New Mexico

Districts and schools
Number of districts
(CCD)

http://sde.state.nm.us
Students
2003-04
89 88

Staff
1993-94
Pre-K K-8 9-12 Total (K-12) 1,895 224,316 87,768 312,084

1993-94

Public school enrollment (CCD)

2003-04
3,976 222,056 97,034 319,090

Number of FTE 1993-94 teachers (CCD) Elementary 9,082
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 4,073 4,431 192 276 18,054 4,066 468 1,278 12,478 18,290

2003-04
10,465 4,681 5,670 344 409 21,569 5,243 724 1,853 15,452 23,272

Number of public schools

(CCD)

420 139 125 9 15 708 445 164 162 34 9 814 34

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 33 13% 17%

Number of FTE non-teacher staff (CCD)

Number of charter schools (CCD)

Finances
Total current expenditures 1993-94
(CCD, in thousands of dollars, adjusted for inflation to 2002-03) $987,569 Instructional 97,444 Noninstructional 601,337 Support Total 1,686,350

2002-03
$1,266,008 105,462 910,138 2,281,608

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

1%

1%

Percentage of core courses taught by highly qualified teachers, 2003-04 (As defined and reported by states, collected by ED)

Per-pupil expenditures
(CCD, adjusted for inflation to 2002-03)

$5,232

$7,125

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

2003

20%

All schools High-poverty schools Low-poverty schools

67% 63% 72%
2000-01
5% 66 59

Sources of funding
(CCD, 2002-03)

Local 13%

Students eligible to participate in the Free or Reduced188,105 Price Lunch Program, 2003-04 (CCD) Number of schools, by percent of students eligible to participate in the Free or Reduced-Price Lunch Program, 2003-04 (CCD)

Federal 15%

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%

0-34% 35-49% 50-74% 78

153

1994
21% 49

2005
21% 52

265
318

Title I allocation 2002-03
(ED; Includes Title I, Part A)

$103,273,759

75-100%

1996
14% 51

2005
14% 53

KEY:

76

K

— n/a # FTE

*

= Less than 0.5 percent = Not applicable = Not available = Sample size too small to calculate = Full Time Equivalent

New Mexico
Statewide Accountability Information
See Appendix B for New Mexico’s definitions of proficient for Reading and mathematics for grades 4, 8, and high school. See http://sde.state.nm.us/div/acc.assess/accountability/ayp.html#reportcard for more details on the statewide accountability system. State assessment for NCLB accountability: New Mexico Standards Based Assessment State student achievement levels: Beginning Proficiency, Nearing Proficient, Proficient, Advanced

St udent Achievement 2003-04
New Mexico Standards Based Assessment, not used for NCLB accountabilReading Proficient level or above for: Grade 4 Grade 8 Grade 11
All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic Hispanic students White, non-Hispanic 49% 41 38 21 31 45 44 66 56% 46 47 24 33 54 49 75 55% 44 13 20 28 44 47 72

NCLB Accountability Goals
2003-04 Annual measurable objective starting point
Grade 4 Grade 8 Grade 11 Reading Mathematics Reading Mathematics Reading Mathematics 33.7% 38.3 44.8 36.8 44.2 34.6

Target (2003-04)
33.7 38.3 44.8 36.8 44.2 34.6

Student achievement trend: Reading percent proficient level or above 100% 2004 n/a 2003 75% n/a 2002 56 55 49 50%
25% 0% Grade 4 Grade 8 Grade 11

2003-04 NCLB accountability results, applied to 2004-05 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 being identified for improvement)

Title I schools
365 (68%) 32 (6%) 22 (4%) 37 (7%) 30 (6%) 0

All schools
519 (68%) 35 (5%) 9 (1%) 17 (2%) 28 (4%) 0

All districts
34 (38%) 0 0 0 0 0

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 Hispanic students White, non-Hispanic 55% 47 27 31 36 50 49 72

Grade 8
49% 38 34 19 27 39 41 69

Grade 11
46% 35 23 16 25 34 37 63

Other indicator, 2003-04
Elementary indicator: Attendance rate Middle school indicator: Attendance rate High school indicator: Graduation rate

State target
92% 92% 75% 1,656 3,682

State outcome
Met Met Met 3% 12%

Student achievement trend: Mathematics percent proficient level or above
100% 75% 50% 25% 0% Grade 4 Grade 8 Grade 11 55 2004 n/a 2003 n/a 2002

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

Number of Title I students Percent of eligible students

49

46

77