High School-Level STEM Initiatives

High School-Level STEM Initiatives



New Mexico

High School-Level STEM Initiatives
State recruitment efforts for STEM teachers Yes, the state provides for teacher student loans to students who declare their intent to serve as a public school teacher in a designated teacher shortage area. Teacher shortage areas may be either geographic or discipline specific. Preference in loans is given to qualified applicants who demonstrate financial need. Loans are forgiven on a one-year-of service in a teacher shortage area for one-year-of-loan basis. The state has designated 7th-12th grade mathematics and science as teacher shortage areas.
Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) Yes, among the duties of the mathematics and science bureau is developing and evaluating professional development programs in mathematics and science that are aligned with state academic and performance standards. Additionally, the mathematics and science proficiency fund provides funds to public schools, school districts, public post-secondary educational institutions and persons that implement innovative, research-based mathematics and science curricula and professional development programs.

Recipients are required to provide an annual report to the bureau that includes a detailed budget report, a description of the services provided and documented evidence of the stated outcomes of the program funded by the mathematics and science proficiency fund and that provides other information requested by the bureau.

State support for pre-AP alignment programs Yes, state policy authorizes districts and charter schools to create core curriculum frameworks in K-6th grades to prepare students for pre-AP and AP offerings in 7th-12th grades.

The framework must include:
  • A curriculum that is aligned with state academic content and performance standards that is challenging, specific as to content and sequential from grade to grade, similar to a core curriculum sequence.
  • In-depth professional development for teachers that includes vertical teaming in content areas.
  • Content, materials and instructional strategies or methodologies that current research demonstrates are likely to lead to improved student achievement in pre-AP and AP courses in 7th-12th grades.
A district or charter school may apply for a grant from the public education department to support a core curriculum framework.

Additionally,
in accordance with the rules of the department and after consulting with the Indian education advisory council and determining the resources available within the department, the assistant secretary of education is responsible for developing or select for implementation a challenging, sequential, culturally relevant curriculum to provide instruction to tribal students in pre-kindergarten-6th grade to prepare them for pre-AP and AP coursework in 7th-12th grades.
State requires or makes available end-of-course exams in STEM disciplines No
State support for STEM mentoring and real work internship programs for students None identified
State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM None identified
State offers college readiness assessments in math and/or science Yes, 2007 S.B. 561 directs the department of education to establish a readiness assessment system by the 2008-09 school year. The system must be "aligned with state academic content and performance standards, college placement tests and entry-level career skill requirements" and must include a college readiness assessment in mathematics in 10th grade that all students will be required to participate in.
State has adopted rigorous graduation requirements in math and science for all students Yes for mathematics starting with class of 2013.
State programs targeted at STEM achievement among female, low-income and minority students Yes, 2007 S.B. 422 created the Alliance for Underrepresented Students at New Mexico State University. The purposes of the alliance include collaborating with and providing assistance to k-12 grade educators to support STEM education and student achievement.

Sources Recruitment: N.M. STAT. ANN. § 21-22E-1 - § 21-22E-10, N.M. REG. § 5.7.13.2 - § 5.7.13.15, Dr. Mary Rose Cde Baca, Assistant Secretary for Educator Quality
Professional Development:
N.M. STAT. ANN. § 22-15E-3, § 22-15E-6
Pre-AP: N.M. STAT. ANN. § 22-13-1.5, § 22-23A-5
End-of-course: N. M. STAT. ANN. § 22-2-8.11, § 22-13-1.2, Don Watson, Assistant Secretary/Assessment and Accountability, New Mexico Public Education Department
College Readiness:
2007 S.B. 561
Rigorous Graduation Requirements: N.M. STAT. ANN. § 22-13-1.1
Low Income/Minority: 2007 S.B. 422

© 2020 by the Education Commission of the States (ECS). All rights reserved. ECS is the only nationwide, nonpartisan interstate compact devoted to education. 700 Broadway #810, Denver, CO 80203-3442

To request permission to excerpt part of this publication, either in print or electronically, please contact the Education Commission of the States’ Communications Department at 303.299.3636 or mzatynski@ecs.org.

Your Education Policy Team  www.ecs.org