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A year after the release of their strategic plan, the Albuquerque Public School District held its inaugural State of the District, where leaders acknowledged hard truths and outlined the bold path forward.

Albuquerque Mayor Tim Keller opened the event by reflecting on the integral role education plays in the Albuquerque community, emphasizing the city’s support for APS.

APS Board President Danielle Gonzales followed, outlining the district’s work to create an ambitious strategic plan, including five-year goals, which focus on improving outcomes for Native American, Black, and economically disadvantaged students, as well as English learners and students with disabilities.

The event was held on August 28 at the Berna Facio Professional Development Center. It was broadcast live on YouTube and local radio, and brought together APS students, educators, community leaders, and dignitaries. Former Secretary of Education, Arsenio Romero, and his executive team were present, along with tribal officials from several of APS’ surrounding pueblos, Albuquerque city councilors, New Mexico State Legislators and a student from each one of APS’s 13 comprehensive high schools.

A Bold Path Forward

Superintendent Dr. Gabriella Duran Blakey delivered a candid and determined assessment of APS’s current state and outlined her bold vision for the future. Addressing the district’s pressing challenges head-on, Blakey presented a clear-eyed view of the work that lies ahead.

Blakey began by acknowledging the district’s current struggles, sharing alarming statistics.

Only 38 percent of third graders are proficient in reading.

Only 26 percent of eighth graders are proficient in math.

Just 72 percent of seniors graduate on time.

For the historically underserved Yazzie-Martinez students, the situation is even more dire. Despite these challenges, Blakey was resolute in her commitment to change, emphasizing that “business as usual” is no longer an option.

Blakey echoed earlier statements from Gonzales about the hard work undergone by APS’ elected officials, hired administrators, school leaders, and the wider community. Working together, the APS community created goals and guardrails to guide their work that would improve student outcomes.

These goals are aimed at improving outcomes for Native American, Black, and economically disadvantaged students, as well as English learners and students with disabilities. The goals include:

  1. Early Literacy: Increasing the percentage of third-grade students identified in the Yazzie-Martinez decision plus African American students who demonstrate grade-level proficiency in English Language Arts (ELA) from 27.3 percent in May 2023 to 37.3 percent by May 2028.
  2. Math Proficiency: Raising the percentage of eighth-grade students identified in the Yazzie-Martinez decision plus African American students who demonstrate grade-level proficiency in mathematics from 11.1 percent in May 2023 to 21.1 percent by May 2028.
  3. Post-Secondary Readiness: Enhancing the percentage of high school graduates who earn credit in two or more Advanced Placement, International Baccalaureate, or Dual Credit courses, or who earn an industry certification or Bilingual Seal, from 39.6 percent in September 2023 to 49.6 percent by September 2028.
  4. Skills, Habits, and Mindsets for Life Success: Increasing the percentage of students who demonstrate key life skills such as perseverance, self-regulation, self-efficacy, and social awareness by 10 percentage points across various metrics by 2028.

“We have to reject the status quo and embrace a culture of accountability if we’re going to move the needle on student outcomes for our students in Albuquerque,” Blakey said.

Her speech made it clear that APS, under current leadership, will be focused on making transformative changes to improve academic performance across the board.

In her short tenure of just 59 days as superintendent, Blakey has already initiated several key actions aimed at aligning the district with its strategic goals. Among these actions are:

Administrative Reorganization: Aimed at better positioning the district’s central office to meet the outlined goals.

Strategic Plan Alignment: Fine-tuning the district’s existing strategic plan, “Emerging Stronger,” to ensure it is directly aligned with the goals.

Curriculum Consistency: Working with teachers to create units of study that standardize the content taught at each grade level across the district, and aligning the sequence and timing.

Teacher Training: Committing to training every elementary school teacher and principal in LETRS, a professional development program focused on structured literacy.

Community School Partnerships: Expanding partnerships to provide students with the necessary support services to succeed.

Fine Arts Expansion: Completing the district’s initiative to ensure every APS elementary school has art and music programs.

Attendance Initiatives: Expanding programs to combat chronic absenteeism, with nearly 31 percent of students chronically absent last school year.

Blakey also introduced a new system that grants greater autonomy to schools that are performing well, while directing more resources and support to those that are struggling. “Schools that need more help will get it, and they will get it faster,” she said, signaling a shift toward a more responsive and tailored approach to school management.

Throughout her speech, Blakey returned to the theme of accountability, a consistent theme in the “Emerging Stronger” framework. “I can’t guarantee that every one of these changes will have the impact that we expect, but what I can promise you is that we will monitor the results we’re getting, and we will change course if we find that the investments aren’t paying dividends,” Blakey said, her commitment to results-driven leadership.

Despite the challenges and barriers, Blakey said the district is having success.

She highlighted stories from across the district, celebrating significant academic gains that exemplify the positive impact of dedicated efforts by educators and administrators. These educators, she said, are making lifelong differences in student lives.

At East San Jose Elementary, Blakey pointed to the school’s impressive 19.1 percentage point increase in reading scores and a 19.7 percentage point rise in math scores as a testament to the hard work and strategic focus of its staff.

Similarly, MacArthur Elementary saw a remarkable 32 percentage point improvement in math scores, an achievement that Blakey attributed to the school’s commitment to targeted instructional practices and resource allocation.

Blakey recognized the leadership of Ed Ortiz, the principal at East San Jose, who has been instrumental in driving these gains. She praised Ortiz and his team for their relentless dedication to student success, noting how their efforts have transformed the academic landscape for their students.

She thanked Kelly Davis, the community school coordinator at Wilson Middle School, for her work with the community school councils and Whittier Elementary School to organize a walking school bus to ensure students’ safety on their way to school.

Recognizing strides made to prepare students for life after school, Blakey recognized Sean Coffey, a welder who has been teaching in the welding fabrication program at Valley High School for the past five years. She highlighted his efforts in preparing students for careers in the trades, noting that his students leave the program with OSHA certification, and many have already secured good-paying jobs after graduation.

Blakey acknowledged the APS community, thanking them for their continued support. She urged educators, parents, and community members to join in the effort to transform the district, emphasizing that improving student outcomes would require collaboration, dedication, and a willingness to embrace bold changes.

Blakey’s message was one of cautious optimism. While she acknowledged the long road ahead, she expressed confidence in the district’s ability to rise to the challenge.

Setting a tone for the future, Blakey said, “What is the state of the district? Last year, we were emerging stronger, and today, I can say: We are APS strong.”

A crowded Berna Facio Development Center bustled with anticipation for the inaugural State of the District.
A crowded Berna Facio Development Center bustled with anticipation for the inaugural State of the District.

Superintendent Dr. Gabriella Duran Blakey took center

News

New Mexico Public Education Secretary Aresenio Romero resigned today, effective immediately, amid speculation about his potential future as the next president of New Mexico State University (NMSU).

The announcement, made by the governor’s office after 5:30 p.m., comes just weeks after Romero was named as one of five finalists for the top leadership position at NMSU.

Romero’s resignation marks a significant shift in the state’s education leadership, as he was appointed by Governor Michelle Lujan Grisham just a year and a half ago in February 2023.

Romero was the fourth education secretary under Lujan Grisham’s administration; his departure now leaves a vacancy in the state’s top educational role.

Governor Lujan Grisham acknowledged Romero’s service in a brief statement following the resignation. “I appreciate Secretary Romero’s service to the New Mexico Department of Education and the children of our state,” she said.

Michael Coleman, communications director for the Office of Governor Lujan Grisham, said, “The Secretary of Public Education is critically important in New Mexico and the governor believes it’s imperative that the person serving in this role be fully committed to the job.”

For this reason, Coleman said, the governor gave Romero the choice “to either resign and continue pursuing the NMSU position or stay on the job and withdraw his candidacy at NMSU.”

Coleman said the search for Romero’s replacement will begin immediately, with interviews of potential candidates set to take place over the coming days. Any permanent appointment will require confirmation by the state senate.

Romero’s resignation comes at a crucial time for both NMSU and the New Mexico Public Education Department (PED).

NMSU has been searching for a new president since March, following a tumultuous period under former Chancellor Dan Arvizu, who resigned in April 2023. Finalist interviews are expected to be complete by the end of August, the university is expected to announce its new president by the end of next month.

Romero’s tenure as secretary of education began with filling many empty roles in his administration, and continued with the resuming of accountability measures to improve student outcomes. While these were positives, his time in the role was also marked with late data releases.

“I wish him the best in his future endeavors,” Lujan Grisham wrote. The governor will now begin the search for her fifth education secretary.
News of Arsenio’s departure follows an announcement earlier this week that Gwen Perea Warniment, who has served as the director of the Legislative Education Study Committee since mid-2022 has announced that she will be leaving the LESC to start a new role as the Executive Director of the LANL Foundation.

New Mexico Public Education Secretary Arsenio Romero

News

As the President of the Albuquerque Public Schools (APS) Board of Education, Danielle Gonzales stands at the forefront of a transformative era in New Mexico’s largest school district.

With a background deeply rooted in Albuquerque’s North Valley and a career that spans from the classroom to the corridors of power in Washington, D.C., Gonzales brings a unique blend of personal commitment and professional expertise to the challenges facing APS today.

A Personal Journey with Deep Roots in the Community

Danielle Gonzales’s connection to Albuquerque is more than just professional—it’s personal.

Born and raised in the North Valley, Danielle attended Cochiti Elementary, a school that recently welcomed 55 new students from the neighboring Duranes Elementary, which is being repurposed. This expansion marks a period of growth for the school, with the addition of six new classrooms dedicated to art, music, and other specialized subjects.

“This place is a treasure of the North Valley,” Gonzales shared during a recent visit to the school. The buildings and corridors may look different, but her passion remains the same.

Sitting around a reading pit in Cochiti’s library, Gonzales shared fond memories of walking to school with her grandfather, a World War II prisoner of war. “He taught me about the value of community and the importance of giving back, which has stayed with me throughout my life,” Gonzales said.

Gonzales’s journey into education was also deeply influenced by her brother’s experiences. Growing up, she witnessed firsthand the stark differences in the paths their lives took, despite being raised in the same household. While Gonzales thrived in school, her brother struggled. Starting in elementary school, he faced repeated suspensions and disciplinary actions, eventually dropping out of high school and following a path that led to time in jail and living on the streets.

These experiences were a stark reminder to Gonzales that the systems meant to support students often fell short, particularly for those most in need.

“We were in the same family, went to the same schools, but our lives diverged dramatically,” Gonzales said. “It wasn’t just about personal responsibility—there were systemic issues at play. That’s why I got into education, to make sure what happened to my brother doesn’t happen to more kids, but what happened to me does.”

Today, Gonzales cares for her niece, along with her three children, all of whom attend APS charter schools.

This personal mission drove Gonzales to work on the front lines of education, from teaching on the U.S.-Mexico border to engaging in education policy at the national level.

From the Classroom to the Boardroom

Gonzales’s journey into education was driven by a desire to address systemic inequities she witnessed firsthand.

After earning her degree at George Washington University and spending time in Washington, D.C., she returned to the classroom, teaching on the U.S.-Mexico border. It was here, in the aftermath of the 9/11 tragedy, that she became acutely aware of the challenges faced by Hispanic and Latino students, particularly those living in poverty.

“I wanted to make a difference for Hispanic and Latino kids,” Gonzales explained. Her experience on the border reinforced her belief in the importance of addressing the school-to-prison pipeline and the systemic barriers that many students of color face.

After teaching on the border, Gonzales returned to Washington D.C. where she would spend the next 20 years in education policy, learning and developing strategies to improve student achievement and supporting large urban school districts. 

Her commitment to equity has been a driving force throughout her career, leading her back to Albuquerque in 2020 and ultimately to her role as APS Board President only four years later.

Under Gonzales’ leadership, APS has embarked on a path of strategic growth and systemic change. The district, once home to 90,000 students, has seen its enrollment decline to around 66,000, prompting difficult but necessary decisions about right-sizing and resource allocation. This process, led by Superintendent Gabriella Durán Blakey, who previously served as APS’s Chief Operations Officer, has been conducted with what Gonzales called meticulous care and community input.

“We’re not just picking schools to close or repurpose at random,” Gonzales emphasized. “There’s a method, a huge intentionality behind these decisions, all grounded in data and community needs.”

The right-sizing efforts, while challenging, are aimed at ensuring that students receive the highest quality education possible, with resources being directed to where they are most needed.

As the district was working to ensure its resources were being used as effectively as possible, the board was working on a strategic plan for the district. This plan encompasses four goals and five guardrails which were intentionally designed after significant community feedback to improve student achievement and proficiency in reading and mathematics, life skills, and post secondary success.

Central to Gonzales’s vision for APS is the belief that educational equity is not just a goal, but a necessity.

The district’s first two goals, set by the community, focus on improving outcomes for Native American, Hispanic, Black, and other underserved students. These goals are not about excluding other students but ensuring that those who have historically been underserved receive the support they need to succeed.

“Our work is guided by the understanding that when we improve outcomes for our most vulnerable students, we lift all students,” Gonzales said. “This is about equity, not equality. It’s about giving each student what they need to succeed.”

The Yazzie-Martinez lawsuit, which highlighted the state’s failures in educating these groups of students, has been a catalyst for APS’s focus on culturally and linguistically responsive education. Gonzales and the board have made it clear that providing students with an education that honors their heritage and language is a non-negotiable standard.

Ensuring schools and students that need the most support get that support has required a particular focus from APS. Gonzales said the district is introducing a new performance framework that tiers schools based on student outcomes, attendance, and other key indicators. Schools requiring the most support receive additional resources, such as community school coordinators and increased administrative attention.

“Every decision we make is student-focused,” Gonzales stated. “It’s about ensuring that every child in our district has the opportunity to succeed, regardless of where they start.”

However, Gonzales acknowledges that this work is not without its challenges. The changes being implemented require a shift in thinking and a commitment to transparency. “Our families deserve to know what’s going on,” she said. “If a school is only two percent proficient in math, that’s something parents need to be aware of. Transparency is key to building trust and driving improvement.”

A Vision for the Future of APS

As APS embarks on a new school year, Gonzales is optimistic about the district’s future.

Gonzales said alignment between the board, the superintendent, and the community is stronger than ever, and with the strategic plan in place to guide the district’s efforts, they will soon see positive results for the whole community.

“I’m really optimistic because this work is so personal for me,” Gonzales shared. “We’ve done the work of aligning our goals with the community’s values, and we’re holding ourselves accountable. I believe we’re on the right path, and I’m excited to see where we’ll be at the end of the school year.”

Balancing her full-time work in education policy with her role on the school board is a task she does not take lightly; she is deeply committed to making a difference in the lives of Albuquerque’s students. Her personal experiences, from raising her brother’s daughter to navigating the complexities of education policy, inform every decision she makes.

“This is my life. This is what I’m committed to,” Gonzales said. “I’m in this for personal reasons, and I’m not going to let noise or criticism distract me from what’s important – helping our students succeed.”

Editor’s Note: You can hear more from Danielle, alongside Superintendent Blakey at the inaugural State of the District event Wednesday August 28, 2024 at 9 a.m. at the Berna Facio Professional Development Center.

Danielle Gonzales, President of the Albuquerque Public

News

New Mexico Public Education Secretary Arsenio Romero, the fourth education secretary under Governor Michelle Lujan Grisham, is a finalist in New Mexico State University’s search for a new president.

NMSU, the state’s land-grant university with over 14,700 students at its Las Cruces campus and more than 21,000 students statewide, has been without a permanent president since April 2023, when Chancellor Dan Arvizu resigned. Arvizu’s departure followed a tumultuous period marked by the cancellation of the basketball season due to hazing allegations and multiple lawsuits against the university.

Romero, who has been leading PED since February 2023, is among the contenders vying for the top position at his alma mater. Not only was Romero a student of educational leadership, but he also has a history of service at NMSU as a former regent and professor, Romero could soon return to the university in a different capacity.

Governor Michelle Lujan Grisham appointed Romero as the Secretary of Education last year, making him the fourth person to hold the position during her tenure.

10 years ago New Mexico’s education system was being managed by then-Secretary Hanna Skandera. She was appointed to the office in 2010 by former Governor Susana Martinez. Skandera’s leadership lasted seven years, with her stepping down from the role in 2017. Martinez then appointed Christopher Ruszkowski to the post at the end of August 2017. Ruszkowski served until the end of the Martinez administration.

Karen Trujillo was appointed by the newly sworn-in Governor Michelle Lujan Grisham on January 24, 2019. Just six months in, on July 29, 2019, Lujan Grisham’s office terminated Trujillo.

Lujan Grisham’s office appointed the next secretary, Ryan Stewart, on August 12, 2019. Stewart resigned August 20, 2021, citing family and health.

On July 29, 2021, Lujan Grisham appointed Kurt Steinhaus to lead the Public Education Department as secretary designate. On July 2, 2022, the state Senate approved him as the official secretary. Steinhaus would serve until his retirement in 2023.

Lujan Grisham then appointed Secretary of Education Romero to lead the department on February 21, 2023.

If Romero steps down to assume the presidency at NMSU, the governor will need to appoint an interim secretary, with any permanent replacement requiring confirmation by the state senate. Whoever takes the job will be the fifth education secretary in New Mexico during Lujan Girsham’s term..

The other four finalists for the NMSU presidency include distinguished leaders from various institutions across the country.

Valerio Ferme, vice president for academic affairs and provost at the University of Cincinnati

Brian Haynes, a vice chancellor for student affairs at the University of California, Riverside

Monica Lounsbery, dean of the College of Health and Human Services at California State University, Long Beach

Neil MacKinnon, a professor in the School of Public Health and former provost at Augusta University.

A search committee has been working to help choose the next president.

The president position at NMSU offers a salary with a base of $500,000.

The university’s Board of Regents is scheduled to interview the finalists in August, with campus visits planned for September. The board expects to announce the new president by the end of September, concluding a search that began in March 2024.

New Mexico State University (NMSU) has narrowed

Commentary

Jake, a highly intelligent 4th grader with autism, changed my perspective on teaching. Jake was interested in math and science but found it very hard to engage in reading and social studies. When it came time for my annual Market Day project, in which students design a product to sell, advertise it, and then make and sell it, all within a budget, Jake refused to participate. I was at a loss.

At the time, I was a Teacher Ambassador for the New Mexico Public Education Department (NMPED), learning how to develop education policy by getting to the heart of the issue and understanding what our students and communities need and want. I decided to bring my new knowledge into my classroom. I asked Jake what the issue was, and I listened to what he had to say. He did not want to make a product; instead he wanted to provide a service: bring his pet bearded dragon in and charge for pictures with the animal. It was brilliant, actually. I asked him to write a business proposal and set up a meeting with the principal to get special permission to bring his bearded dragon to school. In the end, his business made the biggest profit. But more than that, we formed a connection. His learning was a journey in which we both took part. 

This is exactly what teacher leadership programs in our state provide. As a member of the Teacher Advisory Council, I sat next to Christopher Ruszkowski, the Secretary of Education at the time, discussing the areas of concern for my region in southeastern New Mexico. Our problems in rural New Mexico are very different from those faced by larger districts, and it was validating to have the Secretary’s full attention as I shared about student achievement gaps, attendance, and teacher morale. This was life-changing; I no longer had to consider leaving teaching behind to expand my impact beyond my classroom walls.

As a Teacher Ambassador, I had a voice in the development of the teacher evaluation system, the framework used to grow and develop our teachers, and in the New Mexico instructional scope, a tool designed to provide guidance and support to educators. Early on, any task force or committee created by the NMPED included at least one teacher leader from the Teacher Leader Network. This sparked momentum in the public education system, as noted by the national Chiefs for Change, and greatly changed educator morale, including mine.

As a master educator of 17 years and a national award-winning teacher with National Board Certification, I have reached the top of my profession. While my zest for teaching runs deep, I and many other educators continue to crave opportunities to grow as professionals and to contribute on a larger scale. New Mexico’s teacher leadership programs are critical platforms for professional growth while offering educators like me the opportunity to influence policy. Which is why it is disheartening that the education department has proposed getting rid of the Teacher Leader Development rule, 6.65.4 NMAC. Repealing the rule means that state teacher leader programs could remain but they could also be more easily condensed or even scrapped altogether. The NMPED is currently seeking public comment and will hold a public hearing Tuesday in Santa Fe.

Taking the teacher leader programs out of state rule devalues teacher voice and its power in ensuring students in New Mexico have the opportunities they need to thrive. In 2018 when the rule was being created, I was one of 200 teachers who provided public comment stating, “As a veteran teacher of 11 years, I can say I have never felt more equipped, elevated or championed.”  I continue to believe this eight years later.

Jake taught me that for students to truly be engaged in our classroom, we should listen to and respect what they bring to our classrooms. Teaching students about agency and advocacy is now embedded in my instruction. Likewise, respect for educator expertise at the state level should not be an afterthought; it should be the priority. Teachers and the department work together for a better future for our kids, and as such, we should both have a voice in determining what is best.

New Mexico must expand these programs and integrate teacher voice more deeply into our education system. We must keep the rule intact. Students like Jake deserve nothing less.

Silvia Miranda is a 5th Grade teacher at Texico Elementary in Texico. She is a member of the Teach Plus New Mexico Network, 2018 Milken Educator Award recipient, and 2020 Presidential Award for Excellence In Math and Science recipient.

Silvia Miranda, a fifth grade teacher at

News

Filed in 2014 and decided in 2018, the Yazzie-Martinez lawsuit sent ripples through the New Mexico education system when a district court judge ruled New Mexico was failing its most at-risk students, six years after the decision and despite state efforts, the state is still producing what the Legislative Finance Committee called, “dismal outputs.”

In making the ruling, First Judicial District Court Judge Sarah Singleton pointed to wording in Article XII, Section I of the New Mexico Constitution which reads, “A uniform system of free public schools sufficient for the education of, and open to, all the children of school age in the state shall be established and maintained.”

On July 25 the New Mexico Legislative Education Study Committee met to discuss work that has been done to address the issues and the complex interplay between funding, policy, and student educational outcomes.

Court Orders Action for At-Risk Students

Dr. Gwen Perea Warniment, Director of LESC, opened the session by emphasizing the nuanced order issued by the court five years ago.

The lawsuit, first filed a decade ago, resulted in a 600-page ruling that criticized the state’s inadequate funding and programming. The court mandated that New Mexico take immediate steps to ensure all schools have the resources necessary to provide at-risk students with the opportunity for a quality education.

“The court gave deference to the legislature and the [governor’s office] to develop a plan that meets constitutional requirements,” Warniment explained.

The court’s directive outlined four specific classes of at-risk students: English language learners, Native American students, economically disadvantaged students, and students with disabilities. The 2018 ruling identified these groups as needing more tailored and specific support, and the state’s responsibility was clear: create a comprehensive plan with accountability measures to improve student outcomes.

Funding Increases and Implementation Challenges

John Sena, Deputy Director of LESC, highlighted the significant financial investments made since the court’s ruling.

“[The legislature has] increased funding to schools on a recurring basis by $1.6 billion, a 58 percent increase from when the court issued its first order,” Sena said. However, he acknowledged that while financial inputs have risen, the system still faces implementation challenges.

A key focus of the legislature’s work has been ensuring that at-risk students receive 25 percent to 50 percent more funding than their peers. Despite legislative efforts to increase the at-risk index and fund pilot programs, achievement gaps remain. Sena pointed out that while there has been progress, particularly for Native American students, other groups, such as English learners and students with disabilities, have seen slower improvements.

Sunny Liu, Principal Analyst for the Legislative Finance Committee (LFC), discussed the state’s investment in structured literacy programs designed to help students learn to read, since the most recent data from the state shows only 38 percent of students can read at grade level.

“We’ve trained over 9,000 teachers in the science of reading,” Liu noted, emphasizing the importance of long-term investments in teacher training and curriculum development. These initiatives aim to create a more robust foundation for literacy, particularly for students who traditionally struggle.

Liu also highlighted the state’s commitment to improving teacher pay, which has increased from an average of $47,000 to $63,000, raising New Mexico’s national ranking from 49th to 22nd for well-paid educators. Despite these efforts, teacher vacancies remain a problem, Liu said there is a need for improved recruitment initiatives.

In the LFC presentation, Liu compared data from 2017’s PARCC exam, which was administered at the end of the school year, to preliminary results from 2024’s NM-MSSA exam. He said New Mexico is seeing “dismal outputs” despite efforts from the state.

Persistent Challenges and the Road Ahead

Despite notable strides, the committee acknowledged persistent challenges.

Chronic absenteeism, particularly among at-risk groups, remains high, exacerbated by the pandemic’s lingering effects. Additionally, while English language arts proficiency has shown a four percent improvement, the most recent data shows that math scores continue to lag, with insufficient investments in STEM education cited as a contributing factor.

Greg Frostad, a representative of the Public Education Department, underscored the need for systemic change and patience.

“We’re making foundational changes, but these require time to mature,” Frostad told the committee. He called for a comprehensive approach, emphasizing that piecemeal solutions are unlikely to yield sustainable improvements.

“It’s about creating a cohesive vision that supports educators, engages students, and ultimately transforms our educational landscape,” Frostad said.

Soon, the PED is expected to release student results from the 2023-24 school year which will show if the state is making improvements in student academic performance. While Frostad could not give a date for this release, he said the department is currently verifying the data and it will soon be ready.

The committee’s discussions also touched on school district governance, with calls for more consistent leadership and oversight. Legislators expressed anger that despite significant improvements in funding, student results are not improving fast enough, with significantly less improvements among Yazzie-Martinez groups.

Upset with the lack of improvements Senator William P. Soules (D – Doña Ana) expressed concerns about frequent changes in leadership at PED and different policy directions each of the new leaders has brought, which he argued has disrupted continuity and the implementation of effective strategies.

Currently, the Public Education Department is an entity under the control of the Governor of New Mexico. PED is managed by the Secretary of Education, who is an official appointed by the governor.

While PED, LFC, and legislators from across the political aisle have called for the state to meet its responsibilities to the Yazzie-Martinez Decision, no single entity has taken ownership over the whole response. It is unclear who, if any entity, owns the responsibility of improved results.

Legislators were told the path forward will require not only continued financial investment but also a comprehensive approach that addresses and removes the systemic barriers preventing at-risk students from succeeding. For now, the state continues to see dismal outputs from all the effort and money it puts into the education system.

Filed in 2014 and decided in 2018,

News

A Persistent Challenge in Public Education

New Mexico lawmakers are looking to tackle the state’s absentee rate among its public school students. 

A new report from the Legislative Education Study Committee (LESC) and the Legislative Finance Committee (LFC) staff found almost 40 percent of New Mexico’s students were chronically absent in the 2022-2023 school year.

In late June, senior policy analysts Jessica Hathaway and Tim Bedeaux from the LESC joined Sarah Densus and John Valdez from the LFC to address this significant concern.

The presentation included an overview of the legislature’s ongoing efforts to address attendance issues, highlighting the impacts of the COVID-19 pandemic on student attendance and the broader educational landscape.

Hathaway emphasized the crucial role of attendance in ensuring the effectiveness of New Mexico’s public education system, saying that “strong student attendance helps our classrooms thrive and supports the broader societal and economic well-being.”

In 2019, the New Mexico legislature passed the Attendance for Success Act, a comprehensive bill aimed at supporting school attendance by gathering data on where and why students miss class. This Act defined chronic absenteeism as missing 10 percent or more of school days for any reason and established a tiered system to track attendance and align interventions accordingly.

However, the pandemic’s onset in the same year significantly disrupted the implementation of the new measures.

The stark reality of chronic absenteeism

LESC staff told lawmakers about particularly high chronic absenteeism rates among Native American students (48.3 percent), students with disabilities (44.2 percent), English language learners (43.1 percent), and economically disadvantaged students (42.5 percent). They noted in their report that these figures are above the state average, once again showing the persistent disparities highlighted in the Martinez-Yazzie lawsuit, in which the court found that the state was failing to provide a “sufficient” education to students in these demographic groups.

Bedeaux presented a classroom-level analysis, which showed lawmakers the compounded effects of poverty and chronic absenteeism on student proficiency in reading and math. The most recent information from the PED showed only 38 percent of students can read at grade level, while only 24 percent of students can do math at grade level.

The data is worse the further it breaks down, with poverty contributing significantly to failing student proficiency rates.

He explained that in the average New Mexico high-poverty classroom, only 23 percent of students are proficient in reading, and just 16 percent are proficient in math. This analysis starkly contrasted with classrooms in low-poverty districts, where proficiency rates were significantly higher.

Legislative Finance Committee findings

Densus and Valdez presented findings from the LFC’s recent program evaluation on school attendance and performance.

Their report revealed a 119 percent increase in chronic absenteeism in New Mexico from 2019 to 2023, the second-highest increase in the nation. They emphasized that chronic absenteeism in early grades affects both near-term reading and math proficiency and long-term high school graduation rates.

The LFC identified several key challenges, including inconsistent attendance-taking practices and inadequate implementation of tiered interventions. They recommended several strategies to address these issues, such as adjusting school calendars to accommodate cultural events, requiring extra school time for chronically absent students, and withholding credit for excessive absenteeism.

Moving forward

Hathaway concluded the presentation by outlining the LESC’s plans for further analysis and predictions on which schools and districts will have higher absenteeism in order  to match interventions with specific attendance issues. She stressed the need for tailored, locally driven interventions that move beyond communication and planning to address the root causes of absenteeism.

The discussion underscored the complexity of addressing chronic absenteeism, with factors ranging from poverty and health issues to cultural obligations and student engagement.

The committee acknowledged the need for a multifaceted approach, combining legislative action with community engagement and support from various state agencies.

Six key recommendations from the report:

  1. Amend the Attendance for Success Act: Allow districts to require extra instructional time for some excessively absent students.
  2. Publish attendance rules: The Public Education Department (PED) should publish formal rules regarding attendance-taking practices.
  3. Best practice interventions: PED should provide a publicly accessible list of best practice interventions to improve absenteeism.
  4. Parental engagement: Schools and PED should increase efforts to inform parents about the impact of attendance on academic performance.
  5. Teacher incentives: Implement and evaluate teacher incentive programs to improve attendance.
  6. Adjust school calendars: Allow schools within districts to set separate calendars to meet specific cultural needs. The report found that many students miss school to attend cultural ceremonies.

The New Mexico legislature’s ongoing focus on chronic absenteeism highlights a critical issue within the state’s education system. Both LESC and LFC staff told lawmakers that with comprehensive analysis and strategic interventions, they can create a more supportive environment that ensures all students have the opportunity to thrive academically and personally.

New Mexico is working to address the

News

Friday marks the final day for parents, students, educators, and community members to provide feedback on the proposed amendments to New Mexico’s Every Student Succeeds Act (NM-ESSA) plan.

The New Mexico Public Education Department (NMPED) has been actively seeking input to collect input on whether the revised plan meets the educational needs of all students in the state. The deadline for submitting feedback is 5 pm Friday, August 2, 2024.

The Every Student Succeeds Act (ESSA) is a federal law that allows states the power to design education policies tailored to their unique student populations. New Mexico’s ESSA plan outlines state-specific goals, school accountability measures, strategies for student support, and other essential components aimed at improving education quality.

Why These Amendments Matter

First approved in 2017 and amended in 2020 to address COVID-19-related changes, the current ESSA plan is being revised to address ongoing educational challenges and opportunities for improvement that arose following a site visit to PED by the federal government.

The US Department of Education visit found that the state was not consistently following the approved ESSA plan, and has required PED to reissue a number of accountability factors.

In a notice on their website, PED states the revisions will be guided by the feedback from New Mexicans, ensuring that the plan aligns with the community’s educational values and needs.

The proposed amendments cover several significant areas:

  • Title I – A (Assessment & Accountability): This section includes changes to school assessment and accountability processes. Proposed amendments total 62 pages.
  • Title I – C (Migrant Education): This section works to improve support for migrant students. Proposed amendments total 3 pages.
  • Title I – D (Neglected, Delinquent, and At-Risk): This section works to better programs for at-risk youth. Amendments total four pages.
  • Title II (Teacher Training/Mentorship/Effective Instruction): This section works on strengthening teacher development and instructional strategies. Proposed amendments to this section total 10 pages.
  • Title III (Multilingual Learner Programs): This section deals with programs for students learning English. Amendments are three pages of amendments.
  • Title IV – A (Academic Enrichment Grants): This section deals with academic grant programs. Proposed amendments are three pages.
  • Title IV – B (21st Century Community Learning Centers): This section handles after-school and summer learning initiatives. Proposed amendments are six pages.
  • Title V (Rural and Low-Income School Programs): Enhanced support for rural and low-income schools. This comes out to six pages of amendments.
  • Title VII (Education Supports for Students Experiencing Housing Insecurities): This section deals with aid for students facing housing instability. This section has 23 pages of proposed amendments.

In April and May of 2017, New Mexico was one of the 17 states that submitted their initial ESSA accountability plans to the U.S. Department of Education. These plans were part of a broader effort to rethink and reform education in line with state-specific goals and challenges.

Shortly after submission, Bellwether Education Partners, working with the Collaborative for Student Success, conducted an independent analysis of these state plans. The review, which involved more than 30 bipartisan state and national education experts, aimed to highlight both the strengths and areas for improvement in each plan.

The 2017 analysis praised New Mexico for its forward-thinking approach in several categories. These were used to determine the effectiveness of the plan.

Standards and Assessments: The state’s commitment to the Common Core State Standards and Next Generation Science Standards was applauded, along with the use of Partnership for Assessment of Readiness for College and Careers (PARCC) assessments. New Mexico’s plan to cover Advanced Placement exam fees for low-income students was also commended.

Indicators: In its plan, New Mexico provided a clear set of meaningful indicators for student success, including growth among the lowest-performing students, college and career readiness, extended-year graduation rates, and chronic absenteeism.

Academic Progress: According to the review, the state’s accountability system effectively balanced the importance of grade-level proficiency with student growth. This ensured that schools were recognized not only for achieving high proficiency rates but also for demonstrating progress among all students.

Supporting Schools: New Mexico’s plan was praised for its “clear” intervention strategies for schools identified as needing improvement were considered exemplary. The plan outlined specific actions to be taken if schools failed to show progress within three years.

New Mexico’s ESSA plan was praised for its innovation and commitment to equity. The plan took effect before the Yazzie-Martinez decision was made, a court ruling that called for additional efforts from the state to improve student results.

The COVID-19 pandemic disrupted schools in 2020, at the same time the state began shifting away from the PARCC test. In 2023, after a four year hiatus, PED brought back the state’s accountability system after student testing resumed in 2022 with the new NM-MSSA assessment for New Mexico’s third through eighth graders. 11th grade students take the SAT.

Your Voice Matters

PED has not made a big deal about the amendments, and while the opportunity for New Mexicans to contribute to this feedback process is closing on Friday, August 2, New Mexican insights and experiences will help shape an education plan that truly reflects the needs of New Mexico’s diverse student population.

To review the amendments and provide feedback, visit the PED’s ESSA Amendment Page. The page offers access to surveys for specific sections and a presentation on the proposed changes. Completing these surveys by 5 pm on Friday, August 2 ensures your voice is heard in this critical decision-making process.

The New Mexico Public Education Department is

News

The New Mexico Public Education Department (PED) has eliminated the “Excellence” designation that highlighted the best performing schools in the state from its accountability model.

This overhaul, part of PED’s ongoing effort to properly align with the state’s federally approved Every Student Succeeds Act (ESSA) plan, comes as recent challenges forced necessary adjustments..

Because of the overhaul, New Mexico’s highest performing schools will no longer receive recognition for their work, and will fall under a less rigorous, more crowded designation.

Previously, the “Excellence” label recognized the top 10% of schools within the Vistas accountability system. However, a federal review during a site visit in August identified systemic errors in how this designation was applied. These discrepancies not only prompted confusion but also necessitated the re-issuance of 2022-2023 school accountability data.

Janelle Garcia, PED’s Deputy Director of Communications and Public Relations, said the removal was essential to streamline accountability and eliminate past inaccuracies that compromised educational transparency.

“The 2022-23 ESSA Accountability Model that was recently revised and released on May 20 [did] have the designation of excellence correctly applied and aligned with the 2019 Consolidated State Plan that was approved by [United States Department of Education],” Garcia explained. “However, prior to the revision, the designation of excellence had been applied incorrectly.”

Moving forward, high-performing schools will now fall under the less rigorous “Spotlight” designation, which recognizes the top 25 percent of schools in NM. Garcia said this would ensure clearer differentiation and targeted support across the educational spectrum.

Schools Affected by the Designation Removal

Albuquerque:

  • Albuquerque School of Excellence
  • Alvarado Elementary
  • College and Career High School
  • Coral Community Charter
  • Corrales Elementary
  • Cottonwood Classical Prep
  • Coyote Willow Family School
  • Dennis Chavez Elementary
  • Desert Ridge Middle
  • Desert Willow Family School
  • Double Eagle Elementary
  • Early College Academy
  • East Mountain High School
  • Eisenhower Middle
  • Georgia O’Keeffe Elementary
  • Hubert H. Humphrey Elementary
  • La Cueva High
  • Monte Vista Elementary
  • New Mexico International School
  • North Star Elementary
  • Onate Elementary
  • Osuna Elementary
  • S. Y. Jackson Elementary
  • Ventana Ranch Elementary
  • Zia Elementary
  • Collegiate Charter School
  • Institute of Math & Science

Alamogordo:

  • Buena Vista Elementary
  • High Rolls Mountain Park Elementary
  • Holloman Middle
  • Sierra Elementary

Aldo Leopold Charter:

  • Aldo Leopold Charter

Altura Preparatory School:

  • Altura Preparatory School

Artesia:

  • Penasco Elementary

Belen:

  • Belen Family School

Carlsbad:

  • Carlsbad Early College High

Cimarron:

  • Cimarron Middle

Cloudcroft:

  • Cloudcroft High

Clovis:

  • Mesa Elementary
  • Zia Elementary

Corona:

  • Corona Elementary

Deming:

  • Early College High School

Farmington:

  • Country Club Elementary
  • San Juan College High School

Gadsden:

  • Alta Vista Early College High School

Grady:

  • Grady Middle School

Grants:

  • Bluewater Elementary

Las Cruces:

  • Desert Hills Elementary
  • Early College High School
  • Mesilla Valley Leadership Academy
  • White Sands Elementary

Logan:

  • Logan Elementary

Los Alamos:

  • Aspen Elementary
  • Barranca Mesa Elementary
  • Chamisa Elementary
  • Los Alamos High
  • Los Alamos Middle
  • Mountain Elementary
  • Pinon Elementary

Maxwell:

  • Maxwell Elementary
  • Maxwell Middle

Melrose:

  • Melrose High
  • Melrose Junior

Moriarty-Edgewood:

  • South Mountain Elementary

New Mexico School for Arts:

  • New Mexico School for Arts

Quemado:

  • Quemado Elementary

Reserve:

  • Reserve Elementary

Rio Rancho:

  • Rio Rancho Cyber Academy

Roswell:

  • Sidney Gutierrez Middle

Roy:

  • Roy Elementary
  • Roy High

Santa Fe:

  • Academy for Technology & Classics
  • Acequia Madre Elementary
  • Atalaya Elementary
  • Carlos Gilbert Elementary
  • El Dorado Community School
  • Wood-Gormley Elementary

Silver City:

  • Cliff Elementary

Taos:

  • Anansi Charter School
  • Taos Municipal Charter

Texico:

  • Texico Elementary
  • Texico Middle

The Ask Academy:

  • The Ask Academy

The Masters Program:

  • The Masters Program

West Las Vegas:

  • CARE

The New Mexico Public Education Department (PED)

News

The New Mexico Public Education Department (PED) released graduation rate data for the class of 2023 on July 11, presenting a mixed picture of the state’s educational progress.

While PED focused on the 95.77 percent graduation rate for seniors who qualified as Career Technical Education (CTE) concentrators, the overall graduation rate for New Mexico high school seniors was a much weaker 76.7 percent.

This figure marks only a slight increase of 0.2 percent from the previous year’s rate of 76.5 percent.

A Reality Check

Despite the high graduation rates for CTE students, the overall picture remains troubling.

New Mexico’s overall graduation rate has stagnated around the mid-70s for the past four years. In 2023, the rate rose slightly to 76.7 percent.

Among student groups identified in the Yazzie-Martinez decision (in which a New Mexico district court judge ruled the state was failing to provide a “sufficient” education to particular groups of students), the overall graduation rates were:

  • Economically Disadvantaged – 69.7 percent, an increase of 3.7 percentage points
  • English Language Learners – 74.9 percent, a decrease of 1.1 percentage points
  • Students with Disabilities – 68.5 percent, an increase of 1.4 percentage points
  • Native American Students – 74.7 percent, an increase of 2.7 percentage points

In 2014 New Mexico’s graduation rate was 69.3 percent. Though there has since been a slight improvement, the pace has slowed significantly. New Mexico’s graduation rate first hit the 70s in 2016 when the state reached a rate of 71 percent.

In 2020, the COVID-19 class saw graduation rates of 76.9 percent; the class of 2021 had a rate of 76.8 percent; the class of 2022 had a rate of 76.5 percent.

In a statement released with the 2023 data, Arsenio Romero, Public Education Secretary said, “A stabilized graduation rate means that our improvements are not a fluke. Our goal is to increase and stabilize the graduation rate for all student subgroups. A stable, across-the-board graduation rate is an indicator of an equitable public education system for all students.”

The state has stagnated in the 70 percent range, resting here for eight years.

CTE Concentrators Shine

CTE concentrators, defined as students completing two or more courses in an approved program of study or career cluster, are a bright spot in New Mexico’s educational results.

PED said the near-perfect graduation rate among these students underscores the effectiveness of practical, skills-based learning. “The 2023 graduation data is a testament to the power of practical, skills-based learning,” Romero said, “When students view education as a pathway to a successful career, they are more engaged.”

“The PED will continue to develop our career technical programs and promote them to schools and districts,” Romero said.

Success Stories and Ongoing Challenges

Though the state’s results are stagnant, some school districts in New Mexico outperformed the state average and demonstrated significant growth in their graduation rates.

Bernalillo Public Schools, Gadsden Independent Schools, and Bloomfield Public Schools were all above the state average, particularly in the Yazzie-Martinez subgroups.

Bernalillo Public Schools achieved an overall graduation rate of 80 percent, compared to the state’s 76.7 percent. Among the Yazzie-Martinez subgroups, Bernalillo also did better than the state: economically disadvantaged students graduated at a rate of 79.7 percent, English learners at 78.7 percent, students with disabilities at 75.5 percent, and Native American students at 77.6 percent.

Bloomfield Public Schools surpassed state averages with an overall graduation rate of 84.4 percent. The district also demonstrated better than average outcomes within the Yazzie-Martinez groups: economically disadvantaged students achieved an 86.6 percent graduation rate, English learners 86.1 percent, students with disabilities 79.3 percent, and Native American students 83.2 percent.

Gadsden Independent Schools achieved the highest overall graduation rate among the three districts at 87.8 percent, far exceeding the state average. The district’s performance in the Yazzie-Martinez subgroups was also better than the state’s performance: economically disadvantaged students graduated at a rate of 86.5 percent, English learners 86.4 percent, students with disabilities 84.6 percent, and Native American students achieved a perfect 100 percent graduation rate.

According to the Public Education Department, these districts have implemented college and career readiness programs, such as NextGen and Perkins CTE, Pathway2Careers, and Advanced Placement courses, contributing to their success.

Despite these local successes, the overall state data signals a need for continued and enhanced efforts to improve graduation rates across the board.

The New Mexico Public Education Department (PED)