ears-15-report_from-ped-10-21-2015

Educator Accountability Reporting System (EARS)

for the Annual Year 2013–2014 December 2015

Hanna Skandera Cabinet Secretary

Public Education Department

Barbara Damron, Ph.D., RN, FAAN

Cabinet Secretary Higher Education Department

New Mexico Public Education Department

New Mexico Higher Education Department

Educator Accountability Reporting System (EARS) AY 2013–2014 P a g e | 2

The State of New Mexico

Educator Accountability Reporting System Annual Year 2013–2014

Annual Report December 2015

Susana Martinez Governor

Hanna Skandera

Secretary of Education Public Education Department

Barbara Damron, Ph.D., RN, FAAN

Cabinet Secretary Higher Education Department

Required Notice

The contents of this document were developed under a grant from the U.S. Department of Education (USDOE). However,

the contents do not necessarily represent the policy of the USDOE and should not be regarded as an endorsement by the

Federal Government.

Copyright Notice

This report is copyright free, so no permission is needed to cite or reproduce it for non-profit purposes. If material from it is

included in another non-profit publication, cite as follows:

Notes

This report is available at www.ped.state.nm.us. Click on the A–Z directory to locate it under “EARS Report.”

Some information in this document was adapted from the EARS Report 2014 (December 2015),

which is a copyright-free report published by the New Mexico Public Education Department.

http://www.ped.state.nm.us/


Acknowledgements

The Secretary of Public Education and the Secretary of Higher Education thank the following individuals for their

contributions to this report:

Michael Archibeque, Director, Information Technology, Public Education Department Dina Advani, Senior Research Analyst, New Mexico Higher Education Department Catron Allred, Director of Education Programs, Central New Mexico College

Cathy Berryhill, Ph.D., Dean, Northern New Mexico College Jep Choate, Research and Information Manager, College of Education Dean’s Office, University of New Mexico

Boris Costa-Guerra, Ph.D., Director, Santa Fe Community College

Dee Cramer, M. Ed., Campus College Chair, College of Education, University of Phoenix

Debra J. Dirksen, Ph.D., Associate Professor College of Education, Western New Mexico University

Viola E. Florez, Ed.D., Interim Dean, University of New Mexico

Ron Dziwenka, Program Manager for Assessment, New Mexico State University

Linda Fredericks, Director, San Juan College

Penny A. Garcia, Dean College of Education, Eastern New Mexico University Beth Gudbrandsen, Ph.D., Chief Editor, Public Education Department Penny Hall, Administrative Assistant to Director of Education, Wayland Baptist University Dan Hardin, Vice President for Finance, New Mexico Junior College Jerry Harmon, Ed.D., Dean, Eastern New Mexico University DonaKay Hannagan, Director, New Mexico Institute of Mining and Technology Mary Harris, Ph.D., Dean, University of the Southwest Julie Hillard, Administrative Assistant/SOE Graduate Records Coordinator, University of the Southwest Judy Hudson, Ph.D., San Juan College Becky Kappus, MAED, Campus College Chair, College of Education, University of Phoenix Belinda Laumbach, Ph.D., Interim Dean, New Mexico Highlands University Leighann Lenti, Deputy Secretary, Policy and Programs, Public Education Department Connie Lorthridge, Ed.D., Assistant Dean, College of Education, University of Phoenix

Dianne Marquez, Dean of Arts and Humanities, New Mexico Junior College

Sharon McCall, Ph.D., Director/ABQ, Richard Hendershot Ed.D., Director/Clovis, Wayland Baptist University Alecia Moll, Applications Developer, Information Systems, Public Education Department

Matthew Montaño, Director, Educator Quality Division, Public Education Department

Barbara Taylor, Ed.D., Interim Dean, College of Education, Western New Mexico University

Sharon McCall, Ph.D., Director Albuquerque, Wayland Baptist University

Richard Hendershot Ed.D., Director/Clovis, Wayland Baptist University

Joaquin S. Vilá, Ph.D., Dean College of Education, Northern New Mexico College Erika Volkers, Dean, Central New Mexico College Dawn Wink, Interim Director, Department of Teacher Education, Santa Fe Community College


Table of Contents

Acknowledgements........................................................................................................................................................................................................... 3

Executive Summary .......................................................................................................................................................................................................... 5

Introduction ....................................................................................................................................................................................................................... 6

Statute .............................................................................................................................................................................................................................. 7

Statutory Report Detailed Requirements .......................................................................................................................................................................... 9

C. Teacher and Administrator Preparation Program's Annual Educator Accountability .............................................................................................. 9

1. The standards for entering and exiting the program ........................................................................................................................................ 10

2. The number of hours required for field experience and for student teaching or administrator internship ........................................................ 14

3. The number and percentage of students needing developmental course work upon entering the program ................................................... 15

4. The number and percentage of students completing each program ................................................................................................................ 16

5. The number and types of degrees received by students who complete each program ................................................................................... 17

6. The number and percentage of students who pass the New Mexico teacher or administrator assessments for initial licensure on the first

attempt ............................................................................................................................................................................................................. 20

7. A description of each program's placement practices ...................................................................................................................................... 21

8. The number and percentage of students hired by New Mexico school districts .............................................................................................. 24

D. The evaluation plan shall include objectives and measures for the following: ................................................................................................. 25

1) Increasing student achievement for all students .............................................................................................................................................. 27

2) Increasing teacher and administrator retention, particularly in the first three years of a teacher's or administrator's career ........................... 27

3) Increasing the percentage of students who pass the New Mexico teacher or administrator assessments for initial licensure on the first

attempt ............................................................................................................................................................................................................. 27

4) Increasing the percentage of secondary school classes taught in core academic subject areas by teachers who demonstrate by means of

rigorous content area assessments a high level of subject area mastery and a thorough knowledge of the state's academic content and

performance standards .................................................................................................................................................................................... 28

5) Increasing the percentage of elementary school classes taught by teachers who demonstrate by means of a high level of performance in

core academic subject areas their mastery of the state academic content and performance standards ......................................................... 28

6) Increasing the number of teachers trained in math, science and technology .................................................................................................. 28

D3. Title II: Enrollment and Demographic information for AY 2012–2013 ...................................................................................................................... 29

Itemized information on program revenues and expenditures, including staff salaries and benefits and the operational cost per credit hour .............. 30

Trends............................................................................................................................................................................................................................. 39

“Taking Action to Improve Teacher Preparation ............................................................................................................................................................. 39

Conclusion ...................................................................................................................................................................................................................... 40

Appendix A ..................................................................................................................................................................................................................... 41

Glossary and Acronyms.................................................................................................................................................................................................. 42


Executive Summary

The Educator Accountability Reporting System (EARS) is required by New Mexico statute and examines the teacher

preparation programs of the research universities, comprehensive universities and colleges, community colleges, and the

private universities and colleges across the state. This specific report targets the 2013–2014 academic year which includes

the summer of 2013.

The New Mexico American Association of Colleges of Teacher Education (NMAACTE) was formed to aggregate the data

and connect public post-secondary teacher and administrator preparation programs with operative solutions to effective

educator preparation, as well as offering a network of support for the deans and directors of those programs by gathering

and reporting the data in this annual report. The EARS is designed to provide a portrait of the effective preparation of

educators (teachers, counselors, and administrators) in New Mexico.

The New Mexico 2014 EARS report provides an integrated framework for guiding the effective preparation of educators

throughout this state.

According to Dr. Wai-Ying Chow, “The Effective Teachers and Effective Teaching (Effective Teachers) topic supports

research on strategies for improving the performance of classroom teachers in ways that promote student learning and

academic achievement in reading, writing, mathematics, science, and—for English Learners—English language proficiency,

from kindergarten through high school.

Through this topic, the Institute is interested in identifying and understanding: 1) the specific knowledge and skills a K–12

teacher must possess to promote student learning, 2) the most effective approaches to assess teacher knowledge and

skills, 3) the most effective strategies for teachers to gain the necessary knowledge and skills, and 4) the most effective

programs and policies for teacher recruitment, retention, certification, and evaluation that lead to the promotion of student

learning.

The long-term outcome of this research will be an array of instructional practices, programs (e.g., professional development

interventions), assessments, and policies (e.g., recruitment, retention, and teacher evaluation) that have been demonstrated

to be effective for improving and assessing teaching and teachers in ways that are linked to improvement in student

achievement.”1

1 http://ies.ed.gov/funding/ncer_rfas/effective_teachers.asp?rfa=part0


Introduction

As required by state statute, the New Mexico Public Education Department (PED) must report annually using the Educator

Accountability Reporting System (EARS) which measures how well the public post-secondary teacher and administrator

preparation programs are performing their duties to develop effective educators (teachers, counselors, and administrators)

in the state of New Mexico. New Mexico American Association of Colleges of Teacher Education (NMAACTE) was formed

by the deans and directors of the teacher preparation programs in New Mexico to gather and report this annual data.

The statute requires that the data from EARS is logged into the PED department's student teacher accountability reporting

system (STARS). The data process in STARS is being restructured to deliver the most meaningful and succinct report that

includes every statutory requirement.

The EARS report will also help education institutions improve their practices with regard to the following: 1) Preparing highly effective educators 2) Connecting curriculum and learning experiences to the needs of schools 3) Hiring terminally-degreed faculty who have public school experience 4) Remaining active in service and research in the PreK–20 culture2

In the late 1880’s—when New Mexico was still a territory, public and private four-year institutions were preparing teachers. Since 2003, New Mexico community colleges have partnered with the four-year institutions to support teacher preparation. In order to ensure effective educator preparation programs, all institutions must maintain a competency-driven, national, standards-based curriculum through joint New Mexico-NCATE accreditations or through the National Council for Accreditation of Teacher Education (NCATE) partnership with the PED.3 The intent of this report is to fulfill the following:

Meet the EARS statutory requirement

Connect to PreK–12 PED data to reinforce a seamless PreK–20 reporting system4

Honor the different missions of community colleges, comprehensive institutions, and research institutions5

Include all initial (including alternative) and advanced licensure programs6

When available, each annual EARS report will encompass data from the previous summer, fall, and spring.7

By following the design outline provided in statute, this version of the 2014 EARS encompasses a portion of data that has

not previously been collected by the public post-secondary teacher and administrator preparation programs. The institutions

cited are committed to providing the most current and accurate data available.

2 EARS Report 2011. 3 Ibid. 4 Ibid. 5 Ibid. 6 Ibid. 7 Ibid.


Statute

This section describes the laws and rules that apply to EARS in relevant part as follows:

22-10A-19.2. Educator accountability report.

A. The department shall:

(1) design a uniform statewide educator accountability reporting system to measure and track teacher and administrator

education candidates from pre-entry to post-graduation in order to benchmark the productivity and accountability of New

Mexico's educator work force; provided that the system shall be designed in collaboration with:

(a) all public post-secondary teacher and administrator preparation programs in New Mexico, including those

programs that issue alternative or provisional licenses;

(b) the teacher and administrator preparation programs' respective public post-secondary educational institutions;

and

(c) the higher education department;

(2) require all public post-secondary teacher and administrator preparation programs to submit the data required for the

uniform statewide educator accountability reporting system through the department's student teacher accountability reporting

system;

(3) use the uniform statewide educator accountability reporting system, in conjunction with the department's student teacher

education accountability reporting system, to assess the status of the state's efforts to establish and maintain a seamless pre-

kindergarten through post-graduate system of education;

(4) adopt the format for reporting the outcome measures of each teacher and administrator preparation program in the state;

and

(5) issue an annual statewide educator accountability report.

B. The annual educator accountability report format shall be clear, concise and understandable to the legislature and

the general public. All annual program and statewide accountability reports shall ensure that the privacy of individual students

is protected.

C. Each teacher and administrator preparation program's annual educator accountability report shall include the

demographic characteristics of the students and the following indicators of program success:

(1) the standards for entering and exiting the program;

(2) the number of hours required for field experience and for student teaching or administrator internship;

(3) the number and percentage of students needing developmental course work upon entering the program;

(4) the number and percentage of students completing each program;

(5) the number and types of degrees received by students who complete each program;

(6) the number and percentage of students who pass the New Mexico teacher or administrator assessments for initial

licensure on the first attempt;

(7) a description of each program's placement practices; and

(8) the number and percentage of students hired by New Mexico school districts.

D. The educator accountability report shall include an evaluation plan that includes high performance objectives. The

plan shall include objectives and measures for:

(1) increasing student achievement for all students;

(2) increasing teacher and administrator retention, particularly in the first three years of a teacher's or administrator's

career;

(3) increasing the percentage of students who pass the New Mexico teacher or administrator assessments for initial

licensure on the first attempt;


(4) increasing the percentage of secondary school classes taught in core academic subject areas by teachers who

demonstrate by means of rigorous content area assessments a high level of subject area mastery and a thorough

knowledge of the state's academic content and performance standards;

(5) increasing the percentage of elementary school classes taught by teachers who demonstrate by means of a high

level of performance in core academic subject areas their mastery of the state academic content and performance

standards; and

(6) increasing the number of teachers trained in math, science and technology.

E. In addition to the specifications in Subsections C and D of this section, the annual educator accountability report shall

also include itemized information on program revenues and expenditures, including staff salaries and benefits and the

operational cost per credit hour.

F. The annual educator accountability report shall be adopted by each public post-secondary educational institution,

reported in accordance with guidelines established by the department to ensure effective communication with the public and

disseminated to the governor, legislators and other policymakers and business and economic development organizations by

November 1 of each year.

History: Laws 2007, ch. 264, § 2; 2009, ch. 20, § 1.


Statutory Report Detailed Requirements

This report follows the detail requested by statute and listed on the previous two pages. Each element listed in the statute

will be followed by a complete response providing the most comprehensive data available from the New Mexico research

universities, comprehensive universities and colleges, community colleges, and private universities and colleges designated

to participate in EARS.

C. Teacher and Administrator Preparation Program's Annual Educator

Accountability

"We need to take the lead in recruiting and training teacher candidates. Let's start by giving them the best preparation anyone could imagine on the front end, before they ever set foot in a classroom. Students need and deserve our best efforts and our best educators.”

Dennis Van Roekel President National Education Association

"Research has shown that teachers are the most important school-based factor in determining student achievement. Comprehensive teacher effectiveness reform must include bringing accountability to teacher preparation. Ultimately, colleges of education should be reviewed the same way we propose evaluating teachers-based primarily on student learning. We applaud the Administration for taking an important step in advancing these reforms, collecting better outcome data, and supporting state reforms."

Chiefs for Change

"Our Future, Our Teachers makes clear that the ability to teach is something to learn, and therefore to be taught. This report puts the focus where it should be: beginning teachers' readiness to practice independently. Setting performance requirements for responsible teaching is one of the most important improvements that the U.S. could make to ensure learning by all students. Clear standards for what teachers should be able to do when they enter the classroom would shift the focus away from arguments over who should prepare teachers and how to select program entrants and toward beginning teachers' actual instructional skills.”

Deborah Loewenberg Ball Dean, School of Education University of Michigan at Ann Arbor

"The quality of the nation's new teacher pipeline has a tremendous impact on the overall quality of education that our students receive. The U.S. Department of Education's insistence that states truly hold teacher preparation programs accountable will make it harder for weak programs to escape scrutiny. By investing in selective programs that take care to recruit minority teacher candidates and train them in effective methods of instruction, particularly in reading, the Department will establish a strong model for other programs to emulate. And by awarding fellowships to high achievers, the country will recruit the talent into the classroom our students deserve. “

Kate Walsh President National Council on Teacher Quality

“Understanding the influence of teaching training programs on student learning is an important first step toward creating a system which supports ambitious teaching and learning for our nation's youth. The U.S. Department of Education is right to demand states use multiple measures to assess teacher training program quality, and I welcome the administration's support of emerging tools like new teacher performance assessments that can be used to support deep program improvement in teacher education."

Tom Stritikus Dean, College of Education University of Washington


1. The standards for entering and exiting the program

The standards for entering the teacher preparation program are listed below: (UG=undergraduate and PG=postgraduate)

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1–12

Research Universities

NM State University UG UG UG UG UG=2.5 UG=B UG UG UG UG UG UG Application, experience in a

classroom or working with children, resume, community service requirement.

PG PG PG PG PG=3.0 PG=B PG PG PG PG PG PG

University of NM UG UG UG UG UG=2.75 UG UG UG UG UG UG UG UG 2.75 Elementary Education

2.5 All Other Undergraduate

3.3

PG PG PG PG PG=3.0 PG PG PG PG PG PG PG 3.3

Comprehensive Universities and Colleges

Eastern NM

University

UG UG UG UG UG=2.8 UG=2.8 UG UG UG UG 3.4

PG PG PG=3.0 PG=3.0 PG PG PG 3.28

NM Highlands UG UG UG UG UG=2.75 UG=2.75 UG UG UG UG UG UG

PG PG PG PG PG=3.0 PG=3.0 PG PG PG PG PG PG

NM Tech This program is no longer available.

Northern NMC UG UG UG UG UG=2.51 UG=2.02 UG UG UG UG No standard. Median = 2.96

PG PG PG PG PG PG No standard. Median = 3.67

Western NM UG UG UG UG UG=2.5 UG UG UG UG 3.31

PG PG PG PG=3.0 PG PG PG PG PG 3.57

1COE requirement 2NNMC requirement C or better


Institutions

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2–13

Note: The community college programs presented below are Alternative Licensure Post Bachelor of Arts. Community Colleges

Central NM CC PG PG PG PG PG=3.0 PG PG PG PG 3.28

NM Junior College PG PG PG PG

San Juan College PG PG PG=C or

above

PG=C or

above PG PG PG

Must have completed a BA/BS program and provide us with proof of such. We do not require a GPA because if they have a baccalaureate degree, their institution of graduation would have set that standard.

C or

above

Santa Fe CC PG PG PG PG=2.5 PG=2.5 PG PG PG PG

Private Universities and Colleges

University of

Phoenix—NM

UG UG1 UG UG=2.5 UG=3.0 UG UG1 UG UG 2 3.67

PG PG 1 PG PG=3.0 PG=3.0 PG PG 1 PG PG 3.84

University of the SW UG UG UG=2.5 UG=2.5 UG UG UG UG UG PG Other—Bachelor degree or

higher

3.394

PG PG PG=3.0 PG=3.0 PG PG PG PG PG

Wayland Baptist UG UG UG UG UG=2.7 UG UG UG

PG PG PG PG PG=3.0 PG PG PG PG

1This is required for Level 2 Status/12th credit Students are stopped in program if they do not meet requirement 2Undergraduate degree students are required to complete 78 hours in general education areas approved by the university prior to entering their “core” education program. Fifteen of those hours are

required to be in selected content areas (English language arts, mathematics, or social science). A minimum GPA of C- is required for transfer credits into the general education areas. A minimum

GPA of 2.5 is required for entrance into Level II Candidacy. A 2.5 GPA in an undergraduate degree is required for post graduate program entrance. A minimum of 3.0 is required for entrance into

Level II Candidacy.


The standards for exiting the teacher preparation program are listed below: (UG=undergraduate and PG=postgraduate)

Institutions

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NM State University UG UG UG=2.5 UG=B UG UG UG

PG PG PG=3.0 PG=B PG PG

University of NM UG UG UG=2.5 UG UG UG UG Portfolio 3.5

PG PG PG=3.0 PG PG PG 3.6


Eastern NM University UG UG UG UG UG=2.8 UG=2.8 UG UG UG UG UG 3.6

PG PG PG PG PG=3.0 PG=3.0 PG PG PG PG PG 3.75

NM Highlands UG UG UG UG UG=2.75 UG=2.75 UG UG UG UG UG

PG PG PG PG PG=3.0 PG=3.0 PG PG PG PG PG


Northern NMC UG UG UG=2.51 UG=2.02 UG UG UG No standard. Median = 3.71

PG PG PG=3.0 PG PG PG No standard. Median = 3.96

Western NM UG UG UG UG UG=2.75 UG=2.0 UG UG UG UG UG Professional Behaviors

and Dispositions

3.31

PG PG PG PG PG=3.0 PG=3.0 PG PG PG PG PG 3.57

Community Colleges

Central NM CC PG PG PG PG PG=3.5 PG PG PG PG PG 5 4.0

NM Junior College PG PG

PG=C

or

above

PG=C or

above PG PG PG

C or

above

San Juan College PG PG PG PG=2.0 PG 3.32

Santa Fe CC PG PG PG PG=3.0 PG=3.0 PG PG PG=3.0

1COE requirement 2NNMC requirement C or better 3Successful completion of Comprehensive Exam, Student Teaching, B or better in all Education courses.

4Professional Portfolio submitted electronically. Also required are cooperating-teacher evaluations, a dispositions survey of the teacher candidate, and a student-completed report card of the School of Education.

5In order to exit the program, students must have a program GPA of 3.5, pass the NM Content Assessment in their licensure area, demonstrate proficiency of the NM Teacher Competencies in the final course, must have

supervised field experience, and write an exit essay based on the Core Values Program Assessment.


Institutions

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University of

Phoenix—NM

UG UG UG UG UG=3.01 UG=3.01 UG UG UG UG 2

3.67

PG PG PG PG PG=3.01 PG=3.01 PG PG PG PG 3.84

University of the SW UG UG UG UG=3.0 UG=3.0 UG UG UG UG

3.401

PG PG=3.0 PG=3.0 PG PG PG

Wayland Baptist UG UG UG UG UG=2.7 UG=2.7 UG UG UG UG

Professional Portfolio

PG PG PG PG PG=3.0 PG=3.0 PG PG PG PG 3.8

1 Yes, it depends on the program 2Undergraduate degree students are required to complete 78 hours in general education areas approved by the university prior to entering their “core” education program. Fifteen of those hours are

required to be in selected content areas (English language arts, mathematics, or social science). A minimum GPA of C- is required for transfer credits into the general education areas. A minimum

GPA of 2.5 is required for entrance into Level II Candidacy. A 2.5 GPA in an undergraduate degree is required for postgraduate program entrance. A minimum of 3.0 is required for entrance into Level II

Candidacy.


2. The number of hours required for f ield experience and for student teaching or administrator internship

Institutions

Supervised Clinical Experience in the Academic Year 2013–2014

Field Experience Contact Hours Required—Pre-student

teaching contact hours required

Student Teaching Hours Required

Total Hours (field experience and student teaching)

Administrator Internship Hours Required


NM State University 290 562 852 240

University of NM 282 455 737 200


Eastern NM University 196 595 791 240

NM Highlands 150 560+ 710 200


Northern NMC UG=152.5

PG=40

UG=640

PG=100

UG=792.5

PG=140 NA

Western NM 144 680 824 180

Community Colleges

Central NM CC 45 160 minimum 205 NA

NM Junior College 7–10 240 247–250 NA

San Juan College 105 NA

Santa Fe CC 45 150 195 NA


University of Phoenix—NM 100 clock hours 560 clock hours 660 clock hours NA

University of the SW 90 490 580 180

Wayland Baptist 62 560 622 180

NA=Not Applicable


3. The number and percentage of students needing developmental course work upon entering the program

Number and Percentage of Students Needing Developmental Course Work Upon Entering the Program in the Academic Year 2013–2014

Institutions Number of Students Needing

Developmental Course Work Upon Entering the Program

Percent of Students Needing Developmental Course Work Upon

Entering the Program


NM State University 70 55.12%

University of NM -0- -0-


Eastern NM University NA NA

NM Highlands -0- -0-

NM Tech

Northern NMC 3 50%

Western NM 18 24%

Community Colleges

Central NM CC NA NA

NM Junior College NA NA

San Juan College -0- -0-

Santa Fe CC NA NA


University of Phoenix—NM NA NA

University of the SW NA NA

Wayland Baptist NA NA


4. The number and percentage of students completing each program

Academic Year 2013–2014

Institutions

Number of Students Completing Teacher Education—Special

Education

Percent (%) of Students

Completing Teacher Education—Special

Education

Number of Students Completing Teacher

Education—Elementary Education


Completing Teacher Education—Elementary Education

Number of Students Completing Teacher

Education—Secondary Education


Completing Teacher Education—Secondary Education


TP=Traditional Program AP=Alternative Program

TP AP TP AP TP AP TP AP TP AP TP AP

NM State University 19 16.24% 6 71 31.6% 60.68% 13 27 68.4% 23.08%

University of NM 25 14 9.54% 29.17% 164 18 62.60% 37.50% 41 16 15.65% 33.33%


Eastern NM University 22 26 2 13 22 26 8 53 28 33 5 34

NM Highlands U 15 28% 37 62% 6 10%


Northern NMC 6 29% 8 3 100% 14% 12 57%

Western NMU 7 4 64% 36% 10 4 73% 27% 12 1 92% 8%

Community Colleges

Central NM CC 41 45% 26 28% 31 34%

NM Junior College 13 100%

San Juan College 5 4.85% 5 4.85% 9 8.74%

Santa Fe CC 16 32 43


University of Phoenix—NM 4 51 7% 92%

University of the SW 2 100%

Wayland Baptist 2 10% 15 71% 4 19%


5. The number and types of degrees received by students who complete each program

The chart below provides a summary of the number of students who completed the teacher preparation program during AYs 2009–2010, 2010–2011, 2011–2012,

and 2012–2013. Charts on the following two pages provide a summary of the number and types of degrees received by students upon program completion during

the AY 2012–2013.

Institutions Teacher Preparation Program Completers

2013–2014 2012–2013 2011–2012 2010–2011 2009–2010


TP AP Total TP AP Total

NM State University 184 12 196 173 19 192 320 283 294

University of NM 262 48 310 301 104 405 TP=276 AP=86 Total=362 TP=343 AP=119 Total=462 TP=379 AP=55 Total=434


Eastern NM University 86 15 101 75 22 97 127 97 86

NM Highlands 70 70 70 70 87 99 108

NM Tech This program is no longer available. 3 1

Northern NMC 8 21 29 12 12 24 22 26 36

Western NM 34 9 41 47 4 51 TP=62 AP=7 Total=69 TP=119 AP=8 Total=127 TP=108 AP=7 Total=115

Community Colleges

Central NM CC 92 92 83 83 119 128 102

NM Junior College 13 13 13 13

San Juan College 19 19 31 31 21 22 17

Santa Fe CC 126 126 63 63 95 56 36


University of Phoenix

New Mexico 55 67 67 64 44 57

University of the SW 2 2 39 39 25 23 21

Wayland Baptist 21 21 16 16 19 11 12

Note:

TP= Traditional Program

AP=Alternative Program


Institutions

Teachers Prepared by Subject Area 2013–2014

Gen

eral

Edu

catio

n—

Mul

tiple

leve

ls

Ele

men

tary

Edu

catio

n

Jun

ior

Hig

h—

Int

erm

edia

te—

Mid

dle

Sch

ool

Edu

catio

n

Sec

onda

ry

Edu

catio

n

Agr

icul

ture

Art

Bili

ngua

l, M

ultil

ingu

al,

and

Mul

ticul

tura

l

Edu

catio

n

Bio

logy

Bus

ines

s

Che

mis

try

Com

pute

r S

cien

ce

Dra

ma

and

Dan

ce

Ear

th S

cien

ce

Ear

ly C

hild

hood

Eng

lish

as a

Sec

ond

Lang

uage

Eng

lish

Lang

uage

Art

s

For

eign

Lan

guag

e

Fre

nch

Ger

man

Latin

Spa

nish


NM State University

TP=50

AP=6 AP=1

TP=18

AP=13 TP=12 AP=1 TP=1 TP=34

TP=9

AP=1 AP=1

University of NM TP=164

AP=18

TP=41

AP=16 TP=8 TP=6 TP=2 TP=1 TP=24 TP=10 TP=55 TP=1 TP=4


Eastern NM University 22 3 1 14 4

NM Highlands 37 6 1 12


Northern NMC

UG=8

PG=3

Total=11

12

Western NM 14 13 2 10 5 1

Community Colleges—Alternative Licensure

Central NM CC 26 31 8 2 8 2

NM Junior College 13

San Juan College 5 9

Santa Fe CC 108 3 2 14 27 38 6 3


University of Phoenix New Mexico

193

68

University of the SW 2

Wayland Baptist 15 4

Totals


Institutions

Teachers Prepared by Subject Area 2013–2014

Geo

grap

hy

Hea

lth

His

tory

Hom

e E

cono

mic

s—

Fam

ily a

nd C

onsu

mer

Sci

ence

s

Ind

ustr

ial A

rts—

Tec

hnol

ogy

Tea

cher

Edu

catio

n

Mat

hem

atic

s

Mus

ic

Mul

tiple

Lev

els

Phy

sica

l Edu

catio

n

Coa

chin

g

Phy

sics

Psy

chol

ogy

Rea

ding

Sci

ence

Tea

cher

Gen

eral

Sci

ence

Soc

ial S

cien

ce

Soc

ial S

tudi

es

Spe

cial

Edu

catio

n

Spe

ech

Tec

hnic

al E

duca

tion

Oth

er


NM State University TP=3

AP=1 AP=3

TP=7

AP=3 TP=18 TP=1

TP=2

AP=2

TP=9

AP=2 TP=19 TP=1

University of NM TP=1 TP=25 TP=13 TP=12 TP=34 TP=43 TP=25

AP=14


Eastern NM University 1 2 6 4 2 22 2

NM Highlands 1 2 15


Northern NMC 6

Western NM 1 1 6 4 11

Community Colleges

Central NM CC 1 1 5 2 10 6

NM Junior College

San Juan College 5

Santa Fe CC 8 3 15 7 32 4 7 1 33 22 51


University of Phoenix—NM 59 53 11

University of the SW

Wayland Baptist 2

Totals


6. The number and percentage of students who pass the New Mexico teacher or administrator assessments for init ial licensure on th e first

attempt

Institutions

Number and Percentage of Students Who Pass the New Mexico Teacher Assessments for Initial Licensure on the First Attempt—

All Program Completers—Summary Rates 2013–2014

Number and Percentage of Students Who Pass the New Mexico Administrator Assessments for

Initial Licensure on the First Attempt— All Program Completers—Summary Rates

2013–2014

Number Taking Tests Number Passing

Tests Pass Rate %

Number Taking Tests

Number Passing Tests

Pass Rate %

NOTE: This data was taken from Title II Report, Section III. Summary pass rates were used by the institutions to complete this chart.


NM State University 250 216 86.4% 35 34 97%

University of NM 292 279 96% 20 20 100%

Comprehensive Universities and Colleges Eastern NM University 83 83 100% 26 26 100%

NM Highlands 44 39 89% 19 18 95%


Northern NMC UG= 8 PG=19

UG=8 PG=16

UG=100% PG=84%

Western NMU 74 70 95% 21 21 100%

Community Colleges Central NM CC 85 83 98%

NM Junior College 13 12 92%

San Juan College 19 19 100%

Santa Fe CC Data not collected Data not collected Data not collected NA NA NA


University of Phoenix—NM 162 120 74% NA low N

University of the SW 6 6 100%

Wayland Baptist 61 53 87% 5 5 100%

*Not Applicable


7. A description of each program's placement practices

Please see the links below to the institutions’ placement practices.

Institutions Program Placement Practices for the Academic Year 2013–2014


NM State University Link→ http://college.education.nmsu.edu/files/2014/04/Indicator-Table-8-Placement-Practices.pdf

University of NM Link → http://coe.unm.edu/administration/accountability.html


Eastern NM University Link → http://education.enmu.edu/partners/tep/student-teaching.shtml

NM Highlands Link →

Student Teacher Placement. Student placement of a prospective teacher in a school is a cooperative decision between the prospective student

teacher, university personnel, and school district officials. Students must keep in mind that they are guests in the schools and that school officials may

terminate their field experience at any time. A school official does not have to demonstrate a cause or provide a justification for termination of the field

experience. In addition, NMHU has no obligation to provide another placement for the student. The university supervisor and the director/coordinator of

field experiences decide on appropriate action for that semester. In the case of a withdrawal, the university has no further obligation to provide the

student teacher with the opportunity to complete the field experience sequence. The student is required to reapply and, if approved, accept the

conditions determined by the School of Education. Any practicum or field-based 1, 2, or 3 student /intern may be terminated or removed from his/her

experiences for any violation of the Code of Ethics of the Education Profession (NM State Board of Education Regulation No. 93-16).

Selection of Cooperating Teachers. The cooperating teachers for the field experience sequence are suggested by student teachers or selected by the

Field 3 Director /Coordinator, selected or assigned by district administrators, and approved by the School of Education. (MOUs are signed with

participating school districts.)

The cooperating teacher should be one who: Has a minimum of three years classroom experience, holding at least a Level II state of New Mexico

teaching license; Has shown consistent success in teaching; Receives the professional respect of colleagues ;Manifests an interest in the advancement

of the teaching profession through a willingness to assist in the preparation of prospective teachers; Has a sincere interest and desire to guide the pre-

service teacher to a successful completion of his /her field experience; Has a thorough knowledge of his/her teaching field(s) and is experienced in using

a variety of teaching methods; Is a lifelong learner, endeavoring always to improve his/her own competency: knows how to work effectively with

prospective teachers in the classroom and is able to train the pre-service teacher.

NM Tech Link→ This program is no longer available.

Northern NMC Link→ Field Experience Handbook: http://nnmc.edu/wordpress/?page_id=2566

http://college.education.nmsu.edu/files/2014/04/Indicator-Table-8-Placement-Practices.pdf

http://coe.unm.edu/administration/accountability.html

http://education.enmu.edu/partners/tep/student-teaching.shtml

http://nnmc.edu/wordpress/?page_id=2566


Comprehensive Universities and Colleges continued

Western NM NA

Foundation: Complete field experience request, submitting background clearance/fingerprinting and travel request form. The information is then

submitted to the School Districts and a tentative schedule is developed providing students’ observation experiences across the K-12 system.

Students complete observations, totaling 24 hours, with a minimum of 5 different placements.

Application: Complete field experience request, requesting specific sites if applicable and submitting travel request form. The information is then

submitted to the School Districts and a tentative placement is made in coordination between the director of field experience and the district/school

administration. Students must contact the principal and the principal will assign the student to a specific teacher. Students complete two

placements of 60 field hours each, totaling 120 years. During each field placement that student is to teach a minimum of 3 lessons and working to

support the teacher in the classroom. Co-teaching opportunities are encouraged.

Capstone: Complete practice teaching request, requesting specific sites if applicable and submitting travel request form, resume, Why Teach

response, and transcripts (GPA above 2.75). The Director of Field Experience meets with superintendents to secure a placement. The student is

to contact the clinical faculty member assigned to them before the end of the previous semester. The student is to work in the classroom for 17

weeks, totaling 680 hours. For a minimum of 4 works the student is to be the lead in the classroom. Practice Teachers are to work as a co-

teacher during the entire experience, limiting observation time and spending the majority of the time actually working with students.


Central NM CC NA

While in the program, students complete field-based assignments and observations in the schools. Placements are found through program contacts with school districts, CNM faculty, and the Director of Education Programs. The majorities of our students are already teaching on an Intern license as a teacher of record and use their classroom as a placement site. Supervised Field Experience In the final course, Supervised Field Experience (SFE), students are either teachers of record teaching in their own classroom or are placed in a classroom with a cooperating teacher. Students are placed with a cooperating teacher approved by the school administrator with a minimum of a Level II license, more than 5 years of teaching experience, and licensed in the same content area as the student. Students are only placed in a classroom if they are qualified to teach the content area through coursework (more than 24 credits) and passing the NMTA Content Exam. Students are only eligible to participate in SFE with a program GPA of 3.5 and completion of the NMTA Basic Skills and Content exams.


Institutions Program Placement Practices for the Academic Year 2013–2014 Community Colleges—Alternative Licensure

NM Junior College NA Student in the Alternative Licensure for Elementary Education Program are usually referred to us by the local school districts. Therefore, our students are hired by the local school districts after they receive an acceptance letter from our institution. We have not had to place a student into a teaching position.

San Juan College Link → www.sanjuancollege.edu/teach

Santa Fe CC Link → http://www.sfcc.edu/files/ED/EDUC214_SFE_Handbook-8.2014.pdf


University of Phoenix—NM Link →

Placement Process: The Campus College Chair or the Lead Faculty Area Chair secures student teaching applications from students. After students complete their application, they are required to interview with the Campus College Chair to discuss placements. The Campus College Chair works with the students to determine the best placement for the students. Students are encouraged to student teach in the grade level they would like to teach and they are encouraged to apply to diverse schools. The Campus College Chair uses that information to meet with the K–12 campus administrators to discuss placement; email confirmations are sent to the students notifying them of the campus, grade level, CT and FS assignments. The first step in the placement process is approval by the school principal of the placement and verification of an Affiliation Agreement/MOU with the school or district and verification of the cooperating teachers’ teaching credentials. Candidates are approved for student teaching eligibility by reviewing compliance measures via e-portfolio. Student teachers must have completed 100 hours of observation, passed their fingerprint/background clearance, and have passing scores on the Essential Academic Skills (Subtests I, II, and III) and Elementary Education (Subtests I and II) before they may begin their student teaching.

University of the SW Link →

The program placement for the University of the Southwest is as follows:

1. Apply to the Teacher Education Program for intern teaching and be accepted.

2. Must have a 2.5 GPA overall and a 3.0 GPA in their teaching field.

3. Must have taken the appropriate assessments for teaching license.

4. Once eligible, the Teacher Education Coordinator will contact the schools HR for the student to be placed in a highly qualified licensed

teacher’s classroom for his/her student teaching.

Wayland Baptist Brief → The majority of students complete the program with an Intern License while teaching in their own classrooms. They continue to teach after graduation. The undergraduate students are generally hired by the school or school district where student teaching was completed. We provide support as needed.

http://www.sanjuancollege.edu/teach

http://www.sfcc.edu/files/ED/EDUC214_SFE_Handbook-8.2014.pdf


8. The number and percentage of students hired by New Mexico school districts

The data below was provided by STARS and includes the New Hire—Number of New Mexico Graduates by Institution including teachers, counselors, and

administrators.

Institutions Teacher Preparation Program Academic Year 2013–2014

Number of Students Hired by New Mexico School Districts

Percentage of Students Hired by New Mexico School Districts


NM State University 490 23%

University of NM 1,005 47%


Eastern NM University 270 13%

NM Highlands 185 9%


Northern NMC 19 1%

Western NM 78 4%

Community Colleges2

Central NM CC 24 1%

NM Junior College 1 0%

San Juan College 1 1

Santa Fe CC 5 0%


University of Phoenix—NM 30 1%

University of the SW 43 2%

Wayland Baptist 1 1 1Data not available 2 The community college programs are post BA programs, and are not typically listed as the highest degree earned in the STARS data. Therefore,

this data does not represent the number of alternative licensure students hired by New Mexico school districts.


The evaluation plan shall include objectives and measures for the following:

Institutions Evaluation Plan Summary for the Academic Year 2013–2014

Does the IHE have an Evaluation Plan? If so, please provide the link to the plan.

Does it include the objectives and measures listed in statute and on the next two pages?


NM State University Yes Link to Plan→ http://college.education.nmsu.edu/files/2014/04/Evaluation-Plan.pdf

University of NM Yes Link to Plan→ http://coe.unm.edu/administration/accountability.html


Eastern NM University Yes Link to Plan→ http://education.enmu.edu/teacherprep-eval.shtml

NM Highlands Yes Link to Plan→ Dr. Chris Nelson can be contacted at: [email protected]

NM Tech Yes Link to Plan→ This program is no longer available.

Northern NMC Yes Link to Plan→


Dr. Joaquin S. Vilá, Dean, College of Education, Northern New Mexico College, Espanola, New Mexico 87532

505-747-2194, [email protected]

Western NM Yes Link to Plan→ http://wnmu.edu/univ/consumerInfo/SOE%20Evaluation%20Plan%20for%20EARS.pdf


Central NM CC Yes Link to Plan→ Document available upon request—Contact: Catron Allred email: [email protected]

NM Junior College Yes Link to Plan→ http://www.nmjc.edu/assets/documents/Approved%20NMJC%20Strategic%20Plan%202010-2016.pdf

http://www.nmjc.edu/assets/documents/Student%20Success%20Managment%20Plan.pdf

http://college.education.nmsu.edu/files/2014/04/Evaluation-Plan.pdf

http://coe.unm.edu/administration/accountability.html

http://education.enmu.edu/teacherprep-eval.shtml


http://wnmu.edu/univ/consumerInfo/SOE%20Evaluation%20Plan%20for%20EARS.pdf

http://www.nmjc.edu/assets/documents/Approved%20NMJC%20Strategic%20Plan%202010-2016.pdf

http://www.nmjc.edu/assets/documents/Student%20Success%20Managment%20Plan.pdf


Community Colleges—Alternative Licensure (continued)

San Juan College Yes Link to Plan→ The link to our program review for teacher education will contain some of this information. The person who might also be helpful for this is the director of institutional research, Ron Jernigan, at [email protected]

Santa Fe CC Yes Link to Plan→ http://www.sfcc.edu/OPIE/planning_and_quality/updates


University of Phoenix—NM Yes Link to Plan→ Becky Kappus (Albuquerque Campus) at [email protected] for access to their plans.

University of the SW Yes Link to Plan→ Dr. Mary Harris, Dean (575) 492-2162 [email protected]

Wayland Baptist Yes Link to Plan→ Document available upon request—Dr. Jim Todd

email: [email protected]

mailto:[email protected]

http://www.sfcc.edu/OPIE/planning_and_quality/updates




The evaluation plan for each Institute of Higher Education (IHE) shall include objectives and measures for each of the goals listed below:

Evaluation Plan Program Goals for the Academic Year 2013–2014

Institution

↓

Goals

→

1) Increasing student achievement for

al l students

2) Increasing teacher and administrator

retent ion, par t icular ly in the f irst

three years of a teacher's or

administrator 's career

3) Increasing the percentage of

students who pass the New Mexico

teacher or administ rator assessments

for in it ial l icensure on the f i rst

attempt

Evaluation Plan includes

the following→ Objectives Measures Objectives Measures Objectives Measures


NM State University Yes Yes Yes Yes Yes Yes

University of NM Yes Yes Yes Yes Yes Yes


Eastern NM University Yes Yes Yes Yes Yes Yes

NM Highlands Yes Yes Yes Yes Yes Yes


Northern NMC Yes Yes Yes Yes Yes Yes

Western NMU Yes Yes Yes Yes Yes Yes


Central NM CC Yes Yes Yes Yes Yes Yes

NM Junior College Yes Yes Yes Yes Yes Yes

San Juan College Yes Yes Yes Yes Yes Yes

Santa Fe CC Yes Yes Yes Yes Yes Yes


University of Phoenix Yes Yes Yes Yes Yes Yes

University of the SW Yes Yes Yes Yes Yes Yes

Wayland Baptist Yes Yes Yes Yes Yes Yes


Institutions

Evaluation Plan Program Elements for the Academic Year 2013–2014


secondary school classes taught in

core academic subject areas by

teachers who demonstrate by means

of r igorous content area assessments

a high level of subject area mastery

and a thorough knowledge of the

state 's academic content and

performance standards


elementary school classes taught by

teachers who demonstrate by means

of a high level of performance in core

academic subject areas their mastery

of the state academic content and

performance standards

6) Increasing the number of teachers

trained in math, science and

technology

Evaluation Plan includes

the following→ Objectives Measures Objectives Measures Objectives Measures

Research University

NM State University Yes Yes Yes Yes Yes Yes

University of NM Yes Yes Yes Yes Yes Yes Comprehensive Universities and Colleges

Eastern NM University Yes Yes Yes Yes Yes Yes

NM Highlands Yes Yes Yes Yes Yes Yes


Northern NMC Yes Yes Yes Yes Yes Yes

Western NM Yes Yes Yes Yes Yes Yes Community Colleges—Alternative Licensure Programs

Central NM CC Yes Yes Yes Yes Yes Yes

NM Junior College Yes Yes Yes Yes Yes Yes

San Juan College Yes Yes Yes Yes Yes Yes

Santa Fe CC Yes Yes Yes Yes Yes Yes Private Universities and Colleges

University of Phoenix Yes Yes Yes Yes Yes Yes

University of the SW Yes Yes Yes Yes Yes Yes

Wayland Baptist Yes Yes Yes Yes Yes Yes


D3. Title II: Enrollment and Demographic information for AY 201 3–2014

Research University

NM State University 2,009 419 1,590 1,124 45 27 41 0 616 20

University of NM

TP=525

AP=175

Total=700

TP=138

AP=50

Total=188

TP=387

AP=125

Total=512

TP=224

AP=42

Total=266

TP=63

AP=9

Total=72

TP=9

AP=1

Total=1

0

TP=7

AP=4

Total=11

TP=1

AP=2

Total=3

TP=199

AP=113

Total=312

TP=8

AP=2

Total=10


Eastern NMU 175 41 134 52 2 2 3 0 116 0

NM Highlands 331 51 280 170 29 7 5 101


Northern NMC 99 23 76 65 5 1 1 0 26 1

Western NM 201 49 151 79 10 6 2 0 99 0

Community Colleges—Alternative Licensure Programs

Central NM CC 340 123 217 86 13 3 21 0 190 12

NM Junior College 45 7 38 13 0 0 3 0 27 0 2

San Juan College 103 31 53 9 21 0 0 0 65 8

Santa Fe CC 126 42 84 46 8 72


University of Phoenix 204 37 167 91 2 0 2 0 27 2 78 2

University of the SW 305 71 234 42 10 6 82 2 130

Wayland Baptist 53 9 44 8 6 34 3

Institutions Enrollment Ethnicity Race

Tot

al n

umbe

r of

stud

ents

enr

olle

d in

2013

–201

4

Und

uplic

ated

# o

f

mal

es e

nrol

led

Und

uplic

ated

# o

f

fem

ales

enr

olle

d

His

pani

c/La

tino

of a

ny

race

Am

eric

an In

dian

or

Ala

ska

Nat

ive

Asi

an

Bla

ck o

r A

fric

an

Am

eric

an

Nat

ive

Haw

aiia

n or

Oth

er P

acifi

c Is

land

er

Whi

te

Tw

o or

mor

e ra

ces

Unk

now

n

Non

-res

iden

t alie

n

No

Res

pons

e


Itemized information on program revenues and expenditures, including staff salaries and benefits and the

operational cost per credit hour

Research Universities 2015 EARS Finance Spreadsheet

College of Education Initial Licensure Programs—Based on 2013–2014 Expenditures and Student Credit Hours

New Mexico State University, Las Cruces

Program Estimated Revenues

Expenditures Total Total

Faculty Staff Benefits Other Total Expenditures Annual SCH $/SCH

Elementary Education $ 5,876,327 $ 2,184,726 $ 804,247 $ 956,471 $ 331,872 $ 4,277,316 $ 13,881.0 $ 308.14

Special Education $ 3,236,138 $ 1,081,440 $ 306,424 $ 444,116 $ 106,638 $ 1,938,618 $ 7,632.0 $ 254.01

Educational Leadership $ 1,944,547 $ 638,960 $ 294,747 $ 298,786 $ 60,519 $ 1,293,012 $ 4,558.0 $ 283.68

Notes: Unrestricted expenditures only; restricted expenditures have been excluded.

Estimated revenues: based upon SCH/tuition rates and averaged funding formula rate; they are not an indicator of I&G allocation received by the academic unit Staff expenditures include professional salaries, support staff salaries, GA/TA salaries, student salaries, federal and state work-study salaries, and any other salaries Benefits are calculated as __ percent of all salaries Other expenditures include fringe benefits (where provided), travel, and other supplies and expenses. “Unrestricted” expenditures only; “restricted” expenditures have been excluded. SCH is based upon “completed” SCH for Summer 2012 through Spring 2013 for all courses taught in these programs; “completed” SCH counts all grades received except for “W” and no grades.


2015 EARS Finance Spreadsheet College of Education Initial Licensure Programs—Based on 2013–2014 Expenditures and Student Credit Hours

University of New Mexico, Albuquerque



Faculty Staff Fringe Other Total Annual SCH $/SCH Elementary Education 3,962,112.40 $1,146,734.42 $108,941.76 $370,682.60 $86,849.96 $1,713,208.74 10,837 $158.09

Special Education 1,921,884.84 $949,623.20 $226,679.20 $354,728.45 $80,664.49 $1,611,695.33 4,422 $364.50

Secondary Education 292,754.53 $449,575.77 $44,858.37 $146,077.40 $35,761.75 $676,273.29 2,998 $225.55

Early Childhood

Multicultural Education 1,456,865.88 $315,173.39 $55,559.52 $110,846.11 $24,556.65 $506,135.67 2,796 $181.04

Physical Education 577,766.53 $385,791.18 $106,663.99 $149,211.84 $23,861.23 $665,528.24 1,706 $390.05

Counselor Education 704,407.14 $498,841.16 $97,229.15 $178,694.14 $42,974.13 $817,738.58 1,558 $524.75

Educational Leadership 747,832.08 $1,016,430.38 $70,491.73 $319,436.91 $56,197.03 $1,462,556.05 1,336 $1,095.00

Health Education 1,977,037.18 $375,332.76 $85,331.19 $138,712.42 $19,088.98 $618,465.36 2,319 $266.69

Art Education 432,747.56 $244,693.48 $52,310.58 $89,269.81 $18,614.88 $404,888.76 587 $690.15

Total

Notes: Unrestricted expenditures only; restricted expenditures have been excluded. Estimated revenues are based upon SCH/tuition rates and averaged funding formula rate and are not an indicator of I&G (instruction and guidance) allocation received by the academic unit. Staff expenditures include professional salaries, support staff salaries, GA/TA (graduate assistant/teacher assistant) salaries, student salaries, federal and state work-study salaries, and any other salaries. Benefits are calculated as % of all salaries. Other expenditures include fringes (where provided), travel, and other supplies and expenses. SCH is based upon completed SCH for Fall 2013 through Summer 2014 for all courses taught in these programs; completed SCH counts all grades received except for "W" and no grades.




Eastern New Mexico University



Faculty Staff Fringe Other Total Expenditures Annual SCH $/SCH

Elementary Education 1,732,774. (A) 850,329 (A) 195,466. (A) 139,750. (A) 65,338. (A) 1,250,883. (A) 5,552 (A) 225.31 (A)

Special Education 1,678,475. (B) 772,351. (B) 14,721. (B) 181,322. (B) 19,965. (B) 988.359. (B) 5,523 (B) 178.96 (B)

Secondary Education See (B) See (B) See (B) See (B) See (B) See (B) See (B) See (B)

Early Childhood Multicultural Education

Physical Education 1,640,971. (C) 501,235. (C) 158,355. (C) 166,574. (C) 12,550. (C) 838,714. (C) 5,540 (C) 151.40 (C)

Counselor Education See (B) See (B) See (B) See (B) See (B) See (B) See (B) See (B)

Educational Leadership See (B) See (B) See (B) See (B) See (B) See (B) See (B) See (B)

Health Education See (C) See (C) See (C) See (C) See (C) See (C) See (C) See (C)

Art Education

Total

Notes: Unrestricted expenditures only; restricted expenditures have been excluded. Estimated revenues are based upon SCH/tuition rates and averaged funding formula rate and are not an indicator of I&G (instruction and guidance) allocation received by the academic unit. Staff expenditures include professional salaries, support staff salaries, GA/TA (graduate assistant/teacher assistant) salaries, student salaries, federal and state work-study salaries, and any other salaries. Fringe benefits are actual Other expenditures include fringes (where provided), travel, and other supplies and expenses. SCH is based upon completed SCH for Fall 2013 through Summer 2014 for all courses taught in these programs; completed SCH counts all grades received except for "W" and no grades.



New Mexico Highlands University




Department of Teacher Education

1,333,442 660,082.54 247,367.40 280,878.45 84,886.96 1,273,215.35 7482 170.18

Special Education 2,601,655 236,830.55 5,004.97 82,830.10 4,456.63 329,122.25 7299 45.09

Counseling and Guidance 975,219 469,528.45 8,605.74 139,213.92 9,464.23 626,812.34 1824. 343.52

Educational Leadership 1,040,091 228,421.46 6,116.47 73,645.79 4,174.66 312,358.38 1459 214.02

TOTALS 5,950,409 1,594,863.00 267,094.58 576,568.26 102,982.48 2,541,508.32 18064 140.69

Notes: Unrestricted expenditures only; restricted expenditures have been excluded. Estimated revenues are based upon SCH/tuition rates and averaged funding formula rate and are not an indicator of I&G (instruction and guidance) allocation received by the academic unit. Staff expenditures include professional salaries, support staff salaries, GA/TA (graduate assistant/teacher assistant) salaries, student salaries, federal and state work-study salaries, and any other salaries. Benefits are calculated as 30% of all salaries. Other expenditures include fringes (where provided), travel, and other supplies and expenses. SCH is based upon completed SCH for Fall 2013 through Summer 2014 for all courses taught in these programs; completed SCH counts all grades received except for "W" and no grades.


New Mexico Institute of Mining and Technology






Northern New Mexico College, Espanola




UG: B.A. Elementary Education

$34,856.15 (tuition)

$64,643.92 (formula)

$99,500.08 TOTAL

$46,025.00 $51,296.00

$33,925.00 $16,764.00 $148.010.00 347

$133.34 (100–200)

$199.20 (300–400)

$321.16 (500)

PG: Alternative Licensure Programs (Elementary, Secondary, Special Education)

$35,760.20 (tuition)

$76,769.28 (formula)

$46, 025.00 $51,296.00 $33,925.00 $16,764.00 $148.010.00 356

$133.34 (100–200)

$199.20 (300–400)

$321.16 (500)

Total $112,529.48

Unrestricted expenditures only; restricted expenditures have been excluded.

Estimated revenues are based upon SCH/tuition rates and averaged funding formula rate and are not an indicator of I&G (instruction and guidance) allocation received by the academic unit.

Staff expenditures include professional salaries, support staff salaries, GA/TA (graduate assistant/teacher assistant) salaries, student salaries, federal and state work-study salaries, and any other salaries.

Benefits are calculated as___ % of all salaries. Other expenditures include fringes (where provided), travel, and other supplies and expenses. SCH is based upon completed SCH for Fall 2013 through Summer 2014 for all courses taught in these programs; completed SCH counts all grades received except for "W" and no grades.



Western New Mexico University



Faculty Staff Fringe Other Total Expenditures Annual SCH $/SCH Bilingual Education 58,450.44 147,197.60 6,325.47 44,521.69 6,206.64 204,251.40 378.00 540.35

Early Childhood 127,938.04 97,563.32 4,189.87 29,508.43 4,112.67 135,374.29 862.00 157.05

Educational Leadership 85,013.10 106,708.30 4,583.19 32,274.53 4,498.75 148,064.77 531.00 278.84

Education 202,963.44 134,320.42 5,769.82 40,626.17 5,663.52 186,379.93 1,308.00 142.49

Instructional Tech & Design 17,290.80 20,180.74 866.64 6,103.74 850.67 28,001.79 108.00 259.28

Reading 102,392,76 69,798.45 2,996.57 21,110.56 2,941.36 96,846.94 654.00 148.08

Special Education 50,911,22 156,076.00 6,706.46 47,206.91 6,582.90 216,572.27 325.00 666.38

Career & Technical Education 1,335.78 4,288.23 197.70 1,300.92 196.34 5,983.19 9.00 664.80

Physical Education 85,638.34 39,514.78 1,696.61 11,951.30 1,665.35 54,828.04 577.00 95.02

Total

Notes: Unrestricted expenditures only; restricted expenditures have been excluded. Estimated revenues are based upon SCH/tuition rates and averaged funding formula rate and are not an indicator of I&G (instruction and guidance) allocation received by the academic unit. Staff expenditures include professional salaries, support staff salaries, GA/TA (graduate assistant/teacher assistant) salaries, student salaries, federal and state work-study salaries, and any other salaries. Benefits are calculated as 30% of all salaries. Other expenditures include fringes (where provided), travel, and other supplies and expenses. SCH is based upon completed SCH for Fall 2013 through Summer 2014 for all courses taught in these programs; completed SCH counts all grades received except for "W" and no grades.

Community Colleges—Alternative Licensure Programs


Central New Mexico Community College, Albuquerque




All licensure departments $267,838 $128,013 $95,816 $68,614 $31,856 $324,299 2,895 $112.02

Notes: 1) Staff expenditures include professional salaries, support staff salaries, GA/TA salaries, student salaries, federal and state work-study salaries, and any other salaries 2) Benefits are calculated at 35% of full-time faculty and professional salaries and 24% of part-time faculty salaries. 3) Other expenditures include fringes (where provided), travel and other supplies and expenses 4) “Unrestricted” expenditures only; “restricted” expenditures have been excluded. 5) SCH is based upon “completed” SCH for Fall 2013, Spring 2014, and Summer 2014 through for all courses taught by this department for courses counting all grades received except for “W”

and no grades.



New Mexico Junior College




Elementary Education 11,700.00 31,688.00 12,101.00 13,137.00 6,773.00 63,699.00 225 283.11

Unrestricted expenditures only; restricted expenditures have been excluded. Estimated revenues are based upon SCH/tuition rates and averaged funding formula rate and are not an indicator of I&G (instruction and guidance) allocation received by the academic unit. Staff expenditures include professional salaries, support staff salaries, GA/TA (graduate assistant/teacher assistant) salaries, student salaries, federal and state work-study salaries, and any other salaries.

Benefits are calculated as___ % of all salaries.

Other expenditures include fringes (where provided), travel, and other supplies and expenses. SCH is based upon completed SCH for Fall 2013 through Summer 2014 for all courses taught in these programs; completed SCH counts all grades received except for "W" and no grades.



San Juan College




Early Childhood Education

Teacher Education

Notes: "Unrestricted" expenditures only; "restricted" expenditures have been excluded. Estimated Revenues are based upon state SCH funding and tuition rates. Staff expenditures include professional, support staff, and temporary staff salaries. Fringe expenditures include benefits to employees Other expenditures include travel, equipment, supplies and other operational expenses SCH is based upon "completed" SCH for Summer 2012 through Spring 2013 for all courses taught in these programs; "completed" SCH counts all grades received except for "W" and no grades.


Santa Fe Community College




Elementary Education $ 70,947 $ 82,954.46 $25,511.63 $34,411.56 $1341.50 $14,4219.15 782 N/A

Special Education $29,576 $ 34,582. 04 $10,635.28 $14,349.45 $559.24 $60,122.05 326 N/A

Secondary Education $95,261 $111,383.86 $34,254.74 $46,204.78 $1,801.25 $19,3644.64 1050 N/A

Early Childhood Multicultural Education

$15,605 $18,245 $5,611.25 $7,568.78 $295.06 $31,720.83 172 N/A

Notes: "Unrestricted" expenditures only; "restricted" expenditures have been excluded. Salaries for the individual programs are proportionate to the SCH taught by each program area as the teaching and staff responsibilities cross multiple programs Estimated revenues: based upon SCH/tuition rates and averaged funding formula rate; is not an indicator of I&G allocation received by the academic unit Staff expenditures include professional salaries, support staff salaries, student salaries, Federal and State work-study salaries, and any other salaries Benefits are derived from actual expenditure Other expenditures include fringes (where provided), travel, and other supplies and expenses SCH is based upon "completed" SCH for Summer 2013 through Spring 2014 for all courses taught in these programs; "completed" SCH counts all grades received except for "W" and no grades.


Private Universities and Colleges University of Phoenix

University of the SouthWest

Wayland Baptist

The University of Phoenix, University of the SouthWest, and Wayland Baptist, as private institutions, do not receive New Mexico state funding. Therefore, this section is not applicable.


Trends

“2015 Trends to Watch: Higher Education—Summary

Catalyst The higher education industry continues to change at an accelerating rate, making it difficult to predict what the outcome will be when the dust settles. But as technology markets evolve, the sector understands that it cannot afford to stand still. Therefore, although institutions are making incremental changes to support immediate needs, they are also readying their operations to make transformative changes to realize more return from IT investments and support business innovation. In this report, we outline the changes in the market and explore which trends will have the biggest impact in 2015. This analysis is important for both vendors targeting higher education and institutions to ensure that they understand the key forces that will shape the education landscape in 2015. A growing number of institutions are looking to increase efficiency and student satisfaction as higher education budgets continue to be strained and the market continues to be unpredictable…The business trends to watch in 2015 will be the expansion of delivery models for teaching and learning, progress with student experience strategies, and the improved use of IT for the benefit of the institutional mission. Change in higher education is incremental, and although these trends will not take firm hold for some time, 2015 will be the year of conversation about readying for change. Key messages

The conversation about changing delivery models for teaching and learning will continue. The student experience will take center stage. A more serious discussion on sustainable IT delivery models will begin.

Recommendations for institutions Invest in the quality of online learning programs With vendors making major investments to support online learning, and mobile device usage increasing, institutions would benefit from investing in the quality of their online learning programs. Institutions should invest in tools and solutions that will support more innovative pedagogy and assessment. They often have insufficient information to evaluate what goes on in their courses, which could affect future enrollment. Therefore, it is important that all online courses undergo an extensive approval process before they are made available. Use customer experience (CX) strategies to keep students satisfied and improve services Institutions will place a renewed focus on meeting student expectations. Over the past year, the US for-profit market has suffered a decline in enrollment, and many institutions have closed. As costs increase and students are offered more options, institutions are under pressure to improve the effectiveness of their recruitment and retention efforts, and will therefore place a renewed focus on meeting student expectations. Some would argue that higher education has focused less on good customer service and more on the final outcome of producing educated students: if a student fulfills all of their course requirements, the institution will award them a diploma in recognition of their accomplishment. Institutions are now more concerned about bonding the student to the institution through more personalized service, to help them progress through their studies more efficiently and increase their chances of completing their program in a timely manner. Building a strong connection between the student and the institution will increase institutions’ profitability because it is likely to increase retention.”8

8 http://www.oracle.com/us/industries/education-and-research/ovum-trends-education-report-2431521.pdf


Conclusion

“In the next 10 years, 1.6 million new teachers will be needed to take the place of teachers who will retire. Many of these educators will pass through traditional teacher preparation programs. While there are many good teacher education programs in this country, far too many of the programs that prepare our teachers are inadequate. Improving these programs is essential to ensuring our nation's students receive the education they deserve.”9 The development and advancement of New Mexico educators are created by and carried through the culture formed within our teacher preparation institutions. This culture shapes a specific set of ideas, practices, customs, and beliefs that together cultivate and nurture our future New Mexican educators and determines their effectiveness in educating our students. The annual EARS report assists New Mexico education institutions in reviewing their practices with regard to the following: 1) Preparing highly effective educators 2) Connecting curriculum and learning experiences to the needs of schools 3) Hiring terminally-degreed faculty who have public school experience 4) Remaining active in service and research in the PreK–20 culture10

9 http://www.ed.gov/teaching/our-future-our-teachers 10 EARS Report 2011.


Appendix A


Glossary and Acronyms

EARS Educator Accountability Reporting System

Field Experience supervised experiences of college/university students with students in PreK–12 schools

Student Teacher a college or university student who teaches school under the supervision of an

experienced teacher as a requirement for a degree in education

Acronym Complete Name Shortened Version of Name

AY Academic Year

CNM Central New Mexico Community College Central NM CC

ENMU Eastern New Mexico University Eastern NM University

NMHU New Mexico Highlands University NM Highlands

NNMC Northern New Mexico College Northern NMC

NMSU New Mexico State University NM State University

NMT New Mexico Institute of Mining and Technology NM Tech

PED New Mexico Public Education Department

PG Post graduate

SJC San Juan College

SFCC Santa Fe Community College Santa Fe CC

UG Undergraduate

UNM University of New Mexico University of NM

UOPX University of Phoenix

USW University of the Southwest

WBU Wayland Baptist University

WNMU Western New Mexico University Western New Mexico

ears-15-report_from-ped-10-21-2015

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