SENATE MEMORIAL 84

49th legislature - STATE OF NEW MEXICO - first session, 2009

INTRODUCED BY

Stephen H. Fischmann

A MEMORIAL

REQUESTING THE OFFICE OF EDUCATION ACCOUNTABILITY IN THE DEPARTMENT OF FINANCE AND ADMINISTRATION, THE HIGHER EDUCATION DEPARTMENT AND THE PUBLIC EDUCATION DEPARTMENT TO CONVENE A TASK FORCE TO STUDY THE RIGOR AND RELEVANCE OF THE REQUIRED MATHEMATICS CURRICULUM FOR STUDENTS PREPARING FOR A CAREER AS AN ELEMENTARY SCHOOL TEACHER.

     WHEREAS, although student achievement has been improving, as evidenced by the results of both the New Mexico standards-based assessment and the national assessment of education progress, it is still below what is necessary to prepare students to satisfy mathematics requirements for graduation from high school; and

     WHEREAS, the 2008 national mathematics advisory panel report concludes that "it is clear that teachers' knowledge of mathematics is positively related to student achievement"; and

     WHEREAS, this report recommends that "teachers must know, in detail and from a more advanced perspective, the mathematical content they are responsible for teaching"; and

     WHEREAS, parents and educators have expressed concern that some elementary school teachers are in need of a deeper understanding of mathematics and greater skill in teaching mathematics; and

     WHEREAS, the conference board of the mathematical sciences recommends that prospective elementary school teachers be required to take at least nine collegiate hours of credit in mathematics; and

     WHEREAS, in 2005, the participants in the New Mexico first partnership for mathematics and science town hall recommended that colleges and universities in New Mexico increase the rigor of mathematics and science requirements for teachers;

     NOW, THEREFORE, BE IT RESOLVED BY THE SENATE OF THE STATE OF NEW MEXICO that the office of education accountability in the department of finance and administration, the higher education department and the public education department be requested to convene a task force to study the rigor and relevance of the required mathematics curriculum for students preparing for a career as an elementary school teacher; and

     BE IT FURTHER RESOLVED that the task force collaborate with all colleges and universities in the state that prepare prospective elementary school teachers to identify whether a standard level of mathematics proficiency is required of all candidates prior to admission into a degree program leading to a credential in elementary education; and 

     BE IT FURTHER RESOLVED that the task force develop a list of required mathematics courses in those schools and universities and a description of how each course addresses essential competencies as contained in the public education department's content standards and benchmarks for mathematics; and

     BE IT FURTHER RESOLVED that the study address whether teachers who have completed nine credit hours of mathematics are better prepared as elementary school teachers than those with the current state requirement, which is six credit hours of mathematics; and

     BE IT FURTHER RESOLVED that the task force present the findings and recommendations of the study to the legislative education study committee by December 2009; and

     BE IT FURTHER RESOLVED that copies of this memorial be transmitted to the director of the office of education accountability in the department of finance and administration, the secretary of higher education and the secretary of public education.

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