This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include ROBERT L. WILLIAMS, Santa Fe. New Mexico State Dept. of Education, Jorge Amselle, Elias R. Bernal, Washington Employment and Training Administration (DOL), Roberta L. Derlin, Luis A. Jimenez, W. Kennedy Upham, Washington Center for Human Services, and John F. Harvey.
(1980). State Minimum Competency Testing Programs: Resource Guide. Legislation and State Policy Authorizing Minimum Competency Testing. This guide to legislation and state board of education policy on minimum competency testing is designed to explain the legal basis for minimum competency testing mandates in the various states. Specifically, it explores: the differences between board mandates and state legislation; details of the requirements–subject areas, grade promotion and graduation requirements; and the range of options called for as related to the test, the implementation strategy, the involvement of citizens, and type of remedial programs specified. Brief excerpts from specific portions of state legislation, as well as state board mandates, are quoted. Thirty-eight states' laws or mandates are described: Alabama, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, Florida, Georgia, Idaho, Illinois, Indiana, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Missouri, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, Oklahoma, Oregon, Rhode Island, South Carolina, Tennessee, Texas, Utah, Vermont, Virginia, Washington, and Wyoming. Descriptors: Basic Skills, Board of Education Policy, Citizen Participation, Educational Legislation
(1993). Summary of State Reports on Coordination between Vocational Education and JTPA. This publication summarizes state vocational education (VE) council biennial evaluations of Job Training Partnership Act (JTPA)/VE coordination in Fiscal Years 1991-92. It is presented in the form of a table with information under these headings: situations/needs, coordination highlights, and recommendations. Information is provided for 41 jurisdictions: Alabama, Alaska, Arizona, Arkansas, Connecticut, Delaware, Florida, Georgia, Hawaii, Idaho, Illinois, Iowa, Kansas, Kentucky, Maine, Maryland, Massachusetts, Michigan, Minnesota, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Ohio, Oklahoma, Puerto Rico, Rhode Island, South Carolina, Tennessee, Texas, Utah, Vermont, Virginia, Washington, and Wyoming. The purpose of this summary is to help promote VE/JTPA coordination by calling attention to coordinative activities and suggestions for improvement from across the nation. It highlights exemplary coordinative activities at the state and local levels. [More] Descriptors: Adult Education, Cooperative Programs, Coordination, Federal Legislation
(1978). A Comparative Analysis of Life Situations of Rural Youth from Two Different Cultural Settings: Northern Taos County, New Mexico, and Eastern Holmes County, Ohio. A comparative, interpretive analysis of the social organization of contrasting groups of rural youth from New Mexico ad Ohio was approached from an ethnomethodological perspective, relying on direct observation, intensive personal interviews, and key informants to produce a broader understanding of particular youth coping with their social contexts. Subjects were six Spanish American youth of Northern Taos County, New Mexico, and five youth from predominantly Mennonite and Amish Eastern Holmes County, Ohio. Informally organized same-sex peer groups formed the most valued social structure for both youth. Except for the academic aspects of school programs, all youth had little or no involvement in formal extracurricular or sport activities. Parents were a major problem to both groups, perceived as being both too strict and not caring. More intense parental-child conflict occurred in Holmes County, where parents were extreme in attempting to enforce rigid moral and social norms. While Holmes youth were more mobile, all had work roles permitting less leisure time than Taos youth. Alcohol and pot were easily attainable in Taos County and used from a relatively early age. Dramatic differences existed in religious orientations: Taos youth did not view themselves as religious and did not attend church regularly, while the opposite was true for Holmes youth. Descriptors: Amish, Comparative Analysis, Culture Conflict, Family Influence
(1976). Directory of External-Degree and Other Non-Traditional Programs: A Guide to Their Selection for Drug Abuse Personnel. The directory presents comprehensive information on the availability of 22 external degree programs and other innovative educational programs and is aimed at drug abuse personnel. The programs presented are diverse, with many offering credit for life experience and incorporating a variety of independent learning programs. Programs are arranged alphabetically by college or sponsoring agency for the following States: Connecticut, Florida, Illinois, Iowa, Maryland, Michigan, Minnesota, Missouri, New Mexico, New York, Ohio, Oklahoma, Pennsylvania, Rhode Island, and Wisconsin. The following information is provided for each program: institution; accreditation; degrees offered through the non-traditional program; admission requirements; cost; financial aid available; credits, units, etc., granted for educational or other experiences; methods of student assessment; instructional methods used; educational formats used; graduation requirements; and contact persons. A discussion of the development of external, non-traditional degree programs is also presented. [More] Descriptors: Adult Education, Directories, Drug Abuse, Educational Opportunities
(1999). Accountability Reporting Policy Implementation in New Mexico: Varied Influence of Multiple Models across Levels in the State Policy System. It has been suggested that policy formation may be influenced by multiple models, institutional theories, rations models of policy, as well as policy perceived as an interpretive problem. This paper examines the history of accountability reporting and educational goals policy in New Mexico and recent evidence from school-level personnel in light of these multiple models. Semistructured interviews were conducted with district and school administrators in two urban and 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. It was observed in the rural school districts that 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 changes to the accountability system. An appendix contains the interview schedule. [More] Descriptors: Academic Achievement, Accountability, Educational Attainment, Elementary Secondary Education
(1977). National Environmental/Energy Workforce Assessment, National Summary: Nevada-South Carolina. Volume Three. This report is one in a four-volume National Summary which presents existing workforce levels, training programs and career potentials for each of the states, Washington, D.C., Puerto Rico, and the Virgin Islands. Each individual state program summary is followed by a depiction of the current and projected (1976-1981) workforce figures for the environmental pollution control areas of air, noise, potable water, pesticides, radiation, solid waste, wastewater, and energy. An overview of selected environmental/energy education programs is also included. More detailed information may be found in the respective State or Regional volumes. This report includes the following states: Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, and South Carolina. Descriptors: Air Pollution, Career Opportunities, Educational Programs, Energy
(1999). Profiles of Native Language Education Programs. A Source Book for Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. This source book provides information on school, college, and community programs that teach American Indian languages in Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. These programs were identified through leads provided by a nine-member regional task force of Native educators and language activists; consultation with federal and state agencies; information requests on listservs; and a survey of likely organizations, tribes, and other contacts. The source book begins with a brief overview of the status of Native languages in the five-state region and a description of the source book's development and the data collection methods used. Profiles of 24 Native language programs are arranged alphabetically by language and include program base, goals, brief description, instructional materials used, funding and other support, and contact information. A table summarizes the programs' services, settings, and target groups. The languages covered are Cherokee, Muscogee (Creek), Choctaw, Kiowa, Cheyenne, Comanche, Dine (Navajo), Keres, Osage, Seminole, Shawnee, and Tewa. Programs are presented in schools, colleges, preschools, and community settings. Appendices include regional task force members, advice about Native language education drawn from questionnaire responses, 9 recommended readings, text of the Native American Languages Act, the Navajo Nation's long-range language goals, 7 Web sites and listservs on Native languages, and 30 relevant organizations. An index is included. [More] Descriptors: American Indian Education, American Indian Languages, Community Education, Elementary Secondary Education
(1973). A Report of the Final Session of the National Bilingual/Bicultural Institute (Albuquerque, New Mexico, November 28-December 1, 1973). Attending the National Bilingual Bicultural Education Institute in Albuquerque, New Mexico on November 28-December 1, 1973, were 1,300 representatives from 25 states. Among the institute's objectives were: (1) to review present and pending state bilingual bicultural education legislation and appropriations; and (2) to develop new directions for bilingual bicultural education for the 1970's which will lead to national legislation. This report presents the participants' final deliberations and recommendations at the concluding general session. Topics covered are: financial support; Title I of ESEA (Elementary and Secondary Education Act); research; evaluation; teacher training; migrant education; NIE's (National Institute for Education) philosophy and operational policy for career education; and the National Task Force de la Raza's mandate. Some recommendations are that: (1) the National Task Force de la Raza request NIE's director to freeze all top level positions until the time when the Spanish speaking people can be identified and be able to compete for said positions; (2) an institute for training parents of the bilingual community be funded and implemented; and (3) criterion reference testing be administered in the child's dominant language. The New Mexico Caucus resolutions are given. [More] Descriptors: Agency Role, Biculturalism, Bilingual Education, Career Education
(1975). New Mexico. The University of New Mexico Libraries. This overview of the libraries under the direction of the University describes the accomplishments of the university libraries for the years 1972 to 1973 as well as projects planned for the immediate future. Descriptions of the programs, services, responsibilities and holdings of the following libraries are included: Main Campus–Zimmerman Library (general), Parish Memorial Library (business) and College of Fine Arts; North Campus–Law Library and Medical Library; and branch libraries at Gallup and Taos. Special collections, professional association memberships, interlibrary cooperation programs and library administrative organization are discussed. Descriptors: College Libraries, Higher Education, Libraries, Library Facilities
(1980). Development of Native American Culture and Art. Hearing before the Select Committee on Indian Affairs, United States Senate, Ninety-Sixth Congress, Second Session on S. 2l66 (Sante Fe, New Mexico, April 14, 1980). On April 14, 1980, the Senate Select Committee on Indian Affairs heard testimony in Santa Fe, New Mexico, regarding S. 2166, a bill to establish a National Institute of Native American Culture and Arts Development. Forty-two witnesses appeared before the committee to note strengths and weaknesses of the bill, suggest changes in wording, and voice their concerns regarding the ability of the BIA to administer a postgraduate arts institute and the appropriateness of Santa Fe as the location for the proposed institute. Representatives of nine Pueblos and the All Indian Pueblo Council strongly opposed the bill, fearing the institutionalization of their culture, the invasion of private religious practices, and especially the loss of basic educational services for Indian children in the Santa Fe area at the Institute of American Indian Arts l(IAIA) facility. The committee reassured the Pueblo governors and the many other witnesses with similar concerns that this was not the intent of the bill. Representatives of the Crow, Zuni, and Navajo Tribes and New Mexico Senator Pete Domenici spoke in support of the bill. Other witensses represented IAIA, the Santa Fe Indian School, and several Indian arts associations. The text of S. 2166 is included in the record. [More] Descriptors: American Indian Culture, American Indian Education, American Indians, Art
(1997). Bilingual Education: A Ten State Report Card. CEO Policy Brief. This report evaluates the bilingual education policy of ten states (Arizona, California, Florida, Illinois, Massachusetts, Michigan, New Jersey, New Mexico, New York, and Texas), in which 86 percent of the nation's limited-English-proficient (LEP) students reside. The report answers frequently-asked questions about bilingual education, and summarizes the laws and rules governing bilingual education in those states. An introductory section outlines how the states' policy "grades" were determined, presents data on the number of LEP students in each of the states, and addresses general questions about bilingual education. The summaries for the ten states follow, each noting an overall "grade" for state policy, the general guidelines provided by state law and regulations, parents' rights, specific bilingual education problems, and other comments arising from the evaluation. [More] Descriptors: Bilingual Education Programs, Comparative Analysis, Educational Policy, Program Effectiveness
(1987). Task Force on Women, Minorities and the Handicapped in Science and Technology: Public Meeting. Report of the Proceedings (Albuquerque, New Mexico, September 27, 1987). The Task Force on Women, Minorities, and the Handicapped in Science and Technology was established by the U.S. Congress in Public Law 99-383 with the purpose of developing a long-range plan for broadening participation in science and engineering. Public hearings were held in Albuquerque (New Mexico), Atlanta (Georgia), Baltimore (Maryland), Boston (Massachusetts), Chicago (Illinois), Kansas City (Missouri), and Los Angeles (California) between Fall 1987 and Spring 1988. The final report of the task force was produced in December, 1989. This document is the verbatim transcript of the public meeting. Co-Chair Dr. Ann Reynolds conducted the meeting. Discussions include: (1) An opening statement; (2) a statement from President May of the University of New Mexico at Albuquerque; (3) reports from the subcommittees on social aspects, precollege education, higher education, research, employment and the National Agenda; (4) a progress report of the subcommittee in general; (5) logistics and procedural questions; and (6) preparations for a meeting in Chicago. [More] Descriptors: Access to Education, College Science, Disabilities, Elementary School Science
(1967). LEGAL BASES OF COORDINATING BOARDS OF HIGHER EDUCATION IN THIRTY-NINE STATES. TO DETERMINE THE ESSENTIAL PROVISIONS OF THE LEGISLATION OR CONSTITUTIONAL STATEMENTS REGARDING THE COORDINATING BOARDS OF HIGHER EDUCATION FUNCTIONING IN 39 STATES, FINDINGS OF A MAILED SURVEY ARE TABULATED. THIS SURVEY DETERMINED THE OFFICIAL TITLE OF THE BOARD OF EACH STATE, COMPOSITION OF ITS MEMBERSHIP, WHETHER ITS AUTHORITY IS ADVISORY OR MANAGERIAL, METHODS OF ALLOCATING APPROPRIATIONS, ACTION REGARDING CAPITAL OUTLAY AND BUDGET REQUESTS, RESPONSIBILITY FOR NEW PROGRAMS, AND ESTABLISHMENT OF MASTER PLANS. DESCRIPTIVE REVIEWS OUTLINE SPECIFIC PROVISIONS FOR THE STATES OF ALASKA, ARIZONA, ARKANSAS, CALIFORNIA, COLORADO, CONNECTICUT, FLORIDA, GEORGIA, IDAHO, ILLINOIS, IOWA, KANSAS, KENTUCKY, MARYLAND, MASSACHUSETTS, MICHIGAN, MINNESOTA, MISSISSIPPI, MISSOURI, MONTANA, NEVADA, NEW HAMPSHIRE, NEW JERSEY, NEW MEXICO, NEW YORK, NORTH CAROLINA, NORTH DAKOTA, OHIO, OKLAHOMA, OREGON, PENNSYLVANIA, RHODE ISLAND, SOUTH CAROLINA, SOUTH DAKOTA, TENNESSEE, TEXAS, UTAH, VIRGINIA, AND WISCONSIN. THIS DOCUMENT IS ALSO AVAILABLE FROM THE COUNCIL OF STATE GOVERNMENTS, MIDWESTERN OFFICE, 1313 EAST 60TH STREET, CHICAGO, ILLINOIS 60637, FOR $2.00. [More] Descriptors: Budgeting, Capital Outlay (for Fixed Assets), Colleges, Community Colleges
(1965). New Mexico School Building Guide. A recommendation of certain desirable standards and provisions for school structures, this guide cites basic requirements for safe and stable design and the uses of materials in construction. It also serves as an aid in the equipping, maintaining, using and occupying of all school buildings. Site sizes and location factors are included. Classroom environmental factors are presented for both elementary and secondary schools. The school building and electrical codes are reiterated so as to alert officials responsible for school construction to its provisions. [More] Descriptors: Codification, Educational Environment, Educational Facilities Design, Elementary Schools
(1974). Rural Youth in Five Southwestern States: The Population Under Age 25 in Arizona, California, Colorado, New Mexico, and Texas. Information Report No. 73-2. Population characteristics of rural youth (persons under 25 years of age) living in the Southwestern States of Arizona, California, Colorado, New Mexico, and Texas are presented. Data were collected from the 1970 U.S. Census of Population Final Reports for the individual States. This report is organized into two sections: (1) the analytical text and (2) tabular data by State. The analytical text discusses the youth of the Southwestern region; the rural population; the rural youth of the five Southwestern States; the general distribution of the rural Spanish heritage youth by State; and the distribution of rural Native American youth. The tabular section consists of numerical data regarding rural youth by State, sex, racial or ethnic categories, and age groups. Some findings are: (1) rural youth represent 14.1 percent of all persons under 25 in the Southwest; (2) rural Spanish heritage persons tend to be generally younger than other groups; and (3) in New Mexico rural Spanish heritage youth represent over 50 percent of all rural youth. Definitions of technical terms used are provided in the appendix. [More] Descriptors: Age, American Indians, Census Figures, Definitions