This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include David Cournoyer, David Erickson, New Mexico Higher Education Department, Iris H. W. Engstrand, Loretta A. Serna, Mary Johnell Hale, Carolina Reid, Vincente Llamas, David L. Wright, and Cheryl D. Blanco.
(2000). Identifying and Clarifying Organizational Values, Journal of Agricultural Education. Of the 14 organizational values ranked by a majority of 146 New Mexico Cooperative Extension educators as extremely valued, 9 were extremely evident in organizational policies and procedures. A values audit such as this forms an important initial step in strategic planning. Descriptors: Congruence (Psychology), Extension Education, Organizational Change, Organizational Climate
(2008). The Enduring Challenge of Concentrated Poverty in America: Case Studies from Communities Across the U.S, Federal Reserve System. This report–a joint effort of the Federal Reserve's Community Affairs function and the Brookings Institution's Metropolitan Policy Program–examines the issue of concentrated poverty and profiles 16 high-poverty communities from across the country, including immigrant gateway, Native American, urban, and rural communities. Through these case studies, the report contributes to our understanding of the dynamics of poor people living in poor communities, and the policies that will be needed to bring both into the economic mainstream. It is not the intention of this publication to explain poverty causation. Instead, the goal is to add texture to our understanding of where and how concentrated poverty exists, by studying new areas and by interviewing local stakeholders, including residents, community leaders, and government representatives, to understand how concentrated poverty affects both individuals and communities. The report begins with "Concentrated Poverty in America: An Overview" (Alan Berube) and "Introduction to the Case Studies" (Carolina Reid). It then presents the following 16 case studies: (1) Fresno, California: the West Fresno neighborhood (Naomi Cytron); (2) Cleveland, Ohio: the Central neighborhood (Lisa Nelson); (3) Miami, Florida: the Little Haiti neighborhood (Ana Cruz-Taura and Jessica LeVeen Farr); (4) Martin County, Kentucky (Jeff Gatica); (5) Blackfeet Reservation, Montana (Sandy Gerber, Michael Grover, and Sue Woodrow); (6) Greenville, North Carolina: the West Greenville neighborhood (Carl Neel); (7) Atlantic City, New Jersey: the Bungalow Park/Marina District area (Harriet Newburger, John Wackes, Keith Rolland, and Anita Sands); (8) Austin, Texas: the East Austin neighborhood (Elizabeth Sobel); (9) McKinley County, New Mexico: Crownpoint (Steven Shepelwich and Roger Zalneraitis); (10) McDowell County, West Virginia (Courtney Anderson Mailey); (11) Albany, Georgia: the East Albany neighborhood (Jessica LeVeen Farr and Sibyl Slade); (12) El Paso, Texas: the Chamizal neighborhood (Roy Lopez); (13) Springfield, Massachusetts: Old Hill, Six Corners, and the South End neighborhoods (DeAnna Green); (14) Rochester, New York: the Northern Crescent neighborhoods (Alexandra Forter Sirota and Yazmin Osaki); (15) Holmes County, Mississippi (Ellen Eubank); and (16) Milwaukee, Wisconsin: the Northwest neighborhood (Jeremiah Boyle). Following these case studies is "Learning from Concentrated Poverty in America: A Synthesis of Themes from the Case Studies" (Alan Berube, David Erickson, and Carolina Reid). Appended to this report are: (A) References for Comparison Statistics Tables; (B) Literature Review: Federal Reserve System Poverty-Related Research; (C) References for Overview in Alphabetical Order (by First Author); and (D) Photo Credits. [More] Descriptors: Poverty, Economics, Economically Disadvantaged, Poverty Areas
(1999). Student Transfer between New Mexico's Postsecondary Institutions, Spring 1999. This report summarizes the progress made by the Commission on Higher Education and the faculty and administrators at New Mexico's 25 postsecondary campuses in facilitating student transfer between institutions. New Mexico's colleges and universities have steadily improved their working relationships, which is based on an increased rate of transfer credits. The state's six public universities have been found to accept 95% of the credits presented for transfer. Reasons for transferring and being denied transfer are described. An analysis was performed on data from the Commission's statewide database to gather information about the representation of transfer students among bachelor's degree recipients. The study found that over half of New Mexico's bachelor's degrees are awarded to transfer students. In addition, most baccalaureate students enroll for more than the minimum number of credits needed for the completion of a degree. Statewide, transfer students differ little, if at all, from native students in this respect. Among associate degree recipients, it was found that over four in ten of New Mexico's associate degrees are awarded to transfer students. Commission Priorities for 1999-2000 are also detailed. Tables describe credit hour accumulation by associate degree recipients and the total hours in New Mexico by campus. [More] Descriptors: Articulation (Education), Bachelors Degrees, College Graduates, College Transfer Students
(2000). The Constitution of Bilingual/ESL Education as a Disciplinary Practice: Genealogical Explorations, Review of Educational Research. Provides a cultural and political critique of the constitution of bilingual/English-as-a-Second-Language (ESL) education as a disciplinary practice in New Mexico. Uses genealogical and postcolonial, poststructural, and critical frameworks to show that the directions advanced by the Chicano/Chicana movement have been lost, replaced by an education that is not emancipatory for marginalized students. Descriptors: Bilingual Education, Cultural Awareness, Discipline, Educational Practices
(2000). Integrating a Library Strategies Peer Tutoring Program, Research Strategies. Describes a pilot project at the University of New Mexico library that offered peer tutoring services through the undergraduate learning center to teach students library skills and strategies for successful research. Discusses tutors assisting during other library instruction and future plans for tutors to provide electronic resource assistance in reference areas. Descriptors: Academic Libraries, Futures (of Society), Higher Education, Library Instruction
(2000). The Unified Validity of the Four Skills Exam: Applying Messick's Framework, Language Testing. Seventeen states in the United States use Spanish-language proficiency tests to ensure that bilingual education teachers are able to deliver academic instruction in Spanish to school-age students. The unified validity of the Four Skills Exam (FSE), used in New Mexico for nearly 18 years, was evaluated using Messick's framework (1989). Descriptors: Bilingual Education, Bilingual Teachers, Elementary Secondary Education, Language Proficiency
(2000). How Cruel Were the Spaniards?, OAH Magazine of History. Addresses whether or not the Spaniards were cruel by discussing such issues as the Spanish conquistadors of the 16th century, the presence of the Spaniards in New Mexico and California, the missionaries, and the Spanish naturalists of the late 18th century. Explains that some people protected and helped the Native Americans. Descriptors: American Indians, Foreign Countries, Land Settlement, Persuasive Discourse
(2008). Integrating Higher Education Financial Aid and Financing Policy: Case Studies from the "Changing Direction" Technical Assistance States, Western Interstate Commission for Higher Education. Throughout the end of the 1990s and the early years of the current decade, states experienced severe downturns in their economies. As has happened during other recessions, higher education, often viewed as discretionary spending compared to other budget demands, was hit particularly hard. During these years of severe fiscal constraints, however, a growing recognition of the interrelated nature of appropriations, financial aid, and tuition policy emerged. Decision makers also recognized that policy related to these issues was rarely aligned. In fact, policy decisions on these matters have historically been made by different decision makers at different times and with different agendas and perspectives in mind. Resulting decisions have not always been in the best interest of students. In 2001 Lumina Foundation for Education awarded the Western Interstate Commission for Higher Education (WICHE) a grant to work with state policymakers to integrate higher education appropriations, tuition, and financial aid policy. "Changing Direction: Integrating Higher Education Financial Aid and Financing Policy" works to foster better, more informed decision making on issues related to higher education financial aid and financing in order to increase access and success for all students. As part of this program, WICHE and its partner organizations worked with cohorts of states to provide technical assistance related to these issues. To document the progress in the states, a case study author was assigned to each state to observe the state's work and to write a case study report and analysis. This publication is a compilation of the case study reports of the second and third cohorts of states (California, Hawaii, Idaho, Kentucky, Louisiana, New Mexico, Oklahoma, Tennessee, and Washington). It also includes an update on the first cohort (Arizona, Connecticut, Florida, Missouri, and Oregon). Each case study includes a description of the policy context, state actions, and observations. Five appendixes are included: (1) Changing Direction: Hawaii Roundtable Participants (September 29, 2004); (2) Summary of Recommendations from the Noel-Levitz Analysis of Scholarship and Financial Aid Programs for the Oklahoma State Regents for Higher Education; (3) Tennessee Higher Education Commission Master Plan Taskforce: 2005-2010 Planning Cycle; (4) Tennessee Higher Education Commission Performance Funding Taskforce: 2005-2010 Performance Funding Cycle; and (5) Tennessee Higher Education Commission Funding Formula Taskforce (Formula Review Committee): 2005-2010 Planning Cycle. (Contains 2 endnotes, 1 figure, and 2 tables.) [For report of the first cohorts, see ED500813.] [More] Descriptors: Funding Formulas, Higher Education, Case Studies, Master Plans
(2005). New Mexico: 2002 Economic Census. Educational Services, Geographic Area Series. The economic census is the major source of facts about the structure and functioning of the nation's economy. It provides essential information for government, business, industry, and the general public. The economic census furnishes an important part of the framework for such composite measures as the gross domestic product estimates, input/output measures, production and price indexes, and other statistical series that measure short-term changes in economic conditions. Specific uses of economic census data include the following: (1) Policymaking agencies of the federal government use the data to monitor economic activity and to assess the effectiveness of policies; (2) State and local governments use the data to assess business activities and tax bases within their jurisdictions and to develop programs to attract business; (3) Trade associations study trends in their own and competing industries, which allows them to keep their members informed of market changes; and (4) Individual businesses use the data to locate potential markets and to analyze their own production and sales performance relative to industry or area averages. The economic census is conducted on an establishment basis. A company operating at more than one location is required to file a separate report for each store, factory, shop, or other location. Each establishment is assigned a separate industry classification based on its primary activity and not that of its parent company. The Educational Services sector (sector 61) comprises establishments that provide instruction and training in a wide variety of subjects. This instruction and training is provided by specialized establishments, such as schools, colleges, universities, and training centers. These establishments may be privately owned and operated for profit or not for profit, or they may be publicly owned and operated. This report provides statistical information analyses on this sector, organized into tables, which examine 4 statistummaries by state, metropolitan, and micropolitan areas, counties, and places. Appendixes provide: (1) Explanation of Terms; (2) Codes, Titles and Descriptions; (3) Coverage and Methodology; (4) Geographic Notes; and (5) Metropolitan and Micropolitan Statistical Areas. Descriptors: Census Figures, Economics, Industry, Federal Government
(2000). CIT Vet Students Learn with Their Hands on the Animals, Tribal College. Describes Crownpoint Institute of Technology's (CIT's) (New Mexico) veterinary technology program. CIT veterinary students earn veterinary associate's degrees and job skills while working with their hands on the animals. Discusses CIT's hopes of becoming a national leader in elk management and its focus on delivering technology and modern skills to help ensure the survival of Navajo people and culture. Descriptors: American Indian Education, Experiential Learning, Higher Education, Tribally Controlled Education
(2000). The Four Corners Rural Systemic Initiative: Challenges and Opportunities, Rural Educator. Describes the Utah, Colorado, Arizona, New Mexico Rural Systemic Initiative (UCAN RSI), which aims to improve and integrate science, mathematics, and technology education for the primarily Native American and Hispanic students of the Four Corners region. Discusses UCAN RSI's focus on community engagement, cultural sensitivity and relevance, and local capacity building through work with six regionally self-defined coalitions. Descriptors: American Indian Education, Change Strategies, Community Involvement, Culturally Relevant Education
(2000). Scheduling AP Classes in a 2X4 Block Schedule: The Mayfield Plan, Phi Delta Kappan. Describes a New Mexico high school's method of handling advanced-placement courses in a 2X4 block schedule that raises passing rates, compensates for loss of contact time, and gives most students opportunities to take desired AP courses. AP electives demand prerequisites and are scheduled only during spring semester. Descriptors: Advanced Placement, Block Scheduling, Elective Courses, High Schools
(2005). Native American and Hispanic Students: Recruitment, Enrollment, Retention and Graduation Trends; Institutional Performance Measures and Targets; Institutional Action Plans. New Mexicans of Native American and Hispanic ancestry participate less often and less successfully in the higher education system than do other groups. This fact has been demonstrated repeatedly in various studies and is exacerbated by a cycle of poverty, inadequate academic and financial preparation for college, and other issues related to traditional "first generation" families. In such settings, regardless of ethnicity, higher education and the resulting economic and social benefits may not be well understood. The complexities of student recruitment and retention to graduation present formidable challenges; the need for improved academic preparation and alignment of high school curriculum and college placement is another issue impacting successful transition from high school to college. This report outlines disparities and confirms the need for intervention. It provides baseline assessments from which to measure progress and provides a vehicle for communicating the magnitude of the problem and its urgency. (Contains 182 figures and 7 tables.) [Document published by the New Mexico Higher Education Department.] [More] Descriptors: Higher Education, School Holding Power, Enrollment Management, American Indians
(2000). Pecos Pueblo: Where Cultures Meet. Lesson Plan, OAH Magazine of History. Provides lessons in which students examine the interaction among the people of Pecos Pueblo in New Mexico. Offers a brief Pecos Pueblo history, which is divided into four topics. Suggests videos, source materials, and activities that can form the basis of curriculum units. Includes a handout and Internet sites. Descriptors: American Indians, Cultural Awareness, Educational Strategies, Historic Sites
(2000). A Model for Early Detection and Primary Prevention of Emotional or Behavioral Disorders, Education and Treatment of Children. This paper describes an example of the use of early detection of emotional/behavioral disorders and a self-determination curriculum in the Head Start Program of Youth Development Incorporated in Albuquerque, New Mexico. The rationale for this approach is discussed and preliminary data on the program's effectiveness are presented. (Contains extensive references.) Descriptors: Behavior Disorders, Demonstration Programs, Early Childhood Education, Early Identification