ears-15-report_from-ped-10-21-2015

Educator Accountability Reporting System
(EARS)
for the Annual Year 2013–2014
December 2015
Hanna Skandera
Cabinet Secretary
Public Education Department
Barbara Damron, Ph.D., RN, FAAN
Cabinet Secretary
Higher Education Department
New Mexico Public Education Department
New Mexico Higher Education Department

Educator Accountability Reporting System (EARS) AY 2013–2014 P a g e | 2
The State of New Mexico
Educator Accountability Reporting System
Annual Year 2013–2014
Annual Report December 2015
Susana Martinez
Governor
Hanna Skandera
Secretary of Education
Public Education Department
Barbara Damron, Ph.D., RN, FAAN
Cabinet Secretary
Higher Education Department
Required Notice
The contents of this document were developed under a grant from the U.S. Department of Education (USDOE). However,
the contents do not necessarily represent the policy of the USDOE and should not be regarded as an endorsement by the
Federal Government.
Copyright Notice
This report is copyright free, so no permission is needed to cite or reproduce it for non-profit purposes. If material from it is
included in another non-profit publication, cite as follows:
Notes
 This report is available at www.ped.state.nm.us. Click on the A–Z directory to locate it under “EARS Report.”
Some information in this document was adapted from the EARS Report 2014 (December 2015),
which is a copyright-free report published by the New Mexico Public Education Department.

Acknowledgements
The Secretary of Public Education and the Secretary of Higher Education thank the following individuals for their
contributions to this report:
Michael Archibeque, Director, Information Technology, Public Education Department
Dina Advani, Senior Research Analyst, New Mexico Higher Education Department
Catron Allred, Director of Education Programs, Central New Mexico College
Cathy Berryhill, Ph.D., Dean, Northern New Mexico College
Jep Choate, Research and Information Manager, College of Education Dean’s Office, University of New Mexico
Boris Costa-Guerra, Ph.D., Director, Santa Fe Community College
Dee Cramer, M. Ed., Campus College Chair, College of Education, University of Phoenix
Debra J. Dirksen, Ph.D., Associate Professor College of Education, Western New Mexico University
Viola E. Florez, Ed.D., Interim Dean, University of New Mexico
Ron Dziwenka, Program Manager for Assessment, New Mexico State University
Linda Fredericks, Director, San Juan College
Penny A. Garcia, Dean College of Education, Eastern New Mexico University
Beth Gudbrandsen, Ph.D., Chief Editor, Public Education Department
Penny Hall, Administrative Assistant to Director of Education, Wayland Baptist University
Dan Hardin, Vice President for Finance, New Mexico Junior College
Jerry Harmon, Ed.D., Dean, Eastern New Mexico University
DonaKay Hannagan, Director, New Mexico Institute of Mining and Technology
Mary Harris, Ph.D., Dean, University of the Southwest
Julie Hillard, Administrative Assistant/SOE Graduate Records Coordinator, University of the Southwest
Judy Hudson, Ph.D., San Juan College
Becky Kappus, MAED, Campus College Chair, College of Education, University of Phoenix
Belinda Laumbach, Ph.D., Interim Dean, New Mexico Highlands University
Leighann Lenti, Deputy Secretary, Policy and Programs, Public Education Department
Connie Lorthridge, Ed.D., Assistant Dean, College of Education, University of Phoenix
Dianne Marquez, Dean of Arts and Humanities, New Mexico Junior College
Sharon McCall, Ph.D., Director/ABQ, Richard Hendershot Ed.D., Director/Clovis, Wayland Baptist University
Alecia Moll, Applications Developer, Information Systems, Public Education Department
Matthew Montaño, Director, Educator Quality Division, Public Education Department
Barbara Taylor, Ed.D., Interim Dean, College of Education, Western New Mexico University
Sharon McCall, Ph.D., Director Albuquerque, Wayland Baptist University
Richard Hendershot Ed.D., Director/Clovis, Wayland Baptist University
Joaquin S. Vilá, Ph.D., Dean College of Education, Northern New Mexico College
Erika Volkers, Dean, Central New Mexico College
Dawn Wink, Interim Director, Department of Teacher Education, Santa Fe Community College

Table of Contents
Acknowledgements...........................................................................................................................................................................................................3
Executive Summary..........................................................................................................................................................................................................5
Introduction.......................................................................................................................................................................................................................6
Statute ..............................................................................................................................................................................................................................7
Statutory Report Detailed Requirements..........................................................................................................................................................................9
C. Teacher and Administrator Preparation Program's Annual Educator Accountability ..............................................................................................9
1. The standards for entering and exiting the program ........................................................................................................................................10
2. The number of hours required for field experience and for student teaching or administrator internship ........................................................14
3. The number and percentage of students needing developmental course work upon entering the program ...................................................15
4. The number and percentage of students completing each program................................................................................................................16
5. The number and types of degrees received by students who complete each program...................................................................................17
6. The number and percentage of students who pass the New Mexico teacher or administrator assessments for initial licensure on the first
attempt .............................................................................................................................................................................................................20
7. A description of each program's placement practices......................................................................................................................................21
8. The number and percentage of students hired by New Mexico school districts ..............................................................................................24
D. The evaluation plan shall include objectives and measures for the following: .................................................................................................25
1) Increasing student achievement for all students..............................................................................................................................................27
2) Increasing teacher and administrator retention, particularly in the first three years of a teacher's or administrator's career...........................27
3) Increasing the percentage of students who pass the New Mexico teacher or administrator assessments for initial licensure on the first
attempt .............................................................................................................................................................................................................27
4) Increasing the percentage of secondary school classes taught in core academic subject areas by teachers who demonstrate by means of
rigorous content area assessments a high level of subject area mastery and a thorough knowledge of the state's academic content and
performance standards ....................................................................................................................................................................................28
5) Increasing the percentage of elementary school classes taught by teachers who demonstrate by means of a high level of performance in
core academic subject areas their mastery of the state academic content and performance standards.........................................................28
6) Increasing the number of teachers trained in math, science and technology ..................................................................................................28
D3. Title II: Enrollment and Demographic information for AY 2012–2013......................................................................................................................29
Itemized information on program revenues and expenditures, including staff salaries and benefits and the operational cost per credit hour..............30
Trends.............................................................................................................................................................................................................................39
“Taking Action to Improve Teacher Preparation.............................................................................................................................................................39
Conclusion......................................................................................................................................................................................................................40
Appendix A .....................................................................................................................................................................................................................41
Glossary and Acronyms..................................................................................................................................................................................................42

Executive Summary
The Educator Accountability Reporting System (EARS) is required by New Mexico statute and examines the teacher
preparation programs of the research universities, comprehensive universities and colleges, community colleges, and the
private universities and colleges across the state. This specific report targets the 2013–2014 academic year which includes
the summer of 2013.
The New Mexico American Association of Colleges of Teacher Education (NMAACTE) was formed to aggregate the data
and connect public post-secondary teacher and administrator preparation programs with operative solutions to effective
educator preparation, as well as offering a network of support for the deans and directors of those programs by gathering
and reporting the data in this annual report. The EARS is designed to provide a portrait of the effective preparation of
educators (teachers, counselors, and administrators) in New Mexico.
The New Mexico 2014 EARS report provides an integrated framework for guiding the effective preparation of educators
throughout this state.
According to Dr. Wai-Ying Chow, “The Effective Teachers and Effective Teaching (Effective Teachers) topic supports
research on strategies for improving the performance of classroom teachers in ways that promote student learning and
academic achievement in reading, writing, mathematics, science, and—for English Learners—English language proficiency,
from kindergarten through high school.
Through this topic, the Institute is interested in identifying and understanding: 1) the specific knowledge and skills a K–12
teacher must possess to promote student learning, 2) the most effective approaches to assess teacher knowledge and
skills, 3) the most effective strategies for teachers to gain the necessary knowledge and skills, and 4) the most effective
programs and policies for teacher recruitment, retention, certification, and evaluation that lead to the promotion of student
learning.
The long-term outcome of this research will be an array of instructional practices, programs (e.g., professional development
interventions), assessments, and policies (e.g., recruitment, retention, and teacher evaluation) that have been demonstrated
to be effective for improving and assessing teaching and teachers in ways that are linked to improvement in student
achievement.”1
1 http://ies.ed.gov/funding/ncer_rfas/effective_teachers.asp?rfa=part0

Introduction
As required by state statute, the New Mexico Public Education Department (PED) must report annually using the Educator
Accountability Reporting System (EARS) which measures how well the public post-secondary teacher and administrator
preparation programs are performing their duties to develop effective educators (teachers, counselors, and administrators)
in the state of New Mexico. New Mexico American Association of Colleges of Teacher Education (NMAACTE) was formed
by the deans and directors of the teacher preparation programs in New Mexico to gather and report this annual data.
The statute requires that the data from EARS is logged into the PED department's student teacher accountability reporting
system (STARS). The data process in STARS is being restructured to deliver the most meaningful and succinct report that
includes every statutory requirement.
The EARS report will also help education institutions improve their practices with regard to the following:
1) Preparing highly effective educators
2) Connecting curriculum and learning experiences to the needs of schools
3) Hiring terminally-degreed faculty who have public school experience
4) Remaining active in service and research in the PreK–20 culture2
In the late 1880’s—when New Mexico was still a territory, public and private four-year institutions were preparing teachers.
Since 2003, New Mexico community colleges have partnered with the four-year institutions to support teacher preparation.
In order to ensure effective educator preparation programs, all institutions must maintain a competency-driven, national,
standards-based curriculum through joint New Mexico-NCATE accreditations or through the National Council for
Accreditation of Teacher Education (NCATE) partnership with the PED.3
The intent of this report is to fulfill the following:
 Meet the EARS statutory requirement
 Connect to PreK–12 PED data to reinforce a seamless PreK–20 reporting system4
 Honor the different missions of community colleges, comprehensive institutions, and research institutions5
 Include all initial (including alternative) and advanced licensure programs6
 When available, each annual EARS report will encompass data from the previous summer, fall, and spring.7
By following the design outline provided in statute, this version of the 2014 EARS encompasses a portion of data that has
not previously been collected by the public post-secondary teacher and administrator preparation programs. The institutions
cited are committed to providing the most current and accurate data available.
2 EARS Report 2011.
3 Ibid.
4 Ibid.
5 Ibid.
6 Ibid.
7 Ibid.

Statute
This section describes the laws and rules that apply to EARS in relevant part as follows:
22-10A-19.2. Educator accountability report.
A. The department shall:
(1) design a uniform statewide educator accountability reporting system to measure and track teacher and administrator
education candidates from pre-entry to post-graduation in order to benchmark the productivity and accountability of New
Mexico's educator work force; provided that the system shall be designed in collaboration with:
(a) all public post-secondary teacher and administrator preparation programs in New Mexico, including those
programs that issue alternative or provisional licenses;
(b) the teacher and administrator preparation programs' respective public post-secondary educational institutions;
and
(c) the higher education department;
(2) require all public post-secondary teacher and administrator preparation programs to submit the data required for the
uniform statewide educator accountability reporting system through the department's student teacher accountability reporting
system;
(3) use the uniform statewide educator accountability reporting system, in conjunction with the department's student teacher
education accountability reporting system, to assess the status of the state's efforts to establish and maintain a seamless pre-
kindergarten through post-graduate system of education;
(4) adopt the format for reporting the outcome measures of each teacher and administrator preparation program in the state;
and
(5) issue an annual statewide educator accountability report.
B. The annual educator accountability report format shall be clear, concise and understandable to the legislature and
the general public. All annual program and statewide accountability reports shall ensure that the privacy of individual students
is protected.
C. Each teacher and administrator preparation program's annual educator accountability report shall include the
demographic characteristics of the students and the following indicators of program success:
(1) the standards for entering and exiting the program;
(2) the number of hours required for field experience and for student teaching or administrator internship;
(3) the number and percentage of students needing developmental course work upon entering the program;
(4) the number and percentage of students completing each program;
(5) the number and types of degrees received by students who complete each program;
(6) the number and percentage of students who pass the New Mexico teacher or administrator assessments for initial
licensure on the first attempt;
(7) a description of each program's placement practices; and
(8) the number and percentage of students hired by New Mexico school districts.
D. The educator accountability report shall include an evaluation plan that includes high performance objectives. The
plan shall include objectives and measures for:
(1) increasing student achievement for all students;
(2) increasing teacher and administrator retention, particularly in the first three years of a teacher's or administrator's
career;
(3) increasing the percentage of students who pass the New Mexico teacher or administrator assessments for initial
licensure on the first attempt;

(4) increasing the percentage of secondary school classes taught in core academic subject areas by teachers who
demonstrate by means of rigorous content area assessments a high level of subject area mastery and a thorough
knowledge of the state's academic content and performance standards;
(5) increasing the percentage of elementary school classes taught by teachers who demonstrate by means of a high
level of performance in core academic subject areas their mastery of the state academic content and performance
standards; and
(6) increasing the number of teachers trained in math, science and technology.
E. In addition to the specifications in Subsections C and D of this section, the annual educator accountability report shall
also include itemized information on program revenues and expenditures, including staff salaries and benefits and the
operational cost per credit hour.
F. The annual educator accountability report shall be adopted by each public post-secondary educational institution,
reported in accordance with guidelines established by the department to ensure effective communication with the public and
disseminated to the governor, legislators and other policymakers and business and economic development organizations by
November 1 of each year.
History: Laws 2007, ch. 264, § 2; 2009, ch. 20, § 1.

Statutory Report Detailed Requirements
This report follows the detail requested by statute and listed on the previous two pages. Each element listed in the statute
will be followed by a complete response providing the most comprehensive data available from the New Mexico research
universities, comprehensive universities and colleges, community colleges, and private universities and colleges designated
to participate in EARS.
C. Teacher and Administrator Preparation Program's Annual Educator
Accountability
"We need to take the lead in recruiting and training teacher candidates. Let's start by giving them the best preparation anyone could imagine
on the front end, before they ever set foot in a classroom. Students need and deserve our best efforts and our best educators.”
Dennis Van Roekel
President
National Education Association
"Research has shown that teachers are the most important school-based factor in determining student achievement. Comprehensive teacher
effectiveness reform must include bringing accountability to teacher preparation. Ultimately, colleges of education should be reviewed the
same way we propose evaluating teachers-based primarily on student learning. We applaud the Administration for taking an
important step in advancing these reforms, collecting better outcome data, and supporting state reforms."
Chiefs for Change
"Our Future, Our Teachers makes clear that the ability to teach is something to learn, and therefore to be taught. This report puts the focus
where it should be: beginning teachers' readiness to practice independently. Setting performance requirements for responsible teaching is
one of the most important improvements that the U.S. could make to ensure learning by all students. Clear standards for what teachers
should be able to do when they enter the classroom would shift the focus away from arguments over who should prepare teachers and how to
select program entrants and toward beginning teachers' actual instructional skills.”
Deborah Loewenberg Ball
Dean, School of Education
University of Michigan at Ann Arbor
"The quality of the nation's new teacher pipeline has a tremendous impact on the overall quality of education that our students receive. The
U.S. Department of Education's insistence that states truly hold teacher preparation programs accountable will make it harder for weak
programs to escape scrutiny. By investing in selective programs that take care to recruit minority teacher candidates and train them in
effective methods of instruction, particularly in reading, the Department will establish a strong model for other programs to emulate. And by
awarding fellowships to high achievers, the country will recruit the talent into the classroom our students deserve. “
Kate Walsh
President
National Council on Teacher Quality
“Understanding the influence of teaching training programs on student learning is an important first step toward creating a system which
supports ambitious teaching and learning for our nation's youth. The U.S. Department of Education is right to demand states use
multiple measures to assess teacher training program quality, and I welcome the administration's support of emerging tools like
new teacher performance assessments that can be used to support deep program improvement in teacher education."
Tom Stritikus
Dean, College of Education
University of Washington

1. The standards for entering and exiting the program
The standards for entering the teacher preparation program are listed below: (UG=undergraduate and PG=postgraduate)
Institutions
Transcript
FingerprintCheck
BackgroundCheck
Minimum#ofcourses—
credits—semesterhours
completed
MinimumGPA
MinimumGPAincontent
areacoursework
MinimumGPAin
professionaleducation
coursework
MinimumACTscore
MinimumSATscore
Minimumbasicskills
testscore
Subjectarea—academic
contenttestorother
subjectmatterverification
Recommendation(s)
Essayorpersonal
statement
Interview
Other
Other Explanation
MedianGPAof
individualsaccepted
AY2011–12
Research Universities
NM State University
UG UG UG UG UG=2.5 UG=B UG UG UG UG UG UG Application, experience in a
classroom or working with
children, resume, community
service requirement.
PG PG PG PG PG=3.0 PG=B PG PG PG PG PG PG
University of NM
UG UG UG UG UG=2.75 UG UG UG UG UG UG UG UG 2.75 Elementary Education
2.5 All Other Undergraduate
3.3
PG PG PG PG PG=3.0 PG PG PG PG PG PG PG 3.3
Comprehensive Universities and Colleges
Eastern NM
University
UG UG UG UG UG=2.8 UG=2.8 UG UG UG UG 3.4
PG PG PG=3.0 PG=3.0 PG PG PG 3.28
NM Highlands
UG UG UG UG UG=2.75 UG=2.75 UG UG UG UG UG UG
PG PG PG PG PG=3.0 PG=3.0 PG PG PG PG PG PG
NM Tech This program is no longer available.
Northern NMC
UG UG UG UG UG=2.51 UG=2.02 UG UG UG UG No standard. Median = 2.96
PG PG PG PG PG PG No standard. Median = 3.67
Western NM
UG UG UG UG UG=2.5 UG UG UG UG 3.31
PG PG PG PG=3.0 PG PG PG PG PG 3.57
1COE requirement
2NNMC requirement C or better

Institutions
Transcript
FingerprintCheck
BackgroundCheck
completed
MinimumGPA
MinimumGPAincontent
areacoursework
MinimumGPAin
coursework
MinimumACTscore
MinimumSATscore
Minimumbasicskills
testscore
contenttestorother
Recommendation(s)
Essayorpersonal
statement
Interview
Other
Other Explanation
MedianGPAof
individualsaccepted
AY2012–13
Note: The community college programs presented below are Alternative Licensure Post Bachelor of Arts.
Community Colleges
Central NM CC PG PG PG PG PG=3.0 PG PG PG PG 3.28
NM Junior College PG PG PG PG
San Juan College PG PG
PG=C or
above
PG=C or
above
PG PG PG
Must have completed a BA/BS
program and provide us with proof
of such. We do not require a GPA
because if they have a
baccalaureate degree, their
institution of graduation would
have set that standard.
C or
above
Santa Fe CC PG PG PG PG=2.5 PG=2.5 PG PG PG PG
Private Universities and Colleges
University of
Phoenix—NM
UG UG1 UG UG=2.5 UG=3.0 UG UG1 UG UG 2 3.67
PG PG1 PG PG=3.0 PG=3.0 PG PG1 PG PG 3.84
University of the SW
UG UG UG=2.5 UG=2.5 UG UG UG UG UG PG Other—Bachelor degree or
higher
3.394
PG PG PG=3.0 PG=3.0 PG PG PG PG PG
Wayland Baptist
UG UG UG UG UG=2.7 UG UG UG
PG PG PG PG PG=3.0 PG PG PG PG
1This is required for Level 2 Status/12th credit Students are stopped in program if they do not meet requirement
2Undergraduate degree students are required to complete 78 hours in general education areas approved by the university prior to entering their “core” education program. Fifteen of those hours are
required to be in selected content areas (English language arts, mathematics, or social science). A minimum GPA of C- is required for transfer credits into the general education areas. A minimum
GPA of 2.5 is required for entrance into Level II Candidacy. A 2.5 GPA in an undergraduate degree is required for post graduate program entrance. A minimum of 3.0 is required for entrance into
Level II Candidacy.

The standards for exiting the teacher preparation program are listed below: (UG=undergraduate and PG=postgraduate)
Institutions
Transcript
FingerprintCheck
BackgroundCheck
completed
MinimumGPA
MinimumGPAincontent
areacoursework
MinimumGPAin
coursework
MinimumACTscore
MinimumSATscore
Minimumbasicskills
testscore
contenttestorother
Recommendation(s)
Essayorpersonal
statement
Interview
Other
Other Explanation
MedianGPAof
individualscompleting
theprogram
AY2012–13
NM State University
UG UG UG=2.5 UG=B UG UG UG
PG PG PG=3.0 PG=B PG PG
University of NM
UG UG UG=2.5 UG UG UG UG Portfolio 3.5
PG PG PG=3.0 PG PG PG 3.6
Eastern NM University
UG UG UG UG UG=2.8 UG=2.8 UG UG UG UG UG 3.6
PG PG PG PG PG=3.0 PG=3.0 PG PG PG PG PG 3.75
NM Highlands
UG UG UG UG UG=2.75 UG=2.75 UG UG UG UG UG
PG PG PG PG PG=3.0 PG=3.0 PG PG PG PG PG
Northern NMC
UG UG UG=2.51 UG=2.02 UG UG UG No standard. Median = 3.71
PG PG PG=3.0 PG PG PG No standard. Median = 3.96
Western NM
UG UG UG UG UG=2.75 UG=2.0 UG UG UG UG UG Professional Behaviors
and Dispositions
3.31
PG PG PG PG PG=3.0 PG=3.0 PG PG PG PG PG 3.57
Community Colleges
Central NM CC PG PG PG PG PG=3.5 PG PG PG PG PG 5 4.0
NM Junior College PG PG
PG=C
or
above
PG=C or
above
PG PG PG
C or
above
San Juan College PG PG PG PG=2.0 PG 3.32
Santa Fe CC PG PG PG PG=3.0 PG=3.0 PG PG PG=3.0
1COE requirement
2NNMC requirement C or better
3Successful completion of Comprehensive Exam, Student Teaching, B or better in all Education courses.
4Professional Portfolio submitted electronically. Also required are cooperating-teacher evaluations, a dispositions survey of the teacher candidate, and a student-completed report card of the School of Education.
5In order to exit the program, students must have a program GPA of 3.5, pass the NM Content Assessment in their licensure area, demonstrate proficiency of the NM Teacher Competencies in the final course, must have
supervised field experience, and write an exit essay based on the Core Values Program Assessment.

Institutions
Transcript
FingerprintCheck
BackgroundCheck
completed
MinimumGPA
MinimumGPAincontent
areacoursework
MinimumGPAin
coursework
MinimumACTscore
MinimumSATscore
Minimumbasicskills
testscore
contenttestorothersubject
matterverification
Recommendation(s)
Essayorpersonal
statement
Interview
Other
Other Explanation
MedianGPAofindividuals
completingtheprogram
AY2012–13
University of
Phoenix—NM
UG UG UG UG UG=3.01 UG=3.01 UG UG UG UG 2
3.67
PG PG PG PG PG=3.01 PG=3.01 PG PG PG PG 3.84
UG UG UG UG=3.0 UG=3.0 UG UG UG UG 3.401
PG PG=3.0 PG=3.0 PG PG PG
Wayland Baptist
UG UG UG UG UG=2.7 UG=2.7 UG UG UG UG
Professional Portfolio
PG PG PG PG PG=3.0 PG=3.0 PG PG PG PG 3.8
1 Yes, it depends on the program
2Undergraduate degree students are required to complete 78 hours in general education areas approved by the university prior to entering their “core” education program. Fifteen of those hours are
required to be in selected content areas (English language arts, mathematics, or social science). A minimum GPA of C- is required for transfer credits into the general education areas. A minimum
GPA of 2.5 is required for entrance into Level II Candidacy. A 2.5 GPA in an undergraduate degree is required for postgraduate program entrance. A minimum of 3.0 is required for entrance into Level II
Candidacy.

2. The number of hours required for field experience and for student teaching or administrator internship
Institutions
Supervised Clinical Experience in the Academic Year 2013–2014
Field Experience Contact
Hours Required—Pre-student
teaching contact hours
required
Student Teaching Hours
Required
Total Hours
(field experience and student teaching)
Administrator Internship Hours
Required
NM State University 290 562 852 240
University of NM 282 455 737 200
Eastern NM University 196 595 791 240
NM Highlands 150 560+ 710 200
Northern NMC
UG=152.5
PG=40
UG=640
PG=100
UG=792.5
PG=140
NA
Western NM 144 680 824 180
Community Colleges
Central NM CC 45 160 minimum 205 NA
NM Junior College 7–10 240 247–250 NA
San Juan College 105 NA
Santa Fe CC 45 150 195 NA
University of Phoenix—NM 100 clock hours 560 clock hours 660 clock hours NA
University of the SW 90 490 580 180
Wayland Baptist 62 560 622 180
NA=Not Applicable

3. The number and percentage of students needing developmental course work upon entering the program
Number and Percentage of Students Needing Developmental Course Work
Upon Entering the Program in the Academic Year 2013–2014
Institutions
Number of Students Needing
Developmental Course Work Upon
Entering the Program
Percent of Students Needing
Developmental Course Work Upon
Entering the Program
NM State University 70 55.12%
University of NM -0- -0-
Eastern NM University NA NA
NM Highlands -0- -0-
NM Tech
Northern NMC 3 50%
Western NM 18 24%
Community Colleges
Central NM CC NA NA
NM Junior College NA NA
San Juan College -0- -0-
Santa Fe CC NA NA
University of Phoenix—NM NA NA
University of the SW NA NA
Wayland Baptist NA NA

4. The number and percentage of students completing each program
Academic Year 2013–2014
Institutions
Number of Students
Completing Teacher
Education—Special
Education
Percent (%) of
Students
Completing Teacher
Education—Special
Education
Number of Students
Completing Teacher
Education—
Elementary
Education
Percent (%) of
Students
Completing Teacher
Education—
Elementary
Education
Number of Students
Completing Teacher
Education—
Secondary
Education
Percent (%) of
Students
Completing Teacher
Education—
Secondary
Education
TP=Traditional Program
AP=Alternative Program
TP AP TP AP TP AP TP AP TP AP TP AP
NM State University 19 16.24% 6 71 31.6% 60.68% 13 27 68.4% 23.08%
University of NM 25 14 9.54% 29.17% 164 18 62.60% 37.50% 41 16 15.65% 33.33%
Eastern NM University 22 26 2 13 22 26 8 53 28 33 5 34
NM Highlands U 15 28% 37 62% 6 10%
Northern NMC 6 29% 8 3 100% 14% 12 57%
Western NMU 7 4 64% 36% 10 4 73% 27% 12 1 92% 8%
Community Colleges
Central NM CC 41 45% 26 28% 31 34%
NM Junior College 13 100%
San Juan College 5 4.85% 5 4.85% 9 8.74%
Santa Fe CC 16 32 43
University of Phoenix—NM 4 51 7% 92%
University of the SW 2 100%
Wayland Baptist 2 10% 15 71% 4 19%

5. The number and types of degrees received by students who complete each program
The chart below provides a summary of the number of students who completed the teacher preparation program during AYs 2009–2010, 2010–2011, 2011–2012,
and 2012–2013. Charts on the following two pages provide a summary of the number and types of degrees received by students upon program completion during
the AY 2012–2013.
Institutions
Teacher Preparation Program Completers
2013–2014 2012–2013 2011–2012 2010–2011 2009–2010
TP AP Total TP AP Total
NM State University 184 12 196 173 19 192 320 283 294
University of NM 262 48 310 301 104 405 TP=276 AP=86 Total=362 TP=343 AP=119 Total=462 TP=379 AP=55 Total=434
Eastern NM University 86 15 101 75 22 97 127 97 86
NM Highlands 70 70 70 70 87 99 108
NM Tech This program is no longer available. 3 1
Northern NMC 8 21 29 12 12 24 22 26 36
Western NM 34 9 41 47 4 51 TP=62 AP=7 Total=69 TP=119 AP=8 Total=127 TP=108 AP=7 Total=115
Community Colleges
Central NM CC 92 92 83 83 119 128 102
NM Junior College 13 13 13 13
San Juan College 19 19 31 31 21 22 17
Santa Fe CC 126 126 63 63 95 56 36
University of Phoenix
New Mexico
55 67 67 64 44 57
University of the SW 2 2 39 39 25 23 21
Wayland Baptist 21 21 16 16 19 11 12
Note:
TP= Traditional Program
AP=Alternative Program

Institutions
Teachers Prepared by Subject Area 2013–2014
GeneralEducation—
Multiplelevels
Elementary
Education
JuniorHigh—
Intermediate—
MiddleSchool
Education
Secondary
Education
Agriculture
Art
Bilingual,Multilingual,
andMulticultural
Education
Biology
Business
Chemistry
ComputerScience
DramaandDance
EarthScience
EarlyChildhood
EnglishasaSecond
Language
EnglishLanguage
Arts
ForeignLanguage
French
German
Latin
Spanish
NM State University
TP=50
AP=6 AP=1
TP=18
AP=13 TP=12 AP=1 TP=1 TP=34
TP=9
AP=1 AP=1
University of NM
TP=164
AP=18
TP=41
AP=16
TP=8 TP=6 TP=2 TP=1 TP=24 TP=10 TP=55 TP=1 TP=4
Eastern NM University 22 3 1 14 4
NM Highlands 37 6 1 12
Northern NMC
UG=8
PG=3
Total=11
12
Western NM 14 13 2 10 5 1
Community Colleges—Alternative Licensure
Central NM CC 26 31 8 2 8 2
NM Junior College 13
San Juan College 5 9
Santa Fe CC 108 3 2 14 27 38 6 3
New Mexico
193 68
University of the SW 2
Wayland Baptist 15 4
Totals

Institutions
Teachers Prepared by Subject Area 2013–2014
Geography
Health
History
HomeEconomics—
FamilyandConsumer
Sciences
IndustrialArts—
TechnologyTeacher
Education
Mathematics
Music
MultipleLevels
PhysicalEducation
Coaching
Physics
Psychology
Reading
ScienceTeacher
GeneralScience
SocialScience
SocialStudies
SpecialEducation
Speech
TechnicalEducation
Other
NM State University
TP=3
AP=1
AP=3
TP=7
AP=3
TP=18 TP=1
TP=2
AP=2
TP=9
AP=2
TP=19 TP=1
University of NM TP=1 TP=25 TP=13 TP=12 TP=34 TP=43
TP=25
AP=14
Eastern NM University 1 2 6 4 2 22 2
NM Highlands 1 2 15
Northern NMC 6
Western NM 1 1 6 4 11
Community Colleges
Central NM CC 1 1 5 2 10 6
NM Junior College
San Juan College 5
Santa Fe CC 8 3 15 7 32 4 7 1 33 22 51
University of Phoenix—NM 59 53 11
Wayland Baptist 2
Totals

6. The number and percentage of students who pass the New Mexico teacher or administrator assessments for initial licensure on th e first
attempt
Institutions
Number and Percentage of Students Who Pass the
New Mexico Teacher Assessments for
Initial Licensure on the First Attempt—
All Program Completers—Summary Rates
2013–2014
Number and Percentage of Students Who Pass the
New Mexico Administrator Assessments for
Initial Licensure on the First Attempt—
All Program Completers—Summary Rates
2013–2014
Number Taking Tests
Number Passing
Tests
Pass Rate %
Number Taking
Tests
Number Passing
Tests
Pass Rate %
NOTE: This data was taken from Title II Report, Section III. Summary pass rates were used by the institutions to complete this chart.
NM State University 250 216 86.4% 35 34 97%
University of NM 292 279 96% 20 20 100%
Eastern NM University 83 83 100% 26 26 100%
NM Highlands 44 39 89% 19 18 95%
Northern NMC UG= 8
PG=19
UG=8
PG=16
UG=100%
PG=84%
Western NMU 74 70 95% 21 21 100%
Community Colleges
Central NM CC 85 83 98%
NM Junior College 13 12 92%
San Juan College 19 19 100%
Santa Fe CC Data not collected Data not collected Data not collected NA NA NA
University of Phoenix—NM 162 120 74% NA low N
University of the SW 6 6 100%
Wayland Baptist 61 53 87% 5 5 100%
*Not Applicable

7. A description of each program's placement practices
Please see the links below to the institutions’ placement practices.
Institutions Program Placement Practices for the Academic Year 2013–2014
NM State University Link→ http://college.education.nmsu.edu/files/2014/04/Indicator-Table-8-Placement-Practices.pdf
University of NM Link → http://coe.unm.edu/administration/accountability.html
Eastern NM University Link → http://education.enmu.edu/partners/tep/student-teaching.shtml
NM Highlands Link →
Student Teacher Placement. Student placement of a prospective teacher in a school is a cooperative decision between the prospective student
teacher, university personnel, and school district officials. Students must keep in mind that they are guests in the schools and that school officials may
terminate their field experience at any time. A school official does not have to demonstrate a cause or provide a justification for termination of the field
experience. In addition, NMHU has no obligation to provide another placement for the student. The university supervisor and the director/coordinator of
field experiences decide on appropriate action for that semester. In the case of a withdrawal, the university has no further obligation to provide the
student teacher with the opportunity to complete the field experience sequence. The student is required to reapply and, if approved, accept the
conditions determined by the School of Education. Any practicum or field-based 1, 2, or 3 student /intern may be terminated or removed from his/her
experiences for any violation of the Code of Ethics of the Education Profession (NM State Board of Education Regulation No. 93-16).
Selection of Cooperating Teachers. The cooperating teachers for the field experience sequence are suggested by student teachers or selected by the
Field 3 Director /Coordinator, selected or assigned by district administrators, and approved by the School of Education. (MOUs are signed with
participating school districts.)
The cooperating teacher should be one who: Has a minimum of three years classroom experience, holding at least a Level II state of New Mexico
teaching license; Has shown consistent success in teaching; Receives the professional respect of colleagues ;Manifests an interest in the advancement
of the teaching profession through a willingness to assist in the preparation of prospective teachers; Has a sincere interest and desire to guide the pre-
service teacher to a successful completion of his /her field experience; Has a thorough knowledge of his/her teaching field(s) and is experienced in using
a variety of teaching methods; Is a lifelong learner, endeavoring always to improve his/her own competency: knows how to work effectively with
prospective teachers in the classroom and is able to train the pre-service teacher.
NM Tech Link→ This program is no longer available.
Northern NMC Link→ Field Experience Handbook: http://nnmc.edu/wordpress/?page_id=2566

Comprehensive Universities and Colleges continued
Western NM NA
Foundation: Complete field experience request, submitting background clearance/fingerprinting and travel request form. The information is then
submitted to the School Districts and a tentative schedule is developed providing students’ observation experiences across the K-12 system.
Students complete observations, totaling 24 hours, with a minimum of 5 different placements.
Application: Complete field experience request, requesting specific sites if applicable and submitting travel request form. The information is then
submitted to the School Districts and a tentative placement is made in coordination between the director of field experience and the district/school
administration. Students must contact the principal and the principal will assign the student to a specific teacher. Students complete two
placements of 60 field hours each, totaling 120 years. During each field placement that student is to teach a minimum of 3 lessons and working to
support the teacher in the classroom. Co-teaching opportunities are encouraged.
Capstone: Complete practice teaching request, requesting specific sites if applicable and submitting travel request form, resume, Why Teach
response, and transcripts (GPA above 2.75). The Director of Field Experience meets with superintendents to secure a placement. The student is
to contact the clinical faculty member assigned to them before the end of the previous semester. The student is to work in the classroom for 17
weeks, totaling 680 hours. For a minimum of 4 works the student is to be the lead in the classroom. Practice Teachers are to work as a co-
teacher during the entire experience, limiting observation time and spending the majority of the time actually working with students.
Central NM CC NA
While in the program, students complete field-based assignments and observations in the schools.
Placements are found through program contacts with school districts, CNM faculty, and the Director of Education Programs. The majorities of our
students are already teaching on an Intern license as a teacher of record and use their classroom as a placement site.
Supervised Field Experience
In the final course, Supervised Field Experience (SFE), students are either teachers of record teaching in their own classroom or are placed in a
classroom with a cooperating teacher. Students are placed with a cooperating teacher approved by the school administrator with a minimum of a
Level II license, more than 5 years of teaching experience, and licensed in the same content area as the student. Students are only placed in a
classroom if they are qualified to teach the content area through coursework (more than 24 credits) and passing the NMTA Content Exam.
Students are only eligible to participate in SFE with a program GPA of 3.5 and completion of the NMTA Basic Skills and Content exams.

Institutions Program Placement Practices for the Academic Year 2013–2014
NM Junior College NA Student in the Alternative Licensure for Elementary Education Program are usually referred to us by the local school districts. Therefore, our students are
hired by the local school districts after they receive an acceptance letter from our institution. We have not had to place a student into a teaching position.
San Juan College Link → www.sanjuancollege.edu/teach
Santa Fe CC Link → http://www.sfcc.edu/files/ED/EDUC214_SFE_Handbook-8.2014.pdf
University of Phoenix—NM Link →
Placement Process: The Campus College Chair or the Lead Faculty Area Chair secures student teaching applications from
students. After students complete their application, they are required to interview with the Campus College Chair to discuss
placements. The Campus College Chair works with the students to determine the best placement for the students. Students are
encouraged to student teach in the grade level they would like to teach and they are encouraged to apply to diverse schools.
The Campus College Chair uses that information to meet with the K–12 campus administrators to discuss placement; email
confirmations are sent to the students notifying them of the campus, grade level, CT and FS assignments. The first step in the
placement process is approval by the school principal of the placement and verification of an Affiliation Agreement/MOU with the
school or district and verification of the cooperating teachers’ teaching credentials. Candidates are approved for student teaching
eligibility by reviewing compliance measures via e-portfolio. Student teachers must have completed 100 hours of observation,
passed their fingerprint/background clearance, and have passing scores on the Essential Academic Skills (Subtests I, II, and III) and
Elementary Education (Subtests I and II) before they may begin their student teaching.
University of the SW Link →
The program placement for the University of the Southwest is as follows:
1. Apply to the Teacher Education Program for intern teaching and be accepted.
2. Must have a 2.5 GPA overall and a 3.0 GPA in their teaching field.
3. Must have taken the appropriate assessments for teaching license.
4. Once eligible, the Teacher Education Coordinator will contact the schools HR for the student to be placed in a highly qualified licensed
teacher’s classroom for his/her student teaching.
Wayland Baptist Brief → The majority of students complete the program with an Intern License while teaching in their own classrooms. They continue to teach after graduation.
The undergraduate students are generally hired by the school or school district where student teaching was completed. We provide support as needed.

8. The number and percentage of students hired by New Mexico school districts
The data below was provided by STARS and includes the New Hire—Number of New Mexico Graduates by Institution including teachers, counselors, and
administrators.
Institutions
Teacher Preparation Program Academic Year 2013–2014
Number of Students Hired by
New Mexico School Districts
Percentage of Students Hired by
New Mexico School Districts
NM State University 490 23%
University of NM 1,005 47%
Eastern NM University 270 13%
NM Highlands 185 9%
Northern NMC 19 1%
Western NM 78 4%
Community Colleges2
Central NM CC 24 1%
NM Junior College 1 0%
San Juan College 1 1
Santa Fe CC 5 0%
University of Phoenix—NM 30 1%
University of the SW 43 2%
Wayland Baptist 1 1
1Data not available
2 The community college programs are post BA programs, and are not typically listed as the highest degree earned in the STARS data. Therefore,
this data does not represent the number of alternative licensure students hired by New Mexico school districts.

The evaluation plan shall include objectives and measures for the following:
Institutions Evaluation Plan Summary for the Academic Year 2013–2014
Does the IHE have an Evaluation Plan? If so, please provide the link to the plan.
Does it include the objectives and measures listed in statute and on the next two pages?
NM State University  Yes Link to Plan→ http://college.education.nmsu.edu/files/2014/04/Evaluation-Plan.pdf
University of NM  Yes Link to Plan→ http://coe.unm.edu/administration/accountability.html
Eastern NM University  Yes Link to Plan→ http://education.enmu.edu/teacherprep-eval.shtml
NM Highlands  Yes Link to Plan→ Dr. Chris Nelson can be contacted at: nelson_chris@nmhu.edu
NM Tech  Yes Link to Plan→ This program is no longer available.
Northern NMC  Yes Link to Plan→
http://nnmc.edu/wordpress/?page_id=2566
Dr. Joaquin S. Vilá, Dean, College of Education, Northern New Mexico College, Espanola, New Mexico 87532
505-747-2194, joaquin.vila@nnmc.edu
Western NM  Yes Link to Plan→ http://wnmu.edu/univ/consumerInfo/SOE%20Evaluation%20Plan%20for%20EARS.pdf
Central NM CC  Yes Link to Plan→ Document available upon request—Contact: Catron Allred email: callred2@cnm.edu
NM Junior College  Yes Link to Plan→
http://www.nmjc.edu/assets/documents/Approved%20NMJC%20Strategic%20Plan%202010-2016.pdf
http://www.nmjc.edu/assets/documents/Student%20Success%20Managment%20Plan.pdf

Community Colleges—Alternative Licensure (continued)
San Juan College  Yes Link to Plan→
The link to our program review for teacher education will contain some of this information. The person who might
also be helpful for this is the director of institutional research, Ron Jernigan, at jerniganr@sanjuancollege.edu
Santa Fe CC Yes Link to Plan→ http://www.sfcc.edu/OPIE/planning_and_quality/updates
University of Phoenix—NM  Yes Link to Plan→ Becky Kappus (Albuquerque Campus) at Becky.Kappus@phoenix.edu for access to their plans.
University of the SW  Yes Link to Plan→
Dr. Mary Harris, Dean
(575) 492-2162
mharris@usw.edu
Wayland Baptist  Yes Link to Plan→
Document available upon request—Dr. Jim Todd
email: toddj@wbu.edu

The evaluation plan for each Institute of Higher Education (IHE) shall include objectives and measures for each of the goals listed below:
Evaluation Plan Program Goals for the Academic Year 2013–2014
Institution
↓
Goals
→
1) Increasing student achievement for
all students
2) Increasing teacher and administrator
retention, particularly in the first
three years of a teacher's or
administrator's career
3) Increasing the percentage of
students who pass the New Mexico
teacher or administrator assessments
for initial licensure on the first
attempt
Evaluation Plan includes
the following→
Objectives Measures Objectives Measures Objectives Measures
NM State University  Yes  Yes  Yes  Yes  Yes  Yes
University of NM  Yes  Yes  Yes  Yes  Yes  Yes
Eastern NM University  Yes  Yes  Yes  Yes  Yes  Yes
NM Highlands  Yes  Yes  Yes  Yes  Yes  Yes
Northern NMC  Yes  Yes  Yes  Yes  Yes  Yes
Western NMU  Yes  Yes  Yes  Yes  Yes  Yes
Central NM CC  Yes  Yes  Yes  Yes  Yes  Yes
NM Junior College  Yes  Yes  Yes  Yes  Yes  Yes
San Juan College  Yes  Yes  Yes Yes  Yes Yes
Santa Fe CC  Yes  Yes Yes Yes Yes Yes
University of Phoenix  Yes  Yes  Yes  Yes  Yes  Yes
University of the SW  Yes  Yes  Yes  Yes  Yes  Yes
Wayland Baptist  Yes  Yes  Yes  Yes  Yes  Yes

Institutions
Evaluation Plan Program Elements for the Academic Year 2013–2014
secondary school classes taught in
core academic subject areas by
teachers who demonstrate by means
of rigorous content area assessments
a high level of subject area mastery
and a thorough knowledge of the
state's academic content and
performance standards
elementary school classes taught by
teachers who demonstrate by means
of a high level of performance in core
academic subject areas their mastery
of the state academic content and
performance standards
6) Increasing the number of teachers
trained in math, science and
technology
Evaluation Plan includes
the following→
Objectives Measures Objectives Measures Objectives Measures
Research University
NM State University  Yes  Yes  Yes  Yes  Yes  Yes
University of NM  Yes  Yes  Yes  Yes  Yes  Yes
Eastern NM University  Yes  Yes  Yes  Yes  Yes  Yes
NM Highlands  Yes  Yes  Yes  Yes  Yes  Yes
Northern NMC  Yes  Yes  Yes  Yes  Yes  Yes
Western NM  Yes  Yes  Yes  Yes  Yes  Yes
Community Colleges—Alternative Licensure Programs
Central NM CC  Yes  Yes  Yes  Yes  Yes  Yes
NM Junior College Yes Yes  Yes  Yes Yes Yes
San Juan College Yes Yes Yes Yes Yes Yes
Santa Fe CC Yes Yes Yes Yes Yes Yes
University of Phoenix  Yes  Yes  Yes  Yes Yes Yes
University of the SW  Yes  Yes  Yes  Yes  Yes  Yes
Wayland Baptist  Yes  Yes  Yes  Yes  Yes  Yes

D3. Title II: Enrollment and Demographic information for AY 2013–2014
Research University
NM State University 2,009 419 1,590 1,124 45 27 41 0 616 20
University of NM
TP=525
AP=175
Total=700
TP=138
AP=50
Total=188
TP=387
AP=125
Total=512
TP=224
AP=42
Total=266
TP=63
AP=9
Total=72
TP=9
AP=1
Total=1
0
TP=7
AP=4
Total=11
TP=1
AP=2
Total=3
TP=199
AP=113
Total=312
TP=8
AP=2
Total=10
Eastern NMU 175 41 134 52 2 2 3 0 116 0
NM Highlands 331 51 280 170 29 7 5 101
Northern NMC 99 23 76 65 5 1 1 0 26 1
Western NM 201 49 151 79 10 6 2 0 99 0
Central NM CC 340 123 217 86 13 3 21 0 190 12
NM Junior College 45 7 38 13 0 0 3 0 27 0 2
San Juan College 103 31 53 9 21 0 0 0 65 8
Santa Fe CC 126 42 84 46 8 72
University of Phoenix 204 37 167 91 2 0 2 0 27 2 78 2
University of the SW 305 71 234 42 10 6 82 2 130
Wayland Baptist 53 9 44 8 6 34 3
Institutions Enrollment Ethnicity Race
Totalnumberof
studentsenrolledin
2013–2014
Unduplicated#of
malesenrolled
Unduplicated#of
femalesenrolled
Hispanic/Latinoofany
race
AmericanIndianor
AlaskaNative
Asian
BlackorAfrican
American
NativeHawaiianor
OtherPacificIslander
White
Twoormoreraces
Unknown
Non-residentalien
NoResponse

Itemized information on program revenues and expenditures, including staff salaries and benefits and the
operational cost per credit hour
2015 EARS Finance Spreadsheet
College of Education Initial Licensure Programs—Based on 2013–2014 Expenditures and Student Credit Hours
New Mexico State University, Las Cruces
Program Estimated
Revenues
Expenditures Total Total
Faculty Staff Benefits Other Total Expenditures Annual SCH $/SCH
Elementary Education $ 5,876,327 $ 2,184,726 $ 804,247 $ 956,471 $ 331,872 $ 4,277,316 $ 13,881.0 $ 308.14
Special Education $ 3,236,138 $ 1,081,440 $ 306,424 $ 444,116 $ 106,638 $ 1,938,618 $ 7,632.0 $ 254.01
Educational Leadership $ 1,944,547 $ 638,960 $ 294,747 $ 298,786 $ 60,519 $ 1,293,012 $ 4,558.0 $ 283.68
Notes:
Unrestricted expenditures only; restricted expenditures have been excluded.
Estimated revenues: based upon SCH/tuition rates and averaged funding formula rate; they are not an indicator of I&G allocation received by the academic unit
Staff expenditures include professional salaries, support staff salaries, GA/TA salaries, student salaries, federal and state work-study salaries, and any other salaries
Benefits are calculated as __ percent of all salaries
Other expenditures include fringe benefits (where provided), travel, and other supplies and expenses.
“Unrestricted” expenditures only; “restricted” expenditures have been excluded.
SCH is based upon “completed” SCH for Summer 2012 through Spring 2013 for all courses taught in these programs; “completed” SCH counts all grades received except for “W” and no grades.

University of New Mexico, Albuquerque
Program Estimated
Revenues
Faculty Staff Fringe Other Total Annual SCH $/SCH
Elementary Education 3,962,112.40 $1,146,734.42 $108,941.76 $370,682.60 $86,849.96 $1,713,208.74 10,837 $158.09
Special Education 1,921,884.84 $949,623.20 $226,679.20 $354,728.45 $80,664.49 $1,611,695.33 4,422 $364.50
Secondary Education 292,754.53 $449,575.77 $44,858.37 $146,077.40 $35,761.75 $676,273.29 2,998 $225.55
Early Childhood
Multicultural Education
1,456,865.88 $315,173.39 $55,559.52 $110,846.11 $24,556.65 $506,135.67 2,796 $181.04
Physical Education 577,766.53 $385,791.18 $106,663.99 $149,211.84 $23,861.23 $665,528.24 1,706 $390.05
Counselor Education 704,407.14 $498,841.16 $97,229.15 $178,694.14 $42,974.13 $817,738.58 1,558 $524.75
Educational Leadership 747,832.08 $1,016,430.38 $70,491.73 $319,436.91 $56,197.03 $1,462,556.05 1,336 $1,095.00
Health Education 1,977,037.18 $375,332.76 $85,331.19 $138,712.42 $19,088.98 $618,465.36 2,319 $266.69
Art Education 432,747.56 $244,693.48 $52,310.58 $89,269.81 $18,614.88 $404,888.76 587 $690.15
Total
Notes:
Estimated revenues are based upon SCH/tuition rates and averaged funding formula rate and are not an indicator of I&G (instruction and guidance) allocation received by the academic unit.
Staff expenditures include professional salaries, support staff salaries, GA/TA (graduate assistant/teacher assistant) salaries, student salaries, federal and state work-study salaries, and any
other salaries.
Benefits are calculated as % of all salaries.
Other expenditures include fringes (where provided), travel, and other supplies and expenses.
SCH is based upon completed SCH for Fall 2013 through Summer 2014 for all courses taught in these programs; completed
SCH counts all grades received except for "W" and no grades.

Eastern New Mexico University
Program Estimated
Revenues
Faculty Staff Fringe Other Total Expenditures Annual SCH $/SCH
Elementary Education 1,732,774. (A) 850,329 (A) 195,466. (A) 139,750. (A) 65,338. (A) 1,250,883. (A) 5,552 (A) 225.31 (A)
Special Education 1,678,475. (B) 772,351. (B) 14,721. (B) 181,322. (B) 19,965. (B) 988.359. (B) 5,523 (B) 178.96 (B)
Secondary Education See (B) See (B) See (B) See (B) See (B) See (B) See (B) See (B)
Early Childhood Multicultural
Education
Physical Education 1,640,971. (C) 501,235. (C) 158,355. (C) 166,574. (C) 12,550. (C) 838,714. (C) 5,540 (C) 151.40 (C)
Counselor Education See (B) See (B) See (B) See (B) See (B) See (B) See (B) See (B)
Educational Leadership See (B) See (B) See (B) See (B) See (B) See (B) See (B) See (B)
Health Education See (C) See (C) See (C) See (C) See (C) See (C) See (C) See (C)
Art Education
Total
Notes: Unrestricted expenditures only; restricted expenditures have been excluded.
Staff expenditures include professional salaries, support staff salaries, GA/TA (graduate assistant/teacher assistant) salaries, student salaries, federal and state work-study salaries, and any other
salaries.
Fringe benefits are actual
SCH is based upon completed SCH for Fall 2013 through Summer 2014 for all courses taught in these programs; completed SCH counts all grades received except for "W" and no grades.

New Mexico Highlands University
Program Estimated
Revenues
Department of Teacher
Education
1,333,442 660,082.54 247,367.40 280,878.45 84,886.96 1,273,215.35 7482 170.18
Special Education 2,601,655 236,830.55 5,004.97 82,830.10 4,456.63 329,122.25 7299 45.09
Counseling and Guidance 975,219 469,528.45 8,605.74 139,213.92 9,464.23 626,812.34 1824. 343.52
Educational Leadership 1,040,091 228,421.46 6,116.47 73,645.79 4,174.66 312,358.38 1459 214.02
TOTALS 5,950,409 1,594,863.00 267,094.58 576,568.26 102,982.48 2,541,508.32 18064 140.69
salaries.
Benefits are calculated as 30% of all salaries.
New Mexico Institute of Mining and Technology
Program Estimated
Revenues

Northern New Mexico College, Espanola
Program Estimated
Revenues
UG: B.A. Elementary Education
$34,856.15
(tuition)
$64,643.92
(formula)
$99,500.08
TOTAL
$46,025.00 $51,296.00 $33,925.00 $16,764.00 $148.010.00 347 $133.34
(100–200)
$199.20
(300–400)
$321.16
(500)
PG: Alternative Licensure
Programs (Elementary,
Secondary, Special Education)
$35,760.20
(tuition)
$76,769.28
(formula)
$46, 025.00 $51,296.00 $33,925.00 $16,764.00 $148.010.00 356 $133.34
(100–200)
$199.20
(300–400)
$321.16
(500)
Total $112,529.48
Staff expenditures include professional salaries, support staff salaries, GA/TA (graduate assistant/teacher assistant) salaries, student salaries, federal and state work-study salaries, and any other salaries.
Benefits are calculated as___ % of all salaries.
SCH is based upon completed SCH for Fall 2013 through Summer 2014 for all courses taught in these programs; completed SCH counts all grades received except for "W" and no
grades.

Western New Mexico University
Program Estimated
Revenues
Bilingual Education 58,450.44 147,197.60 6,325.47 44,521.69 6,206.64 204,251.40 378.00 540.35
Early Childhood 127,938.04 97,563.32 4,189.87 29,508.43 4,112.67 135,374.29 862.00 157.05
Educational Leadership 85,013.10 106,708.30 4,583.19 32,274.53 4,498.75 148,064.77 531.00 278.84
Education 202,963.44 134,320.42 5,769.82 40,626.17 5,663.52 186,379.93 1,308.00 142.49
Instructional Tech & Design 17,290.80 20,180.74 866.64 6,103.74 850.67 28,001.79 108.00 259.28
Reading 102,392,76 69,798.45 2,996.57 21,110.56 2,941.36 96,846.94 654.00 148.08
Special Education 50,911,22 156,076.00 6,706.46 47,206.91 6,582.90 216,572.27 325.00 666.38
Career & Technical Education 1,335.78 4,288.23 197.70 1,300.92 196.34 5,983.19 9.00 664.80
Physical Education 85,638.34 39,514.78 1,696.61 11,951.30 1,665.35 54,828.04 577.00 95.02
Total
salaries.
Benefits are calculated as 30% of all salaries.
Central New Mexico Community College, Albuquerque
Program Estimated
Revenues
All licensure departments $267,838 $128,013 $95,816 $68,614 $31,856 $324,299 2,895 $112.02
Notes:
1) Staff expenditures include professional salaries, support staff salaries, GA/TA salaries, student salaries, federal and state work-study salaries, and any other salaries
2) Benefits are calculated at 35% of full-time faculty and professional salaries and 24% of part-time faculty salaries.
3) Other expenditures include fringes (where provided), travel and other supplies and expenses
4) “Unrestricted” expenditures only; “restricted” expenditures have been excluded.
5) SCH is based upon “completed” SCH for Fall 2013, Spring 2014, and Summer 2014 through for all courses taught by this department for courses counting all grades received except for “W”
and no grades.

New Mexico Junior College
Program Estimated
Revenues
Elementary Education 11,700.00 31,688.00 12,101.00 13,137.00 6,773.00 63,699.00 225 283.11
Estimated revenues are based upon SCH/tuition rates and averaged funding formula rate and are not an indicator of I&G (instruction and guidance) allocation received by the
academic unit.
Staff expenditures include professional salaries, support staff salaries, GA/TA (graduate assistant/teacher assistant) salaries, student salaries, federal and state work-study salaries,
and any other salaries.
Benefits are calculated as___ % of all salaries.

San Juan College
Program Estimated
Revenues
Early Childhood Education
Teacher Education
Notes:
"Unrestricted" expenditures only; "restricted" expenditures have been excluded.
Estimated Revenues are based upon state SCH funding and tuition rates.
Staff expenditures include professional, support staff, and temporary staff salaries.
Fringe expenditures include benefits to employees
Other expenditures include travel, equipment, supplies and other operational expenses
SCH is based upon "completed" SCH for Summer 2012 through Spring 2013 for all courses taught in these programs; "completed"
SCH counts all grades received except for "W" and no grades.
Santa Fe Community College
Program Estimated
Revenues
Elementary Education $ 70,947 $ 82,954.46 $25,511.63 $34,411.56 $1341.50 $14,4219.15 782 N/A
Special Education $29,576 $ 34,582. 04 $10,635.28 $14,349.45 $559.24 $60,122.05 326 N/A
Secondary Education $95,261 $111,383.86 $34,254.74 $46,204.78 $1,801.25 $19,3644.64 1050 N/A
Early Childhood Multicultural
Education
$15,605 $18,245 $5,611.25 $7,568.78 $295.06 $31,720.83 172 N/A
Notes:
"Unrestricted" expenditures only; "restricted" expenditures have been excluded.
Salaries for the individual programs are proportionate to the SCH taught by each program area as the teaching and staff responsibilities cross multiple programs
Estimated revenues: based upon SCH/tuition rates and averaged funding formula rate; is not an indicator of I&G allocation received by the academic unit
Staff expenditures include professional salaries, support staff salaries, student salaries, Federal and State work-study salaries, and any other salaries
Benefits are derived from actual expenditure
Other expenditures include fringes (where provided), travel, and other supplies and expenses
SCH is based upon "completed" SCH for Summer 2013 through Spring 2014 for all courses taught in these programs; "completed" SCH counts all grades received except for "W" and no grades.

University of the SouthWest
Wayland Baptist
The University of Phoenix, University of the SouthWest, and Wayland Baptist, as private institutions, do not receive New Mexico state funding.
Therefore, this section is not applicable.

Trends
“2015 Trends to Watch: Higher Education—Summary
Catalyst
The higher education industry continues to change at an accelerating rate, making it difficult to predict what the outcome will
be when the dust settles. But as technology markets evolve, the sector understands that it cannot afford to stand still.
Therefore, although institutions are making incremental changes to support immediate needs, they are also readying their
operations to make transformative changes to realize more return from IT investments and support business innovation. In
this report, we outline the changes in the market and explore which trends will have the biggest impact in 2015. This
analysis is important for both vendors targeting higher education and institutions to ensure that they understand the key
forces that will shape the education landscape in 2015.
A growing number of institutions are looking to increase efficiency and student satisfaction as higher education budgets
continue to be strained and the market continues to be unpredictable…The business trends to watch in 2015 will be the
expansion of delivery models for teaching and learning, progress with student experience strategies, and the improved use
of IT for the benefit of the institutional mission. Change in higher education is incremental, and although these trends will not
take firm hold for some time, 2015 will be the year of conversation about readying for change.
Key messages
 The conversation about changing delivery models for teaching and learning will continue.
 The student experience will take center stage.
 A more serious discussion on sustainable IT delivery models will begin.
Recommendations for institutions
Invest in the quality of online learning programs
With vendors making major investments to support online learning, and mobile device usage increasing, institutions would
benefit from investing in the quality of their online learning programs. Institutions should invest in tools and solutions that will
support more innovative pedagogy and assessment. They often have insufficient information to evaluate what goes on in
their courses, which could affect future enrollment. Therefore, it is important that all online courses undergo an extensive
approval process before they are made available.
Use customer experience (CX) strategies to keep students satisfied and improve services
Institutions will place a renewed focus on meeting student expectations. Over the past year, the US for-profit market has
suffered a decline in enrollment, and many institutions have closed. As costs increase and students are offered more
options, institutions are under pressure to improve the effectiveness of their recruitment and retention efforts, and will
therefore place a renewed focus on meeting student expectations. Some would argue that higher education has focused
less on good customer service and more on the final outcome of producing educated students: if a student fulfills all of their
course requirements, the institution will award them a diploma in recognition of their accomplishment. Institutions are now
more concerned about bonding the student to the institution through more personalized service, to help them progress
through their studies more efficiently and increase their chances of completing their program in a timely manner. Building a
strong connection between the student and the institution will increase institutions’ profitability because it is likely to increase
retention.”8
8 http://www.oracle.com/us/industries/education-and-research/ovum-trends-education-report-2431521.pdf

Conclusion
“In the next 10 years, 1.6 million new teachers will be needed to take the place of teachers who will retire. Many of these
educators will pass through traditional teacher preparation programs. While there are many good teacher education
programs in this country, far too many of the programs that prepare our teachers are inadequate. Improving these programs
is essential to ensuring our nation's students receive the education they deserve.”9
The development and advancement of New Mexico educators are created by and carried through the culture formed within
our teacher preparation institutions. This culture shapes a specific set of ideas, practices, customs, and beliefs that together
cultivate and nurture our future New Mexican educators and determines their effectiveness in educating our students. The
annual EARS report assists New Mexico education institutions in reviewing their practices with regard to the following:
1) Preparing highly effective educators
2) Connecting curriculum and learning experiences to the needs of schools
3) Hiring terminally-degreed faculty who have public school experience
4) Remaining active in service and research in the PreK–20 culture10
9 http://www.ed.gov/teaching/our-future-our-teachers
10 EARS Report 2011.

Appendix A

Glossary and Acronyms
EARS Educator Accountability Reporting System
Field Experience supervised experiences of college/university students with students in PreK–12 schools
Student Teacher a college or university student who teaches school under the supervision of an
experienced teacher as a requirement for a degree in education
Acronym Complete Name Shortened Version of Name
AY Academic Year
CNM Central New Mexico Community College Central NM CC
ENMU Eastern New Mexico University Eastern NM University
NMHU New Mexico Highlands University NM Highlands
NNMC Northern New Mexico College Northern NMC
NMSU New Mexico State University NM State University
NMT New Mexico Institute of Mining and Technology NM Tech
PED New Mexico Public Education Department
PG Post graduate
SJC San Juan College
SFCC Santa Fe Community College Santa Fe CC
UG Undergraduate
UNM University of New Mexico University of NM
UOPX University of Phoenix
USW University of the Southwest
WBU Wayland Baptist University
WNMU Western New Mexico University Western New Mexico

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