Catherine Cross Maple, Ph.D. Deputy Secretary Learning and Accountability catherine.crossmaple@state.nm.us.

Catherine Cross Maple, Ph.D.Deputy Secretary

Learning and Accountability catherine.crossmaple@state.nm.us

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

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)

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.

NCLB SubgroupsNCLB Subgroups

• Ethnic groups: – American Indian/Native American– Asian/Pacific Islander– Black– Hispanic– White/Caucasian

• Students with Disabilities• English Language Learners• Economically Disadvantaged

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

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

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.

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

National Assessment of Educational Progress

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

Results from the

Spring 2008 Assessments

Results from the

Spring 2008 Assessments

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?

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?

Data from SY 2007-2008 Assessments SBA and NMAPA combined 

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?

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?

Data from SY 2007-2008 Assessments SBA and NMAPA combined 

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?

Ethnicities SCIENCE

0

25

50

75

100

Caucasian Hispanic Af American Asian Am Indian

Percent Proficient or Above

How are Subgroups doing?

Data from SY 2007-2008 Assessments SBA and NMAPA combined 

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.

Legislative Partners

Key Business Partners

CommunityInput

P – 20 AlignmentCareer

Cluster Initiatives

State Agency Partners

Youth Groups

1.

2.

3.

4.

5.

7.

8.

9.

10.

11.

12.

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

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

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

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

Integrated Technology

Strategic BusinessPartnerships

CollaborativeRegional Networks

PersonalizedProgramOf Study

FlexibleScheduling

Policy and Statute

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