ERIC ED459252: State Summary of New Mexico. Ed Watch Online.

28 Pages·2001·0.59 MB·English

by  ERIC

DOCUMENT RESUME
UD 034 504
ED 459 252
State Summary of New Mexico. Ed Watch Online.
TITLE
Education Trust, Washington, DC.
INSTITUTION
Carnegie Corp. of New York, NY.
SPONS AGENCY
2001-00-00
PUB DATE
27p.; Also supported by the Washington Mutual Foundation.
NOTE
For the other State Summaries, see UD 034 472-523. For the
Summary of the Nation, see UD 034 472.
The Education Trust, 1725 K Street, NW, Suite 200,
AVAILABLE FROM
Washington, DC 20006. Tel: [phone]; Fax: [phone].
For full text: http://204.176.179.36/dc/edtrust/edstart.cfm.
Numerical/Quantitative Data (110)
PUB TYPE
MF01/PCO2 Plus Postage.
EDRS PRICE
*Academic Achievement; *Black Students; Curriculum;
DESCRIPTORS
Educational Attainment; Educational Finance; Elementary
Secondary Education; Equal Education; *Hispanic American
Students; Mathematics Achievement; Minority Group Children;
*Poverty; *Racial Differences; Reading Achievement; Science
Achievement; Special Needs Students; Tables (Data); Teacher
Effectiveness; Teaching Skills; White Students
African Americans; Latinos; National Assessment of
IDENTIFIERS
Educational Progress; New Mexico
ABSTRACT
This report provides data on the academic achievement gap
that separates low-income and minority students from other students,
examining how well different groups of students perform in New Mexico and
noting inequities in teacher quality, course offerings, and funding. Included
are tables and data that provide: a frontier gap analysis (a comparison of
New Mexico to the leaders in achievement and gap closing); student profile
(the demographic distribution of youth in New Mexico); state performance
(academic achievement and educational attainment); opportunity (well prepared
teachers, challenging curricula, special student placements, effective
instruction, and annual per pupil investments); minority achievement gains,
state by state; and analysis of minority-white achievement gaps by subject
area and grade level. African American 8th graders in New Mexico score 2
years behind white 8th graders in the state in writing. Hispanic 8th graders
in New Mexico score more than 2 years behind white 8th graders in the state
in math, science, and reading, and nearly 2 years behind in writing. The
state's poor/non-poor achievement gap would close for 8th graders in both
math and science if poor students in New Mexico scored as well as poor
students in North Dakota. (Contains 24 references.)
(SM)
Reproductions supplied by EDRS are the best that can be made
from the original document.
r
Ezi
State Summary of
CO
T
o eliminate the achievement gap that separates low-income and minority
students from other students, we must understand what that gap looks
like and where it originates. Consider first how well different groups of stu-
dents perform in your state. Look for in-state inequities in teacher quality and
course offerings.Attention must also be paid to funding gaps.This State
Summary Report provides a closer look at how these and other factors may
be contributing to the gap.
NEW MEXICO HIGHLIGHTS
African American 8th graders in New Mexico score two years behind
White 8th graders in the state in writing.
Latino 8th graders in New Mexico score more than two years behind
White 8th graders in the state in math, science and reading, and nearly two
years behind in writing.
The state poor/non-poor achievement gap would CLOSE for 8th graders in
both math and science if poor students in New Mexico scored as well as
poor students in North Dakota.
(The description above is meant to provide a general overview of the state's
gap's and progress in student achievement. Readers who wish to compare
states on these measures should consult the precise figures reported on the
"Frontier Gap Analysis" page inside.)
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Office of Educational Research and Improvement
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originating it.
Trust
rP-
0 Minor changes have been made to
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_t_ke._E.cLxt-ioA_Trkw;f"
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° Points of view or opinions stated in this
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document do not necessarily represent
INFORMATION CENTER (ERIC)
official OERI position or policy.
1
Table of Contents
Frontier Gap Analysis
I
a comparison of your state to the leaders in achievement and gap closing
2
Student Profile
the demographic distribution of youth in your state
State Performance
3
Academic achievement
3
NAEP, ACT/SAT scores by group
Attainment
7
high school & college by group
Opportunity
8
8
Well-prepared teachers
8
Challenging curricula
9
Special student placements
9
Effective instruction
Investments
I 0
Biggest Gainer
I 2
How big is the achievement gap in your state?
15
analysis of minority-White gaps by subject area and grade level
23
References
PLEASE NOTE that the State Summary Reports are merely
a selection of the data from the Education Watch Interactive
Data site. For more complete data, and for more cross-state com-
parisons, please visit the site at www.edtrustorg. Do remember,
however, that you may have fuller, richer or more current data
sets in your state for some of the indicators we report, because
we only use data that can be compared across states.We there-
fore encourage you to gather and examine a wide range of data
from your own state and local districts. In this way, communities
will come to see a full picture of how their students are faring
and what can be done to improve results.
3
NEW MEXICO
(Frontier Gap Analysis
Education Watch Online introduces a new way to look at achievement gaps in each state: by comparing them with the "frontier"
state for a particular group of students, that is, the state with the highest average score for that group.The comparison shows that,
in most cases, achievement gaps would shrink dramatically if a state's poor or minority students performed as well as the same
group of students in the frontier state. But that's only part of a longer journey; visit the Education Watch Online interactive Web
site to see how far your state has to go before all groups of students perform at the "proficient" level on the National Assessment
of Educational Progress (NAEP).
How to read the table:
Group's Distance to Frontier State: For African American,
Within-State Achievement Gap: For African American and
Latino, and low-income students, this is the difference between
Latino students, this is the difference between that group's aver-
their average score and the average score for the same group of
age score and the average score of white students on a particu-
students in the frontier state.
lar test. For low-income students, this is the difference between
their average score and the average score of non-poor students
Example:"Latino students in New Mexico scored 17 points behind
on the test.
Latino students in North Dakota, the frontier state for Latino stu-
dents on that test"
Example:"On Average, New Mexico's Latino students scored 22
points lower than the state's White students on NAEP's 1996 4th
Amount State's Achievement Gap Would Shrink:This is
Grade Math Assessment."
appromiately how much the state's achievement gap would
Frontier State for Group:This is the state where a particu-
shrink if its African American, Latino, and low-income students
scored as well as the same group of students in the frontier
lar group of students - African American, Latino, or low-income
- scores the highest on the test. But, because such students can
state.
achieve much higher than they do even in the frontier state, the
Example:"If New Mexico's Latino 4th graders scored as well as
current frontier should be viewed as a short-term target rather
those in North Dakota, the state's math achievement gap between
than a long-term goal.
Latino and White 4th Graders would shrink by 76%."
Example: "Latino students in North Dakota out-perform Latino
students in all other states on NAEP's 1996 4th Grade Math
NOTE:A difference of 10 points is roughly equivalent to one year's
Assessment"
worth of learning.
Within-State
Amount State's
Frontier
Group's
Achievement Gap
State for
Distance to
Achievement
NAEP
Frontier
Would Shrink *
Group Group
Assessment
Gap
TX
African American
3 I%
7
23
4th Grade
ND
Latino
22
76%
17
Math (1996)
ND
Low-Income
20
24
83%
SAMPLE SIZE TOO SMALL TO REPORT
African American
8th Grade
Latino
IA
28
58%
16
Math (1996)
ND
would close
Low-Income
23
21
SAMPLE SIZE TOO SMALL TO REPORT
African American
8th Grade
MT
Latino
29
60%
17
Science (1996)
ND
would close
Low-Income
27
21
CT
African American
22
39
56%
4th Grade
IA
Latino
48%
23
11
Reading (1998)
Low-Income
22
30
73%
ME
SAMPLE SIZE TOO SMALL TO REPORT
African American
8th Grade
VA
Latino
4
22
18%
Reading (1998)
Low-Income
71%
ME
17
12
TX
African American
20
65%
13
8th Grade
VA
Latino
63%
19 12
Writing (1998)
OK
20
Low-Income
60%
12
Note: Low-Income refers to students eligible for
* Calculations take into account decimals. For clarity of presentation, data are displayed as whole numbers.
free or reduced price lunch.
Therefore, some figures may differ slightly from hand calculations,
SOURCE: Education Trust calculations based on average scale scores on the National Assessment of Educational Progress as reported by the National Center for
Education Statistics.
4
1
2001 Education Trust State Summaries
NEW MEXICO
(Student Profile
STUDENT PROFILE
Population and enrollments:These data will offer a picture of the student population in your state. Comparing the
demographic distribution of students across each educational level will show what happens to children as they journey
through the education system. Significant differences should raise questions about equity.
FourYear
Two Year
Population
Public K-I2
Private K- I 2
Colleges
Colleges
Ages 5-24
African American
2.5%
2.6%
2.3%
2.0%
1.9%
2.1%
2.1%
1.4%
Asian
1.2% 1.0%
36.7% 30.6%
48.0%
Latino
33.1%
47.1%
3.7%
Native American
9.8%
10.0%
10.6%
11.5%
White
58.4%
49.0%
53.1%
38.0%
38.2%
Other
0.3%
2.8%
100.0%
100.0%
100.0%
Total
100.0% 100.0%
50,548
54,666
Number
331,673
19,739
540,428
Population and Enrollment
100% -
90% -
80% -
70% -
60% -
O African American
O Asian
50%
O Latino
40% -
O Native American
30% -
O White
O Other
20%
10% -
0%
1
1
Four Year College
Private K12
Population
Two Year College
Public K12
5
NEW MEXICO
( State Performance
ACADEMIC ACHIEVEMENT
NAEP achievement levels:The National Assessment of Educational Progress (NAEP) is administered to representative
samples of students nationally and in participating states. NAEP achievement is reported by percents in four categories:
Advanced, Proficient, Basic and Below Basic. "Proficient" indicates the desired level of competency for students at a particular
grade in a particular subject. In this indicator, closing the achievement gap between groups is critical, but it is not enough.
Schools have a long way to go to move all American young people to proficiency.
1998 NAEP 8th grade reading
Adv. Prof.
< Basic
Basic
50
50
African
American
Asian
0
0
45
Latino
0
41
14
Native
47
43
American
0
10
-50 --
White
46
37
15
.50
2
30
All
46
23
1
Non-Poor
45
22
2
31
-100
Poor
48
39
0
13
-100
Poor NonPoor
I
I
I
I
I
I
Native American
Mrican American
Asian All
Latino
Vyhite
*Note: all proficiency level data in percents.
Proficient 0 Basic
0 Advanced
110 Below Basic
1998 NAEP 8th grade writing
< Basic
Adv. Prof.
Basic
50
50
African
American
58
0
30
12
Asian
0
26
Latino
62
0
12
Native
American
28
0
61
11
White
59
27
2
-50
12
All
61
17
21
1
Non-Poor
60
25
14
I
Poor
30
0
9
61
100
Poor
NonPoor
Mite
Native American
African American
All
Asian
Latino
*Note: all proficiency level data in percents.
l_1] Proficient 0 Basic
0 Advanced
Below Basic
1998 NAEP 4th grade reading
Prof.
Adv.
< Basic
Basic
50
50
African
American
75
6
0
19
Asian
Latino 57
29
2
12
Native
American
73
2
7
I 8
-50
White
28 34
7
31
-50
All
48
4 30
18
Non-Poor
29
28
35
8
-100
Poor
26
61
I 2
I
-100
NonPoor
Poor
Mite
African American Asian
Native American
All
Latino
*Note: all proficiency level data in percents.
j Proficient 0 Basic
0 Advanced
Below Basic
6
NEW MEXICO
(State Performance
1996 NAEP 4th grade math
Adv.
< Basic
Basic
Prof.
50
50
African
American
60
37
0
3
['
Asian
0
62
32
Latino
6
0
Native
American
73
0 2 25
-50
White
46
-50
2
31
21
All
49
38
12
1
Non-Poor
49 30
20
1
.100
Poor
30
65
0
5
1
1
-100
i
I
NonPoor
I
Poor
I
I
I
Native American Mite
African American
Asian All
Latino
0
*Note: all proficiency level data in percents.
0
E., Proficient
Below Basic
Advanced
Basic
1996 NAEP 8th grade math
< Basic
Adv.
Basic
Prof.
50
50
African
American
Asian
0
0
62
Latino
0
32
6
Native
American
0
6 63
31
-50
White
4 44 28
24
-50
All
50
37
2
12
Non-Poor
43 36
18
3
-100
Poor
64
29
0
7
-100
I
I
I
NonPoor
Poor
I I
I
Native American Mite
All
African American
Latino
Asi an
*Note: all proficiency level data in percents.
0 Advanced L Proficient 0 Basic
Below Basic
1996 NAEP 8th grade science
Adv.
< Basic
Basic
Prof.
50
50
African
M1399..
American
Asian
0
0
Latino
0
66
9 25
Native
American
0
75
8
17
-50
White
26
33 38
3
-50
All
30
18
51
1
Non-Poor
26
2 34 38
-100
Poor
0
24 66
10
1
-100
NonPoor
Poor
Mite
African American Asian
Native American
All
Latino
*Note: all proficiency level data in percents.
Proficient 0 Basic
0 Advanced
Below Basic
1
1
NEW MEXICO
(State Performance
ACADEMIC ACHIEVEMENT
NAEP multiyear trends: Looking at change over time both in absolute student performance and in achievement gaps can
show whether a state is making progress, holding static, or even backsliding.This can help states focus actions needed for
improvement, and measure whether existing initiatives are effectively meeting their goals in achievement and equity.
1992-98 4th grade reading
Gap Changes Over Time
Nan I410 ittil 4 Iltal ito-Sealit
African American- Latino-
Year
340-..
White Gap
White Gap
720
23
1992
21
710
23 23
1994
140..4
23
39
1998
180*
170
Change*
2t"
92-98
0
1094
1903
18
1994
Micri * Laatari
Natio. Mrioricon *
Maki= Maorican
-4. 1100
Note:Change based on absolute difference in average group scale
scoreinterpret with caution (not necessarily statistically significant)
*positive change=gap widened; negative change=gap narrowed
1992-96 4th grade math
Gap Changes Over Time
Ur* kielito Writ. I Matta Sotto Staaars
African American-
Latino-
750
Year
White Gap
White Gap
7417,4
22 22
1992
/20
22
23
1996
Change*
1911'.
92-96
0
1
100
Note:Change based on absolute difference in average group scale
11M
1994
scoreinterpret with caution (not necessarily statistically significant)
.0 Mak= Manna= -44- Amino * Lentrin "- Malin* Amman * %tiny -gP late
*positive change=gap widened; negative change=gap narrowed
1990-96 8th grade math
Gap Changes Over Time
Setik
NI* Sizio3 GEiad. 9
African American-
Latino-
Year
SZO
White Gap
White Gap
710
25
1990
ZPO
7110w
24
1992
750*
740
28
1996
110--
720
Change*
90-96
1140
1999.
3
Maori * Lertnts
91ahre Araaricnn * Mins 46 la taa
Mtiana, Mao =an
Note: Change based on absolute difference in average group scale
scoreinterpret with caution (not necessarily statistically significant)
*positive change=gap widened; negative change=gap narrowed
8
irb
NEW MEXICO
(State Performance
Average scores on college admissions tests:While increasing numbers of minorities are taking college admissions tests, in
virtually every state,African American, Latino and Native American students still score well below other students.To close this
gap, states should ensure that all students complete a rigorous college preparatory sequence, and that all students are held to
the same expectations of postsecondary attainment.The SAT and ACT are the major nationally used college admissions tests.
Below we report the scores for the predominant test used by your state's colleges and universities.
ACT Performance
ACT Performance by Race/Ethnicity, 2000
25
20
agow
29:8?
10
15
10
5
1
Asian
African American
Latino
White
Note: A perfect score for the SAT is 1600. A perfect score for the ACT is 36.
Distribution of ACT Test Takers, 2000
Test Takers
African American
2.1%
Asian
2.0%
Latino
41.0%
Native American
1.r.
White
54.9%
Total
100.0%
Number
9,285
1.r. low reliability
9
NEW MEXICO
(State Performance
ATTAINMENT
In order to determine equity in attainment rates, we compare regular diploma recipients with the number of 8th graders four
years earlier, and report freshmen enrollments compared to bachelor's degrees four years later.Taken together, these show the
flow of groups of students from middle school to high school graduation and through postsecondary education.Although these
data do not track individual students from year to year, they should paint a fairly representative picture of who makes it through
high school and college.
8th Graders vs. Diplomas
Diplomas
8th Graders
1998
1993-94
2.1%
African American
2.3%
Asian
0.9%
1.5%
42.9%
46%
Latino
9.6%
Native American
10.3%
White
44.0%
40.5%
100.0%
Total
100.0%
Number
24,855
16,529
Chances For College, 1998
In the fall of 1998, the percentage of 19 year olds in New Mexico who were enrolled in col-
lege was (includes part-time and full-time students):
37.3%
Freshmen vs. Degrees Awarded
Bachelor's Degrees
Freshmen*
1997
1993-94
African American
2.5%
3.0%
Asian
1.8%
1.6%
29.1%
Latino
37.0%
Native American
1.r.
1.r.
White
60.8%
49.8%
Other
5.9%
8.6%
Total
100.0%
100.0%
Number
6,324
13,358
*Note:Includes first-time full time and part time freshmen at 2-year and 4-year institutions.
Ir. low reliability
1 0