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F I S C A L I M P A C T R E P O R T

SPONSOR Salazar

DATE TYPED 2/20/05

HB 621

SHORT TITLE Middle School Teacher Science & Math Training

SB

ANALYST Hanika-Ortiz

APPROPRIATION

Appropriation Contained Estimated Additional Impact Recurring

or Non-Rec

Fund

Affected

FY05

FY06

FY05

FY06

$260.0

Recurring General Fund

SOURCES OF INFORMATION

LFC Files

Responses Received From

Commission on Higher Education (CHE)

SUMMARY

Synopsis of Bill

House Bill 621 appropriates $260 thousand from the general fund to the Board of Regents of

Northern New Mexico State School in FY06 to provide a program for middle school teachers to

improve their skills, technical knowledge and teaching techniques in science, mathematics and

technology so that middle school teachers are better prepared to teach students in those subjects.

Significant Issues

According to the Northern New Mexico Network for Rural Education, there is a "quiet crisis" in

the math, science, and technology education within rural school districts of Northern New Mex-

ico. This region is comprised of 22 districts, 109 schools (22 high schools, 26 middle schools and

64 elementary schools), and a total student enrollment of 28,160 (comprised of 20,577 Hispanic,

3,854 White, 3,573 Native American, and 125 Black students). This crisis is characterized by

low student achievement in math and science and an unacceptable student achievement gap be-

tween largely Hispanic and Native American students and their Anglo counterparts. The issues

include: a high rate of children and families in poverty (with 77% of school-age children receiv-

ing free lunches); the unmet needs of both Native American and Hispanic cultures (comprising

86% of the regional population); relative geographic isolation from large urban centers (averag-

ing over 100 miles to the nearest urban center); dysfunctional school governance systems; and a

House Bill 621-- Page 2

critical lack of qualified teachers - both in the "pipeline" and currently working within the

schools. These factors led to situations where math, science, and technology were not necessarily

given top priority for improvement.

According to the PED’s Quick Stats for 2002 – 2003, the total percentage of New Mexico grade

10 students passing the High School Competency Exam was 69%. The ethnic breakdown is as

follows:

Total % passing 69.0%

African American 58.2%

Anglos 84.5%

Asians 84.3%

Hispanics 61.4%

Native Americans 49.7%

FISCAL IMPLICATIONS

The appropriation of $260 thousand contained in this bill is a recurring expense to the general

fund. Any unexpended or unencumbered balance remaining at the end of FY06 shall revert to the

general fund.

The CHE reports this appropriation request is not recommended by the Commission on Higher

Education at this time.

CONFLICT, DUPLICATION, COMPANIONSHIP, RELATIONSHIP

Relates to Appropriation for the Northern New Mexico Community College in the General Ap-

propriation Act

OTHER SUBSTANTIVE ISSUES

The new Center for the Mathematics Education of Latinos/as (CEMELA) funded by the National

Science Foundation will address the mathematics needs of Latino students in kindergarten

through eighth grade. The center will examine math learning and teaching in school, family, and

community settings. By recruiting and training researchers with expertise in mathematics learn-

ing and teaching, language, and culture, CEMELA will develop the next generation of scholars

who will, in turn, prepare the next generation of classroom teachers. The participants are UA,

UCSC, UI at Chicago, and the University of New Mexico.

The new multidisciplinary center will support multiple research avenues, one being how students

learn mathematics in and out of school. Research has documented the resources students use to

communicate mathematical concepts, including two languages and their everyday experiences.

There is research that shows kids learning English can participate in high-level mathematical

discussions. Additional research shows how teachers' beliefs about mathematics, students, learn-

ing, and equity affect student achievement, and how schools as organizations affect what teach-

ers do in the classroom.

CEMELA will support research collaborations and teacher education by developing and dis-

seminating innovative materials for use in courses and seminars at the four sites.

AH/yr:njw