Examining College Readiness in New Mexico

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

Abstract

The status of public education in New Mexico is among the lowest across fifty states, with the overall state of well being for New Mexico’s children ranked number 49 out of the 50 states on key indicators such as economic well-being, education, health, and family and community. Children in New Mexico live in households that have economic challenges, low parent education levels, systemic barriers to resources, and generational poverty. As a result, less than one third of all adults in New Mexico (29%) have earned an associate degree or higher. Families in New Mexico however, are employed, but they represent the working poor, with over 42.8% of the working families in New Mexico living below the 200% federal poverty line in 2012. An additional 16% of working families were 100% below the federal poverty line in 2012, the highest across all fifty states in the country.

This paper analyzes several aspects of college readiness in the state of New Mexico using select school district and statewide student performance data. College transition and completion among state residents is widely known as critical for ensuring economic mobility, positive community engagement and altering generational poverty. This paper provides an overview of the state of college readiness particularly among students from low-income, Mexican-American/Latino, American Indian, and when possible, English Learner backgrounds.

A total of 15 school districts in the state of New Mexico were examined in addition to statewide and national data to understand the status of college readiness. Distinct variables were examined from specific school districts and are based on K-12 and higher education literature that has helped to frame and define college readiness in the field.

New Mexico student performance data on PARCC confirms disparities in student achievement across all grade levels among its Latino, American Indian, English Language Learner and Economically disadvantaged student populations. Gaps in achievement are most pronounced between the ELL student population and their peers. In addition, Latino students, who make up the largest proportion of New Mexico’s K-12 student population (60%), has dramatically lower test scores than their White and Asian American peers. These data call into question the inputs and preparation that exists within schools and districts to ensure students are reaching grade level benchmarks and are ultimately prepared to successfully transition to and complete college without needing remediation.

Author

• Frances Contreras, University of California - San Diego