Connect with:
Wednesday / January 15.
logo
mobile-logo
HomeStandard Blog Whole Post (Page 8)
News

Education officials, superintendents, and legislators gathered in Santa Fe on November 16 to address the issue of chronic student absenteeism in New Mexico schools. The discussion comes at a time when the state’s own data shows 39 percent of students are chronically absent, with officials agreeing that many of these issues stem from causes at home and can be addressed with community engagement.

Senator Mimi Stewart asked about the New Mexico school districts implementation of the new Attendance for Success Act, questioning the role of the New Mexico Public Education Department. PED Assistant Secretary Greg Frostad explained that the PED is currently focused on helping schools develop quality plans and offering professional development opportunities.

Steve Carlson, superintendent of Central Consolidated School District, said the pandemic disrupted student routines, making it difficult for students to regain their enthusiasm for learning. He argued that many students, accustomed to virtual learning, found it challenging to transition back to in-person classes.

“COVID didn’t help with [absenteeism], we were basically telling students ‘get to school’, then during COVID we said ‘no, you stay home’. So, they feel like they were getting mixed messages on that.” Carlson finished, “We lost families, lost people at a rate of something like 10 times that of the rest of the state, so there’s a lot of COVID trauma.”

Truth or Consequences Municipal School District Superintendent Nichole Burgin said that many students, especially in remote areas, face challenges related to housing, transportation, substance abuse, and mental health, which often lead to extended periods of absence.

Representative Brian Baca (R – Valencia) pointed out the need to approach the issue not as an educational problem, but as a systemic societal issue. He stressed the importance of addressing the root causes, such as housing, transportation, drug addiction, and mental health, which contribute significantly to chronic absenteeism. He argued that the community has a role in solving this issue.

Burgin shared an example from her district, where Truth Or Consequences Municipal Schools have started engaging with the district attorney’s office to develop youth prevention programs. They are working toward providing support and resources for students facing substance abuse or other challenges, ensuring they stay in school. She said that engagement with local police and the Children’s Youth and Families Department usually yields little to no results because the departments are either unable to do attendance checks or are lacking the staff to locate missing students. She said the district has started to call for wellness checks on students because law enforcement would not do “attendance checks.”

Senator Shannon Pinto (D – McKinley, San Juan) spoke about the importance of focusing on the systemic societal problems contributing to absenteeism and addressing them collectively with local governments, city councils, and county commissioners. She advocated for a shift in attitude, making school a place students want to attend.

Lynette Deuel, Manager of Strategy, Innovation, and Performance Outcomes at Bernalillo Public Schools told legislators that despite all the resources they make available to families, they are not taken advantage of.

“Before the pandemic, school was more fun; kids thought of school as more like a job, parents thought of school as the job their kids had to do, and that has kind of gone away with the pandemic,” Stewart said, “We need to build back up this idea that school is cool, and school is your job, and that’s just what you have to do.”

The conversation also touched on the definition of chronic absenteeism and the distinction between excused and unexcused absences. Panelists called for a reevaluation of the definitions because students engaged in extracurricular activities, like sports or field trips, were often grouped together with chronically absent students. Legislators struggled to have consensus on this issue, with some suggesting these extracurricular activities take place outside of a traditional school day.

Superintendent Burgin suggested the possibility of an attendance summit to bring together superintendents to share ideas and help create a strategic plan to tackle the problem of absenteeism in New Mexico.

Education officials, superintendents, and legislators convened in

News

The New Mexico Public Education Department (PED) has ignited a contentious debate with its proposal to amend school calendar rules, which could result in all schools across the state having a minimum of 180 instructional days per year. The move has drawn mixed reactions, with rural districts, House Republicans, and education officials voicing both support and opposition to the proposal.

Originally, House Bill 130, passed earlier this year, sought to increase instructional time for students by requiring schools with five-day weeks to have 180 days of instructional time, while those with four-day weeks needed 155 days. The proposed change, however, would standardize the requirement at 180 days for all schools, regardless of their weekly schedule.

Nate Williams, Public Information Officer for PED, explained the proposed change, saying, “They could still have four-day-a-week calendars but only for 50 percent of the weeks of the school year. The other 50 percent of weeks would have to be five-day weeks.”

The proposal has faced backlash, particularly from rural school districts that predominantly operate on four-day school weeks. Critics argue that decisions about school calendars should remain local and that this change constitutes top-down interference.

Rep. Ryan Lane, a Republican from San Juan County and the House GOP leader, expressed concerns over the proposal, “We felt that’s a decision that should be made at the local level, number one. Number two, you’re now broaching substantive law. We think that should flow through the legislature since we are the people’s representatives.”

The New Mexico branch of the American Federation of Teachers said in a statement, “The proposed rule would mandate 180 school days – a change in focus from instructional hours – for students exclusive of professional development days. This means educators will likely end up working closer to 190 days, if not longer.”

According to a recent Op-Ed by PED Secretary Aresenio Romero, approximately 20 percent of New Mexico’s 129 school districts currently operate on four-day weeks. Supporters of the four-day school week argue that it can have benefits, including allowing students more time with their families and helping with teacher recruitment and retention.

Romero wrote, “Some of the arguments against the proposed change are that it is not supported by research and that increased instructional time alone does not guarantee improved student outcomes.  Factors such as regular attendance, student engagement, smaller class sizes, rigorous learning opportunities, highly qualified teachers, high quality instructional materials and parental and community involvement have more direct impact on student achievement.” Romero continued, “Much of that is true.  At PED, we are doing all we can to help students reach the achievement levels we know that they are capable of.  We are investing in addressing chronic absenteeism, further implementing Structured Literacy which has proven results, and providing additional support and high-quality instructional materials in math.”

Despite the opposition, PED stands firm on its proposal, citing low proficiency rates among students in the state – 38 percent proficiency in reading and 24 percent in math. The department believes that providing students with more instructional time is necessary to address these educational challenges.

PED also referred to a recent RAND Corporation study, which included New Mexico as a sample, that indicated four-day school weeks could result in learning gaps over time. However, the study also found benefits in these school weeks, such as increased sleep and family time for students and lower costs for districts.

The department is currently collecting public comments on the proposal and has received over 1,100 comments thus far. A public hearing is scheduled for Monday, December 18, in Santa Fe.

As part of the public comment process, both the Legislative Education Study Committee and the Legislative Finance Committee have opposed the rule change, alleging the rule change proposal is an overreach of power and violates the legislative process.

The proposed rule change has sparked a robust discussion about the balance between standardizing school calendars and allowing local flexibility to meet the unique needs of communities across New Mexico. As of press time, PED had collected over 1,000 comments on the proposed rule change.

A contentious debate has erupted in New

News

KatieAnn Juanico is the new assistant secretary of Indian Education at the New Mexico Public Education Department. She was announced as the new assistant secretary by Secretary Arsenio Romero on May 9, and has since started her work to inform New Mexico Native American communities that the department is here to support their efforts and help improve their student proficiency, something she plans to do with a cultural acknowledgement about the struggles of balancing both the western and traditional cultures that Native students must navigate.

She was taken aback when she received a phone call from New Mexico Secretary of Education Arsenio Romeo. Juanico thought she might have done something wrong, as receiving a call from such a high-ranking official was unexpected. However, it quickly turned into a moment of joy and celebration when she learned that she had been nominated and selected to be the new Assistant Secretary of Indian Education.

Before becoming the Assistant Secretary of Indian Education in New Mexico, Juanico served as a tribal education director for the Pueblo of San Felipe. In this role, she worked closely with tribal leaders, educators, and community members to enhance educational opportunities and support for Native American students within her tribe. Juanico’s experience as a tribal education director provided her with valuable insights into the unique challenges and needs of indigenous students and prepared her for her current position at the New Mexico Public Education Department.

“I think it’s always important for Native American people to take on these roles,” Juanico said. “I pray that all Native American children have the confidence to take on roles like this.”

As the Assistant Secretary of Indian Education, Juanico is determined to ensure that Native American students see themselves represented within the public education system. She believes that providing culturally relevant education, supporting tribal sovereignty, and addressing disparities in educational outcomes are key priorities.

One of her significant initiatives involves consultation and site visits to tribal communities, fostering direct communication with tribal leaders and educators. In just seven months, Juanico and New Mexico Secretary of Education Romero have visited 21 Pueblos, Tribes, and Nations in the state, listening and learning about the unique needs and priorities of each community.

“We’re there to listen and learn,” Juanico said. “Our role is not to dictate the agenda. We always remind ourselves that we’re there to support tribal sovereignty and acknowledge tribal leaders in their own spaces.”

Additionally, Juanico hosts monthly meetings with tribal education directors, providing a platform for dialogue, sharing updates, and addressing questions and concerns. Through these efforts, she seeks to streamline administrative processes, reduce teacher reporting burdens, and improve the allocation of resources to be more equitable for Native American communities.

Two Worlds

Born and raised in the Pueblo of Acoma, Juanico’s story begins in the heart of rural New Mexico. She is a proud product of Head Start, where her educational journey began. But her path was distinct from the start, taking her from Albuquerque, where she was born like many Native American students, back to the Acoma reservation. It’s in this nurturing environment that she learned essential life values.

Juanico reminisced about her early years at Saint Joseph Mission School, a place where many Native American students from Acoma were educated. The small school, in rural San Fidel, New Mexico, was one of the few school options available to her family.

“My parents cared a lot about my education, enough to choose a location where they had to pay tuition, which was not very common for many Native American families at that time,” she said. Her parents’ dedication to her education, even when it meant paying tuition fees, left an indelible mark on her. It was a clear message that her education mattered deeply to them.

Beyond the confines of the classroom, Juanico’s real learning happened at home and within her close-knit community on the reservation. She grew up in a place known as “dashka,” which translates to “the lake area” in Acoma. Here, alongside her brother and sister, she embarked on adventures that involved walking home from the bus stop, playing in a nearby ditch, and shooting hoops with a basketball goal planted firmly in the reservation ground. These experiences were more than just play; they were a part of her upbringing, instilling values of discipline, responsibility, and cultural significance.

Juanico’s father’s involvement in cattle ranching added another layer to her education. Growing up, every Saturday was dedicated to cattle work. Waking up early, hauling water, and tending to cattle became routine. Butchering became part of the family tradition, marking a journey of bonding, discipline, and hard work.

In addition to these experiences, Juanico cherishes the exposure to cultural ceremonies that her parents provided. These ceremonies, deeply rooted in their tribal heritage, reinforced the significance of Juanico’s cultural values. She said, “My culture has taught me to be respectful, to pray, to seek help when I need it, and to always take care of myself and others.”

Juanico’s path to becoming the Assistant Secretary of Indian Education began with her own experiences as a first-generation college student. Encouraged by her high school senior advisor, Vicki Gonzalez, she applied for the Bill Gates scholarship, which would ultimately cover her tuition throughout her undergraduate and graduate studies.

“Vicki Gonzalez was more than an advisor; she was my guiding light. Her unwavering belief in me and her encouragement to pursue the Bill Gates scholarship changed the trajectory of my life. She showed me the power of mentorship and the impact one person can have on another’s journey,” Juanico said.

With deep gratitude for her upbringing, Juanico embarked on her educational journey, determined to make a difference. She transitioned to public school for middle and high school, graduating as class president from Grants High School in 2005, she chose the path of education, inspired by her mother’s career as a teacher and a family legacy of educators. Her journey led her to become a Lobo at the University of New Mexico, where she completed her undergraduate degree in elementary education with a language arts endorsement.

But Juanico’s thirst for knowledge didn’t stop there. She pursued a master’s degree in educational psychology and is currently on the path to earning her Ph.D. in the same field. Her dedication to education and her ability to navigate the “two worlds” of her cultural upbringing and wWesternized education set her apart as a role model for Native American students.

Juanico explained that the concept of “two worlds” refers to the idea that Native American students often find themselves navigating two distinct cultural and educational environments. On one hand, they have their rich cultural heritage, which includes traditions, languages, and values rooted in their tribal communities. On the other hand, they must adapt to the Westernized educational system and society, where different expectations and norms prevail. Juanico said, “The two worlds theory is just that. We’re living in two worlds. We have our cultural upbringing, but we’re also assimilating into westernized culture. While I learned to navigate that duality very well, I knew that I had an upbringing full of culture and language, prayer, respect, and I knew how to handle and balance that out in a Western public education classroom.” She said that this was not an easy transition, and that many Native Americans struggle to find their way through the cultural differences.

During her academic journey, Juanico became acutely aware of the underrepresentation of Native American students in her classes, both in high school and college. She recognized the need for Native American students to see themselves reflected in their educational experiences and the importance of acknowledging their unique learning preferences and challenges.

A teacher herself, she uses her background to advocate for Native American students and provide insights into their educational needs. Juanico has been teaching at UNM for 11 semesters, where her upbringing on the reservation informs her teaching approach. She said her main focuses are on creating a positive classroom climate, supporting professional development for teachers, and making learning both fun and relevant for students.

A Source of Inspiration

Looking ahead to 2024, Juanico said she is committed to continuing her work in consultation with tribal communities. She plans to focus on efficiency, “meaningful data collection,” and targeted technical assistance to ensure that resources are effectively utilized to benefit Native American students.

Expressing gratitude to sources of inspiration in her life, Juanico said, “I am deeply grateful for the wisdom and cultural values my family instilled in me, especially my mother, who shaped me into a strong Pueblo woman. Their guidance fuels my passion for Native American education. I also owe immense thanks to Vicki Gonzalez, who believed in me and encouraged my educational journey. My younger sister, Mary Helen, is a true role model, balancing motherhood and career aspirations. And I am truly honored to work alongside Secretary Romero, whose unwavering support drives my commitment to improving Native American education.”

Juanico said she has sources of inspiration for every situation in her life. She honored each of these inspirations, from people to the natural world around her, and said that she is always grateful for the opportunities in her life.

Juanico wrote out a message for Native American students in the state, she warned that she might cry when delivering this message and hurried through it, telling students: “Education is extremely important. We learn in the classroom, but we also learn within the home. Education in all its forms will guide your life choices. Be accountable to yourself by holding yourself to high expectations, be confident, and try new experiences, take healthy risks, and reach out to others who genuinely care about you. Take all the advice and discipline that your community has taught you and use it to guide you and keep you on a straight path. you know our tribal leaders always talk about and remind us that all the work that we’re doing today, all the energy that we’re putting into our lives right now are for those that are coming after us, even the unborn children who will take on our roles.”

Katie Ann Juanico’s journey from a small reservation in New Mexico to the forefront of Indian education is not only a testament to her dedication but also a beacon of hope for Native American students striving to overcome educational disparities and achieve their dreams.

KatieAnn Juanico, the newly appointed Assistant Secretary

News

Throughout October, 517 New Mexicans received a phone call from Research & Polling Inc., asking their opinion on charter schools in New Mexico. Residents responded to a range of questions from whether they would like to see charter school options grow in the state, to whether they would vote for political candidates who are supportive of charters.

The results showed that New Mexicans are searching for options. In New Mexico, charter schools are free, public and open to all. The New Mexico Public Education Department has a section on their website where they acknowledge the importance of charter schools as an alternative option to traditional public schools.

The survey results reveal that a majority of New Mexico residents, 56 percent, believe that the state’s public education system has veered off course. In contrast, only 25 percent feel that public education is headed in the right direction. The findings suggest a prevailing pessimism about the state of education in New Mexico.

One consensus among respondents was the need for more public school choices in their communities. Overwhelmingly, 82 percent of residents agreed that parents need more public school options. 

When it comes to charter schools, the survey found that three-quarters of respondents, 73 percent, either strongly support (46 percent) or somewhat support (27 percent) the continued development and opening of more public charter schools in New Mexico. 

In stark contrast, only 14 percent of residents expressed opposition to this idea, with eight percent strongly opposing it and six percent somewhat opposing it.

Furthermore, the survey revealed that seven-in-ten New Mexicans, representing 70 percent of respondents, are against a proposed state law that would prohibit the opening of any new public charter schools in the state for several years. Only 15 percent expressed support for such legislation.

Regarding the impact of charter schools on the state’s education system, the survey findings reveal that a significant majority of residents, 72 percent, believe that public charter schools contribute positively to the improvement of public education in New Mexico. This sentiment is underscored by the fact that 43 percent of respondents strongly agree with this statement. These figures align closely with the sentiments observed in a similar survey conducted in 2022.

The survey revealed that New Mexicans believe public education has gone off course, and that support for charter schools in the state is strong with more than seven in 10 residents wanting more charter school options.

A recent survey conducted in New Mexico

News

The state of New Mexico, like states across the country, is struggling with a high rate of chronically absent students. The state passed a law to address this issue but as the law went into effect, schools were shutting down due to COVID-19. Since schools returned to regular in-person schedules, tracking and addressing students who have remained chronically absent is proving to be a challenge.

At a meeting at the state capitol in Santa Fe on November 16, the Legislative Education Study Committee (LESC) reviewed efforts being undertaken to tackle the state’s chronic absenteeism crisis. The plan has four tiers to address students who are absent, but as legislators heard, school districts are often unable to keep up with data reports to the state and struggle implementing parts of the law to address students who are chronically absent.

The power behind state’s efforts is established in the “Attendance for Success Act” (AFSA); this legislation–designed to redefine the way New Mexico addresses absenteeism–passed in 2019. Chronic absenteeism,per the act’s definition, means missing ten or more school days for any reason besides school events. The law was enacted just before the COVID-19 pandemic closed schools, plunging the state into a crisis of absenteeism which has continued since.

Jessica Hathaway, senior policy analyst for the LESC, said the state had been working on improving chronic absence rates before the pandemic, citing data showing 18 percent of students across the state were chronically absent in school year 2018-2019. In ‘19-20 that number decreased to 16 percent.Data was disrupted in March as schools began to close their doors due to the pandemic. In school year ‘20-21 the percent of students considered chronically absent rocketed to 30 percent, peaking at 40 percent in school year ‘21-22. School year 22-23 saw a one percent decrease of chronically absent students, resting at 39 percent.

Under the AFSA, schools, districts, and the Public Education Department (PED) share the collective responsibility to create a robust framework that addresses chronic absenteeism. A tiered approach, ranging from Tier 1’s whole-school prevention strategies to more intensive Tier 4 interventions, are the cornerstone of AFSA.

Tier 1: The Whole School Prevention Tier

For students who have missed less than five percent of classes or school days for any reason, Tier 1 employs universal attendance support. These may include whole-school attendance campaigns, class attendance competitions, parental notifications through robocalls or electronic communication, Positive Behavioral Supports and Interventions (PBIS) to create welcoming school atmospheres, educational events, social contracts, extracurricular activities, and attendance incentives, among other strategies.

Tier 2: The Individualized Prevention Tier

Designed for students who have missed between five and ten percent of classes or school days, Tier 2 goes beyond whole-school prevention. For elementary students in Tier 2, the attendance team engages in a dialogue with parents/families, providing insights into the student’s attendance history, the impact of absences on academic outcomes, available interventions or services, and potential consequences of further absences. For middle or high school students, the attendance team extends these interventions while also involving the student in conversations with their parent/family.

Tier 3: The Early Intervention Tier

Tier 3 is intended for students who have missed between ten and twenty percent of classes or school days. For students in Tier 3,the attendance team notifies parents/families in writing about the student’s absenteeism. A meeting is scheduled with the family and school officials/staff to develop intervention strategies aimed at keeping the student engaged. The attendance team collaboratively establishes an intervention plan, complete with weekly progress monitoring and an attendance contract. When appropriate, the student, considering their age, actively participates in formulating the attendance contract, which covers both academic and extracurricular activities tailored to their interests.

Tier 4: The Intensive Supports Tier

Reserved for students who have missed over twenty percent of classes or school days, Tier 4 includes a robust set of interventions. In addition to supports included in Tiers 1, 2 and 3, the team establishes non-punitive consequences at the school level, identifies specialized supports to address the underlying causes of excessive absenteeism, and informs both the student and parent/family about the potential consequences of further absences.

The AFSA mandates rigorous tracking and monitoring of student attendance, drilling down to class period attendance.

To support schools in these efforts, the PED told legislators about their new attendance dashboard. The tool provides crucial insights into enrollment, chronic absenteeism rates, and demographic data for schools and districts. Greg Frostad, Assistant Secretary of Policy, Research, and Technology at PED, said legislators, superintendents, and education leaders across the state can use this data to make informed decisions to improve attendance rates.

Yet, implementing the AFSA has not been without its challenges. Frostad said many schools and districts, already stretched thin, have struggled with the increased administrative burden.

To gain a deeper understanding of the issue, the LESC embarked on case studies across various educational agencies, from charter schools to traditional districts. These studies yielded the consistent theme of understaffed attendance offices, overburdened staff, and inadequate Tier 4 intervention enforcement.

Both Hathaway and Frostad acknowledged that addressing chronic absenteeism is not confined to school walls alone. The root causes of absenteeism can be complex, ranging from transportation issues to parenting challenges and mental health issues, and that schools often don’t have the resources to address them.

As the review came to an end, Hathaway and Frostad recommended legislators consider investing in attendance staff, clarifying the roles of school attendance teams, and supporting ongoing data collection.

The State of New Mexico faces a

News

Legislators learned about data gaps in New Mexico’s teacher workforce on November 15 at the Roundhouse during a meeting of the Legislative Education Study Committee.

The committee heard from Shannon Houston, Chief of Policy and Programs at the National Council of Teacher Quality. NCTQ, a research and policy organization established in 2000, is known for its comprehensive datasets on education policy, teacher contracts, and state-level operations.

Houston’s presentation emphasized the challenges posed by inadequate teacher workforce data, affecting both national and state-level efforts. She said the lack of detailed information hampers informed decision-making for students and policymakers aiming to support teachers effectively. Houston told legislators that “the poor quality of data on the teacher labor market poses a serious obstacle to strengthening and diversifying the teacher workforce.”

Houston said that New Mexico needs to address its lack of teacher workforce data. She told legislators they should work to find out which subjects have the largest number of vacancies, why a teacher leaves the profession, and determine how many teacher vacancies there will be in the next five years. Houston told legislators that a stronger teacher pipeline requires strong teacher preparation programs, earlier this year NCTQ released a report about New Mexico’s teacher preparation programs and how well they prepare teachers to teach students to read.

Houston recommended the state to begin focusing on filling these data gaps by identifying subject areas with teacher shortages, mapping the distribution of teachers across regions, and addressing disparities in teacher preparation programs. Houston said these questions are essential for policymakers looking to allocate resources efficiently and prioritize districts and programs.

Houston said that New Mexico does report new teacher supply data, teacher demand data,  teacher shortage data, nor teacher mobility data. New Mexico also does not disaggregate supply and demand data by school district. Legislators said New Mexico State University keeps data on teacher shortages in the state. Houston acknowledged this and said the NMSU report only gathered information on job openings as posted online or on the district website, and did not account for posts which may have been filled or eliminated and never taken off the internet, she noted that this data does not include charter schools.

Several states have taken steps to address this issue. Houston showed legislators examples of laws passed in Colorado, Delaware, and Indiana that have helped to regulate their teacher workforces. Particularly, in Delaware, state law mandates annual teacher workforce projections and requires detailed reporting on teacher retention, providing detailed information for policymakers. NCTQ provided recommendations on how New Mexico can improve its teacher workforce data, Houston said the organization would be willing to help the state implement these changes.

Houston stressed the importance of partnerships between the state, school districts, and teacher preparation programs to collect and analyze relevant data. She said these partnerships support data-driven decision-making in education, helping track program outcomes, demographic information, and other critical metrics.

During a recent Legislative Education Study Committee,

News

New Mexico’s education funding and student performance came under intense scrutiny during a recent meeting of the Legislative Finance Committee that brought together legislators, education officials, and advocacy groups. The discussion arose as legislators worked on the state budget, growing upset about the state’s lack of progress in academic results despite the increase in funding for education.

The largest area of frustration from legislators is around funding of the school system. In 2018 a district court judge ruled that the state is not meeting its constitutional requirements to provide a “sufficient” education to students. Since that decision – named for the plaintiff parties Yazzie and Martinez – the state has increased spending on education initiatives by nearly a third, growing from $2.69 billion in 2018 to $4.2 billion in this year’s budget. Education funding accounts for 44 percent of state spending.

New Mexico’s education funding formula, initially created in 1974, was considered groundbreaking in its time. Legislators were told the funding formula championed the principles of equality and recognized the need to address the unique requirements of special education and at-risk students. Over the years, this formula has undergone more than 80 adjustments, yet concerns have emerged about its adequacy in keeping pace with the evolving needs of the education system.

The central tenet of the funding formula lies in its allocation of funds to individual districts, predominantly contingent on student population. Although the state has increased total appropriations in recent years, a challenge has arisen as student enrollment has been steadily declining since fiscal year 2016. According to members of the LFC, this decline has placed considerable pressure on maintaining equitable per-student funding levels.

In terms of student performance, the state has witnessed a series of changes in assessments which the state uses to track student achievement, making it challenging to establish a clear performance trend. Legislators were told that school years 2020 and 2021 did not have assessments in part due to the state’s transition away from PARCC testing and the COVID-19 pandemic. During this time, students did not take their annual assessments.

However, amid this uncertainty, there is a glimmer of hope in reading proficiency, suggesting that some strategies might be yielding positive results. After a delayed release of assessment data from school year 2022, the state is reporting a four percent increase in student reading proficiency. While the governor’s office celebrated the four percent increase, no one discussed the “less than one percent” decrease in student mathematics performance. Legislators heard these results and called for the Public Education Department to address issues like chronic absenteeism and high school graduation rates, particularly among vulnerable and marginalized student groups.

LFC staff members told legislators about positive trends in New Mexico’s educator workforce. Average teacher salaries have been on an upward trajectory, bringing them closer to the national average, with over $261 million in new funding just this year for teacher salaries.

While there is a concerted effort to improve education funding and student outcomes in the state, legislators expressed frustration with the New Mexico Public Education Department (PED) for not presenting a clear and comprehensive plan to address the concerns raised in the 2018 Yazzie/Martinez decision, which primarily pertains to the achievement of marginalized student groups.

During the meeting, Representative Derrick Lente (D – Rio Arriba, Sandoval, and San Juan) did not mince words, labeling the lack of action from the PED as “disgusting.” The department now faces mounting pressure to address these concerns comprehensively and urgently, ensuring that every student in New Mexico, regardless of their background, receives an equitable and high-quality education.“In just addressing Yazzie-Martinez we’ve put $1.3 billion in the budget, and we haven’t moved the needle at all,” LFC Chairman George Muñoz (D – Cibola, McKinley, San Juan) said, “We’re increasing funding in a declining population, so we are paying more for kids and we’re still not getting there.” Muñoz continued, “What are we going to do to move the needle? We [must] find what moves the needle for every single kid, I don’t care where they live, whether it’s Rock Spring or Clayton, everyone of them has got to graduate and have the chance to go into higher education.”

New Mexico faces scrutiny over its education

News

Albuquerque Public Schools is searching for a new superintendent. The district held two meetings last week, one on Monday, November 13 and the other on Nov. 16. Community members were invited to attend and help define the qualities desired in the next district leader, who is expected to carry out the new “Emerging Better” plan to improve student outcomes.

APS Board member Danielle Gonzalez opened Monday’s meeting by expressing her excitement and gratitude for the community’s involvement. Gonzales spoke about the importance of the conversation the community had gathered to take part in. “As we launch into the superintendent search, we want to make sure that we find someone who’s going to hold very dear those goals and guardrails that have already been set out, those are important not just to us as a district but again from the community and what we want for our students.”

APS board member Barbara Peterson shared her connection to the community and the district’s commitment to transformation. She emphasized the need for aligning all aspects of the district, including the budget, resources, and superintendent’s role, to ensure that they are in harmony with the community’s values and vision.

There were bilingual interpreters and American Sign Language assistants in the room to help everyone in the room participate in the conversation.

The meeting highlighted APS’ commitment to a student-focused governance approach. At the end of August, APS announced it is embarking on a mission to improve student outcomes. Community feedback helped shape APS’ strategic plan, with a strong emphasis on what Gonzales called SMART goals (specific, measurable, attainable, results-focused, and time-bound).

The four overarching goals of the APS strategic plan are:

  1. Raising third-grade language arts proficiency rates for students identified in the Yazzie Martinez decision and African American students by 10 points over the next five years.
  2. Improving 8th-grade math proficiency rates by 10 points in five years for students identified in the Yazzie Martinez decision and African American students.
  3. Increasing the percentage of high school students earning credit in two or more Advanced Placement, International Baccalaureate, or dual credit courses or earning an industry certification or bilingual seal.
  4. Focusing on developing students’ perseverance, self-control, self-confidence, and social awareness to prepare them for life after graduation.

According to Gonzales, the goals were explicitly aligned with the district’s mission to provide a quality education and ensure equity for all students, particularly those identified in the Yazzie Martinez lawsuit, alongside African American students.

The meeting also touched upon the ongoing Superintendent search process. The job posting for the new Superintendent position is already available on the APS website and will remain open until December 12th. The board aims to start interviewing candidates in January, with plans to introduce the community to the finalists through a town hall meeting later that month.

Gonzalez encouraged community members to actively participate in the superintendent search by providing input on the desired characteristics and attributes they seek in the district’s next educational leader.

After discussing the direction APS is moving toward, the board of education had a task for attendees. Parents, teachers, and students alike were asked to list characteristics and qualities they did not want in the next Superintendent. After collecting those comments, the board asked the community to list the qualities they do want to see in the new superintendent.

The meeting was designed to help shape the search for a new educational leader, with board members walking around the room speaking with APS parents, teachers, and students about the importance of finding the right leader for the district.

APS continues to move forward with both the superintendent search and their “Emerging Better” plan. On December 12 the application process will close for the superintendent, and APS will select candidates to interview for the job on January 8.

Albuquerque Public Schools (APS) is engaging the

News

New Mexico State Legislators gathered on November 16 in the state capitol to examine the latest education assessment results and explore ways to improve student outcome. The meeting featured presentations from leaders of the New Mexico Legislative Education Study Committee (LESC) and the state’s Public Education Department (PED).

Legislators ran a little behind schedule, but eventually heard an overview of New Mexico student academic achievement which was released by the PED months behind schedule, the PED released school level data two weeks ago. PED Assistant Secretary Greg Frostrad emphasized the significance of this assessment data, which includes results from the state’s English Language Arts (ELA), mathematics and science assessments, as well as SAT scores for 11th-grade students. For younger students, the state uses iStation data to determine their proficiency, Frostrad told legislators.

“We want to understand how districts are progressing in terms of ELA proficiency and identify areas that need attention,” said Frostrad explaining the function of state assessments and their importance.

Both Frostrad and PED Secretary Arsenio Romero told legislators that the state saw large growth in academic proficiencies, explaining a four percent increase in ELA proficiency statewide.

Roy School District achieved the highest proficiency rate of any school district with 78.9 percent proficiency, while Pojoaque Valley School District showed significant improvement with a 26.7 percent increase in ELA proficiency.

Romero said the PED attributes the growth in ELA rates to the state’s embrace of a movement toward structured literacy.

On the other hand, mathematics proficiency exhibited a modest decline, “Of less than one percent,” according to Romero. Frostrad and Romero said the state would explore efforts like the shift to structured literacy that would help improve these results.

Los Alamos School District led in mathematics proficiency at 61.2 percent students proficient in mathematics, Romero then said that Vaughn School District saw the most substantial growth in mathematics proficiency with an increase of 13.2 percentage points.

The conversation also addressed the impact of poverty on student outcomes, with LESC staff noting a 23 percent gap in ELA proficiency observed between economically disadvantaged and non-disadvantaged students in the 2023 data. Mathematics proficiency rates remained flat.

Frostrad told legislators that families and students can see results of individual schools at New Mexico Vistas, a website released earlier this year as a revamp of an older state system to help track the proficiency of New Mexico’s schools. While the website has seen criticisms, LESC staff said the school accountability system meets every federal requirement for data display and collection, and also said work could be done to make the system easier to understand and accessible. In response, Romero said the PED is preparing to launch an awareness campaign that will help families and teachers alike to better understand these tools and their importance.

Data Delays

The LESC raised concerns about the timing of assessment data releases, saying they expected results earlier than late November. LESC Senior Policy Analyst Tim Bedeaux called this year’s data release, “abnormally late.”

LESC staff showed legislators a graph of when data on state assessments is typically released, showing the data is typically available to states in November or October, and that some states like Ohio have laws in place ordering the release of these assessment results in June. Legislators were told by LESC staff they could consider a rule similar to one held by the Legislative Finance Committee that would allow the education committee to demand data from the PED.

Representative Brian Baca (R – Valencia) pressed the PED on why the data was delayed, citing examples from other states like Ohio, which release data as early as June.

Frostrad told legislators, “Our goal is to expedite this process and provide data to schools and districts earlier in the future.”

Romero told Baca the state was behind in releasing this year’s data because of the effort taken to validate the data. Romero said he would like to see examples from Ohio’s accountability data, citing difficulties in students who change school districts and the importance of ensuring student data stays with the correct student, the correct school, and the correct school district.

Looking ahead, staff from both the PED and LESC are exploring strategies to enhance accountability for student outcomes and bolster data analysis capabilities. Efforts are also underway to provide more comprehensive information to families and to assist districts with timely, relevant data.

Legislators told both LESC staff and the PED they expect to see more data in the future, specifically about finances and how funding is distributed to the school level and how that relates to a school’s academic performance.

New Mexico State Legislators met at the

News

The Albuquerque Public Schools (APS) Board of Education engaged in a passionate debate during its recent meeting about the proposed expansion of East Mountain High School (EMHS), a charter school situated in the East Mountain region, and the renewal of three other charter school contracts. The discussion featured a range of perspectives on whether to grant the school’s request for an amendment to its contract that would allow EMHS to grow to serve middle school students within the next four years. EMHS was not the only school with its contract up for debate, but it was the most hotly contested contract to be approved.

The APS board room was so full of speakers, presenters, and community members that the school district had to open an overflow room down the hall from the boardroom, where visitors could watch the meeting on a live stream.

During public comment EMHS teachers, families, students and community members presented their case for expanding the school’s grade levels to include middle school students. They emphasized the institution’s achievements, such as its impressive graduation rates and a track record of success in serving a diverse student body. The majority of public comment was in support of EMHS’ expansion, with the few opposition comments concerned about the impact on other schools in the area.

EMHS has a history of success to boast about. With a four year graduation rate of 90.4 percent, 55.5 percent proficiency in mathematics, 72.8 percent proficiency in reading, and 67.4 percent proficiency in science, the school has rates that are nearly double statewide proficiency rates.

However, as the discussion progressed, two school board members began expressing reservations about the potential consequences of EMHS’ expansion on other schools within the district – in particular, Roosevelt Middle School.

Board member Barbra Peterson raised concerns about the concept of “right sizing.” APS has seen a significant decline in enrollment over the last decade, prompting the district to begin planning to “right size” the district’s facilities to better fit the district’s enrollment. 

Peterson stressed the importance of considering the district’s responsibilities to all schools, particularly those of comparable size.

During the discussion, Board Member Courtney Jackson expressed robust support for EMHS. She commended the school’s dedication to serving a diverse student body and lauded its impressive graduation rates and academic achievements, particularly among Hispanic students. “I see this not about expanding enrollment but about doing right by more students. It’s stunning to me that members wouldn’t want to approve this. I mean, you have over 90 percent of the students that are from the neighborhood, and your graduation rates over the last six years average over 90 percent. So to me, I am totally supportive of this absolutely phenomenal school.”

In contrast, Board Member Josefina Dominguez voiced apprehensions about the potential impact of EMHS’s expansion on Roosevelt Middle School. Dominguez suggested that the expansion might lead to detrimental consequences for other schools in the area, emphasizing the importance of equitably allocating limited public resources. “This board is supposed to act on the sober reality of limited resources and that on those with the highest need and your project does not meet that requirement not by my understanding,” Dominguez said.

During debate, Dominguez said the school district received a letter from a Bernalillo County Commissioner who opposed the expansion of EMHS. According to Dominguez, the letter threatened to stop a partnership between the county and EMHS that allows the school to use the community center for gym class since the school donated the land that building sits on and helped pay for construction of. School administrators explained that the letter holds no power as the county and school have signed agreements.

Board President Yolanda Montoya-Cordova had a lengthy discussion with School Principal and Head Administrator Trey Smith. Montoya Cordova pressed Smith about the EMHS’ operations might change if they include a middle school to their efforts, Smith said the school expansion would allow students to get a stronger and earlier start to academic success. Montoya-Cordova asked Smith about the letter from the Bernalillo County Commissioner, Smith explained that the school and county have a signed agreement, so there would be no change in operations at the school that would have a negative impact.

“In your area, this is a special school,” Montoya-Cordova said, “I wish we didn’t need this kind of a resource, and that all of our students were thriving in our traditional school, but we know that we have students that really require this specialization.”

Ultimately, the board voted 5-2 in favor of approving the amendment to EMHS’s contract, allowing for the expansion of the school to include middle school student, school administration hopes to open the middle school in 2027 or sooner, depending on the speed of construction and permitting processes. Board Members Dominguez and Peterson voted against the expansion of EMHS.

Also Approved

At this meeting, APS was also tasked with deciding on three other charter school contracts.

The APS Board of Education unanimously renewed a five-year contract for ABQ Charter Academy after parents, students, and teachers spoke about the progress students are seeing at the school in both social and emotional skills and academics.

The APS Board of Education unanimously renewed the charter for Coral Community Charter School for a term of five years after several of the school’s younger students came to speak in favor of the school, with their parents and teachers in the room to support them.

The APS Board of Education unanimously renewed Gilbert L. Sena Charter School for a five-year term, after staff and parents spoke about the positive development they are seeing in students at the school.

The final three contracts were approved with little debate. The meeting adjourned, with a strengthened charter school atmosphere in the Albuquerque Public School district.

In a recent Albuquerque Public Schools Board