New Mexico Policies

State Policy Evaluation Framework

We used 11 criteria to assess state policies across three categories:

Data and Accountability

For states to make progress toward addressing chronic absenteeism, all stakeholders must have access to useful, accurate, and timely attendance data. As stewards of state data systems, state education agencies (SEAs) are best positioned to establish common definitions and collect and share this data, which should be publicly available and easily accessible so stakeholders can make targeted, strategic workforce decisions at the school, district, and state level.

Investments in Strategies to Reduce Chronic Absenteeism

To improve chronic absenteeism rates, state leaders must prioritize sustained investments and implement evidence-based strategies that address the root causes especially for students of color, students from low-income backgrounds, and students with disabilities. SEAs, in partnership with districts and communities, are uniquely positioned to allocate resources toward high-impact interventions such as wraparound services, policy agenda, improved transportation, and family engagement. These investments should be driven by data and equity, aligned with state-level goals, and monitored for effectiveness.

Eliminating Harmful Practices and Adopting Evidence-based Policies and Practices

To improve school climate, schools should eliminate discipline practices such as suspensions for disrespect, minor disruptions, dress-code violations, and other non-violent behaviors that harm the relationship between students and school. Success means removing these policies and replacing them with supportive, restorative approaches that keep students connected to leaning and contribute to their social-emotional development.

LEGEND:
  • Most supportive
  • Partially supportive
  • Least supportive

  • Data and Accountability

    • Does the state require taking daily attendance, and does it set a definition of daily attendance?

      The state requires schools to take daily attendance. The state defines a full day of attendance as 5.5 hours; students must attend 2.75 hours or more to be marked present for the day.

    • Does the state disaggregate and cross-tabulate chronic absenteeism and attendance data?

      The state disaggregates data by race/ethnicity, gender, English language learner status, students with disabilities, economically disadvantaged students, foster and homeless youth, grade level (chronic absenteeism rates are often reported separately for elementary, middle, and high school students), and absence type (excused, unexcused, and suspensions). Data cannot be cross-tabulated.

    • Does the state have attendance monitoring systems in place?

      The state’s primary data source is the Student Teacher Accountability Reporting System (STARS). The Be Here NM campaign and the Children’s Cabinet also provide public-facing attendance summaries and visualizations. The RISE NM platform is being expanded to include more detailed and accessible data visualizations.

    • How often does the state collect chronic absenteeism data from school districts?

      The state collects chronic absenteeism data four times a year to allow for quarterly insights into student attendance trends across districts. This frequent data collection enables schools and the New Mexico Public Education Department to identify patterns early, intervene before absences become chronic, and adjust support strategies in real time.

      Best practice.

    • Is chronic absenteeism data publicly available and accessible?

      The state has a report card website that is accessible.

    • Does the state use early warning indicators?

      The state has implemented MTSS, STARS, the Be Here NM campaign, and the Children’s Cabinet. The RISE NM platform is being expanded to include more detailed and accessible data visualizations.

  • Investments in Strategies to Reduce Chronic Absenteeism

    • Has the state invested in strategies to increase engagement and lower rates of chronic absenteeism?

      The state has invested $9.5 million in wraparound services and $36.9 million in community schools.

    • Does the state have a clear policy agenda that prioritizes the reduction of chronic absenteeism?

      The state’s policy agenda for reducing chronic absenteeism includes attendance data and reporting, MTSS, mandatory attendance improvement plans, state oversight through the state report card, and equity-focused interventions.

    • Are the state's investments to reduce chronic absenteeism financially sustainable?

      The state has invested $36.9 million in community schools since 2019; however, they have not determined the sustainability of these investments. New Mexico established a task force in 2019 to establish best funding practices to ensure the sustainability community school investments.

  • Harmful Practices

    • Has the state adopted evidence-based discipline guidance and policies?

      The state has implemented alternative discipline, restorative practices, and mandated data and reporting.

    • Has the state eliminated harmful discipline practices that contribute to chronic absenteeism?

      The state eliminated suspensions for chronically absent students, and outlawed corporal punishment for both early childhood and secondary students.

New Mexico Chronic Absenteeism Numbers

Understanding state policy conditions to address chronic absenteeism is one part of the story. It’s also important to review actual – timely – data on chronic absenteeism to understand attendance patterns, engage in early intervention and prevention, identify trends, allocate resources where they are needed most, and implement targeted interventions in a way that addresses root causes and meets the needs of students and their families. Timely and transparent data can also help advocates understand where to ask educators in their communities to focus efforts.

The data below presents information about chronic absenteeism rates in 2022-23, and projects how those rates would need to change to reduce chronic absenteeism by 50% over five years — overall and for individual student groups, because averages hide important details about how specific groups of students are faring. And since we can’t accept different standards for different groups, the goal displayed is for each student group to achieve the same chronic absenteeism rate as other groups.

Do you want to see the data for another state?