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HISPANIC EDUCATION STATUS REPORTDiane Torres-Velsquez, Ph.D., Hispanic Education Liaison,
New Mexico Public Education Department
Susanna M. Murphy, Ph.D., Secretary Designate, Fall 2010
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Acknowledgments:
This report could not have been completed without the help of the following individuals who provided data, feedback, editing,
contributions to the overall presentation, and other support: Dr. Susanna Murphy, Dr. Viola Flrez, Dr. Peter Winograd, Irene
Snchez, Dr. Cindy Gregory , Minerva Carrera, Swari Hhan, Dr. Jos Armas, Dr. Garth Bawden, Thomas N. Scharmen, WilliamGruner, Brian Patterson, Eleana Shair, Brenda Kofahl, Anne Zuni, Dr. Baji Rankin, Dr. Eugene Garca, Dr. Jeffrey Duncan-Andrade,
Dr. Magdalena Avila, Dr. Mari-Luci Jaramillo, Yash Morimoto, Valerie Trujillo, Dr. Valerie Romero-Leggott, Joaqun Baca, James R.
Raborn, Joshua S. Raborn, Loyda Martnez, Judy Baca, Judith Paiz, Gladys Herrera-Gurul, Rosa Barraza, Todd Hynson, William
Jackson, Clarence Nunnally, Lori Stuite, and the Hispanic students of New Mexico.
Photography: William Gruner Photography
NM PED/NM DOH- HEAT maps: Thomas N. Scharmen, Office of Community Assessment, Planning and Evaluation New Mexico
Public Health Division, Region 1 & 3; Brian Patterson, special assistant
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TABLE OF CONTENTS Page 3 Introduction
42 PreK
66 K-12
172
280
Post-Secondary
Summary
Appendix Appendices
2 PreK Data Early
Learning Outcomes
Assessment
(by Ethnicity)
27 District Profiles
123
125
Public School
Graduation
Bilingual Multicultural
Education Programs
153
175
Data Maps
Post Secondary
Education
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Status
Report
on
Hispanic
Education
in
NewMexicoOVERVIEWoftheIntroduction:1. TheHispanicEducationAct2. WhoAreHispanics?3. EducationasaHuman/CivilRight4. (Re)VisioningFutureHistoriesofHispanic
Students
InsigningtheExecutiveOrderforthereauthorizationoftheWhiteHouseInitiativeonHispanicEducation(October,2010),PresidentObamamadeapointofstatingthatthisisnotaLatinoproblem;thisisanAmericanproblem.Wevegottosolveit,becauseifweallowthesetrendstocontinue,itwontbejustonecommunitythatfallsbehindweallfallbehindtogether.Thisreportprovidesthefirst
combinedaccountingofHispanic
educationalachievementstatusin
NewMexicoforPreschool,K12,
andPostSecondaryeducation.
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throughoutandafterthe2010legislativesessiontomakesurethatourstatewouldaddresstheuniqueneedsofHispanicstudentsinNewMexico. Heartfeltthankstothecommunitygroupsaroundthestate(suchastheLatino/HispanoEducationImprovementTaskForce).whosoundedthealarmontheeducationalcrisisofHispanicstudents,activatedgrassrootsefforts,servedasthevoiceforHispanicfamilies,andwererelentlessintheirdeterminationtoeliminatetheachievementgap.ThisstatusreportonHispaniceducationisrequiredbytheHispanicEducationAct. InacountrywithadramaticallygrowingHispanicpopulation,itistheonlyactofitskind.InNewMexico,Hispanicsarethelargestpopulation.Throughoutthecountry,andinourstate,Hispanicsareprojectedtoincreasedramaticallyandveryquickly.TheHispanicEducationActandtheHispanicEducationStatusReportfocusthespotlightontheacademicachievementofHispanicsbecausethisgroupssuccesswillhaveadirectimpactontheeconomicandsocialwelfareofNewMexico. TheHispanicEducationActwaspassedinthe2010NewMexicolegislativesessionandwasenactedonJuly1,2010. (Toseeacopyoftheact,clickonthislink:http://www.nmlegis.gov/Sessions/10%20Regular/final/HB0150.pdf.)
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o ThislawcallsforanAdvisoryCouncilofnomorethan23representativesknowledgeableofHispanicEducationtomeetatleasttwiceayearandadvisethe
SecretaryofEducationonissuesofHispanicEducation.
o ItalsocallsfortheHispanicEducationLiaisontowriteastatewidereportonthestatusofHispanicEducationinNewMexico. Thestatusreportshallinclude
informationbyschooldistrict,bystatecharterschoolandstatewide.
o Theactprovidesforthestudy,developmentandimplementationofeducationalsystemsthataffecttheeducationalsuccessofHispanicstudentstoeliminatethe
achievementgapandincreasegraduationrates.o TheHispanicEducationActwasintendedtoprovidemechanismsforparents,
communityandbusinessorganizations,publicschools,schooldistricts,charter
schools,publicpostsecondaryeducationalinstitutions,departmentandstateand
localpolicymakerstoworktogethertoimproveeducationalopportunitiesfor
Hispanicstudentstoeliminatetheachievementgap,increasegraduationrates,and
toincreasepostsecondaryenrollment,retention,andcompletion.
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o Thereisagreatdealofnationalandhistoricalimpetusbehindthisact. TheNewMexicoHispanicEducationActbuildsoncommunityvalues,andonlegislationandlitigationthathistoricallyandsignificantlysupportthecultureandlanguageofHispanicchildrenandstudentsinourstate.Someofthishistoricalandcontextualbackgroundwillbeaddressedinthenextsectionofthisreport.AlthoughNewMexicoistheonlystatewiththisact,itisimportanttonotethenationalcontextthathelpedmovethisactforward.
StatewideStatusReportTheHispanicEducationActcallsforaStatewideStatusReport,anannualreportonthestatusofHispanicEducationforthestateofNewMexicofrompreschoolthroughPostSecondaryEducation. Thestatusreportrequiresthefollowinginformation,byschooldistrict,bystatecharterschoolandstatewide:
o Preschool(thissectionbeginsonp.43. Additionaldataareprovidedintheappendix.) NewMexicoPreKProgram
Enrollmentbyethnicity
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Achievementbyethnicityo K12(Thissectionbeginsonp.67. Additionaldataareprovidedintheappendix.)
Hispanicstudentachievementforallgrades Attendanceforallgrades GraduationratesforHispanicstudents ThenumberofHispanicstudentsenrolledinschoolsthatmadeAdequateYearly
ProgressandthenumberofHispanicstudentsenrolledinschoolsthatareateachlevelofschoolimprovementorrestructuring
Numberandtypeofbilingualandmulticulturalprogramsineachschooldistrictandineachstatecharterschool
o PostSecondary(communitycollegesanduniversities)(Thissectionbeginsonp.159.Additionaldatacanbefoundintheappendix.)
Enrollment Retention Completionrates
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o ThisreportdoesNOTaddressteacherpreparation,teacherevaluation,curriculum,evaluationofthepracticesinvolvedinplanningandteaching,licensing,collecting
StateBasedAssessment,orschoolandcommunitypractice.
o Thisfirstreportdrawsfromexistingandalreadypublisheddata.Itisanticipatedthatfuturereportswillincludeothertypesofdatafromcommunity,schoolpersonnel,
publicschoolstudents,otherstateentities,andothersources.
Definitionand
Use
of
the
Word
Hispanic
o TheselectionofthetermHispanicasthelabeltousetorefertoagroupofpeople
thatishighlydiverse,isacomplexissue.Hispanic,inthisreport,isusedinsteadof
anyotherethniclabel,includingLatino/a,Chicano/a,MexicanAmerican,South
American,PuertoRican,Cuban,etc.becauseitisthevocabularyoftheHispanic
EducationActandTheWhiteHouseInitiativeonHispanicEducation.o HispanicfamiliescomefromtheU.S.,fromLatinAmericancountries,Spanish
speakingcountries,andSpanishspeakingterritories.
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o InNewMexico,Hispanicfamiliesincludefamilieswhohaverecentlyarrived,aswellasfamilieswhohavelivedonthislandforover400years,longbeforethisterritorywaspartoftheUnitedStates.
o WhilecountryoforiginandnumberofgenerationsintheU.S.canbeimportanttoconsiderinanalyzingachievementdata,NewMexicodoesnotcurrentlycollectorreportdataforHispanicstudentsinthisway.
o Incollectingandreportingdata,NewMexicoPublicEducationDepartmentdoesspecifythecategoriesBlack(nonHispanic)andWhite(nonHispanic).
o Hispanicdoesnotmeanthesamethingasrace.o SomeofthewaysinwhichHispanicsdifferfromeachother(Lapayese,2009):
Nationalorigin Socioeconomicconditions Generationalstatus Geographicallocation Residencestatus(includingcitizenship) Politicalhistories
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Racialidentification LanguagesotherthanSpanish Dialects Religiousandspiritualaffiliations Historiesofdiscrimination/oppression Circularmigration Leveloftransnationalism(theflowofpeople,ideasandproductsacrossregions
andcountriesacrosstheworld) Other
o GiventhecomplexityoftheuseofthetermHispanic,pleasenotethatinthisreport,thetermHispanicandLatinowillbeusedinterchangeablytorefertoadiversegroupofpeoplewhoidentifythemselvesortheirchildrenassuchattimesofenrollmentandassessmentinNewMexicopublicschools.ItisalsousedasthegeneraltermtoincludecitizensofNewMexicowhohaveHispanicrootshereorincountrieswhereSpanishisoneoftheprimarylanguages,orwhocomefromLatinAmericancountries.
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o Pleasenote inthisreport,Hispanicmayormaynotbeusedwhenquotingorincludingmaterialsthatuseotherterms. Ifdataortablesareprovidedfromareport
thatusedthetermLatinoorChicano(forexample),theexacttermthatwasused
willbecarriedovertotablesorchartsinthisreporttokeepthereferencedmaterial
consistentwiththeoriginalsource.
UseoftheWordWhiteo TheselectionofthetermWhiteisanothercomplexissue.WhileWhiteoftenrefers
torace,itcanalsorefertoethnicity.ManyHispanicsareconsideredWhitebecause
oftheirEuropeanroots.Also,membersoftheWhitepopulationmayprefertheuse
ofanothertermtocommunicatetheirethnicity.
oThetermsWhiteandCaucasianwillbeusedinterchangeably.Theexacttermthatwasusedintheoriginalsourcewillbecarriedovertotables,graphsorchartsinthis
reporttokeepthereferencedmaterialconsistent.Anyofthesetermsmaybeusedin
futurereports.
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WhoAreHispanics?
NationalLevel20092050
o TheU.S.CensusBureaureportedtheU.S.residentpopulationat308,745,538o Atthenationallevel,Hispanicsnumbered48,400,000,or16%ofthetotalU.S.
populationasofJuly2009. OnlyMexicohasalargerHispanicpopulationthantheUnitedStates(111million).(http://www.infoplease.com/spot/hhmcensus1.html#ixzz18Eu58g7N)
oIt
is
projected
that
by
the
year
2050,
Hispanics
will
number
132.8
Million,or
30%
of
theentireU.S.population. (http://www.infoplease.com/spot/hhmcensus1.html#ixzz18Eu58g7N)
NewMexico20002030
o NewMexicohasapopulationof2,059,179(U.S.Census,2010),withadensityratioof17peoplepersquaremileandadensityrankof47.
oSpecific
data
on
the
Latino
population
will
soon
be
released.
o In2000,765,386(42.1%)NewMexicanswereHispanic.o Hispanicsarecurrently45.6%ofthetotalStatepopulation,or919,410innumber.
(NMQuickFactsfromtheUSCensusBureau,2009estimate) Whites(notHispanic)are40.9% NativeAmericansare9.7%
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Blacksare3.1% Asiansare1.5%
o Basedonthe2000Census,itisprojectedthatNewMexicostotalpopulationwillgrowby15.4%by2030.ThefollowingtableshowsNewMexicospopulationasmeasuredinthe2000Censusandwherewearerankedinpopulationamongall50states.Ourgrowthduringthenext30yearsisprojectedtomoveusupinrankingofmostpopulatedstatesby10states.MostofthatgrowthwillbeHispanic.
o Dependingonthesource,upto54%oftheNewMexico2030populationisprojectedtobeHispanic.
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ProjectedGrowthofNewMexicoOverallPopulation2000to2030Year OverallNM
Population Ranking ofEntireState Increase Percentchange
2000 1,819,046 36
2030 2,009,708 26 280,662 15.4%
SOURCE: U.S.CensusBureauhttp://www.census.gov/population/www/projections/projectionsagesex.html andU.S.CensusBureau,
DP-1. Profile of General Demographic Characteristics: 2000
http://factfinder.census.gov/servlet/QTTable?_bm=y&geo_id=04000US35&qr_name=DEC_2000_SF1_U_DP1&ds_name=DEC_2000_SF1_U&
redoLog=false
o TheU.S.DepartmentofEducation,NationalCenteronStatistics(2008)projectsthat
NewMexicosK12publicschoolstudentpopulationwillhavegrownby10.5%from
2000to2018,withHispanicstudentsconstitutingatleast55%oftheschoolage
population.
54%ofthisincreaseis
projectedtobeHispanic
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PercentageChangeinK12PublicSchoolStudent Populationto2018
SOURCE:U.S.DepartmentofEducation,NationalCenterofEducationStatistics,CommonCoreofData(CCD),StateNonfiscalSurvey
ofPublicElementary/Secondary,selectedyears200001through200607,andStatePublicElementaryandSecondaryEnrollment
Model,19802006(ThistablewaspreparedDecember2008.)
Morethanhalfof
thisgrowthwill
beHispanic.
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ProjectionsforGrowthinNewMexicoSchoolAgePopulationsAges524
Population2006 ProjectedPopulation
2020
ProjectedChange
200620
African
American
11,121 11,475 3%
Asian 7,580 9,039 19%
Latino 283,772 372,636 27%
Native
American
73,520 93,531 27%
White 232,150 220,123 5%
Total 618,143 706,804 14%
TheEducationTrustcalculationsfromtheU.S.CensusBureau,StatePopulationProjections;StateProjections19952025basedon1990Census
(released1996).www.census.gov/population/www/projections/stproj.html
In2006,
there
were
only51,622
more
Latinothan
White
students.
In2020,there
areprojectedto
beover152,513
moreLatino
thanWhite
students(3
timesthe
differenceof
2006).
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Latinoswillaccountforwelloverhalfoftheschoolagepopulation.Thisimpliesavitalimpact
onNMsocialandeconomicconditions.
o ThedifferencebetweenthenumberofLatinoandWhitestudentsinNewMexicowilltriplefrom2006whentherewere51,622moreLatinostudentsthanWhitestudents
to2020whenthedifferencewillbe152,513students.
o By2020,Latinostudentswillaccountforwelloverhalfoftheschoolagepopulation.o Combined,Latino,NativeAmerican,andBlackstudentswillsoonaccountforwell
overthreefourthsofthestudentpopulation.If75%ofourstudentsarefailing,thiswillcertainlyhaveadismaleffectonoureconomy.
o ThenumberofLatinostudentsprojectedfor2020(only10yearsfromnow),isalmost4timesthenumberofNativeAmericans,thenextlargestNonWhitepopulation.ReversingthetrendofunderperformancewithLatinostudentshasthepotentialto
changethedirectionofthetrendsofourstate.
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carefultoprotecttherightsofallourstudents(DarlingHammond,2010;DuncanAndrade,
2009).
AHistoryofFederalExecutiveActionsoPresidentReagan
o OnApril26,1983,theNationalCommissiononExcellenceinEducation(NCEE)releasedANationatRisk:TheImperativeforEducationalReform.
Thereportissuedacallforeducationalreform,chargingthatthefailureofAmericaspublicschoolswascomparedtoanactofwar(NCEE,p.2)
TheU.S.economicdecline,inatimeofglobaleconomiccompetition,wasblamedonthepublicschools
Federalchangesincludedsixmajorreformgoals,includingthecreationofnationalstandards
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oPresidentObamao OnOctober19,2010,PresidentObamasignedtheExecutiveOrderfortheReauthorizationoftheWhiteHouseInitiativeonEducationalExcellenceforHispanics.
InsigningtheExecutiveOrderforthereauthorizationoftheWhiteHouse
InitiativeonHispanicEducation,PresidentObamamadeapointofstatingthat
thisis
not
a
Latino
problem;
this
is
an
American
problem.
Weve
got
to
solve
it,becauseifweallowthesetrendstocontinue,itwontbejustonecommunitythatfallsbehindweallfallbehindtogether.http://www.whitehouse.gov/thepressoffice/2010/10/19/
Inhisspeech,beforesigningtheExecutiveOrder,PresidentObamacitedthe
followingstartlingstatisticsonHispanics,thelargestminoritygroupinAmerican
schools:
Hispanicsaremorelikelytoattendourlowestperformingschools
Fewerthanhalftakepartinearlychildhoodeducation
Onlyabouthalfgraduateontimefromhighschool
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Thosewhomakeittocollegeareunpreparedforitsrigors
TheExecutiveOrdercallsforanExecutiveDirectoroftheInitiative,AHispanic
EducationCommission,andanInteragencyWorkingGroup.
o OnSeptember14,2010,PresidentObamaaddressedthenationspublicschool
children.Ashecommendedthemfortakingonsomeoftheburdensaswego
throughatoughtimeinourcountry,hemotivatedthemtoexcelinreachingtheir
dreams.Obamastated:
Nobodygetstowriteyourdestinybutyou.Yourfutureisinyourhands.Your
lifeiswhatyoumakeofit.Andnothingabsolutelynothing isbeyondyour
reach,solongasyourewillingtodreambig,solongasyourewillingtowork
hard,solongasyourewillingtostayfocusedonyoureducation,thereisnota
singlethingthatanyofyoucannotaccomplish,notasinglething.Ibelieve
that.http://www.whitehouse.gov/blog/2010/09/14
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ThePresidentpledgedthatgovernmentatalllevels,workingwithcommunities
andfamilies,woulddoitsparttomakeitpossibleforstudentstogetthebest
education. However,manystatesingreatneedoffinancialresources,
includingNewMexico,werenotfundedinthecompetitiveRacetotheTop
grants. ThesegrantsareintendedtoencourageandrewardStatesthatare
creatingtheconditionsforeducationinnovationandreform;achieving
significantimprovementinstudentoutcomes,includingmakingsubstantial
gainsinstudentachievement,closingachievementgaps,improvinghighschool
graduationrates,andensuringstudentpreparationforsuccessincollegeand
careers;andimplementingambitiousplansineducationalreform.
http://www2.ed.gov/programs/racetothetop/executivesummary.pdf
U.S.SecretaryofEducationDuncan SecretaryDuncan,determinedtoaddressinequitiesineducationalresources,
statedthatthefederalgovernmentwillrequiremuchgreatertransparencyand26
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Atatimewhenfederalfundingiscompetitive,andformulafundingremainsflat,weneedtolookattheneedforstudentstoreceivemoreequitablefunding
opportunities.
Ifeducationisacivilright,childreninwinningstatesshouldnotbetheonlyoneswhohavetheopportunitytolearninhighqualityenvironments.(p3)
TheNAACPcallsforashiftoffocusfromcompetitivegrantprogramstoconditionalincentivegrantsthatcanbemadeavailabletoallstates,providedtheyadoptsystemic,provenstrategiesforprovidingallstudentswithanopportunitytolearn(EquityandEducationReform:RemarksattheAnnualMeetingoftheNationalAssociationfortheAdvancementofColoredPeople,
KansasCity,MO,July14,2010)
HonoringHumanandCivilRightsinaTimeofReformTheImportanceofaCaringSchoolCultureinNewMexicoSchoolso DuncanAndrade(2005),stressestheimportanceofcreatingacaringschoolculture
throughacurriculumthathonorsthestrengthsofourcommunities,andthathelps
studentsdevelopasenseofhope,purposeandpositiveidentity.Thisrequiresa
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criticalexaminationofthedestructiveimpactofourcountryshistoryof
underachievement,marginalization,anddisenfranchisement,especiallywithour
Hispanicyouth.
DocumentsthatProtectOurChildrenoTheUnitedNationso InternationalDocumentsprovidesignificantguidancefortheprotectionofeducation
asahumanright,andfortheeliminationoftheachievementgap. Amongthese
documentsaresomethatwerewrittenupto45and52yearsago:
UNDeclarationofHumanRights,1948Article26
UNConventionontheEliminationofRacialDiscrimination(CERD)1965,2008
InternationalCovenantonEconomic,Social,andCulturalRights(ICESCR),1976
o Articles1and13
UNPlanofActionfortheUNDecadeforHumanRightsEducation,19952004
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StateLitigation/LegislationSupportingHispanicStudentsinPublicSchools
oNewMexicoStateConstitution(1910) NewMexicobecameastatein1912andtheStateConstitutionwaswrittenin
1910.ThestateconstitutioncallsforperfectequalityforallNewMexicans.In
examiningthedocument,itisclearthatourforefathershonoredtheSpanish
speakingpopulationandprovidedlanguageinArticleXII,Section8toprotecttheuseofSpanishandtransitiontoEnglishatatimewhenNewMexicosHispanic
childrenspokeandwereeducatedsolelyinSpanish(Montez,1974).
oSernavs.Portales(1974)
The
10th
Circuit
Court
of
Appeals
upheld
the
original
decision
that
mandated,
amongotherthings,bilingualandbiculturaleducationfortheculturallydistinct
HispanicpopulationsandfoundundisputedevidencethatSpanishsurnamed
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studentsdonotreachtheachievementlevelsattainedbytheirAnglocounterparts.
oTheHispanicEducationAct(2010)o100yearsaftertheStateConstitutionwaswritten,thisactfocusesonimproving
theeducationalsuccessofHispanicstudentsinawaythatinvolvesfamilyandcommunity.Passageofthisactrequiredapowerfulcollaborationbetweenthegovernor,legislatorsandsenators,andgrassrootscommunitymembersatatimethatappearstobeaturningpointinthehistoryofNewMexico.
(Re)VisioningFutureHistoriesofHispanicStudentsinNewMexico:EconomicImpactofGraduation
o Ourstateseconomyisgreatlyaffectedbystudentachievementanddropoutrates.Ourgraduationratesdoindeedaffectoureconomy. However,thereverseisalsoareality.OureconomyalsoaffectstheopportunitiesofferedtoourHispanicstudentsforaqualityeducation.Therearecriticalquestionsthatneedtobeaskedaboutthe
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HowStudentsinNewMexicoCountiesComparetotheRestoftheWorld
FROM:Winograd,P.(2010).Welcome:NewOptionsProjectLaunch.p.4.SOURCES:OECD,LuminaFoundation,U.S.Census.
50
Canada48
46
Santa Fe 44Japan Israel
Bernalillo 40 United States New ZealandSandoval 38
Korea36 Australia
Grant FinlandOther NM Counties 34 Ireland EstoniaLincoln San Miguel Taos
Dona Ana 32 Denmark UK Belgium Sweden30 Iceland Switzerland
Otero28 Spain
New Mexico Curry France26
Chavez Rio Arriba San Juan24 Chile Germany
Eddy Valencia Greece22
Cibola Lea McKinley20
18
16 MexicoSlovak Republic
Luna 14
Comparison
of
NM
Counties
(leftside)toCountriesaround
theWorld(rightside):
Percentageofpopulationwith
2yror4yrcollegedegrees,
ages2564,(2008)
Note: Other NM Counties is an average for the 14NM counties with fewer than 20,000 residents
%
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MeanEarningsbyHighestDegreeEarned:2007
Source:The2010StatisticalAbstract:Education;EducationalAttainment:227MeanEarningsbyHighestDegreeEarned:2007
U.S.CensusBureau,
CurrentPopulationSurvey.Formoreinformation:http://www.census.gov/population/www/socdemo/educattn.html or
http://www.census.gov/compendia/statab/2010edition.html
$21,484
$31,286 $33,009$39,746
$57,181
$70,186
$120,978$95,565
0
20000
40000
60000
80000
100000
120000
140000
Notahighschool
graduate
Highschoolgraduateonly Somecollege,no
degree
Associate's Bachelor's Master's Professional Doctorate
ThedifferencebetweenNOdegreeandaProfessionaldegreeis$100,000.00aYEARThesefiguresareestimates.
Thereisadifferenceof$9,802in
annualearningsbetweenhaving
andnothavingaHighSchool
Diploma.
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WhyEducatingLatinosisanEconomicandSocialImperativeforNMo Only63%oftheHispanicstudentsofthe20094yearcohortgraduatedfrom
NewMexicopublicschools.
o Ninthgradeschoolpopulationsin20082009were10%ormoreofthegeneralschoolpopulationsforourstateslargerschooldistricts(APSn=9,320/
N=94,836;LasCrucesn=2,387/N=23,691;Gadsdenn=1,249/N=13,733;SantaFe
n=1,166/N=13,591.Totalenrollmentreportedfor20082009was323,882.
o Basedonthenumberofstudentsthatdidnotgraduateinthe2009cohort,weestimatethecostofrevenuetothestatefor10yearsofHispanicstudentsdroppingouttobewellover2.4billiondollarsannually,butwestronglyrecommendthatfuturereportsactuallytracktheactualcosts.Pleasealsonote
thatwearenotincludingnumbersinthisestimateofHispanicstudentswho
droppedoutbefore9th
grade.
o Werewetograduatethesestudents,thiswouldgenerateamassiveinfluxoftaxrevenuebutjustasimportantly,itwouldlowercostsinsuchareasas
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unemployment,underemployment,publichealthcosts,foodstamps,AFDC,as
wellasprisoncosts(whichwouldfallsignificantly).
o Moreimportantthantheeconomicloss,theissueofunderperformance,wellbeingandwelfareoftheHispanicpopulationofNewMexicomeritsattention.
Besidesthesevereeconomicloss,weareexperiencingatremendouslossof
significantcontributionstooursocietyfromthebulkofourpopulation,notto
mentionthelossoftheirownsenseofselfworthandthelossofopportunityto
usetheirtalentsandmanywaysofknowing.NewMexicosqualityoflifeisgreatlyaffectedwhenourlargestpopulationisunderachieving.
TheImportanceofContextandHispanicEducationinNewMexicoAsweexaminestudentachievementinNewMexico,itwillbeimportanttoconsiderthis
question:
HowwillHispanicpopulationgrowth,academicachievement,andlifelongsuccessaffectthefuturewelfareofourstate?
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o How NM Hispanic historically coped with poverty? How are they copingnow?
o How has the arrival of increasing numbers of immigrants affected alreadyexisting Hispanic communities?
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NewMexicoPreK Legislation was implemented based on findings that quality PreK has a
positive effect on early childhood development.
New Mexico PED PreK provides half-day preschool services for 4-year oldchildren in 27 public school districts (52 schools) across the state (Minimum 450hours of instruction). New Mexico Children Youth and Families Department(CYFD) has 41 PreK contractor agencies (83 sites).
Although there is no income requirement for eligibility, two-thirds of enrolledchildren at each New Mexico Public Education Department (PED) site must livein the attendance zone of a Title 1 elementary school.
PreK programs are funded in 38 states. Only 7 of 13 Western states offer PreK,of which New Mexico is one. We are second only to Colorado in percentage of4-year olds enrolled.
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IsPreKaGoodThingforChildreninNewMexico?ResultsofResearchStudyonEffectsofPreKvs.ControlGroup
Area RawScoreDifference
%StandardDeviationfromControlGroup
WhyIsThisImportant?
Vocabulary +5 24% OftenispredictiveoflatersuccessatreadingandingeneralmeasuresofcognitiveabilitiesEarlyMath +2 37% Reflectsgreatersuccessinimportantcomputationskillsandtellingtime
EarlyLiteracy +23 130% Reflectsgreaterknowledgeinareassuchasprintconceptsandphonologicalawareness
SOURCE:Hustedt,J.T.,Barnett,W.S.,&Friedman,A.H.(November2010).TheNewMexicoPreKevaluation:Impactsfromthefourthyear(20082009)ofNewMexicosstatefundedPreKProgram.
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o Theshadeofbrownonthemaprepresentsthatdistrictspercentageofeachgroupsenrollment.Thedarkerthebrown,thecloserto100%enrollmentofthatgroup.
o Flipbetweenthemaps.Lookforthedarkestandlightestcolors.Compareeachdistrictbyethnicity.
o Comparetoattendance,achievementandgraduationmaps(Allmapsarealsoprovidedintheappendix.)
Observations:
o ExceptforCloudcroftandtheNorthwestcornerofthestate,therearegenerallyhighnumbersofHispanicstudentsacrossNewMexico.
o Ingeneral,thedistrictsthathaveamajorityofWhitestudentshavefewerHispanicstudents.
o NorthernNewMexicohasahighconcentrationofHispanicstudents.o NativeAmericanstudentsinNewMexicopublicschoolsareconcentratedin
theNorthwestcornerofNewMexico.
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READINGProficiencybyEthnicityAll4thGradeStudents
NMStandardsBasedAssessment20092010Doresultsvarybygroup?
HowtoReadThisGraph:
Inthesegraphs,the0horizontalaxisindicatesthecutoffpointforproficiency. Eachlevelofproficiencyismarkedbyadifferentcolor. Proficiencyincludesthetwolevelsabovethe0axis(ProficientandAdvanced). Asstudentsprogresstothenextgrade,wewanttoseealargerpercentageof
Proficientscoresandalowerpercentageofscoresbelowthe0axis.
Observations:
o TherearesignificantlylowerpercentagesofHispanic,AfricanAmericanandAmericanIndianstudentswhoscoreatadvancedlevelsofreadingatGrade4,ascomparedto
WhiteandAsianstudents(insomecasesonethirdthepercentagesofstudentsatthis
level.)
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NMStandardsBasedAssessmentGrade4READINGProficiencybyEthnicity
DoResultsVaryOverTime?HowtoReadthisGraph:oEachlinerepresentsthepercentageofscoresintheProficiencylevelsofperformance.ThisincludesstudentswhoscoredatProficientandAdvancedinGrade4Reading.
Observations:o Atthisgradelevel,therearethreebandsofProficiency:Asian/Caucasian,Hispanic/African
AmericanandNativeAmerican.o In2007,ProficiencyscoresdippedalittleforWhite,HispanicandNativeAmerican
students.o ScoresofWhitestudentshadbeensteadyacross2007and2008,andthendecreasedbya
coupleofpointsin2009.o ExceptforAsianstudents,thepercentagesofstudentsscoringProficientacrosstheyears
donottendtovarymorethanabout5points.
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TheGrade4ReadingGap
Grade4READING ScoreGap
2004
2005
2005
2006
2006
2007
2007
2008
2008
2009
20092010
HispanicWhiteGap
24.9 24.3 22.2 24.2 22.7 20.5
SOURCE:NewMexicoPEDStandardsBasedAssessmentStatisticsandDatahttp://www.ped.state.nm.us/AssessmentAccountability/AcademicGrowth/NMSBA.html
Thegapisnow4.4pointsLowerthan6
yearsago.
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MATHEMATICSProficiencybyEthnicity4thGrade
NMStandardsBasedAssessment20092010
Doresultsvarybygroup?
SOURCE:NewMexicoPEDStandardsBasedAssessmentStatisticsandDatahttp://www.ped.state.nm.us/AssessmentAccountability/AcademicGrowth/NMSBA.html
80%
60%
40%
20%
0%
20%
40%
60%
80%
39.3%28.3%
42.4% 43.3%26.0%
46.9%
10.5%
5.5%
12.9% 12.2%
4.6%
14.5%
43.8%55.1%
39.9% 40.1%52.4%
34.6%
6.0%
10.8%
4.4% 4.0%16.5%
3.6%
Advanced
Proficient
Beginning
Proficiency
Asthetop2sections
increase,thebottom2
sectionswilldecrease.
ALLWHITE
AFRICANAMERICAN
HISPANIC
ASIAN
AMERICANINDIAN
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MATHEMATICSProficiencybyEthnicity4thGrade
NMStandardsBasedAssessment20092010
Doresultsvarybygroup?HowtoReadThisGraph:
Inthesegraphs,the0horizontalaxisindicatesthecutoffpointforproficiency. Eachlevelofproficiencyismarkedbyadifferentcolor. Proficiencyincludesthetwolevelsabovethe0axis(ProficientandAdvanced). Asstudentsprogresstothenextgrade,wewanttoseealargerpercentageof
Proficientscoresandalowerpercentageofscoresbelowthe0axis.
Observations:
o Grade4MathematicsscoresaresignificantlylowerthanGrade4readingscores.o Between21.6%and30.7%fewerstudentsinHispanic,AfricanAmericanandAmerican
Indiangroupsreachedlevelsofproficiency(greenandbluelevelscombined)thantheir
WhiteandAsianpeers.
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o TherearesignificantlylowerpercentagesofHispanic,AfricanAmericanandAmericanIndianstudentswhoscoreatAdvanced(purple)levelsofmathematics,insomecasesoreven1/5thepercentagesofWhiteorAsianstudents.
o ThepercentagesofWhiteandAsianstudentsintheProficientlevel(green)are14%to19%pointshigherthanHispanic,AfricanAmericanandAmericanIndianstudents.
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NMStandardsBasedAssessmentGrade4MATHEMATICSProficiencybyEthnicity
DoResultsVaryOverTime?
SOURCE:NewMexicoPEDStandardsBasedAssessmentStatisticsandDatahttp://www.ped.state.nm.us/AssessmentAccountability/AcademicGrowth/NMSBA.html
0
10
20
30
40
50
60
70
80
2004 2005 2006 2007 2008 2009
White
AfricanAmericanHispanic
Asian
AmericanIndian
Thisgaphasnarrowedby1.3points
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NMStandardsBasedAssessmentGrade4MATHEMATICSProficiencybyEthnicity
DoResultsVaryOverTime?HowtoReadthisGraph:
o EachlinerepresentsthepercentageofscoresintheProficiencylevelsofperformance.ThisincludesstudentswhoscoredatProficientandAdvancedinGrade4Mathematics.
Observations:
oTherearetwobandsofachievementscores.oScorestendtoparallelpeaksanddipsinthesameyears.oThereisasteadyincreaseofthescoresofHispanicstudentsinthelasttwoyears;and
therewasaslightdipintheupwardtrendofthescoresofWhitestudentsinthelastyear.
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SOURCE:NewMexicoPEDStandardsBasedAssessmentStatisticsandDatahttp://www.ped.state.nm.us/AssessmentAccountability/AcademicGrowth/NMSBA.html
TheGrade4MATHEMATICSGap
Grade4MATHEMATICS ScoreGap
Year
2004
2005
2005
2006
2006
2007
2007
2008
2008
2009
2009
2010
HispanicWhiteGap
23.6 22.7 22.4 22.4 23.7 22.3
Thegapisnow1.3pointsLOWERthan6
yearsago.
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ReadingProficiencybyEthnicity StackedCylinderGraph
ReadingProficiencybyEthnicity LineGraphAcross6Years
ReadingGapHispanic/CaucasianChart
MathematicsProficiencybyEthnicity StackedCylinderGraph
MathematicsProficiencybyEthnicity LineGraphAcross6Years
MathematicsGapHispanic/CaucasianChart
GRADE8
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READINGProficiencybyEthnicity8thGrade
NMStandardsBasedAssessment20092010
Doresultsvarybygroup?
SOURCE:NewMexicoPEDStandardsBasedAssessmentStatisticsandData,20092010
http://www.ped.state.nm.us/AssessmentAccountability/AcademicGrowth/NMSBA.html
60%
40%
20%
0%
20%
40%
60%
80%
4.5%
14.6% 10.6%
4.7%
11.3%
65.1%49.5% 50.6%
59.9%46.6%
11.3%
3.9% 3.9%
19.6%
3.9%
Advanced
Proficient
Beginning
Step
Nearing
Proficiency
WHITE
AFRICAN
AMERICANHISPANIC
ASIAN
AMERICANINDIAN
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READINGProficiencybyEthnicity8thGrade
NMStandardsBasedAssessment20092010
Doresultsvarybygroup?Readingthisgraph:
Inthesegraphs,the0horizontalaxisindicatesthecutoffpointforproficiency. Eachlevelofproficiencyismarkedbyadifferentcolor. Proficientincludesthetwolevelsabovethe0axis(ProficientandAdvanced).Observations:
o Between22%and39%fewerstudentsinHispanic,AfricanAmericanandAmericanIndiangroupsreachedlevelsofproficiency(greenandbluelevelscombined)thantheirWhite
andAsianpeers.
o Hispanic,AfricanAmericanandAmericanIndiangroupsallscoredatleast50.5%Proficient(greenandpurplecombined)
o Hispanic,AfricanAmericanandAmericanIndiangroupshadthesamepercentageofstudentsthatreachedAdvancedlevels(purple)3.9%
o ThepercentageofAfricanAmericaninBeginningStepwas10%higherthanWhiteandAsiangroups.
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NMStandardsBasedAssessmentGrade8READINGProficiencybyEthnicity
DoResultsVaryOverTime?
SOURCE:NewMexicoPEDStandardsBasedAssessmentStatisticsandDatahttp://www.ped.state.nm.us/AssessmentAccountability/AcademicGrowth/NMSBA.html
0
10
20
3040
50
60
70
8090
2004 2005 2006 2007 2008 2009
White
AfricanAmericanHispanic
Asian
AmericanIndian
Thisgaphasgrown by.4points
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NMStandardsBasedAssessmentGrade8READINGProficiencybyEthnicity
DoResultsVaryOverTime?HowtoReadthisGraph:o EachlinerepresentsthepercentageofscoresintheProficientlevelofperformance.This
includesstudentswhoscoredatProficientandAdvancedlevelsinGrade8Reading.Observations:o Thepeaksof2007werepresentforallgroups,butnotasdramaticforWhiteandAsian
studentsastheywereforHispanic,AfricanAmericanandNativeAmericanstudents.o ThegapsbetweentheHispanic,AfricanAmericanandNativeAmericangroupsnarrowthe
mostin2009.
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TheGrade8ReadingGap
SOURCE:NewMexicoPEDStandardsBasedAssessmentStatisticsandDatahttp://www.ped.state.nm.us/AssessmentAccountability/AcademicGrowth/NMSBA.html
Grade8READING
ScoreGap
Year
2004
2005
2005
2006
2006
2007
2007
2008
2008
2009
2009
2010
HispanicWhiteGap
21.5 23.4 21.5 18.4 23.8 21.9
Thegapisnow.4higherthan6years
ago.
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MATHEMATICSProficiencybyEthnicity8thGrade
NMStandardsBasedAssessment20092010
Doresultsvarybygroup?
SOURCE:NewMexicoPEDStandardsBasedAssessmentStatisticsandData,20092010
http://www.ped.state.nm.us/AssessmentAccountability/AcademicGrowth/NMSBA.html
80%
60%
40%
20%
0%
20%
40%
60%
80%
39.3%58.0% 58.2% 25.3%
62.5%3.9%
11.5%8.5%
3.2%
10.2%
42.4%
25.9% 27.8%
43.5%
23.2%
14.0%
4.3% 5.1%
27.4%
3.5%
Advanced
Proficient
Beginning
Step
Nearing
ProficiencyWHITE
AFRICAN
AMERICAN
ASIAN
AMERICANINDIANHISPANIC
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MATHEMATICSProficiencybyEthnicity8thGrade
NMStandardsBasedAssessment20092010Doresultsvarybygroup?
HowtoReadThisGraph:
Inthesegraphs,the0horizontalaxisindicatesthecutoffpointforproficiency. Eachlevelofproficiencyismarkedbyadifferentcolor. Proficientincludesthetwolevelsabovethe0axis(ProficientandAdvanced). Asstudentsprogresstothenextgrade,wewanttoseealargerpercentageof
Proficient
scores
and
a
lower
percentage
of
scores
below
the
0
axis.
Observations:
o ThepercentageofAsianstudentsatAdvanced(purple)isalmost8timesthatofNativeAmericanstudentsatAdvancedProficiency.
o Thepercentageofstudentsnotatproficientlevels(redandbluelevelscombined)rangesfrom66%to72.7%forHispanic,AfricanAmericanandAmericanIndiangroups.
o AsianandWhitestudentsintheNearingProficiencylevel(blue)arehalfthepercentageofHispanic,AfricanAmericanandAmericanIndianstudentsatthatlevel.
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NMStandardsBasedAssessmentGrade8MATHEMATICSProficiencybyEthnicity
DoResultsVaryOverTime?
SOURCE:NewMexicoPEDStandardsBasedAssessmentStatisticsandDatahttp://www.ped.state.nm.us/AssessmentAccountability/AcademicGrowth/NMSBA.html
0
10
20
30
40
50
60
70
80
2004 2005 2006 2007 2008 2009
White
AfricanAmerican
Hispanic
Asian
AmericanIndian
Thisgaphasincreased by.6points
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ReadingProficiencybyEthnicity StackedCylinderGraph
ReadingProficiencybyEthnicity LineGraphAcross6Years
ReadingGapHispanic/CaucasianChart
MathematicsProficiencybyEthnicity StackedCylinderGraph
MathematicsProficiencybyEthnicity LineGraphAcross6Years
MathematicsGapHispanic/CaucasianChart
GRADE11
111
READING Proficiency by Ethnicity 11th Grade
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READINGProficiencybyEthnicity11thGrade
NMStandardsBasedAssessment20092010
Doresultsvarybygroup?
SOURCE:NewMexicoPEDStandardsBasedAssessmentStatisticsandData,20092010
http://www.ped.state.nm.us/AssessmentAccountability/AcademicGrowth/NMSBA.html
60%
40%
20%
0%
20%
40%
60%
80%
24.5%34.6%
38.4%25.0%
41.4%
5.6%17.0%
12.3%8.8%
10.3%
54.9% 40.6% 42.4%
47.0%
42.8%
14.2%
6.2% 6.0%
18.6%
4.2%Advanced
Proficient
Beginning
Step
Nearing
Proficiency
WHITEAFRICAN
AMERICANHISPANIC
ASIAN
AMERICANINDIAN
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READING Proficiency by Ethnicity 11th Grade
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READINGProficiencybyEthnicity11thGrade
NMStandardsBasedAssessment20092010
Doresultsvarybygroup?Readingthisgraph:
Inthesegraphs,the0horizontalaxisindicatesthecutoffpointforproficiency. Eachlevelofproficiencyismarkedbyadifferentcolor. Proficientincludesthetwolevelsabovethe0axis(ProficientandAdvanced).
Observations:
o ThepercentageofstudentsatAdvanced(purple)increasedforWhite,Hispanic,AfricanAmericanandAmericanIndianfromGrade8Advancedpercentages.
o ThelargestgapatBeginningStep(red)wasbetweenWhitestudents(5.6%)andAfricanAmericanstudents(17%).
o WhiletheAsiangrouphadthehighestpercentageofstudents(18.6%)inAdvanced,thereweremoreWhitestudentsthatreachedproficiencylevels(69.1%).Thesewere
theonlygroupstosurpass50%oftheirstudentsatProficiencylevels.
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NM Standards Based Assessment Grade 11 READING
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NMStandardsBasedAssessmentGrade11READINGProficiencybyEthnicity
DoResultsVaryOverTime?
SOURCE:NewMexicoPEDStandardsBasedAssessmentStatisticsandDatahttp://www.ped.state.nm.us/AssessmentAccountability/AcademicGrowth/NMSBA.html
NMStandardsBasedAssessmentGrade11READING
0
10
20
30
40
50
60
70
80
2004 2005 2006 2007 2008 2009
White
AfricanAmerican
Hispanic
Asian
AmericanIndian
ThereadingGap hasgrown2.1points
Scoresdroppeddrastically.Whathappenedin2008?
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ProficiencybyEthnicityDoResultsVaryOverTime?
HowtoReadthisGraph:o EachlinerepresentsthepercentageofscoresintheProficientlevelofperformance.This
includesstudentswhoscoredatProficientandAdvancedlevelsinGrade11Reading.Observations:o ThelinesrepresentingWhite,Hispanic,AfricanAmericanandNativeAmericanstudents
areveryparallelintheirpeaksanddips.o ThegapsbetweentheHispanic,AfricanAmericanandNativeAmericangroupsnarrowthe
mostin2005.
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MATHEMATICSProficiencybyEthnicity11thGrade
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MATHEMATICS Proficiency by Ethnicity 11th Grade
NMStandardsBasedAssessment20092010Doresultsvarybygroup?
HowtoReadThisGraph:
Inthesegraphs,the0horizontalaxisindicatesthecutoffpointforproficiency. Eachlevelofproficiencyismarkedbyadifferentcolor. Proficientincludesthetwolevelsabovethe0axis(ProficientandAdvanced). Asstudentsprogresstothenextgrade,wewanttoseealargerpercentageofProficientscoresandalowerpercentageofscoresbelowthe0axis.
Observations:
o ThepercentageofstudentsatAdvanced(purple)isalmost10timesthatofNativeAmericanstudentsatAdvancedProficiencyand10%abovethenexthighestgroup,
White.
o Thepercentageofstudentsnotatproficientlevels(redandbluelevelscombined)rangesfrom68.3%to75.8%Hispanic,AfricanAmericanandAmericanIndiangroupsas
comparedto37.5%forAsianstudentsand44.3forWhitestudents.
o Lessthan30%ofHispanic,AfricanAmericanandAmericanIndianstudentsareatProficiency(ProficientandAdvancedlevels).
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READING
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OverallObservations:
o TherearesignificantlylowerpercentagesofHispanic,AfricanAmericanandAmericanIndianstudentswhoscoreatadvancedlevelsofreadingin Grades4,8and11,as
comparedtoWhiteandAsianstudents(insomecasesonethirdthepercentagesof
studentsatthislevel.)
o ThereverseistrueattheBeginningStepslevel:significantlyhigherpercentagesofHispanic,AfricanAmericanandAmericanIndianstudentsscoreinthelowestproficiency
level(insomecasesthreeorfourtimesthepercentageofstudentsatthislevelas
comparedtoWhiteandAsianstudents.)
o ThepercentageofscoresintheProficientandAdvancedlevelsforHispanic,BlackandAmericanIndianstudentsdonotreachthemarkoftheAdvancedlevelsforWhiteand
Asianstudents.Inotherwords:TherearemorestudentsattheProficientlevel(green
layer)forWhiteandAsiangroups,thantherearestudentsintheProficientandAdvanced
levelscombined(bothgreenandpurplelayers)forHispanic,BlackandAmericanIndian
students.
o AtGrade11,theAsiangrouphadthehighestpercentageofstudents(18.6%)inAdvancedlevelsofachievement,butthereweremoreWhitestudentsthatreachedproficiencylevels
(69.1%).
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o Thisdataindicatesthatachievementinreadingproficiencydoes,indeed,varyacrossethnicgroups.
MATHEMATICSOverallObservations:o Across thegrades,mathematicsachievement scoresare significantly lower than reading
achievementscores.o Ingrade11,thepercentageofstudentsnotatproficientlevels(redandbluelevelsadded
together)rangesfrom66%to72.7%forHispanic,AfricanAmericanandAmericanIndiangroups.
o TherearesignificantlylowerpercentagesofHispanic,AfricanAmericanandAmericanIndianstudentswhoscoreatAdvancedlevelsofachievement,sometimesalmost5to8timeslessthanthatoftheirAsianandWhitepeers.
o Itappearsthatevenmoresoinmathematics,achievementdoes,indeed,varyacrossethnicgroups.
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o ExceptforAsianstudents,theretendtobethreeparallelbandsofachievementthatpeakanddipinthesameyears.
o Trendsinachievementtendtoformparallellinesbetweenethnicgroupsacrosstime,usuallywithdipsandpeaksinthesameyears,leavingustowonderwhathappenedthat
causedthesemarkedchangesintheperformanceofallgroups.
o Whileinafewinstances,theWhiteHispanicgapisnarrowing,thisnarrowingisverysmallandisinsignificantforaspanofsixyears.
o Thesesmallchangesinachievementcouldindicatethebeginningsofanupwardtrend.
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READINGProficiencybyEthnicity,AcrossSchoolLevels
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NMStandardsBasedAssessment20092010Doresultsvarybygradelevel?
SOURCE:NewMexicoPEDStandardsBasedAssessmentStatisticsandDatahttp://www.ped.state.nm.us/AssessmentAccountability/AcademicGrowth/NMSBA.html
80%
60%
40%
20%
0%
20%
40%
60%
80%
..
.
17.8%10.8% 14.2%
.. .
7.6%4.0%
6.0%. .
.
. ..
Advanced
Proficient
Beginning
Proficiency
Nearing
Proficiency
ThepercentageofHispanic
Advancedreadersislessthan
halfthatofWhiteAdvanced
readersinallgrades.
1st
Bar
Gr35
2nd Bar
Gr68
Gr.
11
WHITE
ALLBLACK HISPANIC
NATIVE AMERICAN
ASIAN
126
READINGProficiencybyEthnicity,AcrossSchoolLevels
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NMStandardsBasedAssessment20092010
Doresultsvarybygradelevel?
Thisgraphisdifferentfromthegraphsintheprecedingsections.Thisgraphshows
achievementofallstudentsinNewMexicopublicschoolsbyethnicityandby
schoollevel.Foreachethnicity,thefirstbarrepresentsstudentsingrades35combined.ThesecondbarrepresentsstudentsinGrades68combined.The
thirdbarrepresentsgrade11,theonlyhighschoolgradetestedforStateBased
Assessment.ThesebarsrepresentachievementforallgradestestedforNew
MexicoStateBasedAssessment.
Howtoreadthisgraph: Inthisgraph,the0horizontalaxisindicatesthecutoffpointforproficiency. Eachlevelofproficiencyismarkedbyadifferentcolor. Proficientincludesthetwolevelsabovethe0axis(ProficientandAdvanced).
127
Observations:
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o ThepercentageofstudentsatProficientlevelscombined(Proficient/greenandAdvanced/purple)forHispanic,AfricanAmericanandAmericanIndianstudentsisthesameasthefirstlevelofProficiency(greensectionofcylinders)forWhiteandAsianstudents.
o ThepercentageofWhitestudentsatAdvancedlevelsacrossgradeswasatleastdoublethatofHispanicstudentsatthesamegradelevel.
128
MATHEMATICSProficiencybyEthnicity,AcrossSchoolLevels
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NMStandardsBasedAssessment20092010Doresultsvarybygradelevel?
SOURCE:NewMexicoPEDStandardsBasedAssessmentStatisticsandDatahttp://www.ped.state.nm.us/AssessmentAccountability/AcademicGrowth/NMSBA.html
80%
60%
40%
20%
0%
20%
40%
60%
80%
32.0%
30.4%34.5%
48.1%
37.6%
34.8% 37.2%
24.3%
22.9%
18.1%
15.1% 20.2%7.4%
5.3%5.7%
Advanced
Proficient
Beginning
Step
Nearing
Proficiency
.
ALL
WHITE
1st
bar Gr 35
2ndbarGr 68
Gr.11
Question:WhyaresomanyHispanic,Black, andNative
AmericanstudentsatBeginning
StepMathematicsproficiency?
ALLBLACK
HISPANIC
ASIAN
NATIVEAMERICAN
129
MATHEMATICSProficiencybyEthnicity,AcrossSchoolLevelsd d d
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NMStandardsBasedAssessment20092010Doresultsvarybygradelevel?
ThisgraphshowsachievementofallstudentsinNewMexicopublicschoolsby
ethnicityandbyschoollevel.Foreachethnicity,thefirstbarrepresentsstudents
ingrades35combined.ThesecondbarrepresentsstudentsinGrades68
combined.Thethirdbarrepresentsgrade11,theonlyhighschoolgradetested
forStateBasedAssessment.Thesebarsrepresentachievementforallgrades
tested
for
New
Mexico
State
Based
Assessment.
HowtoReadThisGraph:
Inthisgraph,the0horizontalaxisindicatesthecutoffpointforproficiency. Eachlevelofproficiencyismarkedbyadifferentcolor. Proficientincludesthetwolevelsabovethe0axis(ProficientandAdvanced). Asstudentsprogresstothenextgrade,wewanttoseealargerpercentageof
Proficientscoresandalowerpercentageofscoresbelowthe0axis.
Observations:
130
o Atallgradelevels,thepercentageofWhitestudentsatAdvanced(purple)isatleastdo ble the percentage of Hispanic st dents at the same grades The percentage of White
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doublethepercentageofHispanicstudentsatthesamegrades.ThepercentageofWhite
studentsatproficientlevels(green)isdoublethepercentageofHispanicstudentsatthat
levelinElementary,Middle,and11th
grades.
o Onlyingrades35doHispanicstudentsachieveabove30%combinedProficiency(ProficientandAdvancedlevels).
o ThepercentageofHispanic,AfricanAmerican,andNativeAmericanstudentsatBeginningStepisatleast30%inGrade11.
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ATTENDANCE:
132
ATTENDANCE
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AttendanceisoneoftheindicatorsusedtodetermineAdequateYearlyProgress.Attendanceinthisreportisprovidedintwoways.Therearestatemapsthatshowthepercentageratesforeachdistrictonthefollowingpages,andthenthereisatablethatshowsattendanceintheprofileofeachdistrictfoundintheappendix.Fourmapsareprovidedtoshowstatewideattendance;twoforHispanicstudentsandtwoforWhitestudents.Thesemapsshowall89schooldistricts.HowtoReadtheseMaps:o Thefirsttwomapsshowattendanceattheelementaryschoollevel(onemapeachforHispanicstudentsandWhitestudents.)Thethirdandfourthmapsshowhighschoolattendance.o Awhitebackgroundwithstripesisusedtoindicatewheretherewerelessthan10HispanicorWhitestudents,orwheredatawasnotreported.
133
o Theshadeofeachdistrictrepresentsthepercentageofattendanceforh th i Th d k th th l t 100% tt d
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eachethnicgroup.Thedarkerthegreen,thecloserto100%attendance.o Flipbetweenthemaps.Lookforthedarkestandlightestcolors.Compareeachdistrictbyethnicity,andthencomparebyschoollevel.
o Comparetoenrollment,achievementandgraduationmaps(Allmapsarealsoprovidedintheappendix.)Observations:o Districtsdonotalwayshaveequallyhighratesofattendanceacrossethnicityandacrossschoollevels.o AttendanceforHispanicsandWhitestudentsrangesfrom87.6%to100%attheelementaryschoollevel.o Atleast10districtshave97.4%to100%attendanceattheelementaryschoollevelforbothHispanicandWhitestudents.o Attendancerangesfrom72.9%to100%atthehighschoollevel.
134
o Moredistrictsareinthe97.4%to100%attendanceattheelementaryh l l l h h h h h l l l
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schoollevelthanatthehighschoollevel.o HispanicandWhitegroupsareatthetopattendancelevelinMosquero,RoswellandSanJondistricts.
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136
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Enrollmentcomparedtopercentgraduated(bargraph)
PercentageThatGraduatedComparedtoTotalStatewideEnrollment(Chartwithnumbers)
Enrollmentcomparedtopercentgraduated(Linegraphwithmarkers)
Enrollmentcomparedtopercentgraduated(Chartwithpercentages)
STATEWIDE
GRADUATIONDATA:
4YearCohortfor2008
and2009
138
PercentageofTotalEnrollmentComparedtoPercentage ThatGraduated4 Y C h t f 2008 d 2009 STATEWIDE PUBLIC SCHOOLS
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29.54
2.61
55.53
1.35
10.97
29
3
56
1
11
Caucasian AfricanAmerican Hispanic Asian AmericanIndian
Enrollment
0708
Graduate08
Enrollment
0809
Graduate09
4YearCohortsfor2008and2009 STATEWIDEPUBLICSCHOOLS
SOURCE:NMPEDSchoolFactSheets,EnrollmentbyEthnicity. http://www.ped.state.nm.us/IT/fs/13/09.10.ethnic.pdf
NMPEDSchoolFactSheets,Graduation,4YearCohort,Cohortof2009,Cohortof2008. http://www.ped.state.nm.us/Graduation/index.html
TheBluefabricshowsenrollment%
acrossethnicityThis istheGraduationGAP
Question: What happenedtothesekids?
139
GraduationStatewide4YearCohort,PercentageThatGraduatedCompared
l id ll ( h i h b )
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toTotalStatewideEnrollment(chartwithnumbers)
Ethnicity
%ofTotal
Enrollment08
%of
Graduates08
%ofTotal
Enrollment09
%of
Graduates09
20072008 20072008 20082009 20082009
Total 100 60.3 100 66.1
Caucasian 29.54 71.3 29 74.5
African
American 2.61 60.9 3 61.4
Hispanic 55.53 56.2 56 63.0Asian 1.35 80.1 1 80.0
American
Indian 10.97 49.8 11 57.8
SOURCE:NMPEDSchoolFactSheets,EnrollmentbyEthnicity.http://www.ped.state.nm.us/IT/fs/13/09.10.ethnic.pdf
NMPEDSchoolFactSheets,Graduation,4YearCohort,Cohortof2009,Cohortof2008.http://www.ped.state.nm.us/Graduation/index.html
Hispanicsaremore
thanhalfofthe
TOTALstudentsin
NM schools.
Onlyalittlemorethan
halfofHispanic
studentsgraduated
highschoolin4years.
Question:Howmanymore
willgraduateifgivenone
moreyear?(5yrcohort)
140
GraduationStatewide4YearCohort,PercentageThatGraduated2008and
2009 b E h i i (li h i h k )
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2009byEthnicity(linegraphwithmarkers)
SOURCE:NMPEDSchoolFactSheets,EnrollmentbyEthnicity.http://www.ped.state.nm.us/IT/fs/13/09.10.ethnic.pdf
NMPEDSchoolFactSheets,Graduation,4YearCohort,Cohortof2009,Cohortof2008.http://www.ped.state.nm.us/Graduation/index.html
49.857.856.2
63.0
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
2008 2009
AmericanIndian
Hispanic
AfricanAmerican
Caucasian
Asian
Whathappenedin2009?Hispanicand Native American
studentsmadethemostdramatic
increases. Howcanthisbe
repeated?
141
GraduationStatewide4YearCohort,PercentageThatGraduated2008and
2009 b Eth i it ( h t ith t )
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2009byEthnicity(chartwithpercentages)
American
Indian HISPANICAfrican
American Caucasian Asian TOTAL
2008 49.8% 56.2% 60.9% 71.3% 80.1% 63.2%
2009 57.8% 63.0% 61.4% 74.5% 80.0% 65.1%
Increase 8% 6.8% .5% 3.2% 0.1% 1.9%
Inoneyear,theHispanic4YearCohortGraduationrateincreasedby6.8%,secondonlytothe
increasemadebyNativeAmericanstudentsof8%.
SOURCE:NMPEDSchoolFactSheets,EnrollmentbyEthnicity.http://www.ped.state.nm.us/IT/fs/13/09.10.ethnic.pdf
NMPEDSchoolFactSheets,Graduation,4YearCohort,Cohortof2009,Cohortof2008.http://www.ped.state.nm.us/Graduation/index.html
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Hispanic Students
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HispanicStudentsinSchoolsThatMakeAdequateYearlyProgress(table)
143
AdequateYearlyProgress(AYP)Adequate Yearly Progress (AYP) includes the annual academic proficiency targets in
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AdequateYearlyProgress(AYP)includestheannualacademicproficiencytargetsin
readingandmathematicsthatthestate,schooldistrictsandschoolsmustreachtobe
consideredontrackfor100%proficiencybyschoolyear20132014.
AYPispartofstateandfederalstatute Eachstateshallestablishatimelineforadequateyearlyprogress.Thetimeline
shallensurethatnolaterthan12yearsafterthe20012002schoolyear,all
studentsineachgroupdescribedinthelawwillmeetorexceedthestates
proficientlevelofacademicachievement.(TheElementary&Secondary
EducationAct(ESEA)of2001)
TheDepartmentshallmeasuretheperformanceofeverypublicschoolinNewMexico(NewMexicoStatute222C3,D)WhatdoschoolshavetodotomeetAYP?
Achievea95%participationrateonstateassessments Reachtargetsforproficiencyorreducenonproficiency Reachtargetsfortheattendancerateforelementaryandmiddleschoolsand
thegraduationrateforhighschools
WhohastomeetAYP?144
Thestate,schooldistricts,schools,andsubgroupsof25ormorestudentswithinschools.
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Subgroupsinclude:o Ethnicity/Race:Caucasian,AfricanAmerican,Asian/Pacific,Hispanic,
AmericanIndian/AlaskanNative;o EconomicallyDisadvantaged(FRLP),StudentswithDisabilities(SWD),and
EnglishLanguageLearners(ELL).
SOURCE:NMPEDStateReportCard20072008.NewMexicoStatewide.
145
HispanicStudentsinSchoolsThatMakeAd t Y l P
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AdequateYearlyProgressHispanicEnrollment,bySchoolsmakingAdequateYearlyProgress(AYP)2010
SchoolAYP
2010Hispanic NonHispanic
Caucasian AmericanIndian AfricanAmerican Asian PacificIslander MultipleRaces
N % N % N % N % N % N % N %MadeAYP(schooln=183)
21,251 11% 16,660 20% 2,489 7% 906 13% 622 15% 15 27% 277 11%DidNotMakeAYP(schooln=644)
177,034 89% 67,839 80% 32,083 93% 6,023 87% 3,505 85% 40 73% 2,328 89%Total 198,285 100% 84,499 100% 34,572 100% 6,929 100% 4,127 100% 55 100% 2,605 100%
SOURCE:NewMexicoPublicEducationDepartment,ChiefStatistician,2010.
146
StudentEnrollmentGrades38,11
bySchoolAYPStatus
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Status HispanicStudents AllStudents
Progressing5 17,002 16.8% 33,439 19.4%SchoolImprovementI
6,034 5.9% 11,304 6.6%
SchoolImprovementII
13,528 13.3% 22,410 13.0%
CorrectiveAction 8,858 8.7% 14,422 8.4%RestructuringI 8,847 8.7% 14,742 8.6%RestructuringII 47,232 46.5% 75,735 44.0%Total
101,501 100.0% 172,052 100.0%
SOURCE:NewMexicoPublicEducationDepartment,ChiefStatistician,2010.
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BILINGUALMULTICULTURALEDUCATIONPrograms
TheNumberandTypeofBilingualandMulticulturalPrograms(Table)
148
TheNumberandTypeofBilingualandMulticulturalEducation Programs
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EducationProgramsWhilethewordsHispanicandBilingualareoftenconfusedtomeanthesame,theyare
not.OnlytwentypercentofallHispanicstudentsareenrolledinBilingualMulticultural
educationprogramsinNewMexicoschools.Thatmeansthat80%ofHispanicstudents
arenotintheseprograms. TheymayspeakSpanish,butarenotinbilingualeducation
programs.ItmaybethesestudentsspeakEnglishoranothernonSpanishlanguageas
theirprimarylanguage.TheyarenotclassifiedasEnglishLanguageLearners,andarenot
learningEnglishasaSecondlanguage. Also,studentsofnonHispanicethnicgroupsmay
be
in
Bilingual
Multicultural
Education
Programs
who
come
from
families
with
Native
American,Vietnamese,Russian,orotherhomelanguages.Thosestudentsarenot
countedintheprogramsbelow.Thisreportprovidesthenumbersandtypesofprograms
forHispanicSpanishspeakingstudentswhoareinBilingualMulticulturalEducation
ProgramsinNewMexicopublicschools.
o BilingualMulticulturalEducationProgramsprovideinstructionin,andthestudyof,Englishandthehomelanguageofthestudents.Theseprogramsmayalsoinclude
thedeliveryofcontentareasinthehomelanguageandEnglish;andincludethe
culturalheritageofthechildinspecificaspectsofthecurriculum(Bilingual
MulticulturalEducationBureau,NewMexicoPED,2010.)
149
o Five programmodelsusedinNewMexico:1: Dual Language Immersion
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1:DualLanguageImmersion
2:Maintenance
3:Enrichment
4:TransitionalBilingual
5:Heritage/IndigenousLanguage
HowtoReadtheTable:
o Thenumberofeachprogramtypeislisted,alongwiththetotalnumberofstudentsforeachprogramandforeachdistrict.
o Districtsarenotlistedinalphabeticalorder,butinorderoftheNewMexicoPEDcode(notincludedinthetable).
o ThereisalsoatableprovidedintheDistrictProfilesectionthatincludesallschools,
program
types
and
number
of
students
Observations:
o Somedistrictshave2totalprogramswithfewstudents,whileotherdistrictshave3totalprogramswithhundredsofstudents.
150
o TherearenoofficialMaintenanceprogramslisted.Somedistrictsmay
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practicetheprinciplesofMaintenanceprogramsinotherprogramtypesthatarereported.
151
TheNumberandTypeofBilingual and Multicultural Programs
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BilingualandMulticulturalProgramsBILINGUALPROGRAMSINNEWMEXICOFORSPANISHSPEAKINGSTUDENTS PROGRAMTYPE Number HispanicStudentsDISTRICT
ALBUQUERQUE 1:DualLanguageImmersion 40 2:Maintenance 0 3:Enrichment 52 4:TransitionalBilingual 4 5:Heritage/IndigenousLanguage 0 TotalPrograms 96 HispanicStudentsinBil/MultProg. 8,940ROSWELL 1:DualLanguageImmersion 7 2:Maintenance 0 3:Enrichment 5 4:TransitionalBilingual 0 5:Heritage/IndigenousLanguage 0 TotalPrograms 12 HispanicStudentsinBil/MultProg. 547
152
BILINGUALPROGRAMSINNEWMEXICOFORSPANISHSPEAKINGSTUDENTS PROGRAMTYPE Number HispanicStudents
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DISTRICTHAGERMAN 1:DualLanguageImmersion 0 2:Maintenance 0 3:Enrichment 0 4:TransitionalBilingual 2 5:Heritage/IndigenousLanguage 0 TotalPrograms 2 HispanicStudentsinBil/MultProg. 39DEXTER 1:DualLanguageImmersion 1 2:Maintenance 0 3:Enrichment 2 4:TransitionalBilingual 0
5:Heritage/IndigenousLanguage 0 TotalPrograms 3 HispanicStudentsinBil/MultProg. 362LAKEARTHUR 1:DualLanguageImmersion 0 2:Maintenance 0 3:Enrichment 0 4:TransitionalBilingual 3 5:Heritage/IndigenousLanguage 0 TotalPrograms 3
HispanicStudentsinBil/MultProg. 24
153
BILINGUALPROGRAMSINNEWMEXICOFORSPANISHSPEAKING Hispanic
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STUDENTS PROGRAMTYPE Number StudentsDISTRICT
CLOVIS 1:DualLanguageImmersion 6 2:Maintenance 0 3:Enrichment 0 4:TransitionalBilingual 0 5:Heritage/IndigenousLanguage 0 TotalPrograms 6 HispanicStudentsinBil/MultProg. 490LASCRUCES 1:DualLanguageImmersion 21 2:Maintenance 0
3:Enrichment 0
4:TransitionalBilingual 165:Heritage/IndigenousLanguage 0
TotalPrograms 37
HispanicStudentsinBil/MultProg. 3,274
HATCH 1:DualLanguageImmersion 0 2:Maintenance 0
3:Enrichment 0
4:TransitionalBilingual 5
5:Heritage/IndigenousLanguage 0 TotalPrograms 5
HispanicStudentsinBil/MultProg. 384
154
BILINGUALPROGRAMSINNEWMEXICOFORSPANISHSPEAKINGSTUDENTS PROGRAMTYPE Number HispanicStudents
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DISTRICTGADSDEN 1:DualLanguageImmersion 7 2:Maintenance 0 3:Enrichment 0
4:TransitionalBilingual 20
5:Heritage/IndigenousLanguage 0
TotalPrograms 27
HispanicStudentsinBil/MultProg. 4,257CARLSBAD 1:DualLanguageImmersion 0 2:Maintenance 0
3:Enrichment 0
4:TransitionalBilingual 8
5:Heritage/IndigenousLanguage 0TotalPrograms 8
HispanicStudentsinBil/MultProg. 122
LOVING 1:DualLanguageImmersion 12:Maintenance 0
3:Enrichment 2 4:TransitionalBilingual 0 5:Heritage/IndigenousLanguage 0 TotalPrograms 3 HispanicStudentsinBil/MultProg. 208
155
BILINGUALPROGRAMSINNEWMEXICOFORSPANISHSPEAKING Hispanic
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STUDENTS PROGRAMTYPE Number StudentsDISTRICT
ARTESIA 1:DualLanguageImmersion 0 2:Maintenance 0
3:Enrichment 8
4:TransitionalBilingual 9
5:Heritage/IndigenousLanguage 0
TotalPrograms 17
HispanicStudentsinBil/MultProg. 595SILVERCITY 1:DualLanguageImmersion 0
2:Maintenance 0 3:Enrichment 1 4:TransitionalBilingual 0 5:Heritage/IndigenousLanguage 0 TotalPrograms 1 HispanicStudentsinBil/MultProg. 53COBRECONSOLIDATEDSCHOOLS 1:DualLanguageImmersion 0 2:Maintenance 0
3:Enrichment 6
4:TransitionalBilingual 0
5:Heritage/IndigenousLanguage 6TotalPrograms 12
HispanicStudentsinBil/MultProg. 890
156
BILINGUALPROGRAMSINNEWMEXICOFORSPANISHSPEAKING Hispanic
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STUDENTS PROGRAMTYPE Number StudentsDISTRICT
SANTAROSA 1:DualLanguageImmersion 02:Maintenance 0 3:Enrichment 0
4:TransitionalBilingual 0 5:Heritage/IndigenousLanguage 5 TotalPrograms 5 HispanicStudentsinBil/MultProg. 483VAUGHN 1:DualLanguageImmersion 0 2:Maintenance 0
3:Enrichment 0
4:TransitionalBilingual 05:Heritage/IndigenousLanguage 2
TotalPrograms 2
HispanicStudentsinBil/MultProg. 86
LOVINGTON 1:DualLanguageImmersion 72:Maintenance 0
3:Enrichment 1 4:TransitionalBilingual 4 5:Heritage/IndigenousLanguage 0 TotalPrograms 12 HispanicStudentsinBil/MultProg. 381
157
BILINGUALPROGRAMSINNEWMEXICOFORSPANISHSPEAKING
b
Hispanicd
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STUDENTS PROGRAMTYPE Number StudentsDISTRICT
EUNICE 1:DualLanguageImmersion 0 2:Maintenance 0
3:Enrichment 0
4:TransitionalBilingual 3
5:Heritage/IndigenousLanguage 0
TotalPrograms 3
HispanicStudentsinBil/MultProg. 24HOBBS 1:DualLanguageImmersion 2
2:Maintenance 0 3:Enrichment 0 4:TransitionalBilingual 14 5:Heritage/IndigenousLanguage 0 TotalPrograms 16 HispanicStudentsinBil/MultProg. 368RUIDOSO 1:DualLanguageImmersion 3 2:Maintenance 0
3:Enrichment 0
4:TransitionalBilingual 3
5:Heritage/IndigenousLanguage 0
TotalPrograms 6HispanicStudentsinBil/MultProg. 269
158
BILINGUALPROGRAMSINNEWMEXICOFORSPANISHSPEAKINGSTUDENTS PROGRAM TYPE N b
HispanicSt d t
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STUDENTS PROGRAMTYPE Number StudentsDISTRICT
CORONA 1:DualLanguageImmersion 02:Maintenance 0 3:Enrichment 2
4:TransitionalBilingual 2 5:Heritage/IndigenousLanguage 0 TotalPrograms 4 HispanicStudentsinBil/MultProg. 28DEMING 1:DualLanguageImmersion 5 2:Maintenance 0
3:Enrichment 4
4:TransitionalBilingual 45:Heritage/IndigenousLanguage 5
TotalPrograms 18
HispanicStudentsinBil/MultProg. 1,687
GALLUP 1:DualLanguageImmersion 02:Maintenance 0
3:Enrichment 0 4:TransitionalBilingual 0 5:Heritage/IndigenousLanguage 14 TotalPrograms 14 HispanicStudentsinBil/MultProg. 41
159
BILINGUALPROGRAMSINNEWMEXICOFORSPANISHSPEAKINGSTUDENTS PROGRAM TYPE N b
HispanicSt d t
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STUDENTS PROGRAMTYPE Number StudentsDISTRICT
MORA 1:DualLanguageImmersion 0 2:Maintenance 0
3:Enrichment 3
4:TransitionalBilingual 0
5:Heritage/IndigenousLanguage 0
TotalPrograms 3
HispanicStudentsinBil/MultProg. 291WAGONMOUND 1:DualLanguageImmersion 0
2:Maintenance 0 3:Enrichment 2 4:TransitionalBilingual 0 5:Heritage/IndigenousLanguage 2 TotalPrograms 4 HispanicStudentsinBil/MultProg. 73TUCUMCARI 1:DualLanguageImmersion 0 2:Maintenance 0
3:Enrichment 1
4:TransitionalBilingual 0
5:Heritage/IndigenousLanguage 1
TotalPrograms 2HispanicStudentsinBil/MultProg. 22
BILINGUALPROGRAMSIN PROGRAMTYPE Number Hispanic
160
NEWMEXICOFORSPANISHSPEAKINGSTUDENTS
Students
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DISTRICTCHAMA 1:DualLanguageImmersion 0
2:Maintenance 0 3:Enrichment 5 4:TransitionalBilingual 0 5:Heritage/IndigenousLanguage 5 TotalPrograms 10 HispanicStudentsinBil/MultProg. 231DULCE 1:DualLanguageImmersion 0 2:Maintenance 0
3:Enrichment 0
4:TransitionalBilingual 0
5:Heritage/IndigenousLanguage 2TotalPrograms 2
HispanicStudentsinBil/MultProg. 29
ESPANOLA 1:DualLanguageImmersion 32:Maintenance 0
3:Enrichment 14 4:TransitionalBilingual 1 5:Heritage/IndigenousLanguage 14 TotalPrograms 32 HispanicStudentsinBil/MultProg. 3,100
BILINGUALPROGRAMSINNEWMEXICOFOR PROGRAMTYPE Number HispanicStudents
161
SPANISHSPEAKINGSTUDENTS
DISTRICTJEMEZMOUNTAIN 1 D l L I i 0
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JEMEZMOUNTAIN 1:DualLanguageImmersion 0 2:Maintenance 0
3:Enrichment 3 4:TransitionalBilingual 0
5:Heritage/IndigenousLanguage 3
TotalPrograms 6
HispanicStudentsinBil/MultProg. 180PORTALES 1:DualLanguageImmersion 4
2:Maintenance 0 3:Enrichment 0 4:TransitionalBilingual 3 5:Heritage/IndigenousLanguage 1 TotalPrograms 8 HispanicStudentsinBil/MultProg. 329FLOYD 1:DualLanguageImmersion 0
2:Maintenance 0 3:Enrichment 0 4:TransitionalBilingual 1 5:Heritage/IndigenousLanguage 0 TotalPrograms 1 HispanicStudentsinBil/MultProg. 18
162
BILINGUALPROGRAMSINNEWMEXICOFORSPANISHSPEAKINGSTUDENTS PROGRAM TYPE Number
HispanicStudents
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STUDENTS PROGRAMTYPE Number StudentsDISTRICT
BERNALILLO 1:DualLanguageImmersion 42:Maintenance 0 3:Enrichment 8
4:TransitionalBilingual 0 5:Heritage/IndigenousLanguage 1 TotalPrograms 13 HispanicStudentsinBil/MultProg. 741CUBA 1:DualLanguageImmersion 0
2:Maintenance 0 3:Enrichment 2 4:TransitionalBilingual 0 5:Heritage/IndigenousLanguage 0 TotalPrograms 2 HispanicStudentsinBil/MultProg. 5FARMINGTON 1:DualLanguageImmersion 0
2:Maintenance 0 3:Enrichment 15 4:TransitionalBilingual 0 5:Heritage/IndigenousLanguage 15 TotalPrograms 30 HispanicStudentsinBil/MultProg. 973
163
BILINGUALPROGRAMSINNEWMEXICOFORSPANISHSPEAKINGSTUDENTS PROGRAM TYPE Number
HispanicStudents
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STUDENTS PROGRAMTYPE Number StudentsDISTRICT
BLOOMFIELD 1:DualLanguageImmersion 22:Maintenance 0 3:Enrichment 4
4:TransitionalBilingual 0 5:Heritage/IndigenousLanguage 4 TotalPrograms 10 HispanicStudentsinBil/MultProg. 269CENTRALCONSOLIDATEDSCHOOLS 1:DualLanguageImmersion 0
2:Maintenance 0 3:Enrichment 4 4:TransitionalBilingual 0 5:Heritage/IndigenousLanguage 5 TotalPrograms 9 HispanicStudentsinBil/MultProg. 58WESTLASVEGAS 1:DualLanguageImmersion 1
2:Maintenance 0 3:Enrichment 2 4:TransitionalBilingual 0 5:Heritage/IndigenousLanguage 10 TotalPrograms 13 HispanicStudentsinBil/MultProg. 1,414
164
BILINGUALPROGRAMSINNEWMEXICOFORSPANISHSPEAKINGSTUDENTS PROGRAM TYPE Number
HispanicStudents
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STUDENTS PROGRAMTYPE Number StudentsDISTRICT
LASVEGASCITY 1:DualLanguageImmersion 3 2:Maintenance 0 3:Enrichment 2 4:TransitionalBilingual 0 5:Heritage/IndigenousLanguage 7 TotalPrograms 12 HispanicStudentsinBil/MultProg. 1,207PECOS 1:DualLanguageImmersion 0
2:Maintenance 0 3:Enrichment 0 4:TransitionalBilingual 0 5:Heritage/IndigenousLanguage 3 TotalPrograms 3 HispanicStudentsinBil/MultProg. 478SANTAFE 1:DualLanguageImmersion 7 2:Maintenance 0 3:Enrichment 8 4:TransitionalBilingual 1 5:Heritage/IndigenousLanguage 1 TotalPrograms 17 HispanicStudentsinBil/MultProg. 791
165
BILINGUALPROGRAMSINNEWMEXICOFORSPANISHSPEAKINGSTUDENTS PROGRAM TYPE Number
HispanicStudents
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STUDENTS PROGRAMTYPE Number StudentsDISTRICT
POJOAQUE 1:DualLanguageImmersion 02:Maintenance 0 3:Enrichment 5
4:TransitionalBilingual 1 5:Heritage/IndigenousLanguage 5 TotalPrograms 11 HispanicStudentsinBil/MultProg. 1,099TRUTHORCONSEQUENCES 1:DualLanguageImmersion 1 2:Maintenance 0 3:Enrichment 2 4:TransitionalBilingual 4 5:Heritage/IndigenousLanguage 3 TotalPrograms 10 HispanicStudentsinBil/MultProg. 162SOCORRO 1:DualLanguageImmersion 0
2:Maintenance 0 3:Enrichment 2 4:TransitionalBilingual 1 5:Heritage/IndigenousLanguage 0 TotalPrograms 3 HispanicStudentsinBil/MultProg. 98
166
BILINGUALPROGRAMSINNEWMEXICOFORSPANISHSPEAKINGSTUDENTS PROGRAM TYPE Number
HispanicStudents
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STUDENTS PROGRAMTYPE Number StudentsDISTRICT
MAGDALENA 1:DualLanguageImmersion 0 2:Maintenance 0 3:Enrichment 0 4:TransitionalBilingual 0 5:Heritage/IndigenousLanguage 1 TotalPrograms 1 HispanicStudentsinBil/MultProg. 2TAOS 1:DualLanguageImmersion 1
2:Maintenance 0 3:Enrichment 2 4:TransitionalBilingual 0 5:Heritage/IndigenousLanguage 2 TotalPrograms 5 HispanicStudentsinBil/MultProg. 314PENASCO 1:DualLanguageImmersion 0 2:Maintenance 0 3:Enrichment 0 4:TransitionalBilingual 0 5:Heritage/IndigenousLanguage 3 TotalPrograms 3 HispanicStudentsinBil/MultProg. 344
167
BILINGUALPROGRAMSINNEWMEXICOFORSPANISHSPEAKINGSTUDENTS PROGRAM TYPE Number
HispanicStudents
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STUDENTS PROGRAMTYPE Number StudentsDISTRICT
MESAVISTA 1:DualLanguageImmersion 02:Maintenance 0 3:Enrichment 1
4:TransitionalBilingual 4 5:Heritage/IndigenousLanguage 0 TotalPrograms 5 HispanicStudentsinBil/MultProg. 282QUESTA 1:DualLanguageImmersion 0 2:Maintenance 0 3:Enrichment 0 4:TransitionalBilingual 0 5:Heritage/IndigenousLanguage 6 TotalPrograms 6 HispanicStudentsinBil/MultProg. 344MORIARTY 1:DualLanguageImmersion 0
2:Maintenance 0 3:Enrichment 5 4:TransitionalBilingual 0 5:Heritage/IndigenousLanguage 0 TotalPrograms 5 HispanicStudentsinBil/MultProg. 204
168
BILINGUALPROGRAMSINNEWMEXICOFORSPANISHSPEAKINGSTUDENTS PROGRAMTYPE Number HispanicStudents
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DISTRICTRIORANCHO 1:DualLanguageImmersion 0 2:Maintenance 0 3:Enrichment 7 4:TransitionalBilingual 0 5:Heritage/IndigenousLanguage 0 TotalPrograms 7 HispanicStudentsinBil/MultProg. 464LOSLUNAS 1:DualLanguageImmersion 4
2:Maintenance 0 3:Enrichment 3 4:TransitionalBilingual 2 5:Heritage/IndigenousLanguage 2 TotalPrograms 11 HispanicStudentsinBil/MultProg. 336BELEN 1:DualLanguageImmersion 0 2:Maintenance 0 3:Enrichment 0 4:TransitionalBilingual 8 5:Heritage/IndigenousLanguage 0 TotalPrograms 8 HispanicStudentsinBil/MultProg. 234
169
BILINGUALPROGRAMSINNEWMEXICOFORSPANISHSPEAKINGSTUDENTS PROGRAMTYPE Number HispanicStudents
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DISTRICTGRANTS 1:DualLanguageImmersion 0
2:Maintenance 0 3:Enrichment 0 4:TransitionalBilingual 0 5:Heritage/IndigenousLanguage 5 TotalPrograms 5 HispanicStudentsinBil/MultProg. 274COTTONWOOD CLASS 1:DualLanguageImmersion 0 2:Maintenance 0 3:Enrichment 1 4:TransitionalBilingual 0 5:Heritage/IndigenousLanguage 0 TotalPrograms 1 HispanicStudentsinBil/MultProg. 36CIENAGUASINTERNATIONAL 1:DualLanguageImmersion 1
2:Maintenance 0 3:Enrichment 0 4:TransitionalBilingual 0 5:Heritage/IndigenousLanguage 0 TotalPrograms 1 HispanicStudentsinBil/MultProg. 61TOTALSTATEWIDE 38,015
SOURCE:NewMexicoPublicEducationDepartment,BilingualandMulticulturalEducationBureau(2010)...
170
PostSecondaryEducation
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Aqualityhighereducationisaninvestmentthatreturnslifetimebenefitstothe
individualandtosocietyatlarge.MikyungRyu,MinoritiesinHigherEducation:TwentyFourthStatusReport,2010.
171
We hold these truths to be self
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Weholdthesetruthstobeself
evident,thatallmenare
createdequal,thattheyare
endowedbytheirCreatorwith
certaininalienablerights,that
amongthesearelife,liberty
andthepursuitofhappiness.
U.S.Declaration
of
Independence
Inthe21stcentury,itsmy
judgmentthattheleadingcivil
rightsissuewillbeeducation
becauseitsthekeytoequal
opportunity.JackScott,Chancellor,CaliforniaCommunityColleges
Thedifferencebetweenthe
havesandthehavenotsisan
educationandajob. Peter
Winograd,GovernorsEducational
PolicyAdvisor,NewMexico;Director,
UNM
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