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The Albuquerque Public Schools (APS) Board of Education has scheduled two community meetings to learn which qualities the community would like to see in the district’s next leader. The district is in the beginning stages of the search for a new superintendent who will guide the district into the future, following the announcement that Superintendent Scott Elder’s contract will not be renewed when it expires on June 30, 2024. 

To ensure a comprehensive and community-driven selection process, APS has enlisted McPherson & Jacobson, L.L.C., Executive Recruitment and Development, as their consulting partner.

Expected Qualifications

According to the posted hiring notice, the Board of Education’s vision for the ideal candidate is someone who has several key attributes:

  • Commitment to Equity and Anti-Racism: The candidate should firmly believe in the capacity of every child to learn and demonstrate a commitment to principles of equity and anti-racism.
  • Data-Driven Change Agent: A proven track record of prioritizing student needs and significantly improving student outcomes through data-driven decision-making is essential.
  • Respect for Local Culture: The candidate should show respect for New Mexico’s unique culture and the APS workforce while inspiring respect from others.
  • Effective Communication and Collaboration: Effective communication skills and a collaborative approach to team-building are highly valued.
  • Goal-Oriented: The candidate should be goal-oriented and committed to implementing the Board’s goals, guardrails, and the APS Strategic Plan.
  • Understanding of Legal Requirements: Familiarity with and advocacy for the requirements of the New Mexico Martinez/Yazzie Consolidated Lawsuit are considered important.

According to the hiring notice, bilingual proficiency is preferred, and candidates must possess or be eligible for appropriate New Mexico licensure.

The Superintendent’s salary range is between $245,000 and $325,000, subject to negotiation.

The search process will follow this timeline:

  • Closing date for applications: December 12, 2023
  • Board of Education selects candidates to interview: January 8, 2024
  • Interviews with the Board of Education: To be determined.
  • Selection of the new Superintendent: To be announced.
  • Start date: As mutually agreed upon, but no later than July 1, 2024.

Community Engagement

Community engagement is a critical component of the selection process, with APS actively seeking input from families, employees, and other community members. This step is especially crucial as candidates for the superintendent position will be selected in early January.

An online survey launched on November 8, and will run until November 22, 2023. This survey will allow community members to voice their opinions on the qualities and characteristics they desire in the next APS superintendent.

In addition to the survey, APS is organizing two community conversation meetings in November. The two meets will be held on: 

  • Monday, November 13, 2023, at West Mesa High School from 6 to 8 p.m., 6701 Fortuna Rd NW.
  • Thursday, November 16, 2023, at Manzano High School, from 6 to 8 p.m., 12200 Lomas Blvd NE.

During these meetings, APS Board members will share information about their goals, guardrails, and the strategic plan, while also engaging with the community to understand local expectations for the next Superintendent.

Albuquerque Public Schools is on the hunt

News

Expanding education opportunities for New Mexico’s students has been a longtime mission of Public Charter Schools of New Mexico, and thanks to a new federal grant, its efforts could bring up to nine new charter schools to New Mexico.

The charter organization has been awarded a five year, $52 million grant as part of the U.S. Department of Education’s Charter Schools Program. The grant aims to open new public charter schools, expand existing schools, and replicate high-performing charter schools across the state.

The announcement of the grant recipients was made earlier this month by the U.S. Department of Education, which pledged a total of $572 million over the next three to five years to support charter schools nationwide. The funds are designed to address the growing demand for charter schools and provide crucial support for educational programs tailored to meet the unique needs of students and communities across the country.

Public Charter Schools of New Mexico, Executive Director Matt Pahl, emphasized his belief that all students deserve access to a high-quality public education that caters to their individual needs. “Charter schools are an integral part of achieving this, and the grant helps us make this vision a reality,” he said.

Ninety percent of grant  funds will go directly to charter schools, whether they are expanding, establishing new campuses, or replicating successful models. Of the $52 million, $47 million is dedicated to helping schools serve more students and provide expanded opportunities.

The remaining portion of the grant serves various purposes, with three percent allocated for administrative oversight and seven percent for technical assistance. This includes funding for training, professional development, leadership roundtables, and support for administrative roles, all aimed at ensuring the success and growth of charter schools.

When asked about the significance of charter schools, Pahl emphasized their positive impact on education. “Our charter schools are fully public, funded the same way, and operate with the same oversight as traditional district schools,” he said. “Many of our schools are outperforming traditional public schools, particularly in serving historically underserved student populations.”

The grant will be distributed over five years, with nine grants going to new charter schools, 17 grants to existing charter schools for expansion, and two grants to schools looking to replicate their successful models. Pahl further clarified that priority would be given to communities without an existing charter school to ensure broader access to educational options.

Getting a charter school opened in a community is going to be a long process, Pahl said. The effort requires a multifaceted approach and commitment from what Pahl called “passionate individuals and organizations.” 

The process typically begins with community engagement and outreach to gauge interest and gather support. Charter school proponents must then navigate a rigorous application process, which involves extensive planning and documentation, outlining the school’s educational program, safety measures, and operational details.

Collaboration with local education authorities or authorizers, such as school districts or the Public Education Commission, is essential. Proponents must be prepared for community input hearings, interviews, and thorough evaluations of their proposed charter school’s viability.

Building strong partnerships with educators, parents, and community members, as well as developing a thorough understanding of state regulations and funding mechanisms are crucial elements in successfully establishing a charter school in a new community.

To address concerns about charter schools’ impact on traditional school districts, Pahl stressed that charter schools are not intended to take over but to provide additional choices for families. He said that collaboration between charter schools and school districts could lead to more diverse educational opportunities for students.

Pahl encouraged interested communities to stay engaged through the organization’s website and social media channels, as well as to engage in the process of establishing charter schools in their areas.

Pahl said the grant’s success will ultimately be measured by the impact on student outcomes, with a focus on ensuring that charter schools continue to provide high-quality educational opportunities tailored to individual student needs. He said the organization’s commitment to collaboration, transparency, and serving the diverse needs of students and communities positions them as a significant player in the evolution of New Mexico’s educational landscape.

New Mexico's public charter schools are set

News

On November 1, the Public Education Department was scheduled to release the state summative assessment results for 2023, months behind schedule. As of press time, those results had not been released. New Mexico Education obtained several slides from a presentation given to statewide school district leaders about the scores the morning of November 1. The information in this story comes from those slides. The story told by these results are bittersweet, with positive news in the state’s literacy rates – with a four percent increase – but a decline – one percent – in mathematics.

The 2023 results released today by PED do not give a complete picture of New Mexico’s student performance. The results do not include data from the SAT college readiness exam, required for all 11th grade students. Also absent from today’s release were early literacy rates, as measured by I-Station, which is required for all K-2 students, and results from the state science assessment. New Mexico Education will continue looking for these scores as we continue asking the question “Where are the Scores?”

At this time, validating the increase reported by the NMPED is challenging because it remains unclear whether the students included in last year’s proficiency calculations are the same as this year. Last year’s ELA proficiency was based on results from the NM-MSSA and the SAT, which means it included grades 3-8 and 11. It is unclear at this time whether SAT data was included in this year’s proficiency rate calculations. When New Mexico Education asked about this information, we were told to wait until the data gets posted to NMVistas. Many educators have complained about the data discrepancies which already exist within Vistas.

Robin Stevens, a sixth grade English teacher at Hobbs Elementary, explained the importance of this data and its timeliness. “High quality, complete, and timely data is vital in monitoring students’ progress. As an educator, I strive to meet the needs of each learner and need to have objective indicators of my students’ performance over time. In order to fully understand my students’ learning levels, monitor their progress, address their knowledge gaps or accelerate learning, and evaluate their educational needs, I need assessment data that is reported in a timely, reliable, and easy to use manner.”

English Language Arts Improves Across State

The NMPED is reporting a dramatic increase in English Language Arts. Despite the data only being shared today by the NMPED. Governor Michelle Lujan Grisham’s office has been touting a four percent increase in ELA proficiency since early September.

In 2022, only 34 percent of New Mexico students were proficient in ELA. The most recent data shows that 38 percent of students are proficient, giving New Mexico its four percent growth.

Roy Municipal Schools is the highest performing district in the state in ELA proficiency. According to data released from PED, 78.9 percent of students at RMS are reading at grade level.Data from 2021-2022 shows RMS was at 61 percent proficiency – a 17 percentage point increase.

Pojoaque Valley School District had the largest gain in their English Language Arts proficiency of all the districts in the state. Slides presented to district leaders from the PED boasted a 26.7 percentage point growth in student proficiency for PVSD.

The Social Factor

The Yazzie-Martinez Consolidated Lawsuit has continued to apply pressure for New Mexico’s education system to better serve its students. After a court ruling was issued that New Mexico schools are not doing enough to address the proficiency gaps among various disenfranchised student groups, the state has been under pressure to address these challenges.

In 2022, only 30 percent of Hispanic students were proficient in ELA. Data from 2023 shows Hispanics at 34 percent proficiency. A four percent increase.

Among White students, 53 percent were proficient in ELA during the school year 2022. In 2023, that proficiency decreased to 40 percent, a 13 percent decrease.

Black students saw a one percent increase in ELA proficiency, reaching  33 percent proficiency in 2022 and moving up to 34 percent in 2023.

With a five percent increase in ELA proficiency, Asian students were at 53 percent in 2022 and have moved up to 58 percent. 

In 2022, 20 percent of Native American students were reading proficiently, in 2023 that number increased to 23 percent. A three percent increase.

The Gender Impact

New Mexico girls outperformed boys in ELA by five percent. Results from the 2022-23 school year show that females are 41 percent proficient in reading, and males are at 36 percent.

Mathematics Proficiency Decreases One Percent

While New Mexico’s ELA situation looks bright, student proficiency in mathematics has slipped. In 2022, 25 percent of students were proficient in math, today’s data shows that only 24 percent of students are proficient,a one percent decrease.

The Social Factor

When comparing data of Hispanic students from 2022 and 2023, there is no difference in performance. For both school years, only 20 percent of Hispanic students were proficient in mathematics.

Marking a massive decrease in mathematics proficiency, 42 percent of White students were proficient in 2022. Data from 2023 shows that only 25 percent of these students were proficient in math. That is a 17 percent decrease.

Another decrease in proficiency occurred with Black students. In 2022, 20 percent of Black students were proficient in mathematics. In 2023, that number decreased to 19 percent, a one percent decrease.

Asian students saw an increase in their proficiency in mathematics. In 2022, 46 percent of Asian students were proficient. In 2023, 48 percent of students were proficient in math, a two percent increase.

Only 14 percent of Native American students were proficient in mathematics in 2022. In 2023, that number dropped to 13 percent, a one percent decrease in mathematics proficiency.

The Gender Impact

Opposite of the ELA statistics, males are outperforming their female counterparts in mathematics. Data from 2023 shows that 27 percent of male students are proficient in mathematics, compared to 22 percent of females.

Data Discrepancies

New Mexico Education editors were surprised by the data regarding the fall of proficiencies among various student groups. If the data is accurate, White students in particular are seeing a massive decline in both ELA and Math proficiency rates. In the section above, the data used was from the proficiency tables posted to the PED website. However, when you look at the same data set (statewide proficiency for White students in ELA and math), NMVistas reports different proficiencies; 36 percent and 26 percent respectively. These proficiency numbers make more sense, and would indicate that achievement for White students actually increased from last year. Without accurate data from the state, there is no way to know. 

New Mexico Education continues to ask “Where are the Scores?” so we can get an accurate read on what the true situation is with statewide academic performance. The data New Mexico Education is working with was embargoed by the PED until November 1, and we are sharing as much as we can. Without fully fleshed out data from the state, this information is the best we have to work with.

PED needs to release the data and be fully transparent in order for New Mexicans across the state to have a clear understanding of their student’s performance.

The slides released by the NMPED are available here.

The 2022-2023 assessment results for New Mexico

Commentary

Editor’s Note: This article was written by students at Cottonwood Classical Preparatory School who wanted to share their experiences in New Mexico’s charter schools.

In 2019, Education Next surveyed 3,046 American adults about their perceptions of charter schools. The polling data revealed that 39 percent of respondents opposed the expansion of charter schools, and only 27 percent knew they do not charge tuition. A Harvard T.H. Chan School of Public Health poll corroborated these findings. 

Our names are Braeden Prunier and Darian Kapelianis-Donado. As students of Cottonwood Classical Preparatory School (CCPS), a charter school in Albuquerque, New Mexico, we are taught with one goal: to educate “The Whole Child for the Whole World.” Although we may come from different backgrounds, Cottonwood has enabled us both to receive a world-class education for free and to be successful college-bound students. Naturally, we were shocked when we read the statistics about the public perception of charter schools. In this piece, we will argue the case for charter schools from the perspective of two students in a state that ranks 52nd in education amongst US states and territories. Even though we both now attend CCPS, our educational experiences have been very different, and each uniquely demonstrates the merits of a charter school education. 

Hi, I am Darian, and I’ve been educated at a charter school from grades K-12. In elementary school, I attended New Mexico International School, a bilingual school in Albuquerque, and now I am at CCPS, where I have been attending since the 6th grade. Being at a charter school has afforded me many luxuries that would not be open to me if I had gone to a traditional school. For instance, CCPS is a school that uses the Paideia method of education. This is a conversation-based approach that encourages questions and Socratic seminars. My ideas have never been best expressed through an essay or test. Being assessed through a Socratic seminar has allowed me to not be afraid to share what I genuinely believe and make arguments that go against the norm. 

Another way my education has been different from many who attend public schools is the lessons personalized nature. I have always felt my teachers actually care if the students understand what they are lecturing about. On Mondays, my math teacher plays board games with us to help build our problem-solving skills. In history, we perform skits, make videos, and make board games to create fun ways of memorizing vocab and learning proper historical analysis. The administration even encouraged me and Braeden to write this OPED as it would provide some real-world experience for the skills we have been building. Although I am only one student, I hope it is evident that the freedom allotted to charter schools in contrast to their traditional counterparts allows them to help students like me excel. 

My name is Braeden, and unlike Darian, I have only attended a charter school from 6-12. I started at John Baker Elementary for grades 1st-5th and then transferred to Cottonwood for 6th-12th. Up to that point, I struggled in school. I had just barely passed 5th grade and was projected to fail by my elementary school counselor. My mother knew I needed extra help, but we simply could not afford a private education, so a charter was our best bet.

It was not an immediate fix. I still stumbled through 6th and 7th grade, suffering from being a public school student and having a chronic lack of work ethic. In truth, I was actually doing worse because of the accelerated International Baccalaureate curriculum. So why did I stay? It was because of the teachers and tailored resources available to me. Despite my acting out and inattention in class, every teacher at Cottonwood took a genuine interest in my education. The fact that my teachers encouraged me in socratics and group projects ignited the flame of passion within me. I began to actually care about success because I felt supported by my environment. Even though I was still behind, CCPS was ready to work with me. I was given access to office hours, one-on-one lessons with teachers, and unique lesson pacing. Now, I am engaged in my community, excited to learn, and applying to many universities. All these opportunities are open to me because Cottonwood took me, a student that the traditional education system labeled a “failure,” and provided the unfettered understanding and care that changed my mindset and built me as a learner and person. 

Although there may be many valid criticisms of a charter school system, we hope that through our testimony, you may glimpse what it has given us: two students from very different backgrounds with very different interests, brought together by a shared passion for education and advocacy.

An opinion piece authored by students at

News

In September, Governor Michelle Lujan Grisham held a literacy conference where she touted an estimated 4.3 percent growth in literacy rates, based off of preliminary assessment data from 2022-2023.

The state celebrated, and yet no proof of this increase has been released to the public.

Meanwhile, the New Mexico Public Education Department quietly released the state’s graduation rates for the same year which showed a marginal decline in the number of high school students graduating in 2022. This begs the question: Where are the scores?

Every year, students take standardized state assessments. These assessments are required by federal law and are used to help parents and teachers understand whether their students are meeting grade level benchmarks in English Language Arts, mathematics, and science.

Pre-COVID-19, the state was testing and releasing data on a regular basis. State assessments were given between March and May, and results were released, sometime between August and October.

In 2022, New Mexico introduced the New Mexico Measures of Student Success and Achievement (NM-MSSA) as the primary assessment. This transition comes after several years of testing disruptions, including the abrupt end of the previous testing system in 2019, a federal waiver in 2020 due to COVID, and limited testing in 2021 despite federal directives.

The state conducts various summative assessments, including I-Station for early literacy (K-2), NM-MSSA for English language arts and math (grades 3-8), the New Mexico Assessment of Science Readiness (grades 5, 8, and 11), and the SAT (grade 11).

Results for 2022-23 have still not been released and the 2023 calendar year is nearly over. New Mexico’s neighbors released their data months ago. Arizona released its data in January, Colorado released data in late August, Texas released its student data in the middle of August, and Utah released its data in early October. Of its neighbors, New Mexico is the only state that has not released student assessment data.

In the summer, New Mexico Education asked PED when these results would be available. We were told to expect them in early August. August came and went, but no results were available, so New Mexico Education asked again.

PED officials told us to expect the results in late October. These results are part of the public record, so to cut through the shadows of this situation, New Mexico Education submitted an Inspection of Public Records Act request to PED about these scores. PED’s response to the IPRA was to attach a link to a spreadsheet of year-old data, and say that the results for 2022-2023 will not be available until December, and that they consider the request closed.

New Mexico has had a complicated relationship with state assessments, from the uproar that came from the PARCC assessment under former Governor Susanna Martinez (R), to the lack of tests during the COVID-19 pandemic during the current Lujan Grisham administration. 

The absence of scores comes the same year the Yazzie/Martinez consolidated lawsuit hit its five year anniversary, where a state district court judge ruled the state has long been violating the state constitution by failing to provide an “adequate” education for students.

The end of the year is rapidly approaching, the second semester for New Mexico’s students is on the horizon, and families have been left in the dark about where their students scored in the last assessment. The PED has this information, and still has time to release it before the end of October.

Governor Michelle Lujan Grisham claimed a 4.3

News

The New Mexico Public Education Department has quietly released graduation data for the class of 2022. This data was released later than usual and without so much as a press release alerting the public to its release. This data is typically released within the same year of graduation, but this data was released 16 months after the class of 2022 graduated. The class of 2022 were sophomores when schools were closed in March of 2020, and many had limited or no in person learning available through most of their junior year.

Graduation rates in New Mexico for the class of 2022 revealed a marginal decline compared to the previous year, according to data released by the state’s education department. The data, which includes analysis of student subgroups, underscores continued disparities in educational outcomes.

The overall four-year graduation rate for all students in New Mexico in 2022 stood at 76 percent, marking a slight decrease from 2021’s rate of 76.8 percent. To put this data into context, in 2019, the statewide graduation rate stood at 75 percent, but the following years showed incremental progress. In 2020, during the COVID-19 pandemic, the rate increased to 76.9 percent.

Gender disparities persisted in 2022, with female students outperforming their male counterparts. Females boasted an 80 percent graduation rate, while males lagged with a rate of 73 percent.

Examining ethnic and racial differences, Asian students emerged with the highest graduation rate at 88 percent, while Caucasians were not far behind at 79 percent. African American students graduated at a rate of 70 percent, while Hispanic students graduated at a rate of 76 percent. Native American students graduated at a rate of 72 percent, and those identifying as multiple races reached a 75 percent graduation rate.

Economically disadvantaged students, measured by eligibility for Free/Reduced Lunch programs, have a graduation rate of 72 percent. Students with disabilities experienced a slightly lower graduation rate of 67 percent.

English Language Learners exhibited a graduation rate of 76 percent. However, homeless students faced substantial challenges, with a low graduation rate of 61 percent. Students with military affiliations displayed a robust graduation rate of 87 percent, while those in foster care had the lowest rate at just 49 percent.

Comparing the 2022 data to 2021, New Mexico’s overall graduation rate experienced a slight dip of 0.8 percentage points. Gender disparities remained consistent, with females continuing to outperform males.

The New Mexico Public Education Department released

Commentary

The following Op-Ed was written by Kelsey McCaffrey, Principal-in-Residence at Albuquerque Collegiate Charter School.

Navigating the public education system is complex, and one of the most important decisions a parent can make is where they send their child to school. This decision may define many outcomes, including their student’s opportunity to learn to read. However, This choice is even more complicated when there’s an incomplete picture of school performance, or worse, missing data.

As Principal-in-Residence at Albuquerque Collegiate Charter School, I have become frustrated and disappointed with the inaccuracies of New Mexico Vistas. Not only is the information outdated, but it doesn’t paint the whole picture, especially when it comes to a school’s reading proficiency score. Administrators and teachers don’t make decisions with missing or inaccurate data so why should we expect parents to?

In New Mexico, K-2 students take a state mandated reading assessment, IStation’s Indicator of Progress Reading Assessment (ISIP), to measure each student’s progress towards reading proficiency. ISIP scores reflect the reading level of each student. New Mexico students take this computer-adaptive assessment at least three times a year–at the beginning, middle and end of each school year–and the scores track the student’s growth over time.

During the 2022-2023 school year, ABQ Collegiate Charter School had over 70 percent of our students reach proficiency in grades K-2, as demonstrated by students during their iStation assessments. We were able to achieve these results by implementing small-group targeted instruction, a data-driven curriculum, monthly progress monitoring, and hard work on behalf of our scholars, families, and dedicated teachers. Yet, this data is not reported or reflected anywhere in our school’s reading proficiency score on New Mexico Vistas.

The Reading Proficiency scores listed on New Mexico Vistas only reflect the progress of students in grades 3 through 11.  Prior to the introduction of New Mexico Vistas, school grades and proficiency scores included and reflected K-2 reading scores.  This changed in 2019, when New Mexico Vistas was launched, effectively removing key pieces of data and distorting the reading proficiency scores of New Mexico schools.

As a K-5 school, the reading proficiency of half of our students is not represented in the published New Mexico Vistas data. Parents look to New Mexico Vistas as a resource to make data-informed decisions. However, for parents of students in grades K-2, this tool is not useful during their decision-making regarding school choice and early literacy instruction for their young scholars.

With an ongoing literacy crisis in New Mexico, ensuring students are on track to read on grade level by third grade is urgent. New Mexico Vistas is advertised as a “portal providing comprehensive information to families for informed school choices.” It claims to be a resource that: “provides families with the opportunity to learn more about their local schools.” Instead, New Mexico Vistas provides families with a fractured picture and leaves them wondering if their child will receive high-quality early literacy instruction.

An Op-Ed written by Kelsey McCaffery Principal-in-Residence

News

After a five month search, the New Mexico Public Education Department has named Margaret Cage as its new Special Education Director.

Cage brings more than  25 years of experience in education, has held various roles in the field including: teacher, instructional coach, turnaround specialist, school leader, and school system director. Just before stepping into this role, Cage was the special education supervisor for Assumption Parish Schools in Louisiana.

Cage, who assumed her role October 4, was selected after an extensive nationwide search, and her appointment was met with enthusiasm from a variety of educators and officials. “Dr. Cage is the leader everyone involved was most excited about,” said state education Secretary Arsenio Romero, adding that “she brings enthusiasm, experience, and the will to get the work done.”

In response to her appointment, Cage expressed her eagerness to make a positive impact on the lives and communities of New Mexico. “I am elated to have been chosen for this position and for the opportunity to make a difference and impact the lives and communities of New Mexico,” she said.

Cage holds a Bachelor of Science in Pre-Law from Nicholls State University in Thibodaux, Louisiana, along with certifications and degrees in special education, educational leadership, and executive educational leadership from The University of Holy Cross in New Orleans, Louisiana.

Governor Michelle Lujan Grisham established the Office of Special Education earlier this year through an executive order. The goal, according to the governor’s office, is to enhance collaboration between state agencies, districts, and families of students with special needs, and improve the quality of special education services in New Mexico. This executive order came after a legislative battle failed, aiming to codify this office into state law. Originally championed by State Representative Liz Thomson (D – Bernalillo), the legislation faced an immediate uphill battle when it received a “do not pass recommendation” from the House Education Committee. After some changes to the initial bill were made by the committee, it received a “Do Pass” recommendation. This was only the beginning of the bill’s difficulties; after the bill received a “do pass” recommendation from the House Government, Elections, and Indian Affairs Committee it failed to ever be scheduled for a floor vote. 

“One of the things that I pride myself on is being a change agent and a transformational leader,” Cage said, “I am always thinking about the possibilities, seeking solutions, and committed to taking something that may not be positive and improving it.”

Margaret Cage has been appointed as the

News

The Daniels Fund launched its annual Daniels Scholarship Program, providing high school seniors in New Mexico with an opportunity to pursue higher education without worrying about paying for it. The program, which has been available to students for over two decades, is accepting applications for the class of 2024, but the deadline to apply is Sunday.

Students preparing for graduation are encouraged to apply at DanielsFund.org before the application deadline of 4 p.m. on October 15. This scholarship offers a chance for motivated students to attend the college or university of their choice, furthering their educational dreams.

The Daniels Scholarship Program, established by cable television pioneer Bill Daniels, has been a source of hope for thousands of students. Since its inception in 2000, the Daniels Fund has awarded over $250 million in scholarships to more than 5,000 scholars.

One of the recipients, and a recent graduate of the University of Denver, is Eric Oquedo from Santa Fe. He graduated from Capitol High, and when asked about his initial aspirations, Oquedo shared that he had a broad interest in international studies and economics. He aimed to explore the world, gain cultural experiences, and delve into economic matters that influence global societies. Earning the Daniels Fund Scholarship provided him with the means to attend the University of Denver, where 95 percent of juniors study abroad, fulfilling his dream of international exploration. Oquedo spent four months at Pompeu Fabra University in Barcelona, Spain, gaining invaluable cultural exposure and traveling to ten different countries. 

Eligibility for the program extends to high school seniors in New Mexico, Colorado, Utah, and Wyoming. The Daniels Fund scholarship caters to individuals who possess not only academic potential but also “strong character” and “ambitious goals”.

Recipients of the Daniels Fund Scholarship receive several skill-building and support opportunities, Oquedo said these included mock interviews, one-on-one conversations with advisors, and invitations to events, which helped him connect with individuals in various industries. Today, he works in the finance industry and credits the Daniels Fund for making his employment possible. Oquedo said he continues to maintain a strong connection with the Daniels Fund community. This experience not only broadened his horizons but also paved the way for networking opportunities and career growth – all opportunities he credits to the Daniels Fund.

Daniels Fund President and CEO Hanna Skandera emphasized the transformative power of education, echoing Bill Daniels’ belief. In a statement she said, “Bill Daniels believed a great education can be game-changing for young people with great potential, strong character, and big dreams,” said Skandera. “We look forward to supporting the next generation of leaders, and the positive impact they will make with this opportunity.”

Applicants must meet certain eligibility requirements, which include being a graduating high school senior, a resident of one of the four eligible states, and a U.S. citizen or permanent resident. Additionally, a minimum high school grade point average of 3.0 on an unweighted 4.0 scale is required. Applicants must also meet standardized test score minimums, with a minimum SAT math score of 490 and a minimum evidence-based reading and writing score of 490, or a minimum ACT score of 18 in each category, writing score not required.

Financial eligibility criteria involve the applicant’s parents or legal guardians having an adjusted gross income of $100,000 or less on their 2022 tax return if the applicant is claimed as a dependent. Additional income is allowed for additional dependents.

“I would not have graduated from the University of Denver if it weren’t for the Daniels fund,” Oquedo said. During his time in Denver, Oquedo had a level of freedom that other students in his family’s economic situation did not have. While his peers had to work jobs while attending school to pay for their studies, he didn’t have to worry where the funding was coming from, allowing him to focus on college and make connections with people in various fields, connections he credits for his current success.

The Daniels Scholarship not only covers tuition but also offers various benefits, depending on the student’s choice of school. Scholars can have their full cost of attendance covered at partner schools within New Mexico, Colorado, Utah, and Wyoming. For those choosing to attend schools outside this four-state region, up to $100,000 can be awarded over four years for educational expenses. Scholars attending schools within the four-state region but outside of the partnership agreement can receive $30,000 over four years for educational expenses.

Recipients of the Daniels Scholarship will receive a laptop computer, access to networking opportunities, leadership development, and career development opportunities.

The 2024 Daniels Scholars will be revealed in March 2024, marking the continuation of the program’s tradition of empowering the next generation of leaders.

“[The Daniels Fund] opened my eyes to see that it is possible,” Oquedo said, “Make sure that you’re confident with who you are and what you wrote down in that application. You have to apply with the idea or the intention that you’re fit for it and that you’re going to receive [the scholarship].”

The Daniels Fund, guided by the vision of its founder Bill Daniels, is a private charitable foundation working to create opportunities for the lives of people in New Mexico, Colorado, Utah, and Wyoming through its grant programs, scholarship program, and ethics initiative.

The Daniels Fund Scholarship Program, founded by

News

New Mexico’s Public Education Department (NMPED) told the Legislative Education Study Committee (LESC) that it is actively implementing evidence-based strategies in an effort to improve bi-literacy and mathematics education in the state’s schools. PED spent most of their presentations during the recent LESC meeting discussing literacy efforts and efforts to improve student mathematical proficiency.

In response to ongoing concerns about reading proficiency, particularly among emergent bilingual students, New Mexico is focusing on the Science of Reading. The SOR approach emphasizes five essential components of proficient reading: phonemic awareness, phonics, oral reading fluency, vocabulary, and reading comprehension. In a long presentation to legislators, PED presenters, including Secretary Arsenio Romero; Jacqueline Costales, division Director of Curriculum and Instruction; and Severo Martinez, the Director of Literacy and Humanities, agreed that an understanding of effective reading instruction is crucial for all students, including emergent bilinguals. The state is working to adapt the SOR principles to cater to the unique language and reading needs of emergent bilinguals in both their native language and English.

Bi-literacy, the ability to read and write proficiently in two languages, is a priority for PED, given the state’s population of Spanish-speaking households. Low reading proficiency rates, particularly among English learners, highlight the need for change in literacy practices. After the Yazzie/Martinez lawsuit, the state was forced to commit efforts toward improving reading trajectories and enhancing oral language development among emergent bilinguals, and several other groups of students. Gwen Perea Warniment, the director of the LESC, told legislators that in the 2021-2022, 34 percent of students were performing proficiently in literacy, but only 13 percent of English learners were performing at proficiency.

PED Secretary Arsenio Romero brought a team of special guests to speak with the legislators. Staff from Gadsden Independent School District discussed the work being done in their community to improve the proficiency of English language learners. During their presentation, they advocated for cultural respect and said that many of their students don’t have a primary language because they speak Spanish and English interchangeably even at home.

The PED is also putting efforts to boost math education proficiency among students. Shafiq Chaudhary, Director of the Math and Science Bureau at PED, said the state acknowledges the significance of mathematics as a subject that opens doors to learning opportunities and professional pathways.

Chaudhary said sufficient mathematics instruction in elementary grades is seen as a critical in building student success. LESC presented research that demonstrates the importance of early mathematical thinking as a foundation for future learning. New Mexico’s data reveals that children from low-income families have less exposure to math and show less extensive math knowledge than their peers from more affluent backgrounds.

To address these disparities, LESC Senior Policy Analyst Marit Andrews said the state is actively working to improve math proficiency and close achievement gaps among various student groups. The PED is partnering with Teaching Lab to provide coaching for math instructors and to promote equitable and effective classroom practices.

Additionally, New Mexico is piloting a series of micro-credentials to enhance conceptual knowledge and reasoning among K-5 educators. In the same report to legislators, the LESC warns that many teachers are “professional[ly] isolated”, meaning that they have just the basic requirements to be teachers but none of the specifications that would improve the results of their students. Andrews and Chaundry said the micro-credentials are just beginning to be rolled out as of August. The micro-credentials are being provided through New Mexico State University, according to the report.

Legislators were told that New Mexico is taking a comprehensive, research-driven approach to enhance both bi-literacy and mathematics education. Legislators raised concerns over additional training requirements for teachers and emphasized the need for data to properly track the results of these initiatives.

New Mexico's Public Education Department is actively