LAS CRUCES - A report released by the New Mexico Public Education Department found that the achievement gap between Hispanic and white students is pronounced in reading and math at all grade levels and has stayed fairly consistent over six years.
The first ever Hispanic Education Status Report, which analyzes data to identify what is working and not working for New Mexico's Hispanic students, was released Friday by New Mexico Secretary of Public Education Susanna M. Murphy.
According to the report, the academic reading proficiency for Hispanic students stood at 47.9 percent, compared to 69.1 percent for white students. In math, proficiency for Hispanic students stood at 36.4, compared to 58.9 for white students. The report considered all grades and school districts in the state.
Students in Las Cruces fell slightly below the state average, with 45.5 percent of Hispanic students reading at academic proficiency, compared to 65.5 percent of white students. In math, 34.5 percent of Hispanic students were proficient, compared to 58.7 percent of white students.
The report is required by the Hispanic Education Act, which seeks to study, develop and implement an educational system that eliminates the achievement gap and increases graduation rates for Hispanic students. The act went into effect on July 1, 2010.
Emma J. Armendáriz, Las Cruces Public School's director for bilingual, multicultural and migrant education, said reasons for the achievement gap cannot be oversimplified, as many factors affect student learning.
Socioeconomic status, parental involvement, the length of enrollment in the public school system and the number of generations the student has lived in the U.S. are a few to consider, she said.
"To simplify it would be unjust to both the communities we're speaking of and of the school system," she sad. "There's no easy way to bring everyone up to par, there are so many factors that affect learning."
Armendáriz said the LCPS study of the achievement gap indicated that for Hispanic students from fairly stable family backgrounds, and who have lived in the U.S. for generations, there isn't much of a gap at all.
"The gap exists between those that have been here a much shorter period of time, whose families struggle with low-earning jobs and the family is preoccupied with seeking out a living for their family. Those children may not get the educational support they need because parents might not have to opportunity to provide it," she said.
Racism also plays a role.
"Historically, Hispanics here in the Southwest have been discriminated against because of their culture and language, and we still see remnants and affects of that, where sometimes children have lost their heritage and language, but have not learned English either," Armendáriz said.
Finances also play role. For example, LCPS implemented an English language program called EDGE two years ago at the high school, but the district couldn't afford to purchase it's prerequisite program INSIDE for middle school students until this year. Both programs focus on reading, writing and language for English language learners.
This year, LCPS implemented a core curriculum reading program in elementary schools called Reading Street/Calle de Lectura. The program has a Spanish language counterpart, "so when you have a Spanish speaker student making the transition into English there is quite a bit of support in terms of strategy," said Elizabeth Marrufo, LCPS director of elementary instruction.
Christine Rogel can be reached at (575) 541-5424.