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Salon: WATCH: Green Party candidate Jill Stein says she's not to blame for Trump's fluke victory, Democrats still doomed 2017-02-04 Fiery Green nominee makes a coherent case about the many failures of American democracy. But she'
The Nation.: Why the Green Party Continues to Demand Presidential Recounts 2016-12-21 Presidential recounts are not about changing election results. At least, that is not their primary purpose. At their core, recounts are about ensuring confidence in the integrity of the voting system.
AlterNet: Recount Fiascos Reveal the Profoundly Pathetic State of Voting in America 2016-12-15 The Pennsylvania legal fight continues, but lessons are learned about how states don't verify the vote.
KOKH FOX25: Green Party drops bid for statewide Pennsylvania recount 2016-12-04 MARC LEVY, Associated Press: The Green Party is dropping its court case seeking a statewide recount of Pennsylvania's Nov. 8 presidential election. It had wanted to explore whether voting machines and systems had been hacked and the election result manipulated.
WOAI: Green Party's Stein files for Wisconsin recount 2016-11-26 ASSOCIATED PRESS: Green Party presidential candidate Jill Stein has filed a request for a recount with Wisconsin election officials. Third-party candidates' impact on election has yet to be determined 2016-11-09 With voter distrust of Hillary Clinton and Donald Trump at record highs, 2016 seemed poised for a third-party candidate to take advantage – and a decent chunk of the vote. | Early results showed Libertarian candidate Gary Johnson and Green Party nominee Jill Stein, combined, pulling 5 percent or less of the vote in most states in early returns; Johnson had won more support in his home state of New Mexico. New Mexico picks Clinton in presidential race 2016-11-09 New Mexico's five electoral votes went to Hillary Clinton, according to projections from NBC News.
New Mexico Political Report: Libertarians one step closer to major party status in NM 2016-11-08 The Libertarian Party of New Mexico's membership numbers are now high enough to qualify the group for major party status. Now that determination lies on how many votes former New Mexico Gov. Gary Johnson receives on election night in the state. If Johnson wins five percent of the vote in New Mexico, the state's Libertarian […]
Breitbart News: Exclusive–Breitbart/Gravis Swing State Poll Roundup: Florida, New Mexico, Virginia, North Carolina and Michigan 2016-11-07 These Breitbart/Gravis five swing state polls show a nation in flux as America's 2016 presidential election ends Tuesday night.
Daily Utah Chronicle: Third Party and Independent Candidates for the 2016 Presidential Election 2016-11-07 Although no third party or independent candidate has carried a state since 1968, dissatisfaction with Hillary Clinton and Donald Trump.. Poll: Trump, Clinton in dead heat for New Mexico votes 2016-11-07 The survey shows 46 percent of those polled in favor of Clinton, with 44 percent in favor of Trump. Libertarian nominee Gary Johnson received 6 percent in the survey, with Green Party candidate Dr. Jill Stein receiving 1 percent. Two percent of those polled indicated another candidate, and less than one percent remain undecided.
Liberation: In Albuquerque HS student vote, landslide win for La Riva 2016-11-07 Liberation Staff: Members of the PSL presented its party platform and candidates Gloria La Riva and Dennis Banks. They participated in a faculty-organized debate with campaign representatives from five of the eight certified parties on the ballot in New Mexico. | When the floor was opened up to student questions, an LGBTQ student fired the first shot in what became a student body war waged against the Republican party reps.
Portland Tribune: Libertarian Gary Johnson woos younger voters 2016-11-04 Gary Johnson is unlikely to win the presidency himself, but on a campaign swing Thursday night in Portland, he said he offers a better alternative to either of the major-party candidates. | Johnson said Americans as a whole will lose no matter whether the Democratic or Republican nominee wins Tuesday. | To reporters before the rally, Johnson speculated that one or more lawsuits could focus on sexual assault after the Oct.
Fox 2 Detroit: FOX 2 Mitchell Poll: Clinton's lead stays at 3 percent over Trump in Michigan 2016-11-03 EAST LANSING, Michigan — Former Secretary of State Hillary Clinton maintained her 3 percent lead last night according to the latest Fox 2 Detroit/ Mitchell Poll of Michigan. In the four-way ballot question that includes Libertarian Party candidate former New Mexico Gov. Gary Johnson and Green Party candidate Dr. Jill Stein, it is Clinton 47% – Trump 44% – Johnson 4% – Stein 3% while 2% are undecided. Clinton has a 5 percent lead…
The National Business Review: Hillary hanging on by a finger nail 2016-11-02 The state of the horse race, with less than a week to go. Trump has all the momentum. Trends among the 31m early voters.
The State News: Jill Stein and Gary Johnson hold third party candidate forum 2016-10-31 Jill Stein, the Green Party candidate and Gary Johnson, the Libertarian Party candidate will hold a presidential forum that will be broadcast on PBS.
The Miami Hurricane: Third-party voters stand by their candidates despite unlikely win 2016-10-27 Amidst the bulk of supporters for major presidential candidates Hillary Clinton and Donald Trump, a few students at the University of Miami are voting for third-party candidates. While each student has specific reasons for supporting these candidates, the general consensus is the same: the current major candidates gunning for the White House are unacceptable.
New Mexico Political Report: Johnson run could push NM Libertarian Party into major party status 2016-10-26 New Mexico could see a Libertarian primary election on the same day as the Democratic and Republican primaries in 2018. That will depend on the outcome of this year's presidential election and if the state's Libertarian Party can boost its membership numbers. Currently the Libertarian Party is considered a minor party in New Mexico, along […]
New Mexico In Depth: The challenges of wooing a diverse Latino vote in 2016 2016-10-14 Those who watch the Latino vote closely note Latinos tend to vote at significantly lower rates than non-Hispanic whites in presidential elections. They wonder if that will change this year despite the fact that Republican presidential candidate Donald Trump maligns Mexican immigrants while Democrat Hillary Clinton woos Spanish-language voters.
The Inquisitr: Who Is Presidential Candidate Gary Johnson? What Does He Stand For, And Can He Win? 2016-10-13 Who is Gary Johnson? What does he stand for and, equally important, can he win? A third-party presidential candidate in 2016, Gary Johnson represents the Libertarian Party and his name has become more widely known than either Green Party candidate Jill Stein or independent conservative candidate Evan McMullin. | Gary Johnson began a lucrative financial career when he founded a construction subcontracting company in the 1970s. Third-party alternatives to Trump, Clinton lose support as election nears 2016-10-08 If ever a third-party presidential candidate was going to break out and shake the U.S. political system to its core, it seemed that 2016 could have been the year.
The Racquet: Viewpoint: Third party voting in upcoming Presidential Election 2016-10-04 Whitney Storvick: With an election as infuriating as this year's, more and more people are talking about third party voting. Yes, there are more candidates running for President of the United States than Hillary Clinton and Donald Trump. Former New Mexico governor and Libertarian candidate Gary Johnson as well as physician and Green Party candidate Jill Stein are actively campaigning to be Commander in Chief. Given our choices, I understand the desire…
Newsmax: Poll: Gary Johnson Could Win New Mexico, Create Electoral College Deadlock 2016-10-03 Gary Johnson is riding high in New Mexico, according to a new poll — so much so that he could even best Donald Trump and Hillary Clinton in the November presidential election, a top numbers-cruncher says.
Chicago Tribune: How to say this nicely? Both third-party candidates would be terrible presidents. 2016-09-30 Catherine Rampell: Both third-party candidates would be horrible presidents.
The National Memo: Aleppo, Arrests, And The Danger Of Third Parties 2016-09-30 Gary Johnson is on the ballot in all fifty states, competing with the major party nominees for your vote.
The Detroit News: Poll: Gary Johnson cuts into Trump's Michigan coalition 2016-09-30 Libertarian presidential candidate Gary Johnson is starting to hurt Donald Trump's campaign in Michigan — and Republican leaders know it. | Johnson, a former Republican governor of New Mexico, is cutting into Trump's potential pool of voters in a four-way race with Democrat Hillary Clinton and Green Party candidate Jill Stein, according to a new poll conducted Tuesday and Wednesday for The Detroit News and WDIV-TV.

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Bibliography: New Mexico Politics (page 5 of 5)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the GPNM . US website.

Ortiz, Roxanne Dunbar, Ed. (1979). Economic Development in American Indian Reservations. Development Series No. 1. A collection of 13 scholarly articles and essays, this book makes available hard-to-find information and theories about American Indian economic development. Part I, "The Land and the People", emphasizes cultural traditions and beliefs of Indian people and traces the development of the concept of sovereignty and its applicability to Indian self determination. Part II, "Historical Background for Underdevelopment", contains a discussion of the significance of United States economic development in relation to Indian land policy, a summary of the history of Indian water rights, and an analysis of the colonial context as a framework for studying the historical underdevelopment of American Indian economies. Part III, a case study of the Navajo Nation, discusses (1) the Navajo postoral economy and the traditional-modern division, (2) underdevelopment and dependency in the Navajo economy, (3) strategies for increasing Indian governmental income and building a stable economic base, (4) Navajo government taxation of corporations operating in the reservation as a means to augment income and assert sovereignty, and (5) fundamental changes in the Navajo government resulting from 20 years of dependency on mineral leases and royalties. Part IV contains three studies of the politics of Indian underdevelopment and development. Descriptors: American Indian Culture, American Indian Reservations, American Indians, Colonialism

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Bibliography: New Mexico Politics (page 4 of 5)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the GPNM . US website.  Some of the authors featured on this page include Everett D. Edington, Erica McClure, Richard P. Holland, Frederick C. Wendel, Marsha V. Krotseng, Matt S. Meier, Feliciano Rivera, Susan Fuhrman, Miles T. Bryant, and Santa Fe. New Mexico State Advisory Committee to the U.S. Commission on Civil Rights.

Diamond, Tom (1974). State Responsibilities for American Indians — Texas. The Tiguas of El Paso, Texas; the Coushattas of Louisiana; and the Tortugas of Las Cruces, New Mexico share a common background in that they represent American Indian tribes who, having lost their land base, have been abandoned by the Bureau of Indian Affairs (BIA) and have experienced recent circumstances of poverty. Since Indian rights stem from their original ownership of land, the BIA generally takes the position that it will not assume responsibility for an Indian group without a land base. However, Title 25 of the U.S. Code (Section 334) states that equal treatment should be afforded all Indians regardless of place of residence. Due to recent efforts on the part of the Tiguas, the Texas State Legislature has assumed full legal responsibility for these El Paso Indians. While the Coushattas and the Tortugas have not been as successful, the Tiguas have provided a precedent and a blueprint for recognition of tribes without a land base. Recognition is a relationship between a unit of government (State or Federal) and a tribe, wherein the government provides services for the tribe which are not provided for the general public. A suggested blueprint for recognition involves procurement of: (1) an anthropologist to document tribal history; (2) an attorney to accept responsibility for coordinating the effort; and (3) an effective public relations man. Descriptors: American Indians, Equalization Aid, Federal Government, Land Acquisition

Wendel, Frederick C., Ed.; Bryant, Miles T., Ed. (1988). New Directions for Administrator Preparation. UCEA Monograph Series. This publication contains six selected papers from the 30th Anniversary Meeting of the University Council for Educational Administrators (UCEA) in the fall of 1987. The first article, by John A. Thompson discusses problems associated with implementing the agenda of the Holmes Group report in decentralizing the control of schools. Leslie, Snyder, and Giddis, in the second paper, discuss the changes in Florida's administrator preparation programs that delegate virtually all responsibility for training school principals to school districts. In the third study, Pohland, Milstein, Schilling, and Tonigan also take a state level perspective in discussing how the reform climate of the eighties has affected the preparation program at the University of New Mexico. They focus on the flaws inherent in the technical and corporate models of the educational administrator that are implied in the reform movement. Shapiro, in the fourth study, assesses and contrasts two curricular models: the medical model (oriented toward the clinical experience) and an alternative conceptual model that he labels the "artificial science" approach. The last two papers propose shifts in the curricular orientations of preparation programs. Colleen S. Bell argues that managerial instruction attempting to simplify and homogenize organizational experience ill-prepares students for the real life of administration, while Tetenbaum and Mulkeen review gender-based studies that focus on the difference in world view of men and women and differences in the way men and women approach administrative tasks. A bibiliography is included.   [More]  Descriptors: Administrator Education, Administrator Role, Educational Administration, Elementary Secondary Education

New Mexico State Advisory Committee to the U.S. Commission on Civil Rights, Santa Fe. (1983). Survey of Political Participation, Employment and Demographic Characteristics of Eleven Counties in Southern New Mexico. Volume I. The report briefly outlines the population characteristics, public employment and political representation status of the Chaves, Curry, Eddy, Lea, and Roosevelt counties in southern New Mexico for a 10-year period. The three sections of each profile focus on the county government, largest city in that county, and school district encompassing that municipality. Information in each profile includes: demographic data for 1970 and 1980 describing the composition of the population, its income and poverty status, and changes in population base over a 10-period; composition of elected state, county, and city officials by race, ethnicity, and sex for the years from 1969 to 1983; county and city governments' work force by race, ethnicity, sex, and job classification as of 1982; enrollment data for the largest district in the county by race and ethnicity for selected school years from the 1968-69 to the 1983-84 school terms; composition of the district's school board by race, ethnicity, and sex for 1973 to 1983; and the district's work force by race, ethnicity, sex, and job classification as of the 1982-83 school year. A section describing the geographical scope, data sources, and methodologies used to compile and analyze the data concludes the report. Descriptors: City Government, Economic Factors, Educational Trends, Elementary Secondary Education

Meier, Matt S., Ed.; Rivera, Feliciano, Ed. (1974). Readings on La Raza–The Twentieth Century. This chronological anthology consists of documents and articles on the history of Mexican American people in the 20th century. The anthology may be directed to students in higher education, historians, and those interested in the Mexican American people. Section I spans the period from 1900 to 1920 and introduces immigration as the starting point for the history of La Raza in this century. Section II, covering from 1920 to 1930, describes the movement of Mexicans and Mexican Americans from their Southwest heartland to steel mills, packing plants, and "colonias" of the Midwest. Other sections address themselves to the development of a hostile attitude on the part of many Americans to the rising tide of Mexican immigration, as was exemplified by the Harris and Box bills in Congress. Section III deals with repatriation in the 1930's. Chicano World War II experiences both at home and overseas are described in Section IV. The Second World War introduced a new era in Mexico-United States relations, formalizing the use of bracero labor. Section V traces continuing postwar demands for Mexican labor and the resultant increase in both braceros and majados. The impact of these workers eventually led to "Operation Wetback" and finally to termination of the bracero program in 1964. Section VI encompasses a broad spectrum of contemporary Chicano activities and ideology, especially an increased and more aggressive political activity. These 6 sections are chronologically sequential, with some unavoidable overlap. Descriptors: Activism, Anthologies, Cultural Awareness, Cultural Background

National Society of Professional Engineers, Washington, DC. (1986). Engineering Education Problems: A Guide to Legislative Action for NSPE State Societies. This document is intended to serve as a resource for state societies of the National Society of Professional Engineers (NSPE) in the preparation of action plans targeted at legislative changes in support of engineering education. The results of action taken recently by various state legislatures in response to NSPE state society activities are reviewed. Guidelines for development of an action plan include publication of pertinent data (Appendices A and B provide examples), lobbying, Political Action Committee involvement, hints for contacting legislators (Appendix C), hints for contacting media (Appendix D) and useful source documents (Appendix E). A guide to implementation of the action plan poses such questions as: (l) What resources are needed to solve the problem?; (2) What form should the resources take?; and (3) For how long should the resources be provided? Summaries of case studies of successful initiatives from New Mexico, Illinois, Missouri, Pennsylvania and Michigan are provided. Descriptors: Case Studies, College Science, Data Analysis, Data Collection

Fuhrman, Susan; And Others (1979). State Education Politics: The Case of School Finance Reform. School finance reform has reflected, over the last 10 years, the changing relationship between education and state government. Emerging from the case histories presented here is the conclusion that, gradually, the barriers separating education policymakers from general government have been lowered. At the same time, the fragmentation among education interest groups has increased. While the process of school finance reform has varied among the states, a number of common elements characterize reform in six states discussed here (Maine, Florida, New Mexico, California, Missouri, and South Carolina). First, reform occurred when compromises were made within study commissions prior to legislative consideration. (Oregon, where such compromises were not made, offers this publication's sole example of the failure of reform.) Second, the involvement of governors and key legislators was necessary. Although the role of traditional education groups was relatively low, new interests, including taxpayers, minority groups, cities, and nationally recognized organizations, played an important role. The availability of state funds, judicial pressure, and long periods of planning time were all important. The reform process did not change significantly throughout the 1970s in spite of emerging issues like declining enrollment and accountability. Descriptors: Case Studies, Elementary Secondary Education, Equalization Aid, Finance Reform

Edington, Everett D.; Martellaro, Helena C. (1984). Variables Affecting Academic Achievement in New Mexico Schools. To determine if a relationship can be found between school size and academic achievement, a study examined correlations for 566 New Mexico public schools (grades 5, 8, and 11) from 1978 to 1981. The measure of academic achievement used was the schools' average "total scale score" on the Comprehensive Tests of Basic Skills. The two questions to be answered were whether there is a relationship between school enrollment size and student achievement, and whether there is such a relationship when correlations have been made for certain other predictors of achievement. Examining the 12 multiple regression model results (3 grades times 4 years) indicated that in 11 cases, school enrollment size was not significantly related to academic achievement. The study concluded that school enrollment size was not related to academic achievement, and that percentage of students eligible for Title I and percentage of Native American and Spanish American students appeared to be significantly related to academic achievement. Recommendations were that since academic achievement seems unrelated to school size, other factors should be considered when school consolidation is contemplated, and since academic achievement appears highly related to socioeconomic and cultural/ethnic factors, these two areas should be considered when developing new programs. Descriptors: Academic Achievement, American Indians, Comparative Analysis, Consolidated Schools

Krotseng, Marsha V. (1987). The "Education Governor": Political Packaging or Public Policy? ASHE Annual Meeting Paper. The popular image of the "Education Governor" was investigated, with attention to: (1) the extent to which the specific education measures proposed in inaugural and state of the state addresses of 20 "Education Governors" of the 1960s through 1980s corresponded with the subsequent actions of these officials; and (2) the specific personal attributes, professional goals and activities, and actual involvement in education that characterize these "Education Governors" of the 1960s through the 1980s. The roots of the "Education Governor" idea are traced to four turn of the century governors, one from North Carolina, two from Virginia, and one from Alabama, all of whom held office between 1901 and 1911. The 20 recent governors and their states are as follows:. Jerry Apodaca (New Mexico); Reubin Askew (Florida); Edmund G. Brown, Sr. (California); John Chafee (Rhode Island); Bill Clinton (Arkansas); Winfield Dunn (Tennessee); Pierre S. duPont, IV (Delaware); Robert D. Graham (Florida); Clifford T. Hansen (Wyoming); Mark O. Hatfield (Oregon); Richard J. Hughes (New Jersey); James B. Hunt (North Carolina); Thomas Kean (New Jersey); Tom McCall (Oregon); Robert E. McNair (South Carolina); William G. Milliken (Michigan); Russell W. Peterson (Delaware); Calvin L. Rampton (Utah); Robert D. Ray (Iowa); and TerrySanford (North Carolina). Included are 30 references.   [More]  Descriptors: Change Strategies, Educational Change, Governance, Government Role

New Mexico State Advisory Committee to the U.S. Commission on Civil Rights, Santa Fe. (1983). Survey of Political Participation, Employment, and Demographic Characteristics of Eleven Counties in Southern New Mexico. Volume II. The report briefly outlines the population characteristics, public employment and political representation status of the Dona Ana, Grant, Hidalgo, Luna, Otero, and Sierra counties in southern New Mexico for a 10-year period. The three sections of each profile focus on the city government, largest city in that county, and school district encompassing that municipality. Information in each profile includes: demographic data for 1970 and 1980 describing the composition of the population; its income and poverty status, and changes in population base over a 10-year period; composition of elected state, county, and city officials by race, ethnicity, and sex for the years from 1969 to 1983; county and city governments' work force by race, ethnicity, sex, and job classification as of 1982; enrollment data for the largest district in the county by race and ethnicity for selected school years from the 1968-69 to the 1983-84 school terms; composition of the district's school board by race, ethnicity, and sex for 1973 to 1983; and the district's work force by race, ethnicity, sex, and job classification as of the 1982-83 school year. A section describing the geographical scope, data sources, and methodologies used to compile and analyze the data concludes the report. Descriptors: City Government, Economic Factors, Elementary Secondary Education, Enrollment Trends

Case, Elizabeth J.; King, Richard A. (1985). Influencing State Fiscal Policymaking: The Superintendent as Lobbyist. Perceptions of the political behavior of superintendents in New Mexico vary widely throughout the state. Questionnaires and interviews were used to gather information from superintendents, school board chairmen, and state legislators concerning the frequency, extent, and kinds of political activity in which superintendents were involved. Four kinds of activity were assessed: involvement in issue definition and proposal formulation, the mobilization of support for or opposition to policy proposals, attempts to influence policy as an individual rather than as a member of an association, and activity affecting specific fiscal issues. Superintendents were classified on a continuum from highly active to relatively inactive. The degree to which a superintendent was active was taken to reflect the superintendent's own beliefs concerning appropriate levels of political activity as well as those of his community and school board. Superintendents at both ends of the continuum saw themselves as less active than they were perceived to be by either legislators or board chairmen. The training and experience levels of superintendents appeared to affect the extent of their activity. Those closer to the state capitol proved more active than those located farther away, perhaps reflecting greater community support for political activity. Five pages of references are appended.   [More]  Descriptors: Administrator Attitudes, Administrator Role, Community Influence, Elementary Secondary Education

McClure, Erica (1992). The Pragmatics of Codeswitching in Mexican Political, Literary, and News Magazines, Pragmatics and Language Learning. A study investigated the syntactic properties and functions of English-Spanish code-switching in literary, political, and news magazines in Mexico. It is proposed that oral code-switching in Chicano communities and written code-switching in the Mexican press differ both syntactically and pragmatically, with the latter more syntactically restricted. Spanish is found to be the matrix language in the Mexican press, while in Chicano code-switching the matrix language is not always discernable. Several possible explanations are offered. In addition, it is found that code-switching in the Mexican press has limited pragmatic functions because it involves a written channel, is addressed to an anonymous audience, and is constrained by negative attitudes toward the type of code-switching found in the United States' Chicano community and the ambivalent status of English in Mexico. Finally, it is noted that this ambivalence is reflected in the use of English in the Mexican press, where it is used both to evoke a more precise image or sophisticated tone than a Spanish word or phrase and to attack American politics and values.   [More]  Descriptors: Code Switching (Language), Cultural Context, Discourse Analysis, English (Second Language)

Garcia, Juan R., Ed; And Others (1988). In Times of Challenge: Chicanos and Chicanas in American Society. Mexican American Studies Monograph Series No. 6. This anthology compiles articles and essays on Chicano and Chicana political concerns in the 1980's, on cultural aspects of the Chicano experience, and on historical issues and events. The papers are: (1) "Chicano Politics after 1984" by Christine Marie Sierra; (2) "Hacia una Teoria para la Liberacion de la Mujer" (analysis of the relationship of women's economic exploitation to patriarchal and racial oppression) by Sylvia S. Lizarraga; (3) "The Chicano Movement and the Treaty of Guadalupe Hidalgo" by Richard Griswold del Castillo; (4) "Assimilation Revisited" (social mobility versus cultural loss) by Renato Rosaldo; (5) "En Torno a la 'Teoria de las Dos Culturas' y su Aplicacion a la Literatura Chicana" (examination of Dieter Herms' application of Lenin's theory of two cultures to Chicano literature) by Lauro Flores; (6) "Anticlericalism in Two Chicano Classics" by Lawrence Benton; (7) "The Relationship of Spanish Language Background to Academic Achievement: A Comparison of Three Generations of Mexican American and Anglo-American High School Seniors" by Raymond Buriel and Desdemona Cardoza; (8) "The Causes of Naturalization and Non-Naturalization among Mexican Immigrants" by Celestino Fernandez; (9) "The Los Angeles Police Department and Mexican Workers: The Case of the 1913 Christmas Riot" by Edward J. Escobar; (10) "The Rediscovery of the 'Forgotten People'" (the socioeconomic situation of the Taosenos–Chicanos in Taos County, New Mexico–since they were studied by George Sanchez in 1940) by Ruben Martinez; and (11) "La Vision de la Frontera a Traves del Cine Mexicano" (historical analysis of Mexican movie depictions of the border region) by Norma Iglesias. Descriptors: Anthologies, Mexican American History, Mexican American Literature, Mexican Americans

Holland, Richard P., Ed. (1983). The Interactions of Federal and Related State Education Programs. Volume II: State Case Studies. This collection of case studies of eight states–California, Louisiana, Massachusetts, Missouri, New Mexico, New York, Virginia, Wyoming–documents a 1981-82 investigation of federal and state administrative interactions across a select sample of federal education programs. To represent a wide spectrum of political, economic, and institutional environments relevant to educational policy administration, six criteria were used in picking the sample, including (1) state support for education, (2) state fiscal stress, (3) regional location, and (4) state political culture. A second set of factors included state efforts to coordinate federal and state special pupil programs and state policies of particular interest. Each case study relied on documentary material and personal interviews with an average of 40 individuals at the state and local levels. Topics studied included state management of federal and state programs, and state political environment. Results indicate that (1) both federal and state governments are shapers of state education policy decisions, (2) federal and state policy priorities for special students are frequently divergent, (3) state educational agencies are better organized than 15 years ago but dependent on federal dollars, and (4) intergovernmental conflicts between state and federal governments are relatively mild and uncommon.   [More]  Descriptors: Compliance (Legal), Conflict, Educational Administration, Educational Environment

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Bibliography: New Mexico Politics (page 3 of 5)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the GPNM . US website.  Some of the authors featured on this page include Susan Tanner Holderness, Toni Hopper, Jesus "Metro" Martinez, History of Higher Education Annual, Ignacio R. Cordova, Frederick C. Wendel, Martin Burlingame, Richard A. King, Clarence J. Fioke, and Koy Floyd.

Fioke, Clarence J.; King, Richard A. (1982). Shifting Governance and Control in Church-Related Institutions of Higher Education. Factors related to shifts in governance patterns of church-related private colleges were investigated through historical document analysis, interviews with 34 presidents and board members, and 59 questionnaires returned by current and past board members of 2 New Mexico institutions. Document analysis focused upon mission statements, annual reports, catalogs, press releases, newspaper articles, alumni bulletins, school newspapers, and faculty council minutes. Attention was directed to shifts in governance patterns over the past three decades (late 1940s through December 1981) for two southwestern colleges, both related to the Roman Catholic Church and operated as coeducational, 4-year undergraduate institutions. Since the 1960s, board composition of the two institutions shifted from absolute religious domination toward a shared religious/law membership. In addition, the size of the boards increased to accommodate the demands for lay representation. The composition of the boards at both colleges reveals dramatic changes in the number of trustees, in the proportion of religious to lay members, and by the addition of students and alumni. Four major factors were involved in the shifting governance patterns: ownership, funding sources, value structures, and politics. The findings suggest that transitions in governance and control in a church-related college are influenced primarily by shifts in value orientations, while the formation of responses to these shifts is primarily a political process, dependent upon the ownership of and sources of funding for the institution. Additional theoretical propositions regarding governance patterns and recommendations for policy development are proposed. A bibliography is appended.   [More]  Descriptors: Administrative Policy, Catholics, Church Related Colleges, Church Role

Cordova, Ignacio R. (1969). The Relationship of Acculturation, Achievement, and Alienation Among Spanish American Sixth Grade Students. In an effort to discover relationships between acculturation, achievement, and teacher expectations as sources of alienation of Spanish American students, a sample of 477 6th grade students in 16 schools in Northern New Mexico was studied. The teacher sample found that: (1) no significant relationship existed between composite achievement and alienation; (2) negatively correlated relationships existed between composite achievement, politics, education, and health; (3) a positive correlation appeared between teacher expectation and composite alienation; and (4) no significant relationship existed between teacher expectation and composite acculturation. It was concluded that alienation of the Spanish American student may be largely attributed to inflexible curricula and activities which fail to involve the Spanish American student cognitively as well as affectively.   [More]  Descriptors: Academic Achievement, Acculturation, Curriculum Enrichment, Curriculum Evaluation

Wendel, Frederick C., Ed. (1992). Issues of Professional Preparation and Practice. UCEA Monograph Series. This report includes three papers on longstanding questions in educational administration. In chapter 1, "The New Realities: The Social and Economic Context of Administrator Preparation," Thomas A. Mulkeen outlines the changes that have immediate impact for public education and preparation programs. A shift in the U.S. economy from an industrial base to a knowledge and information base, a rapidly changing and impermanent economy, decentralization, and people-oriented institutions will require changes in public education. In chapter 2, "The Politics of State Educational Policymaking: Usefulness of the Kingdon Model," Susan Tanner Holderness examines educational policymaking in New Mexico and analyzes why policymakers act on some issues and not others. Certain factors contributed to politicization of the state's controversial standards for its gifted program. In chapter 3, "Coping in the Superintendency: Gender-Related Perspectives," Jane C. Lindle, Linda DeMarco Miller, and Joseph F. Lagana examine the coping strategies of male and female superintendents responding to job pressures. Interviews with 30 superintendents in Pennsylvania public school districts found that men tend to relate stress in their positions with politics, and women equate it with their gender. (Contains 86 references.)   [More]  Descriptors: Administrator Education, Administrator Effectiveness, Administrator Role, Decision Making

Hopper, Toni (1997). Strategic Goals for 2000. This is the report of the 2000 New Mexico Association of Community Colleges (NMACC) Strategic Planning Conference. Participants worked in small groups to identify the most probable and the most desirable world for the year 2000. Results for the most probable world include: (1) education would be available to many consumers, using many delivery systems with varying quality and affordability; (2) communication technology would make global environment local; (3) politics would have a heavy influence on policy decisions; (4) there would be a growing underclass unprepared for better opportunities; and (5) competencies and accountability would be more valued than traditional measures (such as degrees and transcripts). Results for the most desirable world include: (1) the world would be at peace; (2) each individual would have total economic security; (3) the world would be crime free; and (4) there would be universal health care. The report also includes probable and desirable futures for NMACC. The most probable futures list includes: (1) there would be a need to replace aging faculty and staff; (2) community colleges would be valued for their role as centers for workforce and economic development; (3) four-year colleges would provide greater competition for students and funding; and (4) community colleges would be more accessible in terms of cost, scheduling, variety of delivery systems, and locations. Includes action plans for developing the most desirable goals for NMACC in 2000.   [More]  Descriptors: Age, Change Strategies, College Faculty, Community Colleges

History of Higher Education Annual (1990). History of Higher Education Annual, 1990. This annual compilation contains six papers depicting a complex array of relationships which have historically existed between the higher education academy and the community. These relationships reveal mutual involvement, dependence, support, and conflict. In "The University of Padua 1405-1600: A Success Story," (Paul F. Grendler) the beneficial, cooperative relationships between the Venetian ruling class and the university are revealed. Next, "When Professors Had Servants: Prestige, Pay, and Professionalism, 1860-1917" (W. Bruce Leslie), looks at turn of the century town-gown relations at four American colleges. The development of municipal higher education and female education are addressed in "Subway Scholars at Concrete Campuses: Daughters of Jewish Immigrants Prepare for the Teaching Profession, New York City, 1920-1940" (Ruth Jacknow Markowitz). A case of town-gown conflict in the 1930s is examined in "Politics, Science, and Education in New Mexico: The Racial-Attitudes Survey of 1933" (Lynne Marie Getz). In "The Gender Effect: The Early Curricula of Beloit College and Rockford Female Seminary" Lucy Townsend shows how a community intervened when a college board of trustees failed to live up to its mission. The last paper, "Toward a Political History of American Foundations" (David C. Hammack) reviews three books which question the claim that philanthropic foundations represent community interests to universities and colleges. Descriptors: Colleges, Community Cooperation, Educational History, Higher Education

Long, James S. (1982). A Dilemma about Homemakers' Involvement in Developing Public Policies That Affect the Family. As a society, we believe that persons affected by a public decision should be represented in the development of that policy. The Family Community Leadership program (FCL), recently launched in Alaska, Colorado, Hawaii, New Mexico, Oregon, and Washington, has been established to increase homemakers' understanding of social concerns that influence families, and to increase their skills and participation in dealing with these concerns in the public arena. However, observation indicates that homemakers' involvement in public affairs increases tension within their families. Several studies, i.e, a 1977 study by the Center for American Women and Politics, the evaluation of public affairs leadership development programs in five states (California, Washington, Montana, Michigan, and Pennsylvania), and the Impact Assessment of the Washington Agriculture and Forestry Leadership program, confirm this observation of increased family tension, and indicate a negative influence on future participation in public affairs for homemakers. Further analyses of the data from these surveys indicates that homemakers tend to use two broad strategies for coping with increased family tension: isolation/insulation (keeping the strain from family members), or integration/reintegration (incorporating new demands into the family's life style). These findings have implications for public affairs education in the university extension, whose programs might incorporate, in addition to the traditional foci of public affairs education programs, content and skills that will help participants anticipate intrapersonal and interpersonal growth stress, and that will equip them to help their families adjust to new roles and relationships. Descriptors: Citizen Participation, Citizenship Education, Curriculum Development, Extension Education

de Varona, Frank; And Others (1989). Hispanics in U.S. History. Volume 1: Through 1865. Volume 2: 1865 to the Present. The Newcomers Series. Each of these two textbooks on Hispanic-American history contains 4 units divided into 20 chapters. Each chapter includes an overarching question; text; reading comprehension questions; study tips; an activity involving geography skills, links between past and present, or daily life; an activity involving arts and technology or using primary sources; a short biography; and questions for critical thinking. Volume 1 units cover: (1) Spain and the New World, Spanish explorers in North America, conquest of Mexico and Peru, and Spanish colonies; (2) the settlement of La Florida, New Mexico, Arizona, Texas, and California; (3) Spanish gain and loss of Louisiana, 18th-century Spanish explorers, Spanish heroes in the American Revolution, and daily life in Spanish America; and (4) U.S.  acquisition of Florida, independence of Mexico, independence of Texas, the Mexican War, and Hispanics in the Civil War. Volume 2 units cover: (1) post-Civil War, the Spanish-American War, Hispanic immigration, and World War I; (2) the Great Depression, World War II, progress after World War II, and the Korean and Vietnam Wars; (3) the civil rights movement, Cuba and the Dominican Republic, and contributions and present status of Puerto Ricans, Mexican-Americans, Cuban-Americans, and other Hispanics; and (4) Hispanic-Americans in public life, including business and labor, politics, federal government, arts, sports, and science and technology. Each volume contains an index, a glossary, timelines, maps, graphs, and many photographs. Descriptors: American Indian History, Answer Keys, Hispanic American Culture, Hispanic Americans

Holderness, Susan Tanner (1990). The Politics of State Educational Policymaking: Usefulness of the Kingdon Model. Controversy surrounding the definition of the gifted student, as enacted through New Mexico's Public School Reform Act of 1986 (S.B. 106) is examined in this study. The Kingdon decision-making model is applied to examine the reasons for the persistence of the policy definition of "gifted," despite continuing controversy. The summary discusses the usefulness of the model for education at the micro level and for explaining how issues are defined as significant. Changing the policymaking process requires problem identification and awareness, the existence of viable alternatives, timing, and the presence of an advocate network. A conclusion is that the key to understanding policy change is the discovery of factors for an idea's acceptance and institutionalization. One figure is included. (19 references) Descriptors: Academically Gifted, Decision Making, Educational Policy, Elementary Secondary Education

Hales, William M., Jr.; Burlingame, Martin (1970). Technological In-Migration and Curricular Change; Educational Politics in Albuquerque, 1945-1965. The impact of a large in-migration of scientists and technicians on the educational policies of the Albuquerque, New Mexico, public school system from 1945 to 1965 was investigated for the purpose of analyzing the educational politics of a system related to an increasing tempo of demands for a more academic curriculum. A case study design which relied heavily on historical methodology was employed to explore the articulation, processing, and implementation of demands. Collection and analysis of documents and interviews were the major research methods used. The pre-Sputnik era (1945-57) featured educational demands by "technocrats" which produced no educational response. The Sputnik era (1957-58) legitimized those demands and resulted in greater curricular emphasis on science, math, and college preparatory programs. The post-Sputnik calm (1959-62) resulted in a reduction in political activity, educational demands, and curricular responses since demands had been substantially met during the previous period. The period of reaction (1963-65) emphasized compensatory and vocational education for the disadvantaged, and this was supported even by the technocrats.   [More]  Descriptors: College Preparation, Curriculum Development, Educational Change, Educational Demand

Le Doux, Eugene P.; Burlingame, Martin (1973). The Iannaccone-Lutz Model of School Board Change: A Replication in New Mexico, Educational Administration Quarterly. Scholarly growth in the study of politics of education rests in part on replication of theories to explicate recurring political events. Describes a study that sought to replicate and extend scholarly work done in California concerning the predictions of school board election results.   [More]  Descriptors: Boards of Education, Elections, Models, Politics

Samora, Julian, Ed. (1966). La Raza: Forgotten Americans. An effort to assess the status of the more than 4 million Spanish-speaking Americans (La Raza) in the Southwestern 5-state area of California, Texas, New Mexico, Arizona, and Colorado resulted in this collection of papers. The historical perspective of the positive factors in the development and persistence of the Spanish language is examined. The effort made by both Catholic and Protestant denominations to meet spiritual and socioeconomic needs of the Spanish-speaking population is pointed out. Also studied is the role of politics as a social instrument for improvement and as a shield against abuses, exploitation, and encroachments by the dominant society. Problems of predominately Mexican American migrant workers because of the lack of applicable labor legislation are examined.  The social prejudice in areas of education, employment, housing, law enforcement, and jury service encountered by Spanish-speaking people are indicated and related to programs in progress to improve their situation. Emphasis is placed on the heterogeneity of the group which accounts for their inability to acquire representation in political, economic, and social life. The acculturation pattern of Mexican Americans is described and demographic characteristics are given. Descriptors: Adjustment (to Environment), Bilingualism, Church Role, Civil Rights

Vaughan, Marianne, Comp.; And Others (1989). Conditions and Needs of Rural Education in the Southwest Region. The five states of the Southwest–Arkansas, Louisiana, New Mexico, Oklahoma, and Texas–represent great diversity in economies, politics, educational settings, and resources. Despite this diversity, research indicates that rural small schools are concerned about the same issues as education as a whole. The purpose of this report is to present the common needs and conditions of rural education in the Southwest region, to describe the specific condition of each state's rural schools, economies, legislative mandates, demographics, educational indicators, and policies, and to serve as a catalyst for examining the challenges facing rural educators and the communities they serve. The report presents a comprehensive picture of the condition of rural schools in the region and of unique conditions of schools within each state. It contains three major sections: a regional overview, a description of Southwestern rural and small schools, and individual state profiles for the five states. The regional overview examines demographic and economic trends, legislative mandates, public education funding, rural education conditions and needs, and strategies for addressing regional needs, including economic development. The section on the description of rural small schools includes demographic information. Each state profile includes information on the economics affecting rural schools and discusses consolidation, the uses of technology, and education service centers. This document includes 87 references, 20 demographic tables, and 8 demographic maps.   [More]  Descriptors: Demography, Economic Climate, Educational Assessment, Educational Finance

Luna, Lonnie Lynn (1986). The Local Control Index: A Proposed Model for Classifying Types of Local Control As a Function of Statutory Provisions. The purpose of this study was to derive an operational definition of local control and to devise a model, the Local Control Index, for classifying degrees of local control by using the education codes of eight states–Arizona, California, Illinois, Mississippi, New Mexico, New York, Oklahoma, and Texas. The Local Control Index consists of four profiles–Professionalism, Finance, Control, and Curriculum–which represent those areas usually included or excluded in state education codes. Political culture, constitutional law, and history form the skeletal framework of the Local Control Index. After an introductory statement of the problem and procedure, a review of the literature covers historiography of local control and its treatment from the perspectives of political science, educational politics, and the courts. Local control is defined, accordingly, as the power of the electorate or community to influence the legislation or policy-making process of the state and local boards within the value base of a given political culture. A conceptual framework is thus developed for the Local Control Index, along with instrumentation and a computational model. The study concludes that local control of education is a function of political culture, based on the authoritatively allocated values of professionalism, finance, control, and curriculum. Descriptors: Constitutional Law, Educational History, Educational Policy, Elementary Secondary Education

Martinez, Jesus "Metro", Ed.; Payan, Rose Marie, Ed. (1980). Conference Proceedings, the Education of Hispanics: "Issues for the 80's" (San Francisco, CA, January 15-18, 1980). The conference on the education of Hispanics was one of five regional conferences sponsored by the U.S. Office of Education in conjuction with regional offices of education. Conference participants attempted to analyze the federal government's commitment to establishing and implementing equal educational opportunities for Hispanic students, and to identify steps and make recommendations to give form and substance to that commitment. They also attempted to encourage the federal government to solve certain educational problems through the redirection of existing resources towards more effective uses. Participants specifically focused on the current status of the education of Hispanics in the areas of the census, politics, employment, the media, and finance, and made numerous recommendations for federal, state, and local action in all five areas of focus. Among the speakers were: Dr. Lorenza Calvillo Schmidt, California State Board of Education; Dr. Rene Cardenas, Bilingual Children's Television; Dr. Joseph O. Garcia, University of New Mexico; Ruben W. Espinosa, California Finance Reform Project; Hermilio Gloria, Office of Equal Employment Opportunity Commission; and Ester Estrada, Community Education and Activation Program. Descriptors: Bilingual Education, Census Figures, Demography, Educational Finance

Floyd, Koy; Burlingame, Martin (1974). Political Manipulation, Longevity and Educational Finance: Superintendents and State Legislators in a Single State. Like most States, New Mexico's legislature grants not only basic foundation money for public schools but also a small percentage of additional discretionary funds. While the foundation money is almost always dispersed in light of a rigid formula, the discretionary funds present the opportunity for political bargaining. While hardly of as obvious importance as the foundation grants, these additional funds offer incentives for district superintendents to form coalitions with their local legislators to influence the fund distribution. This study examined the influence of interpersonal manipulative tendencies of political actors (legislators and superintendents) and/or longevity in the role on the distribution of certain additional State funds.   [More]  Descriptors: Educational Finance, Educational Research, Legislators, Political Influences

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Bibliography: New Mexico Politics (page 2 of 5)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the GPNM . US website.  Some of the authors featured on this page include Jo Ann Krueger, David L. Wright, Maurilio E. Vigil, Greg Reid, Julie Davis Bell, Sharmila Basu Conger, Demaree K. Michelau, S. Gregory Bowes, A. Barry Osborne, and Sheilah Nicholas.

Krueger, Jo Ann (1975). The Politics of School Finance: New Mexico Passes a State Funding Formula, Journal of Education Finance. Describes the political process that resulted in passage of a comprehensive state school aid equalization formula by the 1974 New Mexico legislature. Compares New Mexico's experience with various findings and concepts from the educational literature, particularly Berke's study of successful finance reform efforts.   [More]  Descriptors: Educational Finance, Educational Legislation, Elementary Secondary Education, Equalization Aid

Tatto, M. T. (2002). The Value and Feasibility of Evaluation Research on Teacher Development: Contrasting Experiences in Sri Lanka and Mexico, International Journal of Educational Development. This article discusses the value and feasibility of carrying out evaluation research on teacher development and uses as points of reference the author's experiences in two countries, Sri Lanka and Mexico. In Sri Lanka, an evaluation study was designed to understand the effectiveness and costs of teacher development at the elementary level linking teacher preparation with classroom practice and student achievement. The study also evaluated costs and analyzed the possible impact of the results for future policy. The study in Mexico illustrates the challenges of doing evaluation research in an environment dominated by a central state and teacher union politics, and where systemic empirical research on teacher development has been rare. It constituted an initial attempt at looking at the content and the anticipated effects across different approaches to teacher development in Mexico. New calls for greater accountability and better understanding of the reach and limitations of general education worldwide are prompting systems to examine teacher development program effectiveness. In this analytical article, the author discusses strategies and possibilities in the emerging field of teacher development program evaluation.   [More]  Descriptors: Evaluation Research, Program Evaluation, Program Effectiveness, Unions

Research Review of Equal Education (1977). Mexican Americans: History. Brief accounts of Mexican American life are presented in terms of six historical works on Mexican American settlements in California, Texas and New Mexico. Descriptors: Culture Conflict, Economic Factors, History, Labor Force

Cage, Mary Crystal (1989). Hispanic Political Leaders in New Mexico Subject Higher Education to New Scrutiny, Chronicle of Higher Education. Minority politicians who believe that colleges have ignored them in the past are winning political posts that are crucial for higher education and are using their new power. The ethnic composition of the faculty at the University of New Mexico has been the target of legislators in the last year. Descriptors: Affirmative Action, College Faculty, Faculty Recruitment, Higher Education

Wiley, Tom; And Others (1969). State Politics of Education: Policy Formulation–Past Present and Future. State actions related to the formulation of educational policy are treated from four distinct points of view. Tom Wiley, University of New Mexico, describes pressures upon the school system in New Mexico by the U.S. Office of Education, the State legislature, the governor's office, and teacher associations. Michael Manley, assistant to the Democratic floor leader of the California legislature, discusses specific legislation enacted by the California Assembly in areas of school finance (including support for special services, children's centers, and kindergartens), increasing local authority to develop local curricula, and a standardized statewide testing program. Joseph H. McGivney, Syracuse University, outlines and evaluates the main features of Planning-Programing-Budgeting Systems. Laurence Iannoccone, Harvard University, projects a basic shift in the governance of education, with authority through funding becoming less centralized in the Federal government and more actively expressed through political interest groups active at the State and local levels.   [More]  Descriptors: Critical Path Method, Decision Making, Educational Policy, Federal State Relationship

Reecer, Marcia (1988). Jersey City Stands Firm against Charges of 'Academic Bankruptcy', American School Board Journal. Examines Jersey City (New Jersey) Superintendent Franklin Williams' efforts to thwart the state's takeover of his school system, which is facing academic and managerial bankruptcy. An inset mentions other state takeovers or interventions in Texas, New Mexico, and Kentucky school districts facing financial and accreditation difficulties. Descriptors: Elementary Secondary Education, Politics of Education, School District Autonomy, State School District Relationship

Vigil, Maurilio E. (1976). Hispanos and the Governorship in New Mexico. New Mexico's Hispanos have long participated actively in every facet of state politics–party work, candidacy, office holding, and voting. Yet, they have not shared the political rewards commensurate with political importance in state politics. The 1974 election of Jerry Apodaca as New Mexico's twenty-third Governor marked only the third time, and the first in recent history, when an Hispano achieved the state's highest elective executive office. The 1940, 1948, 1968, and 1974 governor elections which saw a popular Anglo facing a popular Hispano were compared. This report discusses: (1) the electoral circumstances that made an Apodaca victory possible; (2) the way the circumstances differed from previous efforts by Hispanos; and (3) the long-term implications for New Mexico politics that can be drawn from Apodaca's victory. By comparing the key electoral variables present, the campaign strategy, and the election returns, the fallacy in traditional axioms about New Mexico politics, primary of which has been the axiom that an Hispano could not win for Governor in the state, was illustrated.   [More]  Descriptors: Elections, Government (Administrative Body), Mexican Americans, Political Affiliation

Reid, Greg (1995). Guardians at the Bridge: Will Immigrants Maintain Equal Access?, Community College Journal. Describes the national mood toward immigration as evidenced by the 1994 passage of Proposition 187 in California, and its effect on the community college mission. Reviews benefits and drawbacks of the measure for educational institutions and examines approaches to illegal immigration taken in Arizona, New Mexico, Texas, Florida, and Virginia. (16 citations) Descriptors: Access to Education, College Role, Community Colleges, Compliance (Legal)

Van Luchene, Stephen R.; Milner, Benjamin (1982). Great Books Make Great Teachers, American Educator: The Professional Journal of the American Federation of Teachers. At St. John's College campuses in New Mexico and Maryland, teachers and other professionals attending the Graduate Institute in Liberal Education explore new ways of understanding classical works in politics, literature, philosophy, and the sciences and discuss how these are relevant to their lives.   [More]  Descriptors: Classical Literature, Curriculum, Graduate Study, Higher Education

Journalism Quarterly (1983). Research in Brief. Deals with (1) libel and business executives, (2) roles portrayed by men and women in news photographs, (3) media-lawyer relationship, (4) American magazine coverage of Nazi death camps, (5) "New York Times" coverage of El Salvador's war, (6) news diffusion, (7) New Mexico newspapers and mayoral elections, (8) image of Italy in US magazines, (9) proximity and newsworthiness. Descriptors: Administrators, Advertising, Foreign Countries, Information Dissemination

Linn, Mary S.; Naranjo, Tessie; Nicholas, Sheilah; Slaughter, Inee; Yamamoto, Akira; Zepeda, Ofelia (2002). Awakening the Languages. Challenges of Enduring Language Programs: Field Reports from 15 Programs from Arizona, New Mexico and Oklahoma. The Indigenous Language Institute (ILI) collaborates with indigenous language communities to combat language decline. ILI facilitates community-based language programs, increases public awareness of language endangerment, and disseminates information on language preservation and successful language revitalization programs. In response to numerous questions about what works, ILI researchers visited 15 language programs in Arizona, New Mexico, and Oklahoma. This paper reports findings on Oklahoma. With the exception of California, Oklahoma has the greatest diversity of Native languages and peoples in the United States. All Native languages in Oklahoma are threatened; most are severely endangered. A chart presents languages and linguistic families of Oklahoma, with number of speakers. Oklahoma tribal people do not have a land base, and their children are seldom the majority in public schools. Most Native language programs are grassroots and struggle for funds, teachers, and even community acceptance. Most programs pass through certain vital stages: commitment of the heart, awareness of the reality of the language situation, committed experimentation, re-contextualizing language and culture, transforming the culture of school, re-creating classrooms, and changing attitudes from hurt to responsibility. Successful approaches include using community language teams, promoting immersion, being family-oriented, setting goals, developing a few fluent speakers before expanding the program, balancing tradition and innovation, addressing language variation issues, working through politics, and persevering. The following are not necessary: money, tribal support, or a large number of speakers. ILI plans to create "facts" and "how-to" brochures are described. (Contains 34 references.)   [More]  Descriptors: American Indian Education, American Indian Languages, Community Programs, Educational Strategies

Bowes, S. Gregory (1997). New Mexico's 2-Year Colleges: A Diverse Enterprise, Community College Journal of Research and Practice. Presents institutional profiles of New Mexico's 17 two-year colleges, extolling the diversity in size, scope, governance structures, and students. Includes information on the colleges' missions, programs, students, and funding. Discusses future key issues such as educational cooperation and the need for a statewide community college system. Descriptors: Background, College Students, Community Colleges, Diversity (Institutional)

Bell, Julie Davis; Blanco, Cheryl D.; Conger, Sharmila Basu; Lingenfelter, Paul E.; Michelau, Demaree K.; Wright, David L. (2008). Integrating Higher Education Financial Aid and Financing Policy: Case Studies from the "Changing Direction" Technical Assistance States, Western Interstate Commission for Higher Education. Throughout the end of the 1990s and the early years of the current decade, states experienced severe downturns in their economies. As has happened during other recessions, higher education, often viewed as discretionary spending compared to other budget demands, was hit particularly hard. During these years of severe fiscal constraints, however, a growing recognition of the interrelated nature of appropriations, financial aid, and tuition policy emerged. Decision makers also recognized that policy related to these issues was rarely aligned. In fact, policy decisions on these matters have historically been made by different decision makers at different times and with different agendas and perspectives in mind. Resulting decisions have not always been in the best interest of students. In 2001 Lumina Foundation for Education awarded the Western Interstate Commission for Higher Education (WICHE) a grant to work with state policymakers to integrate higher education appropriations, tuition, and financial aid policy. "Changing Direction: Integrating Higher Education Financial Aid and Financing Policy" works to foster better, more informed decision making on issues related to higher education financial aid and financing in order to increase access and success for all students. As part of this program, WICHE and its partner organizations worked with cohorts of states to provide technical assistance related to these issues. To document the progress in the states, a case study author was assigned to each state to observe the state's work and to write a case study report and analysis. This publication is a compilation of the case study reports of the second and third cohorts of states (California, Hawaii, Idaho, Kentucky, Louisiana, New Mexico, Oklahoma, Tennessee, and Washington). It also includes an update on the first cohort (Arizona, Connecticut, Florida, Missouri, and Oregon). Each case study includes a description of the policy context, state actions, and observations. Five appendixes are included: (1) Changing Direction: Hawaii Roundtable Participants (September 29, 2004); (2) Summary of Recommendations from the Noel-Levitz Analysis of Scholarship and Financial Aid Programs for the Oklahoma State Regents for Higher Education; (3) Tennessee Higher Education Commission Master Plan Taskforce: 2005-2010 Planning Cycle; (4) Tennessee Higher Education Commission Performance Funding Taskforce: 2005-2010 Performance Funding Cycle; and (5) Tennessee Higher Education Commission Funding Formula Taskforce (Formula Review Committee): 2005-2010 Planning Cycle. (Contains 2 endnotes, 1 figure, and 2 tables.) [For report of the first cohorts, see ED500813.]   [More]  Descriptors: Funding Formulas, Higher Education, Case Studies, Master Plans

Osborne, A. Barry (1989). Insiders and Outsiders: Cultural Membership and the Micropolitics of Education among the Zuni, Anthropology and Education Quarterly. Outlines power relationships that exist in the schools of a small-scale, Zuni (New Mexico) community. Describes complex set of insider-outsider relationships, analyzes their effects, and provides support for McDermott's notion of collusion. Highlights complexities teachers face in providing culturally responsive pedagogy in a small-scale, culturally different community. Descriptors: American Indian Education, American Indians, Cultural Influences, Elementary Secondary Education

Joint Economic Committee, Washington, DC. (1988). Indian Education and the Proposed Transfer of Bureau of Indian Affairs Schools to Tribes or Local Governments. Hearing before the Subcommittee on Education and Health of the Joint Economic Committee, One Hundredth Congress, First Session (Santa Fe, New Mexico, September 4, 1987). This congressional hearing, held at the Santa Fe (New Mexico) Indian School, addressed issues relating to the quality of education for American Indians. A central issue was a proposal transferring management of Indian schools from the Bureau of Indian Affairs (BIA) to tribes or local governments. Statements from federal and local authorities centered on the quality of education under the current BIA system. Included in the report are statements from local education officials and leaders from several tribes. An appendix includes letters, statements, and testimony expressing concerns about the proposal from school, community, and tribal leaders. Concerns about the proposed transfer of authority centered around educational quality, that is, whether there would be a reduction of services or funds after the proposed legislation was put into effect. Proponents of the transfer argued that it would mean increased local and tribal control over the BIA schools. Federal officials contended that the move was not a budget-cutting measure and said the BIA would still monitor many aspects of school construction and maintenance. Native Americans represented in the proceedings included members of the Navajo, Apache, and Pueblo nations. Attachments include data comparing test results of American Indian children in New Mexico with those of Hispanics and Anglos. There is also a history of the relationship between the federal government and the Jicarilla Apache Indians of New Mexico. The history focuses on Indian education.   [More]  Descriptors: Administrative Change, American Indian Education, Elementary Secondary Education, Federal Aid

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Bibliography: New Mexico Politics (page 1 of 5)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the GPNM . US website.  Some of the authors featured on this page include Steven Bushong, Flaviano Chris Garcia, Nancy Beadie, Richard Richardson, Reeves Wiedeman, Vaishali Honawar, Eric A. Houck, David J. Hoff, Anthony Rolle, and Bradley A. Levinson.

Bushong, Steven (2009). Community-College Enrollments Are up, but Institutions Struggle to Pay for Them, Chronicle of Higher Education. The downturn in the economy has coincided with enrollment increases at many community colleges. However, although enrollment at two-year institutions is up, several states have trimmed–or even chopped–appropriations for higher education. Florida, New Mexico, Rhode Island, and Tennessee have each cut financing for 2009 by at least 5 percent, according to data compiled by the Center for the Study of Education Policy, at Illinois State University. Alabama and South Carolina have reduced allocations by more than 10 percent. So far the hardest-hit institutions are those in states with a diminished manufacturing economy or a burst housing bubble. Community-college officials have seen this pattern before: History holds that when the economy declines, college enrollments rise. But what worries many officials is that this recession may be long and deep. "This is not a short-term problem," says Aims C. McGuinness Jr., a senior associate with the National Center for Higher Education Management Systems, a nonprofit consulting group that advises states and public-college systems. "This is a time for having a clear mission and making strategic choices."   [More]  Descriptors: Higher Education, State Aid, Enrollment Trends, Community Colleges

Rolle, Anthony; Hessling, Peter A.; Houck, Eric A. (2003). Where Do We Go from Here: A Discussion of Education Funding in the Midwestern United States, 1991-2001, School Business Affairs. Examines political changes in the educational finance policy of nine Midwestern states between 1991 and 2001: Arizona, Colorado, Kansas, Nebraska, New Mexico, Oklahoma, Texas, Utah, and Wyoming. Includes comparison of basic funding structures, commitment to educational equity, and changes in funding mechanisms. Concludes that states will have to redefine educational equity, adequacy, and accountability. Descriptors: Accountability, Educational Equity (Finance), Elementary Secondary Education, Financial Policy

Levinson, Bradley A. (2014). Education Reform Sparks Teacher Protest in Mexico, Phi Delta Kappan. The current tumult in the Mexican education arena has deep roots in politics and tradition, but it is latter-day global competition and international measures of student performance that are driving reform efforts. Teacher strikes and demonstrations are not new in Mexico, but issues raised by today's protesting teachers represent a combination of perennial grievances and new fears and concerns. The outcome of the conflict has potentially huge stakes for the direction and quality of basic education in Mexico.   [More]  Descriptors: Educational Change, Activism, Advocacy, Resistance to Change

McNeil, Michele (2012). States Punch Reset Button under NCLB, Education Week. Given the flexibility to revise their academic goals under the No Child Left Behind (NCLB) Act, a vast majority of the states that received federal waivers are setting different expectations for different subgroups of students, an "Education Week" analysis shows. That marks a dramatic shift in policy and philosophy from the original law. The waivers issued by the U.S. Department of Education let states abandon the goal of 100 percent proficiency in reading and mathematics for all students and instead hold schools accountable for passing rates that vary by subgroup–as long as those schools make significant gains in closing gaps in achievement. The leeway to set the new academic goals tacitly acknowledges that the 100 percent goal is unrealistic. But it also means that members of racial and ethnic minorities, English-language learners, and students with disabilities will fail to master college- and career-readiness standards by the end of the 2016-2017 school year at greater rates in most waiver states. Offered the new flexibility, only eight states–Arizona, Colorado, Michigan, Missouri, Nevada, New Mexico, South Carolina, and Oregon–set the same targets for all students, according to the "Education Week" analysis of the 34 new state accountability plans. (Wisconsin has the same goal in 2017 for all students, but sets different targets until then.) Although virtually all observers agree now that the NCLB law's demand of 100 percent proficiency for all students is unworkable, many also say the message was important–that schools should be able to get all students to achieve at grade level in math and reading within 12 years after the law took effect. Now, the message is different, and seemingly more realistic: Academic goals can vary, even by subgroup, as long as states significantly close achievement gaps.   [More]  Descriptors: Federal Legislation, Academic Achievement, Goal Orientation, Expectation

Garcia, Flaviano Chris (1974). Manitos and Chicanos in Nuevo Mexico Politics, Aztlan. The article briefly reviews New Mexico's political history, surveys the present socio-political status of its Spanish speaking population, and examines the effects of the Chicano Movimiento on Manitos in New Mexico.   [More]  Descriptors: Comparative Analysis, Cultural Influences, History, Political Divisions (Geographic)

Romero, Arsenio (2013). Political Power of New Mexico Public School Superintendents: A Qualitative Exploratory Study, ProQuest LLC. The purpose of this study is to identify how superintendents use political power, examine the characteristics used by superintendents to function politically, and to define the hidden knowledge of managing politically charged situations. Based on this informative literature and conducted research, I answered the following research questions: 1. How do New Mexico superintendents define political power? 2. What are the political power struggles that are a part of the superintendent's job? 3. What are the characteristics of these situations that make them political? 4. What strategies are most useful when managing political conflicts? 5. What are the outcomes of managed political conflicts? Rational choice theory was used to identify the characteristics employed by superintendents to function politically and to help define the hidden knowledge of managing political power conflicts successfully. The study used focus groups and individual interviews. The sample population was 8 New Mexico superintendents chosen by peers through a snowball technique. The findings revealed: (a) Superintendents encounter many politically charged situations in the job role; (b) Extreme or polarized positions are characteristics of politically charged situations; (c) Effective strategies to manage political conflict include listening and making the other person/group feel heard, building relationships and committee processes; and (d) Outcomes of successfully managed political conflict include the cessation of complaints, and resolutions consistent with personal and organizational values. A politically powerful superintendent must have a wide variety of strategies to employ in managing a political conflict. The key issue to success is in matching the appropriate strategy to the specifics of the conflict. Politically powerful superintendents must have the ability to build relationships and utilize interpersonal skills. Building relationships through advisory committees, regularly scheduled meetings with community decision makers, and high levels of community visibility are proactive strategies superintendents can employ. Also, using interpersonal skills such as listening, asking questions, and making the other party feel as if their concerns have been heard were all strategies that were indicated as effective. Recommendations include an expansion of this study to include all superintendents in New Mexico and further expand the knowledge base regarding political conflict. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:   [More]  Descriptors: Political Power, Superintendents, Conflict, Focus Groups

Beadie, Nancy (2016). War, Education and State Formation: Problems of Territorial and Political Integration in the United States, 1848-1912, Paedagogica Historica: International Journal of the History of Education. After the Civil War (1861-1865), the United States faced a problem of "reconstruction" similar to that confronted by other nations at the time and familiar to the US since at least the Mexican-American War (1846-1848). The problem was one of territorial and political (re)integration: how to take territories that had only recently been operating under "foreign" governance and integrate them into an expanded nation-state on common structural terms. This paper considers the significance of education in that process of state (re)formation after the Civil War, with particular attention to its role in federal territories of the US West. Specifically, this paper analyses the role that education-based restrictions on citizenship, voting rights and office-holding played in constructing formal state power in the cases of five western territories: Hawaii, Indian Territory, Oklahoma, Arizona and New Mexico. A focus on the significance of education in these cases both advances and challenges literature on the "hidden" and decentralised structure of national policy-making in the US. It adds to that literature by illuminating how education served as an indirect tool of national policy in the West, effectively shaping the structure of power in other policy domains. At the same time, by focusing on the US West, the present analysis challenges the idea that national governance in the US was particularly "decentralised" or "hidden". It highlights instead: (1) the role of colonial racialism in shaping national responsibility and authority for education in the US; and (2) the significance of education as both an alternative and a corollary to war in establishing US colonial power.   [More]  Descriptors: United States History, War, Politics, Educational History

McNeil, Michele (2012). Waiver Hopefuls Put through Paces by Review Process, Education Week. Before awarding waivers from core tenets of the No Child Left Behind Act to 11 states, the U.S. Department of Education ordered changes to address a significant weakness in most states' proposals: how they would hold schools accountable for groups of students deemed academically at risk, particularly those in special education or learning English. The feedback from peer reviewers and the department, now available to the public, provides a road map for states hoping to win waivers in later rounds, and a warning that the department's promise of flexibility is not unlimited. Of the 11 applications submitted in November as part of the first round of judging, seven received full approval Feb. 9, and three won conditional approval, pending additional legislative or policy changes. New Mexico's application, considered the weakest by the department, was approved Feb. 15. At least 20 states are expected to apply for waivers by the next deadline, Feb. 28. A third deadline has been set for Sept. 6. States that need more time to develop their waiver proposals can ask the federal department for a one-year freeze in their annual achievement targets to keep the list of schools not making adequate yearly progress from growing. AYP is the law's key mechanism for tracking schools' performance. But even that temporary flexibility comes with strings: States must agree to adopt college- and career-readiness standards, provide student-growth data to reading and math teachers, and report achievement and graduation gaps for each NCLB subgroup.   [More]  Descriptors: Federal Legislation, Federal Programs, Educational Improvement, Accountability

McNeil, Michele (2008). Authority Grab Eroding Stature of State Boards, Education Week. This article reports on the eroding power of state school boards in the U.S. as lawmakers and governors are seeking to expand their authority over K-12 education and, in some cases, reverse education policy set in motion by elected or appointed panels. This year alone, state boards in Florida, Ohio, and Vermont are targets of legislation that would either eliminate them outright or reduce their authority, while the governor in Idaho is considering ways to seize greater control over the panel in his state. Members of those boards may have good reason to worry. In Minnesota, the legislature abolished the state board of education in 1998. New Mexico did essentially the same thing in 2003, when the board was stripped of its authority and relegated to advisory-only status. Governors, meanwhile, are well aware of the political, fiscal, and moral responsibility they bear for K-12 education, and eager for ways to enhance their authority to set policy. And state legislators, who shape education policy by crafting budgets and passing laws, also want to have a say, while some are still worried about vesting full authority with the governor.   [More]  Descriptors: Elementary Secondary Education, Legislators, State Boards of Education, State Officials

Hoff, David J. (2006). Politics Pulls Teacher Pay to Forefront: Surging Revenues Cited by Governors in Plans, Education Week. Teachers may reap rewards on payday during the upcoming school year, thanks to increasingly flush state coffers and the political dynamics of an election year. Governors from both political parties, in many of the 36 states holding gubernatorial elections in the fall of 2006, are urging their legislatures to raise pay for teachers or give them cash incentives to improve their own skills and boost their students' performance. The proposals include across-the-board raises in Alabama and New Mexico and a hike in the minimum salary in Arizona. The governors of Alaska and Mississippi are pitching employee bonuses tied to gains in student achievement. The teacher-pay proposals in a dozen or more states are possible because balance sheets are healthier than at any time since the economic downturn that ravaged state revenues starting in 2001. Forty-plus states are collecting more money than anticipated in the current fiscal year, and two dozen are raising revenue projections for fiscal 2007, which begins July 1, 2006 in most states. The proposals are also a sign that many governors seeking re-election hope to woo educators at the ballot box and impress voters in general with efforts to reward teachers and improve schools.   [More]  Descriptors: Teacher Salaries, Promotion (Occupational), Rewards, Incentives

Alliance for Excellent Education (2009). Federal High School Graduation Rate Policies and the Impact on New Mexico. In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this number drops to little more than 50 percent. For too long, inaccurate data, misleading official graduation and dropout calculations, and inadequate accountability systems at the state and federal levels have obscured low graduation rates. Over the last few years, independent researchers have published more reliable graduation rate estimates, most states have improved their data collection systems, and some states have adopted more reliable graduation rate calculations. These are positive changes, but they do not solve the problems: graduation rates used for accountability purposes remain inconsistent across states and there is insufficient accountability for increasing graduation rates over time. As a result, a chorus of voices continued to demand that policymakers address the remaining flaws and inconsistencies in both the state calculations and data system, as well as the federal graduation rate accountability policies. In October 2008, the U.S. Department of Education (ED) responded by releasing regulations that change requirements for states' calculations, reporting, and accountability systems for graduation rates under the No Child Left Behind Act (NCLB). Although these regulations, if properly implemented, offer hope for significant improvement, some of their provisions–particularly around accountability goals for increasing graduation rates–leave room for considerable variation across states that could undermine the regulations' intention to improve accountability for graduation rates. The regulations address three important components of graduation rate policy: graduation rate definitions, graduation rate accountability, and data and data systems. This document summarizes the changes the new regulations would make in these three policy areas and describes how New Mexico's current graduation rate policies might be affected.   [More]  Descriptors: Educational Attainment, Secondary Education, High School Students, High Schools

Honawar, Vaishali (2008). Unions Battle for Democrats in Swing States, Education Week. Teachers' unions around the country have shifted into high gear in the countdown to the presidential election next week, and nowhere is the fervor more evident than in the battleground states. In Florida, New Hampshire, New Mexico, Ohio, Pennsylvania, Virginia, West Virginia, and Wisconsin, affiliates of the National Education Association and the American Federation of Teachers have been campaigning with every tool at their disposal, including newsletters, fliers, postcards, and volunteers to reach out to more than 4 million members and their families. The two national unions, which have both endorsed Democratic presidential nominee Barack Obama, have raised and spent large sums of money on this election, including on radio advertisements in those areas being closely contested by their candidate and Republican nominee John McCain. The unions' unequivocal support for Senator Obama comes despite the fact that he does not see eye to eye with them on some core issues. His support for teacher performance pay and charter schools, for instance, has not been greeted enthusiastically by the unions. Some leaders of state affiliates that have struggled with such issues as charter schools say, however, that they believe they can work out their differences if Obama is elected.   [More]  Descriptors: Unions, Teacher Associations, Political Attitudes, Elections

Roberts, Shelley (2001). Remaining and Becoming: Cultural Crosscurrents in an Hispano School. Sociocultural, Political, and Historical Studies in Education. Nortenos, or Hispanos, are Spanish-heritage residents of northern New Mexico whose ancestors settled in the region in the 17th and 18th centuries and were long isolated from the U.S. mainstream. The ebb and flow of cultural crosscurrents in northern New Mexico add richness and complexity to educational issues faced by the Norteno community. This book focuses on the role of schooling for Hispanos in one school district. It is an analysis about the ambiguity of education: the losses and gains that education brings and what future it can and should serve. It deals with the politics of identity and the concept of boundaries during a time of rapid change. Nortenos are divided between those who seek change and those who resist it, and a sense of urgency in both groups leads to debates about whether or not schools should teach the local language and culture. Conflicting loyalties of religion and culture are woven into this story, as are the cornerstones of Norteno society: family, faith, land, and language. By exploring historical factors and ideologies of a particular school within a particular community, the book aims to understand the community's expectations for the school as a fitting place for its children. The choices, contingencies, and options open for students are contextualized within the intersection of their own life histories, school and community histories, and contemporary circumstances of social change. (Contains 194 references and subject and author indexes.) Descriptors: Biculturalism, Bilingual Education, Cultural Maintenance, Culture Conflict

Wiedeman, Reeves (2008). State Ballots on Stem Cells and Race Are Decided, Chronicle of Higher Education. This article reports that a state ballot measure to ban affirmative-action programs based on race, gender, and national origin at public colleges and other state agencies was defeated. Colorado voters narrowly rejected such a referendum last week by a razor-thin margin that took two days to become official. Voters in Nebraska, however, took the opposite stand, approving a similar ballot question. Those measures were among 19 referenda related to higher education that voters in 15 states decided in last week's election. Among the ballot questions approved were a plan in Arkansas to create a state lottery, whose proceeds would go to college scholarships, and bond measures in New Mexico to pay for construction on college campuses. Michigan residents cast ballots on embryonic-stem-cell research, voting to relax that state's restrictions on such work.   [More]  Descriptors: Public Colleges, Educational Finance, Affirmative Action, Elections

Richardson, Richard, Jr.; Martinez, Mario (2009). Policy and Performance in American Higher Education: An Examination of Cases across State Systems, Johns Hopkins University Press. "Policy and Performance in American Higher Education" presents a new approach to understanding how public policy influences institutional performance, with practical insight for those charged with crafting and implementing higher education policy. Public institutions of higher learning are called upon by state governments to provide educational access and opportunity for students. Paradoxically, the education policies enacted by state legislatures are often complex and costly to implement, which can ultimately detract from that mission. Richard Richardson, Jr., and Mario Martinez evaluate the higher education systems of five states to explain how these policies are developed and how they affect the performance of individual institutions. The authors compare the higher education systems of New Mexico, California, South Dakota, New York, and New Jersey and describe the difficulty of enforcing state policies amid increasing demands for greater efficiency and accountability. In the process they identify the "rules in use"–rules that are central to the coherence and performance of higher education systems–that administrators apply to meet organizational goals within the constraints of changing, sometimes conflicting federal and state policies. Incorporating rich data from seven years of observations, interviews, and research, Richardson and Martinez offer a clear comparative framework for understanding state higher education. Rules Observed, Including Those Not Associated with Differences in Performance is appended. A foreword by Patrick M. Callan, a preface, and an index are included.   [More]  Descriptors: Higher Education, Access to Education, Public Policy, Educational Policy

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