This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include 1978, Helena C. Martellaro, Jack McCoy, Jamie Satcher, Chris Buethe, Mia MacDonald, Everett Edington, Santa Fe. New Mexico State Board of Educational Finance, Albuquerque Accountability and Development Associates, and Francis Quintana.
(1978). Handbook of State Assistance to Indian Reservations in New Mexico. Second Edition. New Mexico State Government administered services available to or especially for Indians of New Mexico are described in this book which is organized according to the services offered by each department, e.g., agriculture, commerce, and industry, criminal justice, finance and administration, energy and minerals, educational finance and cultural affairs, health and environment, human services, natural resources, state highway, taxation and revenue, and transportation. Among the types of services listed are the hospitals and health facilities covering such areas as physical health, drug abuse, alcoholism, developmental disabilities, mental health, and forensics. The Employment Services Division of the Human Services Department lists seven Comprehensive Employment Training Act (CETA) programs allocating funds primarily for benefit of Indians. Its Field Service Bureau lists 18 other areas of service, including the Job Bank, Placement Service, and assistance to handicapped, older workers, veterans, and youth. A welfare assistance section lists information on financial assistance, food stamps and medical assistance and includes the information requirements for application, eligibility conditions, types of assistance programs, and addresses of county office. Descriptors: Agencies, American Indian Reservations, American Indians, Employment Opportunities
(1972). School Learning Materials on Water Problems of New Mexico and the Southwest. Schools typically make no special efforts to prepare students to cope with present and anticipated water problems. Using this as a premise, the objective of this study was to prepare a set of mediated learning packages based upon water problems of New Mexico and the dry regions of the Southwest. These learning materials were prepared and field tested for use at three levels: elementary (grades 3-6), secondary (grades 7-12), and adult (teachers and mature students). Each learning package was composed of a set of color slides, an accompanying tape recording, a copy of the tape script, and suggestions for educational use. The learning packages were based upon the results of school testing of both knowledge and attitudes concerning the most important problems in New Mexico, as identified by the Citizens' Conference on Water, 1971. Groups of learners using the packages at all three levels showed a more accurate reflection of valid water problems than did those learners who used available library materials or no special learning materials. Descriptors: Attitudes, Audiovisual Instruction, Environmental Education, Instructional Materials
(1973). New Mexico State Department of Education, Indian Education Unit, Annual Report 1972-73. An annual report (1972-73) of New Mexico's State Department of Education, Division of Indian Education, this document presents data pertaining to 7 school districts receiving Johnson O'Malley (JOM) funds. For the purpose of providing as accurate a picture as possible of how JOM funds are used at the local level, the summaries covered 4 categories: administrative services, supportive services to students, instructional services to students, and the JOM meals to students. The remainder of the report discusses: (1) district summaries, including such things as the effects of hiring of liason officers to encourage better school attendance and foster better community school relations; (2) a court case involving JOM fund administration, with the State of New Mexico and the Gallup-McKinley School District as defendants; (3) reconciliation of receipts and expenditures of JOM funds and American Indian enrollment by school district; and (4) future plans for the administration of JOM funds–for example, the State Superintendent has taken the position that efforts of Indian tribal groups to administer their own JOM programs will be encouraged and cooperated with in every way possible. The purpose, authority, policy, and specifications for the 1973-74 administration and programming of JOM funds are also given. [More] Descriptors: American Indians, Annual Reports, Budgets, Compensatory Education
(1992). The University of New Mexico College of Education: External Perspectives on Environment and Needs. This study examines the perceptions of almost 2,500 external clients of the University of New Mexico College of Education for the purpose of identifying clients' needs and suggestions for change. Focus groups, surveys, and open-ended response formats were used to gather data from all current undergraduate and graduate students as well as alumni since 1980, and New Mexico educators. Areas of high concern for the future were seen to include knowledge and sensitivity to diversity among learners, the problem of increasing poverty, global competition, developing effective educational strategies, and multiple areas associated with educational technology. Clients served by the university were seen to be changing with more students working full time, more adult students, and increasing numbers of minority students. Survey respondents identified several areas of concern, including admissions and advisement procedures, research and inquiry skills, and quality and currency of coursework. Public education leaders in the state underscored the need for the college to develop and implement a coherent program which will insure the supply of capable, highly qualified graduates. They also expressed a need for the college to develop cutting-edge, relevant, high quality programs which will meet the needs of the state's changing and diverse population. (Contains 21 references.) [More] Descriptors: College Students, Data Collection, Educational Assessment, Educational Planning
(1995). Organizational Commitment and Job Satisfaction among State Agency Rehabilitation Counselors: New Mexico (Blind). The job satisfaction and organizational commitment of rehabilitation counselors working in public rehabilitation in New Mexico's Blind agency are the focus of this study. Participants were four rehabilitation counselor survey respondents whose agencies agreed to take part in the study. A total of 10 surveys were mailed. Job satisfaction was measured using the Minnesota Satisfaction Questionnaire, though the sample size was too small to conduct extensive data analysis. The three components of organizational commitment (affective, normative, and continuance) were examined using the Organizational Commitment Scales. Potential predictor variables examined were: (1) years of service; (2) age; (3) education level; (4) Certified Rehabilitation Counselor (CRC) status; (5) conscientiousness; (6) initiative; (7) cooperation; and (8) attendance/punctuality. Results, to be viewed with caution due to the sample size, indicated that counselors in New Mexico have substantially higher levels of job satisfaction than the national sample. From the results it can be assumed that the counselors' primary reason for expending energy on behalf of their organization is because of the emotional attachment they feel toward the organization, a condition which has been linked to superior work performance. Contains two appendices: (1) Job Satisfaction Items and (2) Organizational Commitment Items. [More] Descriptors: Counselor Qualifications, Counselors, Employee Attitudes, Employment Patterns
(1974). The Brown Paper: Education and Chicanos in New Mexico, 1973-74. Goals of the New Mexico Chicano Mobile Institutes were to: improve the quality and equality of education to meet the needs of Chicano students in public and private institutions of higher learning throughout the State; and prepare personnel in higher education to meet the needs of students, from low income and ethnic minority families, attending all public and private schools in the State. Persons identified as having some influence on the education of Chicanos in New Mexico were invited to participate in two 2-day institutes. Since participants had to pay for their own expenses, they were asked to participate through correspondence if unable to attend. Of the 158 persons identified, 62 did not respond, 59 corresponded by mail, and 38 actually participated. The first institute identified, defined, organized, and documented all problem areas affecting Chicanos at all educational levels. The second reviewed the problems identified in the first institute, then identified, defined, and related proven innovative solutions to the problems. Both institutes were conducted in a very successful manner. A synopsis of both institutes is given in this paper. Also included are: a list of all people responsible for education in the State; analysis of statewide testing; pupil enrollment by school district; and summaries of four Civil Rights reports pertaining to education in the Southwest. [More] Descriptors: Civil Rights, Community Involvement, Early Childhood Education, Educational Improvement
(1979). Factbook on New Mexico Public Two-Year Community Colleges and Vocational Schools. This six-part factbook describes the history, programs, and financial status of New Mexico's two-year post-secondary institutions. Part I discusses the legal basis for the state's two-year colleges and describes the coordination of the five types of public two-year institutions operating under New Mexico law: constitutional institutions, branch community colleges, district junior colleges, technical and vocational institutions, and area vocational schools. Part II presents one-page descriptions of each of the 16 individual institutions. These narratives include a history of the school's establishment; descriptions of its service area, programs offered, and number and types of students served; and an outline of its goals. Part III presents data pertaining to students, focusing on enrollment trends, demographic information, and 1978-79 tuition and fees. Part IV discusses the types of vocational and academic programs offered at the schools and presents data showing the number of people taking and completing courses in 1978-79. In the case of vocational programs, information is also provided about the number of students who have been employed or have continued their education. Part V discusses the history and current status of college revenues and expenditures. The final section provides capital outlay data for the construction of facilities at each of the institutions. Descriptors: College Programs, College Role, Community Colleges, Construction Costs
(1977). Office of Indian Affairs Progress Report, June 1977, State of New Mexico. Included in this report on the New Mexico Office of Indian Affairs are brief sections dealing with: the Agency's background; past projects and future goals; the Research and Statistics Center; projects under consideration; and the Agency's Tribal Liaison Officer, Tribal Relations Specialist; and Planner. Cited as major Agency accomplishments during the 1975-77 period are: publication of a study titled "Taxation and Indian Sovereignty"; sponsorship of the "New Mexico Tribal Governments State Administration Seminar"; and service on the Cochiti Area Road Committee. Implemented in February of 1977, the Office's Research and Statistics Center is described in terms of its five current projects: employment counseling survey; market survey for the Navajo Shiprock Agency; "Handbook of State Assistance to Indian Reservations"; 1980 census planning (separate tribal data); and development of a data and general reference library. Subjects under consideration for the coming two years are identified as: periodical reports and newsletters; cultural awareness programs; projects to help arts and crafts people; joint statistical studies with the Division of Indian Education; data updated on State expenditures on the taxation of Indian tribes; census planning; library increases; better employment counseling; assistance with grant applications; library of cultural awareness photographs; computerized data retrieval system and word processor; and methods for handling problems that affect tribal or state government or both. Descriptors: Agency Role, American Indians, Art Products, Counseling
(1984). New Mexico Standardized Testing Program Report. 1983-1984 School Year. In March of 1984, a total of 55,771 New Mexico public school students in grades 3, 5, and 8 were tested with the Comprehensive Tests of Basic Skills (CTBS) as required by the statewide standardized testing program. This document reports scores as national percentile ranks, and indicates the position of New Mexico students compared to a national sample of students. Scores are reported in 14 categories for each grade tested. Test results show that out of a total of 42 scoring categories for all three grades tested, 41 categories were at or above the national norm. In grade 3, the percentile rank scores in all fourteen categories were up from the previous year, and scores for grade 5 were higher in nine categories. Scores for grade nine increased in eleven categories. The appendix provides a summary of percentile scores in grades 3, 5, and 8 based on student's ethnicity, dominant language, and involvement in bilingual education programs. All of the percentile rank scores listed for Hispanic, Native American, and Black students were equal to or greater than the scores achieved by these ethnic groups in the previous year. Descriptors: Academic Achievement, Achievement Tests, Basic Skills, Bilingual Students
(1983). Relationship of School Enrollment Size to Academic Achievement in New Mexico. The movement toward small school consolidation was based in part on the presumption that academic achievement was lower in small schools, but the results of a study showed that school size was not significantly related to academic achievement in elementary and secondary schools in New Mexico. To determine the relationship of school size and academic achievement when corrections were made for other possible predictors of achievement, researchers studied enrollment and achievement data for a total of 566 New Mexico schools. They used enrollment figures for the 120th day of school and the "total scale scores" on the Comprehensive Test of Basic Skills for students in grades 5, 8, and 11 in 1978, 1979, 1980, and 1981. Although school size appeared to affect academic achievement when no other variables were considered, size was not significantly related to academic achievement when placed in context with other variables. Results showed that two variables, percentage of students elegible for Title I in the lower grades and the student ethnicity variable in the higher grades, were far more useful predictors of academic achievement in a school than school size. Descriptors: Academic Achievement, Consolidated Schools, Educational History, Elementary Secondary Education
(1978). An Analysis of Size Adjustment Factors in the New Mexico Public School Funding Formula. Using 1975-76 school-year data, the study describes New Mexico size adjustment factors for public school funding, compares them with the manner in which other states recognize smallness or sparsity, and delineates the impact of size adjustment factors on New Mexico school districts in terms of resources, net operational and proportionate operational expenditures, pupil-professional and pupil-adult ratios, and breadth of program. The study also investigates size adjustment factors as incentives for school reorganization and for school and district consolidation and the desirability of recognizing alternative schools within the distribution formula. Results support the concept of three-tier size adjustment recognition (school, district, and rural/isolation) and the current recognition formulas for small elementary-junior high schools, small districts, and rural/isolation, but reveal a large disparity in the breadth of programs offered in small and large secondary schools and difficulties for very small schools to offer a breadth of program comparable to larger secondary schools, regardless of resources provided. Recommendations include: retaining without change the elementary-junior high, district, and rural/isolation factors; changing the high school adjustment factor to recognize schools with enrollments of 500 or fewer and reducing the multiplier to 1.5; and adopting incentives for small secondary school and small school district consolidation. [More] Descriptors: Consolidated Schools, Educational Finance, Elementary Secondary Education, Enrollment
(1989). Practitioners' Views of Indian Education in New Mexico: We Seek Harmony. This booklet examines barriers to academic success for Native American students. The 32 practitioners attending a workshop at the 1989 Annual Conference of the New Mexico Association for Bilingual Education completed a survey that assessed the extent to which 31 possible barriers interfered with Native American education in their schools. Workshop participants, of whom 25 were Native Americans, then worked as a group to identify and discuss the most important barriers. Analysis of the survey results and workshop discussions revealed a complex interlocking pattern of barriers. Six themes stood out: (1) cultural differences between Native American students and their teachers; (2) educators' lack of sensitivity to cultural differences and inadequate preparation for working in this context; (3) mismatch between Native American students' learning styles and teachers' daily routines and teaching methods; (4) low student self-esteem and high student absenteeism; (5) racial prejudice toward Native Americans and low expectations of Native American students; and (6) lack of input by Native American teachers on educational matters and lack of research on Native American education. These six themes constitute an indictment of Native American education in New Mexico. Improvement requires a cooperative approach that focuses on the involvement and input of Native American educators, students, parents, and tribal leaders. Appendices contain the survey instrument and a list of respondent characteristics. Descriptors: Academic Achievement, Administrator Attitudes, American Indian Education, American Indians
(1994). Plan of Work and Strategic Planning Guidelines for the New Mexico Commission on Higher Education, 1994. This booklet outlines the mission of the New Mexico Commission on Higher Education, notes its constituencies, and presents its 1994 work theme, "Preparing for the Future–Ensuring the Commitment to Access and Quality." The priorities and workplan of each of the Commission's three committees (Finance, Facilities, and Educational Programs and Policy) are discussed, followed by a list of other Commission activities and projects. Memorials and selected legislation affecting the workplan of the Commission, as passed by the 1994 legislature, are noted. The booklet then states the Commission's commitment to the use of the long-range strategic planning process. This planning process for 1994 involves gathering information via planning meetings and regional forums; reaching agreement on objectives, goals, and priorities; reaching agreement on recommendations; and publication of a strategic plan for New Mexico higher education from 1995 to 2000. Two graphs indicate higher education enrollment from 1982 to 1992 and projection of high school graduates between 1982 and 2000. [More] Descriptors: College Bound Students, Committees, Educational Facilities, Educational Finance
(1981). ACT Scores of Incoming Freshmen to New Mexico State University by High School Size. The American College Testing (ACT) scores of New Mexico public high school graduates who applied for admission to New Mexico State University in 1981 were analyzed to determine the relationship between ACT scores and school size. The schools were divided into 6 categories according to enrollment: less than 100 students (15 applicants), 100-199 students (77 applicants), 200-499 students (175 applicants), 500-999 students (982 applicants), 1,000-1,999 students (1,539 applicants), and over 2,000 students (658 applicants). Analysis was performed for English, Math, Social Science, Natural Science, and combination scores. The smallest schools had the highest ACT scores in every case except for English, where they were second to the largest schools. Schools with 200 to 499 students scored lowest on all tests. In addition to showing significant differences in ACT scores among schools of different sizes, the study indicated that students from the majority of rural schools are weak in those areas measured by the ACT. These findings have important implications for those agencies providing assistance to the public schools in the state. High schools enrolling 100 to 500 students are in greatest need of improvement. Descriptors: Academic Achievement, Achievement Rating, Achievement Tests, College Applicants
(1994). Reinventing Systems;: Collaborations To Support Families. California, Colorado, New Mexico, West Virginia. The decline in Federal funding for state-provided social services during the 1980s triggered a transformation in the states' roles in family policymaking. This booklet documents four state initiatives designed to bring about systems change: (1) Healthy Start (California); (2) the Governor's Families and Children Initiative (Colorado); (3) the Children, Youth, and Families Department (New Mexico); and (4) the Governor's Cabinet on Children and Families (West Virginia). These states share a common resolve to restructure their programs, but each has followed a different course in building support for its actions and designing structures appropriate to needs and resources. The California effort attempts to create a statewide network of school-based multiservice child and family centers. In Colorado, emphasis is on a broad reform effort that grew from a two-year policy academy. Creation of a new department to consolidate child and family services is described in New Mexico, and a strong cabinet council for facilitating local collaboration is a feature of the West Virginia program. Five maps and three tables illustrate the discussion. (Contains 27 references.) Descriptors: Cooperation, Educational Change, Educational Finance, Elementary Secondary Education