LESC staff urge statewide working group to shore up bilingual programs as participation falls

Natasha Davalos, a policy analyst for the Legislative Education Study Committee, told the committee the staff study on strengthening bilingual and multicultural education was requested through House Memorial 43 and Senate Memorial 9 and asked LESC to examine models, outcomes and system supports.

The brief lays out five program models used across New Mexico—dual language immersion, enrichment, heritage, maintenance and transitional—and notes a statewide decline in both program availability and student participation, from roughly 45,000 students to about 38,000, across the school years cited in the report. "This reflects a noticeable decrease in both program availability and student participation across the state," Davalos said.

Mary Andrews, principal policy analyst, reviewed funding mechanics and history. She said New Mexico has funded bilingual/multicultural education since 1973 and that bilingual program units are funded through the State Equalization Guarantee (SEG) with the bilingual unit factor at 0.5 since FY1995. Andrews told lawmakers that total SEG funding earmarked for BMEPs has increased to about $52,000,000 annually but that below-the-line appropriations remain inconsistent. She warned stakeholders see a disconnect between funding and program quality and noted some research-based programs operate far longer than the funding units assume.

Panelists underscored gaps in instructional materials and educator preparation. LESC staff reported that PED's Instructional Materials Bureau reviews English and Spanish materials but that reviewed resources do not cover many indigenous languages or American Sign Language and that many bilingual teachers are creating or self-translating curriculum. Davalos said teacher preparation differs from TESOL; bilingual teachers must hold either a bilingual endorsement or a 5-20 Native American language and cultural certificate (the latter issued by tribal nations) to teach academic content in partner languages.

The report flagged workforce challenges: thousands of teachers hold bilingual endorsements but only about 20% teach in bilingual programs, and PED is issuing waivers to fill vacancies. Presenters and witnesses cited invisible additional work for bilingual teachers—translating materials and extra planning time—plus competition from neighboring states for qualified educators.

Practitioner Jose Reyes of Gadsden described his district's experience expanding dual language across K–12, characterizing bilingual instruction as "a value added model" and emphasizing internal, external and community accountability. Reyes said Gadsden now has roughly 3,500 students participating in bilingual programming and that the district recently graduated its first class that began in a dual-language elementary program.

LESC staff recommended establishing a statewide bilingual education working group to create consistent program criteria, identify marginal cost differences across models, develop shared instructional resources and study incentives (stipends, district-level supports) that could encourage endorsed teachers to teach in BMEPs. The brief also recommends closer alignment of data systems: staff noted only two years of consistent STAMP proficiency data and uneven indigenous-language measures, limiting rigorous evaluation of program outcomes.

What comes next: LESC staff said they will pursue the working-group recommendation and study funding and incentive options; several legislators signaled support for additional study of stipends, leadership preparation and a materials repository that respects tribal sovereignty.