This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Gail McGregor, Ivan D. Muse, Katie Jebb Norton, Santa Fe. New Mexico State Dept. of Education, Anselmo F. Arellano, Virginia Roach, Christine Salisbury, Albuquerque Home Education Livelihood Program, Stephen W. Stile, and Lana Shaughnessy.
(1983). A Research Report of Small/Rural School Districts in New Mexico Compared to School Districts of Similiar Size Nationwide. A 1982-83 survey produced data used to compare 17 small/rural K-12 New Mexico school districts (900 students or fewer) with 642 similar districts nationwide. Of New Mexico's 88 school districts, 43 were identified as qualifying (48.9%, enrolling 16,648 students), for comparison to 4,125 similar districts nationwide. A questionnaire mailed to superintendents of 23 randomly-selected New Mexico districts and 816 randomly-selected districts nationwide yielded respective response rates of 73.9% and 78.7%. A 3-page table compares New Mexico and national data in sections on the district, superintendent, student performance, and school programs. For example, school programs are compared on percent of districts employing certain resource personnel full or part-time–special education (New Mexico: 94.1%, national: 86.6%), school counselor (94.1%, 79.4%), school psychologist (0%, 33.8%), school nurse (52.9%, 45.1%), librarian/media specialist (82.3%, 80.9%), adult education director (0%, 22%), community education director (0%, 7.8%), and vocational education director (0%, 22%). Districts are also compared as to sports programs and percent of districts offering courses in Spanish (New Mexico: 11.8%, national: 41.8%), German (11.8%, 9.7%), French (11.8%, 18.9%), calculus (11.8%, 35.9%), chemistry (11.8%, 79.4%), computer science (47.1%, 60.3%), electronics (0%, 13%), vocational agriculture (70.6%, 63.1%), and physics (41.2%, 67.7%). [More] Descriptors: Academic Achievement, Administrators, Comparative Analysis, Courses
(1994). Gifted and Reading. This article reviews the literature and practice (especially in New Mexico) concerning reading instruction of gifted children. It considers early or "precocious" reading, instruction in the early grades, and identification of the gifted in New Mexico. Reading teachers in New Mexico are urged to be aware of specific conflicts in the area of gifted identification and gifted instruction. The seven intelligences identified by H. Gardner are listed. The appropriateness of traditional basal reading programs for this population is questioned. A variety of literacy activities are encouraged, including guest speakers in the classroom, tie-ins of books with television or movies, student creative writing, investigatory activities, and activities which develop higher order thinking skills. (Contains 14 references.) [More] Descriptors: Ability Identification, Early Reading, Elementary Education, Gifted
(1965). HOME EDUCATION LIVELIHOOD PROGRAM IN NEW MEXICO FOR UNDEREMPLOYED SEASONAL AGRICULTURE WORKERS. THE HOME EDUCATION LIVELIHOOD PROGRAM (HELP) IN NEW MEXICO PROVIDES EDUCATIONAL OPPORTUNITIES TO ECONOMICALLY DISADVANTAGED SPANISH AMERICAN AND MEXICAN AMERICAN AGRICULTURAL WORKERS. THE BASIS OF THE HELP PROGRAM IS ADULT AND FAMILY EDUCATION INCLUDING BASIC CHILD CARE AND REMEDIAL INSTRUCTION. HELP PRODUCES SOME OF ITS OWN INSTRUCTIONAL MATERIALS GEARED FOR ADULT EDUCATION USES. COMMUNITY EDUCATION CENTERS PROVIDE BASIC EDUCATION CLASSES, HOME ECONOMICS AND MANUAL SKILLS INSTRUCTION, DAY CARE SERVICES, AND HOT LUNCH PROGRAMS. REMAINING FUTURE AREAS OF NEED IN NEW MEXICO INCLUDE DEVELOPMENT OF VOCATIONAL TRAINING SKILLS, AGRICULTURAL COOPERATIVES, AND BUSINESS ENTERPRISES IN UNDERDEVELOPED COMMUNITIES. [More] Descriptors: Adult Education, Agricultural Laborers, American Indians, Basic Skills
(1971). Characteristics of Recreationists in Northeastern New Mexico. Agricultural Experiment Station Research Report 209. This report investigated the characteristics of summertime recreationists in northeastern New Mexico. A description of the area was given including the physical and economic characteristics. Data were gathered through a modified random sampling procedure. A prepared questionnaire was distributed to recreationists at 13 sites in New Mexico. The results were classified according to geographic origins, distance traveled, travel time, areas visited, recreation activities, party size, frequency of visits, length of stay, income of recreationists, changes in activities with changes in income, and essential facilities or resources. The appendix included the sample questionnaire. [More] Descriptors: Camping, Environmental Influences, Leisure Time, Natural Resources
(1970). Environment, People, and Culture. New Mexico State University: A Land-Grant Institution. Vol. 1, Parts 1 and 2. The tri-dimensional mandate of the land-grant institution–to teach, to research, and to serve–finds a common meeting place at the New Mexico State University. The New Mexico State University has tri-cultural concerns arising from the special needs of the population that it serves. The age-old problem of water in an arid land, the new challenge of the exploration of space, "border" Spanish, tourism, homemaking, and the uses of the ranges and forests are all subjects of concern. Descriptors: Agriculture, College Environment, College Role, Educational Objectives
(1972). Bibliography of Unpublished Materials Pertaining to Hispanic Culture in the New Mexico WPA Writers' Files. The bibliography consists of unpublished manuscripts relating to the Hispano culture from the New Mexico Writer's Project. The nearly 600 different items, written 3 or 4 decades ago as part of a WPA project, present a fresh look at a variety of indigenous New Mexico folklore. Most of the entries are annotated, dated, and sources and contributors individually indicated. A subject index is appendixed to the back of the bibliography. The material in the document is intended to be an aid to researchers and students of Hispano culture. [More] Descriptors: Annotated Bibliographies, Folk Culture, Hispanic American Culture, Hispanic American Literature
(1973). Analysis of Statewide Testing Program Results, 1972-1973. Grades 1, 5, and 8 and ACT Report 1973. An examination of statewide testing program results for New Mexico are presented under the following headings: (1) Assessment of Mental Abilities, School Year 1972-73, Grade 1; (2) Assessment of Academic Aptitude and Achievement, School Year 1972-73, Grade 5; (3) Assessment of Academic Aptitude and Achievement, School Year 1972-73, Grade 8; and (4) ACT Report, February 1973. Conclusions include: (1) the New Mexico statewide first grade mean mental ability score is significantly lower than the national norm; (2) the statewide achievement mean for New Mexico fifth graders is significantly lower than the national norm; (3) eighth-grade achievement scores are significantly lower than the national norm; and (4) Anglo students are over-represented in percent of college-bound students, and Spanish-American students are under-represented. [More] Descriptors: Academic Achievement, Anglo Americans, Aptitude Tests, College Bound Students
(1984). Public Law 94-142 and New Mexico: Historical Context and Perceived Impact on SH Programming in Rural Districts. Preliminary data from a survey of 51 small, rural public school districts in New Mexico generally indicate that the quality of educational programming for students with severe handicaps is currently satisfactory and would improve with the additional federal funding under P.L. 94-142 (New Mexico was slated to receive funding effective January 1985). Respondents perceived the quantity and quality of classroom materials and inservice training to be less than satisfactory at present and projected that these two areas would improve under P.L. 94-142. Descriptors: Compliance (Legal), Elementary Secondary Education, Federal Aid, Federal Legislation
(2006). State Policies to Achieve the Dream in Five States: An Audit of State Policies to Aid Student Access to and Success in Community Colleges in the First Five Achieving the Dream States, Community College Research Center, Columbia University. In 2003, the Lumina Foundation for Education launched a major initiative, "Achieving the Dream: Community Colleges Count," to increase student success at community colleges. The initiative focuses on colleges with high enrollments of low-income students and students of color. In the first round, 27 colleges in five states were selected. The initiative aims to help more students succeed, while maintaining access to community college for groups that traditionally have faced barriers. A key means to improve the performance of colleges is through enhancement of their capacities to gather, analyze, and act on data on student outcomes, including data on students grouped by race, income, age, sex, and other characteristics. From the beginning, a central component of this effort has been state policy. In each of the states where Achieving the Dream colleges are located, the initiative is working with a lead organization (typically the state community college system office or state association of community colleges) to develop policies that will enhance student success. To help guide that policy effort, the Lumina Foundation commissioned an audit of state policy affecting access to, and success in, community colleges. An in-depth analysis was to be conducted of the initial five Achieving the Dream states (New Mexico, Texas, Florida, North Carolina, and Virginia), to be supplemented later by a survey of all 50 states. This report summarizes that initial in-depth analysis of the first five Achieving the Dream states. The report analyzes state policies with regard to student access, student success, and performance accountability, with particular focus on minority and low-income students. In the case of access, the report examines what policies states have in place with regard to open door admissions, tuition, student aid, outreach to potential students, a comprehensive curriculum, and convenient access. The success policies the report analyzes pertain to remediation, academic counseling and guidance, non-academic guidance and support, transfer assistance, baccalaureate provision, noncredit to credit articulation, and workforce and economic development. Finally, with regard to performance accountability, the report examines the indicators used by the state, how data are collected by the state, and how the data are used by the state and the community colleges to determine funding and shape how colleges act. Besides describing the policies in place, the report also summarizes the reactions of those interviewed to those policies. Moreover, it details suggestions for future directions for state policy toward community college student access and success. To secure information on what policies the states have and how well they are working, we conducted many interviews and reviewed the written academic and non-academic literature on these subjects. We also attended the Policy Listening Tour meetings in each of the states, conducted by the Futures Project, in order to observe the discussions and informally converse with policymakers. Our interviews were conducted over the telephone and averaged twelve in each state. We interviewed officials of the state agencies coordinating the community colleges, the governor's educational advisor, state legislators or staff members from both houses, the head of the state community college association (if one existed), the presidents or top officials of three or four community colleges (differing in degree of urbanicity and area of the state), and representatives of community organizations representing the African American, Latino, and low-income communities in each state. [More] Descriptors: Articulation (Education), Guidance, State Agencies, Student Financial Aid
(1978). La Tierra Amarilla: The People of the Chama Valley. The 1977-1978 ethnic heritage project of the Chama Valley (New Mexico) Public Schools involved teachers and students in a search for and recognition of the contributions of Indo-Hispanos of the area to the history of New Mexico and the culture and society of America. The resulting collection of historical, cultural, and folklore materials presents a picture of the people of the Chama Valley, or La Tierra Amarilla, one of the last frontiers of Hispanic settlement in New Mexico. The book includes poems and songs in Spanish and English; anecdotes and short stories; photo essays; a history of New Mexican Spanish; local Spanish language idioms and proverbs; folklore; interviews; sketches of historical figures; and a history of the area in both English and Spanish. Descriptors: Area Studies, Citizen Participation, Cultural Awareness, Cultural Background
(2001). Hunger Doesn't Take a Vacation: Summer Nutrition Status Report. This report describes the current status of the Summer Food Service Program (SFSP) and the National School Lunch Program (NSLP) (referred to in combination as the Summer Nutrition Programs), federal entitlement programs providing support for state and local efforts to offer millions of low-income children nutritious summer meals and snacks during supervised activities. Sidebars describe how each program operates. The majority of students who could qualify for these programs are not being served: an additional three million children could be served if all states performed as well as the leading states. States are reaching more children through use of the NSLP in summer school but are reaching fewer children through SFSP. Part of the reason for decreased SFSP participation includes cuts in reimbursements and the elimination of grants to assist sponsors in outreach. Recent national trends indicate that July is the peak month for the summer nutrition programs, with two-thirds of participants served through SFSP and the remainder through NSLP. From 1999 to 2000, there was a 3 percent decline in SFSP participation. The top 10 states for NSLP participation were District of Columbia, Nevada, California, Delaware, New Mexico, New York, Hawaii, South Carolina, Rhode Island, and Utah. The report concludes with eight data tables and one chart illustrating the status of summer nutrition programs. [More] Descriptors: Children, Federal Programs, Hunger, Low Income Groups
(1996). A Kaleidoscope for Learning. Outstanding School Reform Programs. This publication features profiles of 25 outstanding school reform programs at Bureau of Indian Affairs schools. These innovative schools have captured various aspects of school reform that encompass more challenging, real world curricula; school-to-work transitions; new ways of assessing student achievement; higher order thinking and problem-solving skills; staff development to support challenging standards; restructured time to extend and improve learning; partnerships with other community organizations and services; parental and community involvement; and violence, alcohol, and drug prevention for students, staff, and community. Each profile includes contact information. The schools are Alamo Navajo Community School (Magdalena, New Mexico); Aneth Community School (Montezuma Creek, Utah); Bug-O-Nay-Ge-Shig School (Cass Lake, Minnesota); the Challenge Grant schools (12 sites nationwide); Cherokee Central High School (North Carolina); Chief Leschi Schools (Puyallup, Washington); Choctaw Tribal School (Philadelphia, Mississippi); Dzilth-Na-O-Dith-Hle Community School (Bloomfield, New Mexico); the FACE (Family and Child Education) schools (22 sites nationwide); Kaibeto Boarding School (Arizona); Menominee Tribal School (Neopit, Wisconsin); Pyramid Lake High School (Nixon, Nevada); ROPES: The Eastern Navajo Mountain High Program (serving 18 schools); San Felipe Pueblo Elementary School (New Mexico); Santa Rosa Boarding School (Sells, Arizona); Sherman Indian High School (Riverside, California) Sho'Ban School District #512 (Fort Hall, Indiana); Southwestern Indian Polytechnic Institute (Albuquerque, New Mexico); St. Stephens Indian School (Wyoming); Tohaali Community School (Newcomb, New Mexico); Two Eagle River School (Pablo, Montana); Wingate Elementary School and Wingate High School (Fort Wingate, New Mexico); Winslow Dormitory (Arizona); and Yakama Tribal School (Toppenish, Washington). Includes the 10 goals of "Indian America: Goals 2000," photographs, and a map of 48 outstanding programs for 1996. [More] Descriptors: Adventure Education, Alternative Assessment, American Indian Education, Cultural Maintenance
(2002). Consortium on Inclusive Schooling Practices. Final Report. This final report describes the activities and accomplishments of the Consortium on Inclusive Schooling Practices, a federally-funded 5-year project to investigate the utility of a systemic approach for building the capacity of state and local education agencies to provide inclusive educational services. The project focused on four states (Pennsylvania, Missouri, New Mexico, California) as partners for the Consortium's intensive, state-local technical assistance and policy efforts. Introductory material presents elements of the Consortium's approach and a summary of its objectives and activities. Following sections of the report discuss factors affecting implementation of the Consortium's work scope; procedures; state and local interventions and technical assistance; coordination among statewide systems change grants; products developed and disseminated; collaboration and dissemination activities; and project impact. Among 7 recommendations are the following: (1) the Office of Special Education Programs (OSEP) should continue to fund 5-year, technical assistance projects; (2) OSEP should focus such funding on issues related to systems change and the links between policy and practice; and (3) OSEP should increase attention to the educational needs of students with significant disabilities. (Contains 20 references.) [More] Descriptors: Change Strategies, Disabilities, Educational Change, Educational Policy
(1972). Indian Economic Development: An Evaluation of EDA's Selected Indian Reservation Program. Volume II: Individual Reservation Reports, Appendices. As the appendices to an evaluation of the Economic Development Administration's (EDA) Selected Indian Reservation Program, this portion of the evaluation report presents individualized evaluations of each of the 16 reservations originally selected for the program in 1967. Each reservation evaluation is presented in terms of the following format: conclusions and recommendations; setting and background; and project analyses. The 16 reservations which are evaluated include the following: Annette Island, Alaska; Blackfeet, Montana; Crow, Montana; Crow Creek, South Dakota; Fort Berthold, North Dakota; Gila River, Arizona; Lower Brule, South Dakota; Mescalero, New Mexico; Navajo (Arizona, New Mexico, and Utah); Pine Ridge, South Dakota; Red Lake, Minnesota; Rosebud, South Dakota; Salt River, Arizona; San Carlos, Arizona; Standing Rock, North Dakota; Zuni Pueblo, New Mexico. [More] Descriptors: American Indian Reservations, American Indians, Cultural Background, Economic Development
(2002). Navajo-ABLE: Replication Model Navajo Assistive Technology Loan Program. Final Program Evaluation. This final report discusses the activities and outcomes of the Navajo Assistive Bank of Loanable Equipment (Navajo-ABLE), a federally funded program designed to provide assistive technology (AT) devices, services, technical information, funding information, and training for Navajo children and youth with disabilities. The program was operated and managed under the New Mexico Technology Assistance Program. Findings from the project indicated it achieved the following accomplishments: (1) provided services to 373 students over the life of the Navajo-ABLE grant, well exceeding the 225 students estimated in the original grant proposal; (2) approval by the Navajo Nation Trust Fund of $100,000 in funding for the Navajo Assistive Technology Resource Center for 2002-04 to expand on the current AT loan bank services provided by the Navajo-ABLE consortium; (3) establishment of an AT coordinator position at Navajo OSERS; (4) establishment of cooperative agreements with five Navajo Nation Agencies who are participants in an AT loan bank consortium; (5) establishment of a comprehensive device inventory database at the Navajo-ABLE consortium loan banks; and (6) the convening of Rez-TECH 2002, an AT conference put on by the Navajo-ABLE consortium in April 2002 with more than 200 participants. A Navajo-ABLE program replication manual is attached. [More] Descriptors: American Indians, Assistive Technology, Costs, Disabilities