Bibliography: New Mexico (page 050 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Houston Institute for Rehabilitation and Research, Santa Fe. Assessment New Mexico State Dept. of Education, Edward Fernandez, William J. Wachtel, Robert G. Ferris, J. Sean McCleneghan, Marsha Lichtenstein, Gloria E. Martinez, ANNE M. SMITH, and Leslie Blair.

Lichtenstein, Marsha (2002). The Role of Financial Aid in Hispanic First-Time Freshman Persistence. AIR 2002 Forum Paper. Most existing research suggests that financial aid has a positive effect on minority student persistence although there are few multivariate studies that analyze the benefits of financial aid to Hispanic undergraduates at four-year colleges. This study used path analysis to evaluate the strength of various predictors of student persistence, including financial aid, for a population of first-year full-time Hispanic students at a large southwestern university. The study included 874 recent graduates of New Mexico high schools who attended the university full time in fall 1998. Results of the path analysis show that college grades, dormitory residence, and receipt of work-study have the strongest direct and total effects on Hispanic student persistence. Merit scholarships and grants have smaller positive contributions to persistence for this sample. (Contains 5 tables, 3 figures, and 34 references.)   [More]  Descriptors: Academic Persistence, College Students, High School Graduates, Higher Education

SMITH, ANNE M. (1966). NEW MEXICO INDIANS–ECONOMIC, EDUCATIONAL, AND SOCIAL PROBLEMS. INDIANS COMPRISE 6 PERCENT OF THE POPULATION OF NEW MEXICO, ALTHOUGH THEIR NUMBERS ARE NOT GREAT, THEY REPRESENT A FORMIDABLE PROBLEM SINCE THEY RANK LOWEST IN YEARS OF EDUCATION AND HIGHEST IN THE PERCENTAGE OF UNEMPLOYMENT OF ALL GROUPS IN THE STATE. THE RELATIONSHIP BETWEEN UNEMPLOYMENT AND EDUCATION ARE CLEAR AND UNMISTAKABLE AND UNLESS A LARGER PERCENTAGE OF THE INDIAN CHILDREN ARE ENROLLED IN SCHOOLS AND GRADUATED, THEIR OPPORTUNITIES FOR A BETTER LIFE ARE POOR. NEW MEXICO INDIANS ARE DIVIDED INTO TWO MAJOR GROUPS–THE NAVAJO-APACHE AND PUEBLOS. THIS DOCUMENT PRESENTS A SEPARATE SECTION ON EACH OF THE 19 PUEBLO INDIAN GROUPS, NAVAJOS, JICARILLA APACHE, AND MESCALERO APACHE WHICH DEPICTS THEIR HEALTH PROBLEMS, ECONOMY, SOCIAL PROBLEMS, EDUCATION, UNEMPLOYMENT, RESOURCES, LAND, AND GOVERNMENT. A BIBLIOGRAPHICAL REFERENCE SECTION IS INCLUDED. THIS BOOK IS AVAILABLE FOR $1.75 FROM THE MUSEUM OF NEW MEXICO, SANTA FE, NEW MEXICO 87501. Descriptors: American Indians, Children, Disadvantaged, Education

Howley, Craig (2001). The Rural School Bus Ride in Five States: A Report to the Rural School and Community Trust. This report provides the first detailed picture of the features of the rural school bus ride. Data were provided by principals in 696 rural elementary schools in Arkansas, Georgia, New Mexico, Pennsylvania, and Washington–states chosen to represent diversity in region, locale, and ethnic composition. The literature commonly cites 30 minutes as the standard for maximum duration of the one-way school bus ride for elementary children. Results indicate that the longest ride exceeded this standard at 85 percent of schools surveyed and exceeded 60 minutes at 25 percent of schools. Long bus rides were frequently compounded by other dangerous or unpleasant features: 100 percent of students double-routed, rough-ride index higher than average, emergency training not conducted regularly, and some or all buses without communication devices. However, differences among states in this regard were very large, with Arkansas having consistently higher prevalence of these features and Washington and New Mexico having lower prevalence than other states. Burdensome features of the school bus ride were also more common in rural schools with high poverty or low minority enrollment. As rural schools have consolidated, they have become more centrally located, enrolled more students, and increased their geographic domain. Correlations between longest ride and size of attendance area are substantial. It would be logical to speculate that rural school consolidation produces longer average bus rides. (Contains 18 references, statistical data tables, and the survey instrument.)   [More]  Descriptors: Bus Transportation, Consolidated Schools, Disadvantaged, Elementary Education

McCleneghan, J. Sean (1987). Impact of Radio Ads on New Mexico Mayoral Races, Journalism Quarterly. Compares local radio advertising with small daily and weekly newspapers in influencing the outcome of 11 New Mexico mayoral races in 1986. Reports that the 11 winning mayoral candidates paid attention to radio political advertising in their media mix. Descriptors: Advertising, Comparative Analysis, Elections, Mass Media Effects

Lopez, Thomas R., Jr. (1971). New Mexico and Cultural Pluralism. In this paper, the cultural pluralism which exists in New Mexico is discussed. Most citizens of New Mexico have been placed in 1 of 3 categories: Indians, Anglo-Americans, and Spanish Americans. Since Spanish and English are the official languages of New Mexico, making it the only officially bilingual state, the Spanish American culture is discussed in greater detail than the other cultures. Cultural pluralism is discussed in terms of such factors as language, history of the people, terminology in connection with the Spanish population, cultural differences with regard to the rest of the United States, religion, social mobility, and assimilation. Spanish American culture is compared to the Mexican American culture known elsewhere in the United States. Bibliographical notes on some general historical works about Mexican Americans of the Southwest or of New Mexico are appended.   [More]  Descriptors: American Indians, Anglo Americans, Bilingualism, Citations (References)

New Mexico State Dept. of Education, Santa Fe. Assessment, Evaluation, and Information Services Unit. (1990). New Mexico Educational Perspective 1989. This fold-out chart provides information about educational achievement in New Mexico for 1988-89. Demographic and educational indicators are summarized for the 88 school districts with over 292,450 students in 633 public schools in the state. The New Mexico Assessment System measures student achievement in language arts, social studies, science, mathematics, and reading in grades 3, 5, and 8. New Mexico students are required to demonstrate competencies with regard to 13 defined goals in the following areas: communication, quantitative, aesthetics, physical health, science, social skills, cultural knowledge, analytical thinking, life skills, technology, environment, personal and interpersonal health, and lifelong learning. Six graphs indicate students' achievement in the assessment program and on the New Mexico Direct Writing Assessment and the New Mexico High School Competency Examination. Brief descriptions are provided for educational programs in the following areas: (1) special education; (2) Chapter 1 grant awards; (3) bilingual and multicultural education; (4) other federal assistance programs including Indian education; (5) school transportation; (6) student nutrition; (7) instructional materials; and (8) vocational education. A brief summary is presented of educational initiatives that are being introduced in New Mexico schools, which are designed to serve as models for other schools. Descriptors: Academic Achievement, Educational Indicators, Educational Trends, Elementary Secondary Education

Van Curen, Sallie A. (2002). Project Adobe. Final Report. This final report describes activities and accomplishments of Project Adobe, the New Mexico Parent Training and Information Center, which provides information, support, education and training to families with school-aged children with disabilities in their local communities. Achievements include: (1) completion and printing of a booklet on the extended school year; (2) compilation of a book on positive behavior supports and discipline as well as a training module; (3) two publications on transition and their translation into Spanish; (4) creation of training modules to accompany the transition publications and their translation into Spanish; (5) development and delivery of a two-day advocacy workshop; (6) updating of a handbook on parental rights and special education procedures; (7) development of a data collection system; and (8) production of a compact disc that includes the project's publications and state and federal documents useful to families and educators. An attached chart lists the project's goals and objectives with specific activities and accomplishments.   [More]  Descriptors: Disabilities, Elementary Secondary Education, Family Programs, Minority Groups

Blair, Leslie (2001). Reading across the Region. Topics in Early Reading Coherence. Across the Southwest Educational Development Laboratory's five-state region, state departments of education and state legislators are working to strengthen reading programs, raise student reading achievement, and help struggling readers. People now realize that reading proficiency is the key to high student achievement. This report summarizes the initiatives and legislation in place or under consideration in Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. Arkansas has developed the "Smart Start" initiative for Grades K-4, an initiative which aims to increase reading and math achievement at the lower grades to create a strong foundation for academic success. At every elementary school, Louisiana legislated the implementation of a reading program designed to teach students to read on grade level by no later than third grade. New Mexico has put much effort into establishing standards and benchmarks for all grade levels in all subject areas and has received an "A" from "Education Week" for its efforts. Oklahoma's Reading Sufficiency Act took effect on July 1, 1998. The act aims to ensure that each child attains the necessary reading skills by completion of third grade. In Texas, the Texas Reading Initiative consists of several components: increasing teachers' knowledge of their students' reading skills in K-3 through assessment; providing research-based information to educators through two documents, "Good Practice" and "Beginning Reading Instruction"; professional development; and parent involvement.   [More]  Descriptors: Academic Achievement, Elementary Education, Reading Achievement, Reading Programs

Institute for Rehabilitation and Research, Houston, TX. (2002). Should SILCs Become 501(c)(3)s? A National Teleconference. Participant's Manual. The participant's manual for a national teleconference (May 29, 2002) contains materials on whether statewide independent living councils (SILCs) should become non-profit organizations eligible under section 501(c) of the Federal Tax Code. Introductory material includes the conference agenda, information about the trainers, and information about the sponsoring organizations, the Independent Living Research Utilization Program and the National Council on Independent Living, which have developed the Independent Living (IL) Net. Materials, with examples from Georgia, California, Arkansas, Idaho, and New Mexico, include a July 2001 publication on the IL NET that addressed the issue of SILCs as nonprofits to increase their autonomy. The West Virginia and Kansas SILC organizational documents are included as examples. Five Internet Web sites providing more information are listed. An appendix presents the forms filed by the Kansas SILC to the Internal Revenue Service in applying for the 501(c) exemptions.   [More]  Descriptors: Adults, Compliance (Legal), Disabilities, Financial Support

Martinez, Gloria E. (1978). Oil Industry, Solar Energy Industry, and Mining Occupations. Curriculum for Petroleum, Mining and Solar Energy Secretaries. July 1, 1977-June 30, 1978. This document is a packet of instructional materials for training secretaries and clerks for the petroleum, mining, and solar energy fields. Developed by Eastern New Mexico University and the New Mexico State Department of Vocational Education, and aimed at New Mexico industry, the curriculum is divided into three units of petroleum, mining, and solar energy secretarial occupations. Each of these divisions contains background information about the industry, information about reports used by that industry with which the secretary may need to work, and a working vocabulary with definitions. Specific occupations covered are land and legal secretary, geologist's secretary, oil company production secretary, and solar energy research secretary. Descriptors: Course Content, Curriculum Guides, Geology, Instructional Materials

Wachtel, William J.; And Others (1983). Self-Assessment of Knowledge and Training Needs for Personnel Serving Preschool-Aged Handicapped Children: A Rural-Urban Comparison. Two questionnaires were developed to assess the knowledge levels and perceived inservice training needs of those working in handicapped preschool programs in New Mexico and in El Paso Independent School District (EPSID). The New Mexico instrument was sent to all personnel in the state identified as having a connection with preschool programs for the handicapped. These ranged from people in state human services agencies, curriculum coordinators, directors, teachers and aides of public, private and community-based programs. The EPISD instrument was sent to teachers and aides within the district who were actively engaged in teaching preschool handicapped children. Respondents' expressed relative knowledge levels and inservice training needs for each item on the questionnaire were ranked in order of importance. The nonparametric test, Wilcoxon rank sum test, equivalent to the Mann Whitney U-test, was used to determine if there were differences between New Mexico rural and New Mexico urban groups, New Mexico urban and El Paso groups, and between combined urban (New Mexico and El Paso) and New Mexico rural groups. In all cases rural groups tended to perceive themselves as having lower knowledge levels and higher inservice training needs than the urban groups. Descriptors: Comparative Analysis, Disabilities, Inservice Education, Needs Assessment

New Mexico Commission on Higher Education. (1998). Report on the Future of Higher Education in New Mexico. Report of the New Mexico Roundtable. This report presents the conclusion of about 50 leaders in government, business, and education who met to consider the status and future of higher education in New Mexico. Following an executive summary, individual sections of the report address the following categories: the process of the roundtable; the current status of higher education in New Mexico (organization, governance, consumers, faculty, staff, and costs); evaluation of higher education's performance (identification of key challenges); and statewide goals for New Mexico that focus on workforce development, improvement of the standard and quality of living, improvement in educational attainment, and global competitiveness. Also defined are eight pillars for policy/program development upon which these goals rest: (1) an explicit client-centered policy framework; (2) clear state-level policy priorities with ongoing assessment; (3) funding linked to policy priorities; (4) strategies to utilize technology effectively; (5) active partnerships with business, government, and national laboratories; (6) effective long-range planning and accountability; (7) efficient and effective use of public resources; and (8) active partnerships among public schools, colleges, and universities. An appendix summarizes the history of public higher education in New Mexico, lists private and tribal educational institutions, and outlines roles and responsibilities of participants in the New Mexico system of higher education.   [More]  Descriptors: Educational Objectives, Educational Policy, Futures (of Society), Higher Education

Roberts, Shelley (2001). Remaining and Becoming: Cultural Crosscurrents in an Hispano School. Sociocultural, Political, and Historical Studies in Education. Nortenos, or Hispanos, are Spanish-heritage residents of northern New Mexico whose ancestors settled in the region in the 17th and 18th centuries and were long isolated from the U.S. mainstream. The ebb and flow of cultural crosscurrents in northern New Mexico add richness and complexity to educational issues faced by the Norteno community. This book focuses on the role of schooling for Hispanos in one school district. It is an analysis about the ambiguity of education: the losses and gains that education brings and what future it can and should serve. It deals with the politics of identity and the concept of boundaries during a time of rapid change. Nortenos are divided between those who seek change and those who resist it, and a sense of urgency in both groups leads to debates about whether or not schools should teach the local language and culture. Conflicting loyalties of religion and culture are woven into this story, as are the cornerstones of Norteno society: family, faith, land, and language. By exploring historical factors and ideologies of a particular school within a particular community, the book aims to understand the community's expectations for the school as a fitting place for its children. The choices, contingencies, and options open for students are contextualized within the intersection of their own life histories, school and community histories, and contemporary circumstances of social change. (Contains 194 references and subject and author indexes.) Descriptors: Biculturalism, Bilingual Education, Cultural Maintenance, Culture Conflict

Fernandez, Edward (1977). New Mexico Assesses Its Educational System, Phi Delta Kappan. Based on responses to opinionnaires, questionnaires, and public forums, the final report of the People's Forum on Education lists 15 specific areas that are primary concerns of the people of New Mexico.   [More]  Descriptors: Educational Assessment, Elementary Secondary Education, Public Opinion, School Surveys

Ferris, Robert G., Ed. (1963). The Indians of New Mexico: Apache, Navaho, Pueblo, Ute. Brief descriptions of American Indians inhabiting New Mexico give current and historical information on geographical location, population, language, cultural background, and income sources. Eighteen pueblo communities and four Federal Indian reservations are discussed. Descriptors: Agriculture, American Indian Languages, American Indians, Artists

Leave a Reply