New Mexico

Districts and schools
Number of districts
(CCD)

http://sde.state.nm.us
Students
2002-03
89 88

Staff
1993-94
Pre-K K-8 9-12 Total (K-12) 1,933 224,354 87,768 312,122

1993-94

Public school enrollment (CCD)

2002-03
3,529 220,967 95,767 316,734

Number of FTE 1993-94 teachers (CCD) Elementary 9,029
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 4,020 4,338 54 964 18,404 4,066 468 1,278 12,478 18,290

2002-03
10,279 4,685 5,657 218 334 21,172 5,158 660 1,849 14,987 22,654

Number of public schools

(CCD)

420 139 125 9 15 708 444 163 161 24 9 801 27

Elementary Middle High Combined Other Total

Race/ethnicity (CCD)
American Indian/Alaskan Native Asian/Pacific Islander Black, non-Hispanic Hispanic White-non-Hispanic Students with disabilities (OSEP) 10% 1 2 46 40 12% 25% 11% 1 2 52 34 13% 20%

Number of FTE non-teacher staff (CCD)

Number of charter schools (CCD)

Finances
Total current expenditures 1993-94
(CCD, adjusted for inflation to 2001-02, in thousands)

2001-02
$1,232,319 101,976 869,870 2,204,165

Instructional Noninstructional Support Total

Students with limited English proficiency (NCELA) Migrant students
(OME)

Percentage of teachers with a major in the main subject taught, grades 7-12 (SASS) 1994 2000
English Mathematics Science Social studies 76% 69 71 60 65% 52 55 39

$992,210 97,902 604,163 1,694,275

1%

1%

Percentage of core courses taught by highly qualified teachers, 2002-03 (As defined and reported by states, collected by ED)

Per-pupil expenditures
(CCD, adjusted for inflation to 2001-02)

$5,256

$6,882

Eighth-grade students enrolled in 1996 22% Algebra I for high school credit
(NAEP)

2003

20%

All schools High-poverty schools Low-poverty schools

77% 71% 77%
2000-01
5% 66 59

Sources of funding
(CCD, 2001-02)

Federal 14% Local 14%

Students eligible to participate in the Free or Reduced182,469 Price Lunch Program, 2002-03 (CCD) Number of schools, by percent of students eligible to participate in the Free or Reduced-Price Lunch Program, ^ 2002-03 (CCD)
0-34% 35-49% 50-74% 86 245 314 155

Outcomes

1993-94 High school dropout rate (NCES) 8% Avg. freshman graduation rate (NCES) 67 54 College-going rate (IPEDS/NCES) NAEP state results (NCES)
Reading, Grade 4 Proficient level or above Basic level or above Math, Grade 8 Proficient level or above Basic level or above

State 72%

1994
21% 49

2003
19% 48

Title I allocation 2001-02
(ED; Includes Title I, Part A)

$82,193,013

75-100%

1996
14% 51

2003
15% 52

KEY:

74

K

— n/a # FTE

* = Less than 0.5 percent

= Not applicable = Not available = Sample size too small to calculate = Full Time Equivalent

^

1 school did not report.

Statewide Accountability Information
See Appendix B for New Mexico’s definitions of proficient for reading and mathematics for grades 4, 8, and 10. State assessment for NCLB accountability: – State student achievement levels: Beginning Proficiency, Nearing Proficient, Proficient, Advanced

New Mexico

S t u d e n t A c h i e v e m e n t 2 0 0 2 - 0 3
New Mexico Standards Based Assessment, not used for NCLB accountability Reading Proficient level or above for: Grade 4 Grade 8 Grade 10
All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 70% 53 35 44 37 63 64 83 69% 50 33 41 30 63 61 84 91% 81 51 70 68 91 88 98

NCLB Accountability Goals
2001-02 Annual measurable objective starting point
Grade 4 Grade 8 Grade 10 Reading Mathematics Reading Mathematics Reading Mathematics n/a n/a n/a n/a n/a n/a

Target (2002-03)
n/a n/a n/a n/a n/a n/a

Student achievement trend: Reading percent proficient level or above

100% 75% 50% 25% 0% Grade 4 Grade 8 70 69

91

2003 n/a 2002 n/a 2001

2002-03 NCLB accountability results, applied to 2003-04 school year
AYP outcomes and consequences*
Made AYP Identified for improvement: Year 1 Year 2 Corrective action Restructuring Exited improvement status (made AYP twice after missing twice or more, includes total “made” above)

Title I schools
n/a n/a n/a n/a n/a n/a

All schools
n/a n/a n/a n/a n/a n/a

All districts
n/a n/a n/a n/a n/a n/a

Grade 10
Grade 8
64% 45 34 37 30 54 55 80

Mathematics Proficient level or above for: Grade 4
All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 65% 49 32 45 36 57 58 79

Grade 10
84% 71 56 56 60 78 79 93

Other indicator, 2002-03
Elementary indicator: n/a Middle indicator: n/a High school indicator: n/a

State Target
n/a n/a n/a n/a n/a

State Outcome
n/a n/a n/a n/a n/a

NCLB choice participation
Title I school choice: Supplemental educational services:

Number of Title I students Percent of eligible students

Student achievement trend: Mathematics percent proficient level or above

100% 75% 50% 25% 0% Grade 4 Grade 8 65 64

84

*Some AYP outcomes for this state are not available due to issues with data collection, measurement, or other reasons. For more information please visit the state’s Web site, above.

2003 n/a 2002 n/a 2001

Grade 10

75