- New Mexico has proposed a clear rationale for its K-12 goals, with a strong alignment to its “Route to 66” post-secondary attainment goal.
- The state has included a goal to reduce the percentage of post-secondary enrollees who require remediation, and the state’s accountability system includes a college-readiness indicator. Holding schools accountable for this measure will help the state move closer toward its long-term education and economic needs.
- New Mexico produces overall school ratings that are clear to parents and other stakeholders, building upon the state’s commitment to high standards and aligned assessments.
- New Mexico also has a strong and clear plan for how it will build on its current school accountability system and adapt it over time. That includes consideration to how schools that are already identified as low-performing will continue to progress along school-intervention timelines.
- The state presents an aggressive, concrete list of interventions in low-performing schools, which suggests that New Mexico is taking seriously the challenges faced by those schools.
- Finally, New Mexico’s plan outlines a number of ways it has and will continue to engage stakeholders on key aspects of its implementation efforts, including a “Return Tour” after the plan was submitted as a way to share updates and explain how the plan will affect schools and communities.
- Instead of directly incorporating subgroups into its school-rating system, New Mexico proposes different thresholds for different groups to define consistent under-performance. The state has clearly run the data to define its categories, but it does not present that data in the plan. Setting different gap thresholds may signal that low performance is sufficient for some groups, but unacceptable for others.
- New Mexico could also work to improve its exit criteria for schools that are identified as comprehensive and targeted support schools. The state should consider setting exit criteria for schools identified for comprehensive improvement that will facilitate sustained improvement, as it does for schools identified for targeted improvement.
- Finally, the state has been implementing its existing school-rating system for several years, and it could be clearer about how it plans to transition to its new system so that educators, parents, and other stakeholders know what is coming and can engage and respond effectively.