A New Direction for New Mexico Schools · We must invest more in education to give our families and...
Transcript of A New Direction for New Mexico Schools · We must invest more in education to give our families and...
Paid for by New Mexicans for Michelle, Deborah Armstrong Treasurer
ANewDirectionforNewMexicoSchoolsThefutureofNewMexicodependsonprovidingourchildrenahigh-qualityeducationsothattheyarepreparedtosucceedinlifeandourchangingeconomy.Itisoursharedresponsibilitytoensurethateverychildispreparedwiththerighttechnicalandproblem-solvingskillssotheycanreachtheirfullpotentialandhelpdriveourstateforwardtoabetterfuture.Currently,NewMexicoisfailingonbothfronts.Thisyear’s“QualityCounts”report-anationallyrecognizedassessmentofeachstate’seducationsystemproducedannuallybyEducationWeek-ranksNewMexiconearthebottomoneveryindicatorthatcanaffectachild’sabilitytoearnaqualityeducation:
• NewMexicoranked49thoverallwithascoreof66.3/100.
• NewMexicorankedlastinthe“ChanceforSuccess”index,whichevaluatestheimpactofpubliceducationonfutureoutcomesforstudents.
o Thisincludesindicatorssuchasearlychildhoodaccess,graduationrates,post-secondaryattendance,parentalincome,andotherdevelopmentindicators.
• NewMexicorankednearthebottominthenationon“K-12Achievement.”
o Thismeasurecombinesmathandreadingtestscores,APachievement,andotherperformancemeasures.
o NewMexicowaslastinrawscores,and31stinimprovement.
• NewMexicorankednearthemiddleinschoolfinancebutverypoorlyonfunding.o Whilegivenaverylowrankforfundinglevels,itreceivedabenefitfrom
havingfairlyequitabledistribution.ThesenationalrankingsreflectthevacuumofleadershipwehaveseenfromtheMartinez/Skanderaadministration.Educationcanbeagreatequalizerinoursociety,butyearsofstarvingourpublicschoolsofadequatefunding,combinedwithdrasticcutsinsocialservicesforourmostvulnerablechildren,haveunderminedourstate’sabilitytoprovideeverychildwiththechancetosucceedinlife.Itistimeforanewdirection.
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ANEWDIRECTIONFORNEWMEXICOSCHOOLS
Educationisnotlimitedtoinstructionaltimeintheclassroom–familyinvolvement,engagedinstructorsarmedwiththerighttools,andadequatefundingarejustafewoftheelementsnecessaryforachildtosucceedinschool.AsGovernor,Iwilltakeanewapproachtohelpourstudentsachievetheirverybest:
1. FundingtheEducationSystemweneedandourchildrendeserve
2. MakeuniversalaccesstoqualityPre-KarealityforeveryNewMexicofamily
3. Giveourstudents21stCenturySkillsandenhancecareertechnicaleducation
programs
4. Improvegraduationrates
5. Payourprincipals,teachers,andeducationpersonnelmore
6. Limitschooltestingandusequalitativedatatotrackstudentandschoolachievement
7. Createafairandbalancedsystemofaccountability
8. Engagefamilies,communities,andstudentsassubstantivepartners
9. Makesureeverystudentinpublicschoolhasanequalopportunitytolearnandgetahead
10. MakecertainNewMexico’sAmericanIndianpopulationsarewellservedbythestate’seducationsystem
11. Prepareeverystudentforsuccessincollegeoracareer
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1. Fundingtheeducationsystemweneedandourchildrendeserve
Wemustinvestmoreineducationtogiveourfamiliesandcommunitiestheschoolstheydeserveandgiveourkidstheskillstheyneedtosucceed.TheNewMexicoLegislaturecommissioneda2008studybytheAmericanInstitutesofResearchthatfoundthatNewMexicowasunderfundingitsschoolsbymorethan$300million.Sincethen,therecessionandourslowrecoveryhavemadethingsworse.Fundinghasnotkeptpacewithinflationorpopulationgrowth.Togiveourkidstheeducationsystemtheydeserve,weneedtodramaticallyincreaseclassroominvestmentwhileweintegratestatewidepre-kindergarten(Pre-K)educationintoourpubliceducationsystem.Pre-Kisthebesteducationalinvestmentwecanmakeinthelongrun.EverystudyshowsthatPre-Kgiveskidsaheadstartinlifeandleadstobetterjobsandbetterincomes.
Ourfundingshortfallhasbecomesoseverethatseveralschooldistrictsaroundthestatehavejoinedwithfamiliestosuethestateforfailinginitsconstitutionaldutytoprovideeducationtothestate’schildrenbynotcommittingthenecessaryresourcestopubliceducation.NewMexico’schildrenarefacingahugeachievementgap,laggingtheirpeersaroundthecountryinreadingandmath.Iagreewiththeschooldistrictsandfamiliesthattheseachievementgapsleadtoopportunitygapsforourkids,denyingthemtheskillsandtrainingtheyneedtosucceed.Weneedtoreversethis,andasGovernor,Icommittoidentifyinganddevelopingstrategiestoincreaseinvestmentsinourstudentsandschoolswhileweexpandourprogramstoreachouryoungestchildren.WeneedresponsibleschoolfundingtomakesureeverystudenthasachanceatagoodeducationfromPre-Kthroughhighschool.Toachievethis,alongwithgrowingoureconomy,wemustincreaseanddiversifyourrevenuetoeducation,ensurewe’remakingthemostofeveryeducationdollarandprovideapermanentandreliablefundingsourceforPre-K.
• Passingaconstitutionalamendmenttoboostfundingforeducation.IwillworkwithourlegislativeleaderstopassanamendmentthatprotectsthecorpusofthePermanentSchoolFundwhileinvestingmoreinourkidsandschools.Thisfundnowboastsmorethan$17.75billioninassetsandisexceedingits7percenttargetgrowthrate.Nowistheperfectopportunitytoleveragetheseresourcestoimprovestudentoutcomesbyincreasingthedistributionratefromthecurrent5percent.
• Diversifyingandexpandingstaterevenues.Tobuildastrongfutureforourschools
andreducerelianceonoilandgas,weneedadiversesetofrevenuestreamsbuiltonabaseofenhancedeconomicopportunityandprosperity.TheMartinezadministrationhasrepeatedlycutcorporatetaxesandprotectedloopholeswhile,outsidetheoilandgasindustry,theeconomylagsandrevenueforourschoolssuffers.Ipledgetoworkwithlegislatorstodevelopplanstogeneratenewrevenueforourschools.
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• Puttingmoremoneyinclassroomsbyshiftingmoneyfromadministrationand
streamliningreporting.Outofall50states,NewMexicospendsthehighestportionofitseducationexpendituresonadministrativecosts.Forexample,NewMexicoschooldistrictsspendupto15,000staffhourscomplyingwithcurrentreportingrequirementsandanestimated$211.93perstudentonreportingforFood/Nutrition,Budget,HealthandAcademicPerformance.Tocompare,Nevadaspendsapproximately$69.45perstudentforsimilarinformation.Wemustensurethatourmoneyisgoingtotheclassroom,whereitdoesthemostgood,byreducingthecostsofadministrationandoverhead.Bydivertingadministrativecosts,cuttingredtape,andstreamliningfunctionswecanput$100millionmoreintoNewMexicoclassrooms.
• LoweringthequalifyingschoolagefromfivetothreetoincludePre-KintheschoolfundingformulatocreateuniversalPre-K.BringingPre-Kfundinginlinewiththeper-pupilfundingformulausedbyourpubliceducationsystemisthemosteffectivewaytosecurefundingforuniversalPre-Kasweputmoremoneyintoschools.ThiswillguaranteestablefundingforPre-Kprograms,centralizeadministrationforPre-K,ensurequalityandaccountability,andcreatesalaryandbenefitparityforPre-Keducators.ThisstepwillalsoensurethatfundingforPre-KdoesnotdetractfromformulafundinglevelsgrantedtoK-12education.Afterphase-in,thiswillmean$285millioninfundingtoprovidereadyaccesstoquality,full-dayPre-Ktoeverysinglethree-andfour-year-oldinNewMexico.
2. MakeuniversalaccesstohighqualityPre-KarealityforeveryNewMexicofamilyWeknowthathigh-qualityPre-Keducationforthree-andfour-year-oldchildrenmakesameasurabledifferenceincognitiveandsocialdevelopmentandlong-termeducationaloutcomes.Bygettingtokidsduringthemostcrucialstagesofbraindevelopment,wegivekidsthetoolstheyneedtosucceedthroughhighschool,college,andbeyond.KidsinPre-Kwillhavemoreeconomicopportunitiesandhigherincomes.Withtheseoutcomesinplace,wewillreducecoststoourcriminaljustice,welfare,andhealthcaresystems.AndweknowthatPre-KprogramsinNewMexicoareworking–78percentofNewMexico’sPre-Kgraduatesreceivehighscoresinlanguage,literacyandmathematics.
ButPre-Kenrollmentinallprogramsiscurrentlyonly41.9percent.ThereisnoreasonweshouldnotbeworkingtoenrolleverysingleNewMexicochildinearlychildhoodeducation.ThebestprogramsacrosstheUShaveachieved80-85percentoverallenrollment.WepushtomeetandexceedthesebenchmarkswhileensuringeveryeligibleNewMexicochildcanaccesseducation.Withmorefundinginplacewewill:
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• IncreasethenumberofqualifiedPre-Keducatorsandprograms.Wewillneedtocreatenearly25,000newstatePre-Kslots.However,wecurrentlyhavetoofewteachersandfacilitiesforthesystemtoservethesefamilies.ByintegratingPre-Kintothepublicschoolfundingformula,wecanpayourearlychildhoodeducatorsaprofessionalwage,attractmoreeducatorstotheprofession,andensuretheyhavetheeducationandexperiencetohelpchildrengrowandprepareforkindergarten.Thisiscriticaltoincreasingthenumberofhigh-qualityPre-Keducators.Wemustalsomakesurethatteacher-trainingprogramsatUNM,NMSU,andotherinstitutesareequippedtotrainteachersatalllevelsofeducation,fromPre-Kto12whileinvestingnon-recurringfundsinbuildingmoreclassroomsandinfrastructure.
• Providedevelopmentopportunitiestocreateaskilled,professionalworkforce.
ManyofthecommunitiesmostinneedofPre-Kprogramslacktheskilledprofessionalworkforcetostaffandadministerthem.Weneedtoprovideourworkforcetheopportunitiesandprofessionaldevelopmenttheyneedaswebringmoreeducatorsintothesystem.Tocultivateamorerobustandwidelydistributedworkforce,thestatemustinvestinbothpre-serviceandin-serviceprofessionaldevelopmentindirectproportiontoprogramexpansions.Wemustexpandexistingapprenticeshipandassistantshipmodelswhilestrengtheningmaster-teacherprograms.Myadministrationwillcommittoestablishing,funding,andpromotingincentivestorecruitandretainqualifiededucatorsindisadvantagedcommunities.
• Focusonreachingmorethree-year-oldchildren.MoststatePre-Kprogramsaresingle-yearandserveprimarilyfour-year-oldchildren.NewMexico’sPre-Kservessomethree-year-oldchildren,butiscurrentlyfocusedprimarilyonfour-year-oldkids.However,researchindicatesthattwo-yearPre-Kprogramsaremorebeneficialthansingleyearprograms.Weneedtofocusourexpansioneffortsonprovidingopportunitiesforthree-year-oldstudentsandreachingtheirfamilies.
• Makefull-dayPre-Kprogramstheuniversalstandard.Full-dayprogramsare
proventohavegreaterbenefitsforschoolreadiness,betterattendance,enhancedsocialandemotionaldevelopment,andbetterphysicalhealth.Toomanystudentsareleftunderservedinhalf-dayprogramsthatdon’tprovideparentsthesupporttheyneedorteachersthetimenecessarytohavearealimpact.OurexpansionofPre-Kwillprovidefull-dayeducationforeveryfamilythatwantsit.
• Developarobusttransitionplantogetusuniversalcoverage.Implementing
statewidePre-Kisgoingtotakestrongcoordinationamongmultiplestateagenciesandprogramstotrackresults,insistonquality,anddemandaccountability.Currently,Pre-KishousedatbothCYFDandPED,whicheachhaveexpansivemandates.Wewillre-establishthestate’sChildren’sCabinettoassurecoordinationamongagenciesaffectingchildren,anddemandresultsfrommultiplestakeholders.
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Inbuildingoutcapacity,wemustfocusfirstonthecommunitiescurrentlymostunderservedbyNewMexicoPre-Kprograms,andmostinneedofimprovededucation.
Wewillworktoserveeverychildassoonaspossiblebyfillingtransitionalgapswithin-homeonlineprogramslikeUtah’sUPSTART.Theseevidence-basedandrelativelylow-costsystemshaveimprovedoutcomessuchaskindergartenreadinessandtestresults.Sincetheseprogramsaremoreaccessibletofamiliesinurbanareas,itwillallowustofocuseffortstobuildoutinfrastructureonNewMexico’sruralorunderservedpopulations.
3. Give our Students 21st Century Skills and Enhance Career Technical Education
ProgramsOurchildrenwillrequiredifferentknowledgeandskillsthanwedid,andwearedoingthemadisservicebyfocusingsomuchonpreparingstudentssimplytotakestandardizedtests.Highertestscoresmayhelpschoolsachievehighergrades,butitdoesnothelpourchildrenpreparefortheworkplace.
Today’scomplexeconomyrequiresustopreparestudentswithastrongerfoundationinmathandscience,andtheabilitytocombinedifferentsubjectmatterstopracticallysolveproblems.Theglobaleconomyrequiresanewapproachtowhatweareteachingandhowweteachit:
• AdoptrigorousSTEM(science,technology,engineeringandmath)standards
alignedtoNextGenerationScienceStandards.DevelopedbytheNationalScienceTeachersAssociation,theAmericanAssociationfortheAdvancementofScience,theNationalResearchCouncil,andaneducationalconsortiumrepresenting26states,thesecollege-andcareer-readystandardsweredesignedtohelpstudentslearncorescientificconcepts;howtodevelopandtestideas;andhowtoevaluateevidence.ThestandardsaredesignedtohelpstudentsachieveacorecompetencyinscienceandengineeringfieldsandarethebestapproachtohelpingprepareNewMexicostudents.Fromautorepairtosocialscienceresearchtocomputercoding,STEMisbecominganessentialcomponentineveryfield.Weneedtomakesureourstudentshavetheknowledgebasetocompete.
• MakeSTEAMthecoreplatformforNewMexico’sschools.ThemoderneconomydemandsagreatercompetencyinScience,Technology,Engineering,andMathematics(STEM),butsimplyincreasingoureducationalfocusonthesesubjectswillnotpreparestudentsforourchangingeconomy.Researchhasshownthat“TheArts”–liberal,design,visualandlanguagearts–areanessentialcomponentindevelopingskillsincreativityandcriticalthinking.BypreservingeducationintheartsandinfusingtheartsintohowweteachSTEM,wecanteachourchildren
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essentialskillslikecriticalthinking,communications,collaboration,andproblemsolving.
• Alignthecurriculumbetweenelementary,middle,highschool,andpostsecondarylevelstohelpcreateacoherentK-12STEAMsystem.Schoolsmustbeconsistentintheirteachingapproachandlearningstandardstoensurethatstudents’real-lifeskillsandabilitieskeeppacewiththeirexpandingbodyofknowledge.
• EncourageinnovationintheteacherpreparationprogramsatNewMexico’scolleges
anduniversities.Forexample,wecandevelopmoredual-degreeprogramsinEducationandMathandSciencefieldstoincreasethenumberofgraduatesqualifiedtoteachintheSTEMsubjectsandprovidemoreprofessionaldevelopmentopportunitiesforteacherslookingtodeveloptheirskillsinsubjectssuchasdual-languageeducation.
• Provideeducatorswiththetoolsandtrainingtheyneedtoteach.Newrigorousstandardswillrequiremorestrategicinvestments.Forexample,newSTEMfieldswillrequireadditionalscientificinstrumentsandequipmentintheclassroom;andforteachersofquicklydevelopingsubjectfieldslikecomputersciencemusthaveaccesstoprofessionaltrainingtostayabreastofessentialnewdevelopments.
• Promotetheuseoftechnologytoexpandthescopeoflearningopportunities,especiallyinruralandunderservedschools.Asgovernor,Iwillworktoexpandruralaccesstohigh-speedbroadband.Thistechnologyisparticularlyimportantforruralandunderservedschoolswithlimitedfunds.BroadbandInternetcanconnectstudentstoinstitutionsandprogramssuchaslargerlibrarycollectionsoronlinecourseworkformorespecializedfields.TheInternetalsoprovidesschoolswiththeabilitytolinkupwithdistancelearnersviateleconferencing.
• ExpandNewMexico’scareerandtechnicaleducationprogramsand
apprenticeships.Noteverycareerrequiresabachelor’sdegree,butmostjobsrequireindustry-specifictrainingorcertification.Asgovernor,Iwillcreatestrongervocationaleducationprogramsthatincludeopportunitiesforhighschoolstudentstoearncertificatesandassociatedegrees.Iwillputagreateremphasisonexperientiallearningthroughinternshipsandapprenticeshipprograms.Everyprogramthatwecanexpandtostudentsstatewideisanopportunityforstudentstoearnthetechnicalskillsandcertificationsnecessarytofindawell-payingjob.Countriesaroundtheworldhaverecognizedtheimportanceofstrongapprenticeshipprograms.Onaverage,employersget$1.47backforevery$1investedinapprenticeships.InNewMexico,suchprogramsmaybepartofourpublicschoolsorrunincoordinationwithpublic-privatepartnershipsthatprovideopportunitiesforstudentstolearnatrade.
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• TeachentrepreneurshipinNewMexico’sschools.Coursesinentrepreneurshipdonotjustteachstudentshowtopursueeconomicopportunities.Italsonurturescreativity,resilience,persistence,risk-taking,andthecritical-thinkingskillsthataresonecessarytocompeteintoday’sglobaleconomy.
4. ImproveGraduationRates.NewMexico’shighschoolgraduationratehasimprovedoverthepastsixyears,from63percentto71percent,butitremainsamongtheweakestinthenation.Ourratesarewellbelowthenationwideaverageof83.2percentandlowcomparedtoourneighboringstates,withColoradoat79percent,Texasat89percent,Arizonaat78percent,andUtahat85percent.
Wehavesomeprogramsthatareworkingbutunderfunded.
• NewMexicocurrentlyfunds60dropoutcoachesandsocialworkerstosupportstudentsacross21districtsinNewMexico.Theseprofessionalsworkwithelementary-,middle-andhigh-schoolstudentsandtheirfamiliestoreducechronictruancythatoftenleadstodroppingoutofschool.Fundingwasallocatedtodistrictsdemonstratingthehighestneedandplansforusingthestaff.
• NMPEDhasalsoimplementedan“earlywarningsystem”thatutilizesavailabledatatotargetstudentswhoareatriskofmissingmilestonesordroppingout.Thebestindicatorsofdropoutarelowattendance,unsatisfactorybehavior,andpoorcourseperformance.Anumberofinterventionsaretestedandthedataanalyzedtofindthemosteffectivestrategiesformediatingdropouts.
Thesetoolsarehelpful,butwemustdomoretoraiseourratestobeonparwiththenationalaverage.Todothis,wewill:
• StartearlybyexpandingourPre-Kprogramasoutlinedabove.Pre-Keducationcan
helpreducedropoutratesbypromotingbetterbraindevelopmentandhigheracademicachievementfromanearlyage.Thiskeepskidsinschool.
• Ensurethateducators,administrators,andcounselorsandotherstateandlocal
officialswhoworkwithschool-agedchildrenaretrainedusingNewMexico’searlywarningsystemtoidentifykidswhoaremostatrisk.Thissystemcollectsandusesexistingschooldatatoindicatestudentswhoarestatisticallylikelytodropout.Schoolsshouldbeheldaccountableforusingthesystemtocontinuallymonitorandprovidesupportforat-riskstudents.
• Hiremoredropoutcoachestohelpimplementmentoringandcounselingeffortstargetedtowardthoseschoolswiththemostneed.
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• FullyfundandexpandprovenprogramssuchasNewMexico’spilotprogram,K-3+,
whichpreventssummerlearninglossbyprovidingupto25additionaldaysintheclassroom.Summerlearninglosshasamajorimpactondisadvantagedfamilieswhocannotaffordtopayforsummerenrichmentprograms.
• Workdirectlywithemployerstobuildtechnicalandapprenticeshipoptionsand
worktohelpdistrictsandschoolsbuild“careeracademies”withintheirschools–theseprograms,whenruneffectively,canincreasegraduationrates,achievement,andfutureearnings.
• Focusonusingattendancedatatoidentifythestudentsmostat-riskofdroppingout
ofschool.Onestudy,“TheSilentEpidemic:PerspectivesofHighSchoolDropouts,”fundedbytheBillandMelindaGatesFoundation,foundthat43percentofhighschooldropoutsfelttheyhadmissedtoomanydaysofschooltobeabletoearntheirhighschooldiploma.Schoolsmustintervenewithat-riskstudentsearlyenoughtoavoidsuchfeelingsofhopelessness.Ifwecanconnectwithkidswhoareshowingearlysignsofalackofinterestinschoolandturnthemaroundwhentheyareyoung,wehaveagreaterchanceofhavingthemgraduate.
• Identifyotherkeyindicatorssuchasstudentperformancetohelpeducatorsdeterminethatstudentsare“on-track”.Onestudyfoundthatafreshmanwhois“ontrack”tograduate–accumulatingsufficientcreditstoadvancetosophomoreyear–is2.5timesmorelikelytograduatethanstudentswhoareoff-track.Simpledatareportsalloweducatorstomoreeasilyidentifywhichkidsareatriskoffailingclassesandfallingbehind.
• AsGovernor,Iwillfighttohelpstudentsstayinschoolandsuccessfullytransition
frommiddleschooltohighschoolandfromhighschooltopost-secondaryeducation.
5. Payourprincipals,teachersandallclassroomeducationpersonnelmoreEducatorsmakethelargestcontributiontostudentachievementthananyotheraspectofschooling.High-qualityeducators,includingcapableprincipals,administrators,andsupportstaff,areatthecenterofstudentlearning;theyarepassionateaboutservingouryouth,andmakeatremendousdifferenceintheirlives.Andlikemanyotherstatesaroundthecountry,NewMexicoisfacingasevereeducatorshortage.
ThepoliciesofthepreviousadministrationhaveledtoNewMexicohavingthe2ndhighesteducatorattritionrateinthenationjustbehindArizona.Thishasledtomanyvacanciesacrossthestateandmanylong-termsubstitutesandalternativecertification(altcert)teachersinourclassrooms.Inadditiontoteachingfulltime,altcertsmustalsotake
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parttimeclassestogetcertified.Manyofthesenewteachershavehadnotraininginlessonplanning,individualizededucationplans(IEP's),orclassroommanagement.Inaddition,theymustpayfortheircertifications,andmanyreportthatthecostandtimeinvestmentisprohibitive.
Thebiggestobstaclestoteacherrecruitmentarepayandtheperceptionoftheprofession:Peopleoftennolongerseeteachingasaprofessionalcareerandmanynolongerbelievetheycanearnalivingasateacher.Wecannotexpecttorecruitandretainthehighestqualityeducators,principalsandsupportstaffthatweneedunlesswetreatthemasthevaluedandrespectedprofessionalsbypayingthemmoreandprovidingtheopportunitiesforcareergrowth,training,developmentandadvancementthattheydeserve.
AsGovernor,Iwill:
• Raisesalaries.Thebestwaytokeeptheteacherswehaveandrecruitmoretotheprofessionistopaythemmore.Peopledonotpursueteachingcareersforthemoney,buttheydeservetobepaidarespectablewage.Lowpayerodestheirstandardofliving,hurtsmorale,anddrivespeopletoseekotherwork.InNewMexico,theaveragestartingsalaryforanewteacheriscurrently$34,000andwillincreaseto$36,000inthefallofthisyear.Thesecondandthirdtierpaylevelswillincreaseto$44,000and$54,000.Thatisanimprovementbutitisnotgoodenough.• TheaveragestartingsalaryinTexasis$38,528,andtheaveragesalaryofa
veteranteacherinTexasis$48,819.InNewMexicoitis$45,453.Weneedtomakesuretheirpayremainscompetitive,andthatteachingcanprovideanattractive,securecareer.
• Furthermore,weneedtoensurethateveryoneinvolvedinmakingourschoolsworkispaidadecentwage.TodayEducationalAssistantsearnastartingsalaryof$14,000.Schoolbusdrivers,guidancecounselors,librarians,coachesandotherclassifiedpersonnelarealsodramaticallyunderpaid.Weneedtomakesurethateveryoneworkinginourschoolsispaidafairandrespectfulwage.
• Iwillimmediatelyraisethethreetierpayratesto$40,000,$50,000and$60,000fromthe2018-2019schoolyear,andIwillworkwiththelegislatureandschoolstodetermineapathforwardtofurtherincreasethepayforteachersandclassifiedpersonnel,andmakesurethatcostoflivingadjustmentscommitmentsarefulfilled.
• MaketeachinginNewMexicoamoreattractiveoptionforyoungprofessionals.I
willsupporthigh-performingstudentswithascholarshipliketheMississippiExcellenceinTeachingProgram,whichprovidesfulltuitionandarigorouscurriculumforfutureteachersincoresubjects.Iwillpromoteandworktoexpandloanforgivenessprogramsforyoungteacherstosupportthemintheirearlylower-
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incomeyears.Iwilladvocateforlegislationtocreateafinancialassistanceprogramtoprovidegrantstoqualifiedteacherswhoarehiredbyandfulfillacommitmenttoworkinaneligibleschooldistrictwheretheyaremostneeded.
• Improveourteacherpreparationprograms.Wewillinvestinourprofessors,
partnerwitheducationfoundations,andincreaseteachergraduationstandards.
• Institutementoringandcoachingprogramstosupportearly-careerteachersandadministrators.
• Providehigh-qualityprofessionaldevelopmentopportunitiesforteachersand
administrators.ProgramsliketheMC2summermathematicseducationtrainingcampandtheCOREcoachingprogramforstrugglingschoolshaveproventobehighlyeffectiveatraisingteacherperformanceandstudentachievement.
• TrainmoreNewMexicanstobeteachershereathome.Asweinvestmoreinteachersalaries,wewanttheseteachingopportunitiestogotowell-trainedNewMexicans.Iwillpursueandpromoteprogramsdesignedtogrowourownteachersandpartnerwiththestateuniversitiestoimproveteacherpreparation,recruitment,andretention,andworkwithschoolstoimprovethepathwayforEAsandotherschoolstafftoadvancetothenextlevelofteaching.WewillimplementprogramslikeAim2TeachinArizona,aprogramaimedatidentifyingstudentswhomaywanttoteachandhelpingguidethemintoprofessionalteachingprograms.Aim2Teachholdseventsandworkswithstudentsinareaswithteachershortagestohelpinterestedstudentsnavigatethesometimes-opaquepathwaytobecomingateacher.
• AsGovernor,throughoutmytenure,IwillaskandlistentoEducationprofessionalsaboutwhattheyneed.ThenewfederallawEveryStudentSucceedsAct(ESSA)requirescollaborationwithstakeholdersandIwillhonorthiscommitmenttoinvolveeducatorsasweworktoaddresstheseissues.
6. Limit School Testing and use qualitative data to track student and schoolachievement.
Testingprovidesastandardizedwaytoassessachievementandmonitorimprovementsinschools.However,testingisatbestanincompleteindicatorofstudentprogressandacademicachievement,yetitoccupiesanoverlydominantroleinclassroominstructionandinNewMexico’ssystemofratingitsschools.PARCCtestingcountsfor90percentofwhatgradeelementaryandmiddleschoolreceive;forhighschools,itcountsfor75percentofthegrade.Thismeansthatadministratorsareforcedtofocusexcessivelyonpreparingstudentsforthetestandthatteachersfeelincreasedpressurefromschoolsandadministratorstoperform.Ourkidsspendtoomuchtimetestingandnotenoughtimelearning.
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Abetterapproachwouldbetousetestingasitwasintended–asatooltohelpstudentslearn.Testresultsandthedatatheyyieldcanprovidetremendousinsightintowhatisworkingandwhatisfailing.Weneedtodevelopanewapproachthatoffersthekindofevidencethatteacherscanusetoidentifywherestudentsarestruggling;toinnovateintheclassroom;andtohelpfosterastudent’scriticalthinkingabilities.Therefore,asgovernor,Iwill:
• GetridofthePARCCtestandworkwithstakeholderstodeterminethemost
appropriateandleastintrusivetestforNewMexicoschools.
• Utilizestatewiderandomsamplingprogramssothatnoteverystudentneedstotaketests.Thisdecreasespressureonstudentsandteachers,freesuptimeforinstruction,andsavesmoneythatcanbere-allocatedtoeffectiveprogramstargetingstudentachievement.Controllingtherandomizationatthestatelevel,notintheschools,willhelpreducetheriskoffraud.
• Providemorebalancetootherevaluationtoolsbyimplementinginnovative
alternativemeansofmeasuringachievement.Withuseoftechnologybecomingmoreprevalent,itiseasiertocollectdataonstudentperformanceinclassroomandhomeworkassignmentstomeasureprogress.
• DoawaywiththeA-Fgradingsystemforschools.
7. Createafairandbalancedsystemofaccountability.High-qualityschoolleadersandteachersimprovestudentoutcomes.Iwillreformschoolandteacherevaluationstofocusmoreonholisticmeasuresofachievementandprogressandmakeevaluationspartofasystemthatprovidestrainingtoeducators.Thisway,wewillimproveteacherquality.Evaluationsshouldbemorethananassessment;thisshouldalsobeatooltopromoteprofessionaldevelopmentandhelpeducatorssupportstudents.
NewMexico’scurrentsystem,whichusesvalue-addedmodeling(VAM)todetermineateacher’simpactbyusingstatisticalmodelstopredictwhatastudent’sscoresshouldbebasedontheirprevioustestscores,isn’tworking.Statesacrossthecountryaremovingawayfromsuchmethodsbecauseoftheprovenlimitationsintryingtopredictastudent’sperformancebasedonanyuniquevariable.
AsGovernor,Iwillworkwithteachersandprincipalstoimprovetheevaluationsystem.Weneedtoimplementbestpracticesthatsupportschoolleadersandteachers.
TheAspenInstitutehasidentifiedseveralstrategiestoimproveteacherevaluationsthatwewillcarefullyconsideraswerevampouraccountabilitysystem:
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• Prioritize principal and evaluator training and certification with a focus onprofessionalgrowth;
• Allowteachersandobserverstocollaborateonareasoffocus;
• Supportlocallydevelopedmeasureswhilepursuingimprovementsintheircreationanduse;
• Makesureallimportantaspectsofteachingperformancearevaluedinevaluations;
• Engageteachersinimprovingteacherevaluationsystems;and
• Developmeasuresfortestingtheintegrityofevaluationsystemdesignand
implementation.
AsGovernor,IwillworkwiththePEDtosetthestandardsofexcellence.Tomeetthesestandards,schooldistricts,workingwiththeirelectedschoolboardmembersandstaff,willdevelopappropriateevaluationmeasuresthatleadtoeducatorlearningandgrowth,notattrition.Wewillworkwithlocalschooldistrictstomakesurestandardsaremet.Ourgoalistonurtureanddevelopthebestprofessionalstaff.8. EngageFamiliesandCommunitiesasSubstantivePartners.Researchershavefoundthatparentalandfamilyinvolvementisconsistentlyassociatedwithhigherlevelsofstudentachievement.Themagnitudeoftheeffectofparentalorfamilyeffortissubstantial:schoolswouldneedtoincreaseper-pupilspendingbymorethan$1,000toachievethesameresultsthataregainedwithparentalinvolvement.Researchshowsthatthemosteffectiveformsofparentinvolvementarethosethatengageparentsorotherfamilymembersinworkingdirectlywiththeirstudentsonlearningactivitiesathome.Decadesofresearchhavefoundthatfamilyinvolvementcanleadtohighergrades,testscores,andgraduationrates;betterschoolattendance;increasedmotivation,betterself-esteem;lowerratesofsuspension;decreaseduseofdrugsandalcohol;andfewerinstancesofviolentbehavior.
Inastudyof29parentinvolvementprograms,familyparticipationineducationwastwiceaspredictiveofstudents’academicsuccessasfamilysocioeconomicstatus.Andthemorethatfamiliesareinvolvedinschoolingatmultiplelevels–asadvocates,decisionmakers,fundraisers,volunteersandparaprofessionals,andashometeachers–thegreaterthepositiveimpactonstudentachievement.WecanlooktobestpracticesfromprogramsincitieslikeBaltimoreorCincinnatiforwaystoimprove.Tobetterengageparents,Iwillworkwithschooldistrictsto:
• ExpandtheCommunitySchoolsmodel.Thisisanintegrationofservicesfocusedon
academics,healthandsocialservices,youthandcommunitydevelopment,andcommunityengagement,whichleadstoimprovedstudentlearning,stronger
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familiesandhealthiercommunitiesandhasbeensuccessfulinAlbuquerqueandLasCruces.IwillpromoteCommunityschoolsstatewide,includingbyexpandingthenumberofschool-basedhealthclinicsaspartofwaytointegratefamilyandcommunityservicesintotheschool’smission.
• Workwithschooldistrictsandparentstochangetheschoolcultureandfosterhigherexpectationsfortheirchildrenandtheirschools.Schools,principals,teachers,andstudentsdobetterincommunitieswithhighexpectations,whileunderperformingschoolsoftensufferfromentrenchedculturesoflowexpectations.Wemustworktocreateacultureofhighexpectationsandcommunityinvolvementtoreimagineourschools.
• Hirecommunityschoolcoordinatorstoworkwithprincipalstomaketheschoola
centerforcommunityengagementthatsupportsstudentachievement.
• Developparentalinvolvementplanstoensurethatparentsandfamiliesareinvolvedinhelpingstudentsmeettheirpotential.
• Bringparents,familyschoolsandthelocalcommunityintotheprocesstodevelop
andexecuteschoolimprovementplans.Byengagingtheentirestakeholdercommunity,schools,andthestudents,havethebestchanceofachievingthegoals.
9:Makesureeverystudentinpublicschoolhasanequalopportunitytolearnandget
ahead.
NewMexico’sstrengthisinitsdiversity,buttoenjoythebenefitsofthatdiversity,wemustensurethateverystudenthastheopportunitytogetthebesteducationpossible.Currently,wearefailingtomeetthatobligation–infact,weareevenbeingsuedforfailingtomeetthisobligation.Today,childrenwithdisabilities,low-incomestudents,NativeAmericans,andEnglishLanguageLearnersallfacechallengestoachievingaqualityeducationinourschools.AsGovernor,IwillworktoensurethatallofNewMexico’sstudentshaveanequalopportunityatahigh-qualityeducation.Thisbeginsbyfullyfundingeducationineveryschooldistrictandreversingthedraconianfundingcutsmadeinourclassroomsoverthelasteightyears.
Wewill:
• KeepourcommitmenttostrongDualLanguageandEnglish-language-learners(ELL)education.NewMexico’sSpanish-speakingandNativeAmericanpopulationsmakeourstateoneofthemostdiverseinthenation.NewMexico’slegalstructuresupportsthisdiversitybyprovidingoptionsforbilingualteaching.Today,465schoolsaroundthestateofferbilingualeducationtomorethan15percentofNewMexico’sstudents.NotonlydoesDualLanguageeducationhelpprovide
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opportunitiesforadiversegroupofstudents,italsoproduceshighertestscoresandresultsthansingle-languageprograms.QualityduallanguageprogramshavebeenshowntoimproveoutcomesnotonlyinEnglish,butinallfields.
• IwillsupportmaintainingallfivemodelsofDualLanguageeducation,providingstudentstheopportunitiestheydeservetolearnorimprovetheirnativelanguagewhilebecomingproficientEnglishusers.
• Further,weshouldimprovetheseprogramsbyprovidingmoreteacherswithduallanguagecertificationandprofessionaldevelopmentopportunitiesandstrengtheningtheBilingualSealdiplomaprogram,whichreflectsastudent’shighlevelofproficiencyinasecondlanguage.
• TrainmoreteachersinELLeducationtoexpandopportunityforkidsacrossourstate.Giventheculturalsignificanceandeducationalimportanceofduallanguageeducation,wemustdobetter.
• Supportmeaningfulopportunitiesineveryschooldistrictforstudentswithdisabilitiesorlearningdisabilities.NewMexiconeedstoworkacrosstheboardtoincreaseopportunitiesforandimprovethelivesofNewMexicanswithphysical,developmental,orlearningdisabilities.Thisshouldincludeincreasedaccessto1:1aideswhohaveabackgroundinspecialeducationandmoreopportunitiesforteamteaching.Wemustalsoreformofourtestingandevaluationsystemtoincludeafocusontreatingspecialeducationstudentsandteacherswiththerespectandresourcestheydeserveratherthandiscouragingordevaluingthem.Ourspecialeducationneedstobeempowering,notdemeaning.Insmalldistrictswherebuildingafullspecialeducationinfrastructureismoredifficult,wewillusetechnologiestobetterprovideforstudentsinneed.Forexample,web-basedtoolscanhelpchildrenorganizetheirthoughts,stayon-taskandcaptureeverythingspokeninclass.
• Supportourmostvulnerablepopulationsbytargetingtheirschoolsforimprovement.Ashighlighted,thecurrentteacherandschoolevaluationspunisheducatorsandschoolsthatservedisadvantagedstudents.Weneedtoprioritize,notpunish,theseschoolsandeducators.Wewilldevelopplansthatincentivizeleadingeducatorstotakeonthesechallenges,andmakesuretheseschoolsareengagedwiththeircommunities,empoweringdisadvantagedfamiliestobecomefullparticipantsintheirkids’success.
10.MakingcertainthatNewMexicoAmericanIndianpopulationsarewell-servedbythestate’spubliceducationsystem.
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ThecurrentadministrationhasfailedtoeffectivelyserveNewMexico’sapproximately35,000AmericanIndiansenrolledinpublicschools.Asgovernor,IwillensurethatwerespectandupholdtheIndianEducationActbypursuingspecificimprovementplansforAmericanIndianpopulationsandfullyparticipatingingovernment-to-governmentconsultation.Furthermore,IwillsupportTribalSovereigntyandensurethesecommunitiesarewellservedbyrecruitingandtrainingmoreeducatorsandgrowingCulturallyRelevantIndigenousEducationeffortsstatewide.
NewMexicodoesnotdoenoughtosupportthenearly35,000AmericanIndiansinthestate’spublicschoolsystem.Proficiencylevelsinreading,math,andsciencearelowerthanthoseforanyothergroup.Andgraduationandattendanceratesandcollegecompletionratesremainlowerthanthoseforallstudents.
Atthesametime,thecurrentadministrationhasfailedtotakethestatutoryrequirementsandspiritofthe2003IndianEducationActtoheartandGovernorMartinezhasevenvetoedpopularbipartisanbillsthatwouldrequireschooldistrictstoaddresstheneedsofAmericanIndianstudentsinNewMexico.WeneedleadershipthatwilltakethedutiesenumeratedintheIndianEducationActtoheart,supportTribalSovereignty,andhelpputculturallyrelevantcurriculaandtalentededucatorsinschoolsservingAmericanIndianstudents.
• Respect,uphold,andimprovetheIndianEducationAct.In2003theNewMexicolegislaturepassedthehistoricIndianEducationActwithwidespreadbipartisansupport.TheactcreatestheIndianEducationDivisionandtheIndianEducationAdvisoryCounciltothePEDandoutlinesanumberofrequirementsforPEDanddistrictstohelpcloseachievementgapsandprovideAmericanIndianstudentsacrossNewMexicowiththeeducationtheydeserve.Buttheambitiousagendaprovidedforunderthisacthasstalledunderthecurrentadministration.TheGovernorhasfailedtoshowuptogovernmenttogovernmentmeetings.TheIndianEducationAdvisoryCouncilhasdetailedasituationinwhich“verylittleefforthasbeenmadebythestateandBIEschoolsystemstoaddressthedropoutrate,theattendanceproblems,thelowestproficienciesscores,andotherproblems”andthereremainnospecificprojectstoaddresstheachievementgapforAmericanIndianstudents.TheGovernorhastwicevetoedabillthatwouldrequireschooldistrictstodevelopplanstoaddressthisgap.AsGovernor,Iwillchangethisandbeanactiveparticipantingovernment-to-governmentconsultation.Iwillre-engageourtribesandpueblosandurbanIndianpopulationsacrossthestatetoensuretheyhaveavoiceintheirkids’education.Theserelationshipsmustbeactiveandeffectiveandincludesuperintendents,triballeaders,educators,andotherstakeholderswithinthecommunity.ThiswillenableustosupportIndigenousLanguageprograms,curriculumdevelopmentinitiatives,
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andkeysupportservicesthatstudentsneed.
• SupportTribalSovereigntyineducation.NewMexicotribesarecurrentlynotprovidedtheresourcesorsupportneededtobuildtheeducationalcapacitytheydeserveassovereignnationstoreachgoalsandmilestonesnecessarytofuelIndigenousEducationmodelsofExcellenceandRelevance.• ThefederalElementaryandSecondaryEducationAct(ESSA)allowstribes
flexibilitytoseekwaiverstodevelopandpilotIndigenousLanguageassessments.InHawaii,studentsparticipatinginapilotlanguageprogramcreatedalternativeassessmentsintheirlanguageandhadopportunitiestoinnovate.NewMexico’sPEDshouldprovideTribalgovernmentsandschoolsthesupporttheyneedshouldtheydecidetoseekthesewaivers.
• Further,PEDandtheIndianEducationDepartmentmusthelpproviderealcoordinationbetweenpublic,charter,BIE-run,andTribalBIEgrantschoolssothatcurricula,supportservices,anddataarefocusedonstudentsuccessacrossalltheseskillsregardlessofwhereNativeAmericanstudentsattendschool.NewMexicohasaroletoplayinholdingBIEschools–whichareoftenpoorlymanaged–fullyaccountableforgivingkidstheeducationtheydeserve.Furthermore,NewMexicocanplayaroleinbuildingrelevantcommunityschoolmodelsforNativeAmericancommunities.Andtribeswhoseektoruntheirowngrantschoolsshouldhavethetechnicalsupportandresourcesnecessarytorunsuccessfulautonomousoperations.
• TheIndianEducationdivisionshouldworkwithtribesandschoolsservingIndigenouscommunitiestotargetfederalandnonprofitgrantsavailableforbuildingstrongerandmoreinnovativeeducationsystemsservingthesepopulations,andwemustsupportthefundingnecessarytogrowandsustaintheIndianEducationActFund,allowingIEDtodoitsjob.
• Finally,wemustensurethatfederalTitleVIIIImpactAidfunds,intendedforthesupportofIndianEducation,areinfactusedtosupportthesestudents.Currently,impactedschooldistrictsonlyreceive25percentofthesefunds,withtherestgoingtostatefunding.Aswebringinmorefundsforpubliceducationoverall,wewilldirectagreatershareofthesepaymentstotheschoolsanddistrictsforwhichtheyareintended.
• Recruitandtrainandsupporteducatorstoservetribalcommunitiesandstudents.ThehighestconcentrationofteachingvacanciesisinnorthwesternNewMexico,wheremanyAmericanIndianstudentsareserved.Thereareseveralstepswemusttaketoensurethatwetrainandretainteacherswhoarepreparedtoteach
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Indigenouslanguages,culturallyrelevantcurricula,andSTEAMfieldssostudentsaresupportedculturallyandpreparedforcollege,careers,andleadership.
• PromoteanefforttogroweducatorsforNativeAmericancommunitiesthrough
opportunitiessuchastheIndigenousEducationCorps,workingwithourhighereducationpartners,andbuildingtribalteacherpreparationefforts,whichgiveyoungpeoplein-schoolexperiencebeforetheyseekteachingcredentials.
• CoordinateopportunitiesandbuildasystemicapproachacrossthestatewithentitiessuchasSanJuanCollege,DinéCollege,CNM,UNM,NMSUandotherhighereducationinstitutionstotrainanddevelopNativeAmericanteachersandensurethattraininginIndigenouslanguagesisavailableandsustained.Indigenousstudentsneedtobesupportediftheydecidetopursuecareersineducation.
• Supporttribes’abilitytocertifyteachersandprovidecredentialsinlanguagesorotherspecializedsubjects.
• EnsureaccesstoSTEAM-certifiedteachersandexpandcomputersciencecurriculatoallschoolsandincreaseaccessforNativeAmericanstudents.
11. PreparingeveryStudentforSuccessinCollegeoraCareer
Unmanageablefinancialburdenisonlyonereasonwhystudentsdon’tsucceed.Educationisnotaone-size-fits-allendeavor.Ourdiversestudentpopulationneedsdiverseoptionsforpursuingpost-secondaryeducationgoals.Whenstudentsareunpreparedacademicallyoremotionally,unabletotravelorrelocate,orcan’tfindaprogramthatfitstheirinterestsorneeds,theyarelesslikelytobesuccessful.Ifwe’recommittedtoincreasingstudentsuccess,wemustbecommittedtoaddressingallofourstudents’needs.Onewaytomakeoureducationsystemasdiverseasourstudentsistoexpandtheoptionsstudentsareabletoconsider,andthentoensurethattheyarepreparedtosucceed.
Weneedto:
• Ensurethatourstudentsarepreparedforpost-secondaryeducation.Nationally,17percentofnewcollegeanduniversitystudentsrequireremedialcoursesinmathandEnglishbeforetheycanbegincollege-levelcourses.Withnearly40percentofNewMexico’snewcollegeanduniversitystudentsinneedofremedialmathorEnglishclasses,we’reclearlydoingsomethingwrong.Andtheproblemgoesbeyondjustalackofpreparedness:studentswhorequireremedialclassesarelesslikelytofinishtheircertificateordegreeprogrambecausetheygetdiscouragedoritincreasesthelengthoftheprogramtoomuch.InNewMexico,only19percentofpost-secondarystudentswhotake
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remedialclassesgraduate,comparedtoanaveragegraduationrateof41.7percent.Thismethodofpost-secondaryschoolssimplytryingtogetstudentscaughtupdoesnotserveourstudentswell.
Withsomanyofourcollege-boundhighschoolgraduatesfallingshortincoredisciplines,thereisclearlyadisconnectbetweenwhat’sbeingtaughtinhighschoolsandwhatisneededforpost-secondaryeducation.It’sunfairtostudentsandtheirfamiliestobetoldupongraduatinghighschoolthattheyhavelearnedwhattheyneedforcollege,onlytofindonthefirstdayofcollegethattheyarealreadybehind.
• Iwillconveneataskforcetoalignhighschoolcurriculawithpost-secondaryrequirements.ThiseffortwillincludetheHigherEducationDepartmentandPublicEducationDepartment,aswellrepresentativesfromhighschools,colleges,anduniversities,includingstudents.Thiseffortispartofmybroaderplantoimproveeducation–K-12,K-20,K-forlife–forallNewMexicans.
• Providesupportandfundinginthemeantimeforinnovativeprogramsthatworktopreventtheneedforcollegeremediationcoursesandmakesurethatnewcollegeanduniversitystudentsaresuccessful.OnepromisingprogramalreadyinplaceinsomeNewMexicohighschoolsisGEARUP:GainingEarlyAwarenessandReadinessforUndergraduatePrograms.Thisfederally-fundedprogramworkswithstudentsingrades7through12andfirst-yearcollegestudentswhograduatefromGEARUPprograms.Itisdesignedtoeliminatetheneedforremediationworkforthosewhoproceedtocollege.Theprogramfocusesnotonlyonstrengtheningstudents’academicskills,butoncollegepreparationthroughsitevisitstopost-secondaryschools,helpwithcollegeapplications,andworkwithteacherstopromotecriticalthinkingskills.Resultsfromthispromisingprogramarestillbeingcollected.Unfortunately,ourgrantforthisprogramwillbeendingin2019.
• Supportthecreationanddevelopmentofadvisingandmentoringprogramsthatworktohelpstudentssuccessfullytransitionfromhighschooltopost-secondaryeducation.Helpwithdecisionmaking,support,andexperiencedrolemodelscanallensurethatthetransitionfromhighschooltopost-secondaryschoolismoresuccessful.Forexample:
• Earlycollegeprogramshelpstudentsthinkaboutcareeroptionsthatalignwiththeirinterestsandtalentsandidentifylocalcollegesanduniversitiesthatcouldbeagoodfit.
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• Nearpeermentoringprogramspairslightlyolderstudentswhohavesuccessfullynavigatedthecollegeadmissionsprocesswiththosestillinhighschool.Theseprogramsgivehighschoolstudentsmoreaccesstosupportthantheycangetfromtraditionalschoolguidancecounselorsandcanbuildempatheticandsupportiverelationshipsthathelptheyoungerstudentmaketheirwaysuccessfully.
• Summer“nudgingprograms”thatprovideregularremindersoverthesummertohelpstudentskeeptrackoftasksrelatedtoapplyingandenteringcollege.Thesepersonalizedtextsandemailsgentlyremindstudentsaboutupcomingdeadlinesforeverythingfromfinancialaidformstoupcomingplacementexamsandhelpkeepkidsontrackforcollege.
Furthermore,Iwillsupportthecreationanddevelopmentofadvisingandmentoringprogramsthatworktohelpstudentssuccessfullytransitionfromhighschooltopost-secondaryeducation.Noteverystudentwillgotocollegeandweneedtoprepareforthosewhodon’ttobesuccessfulintheircareers.Thismeansstrongcareerandtechnicaleducationprograms.Onceourstudentsareprepared,weneedtomakesurethatthecareerpathsandeducationalopportunitiestheyneedareavailabletothem.Therecanbestigmaassociatedwithgoingintothetradesandvocationalprogramsinsteadofchasingamoreprestigiousdegree,butthisisamyththatisharmfultoourstateandharmfultoourstudents,andweneedtoworktoovercomeit.
Today’scareerandtechnicaleducationprograms(CTE)canincludetraditionalvocationalstudiessuchasautobodyandcarpentry,andhavegrownintosomuchmore.Coursesofstudymayincludebusinessandfinance;culinaryandhospitality;healthscience;lawandpublicsafety;mediaandcommunications;andarchitectureandconstruction.EffectiveCTEprogramsteachskillsthatcanbeusedtolaunchaprofessionrightoutofhighschool,butthatarealsoflexibleenoughtotransferbetweenfieldsandcanbebuiltonthroughcontinuingeducationthroughoutone’scareer.SuchprogramsoftenpartnerwithbusinessestoprovidestudentswithinternshipsandauthenticworkopportunitiesandconnectthetechnicalfieldswithacademicsubjectssuchasEnglish,history,scienceandmath.
Let’sbeclear:thisisnotyourparents’shopclass.InrobustCTEprograms,woodworkingclassesteachstudentstoreadblueprints,makedetaileddrawings,andusethemachineryfoundintoday’swoodworkingindustry.AutomotiveCTEpathwayspreparestudentstoworkwiththecomputerizedequipment,electronicsandadvancedmaterialsthatarenowstandard,andcutting-edgetechnologysuchasfuelcellsorelectriccardesign.
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Weknowpost-secondaryeducationisnotone-size-fits-all.Although70percentofourhighschoolgraduatesstartoffbygoingtocollege,only41.7percentofthoseinpublicfour-yearschoolsgraduatewithinsixyears,andonly13.0percentofthoseinourpublictwo-yearschoolsgraduatewithinthree-years.
Andthehigh-schoolgraduateswithoutcollegedegreeswhoaredoingthebest?They’retheoneswiththeskillsandtrainingtolandjobsnottraditionallyassociatedwithadvanceddegrees-jobsinfieldssuchasmanufacturing,construction,mining,andagriculture,thesamegood-payingjobsourcommunitiesneedfillediftheyaregoingtothriveandgrow.AsGovernor,IamgoingtoworkwiththePublicEducationDepartmentandHigherEducationDepartmenttoidentify,reinvest,anddeveloprobustCTEprogramsacrossthestate.
Alongwithourstudents’needfordiverseeducationalprograms,theyneedmoreoptionswhenitcomestoobtainingtheireducation.Weneedtorecognizethatwearealargebutsparselypopulatedstate,andthatdespitethelargenumberofpost-secondaryeducationalinstitutionsoutthere,therewillalwaysbestudentswhodonotlivenear,norareableorwanttorelocateto,schoolsthatoffertheprogramstheyareinterestedin.Thatdoesnotmeanpost-secondaryeducationshouldbeoutofreach.On-linelearningisagrowingfieldthatcanbeespeciallyvaluabletolow-incomeandfirst-generationstudentswhoaremorelikelytofallbehindinlarge,impersonalclassrooms.Tosupportremotelearning,weneedthebroadbandinfrastructurethatcandeliverdigitaleducationalprogrammingtoeverycornerofthestate.AsGovernor,Iwillprioritizemakinghigh-speedbroadbandaccessavailableataffordablepricestoallNewMexicans,nomatterwheretheylive.
This 11-point plan is comprehensive andambitious. Itwill take the combined efforts ofeducators,parents, studentsandcivic leaders tomakerealpositivechangehappen. Iwillinclude educator, student, parentand communityvoiceswhenmakingdecisionsaffectingNewMexicoschools.ItwillbechallenginganditwilltaketimebutIbelieveitcanbedonebecause I believe in the people of NewMexico. Our schools are the cornerstone of ourcommunities.Theyarethefoundationofoureconomy.Ifweprepareourchildrenforthefuture, they will realize their dreams, participate fully in their communities as active,responsiblecitizensandhelpusallrealizethedreamofaneconomicallyvibrantNewMexico.IamreadytogettoworkasGovernortomakethathappen.