Bilingual Multicultural Education Annual Report for School Year 2015-2016
Author: New Mexico Public Education Department
Date: 2017-01-00
Type: Reports - Research
Subjects: Bilingual Education,Multicultural Education,Annual Reports,Student Educational Objectives,Second Language Learning,Benchmarking,Student Participation,Language Proficiency,Progress Monitoring,Longitudinal Studies,Data Analysis,Common Core State Standards,Resource Allocation,Educational Legislation,State Legislation,School Districts,Language of Instruction,English,Spanish,American Indian Languages,Accountability,Outcomes of Education,Mathematics,Language Arts,Sciences,Comparative Analysis,Educational Finance,Culturally Relevant Education,Multiple Literacies,Faculty Development,Teacher Effectiveness

The Bilingual Multicultural Education Bureau (BMEB) strives to serve all students participating in BMEPs so that all students achieve the program goals as outlined by New Mexico statute and education code, these are: (1) students become bilingual and biliterate in English and a second language; and (2) students meet all academic content standards and benchmarks in all subject areas. The purpose of the Bilingual Multicultural Education Annual Report is to comply with state statute and inform stakeholders regarding the BMEB's efforts and how these are connected to PED's current initiatives. The BMEB actively works to streamline and provide data that can be used in meaningful and purposeful ways and is committed to improving the quality of data and of reporting. To that aim, the report focuses on the four key areas. It (1) collects and reports data on district, school, and student participation; (2) collects and reports data regarding language proficiency in order to assess progress on the first goal of BMEPs for students to become bilingual and biliterate; (3) analyzes and reports achievement data based on the Partnership for Assessment of Readiness for College and Careers (PARCC) tests and on the New Mexico Standards Based Assessment (SBA) for relevant subgroups, including English ELs, to assess progress on the second goal of BMEPs for students to meet all academic content standards; and (4) evaluates and determines program effectiveness and use of funds for BMEPs. This report addresses the key areas above with data for the 2015-2016 school year, providing some longitudinal data for comparison over time. Not all data is uniform, and where this may factor into the interpretation of data results, it is noted. The following are appended: (1) English Language Proficiency Data (ACCESS for ELLs©) by District and State Charters for 2015-2016; (2) Woodcock Muñoz Spanish Language Proficiency Data by District, 2015-2016; (3) LAS Links Spanish Language Proficiency Data by Proficiency Level by District, 2015-2016; (4) LAS Links Spanish Language Proficiency Data by Designation by District, 2015-2016; (5) IPT Spanish Language Proficiency Data by Proficiency Level District, 2015-2016; (6) IPT Spanish Language Proficiency Data by Designation by District, 2015-2016; (7) Native Language Proficiency Data by District, 2015-2016; (8) Bilingual Multicultural Education Programs by District, School, Grade, Language and Model; (9) Total Operational BMEP Allocations by District and Charter School; (10) Bilingual Multicultural Education Program Models and Instructional Time; and (11) Glossary and Acronyms.