CHARTiNG OuR COuRSe

CHARTiNG OuR COuRSeBaseline Data Annual ReportCradle-to-Career Education Partnership for Central New Mexico

DECEMBER 2013

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Letter. . . . . . . . . . . . . . . . . . . . . 3

Mission: Graduate. . . . . . . . . . . 4

Our Community. . . . . . . . . . . . . 9

Our Mission . . . . . . . . . . . . . . 12

Our Urgency . . . . . . . . . . . . . . 14

Our Call To Action. . . . . . . . . . 26

Acknowledgments. . . . . . . . . . 28

Tabl� of Cont�nts

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L�tt�r from th� Co-Cha�rsDear Community Leaders:

On behalf of Mission: Graduate, a cradle-to-career education partnership for Central New Mexico, we are pleased to present this �rst annual report on the state of education in our four-county region. The data in this report provide a baseline that will be used to assess progress toward Mission: Graduate’s goal of 60,000 new graduates with college degrees and credentials by the year 2020.

We thank the University of New Mexico Center for Education Policy Research and the members of the Mission: Graduate Data and Research Council for developing this comprehensive data resource for our community.

This report provides a comprehensive view of the educational landscape from cradle to career in Central New Mexico. As you will see, we have much work to do to improve educational outcomes for our children, youth, and adults, but there are also many bright spots in the data that give us hope for the future.

As you read through the pages that follow, we encourage you to think about the many ways you can contribute to improving student success in your home, school, neighborhood, and workplace. We believe strongly that everyone has a role to play, and we hope you will consider joining us as partners in this community-wide effort to improve educational attainment in Central New Mexico.

Finally, although we have taken great care to ensure the data in this report are accurate, we know – and appreciate – that careful readers may identify errors and omissions that are important to painting the most accurate picture of our Central New Mexico landscape. Please know we welcome the opportunity to hear your feedback and incorporate it into subsequent reports.

Sincerely,

James H. HintonCo-Chair, Mission: GraduatePresident and CEO, Presbyterian Healthcare Services

Kathie Winograd, Ed.D.Co-Chair, Mission: GraduatePresident, Central New Mexico Community College

United Way of Central New Mexico

United Way of Central New Mexico

Mission: Graduate Vision Council Members at-Large

Thank You to Our Sponsors:

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What �s M�ss�on: Grad�at�

W� Ar� A Comm�n�ty of Hop� and Act�on

Central New Mexico faces daunting educational and economic challenges, now and in the future. We know that more of our young men and women need to graduate from high school and from college if they are to have the kinds of careers that will be ful� lling to them, their families, and our community.

The challenges are daunting, but we are a community of hope and action. In January 2013, a group of our community’s top leaders signed the Central New Mexico Education Compact, which articulates the vision, goal, and key objectives for Mission: Graduate. That Compact declares our con� dence that, working together, we can develop thoughtful solutions, both in school and out of school, to improve educational attainment for all residents of Central New Mexico. The Compact also commits us to the bold goal of producing 60,000 new graduates with college degrees and certi� cates in Central New Mexico by 2020.

We are a community of educators, parents, students, employers, civic leaders, and citizens who are dedicated to making a difference. We know there is much good work happening in our community, but there is so much more to do. We believe if we build on the good work that is already taking place, and if we focus on the goal of 60,000 new graduates, we can ensure that more of our young men and women will have the opportunities they deserve. This is our commitment to the next generation and all the generations of New Mexicans who follow.

There are many opportunities to engage with Mission: Graduate, and we hope you will consider joining as a partner in the work. For more information, please visit http://MissionGraduateNM.org.

FeBRuARY 2010United Way of Central New Mexico (UWCNM) releases its strategic plan, which includes recommendations to conduct a needs assessment and to develop stronger collaborations within the community.

AuGuST-SePTeMBeR 2011UWCNM hosts four community Education Forums to discuss the � ndings from the BBER Needs Assessment. The meetings are facilitated by Dr. Kathie Winograd, President of Central New Mexico Community College (CNM).

JuNe 2012The UWCNM Board of Directors authorizes Kathie Winograd and Jim Hinton to pull together a group of leaders to begin developing a vision and goal for an Education Support Initiative. The Board also approves UWCNM’s exploration of joining the Strive Network, a national organization that helps communities unite around cradle-to-career goals and proven strategies.

JuLY 2012UWCNM joins the UNM Center for Education Policy Research (CEPR) and the UNM Network for Educational Renewal in submitting an application to join the Strive Network. The Central New Mexico Education Support Initiative is of� cially accepted into the Strive Network on July 11, 2012.

AuGuST 2012Kathie Winograd and Jim Hinton convene the � rst meeting of the Education Support Initiative Vision Council. Over the course of several months, the members of the Vision Council meet to develop a vision, goal, and objectives for the initiative.

JuLY 2011UWCNM commissions the University of New Mexico (UNM) Bureau of Business and Economic Research (BBER) to conduct a needs assessment, in ful� llment of one of the key recommendations from the 2010 Strategic Plan. In July 2011, BBER releases the “Central New Mexico Education Needs Assessment.” One of the key recommendations of the report is to increase cross-sector partnerships to align services and funding.

T�m�l�n� of O�r H�story

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JANuARY 2013The members of the Vision Council sign the Central New Mexico Education Compact on January 9, 2013, which establishes the goal of the Education Support Initiative: 60,000 new college degrees and credentials by 2020.

APRiL 2013Mission: Graduate conducts a “soft launch” of the initiative to get the word out about the Central New Mexico Education Compact.

JuLY 2013Mission: Graduate receives a $200,000 one-year planning grant from the Daniels Fund.

OCTOBeR 2013Mission: Graduate holds a news event on October 14, 2013 to kick off the mobilization phase of the initiative. The event serves as a call for the community to engage in the work of the partnership.

MARCH 2013The Central New Mexico Education Support Initiative becomes known as Mission: Graduate. In the same month, Mission: Graduate is accepted into the Strive/United Way Worldwide/Target Learning Cohort. Over the next six months, Mission: Graduate receives free technical assistance from the Strive Network and participates in a community of practice with 11 other United Way organizations serving as anchors for their communities’ cradle-to-career education partnerships.

JuNe 2013Mission: Graduate hosts a joint meeting of the Albuquerque Public Schools Board of Education, the Rio Rancho Public Schools Board of Education, the CNM Board of Governors, and the UNM Board of Regents.

SePTeMBeR 2013Mission: Graduate is accepted into the mobilization phase of the Strive/United Way Worldwide/Target Learning Cohort, one of only seven communities (out of the original 12) to receive this honor.

missiongraduatenm.org6

Partn�rsh�p Str�ct�r�Mission: Graduate’s Partnership Structure includes a number of formal opportunities for community members to engage in the work of the initiative. From providing input on priorities to developing collaborative action plans, we welcome participation from a broad cross-section of the community. Learn more at http://missiongraduatenm.org/about/partnership-structure.


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St�d�nt S�cc�ss RoadmapMission: Graduate integrates data and research into all aspects of our work. We believe data are essential for:

• Creatingasenseof urgencyaroundkey indicatorsof student success;• Identifyingrisks, needs, resources, andgapsrelatedtostudent success;• Developingcommonindicatorsandaligningactivitiesaroundthoseindicators;• Settingpriorities;• Facilitatingcontinuousimprovement; and• Measuring impact (at thepopulationandprogramlevels).

In order to measure impact, Mission: Graduate convened a Data and Research Council to develop a Student Success Roadmap, which identi� es four core Results (or conditions of well-being) that we are working toward and nine related Outcome Indicators. The Roadmap is depicted below and is used as a visual cue throughout the data section of this report to help orient the reader.

Additionally, the Data and Research Council has begun to develop a number of “Contributing Indicators,” which are predictive of the nine outcomes identi� ed below. Over the coming year, we will re� ne the list of Contributing Indicators and integrate the data into our collaborative action process. More details can be found at http://MissionGraduateNM.org/data-results.


Outcome�Indicators:�1A.�Kindergarten�readiness�1B.�3rd�grade�literacy�1C.�8th�grade�math�

proficiency�1D.�High�school�gradua�on�

Outcome�Indicators:�2A.�College�enrollment�2B.�College�reten�on�2C.�Cer�ficate�or�degree�

a�ainment�

Outcome�Indicator:�4A.�Opportunity�gap�

Outcome�Indicator:�3A.�Employment�in�a�high+

wage�job�in�Bernalillo,�Sandoval,�Torrance,�or�Valencia�County�

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Th� Opport�n�ty Gap


Throughout this report, you may notice an emphasis on the opportunity gap between racial and ethnic groups. Mission: Graduate is focused on this gap for several reasons. The � rst is that New Mexico is a richly diverse state, with an opportunity to be a national leader in pursuing educational equity. Our diversity creates a moral imperative to improve educational attainment using strategies that don’t leave any racial or ethnic groups behind.

Mission: Graduate’s focus on the opportunity gap is also pragmatic: Boosting all racial and ethnic groups up to the opportunity and achievement levels of white New Mexicans would carry us to our goal of 60,000 new degrees. For all these reasons, closing the opportunity gap is the heart of our effort, and encircles and supports all other aspects of our Student Success Roadmap.

This report also uses the language of opportunity gap, rather than the more common phrase, “achievement gap.” This is a deliberate choice, and does not re� ect a lack of interest in achievement and hard work. It re� ects the reality that children and young adults from different racial and ethnic groups face disparate opportunities. In essence, the term “opportunity gap” re� ects a focus on the processes that lead to disparate outcomes, rather than on the outcomes themselves.


O�r Comm�n�ty

W� Ar� Chall�ng�d b�t Also Hop�f�lNew Mexicans living in Bernalillo, Valencia, Sandoval, and Torrance counties are united in our concerns about the future of our children, our communities and our economy. Three trends are alarmingly evident:

1. A large proportion of New Mexicans living in Central New Mexico are young and low-income.2. Our level of educational attainment keeps us from competing with other communities for jobs.3. High-paying jobs now and in the future depend on a good education.

We have called our effort Mission: Graduate to re�ect our target of 60,000 new degrees and certi�cates by 2020. We have focused on college degrees and certi�cates because many of the complex issues in education, from early childhood to college graduation, can be captured in the gap between educational attainment and job requirements.

We believe increasing the number of certi�cates and degrees in Central New Mexico will bolster economic vitality, which will better position our communities to address the multi-faceted issues of poverty that too many of our families face.

We understand that we must work together to achieve this goal. Mission: Graduate is our mutual commitment to each other and to our future.

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Source: U.S. Census Bureau Decennial Census, 2010. In New Mexico, 25.2% of the population is under 18 years old, and in the United States, 24% of the population is under 18 years old.

Yo�th Pop�lat�on

Pov�rty

Mission: Graduate serves four counties: Bernalillo, Sandoval, Torrance, and Valencia.

The map to the left shows the percentage of each county’s total population under 18 years of age.

These four counties are home to 218,422 children under 18 years of age, or 42% of all children and youth living in New Mexico in 2010.

The region is also home to 887,077 people of all ages, which is about 43% of New Mexico’s total population.

Our community exhibits extremes, with concentrations of very minimal poverty and neighborhoods with very high poverty. In some cases, these extremes are right next to each other.

Understanding the landscape of poverty in Central New Mexico is essential to understanding the challenges faced by families, educators, policymakers and institutions working to improve educational attainment. Decades of research tells us that children from low-income families disproportionately struggle to achieve pro� ciency in school, to graduate from high school, and to be successful in college.

Source: U.S. Census American Community Survey, 2007-2011 Five-Year Estimate.

O�r Comm�n�ty

24% and below (at or below nat'l. avg.)

24.1% - 31.2% (above nat'l avg.)

Less than 5%

5 - 13.8% (Below Nat'l Avg.)

13.8 - 18.4% (Above Nat'l Avg.)

Greater than 18.4% (Above state & nat'l avgs.)

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How Do W� Compar� to Oth�r Comm�n�t��s?

ed�cat�onal Atta�nm�nt

Source: U.S. Census American Community Survey, 2011 Five-Year Estimate.

P�rc�ntag� of th� Pop�lat�on, 25-64 Y�ars of Ag�, W�th an Assoc�at�’s D�gr�� or H�gh�r

O�r Comm�n�ty

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San�Jose1Sunnyvale1Santa�Clara,�CA�Metro�Area�


O�r M�ss�on

M�ss�on: Grad�at� �s comm�tt�d to:

A vision for a world-class, seamless, and coordinated education system that provides equitable opportunities for all individuals to excel and succeed in school, graduate with a college degree or credential, and enter a career of their choosing inCentral NewMexico;

A common purpose to nurture and develop the next generation of skilled workers, engaged citizens, and civic leaders, by setting big goals for educational attainment, developing a common agenda, galvanizing all sectors of the community, and supportingandholdingeachother accountableaswework towardachievement of thegoals; and

A goal to add 60,000 new college degrees and credentials to Central New Mexico by 2020.

To achieve this goal, the Vision Council committed to pursue �ve Objectives:

1. Eliminate the opportunity gaps that perpetuate inequitable educational outcomes throughout the educational continuum, frompreschool throughcollege;

2. Increasehighschool graduationrates;3. Increasecollegeanduniversityenrollment;4. Increasecollegeanduniversitygraduationrates; and5. Align these education objectives with local and regional efforts to recruit and cultivate the growth of new businesses

and entrepreneurs to ensure all graduates have plentiful opportunities for gainful employment.

HOW WiLL We ReACH OuR GOAL?

1

2

Focus on helping adults complete their college education now.

Build a stronger educational pathway for the children who will be the college graduates of the future.

More than 227,000 working-age adults in Central NM have �nished high school but never started or completed college.

Students in grade six and below will graduate from college after 2020. Our work with these age groups is about long-term change. Students in grade seven and above have the potential to contribute to the 2020 goal of 60,000 new degrees and certi�cates.

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O�r M�ss�on

How W�ll W� M�as�r� O�r Progr�ss?Historically, the annual increase in degrees and certi� cates for the colleges and universities in Central New Mexico has been between 3% and 4%. If that baseline continued and we had normal population growth (including people moving in and out of our region), the percentage of adults with associate’s degrees or higher in our community would remain low.

The good news is that the production of degrees and certi� cates increased in 2010, 2011, and 2012. If we can sustain that increase over the next seven years, we will reach our goal of 60,000 new degrees and certi� cates by 2020.

These new degrees and certi� cates will signi� cantly increase the percentage of adults with an associate’s degree or higher and increase Central New Mexico’s economic competitiveness.

CeRTiFiCATe AND DeGRee PRODuCTiON ALBuQueRQue MeTRO ACTuAL THROuGH 2012, TARGeT WiTH 5% iNCReASe PeR YeAR 2013-2020.

Source: IPEDS. Data represent baseline certi� cates, associate’s and bachelor’s degrees.

The number of degrees and certi� cates is likely to grow as our population grows. Unfortunately, that growth will not increase the percentage of our population with the education we need to be competitive.

Here are the targets of newdegrees (in dark green- 43,338)and degreed individuals moving to Albuquerque (Light green- 20,000) we need to hit every year to accomplish our mission of 60,000 new degrees and certi� cates by 2020.

Goal

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O�r urg�ncy

introd�ct�on to th� Bas�l�n� Data

In order to determine whether we are meeting our goals, we need to benchmark our progress across the education continuum, from early education through higher education. The following data represent the primary Outcome Measures we will use to determine whether we are making suf�cient progress toward our goal.

These measures have been chosen for two primary reasons: (1) they have been shown by national research to be predictive of futuresuccessor failure; and(2) theDataandResearchCouncil haveidenti�edthemaskeytounderstandingstudent outcomesinAlbuquerque.

Over time, the Data and Research Council anticipates re�ning both the measures and data collection methods to provide better and increasingly accurate analyses of how our students are faring.


O�r urg�ncy

R�s�lt 1: exc�l and S�cc��d From ear ly Ch�ldhood thro�gh H�gh School

O�tcom� 1A: K�nd�rgart�n R�ad�n�ssAlthough New Mexico lacks a common assessment of kindergarten readiness, the state is making progress toward consensus on what it means to be ready for school. We believe measuring kindergarten readiness is important, because children experience rapid brain development in the �rst three years of life, which sets the stage for all the learning that will follow.

Kindergarten readiness encompasses various facets of a child’s development, such as physical well-being and motor development, social and emotional development, language development, and general knowledge and cognition. The state is expected to pilot a kindergarten readiness assessment in fall of 2014.

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O�r urg�ncyO�tcom� 1B: 3rd Grad� L�t�racy

In 2012, the Annie E. Casey Foundation published a report illustrating the link between third-grade reading pro� ciency and high school graduation. In short, students who were not able to pass the third grade reading test were much less likely to eventually graduate from high school. Ensuring our students are on track early is critical to later success.

The data on the next several pages show that gaps in performance start early and persist through high school. If we are to ensure that all students have equal opportunities for success, we must create rigorous supports for all students to help them remain on track to graduation.

Source: NM PED

3RD GRADe ReADiNG, THe NeW MeXiCO STANDARDS-BASeD ASSeSSMeNT, ALBuQueRQue

3RD GRADe ReADiNG, THe NeW MeXiCO STANDARDS-BASeD ASSeSSMeNT, RiO RANCHO

The NM Standards-based assessment has undergone some signi� cant changes over the last few years in order to maintain rigor and technical quality. More changes will be enacted prior to the state moving to a Common Core assessment in school year 2014-15. These changes are important to keep in mind whenever examining long-term trends.

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O�r urg�ncyO�tcom� 1C: 8th Grad� Math Profi c��ncy

Students who are not pro� cient in eighth-grade mathematics will struggle in high school math courses and beyond. If we are to prepare our students for college and careers, we must ensure that all students have mastered basic math skills.

Source: NM PED

8TH GRADe MATH, THe NeW MeXiCO STANDARDS-BASeD ASSeSSMeNT, ALBuQueRQue

8TH GRADe MATH, THe NeW MeXiCO STANDARDS-BASeD ASSeSSMeNT, RiO RANCHO

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NeWMeXiCOSTANDARDSBASeDASSeSSMeNT, RiO RANCHO84.6%�

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O�r urg�ncy

O�tcom� 1D: H�gh School Grad�at�on

P�rc�ntag� of St�d�nts Grad�at�ng From H�gh School �n 4 YeARS

P�rc�ntag� of St�d�nts Grad�at�ng From H�gh School �n 5 YeARS

Source: NM PED

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High school graduation is a key milestone for students on their journey toward gainful employment. Nationally, adults with a high school diploma earn, on average, $181 more per week than their counterparts without a diploma, according to the Bureau of Labor Statistics. Those with diplomas also had an unemployment rate of 8.3% in 2012, compared with 12.4% for adults without a diploma. A high school diploma, or its equivalent, is also an important prerequisite for students seeking to enroll in postsecondary education.

These data show signi� cant disparities between the graduation rates of different racial and ethnic groups. These disparities have important implications for New Mexico’s future, because groups that graduate at higher rates will be able to provide more stable homes for their children. Left unchecked, this perpetuates a cycle of disparate opportunity.

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O�r urg�ncy

O�tcom� 2A: Coll�g� enrollm�ntThe charts on this page show the percentage of students in Albuquerque and Rio Rancho who enrolled in college within one year of high school graduation. Getting students to college is half the battle. As the next few pages show, we still have much work to do to help our students stay in college and � nish their certi� cate or degree program.

R�s�lt 2: Grad�at� W�th a Posts�condary D�gr�� or Cr�d�nt�al

PeRCeNTAGe OF STuDeNTS eNROLLeD iN COLLeGe AT ANY TiMe DuRiNG THe FiRST YeAR AFTeR HiGH SCHOOL, ALBuQueRQue PuBLiC SCHOOLS

PeRCeNTAGe OF STuDeNTS eNROLLeD iN COLLeGe AT ANY TiMe DuRiNG THe FiRST YeAR AFTeR HiGH SCHOOL, RiO RANCHO PuBLiC SCHOOLS

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Source: National Student Clearinghouse & Albuquerque Public Schools

Source: National Student Clearinghouse & Rio Rancho Public Schools

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O�r urg�ncy

O�tcom� 2B: Coll�g� R�t�nt�on

Source: UNM, Of� ce of Institutional Research, OIR Freshman Cohort Tracking Report, Fall 2011. The retention rate in any given year is the percentage of � rst-time, full-time, degree seeking students enrolled in the fall of the preceding year who were still enrolled after one year. Full-time Freshmen by Ethnicity-thru 2009. All Freshmen by Ethnicity since 2010.

A student’s enrollment in college is only the � rst step toward attaining a degree or credential. A host of personal, � nancial, and academic factors may lead students to abandon their college ambitions after their � rst year or semester. As we see in many indicators, students from different racial and ethnic groups face disparate retention outcomes.

uNM ReTeNTiON RATe, BY RACe AND eTHNiCiTY

CNM FALL ReTeNTiON RATe, BY RACe AND eTHNiCiTY

Source: CNM Of� ce of Institutional Research. Overall student retention rate.

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70%�

80%�

90%�

100%�

Fall�2007�08�Fall�2008�09�Fall�2009�10�Fall�2010�11�Fall�2011�12�

%�

All�Students�

Hispanic�

Black�

Asian�

Na@ve�American�White�

� ��d�� .��21

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O�tcom� 2C: C�rt�fi cat� or D�gr�� Atta�nm�nt

The data on this page show that while we are making progress toward increasing the number of certi� cates and degrees awarded in Central New Mexico, the overall on-time graduation rates remain low. Moreover, the opportunity gap apparent in third grade persists into higher education.

NuMBeR OF CeRTiFiCATeS AND DeGReeS AWARDeD ALL STuDeNTS

C�ntral N�w M�x�co Comm�n�ty Coll�g�

un�v�rs�ty of N�w M�x�co

NuMBeR OF BACHeLOR’S DeGReeS AWARDeD, ALL STuDeNTS SiX-YeAR GRADuATiON RATe, ALL STuDeNTS

Source: UNM 2012-2013 Fact Book

CNM PeRCeNTAGe OF FiRST-TiMe, FuLL-TiMe DeGRee SeeKiNG STuDeNTS WHO COMPLeTe AN ASSOCiATe’S DeGRee OR

CeRTiFiCATe ON TiMe

Source: UNM, Of� ce of Institutional Research, OIR Freshman Cohort Tracking Report, Fall 2011 + 2007 overall graduation rate data. The six-year graduation rate is the percentage of � rst-time, full-time, degree seeking students who enroll at UNM in the given year and graduate with a Bachelor’s degree or PharmD degree, or who are enrolled in the fourth fall of the PharmD Program within six years. Data from the 2007 Cohort is available in aggregate form only.

Source: CNM Of� ce of Institutional Research. Data as of 9.23.2013

3400�

2,800�

2,900�

3,000�

3,100�

3,200�

3,300�

3,400�

3,500�

2007�08� 2008�09� 2009�10� 2010�11� 2011�12�

UNM�Bachelor's�Degrees�

48%�

0%�

10%�

20%�

30%�

40%�

50%�

60%�

1999� 2000� 2001� 2002� 2003� 2004� 2005� 2006� 2007�

544��

3�13�

��

1��

2��

3��

4��

5��

6��

2��7��8� 2��8��9� 2��9�1�� 2�1��11� 2�11�12�

Cer0ficate� Degree�

8%�

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2%�

4%�

6%�

8%�

10%�

12%�

14%�

2004� 2005� 2006� 2007� 2008�

All�Students�

� ��d�� .��22

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uNM BACHeLOR’S DeGReeS AWARDeD, BY RACe AND eTHNiCiTY


CNM NuMBeR OF CeRTiFiCATeS AND DeGReeS AWARDeD, BY eTHNiCiTY

147�247�

551�

3452�

3563�

0�

1000�

2000�

3000�

4000�

5000�

6000�

2007�08� 2008�09� 2009�10� 2010�11� 2011�12�

Asian� Black,�non�Hispanic� Na; ve�American� White,�non�Hispanic� Hispanic�

Source: UNM 2012-2013 Fact Book

1298�

97�

168�

109�

1511�

�100�

100�

300�

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700�

900�

1100�

1300�

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Hispanic� African�American� American�Indian� Asian� White�

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uNM SiX-YeAR GRADuATiON RATe, BY RACe AND eTHNiCiTY


CNM PeRCeNTAGe OF FiRST-TiMe, FuLL-TiMe, DeGRee-SeeKiNG STuDeNTS WHO COMPLeTe AN ASSOCiATe’S DeGRee OR CeRTiFiCATe ON TiMe, BY RACe AND eTHNiCiTY

Source: UNM, Of� ce of Institutional Research, OIR Freshman Cohort Tracking Report, Fall 2011 + 2007 overall graduation rate data. The six-year graduation rate is the percentage of � rst-time, full-time, degree seeking students who enroll at UNM in the given year and graduate with a Bachelor’s degree or PharmD degree, or who are enrolled in the fourth fall of the PharmD Program within six years. Data from the 2007 Cohort is available in aggregate form only.

48��

45��

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46��

36��

49��

0��

10��

20��

30��

40��

50��

60��

1999�2000�2001�2002�2003�2004�2005�2006�2007�

All�Students�

Hispanic�


Asian�

Black�

White�

9%�

4%�

8%�

12%�

8%�

0%�

2%�

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6%�

8%�

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12%�

14%�

2004� 2005� 2006� 2007� 2008�

White,�Non�Hispanic� Black,�Non�Hispanic� Hispanic� Asian� American�Indian/Alaskan�NaDve�

� ��d�� .��24

O�r urg�ncy

R�s�lt 3: ent�r a Car��r of On�’s Choos�ng �n C�ntral N�w M�x�co

O�tcom� 3A: employm�nt �n a H�gh-Wag� Job �n C�ntral N�w M�x�coThese charts show the educational requirements of advertised jobs in Central New Mexico, and median household income by county. The link between these charts is the simple fact that jobs with more rigorous educational requirements tend to pay more. Among jobs posted in 2012 in Bernalillo County, for example, the average salary for a job requiring a bachelor’s degree was $64,742. For jobs that required only a high school diploma, the average salary was $40,686.

eMPLOYMeNT iN BeRNALiLLO, SANDOVAL, TORRANCe AND VALeNCiA COuNTieS: NuMBeRS OF ADVeRTiSeD JOBS & ReQuiReD eDuCATiON LeVeLS

MeDiAN HOuSeHOLD iNCOMe

On average, over 58 % of advertised jobsrequiredpostsecondaryeducation.

Source: New Mexico Workforce Solutions, LASER, Data accessed 5/13.

Source: U.S. Census, American Community Survey, 2009-2011, Five-Year Estimates.

$48,231.00�

$57,651.00�

$32,435.00�

$41,388.00�

�$10,000.00

�$20,000.00

�$30,000.00

�$40,000.00

�$50,000.00

�$60,000.00

�$70,000.00

2009�5yr�avg 2010�5yr�avg 2011�5yr�avg

Bernalillo�County,�New�Mexico

Sandoval�County,�New�Mexico

Torrance�County,�New�Mexico

Valencia�County,�New�Mexico

Source: NewMexicoWorkfo

6494�

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2409�

5385�

943�

191�0�

1000�

2000�

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4000�

5000�

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7000�

2010� 2011� 2012�

High�School�Diploma�or�Equivalent�

Voca�onal�School�Cer�ficate�

Associate's�Degree�

Bachelor's�Degree�

Master's�Degree�

Doctorate�

� ��d�� .��25

O�r urg�ncy

R�s�lt 4: Clos� th� Opport�n�ty Gap

O�tcom� 4A: Opport�n�ty GapThere are numerous ways to measure the opportunity gap. One way is to report disaggregated outcome data for key measures of student success, as we have done in the preceding pages. Our commitment to the community is to continue to report disaggregated student success data, whenever possible, to assess how well all of our students are performing as they move through the educational pipeline.

But we also want to have the ability to assess how well we are doing, as a community, in eliminating gaps in educational attainment among the population as a whole. For that reason, our outcome indicator for Result 4 draws upon educational attainment data from the U.S. Census, which provides estimates of the highest level of education completed among adults over the age of 25. As the chart shows, Asians and White, Non-Hispanics show signi� cantly higher college degree attainment rates than African Americans, American Indians, and Hispanics. When degree attainment rates are comparable across racial and ethnic groups, we will know that we have succeeded in closing the opportunity gap.

Additionally, over the coming years, we will be developing a number of “contributing indicators” that tell the story of opportunity all along the cradle-to-career continuum. In subsequent reports, we hope to have a number of metrics that will help us assess the impact we are making toward eliminating the educational attainment gaps that we see among the population in our community.

Source: U.S. Census, American Community Survey 2010, 2011, 3-Year Estimates. Note: Data for working-age adults, 25-64, were unavailable. As a result, these data probably slightly underestimate educational attainment rates because the rate of higher educational attainment is generally lower for older Americans.

eDuCATiONAL ATTAiNMeNT, ADuLTS 25 AND OVeR, ALBuQueRQue MeTROPOLiTAN AReA

51.�%�51.�%� 49.5%�49.1%�

�6.4%��6.5%�

26.2%�24.6%� 21.9%�21.4%�

19.1%�17.1%�26.0%�26.2%�

��.9%��1.4%�

27.7%�27.�%�

22.9%�2�.0%�

16.1%�15.2%�

20.�%�20.2%�

21.7%�25.7%�

�0.2%��1.2%�

�1.�%��1.1%�

1�.1%�15.9%�

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15.9%�16.5%�24.0%�24.6%�

0%�

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20%�

�0%�

40%�

50%�

60%�

70%�

�0%�

90%�

100%�

2010� 2011� 2010� 2011� 2010� 2011� 2010� 2011� 2010� 2011�

,

Less�Than�12th�Grade,�No�Diploma�

High�School�Diploma,�GED,�or�Alterna3ve�Creden3al�

Some�College,�No�Degree�

Associate�s,�Bachelor�s,�or�Graduate�Degree�

Asian�White,�Not�Hispanic�



Hispanic�


O�r Call to Act�on

We invite all members of the community to join us as partners in the work of Mission: Graduate. There are three ways you can help:

1. Encourage your children, family members, colleagues, and employees to earn a college certi�cate or degree. Support them in their efforts.

2. Volunteer in a school, afterschool, or other student success program.

3. Join the movement by helping us develop collaborative solutions to improve student success.

1. enco�rag� and prov�d� s�pport

Over time, we will develop guidance for all sectors of the community about how they can contribute to the goal of 60,000 graduates with degrees and certi�cates by 2020.

During the �rst year of Mission: Graduate, we are calling on the employers of Central New Mexico to participate in the Employer Commitment Challenge. We challenge all employers to assess the educational attainment levels among their own employees and make a public commitment to help us increase certi�cate and degree attainment in four ways:

1. Helpyour employeesget acerti�cateor degree;2. Providecareer explorationopportunitiesfor students;3. Encourageemployeestovolunteer inaschool or withacollegesuccessprogram; and4. Make it easier for parent employees to support their children in school.

Mission: Graduate will feature local employers on our website that are both contributing to and increasing their commitment to the 60,000-degree/certi�cate goal. We will also provide support to any local business that needs help taking their commitment to the next level. To take the challenge, visit http://MissionGraduateNM.org/get-involved/employer-commitment-challenge.

2. Vol�nt��r

Mission: Graduate is seeking volunteers to support students of all ages, and will develop a comprehensive list of volunteer opportunities during the next few months. If you would like to learn more about how you can volunteer, please visit http://MissionGraduateNM.org/get-involved/volunteer


O�r Call to Act�on

3. Jo�n th� mov�m�nt

Mission: Graduate invites all individuals and organizations to join us as “Impact Partners” by signing the Community Partner Agreement on our website. Becoming an Impact Partner means af�rming your support for the Vision, Goal, and Results of Mission: Graduate, as well as the principles of collaborative action and continuous improvement. To sign on, visit http://MissionGraduateNM.org/get-involved.

Additionally, Mission: Graduate is seeking individuals and organizations that are willing to join us in developing solutions to improve educational outcomes from cradle to career. There are several ways you can participate in the collaborative work of Mission: Graduate:

• Join a Community Support Council• Join a Collaborative Action Network• Become a Convening Partner• Become a Sponsor

To learn more, visit http://MissionGraduateNM.org/get-involved/join-the-movement.


Acknowl�dgm�nts

Sh�rry All�sonPresident, Southwestern Indian Polytechnic Institute

Ad�lmo “D�l”Arch�l�taPresident and CEO,Molzen-Corbin & Associates

R�chard J. B�rryMayor, City of Albuquerque

W�nston Brooks Superintendent, Albuquerque Public Schools

V. S�� Cl�v�land Superintendent, Rio Rancho Public Schools

D�l esparzaPresident, Esparza Advertising

Rob�rt G. FrankPresident, University of New Mexico

Magg�� Hart St�bb�nsChair, Bernalillo County Commission

Jam�s H. H�ntonPresident and CEO, Presbyterian Healthcare Services

K�rby J�ff�rsonVice President, Technology and Manufacturing GroupIntel Corporation

Don Pow�rCEO, Jaynes Corporation

ed R�v�raPresident and CEO, United Way of Central New Mexico

Pat V�nc�nt-CollawnChairman, President, & CEO, PNM Resources

K�nt WalzEditor, Albuquerque Journal

Kath�� W�nogradPresident, Central New Mexico Community College

Pa�l�n� Barn�sNetwork Facilitator, Mission: Graduate

Jos�ph escob�doChief of Staff,Albuquerque Public Schools

V�ola Flor�zInterim Dean, College of Education, University of New Mexico

J�nn�f�r Gom�z-Chav�zDirector, Student Academic Success and Unidos Project, University of New Mexico

Ang�lo Gonzal�sExecutive Director, Mission: Graduate

Marjor� Kr�bsAssociate Professor, Department of Teacher Education, Educational Leadership and Policy, University of New Mexico

J�nn�f�r Mastr�pol�toChief Development Of�cer, United Way of Central New Mexico

J�an�tt� M�ll�rDirector of Communications and Marketing, United Way of Central New Mexico

Jos� M�n�ozExecutive Director, ABC Community School Partnership

ed R�v�raPresident and CEO, United Way of Central New Mexico

B�ata Thorst�ns�n Director of Data and Analysis, UNM Center for Education Policy Research

Lo�s V�rm�lyaDirector, UNM Family Development Program

P�t�r W�nogradDirector, UNM Center for Education Policy Research

Randy WoodcockVice President and Chief Strategic Of�cer, United Way of Central New Mexico

Vis io n Co u n Cil

o per at io n s t ea m


Acknowl�dgm�nts

Mon�ca Arm�ntaExecutive Director of CommunicationsAlbuquerque Public Schools

Jos�ph escob�doChief of StaffAlbuquerque Public Schools

Dayna Gardn�rDirector of Communications, Of�ce of the MayorCity of Albuquerque

Ang�lo Gonzal�sExecutive DirectorMission: Graduate

Al�x�s K�rschn�r TappanDirector of Marketing and Public RelationsCentral New Mexico Community College

Argy Man�at�sDirector, University MarketingUniversity of New Mexico

J�nn�f�r Mastr�pol�toChief Development Of�cerUnited Way of Central New Mexico

J�an�tt� M�ll�rDirector of Communications and MarketingUnited Way of Central New Mexico

Joan R�b�cch�Communications ManagerNew Mexico PBS

Samantha S�ng�lChief Communications & Government Relations Of�cer, Central New Mexico Community College

K�m V�s�lyDirector, Parent, Community, and Staff EngagementRio Rancho Public Schools

ma r k et in g Co u n Cil


Acknowl�dgm�nts

M�ch�ll� BloodworthSenior Evaluation SpecialistAPEX Education

V�ola Flor�zInterim Dean, College of EducationUniversity of New Mexico

Tom G�nn�Director, Research, Deployment, and AccountabilityAlbuquerque Public Schools

Ang�lo Gonzal�sExecutive DirectorMission: Graduate

H�av�n Handl�yResearch Scientist II, Bureau of Business and Economic ResearchUniversity of New Mexico

Chr�st�n� Holl�sNM Kids Count DirectorNM Voices for Children

Marjor� Kr�bsAssociate Professor, Department of Teacher Education, Educational Leadership and PolicyUniversity of New Mexico

Pa�l LockhartDirector, Research, Assessment, Data, & AccountabilityRio Rancho Public Schools

Ros�-Ann McK�rnanExecutive Director, Instructional AccountabilityAlbuquerque Public Schools

Happy M�ll�rExecutive Director, Research, Assessment, Data, & AccountabilityRio Rancho Public Schools

Jos� M�n�ozExecutive Director, ABC Community School Partnership

S�zan R�aganSenior Program Manager, Bureau of Business and Economic Research University of New Mexico

D�� D�� Rom�roAssociate Director of Administration and Finance, Division of Enrollment ManagementUniversity of New Mexico

B�ata Thorst�ns�nCenter for Education Policy ResearchUniversity of New Mexico

Kathy ul�barr�Vice President for Finance and OperationsCentral New Mexico Community College

P�t�r W�nogradDirector, Center for Education Policy ResearchUniversity of New Mexico

Randy WoodcockVice President and Chief Strategic Of�cerUnited Way of Central New Mexico

J�l�an� Z�t�rExecutive Director, Planning and Institutional EffectivenessCentral New Mexico Community College

Dat a a n D r es ea r Ch Co u n Cil


Acknowl�dgm�nts

Alb�q��rq�� P�bl�c Schools• Christine Cervantes, Senior Analyst,

Student Information Systems• Dolores Chavez de Daigle, Manager, State Reporting• Gary Corbaley, Programmer, Student Information Systems• Tom Genne, Director, RDA• Andrew Gutierrez, Manager, Student Information Systems• Lisa Hada, Coordinator, STARS Reporting• Don Jarrett, Programmer, Student Information Systems

C�nt�r for ed�cat�on Pol�cy R�s�arch• Hailey Heinz, Senior Policy Analyst• Alfred McCloud, Graduate Assistant• Christina Reynoso, Graduate Assistant• Jason Timm, Graduate Assistant

C�ntral N�w M�x�co Comm�n�ty Coll�g�• Brittany Esswein, Senior Research Analyst• Dawn Kenney, Director of Institutional Research &

Policy Analysis

• Alexis Kerschner Tappan, Director of Marketing & Public Relations

• Audrey Troche, Graphic Designer, Marketing & Communications Of�ce

R�o Rancho P�bl�c Schools• Barbara Boyer, Administrative Assistant, Student Services• Tonna Burgos, Executive Director, Student Services• Vickie Calzada, Systems Analyst (State Reporting), IT• Lee Carn, Nurse Coordinator, Student Services• Johanna Johanson, Systems Analyst (Student Information

System), IT• Paul Lockhart, Director, RADA• Michelle Mandich, Administrative Assistant, RADA• Victoria Tafoya, Executive Director, Federal, Bilingual, &

Native American Programs

Th� un�v�rs�ty of N�w M�x�co• Vicky Morris-Dueer, Senior Institutional Researcher

a s peCia l t h a n k sThis report could not have been put together without hard work and support from the individuals who worked to assemble the data and who helped with the report design and layout.

For Questions About This Report or Inquiries About Mission: Graduate, go to:

http://fac�book.com/M�ss�onGr ad�at�NM or �nd us on Tw�tt�r @M�ss�onGr ad�at�

B�ata Thorst�ns�nDirector of Data & AnalysisCenter for Education Policy ResearchUniversity of New [email protected]

P�t�r W�nogradDirector, Center for Education Policy ResearchUniversity of New [email protected]

Ang�lo Gonzal�sExecutive DirectorMission: Graduate [email protected]

Pl�as� Contact:

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