Hispanic Education Status Report Narrative Only 3.11

HISPANIC EDUCATION STATUS REPORT
Diane Torres-Velásquez, Ph.D., Hispanic Education Liaison,

New Mexico Public Education Department
Susanna M. Murphy, Ph.D., Secretary Designate, Fall 2010
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Acknowledgments:
This report could not have been completed without the help of the following individuals who provided data, feedback, editing,
contributions to the overall presentation, and other support: Dr. Susanna Murphy, Dr. Viola Flórez, Dr. Peter Winograd, Irene
Sánchez, Dr. Cindy Gregory , Minerva Carrera, Swari Hhan, Dr. José Armas, Dr. Garth Bawden, Thomas N. Scharmen, William
Gruner, Brian Patterson, Eleana Shair, Brenda Kofahl, Anne Zuni, Dr. Baji Rankin, Dr. Eugene García, Dr. Jeffrey Duncan-Andrade,
Dr. Magdalena Avila, Dr. Mari-Luci Jaramillo, Yash Morimoto, Valerie Trujillo, Dr. Valerie Romero-Leggott, Joaquín Baca, James R.
Raborn, Joshua S. Raborn, Loyda Martínez, Judy Baca, Judith Paiz, Gladys Herrera-Gurulé, Rosa Barraza, Todd Hynson, William
Jackson, Clarence Nunnally, Lori Stuite, and the Hispanic students of New Mexico.
Photography: William Gruner Photography
NM PED/NM DOH- HEAT maps: Thomas N. Scharmen, Office of Community Assessment, Planning and Evaluation New Mexico
Public Health Division, Region 1 & 3; Brian Patterson, special assistant
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Page 3 Introduction
TABLE OF CONTENTS
42 PreK
66 K-12
172 Post-Secondary
280 Summary
Appendix Appendices
2 PreK Data –Early
Learning Outcomes
Assessment
(by Ethnicity)
27 District Profiles
123 Public School

Graduation
125
Bilingual Multicultural
Education Programs
153 Data Maps
175 Post Secondary

Education
3

In signing the Executive Order for
the reauthorization of the White Status Report on Hispanic Education in
House Initiative on Hispanic
Education (October, 2010), New Mexico
President Obama made a point of
stating that “this is not a Latino
problem; this is an American
OVERVIEW of the Introduction:
problem. We’ve got to solve it, 1. The Hispanic Education Act
because if we allow these trends to
continue, it won’t be just one
2. Who Are Hispanics?
community that falls behind – we
all fall behind together.”
3. Education as a Human/Civil Right
This report provides the first
combined accounting of Hispanic 4. (Re)Visioning Future Histories of Hispanic
educational achievement status in
New Mexico for Preschool, K‐12,
Students
and Post Secondary education.
4
Introduction and Context
The Hispanic Education Act in New Mexico
New Mexico is the first and only state to pass an act such as the Hispanic Education Act. It has
received widespread recognition from officials at the federal level representing the White
House including Juan Sepúlveda, director of the White House Initiative on Educational
Excellence for Hispanic Americans, from researchers across the country interested in Hispanic
education, and from various national foundations. It is only appropriate and very important
to thank the individuals who were critical to the work involved in passing this significant act.
First and foremost, very special thanks to Governor Bill Richardson for understanding the need
for attention to New Mexico’s underperforming majority population, for valuing education as
a top priority, for listening to community and responding through his actions with support and
promotion of the Hispanic Education Act and with his education initiatives on graduation and
achievement. Very special thanks to Representative Rick Miera, and Senator Bernadette
Sanchez, who have long advocated for Hispanic students and who worked tirelessly before,
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throughout and after the 2010 legislative session to make sure that our state would address
the unique needs of Hispanic students in New Mexico. Heartfelt thanks to the community
groups around the state (such as the Latino/Hispano Education Improvement Task Force).who
sounded the alarm on the educational crisis of Hispanic students, activated grass roots efforts,
served as the voice for Hispanic families, and were relentless in their determination to
eliminate the achievement gap.
This status report on Hispanic education is required by the Hispanic Education Act. In a
country with a dramatically growing Hispanic population, it is the only act of its kind. In New
Mexico, Hispanics are the largest population. Throughout the country, and in our state,
Hispanics are projected to increase dramatically and very quickly. The Hispanic Education Act
and the Hispanic Education Status Report focus the spotlight on the academic achievement of
Hispanics because this group’s success will have a direct impact on the economic and social
welfare of New Mexico. The Hispanic Education Act was passed in the 2010 New Mexico
legislative session and was enacted on July 1, 2010. (To see a copy of the act, click on this
link: http://www.nmlegis.gov/Sessions/10%20Regular/final/HB0150.pdf.)
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o This law calls for an Advisory Council of no more than 23 representatives
knowledgeable of Hispanic Education to meet at least twice a year and advise the
Secretary of Education on issues of Hispanic Education.
o It also calls for the Hispanic Education Liaison to write a statewide report on the
status of Hispanic Education in New Mexico. The status report shall include
information by school district, by state charter school and statewide.
o The act provides for the study, development and implementation of educational
systems that affect the educational success of Hispanic students to eliminate the
achievement gap and increase graduation rates.
o The Hispanic Education Act was intended to provide mechanisms for parents,
community and business organizations, public schools, school districts, charter
schools, public post‐secondary educational institutions, department and state and
local policymakers to work together to improve educational opportunities for
Hispanic students to eliminate the achievement gap, increase graduation rates, and
to increase post‐secondary enrollment, retention, and completion.
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o There is a great deal of national and historical impetus behind this act. The New
Mexico Hispanic Education Act builds on community values, and on legislation and
litigation that historically and significantly support the culture and language of
Hispanic children and students in our state. Some of this historical and contextual
background will be addressed in the next section of this report. Although New Mexico
is the only state with this act, it is important to note the national context that helped
move this act forward.
Statewide Status Report
The Hispanic Education Act calls for a Statewide Status Report, an annual report on the status
of Hispanic Education for the state of New Mexico from preschool through Post Secondary
Education. The status report requires the following information, by school district, by state
charter school and statewide:
o Preschool (this section begins on p.43. Additional data are provided in the appendix.)
New Mexico PreK Program
• Enrollment by ethnicity
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• Achievement by ethnicity
o K‐12 (This section begins on p.67. Additional data are provided in the appendix.)
Hispanic student achievement for all grades
Attendance for all grades
Graduation rates for Hispanic students
The number of Hispanic students enrolled in schools that made Adequate Yearly
Progress and the number of Hispanic students enrolled in schools that are at
each level of school improvement or restructuring
Number and type of bilingual and multicultural programs in each school district
and in each state charter school
o Post Secondary (community colleges and universities) (This section begins on p. 159.
Additional data can be found in the appendix.)
Enrollment
Retention
Completion rates
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o This report does NOT address teacher preparation, teacher evaluation, curriculum,
evaluation of the practices involved in planning and teaching, licensing, collecting
State Based Assessment, or school and community practice.
o This first report draws from existing and already published data. It is anticipated that
future reports will include other types of data from community, school personnel,
public school students, other state entities, and other sources.
Definition and Use of the Word ‘Hispanic’
o The selection of the term ‘Hispanic’ as the label to use to refer to a group of people
that is highly diverse, is a complex issue. ‘Hispanic’, in this report, is used instead of
any other ethnic label, including Latino/a, Chicano/a, Mexican‐American, South
American, Puerto Rican, Cuban, etc. because it is the vocabulary of the Hispanic
Education Act and The White House Initiative on Hispanic Education.
o Hispanic families come from the U.S., from Latin American countries, Spanish‐
speaking countries, and Spanish‐speaking territories.
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o In New Mexico, Hispanic families include families who have recently arrived, as well
as families who have lived on this land for over 400 years, long before this territory
was part of the United States.
o While country of origin and number of generations in the U.S. can be important to
consider in analyzing achievement data, New Mexico does not currently collect or
report data for Hispanic students in this way.
o In collecting and reporting data, New Mexico Public Education Department does
specify the categories Black (non Hispanic) and White (non Hispanic).
o Hispanic does not mean the same thing as ‘race’.
o Some of the ways in which ‘Hispanics’ differ from each other (Lapayese, 2009):
National origin
Socioeconomic conditions
Generational status
Geographical location
Residence status (including citizenship)
Political histories
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Racial identification
Languages other than Spanish
Dialects
Religious and spiritual affiliations
Histories of discrimination/oppression
Circular migration
Level of transnationalism (the flow of people, ideas and products across regions
and countries across the world)
Other
o Given the complexity of the use of the term ‘Hispanic’, please note that in this report,
the term ‘Hispanic’ and ‘Latino’ will be used interchangeably to refer to a diverse
group of people who identify themselves or their children as such at times of
enrollment and assessment in New Mexico public schools. It is also used as the
general term to include citizens of New Mexico who have Hispanic roots here or in
countries where Spanish is one of the primary languages, or who come from Latin
American countries.
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o Please note ‐ in this report, ‘Hispanic’ may or may not be used when quoting or
including materials that use other terms. If data or tables are provided from a report
that used the term ‘Latino’ or ‘Chicano’ (for example), the exact term that was used
will be carried over to tables or charts in this report to keep the referenced material
consistent with the original source.
Use of the Word ‘White’
o The selection of the term ‘White’ is another complex issue. While White often refers
to race, it can also refer to ethnicity. Many Hispanics are considered ‘White’ because
of their European roots. Also, members of the White population may prefer the use
of another term to communicate their ethnicity.
o The terms ‘White’ and ‘Caucasian’ will be used interchangeably. The exact term that
was used in the original source will be carried over to tables, graphs or charts in this
report to keep the referenced material consistent. Any of these terms may be used in
future reports.
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Who Are Hispanics?
National Level 2009 – 2050
o The U.S. Census Bureau reported the U.S. resident population at 308,745,538
o At the national level, Hispanics numbered 48,400,000, or 16% of the total U.S.
population as of July 2009. Only Mexico has a larger Hispanic population than the
United States (111 million). (http://www.infoplease.com/spot/hhmcensus1.html#ixzz18Eu58g7N)

o It is projected that by the year 2050, Hispanics will number 132.8 Million, or 30% of
the entire U.S. population. (http://www.infoplease.com/spot/hhmcensus1.html#ixzz18Eu58g7N)
New Mexico 2000‐2030
o New Mexico has a population of 2,059,179 (U.S. Census, 2010), with a density ratio of
17 people per square mile and a density rank of 47.

o Specific data on the Latino population will soon be released.

o In 2000, 765,386 (42.1%) New Mexicans were Hispanic.
o Hispanics are currently 45.6 % of the total State population, or 919,410 in number.
(NM QuickFacts from the US Census Bureau, 2009 estimate)
Whites (not Hispanic) are 40.9%
Native Americans are 9.7%
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Blacks are 3.1%
Asians are 1.5%

o Based on the 2000 Census, it is projected that New Mexico’s total population will
grow by 15.4% by 2030. The following table shows New Mexico’s population as
measured in the 2000 Census and where we are ranked in population among all 50
states. Our growth during the next 30 years is projected to move us up in ranking of
most populated states by 10 states. Most of that growth will be Hispanic.

o Depending on the source, up to 54% of the New Mexico 2030 population is projected
to be Hispanic.

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Projected Growth of New Mexico Overall Population 2000 to 2030
Year Overall NM Ranking of Increase Percent change

Population Entire State
54% of this increase is
2000 1,819,046 36 projected to be Hispanic
2030 2,009,708 26 280,662 15.4%
SOURCE: U.S. Census Bureau http://www.census.gov/population/www/projections/projectionsagesex.html and U.S. Census Bureau,
DP-1. Profile of General Demographic Characteristics: 2000
http://factfinder.census.gov/servlet/QTTable?_bm=y&‐geo_id=04000US35&‐qr_name=DEC_2000_SF1_U_DP1&‐ds_name=DEC_2000_SF1_U&‐
redoLog=false
o The U.S. Department of Education, National Center on Statistics (2008) projects that
New Mexico’s K‐12 public school student population will have grown by 10.5% from
2000 to 2018, with Hispanic students constituting at least 55% of the school age
population.
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Percentage Change in K‐12 Public School Student Population to 2018
More than half of
this growth will
be Hispanic.

SOURCE: U.S. Department of Education, National Center of Education Statistics, Common Core of Data (CCD), “State Nonfiscal Survey
of Public Elementary/Secondary,” selected years 2000‐01 through 2006‐07, and State Public Elementary and Secondary Enrollment
Model, 1980‐2006 (This table was prepared December 2008.)

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Projections for Growth in New Mexico School‐Age Populations Ages 5‐24
Population 2006 Projected Population Projected Change
2020 2006‐20
African 11,121 11,475 3%

American In 2020, there
are projected to
be over 152,513
Asian 7,580 9,039 more Latino
19%
In 2006,
there were than White
Latino 283,772 only 51,622 372,636 students (3 27%
more times the
Latino than difference of
Native 73,520 White
93,531 2006). 27%
American students.
White 232,150 220,123 ‐5%
Total 618,143 706,804 14%

The Education Trust calculations from the U.S. Census Bureau, State Population Projections; State Projections 1995‐2025 based on 1990 Census
(released 1996). www.census.gov/population/www/projections/stproj.html
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Latinos will account for well over half of the school age population. This implies a vital impact
on NM social and economic conditions.
o The difference between the number of Latino and White students in New Mexico will
triple from 2006 when there were 51,622 more Latino students than White students
to 2020 when the difference will be 152,513 students.
o By 2020, Latino students will account for well over half of the school‐age population.
o Combined, Latino, Native American, and Black students will soon account for well
over three‐fourths of the student population. If 75 % of our students are failing, this
will certainly have a dismal effect on our economy.
o The number of Latino students projected for 2020 (only 10 years from now), is almost
4 times the number of Native Americans, the next largest Non‐White population.
Reversing the trend of underperformance with Latino students has the potential to
change the direction of the trends of our state.
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o The “dependency ratio" is the number of children and elderly compared with the
number of working age Americans. In 2005, there were 59 children and elderly
people per 100 adults of working age. That will rise to 72 dependents per 100 adults
of working age in 2050. (Pew Hispanic Center, 2008. Publications: U.S. Population
Projections: 2005‐2050 http://pewhispanic.org/reports/report.php?ReportID=85) In 30 years,
young and old will depend on today’s school children, a group which will comprise
one‐fourth of the total U.S. population.
What is The Connection between the Growing Number of Hispanics and
the Hispanic Education Act?
There was a reason the Hispanic community sounded the alarm and called for the Hispanic
Education Act. No other state has come together using the media, the knowledge of
community organizing and persistent pleas to state government officials to make their needs
known the way New Mexico did in 2009‐2010. With the help of technology and the
personal/human connection to this cause, New Mexicans exposed the crisis situation of our
Hispanic youth and the future welfare of our state (Armas, J. 2010). Why was so much time
and energy given to Hispanic education? In a state where Hispanics are the majority
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population and are projected to dramatically increase in number, it is no wonder the
community took notice. There were at least four major reasons for this call to action:
o Education is a civil right.
o The future economy of our state depends on the success of all students, especially that of
the largest and fastest growing population.
o Reversing the trend of underachievement by Latino students will positively affect the
future educational performance of all students in New Mexico.
o Hispanic populations contribute greatly to the welfare of our state. Together with Native
Americans, Blacks, Asians, and Whites our state has a rich history, much to learn from each
other, and great potential for a promising future.

Education as an Internationally Established and Legitimate Mandate:
Educational Reform, and Human and Civil Rights
In the United States, education has long been considered a key to becoming a successful and
contributing member of our society. When our country has not kept up with the rest of the
world in educational achievement, our nation has responded. Our current response can be
traced back to the national reform initiatives. In the process of this reform, we need to be
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careful to protect the rights of all our students (Darling‐Hammond, 2010; Duncan‐Andrade,
2009).
A History of Federal Executive Actions
o President Reagan
o On April 26, 1983, the National Commission on Excellence in Education (NCEE)
released A Nation at Risk: The Imperative for Educational Reform.
• The report issued a call for educational reform, charging that the failure of
America’s public schools was compared to “an act of war” (NCEE, p.2)
• The U.S. economic decline, in a time of global economic competition, was
blamed on the public schools
• Federal changes included six major reform goals, including the creation of
national standards
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o The White House Initiative on Educational Excellence for Hispanics was
introduced and signed under President Reagan’s term.
• The mission of the initiative is to “help restore the United States to its role as
the global leader in education and to strengthen the Nation by expanding
educational opportunities and improving educational outcomes for Hispanics of
all ages and by helping to ensure that all Hispanics receive a complete and
competitive education that prepares them for college, a career, and productive
and satisfying lives.”
o President Bush
o In 2002, the No Child Left Behind Act initiated a testing regimen aligned to measure
student content knowledge with national standards.
National standardized testing and its consequences created a change in how
schools operate (Darling‐Hammond, 2010)
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o President Obama
o On October 19, 2010, President Obama signed the Executive Order for the
Reauthorization of the White House Initiative on Educational Excellence
for Hispanics.
In signing the Executive Order for the reauthorization of the White House
Initiative on Hispanic Education, President Obama made a point of stating that
“this is not a Latino problem; this is an American problem. We’ve got to solve
it, because if we allow these trends to continue, it won’t be just one
community that falls behind – we all fall behind together.”
http://www.whitehouse.gov/the‐press‐office/2010/10/19/
In his speech, before signing the Executive Order, President Obama cited the
following startling statistics on Hispanics, the largest minority group in American
schools:
– Hispanics are more likely to attend our lowest performing schools
– Fewer than half take part in early childhood education
– Only about half graduate on time from high school
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– Those who make it to college are unprepared for its rigors

The Executive Order calls for an Executive Director of the Initiative, A Hispanic
Education Commission, and an Interagency Working Group.
o On September 14, 2010, President Obama addressed the nation’s public school
children. As he commended them for taking on some of the burdens as we go
through a ‘tough time in our country’, he motivated them to excel in reaching their
dreams. Obama stated:
“Nobody gets to write your destiny but you. Your future is in your hands. Your
life is what you make of it. And nothing – absolutely nothing‐ is beyond your
reach, so long as you’re willing to dream big, so long as you’re willing to work
hard, so long as you’re willing to stay focused on your education, there is not a
single thing that any of you cannot accomplish, not a single thing. I believe
that.” http://www.whitehouse.gov/blog/2010/09/14
25
The President pledged that government at all levels, working with communities
and families, would “do its part to make it possible for students to get the best
education.” However, many states in great need of financial resources,
including New Mexico, were not funded in the competitive Race to the Top
grants. These grants are intended to “encourage and reward States that are
creating the conditions for education innovation and reform; achieving
significant improvement in student outcomes, including making substantial
gains in student achievement, closing achievement gaps, improving high school
graduation rates, and ensuring student preparation for success in college and
careers;” and implementing ambitious plans in educational reform.
http://www2.ed.gov/programs/racetothetop/executive‐summary.pdf
U.S. Secretary of Education Duncan
• Secretary Duncan, determined to address inequities in educational resources,
stated that the federal government “will require much greater transparency and
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action steps to address inequities in funding systems, to ensure low‐income
students and the schools they attend get their fair share of dollars.” (Secretary
Arne Duncan, Equity and Education Reform: Remarks at the Annual Meeting of
the National Association for the Advancement of Colored People, Kansas City,
MO, July 14, 2010)
Response to President Obama’s Federal Reform Efforts: The National
Association for the Advancement of Colored People (NAACP)

o The NAACP responded that resource equity must go beyond just dollars to ensure, at a
minimum, that all students have access to early childhood education, highly effective
teachers, college‐preparatory curricula, and equitable instructional resources.
o The NAACP Lawyers’ Committee for Civil Rights under Law, July 2010,
concerned about issues of equity and funding for school children made the following
points:
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• At a time when federal funding is competitive, and formula funding remains
flat, we need to look at the need for students to receive more equitable funding
opportunities.
• If education is a civil right, children in “winning” states should not be the only
ones who have the opportunity to learn in high‐quality environments.(p3)
• The NAACP calls for a shift of focus from competitive grant programs to
conditional incentive grants that can be made available to all states, provided
they adopt systemic, proven strategies for providing all students with an
opportunity to learn (Equity and Education Reform: Remarks at the Annual
Meeting of the National Association for the Advancement of Colored People,
Kansas City, MO, July 14, 2010)
Honoring Human and Civil Rights in a Time of Reform
The Importance of a Caring School Culture in New Mexico Schools
o Duncan‐Andrade (2005), stresses the importance of creating a caring school culture
through a curriculum that honors the strengths of our communities, and that helps
students develop a sense of hope, purpose and positive identity. This requires a
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critical examination of the destructive impact of our country’s history of
underachievement, marginalization, and disenfranchisement, especially with our
Hispanic youth.
Documents that Protect Our Children
o The United Nations
o International Documents provide significant guidance for the protection of education
as a human right, and for the elimination of the achievement gap. Among these
documents are some that were written up to 45 and 52 years ago:
• UN Declaration of Human Rights, 1948 Article 26
• UN Convention on the Elimination of Racial Discrimination (CERD) 1965, 2008
• International Covenant on Economic, Social, and Cultural Rights (ICE‐SCR), 1976
o Articles 1 and 13
• UN Plan of Action for the UN Decade for Human Rights Education, 1995‐2004
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State Litigation/Legislation Supporting Hispanic Students in Public Schools
o New Mexico State Constitution (1910)
New Mexico became a state in 1912 and the State Constitution was written in
1910. The state constitution calls for perfect equality for all New Mexicans. In
examining the document, it is clear that our forefathers honored the Spanish‐
speaking population and provided language in Article XII, Section 8 to protect the
use of Spanish and transition to English at a time when New Mexico’s Hispanic
children spoke and were educated solely in Spanish (Montez, 1974).
o Serna vs. Portales (1974)
The 10th Circuit Court of Appeals upheld the original decision that mandated,
among other things, bilingual and bicultural education for the culturally distinct
Hispanic populations and found “undisputed evidence that Spanish surnamed
30
students do not reach the achievement levels attained by their Anglo
counterparts.”
o The Hispanic Education Act (2010)
o 100 years after the State Constitution was written, this act focuses on improving
the educational success of Hispanic students in a way that involves family and
community. Passage of this act required a powerful collaboration between the
governor, legislators and senators, and grass roots community members at a time
that appears to be a turning point in the history of New Mexico.
(Re)Visioning Future Histories of Hispanic Students in New Mexico:
Economic Impact of Graduation

o Our state’s economy is greatly affected by student achievement and dropout rates.
Our graduation rates do indeed affect our economy. However, the reverse is also a
reality. Our economy also affects the opportunities offered to our Hispanic students
for a quality education. There are critical questions that need to be asked about the
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national and global economies, the drive behind the development of economic
policies, and the education of our Hispanic children in New Mexico. Open and serious
conversations about local, national and global economic conditions and their effect
on educational opportunities and living conditions have the potential to create
change. Topics for this conversation could include the following:
• The distribution of wealth in the United States and in the World
• The changing labor market and what will be required of workers to be well‐
prepared
• The types of jobs most typical for Hispanic workers, and compensation for those
jobs.
• The condition and struggles of the middle class.
• The relationship between health, economics, and education.
• The effects of global economic policies of the ‘80s and early 2000s on the drive
toward educational reform, especially with changes that came about after the
release of A Nation at Risk and the passage of No Child Left Behind.
• Root causes of the underperformance of Hispanic students.
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• The negative aspects associated with large scale testing and identification of
students who are driven out of education due to low performance (and the real
effects on our economic and social welfare).
• The motivational factors most effective in keeping Hispanic students in school.
• A balance of formal education, life experience, and life wisdom to prepare for
social, economic, and life success.
• A balanced curriculum that includes the sciences, creative processes, critical
thinking, and the arts.
• Use of the arts as a road to the creative process
• Freedom in following a career of one’s own choosing
• Valuing the self as an intelligent being
o Global Issues
• When compared to student achievement around the world, place matters for
New Mexico students. The comparison graph below shows a comparison of
students from each NM County to students from Countries around the World
33
(all ethnicities combined.) You can see the percentage of population with 2‐yr
or 4‐yr college degrees for students ages 25‐64.
• A bar graph then follows showing mean income based on highest degree
earned for the year 2007.

34
How Students in New Mexico Counties Compare to the Rest of the World

%
Comparison of NM Counties
50
(left side) to Countries around Canada
48
the World (right side): 46
Percentage of population with Santa Fe 44
Japan Israel
2‐yr or 4‐yr college degrees, Bernalillo 40 United States New Zealand
Sandoval 38
ages 25‐64, (2008) Korea
36 Australia
Grant Finland
Other NM Counties 34 Ireland Estonia
Lincoln San Miguel Taos
Dona Ana 32 Denmark UK Belgium Sweden
30 Iceland Switzerland
Otero
28 Spain
New Mexico Curry France
26
Chavez Rio Arriba San Juan
24 Chile Germany
Eddy Valencia Greece
22
Cibola Lea McKinley
20
Note: ‘Other NM Counties’ is an average for the 14 18
NM counties with fewer than 20,000 residents 16 Mexico
Slovak Republic
Luna 14
FROM: Winograd, P. (2010). Welcome: New Options Project Launch. p.4. SOURCES: OECD, Lumina Foundation, U.S. Census.
35
Mean Earnings by Highest Degree Earned: 2007
140000
The difference between NO degree and a
Professional degree is $100,000.00 a YEAR
120000
These figures are estimates. $120,978
100000 There is a difference of $9,802 in $95,565
annual earnings between having
80000 and not having a High School
$70,186
Diploma.
60000
$57,181
$39,746
40000 $31,286 $33,009
$21,484
20000
0
Not a high High school Some Associate's Bachelor's Master's Professional Doctorate
school graduate only college, no
graduate degree

Source: The 2010 Statistical Abstract: Education; Educational Attainment: 227 – Mean Earnings by Highest Degree Earned: 2007
U.S. Census Bureau,
Current Population Survey. For more information: http://www.census.gov/population/www/socdemo/educ‐attn.html or
http://www.census.gov/compendia/statab/2010edition.html
36
Why Educating Latinos is an Economic and Social Imperative for NM
o Only 63% of the Hispanic students of the 2009 4‐year cohort graduated from
New Mexico public schools.
o Ninth grade school populations in 2008‐2009 were 10% or more of the general
school populations for our state’s larger school districts (APS n= 9,320/
N=94,836; Las Cruces n=2,387/N=23,691; Gadsden n= 1,249/N=13,733; Santa Fe
n=1,166/N=13,591. Total enrollment reported for 2008‐2009 was 323,882.
o Based on the number of students that did not graduate in the 2009 cohort, we
estimate the cost of revenue to the state for 10 years of Hispanic students
dropping out to be well over 2.4 billion dollars annually, but we strongly
recommend that future reports actually track the actual costs. Please also note
that we are not including numbers in this estimate of Hispanic students who
dropped out before 9th grade.
o Were we to graduate these students, this would generate a massive influx of
tax revenue but just as importantly, it would lower costs in such areas as
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unemployment, underemployment, public health costs, food stamps, AFDC, as
well as prison costs (which would fall significantly).
o More important than the economic loss, the issue of underperformance, well‐
being and welfare of the Hispanic population of New Mexico merits attention.
Besides the severe economic loss, we are experiencing a tremendous loss of
significant contributions to our society from the bulk of our population, not to
mention the loss of their own sense of self‐worth and the loss of opportunity to
use their talents and many ways of knowing. New Mexico’s quality of life is
greatly affected when our largest population is underachieving.
The Importance of Context and Hispanic Education in New Mexico
As we examine student achievement in New Mexico, it will be important to consider this
question:
How will Hispanic population growth, academic achievement, and lifelong success affect
the future welfare of our state?
38
o The data in the sections that follow are required for the Hispanic Education Status
Report and are organized by age/grade/school level (PreK, K‐12 and Post‐Secondary).
This data includes enrollment, attendance, achievement, Hispanic students in schools
that make AYP, graduation, and number and types of bilingual/multicultural
programs.

o As we consider how to use this data, we cannot afford to analyze it or propose
remedies in isolation. We must consider the past, present, and future context of New
Mexico.

o The data that follows needs to be considered in a context that includes:
o Dramatically growing Hispanic population trends
o National Reform Initiatives
o Protections under the law for equity in education
o Education as a human /civil right
o Federal and State Initiatives in Hispanic Education
o The history of New Mexico including periods of isolation when citizens of the
territory were under Spanish and Mexican rule

39
o The impact of the United States’ acquisition of New Mexico’s territory on
Hispanics and the agreements under the Treaty of Guadalupe
o The importance of the Hispanic community in 1910 with the protection of the
use of the Spanish language for School children in New Mexico, and in 2010
with the Hispanic Education Act
o The effects of a shifting global economy and the role of the U.S. in global
developments
o The honoring of the strengths that Hispanic, Native American, Black, Asian, and
White cultures bring to the welfare of the future of New Mexico
40

“It is widely

recognized that the PreK

path to our nation’s
future prosperity and
security begins with
the well‐being of all
our children”, p.2
“Hispanic children
Center on the Developing Child
are an important
Harvard University

asset for our
nation’s future”
National Task Force on
Early Childhood Education
for Hispanics: La Comisión
Nacional para la
Educación de la Niñez
Hispana. Executive Report
(2007) p.2
41

42

• The Pre-Kindergarten Act was enacted in 2005 to provide a voluntary program of
PreK services for four-year-old children.
• Programs are offered by public schools, tribes or pueblos, Head Start centers,
and licensed private providers.
• PreK is jointly administered by the Public Education Department (PED) and the
Children, Youth and Families Department (CYFD).
• Data in this report is provided on the following for PED and CYFD PreK
combined:
o PreK enrollment
o 2009-2010 Early Learning Outcomes Assessment
o Spring 2010 proficiency levels by ethnicity
o 2009-2010 external evaluation

43
Why is PreK Important?
• Explosive growth occurs in cognitive, linguistic, social, emotional, and motor
development in the early years. (Center on the Developing Child, 2007
http://www.developingchild.harvard.edu)
• The foundations of school readiness and achievement begin to be established

early in life for all children, preschool outcomes are seen well into a child’s adult
years. (National Task Force on Early Childhood Education for Hispanics: La Comisión
Nacional para la Educación de la Niñez Hispana, March 2007. Para nuestros niños:
Expanding and Improving Early Education for Hispanics, Executive Report.)
• PreK can be especially important for young children coming from even the most
toxic levels of stress from impoverished, neglectful or abusive environments.
(Center on the Developing Child, 2007 http://www.developingchild.harvard.edu )
• PreKindergarten (PreK) is considered to be an essential key to narrowing

what has been labeled the ‘School Readiness Gap’ (Sadowski, 2006).

44
Neural Circuits are Wired in a Bottom-Up
Sequence
(700 synapses formed per second in the early years)
Language
Sensory Pathways Higher Cognitive Function
(Vision, Hearing)
FIRST YEAR
-8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
Birth (Months) (Years)
Source: C. Nelson (2000) 2

11/21/2010
From conception through childhood and young adulthood, the human brain develops sensory
pathways, language and higher cognitive functions. It is in the early years that synapses are
formed at the most rapid rate, at times 700 per second. Researchers at the Harvard Center
for the Developing Child (2007) confirmed that “early experiences determine whether a
child’s developing brain architecture will provide a strong or weak foundation for all future
learning, behavior, and health.” p.3.
45
What Patterns Exist with Preschool Hispanic Children?
• Hispanic children start kindergarten well behind the achievement levels of their
White peers.
• Some Hispanic national/regional origin segments lagged behind Whites much

more than others.
• Children with South American origins had the strongest readiness levels,
followed by children with Cuban and Puerto Rican origins.
• At the end of fifth grade, Hispanic children continued to achieve behind their
White peers in reading, but the gap was considerably smaller.
• Hispanic children of South American origin had the strongest reading skills, and
their achievement was almost identical to Whites. Cuban and Puerto Rican
children were close to the White achievement patterns in reading.
• The same patterns were found in mathematics.
• 3rd generation White students outperform 3rd generation Hispanic students.

SOURCE: National Task Force on Early Childhood Education for Hispanics: La Comisión Nacional para la Educación de la Niñez Hispana (March 2007).
Para nuestros niños: Expanding and Improving Early Education for Hispanics Main Report. pp 49‐50. www.ecehispanic.org
46
Who Are Hispanic Families?
Findings from the National Task Force on Early Childhood Education for
Hispanics (2007)
• Hispanic families possess strong values that contribute to greater social equity
and social cohesion.
• Hispanics tend to honor, instill, and practice their family and educational values,
and their strong belief in the responsibility of parents to provide for their children.
• Commitment of Hispanic families to education includes school academics, and

also moral and social development.
• Two parents are more likely to be present in most Hispanic immigrant families,
providing strong structure and high levels of mental health.
• Even if employed at low wages, and even with little formal education, fathers
tend to be involved and strive to provide for the material needs of their families.

SOURCE: National Task Force on Early Childhood Education for Hispanics: La Comisión Nacional para la Educación de la Niñez Hispana
(March 2007).
47
Strengths and Challenges of Hispanic Families
Challenges of Strengths of Hispanic Families
Hispanic Families
Many Hispanic Most Hispanic families are strongly
parents have low committed to education
education levels

Many Hispanic Many Hispanic families provide for
children live in strong emotional well‐being
poverty

Many Hispanic Most Hispanic families have fathers
children are English who are employed
language learners

SOURCE: National Task Force on Early Childhood Education for Hispanics: La Comisión Nacional para la Educación de la Niñez Hispana
(March 2007). Para nuestros niños: Expanding and Improving Early Education for Hispanics Executive Report. pp 5‐6.
www.ecehispanic.org .
48

The Importance of Recognizing that Hispanic Families of New Mexico are Unique
• Families of some Hispanic PreK students arrived long before the United States
included New Mexico, over 400 years ago. Some of today’s PreK students’
grandparents were taught in Spanish in NM rural public schools.
• New Mexico is the only state in the union whose state constitution addressed the
needs of Spanish-speaking students in the public schools.
• Hispanic families in New Mexico vary in their political and social engagement.
Which are the families and groups within the New Mexico Hispanic community
that hold the most power? How are resources shared between members of
Hispanic communities? What values are most prominent in these groups? How is
power transferred to the next generation?
• What strengths and challenges does New Mexico’s history and context pose for
Hispanic families? How do these challenges and strengths differ from Hispanics
in the rest of the U.S.? How does this affect school achievement?
o How is the sociopolitical history of Hispanic students in New Mexico related
to school performance? (Duncan-Andrade, J.M.R, 2005)
o How did the Treaty of Guadalupe Hidalgo and other historical markers affect
the self-concept, wealth, education of Hispanics in New Mexico?
49
o How NM Hispanic historically coped with poverty? How are they coping
now?
o How has the arrival of increasing numbers of immigrants affected already
existing Hispanic communities?

50
New Mexico PreK
• Legislation was implemented based on findings that quality PreK has a
positive effect on early childhood development.
• New Mexico PED PreK provides half-day preschool services for 4-year old
children in 27 public school districts (52 schools) across the state (Minimum 450
hours of instruction). New Mexico Children Youth and Families Department
(CYFD) has 41 PreK contractor agencies (83 sites).
• Although there is no income requirement for eligibility, two-thirds of enrolled

children at each New Mexico Public Education Department (PED) site must live
in the attendance zone of a Title 1 elementary school.
• PreK programs are funded in 38 states. Only 7 of 13 Western states offer PreK,
of which New Mexico is one. We are second only to Colorado in percentage of
4-year olds enrolled.
51
2010‐2011: Who Attends New Mexico PreK?
CYFD n = 2,409; PED n=2,377
(N=4,786)
1% 2%
Asian/Pacific Islander
(n=61)
14%
Black (Non‐Hispanic)
21% (n=93)
62% Caucasian (Non‐Hispanic)
(n=1,008)
Hispanic (n=2,959)
American Indian/Native
(n=665)
34.6% of HIspanic
PreK students are in
Bilingual Programs

SOURCE: New Mexico Public Education Department and CYFD, PreK Programs 2010‐2011 (2010).
52
Spanish‐Speaking Hispanic Children in PreK
• Of the 2,959 Hispanic NM PreK students in 2010-2011, 26.8% are
monolingual Spanish and 7.8% were Bilingual Spanish-English speakers
(34.6% combined).
• Teachers working with bilingual children, and with children monolingual in a

language other than English, use the child’s native language during
instruction and in oral and written communication with families.
• Monolingual Spanish-speaking children participate in dual language

programs. They maintain their native language and often by second grade
no longer need English as a Second Language Services. (speakers of both
English and Spanish)

53
Is PreK a Good Thing for Children in New Mexico?
Results of Research Study on Effects of PreK vs. Control Group
Area Raw Score % Standard Why Is This Important?

Difference Deviation
from Control
Group
Vocabulary +5 24% Often is predictive of later
success at reading and in
general measures of cognitive
abilities
Early Math +2 37% Reflects greater success in
important computation skills
and telling time
Early Literacy +23 130% Reflects greater knowledge in
areas such as print concepts and
phonological awareness
SOURCE: Hustedt, J.T., Barnett, W.S., & Friedman, A.H. (November 2010). The New Mexico PreK evaluation: Impacts from the
fourth year (2008‐2009) of New Mexico’s state‐funded PreK Program.

54
Is PreK a Good Thing for Hispanic Children in New Mexico? (cont.d)

• Clearly, for the 4,786 PreK students in New Mexico, this program has a robustly positive
effect on later school achievement. These children will be more likely to achieve well in
school and into their adult years.

• Early language development opportunities during infant/toddler and preschool years
have a tremendous influence on achievement in the primary grades and beyond.

• Hispanic families in New Mexico recognize PreK as a key to success for their children.
While relatively new, New Mexico preschool programs often have a waiting list of 100
families at some school sites (Kofahl & Zuni, 2010).

“Return on investment is more important than up‐front costs.”
Harvard Center on the Developing Child (2007)

55
How is Achievement Measured in PreK?
• Authentic Assessment is used to measure student growth in PreK
• Early Learning Outcomes (ELOs) are things children know or are able to do. They are
measured across the year. Comparisons are made between what a child knows and can
do when they enter school in the fall to what they know and can do in the spring. Based
on observed behaviors and work products, teachers look for indicators of achievement
and progress along a continuum of proficiency levels:
o Not yet demonstrating
o First steps
o Making Progress
o Accomplishing
o Exceeds Expectations
• The six domains of Early Learning Outcomes include:
o Physical Development, Health and Well‐Being
o Literacy
o Numeracy and Spatial Relations
o Aesthetic Creativity
o Scientific Conceptual Understandings
o Self and Family and Community
o Approach to Learning

56
PED PreK Student Growth from Fall to Spring 2009‐2010

All Asian Black Caucasian Hispanic American

Indian/Native
N=846 N=2,488 of Alaska
Physical Development 84.94% 87.27% 86.11% 85.93% 84.12% 86.63%
Literacy 71.15% 75.58% 71.23% 79.64% 69.39% 65.87%
Numeracy and Spatial 67.20% 74.55% 68.06% 76.03% 65.77% 59.64%
Relations
Aesthetic Creativity 60.49% 63.64% 63.89% 70.33% 59.20% 50.87%
Scientific Conceptual 61.70% 59.09% 61.11% 71.57% 60.07% 54.60%
Understanding
Self, Family and 69.83% 69.09% 72.57% 73.23% 69.09% 67.75%
Community
Approaches to Learning 76.85% 80.91% 76.04% 78.99% 76.56% 74.65%
Overall 70.54% 73.75% 71.20% 76.95% 69.34% 65.91%

SOURCE: NM PreK PED Assessment Data, 2010.
This chart represents proficiency gains from fall to spring for each ethnic group overall and
across all domains of assessment for PED PreK students. Each percentage on this chart
represents the students in the “Accomplishing” and “Exceeds Expectations” categories added
together.

57
How is PreK Working for Hispanic Preschool Students in New Mexico?
• Hispanic PreK students made significant progress in each category and overall.

• Growth for Hispanic students ranged from 59.20% in Aesthetic Creativity to 84.12% in
Physical Development.

• This data clearly shows that PreK works in supporting early childhood development of
Hispanic preschoolers.

• When comparing the percentage of growth from fall to spring, Hispanic PreK students
achieved almost the same as the mean for all groups in each category.

• The 2,959 Hispanic children who participated in PreK will have a distinct advantage
over Hispanic preschool children who did not attend PreK. These advantages will carry
over into their adult years.

58
PreK is highly successful for Hispanic preschool students
• In the chart that follows, look for growth from fall to spring (Yellow = fall; Green =
spring)

• Notice the three categories on the left side of the graph (Not Yet Demonstrating, First
Steps, Making Progress)

• Notice the shift in Green (spring) bar size in the two categories on the right side of the
graph (Accomplishing and Exceeds Expectations.)

• Added together, the percentage numbers from Accomplishing and Exceeds Expectations
become the Proficiency level used to measure and compare student growth from fall to
spring. Hispanic Overall is 69.3% and Caucasian Overall is 76.9%.

• Notice the astounding growth in the Green bars on the right for Accomplishing and
Exceeds Expectations. Hispanic PreK students jumped from 23.2% Proficiency in the fall
to 69.3% Proficiency in the spring – a growth of 46.1% (see graph below).

• Notice the dramatic shift from the size of the yellow bars on the left‐ Not Yet
Demonstrating, First Steps – to the green bars on the right.

Hispanic PreK students made significant growth in all areas in 2009‐2010.
59
Early Learning Outcomes
New Mexico PreK – All Programs (Hispanic)
Fall‐Spring Comparison SY2009‐2010
n= 2,488
Overall
Add the % in these 2
Fall Spring
green bars for spring
100% Proficiency score 69.3%
90%
80%
Percent Distribution of Children
70%
57.9%
60%
45.4%
50%
40%
27.3% 26.3%
30% 21.8%
20% 11.4%
10% 4.2% 4.0%

0.3% 1.4%
0%
Not yet First steps Making progress Accomplishing Exceeds
demonstrating expectations

SOURCE: New Mexico Public Education Department, PreK Programs (2010).

60
Early Learning Outcomes
New Mexico PreK – All Programs (Caucasian)
Fall‐Spring Comparison SY2009‐2010
n= 846

Overall
Fall Spring Add the % in these 2

green bars for spring
100%
Proficiency score (76.9%)
90%
80%
Percent Distribution of Children
70% 63.3%
60%
47.4%
50%
40%
24.9%
30% 22.3% 20.3%
20% 13.6%
10% 3.8%
0.1% 2.6% 1.5%
0%
Not yet First steps Making progress Accomplishing Exceeds
demonstrating expectations

PED PreK Comparison Graph
61
By ELO domain, each ethnicity’s difference to the mean

15.00% Phys Dev Literacy Numeracy Aesthetic Scientific Self, Fam, Approach Overall

Spatial Creativity Community to Lrng
10.00% Asian
Black
5.00%
Caucasian
0.00%
‐0.82% ‐0.74% ‐0.29%
‐1.76% ‐1.44% ‐1.29% ‐1.64% ‐1.20%
Hispanic
‐5.00%
American
‐10.00% Indian/Native of
Alaska
‐15.00%
62
What is Compared in the Bar Graph Above?
• While all students made astounding progress across the year, this chart shows
comparisons between the percentages of students in each ethnic group who achieved
Proficiency as compared to the percentage of All Students combined who achieved
proficiency.

• We are not comparing amount of growth, but rather the percentages of students who
achieved in the categories of “Accomplishing” or “Exceeds Expectations” in the spring.

Falling into either of these categories would label a child “Proficient”.
• This graph shows how each group differed from the mean for All Students in each
domain and overall.

• The chart above does NOT show if a child made progress from “Not Yet Demonstrating”
to “Making Progress” (2 levels of growth within categories of “Not Proficient”) because
the growth does not move a child into a level of Proficiency.

• Notice how Hispanic preschool students consistently scored very close to the mean (the
0 axis).

63
New Mexico as a Model State with Quality Programs
• All PED PreK teachers must be state licensed in early childhood education (birth to 8)
and educational assistants have an AA degree in early childhood education.

• Some teachers currently are licensed as Elementary or Special Education teachers and
are using the TEACH scholarships to take classes to earn the required license or degree.

• PreK funds were used last year to provide scholarships for 79 teachers and Educational
Assistants to work on completion of their license.

• Many teachers are bilingual and are endorsed in bilingual education.

“… there is growing evidence that large state‐funded prekindergarten (pre‐K) programs
are producing valuable school readiness gains for Hispanic youngsters who have the
opportunity to attend them. Head Start also is beneficial. In addition, high quality
infant/toddler programs can contribute to greater school readiness. Thus, the earlier
Hispanic children have access to high quality educational programs, the better.”
Dr. Eugene García, Chair of the National Task Force on Early Childhood Education for Hispanics & Vice
President for Education Partnerships, Arizona State University
64
K‐12

STATEWIDE
“This is not a Latino problem; DATA
this is an American problem.
We’ve got to solve it, because
if we allow these trends to
continue, it won’t be just one
community that falls behind – “Resource equity must go beyond
we all fall behind together.” just dollars to ensure, at a
President Obama at Reauthorization of minimum, that all students have
White House Initiative on Hispanic
access to early childhood
Education.
education, highly effective

teachers, college‐preparatory
curricula, and equitable
instructional resources.”
NAACP
65

K‐12
STATEWIDE DATA
Achievement
Attendance
Graduation
Hispanic Students in
Schools that Made
AYP

Bilingual Programs

K‐12 STATEWIDE DATA
66
Data required for this report at the K‐12 level includes achievement,
attendance, graduation, the number of Hispanic Students in Schools that
Made AYP, and the number and types of Bilingual Multicultural Education
Programs.
As an introduction to this data, there is some basic information about the
public schools in New Mexico and enrollment.

67

Basic Facts: New Mexico K‐12 Public Schools: 2009‐2010
Basic Information on Public Schools in New Mexico Statewide
State Size in Square Miles 121,596
Number of Public School Districts 89
Elementary/Intermediate Schools 460
Middle Schools/ Junior High 150
High Schools 128
Alternative Schools 40
Charter Schools 78
Total Number of Public Schools 856
SOURCE: Number of Public/Charter Schools by District, School Level / NMPED Data Collection and Reporting Bureau website:
http://www.ped.state.nm.us/IT/schoolFactSheets.html
68
New Mexico K‐12 Public School Total
Enrollment 2009‐2010
(most recent public data) Asian/Pacific Islander
N=325,542
0.02 1.4 2.4

African American
10.7
56.7 28.4 White
Hispanic
Only 20% of Hispanic
students were in bilingual American Indian
programs.
Most Hispanic students
speak English as their
primary language and were Native
not in bilingual programs. Hawaiian/Pacific
Islander

SOURCE: NMPED School Fact Sheets, Enrollment by Ethnicity. http://www.ped.state.nm.us/IT/fs/13/09.10.ethnic.pdf
69
Enrollment maps – New Mexico Public Education Department/
Department of Health ‐ Health Equity Assessment Tool (HEAT).
There are four maps provided on the following pages to show the percentage range
of students in White, Hispanic, Native American, and African American ethnic
groups enrolled in each of the 89 New Mexico public school districts. Each map
shows a single ethnic group.
How to Read the Maps:
o One map is provided to show the population of each major ethnicity group in
each district of the state. Maps are provided to show percentages of White,
Hispanic, Native American, and African American students.

o A map for Asian and Pacific Islander students is not shown because combined
they represent less than 4,200 students out of 325,542 total students in the
state.

o A white background with stripes is used to indicate where there were less
than 10 students, or where data was not reported.

70
o The shade of brown on the map represents that district’s percentage of each
group’s enrollment. The darker the brown, the closer to 100% enrollment of
that group.

o Flip between the maps. Look for the darkest and lightest colors. Compare
each district by ethnicity.

o Compare to attendance, achievement and graduation maps (All maps are also
provided in the appendix.)

Observations:

o Except for Cloudcroft and the Northwest corner of the state, there are
generally high numbers of Hispanic students across New Mexico.

o In general, the districts that have a majority of White students have fewer
Hispanic students.

o Northern New Mexico has a high concentration of Hispanic students.

o Native American students in New Mexico public schools are concentrated in
the Northwest corner of New Mexico.
71

72

73
Achievement
Achievement in New Mexico public schools is tested yearly with the New Mexico
State Based Assessment. New Mexico began using this state normed assessment in
2004‐2005. Students at the elementary school level are tested in grades 3‐5. At the
middle school level, students are tested in grades 6‐8. In high school, students are
tested in grade 11. Levels of proficiency are tested for Reading and Math. Up until
2010‐2011, achievement in science has been tested; but testing of science achievement
in future years will depend on allocation of state funds. Social Studies and writing are
tested in grade 11. Up to this year, high school proficiency has been tested beginning at
grade 11, and 11th grade students also were administered State Based Assessment in
the areas of reading, writing, mathematics, science and social studies. Beginning next
year, one assessment will be administered to 11th grade students for the combined
74
purpose of assessing achievement and high school graduation competencies. To ensure
consistency with future reports, achievement data was retrieved and is reported only in
the areas of reading and mathematics in this first Hispanic Education Status Report.
The Hispanic Education Act requires data be reported for state, district and charter
schools. In the area of achievement, this report provides the following graphs and
charts to show achievement data in reading and mathematics:
• stacked column graphs for grades 4, 8, and 11 achievement by ethnicity
• line graphs for grades 4, 8, and 11 that indicate the trends of achievement by
ethnicity across 6 years, starting with School Year 2004‐2005
• Hispanic‐White gap tables for grades 4, 8, and 11 in reading and mathematics
75
• stacked column graphs to show achievement in Reading and Mathematics for
all school levels (elementary, middle school, and high school) by ethnicity
• New Mexico Public School District color‐coded maps of achievement of all
Hispanic students and all White students in the areas of reading and
mathematics. (New Mexico Health Equity Assessment Tool)
Proficiency maps – New Mexico Public Education Department/
Department of Health ‐ Health Equity Assessment Tool (HEAT).
There are four maps provided on the following pages to show the percentage range
of student proficiency in reading and mathematics for White, Hispanic, Native
American, and African American ethnic groups enrolled in each of the 89 New
Mexico public school districts. Each map shows a single ethnic group.
76
How to Read the Maps:
o One map is provided to show the proficiency level of each major ethnicity
group in each district of the state. Maps are provided to show percentages for
White, Hispanic, Native American, and African American students.

o A map for Asian and Pacific Islander students is shown even though they
represent less than 4,200 students out of 325,542 total students in the state.

than 10 students, or where data was not reported.

o The shade of color on the map represents that district’s percentage of
proficiency of each group. The darker the color, the closer to 100%
proficiency of that group.

each district by ethnicity.

o Compare to attendance, enrollment and graduation maps (All maps are also
provided in the appendix.)

77
o Notice that on the first two maps (reading proficiency of Whites and
Hispanics) the percentages on the legend are the same. This is because the
proficiency scores of all the districts were lined up and divided into 5 equal
subgroups. The legend represents those groupings and then also applies them
to the Hispanic group.

o On the last two reading proficiency maps, notice that the legends differ. Here,
each group’s scores were divided into 5 equal subgroups, and are represented
for their own group.

Observations:

o When White proficiency subgroups are applied to Hispanic students, only one
district reaches the highest level of White student proficiency.

o In one of the districts where White students perform in their lowest
subgroup, Hispanic students perform two levels above them (White subgroup
legends).
o In general, the White students outperform Hispanic students by 2 – 4 levels.

o There are many districts where Asian students are too few to report.

78
o The subgroup percentage differences between Asian and Hispanic student
quintiles are often close to 20 points.

o Hispanic, White, and Asian students all score in their own group’s highest
quintile in Los Alamos Public Schools. However, Hispanics still do not score at
the same percentage level as Whites.

o Hispanics do score in the top White quintile in Cloudcroft Public Schools.

MATHEMATICS
o Hispanics outperform Whites in mathematics in Grady and in Logan school
districts.
o Hispanics perform in the top White mathematics quintile in Central Public
Schools.
o Asian and Hispanic groups are both performing at the 4th highest subgroup
level in mathematics in Gadsden and Gallup.
o Asian quintile subgroups are more than 20 points above Hispanic quintile
subgroup legends in mathematics.

79

80

81

82

83
ACADEMIC PROFICIENCY
All Grades, NM School Districts, 2010
READING MATH
DISTRICT DISTRICT READING MATH
HISPANICS WHITES HISPANICS WHITES HISPANICS WHITES HISPANICS WHITES
STATEWIDE 47.9% 69.1% 36.4% 58.9%
ALAMOGORDO 58.6% 70.0% 44.3% 58.8% LAKE ARTHUR 31.5% 70.0% 22.2% 40.0%
ALBUQUERQUE 48.0% 72.9% 37.5% 64.8% LAS CRUCES 45.5% 65.6% 35.4% 58.7%
ANIMAS 51.2% 72.7% 39.0% 65.9% LAS VEGAS CITY 49.6% 65.1% 29.9% 48.2%
ARTESIA 54.0% 69.3% 43.8% 56.8% LOGAN 53.6% 69.3% 57.1% 55.7%
AZTEC 54.9% 62.9% 43.0% 50.6% LORDSBURG 49.1% 60.9% 31.4% 43.5%
BELEN 48.1% 55.4% 33.8% 37.2% LOS ALAMOS 68.2% 85.7% 57.6% 77.8%
BERNALILLO 47.0% 64.6% 37.7% 53.5% LOS LUNAS 48.2% 64.1% 39.2% 53.1%
BLOOMFIELD 49.9% 61.7% 39.1% 50.0% LOVING 42.6% 55.7% 25.8% 36.7%
CAPITAN 62.7% 69.4% 46.3% 55.1% LOVINGTON 47.5% 65.6% 38.5% 55.2%
CARLSBAD 47.6% 63.6% 35.4% 54.9% MAGDALENA 46.7% 66.1% 30.0% 53.2%
CARRIZOZO 50.9% 55.6% 43.4% 44.4% MAXWELL 47.8% 41.2% 21.7% 43.8%
CENTRAL CONS. 69.2% 69.9% 59.0% 63.7% MELROSE 64.7% 81.0% 41.2% 67.1%
CHAMA 56.4% 65.2% 41.6% 47.8% MESA VISTA 42.2% . 26.5% .
CIMARRON 55.2% 77.4% 34.5% 53.1% MORA 50.4% 57.1% 44.3% 38.1%
CLAYTON 55.6% 69.6% 49.6% 67.6% MORIARTY 52.2% 65.1% 40.4% 55.7%
CLOUDCROFT 80.0% 76.4% 36.0% 53.3% MOSQUERO 69.2% 60.0% 23.1% 30.0%
CLOVIS 44.7% 69.3% 37.9% 61.7% MOUNTAINAIR 44.8% 65.6% 25.0% 44.3%
COBRE CONS 58.8% 71.4% 38.3% 40.5% PECOS 31.6% 40.0% 13.6% 16.0%

84
DISTRICT READING MATH DISTRICT READING MATH
CORONA 61.9% 52.0% 42.9% 44.0% PENASCO 47.5% . 28.0% .
CUBA 46.3% 70.0% 30.6% 45.0% POJOAQUE 51.2% 76.8% 37.3% 59.4%
DEMING 40.0% 59.6% 27.6% 43.8% PORTALES 49.8% 64.5% 30.6% 49.4%
DES MOINES 66.7% 75.0% 57.1% 70.0% QUEMADO . 59.7% . 35.8%
DEXTER 42.9% 57.4% 35.1% 44.9% QUESTA 45.1% 50.0% 28.7% 37.5%
DORA 54.3% 53.8% 31.4% 44.0% RATON 50.7% 66.4% 33.2% 53.9%
DULCE 39.1% . 26.1% . RESERVE 53.8% 67.4% 43.6% 53.5%
ELIDA 47.6% 68.5% 28.6% 55.6% RIO RANCHO 61.6% 73.6% 51.4% 67.7%
ESPANOLA 40.7% 63.6% 29.0% 45.5% ROSWELL 51.6% 64.0% 45.1% 58.2%
ESTANCIA 46.3% 59.0% 32.9% 47.5% ROY . . . .
EUNICE 38.0% 55.2% 25.9% 38.1% RUIDOSO 52.6% 65.7% 42.2% 51.5%
FARMINGTON 52.3% 69.9% 34.4% 54.2% SAN JON 60.0% 55.9% 40.0% 47.1%
FLOYD 36.8% 70.4% 21.1% 59.3% SANTA FE 40.4% 71.3% 27.6% 61.9%
FT SUMNER 53.1% 79.7% 28.4% 58.2% SANTA ROSA 41.9% 55.0% 28.2% 25.0%
GADSDEN 50.5% 65.9% 42.0% 53.6% SILVER 51.2% 69.2% 38.1% 63.1%
GALLUP 53.0% 73.6% 38.0% 60.1% SOCORRO 39.2% 63.5% 23.7% 40.9%
GRADY 33.3% 79.5% 75.0% 56.8% SPRINGER 64.5% 56.8% 40.3% 48.6%
GRANTS-CIBOLA 52.7% 64.0% 34.5% 46.0% TAOS 44.0% 68.4% 26.7% 55.6%
HAGERMAN 48.4% 74.2% 31.4% 48.5% TATUM 30.3% 71.7% 32.6% 55.0%
HATCH 39.6% 66.0% 26.4% 48.0% TEXICO 59.6% 77.8% 55.6% 66.7%
TRUTH OR
HOBBS 38.7% 58.8% 27.1% 46.1% CONSQ 47.7% 58.9% 29.9% 44.5%
HONDO 41.2% 70.0% 16.2% 10.0% TUCUMCARI 54.7% 60.6% 44.2% 52.8%
85
DISTRICT READING MATH DISTRICT READING MATH
HOUSE 46.2% 68.0% 30.8% 52.0% TULAROSA 51.1% 54.6% 34.9% 45.4%
JAL 41.8% 51.5% 36.4% 38.4% VAUGHN 53.8% . 40.4% .
JEMEZ
MOUNTAIN 46.7% 72.7% 23.3% 27.3% WAGON MOUND 34.2% . 15.8% .
JEMEZ VALLEY 53.3% 82.1% 31.7% 56.4% WEST LAS VEGAS 48.7% 53.1% 28.7% 46.9%
JUVENILE
JUSTICE . . . . ZUNI . . . .
Data Source: NM
PED

86

GRADE 4

Reading Proficiency by Ethnicity – Stacked Cylinder Graph
Reading Proficiency by Ethnicity ‐ Line Graph Across 6 Years
Reading Gap – Hispanic/Caucasian – Chart
Mathematics Proficiency by Ethnicity –
Stacked Cylinder Graph
Mathematics Proficiency by Ethnicity –
Line Graph Across 6 Years
Mathematics Gap – Hispanic/Caucasian – Chart

87
READING Proficiency by Ethnicity – All 4th Grade Students
NM Standards Based Assessment 2009‐2010
Do results vary by group?
'Advanced' and
80% 17.8% 'Proficient' are
10.2% 20.8%
combined to show
60% 7.6% students who scored
7.6% at Proficiency
4.7%
40%
45.8% 54.4%
20% 44.3% 43.6% 51.5%
35.8% Advanced
0% Proficient
Advanced
Nearing
‐20%
Proficiency
‐40% ‐6.9% Beginning
‐12.5% ‐5.8%
WHITE Proficiency
‐15.7% ‐13.7% ASIAN ‐20.0%
‐60% ALL
AFRICAN
AMERICAN HISPANIC AMERICAN INDIAN

SOURCE: New Mexico PED Standards Based Assessment Statistics and Data, 2009‐2010
http://www.ped.state.nm.us/AssessmentAccountability/AcademicGrowth/NMSBA.html

88
READING Proficiency by Ethnicity – All 4th Grade Students

How to Read This Graph:
In these graphs, the 0 horizontal axis indicates the cut off point for proficiency.
Each level of proficiency is marked by a different color.
Proficiency includes the two levels above the 0 axis (Proficient and Advanced).
As students progress to the next grade, we want to see a larger percentage of
Proficient scores and a lower percentage of scores below the 0 axis.

Observations:
o There are significantly lower percentages of Hispanic, African American and American
Indian students who score at advanced levels of reading at Grade 4, as compared to
White and Asian students (in some cases one‐third the percentages of students at this
level.)
89
o The reverse is true at the Beginning Steps level: significantly higher percentages of
Hispanic, African American and American Indian students score in the lowest proficiency
level (in some cases three or four times the percentage of students at this level as
compared to White and Asian students.)

o The percentage of scores in the Proficient and Advanced levels for Hispanic, Black and
American Indian students do not reach the mark of the Advanced levels for White and
Asian students. In other words: There are more students at the Proficient level (green
layer) for White and Asian groups, than there are students in the Proficient and
Advanced levels combined (both green and purple layers) for Hispanic, Black and
American Indian students.

o This data indicates that results in performance do vary by ethnicity.

90
NM Standards Based Assessment Grade 4 READING
Proficiency by Ethnicity
Do Results Vary Over Time?
80 This gap has
narrowed by
70 4.4 points
60
50
White
40
30 African
American
20 Hispanic
10 Asian
0
American
2004 2005 2006 2007 2008 2009 Indian

SOURCE: New Mexico PED Standards Based Assessment Statistics and Data
91
How to Read this Graph:
o Each line represents the percentage of scores in the Proficiency levels of performance. This
includes students who scored at Proficient and Advanced in Grade 4 Reading.
Observations:
o At this grade level, there are three bands of Proficiency: Asian/Caucasian, Hispanic/African
American and Native American.

o In 2007, Proficiency scores dipped a little for White, Hispanic and Native American
students.

o Scores of White students had been steady across 2007 and 2008, and then decreased by a
couple of points in 2009.

o Except for Asian students, the percentages of students scoring Proficient across the years
do not tend to vary more than about 5 points.

92
The Grade 4 Reading Gap

Grade 4 Score Gap
READING
2004‐ 2005‐ 2006‐ 2007‐ 2008‐ 2009‐2010
2005 2006 2007 2008 2009
Hispanic – 24.9 24.3 22.2 24.2 22.7 20.5
White Gap

The gap is now 4.4
points Lower than 6

years ago.

93
MATHEMATICS Proficiency by Ethnicity 4th Grade
80% As the top 2 sections
10.8% increase, the bottom 2
60% 6.0% 16.5% sections will decrease.
4.4% 4.0%
3.6%
40%
55.1% 52.4%
43.8% 39.9% 40.1%
20% 34.6%
0%
‐28.3% ‐26.0%
‐20% ‐39.3% ‐42.4% ‐43.3% ‐46.9% Advanced
‐5.5%
‐4.6%
‐40% ‐10.5% WHITE Proficient
ASIAN
ALL ‐12.9% ‐12.2% ‐14.5%
‐60% Beginning
AFRICAN HISPANIC AMERICAN
Proficiency
‐80% AMERICAN INDIAN

94
Proficiency includes the two levels above the 0 axis (Proficient and Advanced).
Observations:
o Grade 4 Mathematics scores are significantly lower than Grade 4 reading scores.

o Between 21.6% and 30.7% fewer students in Hispanic, African American and American
Indian groups reached levels of proficiency (green and blue levels combined) than their
White and Asian peers.

95
Indian students who score at Advanced (purple) levels of mathematics, in some cases ¼
or even 1/5 the percentages of White or Asian students.

o The percentages of White and Asian students in the Proficient level (green) are 14% to
19% points higher than Hispanic, African American and American Indian students.

96
NM Standards Based Assessment Grade 4 MATHEMATICS
80
This gap has
70 narrowed by
1.3 points
60
50
40
30
White
20 African American
10 Hispanic
0 Asian
2004 2005 2006 2007 2008 2009 American Indian

97
o Each line represents the percentage of scores in the Proficiency levels of
performance. This includes students who scored at Proficient and Advanced in Grade
4 Mathematics.
Observations:
o There are two bands of achievement scores.

o Scores tend to parallel peaks and dips in the same years.

o There is a steady increase of the scores of Hispanic students in the last two years; and
there was a slight dip in the upward trend of the scores of White students in the last
year.

98
The Grade 4 MATHEMATICS Gap
Grade 4 Score
MATHEMATICS Gap
2004‐ 2005‐ 2006‐ 2007‐ 2008‐ 2009‐

Year 2005 2006 2007 2008 2009 2010
Hispanic – White 23.6 22.7 22.4 22.4 23.7 22.3

Gap

The gap is now 1.3

points LOWER than 6
years ago.

99

GRADE 8

Reading Proficiency by Ethnicity ‐ Stacked Cylinder Graph
Mathematics Proficiency by Ethnicity ‐ Stacked Cylinder Graph
Mathematics Proficiency by Ethnicity ‐ Line Graph Across 6 Years
100
READING Proficiency by Ethnicity 8th Grade
11.3% 19.6%
80%
3.9% 3.9%
60% 3.9%
40% Advanced
65.1% 59.9%
49.5% 50.6% 46.6%
20%
Proficient
0%
Beginning
‐20% ‐4.5% ‐4.7% Step
ASIAN
‐40% WHITE ‐11.3% Nearing
‐14.6% ‐10.6%
AFRICAN
Proficiency
‐60% HISPANIC AMERICAN INDIAN
AMERICAN

SOURCE: New Mexico PED Standards Based Assessment Statistics and Data , 2009‐2010
101
Reading this graph:
Proficient includes the two levels above the 0 axis (Proficient and Advanced).
Observations:
o Between 22% and 39% fewer students in Hispanic, African American and American
Indian groups reached levels of proficiency (green and blue levels combined) than their White
and Asian peers.
o Hispanic, African American and American Indian groups all scored at least 50.5%
Proficient (green and purple combined)
o Hispanic, African American and American Indian groups had the same percentage of
students that reached Advanced levels (purple) – 3.9%
o The percentage of African American in Beginning Step was 10% higher than White and
Asian groups.
102
90
This gap has
80 grown by .4
points
70
60
50
White
40
African
30
American
20 Hispanic
10 Asian
0
American
2004 2005 2006 2007 2008 2009 Indian

103

o Each line represents the percentage of scores in the Proficient level of performance. This
includes students who scored at Proficient and Advanced levels in Grade 8 Reading.
Observations:
o The peaks of 2007 were present for all groups, but not as dramatic for White and Asian
students as they were for Hispanic, African American and Native American students.

o The gaps between the Hispanic, African American and Native American groups narrow the
most in 2009.

104

Grade 8 Score Gap

READING

2004‐ 2005‐ 2006‐ 2007‐ 2008‐ 2009‐

Year 2005 2006 2007 2008 2009 2010

Hispanic – White 21.5 23.4 21.5 18.4 23.8 21.9

Gap

The gap is now .4
higher than 6 years
ago.

105
27.4%
80%
14.0%
60% Advanced
4.3% 5.1%
40% 3.5%
42.4% 43.5% Proficient

20% 25.9% 27.8% 23.2%
0% ‐39.3% ‐58.0% ‐58.2% ‐25.3% Beginning
‐20% Step
‐3.2%
Nearing
‐40% ‐3.9% ASIAN ‐62.5%
Proficiency
WHITE ‐11.5%
‐60% ‐8.5% ‐10.2%
AFRICAN HISPANIC
‐80% AMERICAN INDIAN
AMERICAN
106

Observations:
o The percentage of Asian students at Advanced (purple) is almost 8 times that of Native
American students at Advanced Proficiency.

o The percentage of students not at proficient levels (red and blue levels combined)
ranges from 66% to 72.7% for Hispanic, African American and American Indian groups.

o Asian and White students in the Nearing Proficiency level (blue) are half the percentage
of Hispanic, African American and American Indian students at that level.
107
80
This gap has
70 increased by
.6 points
60
50
White
40
African
30 American
20 Hispanic
10 Asian
0
American
2004 2005 2006 2007 2008 2009 Indian

108
includes students who scored at Proficient and Advanced levels in Grade 8 Mathematics.
Observations:
o The pattern is very similar to the Grade 8 Reading trends across 6 years.

o Except for Asian students, peaks and dips were parallel for all groups,

o The gap between Asian and White students was larger than the gap between Hispanic,
African American and Native American students. This created three bands of performance.

o The gap between Hispanic and White students remained consistent across 6 years.

109
The Grade 8 Mathematics Gap
Grade 8 Score Gap
MATHEMATICS
2004‐ 2005‐ 2006‐ 2007‐ 2008‐ 2009‐

2005 2006 2007 2008 2009 2010
Hispanic – White 23 23.8 25.5 25.6 25.5 23.6

Gap

The gap has

increased by .6

points in 6 years.

110

GRADE 11

Reading Proficiency by Ethnicity ‐ Stacked Cylinder Graph
Mathematics Proficiency by Ethnicity ‐ Stacked Cylinder Graph
Mathematics Proficiency by Ethnicity ‐ Line Graph Across 6 Years
111
80% 14.2% 18.6%

60% 6.2% 6.0% 4.2%
Advanced
40% 47.0%
54.9% Proficient
40.6% 42.4% 42.8%
20%
Beginning
0% Step
‐24.5% ‐25.0% Nearing
‐34.6% ‐38.4% ‐41.4%
‐20% Proficiency
‐5.6% ‐8.8%
‐40% ‐17.0% ‐12.3% ‐10.3%
ASIAN
WHITE
AFRICAN
‐60% HISPANIC AMERICAN INDIAN
AMERICAN
112
Reading this graph:
Observations:
o The percentage of students at Advanced (purple) increased for White, Hispanic, African
American and American Indian from Grade 8 Advanced percentages.

o The largest gap at Beginning Step (red) was between White students (5.6%) and African
American students (17%).

o While the Asian group had the highest percentage of students (18.6%) in Advanced,
there were more White students that reached proficiency levels (69.1%). These were
the only groups to surpass 50% of their students at Proficiency levels.
113
80
The reading
Gap has grown
70 2.1 points
60
50
White
40
30 African
American
20 Hispanic
Scores dropped
10 drastically. What
happened in 2008? Asian
0
American
2004 2005 2006 2007 2008 2009 Indian

114
includes students who scored at Proficient and Advanced levels in Grade 11 Reading.
Observations:
o The lines representing White, Hispanic, African American and Native American students
are very parallel in their peaks and dips.

o The gaps between the Hispanic, African American and Native American groups narrow the
most in 2005.

115
Grade 11 Score Gap
READING
2004‐ 2005‐ 2006‐ 2007‐ 2008‐ 2009‐

2005 2006 2007 2008 2009 2010
Hispanic – 24.5 24.4 27 21.9 26.4 26.4

White Gap

The gap has
increased by 2.1
points in 6 years.
116
80% 30.7%
20.2%
60%
4.1% 5.7%
40% 3.4%
20% 34.8% Advanced

24.9% 22.9% 31.1%
19.6%
0% Proficient
‐20% ‐31.7% ‐36.3% ‐27.7% ‐41.3%
‐39.8%
Beginning
‐40% ‐12.4% ‐9.8%
Proficiency
WHITE ASIAN
‐60% ‐32.0% ‐30.4% ‐34.5% Nearing
AFRICAN Proficiency
‐80% AMERICAN
HISPANIC AMERICAN INDIAN

117

Observations:
o The percentage of students at Advanced (purple) is almost 10 times that of Native
American students at Advanced Proficiency and 10% above the next highest group,
White.

o The percentage of students not at proficient levels (red and blue levels combined)
ranges from 68.3% to 75.8% Hispanic, African American and American Indian groups as
compared to 37.5% for Asian students and 44.3 for White students.

o Less than 30% of Hispanic, African American and American Indian students are at
Proficiency (Proficient and Advanced levels).
118
70 The Mathematics GAP
between Caucasian and
60 Hispanic students has
narrowed 2.4 points.
50
40 White
30 African
American
20
Hispanic
10
Asian
0
American
2004 2005 2006 2007 2008 2009 Indian


119

o Each line represents the percentage of scores in the Proficient level of performance.
This includes students who scored at Proficient and Advanced levels in Grade 11
Mathematics.
Observations:
o There are two identifiable bands or performance

o Lines for Asian and African American students tend to parallel, while lines for White,
Hispanic, and Native American students tend to have parallel peaks and dips.

o The gap between Asian and White students was larger than the gap between Hispanic,
African American and Native American students. This created three bands of performance.

o The gap between Hispanic and White students remained relatively consistent across 6
years, and narrowed by 2.4 points.

120
The Grade 11 Mathematics Gap
Grade 11 Score Gap
MATHEMATICS
2004‐ 2005‐ 2006‐ 2007‐ 2008‐ 2009‐

2005 2006 2007 2008 2009 2010
Hispanic – White 28.8 30 28.4 27 26.4 26.4

Gap

The gap has narrowed by
2.4 points in 6 years.

121
READING
Overall Observations:
Indian students who score at advanced levels of reading in Grades 4, 8 and 11, as
compared to White and Asian students (in some cases one‐third the percentages of
students at this level.)

o The reverse is true at the Beginning Steps level: significantly higher percentages of
Hispanic, African American and American Indian students score in the lowest proficiency
level (in some cases three or four times the percentage of students at this level as
compared to White and Asian students.)

o The percentage of scores in the Proficient and Advanced levels for Hispanic, Black and
American Indian students do not reach the mark of the Advanced levels for White and
Asian students. In other words: There are more students at the Proficient level (green
layer) for White and Asian groups, than there are students in the Proficient and Advanced
levels combined (both green and purple layers) for Hispanic, Black and American Indian
students.

o At Grade 11, the Asian group had the highest percentage of students (18.6%) in Advanced
levels of achievement, but there were more White students that reached proficiency levels
(69.1%).
122

o This data indicates that achievement in reading proficiency does, indeed, vary across ethnic
groups.

MATHEMATICS
Overall Observations:
o Across the grades, mathematics achievement scores are significantly lower than reading
achievement scores.

o In grade 11, the percentage of students not at proficient levels (red and blue levels added
together) ranges from 66% to 72.7% for Hispanic, African American and American Indian
groups.

Indian students who score at Advanced levels of achievement, sometimes almost 5 to 8
times less than that of their Asian and White peers.

o It appears that even more so in mathematics, achievement does, indeed, vary across
ethnic groups.

123
THE ACHIEVEMENT GAP:
o Except for Asian students, there tend to be three parallel bands of achievement that peak
and dip in the same years.

o Trends in achievement tend to form parallel lines between ethnic groups across time,
usually with dips and peaks in the same years, leaving us to wonder what happened that
caused these marked changes in the performance of all groups.

o While in a few instances, the White‐Hispanic gap is narrowing, this narrowing is very small
and is insignificant for a span of six years.

o These small changes in achievement could indicate the beginnings of an upward trend.

124

STATEWIDE ACHIEVEMENT
ACROSS ELEMENTARY, MID, AND HIGH SCHOOL by ethnicity

• Reading by Proficiency Levels (stacked cylinder graph)
• Mathematics by Proficiency Levels (stacked cylinder graph)
125
READING Proficiency by Ethnicity, Across School Levels
Do results vary by grade level?
2nd Bar The percentage of Hispanic
80% Gr 6‐8
Gr. 17.8%
11 Advanced readers is less than
10.8% 14.2% half that of White Advanced
1st
Bar 60%
7.6% . . readers in all grades.
.
4.0% 6.0%
Gr 3‐5
. . . .
. . .
40% . .
20%
0%
Advanced
‐20%
Proficient
‐40%
Beginning
WHITE ASIAN Proficiency
‐60%
ALL Nearing
BLACK HISPANIC Proficiency
‐80% NATIVE AMERICAN

126
READING Proficiency by Ethnicity, Across School Levels

This graph is different from the graphs in the preceding sections. This graph shows
achievement of all students in New Mexico public schools by ethnicity and by
school level. For each ethnicity, the first bar represents students in grades 3‐5
combined. The second bar represents students in Grades 6‐8 combined. The
third bar represents grade 11, the only high school grade tested for State Based
Assessment. These bars represent achievement for all grades tested for New
Mexico State Based Assessment.

How to read this graph:
In this graph, the 0 horizontal axis indicates the cut off point for proficiency.

127
Observations:
o The percentage of students at Proficient levels combined (Proficient/green and
Advanced/purple) for Hispanic, African American and American Indian students is the same
as the first level of Proficiency (green section of cylinders) for White and Asian students.

o The percentage of White students at Advanced levels across grades was at least double
that of Hispanic students at the same grade level.

128
MATHEMATICS Proficiency by Ethnicity, Across School Levels
1st bar ‐ 2nd bar Question: Why are so many
Gr 80%
3‐5 Gr 6‐8 Hispanic, Black, and Native
18.1% American students at Beginning
Gr.11 Step Mathematics proficiency?
60% 15.1% 20.2%
7.4%
40% 48.1% 5.3%
5.7%
34.8% 37.2% Advanced
20% 22.9%
37.6% 24.3% Proficient
0%
Beginning
‐20% Step
Nearing
‐40% Proficiency
ASIAN
‐60%
.
WHITE ‐34.5%
‐30.4%
ALL ‐32.0%
‐80% BLACK
HISPANIC NATIVE AMERICAN
129
MATHEMATICS Proficiency by Ethnicity, Across School Levels

This graph shows achievement of all students in New Mexico public schools by
ethnicity and by school level. For each ethnicity, the first bar represents students
in grades 3‐5 combined. The second bar represents students in Grades 6‐8
combined. The third bar represents grade 11, the only high school grade tested
for State Based Assessment. These bars represent achievement for all grades
tested for New Mexico State Based Assessment.

In this graph, the 0 horizontal axis indicates the cut off point for proficiency.

Observations:
130
o At all grade levels, the percentage of White students at Advanced (purple) is at least
double the percentage of Hispanic students at the same grades. The percentage of White
students at proficient levels (green) is double the percentage of Hispanic students at that
level in Elementary, Middle, and 11th grades.

o Only in grades 3‐5 do Hispanic students achieve above 30% combined Proficiency
(Proficient and Advanced levels).

o The percentage of Hispanic, African American, and Native American students at Beginning
Step is at least 30% in Grade 11.

131

ATTENDANCE:

132
ATTENDANCE
Attendance is one of the indicators used to determine Adequate Yearly
Progress. Attendance in this report is provided in two ways. There are state
maps that show the percentage rates for each district on the following pages,
and then there is a table that shows attendance in the profile of each district
found in the appendix.
Four maps are provided to show statewide attendance; two for Hispanic
students and two for White students. These maps show all 89 school districts.
How to Read these Maps:
o The first two maps show attendance at the elementary school level (one
map each for Hispanic students and White students.) The third and fourth
maps show high school attendance.

than 10 Hispanic or White students, or where data was not reported.

133
o The shade of each district represents the percentage of attendance for
each ethnic group. The darker the green, the closer to 100% attendance.

each district by ethnicity, and then compare by school level.

o Compare to enrollment, achievement and graduation maps (All maps are
also provided in the appendix.)

Observations:
o Districts do not always have equally high rates of attendance across
ethnicity and across school levels.
o Attendance for Hispanics and White students ranges from 87.6% to 100%
at the elementary school level.
o At least 10 districts have 97.4% to 100% attendance at the elementary
school level for both Hispanic and White students.
o Attendance ranges from 72.9% to 100% at the high school level.
134
o More districts are in the 97.4% to 100 % attendance at the elementary
school level than at the high school level.
o Hispanic and White groups are at the top attendance level in Mosquero,
Roswell and San Jon districts.

135

136

137

Enrollment compared to percent
graduated (bar graph) STATEWIDE
GRADUATION DATA:
Percentage That Graduated Compared to
4‐Year Cohort for 2008
Total Statewide Enrollment
and 2009
(Chart with numbers)

graduated (Line graph with markers)

graduated (Chart with percentages)
138
Percentage of Total Enrollment Compared to Percentage That Graduated
4‐Year Cohorts for 2008 and 2009 STATEWIDE PUBLIC SCHOOLS
The Blue fabric shows enrollment % 56 This is the Graduation GAP

55.53
across ethnicity
Question : What happened
to these kids?
29 Enrollment
29.54 07‐08
Graduate 08
Enrollment
08‐09
Graduate 09
10.97 11
2.61 3
1.35 1
Caucasian African American Hispanic Asian American Indian
NMPED School Fact Sheets, Graduation, 4‐Year Cohort, Cohort of 2009, Cohort of 2008. http://www.ped.state.nm.us/Graduation/index.html
139
Graduation Statewide – 4‐Year Cohort, Percentage That Graduated Compared
to Total Statewide Enrollment (chart with numbers)
% of Total % of % of Total % of
Ethnicity Enrollment ‘08 Graduates ‘08 Enrollment ‘09 Graduates ‘09
2007‐2008 2007‐2008 2008‐2009 2008‐2009
Total 100 60.3 100 66.1
Caucasian 29.54 71.3 29 74.5
African
American 2.61 60.9 3 61.4
Hispanic 55.53 56.2 56 63.0
Asian 1.35 80.1 1 80.0
American
Indian 10.97 49.8 11 57.8

Hispanics are more Only a little more than
than half of the half of Hispanic
Question: How many more
TOTAL students in students graduated
will graduate if given one
NM schools. high school in 4 years.
more year? (5yr cohort)
140
Graduation Statewide – 4‐Year Cohort, Percentage That Graduated 2008 and
2009 by Ethnicity (line graph with markers)
90.0 What happened in 2009?
80.0 Hispanic and Native American
students made the most dramatic
70.0 increases. How can this be
repeated?
60.0
63.0
56.2 57.8
50.0
49.8 American Indian
40.0
Hispanic
30.0
20.0 African American
10.0
Caucasian
0.0
2008 2009 Asian

141
Graduation Statewide – 4‐Year Cohort, Percentage That Graduated 2008 and
2009 by Ethnicity (chart with percentages)

American African
Indian HISPANIC American Caucasian Asian TOTAL
2008 49.8% 56.2% 60.9% 71.3% 80.1% 63.2%

2009 57.8% 63.0% 61.4% 74.5% 80.0% 65.1%

Increase 8% 6.8% .5% 3.2% ‐0.1% 1.9%

In one year, the Hispanic 4‐Year Cohort Graduation rate increased by 6.8%, second only to the
increase made by Native American students of 8%.
142

Hispanic Students
in Schools That
Make

Adequate Yearly

Progress (table)

143
Adequate Yearly Progress (AYP)
Adequate Yearly Progress (AYP) includes the annual academic proficiency targets in
reading and mathematics that the state, school districts and schools must reach to be
considered on track for 100% proficiency by school year 2013‐2014.
• AYP is part of state and federal statute
• Each state shall establish a timeline for adequate yearly progress. The timeline
shall ensure that no later than 12 years after the 2001‐2002 school year, all
students in each group described in the law will meet or exceed the state’s
proficient level of academic achievement. (The Elementary & Secondary
Education Act (ESEA) of 2001)
• The Department shall measure the performance of every public school in New
Mexico (New Mexico Statute §22‐2C‐3, D)
What do schools have to do to meet AYP?
• Achieve a 95% participation rate on state assessments
• Reach targets for proficiency or reduce non‐proficiency
• Reach targets for the attendance rate for elementary and middle schools and
the graduation rate for high schools

Who has to meet AYP?
144
• The state, school districts, schools, and subgroups of 25 or more students within
schools.
• Subgroups include:
o Ethnicity/Race: Caucasian, African American, Asian/Pacific, Hispanic,
American Indian/Alaskan Native;
o Economically Disadvantaged (FRLP), Students with Disabilities (SWD), and
English Language Learners (ELL).

SOURCE: NM PED State Report Card 2007‐2008. New Mexico Statewide.

145
Hispanic Students in Schools That Make
Adequate Yearly Progress

Hispanic Enrollment, by Schools
making Adequate Yearly Progress
(AYP) 2010
Non Hispanic
School
Hispanic American African Pacific Multiple
AYP Caucasian Asian
2010 Indian American Islander Races
N % N % N % N % N % N % N %
Made AYP
(school
n=183) 11 20 13 15 27 11
21,251 % 16,660 % 2,489 7% 906 % 622 % 15 % 277 %
Did Not Make
AYP
(school
n=644) 89 80 93 87 85 73 89
177,034 % 67,839 % 32,083 % 6,023 % 3,505 % 40 % 2,328 %
10 10 10 10 10 10 10
Total 198,285 0% 84,499 0% 34,572 0% 6,929 0% 4,127 0% 55 0% 2,605 0%

SOURCE: New Mexico Public Education Department, Chief Statistician, 2010.
146
Student Enrollment Grades 3‐8, 11
by School AYP Status
Hispanic All
Status
Students Students
Progressing5 17,002 16.8% 33,439 19.4%
School
Improvement 6,034 5.9% 11,304 6.6%
I
School
Improvement 13,528 13.3% 22,410 13.0%
II
Corrective 8,858 8.7% 14,422 8.4%
Action
Restructuring 8,847 8.7% 14,742 8.6%
I
Restructuring 47,232 46.5% 75,735 44.0%
II
Total 101,501 100.0% 172,052 100.0%
SOURCE: New Mexico Public Education Department, Chief Statistician, 2010.
147

BILINGUAL MULTICULTURAL
EDUCATION Programs
The Number and Type of Bilingual and
Multicultural Programs (Table)

148
The Number and Type of Bilingual and Multicultural
Education Programs
While the words Hispanic and Bilingual are often confused to mean the same, they are
not. Only twenty percent of all Hispanic students are enrolled in Bilingual Multicultural
education programs in New Mexico schools. That means that 80% of Hispanic students
are not in these programs. They may speak Spanish, but are not in bilingual education
programs. It may be these students speak English or another non‐Spanish language as
their primary language. They are not classified as English Language Learners, and are not
learning English as a Second language. Also, students of non‐Hispanic ethnic groups may
be in Bilingual Multicultural Education Programs who come from families with Native
American, Vietnamese, Russian, or other home languages. Those students are not
counted in the programs below. This report provides the numbers and types of programs
for Hispanic Spanish‐speaking students who are in Bilingual Multicultural Education
Programs in New Mexico public schools.
o Bilingual Multicultural Education Programs provide instruction in, and the study of,
English and the home language of the students. These programs may also include
the delivery of content areas in the home language and English; and include the
cultural heritage of the child in specific aspects of the curriculum (Bilingual
Multicultural Education Bureau, New Mexico PED, 2010.)
149
o Five program models used in New Mexico:
1: Dual Language Immersion ‐
2: Maintenance
3: Enrichment
4: Transitional Bilingual
5: Heritage/Indigenous Language

How to Read the Table:
o The number of each program type is listed, along with the total number of
students for each program and for each district.

o Districts are not listed in alphabetical order, but in order of the New
Mexico PED code (not included in the table).

o There is also a table provided in the District Profile section that includes all
schools, program types and number of students
Observations:
o Some districts have 2 total programs with few students, while other
districts have 3 total programs with hundreds of students.
150

o There are no official ‘Maintenance’ programs listed. Some districts may
practice the principles of Maintenance programs in other program types
that are reported.

151
The Number and Type of
Bilingual and Multicultural Programs

BILINGUAL
PROGRAMS IN NEW
MEXICO FOR
SPANISH SPEAKING Hispanic
STUDENTS PROGRAM TYPE Number Students
DISTRICT
ALBUQUERQUE 1: Dual Language Immersion 40
2: Maintenance 0
3: Enrichment 52
4: Transitional Bilingual 4
5: Heritage/Indigenous Language 0
Total Programs 96
Hispanic Students in Bil/Mult Prog. 8,940
ROSWELL 1: Dual Language Immersion 7
2: Maintenance 0
3: Enrichment 5
Total Programs 12
Hispanic Students in Bil/Mult Prog. 547

152
BILINGUAL PROGRAMS IN
NEW MEXICO FOR SPANISH Hispanic
SPEAKING STUDENTS PROGRAM TYPE Number Students
DISTRICT
HAGERMAN 1: Dual Language Immersion 0
2: Maintenance 0
3: Enrichment 0
Total Programs 2
DEXTER 1: Dual Language Immersion 1
2: Maintenance 0
3: Enrichment 2
Total Programs 3
LAKE ARTHUR 1: Dual Language Immersion 0
2: Maintenance 0
3: Enrichment 0
Total Programs 3

153
NEW MEXICO FOR
DISTRICT
CLOVIS 1: Dual Language Immersion 6
2: Maintenance 0
3: Enrichment 0
Total Programs 6
LAS CRUCES 1: Dual Language Immersion 21
2: Maintenance 0

3: Enrichment 0



Total Programs 37

HATCH 1: Dual Language Immersion 0
2: Maintenance 0

3: Enrichment 0



Total Programs 5


154
NEW MEXICO FOR SPANISH Hispanic
SPEAKING STUDENTS PROGRAM TYPE Number Students
DISTRICT
GADSDEN 1: Dual Language Immersion 7
2: Maintenance 0
3: Enrichment 0



Total Programs 27

CARLSBAD 1: Dual Language Immersion 0
2: Maintenance 0

3: Enrichment 0



Total Programs 8

LOVING 1: Dual Language Immersion 1
2: Maintenance 0
3: Enrichment 2
Total Programs 3

155
NEW MEXICO FOR
DISTRICT
ARTESIA 1: Dual Language Immersion 0
2: Maintenance 0

3: Enrichment 8



Total Programs 17

SILVER CITY 1: Dual Language Immersion 0
2: Maintenance 0
3: Enrichment 1
Total Programs 1
COBRE CONSOLIDATED
SCHOOLS 1: Dual Language Immersion 0
2: Maintenance 0

3: Enrichment 6



Total Programs 12


156
NEW MEXICO FOR
DISTRICT
SANTA ROSA 1: Dual Language Immersion 0
2: Maintenance 0
3: Enrichment 0
Total Programs 5
VAUGHN 1: Dual Language Immersion 0
2: Maintenance 0

3: Enrichment 0



Total Programs 2

LOVINGTON 1: Dual Language Immersion 7
2: Maintenance 0
3: Enrichment 1
Total Programs 12

157
NEW MEXICO FOR
DISTRICT
EUNICE 1: Dual Language Immersion 0
2: Maintenance 0

3: Enrichment 0



Total Programs 3

HOBBS 1: Dual Language Immersion 2
2: Maintenance 0
3: Enrichment 0
Total Programs 16
RUIDOSO 1: Dual Language Immersion 3
2: Maintenance 0

3: Enrichment 0



Total Programs 6


158
NEW MEXICO FOR
DISTRICT
CORONA 1: Dual Language Immersion 0
2: Maintenance 0
3: Enrichment 2
Total Programs 4
DEMING 1: Dual Language Immersion 5
2: Maintenance 0

3: Enrichment 4



Total Programs 18

GALLUP 1: Dual Language Immersion 0
2: Maintenance 0
3: Enrichment 0
Total Programs 14

159
NEW MEXICO FOR
DISTRICT
MORA 1: Dual Language Immersion 0
2: Maintenance 0

3: Enrichment 3



Total Programs 3

WAGON MOUND 1: Dual Language Immersion 0
2: Maintenance 0
3: Enrichment 2
Total Programs 4
TUCUMCARI 1: Dual Language Immersion 0
2: Maintenance 0

3: Enrichment 1



Total Programs 2


BILINGUAL PROGRAMS IN PROGRAM TYPE Number Hispanic
160
NEW MEXICO FOR Students
SPANISH SPEAKING
STUDENTS
DISTRICT
CHAMA 1: Dual Language Immersion 0
2: Maintenance 0
3: Enrichment 5
Total Programs 10
DULCE 1: Dual Language Immersion 0
2: Maintenance 0

3: Enrichment 0



Total Programs 2

ESPANOLA 1: Dual Language Immersion 3
2: Maintenance 0
3: Enrichment 14
Total Programs 32

BILINGUAL PROGRAMS IN Hispanic
NEW MEXICO FOR PROGRAM TYPE Number Students
161
SPANISH SPEAKING
STUDENTS
DISTRICT
JEMEZ MOUNTAIN 1: Dual Language Immersion 0
2: Maintenance 0

3: Enrichment 3



Total Programs 6

PORTALES 1: Dual Language Immersion 4
2: Maintenance 0
3: Enrichment 0
Total Programs 8
FLOYD 1: Dual Language Immersion 0
2: Maintenance 0
3: Enrichment 0
Total Programs 1

162
NEW MEXICO FOR
DISTRICT
BERNALILLO 1: Dual Language Immersion 4
2: Maintenance 0
3: Enrichment 8
Total Programs 13
CUBA 1: Dual Language Immersion 0
2: Maintenance 0
3: Enrichment 2
Total Programs 2
FARMINGTON 1: Dual Language Immersion 0
2: Maintenance 0
3: Enrichment 15
Total Programs 30

163
NEW MEXICO FOR
DISTRICT
BLOOMFIELD 1: Dual Language Immersion 2
2: Maintenance 0
3: Enrichment 4
Total Programs 10
CENTRAL CONSOLIDATED
SCHOOLS 1: Dual Language Immersion 0
2: Maintenance 0
3: Enrichment 4
Total Programs 9
WEST LAS VEGAS 1: Dual Language Immersion 1
2: Maintenance 0
3: Enrichment 2
Total Programs 13

164
NEW MEXICO FOR
DISTRICT
LAS VEGAS CITY 1: Dual Language Immersion 3
2: Maintenance 0
3: Enrichment 2
Total Programs 12
PECOS 1: Dual Language Immersion 0
2: Maintenance 0
3: Enrichment 0
Total Programs 3
SANTA FE 1: Dual Language Immersion 7
2: Maintenance 0
3: Enrichment 8
Total Programs 17

165
NEW MEXICO FOR
DISTRICT
POJOAQUE 1: Dual Language Immersion 0
2: Maintenance 0
3: Enrichment 5
Total Programs 11
TRUTH OR CONSEQUENCES 1: Dual Language Immersion 1
2: Maintenance 0
3: Enrichment 2
Total Programs 10
SOCORRO 1: Dual Language Immersion 0
2: Maintenance 0
3: Enrichment 2
Total Programs 3

166
NEW MEXICO FOR
DISTRICT
MAGDALENA 1: Dual Language Immersion 0
2: Maintenance 0
3: Enrichment 0
Total Programs 1
TAOS 1: Dual Language Immersion 1
2: Maintenance 0
3: Enrichment 2
Total Programs 5
PENASCO 1: Dual Language Immersion 0
2: Maintenance 0
3: Enrichment 0
Total Programs 3

167
NEW MEXICO FOR
DISTRICT
MESA VISTA 1: Dual Language Immersion 0
2: Maintenance 0
3: Enrichment 1
Total Programs 5
QUESTA 1: Dual Language Immersion 0
2: Maintenance 0
3: Enrichment 0
Total Programs 6
MORIARTY 1: Dual Language Immersion 0
2: Maintenance 0
3: Enrichment 5
Total Programs 5

168
NEW MEXICO FOR
DISTRICT
RIO RANCHO 1: Dual Language Immersion 0
2: Maintenance 0
3: Enrichment 7
Total Programs 7
LOS LUNAS 1: Dual Language Immersion 4
2: Maintenance 0
3: Enrichment 3
Total Programs 11
BELEN 1: Dual Language Immersion 0
2: Maintenance 0
3: Enrichment 0
Total Programs 8

169
NEW MEXICO FOR
DISTRICT
GRANTS 1: Dual Language Immersion 0
2: Maintenance 0
3: Enrichment 0
Total Programs 5
COTTONWOOD CLASS 1: Dual Language Immersion 0
2: Maintenance 0
3: Enrichment 1
Total Programs 1
CIEN AGUAS INTERNATIONAL 1: Dual Language Immersion 1
2: Maintenance 0
3: Enrichment 0
Total Programs 1
TOTAL STATEWIDE 38,015
SOURCE: New Mexico Public Education Department, Bilingual and Multicultural Education Bureau (2010).
..
170
Post Secondary Education
A quality higher education is an investment that returns lifetime benefits to the
individual and to society at large. Mikyung Ryu, Minorities in Higher Education: Twenty‐Fourth Status Report, 2010.
171

We hold these truths to be self
evident, that all men are
created equal, that they are
endowed by their Creator with
In the 21st century, it’s my
certain inalienable rights, that

judgment that the leading civil
among these are life, liberty
rights issue will be education
and the pursuit of happiness. –
because it’s the key to equal
U.S. Declaration of Independence
opportunity. – Jack Scott,
Chancellor, California Community
Colleges

The difference between the
haves and the have‐nots is an
education and a job. – Peter
Winograd, Governor’s Educational
Policy Advisor, New Mexico; Director,
UNM Center for Education Policy
Research
172

Post Secondary Education
The Hispanic Education Act calls for accounting of enrollment, retention and completion rates
of Hispanic students in Post Secondary Education. That data will be provided in this section
and also in the Appendix. To set the context for the data to follow, this section addresses
national and local achievement and opportunities for Hispanic students at post secondary
institutions. In this section on Post Secondary Education, you will find:
• A growing perspective on Post Secondary Education as a national agenda important to
the success of our Hispanic community and important to fulfilling the American Dream
• The facts on enrollment, retention, and completion of Hispanics at the national and
state level
• Strategies that have Promise
This section deals with both Community Colleges and 4‐year institutions. It is important to
understand that both offer opportunities to Hispanic students in New Mexico.
The National Agenda: The White House Summit on Community Colleges
President Obama has stated that he wants America to be the best‐educated country in the
world by 2020. On October 5, 2010, the first‐ever White House Summit on Community
173
Colleges was held (http://www.whitehouse.gov/communitycollege). President Obama asked Dr. Jill
Biden to convene the event to highlight the critical role that community colleges play in
developing America’s workforce and reaching our educational goals. At this summit,
President Obama announced his goal:
“We are in a global competition to lead in the growth industries of the 21st century. And
that leadership depends on a well‐educated, highly skilled workforce... By 2020, America
will once again lead the world in producing college graduates. And I believe community
colleges will play a huge part in meeting this goal, by producing an additional 5 million
degrees and certificates in the next 10 years.”

Key points made by Dr. Biden:
• “Community colleges are uniquely American ‐‐ places where anyone who walks through the
door is one step closer to realizing the American Dream. These schools are flexible and
innovative. For that reason, countries around the world are looking at community colleges
as a model to increase workforce preparedness and college graduation among their own
citizens.”

• “Community colleges are uniquely positioned to provide the education and training that
will prepare students for the jobs in the 21st century.”

• “Schools are forming partnerships with businesses in their communities, ensuring that
students are trained for jobs that need to be filled.”
174

• “Getting Americans back to work is America’s great challenge.”

• “Community colleges are critically important to preparing graduates for those jobs.”

• “Community colleges are entering a new day in America” ‐
o For more and more people, community colleges are the way to the future.
o They’re giving real opportunity to students who otherwise wouldn’t have it.
o They’re giving hope to families who thought the American Dream was slipping away.
o They are equipping Americans with the skills and expertise that are relevant to the
emerging jobs of the future.
o They’re opening doors for the middle class at a time when the middle class has seen
so many doors close to them.

Key points made by President Obama:
• “Community colleges aren’t just the key to the future of their students. They’re also one of
the keys to the future of our country.

• “We know, for example, that in the coming years, jobs requiring at least an associate’s
degree are going to grow twice as fast as jobs that don’t require college. We will not fill
those jobs ‐– or keep those jobs on our shores –‐ without community colleges. So it was no
surprise when one of the main recommendations of my Economic Advisory Board ‐– who I
met with yesterday ‐– was to expand education and job training. These are executives
from some of America’s top companies. Their businesses need a steady supply of people
175
who can step into jobs involving a lot of technical knowledge and skill. They understand
the importance of making sure we’re preparing folks for the jobs of the future.”

• “In recent years, we’ve failed to live up to this legacy, especially in higher education. In just
a decade, we’ve fallen from first to ninth in the proportion of young people with college
degrees. That not only represents a huge waste of potential; in the global marketplace it
represents a threat to our position as the world’s leading economy.”

• “But reaching the 2020 goal that I’ve set is not just going to depend on government. It also
depends on educators and students doing their part. And it depends on businesses and
non‐for‐profits working with colleges to connect students with jobs.

• At this summit, President Obama announced:
o A new partnership called ‘Skills for America’s Future’ where businesses and
community colleges will work together to match the work in the classroom with the
needs of the boardroom (businesses from PG&E, to UTC, to the Gap have announced
their support, as have influential business leaders.)
o The Gates Foundation is starting a new five‐year initiative to raise community college
graduation rates citing the fact that more than half of those who enter community
colleges fail to either earn a two‐year degree or transfer to a earn a four‐year degree.
Hispanic Serving and Minority Institutions in New Mexico
New Mexico has nineteen Hispanic Serving Institutions and thirteen institutions that qualify as
Minority Institutions. These classifications give an idea of the population of a university, which can
be very important when seeking external funding.
176
Minority Institutions ‐ Each of the colleges and universities on this list reported an enrollment of a
single minority group, as the term “minority” is defined under § 365(2) of the HEA (20 U.S.C. 1067k
(2)), or combination of those minority groups, that exceeded 50 percent of its total enrollment. For
the purposes of this list, “minority” is defined as American Indian, Alaska Native, Black (not of
Hispanic origin) and Hispanic. [1]
New Mexico Minority Institutions
Institution % of
Minority Enrollment
Central New Mexico Community College, Albuquerque 50.89
Institute of American Indian and Alaska Native Culture, Santa Fe 90.63
International Institute of the Americas, Albuquerque 84.05
Luna Community College, Las Vegas 82.56
Navajo Technical College, Crownpoint 98.98
New Mexico Highlands University, Las Vegas 62.24
New Mexico State University-Dona Ana, Las Cruces 68.59
New Mexico State University-Grants, Grants 71.08
Northern New Mexico College, Espanola 79.57
Southwestern Indian Polytechnic Institute, Albuquerque 100.00
University of New Mexico-Gallup Campus, Gallup 88.29
University of New Mexico-Taos Branch, Taos 58.23
University of New Mexico-Valencia County Branch, Los Lunas 61.32
177
Hispanic Serving Institutions in New Mexico
There are 19 Hispanic Serving Institutions in New Mexico. These include all seven of the 4‐year
Institutions of Higher Education. All are members of the Hispanic Association of Colleges and
Universities (HACU). Hispanic‐Serving Institutions (HSIs) are defined as colleges, universities, or
systems/districts where total Hispanic enrollment constitutes a minimum of 25% of the total
enrollment.
• “Total Enrollment” includes full‐time and part‐time students at the undergraduate or
graduate level (including professional schools) of the institution, or both (i.e., headcount of
for‐credit students).
• Member enrollment statistics are self reported by the institution for the fall semester of the
year prior to the membership year. For example, year 2009 members provide Fall 2008
enrollment statistics.
• HACU’s mission is to Champion Hispanic Success in Higher Education http://www.hacu.net .
HACU fulfills its mission by:
o promoting the development of member colleges and universities;
o improving access to and the quality of post‐secondary educational opportunities for
Hispanic students; and
o meeting the needs of business, industry and government through the development and
sharing of resources, information and expertise.
178
New Mexico (19)

Institution Name
Central New Mexico Community College Hispanic‐Serving Institution
www.cnm.edu
Clovis Community College Hispanic‐Serving Institution
www.clovis.edu
Eastern New Mexico University, Main Hispanic‐Serving Institution
www.enmu.edu
Eastern New Mexico University, Roswell Hispanic‐Serving Institution
www.roswell.enmu.edu
New Mexico Highlands University Hispanic‐Serving Institution
www.nmhu.edu
New Mexico Institute of Mining and Technology Hispanic‐Serving Institution
www.nmt.edu
New Mexico Institute of Mining and Technology
Hispanic‐Serving Institution
New Mexico Junior College Hispanic‐Serving Institution
www.nmjc.edu
New Mexico Military Institute Hispanic‐Serving Institution
www.nmmi.edu
179
New Mexico State University, Alamogordo Hispanic‐Serving Institution
http://nmsua.edu
New Mexico State University, Carlsbad Hispanic‐Serving Institution
http://artemis.nmsu.edu
New Mexico State University, Grants Hispanic‐Serving Institution
www.grants.nmsu.edu
New Mexico State University, Main Hispanic‐Serving Institution
www.nmsu.edu
Northern New Mexico College Hispanic‐Serving Institution
www.nnmc.edu
Santa Fe Community College Hispanic‐Serving Institution
www.sfcc.edu
University of New Mexico, Main Hispanic‐Serving Institution
www.unm.edu
University of New Mexico, Taos Hispanic‐Serving Institution
http://taos.unm.edu
University of New Mexico, Valencia Campus Hispanic‐Serving Institution
www.unm.edu/~unmvc
180
H
Western New Mexico University, Main Hispanic‐Serving Institution
www.wnmu.edu

Keys to ‘The Kingdom’
The Tomás Rivera Center
The American Association for Higher Education (AAHHE) includes a distinguished scholar or
prominent leader to speak on Hispanic education at its annual conference in honor of the late
Hispanic education advocate Tomás Rivera. The 26th annual Tomás Rivera Lecture was
presented at this year’s AAHHE conference held on March 5, 2010. The keynote speakers of
this year’s lecture were two very well‐respected leaders in higher education, Charles B. Reed,
Chancellor, California State University (CSU) and Jack Scott, Chancellor, California Community
Colleges (former California state senator). The lecture was entitled Access/Acceso: Rising to
the Challenge of Improving Higher Education Opportunities for Latinos.

181
Dr. Reed has worked hard to improve the admission and graduation rates of Latinos. His
lecture was entitled “Keys to the Higher Education Kingdom”. Among the major points made
by Dr. Reed:
• CSU is focusing on Hispanic‐Latino advancement because ‘that’s what universities must
do to say relevant in this country.” (p.7).
• CSU administrators are very serious about creating an environment that will nurture the
academic experiences of Hispanic students and faculty members at their institutions.
• The presidents of the university have partnered with the Parent Institute for Quality
Education (PIQE), an organization that helps Latino‐Hispanic parents who live in
underserved communities of California.
• CSU is committed to preparing more Hispanic teachers because students need more
teachers who reflect the diversity of the state.
• CSU has set a goal to increase graduation rates of all students by 8 percent over the next
six years.
• Among the successful strategies provided by Dr. Reed were encouraging students to
succeed in Algebra 1 an 2; a poster campaign that teams with Univision, and the Bill &
Melinda Gates Foundation to promote ways to prepare for and get into college;
parent/student (mid school level) night and camp where students receive CSU
Identification Cards (IDs) with a list of things they need to do to be admitted on the back
of the card – the card gives students access to many university services; promoting
access to financial assistance at the federal level; creating a successful pipeline of
qualified faculty.

182
Senator Scott made the point that equality has been promoted as the dream of America and
that one of the keys to fulfilling the American dream is through higher education. While he
served as a California State Senator, Scott authored a bill now being carried out in California’s
seventh grade classes. Each student in seventh grade receives information about college and
financial aid. Among the major points made by Senator Scott:
• Community colleges are a strong and viable option for Latino students
• 65.7 percent of Latino parents are not knowledgeable about how to get to college (to
some it is like a foreign country)
• Once students have been admitted, it is critical that colleges make sure students
succeed
• The future of California’s economy is tied to higher education
• Programs such as the Puente program, and Extended Opportunity Programs and
Services are in place to increase retention rates
• A major goal of California Community Colleges is to hire staff that share cultural bonds
with their students. From classified staff (25% Latino) to presidents and chancellors (21%
Latino), there is a spoken goal to increase hires of people of color and to cultivate a
supportive environment for Latino students in the classroom and in life.

183
Map goes
The Facts:
Post Secondary
Education Data

• Enrollment

• Retention

• Completion
20
thth ttttt

184
The Facts
In this section, you will find the facts on attainment, enrollment, retention and graduation for
Hispanic students at the national level and in New Mexico. While this report calls for Post
Secondary data, for New Mexico, only the data for public Institutions of Higher Education will
be provided. New Mexico private institutions and trade schools will not be covered in this
report and minimal data will be provided on other types of institutions of higher education at
the national level. At the state level, only the New Mexico data required in the Hispanic
Education Act will be reported. Some data that could have provided a fuller picture of Post
Secondary education was not accessible due to the time constraints for this report.

Overall Attainment
Minorities in Higher Education 2010 – The 24th Status Report (on Attainment)
• Sponsored by the American Council on Education and the GE Foundation (philanthropic
organization of the General Electric Company)

• The report confirms that “The United States is no longer gaining ground in the
educational attainment of its population from one generation to the next.” P. xi

• Today’s young adults (aged 25 to 34) are no better educated than their parents of the
baby boom generation (for White and minority groups)
185

• Although the country’s Post Secondary attainment rates remain ‘stalled’, there are
differences in rates of attainment of ethnic and racial groups

• Each generation of younger women in the U.S. is continuing to reach higher levels of
Post Secondary attainment, while the attainment of men is falling

• These strides made by women are mostly made by Asian American and White women

• Attainment rates for Hispanic and African Americans have dipped for the youngest
group (aged 25 – 34)

• Hispanics continue to exhibit the lowest educational attainment levels, even though
they are the fastest growing population

• The gap between Hispanic men and women is growing
New Mexico Data on Attainment
• The American Community Survey (2006) reports that over 313,000 New Mexico adults
(ages 18 – 64) do not hold a high school diploma. The high school dropout rate is
approximately 50%.

186
• New Mexico’s Center on Education and the Workforce reports that by 2018, 61% of all
jobs will require some college education.

• It is projected that the largest share of future job openings will be ‘Middle Skill Jobs’,
which will require more than a high school diploma
New Mexico Educational Attainment:
Persons 25 and Older
10.6 9.8 High School Dropout

14.3
27.4 High School Graduate
7.2 Some College, No Degree
22.5 Associate's Degree
Bachelor's
Graduate Degree

SOURCE: New Mexico Higher Education Department (2010). New Mexico’s State Master Plan for Higher education: Building new
Mexico’s Future
Enrollment
Enrollment data is typically collected in the fall of first‐time degree‐seeking freshmen for
comparison of retention to the spring and then one year later.
National Data: Minorities in Higher Education 2010 – The 24th Status Report (Enrollment)
187
• For the traditional college‐aged population, there was uneven improvement among
racial/ethnic groups
o The gap widened between Hispanics and Whites, and between Hispanics and
African Americans
Whites had the largest increase: 31% in 1988 to 45% in 2008
African Americans rose from 22% to 34%
Hispanics rose from 17% to 28 %
• Overall Enrollment rose from 14.3 million in 1997 to 18.2 million in 2007 (28%)
o Enrollment grew for every racial group
o The growth among minorities (3.6 million to 5.4 million) outpaced the growth for
Whites (9.7 million to 10.8 million)
o Colleges and universities became more diverse during the past decade
Minority student body grew from 25% to 30%
• Overall enrollment (of any age), Hispanics had the largest gains (in
growth rates and in absolute numbers)
White student body shrank from 68% to 59%
During this time, minority enrollment continued to become more
concentrated in two‐year colleges than in four‐year institutions

Department of Education, National Center for Education Statistics
The following chart (NCES, 2008) shows enrollment for fall 2008 at the national level.
• Notice that Hispanics are enrolled at a higher rate at public 2‐year institutions.
188
Percentage Distribution of Fall Enrollment in Degree‐Granting Institutions, by Control and Type of
Institution and Race/Ethnicity: Fall 2008

For‐profit 52 27 12 6 12 White
Not for profit 4‐year 69 12 6 6 1 6 Black
Not‐for‐profit 2‐year 60 20 9 5 4 2
Hispanic
Public 4‐year 67 11 10 7 14
Asian/Pacific
Islander
Public 2‐year 59 14 18 7 11
American Indian/
Alaska Native
Total 63 14 12 7 13
Nonresident alien
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Note: Includes undergraduate and post baccalaureate students. Private institutions are presented in three categories: not‐for‐profit
2‐year, not‐for‐profit 4‐year, and for‐profit (including both 2‐ and 4‐year) institutions. Nonresident aliens are persons who are not
citizens of the United States and who are in this country on a temporary basis and do not have the right to remain indefinitely.
Nonresident aliens are shown separately because information about their race/ethnicity is not available. Race categories exclude
persons of Hispanic ethnicity.
SOURCE: U.S. Department of Education, National Center for Education Statistics. 2008 Integrated Postsecondary Education Data
System (IPEDS). Spring 2009.

189
New Mexico Data on Enrollment
The New Mexico Higher Education Department also serves the Adult population that does not
hold a high school diploma (313,000 students) and the student population that has English as
a Second Language needs (107,800). The following charts show Adult Basic Education by age
and by ethnicity.

New Mexico ABE Enrollment by Age 2008‐
2009
2%
12% 18%
16‐18
19‐24
22%
25‐44
46%
45‐59
60+

SOURCE: New Mexico Higher Education Department Annual Report, 2009

190
New Mexico ABE Students by Ethnicity
3%
2% 12%
Hispanic
14%
White
African American
69%
Asian
Native American


191
Post Secondary institutions in New Mexico served 131,219 students in fall 2008. The following
pie chart shows the percentage by ethnicity.

Higher Education Student Ethnicity in New
Mexico Fall 2008
3%
38% Hispanic
40% American Indian
Asian
No response
Foreign
8% White
7%
Black
2% 2%


192
Fall 2008 Enrollment by Student Level
40,000 37,957
35,000
30,000
25,000
20,000 18,426
15,000 13,787
10,000 7,754 8,728 8,098
5,000 3,211 3,149 2,439

1,006
0

SOURCE: New Mexico Higher Education Department Data Editing and Reporting System

193
2009 Enrollment data for State –Funded Colleges and Universities in New Mexico

The following table shows the enrollment of each ethnicity by campus at New Mexico colleges
and universities for fall 2009. Numbers for Hispanic students are highlighted in yellow. Pie
charts for each institution are included in the Appendix.
The map on the next page shows the location of each institution in New Mexico.
Student headcounts are unique to each institution; therefore, you cannot add these numbers
to get a statewide total.

Institution Branch Ethnicity Head Count
New
Mexico
State
University
(NMSU) Alamogordo Branch American Indian 204
NMSU Alamogordo Branch Asian or Pacific Islander 116
NMSU Alamogordo Branch Black, non‐Hispanic 282
NMSU Alamogordo Branch Hispanic 2217
NMSU Alamogordo Branch No response 475
NMSU Alamogordo Branch Non‐resident Alien 108
NMSU Alamogordo Branch White, non‐Hispanic 2449
NMSU Carlsbad Branch American Indian 58
NMSU Carlsbad Branch Asian or Pacific Islander 45
NMSU Carlsbad Branch Black, non‐Hispanic 88
NMSU Carlsbad Branch Hispanic 1469
NMSU Carlsbad Branch No response 213
194
NMSU Carlsbad Branch Non‐resident Alien 24
NMSU Carlsbad Branch White, non‐Hispanic 1448
NMSU Dona Ana Branch American Indian 287
NMSU Dona Ana Branch Asian or Pacific Islander 143
NMSU Dona Ana Branch Black, non‐Hispanic 359
NMSU Dona Ana Branch Hispanic 7958
NMSU Dona Ana Branch No response 657
NMSU Dona Ana Branch Non‐resident Alien 268
2879
NMSU Dona Ana Branch White, non‐Hispanic

The
University
of New
Mexico
(UNM) Gallup Branch American Indian 3049
UNM Gallup Branch Asian or Pacific Islander 103
UNM Gallup Branch Black, non‐Hispanic 20
UNM Gallup Branch Hispanic 351
UNM Gallup Branch No response 65
UNM Gallup Branch Non‐resident Alien 15
UNM Gallup Branch White, non‐Hispanic 300
New
Mexico
State
University
(NMSU) Grants Branch American Indian 521
NMSU Grants Branch Asian or Pacific Islander 22
NMSU Grants Branch Black, non‐Hispanic 77
195
NMSU Grants Branch Hispanic 1164
NMSU Grants Branch No response 198
NMSU Grants Branch Non‐resident Alien 37
NMSU Grants Branch White, non‐Hispanic 761
The
University
of New
Mexico
(UNM) Los Alamos Branch American Indian 105
UNM Los Alamos Branch Asian or Pacific Islander 47
UNM Los Alamos Branch Black, non‐Hispanic 46
UNM Los Alamos Branch Hispanic 547
UNM Los Alamos Branch No response 59
UNM Los Alamos Branch Non‐resident Alien 26
UNM Los Alamos Branch White, non‐Hispanic 623
Clovis
Community
College
(CCC) Main (Clovis) American Indian 54
CCC Main Asian or Pacific Islander 154
CCC Main Black, non‐Hispanic 429
CCC Main Hispanic 1859
CCC Main No response 410
CCC Main Non‐resident Alien 132
CCC Main White, non‐Hispanic 3912
Central
New
Mexico
Community Main (Albuquerque) American Indian 3081
196
College
(CNM)
CNM Main Asian or Pacific Islander 963
CNM Main Black, non‐Hispanic 1529
CNM Main Hispanic 16776
CNM Main No response 4161
CNM Main Non‐resident Alien 690
CNM Main White, non‐Hispanic 14574
Eastern
New
Mexico
University
(ENMU) Main (Portales) American Indian 189
ENMU Main Asian or Pacific Islander 96
ENMU Main Black, non‐Hispanic 320
ENMU Main Hispanic 1836
ENMU Main No response 404
ENMU Main Non‐resident Alien 171
ENMU Main White, non‐Hispanic 3554
Luna
Community
College
(LCC) Main (Las Vegas) Asian or Pacific Islander 18
LCC Main Black, non‐Hispanic 39
LCC Main Hispanic 2322
LCC Main No response 73
LCC Main Non‐resident Alien Less than 10
LCC Main White, non‐Hispanic 424
Mesaland Main (Tucumcari) American Indian 80
197
Community
College
(MCC)
MCC Main Asian or Pacific Islander 21
MCC Main Black, non‐Hispanic 46
MCC Main Hispanic 736
MCC Main No response 175
MCC Main Non‐resident Alien Less than 10
MCC Main White, non‐Hispanic 921
New
Mexico
Highlands
University
(NMHU) Main (Las Cruces) American Indian 319
NMHU Main Asian or Pacific Islander 81
NMHU Main Black, non‐Hispanic 259
NMHU Main Hispanic 2448
NMHU Main No response 169
NMHU Main Non‐resident Alien 157
NMHU Main Two or More 61
NMHU Main White, non‐Hispanic 1455
New
Mexico
Institute of
Mining and
Technology
(NMIMT) Main (Socorro) American Indian 95
NMIMT Main Asian or Pacific Islander 106
NMIMT Main Black, non‐Hispanic 45
198
NMIMT Main Hispanic 907
NMIMT Main No response 75
NMIMT Main Non‐resident Alien 284
NMIMT Main White, non‐Hispanic 2457
New
Mexico
Junior
College
(NMJC ) Main (Hobbs) American Indian 47
NMJC Main Asian or Pacific Islander 57
NMJC Main Black, non‐Hispanic 278
NMJC Main Hispanic 1979
NMJC Main No response 346
NMJC Main White, non‐Hispanic 2562
New
Mexico
Military
Institute
(NMMI) Main (Roswell) American Indian 16
NMMI Main Asian or Pacific Islander 57
NMMI Main Black, non‐Hispanic 88
NMMI Main Hispanic 164
NMMI Main Non‐resident Alien 50
NMMI Main Two or More 10
NMMI Main White, non‐Hispanic 231
New
Mexico
State
University
(NMSU) Main (Las Cruces) American Indian 752
199
NMSU Main Asian or Pacific Islander 353
NMSU Main Black, non‐Hispanic 697
NMSU Main Hispanic 9162
NMSU Main No response 1898
NMSU Main Non‐resident Alien 1205
NMSU Main White, non‐Hispanic 7540
Northern
New
Mexico
College
(NNMC) Main (Española) American Indian 306
NNMC Main Asian or Pacific Islander 38
NNMC Main Black, non‐Hispanic 36
NNMC Main Hispanic 2115
NNMC Main No response 50
NNMC Main Non‐resident Alien Less than 10
NNMC Main White, non‐Hispanic 710
Santa Fe
Community
College
(SFCC) Main (Santa Fe) American Indian 285
SFCC Main Asian or Pacific Islander 146
SFCC Main Black, non‐Hispanic 155
SFCC Main Hispanic 3419
SFCC Main No response 1654
SFCC Main Non‐resident Alien 40
SFCC Main White, non‐Hispanic 4125
San Juan
College Main (San Juan) American Indian 4267
200
(SJC)
SJC Main Asian or Pacific Islander 134
SJC Main Black, non‐Hispanic 175
SJC Main Hispanic 2533
SJC Main No response 895
SJC Main Non‐resident Alien 72
SJC Main Two or More 26
SJC Main White, non‐Hispanic 10222
The
University
of New
Mexico
(UNM) Main (Albuquerque) American Indian 2086
UNM Main Asian or Pacific Islander 1208
UNM Main Black, non‐Hispanic 1003
UNM Main Hispanic 10228
UNM Main No response 1546
UNM Main Non‐resident Alien 1157
UNM Main White, non‐Hispanic 14590
Western
New
Mexico
University
(WNMU) Main (Portales) American Indian 145
WNMU Main Asian or Pacific Islander 73
WNMU Main Black, non‐Hispanic 119
WNMU Main Hispanic 2089
WNMU Main No response 287
WNMU Main Non‐resident Alien 91
201
WNMU Main White, non‐Hispanic 1643
UNM Medical School American Indian 13
UNM Medical School Asian or Pacific Islander 20
UNM Medical School Black, non‐Hispanic Less than 10
UNM Medical School Hispanic 77
UNM Medical School No response 25
UNM Medical School White, non‐Hispanic 181
Eastern
New
Mexico
University
(ENMU) Roswell Branch American Indian 202
ENMU Roswell Branch Asian or Pacific Islander 60
ENMU Roswell Branch Black, non‐Hispanic 150
ENMU Roswell Branch Hispanic 2705
ENMU Roswell Branch No response 321
ENMU Roswell Branch Non‐resident Alien 44
ENMU Roswell Branch White, non‐Hispanic 2976
ENMU Ruidoso Branch American Indian 125
ENMU Ruidoso Branch Asian or Pacific Islander 14
ENMU Ruidoso Branch Black, non‐Hispanic 35
ENMU Ruidoso Branch Hispanic 450
ENMU Ruidoso Branch No response 60
ENMU Ruidoso Branch Non‐resident Alien 11
ENMU Ruidoso Branch White, non‐Hispanic 1010
UNM Taos Branch American Indian 144
UNM Taos Branch Asian or Pacific Islander 18
UNM Taos Branch Black, non‐Hispanic 26
UNM Taos Branch Hispanic 1067
202
UNM Taos Branch No response 118
UNM Taos Branch Non‐resident Alien 47
UNM Taos Branch White, non‐Hispanic 810
CNM UNM Site American Indian 120
CNM UNM Site Asian or Pacific Islander 49
CNM UNM Site Black, non‐Hispanic 103
CNM UNM Site Hispanic 686
CNM UNM Site No response 52
CNM UNM Site Non‐resident Alien 16
CNM UNM Site White, non‐Hispanic 336
UNM Valencia Branch American Indian 209
UNM Valencia Branch Asian or Pacific Islander 32
UNM Valencia Branch Black, non‐Hispanic 63
UNM Valencia Branch Hispanic 1970
UNM Valencia Branch No response 105
UNM Valencia Branch Non‐resident Alien 16
UNM Valencia Branch White, non‐Hispanic 1173
Source: New Mexico Higher Education Department, 2010

Notice the head count for the institutions with the highest numbers of Hispanic students. For
institutions with lower numbers, notice where they are on the New Mexico map. How far are
they from the next closest Post Secondary institution? In most cases these institutions may be
the only site within hours for opportunities to obtain a degree or certificate.

2010 State Master Plan for Higher Education: December 2010
• Currently, New Mexico serves over 140,000 students in Higher Education.
o Hispanics account for 42.1% (12.5% nationally)
o Native Americans account for 10.5% (1.5% nationally)
203
Retention (Persistence)
National Data: Minorities in Higher Education 2010 – The 24th Status Report (on Enrollment)
• College persistence rates (definition): the percentage of first‐time freshmen who remain
enrolled or compete their certificates or degrees anywhere in higher education during a
three year period after enrolling
• Overall, Hispanics showed the sharpest drops in persistence of all racial/ethnic groups.
• Reductions were more pronounced for students beginning their education at two‐year
institutions
• At four‐year institutions, persistence rates decreased slightly from 83% (1995 cohort) to
81% (2003 cohort)
National Retention Rates at Two‐ and Four‐Year Institutions by Ethnicity:2003 Cohort
Ethnicity Two‐year institutions Four‐year institutions
Asian 67% 89%
Whites 56% 83%
Hispanics 54% 76%

African Americans 47v 73%
204

New Mexico Data: Retention
Fall 2009 to Spring 2010 of students in New Mexico Post Secondary Institutions is represented
in the table below. Overall, it appears that New Mexico is doing better than national averages
in keeping Hispanic students in school at the Post Secondary level.
Returned Campus Ethnicity Numbers/ Percent Retention
Less
Spring CCC Main American Indian than 10 66.7%
Asian or Pacific Less
Spring CCC Main Islander than 10 100.0%
Black, non‐
Spring CCC Main Hispanic 19 70.4%
Less
Spring CCC Main No response than 10 N/A
Non‐resident
Spring CCC Main Alien 14 77.8%
White, non‐
Spring CNM Main American Indian 173 75.9%
Asian or Pacific
Spring CNM Main Islander 33 89.2%
Black, non‐
Spring CNM Main Hispanic 66 80.5%
Spring CNM Main No response 200 81.6%
Spring CNM Main Non‐resident 30 85.7%
205
Alien
White, non‐
Spring ENMU Main American Indian 22 95.7%
Roswell Less
Spring ENMU Branch American Indian than 10 N/A
Ruidoso Less
Spring ENMU Branch American Indian than 10 83.3%
Spring ENMU Main Islander than 10 75.0%
Roswell Asian or Pacific Less
Spring ENMU Branch Islander than 10 100.0%
Roswell Black, non‐
Spring ENMU Branch Hispanic 12 85.7%
Black, non‐
Spring ENMU Main Hispanic 45 76.3%
Ruidoso Black, non‐ Less
Spring ENMU Branch Hispanic than 10 50.0%
Ruidoso
Spring ENMU Branch Hispanic 22 88%
Roswell
Less
Spring ENMU Main No response than 10 N/A
Roswell Less
Spring ENMU Branch No response than 10 N/A
Ruidoso
Spring ENMU Branch No response 0 0%
Spring ENMU Main Non‐resident Less N/A
206
Alien than 10
Ruidoso Non‐resident Less
Spring ENMU Branch Alien than 10 66.7%
Roswell Non‐resident
Spring ENMU Branch Alien 0 0%
Ruidoso White, non‐
Roswell White, non‐
White, non‐
Spring LCC Main Islander than 10 100.0%
Black, non‐ Less
Spring LCC Main Hispanic than 10 66.7%
Spring LCC Main Hispanic 111 79.3%
Less
Spring LCC Main No response than 10 50.0%
White, non‐
Spring LCC Main Hispanic 14 45.2%
Less
Spring MCC Main American Indian than 10 28.6%
Spring MCC Main Islander than 10 0.0%
Black, non‐ Less
Spring MCC Main Hispanic than 10 20.0%
Spring MCC Main Hispanic 25 48%
Less
Spring MCC Main No response than 10 75.0%
Spring MCC Main White, non‐ 32 69.6%
207
Hispanic
Spring NMHU Main American Indian 20 64.5%
Spring NMHU Main Islander than 10 16.7%
Black, non‐
Spring NMHU Main Hispanic 28 70.0%
Spring NMHU Main No response 0 0%
Non‐resident Less
Spring NMHU Main Alien than 10 N/A
White, non‐
Spring NMIMT Main American Indian N/A N/A
Asian or Pacific
Spring NMIMT Main Islander N/A N/A
Black, non‐
Spring NMIMT Main Hispanic N/A N/A
White, non‐
Less
Spring NMJC Main American Indian than 10 100.0%
Spring NMJC Main Islander than 10 100.0%
Black, non‐
Spring NMJC Main Hispanic 31 73.8%
Spring NMJC Main Hispanic 93 66.9%
Spring NMJC Main No response 27 67.5%
Spring NMJC Main White, non‐ 94 63.9%
208
Hispanic
Less
Spring NMMI Main American Indian than 10 85.7%
Asian or Pacific
Spring NMMI Main Islander 26 100.0%
Black, non‐
Spring NMMI Main Hispanic 29 72.5%
Non‐resident Less
Spring NMMI Main Alien than 10 N/A
Spring NMMI Main Two or More 0 0%
White, non‐
Dona Ana
Spring NMSU Branch American Indian 14 77.8%
Grants
Spring NMSU Branch American Indian 31 77.5%
Spring NMSU Main American Indian 64 84.2%
Alamogordo Less
Spring NMSU Branch American Indian than 10 66.7%
Carlsbad Less
Spring NMSU Branch American Indian than 10 50.0%
Asian or Pacific
Spring NMSU Main Islander 28 90.3%
Alamogordo Asian or Pacific Less
Spring NMSU Branch Islander than 10 100.0%
Carlsbad Asian or Pacific Less
Dona Ana Asian or Pacific Less
209
Grants Asian or Pacific Less
Alamogordo Black, non‐
Spring NMSU Branch Hispanic 12 85.7%
Dona Ana Black, non‐
Black, non‐
Spring NMSU Main Hispanic 55 88.7%
Carlsbad Black, non‐ Less
Spring NMSU Branch Hispanic than 10 83.3%
Grants Black, non‐ Less
Spring NMSU Branch Hispanic than 10 0.0%
Grants
Alamogordo
Carlsbad
Dona Ana
Spring NMSU Branch Hispanic 630 83%
Dona Ana
Spring NMSU Branch No response 22 75.9%
Spring NMSU Main No response 139 93.9%
Alamogordo Less
Spring NMSU Branch No response than 10 N/A
Carlsbad Less
Spring NMSU Branch No response than 10 80.0%
Grants Less
Spring NMSU Branch No response than 10 N/A
210
Non‐resident
Spring NMSU Main Alien 27 75.0%
Dona Ana Non‐resident
Spring NMSU Branch Alien 35 85.4%
Alamogordo Non‐resident Less
Spring NMSU Branch Alien than 10 85.7%
Grants Non‐resident Less
Spring NMSU Branch Alien than 10 100.0%
Carlsbad White, non‐
Alamogordo White, non‐
Dona Ana White, non‐
White, non‐
Grants White, non‐ Less
Spring NMSU Branch Hispanic than 10 N/A
Spring NNMC Main American Indian 18 72.0%
Spring NNMC Main Islander than 10 0.0%
Black, non‐ Less
Spring NNMC Main Hispanic than 10 50.0%
Spring NNMC Main Hispanic 118 80.3%
Less
Spring NNMC Main No response than 10 100.0%
White, non‐ Less
Spring NNMC Main Hispanic than 10 N/A
Less
Spring SFCC Main American Indian than 10 N/A
211
Spring SFCC Main Islander than 10 50.0%
Black, non‐ Less
Spring SFCC Main Hispanic than 10 60.0%
Spring SFCC Main Hispanic 152 77.9%
Spring SFCC Main No response 43 72.9%
Non‐resident Less
Spring SFCC Main Alien than 10 100.0%
White, non‐
Spring SFCC Main Hispanic 40 83.3%
Spring SJC Main American Indian 280 83.1%
Spring SJC Main Islander than 10 100.0%
Black, non‐ Less
Spring SJC Main Hispanic than 10 75.0%
Spring SJC Main Hispanic 119 79.9%
Spring SJC Main No response 39 78.0%
Non‐resident Less
Spring SJC Main Alien than 10 80.0%
Spring SJC Main Two or More 251 74.7%
Spring UNM Main American Indian 104 85.2%
White, non‐
Spring SJC Main Hispanic 251 69.1%
Los Alamos Less
Spring UNM Branch American Indian than 10 100.0%
Less
Spring UNM Taos Branch American Indian than 10 N/A
Valencia Less
Spring UNM Branch American Indian than 10 N/A
212
Asian or Pacific
Spring UNM Main Islander 113 99.1%
Gallup Asian or Pacific Less
Spring UNM Branch Islander than 10 100.0%
Los Alamos Asian or Pacific Less
Valencia Asian or Pacific Less
Black, non‐
Spring UNM Main Hispanic 92 93.9%
Gallup Black, non‐ Less
Spring UNM Branch Hispanic than 10 0.0%
Black, non‐ Less
Spring UNM Taos Branch Hispanic than 10 100.0%
Valencia Black, non‐ Less
Spring UNM Branch Hispanic than 10 33.3%
Gallup
Spring UNM Branch Hispanic 18 64.3%
Los Alamos
Spring UNM Taos Branch Hispanic 66 84.6%
Valencia
Spring UNM Main Hispanic 1073 95%
Spring UNM Main No response 114 74.0%
Gallup Less
Spring UNM Branch No response than 10 100.0%
Los Alamos Less
Spring UNM Taos Branch No response Less 150.0%
213
than 10
Valencia Less
Non‐resident
Spring UNM Main Alien 13 100.0%
Non‐resident Less
Spring UNM Taos Branch Alien than 10 100.0%
White, non‐
Spring UNM Taos Branch Hispanic 11 84.6%
Gallup White, non‐
Los Alamos White, non‐
Valencia White, non‐
White, non‐
Spring UNM Main Hispanic 1114 94.2%
Spring WNMU Main American Indian 13 100.0%
Spring WNMU Main Islander than 10 85.7%
Black, non‐
Spring WNMU Main Hispanic 12 80.0%
Spring WNMU Main No response 17 81.0%
Non‐resident
Spring WNMU Main Alien 14 93.3%
White, non‐
Spring NMHU Main Two or More N/A N/A
214

• Retention and persistence of Hispanic students is affected by many factors.
• More than half of all Hispanic students who graduated from high school and attended a
Post Secondary institution last year needed remedial classes compared with a third of
Anglo students (2010 State Master Plan for Higher Education: December 2010)
o 27 million is funded by New Mexico for remedial education, which is offered at
two‐year colleges. While this is a major investment, it is important to look at why it
is necessary.
o The following graphs (after the definition of ‘Killer Questions’) show the need for
remedial Post Secondary education in New Mexico.

215
The Notion of Killer Questions
• The term “Killer Questions” was developed by several states working with The
Wallace Foundation in an effort to improve the data‐informed decision‐making
process of principals and other school leaders.

• Killer questions refers to the key policy and political questions that come up over
and over when leaders look at good data (e.g. student achievement, graduation,
dropout, health and safety indicators, financial resources, workforce needs) and
say, “How do I use these data to make a difference?”

• Answering killer questions requires judgment, the ability to deal with ambiguity,
and the authority to allocate time, people, and money.

• Identifying and addressing the killer questions is important whether one is at the
school house or the state house.

• The better one’s data system, the more one is confronted with the killer questions.

• SOURCE: Winograd, P. (November 22‐23) Using Data to Support Education In New Mexico: Past, Present, and Future

216
How Many Students Who Enter Public High Schools As Ninth‐Graders End Up
Five Years Later Ready For College? (Numbers of students who entered high school in
2001‐2002 and entered college in fall of 2005)
35,000 Data Question: What
Happened To These
30,000 28,816 Students In High School?
Data Question: What
Happened To These Data Question: What
Happened To These
25,000 Students After High Students In College?
School? What Happened To The
Students Who Did Take
20,000
17,307 Remediation?

15,000

10,000
7,668
5,000 3,805

0
High School Ninth Graders in High School Graduates in 2004- High School Graduates Who HS Grads Who Did NOT Need
2001-2002 (100%) 2005 (60.1%) Were Freshman In NM Colleges Remediation (13%)
in Fall of 2005 (27%)

SOURCE: Winograd, P. (November 22‐23) Using Data to Support Education In New Mexico: Past, Present, and Future

217
Percentages Of New Mexico Public High School Graduates Who Took Remedial
Classes Only In Math Or Only In Reading: 2000-2009
Killer Question: What changes
in curriculum and teacher
45% training will reduce the need for
this remediation? 42.5% 43.2% 43.4%
40.7%
39.1%
40% 40.3%
37.2%
38.7% 39.0% 37.3%
35%
32.3%
30.6% 31.0% 31.5% 32.6% 32.9%
30.5% 31.9%
31.3%
30%
29.2%
25%
6)
7)
0)
3)
6)
3)
0)
8)
6)
8)
34
71
68
90
69
62
17
61
61
66
,
,
,
,
=9
=6
=7
=7
=7
=8
=9
=6
=7
=7
(n
(n
(n
(n
(n
(n
(n
(n
(n
(n
07
08
09
00
03
04
01
02
05
06
20
20
20
20
20
20
20
20
20
20
Numeracy & Computation Literacy & Communication
11
Note: Data does not include charter schools or alternative schools

SOURCE: Winograd, P. (November 22-23) Using Data to Support Education In New Mexico: Past, Present, and Future

218
Percentage Of New Mexico Public High School Graduates Who Took
Remedial Classes By Ethnicity: 2000 - 2009
Killer Question: How Do We
Close This Achievement Gap?
75%
70%
65%
60%
55%
50%
45%
40%
35%
30%
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009
25%
Native Americans Hispanics Whites Blacks Asians
12 Note: Data does not include charter schools or alternative schools


219
What Is The Relationship Between The New
Mexico 11th Grade Standards-Based
Assessment (NMSBA) And The Need For
College Remediation?
1


220

The Relationship Between Performance Level On The NMSBA And The Percentage Of
Students Who Took Remedial Courses In Reading In College
80%
The higher students

70% 67.2%
score on the 11th
NMSBA - reading, the
60% fewer remedial courses
in reading they take in
52.0%
college.
50%
40%
30%
20% 17.5%
10%
1.6%
0%
Beginning Step (n=389) Nearing Proficiency (n= 2,215) Proficient (n=3,714) Advanced (n=563)
15


221

The Percentage Of Students Who Scored Proficient Or Above On The 11th Grade New
Mexico Standards-Based Assessment In Reading And Took Remedial Courses In
Reading In College Two Years Later By Ethnicity
40%
Data Question: Why do these students
36.0%
end up taking more remedial courses?
35% Policy Question: What else can we do
to ensure these students are ready for
college?
30%
Political Question: How do we get high
schools and colleges to pay attention
25% to this issue
19.3%
20%
16.5%
15%
10% 9.2%
6.3%
5%
0%
Proficient & Advanced
Asian (n=80) Black (n=97) Hispanic (n=1,807) Native American (n=286) White (n=1,999)
16


222

Percent of Students Who Entered College in Fall of 2003 and Who Obtained Degrees
or Certificates Within Six Years by Number Of Remedial Courses Taken During Their
Freshman Fall (2003) Semester (n=2,976)
70% 67%
60% Data Question: Which

remedial classes are effective
50% and which are not? Killer
Question: How do we improve
40% the quality of these classes?
30%
20%
20%
9%
10%
4%
1%
0%
None One Remedial Course Two Remedial Courses Three Remedial Courses Four Remedial Courses
18


These statistics demonstrate the need for much collaboration between Teacher Preparation
programs, the public schools (PreK – 12) and Post Secondary Educational systems and personnel.
223
Completion
National Data: Minorities in Higher Education 2010 – The 24th Status Report (Degrees
Conferred)
• Overall, the number of Master’s and doctoral degrees increased in the last decade, with
MA degrees almost doubling from 429,000 to 627,000 (46%)
• The total number of Master’s degrees awarded to Hispanics more than doubled in the
last decade (15,000 to 33.000)
• The number of doctoral degrees rose (4,500 in 1997 to 6,400 in 2007 – increase of 42%)
• Given these increased numbers, Hispanics accounted for a small share of the total
degrees received at each level. (5% of all Master’s degrees, 4% of all doctoral degrees)
• In 2007 nearly twice as many MA degrees were awarded to Hispanic women as
compared to Hispanic men
• At the doctoral level, women also out performed men (women earned 3,500; men
earned 2,900)
New Mexico Data: Completion
Two‐Year Institutions
The following data represents the 2009 four‐year cohort (students who started in fall 2004) at
two‐year institutions in New Mexico. Notice that completion of Hispanic students ranges from
0% (at numerous campuses) to 36.7% at the Grants branch of New Mexico State University.

Institution/Location Ethnicity Cohort Number Percent
Completed Completed
CCC Main Black, non‐Hispanic 10 0 0%
CCC Main Hispanic 83 10 12.0%
CCC Main No response Less than Less than 10 50.0%
224
10
CCC Main White, non‐Hispanic 93 14 15.1%
CNM Main American Indian 137 29 21.2%
Asian or Pacific
CNM Main Islander 21 Less than 10 N/A
CNM Main Black, non‐Hispanic 40 Less than 10 N/A
CNM Main Hispanic 612 71 11.6%
CNM Main No response 108 15 13.9%
CNM Main White, non‐Hispanic 510 63 12.4%
Less than
ENMU Roswell Branch American Indian 10 Less than 10 14.3%
Asian or Pacific Less than
ENMU Roswell Branch Islander 10 0 0%
Less than
ENMU Roswell Branch Black, non‐Hispanic 10 Less than 10 12.5%
ENMU Roswell Branch Hispanic 245 32 13.0%
ENMU Roswell Branch No response 11 Less than 10 N/A
ENMU Roswell Branch White, non‐Hispanic 170 11 6.5%
Roswell Extended Less than
ENMU Service White, non‐Hispanic 10 Less than 10 100.0%
Less than
ENMU Ruidoso Branch American Indian 10 0 0%
Less than
ENMU Ruidoso Branch Black, non‐Hispanic 10 Less than 10 100.0%
Less than
ENMU Ruidoso Branch Hispanic 10 Less than 10 11.0%
Less than
ENMU Ruidoso Branch Non‐resident Alien 10 0 0%
ENMU Ruidoso Branch White, non‐Hispanic 22 Less than 10 N/A
225
Less than
LCC Main American Indian 10 0 0%
Less than
LCC Main Black, non‐Hispanic 10 0 0%
LCC Main Hispanic 66 18 27.3%
LCC Main White, non‐Hispanic 17 Less than 10 N/A
Less than
MCC Main American Indian 10 Less than 10 50.0%
Less than
MCC Main Black, non‐Hispanic 10 Less than 10 50.0%
Less than
MCC Main Hispanic 10 Less than 10 21.7%
MCC Main White, non‐Hispanic 39 Less than 10 N/A
Less than
NMJC Main American Indian 10 0 0%
NMJC Main Islander 10 0 0%
NMJC Main Black, non‐Hispanic 21 Less than 10 N/A
NMJC Main Hispanic 149 27 18.1%
NMJC Main No response 36 11 30.6%
NMJC Main White, non‐Hispanic 154 27 17.5%
Less than
NMMI Main American Indian 10 0 0%
Asian or Pacific
NMMI Main Islander 18 0 0%
NMMI Main Black, non‐Hispanic 36 0 0%
NMMI Main Hispanic 31 0 0%
NMMI Main Non‐resident Alien 10 0 0%
NMMI Main White, non‐Hispanic 132 0 0%
226
Less than
NMSU Alamogordo Branch American Indian 10 Less than 10 25.0%
NMSU Alamogordo Branch Islander 10 0 0%
NMSU Alamogordo Branch Black, non‐Hispanic 11 Less than 10 N/A
NMSU Alamogordo Branch Hispanic 41 Less than 10 N/A
NMSU Alamogordo Branch No response 16 Less than 10 N/A
Less than
NMSU Alamogordo Branch Non‐resident Alien 10 Less than 10 75.0%
NMSU Alamogordo Branch White, non‐Hispanic 96 11 11.5%
NMSU Carlsbad Branch American Indian N/A N/A N/A
NMSU Carlsbad Branch Black, non‐Hispanic N/A N/A N/A
NMSU Carlsbad Branch Hispanic 81 Less than 10 N/A
Less than
NMSU Carlsbad Branch No response 10 Less than 10 16.7%
NMSU Carlsbad Branch White, non‐Hispanic 71 Less than 10 N/A
NMSU Dona Ana Branch American Indian 20 Less than 10 N/A
NMSU Dona Ana Branch Islander 10 0 0%
Less than
NMSU Dona Ana Branch Black, non‐Hispanic 10 0 0%
NMSU Dona Ana Branch Hispanic 326 59 18.1%
NMSU Dona Ana Branch No response 19 Less than 10 N/A
Less than
NMSU Dona Ana Branch Non‐resident Alien 10 Less than 10 33.3%
NMSU Dona Ana Branch White, non‐Hispanic 74 12 16.2%
NMSU Grants Branch American Indian 25 Less than 10 N/A
NMSU Grants Branch Hispanic 30 11 36.7%
NMSU Grants Branch No response Less than Less than 10 25.0%
227
10
NMSU Grants Branch White, non‐Hispanic 17 Less than 10 N/A
Less than
NNMC El Rito American Indian 10 0 0%
Less than
NNMC El Rito Hispanic 10 Less than 10 22.2%
Less than
NNMC El Rito White, non‐Hispanic 10 0 0%
NNMC Main American Indian 15 0 0%
NNMC Main Hispanic 79 10 12.7%
Less than
NNMC Main White, non‐Hispanic 10 Less than 10 11.1%
Less than
SFCC Main American Indian 10 0 0%
SFCC Main Islander 10 0 0%
Less than
SFCC Main Black, non‐Hispanic 10 0 0%
SFCC Main Hispanic 125 18 14.4%
Less than
SFCC Main No response 10 Less than 10 20.0%
SFCC Main White, non‐Hispanic 71 Less than 10 N/A
SJC Main American Indian 230 30 13.0%
SJC Main Islander 10 Less than 10 50.0%
Less than
SJC Main Black, non‐Hispanic 10 Less than 10 20.0%
SJC Main Hispanic 112 15 13.4%
SJC Main White, non‐Hispanic 450 88 19.6%
228
UNM Gallup Branch American Indian 187 20 10.7%
UNM Gallup Branch Islander 10 Less than 10 100.0%
Less than
UNM Gallup Branch Black, non‐Hispanic 10 0 0%
UNM Gallup Branch Hispanic 26 Less than 10 N/A
Less than
UNM Gallup Branch No response 10 0 0%
Less than
UNM Gallup Branch White, non‐Hispanic 10 Less than 10 12.5%
Less than
UNM Los Alamos Branch American Indian 10 0 0%
UNM Los Alamos Branch Islander 10 0 0%
Less than
UNM Los Alamos Branch Black, non‐Hispanic 10 0 0%
UNM Los Alamos Branch Hispanic 50 Less than 10 N/A
Less than
UNM Los Alamos Branch No response 10 0 0%
UNM Los Alamos Branch White, non‐Hispanic 37 Less than 10 N/A
Los Alamos Extended Less than
UNM Service Hispanic 10 0 0%
Less than
UNM Taos Branch American Indian 10 0 0%
UNM Taos Branch Islander 10 0 0%
UNM Taos Branch Hispanic 18 Less than 10 N/A
Less than
UNM Taos Branch No response 10 Less than 10 33.3%
UNM Taos Branch White, non‐Hispanic 14 Less than 10 N/A
229
Less than
UNM Valencia Branch American Indian 10 Less than 10 14.3%
UNM Valencia Branch Islander 10 0 0%
UNM Valencia Branch Black, non‐Hispanic 10 0 0%
UNM Valencia Branch Hispanic 134 16 11.9%
Less than
UNM Valencia Branch No response 10 0 0%
UNM Valencia Branch White, non‐Hispanic 66 Less than 10 N/A

Four‐Year Institutions
The following data represents the 2009 four‐year cohort (students who started in fall 2004) at
four‐year institutions in New Mexico. Notice that completion of Hispanic students ranges from
30.7% to 47.4% at New Mexico State University.

Institution/Location Ethnicity Cohort Number Percent
Completed Completed
ENMU Main American Indian 19 Less than 10 N/A
ENMU Main Islander than 10 Less than 10 50.0%
ENMU Main Black, non‐Hispanic 42 Less than 10 N/A
ENMU Main Hispanic 192 59 30.7%
ENMU Main No response 23 Less than 10 N/A
Less
ENMU Main Non‐resident Alien than 10 0 0.00%
ENMU Main White, non‐Hispanic 260 82 31.5%
NMHU Main American Indian 16 Less than 10 N/A
230
NMHU Main Islander than 10 Less than 10 40.0%
Less
NMHU Main Black, non‐Hispanic than 10 Less than 10 11.1%
NMHU Main Hispanic 149 32 21.5%
NMHU Main No response 10 Less than 10 N/A
NMHU Main White, non‐Hispanic 34 Less than 10 N/A
Less
NMIMT Main American Indian than 10 Less than 10 50.0%
NMIMT Main Islander than 10 Less than 10 42.9%
Less
NMIMT Main Black, non‐Hispanic than 10 Less than 10 50.0%
NMIMT Main Hispanic 62 26 41.9%
Less
NMIMT Main Non‐resident Alien than 10 Less than 10 50.0%
NMIMT Main White, non‐Hispanic 214 117 54.7%
NMSU Main American Indian 48 14 29.2%
Asian or Pacific
NMSU Main Islander 25 13 52.0%
NMSU Main Black, non‐Hispanic 36 16 44.4%
NMSU Main Hispanic 563 267 47.4%
NMSU Main No response 83 47 56.6%
NMSU Main Non‐resident Alien 10 Less than 10 N/A
NMSU Main White, non‐Hispanic 681 369 54.2%
UNM Main American Indian 86 18 20.9%
Asian or Pacific
UNM Main Islander 79 37 46.8%
UNM Main Black, non‐Hispanic 72 30 41.7%
231
UNM Main Hispanic 871 379 43.5%
UNM Main No response 133 68 51.1%
UNM Main Non‐resident Alien 11 Less than 10 N/A
UNM Main White, non‐Hispanic 1189 604 50.8%
Less
WNMU Extended Service Black, non‐Hispanic than 10 0 0.00%
WNMU Extended Service Hispanic 58 Less than 10 N/A
Less
WNMU Extended Service No response than 10 Less than 10 40.0%
WNMU Extended Service White, non‐Hispanic 29 Less than 10 N/A
WNMU Main American Indian 11 0 0.00%
WNMU Main Islander than 10 Less than 10 50.0%
WNMU Main Black, non‐Hispanic 10 0 0.00%
WNMU Main Hispanic 160 21 13.1%
WNMU Main No response 23 Less than 10 N/A
WNMU Main White, non‐Hispanic 94 13 13.8%

232
Graduation from Four‐Year Institutions
The following data looks at graduates by cohorts. If we look at four‐year cohorts of 2004, we
are looking at all the students who started four years earlier in 2000. If we look at the six year
cohort of 2006, we are looking at all the students who started six years earlier in 2000. The
table below shows what percentage of students who started in 2000 graduated in four years,
and what percentage took six years to graduate with a four‐year degree. The following graph
shows graduation in New Mexico. By ethnicity, you can see what percentage of that ethnic
group graduated in four and in six years (including those students who had graduated in four
years). From this data it is not possible to know what the whole of the ethnic group looked
like. For example, you can’t tell how many students comprised the original sample. However,
you can see that between 2+ to seven times more students graduated given six years to do so.
This table is followed by data from the 2010 six year cohort.

233
Who Graduates from Public Colleges and Universities in New Mexico?
Four‐Year Graduation Rate Six‐Year Graduation Rate

2004 2006
African American 7% 27%

Asian 12% 46%

Latino 10% 34%

Native American 4% 29%

White 15% 43%

Overall 12% 38%

SOURCE: The Education Trust. Education Watch State Report, New Mexico, April 2009. This table represents the proportion of students
who enrolled as first‐time Bachelor’s degree‐seeking freshmen in fall 2000. Education Trust calculations from the U.S. Department of
Education, National Center for Education Statistics, Integrated postsecondary Education Data System, Graduation Rate Survey,
http://nces.ed.gov/ipeds/.

234
New Mexico Four‐Year Institutions: 2010 Cohort
The following graph represents the percent of each group that graduated from New Mexico
four‐year institutions. Data are combined from Western New Mexico University, New Mexico
Highlands University, Eastern New Mexico University, New Mexico State University, New
Mexico Institute of Mining and Technology, and the University of New Mexico. Northern New
Mexico College and community colleges are not included in this data.
Percent of Enrolled Students that Graduated
0.6
51%
0.5 46%
37% 36%
0.4
0.3 % of enrolled students that
19% graduated
0.2
0.1
0
African American Asian Hispanic White
American Indian
.
SOURCE: Performance Effectiveness Report – New Mexico’s Universities – November 2010.
235
The graph above shows the percentage of each ethnic group that graduated. For example,
36% of all the Hispanic students that were enrolled in the six New Mexico four‐year
institutions’ 2010 6 year cohorts graduated in six years or less. What it doesn’t show is how
these percentages compare to the actual enrollment of ethnic groups. In other words, you see
that 46% of White students graduated, but what percentage of the total population was
White? You see that 51% of Asian students graduated, but it is not possible to tell how many
Asian students there were compared to other ethnic groups.

Comparison of Enrollment to Ethnic Group
The graph that follows uses blue cloth covered cylinders to show each group’s percentage of
enrollment from the whole population of students that started at these universities in 2000.
The cloth bar is followed by a gradient blue bar that shows what percentage of each group
graduated in 6 years.

236
Enrollment of Each Ethnic Group and
Percent of that Group that Graduated in Six Years
(New Mexico 2010 cohort)
42.9
40.6
% Enrolled
% Graduated
46%
36%
3.7 4.9
1.8
Hispanic White African American American Indian Asian

237
Enrollment of Each Ethnic Group and
Percent of that Group that Graduated in Six Years
(New Mexico 2010 cohort)
4.9
3.7
% of Enrollment
% that Graduated
1.8
37%
19% 51%
African American American Indian Asian

This graph shows the percentage of African American, American Indian and Asian students
that graduated in six years next to all the students from that ethnic group who enrolled in
2000 in New Mexico four‐year institutions.
238
For comparison, here are the figures for the New Mexico public school enrollment of 2009‐
2010.
New Mexico K‐12 Public School
Total Enrollment 2009‐2010
most recent public data N=325,542
Asian/Pacific Islander
1.4 2.4
10.7 African American
28.4
56.7 White
Hispanic
American Indian
Native Hawaiian/Pacific Islander
0.02

SOURCE: NM Public Education Department, 2010.

239
The following graphs show enrollment and graduation for 6 year cohorts at each of New
Mexico’s 4‐year institutions. These are followed by tables on fall‐to‐fall retention for 2000,
2008 and 2009.
How to Read the Graphs:
• The grid has two sets of rows.
• The rows that go across with the columns in the same color represent one ethnic group.
• The rows that go front to back represent cohort enrollment and graduation after six
years.
• Each graph represents the comparison between enrollment and graduation
• Please refer to the chart that follows each graph for actual numbers and percentages.
• When less than 10 students are enrolled, the data is ‘suppressed’, or not shown.
Observations:
• Only in rare cases (3) do any groups complete at rates of 50% or more in six years.

• It is not uncommon to find completion rates in the teens or 20%s.

240
WNMU Main
2009‐2010
N=4,069
American Indian
4% 2% 3%
Asian or Pacific
40% Islander
Black, non‐Hispanic
51%
Hispanic
White, non‐Hispanic

New Mexico Higher Education Department, 2010.

241
Western New Mexico University Graduation
161 Hispanic students enterered
Western NMU in 2004. Six years
later 16.1 (10%) had graduated..
African American
White/Other American Indian
Hispanic
Asian
American Indian Asian
African American Hispanic
White/Other
* = less than 10 ; Numbers for ‘Nonresident Alien’ and ‘Unknown’ are not provided in this table.

242

STUDENT PROGRESS AND STUDENT SUCCESS

What are Western NM University’s graduation rates?
Race & Cohort %Bachelor’s Cohort % Bachelor’s Cohort % Bachelor’s

Ethnicity N Degrees N Degrees N Degrees
through through through
Summer 2000 Summer 2009 Summer 2010
African * 0 11 0 12 25
American
American 15 0.4 10 23.1 7 0
Indian
Asian * 0.4 * 50 2 0
Hispanic 141 10.9 166 25.2 161 16.1
White/Other 100 8.7 100 21.3 114 28.9
Overall 265 21.5 309 23.3 325 20.6
Graduation rates of first-time, full-time degree-seeking freshmen after 6 years
* = less than 10
Numbers for ‘Nonresident Alien’ and ‘Unknown’ are not provided in this table.

243


How many freshmen return for their second year?
Entered Fall 2000 Entered Fall 2008 Entered Fall 2009

Race & Cohort %still enrolled Cohort %still Cohort %still enrolled
Ethnicity N Fall 2001 N enrolled Fall N Fall 2010
2009
African 20.0 16 56.3 14 42.9
American
American 66.7 * 25.0 13 76.9
Indian
Asian 0 * 80 * 42.9
Hispanic 64.4 156 52.6 213 57.3
White/Other 51.2 114 49.1 127 49.6
Overall 39.757.2 313 52.1 408 54.9
“Cohort” is defined as first-time, full-time degree-seeking freshmen
* = less than 10
244

NMHU Main
2009‐2010
N=4,562
2%
7%
32% 6%
American Indian
Asian or Pacific
Islander
53%
Hispanic
White, non‐
Hispanic

245
New Mexico Highlands University Graduation
African American
American Indian
White/Other
Hispanic Asian
Asian
Hispanic
American Indian
White/Other
African American
* = less than 10 ; Numbers for ‘Nonresident Alien’ and ‘Unknown’ are not provided in this table.
246


What are NMHU’s graduation rates?

African 15 26.7 * 11.1 12 8.3
American
American 25 28 16 0 36 11.1
Indian
Asian * 0 * 50 * 0
Hispanic 260 28.1 147 20.4 158 21.5
White/Other 51 27.5 34 20.6 37 21.6
Overall 352 27.8 220 18.6 254 18.9
* = less than 10

247


2009
African 11 36.3 53 30.2 40 57.5
American
American 10 60.0 21 33.3 31 38.7
Indian
Asian 0 0 * 60.0 * 16.6
Hispanic 196 49.4 272 46.0 214 51.4
White/Other 42 38.0 53 49.1 62 41.9
Overall 268 47.8 437 45.3 379 48.3

248
ENMU Main
2009‐2010
N=5,995
2%
3% 5%
American Indian
31%
Asian or Pacific Islander
59%
Hispanic

249
Eastern New Mexico University Graduation
African American
American Indian
White/Other
Hispanic Asian
Asian
American Indian Hispanic
African American White/Other
* = less than 10; Numbers for ‘Nonresident Alien’ and ‘Unknown’ are not provided in this table.
250
What are Eastern NM’s graduation rates?

African 34 21 42 23.8 46 4.35
American
American 13 16 18 27.8 20 5
Indian
Asian * 38 4 50 * 50
Hispanic 147 26 198 27.8 169 24.3
White/Other 370 36 261 31 311 24.1
Overall 573 32 547 29.2 580 24.1
* = less than 10

251


2009
African 38 68.4 40 57.5 61 42.6
American
American 15 53.3 10 70.0 23 60.9
Indian
Asian * 100.0 * 50.0 * 75.0
Hispanic 177 56.5 170 52.9 205 64.9
White/Other 290 65.5 319 66.4 293 64.2
Overall 542 62.0 575 61.2 622 61.6
* = less than 10

252
NMSU Main
2009‐2010
N=18,504
2%
4%
4%
41%
American Indian
49%
Hispanic

253
New Mexico State University Graduation
African American
American Indian
White/Other
Hispanic
Asian
Asian Hispanic
American Indian
* = less than 10
254


What are NMSU’s graduation rates?

African 32 43.8 54 42.6 69 37.7
American
American 67 19.4 74 23 68 30.9
Indian
Asian 17 47.1 31 48.4 21 42.9
Hispanic 529 49.3 901 40.7 955 41
White/Other 855 57.2 840 49.6 831 49.7
Overall 1,519 52.2 2,016 44.7 2,061 44.6
* = less than 10

255

2009
African 52 71.2 85 64.7 97 63.9
American
American 67 68.7 92 62.0 115 63.5
Indian
Asian 29 89.7 32 84.4 42 73.8
Hispanic 826 75.1 1,094 75.0 1,263 74.4
White/Other 959 73.7 999 77.4 1,045 77.8
Overall 1,961 74.2 2,337 75.4 2,608 74.8
* = less than 10

256
NMIMT Main
2009‐2010
N=3,610
1%
3% 3%
25%
American Indian
68%
Hispanic

257
New Mexico Institute of Mining and Technology Graduation
African American
American Indian
White/Other
Hispanic Asian
Asian
American Indian Hispanic
* = less than 10
.
258


What are NMIMT’s graduation rates?

African 0 -- * 50 * 0
American
American 13 38.5 10 33.33 12 16.67
Indian
Asian * 66.7 * 42.86 * 37.50
Hispanic 46 39.4 67 32.26 69 46.38
White/Other 145 42.1 210 49.77 173 47.98
Overall 214 38.8 300 45.97 271 45.02
* = less than 10

259

2009
African 100 * 40.0 * 66.67
American
American 55.6 11 45.45 10 60.0
Indian
Asian 100 12 83.33 * 50.0
Hispanic 73.7 74 70.27 77 66.23
White/Other 80.7 181 73.48 161 78.26
Overall 79.0 286 71.33 255 73.33
* = less than 10

260
UNM Main
2009‐2010
N=29,115
7% 4%
4%
50% American Indian
35% Black, non‐Hispanic
Hispanic

261
University of New Mexico Graduation
African
American
American
Indian
White/Other Asian
Asian
African American Hispanic
White/Other
* = less than 10 SOURCE: Performance Effectiveness Report – New Mexico’s Universities – November 2010. Numbers for ‘Nonresident Alien’
and ‘Unknown’ are not provided in this table.

262
What are UNM’s graduation rates?

African 53 26.4 92 38.0 108 42.6
American
American 92 17.4 141 20.6 179 24.6
Indian
Asian 66 43.9 99 48.5 95 54.7
Hispanic 572 37.4 1,101 38.6 1,133 38.8
White/Other 912 43.9 1,352 47.6 1,327 50.2
Overall 1,729 39.7 2,944 42.7 3,018 44.4
* = less than 10

263



2009
African 53 26.4 92 38.0 108 42.6
American
American 92 17.4 141 20.6 179 24.6
Indian
Asian 66 43.9 99 48.5 95 54.7
Hispanic 572 37.4 1.101 38.6 1,133 38.8
White/Other 912 43.9 1,352 47.6 1,327 50.2
Overall 1,729 39.7 2,944 42.7 3,018 44.4
* = less than 10
264
Hispanic Immigrant Students in Higher Education at the National Level
It is worrisome for policy makers, business leaders, and educators that young Hispanics have
lower levels of education than their older peers. For this reason, the Minorities in Higher
Education 2010 – The 24th Status Report dedicated an entire section to Hispanic students in
higher education. “Therefore, they have the potential to help the United States cope with the
social and economic costs associated with an aging population. Further, tapping their human
capital will be key to helping fill the projected knowledge and skills gaps in the U.S. workforce
to remain competitive in the global economy” p. 7 This year’s section mainly addressed
Hispanic immigrants. While it is important to recognize that not all Hispanics are immigrants
(and in New Mexico may have been on this land before New Mexico was part of the U.S. ),
immigrants are an important part of our Hispanic community.

Quick Facts About Hispanic Immigrants
(Minorities in Higher Education 2010 – The 24th Status Report)
• In 2008, about one in five U.S. residents (aged 25 to 64), or 27 million people, were
immigrants. Half of these immigrants were Hispanic.
• Immigrant adults (aged 25 to 64) who were not Hispanic had a much higher rate of
postsecondary degree attainment (53 percent) than their U.S.‐born peers (39 percent).
• Two‐thirds of adult Hispanic immigrants (aged 25 to 64) were of Mexican origin. Their
educational attainment levels were low compared with other immigrants.
• The remaining Hispanic immigrants came from many countries and had a range of
educational levels.
• The postsecondary educational attainment of Colombian immigrants was on a par with
U.S.‐born whites, at 40 percent.

265
Other facts to consider at the National level
• At the high school level, Hispanic immigrants are more than twice as likely as U.S.‐born
Hispanics to have dropped out of high school (50% vs. 20%)
• Nationally, 37% of Hispanic adults lack a high school credential
• At the Post Secondary level, Hispanic immigrant adults’ degree attainment rate is 14%,
compared to their U.S.‐born peers at 25%
• Hispanic Population 2008:
o 16 Million under age 18
U.S. –born 91%
Immigrant 9%
o 31 Million age 18 & Older
U.S. –born 47%
Immigrant 53%
o The highest percentage of immigrants, by far, come from Mexico.
64% of total immigrants
76% do not have a high school diploma
36% do have an associate’s degree or higher
• A young immigrant’s prior history of schooling is a critical factor in whether or not they
continue their education in the U.S.
• Immigrants may have high aspirations for higher education than the population in
general, but these are not matched by results, perhaps because of their unfamiliarity
with the U.S. educational system and limited access to key information and resources.
• As of 2008, about 12 million people were residing in the U.S. without legal status
o About 7 million were of Mexican origin.
SOURCE: Ryu, M. (2910). Minorities in Higher Education 2010 – The 24th Status Report. American Council on
Education.
266
New Mexico Hispanic Immigrants
Facts from the Immigration Policy Center http://www.immigrationpolicy.org/just‐
facts/new‐americans‐land‐enchantment
Immigrants are integral to New Mexico’s economy as students.
• New Mexico’s 2,622 foreign students contributed $49.9 million to the state’s economy
in tuition, fees, and living expenses for the 2008‐2009 academic year, according to NAFSA:
Association of International Educators.
Naturalized citizens excel educationally.
• In New Mexico, 21.9% of foreign‐born persons who were naturalized U.S. citizens in
2008 had a bachelor’s or higher degree, compared to 11.2% of noncitizens. At the same time,
only 32.7% of naturalized citizens lacked a high‐school diploma, compared to 60.4% of
noncitizens.
• The number of immigrants in New Mexico with a college degree increased by 42.0%
between 2000 and 2008, according to data from the Migration Policy Institute.
• In New Mexico, 81.0% of all children between the ages of 5 and 17 in families that spoke
a language other than English at home also spoke English “very well” as of 2008.
Immigration Policy Center http://www.immigrationpolicy.org/just‐facts/new‐americans‐land‐
enchantment

267
Based on these facts, it will be critical for many of New Mexico’s immigrants to have access to
Adult Basic Education, English as a second language and workforce training as part of their
Post Secondary education. This is especially important given that New Mexico is a border
state that supports bilingual education and values the diverse ethnic groups in its population.

268
Promising Practices

Just as it was important to clarify the use of the words ‘Hispanic’ and ‘White’ in the first
section of this report, here it is equally important to clarify not only which words we use, but
how we use them. We can choose to use a language that either stresses deficits, struggles
and challenges, or we can use a language that focuses on assets, strengths and priorities.
Given the disparities that exist in academic achievement and dropout rates, it would be very
easy to slip into a deficit‐based language. How we speak of ourselves and of our future
determines how we move forward. As we face the data and address the current
underachievement of Hispanic students, we can either see ourselves in a negative light as
survivors of a never‐ending struggle, making little or no steps of progress in eliminating the
achievement gap, or we can see the tremendous potential that we have to offer solutions in a
context that is rapidly changing (Santiago, D., 2010; Valdes, A., 2010). Nowhere is this
potential clearer than at the point following high school, when our young adults are in actual
preparation for a career. As much as possible, we need to move forward recognizing our
assets and our strengths. For this reason, this section ends with a few strategies that show
much promise in supporting a successful learning environment for Latino students. The
following practices engage students actively in their education and have demonstrated
269
promise in bringing students to higher education, keeping them enrolled, and helping them
complete their education. While they are reported as part of a research study with
community colleges, these strategies hold promise for Hispanic students in many settings.
Strategies from the Center for Community College Student Engagement
• The Center for Community College Student Engagement focuses on teaching and
learning as the heart of student success. The Center explores the challenges associated
with college completion and how these strategies address them. This section comes
from the report of the Center’s study on Community Colleges.
• The Center published a report on student success at the Community College level
entitled The Heart of Student Success: Teaching, Learning, and College Completion
(2010 CCCSE Findings). Austin, TX: The University of Texas at Austin, Community
College Leadership Program.
• The following opening quote from a student sums up one of the major reasons students
choose community colleges:
“All my [high school] teachers told me, ‘Your teachers in college, they wouldn’t care whether
you showed up, they wouldn’t care if you turned in your assignments, they wouldn’t care if you
failed.’ But at the community college, all my teachers are really showing that they are
interested in us succeeding. I didn’t expect that.”
— STUDENT

• The center utilized data from three surveys focused on student engagement, — the
Community College Survey of Student Engagement (CCSSE), the Survey of Entering Student
270
Engagement (SENSE), and the Community College Faculty Survey of Student Engagement
(CCFSSE). The following are some significant findings:
Some faculty still believe some students cannot or will not succeed. The potential
for damage is most severe when individuals working with students hold these attitudes.
Students sense this belief. It takes courage to do the work necessary to change faculty
attitudes.
There are also indications that many students are encouraged to spend significant
time studying. About a fourth of students who responded to surveys self‐reported that
they do not prepare adequately for assignments before turning them in.
About a third (37%) of full‐time CCSSE respondents reported spending five or fewer
hours per week preparing for class.
Almost half (44%) of SENSE respondents and 69% of CCSSE respondents reported
coming to class unprepared once or twice.
About one‐fourth (26%) of SENSE respondents reported skipping class once or
more in the first three weeks of class.
Students appreciate faculty members who are both demanding and encouraging.

• The Center highly recommends keeping a focus on hiring and developing faculty
members who :
• enjoy working with students even more than they enjoy their discipline
are convinced that students are capable of learning
have the skills to engage students actively in the learning process.
271
“In so doing, we will increase the odds that our faculty and staff are well prepared
to “make magic” in community college classrooms.”

• Who goes to Community Colleges?
o almost three‐quarters of American young people enter some kind of
postsecondary training or education within two years of graduating from high
school.
o “for far too many community college students, the open door also has been a
revolving door”
o Only 28% of first‐time, full‐time, associate degree‐seeking community college
students graduate with a certificate or an associate degree within three years.
o Fewer than half (45%) of students who enter community college with the goal of
a degree or certificate have met their goal six years later.
o Slightly more than half (52%) of first‐time full‐time college students in public
community colleges return for their second year.

Key strategies that have been identified as successful at Community Colleges:
• Strengthen classroom engagement
• Integrate student support into learning experiences
272
• Expand professional development focused on engaging students
• Focus institutional policies on creating the conditions for learning
• Promote active, engaged learning (small group work, student‐led activities)
• Develop and use personal connections
o Just knowing and using someone else’s name can make a wary student feel more
comfortable.
o Being called by name, does not allow the student to hide behind anonymity,
and is a powerful motivator.
Ensure that students know where they stand
o Providing feedback identifies areas of strength and weakness, so students have a
greater likelihood of improving and ultimately succeeding.
o Regular and appropriate assessment and prompt feedback help students progress
from surface learning to deep learning.
• Build a culture of evidence.— one in which administrators, faculty, and staff use data to
set goals, monitor progress, and improve practice, understanding and using data to
build credibility, ownership, and support for change.
• Conduct courageous conversations.
• Design institutional policies that foster student success.
• Colleges that use successful practices
• State College (OH) codified a personal touch philosophy: Personal Touch — Respect,
Responsibility and Responsiveness in all relationships.

• Lone Star College‐North Harris (TX) has a comprehensive early intervention program
273
When an instructor thinks a student needs additional support, he or she refers the
student to intervention staff (could be due to attendance, problems with schedule, etc.).
The intervention staff then contacts the student and encourages him or her to take
advantage of services, including one‐on‐one tutoring.
o Kodiak College, University of Alaska Anchorage (AK), Tells students where they stand
before they even get to campus, providing early college placement testing to high school
juniors and seniors. College advisors work on site with high school counselors to offer
interventions to improve students’ scores.
• When students arrive at Kodiak College, they are given assessments to determine their
“skill and will” for college success, and advising is based on the results.
Just weeks after the release of the Minorities in Higher Education 2010 – The 24th Status
Report by the American Council on Education; the same group sponsored a Teleconference to
discuss the findings and their implications.
The following recommendations were made for colleges and universities by key organizers of
the teleconference:
• View the published report as a Call to Action
• Link institutional diversity initiatives to the academic mission of the college or university
274
• Provide faculty mentoring for faculty of color and professional development for
academic leaders and faculty who sit on promotion and tenure committees
• Hold statewide summits on Inclusive Education, meet with University councils, boards of
regents, and university Presidents to develop a strategic statewide process and inclusive
education plan
• Link this discussion across states – all are experiencing rapid increase in number of
Hispanic students, some steeper than others
• Examine roots to access and barriers
• Faculty overwhelming hold low aspirations and expectations of students and there is
lack of communication about Hispanic student support, recruitment, retention,
completion
• Link to K‐12 system and preschool system – students are coming to college unprepared
• Work with high school counselors with low expectations and serve as a bridge to a
holding higher aspirations for Hispanic students
• Interventions that work are not necessarily new gimmicky strategies with extensive
costs
• Effective interventions are relatively simple, but are not easy to implement in a system
not designed to change for the needs of students of color
• Generalize a responsibility to serve all, not just the students the system was designed to
graduate
• Engage family support, and empower families to provide needed support for student
success
275
• Involve more role models and mentors
• Change is hard. Normalize the discomfort of change. Don’t be surprised about ongoing
resistance.
• Set measurable goals for success in life, not just for a glass framed document
• Enhance ‘cultural competence’
• Maintain a relentless focus
• Begin outreach early in the pipeline (middle school or earlier)
• Teach students and families about the college experience (what is needed to apply and
be accepted, financial aid, administration, etc.)
• Increase hiring of faculty and staff of color. Be prepared to deal with arguments about
having already filled quotas
• Provide materials in Spanish for students and families, provide translations and send the
message that the student’s and family’s home culture is valued
• Identify partners and community linkages
Promising Practices in New Mexico
The Office for Equity and Inclusion: The University of New Mexico
• The University of New Mexico is the only university in New Mexico to have a Vice‐President,
Dr. Jozi DeLeón, and an office dedicated to Equity and Inclusion. The office provides
opportunities year‐round for students and faculty to become involved in activities that
support inclusion of all student populations.
276
UNM Health Sciences Vice‐President and Office of Diversity
• In addition to the UNM Office of Equity and Inclusion, the UNM Health Sciences Center has an
Office of Diversity and a Vice President for Diversity, Dr. Valerie Romero‐Leggott.
o Among the diversity programs at the Health Sciences Center are:
Minority Women in Medicine and the Health Sciences, Health Careers Academy
New Mexico Clinical Education Program, and the Undergraduate Health Sciences
Enrichment Program.
Hope, Enrichment, And Learning Transform Health in New Mexico (H.E.A.L.T. H.
NM) reaches out to both rural and urban areas of the state to levels that range
from College Graduates to Middle School, and there it is expected this program will
go to the elementary school level very soon. The philosophy is that an entering
biology freshman who wants to go to medical school really began their college
education many levels and many grades prior to applying to UNM. At the middle
school level, after school programs are provided that involve hands‐on activities.
As students grow older the programs provide more intensive workshops, non‐
residential summer programs for high school students, a six‐week residential
program for undergraduate students, immersion programs for professional
students, and a premedical enrichment program.
The demands of medical school are highly demanding. The office and staff are
prepared to provide support, including preparation for rigorous licensing exams.
The Combined BA/MD Programs is designed to address the physician shortage in
New Mexico.
277
• 28 high school seniors are accepted each year
• The 8 year combined degree program earns students a Bachelor of Arts and a
medical degree at UNM
• The program is committed to finding diverse students from areas of need in
New Mexico
• High levels of student support include:
o Personalized academic advisement
o Individualized tutoring and group supplemental instruction
o Supplemental scholarship and financial aid package
o MCAT preparatory course
o Peer, medical student and faculty mentors
o Dormitory housing with BA/MD students
Senate Bill 600
The provision of health services to New Mexico’s diverse population is extremely important to
the citizens of this state. SB 600 mandates that the Higher Education Department form a
Cultural Competence Task Force to study and make recommendations on specific cultural
competence curricula for each health‐related education filed offered in New Mexico’s public
post‐secondary institution. The Task Force was charged with addressing issues related to
health disparities: racism, sexism, ageism, discrimination. A Senior Advisor to the Executive
Vice President for the Health Sciences Center (Professor Margaret Montoya) co‐coordinates
278
these efforts and co‐chairs the Task Force with Dr. Romero‐Leggott. In each discipline of
career and study, the following core competencies are addressed. Each discipline examined
their current curriculum to examine strengths and areas for improvement, and then worked
to identify significant curriculum recommendations.
Socio‐Cultural Factors in Health Care Population Health Disparities
Delivery Establish a knowledge base of the existence
Examine the mistrust, unconscious bias and and magnitude of health disparities in New
stereotyping which practitioners and Mexico’s population, including the
patients bring to clinical health encounters multifactorial causes of health disparities

Intercultural Communication Historical Trauma
Develop skills to effectively communicate Understand the impact of historical trauma
and negotiate across cultures, languages, on health, as it relates to patients and
and literacy levels, including the use of key families from diverse cultural backgrounds
tools to improve communication

279

280

In the midst of crisis, we
cannot afford to ignore that

which is Moral, Just, and

Humane… Susan Muñoz, Ph.D., Iowa

State University, 2010

Summary Statement

281
Summary Statement
New Mexico stands out from our neighboring states in many ways. While our neighbors chose
not to protect the language of its children a hundred years ago, New Mexico included its
protection in the state constitution. More recently, some neighboring states chose not to
support the educational rights of immigrant children. One state’s educational board voted to
change the way historical contributions of civil rights leaders were represented in the public
school curriculum, downplaying their significance. In contrast, New Mexico created an act
that would provide for the study, development and implementation of educational systems to
promote the success of Hispanic students. Throughout New Mexico’s history, advocacy for
and protection of the educational rights of all children has been promised in the law. Does
New Mexico fulfill its promise?

Throughout this report, we have seen data and figures that confirm the achievement gap and
graduation gap of Hispanic students at all levels of education. Despite small gains in some
cases, the gap is persistent. The numbers are staggering and we have seen that the disparities
get wider as we go up in grade level and education level. We have also seen that the
achievement of Hispanic students has a profound effect on the economic and social welfare
of New Mexico. The collection and reporting of data is useful, but it does not go far enough.
In this report, there were topics not explored and there were observations made throughout
that leave us with many more questions to be answered. For example, we still need to know:
282
• How and where are Hispanic students making gains?
• Where do our graduates get jobs?
• How many graduates leave New Mexico?
• How many graduates are underemployed or unemployed?
• Which are the most critical health issues affected by a strong education?
• What are the chances for success of our Hispanic families and their future generations?
Given the data presented in this report, we implore education policy makers, legislators,
government officials, educators, and community to create a climate that fully recognizes the
reality of the current condition, and the severity of the consequences of keeping the status
quo. It is time to own the facts. At this crucial turning point in our history, it is imperative
that we work even more collaboratively, recognizing each other’s expertise in securing a
promising future for all of New Mexico’s children. Now is the time to identify our allies and
partners and to strengthen opportunities for leadership and for collaborative and thoughtful
response to this call for action.
More than creating value and policy statements, more than documenting and reporting of
data, it is time to understand why our students are underperforming and take bold action to
move us forward in a way that continues to honor the unique cultures of New Mexico.
283

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HISPANIC EDUCATION STATUS REPORT

Diane Torres-Velásquez, Ph.D., Hispanic Education Liaison,

Photography: William Gruner Photography

123 Public School

153 Data Maps

175 Post Secondary

Year Overall NM Ranking of Increase Percent change

2030 2,009,708 26 280,662 15.4%

DP-1. Profile of General Demographic Characteristics: 2000

African 11,121 11,475 3%

White 232,150 220,123 ‐5%

Total 618,143 706,804 14%

• The foundations of school readiness and achievement begin to be established

• PreKindergarten (PreK) is considered to be an essential key to narrowing

Birth (Months) (Years)

Source: C. Nelson (2000) 2

• Some Hispanic national/regional origin segments lagged behind Whites much

• 3rd generation White students outperform 3rd generation Hispanic students.

• Commitment of Hispanic families to education includes school academics, and

• Although there is no income requirement for eligibility, two-thirds of enrolled

• Teachers working with bilingual children, and with children monolingual in a

• Monolingual Spanish-speaking children participate in dual language

Area Raw Score % Standard Why Is This Important?

All Asian Black Caucasian Hispanic American

10% 4.2% 4.0%

Fall Spring Add the % in these 2

15.00% Phys Dev Literacy Numeracy Aesthetic Scientific Self, Fam, Approach Overall

0.02 1.4 2.4

56.7 28.4 White

2004‐ 2005‐ 2006‐ 2007‐ 2008‐ 2009‐

Hispanic – White 23.6 22.7 22.4 22.4 23.7 22.3

2004‐ 2005‐ 2006‐ 2007‐ 2008‐ 2009‐

Hispanic – White 21.5 23.4 21.5 18.4 23.8 21.9

42.4% 43.5% Proficient

2004‐ 2005‐ 2006‐ 2007‐ 2008‐ 2009‐

Hispanic – White 23 23.8 25.5 25.6 25.5 23.6

80% 14.2% 18.6%

2004‐ 2005‐ 2006‐ 2007‐ 2008‐ 2009‐

Hispanic – 24.5 24.4 27 21.9 26.4 26.4

20% 34.8% Advanced

2004‐ 2005‐ 2006‐ 2007‐ 2008‐ 2009‐

Hispanic – White 28.8 30 28.4 27 26.4 26.4

The Blue fabric shows enrollment % 56 This is the Graduation GAP

Caucasian African American Hispanic Asian American Indian

2008 49.8% 56.2% 60.9% 71.3% 80.1% 63.2%

10.6 9.8 High School Dropout

10,000 7,754 8,728 8,098

5,000 3,211 3,149 2,439

NMSU Dona Ana Branch White, non‐Hispanic

Hispanics 54% 76%

Native Americans Hispanics Whites Blacks Asians

12 Note: Data does not include charter schools or alternative schools

The higher students

60% Data Question: Which

Latino 10% 34%

White 15% 43%

Hispanic White African American American Indian Asian

African American American Indian Asian

STUDENT PROGRESS AND STUDENT SUCCESS

Race & Cohort %Bachelor’s Cohort % Bachelor’s Cohort % Bachelor’s

STUDENT PROGRESS AND STUDENT SUCCESS

Entered Fall 2000 Entered Fall 2008 Entered Fall 2009

STUDENT PROGRESS AND STUDENT SUCCESS