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2022-2023 Legislative Appropriations Request Vol 1 Revised

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2022-2023 Legislative Appropriations Request Vol 1 Revised Texas Education Agency Fiscal Year 2022 – 2023 Legislative Appropriations Request Submitted to the Governor’s Office of Budget, Planning and Policy And the Legislative Budget Board October 2020 - Volume 1 of 2 LEGISLATIVE APPROPRIATIONS REQUEST For Fiscal Years 2022 and 2023 Submitted to the Governor’s Office of Budget, Planning and Policy and the Legislative Budget Board by the Texas Education Agency October 2020 Approved: Mike Morath, Commissioner of Education (Executive Officer of the State Board of Education) Table of Contents Legislative Appropriations Request – Fiscal Years 2022 and 2023 Texas Education Agency Table of Contents Administrator’s Statement Organizational Chart Certification of Dual Submissions Budget Overview Summary of Base Request by Strategy……………………………………………………………………………………………… 2.A. Summary of Base Request by Method of Finance (MOF)…………………………………………………………………………. 2.B. Summary of Base Request by Object of Expense (OOE)…………………………………………………………………………. 2.C. Summary of Base Request – Objective Outcomes………………………………………………………………………………… 2.D. Summary of Exceptional Items Request ……………………………………………………………………………………….…….. 2.E. Summary of Total Request by Strategy………………………………………………………………………………………..…….. 2.F. Summary of Total Request – Objective Outcomes………………………………………………………………………………… 2.G. Strategy Request…………………………………………………………………………………………………………………………... 3.A. Program-Level Request…….………………………………………………………………………………...……………………..…. 3.A.1. Rider Revisions and Additions Request…………………………………………………………………………………………….. 3.B. Rider Appropriations and Unexpended Balances Request………………………………………………………………………… 3.C. Administrator’s Statement Legislative Appropriations Request – Fiscal Years 2022 and 2023 Texas Education Agency Administrator's Statement 10/9/2020 11:52:47AM 87th Regular Session, Agency Submission, Version 1 Automated Budget and Evaluation System of Texas (ABEST) 703 Texas Education Agency Our focus at the Texas Education Agency (TEA or Agency) is to improve outcomes for all students, so that we maximize the potential of every child, and so that every child leaving our public school system is prepared for a life of purpose and productivity in our republic. For the past four years, the Agency has relentlessly executed a strategic plan designed to improve outcomes for all Texas students. But COVID-19 has disrupted the educational landscape. While TEA has remained disciplined in its focus on student outcomes, the Agency has been forced to pivot to include remote instruction delivery support and initiatives to ensure a safer school experience for students, educators, and staff. Continued progress for students will require not just the Agency but also school systems, elected officials across the state, educators, parents, and communities to work together. Thankfully, we as a state were very well positioned to support students as we entered the COVID-19 crisis. The education policy landscape in Texas is as supportive for students as it has ever been, culminating with the passage of very significant bills such as House Bill 3 (HB 3) during the 86th legislative session. However, many challenges remain. We understand the difficult task the Legislature has, given the financial disruption of COVID-19, but we cannot allow a public health crisis to become a generational education crisis. It is with this in mind—along with the understanding of a very tight budget situation—that TEA requests a baseline budget that funds current law and enables the state to continue implementing the strategic initiatives launched to date, while requesting only one exceptional item to ensure the challenges faced by different student groups as a result of COVID-19 do not widen the achievement gap. The Windham School District also has an exceptional item that is included in this Legislative Appropriations Request (LAR). STATE OF TEXAS EDUCATION There are more than 5.4 million students in over 9,000 public schools, across more than 1,200 school systems which employ more than 363,000 educators. The student population has grown by more than 37 percent over the past two decades. Growth trends have slowed over the last four years and are now 1.1 percent over the previous year. Achieving significant improvements across a system this big takes a tremendous amount of focus and determination on the part of TEA, state leadership, school district leadership, principals, teachers, parents, and students. It is also true that the face of Texas public education has become far more diverse over the past generation. Texas students are 53 percent Hispanic, 27 percent White, 13 percent African American, five percent Asian, three percent multiracial, 0.4 percent Native American, and 0.2 percent are Pacific Islanders. The proportion of school-aged children who are economically disadvantaged is 61 percent, more than 10 percentage points higher than 20 years ago. Notably, over one million Texas students are learning English as their second language. Student outcomes in Texas have improved, reflecting the hard work of teachers, principals, and instructional leaders across the state. The current A–F accountability system has remained stable since its inception, allowing for meaningful comparisons across years, albeit without the benefit of analyzing performance from the 2019-20 school year because of COVID-19 disruptions and the cancellation of the STAAR assessment. Prior to COVID-19, progress was apparent when examining data at the campus, district, and state levels. From 2018 to 2019, 315 additional districts earned an overall A or B rating, a 26 percentage point increase; student achievement on all subjects, across all grade levels increased between 2018 and 2019 by two percentage points at both the Meets and Masters Grade Level standards. Data from the 2019 STAAR assessments indicates that the rate of students at the Masters Grade Level rose by six percentage points compared to three years prior. The A-F accountability system is the fairest system the state has ever utilized, emphasizing student achievement, school progress, and closing the gaps. Parents, educators, and community members can visit TXschools.gov to see where their schools currently stand, and where they need to focus in order to continuously improve. A-F ratings were issued for districts for the first time in August 2018, and for campuses in August 2019, but not issued to either in August 2020 because of COVID-19. Graduates from the Class of 2019 improved College, Career, and Military Readiness (CCMR) outcomes by 19 percentage points compared to the Class of 2017, and the percentage of 2019 graduates who earned an industry-based certification increased by eight percentage points. Statewide, 10 percent more students graduated, and 3.5 percent fewer students dropped out compared to 2009. Texas’ high school graduation rates are consistently among the highest in the country, and Texas remains Page 1 of 289 Page 1 of 6 Administrator's Statement 10/9/2020 11:52:47AM 87th Regular Session, Agency Submission, Version 1 Automated Budget and Evaluation System of Texas (ABEST) 703 Texas Education Agency committed to postsecondary outcomes for all students. The TEA has convened an Alternative Education Accountability Taskforce with a mission to enhance support and accountability for dropout recovery schools, with the taskforce on track to publish recommendations in Spring 2021. In 2020, every Texas district and campus received a Not Rated: Declared State of Disaster rating due to COVID-19. The effects of the pandemic prevented most academic assessments from being conducted. This impact will be felt for at least two years given the inability to evaluate student proficiency during the 2019-20 school year and student growth for the year that follows. Our collective inability to administer a valid, reliable, and accurate assessment of student knowledge and skills aligned to Texas standards at the end of the 2019-20 school year has harmed the ability of educators and parents to support our students as the crisis continues into the 2020-21 school year. POLICY LANDSCAPE The state of Texas should be extremely proud of the Texas Legislature and their tremendous actions taken on behalf of school students during the 86th Legislative Session. Three bills in particular, House Bill 3 (HB 3), Senate Bill 11 (SB 11), and House Bill 3906 (HB 3906) will impact public education for years to come. HB 3 provided more money for Texas classrooms, increased teacher compensation, reduced recapture, and cut local property taxes for Texas taxpayers. It also made significant educational reforms. SB 11 is a compilation of school safety policies and grants, including facilities upgrades, mental health supports and trainings, creation of threat assessment teams on each campus, compliance requirements related to multi-hazard and emergency operations plans, and establishment of a school safety allotment to districts. HB 3906 authorized TEA to implement significant state assessment reforms. Each of these bills is worth examining in greater detail. HB 3 contained significant initiatives that support teachers and reward them for excellence, while focusing funding on improving student outcomes, increasing equity, and reducing and reforming property taxes and recapture. A few major improvements from HB 3 include the establishment of the Teacher Incentive Allotment (TIA) with a stated goal of creating a pathway to six-figure teacher salaries, prioritizing high-needs and rural campuses. During the first TIA district application cycle, school systems have received
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