INTRODUCTION
The Albuquerque Public School (APS) system is the single largest school district in New Mexico overseen by the elected Albuquerque Public School Board of Education. As the state’s largest district, APS accounts for upwards of 22% of New Mexico’s public-school students. The APS school system has 71,000 students enrolled with 148 schools. There are 27 APS approved and authorized Charter Schools. APS employs about 11,000 full-time employees. Dr. Gabriella Durán Blakey is the Superintendent of Albuquerque Public Schools.
STATE OF APS ADDRESS
On September 1st, APS Superintendent Gabriella Durán Blakey gave her third Albuquerque Public Schools State of the District address. APS Superintendent Gabriella Durán Blakey reported and said this in part:
“[APS is] … strong! Strong is not the same as finished, and we are not finished.”
In 2024, when Durán Blakey was named superintendent of New Mexico’s largest district, APS students in 4th and 8th grades scored below nationwide averages in both reading and math according to national test results.
In the years since, APS has made modest, steady progress in early literacy, graduation rates and chronic absenteeism even though the majority of the district’s students still do not meet reading and math benchmarks. At the end of the 2024-25 school year, 43% of APS students were proficient in reading, 35% in science and 25% in math.
APS Board President Ronalda Tome-Warito has called on the community to help APS meet its future goals. Tome-Warito said this:
“We are protectors of the children, especially in our classrooms. The one thing I would never want a student to recognize is that they’re not getting a good education. I grew up on the reservation, and I knew I wasn’t getting the best education. But I would never want a child to feel that and know that.”
APS Superintendent Gabriella Durán Blakey reported as follows:
READING AND MATH SCORES
Superintendent Gabriella Durán Blakey reported that as of this spring, APS has met three out of the four goals it set for itself to improve in literacy, college readiness and interpersonal skills. The district fell short in math.
According to assessment data from the end of last school year, 34% of first graders and 38.6% of second graders at APS were proficient in reading, the highest scores reported since at least 2021.
In math, only 30% of sixth graders and 25.1% of seventh graders were proficient, figures consistent with or slightly lower than scores from the year prior.
CHRONIC ABSENTEEISM GROWING SMALLER
Superintendent Gabriella Durán Blakey reported a significant chunk of APS students are still not attending classes though the number is growing smaller. According to district data, 29.8% of students were chronically absent last school year, meaning they missed 10% or more of the days in a school year.
This number is down from a high of 43.8% during the 2021-22 school year, though attendance rates have still not returned to pre-pandemic levels.
CAREER AND TECHNICAL EDUCATION
To get more students interested in coming to class, the district is attempting to make class more interesting. APS hopes to expand its “Academies of Albuquerque” program, which is where students pick a career pathway to study, to all 13 of APS high schools. The program is currently in place in nine schools. Durán Blakey said this:
“We want our students to be able to answer a fundamental question: Why am I learning this, and where can this take me?”
Durán Blakey said the APS district will further expand its career and technical education with a new training center set to open in spring 2029, focusing on construction, healthcare, automotive and other high-demand fields, along with a new manufacturing partnership with Central New Mexico Community College and Sandia National Laboratories.
GRADUATION RATES AND COLLEGE READINESS
APS says it is graduating more students and better preparing them for life after high school. The district recorded a graduation rate of 76.8% for the class of 2025, not including its charter schools, up almost one percentage point from the school year prior, but nearly four points below the state rate.
APS graduates are increasingly more equipped for college or a career, district officials say. More than half of the class of 2026 earned college credit, received an industry certification or demonstrated proficiency in a second language, surpassing the district’s goal of 49.6%.
In surveys used to gauge a variety of social and communication skills, students scored themselves on track in perseverance, self-regulation, self-efficacy and social awareness.
Though APS recorded successes, Durán Blakey said the district would not “rest on its laurels” as it moved forward. Durán Blakey said this:
“APS does face challenges, and so does every school district in America Chronic absenteeism, enrollment declines, school safety, financial pressures — we have a lot of work to do, and we are doing that work.”
DECLINING ENROLLMENT AND TEACHER VACANCIES PROBLEMATIC
On October 1, 2026, it was reported that the APS Board of Education voted unanimously to launch a districtwide public engagement process on facility and enrollment planning, initiating conversations on how to address years of sharp enrollment declines. The process could eventually lead to school closures as the APS district continues to face declining enrollment. As yet, no schools have been identified for closure. The initiative comes as New Mexico’s largest school district grapples with significant demographic shifts.
APS has lost more than 22,000 students over the past decade, with enrollment dropping from about 86,500 students in 2015 to roughly 63,700 last year. District officials also project enrollment could decline by another 1,500 students this school year. School leaders say the review is aimed at addressing the long-term impact of shrinking enrollment and how district resources are distributed.
The drop in enrollment is primarily due to declining birth rates in Bernalillo County and families with school-age children moving out of state. Although district projections indicate enrollment will eventually level off, student populations are expected to remain substantially smaller than in past decades. The sharp drop has left many schools underutilized, directly impacting the day-to-day student experience. Nearly one in four APS schools currently serves fewer than 250 students, while about one in six operates at less than half of its intended capacity making it increasingly difficult to offer comprehensive programming and robust campus environments.
Links to quoted and relied upon sources are here:
At the beginning of the school year in August, APS welcomed roughly 60,000 students for the start of a new school year, on which the district will spend a record $2.35 billion. Though APS will not have an official enrollment count until the year is well underway, Durán Blakey said the district is anticipating a drop of about 1,500 students, the same as last year, across its 140 campuses, in line with nationwide trends from declining birth rates. The district had just over 63,700 students enrolled toward the end of last year.
As APS contracts, the district has adjusted its scale by shrinking its workforce. In May, the Board of Education voted for a budget that cut 290 full-time equivalent positions, though district officials said last month all of the displaced employees were given other jobs at APS.
Durán Blakey said APS reported its lowest number of teacher vacancies in more than a decade, which she attributed in part to the district’s teacher training partnerships with CNM and the University of New Mexico. Durán Blakey said this:
“For too long, APS, like other districts across our country, has struggled to fill critical positions. So we decided to grow our own.”
NEW DEVELOPMENTS REPORTED
Despite enrollment declines, superintendent Durán Blakey said the school district has plans to grow and reshape itself. Last fall, the district opened its International High School for immigrant and refugee students on the former campus of Coronado Dual Language Magnet School, expanded Coronado to serve kindergarten through eighth grade, and rebuilt Sandia Base Elementary School on Kirtland Air Force Base.
In August, APS opened its first early childhood center in the former location of Duranes Elementary School, one of the campuses shuttered in 2024 due to low enrollment. APS will make progress on a new school on Albuquerque’s West Side for special education students, approved by voters last November and set to open in 2028. Durán Blakey said this:
“Our responsibility is to make sure that every student, whether they are a child of doctors and engineers, a student who has lived in Albuquerque for generations, or a newcomer to our country, has an opportunity to discover their strengths and build a future.”
Linka to quoted and relied upon news sources are here:
https://www.abqjournal.com/news/superintendent-aps-is-strong-but-has-work-to-do/3113537
REVISITING YAZZIE V. MARTINEZ
On July 20, 2018, Santa Fe District Court Judge Sarah Singleton ruled in the landmark public education case of Yazzie v. State of New Mexico and Governor Suzanna Martinez (Yazzie v. Martinez) that the state of New Mexico has a constitutional obligation to provide every student with an equal opportunity and a sufficient education, especially Native American students, English language learners, students with disabilities and economically disadvantaged students. Native American students, English language learners, students with disabilities and economically disadvantaged students along with African American student make up around 70% of New Mexico’s student population. Judge Singleton ruled that New Mexico is not doing enough to provide a sufficient education to these students and that the state must do more for at risk students.
Subsequent to the court ruling, the court approved formal plans to reform the state’s Public Education System. Over subsequent years the New Mexico Legislature has enacted millions in funding each year to carry out the mandated public education reforms. The main question is why has New Mexico rankings not improved?
APS GOALS ESTABLISHED BY BOARD OF EDUCATION
In 2023, the APS Board of Education has adopted four goals of academic outcomes to be achieved. Those goals reflect what the community expressed through surveys what they expect students to know and be able to do.
The four goals and the Spring 2026 levels of accomplishment have been reported by APS as follows:
Goal I: Reading (Early Literacy):
The percentage of 3rd grade students identified in the Yazzie-Martinez decision plus African American students who demonstrate grade level proficiency or above on the state English Language Arts summative assessment will increase from 27.3% in May 2023 to 37.3% or at least by 10% by May 2028.
- 2026 TARGET: 29.3%
- ACTUAL: 31%
- ASSESSEMENT: ON TRACK
Goal II: Mathematics (MATH PROFICIENCY)
The percentage of 8th grade students identified in the Yazzie-Martinez decision plus African American students who demonstrate grade level proficiency or above on the state mathematics summative assessment will increase at least 10 percentage points by 2028.
- 2026 TARGET: 13.1%
- ACTUAL: 10.8%
- ASSESSMENT: NEEDS IMPROVEMENT
Goal III: Post-Secondary Readiness (College and Career Readiness)
The percentage of high school graduates who earn credit in two or more Advanced Placement, International Baccalaureate or Dual Credit Courses, or earn an Industry Certification or Bilingual Seal, will increase by 2028.
- 2026 TARGET: 41.6%
- ACTUAL: 45.7%
- ASSESSMENT: ON TRACK
Goal IV: Skills, Habits & Mindsets
Increase the percentage of students who demonstrate the skills, habits, and mindsets most aligned to life success: perseverance, self-regulation, self-efficacy, and social awareness.
- PERSERVERANCE: 20226 Target: 53%, Actual: 55%
- SELF-REGULATION: 2026 Target 67%, Actual 69%
- SELF-EFFICACY: 2026 Target 46%, Actual 47%
- SOCIAL AWARNESS: 2026 Target, Actual 63%
- ASSESSMENT: ON TRACK
https://www.aps.edu/about-us/aps-goals
THREE YEAR GOALS MET
On July 15, 2026, it was reported to APS School Board that the Albuquerque Public Schools has met its three-year goals for underserved and economically disadvantaged students in first and second grade reading but fell short in middle school math. APS District officials presented interim academic assessment results to the APS Board of Education showing that students identified under the Yazzie v. Martinez education lawsuit, along with African American students, exceeded literacy benchmarks while falling short of math proficiency goals. However middle school math proficiency goals lag annual targets. In reading, over 29% of first graders scored at or above grade-level proficiency with 33% of second graders reaching proficiency. In math, middle school students had modest improvement, but district officials said not enough to meet annual benchmarks.
PROFFICIENCY SCORES OUTLINED
According to assessment data from the end of the school year presented to the APS School Board, 34% of first graders and 38.6% of second graders were proficient in reading. These are the highest scores reported since at least 2021, even though the statistics mean the majority of students in both grades did not meet the benchmark. At the end of the 2024-25 school year, 28.5% of first graders and 32% of second graders were proficient in reading.
In first grade, Native American students showed some of the biggest gains of any demographic. 27.4% of Native American first graders were proficient in reading, compared with 15.3% at the end of last school year. At the end of the 2021-22 school year, the share of Native American first graders proficient in reading was just 7%.
First graders included as economically disadvantaged students and Black first graders, who are not specifically named in the Yazzie v. Martinez lawsuit, but are included in the group by APS, scored a reading proficiency rate of 29.2%, up from 23.2% the year before.
The scores means the APS school district has met the goal it set for itself three years ago which was to raise first grade reading proficiency among students named in the Yazzie v. Martinez lawsuit as economically disadvantaged students and Black students from 17% in May 2023 to 23% in May 2026.
Second graders reported similarly positive gains. A share of 38.6% of second grade students were proficient in reading, compared with 32% at the end of last school year. The only group across both grades to see a decline was English language learners in the second grade, whose reading proficiency dropped by 0.8% since the end of last school year.
Among the Yazzie v. Martinez students included as economically disadvantaged students and Black second graders, reading proficiency was 32.6%, up from 25.7% the year before, indicating the district has again exceeded its goal which was to raise second grade reading proficiency from 18.3% in May 2023 to 24.3% in May 2026. APS officials have said reading proficiency for third grade students is measured using the state assessment, for which results have not yet come back.
For first and second graders, reading assessments are taken using the artificial intelligence-powered software Amira, of which some teachers and staff have questioned the accuracy. APS staff members have said they have concerns over the program’s inconsistent scoring and inability to decipher the speech of children with impediments or foreign accents.
Among sixth grade students in the targeted groups, 21.2% achieved proficiency on the district’s i-Ready assessment, an increase of 0.8 percentage points from the previous school year. However, that result fell 1.4 percentage points below the district’s interim goal of 22.6%.
Among seventh graders, math proficiency dropped by 0.1% since last school year, for a total proficiency rate of 25.1%. Yazzie v. Martinez economically disadvantaged students and Black students reported a proficiency rate of 17.9%, indicating the district had fallen just short of its goal of 19% proficiency by May 2026. These students were in first and second grade during the COVID pandemic meaning they missed crucial school years early on. APS Superintendent Dr.Durán Blakey said the so-called “COVID slide” of pandemic learning loss impacts student learning forever and she said “It’s never just going to go away.”
Yazzie v. Martinez economically disadvantaged students and Black sixth graders showed marginal gains in math. These students scored 0.8% higher than at the end of last school year, but the progress wasn’t enough for the district to meet its goal of 22.6% proficiency by May 2026.
Before this school year, students used “Istation”, a testing software without Artificial Intelligence (IA). The company was acquired by Amira. In math, students did not show the same progress. Of sixth graders, 30% were proficient in math, the same as last year.
Though results indicate a majority of the tested students at APS are not proficient in reading and math, the scores are still better than the dismal statewide results from fourth and eighth graders, who scored 50th in the country on a national exam.
New Mexico ranked last in a 2024 report from the National Assessment of Educational Progress, which showed only 20% of fourth graders were proficient in reading and 23% were proficient in math. In middle school, scores were worse: 19% of eighth graders showed proficiency in reading and 14% in math.
To improve math achievement, APS plans to implement more intensive classroom interventions during the upcoming school year.
HALF OF ALL APS GRADUATES EARN COLLEGE CREDITS OR GET AN INDUSTRY CERTIFICATION
On August 21, it was reported that more than half of all Albuquerque Public Schools (APS) graduates earn college credits or get an industry certification or a bilingual endorsement on their diploma, indicating the district has met its goal. At the end of the 2025-26 school year, 52.8% of students met this benchmark, surpassing APS’ goal of 49.6%. APS District officials noted a glaring achievement gap for students with disabilities with only 22% took a college-level course or earned a seal or certification. Certifications in food handling and workplace safety were far and away the most popular accreditations earned by APS high schoolers.
Of the 52.8% of APS graduates who took advanced coursework or received a certification or seal, 35% of them passed two or more advanced placement, or AP classes; 0.8% passed two or more international baccalaureate, or IB classes; 9.4% passed two or more dual credit college classes; 11.2% earned a bilingual seal indicating proficiency in a second language; and 11.7% received an industry certification.
While national measures of college readiness do not directly correlate with APS’ data, the College Board indicates that 37% of public high school graduates in the U.S. took at least one AP exam, and 24.8% passed at least one exam. Students who take an AP class do not need to take the culminating exam, and students who take the exam do not need to have taken the course.
At APS, passage rates for AP tests are slightly lower than national data: 57.6% of APS students who took an AP exam in 2025 passed the test, according to district data. Nationally, AP exam passage rates that year ranged from 58.6% to 89.2% depending on subject. New Mexico has the 13th-lowest rate of students who pass an AP test in the country: 15.2% of public high schoolers scored a 3 or higher on an AP exam during high school in 2025.
As part of its strategy for improvement, APS tracks student performance metrics including reading and math performance, high school graduation rates and “college readiness” meaning the number of students who pass two or more college courses in high school or earn a similar exceptional distinction.
The district met or surpassed its goals for elementary school reading but fell short in middle school math.
Disparities remain for many students of color, English language learners and students with disabilities, whose performance is lower than their peers’ almost across the board, in almost all subjects and benchmarks. For college readiness, Black students, Native American students and English language learners all fell short of the 49.6% benchmark by a range of roughly 5 to 10 percentage points.
At the August 19 APS Board Meeting, Associate Superintendent of High Schools Kenny Salazar said that APS had achieved its college readiness targets by using an “intentional focus” on scheduling and credit recovery options for students and through its “Academies of Albuquerque” program, in which students can pick a career pathway to follow during high school. Salazar said APS has been trying to close the gaps. Salazar said this:
“We’re starting to tighten up some of these trainings and these structures to ensure that these students have those opportunities”
In the case of students with disabilities, district officials said they would work with special education teachers to identify more students who might be ready for advanced coursework, and would work to make sure students with disabilities had adequate supports.
At the August 19 APS Board Meeting, Superintendent Gabriella Durán Blakey said this:
“While we should be proud that more students are leaving APS with credentials and experiences that prepare them for what comes next, our work now is to make sure that those opportunities reach all of our students across our district.”
The link to the quoted or relied upon news source is here:
https://www.abqjournal.com/news/more-aps-grads-are-earning-college-credit/3106289
NEW MEXICO’S EDUCATION RANKING IN KIDS COUNT DATA BOOK
On June 12, the New Mexico Voices for Children released the “2025 Kids Count Data Book, State Trends In Child Well Being.” The annual “Kids Count” Data Book is prepared by the Annie E. Casey Foundation. The Casey foundation is a nonprofit based in Maryland focusing on improving the well-being and future of American children and their families. It assesses how New Mexico children are faring in a number of areas including economic well-being, education, health, and family and community. By providing policymakers and advocates with benchmarks of child and young adult well-being, the Foundation seeks to enrich local, state and national discussions concerning ways to enable all kids and youth to succeed.
KIDS COUNT RANKING FOR NEW MEXICO
According to the 2025 annual Annie E. Casey Foundation Kids Count data book, for the fifth consecutive year in a row, New Mexico was ranked 50th as the worst state in the country for child well-being.
The study focuses on four major categories of wellbeing and then makes an overall ranking of each state for child wellbeing. The four major categories and the rankings are:
- Economic well-being: 49th
- Education: 50th
- Health: 46th
- Family and Community: 50th
NEW MEXICO EDUCATION RANKING: 50th
The 4 major indicators relied upon to determine Education rankings are:
- Young children not in school is the percentage of children ages 3 and 4 who were not enrolled in school/
- Fourth graders not proficient in reading is the percentage of fourth grade public school students who did not reach the proficient level in reading as measured by the National Assessment of Educational Progress.
- Eighth graders not proficient in math is the percentage of eighth grade public school students who did not reach the proficient level in math as measured by the National Assessment of Educational Progress.
- High school students not graduating on time is the percentage of an entering freshman class not graduating in four years
NEW MEXICO’S FINANCIAL COMMITMENT TO EDUCATION
During the last 7 years, the New Mexico legislature has been very aggressive when it comes to increased funding to turn things around for New Mexico’s children when it comes to education and their wellbeing. Much of the legislature’s efforts have been a direct result of the 2018 landmark education case of Yazzie-Martinez v. New Mexico Public Education Department where a First Judicial District Court ruled the State of New Mexico violated students’ fundamental rights by failing to provide a sufficient public education mandated by the state constitution.
In fiscal year 2019, public education funding spiked. The biggest accomplishments of the 2019 Legislative session were the dramatic increases in public education funding, creation of the Early Childhood Department (CYFD), the mandates to Children, Youth and Families and Public Education departments, not to mention raises for educators and increasing CYFD social workers by 125 were clearly the biggest accomplishments of the 2019 Legislative session.
2019 EDUCATION BUDGET FUNDING
Funding spiked in 2019 and was up to $306 million, including the following:
- $64 million for Pre-K to better prepare children for elementary school.
- $45 million for family, infant, toddler programs to help families with children with developmental delays.
- $30 million for K-3 Plus to add 25 days to the school year.
New Mexico is 1 of just 4 states with a stand-alone department dedicated to services targeting children through age 5. The initial operating budget for the new department was $419 million for the 2020-2021 fiscal year. The new department is tasked with overseeing the state’s growing investment in prekindergarten, home visiting programs for new parents, childcare and similar services that previously were scattered across several departments. One of the key goals is to better coordinate the state’s network of early childhood services by housing them in one department rather than having them overseen separately by other departments.
2020 AND 2021 FUNDING HIGHLIGHTS
In 2020 the New Mexico Legislature created a $320 million early childhood education trust fund. In 2021, lawmakers and the governor agreed to up the spending on early childhood programs to $500 million.
2022 EDUCATION BUDGET FUNDING
During the 2022 New Mexico Legislative session, a trio of bills were enacted to fund programs to help Native American students succeed in school. The house bills provided more than $70 million to tribal entities to help offer culturally relevant lesson plans and access to virtual and after-school programs for those students.
The first bill appropriated $20 million from the state’s general fund to the Indian Education Act to be used to create culturally relevant learning programs, including Native language programs, for students in the K-12 system.
A second bill appropriated $21.5 million to help tribal education departments develop learning plans and programs for students, extend learning opportunities and support tribal school libraries.
The third bill was aimed at higher education and appropriated $29.6 million to four state colleges and three tribal colleges for 53 initiatives.
In the summer of 2022, the New Mexico Public Education Department (PED) released updates on the progress made in response to the Yazzie-Martinez ruling. The report highlights various initiatives undertaken by the state, including increased funding, expanded access to pre-kindergarten programs, and targeted support for struggling schools.
“According to the report, the state’s spending on public education has received a substantial boost. In fiscal year 2018, New Mexico’s education system was funded at the tune of $2.69 billion; in fiscal year 2024, the education system is being funded at $4.17 billion. That is an increase of $1.3 billion over five years. State funds have been channeled toward reducing class sizes, hiring additional teachers, improving professional development programs, and enhancing resources for English language learners and special education students.”
In November 2022, voters approved tapping the state’s Land Grant Permanent Fund for roughly another $240 million annually for early childhood education and K-12 schools. The additional distribution of funding from the Permanent Land Grant Fund goes into effect on July 1.
2023 EDUCATION BUDGET FUNDING
The enacted 2023-2024 New Mexico State budget contains major expenditures for education and child wellbeing. Those expenditures include:
- $220.1 Million for extended in-classroom learning time by increasing the number of minimum instructional hours per year in public schools.
- $30 Million to provide healthy universal school meals and to eliminate school meal costs for every New Mexico child.
- 9 Million to the Children, Youth and Families Department for 60 new protective services staff, to be supported by additional federal matching funds.
- $277.3 Million for continued investments in affordable, high-quality child care.
- $131 Million to maintain and expand access to high-quality pre-k education.
- $40.4 Million for the continued expansion of early childhood home visiting.
- $111.1 Million to provide a four percent salary increase forall school personnel.
- $157.4 Million for the Opportunity Scholarship program
2023 EDUCATION BUDGET FUNDING
The 2024 enacted New Mexico budget includes the following funding for public education:
- $4.43 billion in recurring funds for public schools. Annual spending on K-12 education increased by 6.1% to $4.43.
- $19.6 million to expand Pre-K
- $50 million to the tribal Educational Trust Fund
- $20 million to pilot and evaluate evidence-based strategies to improve the Children, Youth and Families Department
- $49 million for literacy, career technical education and community school programs
- $14 million in early literacy support
- $55 million for culturally relevant and bilingual materials
- $62.7 million for 2% salary increases, bringing all school personnel up to $15 per hour
- $43 million to expand early childhood care
- $750,000 to support adult literacy programs
- $2 million for attendance programs
2024 EDUCATION BUDGET FUNDING
On February 12, 2024, the 2024-2025 Fiscal Year state budget was passed by the New Mexico Legislature. It contains a 6.5% increase in recurring funds from last year’s 2023-2024 fiscal year. The largest slice of the general fund goes to public schools, which are slated to receive about $4.3 billion for the fiscal year. That includes more than $94 million to give a flat 3% raise to all public-school employees, an amount that was trimmed by a Senate Finance Committee. Before public school employees were looking at a total average of 4% raises. The final version the budget approved by the Senate includes $30 million for summer reading intervention programs, $14 million for early literacy and reading support and $5 million to train secondary educators in the science of reading.
2025 EDUCATION BUDGET FUNDING
During the 2025 legislative session, several bills were approved during the 60-day legislative session that will likely benefit New Mexico’s children and their well being. The legislation includes a $10.8 billion budget bill that directs over $100 million to transitional housing and the state’s Early Childhood Education and Care Department. The legislature also created a new state Medicaid trust fund that could help the state weather federal funding decreases, legislation expanding childcare assistance for prekindergarten children and established an outside oversight office to review complaints involving CYFD
COMMENTARY AND ANALYSIS
Superintendent Gabriella Durán Blakey appears to be doing a respectful job since taking over the APS school system just a little over two years ago in 2024. By all accounts she is getting along just fine with the elected APS school board. Notwithstanding, all the good work and goodwill she has with the board, it has only gone so far considering that New Mexico education is still being ranked 50th in the country with APS receiving a large share of state funding during the last 7 years.
New Mexico ranking 50th in the country in education is always a favorite subject of complaint by those running for office, especially Republicans critical of the Democratic Party control of the legislature, but the political criticism is never accompanied by viable solutions to turn our public education system around.
Throwing money at the problem is not working either. Too often solutions such as school vouchers, mandatory teacher evaluations and breaking up APS are offered as a solutions, especially by Republicans. The blunt reality is given the billions that have been spent over the last seven years to turn things around, the APS and New Mexico’s education system is still under performing despite the financial commitment made by the legislature to get the job done.
Then there is the matter of the APS declining enrollments and teacher vacancies both of which demand immediate attention. It’s becoming painfully obvious that the APS School District is facing the real prospect of reorganization and scaling down operations and perhaps schools closures.
After a full 7 years of the billions spent each year on the state education system, programs and departments created its difficult to accept why New Mexico has not improved in its annual education rankings. If anything, the ratings are getting worse. Public education leaders must take responsibility for what is happening, and yes identify and correct mismanagement, and find far more viable solutions rather than just holding out their hands for more funding.