Tag Archives: school finance commission

School finance commission considers first round of recommendations

The Texas Commission on Public School Finance met Tuesday morning to discuss recommendations from the working group on outcomes, lead by Todd Williams. Commission Chair Scott Brister opened the meeting by requesting suggestions for how to pay for the various recommendations the commission has received.

Texas Commission on Public School Finance meeting July 10, 2018.

Texas Education Agency (TEA) Chief School Finance Officer Leo Lopez was the first invited witness, and provided an overview of how public education in Texas is funded. Currently, the state pays 36 percent of the total cost of funding schools. Excluding local recapture, the bulk of funding – 51 percent – is carried by local property taxes. Recapture, which is also local funding but was counted separately for the purposes of Lopez’s presentation on Tuesday, amounts for three percent of funding. The remainder comes from federal funding.

According to TEA’s numbers, state funding on a per-student basis has remained flat since 2008. When adjusted for inflation, this represents a decline in actual dollars. In the same time period, the biggest increase in funding has come from local property taxes. Legislative Budget Board (LBB) Assistant Director John McGeady explained that while the LBB and TEA use different calculations to determine state spending, both sets of data show the state’s share of funding has steadily declined over the past decade.

Williams introduced the same recommendations the working group approved last week, which include outcome-based incentives at the 3rd, 8th, and 12th grade levels. The 3rd grade reading gateway would be supplemented by increased funding for schools with high populations of economically disadvantaged and English learner students that could be used to provide full-day prekindergarten. The 8th grade incentives would target reading and Algebra I, and 12th grade would focus on indicators of post-secondary readiness.

The recommendations from the outcomes working group also include a performance pay system that would reward teachers who complete more rigorous educator preparation programs, provide higher pay for educators according to locally-developed, multi-metric performance evaluation programs, and incent administrators to direct the highest performing educators into campuses and grade levels with the greatest need.

State Sen. Paul Bettencourt (R-Houston), who has argued against increasing school funding, argued fiercely against objective data presented by Williams that indicate Texas will miss its “60×30” goal by two decades years. The goal is to ensure that 60 percent of Texas 25- to 34-year olds obtain a postsecondary degree or certificate by 2030. According to current rates of postsecondary attainment, the state will not reach this goal until 2051. Bettencourt argued businesses rely on net migration into the state, despite the fact that this necessarily reduces the number of high paying jobs available to students educated in Texas.

Williams told the members he would welcome feedback on the recommendations, and suggested more testimony could be taken, specifically from the Texas Higher Education Coordinating Board (THECB) regarding 60×30 progress. State Rep. Diego Bernal (D-San Antonio) suggested the working group could collect comments and produce a revised draft.

Williams estimated the cost of implementing the recommendations at $1 billion annually, or $2 billion per biennium. This would gradually increase to $2.5 billion annually over a ten-year period, as districts meet stretch goals and additional districts phase in the recommendations. This could ultimately save the state money by higher-paid workers contributing more state taxes, and fewer state resources would be needed for uninsured medical costs and incarceration. The expenditures working group is expected to meet August 9 to work on recommendations. House Public Education Committee Chair Dan Huberty (R-Houston), who leads the expenditures working group, said more than 200 recommendations have been received. The full commission does not plan to meet until September.

Brister said the commission will not hold a vote until the total cost of recommendations can be calculated and until the commission can determine from where the money to pay for them will come.

Teach the Vote’s Week in Review: July 6, 2018

Here’s your weekly wrap-up of education news from ATPE Governmental Relations:


Josette Saxton

This week Josette Saxon, Director of Mental Health Policy at the statewide, non-profit, non-partisan, multi-issue children’s policy organization, Texans Care for Children shared why it”s critical that the Legislature and local school districts act to promote the mental well being of Texas school children.

Noting alarming data on youth suicides, Sexton writes:

“The pain and despair behind these numbers is heartbreaking, but it should also be a call to action. We all need to work harder to understand and address the causes of this crisis. We also need our policymakers to strength our children’s mental health policies, including policies to support students through our schools.”

Read more here.


On Tuesday, the Texas Commission on Public School Finance’s working group on outcomes met to deliberate and discuss recommendations based on previous testimony.

The group structured incentives around three core principles: “Ready to learn, ready to teach, and ready to earn.” Goals for the working group include ensuring graduates don’t require remediation and go on to obtain a post secondary credential. In order to achieve these goals, the working group recommends new weighted funding for certain student groups and suggests the state encourage school districts to implement performance pay programs to attract and retain educators. You can read more about the group’s recommendations in this post by ATPE Lobbyist Mark Wiggins. 


 

Next week, Teach the Vote will be taking a hiatus from our regular weekly wrap-up while the ATPE Governmental Relations staff is atrending the ATPE Summit in Dallas. The wrap-up will be back the following week. A big THANK YOU to all our regular readers who look forward to getting this digest each week, as we look forward to bringing you more of what’s going on with public education in Texas directly to your email. Until our next digest on Friday, July 20, please visit the Teach the Vote blog directly and follow @TeachtheVote on Twitter for updates and breaking news.

Working group releases first set of school finance recommendations

The Texas Commission on Public School Finance working group on outcomes met Tuesday in Austin to consider recommendations based on more than 60 hours of testimony heard by the commission since its first meeting in January.

School finance commission working group on outcomes meeting July 3, 2018.

Group leader Todd Williams began the meeting reading from a detailed report that suggested the state should invest more dollars in specific strategies to accelerate reaching the “60×30” goal of ensuring 60 percent of students go onto post-secondary success by the year 2030.

Common themes from testimony included the importance of early intervention, since only 60 percent of students arrive at school kindergarten-ready. The report indicated teachers are the most important in-school factor in student outcomes, and funding should ensure that every teacher candidate has access to high quality educator preparation programs, ensure they stay in the profession and classroom, and ensure they address student challenges as early as possible.

In order to achieve post-secondary achievement, the report suggested funding should ensure graduates do not require remediation in higher education and that achievement of a post-secondary credential is not only expected, but achievable, affordable and supported. In addition, the report suggested systemic incentives, including ensuring that financial incentives are tied to the achievement of our most critical outcomes.

The working group’s formal recommendations encompass three core principles: Ready to learn, ready to teach, and ready to earn. According to the report, funding should include some specific incentives within the formula funding tied to specific goals at critical gates.

The first of these incentive gates is 3rd grade reading, and the working group is recommending providing an additional weight for low income and/or English language learners for pre-K through grade 3. At each district’s discretion, dollars from this 3rd grade reading investment would be sufficient to be used to fund full day pre-K, tutoring interventions, expanded dual language programs, specialized multi-year early childhood professional development, and a longer school year.

The second incentive is funding for every 8th grader who meets the state’s standard in reading and Algebra I. This is expected to help increase college readiness. The third incentive is funding for every high school graduate assessed as college or career ready, who successfully achieves industry certification or enrolls in college or the military. Incentives for rewarding low-income student achievement should be higher in recognition of the greater associated challenges. State Rep. Diego Bernal (D-San Antonio) was emphatic that incentives should not further increase inequity in the school funding system.

The fourth incentive is to provide the optional ability for districts to implement multi-measure evaluation systems and fund higher teacher distinction levels to attract and retain high-quality teachers. The working group noted the issues with current salary levels in recruiting and retaining teachers, and expressed the goal that districts be able to pay top-quality teachers more. Melissa Martin, the only teacher on the commission, said she’s torn over performance pay. Martin voiced concern that evaluations are property constructed and not totally subjective, which could introduce campus politics into the process.

The working group included the following additional recommendations:

  • Adjust compensatory education funding (currently $3.9 billion annually) in recognition that “free and reduced lunch” percentages are a very simplistic measure and do not adequately reflect the varying levels of poverty that exist throughout the state.
  • Strongly consider eliminating the five end-of-course (“EOC”) STAAR assessments and replacing with either SAT or ACT assessments that can measure growth based on a pre-SAT/ACT assessment given in 9th grade vs. a SAT/ACT assessment given in the 11th grade.
  • For districts choosing to implement a full day Pre-K program, consider crediting the appropriate full-day attendance for purposes of funding within the Foundation School Program.
  • TEA financially incent dual language strategies and disallow ELL pullout strategies as an accepted approach toward ELL instruction for larger districts exceeding 5,000 students (this subset of districts educates roughly 80% of all Texas students).
  • Align the current CTE weight of 1.35 (equivalent to $2.2 billion annually) toward CTE programs of study that are vigorously tied to the attainment of living wage credentials aligned with current workforce need and/or which provide students with critical financial literacy skills.
  • Amend legislation to require that failing ISD elementary and middle school campuses may be reconstituted after three years with an ACE-like school reconstitution plan (where better educators have been purposely placed at the struggling campus) with the state providing matching funds to reduce district costs.
  • To reduce prison recidivism and its associated costs to the state, TEA should amend the accountability system to incent school districts to help formerly incarcerated individuals receive their high school diploma or GED.
  • State funding should target professional development training towards schools/districts willing to launch blended learning and personalized learning pilots that help students matriculate faster than their peers if necessary, providing net savings in the long run to the state due to paying for less seat time.
  • Schools should be incentivized by the academic accountability system by creating a separate post-secondary readiness academic distinction. In addition, additional state funding should be awarded if the high school achieves the post-secondary readiness academic distinction.

The working group also expressed support for researching the costs associated with providing all-day pre-K for teachers’ children. The report concludes, “For us to succeed requires very substantive, immediate action on the part of the state (emphasis in original document) – we simply cannot “tweak” our K-12 system to meet this critical objective. Only by making strategic, impactful investments above current levels in the key areas noted, and implementing the innovative structural formula changes that are necessary, can we ensure Texas remains a thriving economy that all of its citizens can participate in.”

The recommendations carry an estimated $1 billion annual price tag, which would average out to about $200 per student and a 4 percent increase in the current basic allotment – still below 2008 inflation adjusted funding levels. This would gradually increase to $2.5 billion annually by 2030, which would average out to $450 per student, which would only be achieved if all districts implement performance pay programs. According to the report, this would still place Texas in the lowest quartile of per-student spending compared to other states.

The report argues these measures could pay for themselves by creating up to $4 billion in incremental potential yearly earnings and up to $250 million in additional state sales taxes for each yearly graduating cohort. Better-prepared graduates will earn more money and pay more in taxes. The report suggests success could also reduce growth in the approximate $12 billion the state spends each year in uninsured medical costs and incarceration.

The report, as amended, was approved with a unanimous vote of the five working group members. You can read all of the recommendations in the full draft report from the outcomes working group here, however some of the recommendations were altered or struck in Tuesday’s meeting. This article contains the most up-to-date versions of the recommendations. The full commission meets July 10.

Teach the Vote’s Week in Review: June 8, 2018

Here’s your weekly wrap-up of education news from ATPE Governmental Relations:


School finance commission working group on expenditures meeting June 6, 2018.

The Texas Commission on Public School Finance met this week both as a whole and in smaller working groups. ATPE Lobbyist Mark Wiggins followed the conversation and provided updates for TeachTheVote.org. His first post details Tuesday’s meeting of the full commission, in which members heard from a number of invited witness who talked about teacher supports, such as merit pay programs.

The working group on revenues, led by state Sen. Paul Bettencourt (R-Houston), held a last-minute meeting afterward that resulted in most of the public not being able to attend, but reports from those inside provided an idea of what the group has planned. State Rep. Dan Huberty’s (R-Houston) working group on expenditures met Wednesday morning, and engaged in a lively discussion about textbooks and classroom technology.

The commission is scheduled to meet again on July 10, followed by an expenditures meeting on July 11 in which the working group will vote on recommendations to submit to the full body.


The Senate Select Committee on Violence in Schools and School Security is set to hold two hearings next week in response to the tragic school shooting in Santa Fe, Texas. Lt. Gov. Dan Patrick assigned Senate Education Committee Chair Larry Taylor (R-Friendswood) to chair the select committee, which is composed of six Republicans and three Democrats.

Monday’s agenda includes invited and public testimony on the following: “Improve the infrastructure and design of Texas schools to reduce security threats, and discuss various proposals to harden school facilities, including limiting access points, improving screening and detecting of weapons, retrofitting school facilities with improved locks, emergency alarm systems, and monitoring cameras.”

Tuesday’s agenda includes invited and public testimony on the following: “Study school security options and resources, including, but not limited to, the school marshal program, school police officers, armed school personnel, the Texas School Safety Center, and other training programs to determine what improvements can be made to provide school districts and charter schools with more robust security options.”

Texas Speaker Joe Straus (R-San Antonio) asked the House Committee on Criminal Jurisprudence to study a “red flag” law that would provide a legal process for temporarily removing guns from someone considered potentially dangerous by family members or law enforcement. Straus also announced nine new interim charges for House committees:

Committee on Appropriations

“Examine the availability of federal funding and Governor’s Criminal Justice grants that may directly or indirectly improve school safety. Evaluate the potential costs of proposals identified by the Governor and House Committees related to improving access to mental health services for children, improved school safety, and enhanced firearm safety.”

Committee on Public Education

“Review the effectiveness of schools’ current multi-hazard emergency operation plans. Determine any areas of deficiency and make recommendations to ensure student safety. Research violence prevention strategies, such as threat assessment, that are available for school personnel to identify students who might pose a threat to themselves or others. Identify resources and training available to schools to help them develop intervention plans that address the underlying problems that caused the threatening behavior.”

“Examine current school facilities and grounds. Consider any research-based ‘best practices’ when designing a school to provide a more secure environment. Review the effectiveness of installing metal detectors, cameras, safety locks, streaming video of school security cameras, and other measures designed to improve school safety.”

Committee on Criminal Jurisprudence

“Examine current statutes designed to protect minors from accessing firearms without proper supervision and make recommendations to ensure responsible and safe firearm storage, including enhancing the penalty to a felony when unauthorized access results in death or bodily injury.”

Committee on Homeland Security and Public Safety

“Evaluate options to increase the number of school marshals available, and identify current statutory requirements that limit utilization of the program.”

“Examine best practices and measures adopted in other states regarding reporting lost or stolen firearms. Gather information on reporting strategies, fines, and/or penalties for noncompliance, and receive testimony from law enforcement related to mishandling of firearms.”

Committees on Public Education and Committee on Public Health (Joint Charge)

“Consider testimony provided at the May 17 House Public Health Committee hearing regarding improving mental health services for children. Identify specific strategies that would enhance overall school safety. Study ways to help parents, youth and primary care providers support school personnel in their efforts to identify and intervene early when mental health problems arise. In addition to school-based trauma-informed programs and those that treat early psychosis, consider the benefits of universal screening tools and expanding the Child Psychiatry Access Program (CPAP). Make recommendations to enhance collaboration among the Health and Human Services Commission, the Texas Education Agency, local mental health authorities, and education service centers.”

Committee on Homeland Security & Public Safety and Committee on Judiciary and Civil Jurisprudence (Joint Charge)

“Examine current judicial procedures and practices and make recommendations to assist all courts and jurisdictions in reporting judgments and verdicts which make up the information sent to the National Instant Background Check System (NICS). Review and make recommendations regarding the list of convictions, judgments, and judicial orders which disqualify a person from possessing a firearm.”

Committee on Defense & Veterans Affairs and Committee on Homeland Security & Public Safety (Joint Charge)

“Examine the experience of other states in prioritizing retired peace officers and military veterans for school security. Determine the minimum standards necessary to implement such a program.”

ATPE will be attending these hearings will post updates at TeachTheVote.org. The House and Senate actions come after Gov. Greg Abbott released his outline of ideas to prevent further school shootings last week. Many of those ideas would require legislative action, which is among the things the committees will consider.

 


State Rep. Larry Gonzales (R-Round Rock) announced his resignation this week, saying it’s time to move on. The Texas Tribune reported on his announcement, which we’ve been expecting since he announced last year he wouldn’t be running for reelection. Rep. Gonzales chaired the House Appropriations Subcommittee on Articles VI, VII and VIII of the state budget, which includes funding for big state agencies such as the Texas Department of Transportation (TxDOT). As a member of the Texas Legislature, he was well known for being a friendly guy and a straight shooter who worked with both parties to get things done. Gonzales was a good friend of public education, and his presence in the legislature will be dearly missed.

The race to follow Rep. Gonzales in representing House District (HD) 52 is between Republican Cynthia Flores and Democrat James Talarico. You can click on each of their names to view their candidate information and survey responses they provided to TeachTheVote.org. This is expected to be a close race, which underscores the importance of every vote.

The November 6 General Election will be the last opportunity for education supporters to make sure pro-public education candidates are elected into office. Whomever voters choose will decide what direction to take the Texas Legislature when it meets in January. Will we see a resurrection of vouchers and bills attacking teachers? Or will we see a comprehensive school finance reform bill that puts more resources into classrooms and gives local taxpayers a break? It all depends on who you elect!

 


 

Education Commissioner Mike Morath announced Wednesday the criteria for schools affected by Hurricane Harvey to receive waivers from the state accountability ratings. Campuses, districts, and open enrollment charter schools are eligible to be evaluated under the Hurricane Harvey Provision if 10% or more of students or teachers were reported as homeless after the storm, if the campus was closed for ten or more instructional days, or if the campus was reported as being displaced due to the geographic relocation of students or the sharing of instructional facilities. Campuses or districts that meet at least one of these criteria AND are labeled Improvement Required or receive a B, C, D, or F rating will have their accountability rating changed to Not Rated. You can read the full announcement here.

 


ATPE educator and Round Rock ISD fourth grade teacher Stephanie Stoebe testifying at the Texas Capitol June 7, 2018.

Lawmakers on the House Committee on Public Education Subcommittee on Educator Quality and the House Committee on Higher Education combined forces on Thursday to discuss educator preparation programs (EPPs). The differences between alternative certification or “alt-cert” programs and traditional EPPs was examined during the hearing. The combined committees also heard from ATPE member Stephanie Stoebe, who spoke about her efforts to identify what marks a quality EPP. Stoebe’s recommendations for the committees included creating a dashboard to share EPP information and setting high standards relevant to student achievement. Teacher pay and attrition were also among the topics discussed at the hearing. The combined committees also heard from Stephen F. Austin University, College of Education Dean, Dr. Judy Abbott about partnerships between colleges, universities, and local districts. A detailed breakdown of the hearing can be found in this post by ATPE Lobbyist Mark Wiggins.

 


On Wednesday, June 6, the Texas Education Agency (TEA) released guidelines to all administrators relating to services for students with dyslexia and other disorders. The provisions come after a final monitoring report from the U.S. Department of Education Office of Special Education Programs (OSEP) disclosed that TEA failed to comply requirements in the Individuals with Disabilities Education Act (IDEA). The provision of services outlines the appropriate responses educators should have if a student is showing early signs of dyslexia, the need for special education, or other services. Read the full correspondence here.

Expenditures group takes hard look at textbooks

The Texas Commission on Public School Finance working group on expenditures met Wednesday morning to listen to a final round of witnesses invited to discuss issues related to school spending.

At the beginning of the meeting, group leader state Rep. Dan Huberty (R-Houston) announced plans to solicit formal recommendations from all witnesses who’ve testified before the working group. The group’s five members will meet again July 11, the day after a scheduled July 10 meeting of the full commission, and vote on which recommendations to endorse.

School finance commission working group on expenditures meeting June 6, 2018.

Texas Education Agency (TEA) staff opened Wednesday’s testimony with a review of the instructional materials allotment (IMA), and members of the group expressed interest in increasing the flexibility of IMA funds. State Rep. Diego Bernal (D-San Antonio) suggested consulting teachers as to how much physical textbooks are currently used in the classroom, and hypothesized that use is declining. Members seemed to unanimously support the idea of encouraging more reliance on technology and cheaper or free online resources, while freeing up IMA funds for other purposes.

Members also expressed frustration with textbook makers over the ongoing costs of keeping physical textbooks, while many educators are supplementing their instruction with materials found online at no charge. State Sen. Royce West (D-Dallas) suggested instructing TEA and the Texas Higher Education Coordinating Board (THECB) to develop a working relationship and establish a timetable wherein the legislature mandates universities to develop open-source materials aligned to the Texas Essential Knowledge and Skills (TEKS), which school districts would be required to use for classroom instruction. Sen. West contended this would address both textbook costs and complaints by higher education institutions that Texas high school graduates are not college-ready.

The discussion then turned to bilingual education and dual language. Witnesses testified that dual language programs are more effective than traditional English as a second language programs, but carry higher start-up costs. This includes textbooks in both English and Spanish, for example. Rep. Huberty noted that costs would necessarily be compounded with each additional language, such as programs for students who speak Vietnamese. West and Bernal expressed interest in legislation ordering a study of the costs of implementing more dual language programs.

Members also heard about funding for gifted and talented (GT) and career and technical education (CTE) programs. Each carries additional costs, but achieves important outcomes. The working group also heard from TEA staff regarding the high school allotment, and discussed the idea of folding the high school allotment into the basic allotment. This was a component of House Bill 21, the school finance reform bill authored by House leadership during the regular session of the 85th Texas Legislature.

Additionally, members discussed the adjustments for sparsity, and for small and medium-sized districts. Commission Chair Scott Brister has repeatedly advocated consolidating school districts as a way to reduce costs, and TEA indicated that these adjustments total roughly $600 million annually. Staff explained the Existing Debt Allotment (EDA) and New Instructional Facilities Allotment (NIFA), and representatives from fast-growth school districts testified to the importance of funding for new facilities.

Finally, a representative with out-of-state education reform think tank EdBuild suggested improving equity by decoupling school funding from average daily attendance (ADA) and instead using the number of students for whom a school is responsible. Rep. Huberty noted that ADA provides an incentive for districts to ensure that students are actually in the classroom. The EdBuild representative also suggested that by allocating some adjustments at the district level instead of per student, Texas’s school finance system creates unnecessary conflict and confusion between how charter schools and traditional ISDs are funded.

 

In last-minute meeting, revenue working group gets orders

The Texas Commission on Public School Finance working group on revenues met briefly Tuesday evening after the commission’s formal meeting adjourned. Unlike the other two working groups, the revenues group led by state Sen. Paul Bettencourt (R-Houston) did not post a public notice following Texas open meetings guidelines.

Texas’s open meetings law was passed to limit secret government meetings and ensure the public has access to deliberations of public interest. The law explicitly applies to the school finance commission as a whole, however its application to working groups of the commission is less clear. The only notice was posted the day of the meeting in an obscure portion of the Texas Education Agency (TEA) website. Because notice was not provided according to guidelines laid out by the open meetings law, few people attended the revenues meeting and no audio or video of the meeting is available.

According to those inside the meeting, Sen. Bettencourt stated the working group will aim to score various spending and revenue proposals, including raising the state sales tax or gas tax, enacting the performance pay program proposed by TEA Commissioner Mike Morath, limiting recapture, extending the Universal Service Fund (USF) tax on land telephone lines to cell phones, and the 2.5 percent tax cap proposed by Gov. Greg Abbott during the special session. Bettencourt requested members submit their ideas for study topics before the full commission meets again July 10.

A snapshot of the proceedings was posted on social media:

School finance commission talks about teacher supports

The Texas Commission on Public School Finance met Tuesday in Austin for a discussion on English learners. Opening the meeting, commission Chair Scott Brister urged the working groups assigned to study different aspects of school finance to be specific in the recommendations they make. In particular, Brister said the commission should strive to reach a consensus on the numbers: How much is the state spending on public education? Is it raising or cutting funding? Should textbooks be included in the cost of education?

School finance commission meeting June 5, 2018.

It’s important to note that most of these numbers are readily available from the Legislative Budget Board and are not in dispute. The disagreement has arisen as a result of some witnesses and commission members attempting to use alternative calculations that are not used in state accounting documents, usually in an attempt to inflate spending figures. Part of the argument used by those hoping to privatize public education is that the state spends enough on public schools already. Compared to other states, Texas ranks in the bottom 10 in per-pupil spending.

The English learners discussion began with invited witnesses pointing out the benefits of dual-language programs over traditional English as a Second Language (ESL) models. Texas has a high percentage of English learners, who benefit the most from strong language instruction early in their academic careers. Students who don’t become proficient in English in elementary school are increasingly likely to struggle later on, and are at a higher risk of failing to graduate. Chair Brister expressed concern over the cost of high-quality programs for English learners. Conversely, state Sen. Royce West (D-Dallas) warned of the future costs of failing to ensure students successfully learn English.

A witness from the Mark Twain Dual Language Academy in San Antonio explained that most of the costs of dual language program are related to start-up, such as training and hiring bilingual educators. The challenge for many schools is hiring educators from a limited pool of certified teachers who are highly proficient in both English and Spanish.

The next panel focused on supports for teachers in general. Texas Education Agency (TEA) Commissioner Mike Morath testified that the evidence supports the idea that teachers should be paid significantly more, which would aid retention at high-poverty schools. Morath suggested it is also possible to develop an evaluation system that can identify high quality teachers, and advised the commission that a policy framework to provide better pay for high-quality teachers will require long-term commitment by the state, not a one-time grant or budget rider.

Morath further said that pay, not working conditions, is the top hurdle when it comes to recruiting people into the education profession. When it comes to retention, teachers say working conditions are more important than pay. Pay for education jobs has decreased over time, and the average classroom teacher has gotten younger as veterans leave the profession.

The commissioner discussed legislation filed during the special session of the 85th Texas Legislature that would have created a system of tiered certification distinctions tied to significant increases in pay. For example, a “master teacher” who has received a national certification and fulfilled additional requirements and serves at a rural or high-poverty campus could earn up to $20,000 more.

State Rep. Dan Huberty (R-Houston), who chairs the House Public Education Committee, said he declined to support the bill because of the cost it would have imposed on a long-term basis. Morath emphasized that higher pay is a long-term strategy and would not improve current performance, rather it would recruit and retain better quality educators in the future. In endorsing the idea, Morath indicated it will only work if the funding is baked into the funding formulas for school districts. The commissioner also suggested that one of the bill’s flaws was calibrating the process of identifying high-performing teachers, explaining that each school principal could have a different opinion when it comes to what defines a great teacher.

Responding to a question about high-stakes testing from State Board of Education (SBOE) Member Keven Ellis (R-Lufkin), Morath said testing would have to be at least one component of a program that evaluates teacher quality. The commissioner suggested there should also be an observational component and perhaps a student survey, which is included in the Dallas ISD program upon which the bill was based.

Commission member Todd Williams also noted that there is no incentive for teachers to work in high-poverty or rural schools. In addition, teachers who are at the top of the pay scale cannot increase their pay without leaving the classroom and becoming an administrator, which means their teaching talent would be removed from the system. Finally, Williams noted that there is no incentive for teacher candidates to choose a high-quality preparation program over a cheaper, fly-by-night program. Williams suggested creating incentives in these areas could increase teacher quality and retention.

Concluding his testimony, Morath said that investing in better quality teachers would lead to better-prepared students graduating and pursuing more lucrative jobs. That, combined with teachers themselves earning more, would materially increase the state’s GDP. Morath reasoned this would have a positive and measurable impact on the Texas economy.

Following up on Morath’s testimony, Alief ISD Superintendent H.D. Chambers noted that rising health care costs have also driven teachers out of the profession. Chambers said children need to come to kindergarten ready to go to school, which pre-K helps accomplish, and must be reading on grade level by the third grade. Quality teachers should be in all classrooms, which is helped by differentiated teacher pay, such as paying teachers more to teach in more challenging classrooms.

San Antonio ISD fourth grade teacher Sarah Perez, who is also a Teach Plus Policy Fellow, rounded out the panel on educator supports. Perez testified that students need more social and emotional supports, such as counseling services. According to Perez, a teacher survey by Teach Plus found that teachers identify large class sizes and low teacher pay as having a negative impact on student learning. So do inadequate facilities and limited access to technology or funding for classroom expenses. This led to a lively discussion regarding how much the state could reimburse teachers for classroom expenses and how renewing this program could be done using technology, such as a debit card.

The rest of the day’s panels focused on “inefficiencies” in public education. Michael Szabo, a high school math teacher from Galena Park ISD, gave moving testimony about the struggles his students face. Some deal with teen pregnancy, homelessness, deportation, absent parents and other issues that distract from their ability to concentrate on schoolwork. At the same time, they and the school are being judged based on their performance on standardized tests. Instead, Szabo suggested tying performance evaluation to the percentage of graduates who enter the workforce, as well as those who are incarcerated or end up on welfare.

Other witnesses testified regarding reviewing special program allotments and how those funds can be spent. That included raising the compensatory allotment and easing back spending requirements. Responding to a question about charter schools, one witness noted that while charter school teachers are eligible to participate in the Teacher Retirement System (TRS) of Texas, charters are not required to pay into the system. Another district suggested requiring charter schools to provide more notice and information to the district before setting up shop within a district’s borders and a “universal wait list” for charters. Some charters have touted dubious statistics regarding the number of students who are on wait lists. At the conclusion of the meeting, Brister invited a representative from a charter school to advocate for charters in general.

Districts requested more flexibility with regard to instruction time, as well as accessing the virtual school network. Districts also identified unfunded mandates and the unique challenges facing small, rural districts as drivers of inefficiency. There was some discussion as well from members of the commission who suggested districts faced with burdensome regulations consider becoming districts of innovation (DOI). It’s important to note that despite the perceived benefits of becoming a DOI, most districts have used DOI to hire uncertified teachers and expand class sizes beyond the statutory maximum. These are cost-cutting measures that ultimately hurt students.

The commission working group on expenditures is scheduled to meet Wednesday morning. The next meeting of the full commission is July 10.

School finance group looks at costs of undereducation

The Texas Committee on Public School Finance working group on outcomes met Tuesday morning to take invited testimony on a number of subjects. The agenda for Tuesday’s meeting at the Texas Capitol included intersections of education, healthcare access, child and family well-being, and economic outcomes in Texas; strategic talent management and building systems to attract, retain, and develop highly qualified talent into Texas public schools; and teacher quality / certification.

School finance commission working group on outcomes meets May 29, 2018.

Anne Dunkelberg with the Center for Public Policy Priorities was the first to testify regarding the consequences of an undereducated workforce, including effects on poverty, uninsured and incarceration rates. Texas leads the nation in both the rate and number of uninsured. Meanwhile, as healthcare premiums continue to rise, employees are paying a larger share each year from their own paychecks. Texas is also among the states with the highest poverty rates.

Texas’s high rate of uninsured translates to a heavier uncompensated care burden on local hospitals, which often try and recoup that cost through local property taxes. Underscoring the link between educational attainment and better pay, Dunkelberg warned that Texas must invest in education “to minimize massive public expenditures on undesirable outcomes.”

Dunkelberg concluded by acknowledging that, like businesses, the Texas Legislature is often under pressure to reduce costs now rather than down the line. Yet if the state is to ever see long-term savings, it must invest on the front end with education.

Next, Martin Winchester with the Texas Education Agency (TEA) testified with regard to teacher recruiting and retention.

“We do not believe by any means it is all about the pay,” said Winchester. Rather, Winchester suggested working conditions, such as adequate classroom support and opportunities to grow and advance in the profession, are the top factors.

Working group leader Todd Williams pondered why starting teachers in Texas are paid the same salary, regardless of whether they received 1,500 hours of classroom training or 15 hours. Winchester indicated that TEA Commissioner Mike Morath would support allowing educators from more rigorous certification programs to “skip a level” on the pay scale, and noted that first-year teachers from alternative certification programs quit at a much higher rate due to a lack of preparation.

While lauding the ideas discussed by TEA, state Rep. Diego Bernal (D-San Antonio), who serves as vice-chair of the House Public Education Committee, chided the agency for proposing policies at certain points while avoiding policy discussions at other points.

Kate Rogers with the Holdsworth Center was the last to testify, and spoke about strategic talent management. Rogers stressed the importance of coaching for both teachers and administrators, and emphasized that teachers need more non-instructional time in order to develop better lesson plans and participate in development activities such as coaching and mentoring. According to Rogers, teachers in the U.S. spend more of their time on direct classroom instruction than teachers in any other developed nation, which leaves them without enough time to do other critical activities needed to improve over time.

Williams concluded the meeting by laying out the next few steps for the working group, and proposed July or August as the target window for a preliminary report. No further meetings are currently scheduled.

Expenditures working group addresses special ed

The Texas Commission on Public School Finance working group on expenditures led by state Rep. Dan Huberty (R-Houston) met Friday at the Texas Capitol to discuss special education spending.

As he testified in Thursday’s meeting of the full commission, Texas Education Agency (TEA) Chief School Finance Officer Leo Lopez testified the total state special education allotment in fiscal year 2018 is estimated at over $3 billion. This allotment is distributed according to subordinate weighted funding calculations for different instructional settings and is tied to contact hours. This year, 490,000 students are enrolled in special education, marking an increase of 40,000 since lawmakers ended TEA’s de facto 8.5 percent cap on special education enrollment.

School finance commission working group on expenditures meeting May 4, 2018.

Steven Aleman with Disability Rights Texas (DRT) and Kristin McGuire with the Texas Council of Administrators of Special Education (TCASE) testified that special education is a service, not a place. Furthermore, they testified that the current weights are outdated and the funding formula is not transparent. McGuire said inclusive settings are almost always the most desired outcome, but the system is not set up with this in mind. The current funding weights haven’t been updated since 1993.

McGuire noted that many dyslexic students are not receiving adequate services, and the State Board of Education (SBOE) is in the process of updating the dyslexia handbook. Commission and SBOE Member Keven Ellis (D-Lufkin) confirmed the board hopes to finalize a new handbook in the fall.

Aleman suggested reducing the number of steps involved in calculating special education funding, which could save districts money currently spent on consultants need to aid in navigating the funding process. Aleman also suggested undertaking a systemic study of the costs of weights, settings and services, and suggested weights should be updated. Additionally, the state should move toward a service intensity-based funding system, as opposed to a setting-based system, and should extend special education services to students with disabilities that are currently classified differently, such as under Section 504.

Responding to questions from the working group members regarding the true cost of special education services, McGuire said advocates nationwide have struggled to get a concrete handle on the subject. Huberty indicated that advocates need to offer hard numbers if they believe additional funding is necessary.

Justin Porter, Executive Director for Special Populations at TEA, responded to a number of questions from the board. Porter testified that children struggling with reading or math who may not have exhibited a clear disability and are currently served through interventions would be the most likely population to comprise a majority of students entering the special education program as a result of doing away with the special education cap. Huberty noted these would likely be students with dyslexia, autism or related disorders. Dyslexic students are served by the special education system in many other states, but that is not the case in Texas.

Porter testified that absentee rates among special education students could anecdotally be attributed to services outside of the public school setting, such as medical procedures, and indicated that untethering funding from daily attendance for special education students may be worth consideration. Working group members also asked TEA for a breakdown of the sources of funding used to provide transportation to special education students.

Regarding Section 504, Porter said TEA has no authority over 504, but is trying to offer more guidance to school districts in this area. Porter suggested 504 protections are generally offered to students in need of a variety of accommodations, such as those suffering from food allergies.

Huberty concluded by suggesting that providing resources for parents to spend outside the classroom may be more effective than increasing resources in the classroom, and suggested advocates bring more solutions to the table.

School finance commission touches on early childhood, funding

The Texas Commission on Public School Finance met Thursday morning in Austin to discuss a lengthy agenda covering early childhood education, weights and allotments, and the permanent school fund.

The hearing began with testimony by early childhood education advocates regarding the well-documented benefits of pre-K, including increased kindergarten readiness, improved third grade reading levels, better long-term student performance and fewer behavioral issues. Alexandra Hale with Good Reason Houston suggested assigning more veteran teachers to early childhood education and allowing districts to count the cost of providing full-day pre-K against recapture.

Texas Commission on Public School Finance meeting May 3, 2018.

Commission Chair Scott Brister suggested any investment in early childhood education would have to come at the expense of any potential increase to teacher salaries, and attempted to goad witnesses into arguing against teacher pay raises. Expanding pre-K and paying educators a professional salary are not mutually exclusive goals, and witnesses correctly pointed out that additional funding is needed across the board.

Former U.S. Undersecretary of Education Linus Wright suggested eliminating Grade 12 in order to spend more money on pre-K for three- and four-year olds. Wright contended that the senior year serves no purpose, and 11th graders are equally capable of going to college. It’s important to note many colleges already complain that Texas high school students arrive at the post-secondary level ill-prepared and in need of remediation. Wright also suggested holding elementary teachers to more rigid certification requirements and treating educators as professionals.

Texas Education Agency (TEA) Chief School Finance Officer Leo Lopez next walked the commission through the list of categories that receive weighted funding under the current school finance formula. These include special education, compensatory education, bilingual education, career and technical, gifted and talented, public education grants (PEG) and the high school allotment. In fiscal year 2018, Texas will spend over $10.2 billion, or 28 percent, of total Tier I funds of $37.1 billion on weighted student funding allotments. Compensatory education receives the greatest share of weighted funding, followed by special education and career and technical.

In fiscal year 2018, the total state special education allotment is estimated at over $3 billion. This allotment is distributed according to subordinate weighted funding calculations for different instructional settings. The compensatory education allotment for fiscal year 2018 is estimated at over $4 billion. This primarily consists of funding for economically disadvantaged students weighted at .20, but also includes pregnancy services weighted at 2.41. Compensatory education spending is primarily calculated based on the number of students eligible for the federal free and reduced lunch program. The bilingual allotment for fiscal year 2018 totaled just over $505 million, and covers instructional materials and stipends for teachers.

After a lunch break, the commission returned to hear testimony regarding the Permanent School Fund (PSF) from outgoing State Board of Education (SBOE) Member David Bradley (R-Beaumont), who chairs the SBOE Committee on School Finance/Permanent School Fund, and TEA Chief Investment Officer Holland Timmins.

The commission is scheduled to meet again June 5, when it hopes to hear from superintendents and principals regarding costly or unfunded mandates. The working group on expenditures is scheduled to meet Friday morning.