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Overview:
Adds dropout prevention to online clearinghouse of best practices.
- Requires the study and report of best practices for dropout prevention programs.
- Requires commissioner to contract with one or more HB 1 education research centers or any other public/private entity qualified to conduct education research.
- Requires the study and report of the best practices of schools and school districts in Texas regarding dropout prevention programs by Dec. 1, 2008.
Grant programs:
Requires commissioner to establish competitive science lab grant program to construct or renovate high school science labs. Funds program at $20 million per year. Each grant will provide no more than $200 per sq. ft. for construction of science lab; $100 per sq. ft. for renovation of science lab. Priority ranking given to districts with low wealth per student.
Provides $2.5 million per year grant program for school districts, Regional Education Service Centers (RESCs), nonprofit organizations, and institutions of higher education for establishing and providing technical assistance and professional development activities in staff development training of public school teachers and administrators.
Training shall include implementing curriculum and instruction that is aligned with foundation curriculum and standards and expectations for college readiness. Commissioner can give preference to any eligible entity that applies for a grant in partnership with a state or national organization that has demonstrated success in development and implementation of high school reform strategies.
Establishes pilot grant program for eligible districts/campuses to provide assistance in developing content knowledge and instructional expertise of math teachers in middle and high school. Eligible districts/campuses are those exhibiting characteristics that strongly correlate with high school dropout rates during each of three preceding school years. Grants can be used to support intensive instructional coaching and professional development from a service provider approved by commissioner, including T-STEM (Texas Science, Tech, Engineering, and Math) academies and centers, RESCs, institutions of higher education, private organizations with significant experience in providing math instruction, as determined by commissioner.
Any program supported by the grant must demonstrate significant past effectiveness in improving math instruction in a significant number of students at risk of dropping out of middle or high school (TEC section 29.081(d)). Programs may include: providing classes to teachers on effective math instruction, providing tutoring or mentoring to teachers regarding effective math instruction, providing incentives to teachers to participate in the program, or engaging in other activities determined by commissioner to improve instructional skills of math teachers.
Requires commissioner to administer pilot grant program for schools to fund student club activities for students at risk of dropping out of school. Funded at $4 million per year, grants of up to $5,000 will be awarded to school districts for high school campuses that exhibit characteristics that strongly correlate with high school dropout rates during each of three preceding school years. The grant award must be matched by other federal, state, or local funds in an amount equal to the grant. The district must approve the student club.
The commissioner shall establish application criteria, including that the appropriate campus site-based decision-making (SBDM) committee and the school board have approved a plan that includes descriptions of the club, the club's goals, intent, and activities, source of funds used to match grant, budget for club, etc. The student club can use grant funds to support academic or co-curricular club activities, other than athletics, in which at least 50% of the participating students are at risk of dropping out. Funds can be used for materials, sponsor stipends (not more than 50% of grant amount), and other needs that directly support club activities. The student club must report to the school board at the end of the year the extent to which the participants met the club's goals.
Requires the commissioner to establish a pilot grant program to implement a local collaborative dropout reduction program. Funded at $4 million per year, eligible schools/districts are those that exhibit characteristics that strongly correlate with high school dropout rates during each of three preceding school years. The goal of the program is to coordinate services and programs among local entities to reduce dropouts and increase job skills, and employment and continuing education opportunities for students at-risk.
Participating students must have parent authorization and the goal of graduating under at least the Recommended High School program. Programs must provide for local businesses or other employers to offer paid employment or internship opportunities and advanced career and vocational training, include an outreach component and serve a population of students of which at least 50% are identified as at risk of dropping out. The commissioner may fund electronic courses that are part of the program that are otherwise eligible for state funds.
Requires the commissioner to establish pilot grant program for eligible schools (that exhibit characteristics that strongly correlate with high school dropout rates during each of three preceding school years) to provide intensive technology-based supplementary instruction in English, math, science or social studies to students in grades 9-12 and identified as at risk of dropping out. Grant programs may include training, professional development and mentoring for teachers, and be selected in consultation with the teachers at the affected school. Funded at $3 million per year, grant awards of up to $50 per participating student and must be matched by other federal, state, or local funds.
Requires commissioners of education and higher education to establish pilot grant program for eligible schools (those that exhibit characteristics that strongly correlate with high school dropout rates during each of three preceding school years) to provide intensive summer academic instruction (summer bridge programs) to promote college and workforce readiness to students identified as being at risk of dropping out of school or college.
Funds can be used for:
- Programs administered by an institution of higher education to provide intensive academic instruction in English/Language Arts, math, science and social studies to facilitate the student's transition to college (known as summer bridge programs).
- Programs administered by the school in partnership with institutions of higher education to provide intensive academic instruction in English/Language Arts (ELA), math, science and social studies to promote high school completion and college readiness.
- Programs administered by school in partnership with higher education to provide intensive academic instruction in reading and math to students in grades 6-8 to promote high school completion and college readiness.
Grants can only be awarded to institutions of higher education for programs for students:
- At least 50% of whom have an SAT score that is less than the national mean score.
- Have been awarded Pell grants.
- Are at least 20 years old when they enroll in an institution or have enrolled or will initially enroll as a part-time student.
- Programs must provide at least four weeks of instruction.
To the extent practicable, institutions of higher education shall create work-study opportunities for students enrolled in educator preparation programs to assist in providing instruction in these intensive summer grant programs. Grant awards are up to $750 for each student and must be matched by at least $250 per student in other federal, state, or local funds. Funds can be used for instructional materials, teacher training and professional development, including educator stipends.
Requires commissioner to establish pilot grant program to provide technology-based supplemental instruction to students in grades 6-12 on eligible campuses. Eligible campuses are those that are in a school district of fewer than 5,000 students and are not located in a standard metropolitan statistical area. Priority shall be given to school offering limited course selections to students. Grant awards up to $200 per student in an eligible grade level, with the school required to contribute an additional $100 per student (high school allotment can be used for this purpose for programs at high school level).
Funds must be used to provide individual student access to technology-based supplemental instruction for at least 10 hours each week. Funds can be used for teacher training, academic tutoring or counseling, distance learning opportunities that are aligned with Texas Essential Knowledge and Skills (TEKS) in ELA, math, science, social studies, and Languages other than English, and distance learning opportunities that allow student to earn college credit in these courses. Funded at $4 million per year, the commissioner shall contract for evaluation of programs' effectiveness in improving student performance.
Allows commissioner to establish grant program to schools and school districts to support the implementation of innovative high school improvement programs that are based on best available research regarding high school reform, dropout prevention, and preparing students for postsecondary coursework or employment, and for enhancing education practices that have been demonstrated by significant evidence of effectiveness. Commissioner can require school to obtain local matching funds or meet other conditions, including developing personal graduation plans for students.
Teachers in these subjects at a school that is academically unacceptable on the basis of student performance on the reading TAKS test in any grade level on the campus are required to attend and are entitled to receive a stipend to attend.
- Academies for 7th and 8th grade reading teachers must include training in administration of reading assessment required by Section 28.006(c-1)*, interpretation of results of that assessment, and strategies for long-term intensive intervention to target identified student needs in word recognition, vocabulary, fluency and comprehension.
- Academies for reading teachers in grades 6-8 must include strategies to be implemented in ELA and other subject areas for multisyllable word reading, vocabulary development, and comprehension of expository and narrative text, an adaptation framework that enables teachers to respond to differing student strengths and needs, include Limited English Proficient (LEP) or special education students, collaborative strategies to increase active student involvement and motivation to read, other areas identified by commissioner as essential components of reading instruction.
- For math, science and social studies teachers in grades 6-8, must include strategies for incorporating reading instruction into their respective subject area and other areas identified by commissioner.
Commissioner shall conduct or contract with public or private entity to conduct comprehensive evaluation of the reading academies, including analysis of student assessment results and comparison of reading progress of students of teachers attending academies versus students of teachers not attending academies.
From funds appropriated for the Student Success Initiative, the commissioner shall allocate an amount not to exceed $18,140,677 in FY 2008 and $18,140,677 in FY 2009 for teacher reading academies in grades 6-8, English and Language Arts TEKS revision training in grades K-12, and training in teaching reading across content areas for grades 6-8 math, science and social studies teachers. Where applicable, the academies shall include training in the use of the diagnostic instruments and intensive reading instruction programs developed under the Adolescent Literacy Initiative.
*Section 28.006(c-1) requires each school district to administer at the beginning of 7th grade a reading assessment adopted by commissioner to each student whose performance on Reading TAKS in 6th grade did not demonstrate reading proficiency, as determined by the commissioner, and shall provide additional reading instruction and intervention to these students to improve the student’s reading skills in the relevant areas identified in the reading assessment.
Teacher Preparation Academies in math, science, and technology to improve instructional skills of teachers of these subjects and to train students enrolled in educator preparation programs to perform at highest levels in math, science, and technology. Requires the Texas Higher Education Coordinating Board (THECB) to establish these at selected institutions of higher education. Funded at $8.75 million per year.
Eligible participants must be:
- Experienced teachers who are recommended by his/her school district and have at least five years of teaching experience in these subjects for which the teacher was certified; or
- A teacher preparation program candidate who has or will graduate with a degree in math, science or technology.
Academy program shall offer masters-level degree as part of the program that allows teachers to complete the program and degree while employed as a teacher, integrate advanced subject-matter coursework with instructional methodology and curriculum delivery, and focus on strengthening instructional skills.
Academy programs may:
- Provide financial assistance to participants who complete program and obtain Master Teacher Certificate
- Include leadership skills programs to develop training, mentoring, and coaching skills
- Deliver coursework electronically for some or all of the program
- Provide for ongoing professional development
Truancy:
Allows a peace officer that has probable cause to believe that a child is truant to take child into custody in order to return child to school.
College readiness in TEKS:
Beginning with the 2008-09 school year, the State Board of Education (SBOE) shall (begin to) incorporate college readiness standards and expectations into TEKS for grades 9-12. Expires Dec. 1, 2012.
Requires commissioners of education and higher education to develop and recommend to SBOE the TEKS for college prep courses in math, science, social studies and ELA for students to take their senior year if they are in danger of not having enough cumulative points on end-of-course exams (EOCs) to graduate (SB 1031 requires districts to enroll such students in college prep courses for which an EOC is administered, and students can count up to 40 points for that EOC toward cumulative points needed to graduate). This must be done by Sept. 1, 2010, with the courses and related instructional materials being available to schools no later than the 2014-15 school year (when the first class of students required to take EOCs will be seniors).
These courses must also be designed to prepare students for success in entry-level college courses. Students successfully completing a math or science college prep course can count such course toward a math or science curriculum requirement for the Recommended or Advanced High School graduation programs. TEA shall adopt an EOC for each of these courses, which counts for 15% of the student's grade in the course. TEA and THECB shall adopt a series of questions to be included in these EOCs to be used to determine college readiness.
Personal graduation plans:
Requires TEA to establish minimum standards for personal graduation plans required under existing law; encourages each school district to establish a personal graduation plan for each student entering 9th grade that identifies courses that will promote college and workforce readiness and career placement and advancement.
“Education Go Get It” Week:
Requires each school district to designate one week per year as "Education Go Get It" week to provide students with information about pursuing higher education, financial aid, and opportunity to hear from public speaker.
After-school college readiness grants:
Authorizes use of appropriated funds to award grants to organizations that volunteer to teach classroom or after-school programs to enhance college and workforce readiness, dropout prevention, or personal financial literacy. Commissioner may conduct study of these grant programs to determine their success in preparing students for college and workforce readiness.
Dropout prevention plans:
Requires school districts with high dropout rates as determined by commissioner to annually submit a plan to commissioner that includes use of compensatory education allotment and high school allotment funds for implementing dropout prevention strategies. Precludes such districts from using more than 25% of compensatory education or high school allotment funds unless the commissioner approves the plan.
Unacceptable principals retained:
Notwithstanding current law, a school district can retain a campus principal of an unacceptable campus subject to reconstitution if students at the campus have demonstrated a pattern of significant academic improvement.
High School Completion and Success Initiative Council:
Identify strategic priorities for and make recommendations regarding improving effectiveness, coordination and alignment of High School completion and college and workforce readiness.
Council is composed of commissioners of education and higher education, seven members appointed by commissioner (3 members from list of nominations by governor, 2 members from list provided by lieutenant governor, 2 members from list by Speaker). In making nominations, gov., lt. gov. and speaker shall nominate persons who have distinguished experience in developing and implementing high school reform strategies and promoting college and workforce readiness.
- Commissioner of education serves as presiding officer.
- Members have two-year terms.
- TEA staff shall assist the Council.
- Council shall adopt strategic plan to specify strategies for improving high school completion rates and college and workforce readiness.
- Establish specific goals to measure success of these strategies.
- Coordinate with federal and other funding sources.
- Identify key objectives for appropriate research and program evaluation.
- Commissioners of education and higher education shall adopt rules to administer strategic plan.
- Funds can be used for existing programs developed before Jan. 1, 2007, with funds for this purpose expiring March 15, 2008.
- Requires commissioners to consider Council's recommendations in awarding grants, but are not required to give funds to particular program recommended by Council.
- Commissioner shall deliver assessment of impact of innovative high school grant programs to Legislature.
December 07: HS Completion and Success Initiative Council meet
A comprehensive high school reform bill (HB 2337), passed during the 2007 legislative session, required the formation of the High School Completion and Success Initiative Council. The HS Council, composed of the commissioner of education, the commissioner of higher education, and seven members appointed from nominations received by the governor, lieutenant governor and speaker of the House of Representatives, held its first public meeting in early December. Council members discussed a strategic plan, which includes setting performance targets for various indicators of high school completion and success. The duties of the council are to improve the effectiveness, coordination and alignment of high school completion, and college and workplace readiness efforts. TCTA staff reported that Council members discussed the importance of determining earlier in the education pipeline whether students are on track to successfully complete high school. In order to receive public input regarding high school completion, the Council discussed holding several hearings in January 2008. (A comprehensive analysis of HB 2337 is available here)
- Appointees to the council are:
- Rod Paige, former U.S. Secretary of Education and chairman of Chartwell Education Group, LLC.;
- Christopher Barbic, founder and head of schools for Yes College Preparatory Schools;
- Rosa Maria Vida, superintendent of schools for the Diocese of Laredo and the former dean of education at Texas A&M International University;
- Chris Patterson, a public education research and policy consultant;
- James M. Windham, president and director of the Texas Institute for Education Reform;
- Cindy Ramos-Davidson, chief executive officer, El Paso Hispanic Chamber of Commerce;
- Don McAdams, president, The Center for Reform of School Systems.
Updated: 12/12/07
