Tag Archives: differentiated pay

Early budget proposals include boosts for educators, classrooms

The Texas House of Representatives and Texas Senate released their initial budget recommendations this week, and each includes significant additional funding for public education.

The proposals drafted by the Legislative Budget Board (LBB) represent each chamber’s opening bid in budget negotiations for the 2020-21 fiscal biennium. The budget is the only bill the legislature is constitutionally required to pass within its 140-day session. If it fails to do so, lawmakers will be called back into one or more special sessions until a budget is passed.

The 2020-21 House budget proposal includes $7.1 billion in additional general revenue funds appropriated for public education, which represents a 17.2 percent increase over the 2018-2019 biennium. Looking at all funds, public education would see a $10.1 billion, 16.7 percent increase, under the House’s proposal.

The base budget is structured around sufficient funding to maintain services at the current level, and the additional funding comes from a single budget rider that appropriates an additional $9 billion contingent upon the 86th Texas Legislature enacting legislation to increase the state’s share of Foundation School Program (FSP) funding, enhancing district entitlement, reducing recapture, and providing local property tax relief.

Details of the House proposal are spelled out under Rider 77 (page 301 of the House budget):

77. Additional Foundation School Program Funds for Increasing the State Share, Enhancing School District Entitlement, Reducing Recapture, and Providing Tax Relief. It is the intent of the Eighty-Sixth Legislature to adopt comprehensive school finance legislation and provide local property tax relief. In addition to amounts appropriated above in Strategy A.1.1., FSP – Equalized Operations, and Strategy A.1.2., FSP – Equalized Facilities, $4.5 billion in fiscal year 2020 and $4.5 billion in fiscal year 2021 is appropriated out of the Foundation School Fund No. 193 to be used for the purposes specified in this rider.

The amounts appropriated in this rider are contingent on enactment of legislation supporting school districts and charter schools by increasing the state share of the Foundation School Program, enhancing district entitlement, reducing recapture, and providing local property tax relief, while maintaining an equitable system of school finance. Options may include, but are not limited to, increasing the Basic Allotment and providing additional funding for early childhood education, special education, and teacher compensation.

A portion of the amounts appropriated in this rider shall be used to provide local property tax relief. Funds shall be used to enable the compression of local maintenance and operations (M&O) property tax collections, pursuant to the provisions of the legislation, while ensuring school districts do not receive less total state and local funding through the FSP.

The $9.0 billion in Foundation School Fund No. 193 appropriated in this rider represents new state funding for school districts and charter schools above amounts estimated to fully fund current law. The $43.6 billion in current law appropriations provided above in Rider 3 includes the amount necessary to fully fund $2.4 billion in enrollment growth and $2.2 billion in additional state aid above 2018-19 funding levels associated with the increase under current law in the Guaranteed Yield associated with the Austin Independent School District in accordance with §41.002(a)(2) and §42.302(a-1)(1) of the Texas Education Code.

The Senate’s proposal would increase public education funding by $4.3 billion or 10.3 percent from general revenue, or $7 billion all funds — an 11.6 percent increase. This proposal includes an additional $3.7 billion to provide all teachers with a $5,000 raise effective at the start of the 2019-20 school year and $2.3 billion to reduce reliance on recapture. Senate Bill (SB) 3 filed Tuesday by state Sen. Jane Nelson (R-Flower Mound) would authorize the pay raise, if passed. Lower bill numbers are generally reserved each session for high-priority bills.

The governor, lieutenant governor, and speaker have each declared increasing teacher pay a high priority this session. Due to the publicity surrounding teacher pay, ATPE expects several teacher compensation bills to be filed this session. Our governmental relations team will be analyzing each one to determine how it is structured with regard to who is eligible and the extent to which it includes stable, reliable, and long-term state funding.

Providing additional money for teacher compensation and public education funding were the main topics in Tuesday’s Inauguration Day speeches at the Texas Capitol. Educators should note that this shift in focus among the state’s leaders is a direct result of educators’ increased involvement in the 2018 primary and general elections. Teachers, parents, and public education supporters sent a strong message that Texans demand better school funding and teacher pay. Even in instances where the pro-public education candidate was not elected, the strong showing by public school advocates successfully forced many elected officials to reexamine their stance on public education issues.

Make no mistake, we are only at this point because educators voted, rallied, and lobbied legislators like never before. Educators must keep a close eye on lawmakers over the next five months to ensure they follow through on their promises. ATPE will be bringing you regular updates on legislative proceedings, including changes to these early drafts of the budget and various compensation bills, and educators should remain vigilant and ready to make your voices heard at a moment’s notice. Visit ATPE’s Advocacy Central to learn more and share your own views on school funding and educator compensation with your own elected officials.

House releases public education recommendations

The House Committee on Public Education issued its interim report this month, which serves as a summary of testimony taken during the interim and includes a set of recommendations for the 86th Texas Legislature to take up.

The 88-page report addresses the response to Hurricane Harvey, teacher compensation, student assessment, students with disabilities, charter schools, implementation of legislation passed by the 85th Texas Legislature, educator preparation programs, and school safety.

Chairman Dan Huberty (R-Houston) thanked members of the committee for their work, noting, “the extraordinary events that occurred since the last session adjourned spurred members to delve deeply into what some may view as difficult topics without the time constraints of a legislative session.”

Hurricane Harvey

Recommendations include making local education agencies (LEA) whole for financial losses due to enrollment changes, property value decline, and facility damage. The report suggests the committee consider possible legislation to help schools quickly access replacement instructional materials, provide timely assistance to Chapter 42 districts that experience facility damage, and improve the Texas Education Agency’s (TEA) dropout calculation methodology.

Teacher Compensation

Recommendations include creating an additional certification for teachers in leadership positions, such as “Master Teachers,” to allow for career growth without having to leave the classroom and move to administration. The committee also recommends creating new allotments through the Foundation School Program (FSP) to fund mentoring programs and to provide differentiated compensation plans. The report specifies:

TEA should create at least two compensation plan options for use by LEAs that do not have the capacity or desire to develop their own version. While LEAs should be allowed the flexibility to create programs that benefit their own particular circumstances, locally-designed programs should be required to include the following components:

1. a multiple measure evaluation system, such as the state-developed Texas Teacher
Evaluation and Support System (T-TESS);
2. incentives to encourage top performing teachers to work at campuses with the highest
need students;
3. a requirement for top performing teachers to serve as mentors and that at least first and
second year teachers are assigned a mentor; and
4. stipends for teachers or teacher candidates that participate in additional, rigorous training
such as clinical residency programs or the National Board-certification process.

Student Assessment 

Recommendations include supporting efforts by the State Board of Education (SBOE) to streamline the Texas Essential Knowledge and Skills (TEKS), limiting STAAR to readiness standards, making individual graduation committees (IGC) for students who have difficulties with the STAAR permanently available, eliminating high stakes testing for elementary and middle school students, splitting the STAAR in early grades into subtests scheduled on separate days, and providing funding to continue the Writing Assessment Pilot Program.

Students with Disabilities

Recommendations include monitoring TEA implementation of the corrective action plan and Strategic Plan for Special Education, providing additional funding for dyslexia identification and instruction, monitoring for the potential negative impact of changes under the Student Health and Related Services (SHARS) program, and extending funding for dyslexia and autism pilot programs.

Charter Schools 

Recommendations include requiring expansion amendment requests for additional campuses or sites to be sent to TEA and notice given to districts at least a year before a new campus is openened, ensuring uniformity among which district officials receive expansion amendment notifications, reconsidering current laws that allow charters to exclude students based on disciplinary history, ensuring charters have the ability to fulfill their responsibilities towards students with disabilities before authorization, reducing funding disparities between charters and traditional school districts, and expanding the Texas Partnership program.

Implementation of Legislation 

The report focuses on the implementation of anti-cyberbullying legislation under House Bill (HB) 179, known as David’s Law, and to changes to the accountability system under HB 22. Regarding the accountability system, recommendations include monitoring the inclusion of extra- and co-curricular indicators and local accountability systems, revisiting certain college, career, and military readiness (CCMR) indicators, exploring options to alleviate timing issues that exist with regard to the accountability system and rulemaking, and including additional funding to cover the costs of federally-mandated SAT and ACT assessments for certain students.

Educator Preparation Programs

Recommendations include monitoring TEA implementation of the educator preparation program (EPP) data dashboard, collecting disaggregated longitudinal data on student outcomes of teachers by EPP, and incentivizing EPP partnerships that provide affordable options to gain additional credentials and certifications.

School Safety

In response to the deadly school shootings in Santa Fe, Texas, and elsewhere, the committee’s report includes four pages of recommendations regarding school safety. The recommendations are broken in subcategories covering mental health and well-being, school mental health professionals, school safety planning and training, school safety infrastructure, law enforcement resources, and charter school specific issues.

These recommendations are expected to become the basis of major bills that move through the House Public Education Committee this session. Under new House rules adopted Wednesday, the committee will expand to 13 members from 11. The committee’s chair and membership for this session will be assigned by newly-elected Speaker Dennis Bonnen (R-Angleton). The full interim report can be accessed here.

School finance commission discusses initial recommendations

School finance commission meeting Dec. 11, 2018.

The Texas Commission on Public School Finance met Tuesday in Austin to discuss recommendations for the commission’s report, which is due to the legislature by the end of the month. The initial draft recommendations can be viewed here, and additional resources can be found here.

The draft report includes a recommendation that the 86th Texas Legislature “inject significant additional annual state revenue” through new strategic allotments and weights outlined in the commission’s report, including about $1.7 billion in specific areas. The report adds that for the purposes of new funding, members should note that an increase of $500 million in state funding is equal to a roughly 0.9 percent increase over the last budget biennium. This would be formula funding, targeted at the neediest studies, and tied to specific outcomes.

Commission Chair Scott Brister voiced reservations, suggesting that asking the legislature for significant additional funding is not the commission’s job. He later clarified that his chief opposition was to placing a dollar figure on additional funding. Several members pushed back, including House Public Education Committee Chair Dan Huberty (R-Houston), who said he would not sign a report that does not call for additional school funding.

The report also calls for reallocating $5.34 billion in existing funds to more impactful spending and greater system-wide equity. The commission recommends significant investment to substantially increase third grade reading levels. Outcomes-based funding would be targeted toward early literacy and post-secondary access of career, military, or higher education without remediation.

The commission is recommending a high-quality teacher allotment, initially funded at $200 million, for districts wishing to offer differentiated compensation to pay their most effective educators higher salaries sooner in their career. This would be contingent on districts creating locally-developed, multi-measure evaluation and compensation systems based on an outline created by the legislature. This includes the state setting a goal that top teachers have a path to a $100,000 salary and incentivizing districts to assign top teachers to the most challenging campuses.

Finally, the draft report calls for statutorily increasing the basic allotment, though it does not specify a specific amount. It calls for increasing the yield on “copper pennies” and compressing the rate in order to provide tax relief, as well as reducing the role of recapture in the school finance system. The report makes no recommendations regarding special education, instead suggesting that the current corrective action plan approved by the U.S. Department of Education should be completed before any additional reforms are discussed.

Discussing the commission’s major findings, Brister acknowledged that schools are being asked to do more than ever before. This includes higher security standards and providing for the physical and mental well-being of students in addition to educating them. He then asked to strike language from the report that says the state has failed to adequately fund public education.

After breaking for lunch, the commission returned for more in-depth discussion on individual recommendations. Commission member Todd Williams of the Commit Partnership in Dallas pointed out that the teacher compensation portion of the plan (Section D) does not include specific funding for strategic staffing such as that implemented by the Dallas ISD ACE program, which is intended to incentivize top teachers to teach at the highest-need campuses. Williams argued the evaluation system and strategic staffing system should be treated as separate and funded accordingly.

State Sen. Paul Bettencourt (R-Houston) then laid out the recommendations from the working group he chaired on revenues. The group’s primary recommendation is to adopt Gov. Greg Abbott’s plan to cap local property tax revenue growth. The plan suggests capping growth at 2.5 percent annually, and replacing revenue lost by school districts with state funding. The governor’s office does not specify how much this would cost or from where the replacement funding would come.

Texas Education Agency (TEA) Chief School Finance Officer Leo Lopez presented a chart addressing the three plans endorsed by Bettencourt’s group, which suggests that the governor’s plan would reduce local maintenance and operations (M&O) tax collections by nearly $1 billion and increase school district revenue by $300 million in 2020 at a cost of roughly $1.3 billion. By 2023, the governor’s plan is projected to reduce M&O tax collection by $3.7 billion while increasing school district revenues by $74 million. Lopez pointed out that this is primarily a tax relief plan, as opposed to a school finance plan, which explains why future funding is projected to flatten out.

The commission discussed the level of emphasis that should be placed upon the governor’s revenue cap plan. Members pointed out the interrelation of property taxes and school finance, as well as the need to focus on the commission’s statutory charge, which is to fix the school finance system. The governor’s plan alone would not change the fundamental mechanics of the school finance system.

Sen. Bettencourt has argued that the state’s coffers will be flush heading into the next budget cycle based on tax revenue from booming oil and gas production, but the state comptroller has yet to release a formal biennial revenue estimate (BRE) with hard numbers upon which to base a budget. State Rep. Ken King (R-Canadian), who represents oil and gas-dependent west Texas, cautioned against relying on oil and gas as a reliable, long-term funding source. A combination of the governor’s plan and the commission’s recommendations for additional public education spending could add up to a price tag north of $5 billion for the upcoming budget biennium.

The commission is scheduled to meet next Wednesday, Dec. 19, 2018, to vote on final recommendations. The commission is required by law to submit its report to the legislature by December 31.