Tag Archives: accountability

ATPE survey, TEA data show pandemic-related decline in student engagement

This spring, when the COVID-19 pandemic sent our educational system into triage mode, Texas educators were asked by the Texas Education Agency (TEA) to document “student engagement” using crisis codes in the state’s Public Education Information Management System (PEIMS). The data collected by the agency was released yesterday, but take it with a big grain of salt. The term “engagement” might be a misnomer based on TEA’s definitions, and ATPE’s own survey of Texas educators indicates we have a lot of work to do on re-engaging students.

Student engagement as we familiarly know it typically refers to factors such as attendance, participation in lessons, timely completion of assignments, and students’ attitudes toward learning. For reporting purposes during the crisis, TEA defined an engaged student as one who was responsive and completing assignments, which is rather vague. For example, secondary students in multiple classes were considered engaged if they were completing assignments in any core content area. Therefore, an “engaged” middle school student could have completed some assignments in an ELA course but in no other courses. An “unengaged” student was defined as responsive but not completing assignments, regardless of the underlying reason for the student’s lack of engagement. An “uncontactable” student was defined as not responsive at all.

As defined, the TEA crisis codes seemed to measure whether students were present as opposed to their true engagement. Additionally, these definitions leave out students who may not regularly complete assignments as part of their schooling, such as those who receive special education services.

The student engagement data newly released by TEA, which is still being updated by districts through July 16, showed that 88.72% of students were “engaged.” The agency reported that approximately 11% of students either were not engaged for some time or their school districts lost or had no contact with them. For context, this amounts to approximately 609,000 Texas students who severely lacked the emotional, academic, and social stability traditionally afforded by schools and educators this spring. That’s a disturbing number, even under TEA’s rudimentary definitions of engagement, but input we’ve solicited from ATPE members suggests a much larger number of students became less engaged once schools were forced to shut down because of the coronavirus pandemic.

The recent ATPE Membership Survey conducted June 5-19, 2020, included a question on student engagement that we believe provides much more insight about how students were participating and learning during remote instruction this spring. When asked how engaged their students were during remote instruction, just over 65% of ATPE members surveyed said their students were “slightly less engaged” or “much less engaged” on average as compared to their level of engagement during previous in-person instruction. This information was provided by 3,250 survey respondents.

ATPE 2020 Membership Survey results on student engagement during the pandemic-related school shutdown

The misnomer of “engagement” as loosely defined by TEA is even more problematic when applied to the agency’s disaggregated PEIMS data, which are presented in such a way that suggests students of color, low-income students, and students in younger grades were not as “fully engaged” in school this spring as other students. Whether or not these subpopulations of students were engaged is more accurately framed, we believe, by the barriers students may have faced both in accessing school materials and having the necessary instructional support at home. (Having a stable home setting and parents or caregivers who are present make a difference.) Through TEA’s “Strong Start” resources, districts are being encouraged to collect some survey data from families and educators related to barriers as they plan for the upcoming school year.

Where do we go from here? Evidence is mounting that the “COVID slide” will be steep and likely even steeper for students of color, low-income students, and younger students who may not be developmentally ready for remote instruction. With an upcoming school year that will include an even greater emphasis on remote instruction and no plans as of yet from TEA to halt state testing and accountability mandates, it is more important than ever to gather information on the barriers students face and make concrete plans to address them. TEA has said the state intends to use federal emergency dollars to improve connectivity and access to digital devices for students, but these will be of little use if a child has inadequate instructional support at home or no place to call home at all.

Including teacher voices to gather their experiences with students during remote learning and their take on how to improve access to education during a crisis is crucial. ATPE has urged the state and school districts to solicit feedback from educators, including classroom teachers, as they develop plans for the next school year.

An ATPE member told a story of sitting with their student (virtually) to talk through their parents’ loss of income, their fears about the pandemic, and adjusted assignment expectations since the student was now working at a job, too. This is not necessarily “completing an assignment,” but it is engagement and it is at the core of the work that educators do. If you can’t engage a student and have a meaningful relationship, their basic needs will not be met (remember Maslow’s Hierarchy of Needs?), and they will never get to a place of learning .

Read this reporting by the Texas Tribune to learn more about the “COVID slide” and the engagement data recently released by TEA.

Commissioner discusses COVID-19 issues at the June SBOE meeting

The Texas State Board of Education (SBOE) is holding its June meeting this week. On Monday, the board heard over 12 hours of testimony from more than 250 people on the review of the Texas Essential Knowledge and Skills (TEKS) for physical education and health TEKS. The board’s discussion of these TEKS was pushed to Tuesday’s meeting.

On Tuesday, the board began with an appearance by Texas Education Commissioner Mike Morath, whose comments were primarily related to education issues stemming from the current coronavirus pandemic. Because Texas lacks end-of-year student learning data, Morath pointed to an outside study on the blended learning tool “Zearn,” which showed disparate outcomes in learning between students with different wealth measures. Morath did note that data will likely be released today on Texas public school student engagement, which was gathered by teachers in the spring. Morath stressed that we cannot allow the public health crisis to become an educational crisis and discussed transitioning from crisis-mode instructional support to instruction, in order to minimize learning loss.

As we previously reported here on Teach the Vote, Morath explained that the Texas Education Agency (TEA) has used its waiver authority to set up two new school finance mechanisms, which will allow districts to receive funding for either a synchronous or asynchronous remote instructional model next school year. In a later answer to a question by board member Marisa Perez-Diaz (D-Converse), Morath explained that attendance (tied to schools’ ability to receive funding) in the asynchronous method of remote learning will be specifically determined through a district’s definition of progress and engagement, which must abide by an already established framework defined by TEA. Morath stressed that it is essential to get as many children back in school as possible and as quickly as possible, but the commissioner said he understands that it may not be safe for some children to return to school.

Morath stated that the risk of COVID-19 infection, transmission, and complications in children is much lower than for adults and expressed confidence that districts can implement enough strategies and protocols so that parents feel safe sending their kids to school. This appeared to leave some board members wondering, “What about the teachers?”

Board member Ruben Cortez (D-Brownsville) later asked the commissioner to address how the agency is prepared to protect educators and deal with infected school employees who have to miss school or quarantine. Morath pointed to the agency’s provision of personal protective equipment (PPE) such as face shields, plus guidance the agency has provided to districts suggesting screening protocols and considerations for higher levels of distancing. Similarly, member Aicha Davis (D-Dallas) later asked Morath if there was going to be any state support for teachers who are pregnant or have asthma, to which Morath responded that it will be left up to school districts to address this issue, and TEA has provided them guidance regarding staff who fall into a high-risk category. Morath suggested that there would not be any additional state financial support for districts in dealing with this issue of accommodating staff around such COVID-19 concerns.

During his presentation, the commissioner commented on the financial situation facing Texas public schools. He stated that while negative downturns in the economy will impact tax revenue, Texas has not announced cuts to public education funding and does not plan to cut funding in the coming years. Morath explained that the Elementary and Secondary School Emergency Relief (ESSER) fund created as part of the federal CARES Act will be used to execute the “hold harmless” provision for Average Daily Attendance (ADA) that the agency recently announced. This means that cuts to funding in the coming year will not be necessary, according to the commissioner. In addition to the ESSER funds, half a billion dollars will be allocated through the Coronavirus Relief Fund (CRF), also part of the CARES Act, which will fund 75% of schools’ coronavirus-related expenses incurred during the 2019-20 school year. Morath said the state also plans to provide PPE to every school district, fund access to broadband and digital devices through Operation Connectivity, and offer the free, optional Texas Home Learning platform and resources for districts that do not already have a learning management system (LMS) in place. The commissioner added that 24% of Texas students needed paper learning resources this spring, which is likely why connectivity and access to devices are a large focus of how the state plans to spend its emergency funds provided by Congress.

When board member Davis asked the commissioner how racial equity would be addressed in his agency’s efforts, Morath referenced the increases in funding that resulted from the legislature’s passage of House Bill 3, Operation Connectivity, and the Texas Home Learning network. Similar to his previous positions, the commissioner suggested that each district is responsible for closing the gaps and that TEA can only provide robust resources within the limits of the agency’s own funding. Member Barbara Cargill (R-Conroe) asked Morath how the Texas Home Learning network was being vetted and what was being done to ensure that it will not become the next CSCOPE. Morath responded that the new home learning resources were meant to be extremely transparent and available to the public, but the commissioner added that he would like those resources eventually to be vetted by the SBOE .

Before taking questions, Morath also commented on the reading academy requirements included in House Bill 3, stating that all requirements are still on schedule. Reading academies will be offered mostly in a blended learning form. Providers may begin offering cohorts in July. More information on reading academies can be found here.

Board member Tom Maynard (R-Florence) asked about TEA’s future plans for administering the STAAR test. Morath answered with a long-winded explanation of why assessments are important for measuring learning for diagnostic purposes and emphasizing the correlation between STAAR test scores and future outcomes for students. To provide districts some flexibility, the commissioner stated that the agency has extended the testing window for the coming school year and that there will likely be future adjustments to the A-F accountability system to compensate for not being able to calculate growth. In response to a question by board member Georgina Pérez (D-El Paso), Morath said he isn’t sure if Texas will be requesting another testing waiver from the federal government in the upcoming academic year.

Lastly, Pérez asked the commissioner to comment on charter school expansion requests and if TEA could improve its process for notifying SBOE members of charter school expansion amendment requests. (ATPE was among a coalition of education groups that asked the commissioner to impose a moratorium on granting charter school expansion requests during the COVID-19 pandemic in order to save the state money.) Morath replied that expansion requests are being processed as normal. With regard to notice requirement, Morath did not have an answer.

The SBOE will continue to meet through Thursday of this week. Find the full agenda here.

For all information and guidance that TEA has provided to districts during the pandemic, visit the TEA COVID-19 Support page. Be sure also to check out ATPE’s Coronavirus FAQ and Resources for frequently updated information for educators about issues related to COVID-19.

Highlights of the May 2020 SBEC meeting

In its first meeting conducted via Zoom, the certification board discussed educators and coronavirus, Master Teachers, and more.

On Friday, May 1, 2020, the State Board for Educator Certification (SBEC) met for the first time in a virtual setting, due to COVID-19 meeting restrictions. Here are the highlights from the board’s agenda:

  • Carlos Villagrana of Teaching Excellence will no longer be a member of the SBEC board.
  • The Texas Education Agency (TEA) says beginning teacher support is a “huge priority” in light of COVID-19 and that the state is looking to federal CARES Act funding to implement programs and resources in this area.
  • SBEC gave the nod to rule changes to implement the Science of Teaching Reading requirements in last year’s House Bill 3 for all EC-6 teachers.
  • The board rejected an alternative certification program’s petition for several rule changes that would have lessened the responsibility of educator preparation programs (EPPs) to prepare high-quality teachers.
  • In a discussion of tying EPP accountability to STAAR-based student growth, EPPs and board members alike expressed concerns about clarity of the methodology and determining cut scores.
  • In a discussion-only item, SBEC members overwhelmingly agreed with ATPE in support of removing the expiration date from Legacy Master Teacher certificates. TEA will move forward with rule-making on this issue.

“Legacy” Master Teachers

On Friday, SBEC took up a discussion-only agenda item to move forward with potential solutions for Master Teachers (MT), whose certificates were eliminated under House Bill (HB) 3 passed by last year’s legislature. Though the process for gaining a MT certificate was arduous and often costly, MTs will not be able to renew these certificates and, upon their expiration, may find themselves ineligible to continue in their current teaching assignment.

In a letter requested by ATPE and delivered to the board at its Feb. 2020 meeting, HB 3 author Rep. Dan Huberty (R-Kingwood) explained that the intent of his bill was never to abandon MTs’ expertise, but simply to avoid naming confusion with the “master” teacher merit designation also included in the bill as part of the Teacher Incentive Allotment. This is why MTs now see the qualifier “legacy” attached to their certificate. Huberty’s letter urged the board to allow legacy MT certificate holders to “maintain their existing teaching assignments without interruption, additional cost, or the need to seek additional certifications,” which prompted today’s discussion on the SBEC agenda.

ATPE Lobbyist Andrea Chevalier testified virtually before SBEC on May 1, 2020.

ATPE Lobbyist Andrea Chevalier provided written and oral testimony today in support of solutions to allow MTs to retain their teaching assignments. In particular, ATPE supported a TEA-suggested option to remove the expiration date from Legacy MT certificates, and the board overwhelmingly agreed. ATPE looks forward to continuing to work on this issue as rules are proposed. For background on ATPE’s previous work regarding MTs, see this blog post by Chevalier.

Coronavirus and educators:

In the first discussion of the day, the board received an overview of the COVID-19 pandemic’s impact on educators. TEA staff explained that the first round of governor-issued waivers changed the time and physical setting requirements for clinical teaching, internships, and field-experience. The second round of waivers provided flexibility for certain candidates who have not been able to meet testing requirements for a one-year probationary certificate, which is typically reserved for candidates in alternative certification programs. This waiver gives candidates a year to meet the testing requirements as testing centers slowly reopen.

SBEC member Laurie Turner asked if waivers would still apply in the event of a second viral surge. TEA Associate Commissioner Ryan Franklin replied that his team is developing a plan for a next phase of admission and entrance requirements for candidates entering programs this fall. Franklin said all things will be on the table and a lot will depend on the emergency declaration from the governor’s office that enables TEA to address these issues.

SBEC heard testimony from representatives of the University of Texas at Austin, who said new teachers will need extra support next year due to decreased preparation experiences and the additional needs of students who have lost learning due to the pandemic. Testifiers argued that federal funding could be used for statewide targeted induction support, including activities such as close mentoring, summer professional learning, micro-credentialing, a hotline, and virtual planning sessions over the summer. Kelvey Oeser of TEA said this is a huge priority for the agency and that they are looking at the CARES Act as a potential funding source.

Implementation of the Science of Teaching Reading requirements:

Last year’s HB 3 requires  candidates who plan to teach students in grades EC-6 to complete a Science of Teaching Reading (STR) exam. To reflect this requirement, the board approved proposed amendments today across several chapters in Title 19 of the Texas Administrative Code (TAC) to implement the replacement certificate names, as well as other changes that might have been proposed in each particular chapter. These proposed changes by chapter will be posted in the Texas Register for public comment beginning May 29, 2020 and ending June 29, 2020. See below for more detail:

Chapter 227: Changes include updates to the PACT to implement the STR exam and removal of the one-year expiration date on passing PACT. This would reduce the burden on candidates, who may have taken a PACT exam more than a year before they try to gain admission to an EPP.

Chapter 228: This chapter houses requirements for EPPs. Eight revisions were approved, five of which were discussed at the February SBEC meeting. These would simplify a table of requirements in the chapter; implement portions of HB 18 passed by the legislature in 2019; authorize teaching sites outside of Texas in situations such as military assignment; provide admittance policy guidance to EPPs that are closing or consolidating; restrict a summer-only practicum unless it is part of a year-round school or extended year program; provide a dismissal policy for candidates who violate the code of ethics; supply concise reasons that an EPP would no longer support a candidate in an internship; and clarify the number (three) and spacing of formal observations conducted during a practicum. Three new changes to EPP requirements were made since the February meeting so that EPPs can offer the replacement certificates for the STR exam.

Chapter 230: The revisions update the testing figure in 230.21(e) to implement the STR requirements, including the insertion of replacement certificate names and a content pedagogy exam transition. This transition is necessary because the exams are based on standards that are changing with implementation of the STR and changes to English Language Arts and Reading (ELAR) curriculum standards in the TEKS. The changes also include technical edits to phase out a retired test and update test numbering conventions.

Chapter 233: This adds the replacement STR certificates to the categories of classroom teaching certificates and language requiring educators who teacher pre-K-6 to demonstrate proficiency of STR. New rule language also implements transition deadlines.

Chapter 235: These changes update the organization of the STR standards to comply with HB 3, including a split certification for special education with separate certificates for grades EC-6 and 6-12. Changes also include two sets of supplemental certificate standards: one for bilingual Spanish, grades EC-12, focusing on bilingualism, biliteracy, and biculturalism; and another for “DeafBlind” grades EC-12.

In a discussion-only item, the board also considered a communication timeline for the Science of Teaching Read exam transition, including test development.

Other action items:

SBEC approved the adoption of revisions to 19 TAC Chapter 232 to implement technical updates to renewal and fingerprinting procedures and several bills passed by the 86th Legislature in 2019. The new legislative requirements include continuing professional education regarding mental health and substance abuse training under HB 18 and Senate Bill (SB) 11); training requirements for superintendents on sexual abuse and human trafficking per HB 403; and the removal of student loan default as grounds to deny the a certificate renewal under SB 37. The fingerprinting updates include process and technology changes that match current practice. The simplification and reorganization of the chapter was presented as suggested by ATPE and other stakeholders.

The board voted to deny a rulemaking petition that included four requests related to EPPs. State law in the Texas Government Code allows any interested person to petition a rulemaking agency, such as SBEC, for regulatory action. The petition by an individual representing an alternative certification program (ACP) included requests for SBEC to make four rule changes as follows: 1) revert back to requiring that candidates take a certification exam for admission purposes into an EPP; 2) allow ACPs and post-baccalaureate programs to prepare candidates for pre-admission content tests; 3) change the EPP accountability system to give EPPs credit for any candidate who passes within the first five attempts, as opposed to current rule that is limited to the first two attempts; and 4) change the intern certificate to two-years rather than one-year. This last change would extend the amount of time that intern teachers are teaching students without having met certain proficiency requirements required at the end on an intern year. After mixed testimony, the board overwhelmingly agreed on the importance of keeping educator preparation as rigorous as possible and voted to deny the request

Discussion-only agenda items (no action taken):

The board also discussed potential changes to 19 TAC Chapter 229, covering the Accountability System for Educator Preparation (ASEP). Because of COVID-19, TEA proposed an EPP accreditation status of “Not Rated: State of Disaster,” since candidates cannot take certification tests due to test center closures and teacher and principal surveys were waived. An EPPs status from the prior year will remain its current status, which effectively makes the Not Rated status a pause in the accountability system. The agency also proposed a summative ASEP index, which brings all of the accountability indicators together through a weighting system. TEA presented a student growth indicator that would be integrated into the system, based on student scores on the State of Texas Assessment of Academic Readiness (STAAR) test. In this indicator, a beginning teacher’s growth scores would be determined by comparing STAAR student achievement to expected growth. This growth score would then be compared to a statewide cut score. Mark Olofson of TEA noted that the agency will provide more information about that manner in which candidates who are on probationary certificates under the governor’s waiver would fit into the ASEP model. Testimony on the changes included concerns from EPPs that the ASEP manual should be very explicit about which teachers will be included in the student growth indicator and what the cut scores will be, with which the board seemed to agree.

Lastly, the board discussed the voluntary closure of the Training via E-Learning Alternative Certification Program (TEACH) ACP. During a January 2020 status check of EPPs operating under agreed orders, TEA found that the TEACH program violated the agreed operating conditions by admitting students when the program was not allowed to do so. Upon notification of the violation, TEACH opted to voluntarily close in lieu of revocation.

Other housekeeping matters:

SBEC member Carlos Villagrana notified the board today that he is transitioning away from his role with Teaching Excellence, which is Yes Prep charter school’s alternative certification program. Because of this, he will not be able to remain a member of SBEC. Another EPP-oriented position on the board that is meant for a dean of a college of education has been vacant for a year. Both positions must be filled by governor’s appointments.

The board did not take up any further discussion of changes to contract abandonment rules, a topic that had bounced around since last fall through several meetings. The previously proposed changes to contract abandonment rules were meant to mitigate situations in which teachers relied on reasonable beliefs that their resignations had been accepted by someone in their districts with authority to do so. However, some teachers were mistaken and subsequently faced contract abandonment consequences. Administrators opposed the changes and the board ultimately reached a near-consensus at its February meeting that no action should be taken.

TEA postponed an update on the EdTPA performance assessment pilot until the July SBEC meeting.

Future meetings:

The upcoming SBEC meeting dates for 2020 are:

  • July 24, 2020
  • Oct. 9, 2020
  • Dec. 11, 2020

Teach the Vote’s Week in Review: April 17, 2020

Across Texas and the nation, educators are rising to the occasion to provide distance learning for their students. It is no easy feat to keep students engaged from afar, especially with absenteeism on the rise (including a crop of high school seniors with severe senioritis). Hang in there because this won’t last forever! Here is a look at this week’s education news from the ATPE Governmental Relations team.


CORONAVIRUS UPDATE: Today, Gov. Greg Abbott held a press conference to announce several executive orders related to strategically reopening Texas in gradual phases. While sharing a plan to open businesses, Abbott stated that schools are to remain physically closed through the remainder of the school year, although teachers can still access school buildings in order to carry out their duties (including facilitating distance learning). Gov. Abbott’s executive orders issued today follow President Trump’s release of guidelines for a state-led, phased reopening of the country. For more detail, read today’s breaking news post on Teach the Vote here.

Gov. Abbott gives a press conference at the Texas State Capitol, April 17, 2020.

In the new Executive Order EO-GA-16 issued today, Gov. Abbott writes, “Public education teachers and staff are encouraged to continue to work remotely from home if possible, but may return to schools to conduct remote video instruction, as well as perform administrative duties, under the strict terms required by the Texas Education Agency.” This afternoon, the Texas Education Agency (TEA) swiftly released new guidance on entering school buildings following today’s press conference.

Gov. Abbott added that he will issuing updated guidance for the state on April 27, 2020.

COVID-19 continues to impact educators’ work lives. As we reported last week, educator preparation and certification procedures stand in limbo with certification tests suspended through April 30, 2020. This week TEA posted updated information about certification testing. TEA also announced this week that out-of-state educators who are on a one-year certificate will receive an automatic one-year extension. Solving this issue for those in other situations will likely require rulemaking by the State Board for Educator Certification (SBEC) and potential legislation during the next legislative session. Meanwhile, ATPE awaits a response from the commissioner of education to our request for statewide action in the application of educator appraisals, which are unlikely to yield fair and valid results under current conditions, as well as the recent request by a consortium of education groups including ATPE to suspend the expansion of charter schools during this pandemic.

As we have been reporting here on Teach the Vote, recent congressional action is making emergency funding available to individuals, businesses, and state governments during the pandemic. Read ATPE’s information about the Families First Coronavirus Response Act (FFCRA) here and the Coronavirus Aid, Relief, and Economic Security Act or CARES Act here. The CARES Act provided flexibility in the form of waivers of various federal laws, such as student testing and accountability requirements. CARES also provides $3 billion in relief through the Governor’s Emergency Education Relief (GEER) Fund. Read more about the new funding available to Texas under this provision in this week’s blog post by ATPE Lobbyist Andrea Chevalier.

Here are some additional resources to help educators dealing with the pandemic:

  • The TEA coronavirus resource page offers a plethora of resources. New guidance added to the site this week includes information on instructional continuity, special populations, accountability, English language learner guidance, waivers and funding, educator and staff issues, remote counseling, and more.
  • Also, TEA is assisting in the promotion of a meal finder tool and a home-learning website with resources for parents, educators, and school districts.
  • Visit ATPE’s frequently updated Coronavirus FAQ and Resources page for frequently updated information for educators dealing with the pandemic.
  • Follow the ATPE lobbyists and @TeachtheVote on Twitter for the latest legislative and regulatory news related to this crisis.

ELECTION UPDATE: This week, a Texas district judge expanded the eligibility criteria for absentee ballots to include those who risk exposure to the coronavirus if they vote in person. The ruling effectively allows all Texans to vote by mail, but it is expected to be appealed. This is a temporary win for the Texas Democratic Party, which has filed two lawsuits against the state and the governor seeking expanded opportunities for mail-in ballots amid the risks associated with in-person voting during the pandemic.

According to a report in the Texas Tribune, Texas Democrats were concerned by the party-line decision of the U.S. Supreme Court that resulted in Wisconsin voters being forced to vote in person in contradiction to the U.S. Centers for Disease Control (CDC) recommendations for preventing the spread of COVID-19. Republican Party of Texas Chairman James Dickey has voiced opposition to expanding mail-in ballots, suggesting that mail handlers could also risk COVID-19 infection. Gov. Greg Abbott stated in March that “everything’s on the table,” but has been relatively quiet on the subject since then.


SBOE conducted its April meeting by video conference.

This week, the State Board of Education (SBOE) met virtually to consider an abbreviated agenda. The board added a May 2020 meeting to its calendar to take up postponed items, including a discussion of the health and physical education TEKS.

The SBOE gave final formal approval this week to the new African American Ethnic Studies course after lengthy discussion over the past year. Additionally, members of the board’s standing committees discussed concerns about charter school expansion and the health of the Permanent School Fund (PSF) during the pandemic.

ATPE Lobbyist Mark Wiggins has reported on this week’s SBOE meetings for our blog: read his Thursday blog post and Friday blog post for more.


The Teacher Retirement System of Texas (TRS) Board of Trustees also met virtually this week, covering a wide range of topics during its truncated meeting on Friday, April 17, 2020. ATPE Senior Lobbyist Monty Exter reports that the board adopted TRS-ActiveCare rates and benefits, as well as plans to improve ActiveCare in response to information gleaned from outreach to employers and stakeholders.  Also of note, the board received a report on the TRS pension trust fund’s remarkable resilience during the current economic downturn.

TRS staff shared steps the agency has taken to protect the health of its employees while remaining  open and able to serve members during the COVID-19 Pandemic. On a related note, TRS has hit the pause button on resolving it leasing and sub-leasing plans surrounding the need to house the TRS investment division until markets stabilize. While rents at their current location, which they plan to release after a change of course, may come down, the ability to sublease the space at the Indeed Tower location may be greatly reduced. Additionally, TRS will reevaluate its broader plan to ensure it has adequate space in light of lessons learned throughout this period of forced telecommuting.

For more on today’s hearing, view this Twitter thread by Exter who live-tweeted today’s hearing. You can also review the TRS board meeting materials or watch an archived video of today’s hearing.


As of yesterday, the 2020 U.S. Census national self-response rate was tracking close to 50%. There was a slight bump in responses after Census Day (April 1), and responses have been slowly increasing since then but appear to be leveling off now. Though Texas’ response rate is up to 45.1%, it is still under the national count. Due to the coronavirus pandemic, it is more important than ever to push online/phone/mail census completion options.

This week, the Trump administration proposed delaying the date that census counts would be delivered to the states, which would push redistricting decisions in Texas into the 2023 legislative session. The proposed 120-day extension would have to be requested of Congress by the U.S. Census Bureau. While having conversations about the census, it is important to not politicize the intent of the counts, which are meant to ensure a fair and representative democracy, plus funding for public benefits such as schools and roads. Learn more about the 2020 Census, including timeline delays already in place, in this blog post by ATPE Lobbyist Andrea Chevalier and find census FAQs here.


ATPE member James Butler of Austin was featured during the last two weeks in news stories by KUT and KXAN for his daily “Mindful Moment” postings on social media. Butler is the social emotional learning mindfulness specialist for Austin ISD. He works with children (and adults) to instill a routine that includes breathing, journaling, naming your feelings, and showing gratitude in order to be mindful and present. Check out his post today, shown below, for a quick reset and some good feelings.

ATPE wants to hear how you are adapting to a new educational environment during the coronavirus pandemic. Click here to email us your stories, best practices for distance learning, or strategies you’re using to stay upbeat during the crisis.


Teach the Vote’s Week in Review: April 10, 2020

For many Texas educators, this week marked the beginning of an uncharted journey into distance learning. Our ATPE Governmental Relations team applauds all the educators who are rising to the unprecedented challenge. As always, we are here to provide the latest in education news. The ATPE state office is closed today, April 10, but our staff will be back in action next week and ready to help you find your way through these uncertain times. We hope you get to enjoy the weekend and this edition of Teach the Vote’s Week in Review.


CORONAVIRUS UPDATE: The worlds of the novel coronavirus and education were a bit quieter this week, but many questions remain on the long-term impact of the pandemic. Texas educators are facilitating distance learning and conducting other essential work even though Gov. Greg Abbott ordered the closure of Texas school buildings until at least May 4th, and some localities and districts have extended their closures beyond that date or even for the rest of the school year. Abbott held two press conferences this week, but neither provided further updates regarding education.

The Texas Education Agency (TEA) has been issuing and updating its guidance for public schools on a daily basis, but numerous questions remain, especially for educators and those working to become educators who are concerned about job security. This week, ATPE Lobbyist Andrea Chevalier summarized what we know so far about changes to educator preparation and certification procedures in this blog post for Teach the Vote. We also await a response to ATPE’s call for accommodations regarding educator evaluations, on which so many compensation and job-related decisions are based. As we reported last week, ATPE Executive Director Shannon Holmes sent a letter to Texas Education Commissioner Mike Morath to request statewide action regarding educator appraisals, which are unlikely to yield fair and valid results under current conditions. Read more in this ATPE press release.

For a quick recap of where we stand, here are other notable state-level developments pertaining to the pandemic:

  • After Gov. Abbott cancelled this year’s STAAR tests, Texas sought and was approved by the U.S. Department of Education (ED) to waive statewide testing and accountability. All districts will be “Not Rated: Declared State of Disaster” for 2019-20.
  • If you’ve seen a graphic circulating on social media with what looks like “Woody” from Toy Story, it is probably TEA’s “Stay Well, Texas” public health campaign, which school districts are helping to roll-out.
  • Parents can use TEA’s “meal finder” tool and pick up meals without their children being present, thanks to an waiver granted to Texas by the U.S. Department of Agriculture.
  • The TEA coronavirus resource page is chock-full of resources (mainly geared towards district leaders) relating to instructional continuity, special education, testing, graduation, and more. New guidance added to the TEA site this week includes FAQs on FERPA, the SAT, ACT, TSIA, and AP/IB tests, FEMA assistance, and Information Technology, plus child care support sample documents, a list of available waivers, and TELPAS and LPAC Guidance.
  • TEA has launched a partially-complete website that includes home learning resources for families, districts, and teachers.

At the federal level, Congress has approved substantial federal aid packages, including the Families First Coronavirus Response Act (FFCRA) and the Coronavirus Aid, Relief, and Economic Security Act or CARES Act, which provide billions in funding for individuals and businesses, along with waivers from various federal laws to facilitate relief. Attempts to advance another piece of coronavirus relief legislation stalled this week in Congress after partisan disagreements. Meanwhile, U.S. Secretary of Education Betsy DeVos announced this week new spending flexibility waivers under the CARES Act that would purportedly allow school officials to dedicate funds to distance learning and virtual classrooms. As we reported last week, DeVos has also floated the idea of “microgrants” for students and teachers, which are essentially vouchers and have not yet been approved by Congress.

  • ATPE has helpful information about the CARES Act here, including more on the direct cash payments to individuals that are expected to be distributed soon by the U.S. Treasurer.
  • Read ATPE’s information about the FFCRA’s expanded paid leave benefits here.

For guidance on dealing with COVID-19, we encourage educators to visit ATPE’s frequently updated Coronavirus FAQ and Resources page.  Also, follow the ATPE lobbyists here on Teach the Vote and on Twitter for related legislative and regulatory news.


ELECTION UPDATE: The Texas Democratic Party filed a second lawsuit against the state this week over mail-in ballots, this time in federal court. According to a report in the Texas Tribune, Texas Democrats were concerned by Monday’s party-line decision of the U.S. Supreme Court that resulted in Wisconsin voters being forced to vote in person this week in contradiction to the U.S. Centers for Disease Control (CDC) recommendations for preventing the spread of COVID-19. Texas Democrats are asking the state to expand eligibility for mail-in ballots so that voters are not forced to expose themselves to COVID-19 in order to cast a ballot. Current Republican Party of Texas Chairman James Dickey has voiced opposition to expanding mail-in ballots, suggesting that mail handlers could also risk COVID-19 infection. Gov. Greg Abbott stated in March that “everything’s on the table,” but has been relatively quiet on the subject since then.


We reported last week that the Texas Sunset Advisory Commission has released its sunset staff recommendations for the Teacher Retirement System of Texas (TRS). While TRS can’t be abolished through the sunset review process unlike other agencies, the commission staff have identified several issues that the legislature will likely address during the next legislative session in 2021. Check out this new blog post from ATPE Senior Lobbyist Monty Exter, which takes a deeper look at one of the major issues raised by the sunset report: a recommendation that TRS should “repair its relationship with its members by focusing on their needs.”


ATPE joined 17 other organizations calling on Texas Education Commissioner Mike Morath to place a moratorium on charter expansion during the novel coronavirus pandemic. Because charters cannot levy taxes, the state picks up the tab in order to fully fund every charter school student. ATPE believes the expansion of charter enrollment during a pandemic with extremely uncertain financial outcomes would be fiscally irresponsible. In fact, the 94 charter expansion amendments currently on file with the Texas Education Agency (TEA) could cost the state an additional $90 million per year if approved, money that may be sorely needed to shore up budgets of existing public schools across the state. Read more in this blog post by ATPE Lobbyist Mark Wiggins


This week, Texas Comptroller Glenn Hegar sat down for a virtual conversation with the Texas Tribune to discuss what the novel coronavirus means for our state’s economy. Hegar said that Texas is in a recession but will be able to meet current budget obligations through August 31, 2021. In the summer, Hegar will release an updated revenue estimate that will likely be several billion dollars less. Since the state pumped billions into education during the last legislative session, educators worry that continued funding commitment might be hard to maintain. Read a full rundown in this blog post by ATPE Lobbyist Mark Wiggins.


Census 2020 self-response rates as of March 8, 2020. (Source)

The 2020 U.S. Census is still underway, and everyone’s response is critical for many important streams of funding, including for public education. Texas’ response rate has increased from 36% last week to over 41% this week, but we are still behind the current national rate of 46%. Due to the coronavirus pandemic, some census work has been delayed, making it more important to push online/phone/mail census completion options that can reduce the need for interpersonal interaction. Learn more about the 2020 Census in this blog post by ATPE Lobbyist Andrea Chevalier and find census FAQs here.


ATPE member Michelle Bish of Pasadena was featured this week in a news story by KHOU 11 news in Houston. While taking care of her own three children, Bish is also implementing distance learning for her third graders and staying in contact with her students’ parents. Bish says it is overwhelming but that we will all get through this together. In the article, she says:

“I cannot wait for this to be over,” she said. “This is not why I signed up to be a teacher. I wanted to be a teacher because I wanted to be present. Like, physically be in the presence of my students. You know, at school and being a part of them and teaching.”

We can’t wait for this to end either! In the meantime, we can help each other stay positive. ATPE wants to hear how you are adapting to a new educational environment during the coronavirus pandemic. Click here to email us your stories, best practices for distance learning, or strategies you’re using to stay upbeat during the crisis.


Teach the Vote’s Week in Review: March 20, 2020

It has been a strange week of social distancing, press conferences, rising coronavirus cases, and adjusting to new schedules and work environments. Feel free to get as close to your device as you’d like while reading the latest in education news updates from the ATPE Governmental Relations team, including a lighthearted reminder about the importance of teachers.


Gov. Abbott issues order to close all Texas schools, March 19, 2020.

CORONAVIRUS UPDATE: Last Friday, Gov. Abbott declared a state of public disaster due to the coronavirus pandemic. Yesterday, the governor issued an executive order to close all Texas schools through April 3, 2020, including all Texas public and private K-12 and higher education institutions. The order, which is effective at midnight tonight, also requires the closure of gyms, dine-in restaurants, and bars, restricts nursing home visits, and limits gatherings to fewer than 10 people. In a virtual town hall yesterday evening featuring Gov. Abbott and several other state officials, Texas Education Commissioner Mike Morath indicated that school closures beyond April 3 will be determined in the coming weeks as the coronavirus crisis evolves.

The executive order follows a decision by the governor earlier this week to cancel STAAR assessments for this year. Many other states have taken the same action and have implored the the Department of Education to cancel federal assessment-related accountability requirements for this year. In a press release today, Secretary of Education Betsy DeVos indicated that federal testing requirements will be waived, following a “proper request” from states. Read more about the announcement in this blog post from ATPE Lobbyist Mark Wiggins.

TEA Commissioner Mike Morath speaks at town hall, March 19, 2020.

The closure of Texas schools and cancellation of STAAR tests have prompted frequent communication from the Texas Education Agency (TEA). In his segment during the governor’s town hall last night, Commissioner Morath reiterated the information related to the STAAR tests and school meals provided on TEA’s coronavirus resource page. Namely, without the STAAR and end-of-course (EOC) exams, school districts will use local measures to determine promotion and graduation decisions. Additionally, the state has just launched a new “meal finder” tool to help parents find the locations of meals as provided by school districts.

For educators and school district leaders looking for guidance on continuing to provide instruction despite the closure of schools, TEA today issued a set of new tools, including planning checklists and resources to help ensure students have Internet access at home. Other recent guidance from TEA has reminded school officials that continued funding during closure is dependent on students receiving instructional support even when they are unable to physically attend school.

As reported earlier this week on the Teach the Vote blog, in Washington, D.C. President Trump signed the second coronavirus bill, named the Families First Coronavirus Response Act. Included in the bill is flexibility to allow schools that have closed due to COVID-19 to continue providing food service to qualifying students while they are not on campus. In Texas and across the nation, school leaders and educators await further changes that may be included in a third coronavirus bill, with a proposal introduced today by Senate Majority Leader Mitch McConnell. The bill is expected to contain a three-month suspension on federal student loan payments and interest, as well as a provision that grants Secretary DeVos authority to waive any part of federal education law for one year (except certain civil rights laws).

For more on state and federal initiatives this week regarding the coronavirus, see this blog post by the ATPE lobby team. Visit ATPE’s frequently-updated Coronavirus FAQ and Resources page for expert answers and resources during this unique time. Also, watch for updates from the ATPE lobbyists here on Teach the Vote and via our Twitter account as more regulatory developments occur.


ELECTION UPDATE: This week, Gov. Abbott announced local political subdivisions — such as city councils, county courts, and school boards — are permitted to postpone their May 2 local elections until November 3, 2020. The May 2 municipal elections are separate from the primary runoff elections, which at this point are still set to be held on May 26, 2020. Amid pressure to postpone the runoffs or expand options for early voting and the use of mail-in ballots, Gov. Abbott stated during his March 19 town hall that party leaders have been discussing options and that the state would be announcing more about the runoffs very soon, potentially as early as today.

In the meantime, with county and senatorial district party conventions originally scheduled to take place this weekend, the state Democratic and Republican parties have offered suggestions to their voters on how to keep up with the latest announcements about schedule changes. The Texas Democratic Party is asking voters not to attend county conventions and instead fill out an online form indicating interest in attending the state convention and presidential voting preferences.

The Texas Republican Party shared an update for its voters following last night’s town hall meeting and noted that county party leaders were making individual decisions about cancellation or postponement of their conventions this weekend. According to the message, Republican voters can email convention@texasgop.org or text the word “CONVENTION” to 72000 to receive contact information for their county and notices about conventions.

Read more about what’s going on regarding Texas elections in yesterday’s blog post by ATPE Lobbyist Mark Wiggins. As always, visit TexasEducatorsVote.com for election resources created especially for educators, and use our features here on Teach the Vote to learn more about the candidates.


As of this week, over 11 million people living in America filled out the 2020 Census. Census counts determine many important streams of funding, such as for roads, emergency services, and public education. Your response to the census is as crucial as helping to spread the word to others. For census FAQs and information on how coronavirus is impacting this very important data collection, check out this week’s blog post by ATPE Lobbyist Andrea Chevalier.


To slow the spread of COVID-19, schools all over the country are experiencing extended closures while many employers have instituted work-from-home policies. As schools try to continue instruction and learning for students from afar, parents and guardians are finding themselves thrown into a new and not-so-easy profession: teaching. Discovering how difficult it is to teach just a few kids (let alone a class of 22+), some parents have taken to social media to affirm that teaching is the work of heroes and that teachers should be paid more. For a little levity this afternoon, check out some of the best tweets we’ve seen lately, including one from award-winning popular tv producer Shonda Rimes:


 

 


Another poll shows strong support for public education

On the heels of a voter survey conducted by the University of Texas/Texas Tribune regarding state funding for public education (republished on Teach the Vote here), the Raise Your Hand Texas (RYHT) Foundation has also released a new statewide poll this week about Texans’ attitudes toward public education. Both polls show support for public schools and educators with a desire for increased funding of public education.

The RYHT Foundation poll found that 77 percent of Texans express trust and confidence in their teachers, and 70 percent believe that teacher pay is too low. The poll also showed that 60 percent of the Texans responding were concerned that our state’s standardized tests may not effectively measure student learning. Half the respondents said they were not confident that Texas’s “A through F” accountability grading system accurately represents school quality. The poll also asked respondents about the top challenges they believe teachers are facing, the biggest problems affecting the public schools in their communities, and what their feelings are about wraparound supports for students, such as mental health services.

In a press release from RYHT, Foundation President Shari Albright said, “We’re pleased to be the first organization in the country to commit to an annual statewide poll about public education issues.” Albright added, “We thought it important to provide this service to Texans on an annual basis, both to understand the challenges and help find ways to improve our public schools.”

Read complete results and additional information about the new RYHT Foundation poll here.

President releases education budget proposal for 2021

On February 10, 2020, President Donald Trump released his budget proposal, which is a statement of  his administration’s spending priorities across all sectors of government. Because the president’s budget is merely a proposal, any of these funding amounts would still need to be approved by Congress in order to be enacted. Historically, Congress has largely ignored President Trump’s funding proposals for education.

The education portion of the president’s 2021 budget recommendation is focused on “education freedom.” While cutting funding for the U.S. Department of Education by $5.6 billion, the proposal requests funds to provide up to $5 billion annually in “Education Freedom Scholarships.”  Using these funds, states would be free to design their own scholarship programs, which could be used to send public dollars to private schools. This requested increase in voucher funding reflects the president’s statements during his State of the Union address last week, which my fellow ATPE Lobbyist Mark Wiggins reported on here and here for Teach the Vote.

Trump’s proposal also consolidates 29 federal education programs into one block grant totaled at $19.4 billion, which is $4.7 billion less than Congress approved for these programs in 2020. A list of the programs can be found here (see p. 9), which includes 21st Century Learning Centers, charter schools, school safety national activities, and the $16 billion Title I Grants. This change purportedly would cut the role of the Department of Education significantly by reducing staffing and administrative costs. Though this is labeled a “block grant,” funds would still be allocated using the Title I formulas. The proposal indicates that states and school districts could use the funds on any of the consolidated programs and would still have to follow key accountability and reporting requirements.

Consistent with the president’s affinity for career and technical education (CTE), the proposal also includes $2 billion for CTE state grants and $90 million for CTE national programs. Part of this $763 million increase would be funded by a proposal to double the fee for H1-B visas.

The president’s 2021 budget recommendation includes an increase of $100 million in funding for Individuals with Disabilities Education Act (IDEA) Part B grant funding, for a total of $12.8 billion. This increase is relatively small considering the overall funding needs for students with disabilities. (Texas appropriated over $2 billion for this purpose during the 86th legislative session.)

As was the case in previous presidential budget requests from the Trump administration, the proposal eliminates the Public Service Loan Forgiveness program, citing that it “unfairly favors some career choices over others.”

Review past reporting on President Trump’s budget requests for the 2018, 2019, and 2020 fiscal years here on ATPE’s Teach the Vote blog.

Compensation, testing, and TRS top issues in ATPE’s “Your Voice” survey

From November 2019 through early January 2020, ATPE members had the opportunity to take a short, three-question survey through Advocacy Central. Powered by a service called Voter Voice, Advocacy Central is a tool that ATPE members can use to be active advocates for Texas education policy.

Respondents were asked to choose their three top education policy issues from a comprehensive list. These issues were ranked most important by survey respondents:

#1 – Educator Compensation and Benefits

#2 – TIE: Standardized Testing / Teacher Retirement System (TRS)

In this blog post, we dive deeper into each of these issues, highlighting recent legislative actions and policy considerations. Then we’ll look at what’s next and pinpoint specific ways that educators can actively influence the treatment of these issues in the future.

Educator Compensation and Benefits

The issue of teacher pay skyrocketed as a priority among Texas legislators and state leaders after educators hit the polls in 2018 – from Lieutenant Governor Dan Patrick including teacher pay raises in his campaign messaging, to Governor Greg Abbott declaring teacher pay an emergency item, to a non-negotiable inclusion of teacher pay into school funding proposals. Teacher pay is obviously a major factor in the state’s ability to recruit and retain a high-quality teaching workforce. Also, with healthcare costs on the rise, educators’ take-home pay has a direct influence on their health and wellness, which impacts productivity and absenteeism along with costs to the employer.

Due to its far-reaching importance in the short- and long-term, increasing educator compensation has been an ATPE legislative priority. In the 2019 legislative session, the ATPE lobby team advocated for compensation plans that included educator input, meaningful factors other than students’ standardized test scores, and alignment with other efforts to promote and enhance the education profession.

House Bill (HB) 3 by Rep. Dan Huberty (R-Kingwood), the major school funding proposal passed by the legislature and signed into law by the governor in 2019, did several things that impact educator compensation and benefits. The bill made it possible for many school districts to access substantial additional funding, such as through allotments for mentoring and incentive pay for teachers,  money for extending the school year, and an increase in the basic allotment to facilitate pay increases for classroom teachers and other full-time employees in non-administrator roles. HB 3 also raised the state’s minimum salary schedule (MSS) for teachers and other certified educators, up to $5,500 to $9,000 per year of service. This change to the MSS lifted the base pay for many educators, provided raises for some, and increased the state’s share of TRS pension contributions while lowering the district’s share.

As it stands, most (but not all) Texas public school teachers received a pay raise due to increased school funding under HB 3. The bill mandated that districts use 30% of their state funding increase on compensation, with a special priority for teachers with more than five years of experience. The jury is still out on what those raises looked like across the state and whether teachers feel positively impacted by their raise, if any. The Texas Education Agency (TEA) is expected to begin gathering data from districts on compensation with a report to legislators in March of 2020. See what some districts have done for their teacher raises in this blog post from our “New School Year, New Laws” series.

HB 3 also included the “teacher incentive allotment” (TIA), which began as strictly merit pay but was eventually modified to specifically prohibit school districts from being required to use standardized tests to evaluate teachers for purposes of this funding. For districts that are ultimately approved to participate in the TIA, they must create local designation systems that will allow for additional state funding ranging from $3,000 to $32,000. The additional funding from this allotment flows to the district, not directly to the teacher, and is based on the number of teachers in the district who receive certain designations as determined by the district (Master, Exemplary, or Recognized) and where those teachers teach (high-needs or rural campuses draw down more dollars). TEA recently released correspondence to districts regarding their TIA applications to the agency. Some districts that already have incentive programs in place, like Dallas ISD and Austin ISD, will likely apply to TEA to be in the first cohort to receive funding in the fall of 2020.

Learn more about the intricate ins-and-outs of HB 3 in this blog post here on Teach the Vote and in TEA’s “HB 3 in 30” video series, which details several aspects of the bill relating to compensation.

Standardized Testing

Testing is a major issue for teachers, especially when there is so much riding on the results, such as school grades, closures, sanctions, and even teacher pay. Testing also seems unfair for many students who have special needs, are learning English, are new to the country, or have test-taking anxiety. Teachers know that an entire year of their students’ hard work and social, emotional, and academic growth could never be captured on a single day’s standardized test.

The largest testing bill that passed during the 2019 legislative session – HB 3906, by Rep. Dan Huberty (R-Houston) – made several changes to state assessment administration and content. Here are highlights of what the bill prescribes:

  • Multiple smaller test sections that can be administered over multiple days (operational by the 2021-22 school year).
  • Elimination of writing tests in grades 4 and 7 (beginning with 2021-22 school year).
  • Prohibiting the administration of State of Texas Assessments of Academic Readiness (STAAR) tests to students on the first instructional day of the week.
  • Districts will transition to electronic assessments by 2022-23.
  • By Dec. 2020, TEA will create and share with lawmakers a plan to transition districts to electronic assessments.
  • No more than 75% of any STAAR test can be multiple choice by 2022-23.
  • TEA will establish an integrated formative assessment pilot program that districts can opt in to, which will be used to determine if these assessments improve instructional support and if they could potentially replace current assessments (with a pilot program to launch in the spring of 2021).
  • TEA will develop interim assessments for districts to use as actionable test data.
  • The educator assessment advisory committee, still awaiting commissioner appointment, will provide recommendations to TEA on assessment development.

Read more about HB 3906 from the TEA website here, and learn more about changes to testing that occurred due to the last legislative session in this Teach the Vote blog post from ATPE.

The merits of the STAAR test itself were also questioned heavily by parents, educators, and other stakeholders this past session. As a result, HB 3 mandated that a “readability study” be conducted to ensure that the test items and passages on the STAAR tests are at an appropriate level for the test-taker. The University of Texas at Austin Meadows Center for Preventing Educational Risk released part one of the study at the beginning of December. In a nutshell, the study (which was not peer-reviewed) was lauded by Commissioner Mike Morath as proving that the tests were on-level, but it left many questions unanswered. Specifically, the study was inconclusive about the grade-level readability of test items, it found that some STAAR test questions did not adequately assess the standards they were meant to address, and the authors noted that a majority of STAAR passages were within or below specified levels for narrativity (which has to do with the use of common vocabulary for a certain age/grade). We expect the second part of this study to come out by Feb. 1, 2020. Read more in this blog post here on Teach the Vote.

Teacher Retirement System (TRS)

After accounting changes adopted by the TRS board of directors in July of 2018, the TRS pension fund was in need of additional funding going into the 2019 legislative session. The 86th Legislature passed Senate Bill (SB) 12, by Sen. Joan Huffman (R-Houston), which reduced the funding window for the TRS fund from 87 years to 29 years, and allowed for a supplemental payment or “13th check” to be issued to retirees in September 2019. SB 12 functions by slowly increasing the state’s contribution to TRS up to 8.25% by the year 2024. Additionally, the school district contribution will increase from 1.5% to 2%. Active school employees’ contributions to TRS will remain at the existing rate of 7.7% for the next two years and eventually increase to 8% in the 2021-22 school year and 8.25% the following year.

SB 12 also requires that if the state’s contribution to TRS should decline in the future, then school district and active employee contributions to the fund would be reduced by the same percentage. Additionally, the few school districts that pay into Social Security will no longer enjoy an exemption from paying into TRS.

Read more about TRS and the 86th Legislature in this ATPE blog post here on our blog.

What’s next?

We are not finished with compensation. While HB 3 made great strides in improving school finance, many aspects of the bill that could raise educator pay are left at a school district’s discretion. Compensation and benefits should be increased for educators across-the-board to bring the profession to an appropriate level of pay, ensuring that educators can live balanced, healthy lives.

Likewise, we are far from done with testing. However, this topic has been heavily dictated at the federal level since the implementation of No Child Left Behind, which is now known as the Every Student Succeeds Act (ESSA). The state is limited in how much it can reduce testing and remain in compliance with federal accountability requirements. That being said, there is flexibility built into ESSA that would allow Texas to alter its assessment structure in ways that are more holistic, such as through the use of portfolio or performance assessments. Additionally, we must be vigilant in resisting the use of standardized tests for purposes of teacher evaluation and pay, as these tests have been shown to indicate more about poverty and other student factors uncontrollable by educators than how well students are learning in any given school year.

TRS is not a done deal either. Educators still face exorbitant healthcare costs and family needs. Prioritizing investments in healthcare, particularly with an emphasis on wellness and disease prevention, can pay great dividends in the form of a healthier school employee population. The state needs to increase its share of healthcare costs for both active and retired employees.

One of the most effective ways for educators to influence future legislative actions around these and other issues is to stay in touch with their own legislators. ATPE members can use our communication tools on Advocacy Central to quickly and easily send messages to their lawmakers at any time.

Your Vote is Your Voice

As the 2020 election cycle proceeds, it is important for voters to be aware of candidates’ positions on these issues, as well as incumbent legislators’ voting records on education bills like the ones mentioned above. The ATPE Governmental Relations team has invited all candidates for the Texas Legislature or State Board of Education this year to participate in our education-specific candidate survey. On TeachtheVote.org, find candidate and legislator profiles to view their survey responses and voting records, where available. Learn more about which of the legislature’s 2019 votes were included on our site and why in this blog post.

As an additional resource, if you’d like to hear directly from candidates and maybe even ask a question, attend a free, public education-focused candidate forum being hosted by the Raise Your Hand Texas Foundation in several Texas cities this year. Find one near you here.

Voter registration for the Texas primary elections on Super Tuesday, which is March 3, 2020, ends on February 3. Find out if you are properly registered here. Educator Voting Day is slated for the first day of early voting, February 18, 2019.

Find more voting resources and take the Educators’ Oath to Vote on TexasEducatorsVote.com.

Teach the Vote’s Week in Review: Dec. 13, 2019

Gearing up for the holidays? Take a break from shopping to catch up on this week’s education news from the ATPE Governmental Relations team.


ELECTION UPDATE: The candidate filing period has ended, bringing us one step closer to the Texas primary elections on March 3, 2020. The deadline to register to vote in one of the primaries is Feb. 3, 2020! Check your voter registration status here. Read more of the latest election news in this week’s election roundup blog post from ATPE Lobbyist Mark Wiggins here.

If you live in House District 28, 100, or 148, don’t forget that you’ve also got a special election runoff coming up on Jan. 28, 2020. Early voting begins Tuesday, Jan. 21. If you are registered to vote in one of these districts, you may vote in the runoff regardless of whether you voted in the original special election in November. The deadline to register to vote in that special election runoff is Dec. 29, 2019.

Visit TexasEducatorsVote.com to get involved, find activities you can do to drive more participation in elections, and sign up for voting updates. Also, be sure to check out your state legislators’ profiles on our Teach the Vote website to find out how they voted on education bills in 2019. Read our recent blog posts to learn more about which education bills are featured and takeaways for using the record votes featured on our site. Teach the Vote will soon include profiles of all the candidates vying for seats in the Texas Legislature and State Board of Education.


Reps. Steve Allison and Ernest Bailes chat with ATPE’s Shannon Holmes on Dec. 12, 2019

A group of educators gathered near Austin this week at the Texas Association of Midsized Schools (TAMS) annual conference. Attendees heard from legislators and education advocates on a number of important topics including school funding, accountability, and educator retirement issues.

ATPE Executive Director Shannon Holmes moderated a conversation about teacher pay in the wake of this year’s passage of House Bill 3. The teacher compensation panel featured state representatives Steve Allison (R-Alamo Heights) and Ernest Bailes (R-Shepard). House Public Education Committee chairman Rep. Dan Huberty (R-Kingwood) and Senate Education Committee chairman Sen. Larry Taylor (R-Friendswood) also participated in a panel during the conference.


The preliminary results of ATPE’s “Your Voice” survey are starting to take shape. Our members are telling us that standardized testing is their number one policy priority. Want to chime in? You still have time to participate in this short, three-question survey, which is meant to gather ATPE members’ opinions on education issues, including results of the last legislative session. ATPE members are encouraged to take our “Your Voice” survey on ATPE’s Advocacy Central. Call the ATPE Member Services department at (800) 777-2873 if you need help logging into Advocacy Central.


The Teacher Retirement System (TRS) Board of Trustees met in Austin for the last time this year on Thursday and Friday of this week. The board contemplated space planning needs for the TRS agency, reviewed a recent actuarial valuation of the TRS Pension Trust Fund, and discussed a funding policy. For more detail, check out this teaser post from ATPE Senior Lobbyist Monty Exter and check back on Teach the Vote next week for a full summary of this week’s TRS meetings.


Last Friday, Dec. 6, 2019, the State Board for Educator Certification (SBEC) held its final meeting of the year. The board discussed several items, including new teacher and principal surveys, enabling high school students to become certified as educational aides, and other changes to implement bills from recent legislative sessions. ATPE Lobbyist Andrea Chevalier testified at the meeting asking the board to help Master Reading Teachers retain their teaching assignments once their Legacy Master Teacher certificates expire under HB 3. Read a full meeting summary in this blog post and watch video of ATPE’s testimony here (located at the 41:00 mark on the archived broadcast).


A new report by the Center for American Progress describes the nationwide trend of declining enrollment and completion in educator preparation programs. The authors dive into Texas and California specifically to explain two different approaches to this issue. In Texas, enrollment has increased due to the proliferation of alternative certification programs, while completion has declined. Read an analysis of the report by ATPE Lobbyist Andrea Chevalier here.