The State of Education for English Language Learners in New Mexico

• In Event: Martínez v. State of New Mexico: Revitalizing the Dream of Our Forefathers

Abstract

I. Objectives
This paper discusses the results of a study that examined the state-of-the art of educational opportunities for English Language Learners (ELLs) in New Mexico. The study examined the characteristics of the (ELL) population, the array of language programs; and the extent of learning and achievement by ELL students.
II. Perspectives
The report relied on the Castañeda Standards (1981) to determine the extent to which the state: 1) Had a comprehensive statewide system to identify English Language Learners, 2) Insured that all identified students had some type of educational program designed to provide them opportunities to acquire English and have access to learn academic content; and 3) Monitored the academic and linguistic progress of students across years.
III. Methods and Data Sources
Data sources and methods included the analysis of: 1) The Bilingual Multicultural Education Annual Report published by the state of New Mexico (2010-2015); 2) The New Mexico School Grading Report (2015-2016); 3); The ELL School Improvement Reports 2012-2014 and 2014-2015; 4) Case study results on 6 representative school districts of; 5) Results of a statewide survey.
IV: Results
Results concluded that there is minimum and incomplete accountability for educational programs for ELLs. There are 89 school districts in New Mexico. ELLs had access to bilingual programs in only 56 districts and 13 state charter schools. Only 46% of ELLs in New Mexico have access to bilingual education and that numbered has declined over the past 5 years. About 25 districts have identified ELLs but offer no programs thereby indicating no accounting for 54% of the state’s ELLs. Further, even in districts with programs there is a chronic shortage of qualified bilingual teachers and there are few curricula or instructional materials. Organization of the state reporting systems make it difficult to ascertain the progress that ELLs are making across time. The state reporting system is reported year by year but there is no longitudinal data to establish how well ELs are progressing in their learning of English and progress in content area instruction. Further, there is no disaggregation of data by program (e.g. dual language, transitional, ESL) making it difficult to determine whether there are differences in outcomes between programs and no data that link quality of program (e.g. adequate materials, teachers) to program outcomes. Academic outcome data in reading, math and ACCESS (English acquisition) indicate that ELs are not doing well and the general ambiguous way the data are reported make it difficult to determine the reasons for this underachievement or what might be done to improve it.
V: Significance
Findings suggest that there is little compliance with Castañeda standards in the state. It is significant that four decades after the passage of this set of standards, New Mexico has made only minimal progress in applying these standards to programs for ELLs resulting in chronic underachievement and minimal opportunities to learn.
References:
Castañeda v. Pickard, 648 F. 2d 989 (5th Cir. 1981)

Author

• Kathy Escamilla, University of Colorado - Boulder