This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include William Cooke, Garrey E. Carruthers, HENRY PASCUAL, Roxanne Dunbar Ortiz, Hendrik C. de Bruin, Clyde Eastman, Wendy L. Grayson, Albuquerque Sandia National Labs., Leigh W. Murray, and Paul Martinez.
(1999). New Mexico Language Arts Content Area Standards and Benchmarks. This guide states that New Mexico's Language Arts Content Standards and Benchmarks are built upon the Competency Frameworks adopted by the State Board of Education in 1992. The guide further states that the first two content standards are comprised of Unifying Concepts that represent universal language skills that apply not only to language arts, but also embody communication in all disciplines. The next six content standards are organized around the following topics: Listen and Read; Speak and Write; Appreciate and Respect; and Access, Analyze, and Inform. The guide explains that the 10 Language Arts Content Standards and Benchmarks represent the skills and attributes of language that allow people to understand and be understood in an ever-changing world. The expectation of the guide is that these content standards and benchmarks will provide a coherent structure to guide curriculum, instruction, and assessment. In the guide the materials are divided into sections for grades K-4, 5-8, and 9-12, with an easy-to-follow and easy-to-read format. (Contains a 21-item list of resources.) [More] Descriptors: Academic Standards, Benchmarking, Communication Skills, Elementary Secondary Education
(1997). Transfer of Students among New Mexico's Postsecondary Institutions. Report of Activity during the 1996 Calendar Year. This report examines transfer policies and processes for students among New Mexico colleges and universities. Nearly 9,000 students transferred from one institution to another within the state during 1995-96, an increase of 22 percent over 1994-95. During 1996, the New Mexico Commission on Higher Education (NMCHE) adopted a regulation designed to serve as a statewide plan for facilitating program articulation and student transfer. The regulation includes the implementation of a 35-credit-hour common core of general education, the definition of 64-credit-hour transfer modules in three areas of study (business, pre-engineering, and teacher education), and the definition of a complaint procedure that can be followed when students believe that transfer decisions have been inappropriate. Measures have also been taken to improve the tracking of transfer students and to improve the transfer of credits between institutions. Two appendixes provide the text of the NMCHE regulation and the 64-credit-hour transfer modules. [More] Descriptors: College Transfer Students, Core Curriculum, Educational Policy, Higher Education
(1986). Mobile Computer-Assisted-Instruction in Rural New Mexico. The University of New Mexico's three-year Computer Assisted Instruction Project established one mobile and five permanent laboratories offering remedial and vocational instruction in winter, 1984-85. Each laboratory has a Degem learning system with minicomputer, teacher terminal, and 32 student terminals. A Digital PDP-11 host computer runs the TOAM operating system. Originally developed for Israel's culturally diverse immigrants in educationally isolated rural areas, the Degem system courseware was selected for its relevance to the basic skill remediation needs of rural New Mexico's multi-ethnic population. Courseware emphasizes mathematics, English as a second language, and reading through drill-and-practice and diagnostics. Introductory courseware in electricity, typing, algebra, sciences, and geometry was added. Each student receives individualized lessons at each session, based on initial placement results and subsequent performance. Instructors can print reports pinpointing a student's difficulty with course subtopics. Computer assisted instruction offers differentiation of curriculum and pace, increased ease of instructional management, and increased information flow. The mobile laboratory seems appropriate for a rural state with minimum resources, but further research is needed for successful use. Questions include scheduling for maximum use and effectiveness, best use in basic instruction or diagnostics, course adaptation to a transient schedule, and teacher reaction to a mobile system. Descriptors: Bilingual Education, Computer Assisted Instruction, Computer Managed Instruction, English (Second Language)
(1967). TEACHING SPANISH TO NATIVE SPEAKERS OF SPANISH IN NEW MEXICO. A PILOT PROJECT AT PECOS, NEW MEXICO, WAS DESIGNED FOR TEACHING SPANISH AS THE MOTHER TONGUE AND ENGLISH AS A SECOND LANGUAGE. IN THE DEVELOPMENT OF THIS PROJECT, 2 ASSUMPTIONS WERE MADE– (1) BY DEVELOPING LANGUAGE SKILLS IN THEIR NATIVE TONGUE, SPANISH-SPEAKING CHILDREN WILL BE BETTER EQUIPPED TO MAKE ADEQUATE PROGRESS IN THEIR STUDY OF THEIR SECOND LANGUAGE, ENGLISH, AND (2) BY DEVELOPING LITERACY IN SPANISH, THE BILINGUAL STUDENT WILL BE BETTER PREPARED TO COPE WITH THE ENTIRE CURRICULUM. FIVE OBJECTIVES OF THE STUDY WERE–(1) DEVELOP THE LANGUAGE SKILLS OF UNDERSTANDING, SPEAKING, READING, AND WRITING, (2) DEVELOP APPRECIATION AND AWARENESS OF HISPANIC CULTURE, (3) BROADEN ECONOMIC OPPORTUNITIES OF INDIVIDUALS, (4) USE A PILOT CLASSROOM AS A DEMONSTRATION CENTER FOR METHODS AND TECHNIQUES OF TEACHING SPANISH TO SPANISH-SPEAKERS, AND (5) USE RESULTS OBTAINED TO INITIATE CURRICULUM CHANGES IN NEW MEXICO. A LANGUAGE ARTS TYPE PROGRAM, BEGINNING IN GRADE 1 AND CARRIED THROUGH GRADE 6, HAS BEEN DEVELOPED, AND TEXTBOOKS, MATERIALS, AND PROCEDURES FOR NATIVE SPEAKERS OF SPANISH ARE BEING UTILIZED. [More] Descriptors: Academic Achievement, Achievement, Education, Educational Programs
(1999). New Mexico School Accountability: A Step toward Performance Based Funding?. This study examined the degree of understanding among district and school level personnel in New Mexico regarding recent changes implemented in the State's accountability reporting system. The results are being used to design two further research activities: one to explore the relationship between accountability information and classroom practice, and a second to examine the use of regression models as a technique for examining schooling outcomes. Semi-structured interviews were conducted with district and school administrators in two urban and in four rural school districts. Two of the rural districts were from the lowest spending districts and two from among the highest spending districts in the state. In the rural school districts accountability reporting was most commonly assigned to an existing central office staffer as an add-on responsibility. Urban districts were able to designate an individual with particular and primary responsibility for accountability reporting. As a result, central staffers in the urban districts were more fully informed about changed to the accountability system. An appendix contains the interview schedule. (Contains 18 references.) [More] Descriptors: Accountability, Classroom Techniques, Elementary Secondary Education, Financial Support
(1986). New Mexico's Policy on Indian Education. A Report on the Development of New Mexico's Policy on Indian Education. On August 22, 1986, the New Mexico State Board of Education adopted its first policy on Indian education. The policy seeks to address the unmet educational needs of Indian students, mandates quality education for all Indian students, and establishes the process for ensuring that aspirations and expectations of Indian parents and students for educational excellence are met. Earlier in the month, the State Department of Education and Highlands University sponsored a seminar entitled "Quality Education in New Mexico." At that seminar, Indian people from across the state discussed and provided input into the policy statement. A clear consensus emerged. Scholastic problems include low test scores, high dropout rate, frequent absenteeism, high suicide rates, and poor performance at advanced studies. Recommendations involve more stringent standards for teacher selection, cooperation among concerned agencies, increased commitment among all educators, standardized curricula and records, adapted courses to meet student needs, oversight of the activities of administrator, increased parental involvement, greater emphasis on learning English, incorporation of American Indian culture, increased financial support, student incentives, and support for adult education. This report includes the formal policy statement, statements by state and tribal officials, 41 recommendations proposed by 13 committees at the seminar, results of the seminar evaluation, and a list of conference participants. [More] Descriptors: American Indian Education, American Indians, Educational Needs, Educational Policy
(1979). Economic Development in Indian Reservations in New Mexico. Final Report from the Seminar (Albuquerque, New Mexico, May 4-5, 1979). Proceedings from a seminar on economic development for American Indian reservations include reports on panel discussions and an analysis of a questionnaire responded to by 113 Indian seminar participants. The report on Session One, "Traditional Indian Economies in New Mexico: Values," covers a discussion on traditional roles and patterns which have affected Indian economic development; proceedings from Session Two, "Indian Economic Development and the Role of Experts," discuss an apparent lack of communication and coordination between Indian governments and outside experts in dealing with economic decisions within communities; the summary of Session Three, "New Mexico State Legislation and Its Effects," deals with Indian rights and sovereignty which are affected by political and governmental influence; and the recording of Session Four, "Federal Trust Obligations and Conflicts of Interest," narrates concerns on issues of development on reservations in which the federal government is involved. A report on the concluding session covers discussions of various topics of interest and concern which were not covered during the four seminar panels. Five major concerns emerged from an analysis of the questionnaire responses: local input into planning; general knowledge; effectiveness of experts and planning; control of development and planning; and development. Descriptors: American Indian Reservations, American Indians, Change Strategies, Community Control
(1971). Interdisciplinary Internships Between Eastern New Mexico University and Various State Agencies. In 1969 Eastern New Mexico University's College of Education developed a program of one-semester internships at a variety of state facilities including mental institutions, rehabilitation centers, and hospitals. Coupled with the internships, one-week institutes were designed for students wanting some exposure to the facility but not wanting to spend an entire semester there. Students earn a full semester credit and academic grades for the internship and supporting college and facility courses. The employees of the facility, all with proper credentials, conduct seminars, counseling sessions, etc. and make sure all academic requirements are met. Periodic visits are made to all interns on a regular basis. Each intern is required to keep a daily log, and to write an evaluation of the experience. Program objectives are summarized as follows: a) to give students practical "relevant" educational experiences, b) to put theory into practice, c) to perform a service to New Mexico state agencies, d) to allow students an experience that will allow them to make an intelligent career choice, e) to increase the student's self-confidence prior to getting on the job, f) to train a greater number of students in the area of helping services so that state facilities may be adequately staffed, g) to help less fortunate individuals, and h) to enrich the total college learning experience. Further information on personnel, faculty, budget, and evaluation is included. [More] Descriptors: Clinical Experience, Educational Programs, Field Experience Programs, Internship Programs
(1982). New Mexico Dropout Study, 1981-82 School Year. Each public school that had students enrolled in grades 9-12 was surveyed to gather data on the extent and nature of the school dropout problem in New Mexico during the 1981-82 school year. Data on grade, sex, ethnicity, and reason for dropping out were collected. Information was obtained from all 89 public school districts and from 97% of the schools surveyed. Data indicated that 6,575 ninth through twelfth grade students dropped out of school, resulting in a dropout rate of 8.1%. This was the lowest dropout rate ever recorded in New Mexico. The highest dropout rate for both male and female students occurred at grade 11 and the lowest at grade 9. Males tended to drop out of school proportionally more than females, an effect which has been true for each school year. Native American students (13.8%) and Hispanic students (8.4%) had the highest dropout rates. Anglo and Black students experienced their highest dropout rates at grade 11 and their lowest at grade 9. Hispanic students experienced their highest dropout rates equally at grades 10 and 11 (9.9%) and their lowest at grade 9. Native American students experienced their highest dropout rate at grade 10. Descriptors: American Indians, Black Students, Dropout Characteristics, Dropout Rate
(1987). New Mexico Dropout Study, 1986-87 School Year. A survey of all New Mexico public schools with students enrolled in grade nine or higher gathered data on the extent and nature of the school dropout problem during the 1986-87 school year. All 88 New Mexico school districts and 100% of the 146 schools surveyed provided information on grade, sex, ethnicity, and reason for dropping out for students who left school prematurely. During 1986-87, 6,495 ninth through twelfth grade students dropped out, resulting in a dropout rate of 8.0%, up from 7.4% the previous school year. Males dropped out of school proportionately more than females, an effect which has been true each year of this annual study. The highest dropout rates occurred among Native American students (12.0%) and Hispanic students (9.0%), the lowest among Asian students (4.1%). Native American students have consistently experienced the highest dropout rates. Anglo, Black, and Hispanic students experienced the highest dropout rates in grade 10, and Native American students in grade 9. The most frequent reason for dropping out was lack of motivation or interest (22.0% overall). Native American students had a disproportionately high rate of expulsion (17.3% versus 1.5-2.1% for other ethnic groups). The report contains seven figures and three tables, and provides dropout rates from 1978-79 through 1986-87. Appendices list enrollments and dropout rates for each school and district and include the survey instrument. [More] Descriptors: American Indians, Black Students, Dropout Characteristics, Dropout Rate
(1993). ECMT31 New Mexico Manufacturing Environmental Survey. Final Report. The Environmentally Conscious Manufacturing Technology Transfer and Training Initiative (ECMT3I) is a cooperative effort among education and research institutions in New Mexico to analyze problems in transferring environmental technologies from Department of Energy laboratories to small and medium enterprises (SME's). To identify and analyze environmental concerns, the ECMT3I conducted two surveys, one of state environmental regulators, and another of manufacturers and private research and development firms in New Mexico. Study findings, based on responses from 5 state and city environmental departments and 100 local SME's, included the following: (1) in general, business owners demonstrated great concern over any negative effects their manufacturing operations may have on the environment, and agreed with the need for environmental regulations; (2) they also indicated, however, that while they wanted to comply with regulations, they did not always fully understand them or know where to get help; (3) in general, owners of businesses with less than 20 employees did not know which regulations applied to them, which substances were hazardous, had never been visited by an environmental regulator, and assumed they were operating within the law; (4) most companies developed environmental, safety and health programs using in-house resources; and (5) community colleges, universities, and federal labs were not viewed as sources of training, information, or problem solving. Extensive data tables and the survey instruments are appended. [More] Descriptors: Community Colleges, Compliance (Legal), Employer Attitudes, Environmental Education
(1985). Factors Affecting Performance of New Mexico High School Students. This research examined student demographic (gender, ethnicity, grades, and previous home economics experience) and geographic (rural/urban school locale and individual school) factors that may be related to performance on a statewide New Mexico achievement test under development in the home economics subject matter area of consumer education and resource management. Subjects were 375 high school students–from 18 different schools in New Mexico–who completed the test instrument in spring 1984. Comparisons of the means of the test scores indicated significant differences only with respect to student ethnic origin and individual schools. These results implied that specific groups of students may benefit from additional instruction in consumer education and resource management topics prior to testing. Findings also indicated initial remedial assistance must be implemented on a school-by-school basis, and test results may not provide a valid comparison of student differences but only that of school differences. The study concluded that the value of ascertaining student performance on state-mandated tests can be most useful in making public school educational policy decisions and that knowledge of the effect of student characteristics would enable administrators to recognize the kind and amount of confidence they could place in the test results. Descriptors: Academic Achievement, Comparative Analysis, Consumer Education, Demography
(1996). Native American Student Recruitment and Retention at Colleges and Universities in New Mexico. This report describes programs at New Mexico's colleges and universities that focus on the recruitment and retention of Native American Students. It also provides enrollment data for fiscal year 1995-96 and student retention data for three cohorts of students who enrolled as freshmen in 1993, 1994, and 1995. The report is based on a survey of all public postsecondary institutions in the state. In fall 1995, 6,682 Native American students were enrolled at public postsecondary institutions in New Mexico, representing 6.7 percent of total enrollment, down slightly from 6.8 percent in fall 1994. Statewide, about 44 percent of Native American freshmen either completed their program of studies within one year or returned to school for a second year, as compared to 51 percent of non-Indian students. Eight institutions reported having programs that focused specifically on the recruitment and retention of Native American students. Concerns of tribal education leaders in regard to recruitment and retention are reviewed. Appendixes provide supporting statistical data, a copy of the survey form, and brief descriptions of recruitment and retention programs at 23 institutions. [More] Descriptors: American Indians, College Programs, College Students, Enrollment
(1960). Rural People and Their Resources: North-Central New Mexico. The general objective of a study conducted in the 1950's was to describe the physical and human resources of the rural areas in north-central New Mexico. The specific objectives were (1) to inventory and classify the land, labor, and capital resources, (2) to determine levels and sources of incomes of these households, and (3) to appraise some of the opportunities for increasing income levels. Results of the study are based on personal interviews with members of 234 randomly selected rural households in Rio Arriba, Sandoval, Santa Fe, and Taos counties. Among the findings were that (1) the population had been relatively stable for the previous 15 to 20 years; (2) large families had been characteristic in north-central New Mexico; (3) age distributions of the sample households and of the United States population presented different patterns; (4) a relationship existed between ages of household members and levels of formal education; (5) the employment records of a large percentage of the sample were not stable, with only a small proportion reporting employment in professional or semiprofessional jobs; and (6) a high proportion of incomes for the sample households was from sources other than employment. Various tables are included. [More] Descriptors: Academic Achievement, Adjustment (to Environment), Demography, Employment Opportunities
(1971). A Comparative Economic Analysis of North-Central New Mexico. New Mexico Agricultural Experiment Station Research Report 211. North-Central New Mexico has many of the problems common to other rural areas. Unemployment and underemployment rates tend to be high and per capita income relatively low. This study evaluated regional economic performance over a 19-year period (1949-1968) as compared to other regions and the nation. Shift analysis (a means of examining regional growth through study of relative shifts in economic activity) was used. This method of comparative-growth analysis measured regional performance against national standards by attributing regional employment growth to 3 basic effects: (1) national growth effect (the number of employees gained or lost by a local sector if employment in the sector grew or declined at the national total employment growth rate); (2) industry-mix effect (the region's commitment to either fast or slow growth industries); and (3) competitive effect (the differential rates of growth by industry in various regions in the country). Employment data by industry were obtained from the Bureau of Business Research "Income and Employment in New Mexico" reports. Missing data due to disclosure regulations were estimated according to U.S. Department of Commerce County Business Patterns statistics. Among the findings were: total regional employment increased more than expected (i.e., at greater than the national rate) and the most profound influence on regional employment was the increase in government employment. [More] Descriptors: Comparative Analysis, Economic Factors, Employment Patterns, Growth Patterns