NMSA 1978, § 22-15E-1 Short title
22-15E-1. Short title
Chapter 22, Article 15E NMSA 1978 may be cited as the "Mathematics and Science Education Act".
Laws 2007, ch. 44, § 1; 2007, ch. 239, § 1; 2026, ch. 53, § 2.
Mathematics and Science Education
NMSA 1978 ch. 22, art. 15E
in effectNMSA 1978, § 22-15E-2 Definitions
22-15E-2. Definitions
As used in the Mathematics and Science Education Act:
A. "bureau" means the mathematics and science bureau;
B. "chief" means the chief of the bureau;
C. "council" means the mathematics and science advisory council;
D. "mathematics difficulty" means a student's inability to perform at grade level when learning or applying mathematical concepts, as determined by screening or other assessments;
E. "mathematics instructional leadership framework" means a structured, evidence-based model developed by the department to strengthen mathematics teaching and learning;
F. "mathematics professional learning plan" means a plan developed by a school district or charter school on a department-provided template that is aligned with the department's mathematics instructional leadership framework;
G. "mathematics screening assessment" means a department-approved, grade-specific and nondiagnostic assessment administered at the beginning of the school year to assess a student's performance in mathematics; and
H. "mathematics support plan" means a written plan developed for a student on a department-provided template that identifies individualized and differentiated areas of mathematics learning needs and that describes specific intervention strategies that will be provided at school and strategies that can be used by parents to support student learning.
Laws 2007, ch. 44, § 2; 2007, ch. 239, § 2; 2026, ch. 53, § 3.
NMSA 1978, § 22-15E-3 Bureau created; duties
22-15E-3. Bureau created; duties
A. The "mathematics and science bureau" is created in the department. The secretary shall appoint the chief as provided in the Public Education Department Act [Chapter 9, Article 24 NMSA 1978].
B. The bureau shall:
(1) administer the provisions of the Mathematics and Science Education Act;
(2) provide staff support for and coordinate the activities of the council;
(3) work with the council to develop a statewide strategic plan for mathematics and science education in the public schools and coordinate education activities with other state agencies, the federal government, business consortia and public or private organizations or other persons;
(4) ensure that school districts' plans include goals for improving mathematics and science education aligned to the department's strategic plan;
(5) recommend funding mechanisms that support the improvement of mathematics and science education in the state, including web-based mathematics and science curricula, mentoring and web-based homework assistance;
(6) promote partnerships among public schools, higher education institutions, government, business and educational and community organizations to improve the mathematics and science education in the state;
(7) monitor the use of instructional materials and evaluate instructional programs and professional learning programs in mathematics and science to ensure alignment with state academic content and performance standards;
(8) assess the outcomes of efforts to improve mathematics and science education using existing data;
(9) in collaboration with the council, develop guidelines for school districts and charter schools to use when developing mathematics professional learning plans, mathematics screening assessments in kindergarten through third grade, mathematics support plans and mathematics intervention services;
(10) provide training and technical assistance to school districts and charter schools on developing mathematics professional learning plans, implementing mathematics screening assessments, developing mathematics support plans and mathematics interventions, including selecting evidence-based instructional materials, monitoring student progress and involving parents;
(11) adopt grade-specific mathematics assessments that can be administered with minimal impact on instructional time; and
(12) provide for timely reporting of assessment results that can be integrated with instructional support for teachers and students.
Laws 2007, ch. 44, § 3; 2007, ch. 239, § 3; 2026, ch. 53, § 4.
NMSA 1978, § 22-15E-4 Mathematics and science advisory council; created; members; terms; vacancies
22-15E-4. Mathematics and science advisory council; created; members; terms; vacancies
A. The "mathematics and science advisory council" is created, composed of twelve members. Members of the council shall be appointed by the secretary for staggered terms of four years; provided that for the initial appointments, four members shall be appointed for two years, four members shall be appointed for three years and four members shall be appointed for four years. Members shall serve until their successors have been appointed and qualified. A vacancy shall be filled by appointment by the secretary for the unexpired term.
B. Using a statewide application process, the secretary shall appoint members from throughout the state so as to ensure representation of the state's demographics, including geographic distribution, gender and ethnic diversity and as follows:
(1) four members from public schools, including at least two mathematics and science teachers and a school district administrator with experience in mathematics and science curricula;
(2) three members from public post-secondary educational institutions with expertise in mathematics or science education;
(3) four members from the private sector, including the national laboratories, museums and science- and engineering-based businesses; and
(4) one member who represents the New Mexico partnership for mathematics and science education.
C. Members of the council shall elect a chair from among the membership. The council shall meet at the call of the chair not less than quarterly.
D. Members of the council are entitled to receive per diem and mileage pursuant to the provisions of the Per Diem and Mileage Act [10-8-1 to 10-8-8 NMSA 1978] but shall receive no other compensation, perquisite or allowance.
Laws 2007, ch. 44, § 4; 2007, ch. 239, § 4.
NMSA 1978, § 22-15E-5 Council duties
22-15E-5. Council duties
The council shall:
A. advise the bureau on implementation of the bureau's duties pursuant to the Mathematics and Science Education Act;
B. make recommendations to the bureau and the department regarding the statewide strategic plan for improving mathematics and science education and advise on its implementation and incorporation into the department's five-year strategic plan for public elementary and secondary education in the state;
C. advise the bureau, the department and the legislature regarding appropriations for mathematics and science education, administration, resources and services, including programs for public school students and staff;
D. work with the bureau to determine the need for improvement in mathematics and science achievement of public school students and make recommendations to the department on how to meet these needs; and
E. produce an annual report on public elementary and secondary mathematics and science student achievement to be submitted to the department, the governor and the legislature no later than November 30 of each year.
Laws 2007, ch. 44, § 5 and Laws 2007, ch. 239, § 5.
NMSA 1978, § 22-15E-6 Mathematics and science proficiency fund; created; purpose; annual reports
22-15E-6. Mathematics and science proficiency fund; created; purpose; annual reports
A. The "mathematics and science proficiency fund" is created as a nonreverting fund in the state treasury. The fund consists of appropriations, gifts, grants, donations and income from investment of the fund. Disbursements from the fund shall be made by warrant of the secretary of finance and administration pursuant to vouchers signed by the secretary of public education or the secretary's authorized representative.
B. The fund shall be administered by the department, and money in the fund is appropriated to the department to provide awards to public schools, school districts, public post-secondary educational institutions and persons that implement innovative, research-based mathematics and science curricula and professional development programs. The department shall promulgate rules for the application and award of money from the fund, including criteria to evaluate innovative, research-based mathematics and science programs and professional development programs.
C. Each award recipient shall provide an annual report to the bureau that includes a detailed budget report, a description of the services provided and documented evidence of the stated outcomes of the program funded by the mathematics and science proficiency fund and that provides other information requested by the bureau.
Laws 2007, ch. 44, § 6; 2007, ch. 239, § 6.
NMSA 1978, § 22-15E-7 Mathematics instructional leadership framework; mathematics professional learning plans
22-15E-7. Mathematics instructional leadership framework; mathematics professional learning plans
A. By December 31, 2026, the department and bureau, in consultation with the council, shall develop and publish a mathematics instructional leadership framework that includes the following:
(1) defined roles and responsibilities of instructional leaders, including principals, instructional coaches and teacher leaders, in supporting mathematics instruction;
(2) standards for high-quality mathematics instruction and professional learning aligned with state academic content and performance standards and evidence-based research;
(3) core competencies for teachers and instructional leaders in mathematics pedagogy, data use and student engagement;
(4) guidance for implementing mathematics coaching, mentoring and collaborative planning structures to improve classroom practice;
(5) procedures for monitoring, evaluating, supporting and continuously improving mathematics teaching and learning at the public school, school district and state levels; and
(6) a description of technical assistance that may be provided to school districts and charter schools to support mathematics instruction.
B. Beginning in the 2027-2028 school year, each school district and charter school shall develop and implement elementary and secondary mathematics professional learning plans that include:
(1) goals for teacher content knowledge and instructional practices in mathematics;
(2) a description of professional learning activities and instructional supports; and
(3) a plan to monitor and evaluate professional learning in mathematics over time.
C. Mathematics professional learning plans shall be aligned to the department's mathematics instructional leadership framework and shall be developed in cooperation with teachers and public school administrators and shall be updated at least once every two years.
Laws 2026, ch. 53, § 5.
NMSA 1978, § 22-15E-8 Kindergarten through third grade mathematics screening and evaluations; interventions; support
22-15E-8. Kindergarten through third grade mathematics screening and evaluations; interventions; support
A. Beginning in the 2027-2028 school year, each school district and charter school shall administer a mathematics screening assessment to every student in kindergarten through third grade.
B. If a school determines that a student in kindergarten through third grade displays characteristics of a mathematics difficulty as determined by an analysis of the student's mathematics screening assessment, the public school shall, within thirty days of the determination, notify the student's parent of the results and provide a mathematics support plan that includes:
(1) a description of the student's mathematics screening assessment results and specific areas of need;
(2) mathematics interventions that will be provided to the student;
(3) an assurance that the parent will receive written reports on the student's progress at least four times each school year; and
(4) strategies that can be used by parents to support student learning.
C. Mathematics interventions provided to students shall be aligned to the department's mathematics instructional leadership framework and the school's mathematics professional learning plan and shall:
(1) include a multilayered system of support that progresses from less intensive to more intensive based on the student's needs;
(2) be aligned to core instruction;
(3) be targeted, differentiated and supplemental to core instruction; and
(4) be aligned with evidence-based instructional strategies.
D. The department shall provide guidance on the interventions and multilayered system of support that a public school is required to provide pursuant to Subsection C of this section.
Laws 2026, ch. 53, § 6.
NMSA 1978, § 22-15E-9 Administration; reporting
22-15E-9. Administration; reporting
A. By December 31, 2026, the department, in consultation with the council, shall promulgate rules to implement the provisions of the Mathematics and Science Education Act. Rules shall include criteria for approved mathematics screening assessments, standards for the mathematics instructional leadership framework and mathematics professional learning plans and identified mathematics interventions.
B. No later than July 1, 2028 and no later than July 1 of each year thereafter, the department shall prepare and submit to the governor and the legislative education study committee a report that includes the following:
(1) the number of students by grade level identified with mathematics difficulty and served through mathematics support plans;
(2) the types and effectiveness of interventions implemented;
(3) implementation status of the mathematics instructional leadership framework and mathematics professional learning plans across school districts and charter schools; and
(4) recommendations for legislative or budgetary action to improve mathematics instruction and student outcomes.
Laws 2026, ch. 53, § 7.
Source: New Mexico Compilation Commission (nmonesource.com)URL: https://nmonesource.com/nmos/nmsa-unanno/en/item/18522/index.doFetched: 10/20/2026