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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