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LESC middle‑school study urges adding sixth grade to secondary funding factor, more CTE and stronger SEL supports
Summary
Legislative Education Study Committee staff presented findings from a Middle School Study (House Memorial 4): attendance rises and proficiency falls across middle grades, students cite safety and mental‑health concerns, and staff recommended five legislative considerations including adding sixth grade to the SCG secondary factor, expanding CTE funding to middle grades, and defining middle school in statute.
LESC staff presented a multi‑method Middle School Study to the committee that combined task‑force meetings, a student summit and data analyses to assess middle‑school structures across New Mexico and produce legislative and agency recommendations.
Staff identified three dominant models statewide (K–8/pre‑K–8, 6–8 middle school, and 7–8 junior high) and found that reading proficiency generally outpaces math and science. Figure summaries cited in the presentation showed reading proficiency rates varying widely by model (roughly 18–53 percent across configurations), and math proficiency declining across the middle grades. Chronic absence rose from about 34.7% in grade 6 to about 40.7% by grade 8 in FY23, a trend staff connected to falling achievement.
The task force incorporated student voice: eight student panelists prioritized school safety, mental‑health supports, connected adult relationships and more electives and arts as components of a 'dream school.' Staff emphasized that students reported fear of bullying, fights, vaping and an overall desire for closer relationships with teachers.
The study produced a set of legislative and administrative recommendations. For the Legislature, staff suggested five considerations: (1) add sixth grade to the secondary basic program unit factor in the state equalization guarantee (SCG) so sixth graders are funded at a higher factor, (2) expand career and technical education (CTE) funding to middle grades, (3) sustain and target funding for attendance, SEL, math and mental‑health supports, (4) consider a middle‑school specific educator and leadership preparation pathway, and (5) consider defining 'middle school' in statute to create clearer statewide guidance.
For the Public Education Department, staff recommended greater technical assistance for middle‑school educators, targeted allocations within existing appropriations and structures to share promising local practices. For local districts, the report recommended forming learning communities, disaggregating data by grade and student subgroup, engaging students and families in redesign, and leveraging high‑school graduation reform work as a lever for middle‑school redesign.
Committee members praised the task force process and student participation. Several members asked staff to share the intern’s student‑centered report and to examine next‑step planning earlier in a student’s school career. No formal votes were recorded during the field visit; staff will provide additional appendices and the student report to members.
The full LESC brief and appendices contain underlying figures, heat maps and suggested statutory language options for committee consideration.
