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Findings by State - New Mexico

Overview

Scope of Review in New Mexico
  971 New teachers from the state's higher education institutions included in Review (2010)
  8 Institutions evaluated by NCTQ in the 2013 Review
-8 elementary programs, undergraduate (UG) and graduate (G)
-8 secondary programs, undergraduate (UG) and graduate (G)
  6 Institutions with sufficient data for an overall program rating
-Collectively supplying 96% of the state's traditionally trained teachers
-7 elementary programs, undergraduate (UG) and graduate (G)
-6 secondary programs, undergraduate (UG) and graduate (G)
50% Institutions sharing information for the Review
Big "take-aways" about teacher preparation in New Mexico:

  • Highly rated programs -- Across the country, NCTQ identified 21 elementary programs (4 percent of those rated) and 84 secondary programs (14 percent) for the Teacher Prep Review Honor Roll, meaning that a program earns at least three out of four possible stars. No New Mexico programs are on the Honor Roll.

  • Selectivity in admissions -- The Review found that not one of the elementary and secondary programs in New Mexico restrict admissions to the top half of the college-going population, compared to 28 percent nationwide. Countries where students consistently outperform the U.S. typically set an even higher bar, with teacher prep programs recruiting candidates from the top third of the college-going population.

Some worry that increasing admissions requirements will have a negative effect on the diversity of teacher candidates. By increasing the rigor and therefore the prestige of teacher preparation the profession will attract more talent, including talented minorities. This is not an impossible dream: 83 programs across the country earn a Strong Design designation on this standard because they are both selective and diverse, although no such programs were found in New Mexico.

  • Early reading instruction -- Just 14 percent of evaluated elementary programs in New Mexico are preparing teacher candidates in effective, scientifically based reading instruction, an even lower percentage than the small minority of programs (29 percent) providing such training nationally. This is an especially alarming finding, given that the state now requires prospective elementary teachers to pass a test of effective reading instruction that is quite rigorous.

  • Elementary math -- A mere 19 percent of evaluated elementary programs nationwide provide strong preparation to teach elementary mathematics, training that mirrors the practices of higher performing nations such as Singapore and South Korea. Only 14 percent of the evaluated elementary programs in New Mexico provide such training.

  • Student teaching -- Of the evaluated elementary and secondary programs in New Mexico, all entirely fail to ensure a high quality student teaching experience, in which candidates are assigned only to highly skilled teachers and receive frequent concrete feedback. 71 percent of programs across the country failed this standard.

  • Content preparation -- 13 percent of New Mexico's elementary programs earn three or four stars for providing teacher candidates adequate content preparation, compared to 11 percent of elementary programs nationwide. At the high school level, none of New Mexico's secondary programs earn four stars for content preparation, compared to 35 percent nationwide. The major problem at the secondary level is that programs' requirements for general science or general social science certifications do not ensure that candidates are prepared in the content of every subject they will be licensed to teach.

  • Outcome data -- None of New Mexico's evaluated programs earn four stars for collecting data on their graduates, compared to 26 percent of evaluated programs in the national sample. The state does not connect student achievement data to teacher preparation programs or require administration of teacher performance assessments (TPAs), and programs have not taken the initiative to collect any such data on their own. The state does administer a general survey to new teachers and their employers, but it does not include questions that would be useful for teacher preparation program accountability.

New Mexico Elementary Teacher Prep Rating Distribution

New Mexico Secondary Teacher Prep Rating Distribution

Programs that earned 3-star rating or more

No 3-star rated programs

Consumer Alert: Programs earning no stars

Endorsers of the Review in New Mexico

Hanna Skandera, Public Education Department Secretary-Designate

James Lesher, Superintendent, Dulce Independent School District

New Mexico's Teacher Prep Review was made possible by the following foundations and organizations

Carnegie Corporation of New York
Gleason Family Foundation
Laura and John Arnold Foundation
Michael & Susan Dell Foundation
Searle Freedom Trust
The Eli and Edythe Broad Foundation
The Lynde and Harry Bradley Foundation
The Teaching Commission
Anonymous (2)

Institution List

Institutions with Teacher Training Rated
Eastern New Mexico University Annual new teacher production (2010):  114
Undergraduate Elementary
Undergraduate Secondary
New Mexico Highlands University Annual new teacher production (2010):  105
Undergraduate Elementary
Undergraduate Secondary
New Mexico Institute of Mining and Technology Annual new teacher production (2010):  2
Graduate Secondary Some standard scores available
New Mexico State University Annual new teacher production (2010):  294
Undergraduate Elementary
Graduate Elementary
Undergraduate Secondary
Graduate Secondary
Northern New Mexico College Annual new teacher production (2010):  37
Undergraduate Elementary Some standard scores available
Graduate Secondary Some standard scores available
University of New Mexico Annual new teacher production (2010):  336
Undergraduate Elementary
Undergraduate Secondary
Graduate Special Education
University of the Southwest Annual new teacher production (2010):  43
Undergraduate Elementary
Undergraduate Secondary
Western New Mexico University Annual new teacher production (2010):  40
Graduate Elementary


Institutions with Teacher Training Not Rated

Wayland Baptist University

State Context

Good preparation does not guarantee that teachers will ultimately be effective, but there is much that states can do to ensure that new teachers are classroom ready. The tables below are drawn from NCTQ's 2013 State Teacher Policy Yearbook (Full State Report here) and offer a summary of New Mexico's teacher preparation policies, identifying strong policies and those in need of improvement. 

Each state has a set of laws, rules and regulations that govern how teachers are prepared for the classroom. These policies establish guidelines for admission to teacher preparation programs, set standards for what teachers should know and be able to do in order to be licensed, and can be used to hold preparation programs accountable for the quality of teachers they produce.

Although states regulate most aspects of how teachers are prepared, where in each state this authority lies is not standard across the country. And in some states, authority for different components of teacher preparation rests with different entities.