This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Suzanne Zilke, Debra Touchton, Marty Strange, Barbara Yelverton, Inc. ACT, New Mexico Public Education Department, Dawn Van Leeuwen, Western Interstate Commission for Higher Education, US Senate, and Kathleen Andreson.
(2005). Voices from the Field: What Principals Say about Their Work, AASA Journal of Scholarship & Practice. This article reports on a focus group which was one of four principal focus groups held across the United States in Florida, Virginia, New Mexico, and Missouri as part of Voices 3, a national research project on the status of the principal and superintendent roles, sponsored by the University Council for Educational Administration (UCEA). In other areas, focus groups were also conducted regarding superintendent roles. The two previous studies, Voices Phase 1 (Kochan, Jackson, & Duke, 1999) and Voices Phase 2 (DiPaola, Acker-Hocevar, Grogan, Davis, & Ivory 2002), address principals' and superintendents' most vexing problems and challenges, and preparation, expectations, and challenges respectively. In Voices 3, these first four principal focus groups were pilot testing questions and gathering information to be analyzed related to responses. The focus group protocol used by the researchers was developed from Krueger and Casey's (2000) work on conducting effective focus groups. Based on areas identified by Murphy (2002), focus group questions addressed three strands: (1) student learning; (2) social justice and fairness; and (3) democratic community. One strand each was piloted in Virginia, New Mexico, and Missouri. The Florida principal focus group piloted questions that combined all three areas of student learning, social justice and fairness, and democratic community into one. Analysis of the process and responses will lead to refinements for the next stage of the research. [More] Descriptors: Social Justice, Focus Groups, Superintendents, Principals
(2006). Seeing the Light: Visibility of the July '45 Trinity Atomic Bomb Test from the Inner Solar System, Physics Teacher. In his "The Making of the Atomic Bomb," Richard Rhodes remarks of the July 16, 1945, Trinity atomic bomb test in New Mexico that "had astronomers been watching they could have seen it reflected from the moon, literal moonshine," an allusion to Ernest Rutherford's famous dismissal of the prospect of atomic energy. Investigating this impressive claim makes for a nice exercise in exploring astronomical magnitudes and leads to other intriguing questions: Just how bright would the explosion have appeared to an observer on the Moon, say, as compared to Venus? What about an observer on Mars or otherwise located in the solar system? What fraction of the bomb's yield was in the form of visible light? [More] Descriptors: Scientific Concepts, Weapons, Nuclear Physics, Astronomy
(2005). The Secure Rural Schools and Community Self-Determination Act of 2000. Hearing before the Subcommittee on Public Lands and Forests of the Committee on Energy and Natural Resources, United States Senate, One Hundred Ninth Congress, First Session (February 8, 2005). Senate Hearing 109-5. The purpose of this hearing was to review the implementation of Titles I through III of Public Law 106-393, "The Secure Rural Schools and Community Self-Determination Act of 2000." Statements were presented by: Honorable Jeff Bingaman, U.S. Senator from New Mexico; Honorable Maria Cantwell, U.S. Senator from Washington; Honorable Larry E. Craig, U.S. Senator from Idaho; Dr. Timothy Creal, Superintendent, Custer School District, Custer, South Dakota; James B. French, Trinity County Superintendent of Schools, Weaverville, California; Reta Griffith, Commissioner, Pocahontas County, West Virginia; Honorable Tim Johnson, U.S. Senator from South Dakota; Sherry Krulitz, Commissioner, Shoshone County, Idaho on Behalf of the National Association of Counties and the Idaho Association of Counties; Tim Lillebo, Conservation Policy Advocate, Oregon Natural Resources Council, Bend, Oregon; Mark Rey, Under Secretary, Natural Resources and Environment, Department of Agriculture; Honorable Ken Salazar, U.S. Senator from Colorado; Ed Shepard, Assistant Director, Renewable Resources and Planning, Bureau of Land Management, Department of the Interior; Ed Wehrheim, Chairman, Catron County Commission, Catron County, New Mexico; Honorable Ron Wyden, U.S. Senator from Oregon. [More] Descriptors: Foreign Countries, Conservation (Environment), Natural Resources, Agriculture
(2005). Why Rural Matters 2005: The Facts about Rural Education in the 50 States, Rural School and Community Trust. In 2002-2003, 27% (12.5 million) of public school students attended school in communities of fewer than 25,000 and 19% (8.8 million) attended school in smaller communities of fewer than 2,500. In this report, the authors focus on the schools in those smaller communities, the most rural schools in America. They frame the report around 22 statistical indicators grouped into four gauges measuring: (1) the relative importance of rural education; (2) the level of poverty in rural schools; (3) other socio-economic challenges faced by rural schools; and (4) the policy outcomes achieved in rural education. A combination of the four gauge rankings gives an overall ranking, the Rural Education Priority Gauge. The top quartile on this gauge includes states in quintessentially rural regions of the country: the Mid-South Delta (Mississippi, Louisiana, Alabama, and Arkansas), the Southeast (South Carolina, Georgia, and North Carolina), the Southwest (New Mexico, Oklahoma, and Arizona), and Central Appalachia (Kentucky and West Virginia). No state scores in the highest quartile on all four gauges, but six score in the highest quartile on three of the gauges (New Mexico, Mississippi, Louisiana, Alabama, Arizona, and Oklahoma). The lowest ranking states on the Rural Education Priority Gauge are urban states in the East and in the Great Lakes Region. These and other findings are discussed in detail in this report. [More] Descriptors: Rural Education, Rural Schools, Poverty, Socioeconomic Status
(2008). Help Your Child Prepare for Testing. This document offers suggestions to parents and students to prepare New Mexico students for the four state-required assessments. Test descriptions, dates and audiences are identified. Before testing, it is recommended that students: (1) Get plenty of rest; (2) Eat a good breakfast; and (3) Relax. During testing, students are encouraged to: (1) Keep a positive attitude; (2) Make sure to put first and last name on the test; (3) Quickly survey the subtest as a guide to budgeting time; (4) Follow directions and ask questions if necessary; (5) Pace oneself and read the entire question; (6) Answer the easier questions first; (7) Skip questions and return to them if the answer is not known; (8) When looking at a difficult question, try to eliminate some of the choices, and then choose the best answer; (9) Try to answer every question; (10) Confirm that the number on the answer sheet matches the number of the question being working on; and (11) Focus on the test, not the finishing time of others. When finished: (1) Recheck answers; and (2) Confirm that all sections are complete. [More] Descriptors: Educational Assessment, Testing Programs, State Standards, Testing
(2005). The Clock Is Ticking, Diverse: Issues in Higher Education. Hispanics are the largest minority group in the United States, and the recent influx of Hispanics has turned some states into "majority-minority" populations. Texas has announced that it has joined California, New Mexico and Hawaii in the club, with a 50.2 percent minority population. According to March 2002 U.S. Census Department data, there are nearly 37.5 million Hispanics in the United States. That is one in eight across the country. While the survey also found that two in five Hispanics in the United States were born somewhere else, that statistic will change drastically over the next generation, when the 34.4 percent of Hispanics who are under age 18 grow up and raise families. With the U.S. Hispanic population historically concentrated in California, Texas, Florida, New York, New Mexico and Arizona, these states have more of the onus to be ahead of the pack in educating their Hispanic students. With nearly half (45.6 percent) of Hispanics living in city centers, according to the census data, city colleges are pressured even more to cater to these students. With funding shortages and cutbacks, colleges are already struggling to provide the services these students need to succeed. In this article, the author describes how America's higher education system is bracing the influx of new students. [More] Descriptors: Foreign Countries, Minority Groups, Hispanic Americans, Hispanic American Students
(2002). A Status Report on Charter Schools in New Mexico, Phi Delta Kappan. Discusses the status of charter schools in New Mexico, including curriculum and instruction, student achievement, effects of school size, school enrollment, facilities, financial management, compliance with rules and regulations, governance, parent and community involvement, satisfaction with charter schools, and impact on local school districts. Descriptors: Academic Achievement, Charter Schools, Community Involvement, Educational Facilities
(2002). Value of Adult Volunteer Leaders in the New Mexico 4-H Program, Journal of Extension. Using data from 187 New Mexico 4-H program volunteers, economic value of volunteer time was determined by calculating the average number of hours spent in 1 year and multiplying the number by the average hourly wage for nonagricultural workers. The data on volunteer activities and their value can be used for program planning, recruitment, and accountability purposes. Descriptors: Adults, Extension Education, Labor Economics, Volunteers
(2009). Measuring College and Career Readiness: The Class of 2009. New Mexico. The "Measuring College and Career Readiness" report for each state represents a snapshot of the ACT-tested graduates in the class of 2009 and focuses on their readiness for college and careers. Designed to inform policymakers and practitioners about selected indicators of effectiveness, the report is not intended to be comprehensive but instead is designed to help stimulate discussion, inquiry and action. In interpreting and using the results, keep in mind that the number and percentage of students who took the ACT in any state determine how representative these findings are. The ACT Profile Report for each state provides information about the performance of 2009 graduating seniors who took the ACT as sophomores, juniors or seniors. The reports focus on performance, access, course selection, course rigor, college readiness, awareness, and articulation. This report for the state of New Mexico is organized around six questions that are driving national and state efforts to strengthen K-12 education: (1) Are your students prepared for college and careers? (2) Do your standards reflect college and career readiness? (3) Are enough of your students taking core courses? (4) Are your core courses rigorous enough? (5) Are your younger students on track for college and careers? and (6) Are you collecting the right data to keep students on track for college and careers? (Contains 7 endnotes.) [This state report is part of "ACT Profile Report: National–Graduating Class 2009" (ED506367) and "National Overview: Measuring College and Career Readiness–The Class of 2009" (ED506368).] [More] Descriptors: High School Graduates, School Readiness, Higher Education, Testing Programs
(2008). Knocking at the College Door: Projections of High School Graduates by State and Race/Ethnicity, 1992-2022. New Mexico. The 7th edition of this publication provides updated projections of high school graduates for each year and each state (plus the District of Columbia) through 2022. The profile breaks down the projections by major racial and ethnic groups: (1) American Indian/Alaska Native; (2) Asian/Pacific Islander; (3) Black, non-Hispanic; (4) Hispanic; and (5) White, non-Hispanic. Overall trends include: (1) Peak in the number of high school graduates in 2008-2009, followed by gradually declining enrollments and number of graduates; (2) Highest percentage of growth in the West; and (3) Wide variation in size and make-up of graduating classes. As a state where the public high school graduating class was "majority-minority" (where minority graduates outnumber White non-Hispanic graduates) in 1994-1995, data for New Mexico indicates continued increase in diversification of public high school graduating classes, and continued decline of White non-Hispanic graduates, a trend comparable to most states across the country. (Contains 4 figures.) [For consolidated executive summary, see ED500531; for full consolidated report, see ED500532.] [More] Descriptors: High Schools, Racial Composition, Declining Enrollment, Pacific Islanders
(2009). Federal High School Graduation Rate Policies and the Impact on New Mexico. In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this number drops to little more than 50 percent. For too long, inaccurate data, misleading official graduation and dropout calculations, and inadequate accountability systems at the state and federal levels have obscured low graduation rates. Over the last few years, independent researchers have published more reliable graduation rate estimates, most states have improved their data collection systems, and some states have adopted more reliable graduation rate calculations. These are positive changes, but they do not solve the problems: graduation rates used for accountability purposes remain inconsistent across states and there is insufficient accountability for increasing graduation rates over time. As a result, a chorus of voices continued to demand that policymakers address the remaining flaws and inconsistencies in both the state calculations and data system, as well as the federal graduation rate accountability policies. In October 2008, the U.S. Department of Education (ED) responded by releasing regulations that change requirements for states' calculations, reporting, and accountability systems for graduation rates under the No Child Left Behind Act (NCLB). Although these regulations, if properly implemented, offer hope for significant improvement, some of their provisions–particularly around accountability goals for increasing graduation rates–leave room for considerable variation across states that could undermine the regulations' intention to improve accountability for graduation rates. The regulations address three important components of graduation rate policy: graduation rate definitions, graduation rate accountability, and data and data systems. This document summarizes the changes the new regulations would make in these three policy areas and describes how New Mexico's current graduation rate policies might be affected. [More] Descriptors: Educational Attainment, Secondary Education, High School Students, High Schools
(2005). Overcoming State and Local Obstacles to Collecting Quality Perkins Data: Recommendations from Secondary and Postsecondary Administrators Attending the Perkins Accountability Technical Assistance Workshop, April 5, 2005, Online Submission. To support states in improving the quality of their Perkins accountability data, the Office of Vocational and Adult Education (OVAE), US Department of Education, invited State Directors of Career-Technical Education to submit requests for individualized technical assistance. In response to a request by the New Mexico Public Education Department (NMPED) in association with the New Mexico Association for Community Colleges, MPR Associates, Inc. researchers provided targeted technical assistance to support the state in communicating federal and state accountability requirements to secondary and postsecondary Perkins sub-recipients, in reviewing its current state data collection systems and local performance data, and in establishing a plan of action for improving data quality and use. This report summarizes facilitators' meeting notes and offers recommendations to support the NMPED in structuring technical assistance outreach to secondary and postsecondary career technical education providers. Appended are: (1) meeting agenda and a copy of session handouts; (2) copy of the OVAE measurement guidebook; (3) Quick Reference Guide; (4) an example of a student survey used by Lewis and Clark Community College in Illinois; (5) an example of a data sharing agreement between the Illinois State Board of Education and the U.S. Office of Personnel Management; (6) memo on the legality of transferring student identifiers from the Illinois Board of Education; and (7) California's State Plan for Vocational and Technical Education. [More] Descriptors: Data Collection, Accountability, Vocational Education, Secondary Education
(2002). New Mexico Cooperative Extension Service Home Economists' Perceived Technical Knowledge and Estimated Client Needs, Journal of Extension. New Mexico Cooperative Extension Service home economics agents rated perceived technical knowledge and client needs for 144 family and consumer sciences concepts. Six areas in which they needed more training were identified: gerontology, health, employment, parenting, family dynamics, and child development. Descriptors: Community Needs, Extension Agents, Extension Education, Knowledge Level
(2002). Documenting the Past and the Present: Madrid, New Mexico, OAH Magazine of History. Discusses a project in which students visit the town of Madrid, New Mexico, to create a photographic record of Madrid, accompanied by stories. Explains that a video documentary was created about this experience. Includes background information on the village of Madrid to be shared with students. Descriptors: Documentaries, Field Trips, Historic Sites, Historical Interpretation
(2002). Addressing New Mexico's Nursing Shortage: A Statewide Strategy Framework. Report from the NM Nursing Shortage Statewide Strategy Sessions (NS4), July-October 2002. In July 2002, the New Mexico Commission on Higher Education and the University of New Mexico Health Sciences Center began a 3-month planning process that brought together a range of stakeholders who looked for ways to address the states nursing shortage. The process was called NS4, for the Nursing Shortage Strategy Sessions, and this report presents the findings of that process. As a result of the nursing shortage, 72% of New Mexico hospitals have curtailed services and home care agencies, long term care facilities, and public health offices have reduced services as well. Findings show that filling nursing vacancies is extremely expensive, that nursing faculty positions are not filled because salaries are lower than those for comparably prepared clinical nurses, and that the vacancy rate in health care facilities is expected to reach 57% by 2020. The number one priority identified is to double the number of licensed nursing graduates in new Mexico. The state currently produces about 500 graduates each year, and evidence indicates the need to increase that number by 500 per year starting in 3 years and continuing for the next 15 to 20 years. The second priority is to implement a process and infrastructure to sustain this effort over the long term, especially by expanding nursing school capacity. An appendix contains a nursing shortage chronology, a nursing shortage data sheet, and a list of participants in the strategy sessions that led to this report. (Contains 11 tables.) [More] Descriptors: Health Needs, Health Services, Nurses, Nursing Education