Catherine Cross Maple, Ph.D.

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Our VisionA world-class educational system in
which all New Mexico students are prepared to
succeed in a diverse and increasingly complex
world

• Catherine Cross Maple, Ph.D.
• Deputy Secretary
• Learning and Accountability

catherine.crossmaple_at_state.nm.us
[phone]
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New Mexico EducationInnovation, Sustainability
and Growth
1. Past and Present
2. Innovation
3. New Mexico Public Education
4. New Mexico Path to Improvement
5. Sustainability - What is success?
6. Growth
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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

• Schools must meet all 3 criteria to make AYP
• Participation 92
• Performance Goals Annual Measurable Objectives
  changed each year
• Other Academic Indicators graduation rate or
  attendance
• Subgroups are not required to meet the other
• academic indicator.

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NCLB 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 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

• 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 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 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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New Mexico Public education
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Past and Present
National Assessment of Educational Progress
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Policy implementation
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2007 Policy Implementation NM vs u.s.
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How many 9th graders make it to, and through
college?
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New Mexico Assessment
Results from the Spring 2008 Assessments
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What about different grades?
Where are we seeing gains?
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Do ethnicities fare better in certain grades?
Reading
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NM Achievement Gap
Data from SY 2007-2008 Assessments SBA and NMAPA
combined 
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Reading Proficiency
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What about different grades?
Where are we seeing gains?
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Do ethnicities fare better in certain grades?
Math
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NM Achievement Gap
Data from SY 2007-2008 Assessments SBA and NMAPA
combined 
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What about different grades?
Where are we seeing gains?
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How are Subgroups doing?
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NM Achievement Gap
Data from SY 2007-2008 Assessments SBA and NMAPA
combined 
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High school diploma not the last educational
stop
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 K16 Reform, Educational Testing
Service, 2003.
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New Mexico Path to Improvement
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Groups Capturing the Momentum
Key Business Partners
Legislative Partners
Youth Groups
Community Input
State Agency Partners
P 20 Alignment
Career Cluster Initiatives
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New Mexico Path to Improvement
Major policy initiatives
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5.
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New Mexico Path to Improvement
Major policy initiatives
7.
8.
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10.
11.
12.
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What is success?
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Stakeholders want a student focused high school
system
2.
4.
1.
3.
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
students are challenged and engaged in relevant
learning that prepares them for their futures as
productive citizens
project-based, active learning experiences are
driven by student need and interest
schools meet the individualized needs of
students
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Stakeholders specified critical aspects of the
high school system
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8.
5.
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high quality teachers responsive to students,
who continue to develop throughout their careers
a community working together that includes
strong roles for parents, employers, and
community organizations
using modern techno-logies and multiple resources
develop-ing lifelong learning skills and a love
of education
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Stakeholders specified critical aspects of the
high school system
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9.
11.
smooth transitions from middle school to high
school and from high school to higher education
and work
students showing learning through authentic
assess-ments of bench-marks
small learning commun-ities
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Stakeholders specified critical aspects of the
high school system
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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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The six high priority concepts
Strategic Business Partnerships
Integrated Technology
Collaborative Regional Networks
Policy and Statute
Personalized Program Of Study
Flexible Scheduling
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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