hispanic education status report narrative only 3.11

8/7/2019 Hispanic Education Status Report Narrative Only 3.11

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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?


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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Doresultsvarybygroup?HowtoReadThisGraph:

Inthesegraphs,the0horizontalaxisindicatesthecutoffpointforproficiency. Eachlevelofproficiencyismarkedbyadifferentcolor. Proficiencyincludesthetwolevelsabovethe0axis(ProficientandAdvanced). Asstudentsprogresstothenextgrade,wewanttoseealargerpercentageof


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?


0

10

20

30

40

50

60

70

80

2004 2005 2006 2007 2008 2009

White

AfricanAmericanHispanic

Asian

AmericanIndian

Thisgaphasnarrowedby1.3points

97


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DoResultsVaryOverTime?HowtoReadthisGraph:

o EachlinerepresentsthepercentageofscoresintheProficiencylevelsofperformance.ThisincludesstudentswhoscoredatProficientandAdvancedinGrade4Mathematics.

Observations:

oTherearetwobandsofachievementscores.oScorestendtoparallelpeaksanddipsinthesameyears.oThereisasteadyincreaseofthescoresofHispanicstudentsinthelasttwoyears;and

therewasaslightdipintheupwardtrendofthescoresofWhitestudentsinthelastyear.

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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



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

101


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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.

102

d d d d


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0

10

20

3040

50

60

70

8090

2004 2005 2006 2007 2008 2009

White

AfricanAmericanHispanic

Asian

AmericanIndian

Thisgaphasgrown by.4points

103

NM S d d B d A G d 8 READING


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DoResultsVaryOverTime?HowtoReadthisGraph:o EachlinerepresentsthepercentageofscoresintheProficientlevelofperformance.This

includesstudentswhoscoredatProficientandAdvancedlevelsinGrade8Reading.Observations:o Thepeaksof2007werepresentforallgroups,butnotasdramaticforWhiteandAsian

studentsastheywereforHispanic,AfricanAmericanandNativeAmericanstudents.o ThegapsbetweentheHispanic,AfricanAmericanandNativeAmericangroupsnarrowthe

mostin2009.

104

Th G d 8 R di G


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TheGrade8ReadingGap


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.

105

MATHEMATICS P fi i b Eth i it 8th G d


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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

106

MATHEMATICS P fi i b Eth i it 8th G d


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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.

107

NM St d d B d A t G d 8 MATHEMATICS


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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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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

112

READING Proficiency by Ethnicity 11th Grade


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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.

113

NM Standards Based Assessment Grade 11 READING


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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?

114

Proficiency by Ethnicity


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ProficiencybyEthnicityDoResultsVaryOverTime?

HowtoReadthisGraph:o EachlinerepresentsthepercentageofscoresintheProficientlevelofperformance.This

includesstudentswhoscoredatProficientandAdvancedlevelsinGrade11Reading.Observations:o ThelinesrepresentingWhite,Hispanic,AfricanAmericanandNativeAmericanstudents

areveryparallelintheirpeaksanddips.o ThegapsbetweentheHispanic,AfricanAmericanandNativeAmericangroupsnarrowthe

mostin2005.

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MATHEMATICS Proficiency by Ethnicity 11th Grade


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.

123

THEACHIEVEMENTGAP:


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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?


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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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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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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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


Observations:

130

o Atallgradelevels,thepercentageofWhitestudentsatAdvanced(purple)isatleastdo ble the percentage of Hispanic st dents at the same grades The percentage of White


131/283

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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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)



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%.



142

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


154



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DISTRICTGADSDEN 1:DualLanguageImmersion 7 2:Maintenance 0 3:Enrichment 0


5:Heritage/IndigenousLanguage 0

TotalPrograms 27

HispanicStudentsinBil/MultProg. 4,257CARLSBAD 1:DualLanguageImmersion 0 2:Maintenance 0

3:Enrichment 0


5:Heritage/IndigenousLanguage 0TotalPrograms 8


LOVING 1:DualLanguageImmersion 12:Maintenance 0

3:Enrichment 2 4:TransitionalBilingual 0 5:Heritage/IndigenousLanguage 0 TotalPrograms 3 HispanicStudentsinBil/MultProg. 208

155



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ARTESIA 1:DualLanguageImmersion 0 2:Maintenance 0

3:Enrichment 8



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




156



157/283


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


TotalPrograms 2


LOVINGTON 1:DualLanguageImmersion 72:Maintenance 0


157

BILINGUALPROGRAMSINNEWMEXICOFORSPANISHSPEAKING

b

Hispanicd


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EUNICE 1:DualLanguageImmersion 0 2:Maintenance 0

3:Enrichment 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



TotalPrograms 6HispanicStudentsinBil/MultProg. 269

158

BILINGUALPROGRAMSINNEWMEXICOFORSPANISHSPEAKINGSTUDENTS PROGRAM TYPE N b

HispanicSt d t


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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


TotalPrograms 18

HispanicStudentsinBil/MultProg. 1,687

GALLUP 1:DualLanguageImmersion 02:Maintenance 0


159

BILINGUALPROGRAMSINNEWMEXICOFORSPANISHSPEAKINGSTUDENTS PROGRAM TYPE N b

HispanicSt d t


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MORA 1:DualLanguageImmersion 0 2:Maintenance 0

3:Enrichment 3



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



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




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


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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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


163


HispanicStudents


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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


HispanicStudents


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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


HispanicStudents


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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


166


HispanicStudents


167/283


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


HispanicStudents


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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


168



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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



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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