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--- version:introduced version+++ version:(document, no version)@@ -1,348 +1,241 @@-SENATE BILL 29--57th legislature - STATE OF NEW MEXICO - second session, 2026--INTRODUCED BY--William P. Soules and Debra M. Sariñana and Catherine J. Cullen--FOR THE LEGISLATIVE EDUCATION STUDY COMMITTEE--AN ACT--RELATING TO PUBLIC EDUCATION; INCREASING MATHEMATICS-REQUIREMENTS FOR TEACHING LICENSURE OR ENDORSEMENT; PROVIDING-FOR A MATHEMATICS INSTRUCTIONAL LEADERSHIP FRAMEWORK,-PROFESSIONAL LEARNING PLANS, SCREENING ASSESSMENTS, SUPPORT-PLANS, MULTILEVEL SUPPORTS AND OTHER MEANS TO IMPROVE STUDENT-SUCCESS IN MATHEMATICS; PROVIDING POWERS AND DUTIES.--BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF NEW MEXICO:-- SECTION 1. Section 22-10A-6 NMSA 1978 (being Laws 1986,-Chapter 33, Section 8, as amended) is amended to read:-- "22-10A-6. EDUCATIONAL REQUIREMENTS FOR LICENSURE.---- A. The department shall require a person seeking-licensure or reciprocity in elementary, special, early-childhood or secondary education to have completed the-following minimum requirements in the college of arts and-sciences:-- (1) nine semester hours in communication;-- (2) six semester hours in mathematics;-- (3) eight semester hours in laboratory-science;-- (4) nine semester hours in social and-behavioral science; and-- (5) nine semester hours in humanities and fine-arts.-- B. In addition to the requirements specified in-Subsections A and C of this section, the department shall-require that a person seeking standard or alternative-elementary licensure shall have completed six hours of reading-courses and six hours of mathematics methods courses. A person-seeking standard or alternative secondary licensure shall have-completed three hours of reading courses in subject matter-content [The department shall establish requirements that-provide a reasonable period of time to comply with the-provisions of this subsection] and, if seeking a mathematics-endorsement, six hours of mathematics methods courses. The-hours of mathematics methods required by this 2026 act shall-apply to licenses issued on or after July 1, 2027.-- C. Except for licensure by reciprocity, the-department shall require, prior to initial licensure, no less-than sixteen weeks of student teaching, a portion of which-shall occur in the first thirty credit hours taken in the-college of education and shall be under the direct supervision-of a teacher and a portion of which shall occur in the-student's senior year with the student teacher being directly-responsible for the classroom.-- D. Nothing in this section shall preclude the-department from establishing or accepting equivalent-requirements for purposes of reciprocal licensure or minimum-requirements for alternative licensure.-- E. Vocational teacher preparatory programs may be-exempt from Subsections A through C of this section upon a-determination by the department that other licensure-requirements are more appropriate for vocational teacher-preparatory programs.-- F. Before December 31, 2021, the department shall-create a license endorsement in secondary computer science-available to all teachers who hold a valid license and-demonstrate sufficient content knowledge in computer science as-determined by the department. The department shall consult-with computer science education experts with experience in-creating or supporting computer science endorsement pathways-when developing computer science endorsement requirements."-- SECTION 2. Section 22-15E-1 NMSA 1978 (being Laws 2007,-Chapter 44, Section 1 and Laws 2007, Chapter 239, Section 1) is-amended to read:-- "22-15E-1. SHORT TITLE.--[This act] Chapter 22, Article-15E NMSA 1978 may be cited as the "Mathematics and Science-Education Act"."-- SECTION 3. Section 22-15E-2 NMSA 1978 (being Laws 2007,-Chapter 44, Section 2 and Laws 2007, Chapter 239, Section 2) is-amended to read:-- "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; [and]-- 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."-- SECTION 4. Section 22-15E-3 NMSA 1978 (being Laws 2007,-Chapter 44, Section 3 and Laws 2007, Chapter 239, Section 3) is-amended to read:-- "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.-- 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) [develop and evaluate curricula] monitor-the use of instructional materials and evaluate instructional-programs and professional [development] learning programs in-mathematics and science [aligned] to ensure alignment with-state academic content and performance standards; [and]-- (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; and-- (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."-- SECTION 5. A new section of the Mathematics and Science-Education Act is enacted to read:-- "[NEW MATERIAL] 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."-- SECTION 6. A new section of the Mathematics and Science-Education Act is enacted to read:-- "[NEW MATERIAL] 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 within thirty calendar days of-the start of the school year 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 or is at risk of not achieving grade--level proficiency in mathematics as determined by an analysis of-the student's mathematics screening assessment, the public-school shall, within thirty calendar days of the determination,-notify the student's parent of the results of the mathematics-screening assessment 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) goals and a time line for monitoring-student progress; 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."-- SECTION 7. A new section of the Mathematics and Science-Education Act is enacted to read:-- "[NEW MATERIAL] 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."--- 11 -+Fiscal impact reports (FIRs) are prepared by the Legislative Finance Committee (LFC) for standing finance+committees of the Legislature. LFC does not assume responsibility for the accuracy of these reports if they+are used for other purposes.++F I S C A L I M P A C T R E P O R T++BILL NUMBER: Senate Bill 29/aSEC/aHEC+SHORT TITLE: Math Requirements for Teaching License+SPONSOR: Sen. Soules/Reps. Sariñana and Cullen+LAST+UPDATE:++2/11/26+ORIGINAL+DATE:++ 1/22/26++ANALYST: Liu++ESTIMATED ADDITIONAL OPERATING BUDGET IMPACT*+(dollars in thousands)+Agency/Program FY26 FY27 FY28 3 Year+Total Cost+Recurring or+Nonrecurring+Fund+Affected+ Indeterminate+but minimal+$4,826.3 -+$5,504.3+$4,826.3 -+$5,504.3 Recurring General Fund++Parentheses ( ) indicate expenditure decreases.+*Amounts reflect most recent analysis of this legislation.++Relates to House Bills 89, 100, and Senate Bill 37++Sources of Information++LFC Files+Legislative Education Study Committee (LESC) Files++Agency Analysis Received From+Public Education Department+Regional Education Cooperatives+University of New Mexico+New Mexico Institute of Mining and Technology++SUMMARY++Synopsis of HEC Amendment to Senate Bill 29++The House Education Committee (HEC) amendment to Senate Bill 29 (SB29) changes the+written student progress reports from monthly reports to four written progress reports each+school year.++Synopsis of SEC Amendment to Senate Bill 29++The Senate Education Committee (SEC) amendment to Senate Bill 29 delays additional math+method course requirements for teacher licensure until FY29, requires the Public Education+Department ( PED) to adopt math tests that have minimal impact on instructional time with+timely reporting of results, removes a requirement to administer the math screener within the+first 30 days of the school year, limits parental notification and interventions to only students+displaying characteristics of math difficulty on the screener, and requires an assurance that+parents with students identified as having math difficulties will receive monthly written progress+Senate Bill 29/aSEC/aHEC – Page 2++reports.++Synopsis of Senate Bill 29++Senate Bill 29 (SB29) adds new math course requirements for teacher licensure and math+endorsement, expands the Public Education Department’s (PED) monitoring and technical+assistance responsibilities for instructional materials and math plans, requires schools to+administer a math screening test to every student in kindergarten through third grade, requires+schools to notify parents about the results and provide interventions for struggling students, and+adds new reporting to the governor and the Legislative Education Study Committee ( LESC) on+math plans and interventions. This bill is endorsed by LESC.++This bill does not contain an effective date and, as a result, would go into effect 90 days after the+Legislature adjourns, which is May 20, 2026. However, certain provisions, such as the math+screening test and interventions , have a delayed implementation date of the beginning of the+2027-2028 school year.++FISCAL IMPLICATIONS++The bill does not include an appropriation but would create additional operating budget costs in+FY28 with the implementation of new math screening, parental notification, and math+intervention requirements for elementary schools. PED may also incur some additional operating+costs to develop the math instructional leadership framework and provide technical assistance on+math learning and support plans.++According to PED, the cost of a dministering a math screener could be absorbed by the+department’s assessment budget, and many schools already have a means for parental+notification in place. As such, the main implementation costs will be providing evidence -based+math interventions that are targeted, differentiated, and supplemental to core instruction+beginning in FY28. In FY25, PED reported the following math proficiency rates for kindergarten+through third grade:++New Mexico Math Proficiency Rates+Assessment Grade 2024 2025 2025 N Count+iStation K 56% 57% 16,601+iStation 1 63% 63% 16,901+iStation 2 25% 25% 17,559+NM-MSSA 3 24% 25% 20,969+Source: PED++Assuming the student counts and proficiency rates are similar by FY28, schools would need to+provide math interventions for approximately 42.3 thousand students. On average, 46 percent of+students statewide scored at performance level 1 (novice) and 28 percent at performance level 2+(nearing proficiency) in FY25, meaning about 26.3 thousand students would likely need more+intensive interventions than the average.++This fiscal impact assumes most schools will provide high -impact tutoring as the primary+intervention for students with math difficulties. Providing a 4-to-1 student-to-tutor ratio for 90+minutes per week over the course of 14 weeks at a rate of $35 per hour for 42.3 thousand+students would cost about $7.8 million. T his cost is likely understated due to a lower test+Senate Bill 29/aSEC/aHEC – Page 3++participation rate for kindergarten through second grade. Assuming the number of tested students+in these grades matches the third grade count, the costs of providing high-impact tutoring c ould+rise to about $8.9 million.++The SEC amendment limits the requirement for providing math interventions to only students+displaying characteristics of a math difficulty, which the bill defines as a student’s inability to+perform at grade level when learning or applying mathematical concepts as determined by+screening or other assessments. While the term “inability” is not defined, the change implies a+more narrow subgroup of students that must receive interventions. As such, this analysis assumes+the interventions will only apply to the proportion of students scoring at the lowest performance+level (novice) and needing more intensive supports, which brings the cost assumption down to a+range between $4.8 million and $5.5 million.++New Mexico Institute of Mining and Technology (NMT) estimates the three -year cost for+additional faculty compensation and professional development would be $83.8 thousand to+provide the additional math methods courses outlined in this bill. UNM also notes the additional+requirements for math method course hours may result in additional costs to higher education+institutions from redesigning content, hiring faculty, and navigating program approval.+Additionally, increased coursework requirements may extend the time to degree for teacher+candidates and raise the costs of obtaining a degree.++SIGNIFICANT ISSUES++Provisions of this bill are comparable to state practices related to early reading intervention,+including the use of an early screening tool, alignment of instructional materials, alignment of+professional learning, and development of improvement plans. Recent national movements to+incorporate the “science of reading” within public schools have spurred legislative action to+retrain teachers, restrict certain instructional approaches, and align operations to evidence -based+practices. Unlike reading, however, an equivalent “science of math” does not yet exist, as the+body of research and evidence is more limited. Like reading, advocates of math instruction often+debate various aspects, including how much attention should be paid to procedural math+knowledge (e.g. algorithms) and explicit instruction versus student discovery (or inquiry) and+conceptual understandings of math. Still, early screening practices outlined in this bill may lead+to earlier interventions to address low math proficiency. In general, research indicates the use of+data to identify student needs and inform changes to instruction is a best practice.++The University of New Mexico (UNM) cites research from the National Center for Teacher+Quality (NCTQ) and LESC both emphasizing the need to strengthen math content preparation+for elementary educators. Both sources identify insufficient content knowledge, rather than+pedagogy, as the primary barrier to teacher effectiveness in math. UNM notes the 6- credit hour+math methods requirement in the bill exceeds best practices and recommended levels for+pedagogy from NCTQ and LESC reports. NMT notes the 6-credit hour requirement is+recommended for elementary educators but notes PED already requires a minimum of 24 credit+hours in math coursework to obtain a math endorsement and at least 12 credit hours in upper-+division math coursework for secondary teacher licenses.++Additional requirements for teacher preparation may delay licensure or create barriers to entry+for some candidates. Both nationally and in New Mexico, schools continue to report teacher+shortages in math. According to New Mexico State University’s Southwest Outreach Academic+Senate Bill 29/aSEC/aHEC – Page 4++Research Center, statewide teacher vacancy postings reached 604 positions in September 2025, a+decrease from 751 teacher vacancies in September 2024. The subjects with the highest needs+included math (37 vacancies), science (34 vacancies), and English language arts (28 vacancies).++New Mexico uses a computer -adaptive reading assessment and intervention program for grades+K-2 called iS tation and uses performance on the assessment as a component of the statewide+accountability system for elementary schools. The iS tation test calibrates the difficulty level of+questions for each student as they answer to predict their reading ability and measures growth in+ability over time. iS tation has a math test component; however, New Mexico does not use it for+accountability purposes. The state only starts assessing math proficiency on the annual+standardized test (known as MSSA) beginning in third grade. Provisions of this bill may expand+the use of K -2 assessments for math and increase the need for professional learning for early+mathematics.++PERFORMANCE IMPLICATIONS++Provisions of this bill may affect math proficiency rates across the state. For FY25, only 25+percent of students in New Mexico tested proficient on grade -level math, which has remained+consistently at this level for several years. Notably, performance on student math in the last four+years has shown a trend of increasing proficiency between third grade and fifth grade before+plummeting in high school.++ Source: PED, MSAC++ADMINISTRATIVE IMPLICATIONS++Provisions of the bill require PED’s M ath and S cience Bureau to monitor implementation of+instructional materials for alignment with state standards, a role typically relegated to the+Instructional Materials Bureau. PED must also create a math instructional leadership framework+for school administrators that provides standards for math content, core teacher competencies,+Senate Bill 29/aSEC/aHEC – Page 5++instruction, professional learning, coaching and collaboration, and technical assistance by+December 31, 2026. The bill also requires all school districts and charter schools to develop and+implement math professional learning plans aligned to PED’s framework by FY28.++The bill requires all elementary and secondary teachers seeking licensure after July 1, 2027, to+complete six additional hours of math methods coursework. As such, educator preparation+programs may need to add math methods courses to their program for new teacher candidates.+UNM notes curricular changes at the university require approximately 12 months to 18 months+for internal faculty governance approval processes and additional time for state -level review and+approval through the Professional Practices and Standards Council , which may create delays in+meeting the implementation timeline set within the bill.++The bill further requires school districts and charter schools to develop and implement+professional learning plans for elementary and secondary math in cooperation with teachers and+school administrators, with updates every 2 years. Beginning in FY28, schools must begin+assessing students’ math performance using a math screening assessment for all students+between kindergarten and third grade within 30 days of the start of the school year (the SEC+amendment removes this deadline). Schools must analyze test scores and notify parents of the+results if their student is at risk of not achieving grade -level proficiency within 30 days of+determination (the SEC amendment limits this just to students with math difficulties) . The notice+must include information about the student’s areas of need, interventions provided by the school ,+monitoring of the student’s progress, and strategies for parents to use at home.++The bill also requires PED to submit a report to the governor and LESC annually on July 1 that+details the number of students with math difficulties, the types and effectiveness of the+interventions implemented, implementation of the math instructional leadership framework, and+recommendations to improve instruction and student outcomes.++CONFLICT, DUPLICATION, COMPANIONSHIP, RELATIONSHIP++This bill relates to Senate Bill 37, which requires a literacy assessment for students in+kindergarten through third grade along with parental notification and school interventions; House+Bill 89, which establishes requirements for teachers seeking a computer science endorsement ,+and House Bill 100, which appropriations funding for a STEM innovation network.++SL/sgs/dw/sgs/rl/hg/sgs
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