Author Archives: Andrea Chevalier

Teach the Vote’s Week in Review: Dec. 6, 2019

We hope you had a great Thanksgiving break. Here is this week’s education news from the ATPE Governmental Relations team!


ELECTION UPDATE: A runoff election date of Jan. 28, 2020, has been set for special elections in House Districts 28, 100, and 148. If you live in one of those districts, you may vote in the runoff election regardless of whether or not you voted in the original special election on Nov. 5. Check to see if you are registered to vote here as the deadline to register for the special election runoff is Dec. 29, 2019. Early voting in these three districts begins Tuesday, Jan. 21, 2020.

If you do not live in one of the House districts listed above, your next opportunity to vote will be the Texas primary elections on March 3, 2020. The deadline to register to vote in one of the primaries is Feb. 3, 2020! Visit TexasEducatorsVote.com to get involved, find activities you can do to drive more participation in elections, and sign up for voting updates.

The candidate filing period for those seeking a place on the ballot in 2020 opened last month and will end on Monday. Stay tuned to Teach the Vote in the coming weeks as we update our website to include profiles of all the candidates vying for seats in the Texas Legislature or State Board of Education. Read more election news in this week’s election roundup post from ATPE Lobbyist Mark Wiggins.


Do you know how your state representative or senator voted on education bills this past legislative session? ATPE’s lobbyists have carefully hand-picked key education votes from the 86th legislative session and uploaded them to all state legislators’ profiles on our Teach the Vote website for your review.

This collection of recorded votes aims to help Texans find out how their own lawmakers voted on major public education issues and ATPE’s legislative priorities in 2019. Use our search page to gain insight into incumbents’ views on public education. Share the information with your friends and family, too, to help inform decisions at the polls during the critical 2020 election cycle. Also, read our recent blog posts to learn more about which education bills are featured and takeaways for using the information contained in our record votes compilation.


Do you have something to say about public education in Texas? Tell us about it in our short, three-question survey. This survey is meant to gather ATPE members’ opinions on education issues, including results of the last legislative session. Don’t worry if you didn’t follow the session too closely, as the ATPE lobby team still wants to hear from you so that we can best represent your voice at the Texas Capitol. Take our “Your Voice” survey on ATPE’s Advocacy Central. Call the ATPE Member Services department at (800) 777-2873 if you’ve forgotten your password for logging into Advocacy Central.


The Texas Education Agency (TEA) has released another video in its “HB 3 in 30” series explaining the many aspects of the 86th Legislature’s omnibus school finance bill House Bill (HB) 3.

This week’s video explains the new, optional, Mentor Program Allotment which provides funding for districts who have, or implement, a mentor program that meet certain programmatic requirements. ATPE has long advocated for state funded mentoring programs for all new teachers as a way to curb the high cost of teacher turnover as well as support and improve teachers and teaching practice.

Find all of the HB 3 in 30 videos here, along with related presentations.


On Friday, Dec. 6, 2019, the State Board for Educator Certification (SBEC) held its final meeting of the year. The board discussed several items, including data from the new teacher and principal surveys, the addition of educational aide to the list of certificates high school students can obtain, and other changes to implement numerous bills from recent legislative sessions. ATPE Lobbyist Andrea Chevalier provided testimony during the meeting asking the board to create a pathway for Master Reading Teachers to retain their teaching assignments once their Legacy Master Teacher certificates expire under HB 3. Look for a post by Andrea in the coming days about today’s SBEC meeting and watch video of her testimony here (located at the 45:00 mark on the archived broadcast).


Part one of the STAAR readability study mandated by House Bill 3 was released on Dec. 2, 2019. The study was conducted by the Meadows Center for Preventing Educational Risk at the University of Texas at Austin. The 30-page report generally found that STAAR test passages are mostly at an appropriate level of readability, but was inconclusive regarding if individual questions were “readable” at grade-level or below. Additionally, the study leaves many questions unanswered regarding the measures used to determine readability. Read an analysis of the report by ATPE lobbyist Andrea Chevalier here.

STAAR readability study, part one, released

Yesterday, the University of Texas at Austin Meadows Center for Preventing Educational Risk released part one of the State of Texas Assessments of Academic Readiness (STAAR) readability study required by the 86th Legislature’s House Bill (HB) 3. The mandated study follows numerous reports that STAAR test items were above the reading level of students taking the test, such as this peer-reviewed study by Texas A&M University-Commerce researchers.

Here are the three main questions of the study and the answers gathered by its authors:

Question 1: Are the items on the 2019 STAAR tests (and the tests as a whole) aligned to grade-level Texas Essential Knowledge and Skills (TEKS)?

Answer: The TEKS that each test item is precoded to match are mostly in alignment. Across all 17 tests analyzed, eight questions were not in alignment, which means that the question did not adequately assess the standards it was meant to address. As for the test as a whole, all questions were found to be in alignment with grade-level TEKS.

Question 2: Are the items on the tests at a grade-appropriate readability level?

Answer: Due to a lack of research in the area, the authors used several different methods to try to measure the readability of each test item. For each method, the researchers obtained different results, which meant that none of the methods were reliable indicators of readability. Therefore, the study is inconclusive about the grade-level readability of test items and provides no further insight in this area. Because parents and advocates have expressed concerns with the readability of mathematics test items, this lack of findings is rather unsatisfying.

Question 3: Are the passages on the reading and writing tests at a grade-appropriate readability level?

Answer: The authors developed their own “test” to determine if a passage was grade-level appropriate in readability. In order to pass the test, each passage had to meet two out of three measures: sentence length and difficulty, syntactic simplicity or “syntax,” and vocabulary load or “narrativity.” For syntax and narrativity, the authors used a measure called “Coh-Metrix” that can either be based on English/Language Arts (ELA) norms or social studies norms, depending on the genre of the text.

While many passages met grade-level for sentence length/difficulty and syntax, only 31% of passages fell within or below the specified grade band for narrativity when using the ELA norms. However, because each passage only had to meet two out of the three criteria, 86% of writing and reading passages were found to be grade-appropriate. Additionally, the authors stipulate that the passages are more of the informational genre and thus could be evaluated using the social studies norms, which produces higher readability results, yet still comparatively low in the narrativity index.

What’s next?

This study leaves many questions unanswered. Is it acceptable that some test items are not correctly aligned to the TEKS? Are the STAAR test items, such as those on the mathematics tests, at the appropriate readability level? Is the 2/3 criteria test valid when it allows for narrativity to slip through the cracks? Is it good practice to allow for the majority of a test to use vocabulary that is outside the scope of commonly used language for a particular grade level?

The second part of this legislatively mandated study should surface by February 1, 2020. Stay tuned to ATPE’s Teach the Vote as we track the implementation of this important provision in HB 3. Read more about changes to student testing that resulted from the 2019 legislative session here and here on our blog.

Breaking news: Texas House Speaker releases interim charges

Texas House Speaker Dennis Bonnen (R-Angleton) released the 86th Legislature’s interim committee charges for the House of Representatives today. Over the course of the next year, House committees will meet to discuss and hear from stakeholders on these issues, ultimately preparing a report before the start of the next legislative session. In the committee charges cover letter, the speaker also announces that he will create, “several Select Committees addressing issues of extraordinary interest and concern.” The ATPE Governmental Relations team will be monitoring the work of these committees.

ATPE’s lobbyists have reviewed the interim charges and will be following those that are of importance to our members and giving testimony when possible. In particular, the House Committee on Public Education will monitor legislation from the 2019 legislative session, including House Bill 3 and various accountability bills from this and previous sessions. Additionally, the committee will discuss digital learning options and the Virtual School Network, as well as looking broadly at monitoring and improving special education.

The House Committee on State Affairs has also been charged with studying “how governmental entities use public funds for political lobbying purposes.” ATPE will be monitoring the committee’s review of this topic, which was the subject of a major legislative battle last session and could impact how school districts participate in legislative advocacy efforts.

Stay informed with Teach the Vote as the House committees begin to work on their interim charges. Click here to read about the Senate’s interim charges that were released last month.

Teach the Vote’s Week in Review: Nov. 22, 2019

Ready for Thanksgiving? Gobble up this week’s education news from the ATPE Governmental Relations team! We wish you a happy Thanksgiving and will post our next weekly summary on Dec. 6, 2019.


ELECTION UPDATE: Republicans in the Texas House of Representatives have launched a new PAC with the help of GOP strategist Karl Rove, and a new round of poll results show President Donald Trump shouldn’t take Texas for granted. Read more in this week’s election roundup from ATPE Lobbyist Mark Wiggins.

A runoff election date of Jan. 28, 2020, has been set for special elections in House Districts 28, 100, and 148. Unless you live in those districts, your next opportunity to vote will be the primary elections on March 3, 2020. Check to see if you are registered to vote here. If you’re not, the deadline to register to vote in the primary by Feb. 3, 2020! Visit TexasEducatorsVote.com to get involved, find activities you can do to drive more participation in elections, and sign up for voting updates.


You may be familiar with your legislators’ position on public education, but do you know how your state representative or senator actually voted on education bills this past session? ATPE lobbyists have carefully hand-picked key education votes from the 86th legislative session and uploaded them to all state legislators’ profiles on our Teach the Vote website for your review.

This collection of recorded votes aims to help Texans find out how their own lawmakers voted on major public education issues and ATPE’s legislative priorities. We invite you to use our search page to gain insight into incumbents’ views on public education. Share the information with your friends and family, too, to help inform decisions at the polls during the critical 2020 election cycle. Also, read up about our featured education bills in the first of a two-part blog series by ATPE Governmental Relations Director Jennifer Mitchell on the record votes and their significance within the broader legislative process.

The candidate filing period for those seeking a place on the ballot in 2020 recently opened. Once filing period ends, ATPE will be updating our Teach the Vote website to include profiles of all the candidates vying for seats in the Texas Legislature or State Board of Education. Stay tuned!


Do you think the state places too much emphasis on standardized testing? Is there another issue you wish the state would address? Tell us about it in our short, three-question survey. This survey is meant to gather ATPE members’ opinions on education issues, including results of the last legislative session. Don’t worry if you didn’t follow the last session too closely, as the ATPE lobby team still wants to hear from you so that we can best represent your voice at the Texas Capitol.

Take our new “Your Voice” survey on ATPE’s Advocacy Central. You must be signed into the ATPE website as a member to participate in the survey, so call the ATPE Member Services department at (800) 777-2873 if you’ve forgotten your password.


The Texas Education Agency (TEA) has released a new video in its “HB 3 in 30” series explaining the various (and plentiful) aspects of the 86th Legislature’s omnibus school finance bill, House Bill (HB) 3. This week’s video dives into K-2 diagnostics, including streamlining of kindergarten readiness instruments, first and second grade diagnostics, dyslexia screening, and professional development. The video gives an overview of new requirements, optional tools and supports, and practice considerations.


 

Teach the Vote’s Week in Review: Nov. 15, 2019

It is getting chilly outside! Cozy up and enjoy this week’s education news from the ATPE Governmental Relations team:


ELECTION UPDATE: In the November 2019 election, roughly 12 percent of registered voters cast ballots. This is an improvement over the typical 8.5 percent of voters that show up to vote in odd-year Texas elections. Post-election, expect lots of buzz as 2020 candidates for office begin to file paperwork to run. Read more in this week’s election roundup from ATPE Lobbyist Mark Wiggins. Also, read an in-depth analysis of the recent election in this Texas Tribune article.

If you didn’t get the chance to vote on November 5th, your next opportunity will be the primary elections on March 3, 2020. The deadline to register to vote in the primary is Feb. 3, 2020. Check to see if you are registered to vote here. Visit TexasEducatorsVote.com to get involved, find activities you can do to drive more participation in elections, and sign up for key voter updates. Plus, watch this space for an exciting new election-related resource coming your way soon!


The State Board of Education (SBOE) wrapped up its final week-long meeting of the year on Friday with little fanfare. Texas Commissioner of Education Mike Morath attended Wednesday’s session to give updates on a number of agency initiatives. In particular, he noted that Texas student performance on the National Assessment of Educational Progress is higher than the nation in math, but lags in reading. Additionally, the commissioner discussed the STAAR readability study, new reading academy requirements for K-3 principals and teachers, and the Houston ISD takeover. The board also received hours of testimony on the proposed African American studies course, which was discussed favorably by new board chair Dr. Keven Ellis (R-Lufkin). Read a summary of Wednesday’s meeting, courtesy of ATPE Lobbyist Mark Wiggins.


The Texas Education Agency (TEA) announced last week that the state would take over management of Houston ISD and two rural school districts, Shepherd ISD and Snyder ISD. This Thursday, the TEA held its second meeting for HISD parents and community members. The meeting took place at Wheatley High School – the persistently failing campus that partially led to the takeover. Community members expressed distrust and apprehension of the state takeover, unconvinced that it would solve the issues facing the district. Learn more in this reporting from the Texas Tribune.


All state legislators’ profiles on the Teach the Vote website have been updated to include key education voting records from the 86th legislative session. The ATPE lobby team analyzed all the education-related votes taken during the 2019 legislative session and selected a collection of recorded votes that will help Texans find out how their own lawmakers voted on major public education issues and ATPE’s legislative priorities. By sharing this information, we hope to help voters gain insight into incumbents’ views on public education so that they can make informed decisions at the polls during the critical 2020 election cycle. Use our search page here on Teach the Vote to look up how your legislators voted on education issues this year.

The candidate filing period opens this weekend for those seeking a place on the ballot in 2020. Once the candidate filing period ends, ATPE will be updating our Teach the Vote website to include profiles of all the candidates vying for seats in the Texas Legislature or State Board of Education. Stay tuned!


Are you an ATPE member with thoughts to share about education? The ATPE Governmental Relations team has released a short, three-question survey to gather member opinions on education issues, including results of the last legislative session.

Help us best represent your voice at the Texas Capitol by taking our new “Your Voice” survey on ATPE’s Advocacy Central. You must be signed into the ATPE website as a member to participate in the survey, so call the ATPE Member Services department at (800) 777-2873 if you’ve forgotten your password.


The Texas Education Agency (TEA) has released a new video in its “HB 3 in 30” series explaining the various (and plentiful) aspects of the 86th Legislature’s omnibus school finance bill House Bill (HB) 3. This week’s video explains the new high school graduation requirement stating that each student must complete the Federal Application for Financial Student Aid (FAFSA), Texas Application for Financial Student Aid (TAFSA), or through an exemption. This requirement begins with students enrolled in 12th grade in the 2021-22 school year. TEA is also required to create an advisory committee related to this requirement. Find all of the HB 3 in 30 videos here, along with related presentations.


 

Teach the Vote’s Week in Review: Nov. 8, 2019

Happy Election Week! Here are your highlights of this week’s education news from the ATPE Governmental Relations team:


ELECTION UPDATE: Thank you to all who voted in Tuesday’s general election!

All three special elections to fill vacated Texas House of Representatives seats are headed to runoffs. Additionally, of the 10 constitutional amendments on the ballot Tuesday, nine were approved by voters. Check out this election results post by ATPE Lobbyist Mark Wiggins to learn more about how candidates and ballot measures fared on Nov. 5. Wiggins also has you covered on nationwide election news, including the recent exit from the presidential race of former Texas Congressman Beto O’Rourke. This just in: State Rep. Poncho Nevarez (D-Eagle Pass) announced late Friday he will not run for reelection in 2020. Nevarez chairs the House Homeland Security and Public Safety Committee. You can read more about his announcement in this post by the Texas Tribune.

In additional election-related news, our friends at TexasISD.com report that local voters passed 81 percent of the 63 school district bond elections held around the state during Tuesday’s election. When votes were tallied up, more than 93 percent of the total value sought by all districts statewide being approved. These high passage rates are a continued sign that the public overwhelmingly supports their local public schools and additional spending on those schools’ and students’ needs.

If you didn’t get the chance to vote this time, your next opportunity will be the primary election on March 3, 2020. The deadline to register to vote in the primary is Feb. 3, 2020. Check to see if you are registered to vote here. Need some inspiration? Read ATPE Lobbyist and former educator Andrea Chevalier’s voting story.


Do you have a couple of minutes to spare? The ATPE Governmental Relations team invites all ATPE members to take a short, three-question survey about the most recent legislative session and your education priorities. Help us best represent your voice at the Texas Capitol by taking our new “Your Voice” survey on ATPE’s Advocacy Central. You must be signed into the ATPE website as a member to participate in the survey, so call the ATPE Member Services department at (800) 777-2873 if you’ve forgotten your password.


The Texas Education Agency (TEA) announced on Wednesday plans for the state to take over management of Houston ISD and two rural school districts, Shepherd ISD and Snyder ISD. Commissioner of Education Mike Morath cited two reasons for the takeover of Houston ISD: “failure of governance” and the consistent under-performance of Wheatley High School in the district. Houston ISD serves over 200,000 students. The takeover of all three school districts will entail replacement of each elected school board by a state-appointed Board of Managers and the appointment of a state conservator. Learn more in this reporting from the Texas Tribune.


This week the U.S. Secret Service’s National Threat Assessment Center released a comprehensive analysis of targeted school violence. The report, focused on K-12 schools for the period of 2008 to 2017, details common trends among the school attacks. One significant finding was that, while there is no typical “profile” of a perpetrator, they do exhibit certain warning signs and traits. These include having been a victim of bullying, an adverse childhood experience, a mental health issue, access to firearms, and motive typically involving a grievance with classmates or school staff. Read a summary of the report from Education Week here, or read the full report here.

Back home in Texas, the House Select Committee on Mass Violence Prevention and Community Safety held its third public meeting this week. The hearing took place in Odessa, the site of one of the recent shooting attacks that garnered national attention. The committee heard several hours of testimony from local families and law enforcement, some of whom had lost loved ones in the Midland and Odessa shooting on Aug. 31, 2019. Testifiers pleaded for a more effective background check system and the integration of mental health information into the public safety system. Legislators and law enforcement officials discussed prevention strategies focused on more cohesive communication, such as a regional communications center. A recording of the hearing can be found here. Read more about the hearing from local CBS7 in Midland here.


Next week on Teach the Vote, we’ll be updating all state legislators’ profiles on our website to incorporate voting records from the 86th legislative session. ATPE’s lobbyists have analyzed all the education-related votes taken during the 2019 legislative session and selected a collection of recorded votes that will help Texans find out how their own lawmakers voted on major public education issues and ATPE’s legislative priorities. By sharing this information, we hope to help voters gain insight into legislative incumbents’ views on public education so that they can make informed decisions at the polls during the critical 2020 election cycle.

The candidate filing period opens this weekend for those seeking a place on the ballot in 2020. Once the candidate filing period ends, ATPE will be updating our Teach the Vote website to include profiles of all the candidates vying for seats in the Texas Legislature or State Board of Education. Stay tuned!


 

Going to the polls: one educator’s story

ATPE Lobbyist and Educator Andrea Chevalier

Tomorrow is Election Day, which means we all have the opportunity to share our voices in one of the most important ways possible – voting. In light of tomorrow’s “festivities” and as a former educator, I’d like to share my personal voting story.

When I was growing up, we didn’t talk much about politics. Most of what did spur conversation was from what was shown on the television, like President Clinton’s impeachment trial and the tragedy of September 11, 2001. The patriotism I had as a child didn’t translate into a love of democracy until I became a teacher.

Through teaching, I began to see the world outside of my own bubble. I developed relationships with hundreds of students, each with their own story and gifts to the world. Their parents entrusted me, a stranger, every day to prepare their child for the world and keep them safe. Now that I have my own child, this aspect of teaching is even more incredible.

As a teacher feeling protective of her students, it was the system – which was dominated by non-educator politicians and never seemed to serve my students or colleagues as well as it could – that inspired me to become involved in politics. Before I vote, I look for candidates who are going to support a pro-public education agenda that drives resources and support to students and educators.

Every time educators vote, we make our voices heard. Make sure your voice is heard by voting tomorrow. On the ballot you will find several constitutional amendments, local ballot measures, and potentially a state House of Representatives race! Read more about the ballot in this blog post from ATPE Political Involvement Coordinator Edwin Ortiz.

Create your voting plan by visiting Vote411.org to view and print out a sample ballot showing exactly what will you will be voting on in your area, find where to vote, and see your polling place’s hours!

Have fun!

House Public Education Committee gets an update on accountability, school finance bills

House Public Education Committee interim hearing, Oct. 28, 2019.

The House Public Education Committee met on Monday, Oct. 28, to hear an update on legislation from the 85th and 86th legislative sessions and testimony from panels of invited witnesses.

The interim hearing began with an overview from Texas Commissioner of Education Mike Morath on public school accountability. Specifically, the committee heard about House Bill (HB) 22 by Rep. Dan Huberty (R-Kingwood) passed by the 85th Texas Legislature in 2017. That bill shrank the accountability system from five to three domains. HB 22 also created a distinction between campus and district accountability “grades” of “D” and “F,” such that a rating of “D” would represent a “needs improvement” condition rather than a “failing” status. As the Texas Education Agency (TEA) has implemented HB 22, several problematic scenarios have emerged due to multiple interpretations of the law.

One such scenario pertaining to the timeline for accountability sanctions and interventions has left districts wondering where they stand and waiting for guidance in the form of commissioner’s rules or clarifying legislation next session. Specially, does a “D” rating break up a series of “F” ratings in a manner that would restart the clock for purposes of determining required interventions? Since HB 22 is slated to take full effect in the 2020-21 school year, legislators and TEA officials are facing pressure to find a solution, such as delaying the adoption of rules, for districts grappling with questions like these. Commissioner Morath told the committee on Monday that he will be reaching out to affected districts to try to provide guidance.

Due to issues like these, we can probably expect another accountability clean-up bill to be filed in the 2021 legislative session. The commissioner suggested two statutory changes that may help alleviate the problems. The first is to eliminate required interventions for failure in a domain grade, leaving mandatory interventions in place based on a district’s or campus’s overall grade. The second suggestion is to change the “D” rating so that it continues to advance the intervention clock but would not require school closure or the appointment of a Board of Managers unless performance falls to an “F” and no less than six years have elapsed.

Texas Commissioner of Education Mike Morath

Commissioner Morath also gave the committee an update on the local accountability system pilot, which allows school districts to use additional indicators that their communities find important. Nineteen districts participated in the 2017-18 pilot year and submitted pilot data. The commissioner identified three big challenges that districts faced when creating their systems: would the local accountability system produce 1) reliable results over time, 2) results that accurately measure a desired result, and 3) a reasonable accountability score that was “calibrated” with the state accountability system. The commissioner stated that these challenges were used as the criteria against which districts were rated in determining whether to approve their local accountability system.

Ultimately, only two districts, Dallas ISD and Snyder ISD, had their local accountability systems approved by the commissioner, which prompted committee members to raise concerns during Monday’s hearing. One superintendent who testified during the hearing stated that his district’s application was denied because, according to the TEA, the district had focused too much on “adult behavior” inputs that were not directly measured using student achievement data. The superintendent gave the example of using incentives to increase the use of AVID (Advancement Via Individual Determination) as part of its local accountability system proposal. ATPE has long advocated for including inputs in the accountability system, such as ensuring that students are taught by educators who are certified in the subjects and grade levels they are teaching. We believe that such measures are more directly controllable by districts and individual educators than other factors and typically lead to better student outcomes. During Monday’s committee meeting, a panel of school superintendents and other public education advocates also gave feedback on implementation of the state’s accountability system, similarly expressing a desire for the inclusion of inputs related to such “adult behaviors.” They also recommended enabling the state accountability system to be more nuanced to account for the correlation between poverty and student tests scores, and they advocated for delaying the adoption of commissioner’s rules until the HB 22 implementation issues can be cleared up with legislation in 2021.

The committee also received an update from the commissioner on the implementation of HB 3, the school finance overhaul bill passed during the 86th session of 2019. Commissioner Morath stated that there was a $635 average increase in per pupil funding as a result of the bill, and he plugged TEA’s “HB 3 in 30” video series, which offers in-depth explanations of various aspects of HB 3. Other updates were given to the committee on the following:

  • The STAAR readability study required by HB 3 is being conducted by the University of Texas at Austin. An initial report is due to the legislature by Dec. 1, 2019, and a second portion of the report is expected by Feb. 1, 2020. The commissioner told the committee that if the study concludes that changes to the test are needed, then those will be made.
  • The commissioner shared that TEA plans to collect data on pay raises resulting from HB 3 starting sometime near January 2020. A report to the legislature would then be expected by March 2020.
  • There has been a 56% growth in students receiving special education services over the past three years, which could reflect more students being identified as having dyslexia.
  • The committee discussed unintended funding consequences for fast-growth school districts and career and technical education (CTE) funding in small/mid-sized districts as a result of HB 3’s changes.

Another panel of public education advocates and practitioners gave feedback on the implementation of HB 3, telling the committee members that more clarity is needed on aspects of the legislation, such as its incentive pay program and related merit designations for teachers. Some panelists expressed concern about the sustainability and mechanisms of funding under the bill, such as outcomes-based funding in which money for one group of students is based on the performance of a previous group of students. As the rulemaking process for implementing HB 3 continues, ATPE will monitor TEA’s interpretation of these concerns.

At the end of Monday’s hearing, Chairman Huberty stated that he did not anticipate any more House Public Education Committee hearings this year. Stay tuned into our blog and keep up-to-date with legislative developments by following ATPE’s lobby team on Twitter via @TeachtheVote, @ATPE_JenniferM, @ATPE_MontyE, @ATPE_AndreaC, and @MarkWigginsTX.

New School Year, New Laws: Compensation Update

Welcome to our final blog post in ATPE’s “New School Year, New Laws” blog series for Teach the Vote. In last week’s post, we summarized new laws that will impact charter schools. This week, we will investigate how the changes to funding and compensation in House Bill (HB) 3 are being implemented in several school districts across the state.

HB 3 by Rep. Dan Huberty (R-Kingwood), the major school finance bill passed earlier this year, included some important provisions aimed at increasing compensation for many educators. More specifically, lawmakers required that school districts use 30% of their increase in funding under the bill to increase compensation for full-time district employees, excluding administrators. Of that dollar amount, 75% must be spent on compensation for full-time, certified teachers, librarians, nurses, and counselors. The other 25% can be used to improve compensation for other full-time employees. HB 3 also specifies that there should be a prioritization for teachers, librarians, nurses, and counselors with more than five years of experience, but the bill largely leaves this open for interpretation at the local level.

The combination of differences in how much additional funding each district gets and the flexibility districts have to create unique compensation packages makes it very important for us to gain a “lay of the land” in our current post-HB 3 environment. In this post we have summarized what some districts are doing by gathering news articles and information from district websites. The charts below break down some of dollar figures and percentages by which the districts shown are increasing educator compensation as a result of HB 3.


Lubbock-Cooper ISD, Region 17:

Up to 5 yrs. of exp. (teachers) 5.68%, avg.
6-25 yrs. of exp. (teachers) 8.71%, avg.
All other employees 3%
Beginning teacher salary Increased to $40,000

With a 2018-19 average teaching salary of just over $45,000, we estimate that the LCISD’s average pay raise of 8.08% is about $3,640.


Klein ISD, Region 4:

Up to 5 yrs. of exp. (teachers, counselors, librarians, and nurses) 5.25% ($4,950)
6+ yrs. of exp. (teachers, counselors, librarians, and nurses) 5.5% ($5,050)
All other employees 4%
Beginning teacher salary Increased from $52,600 to $55,500
Healthcare $300 one-time payment for eligible, full-time employees who are returning

Klein ISD will also provide a retention incentive to teachers, counselors, librarians, and nurses who were employed in the district on May 31 of the previous year and are returning. This incentive is in the form of a one-time payment of $1,500. All other previously employed full-time employees who are returning to the district will receive $1,000. The district has built in similar retention and healthcare payments at reduced rates for those who work less than full-time.


Clear Creek ISD, Region 4:

Up to 4 yrs. of exp. (teachers, counselors, librarians, and nurses) 4%
5+ yrs. of exp. (teachers, counselors, librarians and nurses) 4.25%
All other employees 3.50%
Beginning teacher salary Increased from $53,600 to $55,750
Healthcare (TRS-Active) Increase district contribution by $10/month
Bus drivers Increase wage from $16.83/hr to $19/hr

Clear Creek is also implementing an “honors teacher experience” program, in which teachers who reach milestones such as 5, 10, 15, etc. years of experience can receive additional compensation of up to $2,800. This could result in a total pay raise of 9.49% for some teachers. The district is also adding staff, especially in special education and is implementing safety and security upgrades.


San Marcos CISD, Region 13:

Up to 5 yrs. of exp. (teachers, counselors, librarians and nurses) 3% ($1,562)
6+ yrs. of exp. (teachers, counselors, librarians and nurses) 4% ($2,113)
All other employees 6%
Administrators 3% ($2,113)
Beginning teacher salary Increased to $49,662

Fort Worth ISD, Region 11: 

Up to 5 yrs. of exp. (teachers) 5.8%, avg.
6-15 yrs. of exp. (teachers) 6.9%, avg.
15+ yrs. of exp. (teachers) 6.1%, avg
Counselors, nurses, librarians 5%
All other full-time 3%
Administrators Greater of 3% or 3% of midpoint
Beginning teacher salary Increased from $53,000 to $54,000

What does it all mean?

There are over 1,000 school districts in Texas, each with varied funding under HB 3. In some cases, the bill may have even provided districts with the same or less funding if not for a hold harmless provision in the bill (which expires after the 2023-24 school year). Considering this and the fact that each district also has different needs and economic factors affecting compensation, the implementation of raises is going to be varied all over Texas. Among the districts we read about, teacher salaries were raised from 3% to 9.5%. To keep up with inflation, basic yearly pay raises in other professions typically hover around 3%. We know from district salary schedules, such as this one from Leander ISD, that typical step increases are closer to 1%. With this in mind, the impact of HB 3 in some districts may have been that teachers simply got the standard raise necessary to keep up with the cost of living.

What’s next? Stay engaged!

It is important to note that there have been reports of districts that have under-calculated what they would receive in HB 3 funding, which impacts the amount they are required to spend on compensation. Additionally, some districts have relied almost exclusively on one-time stipends, which are less stable and do not necessarily count toward compensation for purposes of TRS or the amount an educator will receive for their retirement pension. ATPE is working with state officials to solve these issues so that districts comply with HB 3’s efforts to increase educator compensation.

Across the sources we gathered, it seems that district leaders are happy to have the raise but still think that there are further improvements to be made. Clear Creek ISD Deputy Superintendent Paul McLarty wants to see more from the state, like getting closer to a 50-50 split between local and state funding. Klein ISD Superintendent Dr. Jenny McGown remarks that the state is still ranked 41st in the nation in spending. Lubbock-Cooper ISD Superintendent Keith Bryant says that he would like to eventually be able to provide teachers with a competitive wage.

ATPE agrees with these sentiments and urges educators to return to the polls during the 2020 primary and general elections when voters will have a chance to decide who will represent them in the next legislative session. The raises for educators and public education funding increases that resulted from the 2019 legislative session are a direct result of educators’ votes in the 2018 elections. Stay connected and engaged by following Teach the Vote, ATPE, and ATPE lobbyists on Twitter using the handles @OfficialATPE, @TeachTheVote, @ATPE_JenniferM, @ATPE_AndreaC, @MarkWigginsTX, and @ATPE_MontyE.


Thank you for joining us on Teach the Vote to learn about how new laws enacted in the 86th Texas legislative session will impact you. ATPE created this series because we believe it is vitally important for educators to make sure they know and understand the laws that govern their profession and affect their classrooms. For more information on new laws impacting public education in Texas, be sure to check out ATPE’s comprehensive report, “Know the Law: An Educator’s Guide to Changes Enacted by the 86th Texas Legislature,” created by the experienced staff of ATPE’s Member Legal Services department.

New School Year, New Laws: Charter Schools

In last week’s “New School Year, New Laws” blog post, we discussed changes to pension and retirement benefits for Texas public school educators. This week, we will discuss legislative changes made during the 86th legislative session that will impact charter schools in Texas. The 2019 legislative session saw a number of bills filed and debated regarding charter schools, both from charter proponents looking to expand the footprint of charters in Texas and from those hoping to impose additional restraints and regulations on charter schools. Below is a look at the charter-related bills that passed this year.

House Bill (HB) 1051 by Rep. Gary VanDeaver (R-New Boston): Goodwill Excel Center

HB 1051 makes permanent the Goodwill Excel Center, an adult high school diploma and industry certification charter school pilot program, and codifies its best practices. The Goodwill Excel Center is a charter school that has resulted in improved outcomes for older students who are in unique circumstances and need a more flexible school setting. This law became effective immediately upon its passage earlier this year.

HB 2190 by Rep. Todd Hunter (R-Corpus Christi): Children of charter employees

HB 2190 allows children of charter school employees to attend the charter school in which their parents work, regardless of where they live. This bill also took effect immediately.

HB 4205 by Rep. Tom Craddick (R-Midland): Charter operation of re-purposed campuses

HB 4205 is a two-part bill that includes provisions regarding repurposed schools as well as school turnaround. The portion of the bill dealing with repurposed campuses allows for large charter operators to repurpose a public school district campus that has been closed. The new school operator is required to admit the same students who were at the campus before it was closed. The author of this bill referenced a Midland campus as the impetus for the idea. This bill became effective immediately.

HB 4258 by Rep. Jim Murphy (R-Houston), co-authored by Rep. Barbara Gervin-Hawkins (D-San Antonio): Charter school bonds

HB 4258 provides the attorney general with the sole authority to approve the tax-exempt status of charter school bonds, nixing the previous authority held by municipalities. Charter supporters contended that municipalities could prevent charter schools from expanding by withholding the tax-exempt status of the charter school bond. This bill became effective immediately.

SB 372 by Sen. Donna Campbell (R-New Braunfels): School safety in charters

SB 372 allows charter governing bodies to employ security personnel, commission peace officers, and enter into agreements with law enforcement to assign school resource officers to charter schools. The bill created parity by giving charter school governing bodies access to the same safety resources already available to boards of trustees for traditional public schools. This law became effective immediately.

SB 2293 by Sen. Pat Fallon (R-Prosper): Charter employees and common application

SB 2293 subjects charter school employees to the same collective bargaining prohibitions and anti-striking laws that apply to all other public school employees. SB 2293 also creates a common application to be used for charter school admission throughout the state and a requirement that the Texas Education Agency (TEA) maintain and report on the “charter waiting list.” Charter proponents have often cited claims of a massive list of students who are waiting for slots in a charter school as justification for expanding charters in Texas; however, no such statewide list has been shared. ATPE will be monitoring the rule-making process for the development and implementation of the common application and charter reporting.

 


Visit Teach the Vote next week for our next “New School Year, New Laws” blog series update post on funding and compensation changes that resulted from the 2019 legislative session. ATPE believes it is vitally important for educators to make sure they know and understand the laws that govern their profession and affect their classrooms. For even more information on new laws impacting public education in Texas, be sure to check out ATPE’s comprehensive report, “Know the Law: An Educator’s Guide to Changes Enacted by the 86th Texas Legislature,” created by the experienced staff of ATPE’s Member Legal Services department.