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committees of the NM Legislature. The LFC does not assume responsibility for the accuracy of these reports
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F I S C A L I M P A C T R E P O R T
SPONSOR Carraro
ORIGINAL DATE
LAST UPDATED
2/8/2007
HB
SHORT TITLE Middle School Math Intervention Programs
SB 601
ANALYST Aguilar
APPROPRIATION (dollars in thousands)
Appropriation
Recurring
or Non-Rec
Fund
Affected
FY07
FY08
$3,000.0
Recurring
General Fund
(Parenthesis ( ) Indicate Expenditure Decreases)
Duplicates HB 670
Relates to HB 129, SB 140, HB 220, SB 552, SB 32, SB 358, SB 424
SOURCES OF INFORMATION
LFC Files
Responses Received From
Public Education Department (PED)
Department of Finance and Administration (DFA)
SUMMARY
Synopsis of Bill
Senate Bill 601 appropriates $3 million from the general fund to the Public Education
Department for the purpose of providing intensive math intervention programs for low-
performing middle schools.
The bill also provides for teacher training, a web-based component, connections between home
and school and a live web-based math competition.
FISCAL IMPLICATIONS
The appropriation of $3 million contained in this bill is a recurring expense to the general fund.
Any unexpended or unencumbered balance remaining at the end of fiscal year 2008 shall revert
to the general fund.
pg_0002
Senate Bill 601 – Page
2
The LFC remains concerned with funding initiatives outside of the funding formula as it tends to
disequalize school funding and diverts funding away from core educational needs.
Appropriations are contained in the General Appropriations Act that addresses this issue in part
by providing funding for math, science and reading summer institutes and professional
development.
SIGNIFICANT ISSUES
DFA notes that in School Year 2005, 65 percent of 4th graders in New Mexico scored at the
basic level for achievement in mathematics on the National Assessment for Educational Progress
(NAEP). An additional 19 percent scored at the proficient level and 2 percent at the advanced
level of achievement. By 8th grade, these percentages had dropped to 53 percent, 14 percent and
1 percent respectively for basic, proficient and advanced levels of achievement on the math
NAEP. The figures for the 2005 NAEP are given because these are the most current scores
available.
PED indicates that there is no good information on the effectiveness of web-based instruction,
having a home-school connection, or a web-based competition as provided for in SB-601;
however, they also indicate that the proposed arrangement in the bill could provide data to help
assess such an impact.
PA/nt