Martinez/Yazzie Revised Action Plan 11/3/25
Summary
AI-generated summaryThe New Mexico Public Education Department (PED) says the Martinez-Yazzie lawsuit began with allegations that the state was failing to provide a sufficient education to specified student groups. The plan recounts that the 2019 decision affirmed a state responsibility and that a May 2025 court order directed PED to prepare a plan addressing outstanding needs; these are the plan’s account of the litigation, not findings made in this document.
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The 2019 Martinez-Yazzie decision affirmed that the state has a constitutional responsibility to provide every student with an equal opportunity for a sufficient and uniform education and that the state needed to do more to meet that responsibility. Since the initial Martinez-Yazzie decision, the state has made significant efforts to address the Court’s findings. In its May 2025 order, the Court directed the New Mexico Public Education Department (PED) to draft an action plan to address the outstanding needs of students with disabilities, English Learners, Native American students, and economOpen page 7
The plan sets out three years of proposed work, organized around equitable access to instruction, educators, student and family supports, and effective funding and accountability. It assigns actions to state agencies, schools, the Legislature, and other partners, with timelines running through June 2028.
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addresses four critical needs required by the Court: • equitable access to high-quality instruction • equitable access to high-quality educators • equitable access to academic, social, well-being, and behavioral services • effective funding, support, and accountability to drive systemic improvementOpen page 12
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Year 1: Immediate actions through June 30, 2026 Year 2: July 1, 2026 through June 30, 2027 Year 3: July 1, 2027 through June 30, 2028Open page 26
PED describes community meetings, surveys, and public feedback as inputs to the plan. It also sets outcome targets, generally dated December 31, 2028, including targets for literacy interventions, bilingualism, educator training, attendance, and student discipline.
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Unless otherwise noted, each outcome has a target date of December 31, 2028.Open page 72
Key points
For instruction and language access, the plan proposes culturally and linguistically responsive materials and assessments, expanded heritage-language and bilingual programs, and support for students with disabilities. These are planned actions, not claims that the measures have already been carried out.
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PED will provide educators technical assistance and professional development for HQIM implementation of math, language arts, science, and social studies content to ensure students have access to grade-level content that is aligned to state standards, is culturally and linguistically responsive, and is fully accessible to students with disabilities.
Open page 79Page 78 · source excerpt
PED, with support from community partners, will expand the instructional materials resource library to provide comprehensive, standards-aligned resources that support heritage language and bilingual multicultural education programs (BMEPs) statewide.
Open page 78For student well-being and access beyond the school day, proposed steps include free out-of-school-time activities, internet access and devices, and pilots of school behavioral-health programming.
Page 108 · source excerpt
Elementary and middle schools offer additional out-of- school time programming, free to families, based on student and family input.
Open page 108Page 117 · source excerpt
Pilot the BH school programming model in seven districts, including the middle schools that feed to a common high school, to include training of the BH staff.
Open page 117The plan proposes stronger financial and performance oversight, including public-facing tools, reviews of spending, and measures of student outcomes. PED presents these as future actions and goals.
Page 152 · source excerpt
Require school districts and charter schools to apply for federal funds using the unified application, which will align spending across programs to maximize the use of funds by reducing redundant spending
Open page 152Page 146 · source excerpt
Develop an online accountability and transparency tool that cross-references funding, program implementation, and outcomes for students with disabilities, English Learners, Native American students, and
Open page 146
Questions to follow
- How will PED report progress on the plan’s actions and outcome targets to families, students, and communities?
- Which proposed steps will require legislative approval or new funding, and how will the plan change if those are not provided?
- How will PED and its partners use community and tribal feedback during implementation to revise actions?
Generated Oct 21, 2026 · Citations refer to the saved original · Text extracted with OCR.
Original source: New Mexico Public Education Department
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Commentary
AI-generated analysisThe plan’s calendar and named responsible partners may help readers track who is assigned to do what, but the document alone does not establish whether those actions will be completed or what effects they will have.
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Open page 14Some proposals explicitly depend on legislative action or appropriations. That means their delivery could depend on decisions beyond PED; the plan does not establish what those decisions will be.
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Open page 22The plan describes public reporting and monitoring as part of its approach. Those commitments could give communities information with which to follow progress, while the document itself does not show later results.
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Open page 71