Category Archives: Budget

The Rainy Day Fund roadshow makes a stop in the House Appropriations Committee

The House Appropriations Committee, similar to its counterpart in the Senate, heard a number of interim charges Wednesday. Of note for public education, and for educators in particular, was an interim charge to continue to study strategies to use the Economic Stabilization Fund (ESF), also known as the “rainy day fund,” to generate additional revenue for state obligations without compromising the fund’s intended purpose. The charge instructed lawmakers to evaluate the current methodology used to set the ESF cap.

The committee heard testimony on ESF investment history, utilization, and investment practices from the Legislative Budget Board, the state comptroller, and the Texas Taxpayers and Research Association, whose executive director helped draft the legislation that brought the ESF into existence.

Read more about Comptroller Glenn Hegar’s plan to invest ESF dollars to create new revenue stream to fund state priorities and why that revenue is needed, in this previous Teach the Vote blog post.

Commissioner update on STAAR glitches, SpEd plan, NAEP

The State Board of Education (SBOE) kicked off its April meeting Wednesday with an update from Texas Education Agency (TEA) Commissioner Mike Morath.

Morath informed the board that the agency will seek an amendment to the state’s plan under the federal Every Student Succeeds Act (ESSA) in order to implement changes to the accountability system under House Bill (HB) 22 passed by the 85th Texas Legislature. The agency released its accountability framework on Tuesday.

Texas State Board of Education (SBOE) meeting April 11, 2018.

With testing week underway, Morath updated the board on a recent glitch with the STAAR exam. According to the commission, the failure of a single server caused a roughly 20-minute disruption in the exam. No data were lost, although 40,000 students were affected and forced to log out, then log back in, while taking the exam online. Some 1,000 school systems had one or more students affected, and it appears the glitch was largely confined to those taking the English I end of course (EOC) exam, although exceptions have been reported. Roughly 460,000 tests have been taken online so far.

SBOE Member Pat Hardy (R-Fort Worth) suggested the board avoid scheduling meetings during testing week in the future, as it makes it nearly impossible for educators to get time off to attend board meetings or to testify before the board. TEA staff indicated they are aware of the scheduling conflict and are working toward avoiding such a situation in the future.

The commissioner next proceeded to run down the state’s recent results on the National Assessment of Educational Progress (NAEP). Texas saw a slight decline in 4th grade math proficiency this year and has experienced a downward trend in 8th grade math since 2011. The state has been a middling performer in 4th grade reading and saw a slight recent dip. Scores on 8th grade reading have been similarly flat, with a slight recent decline. Morath called the NAEP scores “somewhat disappointing nationally.”

“It does appear that accountability matters a great deal, and resources appear to be a factor,” Morath added.

Member Hardy pointed out that Texas has different demographic challenges than other states; in particular, it is home to a high percentage of students who are economically disadvantaged. Hardy suggested this makes for apples-to-oranges comparisons to other states when it comes to national test scores. Morath conceded Hardy’s point, but noted that “life doesn’t grade on the curve.” The commissioner warned the real world deals in absolutes, and suggested it’s important to celebrate success where appropriate while continuing to pursue improvement.

Finally, Morath updated the board on the agency’s corrective action for special education. A January letter from the U.S. Department of Education found Texas was deficient in three areas of special education: Child find, providing a free and appropriate public education (FAPE), and compliance monitoring.

According to the commissioner, the core corrective action response will be provided to the federal government for compliance purposes, while a strategic plan for the state will focus on broader reforms. The commissioner identified five key components of the strategic plan: State monitoring, identification, evaluation, and placement; training, support, and development; student, family, and community engagement; and support networks and structures. The final corrective action response is due to the federal government April 23.

Responding to funding questions from Member Keven Ellis (R-Lufkin), Morath indicated the agency has already begun making staffing changes with federal funds available to the agency under the Individuals with Disabilities Education Act (IDEA). The agency has already hired 34 full-time equivalents (FTEs) in order to begin implementing the necessary changes. The nature of the plan calls for spending shifts in allocation. The state is allocated roughly $100 million in IDEA funds each year, all of which Morath said are being “re-tooled” concomitant with the corrective action plan.

Asked by Ellis how formula funding under the Foundation School Program (FSP) would be affected by the plan, Morath said the special education formulas are “quite sophisticated,” making it hard to give a specific number. As a ballpark estimate, Morath estimated the plan would add another $5,000 for each new special education student. The agency estimates another 200,000 students could enter the system, which would translate to about $1 billion in additional FSP funding. Morath noted the figures are only rough estimates, and actual funding would depend upon which services are provided to each child under his or her individualized education program (IEP).

Member Sue Melton-Malone (R-Waco) asked about training provided to educators under the plan. The commissioner said the agency is preparing to launch a statewide professional development network involving summer programs and ongoing training. This training will be primarily targeted at mainstream setting educators.

On a separate note, Member Lawrence Allen, Jr. (D-Houston) voiced concern to Commissioner Morath over the board’s lack of oversight of contracts between school districts and charter schools as a result of Senate Bill (SB) 1882 passed by the 85th Texas Legislature. This bill provides financial incentives and a pause in accountability ratings for districts to contract with a charter holder, nonprofit or higher education institution to operate a campus under a “partnership” model in which the district surrenders control entirely to the operator. As ATPE has warned, this has potentially troubling implications for school staff and students in the feeder pattern.

While the SBOE has the final authority to approve new charters, it has no formal input regarding these arrangements. Rather, each contract must be approved by the commissioner. Agreeing with Allen, Member Hardy warned that charters may be less faithful to the Texas Essential Knowledge and Skills (TEKS), which are required curriculum approved by the board.

The board is scheduled to consider a variety of items Wednesday, including potential action regarding the creation of a Mexican American Studies class. Continue to check TeachTheVote.org for further updates from this week’s SBOE meeting.

School finance commission talks property taxes

The Texas Commission on Public School Finance met Thursday morning in Austin to discuss the role of tax revenue in the school finance system. Chairman Justice Scott Brister began the meeting by apologizing for comments about disabled children he made during a meeting of the working group on expenditures.

Texas Commission on Public School Finance meeting April 5, 2018.

“I never suggested that any group of kids should be excluded from public funding or from being educated,” said Brister. State Sen. Larry Taylor (R-Friendswood), who chairs the Senate Education Committee, blamed the media for taking Brister’s comments about “slow” children out of context.

Brister followed by announcing that the working groups are not working as intended, specifically noting that attempts to hold meetings by teleconference have yielded less than stellar results. The chairman suggested members may instead call additional witnesses to the full commission’s May and June meetings and postpone working group recommendations to later in the year.

Additionally, Brister indicated what sort of recommendations he is seeking. Those recommendations include “how to get more with what you’ve got,” “all you can get from the taxpayers otherwise,” and how to address the concerns of those who argue still more funding is needed.

The chairman also offered a brief recap of suggestions submitted during public testimony last month. Those recommendations included raising the basic allotment for all students, increasing funding for gifted and talented and special needs students, funding pre-K, funding smaller class sizes, mentoring teachers, restoring additional state aid for tax relief (ASATR) funding, increasing teacher salaries and reducing health care costs for active and retired teachers, updating the cost of education index (CEI), and restoring state funding to at least 50 percent of the burden of paying for schools.

Texas Education Agency (TEA) Chief School Finance Officer Leo Lopez was the first to testify, and outlined state sources of school revenue. State Sen. Paul Bettencourt (R-Houston) argued for recapture, or “Robin Hood” taxes paid by local taxpayers, to be counted as state funding. House Public Education Committee Chair Dan Huberty (R-Houston) pointed out that the state comptroller has consistently counted recapture as local funding. If recapture were counted as state funding, it would falsely inflate the percentage of school funding contributed by the state, which is currently around 38 percent.

The next panel featured a pair of representatives from the comptroller’s office. Texas does not have a statewide property tax, but it does have a statewide sales tax. Various sales taxes account for around two-thirds of all state revenue collections. Collections from the business franchise tax, which was initially created in order to help ease the property tax burden on homeowners, have steadily shrunk as lawmakers have chipped away at the tax over time. State Rep. Diego Bernal (D-San Antonio), vice chair of the House Public Education Committee, asked the comptroller’s office to prepare a report on education funding streams that have been cut by the legislature over the past ten years.

San Jose State University Professor Anette Nellen presented what an ideal tax system should consider, and her presentation led to a spirited conversation about whether the internet should be taxed. Nellen was followed by former chief revenue estimator James LeBas, who offered a summary of a book he wrote on tax law turning points. LeBas concluded that previous attempts to “buy down” local property taxes were thwarted by increases in property values, bond elections and other factors. He argued no such effort will be successful without continuously increasing funding, restricting local tax increases, or some combination of both.

The final panel involved testimony from several businesses, including Phillips 66, Texas Instruments and P. Terry’s Burger Stand. Business interests emphasized that taxes are a major consideration when it comes to where companies choose to locate and do business. A representative from the Texas Association of Builders testified that high property taxes are a hurdle to home ownership, however many homeowners choose where to buy based upon the quality of local schools. Patrick Terry, the founder and owner of P. Terry’s, testified that the rapid increase in property taxes is making it more difficult to provide discretionary benefits to employees and make charitable contributions to community organizations. More significantly, Terry suggested it is likely discouraging more entrepreneurs from entering the economy. Wayne Gerami, vice president at Austin Habitat for Humanity, suggested that some states utilize a “circuit breaker” provision, which caps an individual’s property tax burden at a certain percentage of their income.

Before adjourning, Brister confirmed that the reports from commission working groups will be delayed until September. The commission is scheduled to meet again on April 19.

Finance commission working group on outcomes meets

The Texas Commission on Public School Finance working group on outcomes met Wednesday evening for the subcommittee’s first formal public meeting. The group is led by Todd Williams, the education advisor to Dallas Mayor Mike Rawlings, and includes House Public Education Committee Vice-chair Diego Bernal (D-San Antonio), Pflugerville ISD Superintendent Dr. Doug Killian, Senate Education Committee Chair Larry Taylor (R-Friendswood), and Melissa Martin, who was absent.

Texas Commission on Public School Finance working group on outcomes meeting April 4, 2018.

The first invited witness was former U.S. Assistant Secretary of Education Tom Luce, who emphasized that education is the future of Texas. Luce began by warning that Texas schools are not preparing students for post-secondary success. Furthermore, an ill-prepared workforce will lead to decreasing median incomes and an increased financial burden on the state.

“We have to do more with more, not more with less.” said Luce, who suggested looking to current tax exemptions for ways to generate additional revenue. “Money matters.”

Luce served as chief of staff to the Texas Select Committee on Public Education in 1984 and participated in the last major reform of the Texas school system. Without another reform, Luce predicted Texas is doomed to fall behind academically and economically. Reforms suggested by Luce include offering incentives for students to take AP exams, full day pre-K, and boosting overall funding. In order to secure the necessary additional funds for public schools, Luce argued stakeholders must explain to taxpayers what the system is going to accomplish differently than what it is currently doing.

Other witnesses laid out similarly concerning views of the state’s current success preparing students for post-secondary success, whether that means pursuing career certification or finishing college. Failure to achieve post-secondary success means graduates entering the workforce and settling for lower-wage jobs, leading to more reliance on government entitlement programs. Together, this means a degraded tax base increasingly unable to support the social safety net programs upon which it relies.

A representative from the Commit Partnership in Dallas, of which Williams is chairman and CEO, drew attention to student demographics and the link between race and poverty in Texas. In addition, performance gaps between demographic groups have remained constant despite improvement in the overall student population. In order to close these gaps, Commit suggested focusing on pre-K and third grade literacy. Dr. Killian indicated he has seen the number of children who are unprepared for kindergarten increase over time, but access to pre-K has proven an effective way to counter this trend.

Commit managing director Sagar Desai suggested that internal surveys indicated just one in four new teachers felt adequately prepared by alternative certification programs with less rigorous training. Additionally, higher rates of poverty correlate with higher percentages of beginning teachers, which also correlates with lower student achievement.

Deputy Commission David Gardner from the Texas Higher Education Coordinating Board (THECB) was the last to testify, and offered an explanation of the “60×30” graduation goal. The plain aims for 60 percent of Texas high school graduates to complete a post-secondary degree or certificate by the year 2030. Gardner pointed out that the longer students wait between graduating from high school and entering college, the less likely they are to graduate from college. At the end of the meeting, Killian told Gardner he believes the higher education system should have an accountability system just like the K-12 education system.

The full commission is set to meet Thursday morning, when it will discuss issues related to tax revenues.

Congressional leaders reach deal on spending that includes boost to education dollars

Budget negotiators in Congress have reached an agreement on a deal to keep the lights on in Washington. The deal represents $1.3 trillion in total spending and a boost of $3.9 billion to spending on education. Congress now has until the end of Friday to pass the bill, preventing another government shutdown.

If Congress is able to pass the legislation in its current form (Republican and Democratic leaders are backing the final negotiation) and President Trump signs the legislation (he seemed to support the legislation Wednesday night after waffling throughout the day), many programs at the U.S. Department of Education (ED) will see boosts to funding.

Boosts include funding for Title I and special education (IDEA), the two largest sources of funding at ED, as well as a program aimed at recruiting, supporting, and training educators. Other boosts to funding include programs pertaining to STEM education, technology enhancements, counseling and mental health, social and emotional learning, after school curricula, and rural schools. There is also new funding for school safety in the form of training and safety technologies like metal detectors.

Many of the funded programs are ones President Trump and Education Secretary Betsy DeVos cut under their budget request. For example, the president’s budget proposal suggested defunding the $2 billion program aimed at recruiting, supporting, and training educators primarily in high-needs schools. Aside from an increase to charter school funding, Congress also ignored the administration’s requests regarding public and private school choice. There is no funding for a $500 million investment in expanding existing state voucher programs or establishing new voucher programs, and the $1 billion in Title I funding Trump wanted to see invested in a system termed Title I portability (a refresher on that can be found here) is not included. Secretary DeVos faced a congressional committee just this week in an effort to advocate for a number of major reforms at ED, but those were largely overlooked by congressional leaders under the spending plan.

While the deal looks poised for passage, there are still several procedural measures that could prevent its passage ahead of the Friday midnight deadline. Check back for more on how the latest deal on federal funding plays out.

Teach the Vote’s Week in Review: March 16, 2018

It’s your St. Patrick’s Day weekend edition of ATPE’s Week in Review for Teach the Vote:


The Texas Commission on Public School Finance is meeting next week and plans to hear public testimony for the first and only time on Monday. For more about the hearing and how you can submit input by email, check out this post on our blog. The commission has already heard invited testimony from ATPE Executive Director Gary Godsey, and ATPE Lobbyist Monty Exter will also be sharing recommendations with the commission next week.

The commission’s hearings this interim are taking place amid growing concerns that the entity’s final report to the legislature will contain few beneficial recommendations. For more, read the Texas Tribune’s latest article about the commission, featuring a quote from ATPE’s Exter, republished here on Teach the Vote. Stay tuned for updates from the commission next week.

 


ELECTION UPDATE: Now that the dust has settled on the March 6th primary election, ATPE’s Governmental Relations team is turning its attention to races that are headed to a runoff in May. ATPE Lobbyist Mark Wiggins has written about what’s at stake in the runoffs with a list of which districts are in play. Check out his post here.

Also on our Teach the Vote blog this week, we’ve republished an article from the Texas Tribune about Attorney General Ken Paxton’s continued efforts to harass school districts over what he deems to be “illegal electioneering” activities. Many of the districts targeted by AG Paxton with “cease and desist” letters are those that participated in nonpartisan voter turnout efforts organized by the Texas Educators Vote coalition, of which ATPE is a member.

 


U.S. Education Secretary Betsy DeVos is scheduled to testify on Capitol Hill next week regarding President Trump’s education budget proposal. The U.S. House Appropriations Committee, which oversees the initial budget writing process for the House, will host Secretary DeVos before its Subcommittee on Labor, Health and Human Services, Education, and Related Agencies on Tuesday at 9am (CDT). DeVos is tasked with defending a budget proposal that represents a 10.5% decrease in education spending and dedicates significant dollars to programs focused on expanding public and private school choice.

The hearing is the beginning of a budget process that will unfold in both chambers. Beginning in subcommittees and then moving through the full committees, members will work to narrow in on budget drafts that will later be negotiated by the two chambers. Those chambers will then be tasked with coming to terms on a budget they pass and send to the President. Read more about President Trump and Secretary Devos’s education budget proposal here and find a more in-depth explanation of the federal budget process here (note: this post is from 2015 and also offers a look back at how a budget proposal under President Obama compared). A webcast of the hearing next week can be located here.

 


 

School finance commission focuses on charters

The Texas Commission on School Finance met for the fourth time Wednesday in Austin. After a late start due to members trickling in the day after the state’s heated primary elections, the commission quickly launched into a debate about just how much of its activities will be open to members of the public.

Texas Commission on School Finance meeting March 7, 2018.

Chairman Justice Scott Brister began by informing members of the commission that commission subcommittees will be free to hold meetings without posting notice to the public. Brister gave members specific guidance in order to avoid having to comply with state open meetings laws, and led a vote expanding the number of members who can attend committee meetings out of the public eye.

State Rep. Diego Bernal (D-San Antonio), vice-chair of the House Public Education Committee, argued for greater transparency, suggesting members of the public have an interest in what the commission is doing behind closed doors. State Board of Education (SBOE) Member Keven Ellis (R-Lufkin) joined in highlighting the importance of transparency. Arguing for more secrecy, state Sen. Paul Bettencourt (R-Houston) noted members of the Texas Senate regularly hold secret meetings.

The committee also discussed logistics for the next meeting, March 19, when members of the public will be able to testify. Before public testimony, the commission plans to invite various stakeholders and interest groups to testify for up to five minutes. Brister stated the list of potential invited witnesses compiled by members and Texas Education Agency (TEA) staff numbered roughly fifty, and asked for help whittling down that number. He warned the March 19 meeting will be long, and members should expect to work well into the evening hours. Sen. Bettencourt asked to reduce the amount of time allotted to public witnesses to avoid a lengthy meeting, and Brister expressed interest in doing so based upon the number of witnesses who sign up.

The topic of Wednesday’s meeting was “efficiency,” with panels dedicated to efficiencies at the classroom, campus and district levels. The first panel featured witnesses from Cisco and Pasadena ISDs to discuss blended learning programs, which combine classroom time with self-paced digital learning incorporating technology such as computers and tablets. Todd Williams, an advisor to Dallas Mayor Mike Rawlings, asked whether blended learning would enable a single teacher to teach more students. Pasadena ISD Deputy Superintendent Karen Hickman indicated that may be possible, but had not been her district’s experience.

The next panel featured witnesses from Pharr-San Juan-Alamo ISD, along with Dallas County Community College and the Dallas County Promise program. College partnership programs allow students to earn industry credentials or college credits by taking courses through local higher education institutions. While praising the work of PSJA ISD, Williams suggested college completion rates in these programs are not always where many would like to see them. DCCC Chancellor Joe May testified that the Dallas program is an efficient way to get students to a four-year degree at a quarter of the typical cost.

The final panel on district-level efficiencies was led off by San Antonio ISD Superintendent Pedro Martinez, who highlighted new innovative campuses and advanced teacher training. Martinez made a compelling argument against basing too much accountability on end-of-course exams, pointing out that SAT scores have a far greater impact on the future trajectory of individual students. Martinez also laid out a nuanced way of tracking income demographics for the purposes of equalization within the district. More controversially, Martinez discussed bringing in charter operators from New York to take over a local elementary campus. These types of arrangements receive financial incentives from the state as a result of SB 1882, which was passed by the 85th Texas Legislature despite warnings raised by ATPE over the potential negative impacts on students and teachers. In consideration of these criticisms, Martinez suggested adding Dallas ISD’s ACE model or similar teacher retention programs as a third option under SB 1882. Martinez further acknowledged that charters are not interested in taking on the task of educating the most economically disadvantaged students.

The commission also heard from Paul Hill, a Washington-based policy consultant whose work has been affiliated with handing campuses over the charters and supporters of broader education privatization, including vouchers. Midland ISD Superintendent Orlando Riddick spoke of districts of innovation (DOI), and confirmed that districts are eager to waive requirements for maximum class sizes and teacher certification. ATPE has repeatedly warned of DOI being used to hire cheaper, uncertified teachers and assign larger classrooms.

The meeting ended with testimony from IDEA Public Schools charter founder Tom Torkelson. While acknowledging that well-trained teachers should earn more money, Torkelson also suggested that class size limits designed to protect students should be waived in order to place more students in a single classroom. Torkelson also suggested eliminating regional education service centers (ESCs), which were designed to increase efficiency by consolidating various support tasks in order to service multiple districts. Torkelson gave no indication what should replace the ESCs in his estimation.

State Rep. Dan Huberty (R-Houston), who chairs the House Public Education Committee, concluded Wednesday’s hearing by directing members to the task at hand: Finding a way to pay for public education for all Texas students. Anything short of that, he reminded members, will not help Texas out of its current predicament. The commission will next meet March 19, and members of the public will be allowed to testify.

Teach the Vote’s Week in Review: Feb. 16, 2018

Here’s ATPE’s wrap-up of education news developments this week:


ELECTION UPDATE: Tuesday, Feb. 20, marks the start of early voting for the March 6 primary elections. ATPE is urging all educators and registered voters in Texas to participate in the primaries, where most of Texas’s elected offices are filled. For more tips on when and where to vote, check out this blog post from ATPE Political Involvement Coordinator Edwin Ortiz.

We’ve known for a long time that educators have power to use their numbers to influence the outcomes of these pivotal primaries. Now it’s becoming clear that some politicians and special interest groups are very worried about the potential for high voter turnout within the education community. With enthusiasm growing among grassroots groups like Texans for Public Education, which is promoting a #blockvote campaign to elect pro-public education lawmakers in the Republican primary, some elected officials facing primary challengers are taking to the airwaves in a last-ditch effort to tout their own records on education. For example, the Texas Tribune reports that Lt. Gov. Dan Patrick spent $5.1 million in January for television ads, amounting to roughly one-third of his campaign war chest. Several of the lieutenant governor’s ads, both on tv and radio, feature claims about support for public education and efforts to raise teachers’ salaries by $10,000, but many are questioning the veracity of the ads in light of failed leadership-backed bills last session that called for much lower pay increases, which school districts would have been forced to fund without new or additional money from the state.

Another group aiming to influence these elections is the Texas Educators Vote coalition, of which ATPE is proud to be a member. We are continuing our efforts to get out the vote, despite disturbing attempts by some in power to intimidate school leaders and shut down our nonpartisan initiatives. This week, Attorney General Ken Paxton issued cease and desist letters to three school districts, alleging that their leaders had used school district resources for “unlawful electioneering.” The basis for the threatening letters from the AG’s office appears to be a handful of Twitter posts and retweets, which likely involved no expenditure of school district funds, and some districts’ adoption of our coalition’s nonpartisan resolution promoting a “culture of voting,” which obviously does not advocate in any way for specific candidates or ballot measures.

ATPE is dismayed that school board members and administrators are being unfairly targeted for efforts to encourage educators to vote, and that support for public education in general is now being characterized by some elected officials as a “partisan” endeavor. ATPE is not alone in objecting to the witch hunt; Sen. Jose Menendez (D-San Antonio) this week wrote back to AG Paxton asking him to withdraw the cease and desist letters. In his letter, Sen. Menendez wrote, “As elected officials,… our role includes urging people to vote, not intimidating them from participating in this highly regarded democratic process.” Menendez further suggested that intervention by the federal Department of Justice might become necessary.

We at ATPE have worked along with other members of the Texas Educators Vote coalition to help educators understand the restrictions on using school district resources for political advertising, and we believe that most, if not all, school officials have complied with the law. It is not illegal for individual educators to endorse candidates, and there is nothing partisan or illegal about encouraging school employees to vote and to support the cause of public education. We hope that Texas voters will not be deterred by the efforts of a few politicians and dark money groups to keep educators from exercising their constitutional right, and we encourage the school community to  continue spreading the word about the importance of the 2018 elections. Most importantly, get out and vote early next week!

 


The Teacher Retirement System (TRS) board of trustees has been meeting in Edinburg, Texas this week. ATPE Lobbyist Monty Exter reports that the board has been discussing a change to the retirement fund’s assumed rate of return, which will have a significant impact on the future of the fund and budget discussions when the legislature returns in January 2019.

For more on the implications of these changes, read Exter’s blog post this week about the additional funding that TRS will be needing and why the upcoming primary elections will have so much impact on active and retired teachers’ pensions and healthcare.


On Friday, the Texas Education Agency (TEA) announced that it will be extending to Tuesday, February 20, the deadline for members of the public to participate in a survey regarding its corrective action plan for special education.

In January, TEA released the initial draft of a plan to make good on the state’s legal obligation to serve all students with special needs. The U.S. Department of Education ordered the state to take corrective action after an investigation by the Houston Chronicle revealed that the state had wrongfully denied special education services to thousands of Texas children through the enforcement of a de facto cap on the number of students allowed to participate.

Members of the public are encouraged to review the four-point plan and submit feedback by taking an online survey available on the TEA website. The survey was originally scheduled to close Sunday, February 18, but the agency announced Friday that survey responses will be accepted through Tuesday, February 20. According to the TEA, the survey takes roughly 15 to 20 minutes to complete.

Once public comments have been received, a revised draft plan will be posted and open to additional feedback in March.


President Trump released his 2019 federal budget proposal this week, which highlight’s the president’s priorities before lawmakers begin work on the actual budget in Congress.

Much like last year’s budget request, Trump’s 2019 budget proposal requests a big chunk of funding for public and private school choice, maintains funding levels for Title I and special education, and seeks large cuts to hand-chosen K-12 programs within the Department of Education (ED). Read more about the president’s proposal in this post by ATPE Lobbyist Kate Kuhlmann.


Trump releases education budget proposal

President Trump released his 2019 federal budget proposal this week, a proposal that presidents issue annually for consideration by lawmakers on Capitol Hill as they work to hash out a budget for the country. Much like last year’s budget request, Trump’s 2019 budget proposal requests a big chunk of funding for public and private school choice, maintains funding levels for Title I and special education, and seeks large cuts to hand-chosen K-12 programs within the Department of Education (ED).

Trump’s new budget proposal entails a $7.1 billion cut to funding for ED, which represents a 10.5% decrease. Of the overall requested cut, $4.4 billion comes from complete elimination of 17 programs deemed by the administration to be “duplicative, ineffective, or more appropriately supported through State, local, or private funds.” A $2 billion program aimed at recruiting, supporting, and training educators primarily in high-needs schools is once again on the chopping block. Other programs cut under his latest budget proposal include a $12 million program for gifted and talented education and a more than $1 billion program for before-school, after-school, and summer enrichment programs.

Expanding public and private school choice is once again a signature piece of Trump’s plan, totaling $1.1 billion. The proposal notes that the billion dollars requested is intended to be “a down payment toward achieving the President’s goal of an annual Federal investment of $20 billion—for a total of an estimated $100 billion when including matching State and local funds—in school choice funding.” Of that billion, $500 million would go toward a grant program for expanding existing state voucher programs and establishing new voucher programs, among other potential options. Another $500 million would go toward charter school expansion, which saw an increase in funding from Congress following Trump’s last request, and just under $100 million would be dedicated to expanding the number of public magnet schools.

Aside from the bump in funding for charter school expansion, Trump’s school choice funding requests largely fell flat in Congress last year. However, the president does use his budget proposal to tout a piece of the recently passed tax plan that allows families to use 529 college savings accounts to pay for private school tuition or home schooling costs.

Funding levels for Title I are requested at $15.5 billion and the Individuals with Disabilities Education Act (IDEA) would be funded at $12.8 billion. New to President Trump’s budget proposal this year is a funding request for $43 million aimed at opioid addiction prevention. Check back for more from Washington as Congress works to negotiate future federal appropriations.

(Note: the budget deal recently struck in Washington set overall funding levels for the federal government, which entailed an increase in non-defense discretionary spending or the category of funding that covers agencies like ED; the appropriations bills hash out how those overall approved funding levels will be divvied up among specific departments, agencies, programs, and etc.)

From The Texas Tribune: Hey, Texplainer: Does the Texas lottery fully fund public education?

A Texas Lottery display in Austin on April 3, 2017. Photo by John Jordan

A Texas Lottery display in Austin on April 3, 2017.
Photo by John Jordan

Today’s Texplainer is inspired by a question from Texas Tribune reader Lynne Springer. Send us your questions about Texas politics and policy by emailing texplainer@texastribune.org or through texastribune.org/texplainer. 

Hey, Texplainer: The lottery is supposed to fund education — that was stated at the get-go. Why is lottery money being used for other things?

When they were trying to sell the lottery to voters more than 25 years ago, political candidates left many Texans with the impression that 100 percent of the money earned from the lottery would go toward education and that the lottery might generate enough money to pay for all public education.

Neither is true.

Through a constitutional amendment, voters approved the creation of the Texas Lottery in November 1991. Between 1992 and 1997, $4 million from lottery ticket sales and unclaimed prizes went toward the state’s general revenue fund — meaning it could be used for any state expense.

It wasn’t until after 1997 that Texas schools became a specific beneficiary of the money.

The breakdown of how that money is distributed now looks like this, according to the Texas Lottery Commission website:

  • 63 percent is paid to lottery winners
  • 27.1 percent funds Texas education through the Foundation School Fund
  • 5.4 percent goes toward retailer commissions
  • 4 percent goes to the lottery for administrative costs
  • The remainder, about 0.4 percent, funds the Veterans Assistance Program and other state programs

The commission announced in September 2016 that it had earned more than $5 billion in sales for the 2016-17 fiscal year.

“This is the first time in our history that we have generated more than $5 billion in sales,” Gary Grief, the lottery’s executive director, said in a news release. “We are excited to celebrate the extraordinary growth we have achieved and proud to make our largest contributions ever to both Texas public schools and veterans’ programs.”

Of that $5 billion, roughly $1.3 billion was allotted to the Foundation School Fund, which is administered by the Texas Education Agency. The money is used for expenses such as teacher salaries, bilingual education and special education. TEA officials said the Foundation School Program should be thought of “as a huge pot of money” with lottery revenue being just one contributor to the pot.

In 2015, the Legislature budgeted $48.4 billion in state funds for public education over two years, which included $2.4 billion that the lottery contributed to the state’s foundation school account.

According to the Texas Lottery’s website, the lottery has contributed $20 billion to the Foundation School Fund since 1997. But TEA officials say there’s no telling which Texas school districts receive lottery funding.

The bottom line: The money earned by the Texas Lottery has never been fully dedicated to Texas education. Since 1997, a percentage of lottery revenue has gone toward funding the state’s public schools, but not all of it.

This article originally appeared in The Texas Tribune at https://www.texastribune.org/2017/07/07/hey-texplainer-does-lottery-fully-fund-public-education/.

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