Tag Archives: HB 5

Teach the Vote’s Week in Review: April 1, 2016

Today is April 1, but we’re not fooling when we tell you it was a busy week at the Texas State Capitol. ATPE’s lobby team has the latest news affecting public education:


Josh Sanderson

Josh Sanderson

ATPE Lobbyist Josh Sanderson attended several hearings on Wednesday where the topics of discussion included the state’s budget and the Teacher Retirement System (TRS). Of particular interest was how to fund TRS-Care, which is facing a considerable shortfall heading into the next legislative session. ATPE was among several education groups to testify about the healthcare funding needs of our state’s active and retired educators. Read Josh’s blog post from yesterday to learn more.


Kate Kuhlmann

Kate Kuhlmann

The Senate Education and Higher Education Committees held a joint interim hearing this week on teacher pipeline issues and the ongoing implementation of 2013’s House Bill 5, which overhauled the state’s graduation requirements and accountability system. ATPE Lobbyist Kate Kuhlmann provided testimony to the committee. Read her blog post this week to learn more about the hearing on Tuesday.


Monty Exter

Monty Exter

Earlier this week, some students experienced significant issues while taking the online version of the STAAR test. ATPE Lobbyist Monty Exter reports that upon returning to the system after having left it for a variety of reasons, students found that the work they had already completed on the test was gone. The Texas Education Agency (TEA) quickly released a public statement from Commissioner Mike Morath on Tuesday acknowledging the problem and the fact that it was unacceptable of both the agency and ETS, the state testing vendor, to allow such an issue to have occurred.

On Wednesday, TEA released another statement providing some technical instructions from ETS. Of particular note, the agency also stated in bold typeface, “For students who were not able to complete an online test because of the technology issues related to the STAAR online testing platform, districts are not required to have the students complete the test(s) and should feel under no obligation to do so.” The technical difficulties with the online STAAR testing come on the heels of existing criticism over test administrators’ being require to clock students’ break times during the test and growing concerns about the STAAR tests being unfair to students in special education programs.


If you’re planning to submit public comments on the Commissioner of Education’s proposed rules for the state’s new recommended appraisal system for principals, your deadline is Monday, April 4. Click here to view the proposed rules for T-PESS, which would take effect during the 2016-17 school year.

The commissioner has also proposed brand new rules for “Innovation Districts” authorized under last session’s House Bill 1842. The new law allows certain acceptably performing school districts to propose local innovation plans and receive exemptions from various state regulations. Public comments on those rules will be accepted through May 2. Click here to learn more.

Rules implementing a new pre-Kindergarten grant program have now been finalized. Click here to view the commissioner’s adopted rules, including responses to comments submitted by ATPE and other stakeholders after the rules were proposed.

ThinkstockPhotos-126983249_surveillanceNext week we expect to see the official filing of a new rule proposal from the commissioner to guide the implementation of last year’s Senate Bill 507 requiring video surveillance cameras in certain special education settings. Commissioner Morath has already asked the Office of the Attorney General (OAG) to provide an opinion on some questions that are considered open to differing interpretations based on the language of the bill. These include clarifying the specific settings in which the video surveillance is required and who may obtain access to the video footage. That request for an OAG opinion remains pending.

ATPE also expects to share an announcement soon about the release of adopted commissioner’s rules implementing the new T-TESS recommended appraisal system for teachers. Stay tuned to Teach the Vote for updates.

On the agenda for next week, the State Board of Education will be meeting in Austin starting Tuesday, April 5. View its agenda and find links for watching live streams of the hearing on the TEA website here. ATPE Lobbyist Monty Exter will be in attendance and will provide updates for Teach the Vote. Also next week, the Teacher Retirement System (TRS) holds its meetings Thurday and Friday, April 7-8. View the TRS agenda and other materials here, and watch for updates from ATPE Lobbyist Josh Sanderson. Negotiated rulemaking on the new Every Student Succeeds Act (ESSA) also continues next week in Washington, D.C.

Finally, join us in celebrating ATPE’s 36th birthday today!


Senate committees meet to study college readiness, teacher pipeline

The Senate Education Committee and the Senate Higher Education Committee met jointly on Tuesday to discuss two interim charges both committees have been tasked with studying: (1) the ongoing implementation of House Bill (HB) 5, which passed in 2013, particularly as it relates to college and workforce readiness; and (2) whether educator preparation programs (EPPs) are properly preparing teachers for the rigors of the classroom, especially in light of teacher shortage areas and retention issues.

ATPE was present at the hearing to monitor discussions on the first charge and testify on the second charge. The hearing consisted of four panels of invited witnesses followed by public testimony. The higher education and public education commissioners presented information on the first charge with respect to the current state of college and workforce readiness in Texas. Commissioner of Education Mike Morath presented data supporting improved college and career readiness as a result of HB 5, with expressed hesitation that it is too soon to tell exactly where things are trending (in large part due to a lag in data collection that became a topic of concern throughout the hearing). Higher Education Coordinating Board Commissioner Raymund Paredes was less optimistic, presenting data that showed Texas lagged behind other states in preparing high school students for college.

A second panel of school district, college, and business officials also served as invited witnesses. Significant discussion was had with regard to dual credit courses and a bill last session that expanded high school students’ access to such courses. While some members praised the legislation, others expressed concern about the inconsistency in transferring courses among state institutions. Commissioner Paredes said the rigor of dual-credit courses needs to be reviewed and told members that passing a dual-credit course does not mean a student is college ready, although the state should work toward that goal.

ThinkstockPhotos-178456596_teacherThe remaining two panels were focused on educator preparation, teacher retention, and teacher shortage issues. The Texas Education Agency (TEA) presented information on the current state of teacher demographics in Texas: more than one third of Texas teachers have been in the classroom for five years or less (which is consistent with data for the past 20 years); the average Texas teacher teaches for 11 years (also roughly consistent over the past 20 years); teacher attrition rates have been relatively constant over the past few years, but district turnover rates are especially high in rural districts; Texas hires about 82% of the teachers it produces every year; and the average five year retention rate of teachers produced by traditional universities is 76% versus 66% among alternatively certified teachers. Other invited witnesses expressed alarm with regard to statistics showing that retention rates for teachers in their first or second year and in shortage areas, such as STEM and special education, are lower than the average.

Invited and public testifiers shared comments on the entire teacher pipeline. Witnesses shared methods for addressing these issues at hand through recruitment, preparation, support, and retention. ATPE’s testimony also supported a focus on the entire teacher pipeline and highlighted some proposals we continue to support with regard to addressing the issues of educator preparation and retention.

  • ATPE supports tools that recruit the best and brightest to join the profession, such as loan forgiveness programs, competitive benefits packages, and improved salaries. ATPE also supports raised standards for individuals entering the profession, because raising standards has shown to improve the prestige of the profession and in turn attract more of the best and brightest to enter the profession. It also improves the profession’s ability to demand change.
  • ATPE supports raising standards for all EPPs in order to ensure teachers are properly trained for the rigors of the classroom. Especially in the case of alternative certification providers, where teachers are put into the classroom as the teacher of record after only weeks of training in some cases, it is critical that we ensure teachers are properly prepared to enter the classroom and stay in the profession.
  • ATPE supports incentives for EPPs that serve to fill shortage areas. Those could include financial incentives such as cutting or eliminating programs’ fees or non-monetary incentives such as rewarding programs through the EPP accountability system.
  • ATPE supports mentor and induction programs that support teachers in the initial years of teaching or when they are assigned to teach outside of their certification field. Studies consistently show that such programs have a big impact on retention rates. It is also a small investment for a big return; estimates have suggested the cost of teacher turnover in Texas is as high as $1 billion per year.
  • ATPE supports increased and standardized requirements with regard to the support that EPPs are required to provide to their candidates once they are in the field teaching.
  • ATPE supports adding a measure of teacher quality to the accountability system so that districts are held accountable to progress toward the equitable distribution of quality teachers throughout the district. (Data presented at the hearing showed an inequitable distribution of high quality teachers, a fact that prior research commissioned by ATPE has also shown.)

The full hearing can be viewed here. The Senate Education Committee meets again next month to study another interim charge related to digital learning.

Meet the new education law of the land, the Every Student Succeeds Act (ESSA)

President Barack Obama today signed into law the Every Student Succeeds Act (ESSA), which reauthorizes the nation’s primary federal education law, the Elementary and Secondary Education Act (ESEA). Previously called the No Child Left Behind (NCLB) Act when it was reauthorized under President George W. Bush in 2001, the law sets forth expectations for academic accountability, educator quality, and the use of federal funding for wide-ranging education programs.


ATPE state officers and lobbyists in Washington, D.C. earlier this year for discussions about ESEA reauthorization.

After years of waiting for reauthorization, ATPE and many other educator groups are celebrating Congress’s abandonment of failed NCLB strategies and policies embedded in the Obama administration’s waivers, and we are welcoming the new ESSA with cautious optimism. ATPE is grateful to our Washington-based lobby team for helping us in our efforts to persuade Congress to pass a reauthorization bill this year and for sharing our input on the federal law repeatedly with lawmakers and U.S. Department of Education staff. We also thank our many state officers and staff members who traveled to the nation’s capital over the years to share their stories in the hope of improving the country’s premier education law.

Although viewed as a long-overdue victory by most in the education field, there are some who have criticized the ESSA, saying that it does not go far enough to remove the federal government’s role or that it backs too far away from test-based accountability measures. Presidential candidate and U.S. Sen. Ted Cruz (R-Texas) voted against the bill, complaining that it represented “the same tired approach that continues to fail our nation’s children.”Sandy Kress 12-10-15 Sandy Kress, who is credited with creating the NCLB plan for President Bush and who shortly thereafter became a lobbyist for the testing industry, called the enactment of the ESSA “pitiful” in tweets this week.

This new “law of the land” for education aims to reduce the federal role in states’ education policies while ensuring accountability for educating students in various subgroups and closing achievement gaps. Ditching the controversial requirements for Adequate Yearly Progress (AYP), the ESSA gives states and school districts more flexibility to create their own accountability systems and interventions for struggling schools. As of next summer, it will nullify the controversial waiver system of recent years that has required many states, including Texas, to pursue reforms not often favored by education stakeholders, such as teacher evaluations tied to student test scores. It also repeals the complex “highly qualified teacher” mandates from NCLB, replacing them with new provisions for “effective” teachers. As for curriculum and related matters, the ESSA requires states to adopt standards but prohibits the U.S. Secretary of Education from dictating what those should be. While Congress avoided putting ATPE-opposed funding portability language into the final bill, the ESSA does include a provision for a school choice pilot program in 50 school districts that would enable state, local, and federal funds to follow students from one school to another. With respect to testing, the ESSA keeps in place many of the existing requirements. States will still be expected to test students in reading and math in grades 3 through 8, plus one high school test, but that test that could become the SAT or ACT based on school districts’ discretion.

In remarks during the bill signing ceremony this morning, President Obama called the ESSA “a big step in the right direction,” but added that the hard work would come with implementation. It is worth noting that many of the changes in the federal law will require similar actions by state legislatures and policymakers to be fully effective nationwide. For instance, the 2017 legislative session is the earliest opportunity for lawmakers to choose whether or not to tinker with Texas’s state STAAR testing requirements, which underwent a major overhaul in 2013 via the passage of House Bill 5.

It remains to be seen what short-term impact, in particular, the enactment of the ESSA will have on Texas’s pending effort to adopt a new state-recommended appraisal system for teachers known as T-TESS. The Texas Education Agency’s plans for T-TESS have been heavily influenced by strings attached to the state’s ESEA waiver, including pressure from the federal government to base at least 20 percent of teachers’ evaluations on student growth data. In a statement this week about the passage of the federal law, Texas Commissioner of Education Michael Williams said that “the rollout of our state’s new teacher and principal evaluation systems will continue, but without federal demands to include student test scores as a mandatory aspect.” Williams is resigning at the end of this month, but has already proposed new commissioner’s rules to implement T-TESS and repeal its predecessor, known as PDAS. Those rules, which were developed before the passage of the new federal law, are currently open for review and public comment through January 11. As drafted, the commissioner’s rules for T-TESS require teacher appraisals to “include the academic growth of the teacher’s students at the individual teacher level as measured by one or more of the following student growth measures: (1) student learning objectives; (2) student portfolios; (3) pre- and post-test results on district-level assessments; or (4) value-added data based on student state assessment results” starting in 2017. The proposed rules also specify that student growth “shall count for at least 20% of a teacher’s summative score.”ATPE_At_the_Capitol_Vertical

The one thing we know for certain is that big changes are on the horizon. As with our efforts to push Congress to reauthorize the ESEA, ATPE will remain heavily involved in the implementation work at the state and national levels. Making sure that the renewed national focus on lessening the outsized role of standardized tests is reflected in our state laws and policies going forward will be a top priority. Stay tuned to Teach the Vote for updates from our lobby team.

Teach the Vote’s Week in Review: Oct. 23, 2015

From elections to TRS, here are the Texas education stories you may have missed this week:

The Texas Education Agency (TEA) released its final set of financial accountability ratings for school districts and charter schools today. The agency reports that nearly 98 percent of the state’s districts and charters achieved successful ratings for the 2014-15 year under what’s known as the School Financial Integrity Rating System of Texas (FIRST). View TEA’s press release about the ratings here.

In other news from TEA, a new evaluation report was shared this week on implementation of a major academic accountability overhaul by the legislature in 2013. House Bill 5 (2013) carried by Rep. Jimmie Don Aycock (R-Killeen) made sweeping changes to the state’s curriculum and graduation requirements, including creating new endorsement areas for high school students. The new report outlines the extent to which school districts have offered the new endorsements and how schools have communicated information about the graduation requirements to students and their parents. Read more in TEA’s press release from Oct. 21.

Early voting has begun for the Nov. 3 election and will continue through next Friday, Oct. 30. Registered voters statewide have the opportunity to weigh in on seven proposed constitutional amendments, and many voters have bond proposals and other local matters on their ballots. In the San Antonio area, voters in House District 118 are choosing a new state representative to replace Rep. Joe Farias (D), who is retiring. Read more in our blog post from earlier this week, and if you live in HD 118, be sure to check out our new profiles of the special election candidates on our Resources page.

The Teacher Retirement System (TRS) Board of Trustees held a town hall meeting yesterday, Oct. 22, to discuss healthcare concerns for active and retired educators. ATPE Lobbyist Josh Sanderson sat on one of the panels for the day-long, interactive event and wrote this report for Teach the Vote.

Don’t forget to follow Teach the VoteATPE, and members of our ATPE lobby team on Twitter for breaking news and other updates such as these:



House committees look at student ticketing, math courses and testing

The House Committee on Public Education met twice this week to review the implementation of several bills passed last year. The first was a joint hearing with the House Committee on Corrections to discuss school discipline and the implementation of Senate Bills (SB) 393 and 1114 related to student ticketing. In a separate meeting, the education committee had ongoing discussions about the implementation of House Bill (HB) 5, the bill that made sweeping changes to the state’s graduation requirements and testing requirements.

SB 393 and SB 1114 were passed in 2013 in an attempt to reduce the issuance of criminal tickets to students for minor school offenses. This week’s joint committee meeting revealed that since the implementation of those bills in September of last year, the number of court filings resulting from the issuance of class C misdemeanor tickets for school offenses has dropped by 90,000. That number represents an 83 percent decrease. During the same period, the number of school arrests, suspensions and referrals to alternative campuses has remained stable or decreased slightly. According to testimony at the hearing, this suggests that the drop in student ticketing has not had a negative impact on the campus environment with regard to discipline.

While SB 393 and SB 1114 did not cut off the ability to use the criminal justice system as a deterrent and tool to maintain school discipline, the goal of the bills was to decriminalize school offenses in most situations. Advocates on all side of this issue want to reduce the school-to-prison pipeline, and in doing so, ATPE also wants to ensure that educators feel supported and in fact are supported in their efforts to maintain discipline in their classrooms.

We want to know what you think about student ticketing. Please post your comments on our blog and let us know what your experience has been at the campus level since the passage of SB 393 and SB 1114.

During the subsequent meeting on Oct. 8, the House Committee on Public Education heard from Texas Education Agency (TEA) officials and experts about new courses being developed in response to HB 5 to serve as equivalently rigorous alternatives to Algebra II. According to testimony at the hearing, the new Non-AP Statistics course being developed is on track to be completed soon. The Algebraic Reasoning course is proving to be more difficult. Many advocates of that course, including some legislators, envision Algebraic Reasoning as an applications-style course for Algebra II. However, that type of course is proving more challenging to develop because any course based on the existing Algebra II TEKS that would require a teacher to use applications would likely cross the line into specifying a method of teaching, which is illegal in Texas.

Despite the difficulties, Dr. Uri Treisman of the University of Texas’ Dana Center, a mathematics think tank, applauded the state on the efforts being made and informed the committee that what they are striving for is in alignment with where higher education has been moving. According to Dr. Treisman, institutions of higher education have for several years been moving away from a single college math pathway based on Algebra, favoring multiple pathways instead. Such pathways include the traditional Algebra route as well as pathways based on Statistics and Quantitative Modeling.

In addition to the receiving the update on new math courses, committee members raised several questions about the state’s testing and accountability system. The committee voiced considerable concern about the removal of the STAAR Modified test and the impact of that change on schools and students with disabilities. TEA representatives also caused a stir among the committee when they relayed that TEA had kicked out sample STAAR test items based on the percentage of students who answered the question correctly. According to TEA, if more than 90-95 percent or less than 25 percent of tests takers answered an item correctly, it was removed. The committee noted that it seemed patently unfair to remove a question that tested basic TEKS merely because all or nearly all students answered the question correctly. A public witness who testified later during the hearing noted that by removing questions in that manner, TEA had essentially converted what was supposed to be a criterion-referenced assessment into a normative assessment. Many education experts believe that normative assessments should never be used for high stakes or accountability purposes.

At one point during the hearing, Rep. Dan Huberty (R-Humble) announced that he was seriously considering filing a bill in the next session to do away with state-mandated standardized testing altogether. A representative of Texans Advocating for Meaningful Student Assessment (TAMSA) shared with the committee that more than 35 states do not use standardized testing as a graduation requirement and implored the committee to consider changing state law to make any statewide testing system diagnostic only. ATPE member Cynthia Ruiz, an English teacher from Pflugerville ISD, eloquently testified about the problem of teaching to the test and the failings of the STAAR writing test. Several committee members thanked her for her testimony.

Video of the Joint Committee hearing on school discipline and student ticketing can be viewed here. Video of the House Public Education Committee’s HB 5 hearing can be viewed here.

Report on Senate Education Committee’s interim hearing on testing and virtual schools

The Senate Education Committee met Aug. 26 to discuss two of its interim charges:

Senate Interim Charge #1 (Portion of Charge):

Examine STAAR writing scores for elementary, middle and high school students. For grade levels tested in writing, review the types of writing required. Explore the need for targeted professional development in writing.

Senate Interim Charge #2:

Monitor the implementation of legislation addressed by the Senate Committee on Education, 83rd Legislature, Regular and Called Sessions, and make recommendations for any legislation needed to improve, enhance and/or complete implementation. Specifically, monitor the following: HB 5, SB 376, HB 617 and HB 1926.

The Committee heard from multiple panels as well as Commissioner of Education Michael Williams.

HB 5 and the STAAR writing test

The Committee heard testimony from a panel including Texas Education Agency (TEA) staff and educators about challenges involving the STAAR writing test as well as testimony from a separate panel and Commissioner Williams on STAAR cut scores.

Dr. Dawson Orr, the superintendent of Highland Park ISD, presented testimony that the STAAR writing test is seriously flawed, particularly in comparisons to instruments such as the ACT. He informed the committee that the writing curriculum standards (TEKS) are good, but the writing test does not capture the learning associated with those TEKS. Additionally, he pointed out that institutions of higher education are not looking for and do not care about the skills tested by the STAAR writing test. According to the witness, a 26-line formulaic writing test simply does not give us good information, and in some districts, may cause kids to learn to write poorly.

Commissioner Williams engaged in a conversation with the committee on the STAAR cut scores and the effectiveness of the testing regime generally. When pressed by Sen. Leticia Van de Putte (D–San Antonio) on the failures of the STAAR test, the Commissioner blamed the state’s failure to make more rapid gains on poor instruction. Many in the room equated his statements to shift blame from a poorly designed and administered test to educators. However, as one education representative noted, poor teaching would result in equally poor results across all test instruments gauging college readiness, which does not appear to be the case for students in many situations who are successful on other standardized and non-standardized measures of academic achievement.

SB 376

Senate Bill 376 by Sen. Eddie Lucio, Jr. (D–Brownsville) expanded the School Breakfast Program for campuses where 80 percent or more of the student population qualifies for federal free or reduced breakfast. Under the bill, campuses meeting the 80 percent threshold must provide breakfast to 100 percent of the students at the campus, as opposed to only students who would otherwise qualify for free and reduced breakfast on their own. Despite the fact that the bill was cost-neutral to the state and school districts thanks to federal dollars, districts have the ability to opt out of the program by requesting a waiver. Of the approximately 2,600 campuses to which the bill applies, only 38 have requested a waiver.

HB 617

The committee heard testimony on the implementation of House Bill 617 by Rep. Eddie Rodriguez (D–Austin) which expands transition services for students with disabilities entering the workforce or a higher education setting. As a result of the bill, a transitions guide will be developed.

HB 1926

House Bill 1926 by Rep. Ken King (R–Canadian) made several modifications to the Texas Virtual School Network (TxVSN), which regulates both full-time virtual learning providers and the individual virtual course catalog.

A major amendment added to the bill by Sen. Van de Putte calls for a statewide broadband study of ISDs to determine the state’s technology and connectivity capacity. A TEA representative testified to the committee that the study should begin mid- to late September of this year and be concluded in November with results available mid- to late spring of next year.

TEA staff also reported to the committee that rules codifying the statutory requirements for HB 1926 have been adopted by the agency. In addition to new rules, there is a new design for the online portal to the TxVSN statewide catalog and new informed choice reports called for as a component of the legislation.

Additional public testimony was taken on both sides of the often contentious issue of virtual learning. A representative from iNACOL (a national association of virtual providers) voiced a complaint about the restriction on districts being required to offer students a virtual course that is substantially similar to a traditional, non-virtual one already offered by the ISD. Another testifier with the Foundation for Educational Excellence asked to consider taking quality control out of the hands of the districts and to increase the level of funding going to for-profit course providers. A representative from the Coalition for Public Schools (CPS) testified that control and accountability of the online learning environment should remain with districts that are accountable to taxpayers as opposed to private providers that are accountable only to their shareholders. The testifier also pointed out that while the coalition does not oppose the existence or limited use of online learning, a significant body of research points to it being a far less effective method of teaching kids.

All or part of the committee hearing can be found at the Texas Senate video archive under Senate Committee on Education 8/26/14.

TEA releases 2014 STAAR sample tests

Thanks to ATPE-supported language originally filed by former Texas House member Mark Strama (D–Austin) and later amended into House Bill 5, authored by Rep. Jimmie Don Aycock (R–Killeen), the Texas Education Agency (TEA) has released more than 40 of the 2014 STAAR tests and answer keys.

The tests and answer keys can be found at: http://www.tea.state.tx.us/student.assessment/staar/testquestions/

TEA seeks input on financial accountability measures

A survey seeking input on indicators that will form a new financial accountability system required by House Bill (HB) 5 is available on the Texas Education Agency (TEA) website. Click on the button marked “Financial Accountability Survey” on the right side TEA’s home page. The survey will be open until May 18. For additional information, contact TEA’s Financial Accountability Division at (512) 463-9238.

Educators share testing concerns with Senate Education committee

The Senate Education Committee met yesterday in an interim hearing to review two charges:

  • The high school English Language Arts and STAAR Alternate testing requirements.
  • The implementation of House Bill (HB) 5.

Five panels of invited expert witnesses testified before the committee, including Texas Education Agency (TEA) officials, teachers, counselors, PTA members and other education stakeholders.Those that spoke laid out many concerns about testing and some unintended consequences of HB 5, such as an English test in high school that lasts up to five hours and the physical endurance it takes students to concentrate for that time period.

The committee also heard from special education stakeholders who laid out problems with the new STAAR Alt tests and the elimination of the STAAR Modified tests, citing negative effects on some special education students. ATPE Past State President Cheryl Buchanan and Laura Buxkemper, who is also an ATPE member and special education teacher, both traveled from Ballinger ISD to testify at yesterday’s hearing about their concerns regarding STAAR Alt.

Yesterday’s committee meeting was also different insofar as one-third of the legislators who showed up for the meeting are currently running for state office, a fact which added some political drama to the day’s proceedings. An archived video of the meeting can be viewed here.

Buxkemper Haley Buchanan 04-14-14

Ballinger ATPE member Laura Buxkemper, ATPE contract lobbyist and former Sen. Bill Haley and ATPE Past State President Cheryl Buchanan at the Texas State Capitol

Senate Education committee to discuss testing

The Senate Education committee has an interim hearing scheduled for Monday, April 14. Its agenda includes discussion of two interim charges related to student testing.

The first charge covers the redesign of high school English EOC exams, issues related to the federally-mandated elimination of the STAAR Modified exam and the redesign of the STAAR Alternate assessment. The committee’s second interim charge that will be discussed Monday is to monitor the implementation of last year’s comprehensive testing and curriculum reform bill, House Bill 5.

View the hearing live starting at 10 am via the web broadcast.