(2013). High-Stakes Testing and Latina/o Students: Creating a Hierarchy of College Readiness, Journal of Hispanic Higher Education. This article examines how high-stakes testing policies can constrain the way teachers at predominately Latina/o high schools teach literacy and subsequently influence the success of Latina/o students at college. It is based on a year and a half study of seven Latina/o students making transition from a high school to a community college or university on the U.S.-Mexico border. [More] Descriptors: High Stakes Tests, College Preparation, Hispanic American Students, Literacy Education
(2017). Persistence of DACA-Mexico Origin College Students in the United States-Mexican Borderlands: A Correlational Study, ProQuest LLC. This was a correlational study of 30 Deferred Action for Childhood Arrivals-Mexico origin (D-MO) students at 2- and 4-year higher education institutions in the 4-state United States-Mexican Borderlands region (California, Arizona, Texas, and New Mexico). The study used an online survey to gain a better understanding of the relationship of four variables (a) Deferred Action for Childhood Arrivals (DACA) Status, (b) sense of belonging, (c) college climate for diversity, and (d) college financial expense anxiety to the DACA student's intent to persist to degree completion. The study's conclusions demonstrated that the D-MO student's sense of belonging about feeling valued at the institution and college financial expense anxiety were both positively correlated to their intent to persist. Also, the study provided insight into additional significantly positive correlations between the D-MO student's perception of how their immigration status was respected on campus and various other elements of the variables. The results of this study demonstrated the importance of recognizing that D-MO students are persisting through college despite many real and perceived barriers that exist. Having a better understanding of what this vulnerable student population is feeling and thinking may help university staff better understand variables influencing D-MO students' intent to persist and encourage enhanced student experiences that may increase persistence to degree completion. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/dissertations/individuals.shtml.%5D [More] Descriptors: Public Policy, Immigrants, Undocumented Immigrants, College Students
(2003). International Reports on Literacy Research: Mexico, Columbia, Brazil, Argentina, and Chile, Reading Research Quarterly. Presents 5 international reports on literacy research from Mexico, Mexico and Colombia, Brazil, Argentina, and Chile. Descriptors: Educational Research, Elementary Secondary Education, Foreign Countries, Literacy
(2017). Resisting Westernization and School Reforms: Two Sides to the Struggle to "Communalize" Developmentally Appropriate Initial Education in Indigenous Oaxaca, Mexico, Global Education Review. In 2011, Indigenous Initial Education teachers in Oaxaca, Mexico, for the first time participated in an alternative teacher professional development effort (called a "diplomado") to initiate community appropriate bilingual programs for pregnant mothers and infants under 3 years old. Collaborating with parents and village authorities, the goals were Indigenous language revitalization/ maintenance and quality Initial Education, prioritizing communal values and Indigenous (non-Western) socialization practices. The teachers conducted various research tasks, one of which–the photographic and narrative documentation of young children's spontaneous learning opportunities in their communities–is analyzed here. A finding of this study is that even very young infants in their spontaneous activities display early indications of responsible actions toward others that develop into caring for community. This effort to communalize Initial Education faces two intense oppositional pressures in Mexico today. For decades federal school policy has imposed on Indigenous teachers and communities Western influenced views of developmentally appropriate ECEC, such as age grouping in care and school facilities and prioritizing teacher-organized and supervised activities. For Rogoff (2003), the imposition of Western views of ECEC denies the cultural nature of human development. In Oaxaca, only the Western view counts; the Indigenous perspective has been officially marginalized. Recently, another layer of imposed federal and state school reforms places Indigenous teachers at risk. Now teacher preparation, hiring, and retention will be assessed by national standardized tests of teacher professional knowledge, without consideration for rural life experience, knowledge of community practices, or Indigenous language competence. This article describes the status of communalized ECEC programs in Oaxaca given government repressions, and teacher resistance to these repressive school reforms. [More] Descriptors: Educational Change, Socialization, Photography, American Indians
(2013). Museum Literacies in Mexico City: Formations of Power, Texts, and Identities, Teachers College Record. Background/Context: Drawing from critical theory and new literacies studies, the article examines the design and production of museum literacies–broadly conceived to comprise reading spaces and objects, including language texts–and how these practices can be read in terms of political, social, historical, and economic relations. Because museums house and create texts that mirror various and sometimes conflicting cultural values, museum literacies can be revealing for education research and practice. For these purposes, Bonfil Batalla's concepts of Mexico profundo and Mexico imaginario are explained and used to show how identities and power relations are embedded in the literacies of three Mexican museums. Purpose/Objective/Research Question/Focus of Study: The research goals were: (a) to investigate the literacies of three emblematic museums in Mexico City with diverse content (science, popular culture, and archeology), (b) to explore how museum exhibition designs and missions are related to identity and power relations, and (c) to examine from the perspective of museum designers how literacies are used, transformed, and resisted. These goals framed two research questions: (1) How might the design and production of museum literacies influence formations of identities? (2) How were museum literacies used, transformed, or resisted? Research Design: In this qualitative research, three expert museum exhibit designers were extensively interviewed. These data were supported by visitor surveys, observations in and surrounding the museums, and artifacts collected using ethnographic tools during a one-year period. Data analyses were conducted in four phases following notions of hybridity that framed the research, proceeding with a cross-examination of the respective analyses produced by the two researchers, which share commonalities with the design and production of museum literacies. Conclusions: The museum literacies of this investigation have implications for educators and researchers, especially those who work with Mexican migrant communities. If educators and education researchers want to connect with these communities, it is critical for them to better understand Mexico profundo traditions that are very much part of these migrants' everyday lives. As shown in the present study, literacies of Mexico City museums provide such opportunities. Exhibit designers presented indigenous Mexican heritage perspectives; however, those views were sometimes taken up by political networks to make use of identity constructs in attempts to hold and maintain power. Nonetheless, findings suggest that museums can be used as sites of resistance to imposed identities. [More] Descriptors: Museums, Critical Theory, Literacy, Foreign Countries
(2013). The Nation's Report Card Mathematics 2013 State Snapshot Report. New Mexico. Grade 4, Public Schools. Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in New Mexico was 233. This was lower than the average score of 241 for public school students in the nation. The average score for students in New Mexico in 2013 (233) was not significantly different from their average score in 2011 (233) and was higher than their average score in 1992 (213). The score gap between higher performing students in New Mexico (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 41 points in 2013. This performance gap was not significantly different from that in 1992 (40 points). The percentage of students in New Mexico who performed at or above the NAEP "Proficient" level was 31 percent in 2013. This percentage was not significantly different from that in 2011 (30 percent) and was greater than that in 1992 (11 percent). The percentage of students in New Mexico who performed at or above the NAEP "Basic" level was 74 percent in 2013. This percentage was not significantly different from that in 2011 (75 percent) and was greater than that in 1992 (50 percent). [For the main report, "The Nation's Report Card: A First Look–2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] [More] Descriptors: National Surveys, Educational Indicators, Educational Assessment, Mathematics Achievement
(2013). The Nation's Report Card Reading 2013 State Snapshot Report. New Mexico. Grade 4, Public Schools. Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in New Mexico was 206. This was lower than the average score of 221 for public school students in the nation. ?The average score for students in New Mexico in 2013 (206) was not significantly different from their average score in 2011 (208) and was lower than their average score in 1992 (211). ?The score gap between higher performing students in New Mexico (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 53 points in 2013. This performance gap was not significantly different from that in 1992 (47 points). ?The percentage of students in New Mexico who performed at or above the NAEP "Proficient" level was 21 percent in 2013. This percentage was not significantly different from that in 2011 (21 percent) and in 1992 (23 percent). ? The percentage of students in New Mexico who performed at or above the NAEP "Basic" level was 52 percent in 2013. This percentage was not significantly different from that in 2011 (53 percent) and in 1992 (55 percent). [For the main report, "The Nation's Report Card: A First Look–2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] [More] Descriptors: National Surveys, Educational Indicators, Educational Assessment, Reading Achievement
(2013). The Nation's Report Card Mathematics 2013 State Snapshot Report. New Mexico. Grade 8, Public Schools. Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in New Mexico was 273. This was lower than the average score of 284 for public school students in the nation. The average score for students in New Mexico in 2013 (273) was not significantly different from their average score in 2011 (274) and was higher than their average score in 1990 (256). The score gap between higher performing students in New Mexico (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 46 points in 2013. This performance gap was not significantly different from that in 1990 (45 points). The percentage of students in New Mexico who performed at or above the NAEP "Proficient" level was 23 percent in 2013. This percentage was not significantly different from that in 2011 (24 percent) and was greater than that in 1990 (10 percent). The percentage of students in New Mexico who performed at or above the NAEP "Basic" level was 63 percent in 2013. This percentage was not significantly different from that in 2011 (64 percent) and was greater than that in 1990 (43 percent). [For the main report, "The Nation's Report Card: A First Look–2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] [More] Descriptors: National Surveys, Educational Indicators, Educational Assessment, Mathematics Achievement
(2013). The Nation's Report Card Reading 2013 State Snapshot Report. New Mexico. Grade 8, Public Schools. Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in New Mexico was 256. This was lower than the average score of 266 for public school students in the nation. The average score for students in New Mexico in 2013 (256) was not significantly different from their average score in 2011 (256) and in 1998 (258). The score gap between higher performing students in New Mexico (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 43 points in 2013. This performance gap was not significantly different from that in 1998 (41 points). The percentage of students in New Mexico who performed at or above the NAEP "Proficient" level was 22 percent in 2013. This percentage was not significantly different from that in 2011 (22 percent) and in 1998 (23 percent). The percentage of students in New Mexico who performed at or above the NAEP "Basic" level was 67 percent in 2013. This percentage was not significantly different from that in 2011 (68 percent) and in 1998 (71 percent). [For the main report, "The Nation's Report Card: A First Look–2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] [More] Descriptors: National Surveys, Educational Indicators, Educational Assessment, Reading Achievement
(2013). Income and beyond: Multidimensional Poverty in Six Latin American Countries, Social Indicators Research. This paper studies multidimensional poverty for Argentina, Brazil, Chile, El Salvador, Mexico and Uruguay for the period 1992-2006. The approach overcomes the limitations of the two traditional methods of poverty analysis in Latin America (income-based and unmet basic needs) by combining income with five other dimensions: school attendance for children, education of the household head, sanitation, water and shelter. The results allow a fuller understanding of the evolution of poverty in the selected countries. Over the study period, El Salvador, Brazil, Mexico and Chile experienced significant reductions in multidimensional poverty. In contrast, in urban Uruguay there was a small reduction in multidimensional poverty, while in urban Argentina the estimates did not change significantly. El Salvador, Brazil and Mexico, and rural areas of Chile display significantly higher and more simultaneous deprivations than urban areas of Argentina, Chile and Uruguay. In all countries, deprivation in access to proper sanitation and education of the household head are the highest contributors to overall multidimensional poverty. [More] Descriptors: Foreign Countries, Sanitation, Heads of Households, Income
(2013). "Transfronteriza" Pre-Service Teachers Managing, Resisting, and Coping with the Demands of Mathematical Discourse, International Journal of Qualitative Studies in Education (QSE). This article reports on a case study of a college class for pre-service teachers on the US-Mexico border in which students participated in in-depth discussion around mathematical problems every day. This pedagogical approach promotes the socialization of students into and through the specialized discourse of mathematics. The focus of this paper is on the experience of "transfronterizo" students in that course. "Transfronterizos" are Mexican residents who periodically cross the border to attend school. For these students, whose educational background in Mexico allowed them to develop proficiency in elementary mathematical discourse in Spanish, their socialization experience includes ways in which they draw on language, and other social and learning experiences in Mexico. The focus of this paper is an assignment called Thinking Logs, a genre that required the use of mathematical discourse for teaching. Drawing on data gathered from participant observation of the course, interviews, analysis of study session discourse, and genre analysis, I highlight agentive ways that each participant used in their own socialization process. I show how participants improvised writing of models, asked for clarification in the first language, and even resisted the discourse. Students who resisted the demands might incur negative effects. Furthermore, I argue that the role of the guidance from an expert (such as a professor) is imperative in a socialization process, and I offer implications for ways that teachers can guide second language writers to develop mathematics discourse. [More] Descriptors: Preservice Teachers, Academic Discourse, Mathematics, Case Studies
(2013). Differential Object Marking in Child and Adult Spanish Heritage Speakers, Language Acquisition: A Journal of Developmental Linguistics. We report the results of two studies that investigate the factors contributing to non-native-like ability in child and adult heritage speakers by focusing on oral production of Differential Object Marking (DOM), the overt morphological marking of animate direct objects in Spanish. In study 1, 39 school-age bilingual children (ages 6-17) from the United States and 20 monolingual children from Mexico completed a Story Retelling Task and a Picture Description Task. In study 2, 64 young adult heritage speakers (ages 18-25), 23 adult immigrants to the United States (ages 40-60), and 40 native speakers from Mexico (ages 18-60) completed the same oral tasks. Results showed significant rates of omission of DOM in animate direct objects in all the experimental groups from the United States and ceiling performance in the groups from Mexico (both children and adults). We discuss how the combined effects of reduced input, potential attrition in the first generation of immigrants, incomplete acquisition in the second generation, and transfer from English may account for the persistent patterns of DOM omission with animate and specific direct objects in child and adult Spanish heritage speakers. [More] Descriptors: Immigrants, Native Speakers, English (Second Language), Foreign Countries
(2009). All Things to All People: Challenges and Innovations in a Rural Community College, Journal of Continuing Higher Education. This article discusses the context in which rural community colleges seek to serve diverse constituencies of adult learners. A variety of innovative approaches to serving diverse adult learners are being undertaken by New Mexico State University at Grants, a two-year college in the New Mexico State University system serving a culturally diverse but economically distressed county. Particular emphasis is given to career ladder strategies and on-site distributed learning opportunities that provide access to professional baccalaureate degrees. [More] Descriptors: Community Colleges, Adult Education, Adult Students, Educational Innovation
(2011). An Analysis of the Education Systems in Mexico and the United States from Pre-Kinder to 12 Grade, Online Submission. This article provides an overview of the public school system in Mexico from early childhood to high school, and compares it with the American education system. It also identifies educational terminology and concepts unique to the Mexican system that can become possible sources of conflict and confusion for American educators. [More] Descriptors: Foreign Countries, Public Schools, Comparative Education, Elementary Secondary Education
(2015). Education Premiums and Skilled Migration in Mexico: Lessons for an Educational Policy, Education Policy Analysis Archives. This paper examines the relationship between skills prices (wage premiums) and inequality in migrant sending countries (mainly from Latin America) and explores the implications for education policies. Most of the evidence is based on the case of Mexico, a Latin American country that is also an Organisation for Economic Co-operation and Development (OECD) member. Despite the belief that Latin American countries tend to pay less for their skilled workers than developed countries, they invest a considerable amount of their Gross Domestic Product (GDP) in education and sometimes in scholarships abroad. Therefore, our main question is: Are skill prices really so proportionately low in Latin America? Likewise, what are the impacts of skills prices on migration in Latin America, and Mexico in particular? And, what is the importance of "brain drain" in terms of the relationship between migration and education? We find that despite the enormous inequality in the region, skills prices are not low. Furthermore, high expenditures on education combined with low skills prices do not necessarily result in brain drain. Other factors, such as perceptions of insecurity and corruption, have a stronger effect on the migration of Mexican professionals. Likewise, although high skills prices may lead to economic development, they may also increase social inequality, leading to greater brain drain. Therefore, the expansion of higher education is recommendable even if it reduces salaries and wage premiums in the short term. [More] Descriptors: Correlation, Foreign Countries, Immigrants, Educational Policy