Monthly Archives: August 2018

Expenditures group considers potential recommendations

The Texas Commission on Public School Finance working group on expenditures met Thursday morning to discuss the group’s recommendations. Group leader state Rep. Dan Huberty (R-Houston), who chairs the House Public Education Committee, indicated no vote would be taken Thursday.

The school finance commission expenditures working group meeting August 9, 2018.

The first potential recommendations related to repeals that could free up “pots of money” to be reallocated. Commission Chair Scott Brister expressed confusion over how specific programs are funded, and suggested eliminating most programmatic funding and directing it toward the basic allotment instead. This included a discussion of repealing the high school allotment, the 1992-93 hold harmless provision, the staff allotment, the gifted and talented allotment, the public education grant (PEG) allotment, the transportation allotment, the local option homestead exemption for certain districts, the recapture discount, and the early agreement credit.

The staff allotment provides $250 for each part-time employee and $500 for each full-time not subject to the minimum salary schedule, which includes counselors and librarians – basically anyone who is not a teacher. State Sen. Royce West (D-Dallas) indicated he would be hesitant to repeal this allotment because he believes it serves its intended purpose. State Board of Education (SBOE) Member Keven Ellis contended that districts would be unlikely to reduce staff if that allotment were to go away.

State Sen. Larry Taylor (R-Galveston), who chairs the Senate Education Committee), proposed repealing the gifted and talented allotment. Sen. Taylor argued that most schools are already receiving five percent of their funding through this allotment, and including it into the basic allotment could allow districts more spending freedom. Sen. West clarified that members are not proposing that this money go away, only that it be delivered through a different mechanism, such as the basic allotment.

The discussion regarding the transportation allotment followed much the same logic. However, Member Ellis noted that rural districts face disproportionate transportation costs due to physical size and population density. Sen. Taylor suggested tying the funding to mileage. Sen. West offered the idea of weighted funding based on mileage. Chair Brister then questioned the value of schools having buses in general, suggesting that some districts would do better to simply encourage parents to carpool.

Rep. Huberty suggested PEG grants should be left alone because they offer a real incentive for districts to accept transfer students. It’s important to note that this is often cited as a key component of the public school choice system.

The group discussed using current year values for Foundation School Program (FSP) calculations, which would affect districts experiencing positive growth and negative growth differently. Rep. Huberty also noted that districts in which a significant portion of the local property wealth is tied to mineral wealth could experience more volatility.

Sen. Taylor suggested that pre-K is one of the areas in which districts could invest general dollars that have been untethered from specific programs, as discussed. The group discussed whether to incentivize half-day or full-day pre-K in order to achieve the goal of getting students reading by the third grade.

The group also discussed changing the equalized wealth level and simplifying the funding tiers, the recapture system in general, and the basic allotment. Brister contended that discussing recapture should be the purview of the working group on revenue, which is led by state Sen. Paul Bettencourt (R-Houston). With regard to the basic allotment, members expressed concern over tying the hands of future legislatures by tying funding to a rising cost such as inflation.

Members discussed the adjusted allotment, and Sen. Taylor proposed additional funding for charters. Sen. West quickly voiced opposition to charter expansion and the group quickly moved onto the next topic.

A larger discussion focused on the cost of education index, which was passed in 1984 and last updated in 1991. Member Ellis discussed moving to a more relevant index that includes teacher salaries. Sen. Taylor suggested districts also experience large variations in the cost of transportation, which could play a part in a CEI replacement. Rep. Huberty pointed out that even if the CEI were updated today, it would be out of date again within a few years.

The group took a look at the district size adjustments for small- and mid-sized districts, and Brister expressed the feeling that many smaller districts should be consolidated. Member Ellis noted that many rural districts have already consolidated services such as transportation and food services. Sen. Taylor suggested looking for ways to encourage districts to consolidate.

Regarding special education, Rep. Huberty indicated he did not feel comfortable tweaking weights and arrangements, and special education funding should be based on need. Huberty confirmed there will be more money pumped into special education, and members should wait and see how that funding affects the system before making modifications. Texas Education Agency (TEA) Chief School Finance Officer Leo Lopez said the increased cost of complying with order to serve all qualifying special education students is projected to be $682 million in fiscal year (FY) 2019, $1 billion in FY 2020, and $1.55 billion in FY 2021. Rep. Huberty also asked to explore fulfilling more private placement services within districts; for example, districts could offer incentives to improve retention of high-performing special education teachers.

On the issue of attendance, Sen. Larry Taylor suggested moving away from attendance-based funding requirements. Again, the argument for doing so was to give districts more flexibility, particularly at the high school level.

Members continued to focus on flexibility with regard to career and technical education (CTE), while expressing support for encouraging CTE and expanding middle school programs from eighth to as early as sixth grade. Regarding compensatory education, members discussed moving the identifying mechanism away from using free and reduced-price lunch. Members also looked at expanding the definitions to serve more low-income students who may not technically qualify under the current system. Regarding weights, the group discussed a hypothetical increase to the compensatory education weight to between .225 and .275.

Moving onto English Language Learners (ELLs), Sen. Taylor suggested the state incentive dual language over bilingual education where possible by offering a separate weight, rather than just increasing the bilingual weight.

On the issue of facilities funding, Rep. Huberty pointed out that legislators already voted to increase the new instructional facilities allotment (NIFA), but the system was stretched so thin that the anticipated benefit was not fully delivered. The next step would be to increase the cap from $25 million to $100 million. Sen. West again voiced concern about the saturation of charter schools.

The group then discussed staffing, beginning with a proposal to allow staff members’ children to take advantage of free pre-K. Rep. Huberty then talked about teacher compensation, including programs intended to incentivize top teachers to work at campuses facing the toughest challenges. Lopez suggested a tiered pay program that rewards high-performing teachers would have a low initial startup cost, but would ramp up over time. Member Ellis emphasized the need for local control in setting salaries and implementing locally-developed programs, such as the Dallas ISD program that is often cited as an example of a working performance pay system. Sen. Taylor suggested providing funding for this on the back end for districts that have already put these programs into practice.

Members were unanimous in its support for mental health and wellness programs, but indicated the subject may be beyond the purview of the commission.

The group noted changes to the Teacher Retirement System (TRS) of Texas ranging from adjusting the anticipated rate of return to rising drug costs and benefit reductions. Chair Huberty also indicated this subject may best be tackled by the relevant legislative committees. Notwithstanding this, the group entertained a discussion of requiring charter schools to pay into TRS at the same rate districts are required to pay. Lopez noted the interaction between district TRS contributions and the CEI, should the CEI go away.

Rep. Huberty asked TEA to pull a report together within the next 30 days, so the working group can schedule another public meeting to formally adopt its recommendations. Brister suggested getting recommendations to the full commission by mid- to late October so that the commission could consider them in November.

ATPE testifies at Texas Capitol regarding teacher pay

The House Public Education Committee met Wednesday at the Texas Capitol to discuss interim charges relating to teacher compensation and charter schools. Chairman Dan Huberty (R-Houston) began by noting that this meeting concludes the committee’s interim charges, and he does not plan on calling another committee meeting this year.

House Public Education Committee meeting August 8, 2018.

Texas Education Agency (TEA) Commissioner Mike Morath kicked off the day’s invited testimony with an update on the state’s “A through F” accountability system. The agency is expected to release the first round of ratings for districts on August 15, while campuses will still be rated under the “met standard/improvement required” system until next year. Morath explained a number of adjustments to the system that were made as a result of stakeholder feedback.

Asked by Rep. Huberty how the ratings compare to last year when measured under the current system, Morath said the state lost a total of 260 improvement required (IR) campuses, representing a historic year-over-year improvement. Asked about the impact of the TEA waiver for IR campuses affected by Hurricane Harvey, the commissioner explained that 1,200 campuses were eligible for relief under the Harvey protocols. Of those, “something like 86” campuses that were on track to receive an IR designation instead received a “not rated” designation under the waiver.

Rep. Gary VanDeaver (R-New Boston) expressed concern over the system’s dependence on high-stakes testing, and cautioned members of the committee against using tests in ways for which they are not intended. Morath indicated his belief that summative assessments such as the STAAR are perfectly suited for evaluating campus-level effectiveness.

Morath then shifted to the following interim charge designated by Speaker Joe Straus (R-San Antonio):

Review current state mechanisms for identifying and rewarding educators through state-level strategies. Examine how providing additional funding to enhance compensation in districts facing a shortage of experienced, highly rated teachers would affect retention and teacher quality, in addition to whether it would encourage teachers to provide additional services through extracurricular activities, tutoring, and mentoring.

The commissioner began by laying out the new teacher appraisal system, T-TESS, as well as currently available training and curricular resources. Morath said teachers are the TEA’s first strategic priority, but said compensation is only part of the puzzle. The commissioner highlighted research showing that only 23% of new U.S. teachers came from the top third of their graduating class. Pay is the top reason college graduates choose not to become teachers, and average pay has fallen compared to other professions. Compensation similarly does not grow at the same rate as other professions. Morath praised the performance pay program in Dallas ISD, but Rep. Huberty steered the commissioner toward focusing on how to pay for such programs.

The commissioner indicated that in order to implement strategic staffing programs like the Dallas ISD ACE program that incentivizes high-performing teachers to teach at the most at-risk campuses, the state could provide additional formula funding through the Foundation School Program (FSP) tied to levels of economically disadvantaged students. Rep. Alma Allen (D-Houston) suggested the state should raise the base pay, including the minimum salary schedule. Morath indicated part of the challenge of instituting a performance-based pay system is identifying top teachers, but noted that many school systems have done so successfully. The commissioner also indicated that any funding to raise teacher pay should provide administrators a guarantee that funding will continue.

Chairman Huberty asked Morath direcly what it would cost to implement Dallas ISD’s performance pay program across the state of Texas. According to Morath, the program would carry a startup cost of around $50 million and an annual cost of roughly $1 billion over a ten-year period. This would provide average raises between $4,000-5,000, with top teachers able to earn up to six-figure salaries.

Vice-chair Diego Bernal (D-San Antonio) repeatedly questioned invited witnesses who cautioned against basing teacher evaluations on their students’ high-stakes test scores to provide an alternative metric to accurately identify top teachers. Representatives from educator organizations noted that standardized tests have not been validated for use evaluating the performance of individual teachers and pointed out there are a variety of alternatives.

ATPE Lobbyist Monty Exter testifying before the House Public Education Committee, August 8, 2018.

ATPE Lobbyist Monty Exter testified that the positive results from the Dallas ISD ACE system are not necessarily correlated with the district’s teacher evaluation system, which is called the Teacher Excellence Initiative (TEI). Exter clarified that designating top teachers to utilize under the ACE model could be done equally effectively by utilizing T-TESS or another alternative evaluation system. Chairman Huberty expressed frustration, and indicated any program involving additional money from the state should provide the state with policy input. Asked by Chairman Huberty to offer specific recommendations, Exter suggested that lawmakers must take a systemic approach to directing the best teachers to the campuses facing the highest challenges. Such an approach would begin with the teacher pipeline and include wraparound supports as well as the possibility of differentiated pay.

The committee next considered the following interim charge regarding charters:

Review the charter school system in Texas. Determine if changes are needed in the granting, renewal, or revocation of charter schools, including the timeline for expansions and notification of expansions to surrounding districts. Review the educational outcomes of students in charter schools compared to those in traditional schools, and to what extent schools participate in the alternative accountability system. Monitor the implementation of facilities funding for charter schools. Consider differences in state funding for charter schools compared to their surrounding districts and the impact on the state budget. Consider admissions policies for charters, including appropriate data collection to assess demand for additional charter enrollment, compliance with access by students with disabilities and the effect of exclusions of students with criminal or disciplinary histories. Consider differences in charter and district contributions to the Teacher Retirement System on behalf of their employees and make appropriate recommendations to support the retirement benefits of all public school teachers.

TEA staff opened testimony with an overview of charter school statistics and the metrics for evaluating new charter applications. Chairman Huberty noted that the number of charter school campuses has increased while the number of charter holders has held steady around the statutory cap. Members had several questions regarding the statistics, including how student discipline is handled, the higher percentage of IR campuses than traditional school districts, and types of services offered.

Chief School Finance Officer Leo Lopez provided information regarding TRS contributions, facilities funding, and the implementation of district partnership contracts through Senate Bill (SB) 1882. Lopez noted that charters are not required to pay teachers the minimum salary schedule. Chairman Huberty pointed out that TRS contributions are not indexed to anything other than the minimum salary schedule, which has been long outdated as a current reflection of teacher salaries. As a result, contributions have not automatically increased along with inflation.

This year, charters will be eligible for facilities funding equaling on average just over $200 per student. This funding is capped at $60 million dollars annually. Regarding the amount of funding charters receive compared to traditional school districts, Lopez contended charters receive both more and less. Lopez noted at the outset that student profiles are different for each. While charters have higher levels of economically disadvantaged students, they have fewer special education students. It is also important to note that there are significant differences even among economically disadvantaged students, and traditional districts continue to serve the most students in extreme poverty.

Senate school safety panel issues recommendations

The Senate Select Committee on Violence in Schools and School Security released its interim report today. The charges were issued by Lieutenant Governor Dan Patrick following the school shooting at Santa Fe High School. The four charges involved studying (1) school infrastructure and design to address school security; (2) programs within schools aimed at school safety; (3) the root causes of school mass murders; and (4) the effectiveness of protective order laws in Texas and other states.

Interim charge number three, which focused on mental health issues in schools, received a considerable amount of attention in the report. School counselors and other mental health resources are emphasized under the correlating recommendations. The fewest number of recommendations surfaced from studying protective order laws, which involve temporarily restricting firearm access to certain individuals who pose extreme risk. No recommendation was made to enact a version of protective order laws known as a “red flag” law, which Governor Abbott proposed but Patrick strongly rejected. Regarding firearms, there is a recommendation to consider funding for supporting school marshal programs.

The full recommendations from each charge are listed below. The full report cab viewed here.

School infrastructure and design recommendations

  • Consider legislation to allow additional funds for school districts to implement enhanced physical security including metal detectors, alarm systems, cameras, and hardened entrances.
  • Consider updates to school building codes to ensure best practices are used in designing new school facilities.
  • Consider legislation to clarify that school districts must identify a campus administrator who is responsible for identifying and maintaining contact with local law enforcement, local emergency agencies, and fire departments in their security audits.
  • Consider legislation giving TEA oversight to ensure required school security audits are being completed and ensure TEA has the staff necessary to oversee compliance.
  • Direct the State Fire Marshal’s Office to review and provide guidance on procedures and sequences concerning school evacuations for unverified emergencies and the required number of fire drills mandated for schools.

School safety programs recommendations

  • Consider the appropriate level of funding for and involvement of fusion centers.
  • Review Penal Code Chapter 46.03 and provisions by which school districts authorize individuals to carry concealed weapons onto campus and consider establishing a minimum standard for training hours.
  • Consider legislation to allow additional funds for training for school marshals and individuals licensed to carry under Chapter 46.03 of the Penal Code.

Root causes of school violence recommendations

  • Consider legislation to direct TEA to incorporate school counselor data into PEIMS regarding location and number of students served.
  • Review the effectiveness and unintended consequences of “zero tolerance” polices in Texas schools.
  • Consider methods to increase the availability of school counselors, Licensed Specialists in School Psychology, and school social workers in schools, particularly in rural and remote areas of the state.
  • Consider legislation codifying the duties and responsibilities of school counselors, Licensed Specialists in School Psychology, and school social workers.
  • Consider legislation incorporating threat assessment teams into Health Advisory or School Safety Committees already on campus.
  • Expand the availability of Mental Health First Aid training for all school district employees interacting with students.
  • Review the use of Disciplinary Alternative Placement Education Programs (DAEP) and consider behavior intervention methods.
  • Consider expanding the use of telemedicine and telepsychiatry to help children in crisis obtain access to mental health services before violence occurs.
  • Consider legislation to strengthen the state’s mental health system by leveraging the expertise of state medical schools by creating psychiatry hubs that connect pediatricians seeking consultation with experts in mental health.

Protective order laws recommendations

  • Consider legislation to clarify current statute on whether and when an individual convicted of domestic violence may possess a firearm legally.
  • Consider legislation to clarify current statute regarding the return of firearms to individuals who have been detained and declared to no longer be a risk to themselves or others.

Teach the Vote’s Week in Review: August 3, 2018

Here’s your weekly wrap-up of education news from ATPE Governmental Relations:


The State Board for Educator Certification (SBEC) met today in Austin. As ATPE Lobbyist Kate Kuhlmann reported earlier this week, the board’s agenda included a controversial proposal to finalize rulemaking for an abbreviated educator preparation program for Trade and Industrial Workforce Training, Marketing, and Health Sciences certificates. Here is Kate’s recap of the board’s deliberations today:

The board adopted the proposal on a voice vote, but not without opposition from board members and stakeholders. ATPE was joined by teacher groups, administrator groups, and educator preparation programs offering opposition that together covered four primary areas of concern: (1) The proposal irresponsibly reduces the number of pre-service hours required of these specific educator candidates; (2) the proposal inappropriately adds the marketing and health science certificates; (3) the proposal allows entities other than approved educator preparation programs to provide some training; and (4) the proposal fails to prevent the certificate holders from seeking other certifications by merely passing an exam without required additional training.

Several board members also expressed concerns about the proposal. Members Suzanne McCall and Laurie Turner, who are teachers, and citizen member Tommy Coleman spoke to the importance of standards and consistency. They voted for an amendment to alter the proposal, but the amendment failed. Along with Texas Higher Education Coordinating Board (THECB) Assistant Commissioner Rex Peebles, who serves as a non-voting member of the board, Turner and Susan Hull stressed that success in an individual trade is not the same as knowing how to teach that trade to young students. This is why abbreviated pre-service and even overall training hours are concerning; the lowered standard fails to support these candidates and their students with adequate training. While other members of the board argued the proposal was innovative, Coleman countered that as much as he likes innovation, he doesn’t want to see innovation at the expense of standards. The board ultimately passed the proposal on a voice vote. It now advances to the State Board of Education for final review.

 


Following up on its June announcement that districts and charters affected by Hurricane Harvey would be eligible for accountability waivers, TEA announced earlier this week that 109 independent school districts and open enrollment charters would qualify for such waivers. School districts where all campuses are eligible for a Harvey Provision or where 10% or more of the district is eligible for a Harvey Provision that receive B,C, D, or  ratings will be listed as “Not Rated”  in the upcoming school ratings due out in August. The agency also announced that 1,188 campuses directly affected by Hurricane Harvey would qualify for a special evaluation in this year’s accountability ratings. A list of eligible campuses and districts can be found here.

 


Last week the Teacher Retirement System (TRS) reduced the expected rate of return on its pension fund from 8% to 7.25%.This change will make it more difficult for educators to obtain the cost of living increases they so desperately need.  The onus is now on the legislature, which will convene in January of next year, to provide increased funding in order to ensure that the pension remains healthy and can meet the requirement to be fully funded in 30 years as the law says it must. ATPE Lobbyist Monty Exter was on hand to provide testimony and comment to the media. Read more at the links below:

Full coverage of the TRS meeting

From the San Angelo Standard-Times: As changes loom over retired teachers’ pensions, retirees look to Legislature for more money 

From the Austin American-Statesman: Retired Texas teachers face giant hurdle to pension boost 

From KHOU11: Texas teachers urging for better pension system 

 


 

Earlier this week, Sen. Tim Kaine (D-VA) proposed legislation aimed at addressing teacher and principal shortages nationwide. The Preparing and Retaining Educators Act of 2018 aims to expand Teacher Quality Partnership Grants and require colleges and universities to report yearly on the number of licensed educators who graduate from their institutions, among other things. You can read the bill in its entirety here.

 

 


UPDATE: As we reported last week, President Trump signed the Perkins Career and Technical Education Act overhauling the primary laws that govern CTE. Read more about the bill in this post by ATPE Lobbyist Kate Kuhlman.

 


After competing in a special election triggered by the early resignation of Sen. Carlos Uresti, Republican Pete Flores and Democrat Pete Gallego will face off in a runoff election later this year. Read more about it in this post from the Texas Tribune.

From The Texas Tribune: Republican Pete Flores, Democrat Pete Gallego set for runoff for Uresti seat

By Patrick Svitek, The Texas Tribune
July 31, 2018

Former U.S. Rep. Pete Gallegos (left), a Democrat, and Republican Peter Flores are running for state Senate District 19. Photo by Bob Daemmrich: Gallego/Campaign website

Republican Pete Flores, Democrat Pete Gallego set for runoff for Uresti seat” was first published by The Texas Tribune, a nonprofit, nonpartisan media organization that informs Texans — and engages with them — about public policy, politics, government and statewide issues.

Republican Pete Flores and Democrat Pete Gallego are headed to a runoff in the special election to replace convicted former state Sen. Carlos Uresti, D-San Antonio.

With all precincts reporting Tuesday night, Flores led Gallego by 5 percentage points, 34 percent to 29 percent, according to unofficial returns. At 24 percent, state Rep. Roland Gutierrez of San Antonio came in third in the eight-way race, and he conceded in a statement. The five other candidates were in single digits, including Uresti’s brother, outgoing state Rep. Tomas Uresti of San Antonio.

The first-place finish by Flores, who unsuccessfully challenged Carlos Uresti in 2016, is a boon to Republicans in the Democratic-leaning district. In the home stretch of the race, Flores benefited from a raft of endorsements from Texas’ top elected officials including Gov. Greg Abbott, Lt. Gov. Dan Patrick, and U.S. Sens. John Cornyn and Ted Cruz.

Their heft will continue to be tested in a district considered friendly to Democrats, if not solidly in their column. After taking congratulatory calls from Abbott and Patrick, Flores issued a statement insisting a second-round victory was within reach.

“I know we can win this runoff,” Flores said. “We will win this runoff. The real work begins tomorrow.”

Rallying supporters in San Antonio, Gallego promised his campaign would not get outworked in the yet-to-be-scheduled overtime round. “I know, in the final analysis, we win,” he said.

The special election was triggered in June, when Carlos Uresti resigned after being found guilty of 11 felonies, including securities fraud and money laundering, tied to his work with a now-defunct oilfield services company. He was sentenced to 12 years in prison days after he stepped down.

Much of the action in the race centered on Gutierrez and Gallego, a former congressman and longtime state House member from West Texas. Gutierrez went after Gallego over questions about whether he lives in the district, among other things, while Gallego highlighted Gutierrez’s history of tax problems.

Flores, a former Texas game warden, was the best-known of three Republicans on the ballot Tuesday. He received 40 percent of the vote against Carlos Uresti two years ago in SD-19, which encompasses a 17-county area that starts on San Antonio’s East Side and sprawls hundreds of miles west.

This article originally appeared in The Texas Tribune at https://www.texastribune.org/2018/07/31/sd-19-special-election-results/.

 

Texas Tribune mission statement

The Texas Tribune is a nonprofit, nonpartisan media organization that informs Texans — and engages with them — about public policy, politics, government and statewide issues.

Preview: SBEC to meet Friday and vote on abbreviated educator preparation program

The State Board for Educator Certification (SBEC) meets this Friday to make final decisions about rules implementing H.B. 3349, a bill passed last legislative session that created an abbreviated pathway to obtaining a new certificate to teach trade and industrial workforce classes.

The board gave initial approval to the rule proposal in May, which represents an expansion of both the underlying bill and the original proposal SBEC discussed for several meetings. ATPE opposed the changes at that time and submitted formal comments last month that covered our concerns with the proposal as it currently stands.

“Research shows that access to an effective educator is the most important school-based factor affecting a student’s academic success, and ATPE believes all students deserve access to a well-trained educator.” Our comments stated this because, if adopted on Friday and ultimately approved by the State Board of Education, this will be the only abbreviated certification program adopted by the board.

ATPE’s comments go on to explain that the training an educator candidate gets from one’s educator preparation program (EPP) involves critical time spent learning how to teach, but the proposal devalues the importance of that training by reducing the number of hours these educator candidates are trained prior to entering the classroom as the teacher-or-record.

“ATPE sees no reason why candidates seeking the Trade and Industrial Workforce Training certificate should receive less training in this critical area than what is expected of every other candidate. Likewise, students of these educators deserve well-trained educators as much as their peers learning in different classrooms,” we stressed in our comments.

Further, ATPE argues that the proposal (1) unnecessarily reduces the number of pre-service hours and inappropriately adds marketing and health sciences certificates to the abbreviated pathway when neither were discussed or vetted by the legislature and the bill always limited the certificate to “a person seeking certification in trade and industrial workforce training;” (2) haphazardly allows entities other than EPPs to provide up to 90 hours of training without accountability or oversight; and (3) fails to prevent educators trained under this expedited route from seeking other certifications by examination only, without the additional training required of that certificate.

ATPE knows that we cannot expect excellence from teachers without a strong foundation of preparation, and we hope the board maintains its mission of “upholding the highest level of educator preparation” by rejecting these watered-down standards for some educators and their students. The board meets Friday morning to discuss this and other issues. Check back on Teach the Vote for developments from Friday’s meeting and follow me on Twitter at @ATPE_KateK for live updates.