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![Page 2: Catherine Cross Maple, Ph.D. Deputy Secretary Learning and Accountability catherine.crossmaple@state.nm.us.](https://reader036.fdocuments.us/reader036/viewer/2022062421/56649d7f5503460f94a62e8e/html5/thumbnails/2.jpg)
New Mexico Education:Innovation, Sustainability and
Growth
New Mexico Education:Innovation, Sustainability and
Growth 1. Past and Present1. Past and Present
2. Innovation 2. Innovation
3. New Mexico Public Education3. New Mexico Public Education
4. New Mexico Path to Improvement4. New Mexico Path to Improvement
5. Sustainability - What is success?5. Sustainability - What is success?
6. Growth6. Growth
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Background to AYP(Adequate Yearly Progress)Background to AYP
(Adequate Yearly Progress)
ALL SCHOOLS MUST REACH 100% PROFICIENCY BY SY 2013-2014
• Originated with the No Child Left Behind Act of 2001 (NCLB)• Applied to All States - All Districts and All Public Schools• Requires assessments in reading and math for each grade 3-
8 and 11 – 2004-2005 – (Used in determining AYP)
• Added Science assessment 2007-2008 – (Not used in determining AYP)
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AYP Has 3 Main Parts AYP Has 3 Main Parts
Schools must meet all 3 criteria to make AYP
1. Participation – 92%
2. Performance Goals – Annual Measurable Objectives changed each year
3. Other Academic Indicators – graduation rate or attendance
• Subgroups are not required to meet the other
academic indicator.
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NCLB SubgroupsNCLB Subgroups
• Ethnic groups: – American Indian/Native American– Asian/Pacific Islander– Black– Hispanic– White/Caucasian
• Students with Disabilities• English Language Learners• Economically Disadvantaged
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School or Group ProficiencySchool or Group Proficiency
• Based upon the percent of students Proficient and Advanced
• Computed for whole school• Computed for subgroups with 25 or more
students• Computed separately for Reading and Math• Includes “Full Academic Year” students only
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Performance Compared to AYP Target
Performance Compared to AYP Target
• Compares the school/subgroup performance to the AYP Goal of percent of students proficient and advanced
• If performance is equal or higher than goal, AYP is met
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Starts with Rigorous StandardsStarts with Rigorous Standards
• Content Standards– Provide broad descriptions of the knowledge and
skills students should acquire in particular subject areas.
• Benchmarks– Provide statements of what all students should know
and be able to do in a content area by the end of designated grades or levels.
• Performance Standards– Provide concrete examples and explicit definitions of
what students have to know and be able to do to demonstrate proficiency in the content standards.
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Proficiency LevelsProficiency Levels
• Advanced
• Proficient
Advanced and Proficient scores meet standards
• Nearing Proficiency
• Beginning Step
Nearing Proficient and Beginning Step
scores do not meet standards
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National Assessment of Educational Progress
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Missed Opportunities (2002): Of every 100 ninth graders, the percent who ...
60%68%
76%
40%
52%
27%
40%
18%
29%34%
22%
10%
0%
25%
50%
75%
100%
New Mexico Nation Top States
… graduate fromhigh school on time
… immediatelyenroll in college
… are still enrolledsophomore year
… graduate fromcollege on time
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Results from the
Spring 2008 Assessments
Results from the
Spring 2008 Assessments
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Reading: % of Students At or Above Proficient
55 54 57
40
50 5158
54 5559
37
5056
47
58
5156
43
50
64
50
0
100
3 4 5 6 7 8 11
Grade
% of All Students
2005-06
2005-06
2006-07
Where are we seeing gains?
What about different grades?
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Ethnicity by Grade2007-2008
0
20
40
60
80
100
3 4 5 6 7 8 11
Grade
% Proficient or AboveAsian
Caucasian
Hispanic
African American
American Indian
Reading
Do ethnicities fare better in certain grades?
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Data from SY 2007-2008 Assessments SBA and NMAPA combined
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Math: % of Students At or Above Proficient
4541
34
24 2326
33
44 46
36
27 2530 31
4439 40
28 29
3734
0
100
3 4 5 6 7 8 11
Grade
% of All Students
2005-06
2006-07
2007-08
Where are we seeing gains?
What about different grades?
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Ethnicity by Grade2007-2008
0
20
40
60
80
100
3 4 5 6 7 8 11
Grade
% Proficient or Above Asian
Caucasian
Hispanic
African American
American Indian
Math
Do ethnicities fare better in certain grades?
![Page 25: Catherine Cross Maple, Ph.D. Deputy Secretary Learning and Accountability catherine.crossmaple@state.nm.us.](https://reader036.fdocuments.us/reader036/viewer/2022062421/56649d7f5503460f94a62e8e/html5/thumbnails/25.jpg)
Data from SY 2007-2008 Assessments SBA and NMAPA combined
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Science: % of Students At or Above Proficient
79
55
42
3026 24
79
55
44
3430
23
47
80
5147
31 3326
34
0
100
3 4 5 6 7 8 11
Grade
% of All Students
2005-06
2006-07
2007-08
Where are we seeing gains?
What about different grades?
![Page 27: Catherine Cross Maple, Ph.D. Deputy Secretary Learning and Accountability catherine.crossmaple@state.nm.us.](https://reader036.fdocuments.us/reader036/viewer/2022062421/56649d7f5503460f94a62e8e/html5/thumbnails/27.jpg)
Ethnicities SCIENCE
0
25
50
75
100
Caucasian Hispanic Af American Asian Am Indian
Percent Proficient or Above
How are Subgroups doing?
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Data from SY 2007-2008 Assessments SBA and NMAPA combined
![Page 29: Catherine Cross Maple, Ph.D. Deputy Secretary Learning and Accountability catherine.crossmaple@state.nm.us.](https://reader036.fdocuments.us/reader036/viewer/2022062421/56649d7f5503460f94a62e8e/html5/thumbnails/29.jpg)
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Jobs that require at least some postsecondary education will make up more than two-thirds of new jobs.
Source: Carnevale, Anthony P. and Donna M. Desrochers, Standards for What? The Economic Roots of K–16 Reform, Educational Testing Service, 2003.
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Legislative Partners
Key Business Partners
CommunityInput
P – 20 AlignmentCareer
Cluster Initiatives
State Agency Partners
Youth Groups
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1.
2.
3.
4.
5.
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7.
8.
9.
10.
11.
12.
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1. 2. 3. 4.
…students are challenged
and engaged in relevant
learning that prepares them
for their futures as productive
citizens
…schools meet the
individualized needs of students
…project-based,active
learning experiences are driven by student need and interest
…flexibility and choices exist,
including a variable pace of completion and active student
roles and responsibilities in developing, executing, and evaluating their own education
plans
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5. 6. 7. 8.
…develop-ing lifelong
learning skills and a
love of education
…using modern techno-logies and
multiple resources
…a community
working together
that includes strong roles for parents, employers,
and community organizations
…high quality
teachers responsiveto students,
who continue to
develop throughout
their careers
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9. 10. 11.
…students showing learning through
authentic assess-
ments of bench-marks
…smooth transitions
from middle school to
high school and from
high school to higher education and work
…small learning commun-
ities
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12. 13. 14.
…equitable access to all
learning opportun-
ities, funding,
and outcomes
…a flexible system
that builds on and reflects
native and local
cultures
…safe, modern,
cost-effective, functional
and attractive facilities
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Integrated Technology
Strategic BusinessPartnerships
CollaborativeRegional Networks
PersonalizedProgramOf Study
FlexibleScheduling
Policy and Statute
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New Mexico will close the Achievement Gap!
New Mexico will close the Achievement Gap!
Every child deserves a good education
– Holistic or whole-child approach to closing the achievement gap
– Involved parents and community members– High quality teachers and principals– Strong and clear accountability– High expectations
. . . By everyone making the commitment to close the achievement gap