This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Santa Fe. New Mexico State Commission on Postsecondary Education, Henry Borgrink, LEONARD DELAYO, Santa Fe. New Mexico State Dept. of Education, Santa Fe. New Mexico State Board of Educational Finance, Carroll L. Hall, Tila Shaya, Ellen Hartnett Digneo, Santa Fe. Assessment and Evaluation Unit. New Mexico State Dept. of Education, and Joanne Werger.
(1982). Special Project Grants to New Mexico Public Libraries, 1971-1982. New Mexico State Library Occasional Paper No. 9. This paper summarizes and analyzes the program of Special Project Grants for public and community libraries in New Mexico. Funding for the program was by the New Mexico State Library through the Library Services and Construction Act (LSCA) Title I from fiscal year 1972 to fiscal year 1981. Information on LSCA and the procedure for obtaining Special Project Grants precedes an examination of the development of the grant program, which reports a low level of funding, the prevalence of small numerous grants, and a change in program focus from local needs to specific statewide priorities. The paper continues with an evaluation of the Special Project Grants program in light of specific program objectives, which include encouraging library service to special groups, furthering library services based on community needs, encouraging library use of audiovisual materials, providing opportunities for library staff development, and encouraging resource sharing and participation in library cooperative efforts. A major appendix lists the Special Project Grants in order by year of award, with details of grant amounts and library projects funded. Information on project categories and their percentage of grant dollars, and the number of grants and total grant amounts received by individual libraries is also appended. Descriptors: Financial Support, Grants, Library Cooperation, Library Expenditures
(1968). The Miami Linguistic Reading Program, 1965-1968. Report. Information related to the implementation of the Miami Linguistic Reading Program for Spanish-speaking and American Indian children in 6 New Mexico school systems is presented. School systems utilizing and reporting on the program are: (1) the West Las Vegas School System; (2) Anton Chico Elementary School in Santa Rosa; (3) Pojoaque Valley Schools; (4) River View Elementary School in Alburquerque; (5) Washington Elementary School in Las Cruces; and (6) Navajo Elementary School in the Gallup-McKinley School System. Topics discussed in relation to each program include program objectives (such as complete mastery of English as a second language), innovations developed, pupil and visitor reactions, and program evaluation. Descriptors: American Indians, English (Second Language), Innovation, Linguistic Performance
(1987). Annual Report on Higher Education in New Mexico, 1986. The 1986 report of the New Mexico Commission on Higher Education first outlines responsibilities of the Commission and developments concerning the Board of Educational Finance and then considers the climate for higher education reform in New Mexico, including economic changes, career changes that require retraining and skill upgrading, and changing student demographics. The Commission is working to improve needs assessment for postsecondary education and data collection to promote planning, and has formed planning and advisory councils. Current academic issues include new graduate programs, an academic preparation for college project, and program reviews. Information is provided on student financial aid, including need-based funding of grants, loans, and work study programs; the Physician Student Loan Program; a Competitive Scholarship Program, tuition reciprocity agreements; waivers for Navajo Reservation residents; and Vietnam Veterans' Scholarship Program. Also covered are the issue of formula funding and developments and budgets for special schools and research and public service projects. Data on enrollments, degrees, faculty characteristics, and revenues and expenditures are appended. Descriptors: Advisory Committees, Board of Education Role, Budgeting, College Planning
(1986). New Mexico School District Profile: 1984-1985 School Year. This report provides a broad cross section of data on the operation and performance of New Mexico public schools during 1982-85. Data on enrollment (in kindergarten, in grades 1-6 and 7-12, and in special education, and percent enrolled in Title I and bilingual education programs), student characteristics (dropout rate, ethnicity, mobility), teacher characteristics (pupil/teacher ratio, teacher load, ethnicity, education, experience), number of high school graduates, test results (Comprehensive Tests of Basic Skills, New Mexico High School Proficiency Exam, and American College Testing program), and vocational education enrollments are presented by year for each school district. The report has three sections. Section I discusses statewide data using bar graphs. Section II explains each variable and cites data sources. Section III contains the data for each school district arranged alphabetically by district. Statewide characteristics noted during the 3-year period include increased enrollment, ethnic composition of 47% Anglo, 41% Hispanic, and 9% Native American, 20% of students reporting Spanish or Native American dialect as primary language, declining dropout rate, overall decrease in pupil/teacher ratio, increase in percentage of students passing the High School Proficiency Exam, increase in average scores on the Comprehensive Tests of Basic Skills, and decrease in American College Testing program scores. [More] Descriptors: American Indians, Anglo Americans, Bilingual Education Programs, Dropout Rate
(1972). Paraprofessionals: An Approach to Education. Four Corners Agriculture and Forestry Development Study. This report evaluates a proposal for using paraprofessionals to assist in the development of agriculture and forestry in the Four Corners Economic Development Region, which includes the states of New Mexico, Arizona, Colorado, and Utah. An improved educational program may be directed towards the more effective use of human, agricultural, and forestry resources through the use of paraprofessionals. The term "paraprofessionals" is defined and their mode of operation is discussed, in addition to noting the training and supervision necessary for programmatic operation. Alternatives are analyzed, recommendations made, and plans suggested for implementation of the proposal. Various tables present the data. [More] Descriptors: Agricultural Technicians, Agriculture, Change Agents, Economic Development
(1997). New Mexico Social Studies Content Standards and Benchmarks, 1997. This guide to New Mexico social studies content standards and benchmarks provides a coherent structure to guide curriculum, instruction, and assessment. The first three content standards comprise the unifying concepts that were taken directly from New Mexico's Social Studies Competency Framework. These three content standards serve as the foundation for the more specific content standards that are organized under the six headings: (1) "Continuity and Change in Society"; (2) "Individuals, Groups, and Institutions"; (3) "Civic Ideals and Practices, Power and Authority, and Governance"; (4) "Productivity, Distribution, and Consumption"; (5) "People, Culture, Places, and Environments"; and (6) "Global Connections and Technology." History, geography, civics and government, economics, and other social studies disciplines are addressed throughout the guide. When developing these standards, writing committees considered and appreciated the complexity of social studies issues including the integration of content, the nature and scope of history, the principles and values upon which the government was established, the understanding of the role of the individual in the U.S. economic system, and relationships to others around the world. The guide lists benchmarks under groupings for grades K-4, grades 5-8, and grades 9-12. [More] Descriptors: Academic Standards, Benchmarking, Civics, Economics
(1983). New Mexico State Commission on Postsecondary Education Annual Report. The 1983 report of the New Mexico State Commission on Postsecondary Education first outlines the statutory responsibilities of the Commission and the Board of Educational Finance, and then provides brief descriptions of the state universities, community and junior colleges, vocational and technical schools, and four-year private colleges and universities. The following planning activities of the commission are considered: improving transferability among schools, improving access, program approvals and discontinuances, review of institutional missions, development of quality indicators, planning of a college telecommunications system, and review of the funding formula. The impact of fiscal year 1984-1985 state aid to higher education is analyzed, along with the economic impact of higher education on the state. An overview of new funding recommendations for 1985-1986 is also presented, and campus capital outlay projects recommended during 1983-1984 are identified. Information on student financial aid projects and licensure requirements for proprietary institutions is included. Appendices include an inventory of academic programs at all institutions, 1983 and 1984 enrollment data by institution, and a consultant's report that assesses New Mexico state institutions' mission statements and their context. Descriptors: Board of Education Role, Budgeting, Capital Outlay (for Fixed Assets), College Planning
(1992). New Mexico Portfolio Writing Assessment 1991-92: Administration Manual. The New Mexico Portfolio Writing Assessment for grades 4 and 6 (optional for grade 8) is to be conducted in the 1991-92 school year, with a call for "best piece" in April of 1992. All students in New Mexico in grades 4 and 6 will participate. This manual provides instruction for procedures to be followed in the school year. Guidelines should be observed by each classroom teacher charged with conducting the assessment in order to assure the validity of the results. The assessment is to be conducted in a classroom setting. Each student is to have a portfolio to store written materials until the best piece is submitted. The scoring guide in this manual contains a practice prompt that teachers may use with students while explaining the prompts and scoring procedures. There are three prompts at each grade level that are required for developing and storing in the students' portfolios. For each grade, a prompt is supplied for narrative, descriptive, and expository writing. In the spring of 1992 students and teachers will select the "best piece" for each prompt, although a best piece will only be sent out for scoring for one of the prompts. Final drafts of best pieces should remain in the portfolio to be passed to the teacher of the next school year. Students will receive individual holistic scoring reports, and the school will receive overall results. Numerous student writing samples are provided. A 21-item bibliography is included. Descriptors: Classroom Techniques, Cues, Descriptive Writing, Educational Assessment
(1972). San Miguel County, New Mexico. A Report on Manpower Resources. The Smaller Communities Program of Employment Security Offices furnishes manpower services to remote, low-income areas of New Mexico and makes comprehensive studies of the manpower and other resources which the community can use for expanding job opportunities. Other objectives include enumerating the unemployed, underemployed, and those wishing to change jobs, registering them for employment and job development; testing applicants for aptitude and performance, assisting them in job selection, and assisting employers in selecting workers; recruiting workers locally, intrastate, and interstate; and collecting data on community resources for planning and economic development. This study reports San Miguel County's manpower and its needs. Information is given on 1,672 individuals registered with the Las Vegas Office of the New Mexico Employment Service in March and April 1972; manpower and natural resources; local government, schools, and community services; education; medical facilities; recreation; transportation; utilities; financial institutions; and typography, climate, population, and a brief history of the county. Projected occupational needs and findings of a Las Vegas garment industry survey conducted in November 1971 are given in the appendices. [More] Descriptors: Community Services, Demography, Education, Government Role
(1977). [Information About New Mexico Two-Year Colleges]. In a collection of statistical summaries, the following information regarding New Mexico two-year colleges is presented for each institution: (1) 1977-78 average full-time faculty salaries; (2) 1975-76 unrestricted expenditures for instruction, academic support, student services, institutional support, and plant operation; (3) local district tax support; (4) unrestricted revenues including tuition and fees, State funding, local taxes, Federal grants and contracts, and other sources; (5) a compilation of State appropriations for 1977-78 for all New Mexico higher education institutions; (6) the higher education portion of the "Christmas Tree Bill"; (7) a list of bills which passed and of those which failed to pass the legislature, including memorials passed; (8) vocational programs offered throughout the state with indications of prerequisite educational levels and/or age requirements; (9) expenditures and enrollment summaries with percent of budget comparisons between 1973-74 and 1977-78; and (10) full-time equivalent enrollment comparisons between 1975-76 and 1976-77, including academic and vocational enrollment totals. In addition to institutional statistics, state-wide summaries are given where appropriate. Descriptors: Adult Programs, Budgets, Community Colleges, Educational Finance
(1991). New Mexico Dropout Study: School Year 1989-90. Data from an annual study conducted in 1989-90 on the extent and nature of the dropout problem in New Mexico public schools is presented in this document. Data is reported in these categories: annual dropout rate by grade, gender, and ethnicity for grades 9-12 and 7-8; dropout rate by ethnicity and grade; dropout rate by ethnicity and gender; dropout rate by reasons; dropout rate by reasons and gender; and dropout rate by reasons and ethnicity. Topics of discussion include the impact of demographic factors; New Mexico's participation in the National Center for Education Statistics' dropout field study; and issues concerning dropout prevention. The summary notes that results of the 1989-90 dropout study present an encouraging trend in maintaining enrollment in school. Conclusions listed in the summary include: (1) the rate of dropout decreased slightly and stopped a 4-year rising trend; (2) dropout rate by grade remained highest at the 10th-grade level; (3) more males dropped out of school than females; (4) Native American students dropped out of school at higher rates than other groups of students; and (5) at the middle/junior high school level the rising incidence of Black student dropout is becoming an area of concern. Tables and figures illustrate the data. General directions for the dropout study and the dropout study form are included. Descriptors: Dropout Rate, Dropout Research, Dropouts, Secondary Education
(1966). DESCRIPTION OF PROGRAM ORGANIZATION AND ADMINISTRATION FOR FISCAL YEAR 1967–P.L. 89-10, TITLE I. THE BULK OF THIS EVALUATION REPORT OF NEW MEXICO'S TITLE I PROJECTS IS A SERIES OF APPENDIXES. HOWEVER ONE SECTION OF TEXT OUTLINES THE ORGANIZATION OF THE PROJECTS (BUDGET, PERSONNEL, ETC.) AND ANOTHER THEIR ADMINISTRATION AT THE STATE LEVEL (CRITERIA FOR PROJECT APPROVAL, TECHNICAL ASSISTANCE AND CONSULTATIVE SERVICES, FISCAL MANAGEMENT, ETC.). SOME OF THE APPENDIXES CONTAIN (1) A PROJECT CHECKLIST WORKSHEET, (2) EVALUATION QUESTIONNAIRES, (3) INFORMATION REGARDING THE COOPERATION OF TITLE I PROJECTS WITH COMMUNITY ACTION PROGRAMS, AND (4) STATE STATUTES AND REGULATIONS. [More] Descriptors: Administrative Organization, Annual Reports, Compensatory Education, Consultants
(1995). The New Mexico 1994-95 Accountability Report. The "Accountability Report" provides indicators of the condition of Public Education in New Mexico, and is published each year by the State Department of Education. The report provides narrative and statistical information on an array of educational indicators, which include enrollment trends, funding and expenditures, graduation and college-bound statistics, specialized program support, and student achievement information. Over the past 3 years student enrollment in New Mexico schools has grown by 3% to 325,000 students. Growth has been significant in special education, as well as in elementary and secondary education. The past 3 years have also seen a continued shift in the ethnic makeup of the student population, with increases in the percentage of Hispanic and Native American students and decreases in the Anglo population. In the 1994-95 school year, the student population was 39.9% Anglo, 46.4% Hispanic, 10.4% Native American, 2.4% African American, and 1.0% Asian. State appropriations to the public schools have increased over the past 3 years, and teacher salaries have begun to catch up to the national average. (Contains 10 figures, 23 tables, and 12 references.) [More] Descriptors: Academic Achievement, Accountability, Achievement Tests, American Indians
(1980). New Mexico High School Proficiency Examination. Administrators' Handbook. This handbook contains suggestions for the use of results from the New Mexico High School Proficiencies Examination (NMHSPE) and describes procedures for developing programs and planning intervention strategies. The information and guidelines will facilitate administrative action for program improvement through integration of the NMHSPE results and other evaluation data. The examination is part of the New Mexico Basic Skills Plan for statewide assessment of student proficiency for diploma endorsement. The examination is administered to all 10th grade students and, subsequently, to 11th and 12th grade students or new residents. Test items assess the skill areas of computation, identification of facts and terms, problem solving, reading and writing; and the content areas of community resources, consumer economics, government and law, and health. To insure the acquisition of basic skills, all goals, objectives, competencies, and skills are established at appropriate points in the curriculum; remediation is provided to students not meeting local criteria at the 10th grade checkpoint; all eligible students are included; writing skills appraisal is related to functional competence and equitable criteria; and consistent procedures are used in scoring. The suggested procedures following the examination are cyclic with the results providing major input on program and student outcomes. Descriptors: Basic Skills, Competency Based Education, Graduation Requirements, High Schools
(1995). New Mexico High School Competency Examination. Domain Specifications. The State Department of Education is releasing the domain specifications of the New Mexico High School Competency Examination (NMHSCE) for educator use because the Spring 1996 administration of the test will be in a different form. The NMHSCE is a high school graduation requirement in New Mexico. It assesses students' competence in writing, reading, mathematics, science, and social studies. The specific content of the examination, with examples of item types, is described in the domain specifications. Within each domain section, an overview of the competency framework for that domain is provided, and each competency statement is listed, with the following information: (1) eligible test content; (2) a sample multiple-choice item; (3) a sample constructed response item and rubric; and (4) a sample open-ended item and rubric, if appropriate. At the end of each section, the general specifications for test items are given. The domain specifications are a bridge between the state Competency Frameworks and the NMHSCE, but they are not intended to define a curriculum. Eight appendixes provide detailed content-specific information. [More] Descriptors: Achievement Tests, Competence, Constructed Response, Curriculum Development