Connect with:
Wednesday / January 15.
logo
mobile-logo
HomeStandard Blog Whole Post (Page 3)
News

Today, Monday, July 1, Dr. Gabriella Duran Blakey officially takes the reins as Superintendent of Albuquerque Public Schools (APS).

With a career deeply rooted in education and a strong connection to the community, Blakey is poised to lead APS through a transformative period, focusing on student outcomes, equitable resource allocation, and community involvement.

In an interview with New Mexico Education, Blakey called herself a collaborative leader. She said her career has been dedicated to improving outcomes for children and fostering success across Albuquerque.

Growing up in Albuquerque’s Southeast Heights, she said, she was deeply influenced by her parents—her mother, a nurse, and her father, a longtime educator—who taught her the value of service to others.

Blakey has more than 20 years of experience at APS, starting as a social studies and English Language Learner teacher at Highland High and Albuquerque Evening School. She has since held various positions, including assistant principal, principal, and associate superintendent. 

Her accomplishments include creating a school transformation model for underperforming schools, developing a school data scorecard that significantly improved key performance indicators, and leading professional development initiatives for 143 principals. 

In addition to her work at APS, Dr. Blakey has served as assistant superintendent for curriculum and professional development at Santa Fe Public Schools, and founded Health Leadership High School, an Albuquerque charter school focused on project-based learning for underserved high school students. Dr. Blakey holds a Doctor of Education and a Master of Arts in Educational Leadership from the University of New Mexico, along with a Bachelor of Science in secondary education from New Mexico State University.

Blakey served as the Chief Operations Officer for Albuquerque Public Schools (APS) for the past three-and-a-half years, and has managed a wide array of functions, from transportation and school meals to APS Police and the maintenance of over 16 million square feet of facilities. Her work has included overseeing  infrastructure improvements aimed at improving school safety, including the rebuilding of five schools and the construction of two transportation centers.

Blakey is also an accomplished violinist. She plays for the Symphony Orchestra of Albuquerque. She also serves on the boards of Explora Children’s Science Museum, United Way of Central New Mexico, and the Albuquerque Youth Symphony Program.

A roadmap for success

Blakey steps into the role as superintendent of the state’s largest school district at a critical time.

New Mexico was recently (and for the eighth time in a row) ranked last in education across the nation. According to the New Mexico Public Education Department, statewide, only 38 percent of New Mexico’s students can read at grade level; only 24 percent of students can do math at grade level.

As she takes the role, neither Blakey nor APS are shying away from the fact that only 40 percent of APS students can read at grade level and 25 percent of students can do math at grade level.  These results, she said, are what drive Blakey to want better for Albuquerque’s students.

An early supporter of a new vision for APS, Blakey helped write the roadmap for success that the district is following. The Emerging Strong Strategic Plan is a document that was designed by a team of staffers at the district, and significant community engagement. It outlines the steps APS must take to improve student results, with benchmarks to keep the district on track with its major goals.

Blakey emphasized the importance of APS’s goals and guardrails, which were established through community input to ensure they reflect the values and priorities of Albuquerque residents. These goals include making strong improvements in early literacy, math proficiency, college and career readiness, and social-emotional learning.

“Early literacy, specifically third-grade reading, is our first goal,” Blakey said. “Research shows the importance of students learning to read by third grade, which sets the foundation for their future academic success.”

Math proficiency is another critical focus area, targeting eighth-grade students to ensure they are prepared for high school algebra, a key predictor of graduation rates. For high school students, APS is concentrating on college and career readiness through various programs, including dual-credit classes, career certifications, and the bilingual seal.

“Ultimately, our aim is to ensure that all students are ready for life after high school, whether that means higher education or entering the workforce,” Blakey said.

APS understands the importance of continuous learning throughout a student’s academic journey. Blakey said. “Learning doesn’t stop in third grade or eighth grade; it’s a lifelong process,” she said.

She said the district is committed to ensuring that education is not segmented into isolated milestones but rather a cohesive, ongoing experience that prepares students for the complexities of life beyond school.

Emphasizing Equity and Cultural Inclusivity

While APS has plans to improve student results, Blakey said the district recognizes that is only possible when students are all supported fairly.

Blakey said that she is committed to addressing the diverse needs of APS students, particularly those from historically underserved groups, including Native American and African American students. 

APS Goals and Guardrails were created with the Yazzie-Martinez lawsuit in mind, which declared the state was failing to support its underserved groups of students.

“We need to ensure that resources are targeted to the right students and schools,” Blakey said. “This includes strengthening our community schools framework to address issues like chronic absenteeism and providing necessary support to students and families.”

Cultural inclusivity is a priority for Blakey. She advocates for valuing the assets that students from diverse backgrounds bring to the classroom, fostering an environment where all students feel proud of their heritage and capable of achieving success. She said that students perform better when they feel accepted in school, and that APS is working to make every student feel comfortable and like they belong in the classroom.

“Cultural inclusivity isn’t just about celebrating different cultures during special months; it’s about embedding respect and understanding into the fabric of our everyday curriculum and school activities,” Blakey said.

She described  several initiatives APS has undertaken to promote cultural inclusivity, such as integrating multicultural perspectives into the curriculum, providing professional development for teachers on culturally responsive teaching practices, and creating programs that celebrate the diverse heritage of the student body. 

In June, several APS teachers attended training to help them make their classrooms more open and accessible to students of all cultures; Blakey said she is working on ways to extend similar training to the entire APS staff.

Blakey said she believes that by recognizing and valuing the unique contributions of every culture, APS can create a more equitable and enriching educational experience for all students.

Fostering student well-being as populations shrink

With student mental health being a pressing concern nationwide, Blakey said she is focused on creating a supportive environment for APS students. She advocates for initiatives like student wellness rooms, increased access to school-based health centers, and partnerships with community organizations to provide behavioral health support.

“Mental health is as crucial as physical health,” she stressed. “We need to ensure that students feel safe and supported to succeed academically.”

Many school districts across the nation dedicated money from the Elementary and Secondary School Emergency Relief (ESSER) COVID-19 funding to hire emotional and mental health support for their students. Blakey said that APS used these funds “strategically” to lay the groundwork for programs and not rely solely on ESSER to fund mental health operations.

She said the district is actively seeking partnerships with local health organizations and exploring grants and other funding opportunities. “Our students’ mental well-being is a top priority, and we are dedicated to ensuring that these supports remain in place long after the ESSER funds are gone,” she said. By planning ahead and leveraging community resources, APS aims to sustain and even enhance its mental health services.

One of APS’ biggest challenges is declining enrollment and related budget constraints.

Enrollment figures have shown a persistent decrease from 85,336 students in FY16 to 66,321 in FY24, with projections estimating a further drop to 64,995 students in FY25. This decline has put considerable strain on the district’s budget. Blakey said she is committed to leveraging all available resources to ensure that APS can continue to provide quality education and support to its students.

“While we are dealing with a shrinking student population, we are focusing on long-term strategies to attract and retain families in Albuquerque,” she said. “This includes working closely with the community and finding innovative solutions for resource allocation.”

APS is focusing on “right-sizing” the district by consolidating underutilized facilities and redirecting funds towards enhancing academic programs and student services. This includes investing in technology and infrastructure to support modern learning environments and ensuring that resources are equitably distributed across the district.

“Our goal is to make APS the district of choice for families in Albuquerque by providing a supportive, inclusive, and academically rigorous environment,” she said. Through these steps, Blakey aims to not only manage the current decline but also lay the groundwork for future stability and growth.

A community-centered approach

Blakey’s leadership style is already being characterized by her recent on the ground site visits, listening to the community, and making data-driven decisions. She committed to continue these in-person efforts.

Since being appointed as interim superintendent, Blakey has been on a “listening tour” where she has visited schools across the district and listened to the needs and challenges of teachers, principals, and APS staff. 

Blakey said she believes in the importance of community involvement in education and strives to create a collaborative environment where the voices of students, parents, teachers, and business leaders are heard and valued.

“I am dedicated to working closely with the community to ensure that we are meeting their needs and expectations,” she said. “By partnering with local organizations and stakeholders, we can create a stronger, more supportive environment for our students.”

Blakey expressed a strong desire to improve the local economy by fostering closer ties between APS and the business community. She said she envisions a symbiotic relationship where schools and businesses collaborate to benefit both students and the local economy. “By partnering with local businesses, we can provide students with tangible skills that directly translate to the workforce, while also supporting our community’s economic growth,” Blakey said.

Blakey said she aims to create more internship opportunities, vocational training programs, and career pathways that align with the needs of Albuquerque’s businesses. She said these initiatives not only help students gain practical experience and job readiness skills but also ensure that local businesses have access to a well-prepared workforce. 

“We want our students to graduate with the skills, mindsets, and habits they need to be successful in life, and part of that success is being able to contribute meaningfully to their communities,” she said.

By integrating real-world experiences into the curriculum and fostering partnerships with business owners, Blakey said, APS can play a pivotal role in driving economic development. Her approach includes engaging with industry leaders to understand their workforce needs and tailoring educational programs to meet those demands. 

This strategy aims to create a pipeline of skilled workers who are ready to contribute to Albuquerque’s economic vitality, ensuring that both students and the community thrive.

“We have a great plan in place with our Emerging Stronger Strategic Plan,” she said. “Now, it’s about execution and making sure we stay focused on our goals and guardrails. I am confident that, with the support of our dedicated staff and the community, we will achieve great things for our students.”

Dr. Gabriella Durán Blakey, the new Superintendent

News

New Mexico’s school districts and charter schools are set to receive an additional $71 million in funding, which will be distributed through the public school funding formula.

The significant financial boost will support the upcoming school year, thanks to a collaborative effort between the legislative and executive branches, the Legislative Finance Committee (LFC) announced over the weekend.

The Public Education Department (PED) is increasing the amount paid per funding “unit” from $6,442.55 in 2023-24 to $6,553.75 in the 2024-25 school year.

This unit value starts at one for each student and grows based on the needs of the student and the specifics of the school district or charter school. The total amount appropriated for funding formula distribution, known as the state equalization guarantee, is divided by the estimated number of units statewide to determine this unit value.

Senator George Muñoz, committee chair, explained the cautious approach PED took in setting the unit value this year, largely due to the uncertainty surrounding the plan to require at least 180 school days per year.

“PED generally takes a cautious approach to setting the unit value and increases it halfway through the year when it has a clearer picture of enrollment. This year the department was more cautious than ever because the plan to require at least 180 school days a year is in limbo,” Muñoz said. “But schools need that money now. PED’s conservative unit value left many school districts scrambling to cover base costs, let alone the pay raises and other initiatives included as part of the state budget.”

The increase in the unit value aims to address these immediate financial needs, enhancing the impact of the state’s investment in education. Representative Nathan Small, vice chair, explained the importance of these investments. “Over the last several years, state lawmakers have used our record revenues to make significant investments in education, not only because it is what our children deserve, but also because it is key to building a brighter future for our state.”

In addition to the increased funding, school districts and charter schools will save an estimated $26 million on insurance.

The Public Schools Insurance Authority, which provides risk and health insurance for all schools except those in the Albuquerque district, has agreed to reduce healthcare rates to 10 percent and risk rates to 15 percent, spreading the increases over several years. This reduction is expected to benefit both the schools and the employees in the health plan.

Local school agencies will need to submit budget adjustment requests to access the additional funds, as PED’s decision to increase the unit value came after the deadline for districts and charter schools to submit their budgets for approval.

Estimated FY25 SEG Increases Across New Mexico

21st Century Public Academy: $76,368.60
Academy For Technology and Classics: $75,777.57
ACE Leadership High School: $57,136.23
Aces Technical Charter School: $43,695.26
Alamogordo: $1,114,595.07
Albuquerque: $16,072,164.01
Albuquerque Bilingual Academy: $95,348.33
Albuquerque Charter Academy: $92,456.13
Albuquerque Collegiate Charter School: $42,276.68
Albuquerque Institute of Math and Science: $70,598.43
Albuquerque School of Excellence: $175,424.00
Albuquerque Sign Language Academy: $83,487.74
Aldo Leopold Charter: $45,963.96
Alice King Community School: $101,998.42
Alma d’Arte Charter: $27,975.81
Altura Preparatory School: $49,272.72
Amy Biehl Charter High School: $51,349.16
Anansi Charter School: $45,731.11
Animas: $57,160.25
Artesia: $756,187.36
Aztec: $512,425.50
Belen: $800,951.58
Bernalillo: $684,840.21
Bloomfield: $570,695.75
Capitan: $134,352.84
Carlsbad: $1,392,197.76
Carrizozo: $65,157.97
Central Consolidated: $1,092,848.69
Cesar Chavez Community School: $49,985.07
Chama: $121,265.16
Christine Duncan Heritage Academy: $103,197.60
Cien Aguas International: $97,234.17
Cimarron: $106,740.66
Clayton: $116,294.52
Cloudcroft: $130,122.68
Clovis: $1,506,363.91
Cobre Consolidated: $291,935.14
Coral Community Charter: $46,497.84
Corona: $45,083.48
Corrales International: $61,307.56
Cottonwood Classical Prep: $153,992.32
Cottonwood Valley Charter: $44,622.00
Cuba: $233,806.78
DEAP: $10,210.27
Deming: $1,131,350.25
Deming Cesar Chavez: $33,872.74
Des Moines: $52,600.27
Dexter: $209,059.11
Digital Arts and Technology Academy: $69,110.13
Dora: $67,371.74
Dream Dine: $8,606.66
Dulce: $162,223.56
East Mountain High School: $86,632.47
El Camino Real Academy: $71,479.69
Elida: $59,436.51
Espanola: $685,017.80
Estancia: $178,194.89
Estancia Valley Classical Academy: $120,649.00
Eunice: $158,464.89
Explore Academy: $281,241.48
Explore Academy – Las Cruces: $71,498.49
Explore Academy – Rio Rancho: $56,405.42
Farmington: $2,194,454.49
Floyd: $70,662.37
Ft Sumner: $83,523.54
Gadsden: $2,749,161.24
Gallup-McKinley: $2,909,860.47
Gilbert L. Sena Charter High School: $41,039.92
Gordon Bernell Charter: $52,634.85
Grady: $57,564.13
Grants: $688,097.59
Hagerman: $116,538.71
Hatch: $300,626.31
Health Leadership High School: $47,790.76
Hobbs: $1,976,574.33
Hondo: $58,519.56
Horizon Academy West: $95,833.83
House: $36,324.48
Hozho Academy: $155,171.70
International School at Mesa Del Sol: $71,928.27
J. Paul Taylor Academy: $42,635.75
Jal: $146,951.24
Jefferson Montessori Academy: $49,711.40
Jemez Mountain: $70,060.89
Jemez Valley: $101,682.95
La Academia De Esperanza: $56,406.64
La Academia Dolores Huerta: $14,332.57
Lake Arthur: $58,355.31
Las Cruces: $5,093,888.74
Las Montanas Charter: $39,027.42
Las Vegas City: $282,530.62
Logan: $89,621.86
Lordsburg: $129,289.68
Los Alamos: $784,100.00
Los Lunas: $1,781,108.30
Los Puentes Charter: $26,620.17
Loving: $184,387.39
Lovington: $827,140.96
Magdalena: $102,794.17
Mark Armijo Academy: $50,700.53
Maxwell: $47,840.80
McCurdy Charter School: $107,319.90
Melrose: $82,693.21
Mesa Vista: $84,977.71
Middle College High School: $32,499.53
Mission Achievement and Success: $411,399.30
Monte Del Sol Charter: $75,296.41
Montessori Elementary School: $85,495.79
Montessori of the Rio Grande: $51,479.48
Mora: $127,437.42
Moreno Valley High: $19,107.72
Moriarty-Edgewood: $504,515.07
Mosaic Academy Charter: $42,587.49
Mosquero: $45,817.29
Mountain Mahogany Community School: $54,836.61
Mountainair: $69,985.17
Native American Community Academy: $105,215.88
New America School: $45,708.76
New America School – Las Cruces: $33,746.53
New Mexico Academy for the Media Arts: $40,491.48
New Mexico Connections Academy: $292,780.04
New Mexico International School: $93,074.62
New Mexico School for the Arts: $63,323.62
North Valley Academy: $69,575.73
Pecos: $140,387.55
Pecos Cyber Academy: $325,392.22
Penasco: $88,681.89
Pojoaque: $335,195.61
Portales: $592,234.30
Public Academy for Performing Arts: $83,341.18
Quemado: $62,136.00
Questa: $101,726.76
Raices Del Saber Xinachtli Community: $28,763.66
Raton: $190,537.98
Red River Valley Charter School: $25,518.06
Reserve: $47,043.60
Rio Gallinas School: $24,839.86
Rio Grande Academy of Fine Arts: $33,430.17
Rio Rancho: $3,823,299.53
Robert F. Kennedy Charter: $92,063.59
Roots and Wings Community: $18,488.67
Roswell: $2,038,549.09
Roy: $38,655.68
Ruidoso: $367,568.71
San Diego Riverside Charter: $19,076.69
San Jon: $47,190.17
Sandoval Academy of Bilingual Education: $51,054.59
Santa Fe: $2,405,028.60
Santa Rosa: $171,490.19
School of Dreams Academy: $142,487.23

New Mexico’s school districts and charter schools

News

The New Mexico Public Education Department (PED) recently revised school accountability designations for the 2022-2023 school year, acknowledging the original designations released to the public last November were incorrect for many New Mexico schools.  This move was made after a visit from the U.S. Department of Education (ED) revealed the department’s accountability calculations were not aligned to federal requirements and contained significant errors.

Annually, as required by state and federal law, PED releases school designations based on student performance on the New Mexico Measures of Student Success and Achievement (NM-MSSA), the SAT, other state assessments, and additional measures. School designations range from Spotlight and Traditional, to designations that signal support is needed, including, TSI (Targeted Support and Improvement), CSI (Comprehensive Support and Improvement), and MRI (More Rigorous Intervention). These allow PED to identify schools that require varying levels of additional support and funding based on their performance and improvement needs.

If a school disagrees with their designation, they are allowed to appeal.

Why PED Re-Issued Scores

In the fall of 2023, the PED was inundated with two hundred eighty (280) appeals from districts and charter schools.

Janelle Garcia, PED Deputy Director of Communications & Public Relations, said this unprecedented volume of appeals prompted an internal review of the PED’s accountability processes and business rules. During this review, Garcia explained that PED discovered discrepancies in how technical business rules were applied, which did not align with the state’s 2019 Every Student Succeeds Act (ESSA) Consolidated State Plan (CSP) and its 2021 ESSA CSP addendum.

A critical finding from the United States Department of Education’s site monitoring visit in September 2023 was that the PED had mistakenly exited schools from their designated support categories (ATSI, CSI, and MRI) too early in the 2021-22 cycle. The initial identification of these schools occurred in 2019, but due to procedural errors, were prematurely removed from their designated support categories.

Consequently, PED had to reinstate these 2019 designations and appropriately categorize or exit schools in the 2022-23 cycle.

The PED has since revitalized Vistas with the correct designations and a new design to help promote educational equity and ensure that no student group or school falls behind.

Ongoing Challenges and Accountability Measures

The 2023 site monitoring visit by the USDE was a critical turning point, revealing fundamental errors in the PED’s previous processes and necessitating immediate corrective actions.

This is not the first time the PED has faced criticism over accountability and assessment data. State assessment results were not released for the 2022-2023 school year until October, months after the next school year began. After the data finally came out, revealing that most of the state’s students are not meeting their grade level requirements, New Mexico’s secretary of education wrote a letter to superintendents and school leaders, arguing for more accountability from the schools.

Secretary Arsenio Romero argued the need for accountability at all levels of the education system. Romero’s sternly-worded letter to district leaders called for a break from the status quo and demanded accountability and excellence from everyone involved in New Mexico’s education system.

The letter came out after the US Education Department’s site visit that found PED’s accountability model had failed. Months later, PED was required to reissue school designations to fix their own accountability failure.

Garcia said that PED plans to focus on ensuring its accountability models and data management practices are robust and aligned with federal guidelines.

To view updated school designations and performance indicators, visit nmvistas.org. 

The New Mexico Public Education Department (PED)

News

The 2024 KIDS COUNT Data Book, an annual report by the Annie E. Casey Foundation, reveals that New Mexico is still ranked last in the nation in education.

This is the eighth year in row New Mexico has ranked 50th in education.

Released June 10, the Data Book provides a comprehensive analysis of child well-being across the United States, with a particular focus this year on adverse childhood experiences (ACEs) and chronic absenteeism.

To determine state rankings, the Annie E. Casey Foundation uses four domains: Economic Well-Being, Education, Health, and Family and Community. Each domain consists of four indicators which are measured, and used to determine a state’s ranking. In education, New Mexico retains its place at the bottom, joined by Mississippi at 49th, and Louisiana at 48th.

Annie E. Casey uses the National Assessment for Education Progress (NAEP) assessment to measure student proficiency. New Mexico’s most recent NAEP scores indicate only 21 percent of New Mexico’s fourth grade students are proficient in reading.

“Reading proficiency is critical for students to succeed academically and as adults,” explained Emily Wildau, KIDS COUNT Coordinator at New Mexico Voices for Children. “New Mexico’s ranking in the education domain is heavily impacted by national standardized test scores,” Wildau said. “Our K-12 students of color, those from low-income families, and those with disabilities tend to fare worse than their white, more affluent peers. This is largely due to generations of underfunding and a lack of culturally responsive instruction and support.”

Wildau explained, “These scores do not reflect the ability of our children, but rather an education system that is not designed with our multicultural, multilingual students in mind.”

“New Mexico’s ranking is not a reflection of who we are but serves as a motivation to continue improving the systems that make it possible for kids and families to thrive,” said Gabrielle Uballez, Executive Director of New Mexico Voices for Children.

Key Points from the 2024 KIDS COUNT Book

On education, New Mexico ranks 50th in the nation. Interestingly, Mississippi, who ranks 49th in overall child well-being, ranks 30th for education. Louisiana, who ranked 48th in overall child well-being, ranks 42nd in education.

The four indicators measured in the Education domain are:

Young Children Not in School
Both nationally and in New Mexico, the group of students aged three and four who were not in school between 2018 and 2022 has increased. Nationally, 54 percent of students in this age group are not in school, two percent worse than 2013-17. In New Mexico, 59 percent of students in this age group were not in school, a one percent increase from 2013-17.

Fourth Graders Not Proficient In Reading
In New Mexico, the percentage of fourth grade students who cannot at grade level has increased from 76 percent in 2019, to 79 percent in 2022. Nationally, 68 percent of fourth graders cannot read at grade level, two percent worse than 2019.

Eighth Graders Not Proficient In Math
Nationally, students in eighth grade are doing worse in math than they did in 2019.  Across the country, eighth graders who cannot do math at grade level is 74 percent, a seven percent increase from 2019. In New Mexico the story is much worse. In 2019, 79 percent of New Mexico eighth graders could do math at grade level; in 2022, 87 percent of eighth graders could not do math at grade level. This is an eight percent increase.

High School Students Not Graduating on Time
Nationally, 14 percent of students are not graduating on time, the same as the previous data point (2018-2019). This is the one indicator in which New Mexico saw improvement. In 2020-2021, 23 percent of students were not graduating, a two percent improvement from 2018-2019 when 25 percent of students did not graduate on time.

On economic well-being, the Annie E. Casey Foundation ranked New Mexico 48th in the nation.

On health, New Mexico ranked 44th in the nation. Mississippi ranked 50th on health, and Louisiana ranked 49.

On family and community, New Mexico ranked 49th in the nation. Mississippi ranked 50th and Louisiana ranked 48 in the nation.

With all of the metrics, New Mexico’s overall rank in child well-being remains at 50th, unchanged from last year.

In almost every metric, New Mexico, Mississippi, and Louisiana are together in 48th, 49th, and 50th place – except one.Mississippi is ranked 30th in education.

New Mexico remains ranked last in education,

News

The Albuquerque Public Schools (APS) Board of Education has passed a new set of goals to guide their continued emphasis on community engagement. As part of their Emerging Stronger strategic plan, APS is working to bring the community along on the journey to improve student results.

At the June 5 meeting, the board met to discuss the Community Engagement Ad Hoc Committee’s goals, efforts that are meant to ensure the board is staying active in the community and aware of what their constituents need to improve student results.

The committee’s purpose is to elevate the community’s voice, ensuring that APS’ visions and values align with the community.

Board member Courtney Jackson, chair of APS’ Community Engagement Ad Hoc Committee, led the discussion on the committee’s goals. Jackson emphasized the importance of authentic community engagement rather than merely “checking the box.”

At this meeting, Jackson proposed goals that would better reflect the board’s intentions. Working together, the APS board finalized the numbers and goals to track their community engagement:

  • The first goal focuses on increasing student engagement at community events, with updated wording to emphasize participation beyond outreach events. Jackson suggested using numerical values instead of percentages to track progress, with an initial target of increasing from zero in August 2024 to 1,000 by August 2026.
  • The second goal aims at engaging students and families from groups identified in APS goals one and two, those are students identified as Yazzie-Martinez groups and African American students. Walking into this meeting, the board had a separate goal for engagement of Native American families, because Native American students are included in the Yazzie-Martinez groups, the board decided to consolidate goals to prevent redundancy. The board set the target for increased engagement from zero in August 2024 to 2,000 by August 2026.
  • The final decision was over the third goal, which requires each APS board member to participate in four outreach events per year, starting in 2024 and ending in 2026.

The board discussed the need for creativity in organizing engagement events and ensuring effective two-way communication.

Board President Danielle Gonzales praised the committee’s work and reminded the board, “the purpose of our community engagement efforts really is to hear and understand the vision and values of our community so that we can ensure that we are representing those visions that that vision and those values and it’s also the opportunity for us, or opportunities for us to have a two way conversation with our community”

Jackson said these initiatives are designed to ensure that the voices of students, families, and the broader community are heard and considered in APS’s decision-making processes.

In addition to the discussion on community engagement, the board acknowledged the contributions of outgoing Superintendent Scott Elder, who will retire on June 30 after 33 years with APS. The board expressed gratitude for his leadership, particularly during challenging times like the COVID-19 pandemic and a significant cyber-attack. Incoming Superintendent Gabriella Duran Blakey will step into the position July 1.

The APS Board of Education set new

News

As summer begins, the New Mexico Public Education Department (PED) has officially launched its $30 million Summer Reading Program, aimed at combating the “summer slide” and improving literacy across the state for 8,981 who have enrolled in the program.

Families across New Mexico have been encouraged to register their children through a media campaign utilizing radio, television, newspapers, and social media. Thanks to their efforts, the PED reported that 8,981 students enrolled in the Summer Reading Program. Registration is still open, and the program welcomes students from incoming kindergartners to outgoing eighth graders.

The program’s objectives are to enhance literacy skills, measure student progress, and build academic confidence. PED Communications Director, Janelle Garcia, emphasized the broad benefits of the program, noting that it targets the entire student population rather than specific groups.

Recruiting reading instructors has been a significant part of the program’s preparation, and thanks to their outreach, the program has 2,775 instructors who have applied, beating their requirement of 2,500 instructors for the program.

The PED, along with the governor’s office and the Higher Education Department (HED), has actively sought current or retired educators, faculty members, and pre-service educators to serve as literacy mentors, though no educational background nor teaching experience was required to be hired as an instructor. These instructors, who have undergone up to four days of training led by literacy experts, are being paid $35 per hour for their time. They have committed to a minimum of 25 hours per week.

According to Garcia, the number of instructor positions had been a moving target as the PED worked to match sites with instructors. Because they have more instructors than they searched for, PED is no longer taking applications for instructors.

The PED plans to evaluate the program’s effectiveness through several methods. Garcia said PED will assess pre- and post-summer program work, and track students’ progress throughout the school year to measure the impact. An external organization will conduct a “longitudinal evaluation” to ensure comprehensive assessment and accountability.

While many tutoring sites have registered to participate, some areas of the state do not yet have a Summer Reading Program site. The PED is working to establish virtual programming for these remote areas and is making personal contact to address barriers to participation.

The start and end dates of the program vary by school district calendars. Most programs launched on either June 3 or June 10 and will run for two to six weeks, depending on the community.

Gracia said the success of New Mexico’s Summer Reading Program relies heavily on community partnerships and the dedication of instructors. As the program continues, families are encouraged to register their children and take advantage of this free opportunity to enhance literacy skills and prevent the summer slide.

Some areas of New Mexico do not yet have a Summer Reading Program tutoring site, so the Public Education Department (PED) is establishing virtual programming to address barriers to participation in these remote areas.
Some areas of New Mexico do not yet have a Summer Reading Program tutoring site, so the Public Education Department (PED) is establishing virtual programming to address barriers to participation in these remote areas.

Gordon Bernell Charter School celebrated the grand

News

Gordon Bernell Charter School celebrated a momentous occasion with the grand opening of its new Career Development Center. This event marks a new chapter in the school’s ongoing mission to provide comprehensive educational and career opportunities to non-traditional students, including those who are currently incarcerated.

Founded in 2008, Gordon Bernell Charter School has long been dedicated to supporting incarcerated students seeking to improve their education and career prospects. The school supports students in 9th through 12th grade and has an adult education program to serve as many New Mexicans as possible.

Executive Director of Gordon Bernell, Beth Dorado, said this new center is part of the school’s commitment to expanding its services and providing students with the tools they need to succeed both within and outside of incarceration.

Dorado emphasized the importance of this new center, saying, “The Career Development Center represents a crucial step in our mission to offer hope and opportunities for positive change. By providing access to career pathways, we are helping our students build a brighter future.”

During the opening event, students played an active role in leading tours of the new facility, showcasing the various resources and opportunities available. The center features state-of-the-art classrooms, vocational training areas, and spaces designed to support career exploration and development.

On the walk through Gordon Bernell’s halls, on the way to the new Career Development Center, visitors are met by a giant mural painted by students, adorned with poetry they wrote themselves. Dorado said this artistic expression not only beautifies the space but also symbolizes the creativity and potential of the students. She added that the wall will be repainted annually with new poetry from students.

As part of their work to give students what they need to succeed after incarceration and graduation, Gordon Bernell Charter School has established multiple partnerships across New Mexico to enhance the career prospects of its students.

“For many of our students, fundamental life skills that are necessary to survive and even thrive post-incarceration are often lacking,” Dorado said. “To counter this, we have created opportunities for students to learn these skills and employ them in real-life situations.”

Dorado said collaborations with the New Mexico Department of Corrections and the New Mexico Department of Workforce Solutions have been instrumental in creating internship opportunities and professional development programs. Through these collaborations, the school connects students with local businesses for internships, helping them develop professional skills and gain practical experience. These opportunities are designed to give students a “hand up,” Dorado said, preparing them for successful reentry into society.

Dorado said Gordon Bernell ensures that mental health professionals are available to meet the needs of their students. The small, dedicated staff works tirelessly to support students, addressing both academic and personal challenges. Dorado celebrated the impact of these partnerships, saying, “Our collaboration with local businesses and organizations is vital. It allows us to give our students practical experience and a ‘hand up’ to prepare them for life after incarceration.”

The Career Development Center is the culmination of both dreams and hard work. For Dorado, Gordon Bernell Charter School’s ongoing evolution and its commitment to serving a broader range of non-traditional students is a personal mission, and she intends to continue the school’s growth. The school’s long-term goals include the creation of affordable housing to help students maintain stability and focus on their education.

“Access to education represents a crucial first step toward a brighter future. Our role in providing this access is integral to the positive changes and hope that our students seek to achieve,” Dorado said.

Gordon Bernell Charter School celebrated the grand opening of its new Career Development Center on May 17, marking a significant expansion in its mission to provide comprehensive educational and career opportunities for non-traditional students, including those who are incarcerated. The school, led by Executive Director Beth Dorado, has established vital partnerships with organizations across New Mexico to offer students practical experience, mental health support, and life skills training necessary for successful reentry into society.
Gordon Bernell’s May 17 Career Development Center ribbon cutting was well attended. The building was bustling as students gave tours and visitors were able to experience the work that happens at the school.

Gordon Bernell Charter School celebrated the grand

News

The Public Education Department (PED) launched a tutoring initiative late in the school year, with only weeks to go. Now, PED will not answer questions about the size of funding to tutors, which sources claim was a large sum of money.

To address the academic struggles of students across New Mexico, PED and the Southwest Regional Education Cooperative (SWREC) awarded grants to four vendors to provide “High Impact Tutoring” services. 

However, the timing of the grant awards and the delayed implementation have raised questions about the effectiveness of the money spent to date.

The initiative, aimed at providing in-school, data-driven “high impact tutoring” to help students achieve their academic goals, was launched in April 2024. The state’s push toward high impact tutoring follows data from the 2022-2023 school year that showed only 38 percent of students can read at grade level and only 24 percent of students can do math at grade level.

Despite multiple requests to both the PED and SWREC, both are choosing not to answer questions about the amount of the award to each of these vendors. New Mexico Education has asked both over multiple weeks for this information. The initiative allowed any school district in New Mexico to contract with one of the four tutoring companies to provide free high impact tutoring to students through the end of the school year.

School districts and students were not automatically enrolled into the high impact tutoring program. Instead, it was up to districts to decide whether to join the initiative, select which tutor company’s service their district would use, and then select which students to enroll. As of publication, it is unclear how many students and districts took part in this program.

The selected vendors—Varsity Tutors, Air Tutors, One on One Learning, and Tutorfly Holdings — were expected to provide services through the end of the current school year. This timing has prompted questions about the effectiveness and planning of the program, as tutoring didn’t begin until many students were already nearing the end of their academic year. 

Despite their short timeframe, these companies pledged to provide quality tutoring and improve student results.

Why Was Tutoring Delayed?

To hire tutor companies, PED must follow state procurement procedures which require them to issue a “Request for Proposal” (RFP). Companies must then offer proposals about their scope of work, their cost, and explain why they would be a good fit for the work.

The initial RFP for the High Impact Tutoring services was released in July 2023, with plans for the tutoring to begin in August 2023, the beginning of the school year. This RFP was canceled abruptly, leading to confusion among applicants and the issuance of a new RFP, which ultimately delayed the implementation of high impact tutoring until April 2024.

Despite multiple inquiries, the PED has yet to provide a clear explanation for the cancellation of the original RFP.

The new RFP was issued on January 16, with a due date for companies of January 30. The protest deadline was at the end of February, and companies were allowed to start working in April through the end of the school year in May.

NME submitted an Inspection of Public Records Act (IPRA) request to SWREC on April 3, seeking all responses to the original RFP and records explaining its cancellation. Days later, SWREC informed NME that all requests about this particular RFP would have to be sent to PED as they “directed” the RFP.

On April 23, NME submitted an IPRA to PED. The department’s responses declared the request “burdensome” and required additional time to fulfill.

PED delivered the IPRA on May 30. In the provided documents, PED acknowledged failures to evaluate potential vendors equally and accurately.

In their initial letter canceling the RFP, PED wrote, “[Vendor complaints] raised material questions including the following: l) the scores for selection of finalists did not adhere to the requirements in RFP Section Il.B.8 Selection of Finalists; 2) explanations were not provided for why the offerors that were selected for the oral presentation or overall for an award were selected over other offerors; and 3) the scoring criteria was not followed as detailed in the Request for Proposals.”

Documents show PED later issued an amendment to the cancellation, writing, “Following protests for this solicitation of which have been upheld, the PED is proceeding with canceling this solicitation.” Legally, they invoked a clause in the RFP that reads, “This RFP may be canceled at any time and any and all proposals may be rejected in whole or in part when the Agency determines such action to be in the best interest of the State of New Mexico.”

In the cancellation amendment, PED informed vendors to be on the ready, as the new RFP would be published “in the near future” and they would be alerted.

On January 16 PED issued the new RFP, which was eventually completed and tutoring services were allowed to start in early May, with just weeks of school left.

According to the new RFP, PED asked vendors to submit a scope of work for three months. The vendors only had a month with students.

Janelle Garcia, the Deputy Director of Communications and Public Relations for the PED, wrote in a May 24 email that the current RFP was intended to tie into other summer tutoring programs. Because of this, there are no results to report yet. She mentioned that another middle school tutoring project had been running throughout the year and was being evaluated by the University of Chicago, but data from this project would need to be manually tallied before it is ready to share.

Working to improve student results, the Public

News

Albuquerque Public Schools Board of Education approved a $2.15 billion budget for fiscal year 2024-25.

APS approved the new budget on May 29 in a special meeting to approve the proposed budget for fiscal year 2024-25. The budget includes funding for operational costs, transportation, instructional materials, food services, and athletics. This year’s budget approval follows last year’s $2.2 billion budget, which is a $50 million decrease from last year. The decrease in budget is the result of the expiration of federal ESSER funds and declining student enrollment.

“Our fiscal year 2025 budget prioritizes the board goals while honoring the guardrails,” said Rennette Apodaca. “We provided the projected revenues and expenditures in each area, aligning our budget to APS board goals and ensuring that the expenditures honor the guardrails.”

The 2024-25 budget allocates $1.03 billion to the operational fund, maintaining a strong focus on day-to-day school operations. This includes teacher and staff salaries, classroom materials, and general school maintenance. A substantial portion of this fund is dedicated to ensuring compliance with state mandates on staffing patterns and minimum salaries, including the state mandated three percent pay increase for all school staff. Also included in the state mandates are  minimum $25,000 salaries for educational assistants, minimum $50,000 salaries for level one teachers, $60,000 salaries for level two teachers, and to $70,000 salaries for  level three teachers. Principals’ salaries are also adjusted based on responsibility factors, with elementary school principals earning a minimum of $87,500.

The capital funds portion of the budget stands at $581.8 million, supporting the district’s infrastructure and facilities. Apodaca explained this includes maintenance and renovation projects for existing schools, as well as the construction of new buildings. Capital funds also cover significant one-time expenses, such as upgrades to heating and cooling systems, ensuring that school environments are conducive to learning.

Federal and state grants contribute $230.7 million to the budget, which Apodaca described as “significant external funding aimed at various educational programs and services.” These grants support a wide range of initiatives, from special education and Title I programs to after-school tutoring and community engagement projects.

The Budgeting Process

The budget development process was extensive and collaborative, spanning several months and involving multiple presentations and workshops.

Initial discussions began in January, followed by budget presentations to the Board of Education and workshops with school principals and department leaders. This rigorous process culminated in the final approval at the May 29 meeting.

“As I start my tenure as Superintendent, we will see how the expenditures are connected to the goals and guardrails,” said Acting Superintendent Dr. Gabriella Durán Blakey. “Next year, we will begin the budget process sooner to better connect schools to how their budgets align with these goals.”

During the meeting, board members discussed the need for strategic abandonment and efficient use of funds – a practice of stopping funding to projects that are not producing results. Member Courtney Jackson said, “Strategic abandonment is necessary to ensure that our resources are used effectively.”

The approval of this budget was part of APS’ commitment to strategic investment in student outcomes. “Communities have created school districts for one reason and one reason only, and that’s to improve student outcomes and that needs to be the priority focus of everything that we do,” said Board President Danielle Gonzales.

The board of education unanimously approved the budget.

The Albuquerque Public Schools Board of Education

News

Albuquerque Public Schools (APS) Board of Education is continuing to monitor progress towards the district’s goals and guardrails which were set as part of the district’s Emerging Stronger strategic plan. The board recently reviewed the progress of Goal 4, which aims to improve student skills, habits, and mindsets that are best aligned to life success.

The board’s work has been ongoing, aimed at improving student proficiencies in literacy, math, and student readiness for life after high school.

Much of the detailed conversation at the May 15 board of education meeting focused on broader strategies and the general implementation of Goal 4. This meeting included dialogue with current APS students about how they are impacted by these goals and guardrails.

This initiative is part of the district’s broader strategy to prepare students for life beyond the classroom, recognizing the importance of these “soft skills” in personal and professional success.

Understanding Goal 4

APS has specified Goal 4 as increasing the percentage of students demonstrating key life skills from baseline figures established in 2023 to target levels by 2028.

Goal 4 reads:

Increase the percentage of students who demonstrate the skills, habits, and mindsets most aligned to life success: perseverance, self-regulation, self-efficacy, and social awareness as measured by an evidence-based and aligned tool from: 

  • Perseverance: 51 percent in 2023 to 61 percent in 2028
  • Self-Regulation: 65 percent in 2023 to 75 percent in 2028
  • Self-Efficacy: 44 percent in 2023 to 54 percent in 2028
  • Social Awareness: 58 percent in 2023 to 68 percent in 2028

Albuquerque Public Schools has established specific interim goals to track the progression towards achieving Goal 4. These interim milestones are designed for different grade levels, reflecting what Board President Danielle Gonzales called a “Student Outcomes Focused” approach to the development of life skills, from elementary to high school.

Goal 4 targets are monitored through the APS Skills, Habits, and Mindsets Student Survey, which assesses students’ feelings about their school environment and their approaches to challenges biannually. The APS monitoring report uses student data from the final survey students took this school year.

The results of the survey are available here.

Interim Guardrail 4.1: Fifth-Grade Students
Off-Track

For fifth-grade students, the focus is on enhancing the early development of key skills. The targets are set as follows:

  • Perseverance: Increase from 54 percent in 2023 to 60 percent by 2026.
  • Self-Regulation: Increase from 66 percent in 2023 to 72 percent by 2026.
  • Self-Efficacy: Increase from 51 percent in 2023 to 57 percent by 2026.
  • Social Awareness: Increase from 63 percent in 2023 to 69 percent by 2026.

The district reported a modest increase in perseverance from 54 percent to 55 percent, while self-regulation saw a slight rise from 66 percent to 67 percent. Self-efficacy improved from 51 percent to 52 percent, and social awareness grew from 63 percent to 64 percent.

Interim Guardrail 4.2: Eighth-Grade Students
On-Track

For eighth-grade students, the guardrails are designed to solidify skills as students prepare for high school:

  • Perseverance: Increase from 47 percent in 2023 to 53 percent by 2026.
  • Self-Regulation: Increase from 62 percent in 2023 to 68 percent by 2026.
  • Self-Efficacy: Increase from 37 percent in 2023 to 43 percent by 2026.
  • Social Awareness: Increase from 50 percent in 2023 to 56 percent by 2026.

The most recent survey showed that perseverance increased from 47 percent to 49 percent, and self-regulation rose from 62 percent to 64 percent. Self-efficacy showed a significant improvement from 37 percent to 40 percent, and social awareness climbed from 50 percent to 52 percent.

Interim Guardrail 4.3: Tenth-Grade Students
On-Track

By tenth grade, the focus shifts slightly towards preparing students for the final years of high school and beyond:

  • Perseverance: Increase from 49 percent in 2023 to 55 percent by 2026.
  • Self-Regulation: Increase from 67 percent in 2023 to 73 percent by 2026.
  • Self-Efficacy: Increase from 34 percent in 2023 to 40 percent by 2026.
  • Social Awareness: Increase from 54 percent in 2023 to 60 percent by 2026.

In the most recent survey, the district saw perseverance increase from 49 percent to 51 percent, with self-regulation improving from 67 percent to 69 percent. Self-efficacy saw a notable rise from 34 percent to 38 percent, and social awareness grew from 54 percent to 56 percent.

APS Chief of Schools Channell Segura said, “[Goal 4] increases time and access to accelerate attainment of those skills that students might have gaps in. Ensuring every student has an advocate is key to personalizing support and reinforcing these essential life skills.”

Working with Students

Albuquerque High School students who served as board interns presented their findings on how their peers perceive the APS surveys used to monitor progress toward Goal 4. Their feedback revealed critical insights and sparked a lively dialogue between the students and board members.

Gonzales said that APS recognizes these students do not make up the whole student body, and “this is just the beginning” of a process where the board will be including student voice in their decisions.

Gonzales introduced Elise Miller, McCarly Trigg, Lyla Lawrence, and Ada Applegate, all juniors at AHS.

The interns explained that many students see these surveys as just another school obligation, resulting in rushed and disengaged participation. The board worried this could compromise the reliability of data collected, as hurried responses do not accurately reflect students’ true experiences or feelings.

Applegate told the board, “There’s a lack of understanding about the survey’s purpose, which causes many students to complete it hastily without much thought.”

The students conducted discussions with their peers at Albuquerque High School and found that the majority of students were unaware of the survey’s significance. They discovered that the advisory class period, during which the surveys are administered, is not well attended or taken seriously. Many students admitted to completing the survey as quickly as possible without reflecting on the questions.

Lawrence said, “We found that students didn’t remember taking the survey or, if they did, they didn’t understand why it was important.”

Board members tried to understand these challenges and sought the students’ suggestions for improvement. The interns proposed several strategies to enhance engagement:

  • Clear Communication: Providing students with a clear explanation of the survey’s purpose and how the results would be used to improve their school experience.
  • Interactive Elements: Incorporating survey questions into group discussions or classroom activities to encourage thoughtful consideration and meaningful responses.
  • Incentives and Engagement: Offering small rewards or recognitions for completing the survey sincerely and making the process more engaging.

During the discussion, board member Courtney Jackson expressed a need for better communication, saying, “We need to ensure that both students and teachers understand why these surveys matter and how the data will be used.”

The interns also suggested creating a video to explain the survey’s purpose and potential impact. “If students understand that their input can lead to real changes in their school environment, they might take the surveys more seriously,” Miller said.

The high school interns also addressed the idea of having a student board member during their presentation. They found that many students were initially confused about the need for such a position, believing that existing board members should already be representing their voices. However, once they understood the potential impact of a dedicated student representative, there was significant interest and support for the idea.

McCarley suggested, “Having a student board member could bridge the gap between students and the board, ensuring that our perspectives are heard more clearly.”

The board members expressed gratitude for the students’ candid feedback and acknowledged the importance of involving students in the process. They agreed that making the surveys more interactive and relevant could help students see the value in thoughtful participation.

Next Steps

APS plans to enhance the professional development of teachers and administrators to better support the intentional teaching of these skills.

Incoming Superintendent Dr. Gabriella Blakey expressed the need for intentionality, saying, “Goal four needs a lot more intentionality. Schools need to be clear about how these skills are taught and measured in the classroom.”

The board will pause progress monitoring for Goal 4 over the next few months to allow for adjustments to the interim goals by the new Superintendent. Monitoring will resume with updates and recalibrated targets to ensure alignment with the strategic plan and academic calendar.

The next Board of Education meeting is scheduled for June 5 at 5 PM, with a special meeting on May 29 at 5 PM to approve the budget. All meetings are held at the Alice and Bruce King Educational Complex and are live-streamed on YouTube.

The recent Albuquerque Public Schools Board of