Bibliography: New Mexico (page 139 of 235)

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 Greenwich Annie E. Casey Foundation, Frances R. R. Paterson, Priscilla Norton, Debra Sprague, Isara Sarangarm, George H. Sheldon, Nicole Kendell, Tamera Lee, Beverly Richards, and New Mexico Commission on Higher Education.

Sarangarm, Isara; And Others (1998). Bilingual Program Evaluation Report on Idea Language Proficiency Tests, 1996-97. The report presents findings concerning the language proficiency of elementary, middle, and high school students receiving bilingual services in the Las Cruces Public Schools (New Mexico). The report contains five sections: general information about the bilingual program in the school district; the Idea Language Proficiency Tests (IPT); results of the English and Spanish oral tests; results of the English and Spanish reading and writing tests; and recommendations. Highlights of the findings include the following: an overall decrease in the number of non-English and limited-English speakers and a rise in the number of fluent English speakers; an overall increase in fluent Spanish speakers and decrease in limited-Spanish speakers; differential program effects on LAU ratings of oral proficiency; an overall rise in competent English readers and writers; and an overall rise in competent Spanish readers and writers. In all cases, differential program effects were found, and are summarized, for students at each school level (elementary, middle, high school) and for different bilingual program levels (6-hour, 3-hour, 2-hour, 1-hour). Acronyms used in the analysis and forms used for collecting data are appended.   [More]  Descriptors: Academic Achievement, Bilingual Education Programs, Elementary Secondary Education, English (Second Language)

New Mexico Commission on Higher Education. (1991). Annual Report on Higher Education in New Mexico, 1991. This annual report provides a statement of the mission of the New Mexico Commission on Higher Education and an overview of its major initiatives and accomplishments, reflecting the Commission's emphasis on achieving the policy goals set forth in a 1988 strategic plan and a 1990 management plan. It analyzes, via text and tables, the following issues: (1) financing of postsecondary education (budget information, student financial assistance, and capital investment); (2) planning (enrollments, articulation, and future directions); (3) accountability (participation of historically underrepresented groups, transfer from two-year institutions, student persistence, student outcome assessment, student placement, measures of educational process, and numbers and sources of graduate students); and (4) research (the Course Transfer Activity Study, participation of minorities and women in undergraduate and graduate education, child care needs assessment, and 2-year funding). The report also includes a map and list of institutions, a list of mandates to the Commission, funding formulas, a list of grantees of the Eisenhower Mathematics and Science Education program, a description of Cooperative Education Network activities, and a description of the Educational Options Information Campaign.   [More]  Descriptors: Accountability, Budgets, College Faculty, College Outcomes Assessment

Annie E. Casey Foundation, Greenwich, CT. (1998). Family to Family: Reconstructing Foster Care. Family foster care, the mainstay of public child welfare systems, is in critical need of reform. Following a discussion of the efforts of the Annie E. Casey Foundation to assist communities and agencies in confronting this crisis, this paper describes the Family to Family Initiative, a system founded on the view that family foster care reform must be directed to producing a service that is less disruptive to its clients, more community-based and culturally-sensitive, more individualized to the needs of children and families, more available as an alternative to institutional placement, and more family-centered. Grants have been awarded to Alabama, New Mexico, Ohio, Maryland, Pennsylvania, Los Angeles County, and five Georgia counties. The paper describes the current status of the initiative, presents tools developed or used in Family to Family, and contains program description and evaluation information from the Family Match Program in Michigan and the Shared Family Care Program in California. The Shared Family Care Program involves the temporary placement of an entire family in the home of a host family who is trained to mentor and support the biological parents as they develop skills and supports necessary to care for their children and move toward independent living. The Family Match Program also involves mentoring to enhance family functioning, and to preserve and reunite families.   [More]  Descriptors: Child Rearing, Child Welfare, Children, Foster Care

Norton, Priscilla; Sprague, Debra (1998). Teachers Teaching Teachers: The Belen Goals 2000 Professional Development Project. Belen Public Schools (New Mexico) received a Goals 2000 grant for teacher education and technology integration. The Belen Goals 2000 professional development project established two three-day teachers-teaching-teachers workshops. The first focused on using an integrated software package and the second focused on using e-mail and the Internet. Workshops de-emphasized the mechanics of technology and concentrated on integrating technology within the curriculum. They were structured to engage attendees in model lessons, with attendees becoming content-area learners while also learning about technology integration. In order to assess the level of teacher concerns related to the integration of technology as a change or innovation, the Stages of Concern About the Innovation Questionnaire (SoCQ) was administered to participants. The instrument was based on a seven stage developmental model: awareness, information, personal, management, consequence, collaboration, and refocusing. Findings indicated that the workshops changed teachers in subtle and emerging ways; yet this data points only in the direction of change, not toward substantial or deep changes in educational practices.   [More]  Descriptors: Computer Assisted Instruction, Computer Literacy, Computer Software, Curriculum Development

Kendell, Nicole (1998). Adolescent Health Issues: State Actions 1997. Many adolescents need basic health care and other services that address risky behaviors such as sexual activity, violence, alcohol and drug abuse, and the consequences of these behaviors. This publication summarizes laws and resolutions on adolescent health issues passed in 1997 state and territory legislative sessions. No 1997 legislative session was held in Kentucky; therefore, adolescent health legislation from this state is not included. Nor was any legislation related to adolescent health passed in 1997 in American Samoa, the District of Columbia, Guam, New Mexico, the Northern Mariana Islands, Puerto Rico, the U.S. Virgin Islands, and Wyoming. Brief descriptions of laws are provided pertaining to the following topics: (1) abortions; (2) abstinence, sexuality education, and pregnancy prevention; (3) adolescent general health; (4) community health, including immunizations; (5) HIV/AIDS; (6) insurance; (7) Medicaid; (8) mental health; (9) pregnancy, parenting, contraception, and family planning; (10) school health and school-based health services; (11) sexual conduct; (12) sexually transmitted diseases; (13) substance abuse, including date rape drugs, drinking and driving, penalties, and prevention; (14) tattooing and body piercing; (15) tobacco; and (16) violence prevention. The summary indicates that during the 1997 legislative session teen pregnancy, school health programs, substance abuse, and tobacco were the top adolescent health issues addressed by state legislatures. The summary's appendices include a state-by-state summary of 1992-1996 health legislation, resource directory, and a list of state adolescent health coordinators/directors.   [More]  Descriptors: Abortions, Acquired Immune Deficiency Syndrome, Adolescents, Child Behavior

Paterson, Frances R. R. (1998). The Christian Right and the Prophonics Movement. This paper examines the positive relationship that exists between Christian Right influence in state Republican parties and the introduction of phonics bills. Prior to 1990, phonics language appeared in the statutes of only three states: Arizona, New Mexico, and Ohio. Since 1990, 101 bills encouraging or requiring the use of phonics as a teaching methodology have been introduced in state legislatures. From 1990 through 1994, the mean number of phonics bills was 3.2 bills yearly. From 1995 through 1997, the mean number of phonics bills was 28.3 yearly. More recent bills are likely to have highly detailed language; 28 bills have been enacted. Although phonics advocates include individuals holding a wide spectrum of religious and/or political views, phonics bills are more likely to be introduced by Republican legislators or in states where the Christian Right has substantial or dominant influence in the state's Republican Party. States that experienced challenges to Harcourt's whole-language reading series "Impressions" are more likely to have had phonics bills. Included are 19 explanatory footnotes.   [More]  Descriptors: Advocacy, Educational Policy, Elementary Education, Phonics

New Mexico Commission on Higher Education. (1996). Condition of Higher Education in New Mexico, 1995. This annual report provides information about New Mexico's colleges and universities and the students attending these institutions, including demographic data on enrolled students; student financial aid funding levels and awards granted; student tuition and fees across the state; current and historical financing data; and special program information. Following a brief overview, including a list of the institutions in the state, are two data sections, each preceded by a short text summary. In the first are: historical enrollment data; headcount by residency; ethnicity and gender data for certificate and degree recipients; degrees awarded by field; program completion and transfer rates; tuition and fee data; and student financial aid data. Tables in the financing section cover: state appropriations; general expenditures and revenues; research expenditures; compensation; and capital expenditures. Following the data sections is information on the mission of the Commission on Higher Education, standing committees, and organizational structure. Another section lists various activities of the Commission, some of which are: adult basic education, cooperative education, Native American education, oversight and licensure of private proprietary schools. The final sections of the report contain commission resolutions and a list of selected commission reports and publications.   [More]  Descriptors: Administrative Organization, College Attendance, Degrees (Academic), Educational Finance

New Mexico Commission on Higher Education. (1992). Annual Report on Higher Education in New Mexico, 1992. This report describes 1992 activities and accomplishments of the New Mexico Commission on Higher Education, followed by information about the utilization and funding of the state's postsecondary institutions. The Commission's major initiatives and accomplishments dealt with higher education financing; statewide planning, research, and reporting; and program administration. Tables and graphs display data on higher education financing, focusing on: state general fund appropriations by expenditure sector and trends in these appropriations, funds revenue by source, instruction and general revenues and expenditures, 10-year comparison of state and regional undergraduate tuition and fees, faculty salary and compensation levels, faculty salary increases, state capital outlay appropriations, and fund sources for capital outlay projects. Data concerning students in higher education are then presented in tables and graphs, covering: enrollment and projections; student characteristics; student persistence; and certificates and degrees awarded by ethnicity and gender. A final section on program administration offers tables and graphs on financial aid dollars by source, financial assistance programs, and awards for the Eisenhower math and science education program.   [More]  Descriptors: Academic Persistence, Capital Outlay (for Fixed Assets), College Outcomes Assessment, Degrees (Academic)

Richards, Beverly (1998). A Research Study To Determine a Profile for Student Success in Completing Self-Paced Study. This research study was conducted to determine if certain characteristics were consistently present in students who completed self-paced study courses, as opposed to those who did not. The survey was conducted at the Santa Fe Community College Flex Lab (New Mexico), which was designed to provide students with an alternative, self-paced method of taking college credit courses, allowing them to complete assignments at home, work, or in an open classroom. A survey was administered during orientation meetings for 148 students enrolled during fall 1997. It asked ten factual questions and four opinions of students on topics that included demographic information, educational, personal, financial, and employment background, and basic skills. Results provided a general profile of all students in the sample population and comparisons of characteristics between those who finished the Flex Lab course and those who didn't. Results indicated that the Flex Lab provided a supportive environment with relatively high completion rates, and that students with any one of seven characteristics (computer knowledge, part-time status, caring for children, scholarship funding, typing skills, or being male) had higher completion rates. (Contains 27 references.)   [More]  Descriptors: Basic Skills, Community Colleges, Comparative Analysis, Dropout Rate

Sheldon, George H. (1998). Financing America's Public Schools. Issue Brief. This paper outlines school finance issues that have emerged due to litigation on the constitutionality of school funding at the state level. Such funding varies from state to state, ranging from 8 percent in New Hampshire to 74 percent in New Mexico; per-child expenditures range from $1,500 to $15,000. Beginning in the 1970s, poor school districts and some advocates for minority and disadvantaged children challenged the state-funding formula in the courts. These court cases have focused on the constitutional provisions on the ground of equity or adequacy. Equity is generally defined as a relatively equal per-pupil expenditure across the school districts in the state. Recent court cases have begun to address the issue of an "adequate" education for all students. States must shift their focus from monitoring students' inputs (student-to-teacher ratios) and focus on the outputs (graduation rates and reading levels). States must focus on the definition of what an adequate education is and what amount of funding is needed for all students to have a possibility of obtaining it. The paper describes the six different funding methods used to achieve an adequate education: flat grants, foundation programs, guaranteed tax base programs, percentage equalization programs, full state funding, and pupil weights.   [More]  Descriptors: Educational Finance, Elementary Secondary Education, Equal Education, Finance Reform

McGree, Kathleen M.; Mutchler, Sue E. (1998). Variations on Autonomy: Charter School Laws in the Southwestern Region. Advocates of charter schools claim that the degree of autonomy that legislatures grant charter schools plays a large role in the success of these schools. This report describes an analysis of how legislation in Arkansas, Louisiana, New Mexico, and Texas is transforming the concept of charter schools into an education-reform opportunity for educators, parents, and community members. The text focuses on the legislative variables that influence charter-school autonomy and how these variables serve as indicators of the degree to which state policy appears to promote the emergence of innovative schools. The booklet features three major sections. An overview provides a historical and conceptual context by describing charter-school laws and by presenting the framework for autonomy that guides the analysis of those laws. The second section offers three dimensions of school-site autonomy–autonomy from higher levels of government, autonomy inside the school, and autonomy of parents and students–and gives specific features of charter school law and different levels of detail. The last section highlights the similarities and differences in charter-school autonomy among all four state laws. An appendix offers technical information on the rationale, development, and use of the autonomy framework.   [More]  Descriptors: Charter Schools, Educational Change, Educational Legislation, Elementary Secondary Education

New Mexico Commission on Higher Education. (1997). Financial Reporting for Public Institutions in New Mexico. This manual is intended to provide public institutions of higher education in New Mexico with a consistent and uniform system for treating institutional finance data. Part 1 presents accounting principles for fund accounting, restricted and unrestricted funds, accrual accounting, and handling other charges and revenues. Part 2 provides general information and definitions on structure, classification of current fund revenues and expenditures, summary exhibits, current funds, expenditures by object item, the full-time equivalent employee, plant funds, and legislative requests. Part 3 explains budget summary exhibits, including current and plant fund summaries and details of transfers. Part 4 covers various current funds categories: student tuition and fees, governmental appropriations, government grants and contracts, private gifts and contracts, endowment and other income, expenditures for instruction, academic support, student services, institutional support, plant operation and maintenance, research, public service, intercollegiate athletics, and independent operations. Part 5, on plant funds, covers capital outlays, renewals and replacements, and retirement of indebtedness. The final section explains how to use the information exhibits, such as a summary of current funds revenue by source, a summary of salaries in current funds, proposed salary increases, salaries of principal officers, and investment in plant. Appendices list the specific programs to be included in various categories.   [More]  Descriptors: Accounting, Budgeting, Educational Finance, Expenditures

Lee, Tamera, Comp.; Jenda, Claudine, Comp. (1998). The Role of ARL Libraries in Extension/Outreach. SPEC Kit 233, SPEC Kit. This survey was conducted to determine how ARL (Association of Research Libraries) libraries are participating in extension/outreach through three objectives: identify the level of involvement; determine the types of outreach service, as well as user populations; and ascertain the impact on the library, including its financial donor programs. A secondary goal was to identify any major issues and trends related to extension/outreach. In the fall of 1997, the survey was distributed to 121 ARL libraries, of which 61 (50%) responded. A copy of the questionnaire with a tabulation of responses is provided. The kit also contains representative documents, including: (1) policy and mission statements from the University of Hawaii, University of Kentucky; Massachusetts Institute of Technology, National Library of Medicine, Smithsonian Institution, and University of Tennessee; (2) promotional pamphlets from the University of Toronto; (3) cooperative library networks materials from the University of Michigan, Ohio State University, and Texas Tech University; (4) fee-based library services materials from the University of Michigan and University of New Mexico; (5) distance education materials from the University of Kentucky, University of Nebraska-Lincoln, and Texas Tech University; and (6) an evaluation and assessment report from Auburn University. SPEC Flyer 233 summarizes survey results. Contains the survey with results and a list of responding institutions. (Contains 20 references.)   [More]  Descriptors: Academic Libraries, Distance Education, Higher Education, Library Associations

New Mexico Univ., Albuquerque. Coll. of Education. (1978). Management and Accountability Procedures: DEEP – The New Mexico State Facilitator. Presented is a description of how DEEP (Developmental Economic Education Program) monitors activity and achievements to ensure that objectives are met effectively and efficiently, and that evidence of achievement is available for reports. The purposes of DEEP management and accountability procedures are: (1) to maintain both long term and short range project plans; (2) to keep DEEP commitments to New Mexico educators and others; (3) to collect and report evidence of DEEP achievements; (4) to relate DEEP achievements to costs; (5) to monitor and project expenditures of DEEP funds; and (6) to periodically assess client reaction to DEEP. The general philosophy of DEEP is that both effective management and efficient accountability require that project objectives be clear, with specific indicators of achievement for each. Further, the activity necessary to achieve each objective must be clearly specified and must be distinct from activity for all other objectives. Given this type of project plan, progress toward objectives can be documented in relation to resource consumption using a simple set of procedures which can be carried out by the project secretary. The function of management is to monitor achievement and resource consumption, taking action where serious discrepancies from plans occur. In a project with a small staff, it is critical that this be done efficiently since time spent in management and accountability is not spent in direct service to clients. Descriptors: Cooperative Programs, Coordination, Curriculum Development, Economics

Share on FacebookShare on Google+Tweet about this on TwitterPin on PinterestEmail this to someone

Leave a Reply

Your email address will not be published. Required fields are marked *