Closing the Achievement Gap: Research from New Mexico (REL Southwest)

In 2009, New Mexico adopted more rigorous high school graduation requirements. This November 2017 webinar recording presents the findings from two REL Southwest studies that examined changes in New Mexico high school students’ advanced course completion and graduation rates under the new requirements. The studies were conducted in partnership with our New Mexico Achievement Gap Research Alliance.

• Graduation Exam Participation and Performance, Graduation Rates, and Advanced Coursetaking Following Changes in New Mexico Graduation Requirements, 2011–15  examines students’ performance on the state’s new high school graduation exam, their enrollment in Algebra II and lab sciences, and related graduation outcomes over time.
• Advanced Course Completion Rates Among New Mexico High School Students Following Changes in Graduation Requirements examines the percentage of American Indian, Hispanic, and White high school students who enrolled in and completed advanced coursework under the state's new high school graduation requirements.
• The webinar recording also presents highlights from a third New Mexico Achievement Gap Research Alliance report, Assessing the Role of Noncognitive and School Environmental Factors in New Mexico Students’ Transition to High School.

Presenters:
• Jill Walston, Ph.D., Principal Researcher, American Institutes for Research, REL Southwest
• David Rogers, Executive Director, Dual Language Education of New Mexico
• Eric Booth, Senior Research Scientist, Gibson Consulting Group, REL Southwest
• Patricia Jiménez-Latham, Ed.D., Director, Center for the Education and Study of Diverse Populations, New Mexico Highlands University, Rio Rancho
• Ginger Stoker, Ph.D., Principal Researcher, American Institutes for Research, REL Southwest
REL Southwest Facilitator:
Carmen Martinez, New Mexico Achievement Gap Research Alliance Liaison, American Institutes for Research, REL Southwest

The content of this video does not necessarily reflect the views or policies of the Institute of Education Sciences or the U.S. Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.