Category Archives: Privatization

Abbott announces special session to include many public education items

ThinkstockPhotos-99674144Governor Greg Abbott released his plans for a special session today following a week of growing anticipation. For educators and public education advocates, the fight isn’t over. Beginning July 18, the Texas Legislature will to return to Austin to address a long list of issues identified by Governor Abbott. Only one, continuing the Texas Medical Board, requires “emergency” attention; once that has been addressed, Governor Abbott expects the legislature to immediately address 19 additional items.

Two of those additional items are particularly familiar to public education advocates and educators who just spent the last five months defeating them. By adding them to the special session call today, the governor revived vouchers for special education students and a prohibition on payroll deduction for educators. Both issues were ones addressed and rejected by the legislature during its regular session. ATPE immediately responded to the news with a press release calling payroll deduction a “shameful attack on public school employees.”

The governor also added school finance to the call, but he only called on lawmakers to create a commission to study school finance. He did not call on lawmakers to pass the pieces of legislation debated during the regular session that actually sought to fix the school finance system. For instance, HB 21 by Chairman Dan Huberty (R-Humble) and SB 2051 by Chairman Larry Taylor (R-Friendwood) took separate approaches to fixing the school system, but each addressed current school funding issues and received strong support. The school finance fix was ultimately derailed when Lt. Governor Dan Patrick added a voucher and refused to compromise on any bill to fund schools if a voucher wasn’t included.

Two items that got little attention during the regular session but topped the governor’s list of special session items today were a $1000 pay raise for teachers and flexibility for administrators in hiring, firing, and retaining teachers. The governor gave little detail on how to address either item, but did say that he expects the pay raise to be carried out through existing money and within existing budgets, meaning he doesn’t want the legislature to dedicate any new funding to the effort.

The 19 additional items, as described by Governor Abbott’s office are as follows:

  1. Teacher pay increase of $1,000
  2. Administrative flexibility in teacher hiring and retention practices
  3. School finance reform commission
  4. School choice for special needs students
  5. Property tax reform
  6. Caps on state and local spending
  7. Preventing cities from regulating what property owners do with trees on private land
  8. Preventing local governments from changing rules midway through construction projects
  9. Speeding up local government permitting process
  10. Municipal annexation reform
  11. Texting while driving preemption
  12. Privacy
  13. Prohibition of taxpayer dollars to collect union dues
  14. Prohibition of taxpayer funding for abortion providers
  15. Pro-life insurance reform
  16. Strengthening abortion reporting requirements when health complications arise
  17. Strengthening patient protections relating to do-not-resuscitate orders
  18. Cracking down on mail-in ballot fraud
  19. Extending maternal mortality task force

Dan Patrick’s voucher bill

Near the beginning of session before senators starting filing their bills, the lieutenant governor routinely reserves a block of the first fifteen to twenty bill numbers for high priorities. This year, Lt. Gov. Dan Patrick reserved numbers one through thirty for his preferred bills. While Lt. Gov. Patrick cannot file bills himself, he works with various senators to carry what are unquestionably his priorities and marks them as such with one of his low bill numbers.

Vouchers have always been a top political priority for Lt. Gov. Patrick. This session, Senate Bill 1 (SB 1) is the state budget bill; SB 2 is the lieutenant governor’s tax relief bill; and third on the list, SB 3, is the lieutenant governor’s voucher bill.

SB 3 contains both an education savings account (ESA) and a tax credit scholarship. While each program funnels public tax dollars to private, non-transparent, and largely unaccountable education settings, making both programs clearly voucher programs, the mechanics of how they shift those dollars are separate and distinct. Here’s a more detailed look at each program contained in SB 3:

Dan Patrick’s ESA program:

The ESA program as proposed in SB 3 would apply to any child who either has been in the public school system during the preceding school year or has never been in the public school system but was born after September 1, 2012. It would give those children access to a bank account from which their parent or guardian can at their discretion pay for “educational expenditures” using a debit card. The amount that a child would receive under the program is dependent on two factors, household income and student disability. Here is an approximate breakdown based on a family of five (two parents, three kids):

  • A family with a household income over $105,118 would receive $5,510 for each eligible child.
  • A family with a household income under $105,118 would receive $6,888 for each eligible child.
  • A child who is eligible to participate in an ISD special education program or has a Section 504 designation would receive $8,266 regardless of household income.

The numbers above are based on a percentage of the average state and local public education funding a child receives in Texas, which is approximately $9,184*. That amount does not include federal funding; nor does it include additional weighted funding a student in the free or reduced price lunch program or a student identified as needing special education services may receive. For reference, the median household income in Texas is $55,653.

In every circumstance, a student receives less funding under an ESA program than the child would receive as a student of a public school.

As stated above in the ESA plan, parents may legally spend entitlement dollars on “educational expenditures.” These would include:

  • Tuition and fees at:
    • an accredited private school (ex. – IQA, Winston School);
    • a postsecondary educational institution; or
    • an online educational course or program (ex. – K-12 Inc.);
  • Textbooks or other instructional materials
    (Under an ESA neither the content nor quality of textbooks or instructional materials is publically vetted as they are for public schools. Here are examples of some texts that could be published using tax dollars under an ESA program for use in a non-public school: Sharia Law, Wicca, Young Earth Science.);
  • Curriculum
    (Much like textbooks, neither the quality nor content of curriculum is vetted under an ESA program. Here is an example of a commercially available curriculum program that could be paid for with public money under an ESA, although it would never be found in a public school – ATI (what is ATI);
  • Fees for classes or other educational services provided by a public school, if the classes or services do not qualify the child to be included in the school ’s average daily attendance;
  • Fees for services provided by a private tutor or teaching service (so vague it could cover almost anything);
  • Fees for educational therapies for a child with a disability;
  • Computer hardware and software and other technological devices, not to exceed in any year 10 percent of the total amount paid to the program participant’s account that year (ex. $551 – $826, multiplied by the number of children with a voucher, toward a new flat screen TV);
  • Fees for a nationally norm-referenced achievement test or examination, an assessment instrument adopted by the agency under Section 39.023, an advanced placement test or similar examination, or any examination related to college or university admission; and
  • Fees for the management of the participant’s account charged by a financial institution.

Swiping Credit CardSome parents will, of course, seek to cash in their student’s entitlement or directly spend the taxpayers’ money on unsanctioned purchases, such as rent, food, or even less scrupulous items. The primary means of deterring financial mismanagement on behalf the parent or guardian, assuming they get caught, is criminal prosecution. Having an incarcerated parent is not typically a precursor to improved academic performance.

The competing plan in SB 3 is a Tax Credit Scholarship.

Dan Patrick’s Tax Credit Scholarship program:

This part of SB 3 would allow an insurance company to redirect tax dollars out of state general revenue and into the coffers of a private vendor, which would then use those dollars to selectively grant scholarships for private schools. The bill also creates the bureaucratic framework under which the vendor would be awarded this lucrative administrative contract from the state.

Under SB 3, the Texas Comptroller would select a single 501(c)(3) nonprofit entity (such as a religious organization or private school operator) to serve as the states “Educational Assistance Organization” (EAO). In exchange for a 10% administrative fee retained on all the money it takes in, the EAO first receives dollars from insurance companies and issues those companies a receipt they can give to the comptroller for a dollar-for-dollar deduction on their taxes, up to half of their total tax bill. The EA then disperses those scholarships directly to private schools in accordance with SB 3. So for every $100 million the EAO takes in, it gets to keep $10 million in administrative fees right off the top. Additionally, the EAO can hold onto the money it collects for up to two years meaning that it could also quite easily invest that money (e.g. in a jumbo CD or other investment that carries virtually no risk) and collect yet another $1 -$3 million in profits off the earnings. All in all, this is a pretty good deal for the vendor that lands the contract.

The initial cap on the Tax Credit program in SB 3 is $100 million, but it would rise to approximately $260 million over the first 10 years and more than a billion dollars within 25 years. At that point, the EAO vendor would be able to draw approximately $130 million off the program annually.

Under the tax credit scholarship plan, the EAO vendor can make two different types of payments:

  • a scholarship payment of either 75 percent of average ADA ($6,888 for 2015-16) or 50 percent of average ADA ($4,592 for 2015-16); or
  • an educational expense assistance (EEA) payment of $500 (this amount increases by 5% each year).

An eligible student may be awarded both a scholarship payment and an educational assistance payment. In order to be eligible a student must meet the following eligibility requirements:

Income: The family’s income cannot exceed double the free or reduced lunch guidelines, which is $105,118 for our family of five.

The student must also:

  • be in foster care;
  • be in institutional care; or
  • have a parent on active duty in the military

Additionally, the student must:

  • have attended public school the preceding year;
  • have never attended public school, but be starting school in Texas for the first time (this could be a kindergarten student, first grader, or out of state/country student); or
  • be the sibling of an eligible student. (This would make students who had been attending a private school but who have a sibling who is eligible under the former bullets also eligible.)

Using 2015-16 numbers, a private school could be awarded a scholarship of $4,592 plus $500 in EEA money for a student from a family of five with an income between $78,839 and $105,118. A private school could be awarded a scholarship of $6,888 plus $500 in EEA money for a student from a family of five earning less than $78,839. Again for reference, the median household income in Texas is $55,653. A public school could be awarded $500 in EEA money for a student from a family earning less than $105,118. However there is no requirement, or even encouragement, in SB 3 to award any money to public school students.

Unlike SB 3’s ESA plan, these tax credit scholarships, don’t go to parents, but rather they go directly from the private EAO to the private school(s). This vendor preference and enhanced level of control have made this the voucher of choice for the Catholic Dioceses of Texas and its network of private religious schools, as well as for the Private School Association of Texas.

What if the Legislature were to pass both provisions of this bill?

NO VOUCHERS

If both of Gov. Patrick’s vouchers were to come to fruition under the current language of SB 3, many students would be eligible to double dip from both programs.

In any scenario, these vouchers are a reckless choice for the 85th legislature to pursue.

* There are many ways to calculate average state and local funding which result in variations in the total.

ESAs: A bad deal for students in need

NO VOUCHERSEarlier this month, I participated in a debate on the political TV show Capital Tonight about school vouchers. Hosted by Karina Kling and featuring opposing guest Randan Steinhauser, who heads the pro-voucher group Texans for Education Opportunity, the show focused specifically on the topic of education savings accounts (ESAs). During the show I touched on the problem ESAs pose to students with special education needs. Unfortunately there is no way to fully respond to such a complex issue in a 30-second response, so let’s take a closer look here on our blog.

How exactly do ESAs work?

An education savings account is literally a bank account set up for an individual student into which the state puts money for a parent to purchase private education services. The amount of money that goes into the account is a percentage of the state’s average per-pupil expenditure based on state and local funds. The base number does not account for federal dollars or charitable dollars. Additionally, the base number does not account for student weights, meaning it does not reflect what the student accepting the voucher would have actually been entitled to under the public school formulas. While there is no bill language yet filed, the numbers that have been most talked about by proponents of the voucher suggest that a Texas ESA would entitle a student who is neither a special education student nor on free or reduced lunch 70% of the statewide average per student expenditure. A student who is on free or reduced lunch but not receiving special education services would receive 90% of the statewide average per student expenditure, while students identified as needing special education services would receive 100% of the statewide average per student expenditure under ideas being floated.

On the surface, it sounds like special education students come out pretty well under this scenario,. But the truth is that students in every category of students would get far less funding than they would if they attended a public school.

At only 70 percent, it’s easy to see that the student who isn’t entitled to either a free or reduced lunch or special education services is getting a significant reduction in what they would receive under the public school formulas (an amount that is already in the bottom 10% of per pupil expenditures nationwide). However, students who are entitled to the free or reduced lunch program or special education services would also be getting significantly less under this proposal, perhaps even to a greater degree than their peers entitled to 70% – here’s how. The combined effect of student weights, federal funding, charitable funding, and federal special education law creates a scenario where students on free and reduced lunch and students identified as needing special education services draw down far more individual funding through the public system than the statewide average per pupil expenditure that would be used to calculate an ESA.

For students receiving a free or reduced lunch, in addition to only receiving 90% of what is an already underfunded average, they would also lose the benefit of the compensatory education weight. Additionally and perhaps more importantly, they likewise lose the effect of federal Title I funding. Federal funding, which is not included in calculating the statewide average per pupil expenditure, makes up about 10% of the total education funding in Texas, which may not sound like much on a per pupil basis. However, federal dollars are not distributed evenly to all students; rather, they are highly concentrated on children of poverty. Additional, there are federal provisions that preclude the state from using federal dollars to supplant state dollars.

The result is that schools serving kids on the free and reduced lunch program, children of poverty, are getting significant federal dollars in addition to state and local dollars to spend educating those children. We have made these expenditure choices as a society because research very clearly shows that these kids need additional programs, which cost additional dollars, in order to successfully receive a quality education. ESAs, and vouchers in general, do not account for this funding, and children on an ESA voucher would simply lose this funding.

The loss for children receiving special education services is potentially even more dramatic. Kids who have been identified as needing special education services can have some of the highest student weights – as much as 500 percent of what the average student in a Texas school district receives. But it is the effect of federal law with regard to special education students and the loss of those rights under an ESA voucher program that is potentially the most troubling issue. Both the courts and federal statute require public schools to provide students identified as needing special education services a free and appropriate public education. Essentially what that mandate boils down to is a requirement that districts spend whatever is necessary to provide the services these children need to be able to learn. This spending requirement is really separate from the amount of funding districts receive for these students. In fact, most districts currently spend substantially more on special education services than the amount of money they receive from the state funding formulas to provide those services, despite the current special education weights. All of that is to say that special education students frequently have far more than 100% of the statewide average per pupil funding through the public school system under current law, which is clearly more than they would receive under an ESA voucher.

A bad choice can be worse than no choice.

The ESA voucher proponent I was debating on the show pointed out that an ESA is a school choice option and that parents who don’t believe it’s the better choice for their student don’t have to take it. While that is strictly speaking true, it’s a choice with some harsh consequences that many parents may not fully realize until it’s too late. Two universal features of ESA legislation have been the requirement to waive your rights under the federal Individuals with Disabilities Education Act (IDEA) and your right to attend a public school during the year in which you receive ESA funds. What this means for all voucher recipients is that if they take a voucher and then find that what they can buy with it doesn’t in fact meet their needs they will have to sit out of the public school system for an entire year, potentially a real and permanent setback in a child’s education. This is of particular concern in the context of special education. The ESA program allows parents to purchase piecemeal services, which are often very expensive, much more than the average per pupil expenditure. Unlike the public education system that is required to provide a comprehensive program of general education and special education/therapeutic services for an entire school year regardless of overall individual cost, if a parent spends all their ESA funding on ad hoc therapeutic expenses, they will not receive additional state dollars or logistical/administrative assistance to provide for the academic component of their child’s education or even continued therapeutic services should they run out of funding before the next school year.

There are some genuine areas of needed improvement in the delivery of special education services and identification of students with special needs, but dramatically underfunding these or any, students through an ESA voucher program and encouraging parents to relieve their sometimes justified frustrations by giving up their child’s legal right to a free and appropriate education and simply going it alone is not the answer.

Related: If you live in the Austin viewing area and subscribe to TWC-Spectrum cable, you can watch a rebroadcast of this episode of Capital Tonight on Dec. 19, 2016. Also, check out ATPE Executive Director Gary Godsey’s recent op-ed article about private school vouchers here.

Competing priorites for public education

Lieutenant Governor Dan Patrick held a press conference yesterday to lay out his priorities for the 85th Legislative Session. To no one’s surprise, those priorities were heavily centered on the privatization of public education and the defunding of neighborhood schools through passage of the latest voucher fad. Certainly, there are many priorities the state can and should address to improve the way we meet our constitutional obligation to make available a system of free public schools to the state’s roughly 6 million school-aged children, but vouchers are not one of them.

In addition to costing the state potentially billions of dollars, the consensus of the research finds that voucher programs don’t, in any uniform or significant way, increase educational outcomes for the students who use them. Additionally, despite voucher proponents’ claims to the contrary, the research does not find any competition-driven boost to the public system. The competitive effect that can be observed is a diversion of money from the classroom into marketing budgets.

Instead of continuing to focus on this perennial distraction on behalf of those few but influential interests who stand to gain from the privatization of our public schools, the lieutenant governor and the legislature should work on behalf of all students and parents to address the state’s real educational priories. To highlight a few, they could:

  • address the preparation, retention, and equitable distribution of classroom educators, the single most influential factor on a child’s educational attainment;
  • address the stress-inducing drill-and-kill environment in many of our struggling schools created by the state accountability system, which makes it virtually impossible for these children to learn according to neuroscience;
  • address the state’s continuing struggle to attain universal, full-day, and high-quality prekindergarten; and
  • address our flawed system of school finance; address its inadequate weights for low-socioeconomic groups, English language learners, and special education populations; address the layer upon layer of inefficient and inequitable “hold harmless” provisions.

The lieutenant governor cited 239,517 students attending persistently struggling schools, which he calls “failing,” in his speech yesterday. If the lieutenant governor truly wants to help these students and so many more, setting any one of these as a priority (if not all of them) is the more effective approach. After decades of research, it’s not a matter of not knowing what works and it’s not a matter of blindly throwing money at the deficiencies. We know what works. Other countries have taken the research we have conducted and put it into concrete, policy-driven practice with amazing results. It’s simply a matter of taking what we know works and making it a priority here at home.

House education committee discusses voucher proposals the Senate is expected to push

The House Public Education Committee met for its final meeting before session earlier this week. The interim hearing was focused on its charge to study “school choice,” and marked what is likely to be the last public hearing for two of the committee’s members, Rep. Marsha Farney (R-Georgetown) and Chairman Jimmy Don Aycock (R-Killeen).

The term school choice encompasses a broad spectrum of options, including magnet schools, in-district charter campuses, open enrollment charter schools, other specialized campuses, and open enrollment policies. All of these exist within the public school context. However, in this case, the committee used the hearing to focus on analyzing the effects of the two voucher programs likely to be pursued by Lieutenant Governor Dan Patrick and the upper chamber in the upcoming session.


In related news, Lieutenant Governor Patrick laid out his 85th Legislative Session policy priorities today before business leaders in Dallas. Patrick called “school choice” a top priority, vowing to continue to fight session after session for his “school choice” agenda, an agenda that includes vouchers. Read more about Patrick’s education priorities in tomorrow’s weekly wrap-up.


The committee heard from two panels of invited witnesses. The first panel was made up primarily of proponents of Education Savings Accounts (ESAs) and Tax Credit Scholarships, both forms of vouchers or neo-vouchers. The second invited panel, which represented voucher opponents, was comprised of outgoing SBOE member Thomas Ratliff, the head of Pastors for Texas Children Charlie Johnson, and a lead researcher with the National Education Policy Center, Luis Huerta.

With near unanimity both Republican and Democratic committee members questioned, challenged, and ultimately signaled their rejection of the proposals voucher proponents put forward. The reasons brought forward by concerned committee members varied, but the conclusion was all the same: Texas has plenty to build upon within the public education system and they don’t need nor want a state-created, state-run school voucher program.

In a growing twist these legislators are finding support in their opposition to vouchers from what many would consider an unlikely source. At least half a dozen home-school parents were on hand to voice their opinions during public testimony, and they uniformly stated that they were opposed to a state voucher program, including ESAs. One mother put it best in an exchange between herself and Chairman Aycock when she acknowledged that home-school parents don’t want government dollars, they “just want to be left alone.”

For those interested in viewing the full hearing for more information, archived footage can be found here.

 

Tennessee voucher bill fades while vouchers remain a Texas election issue

We reported during school choice week about a handful of voucher proposals on the move around the country. One of those bills was a Tennessee private school voucher bill that passed out of a House committee in late January and was sitting in the Tennessee House waiting for consideration. At the time, the bill seemed greased to become law, but late last week the bill was taken off the table after proponents realized it didn’t have the votes to pass.

Just before the bill was expected to be debated and passed on the Tennessee House floor, the bill’s author announced that it would be removed from consideration. He later explained that he didn’t have the votes to pass the legislation and didn’t expect there to be enough momentum to bring it back in the future.

The ability of public school supporters to beat the Tennessee voucher bill is a reminder of what is at stake in Texas as we head to the polls for the primary election.  Lt. Gov. Dan Patrick (R) has never hesitated to express his strong support for privatization in Texas and recently reminded a pro-privatization crowd that school choice will be one of his top priorities for the 2017 legislative session. He “vowed to pass a bigger and better tax credit scholarship program — and possibly other school choice legislation — out of the Senate in 2017,” according to a Texas Tribune article posted last month.

The Senate under the control of Lt. Gov. Patrick successfully passed a voucher bill out of their chamber during the 2015 Texas legislative session. That bill ultimately failed to move in the House, but it garnered 18 votes in the Senate (12 senators voted in opposition). You can find out how your senator voted by checking out his profile using our 2016 Races search page.

NO VOUCHERSBefore last session, voters had elected enough anti-voucher legislators to narrowly defeat vouchers in both chambers, but when the makeup of the Senate changed in 2014, vouchers crept closer to passage. That is why it is critical that we continue to vote pro-public education candidates into office. In order to continue to keep vouchers out of Texas, we need to elect members to the legislature who will oppose all forms of privatization. ATPE strongly encourages you to use Teach the Vote to research the candidates in your area and vote for the pro-public education candidate(s) who will help ensure vouchers have no place in Texas.

Vouchers gain attention during School Choice Week and heading into March primaries

School Choice Week is being observed around the country this week and putting private school voucher proposals back in the spotlight.

In Congress

In Washington, D.C., the U.S. House Committee on Education and the Workforce was slated to hold a hearing on school choice on Jan. 26, but the meeting was postponed because of Winter Storm Jonas. Now, the committee’s hearing entitled “Expanding Educational Opportunity Through School Choice” will take place on Feb. 3 in the nation’s capital.

Legislative activity in other states

Meanwhile, “school choice” and privatization bills are on the move right now in several states. A Tennessee House committee voted on Tuesday, Jan. 26, to approve a private school voucher bill and send it to the full Tennessee House for consideration. It’s reported to be the most progress voucher supporters have made in that state in many years. The bill is being called an “Opportunity Scholarship Act” and would provide vouchers to students primarily in inner-city schools that are struggling to meet academic standards. In North Carolina, legislators are weighing a bill to set up a statewide Achievement School District (ASD) for schools in the state that are struggling. The ASD schools would be run by private, for-profit charter operators with a state-appointed superintendent. The ASD concept has already been tried without much success in New Orleans and Tennessee, and we’ve seen similar proposals to create an ASD in Texas during the last two legislative sessions that did not pass. Indiana’s legislature is debating a bill to expand an existing voucher program in that state, while the Commonwealth of Virginia is looking into the possibility of “education savings accounts,” under which parents could access state funds to pay for their children to attend private or home schools. The Virginia bill is similar to one that was filed in Texas last year by Sen. Don Huffines (R-Dallas).

What’s at stake in Texas

The determination of voucher supporters to pursue legislation in other states reminds us of the privatization battles we can expect to face in 2017 when the 85th Texas Legislature meets. Lt. Gov. Dan Patrick (R) told a pro-privatization crowd earlier this month that school choice will be one of his top priorities for the 2017 legislative session. As reported by The Texas Tribune, the lieutenant governor “vowed to pass a bigger and better tax credit scholarship program — and possibly other school choice legislation — out of the Senate in 2017.”

During the last Texas legislative session, the Senate passed a voucher bill that died in the House. Senate Bill (SB) 4 by Sen. Larry Taylor (R) called for giving tax credits to “educational assistance organizations” that would pay “scholarships” for students to attend private schools. (Several other pieces of legislation originated in the Texas Senate in 2015 that called for giving tuition grants and vouchers directly to parents.) The Senate passed SB 4 last year by a vote of 18-12. Fortunately, the bill did not get heard in the House.

Of the 18 state senators who voted for vouchers in 2015, only one (Senate District 27’s Sen. Eddie Lucio) has a primary opponent this year, while two others are giving up their seats creating a pair of high-profile open races:

  • In Senate District 1, four candidates who are all Republicans are vying for the office, meaning that the Republican primary will determine the winner of this crucial contest and there will be no contested race in November. The candidates in the east Texas race are current state representatives Bryan Hughes and David Simpson, joined by “Red” Brown and Mike Lee.
  • Over in Senate District 24, six Republican candidates have filed to run: Brent MayesDawn BuckinghamJon CobbReed WilliamsRyan Downton, and current state representative Susan King. While there is also one Democrat, Jennie Lou Leeder, in the race, Senate District 24 is drawn in a manner that favors a Republican candidate and makes it likely that this spring’s Republican primary will determine the ultimate winner of this race, too.

As you can see, the public education community’s success defeating all varieties of vouchers next session will depend largely on the outcomes of the upcoming elections, and especially the Republican primary election taking place on March 1. ATPE strongly encourages you to use our 2016 Races search page to look up profiles of the legislative candidates in your area, find out where they stand on vouchers and privatization, and vote for pro-public education candidates in March.

The Coalition for Public Schools invites you to community meetings

CPS square logoThe Coalition for Public Schools, of which ATPE is a member, is hosting a series of meetings across the state to discuss the value of public education and how communities can get involved to support public schools. Attendees are encouraged to support their neighborhood public schools both in their community and with local and statewide advocacy. Some meetings are co-hosted by Pastors for Texas Children. Below are meeting dates, locations, and links to register.


  • Cleburne – February 23, 2016

A lunch meeting will be held in Cleburne, Texas to discuss the value of public education in the Cleburne community and surrounding towns.

Noon – 1 p.m. (lunch provided) at First Baptist Church of Cleburne, 414 N. Main St., Cleburne, Texas 76033. Register at https://www.eventbrite.com/e/public-education-meeting-coalition-for-public-schools-tickets-20775083835.

  • Fort Worth – February 16, 2016

This meeting will be sponsored by Pastors for Texas Children along with the Coalition for Public Schools. House Public Education Committee Chairman Rep. Jimmie Don Aycock  will be the guest speaker for this meeting.

Noon – 1 p.m. (lunch provided) at  Amon Carter Center @ Lena Pope Home, 3200 Sanguinet Street, Fort Worth, Texas. Register at https://www.eventbrite.com/e/public-education-meeting-tickets-21034855820.

  • Corsicana – February 22, 2016

These meetings will be sponsored by Pastors for Texas Children along with the Coalition for Public Schools. The meeting will be conducted as an interactive session.

Location:  First United Methodist Church – 320 N. 15th Street – Corsicana, Texas

6:00 – 7:00 pm

Register at: https://www.eventbrite.com/e/public-education-meeting-tickets-21490185724

  • Texarkana – February 24, 2016

This will be a luncheon meeting hosted by the Texarkana Kiwanis Club featuring Pastors for Texas Children and the Coalition for Public Schools. Rev. Charles Johnson will be the featured speaker and Dr. Charles Luke will speak on behalf of the coalition. A follow-up Q&A will be held immediately following the luncheon for interested parties.

Noon – 2 p.m. at Williams Memorial United Methodist Church, 4000 Moores Lane, Texarkana, Texas. Register at https://www.eventbrite.com/e/public-education-meeting-tickets-21032639190.

  • Lubbock – April 27, 2016

This meeting will be sponsored by Lubbock ISD.  The meeting will feature Rep. Jimmie Don Aycock as the keynote speaker, joined by the coalition, Pastors for Texas Children, and Lubbock ISD officials. Location:  TBD  (No registration available at this time).


For more information on any of these events, contact Charles Luke, Ed.D. with the Coalition for Public Schools at (940) 768-8594 or Charlesluke43@gmail.com.

Full agenda today for House Public Education Committee with votes anticipated on bad bills

The House Public Education Committee is meeting now to hear several bills, including Senate Bill (SB) 6 by Sen. Larry Taylor (R) calling for public school campuses to be rated with “A through F” accountability grades. While the bill contains improved language supplied in a Senate floor amendment by Sen. Jose Menendez (D), many educators remain opposed to SB 6 and giving letter grades to campuses. Read more about SB 6 here.

Below are the other bills slated to be heard by the House committee today:

  • HB 233 by Rep. Jessica Farrar (D) relating to school social work services in public schools.
  • HB 1231 by Rep. Allen Fletcher (R) relating to the membership of school district and open-enrollment charter school concussion oversight teams.
  • HB 1783 by Rep. Joe Moody (D) relating to the right of a school employee to report a crime and persons subject to the prohibition on coercing another into suppressing or failing to report information to a law enforcement agency; creating a criminal offense.
  • HB 1935 by Rep. Ken King (R) relating to additional state aid for tax reduction provided to certain school districts.
  • HB 2017 Rep. Rick Miller (R) relating to permissible locations of open-enrollment charter schools created by institutions of higher education.
  • HB 2151 by Rep. Tracy King (D) relating to consideration by the board of trustees of a school district of parental complaints concerning student participation in extracurricular activities.
  • HB 2156 by Rep. Gary VanDeaver (R) relating to requirements for providers of certain technology services in public schools.
  • HB 2218 by Rep. Garnet Coleman (D) relating to instruction regarding mental health, substance abuse, and youth suicide in educator training programs.
  • HB 2593 by Rep. Four Price (R) relating to the method of determining the average daily attendance in certain school districts.
  • HB 2928 by Rep. Ryan Guillen (D) relating to enrollment in public schools by a child without a parent, guardian, or other person with legal control of the child under a court order.
  • HB 3260 by Rep. Abel Herrero (D) relating to a study and report regarding the use of open-source instructional materials at public schools.
  • HB 3281 by Rep. James Frank (R) relating to public school accountability.
  • HB 3282 by Rep. Ron Simmons (R) relating to the establishment by the commissioner of education of an autism program to provide applied behavior analysis services to students with autism spectrum disorder and to the coordination of autism services in this state.
  • HB 3417 by Rep. Diego Bernal (D) relating to providing for endorsements for public high school students enrolled in special education programs.
  • HB 3546 by Rep. Morgan Meyer (R) relating to the provision of credit by examination for public school students.
  • HB 3815 by Rep. Dwayne Bohac (R) relating to instruction in positive character traits in public schools.
  • HB 3896 by Rep. Sylvester Turner (D) relating to access to school textbooks.
  • HB 4047 by Rep. Alma Allen (D) relating to the extension to open-enrollment charter school employees of certain rights granted to school district employees. This bill was filed at the request of ATPE.

Later today, the committee is also slated to vote on a number of pending bills that have already been heard. These include two bills of great concern to the education community. First, House Bill (HB) 1798 by Rep. Joe Deshotel (D) deals with the ability to convert public school districts to home rule charter districts that are exempt from many of the laws applicable to other public school districts. Deshotel’s bill changes the name of the privatization mechanism under existing law to “local control school districts” and does away with the requirement in current law for at least 25 percent voter turnout in an election to convert a school district to a “local control school district.” Also scheduled to be voted out today is HB 1536 by Rep. Harold Dutton (D) calling for creation of a statewide Opportunity School District for certain low-performing schools.

Both of these bills, HB 1536 and HB 1798, would facilitate alternative management of public schools by private entities, and they are being pushed forward by the wealthy lobbying group, Texans for Education Reform (TER). The bills promote ineffective school turnaround strategies and eliminate important quality control measures that exist for most other public schools, such as elementary school class-size limits and requirements to hire certified teachers. The alternative management structure envisioned by both HB 1536 and HB 1798 would remove the governing authority of locally elected school board members, which serves to diminish true local control in the long run. Also, neither bill would provide for increased resources or even encourage a reallocation of resources to ensure that the campuses that are struggling the most will receive the most support, which is essential to any successful turnaround effort. For these reasons, ATPE urges members to ask their state representatives and especially members of the House Public Education committee, to vote against HB 1798 and 1536 today.

Fortunately, another TER-backed bill, HB 2543, is not expected to be voted upon by the House committee today. HB 2543 is Rep. Marsha Farney’s (R) bill to do away with the minimum salary schedule for teachers. We appreciate all the ATPE members who’ve been calling their state representatives to oppose this bill.

ATPE Blog Guest Post: 14 vs 86—Are Texas Public Schools Failing?

By Mary Ann Whiteker

The Senate Education Committee recently invited testimony from former US Senator Phil Gramm in favor of vouchers. Gramm said, “I am worried about an education system that doesn’t work. We know our system of public education is failing.”

Senator Donna Campbell, a member of the Senate Education Committee and a strong supporter of vouchers, has publicly stated, “Today we have a monstrosity, a monopoly. It’s called public schools.”

My good friend Scott Milder, founder & CEO of Friends of Texas Public Schools, recently wrote a letter to the Texas Senate. The following quote from Scott’s letter reflects the mindset of some of our Texas state senators: “It is unfortunate that you (a few Texas senators) feel the need to vilify our Texas public schools because your top campaign contributions come from folks who are determined to see vouchers finally pass. Condemning our public schools and casting harsh accusations of widespread failure is not only disrespectful and counterproductive, it is just flat inaccurate.”

Are Texas public schools failing, or is there more to the story?

Consider this: There are 24 hours in one day, 365 days in one year (8,760 hours per year). Students are required to attend school 180 days each year, seven instructional hours per day (1,260 hours per year). To determine how much time a student spends in school, divide 1,260 by 8,760. You’ll get .143, or 14 percent.

Public schools have control/influence over only 14 percent of a student’s time throughout the year, leaving 86 percent of a student’s year controlled/influenced by factors outside our public schools.

Texas public schools are achieving extraordinary success, contrary to the rhetoric and lack of support from several of our state legislators:

  • In 2013, 88 percent of ninth graders completed high school in four years (another 4.6 percent continued high school).
  • Graduation rates from 2007-2013 reflect increases for the following:
    • African American students rose from 70.7 to 84 percent.
    • White students rose from 88 to 93 percent.
    • Hispanic students rose from 66 to 85 percent.
  • Graduation rates in Texas compared to the nation:
    • Asian students rank first. o Hispanic students rank second.
    • Economically disadvantaged students rank first.
  • Texas students rank eighth in the world in math and 11th in science, surpassing countries such as Finland, England, Germany, and France.
  • The new Texas accountability ratings revealed that 92.59 percent of Texas school districts achieved the rating of “met standard” based on a new assessment system and curriculum standards that are “a mile wide and an inch deep.”
  • US students rank No. 1 internationally in reading.

Although public education falls short of rescuing every child, factors beyond the school, such as lack of community support or communities strained by poverty and social dysfunction, must be recognized and acknowledged as powerful deterrents. It is time for the state to focus efforts and resources on helping students overcome these deterrents in the classroom, rather than creating systems that mislabel students, schools, and communities.

Privatizing education is not the answer!

Mary Ann Whiteker is the superintendent of Hudson ISD. She can be reached at mwhiteker@hudsonisd.org.

This post originally appeared on the ATPE Blog on April 20. Views and opinions expressed in guest posts are those of the guest author and do not necessarily reflect the views and opinions of ATPE.