Education (2013). Western Undergraduate Exchange: Your Ticket to Affordable Out-of-State College in the West. WUE is the Western Undergraduate Exchange, a program coordinated by the Western Interstate Commission for Higher Education (WICHE). Through WUE, students in Western states may enroll in participating two-year and four-year public college programs at a reduced tuition level: up to 150 percent of the institution's regular resident tuition. In all cases, WUE tuition is considerably less than nonresident tuition. Virtually all undergraduate fields are available to WUE students at one or more of the participating colleges and universities. Some institutions have opened their entire curriculum on a space-available or first-come, first-served basis. Others offer only designated programs at the discounted WUE rate. For the academic year 2013-2014, the 25th year of WUE's operation, resident students from the following states may participate, if they meet eligibility requirements: (1) Alaska; (2) Idaho; (3) Oregon; (4) Arizona; (5) Montana; (6) South Dakota; (7) California; (8) Nevada; (9) Utah; (10) Colorado; (11) New Mexico; (12) Washington; (13) Hawaii; (14) North Dakota; and (15) Wyoming.   [More]  Descriptors: Student Financial Aid, State Colleges, College Programs, Tuition

Shreve, Bradley (2015). On a Dream and a Prayer: The Promise of World Indigenous Higher Education, Tribal College Journal of American Indian Higher Education. Today, Indigenous peoples worldwide are coming together to assert greater self-determination in higher education. The movement is built on shared experiences and underscores the importance of Indigenous ways of knowing. This article describes the ventures taken in pursuit of ensuring the future of higher education for Indigenous peoples. On behalf of the World Indigenous Nations University (WINU), Dr. Elmer Guy–president of Navajo Technical University (NTU); Raymond Redhorse–a Navajo medicine man; and Carrie Billy–president of the American Indian Higher Education Consortium (AIHEC), conferred Ph.D. degrees on four Indigenous scholars from Australia. This ceremony, held at NTU in Crownpoint, New Mexico, signaled a new era in higher education where Indigenous peoples assume control of their own curricula, develop their own institutions, and establish their own criteria for legitimacy. WINU is a nascent institution with an uncertain future which faces many obstacles, lacks funding, and has a plethora of logistics and structural issues to work out. However, it exists on its own terms. WINU was established by Indigenous educational leaders from around the world to meet the needs of First Peoples who have been marginalized, excluded, and forcibly assimilated by Western institutions of higher learning; it is a bold new experiment and the culmination of many years of planning, meeting, networking, and talking. This new movement is the product of globalization, new technologies in communication, and the emergence of a shared Indigenous consciousness among peoples the world over. Like AIHEC and the tribal colleges and universities of North America, it was founded on a prayer, with the knowledge of the elders and respect for the Earth at its core. Some may call the movement for global Indigenous higher education an unproven experiment or merely a dream, while others may question its legitimacy. If the resiliency of Indigenous peoples throughout history is any indication, the movement will persevere, and with a prayer, flourish for future generations.   [More]  Descriptors: Foreign Countries, Higher Education, Indigenous Populations, Global Approach

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