Tag: Texas

  • Texas Gov. Orders Financial Investigation of Texas Southern

    Texas Gov. Orders Financial Investigation of Texas Southern

    An auditor said that staffing vacancies at Texas Southern University had contributed to financial mismanagement.

    Istockphoto.com/michelmond

    Texas governor Greg Abbott and lieutenant governor Dan Patrick have ordered an investigation of Texas Southern University, a historically Black institution in Houston, after a state audit found evidence of financial mismanagement and bookkeeping inconsistencies, The Texas Tribune reported. Patrick also said he would look into freezing state funding to the institution.

    The audit found 700 invoices, totaling $280 million, linked to contracts that were listed as expired in the institution’s database. Another 800 invoices, worth $160 million, were dated before the purchases were approved, the Tribune reported. TSU was also months late in turning in financial statements for the past two fiscal years.

    The auditor attributed the errors to staffing vacancies, poor asset oversight and weak contracting processes.

    TSU officials said they had already fixed some of the issues outlined in the audit.

    “Texas Southern University has cooperated with the state auditor in evaluating our processes,” officials said in a statement. “The University enacted corrective measures prior to the release of the interim report, including a new procurement system. We look forward to gaining clarity and continuing to work with the state auditor to ensure transparency for all taxpayers of Texas.”

    Source link

  • Texas A&M board to vote on sweeping classroom censorship proposal

    Texas A&M board to vote on sweeping classroom censorship proposal

    This Wednesday, the Texas A&M System Board of Regents will vote on whether to give university presidents sweeping veto power over what professors can teach. Hiring professors with PhDs is meaningless if administrators are the ones deciding what gets taught.

    Under the proposal, any course material or discussion related to “race or gender ideology” or “sexual orientation or gender identity” would need approval from the institution’s president. Faculty would need permission to teach students about not just modern controversies, but also civil rights, the Civil War, or even ancient Greek comedies.

    This is not just bad policy. It invites unlawful censorship, chills academic freedom, and undermines the core purpose of a university. Faculty will start asking not “Is this accurate?” but “Will this get me in trouble?”

    That’s not education, it’s risk management. 

    FIRE urges the board to reject this proposal. And we will be there to defend any professor punished for doing what scholars are hired to do: pursue the truth wherever it leads.

    Source link

  • Former Texas A&M President Received $3.5M Exit Package

    Former Texas A&M President Received $3.5M Exit Package

    When former Texas A&M University president Mark Welsh stepped down suddenly in September amid a swirling academic freedom controversy, he received an exit package of more than $3.5 million, according to public records obtained by The Texas Tribune.

    Welsh, who became president in 2023 after his predecessor, Kathy Banks, stepped down following a controversy of her own, pressed the Texas A&M System Board of Trustees to pay out the remainder of his contract through December 2028, according to recently unearthed records. He earned a $1.1 million base salary with annual retention and housing bonuses of $150,000 each.

    Welsh was one of several Texas A&M employees felled by controversy after a conservative state lawmaker accused the university of pushing “leftist DEI and transgender indoctrination” following an exchange between a student and a professor caught on video. In that video, the student objected to a professor’s statement that there are more than two genders. The incident, which the student captured, took place in a children’s literature class.

    Welsh initially defended the professor in a conversation with the student but later backtracked, removing the professor and two administrators from their duties over their handling of the issue. 

    He argued that the incident was not about academic freedom but rather “academic responsibility” and that “the [College of Arts and Sciences] continued to teach content that was inconsistent with the published course description for another course this fall,” prompting his actions.

    Despite his reversal, demands for Welsh to resign prevailed.

    Source link

  • A shuttered government was not the lesson I hoped my Texas students would learn on a trip to Washington D.C

    A shuttered government was not the lesson I hoped my Texas students would learn on a trip to Washington D.C

    After decades serving in the Marine Corps and in education, I know firsthand that servant leadership and diplomacy can and should be taught. That’s why I hoped to bring 32 high school seniors from Texas to Washington, D.C., this fall for a week of engagement and learning with top U.S. government and international leaders.  

    Instead of open doors, we faced a government shutdown and had to cancel our trip. 

    The shutdown impacts government employees, members of the military and their families who are serving overseas and all Americans who depend on government being open to serve us — in businesses, schools and national parks, and through air travel and the postal service.  

    Our trip was not going to be a typical rushed tour of monuments, but a highly selective, long-anticipated capstone experience. Our plans included intensive interaction with government leaders at the Naval Academy and the Pentagon, discussions at the State Department and a leadership panel with senators and congressmembers. Our students hoped to explore potential careers and even practice their Spanish and Mandarin skills at the Mexican and Chinese embassies.  

    The students not only missed out on the opportunity to connect with these leaders and make important connections for college and career, they learned what happens when leadership and diplomacy fail — a harsh reminder that we need to teach these skills, and the principles that support them, in our schools. 

    Related: A lot goes on in classrooms from kindergarten to high school. Keep up with our free weekly newsletter on K-12 education.  

    Senior members of the military know that the DIME framework — diplomatic, informational, military and economic — should guide and support strategic objectives, particularly on the international stage. My own time in the Corps taught me the essential role of honesty and trust in conversations, negotiations and diplomacy. In civic life, this approach preserves democracy, yet the government shutdown demonstrates what happens when the mission shifts from solving problems to scoring points.  

    Our elected leaders were tasked with a mission, and the continued shutdown shows a breakdown in key aspects of governance and public service. That’s the real teachable moment of this shutdown. Democracy works when leaders can disagree without disengaging; when they can argue, compromise and keep doors open. If our future leaders can’t practice those skills, shutdowns will become less an exception and more a way of governing. 

    Students from ILTexas, a charter network serving over 26,000 students across the state, got a lesson in failed diplomacy after the government shutdown forced cancellation of their long-planned trip to the nation’s capital. Credit: Courtesy International Leadership of Texas Charter Schools

    With opposing points of view, communication is essential. Bridging language is invaluable. As the adage goes, talk to a man in a language he understands, that goes to his head. Speak in his own language, that goes to his heart. That is why, starting in kindergarten, we teach every student in our charter school network English, Spanish and Mandarin Chinese.  

    Some of our graduates will become teachers, lawyers, doctors and entrepreneurs. Others will pursue careers in public service or navigate our democracy on the international stage. All will enter a world more fractured than the one I stepped into as a Marine. 

    While our leaders struggle to find common ground, studies show that nationally, only 22 percent of eighth graders are proficient in civics, and fewer than 20 percent of American students study a foreign language. My students are exceptions, preparing to lead in three languages and through servant leadership, a philosophy that turns a position of power into a daily practice of responsibility and care for others.  

    Related: COLUMN: Students want more civics education, but far too few schools teach it 

    While my students represent our ILTexas schools, they also know they are carrying something larger: the hopes of their families, communities and even their teenage peers across the country. Some hope to utilize their multilingual skills, motivated by a desire to help the international community. Others want to be a part of the next generation of diplomats and policy thinkers who are ready to face modern challenges head-on.  

    To help them, we build good habits into the school day. Silent hallways instill respect for others. Language instruction builds empathy and an international perspective. Community service requirements (60 hours per high school student) and projects, as well as dedicated leadership courses and optional participation in our Marine Corps JROTC program give students regular chances to practice purpose over privilege. 

    Educators should prepare young people for the challenges they will inherit, whether in Washington, in our communities or on the world stage. But schools can’t carry this responsibility alone. Students are watching all of us. It’s our duty to show them a better way. 

    We owe our young people more than simply a good education. We owe them a society in which they can see these civic lessons modeled by their elected leaders, and a path to put them into practice.  

    Eddie Conger is the founder and superintendent of International Leadership of Texas, a public charter school network serving more than 26,000 students across the state, and a retired U.S. Marine Corps major. 

    Contact the opinion editor at [email protected].  

    This story about the government shutdown and students was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger’s weekly newsletter.  

    The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

    Join us today.

    Source link

  • Texas Study Reveals Power of Combined Accelerated Programs for College Success

    Texas Study Reveals Power of Combined Accelerated Programs for College Success

    High school students who combine dual enrollment courses with Advanced Placement or International Baccalaureate programs are significantly more likely to graduate from college and earn higher salaries in their early twenties than peers who pursue only one type of accelerated coursework, according to a new report from the Community College Research Center.

    File photoThe study, which tracked Texas high school students expected to graduate in 2015-16 and 2016-17 for six years after high school, found that 71% of students who took both dual enrollment and AP/IB courses earned a postsecondary credential within six years—including 60% who completed a bachelor’s degree. By comparison, only 10% of students who took no accelerated coursework completed any postsecondary credential.

    “Most dual enrollment students in Texas also take other accelerated courses, and those who do tend to have stronger college and earnings trajectories,” said Dr.Tatiana Velasco, CCRC senior research associate. “It’s a pattern we hadn’t fully appreciated before, which offers clues for how to expand the benefits of dual enrollment to more students.”

    The financial benefits of combining accelerated programs extend well beyond graduation. Students who took both dual enrollment and AP/IB courses earned an average of $10,306 per quarter at age 24—more than $1,300 per quarter above students who took dual enrollment alone and nearly $1,400 per quarter more than those who took only AP/IB courses.

    These advantages persisted even after researchers controlled for student demographics, test scores, and school characteristics, suggesting the combination of programs provides genuine educational value rather than simply reflecting differences in student backgrounds.

    While the study revealed promising outcomes for students combining dual enrollment with career and technical education programs, participation in this pathway remains critically low. Fewer than 5% of students combine a CTE focus—defined as taking 10 or more CTE courses—with dual enrollment.

    Yet those who do show remarkable success. By age 24, dual enrollment students with a CTE focus earned an average of $9,746 per quarter, substantially more than CTE-focused students who didn’t take dual enrollment ($8,097) and second only to the dual enrollment/AP-IB combination group.

    The findings suggest a significant missed opportunity, particularly for students seeking technical career paths who could benefit from early college exposure while building specialized skills.

    The report highlights concerning equity gaps in accelerated coursework access. Students who combine dual enrollment with AP/IB courses are less diverse than those taking AP/IB alone, raising questions about which students have opportunities to maximize the benefits of accelerated learning.

    Early college high schools present a partial solution to this challenge. These specialized schools, where students can earn an associate degree while completing high school, serve more diverse student populations than other accelerated programs. Their graduates complete associate degrees at higher rates and earn more than Texas students overall by age 21. However, early college high schools serve only 5% of Texas students statewide.

    With less than 40% of Texas students without accelerated coursework enrolling in any postsecondary institution, and only one in five Texas students taking dual enrollment, researchers see substantial room for expansion.

    The report’s authors recommend that K-12 districts and colleges work to expand dual enrollment participation while ensuring these programs complement rather than compete with AP/IB offerings. They also call for increased access to dual enrollment for CTE students and additional support structures to promote student success in college-level coursework during high school.

     

    Source link

  • Court temporarily blocks overnight ban on expression at University of Texas System

    Court temporarily blocks overnight ban on expression at University of Texas System

    Dive Brief:

    • A federal judge on Tuesday temporarily blocked University of Texas System officials from enforcing a state law that bans free speech and expression on public campuses between the hours of 10 p.m. and 8 a.m.
    • The Foundation for Individual Rights and Expression sued leaders of the UT system in September on behalf of student groups who argued the law violated their First Amendment rights.
    • U.S. District Judge David Alan Ezra, a Reagan appointee, found that plaintiffs raised “significant First Amendment issues” with the law and its application, and he granted a preliminary injunction on enforcement while the case plays out.

    Dive Insight:

    Texas passed SB 2972, earlier this year in the wake of 2024’s wave of pro-Palestinian protests on U.S. campuses.

    “In April 2024, universities across the nation saw massive disruption on their campus,” state Sen. Brandon Creighton, the primary author of the bill, wrote in a statement of intent. “Protesters erected encampments in common areas, intimidated other students through the use of bullhorns and speakers, and lowered American flags with the intent of raising the flag of another nation.”

    In late September, Creighton, was named chancellor and CEO of the Texas Tech University System. 

    Along with specifically prohibiting First Amendment-protected activity overnight, the law also bars the campus community from inviting speakers to campus, using devices to amplify speech and playing drums or other percussive instruments during the last two weeks of any term. 

    In its complaint, FIRE called the law “blatantly unconstitutional.” 

    “The First Amendment doesn’t set when the sun goes down,” FIRE senior supervising attorney JT Morris said in a September statement. “University students have expressive freedom whether it’s midnight or midday, and Texas can’t just legislate those constitutional protections out of existence.”

    Ezra agreed in his ruling. 

    “The First Amendment does not have a bedtime of 10:00 p.m.,” the judge wrote. “The burden is on the government to prove that its actions are narrowly tailored to achieve a compelling governmental interest. It has not done so.”

    In his ruling, Ezra wrote that the law’s free speech restrictions were not content-neutral and so must survive a strict legal test for the government to show that the law is the least restrictive possible to achieve a “compelling” goal. 

    The judge pointed to public posts by Texas Gov. Greg Abbott and the bill’s statement of intent, both decrying the pro-Palestinian protests. Abbott described the protests as antisemitic and called for the arrest and expulsion of protestors.

    “The statute is content-based both on its face and by looking to the purpose and justification for the law,” Ezra wrote. 

    Ezra also highlighted that the statute carved out an exception for commercial speech in his ruling. 

    “Defendants betray the stated goal of preventing disruption and ensuring community safety by failing to expand the Bans to commercial speech,” he wrote. “Students can engage in commercial speech that would otherwise violate the Bans simply because it is not ‘expressive activities,’ no matter how disruptive.”

    In response to the law, the University of Texas at Austin adopted a more limited version of the policy that only banned overnight expressive activities in its common outdoor area that generate sound to be heard from a university residence. 

    However, Ezra concluded the pared-down policy wasn’t enough to protect students’ constitutional speech rights, as UT-Austin could change it or enforce it subjectively. 

    “The threat of prosecution arises not only from UT’s adopted policy but also from the legislative statute,” the judge wrote. “As adopted, UT Austin is not currently in compliance with the statute, and at any point could change or be instructed to change its policies to comply with the law.”

    FIRE cheered the injunction on Tuesday. 

    “We’re thankful that the court stepped in and halted a speech ban that inevitably would’ve been weaponized to censor speech that administrators disagreed with,” FIRE Senior Attorney Adam Steinbaugh said in a statement. 

    In its lawsuit, the free speech group has asked the judge to permanently block the law’s enforcement.

    Source link

  • VICTORY: Federal court halts Texas’ ‘no First Amendment after dark’ campus speech ban

    VICTORY: Federal court halts Texas’ ‘no First Amendment after dark’ campus speech ban

    AUSTIN, Texas, Oct. 14, 2025 — A federal judge today issued a preliminary injunction blocking the University of Texas System from enforcing a new Texas law that bans virtually all protected expression on public university campuses after dark.

    In his ruling, Judge David Alan Ezra of the U.S. District Court for the Western District of Texas found that students challenging the law on First Amendment grounds were likely to succeed on the merits, and blocked the law from going into effect while the case makes its way through the courts.

    “The First Amendment does not have a bedtime of 10:00 p.m.,” the District Court held. “The burden is on the government to prove that its actions are narrowly tailored to achieve a compelling governmental interest. It has not done so.”

    “Today’s ruling is a victory not only for our plaintiffs, but all of those who express themselves on college campuses across Texas,” said Foundation for Individual Rights and Expression senior supervising attorney JT Morris. “The First Amendment protects their freedom of speech on campus, every hour of the day, every week of the year.”

    Passed in the wake of several protests over the Israeli-Palestinian conflict, Senate Bill 2972 reversed Texas’s previously strong statute enshrining campus free speech protections into state law, and would have forced public universities to ban “expressive activities” from 10 p.m. to 8 a.m., which it defined as “any speech or expressive conduct protected by the First Amendment.”

    That’s a shockingly sweeping ban that would have empowered colleges to punish everything from wearing a T-shirt with a message, to writing an op-ed, to playing music — even worship. That’s an intolerable attack on freedom of speech at public universities, where First Amendment protections must remain indispensable. 

    “Texas’ law is so overbroad that any public university student chatting in the dorms past 10 p.m. would have been in violation,” said FIRE senior attorney Adam Steinbaugh. “We’re thankful that the court stepped in and halted a speech ban that inevitably would’ve been weaponized to censor speech that administrators disagreed with.”

    Another provision from Texas’ law required public universities to ban students from inviting outside speakers, or using amplified sound or percussive instruments during the last two weeks of any academic term. FIRE challenged those provisions on behalf of a diverse group of student groups and organizations who would be adversely affected if Texas’s law was allowed to go into effect on UT System campuses:

    • The Fellowship of Christian University Students (FOCUS) at UT-Dallas, a campus ministry group whose evening prayer gatherings and guest‑led services would be curtailed by the law’s nighttime ban on “expressive activities” and its ban on invited speakers.
    • The Retrograde, an independent student newspaper at UT-Dallas whose newsgathering, writing, and posting often occur after 10 p.m.
    • Young Americans for Liberty, an Austin-based, pro-liberty nonprofit with campus chapters throughout Texas that organize petitions, protests, and speaker events. (FIRE is also representing Zall Arvandi, a student member of YAL who attends UT-Austin).
    • Texas Society of Unconventional Drummers, a UT-Austin student percussion performance group known for their end‑of‑semester shows that would be barred by the law’s ban on percussion during finals week.
    • Strings Attached, a UT-Dallas student music group that stages public concerts — including in the final two weeks of term and sometimes using amplification.

    The Foundation for Individual Rights and Expression (FIRE) is a nonpartisan, nonprofit organization dedicated to defending and sustaining the individual rights of all Americans to free speech and free thought—the most essential qualities of liberty. FIRE recognizes that colleges and universities play a vital role in preserving free thought within a free society. To this end, we place a special emphasis on defending the individual rights of students and faculty members on our nation’s campuses, including freedom of speech, freedom of association, due process, legal equality, religious liberty, and sanctity of conscience.

    CONTACT:

    Alex Griswold, Communications Campaign Manager, FIRE: 215-717-3473; [email protected]

    Source link

  • Texas targets antifa because Trump said so, I guess

    Texas targets antifa because Trump said so, I guess

    Last week, after President Trump issued a National Security Presidential Memo that targeted groups for heightened federal security based on their ideologies, I wrote:

    A missive from the most powerful man in the world carries so much force that it is, inevitably, a blunt instrument. When the president uses his pen to take aim at anything, it will cause a chilling effect. […] What will the overreactions to this new memo look like?

    Enter Texas Attorney General Ken Paxton, who issued a press release on October 7 announcing that his office, “building on President Trump’s bold actions,” had “launched undercover investigations into various groups affiliated with left-wing political violence known to be operating in Texas.”

    The release gives three examples of the kind of violence Texas is looking to root out: A shooting at an ICE facility in Dallas, a shooting at an ICE facility in Alvarado, and the assassination of Charlie Kirk. Of those three incidents, two of the attackers — Kirk’s assassin and the Dallas shooter — appear to have been working alone, at least as far as anyone knows today. 

    The Alvarado shooting, which has already led to at least 15 arrests, clearly seems to have involved a coordinated group. Indeed, infiltrating that group might have prevented the attack, which would be a good reason to infiltrate such groups. But that’s not what the press release announces.

    Instead, the attorney general’s announcement shares the same problem as Trump’s memo. Namely, it focuses on targeting an ideology rather than an action. It’s not unlawful to identify as antifa because we don’t criminalize ideologies in this country, for good reason. Freedom means very little if it doesn’t encompass the freedom to hold the ideas many of us believe to be wrong.

    If Texas law enforcement tries to infiltrate every group that identifies as antifa-adjacent, it’s going to be infiltrating a lot of knitting circles, vegan clubs, and faculty groups (including a FIRE client), the vast majority of which would catch the vapors if forced to watch a video of violence, let alone contemplate performing it with their own hands. 

    And even if they had the manpower, it would still be unlawful to target these groups simply for their beliefs. So presumably, law enforcement is going to narrow its scope to focus on a particular kind of antifa-aligned group — the kind that is actively planning to commit violent acts.

    But if law enforcement is capable of identifying which groups want to commit violent acts, then why bring ideology into it?

    The legendary and well-respected law enforcement agencies in the state of Texas would, I am sure, try to stop a far-right terror attack just as soon as they would a far-left terror attack. So what’s the point of targeting an ideology in this press release? 

    It makes the actions that follow constitutionally suspect by suggesting an unconstitutional motive: the targeting of political opponents. There’s no good reason to do it and a really good reason not to do it: If a group is targeted unlawfully, the evidence might be inadmissible, if it is, in fact, engaged in criminal activity.

    The only reason to bring ideology into it, as far as I can tell, is the inspiration of the president’s memo. A blunt instrument, indeed.

    Source link

  • Texas Systems Review Course Descriptions, Syllabi

    Texas Systems Review Course Descriptions, Syllabi

    As conservative Texas politicians identify and target faculty who teach about gender identity, officials at six Texas public university systems have ordered reviews of curriculum, syllabi and course descriptions.

    The impetus is clear: Texas A&M University fired a professor, demoted two administrators and pushed out its president after conservative politicians lambasted the institution for a lesson on gender identity in a children’s literature class. Their criticism hinged on the fact that the topic was not reflected in the brief course catalog description for the class. Before he resigned, Texas A&M president Mark Welsh ordered an audit of all courses at the flagship campus, which the system Board of Regents quickly extended to all Texas A&M institutions.

    “The Board has called for immediate and decisive steps to ensure that what happened this week will not be repeated,” the regents wrote in a statement posted on X. “To that end, the Regents have asked the Chancellor to audit every course and ensure full compliance with applicable laws.”

    Other systems soon followed. On Sept. 29, University of North Texas system chancellor Michael Williams instructed the president of each institution to “conduct an expedited review of their academic courses and programs—including a complete syllabus review to ensure compliance with all current applicable state and federal laws, executive orders, and court orders,” he wrote in a letter. The review is due Jan. 1.

    The University of Texas system is reviewing all courses on gender identity to “ensure compliance and alignment with applicable law and state and federal guidance, and to make sure any courses that are taught on a U.T. campus are aligned with the direction and priorities of the Board of Regents,” according to a statement from the system. The review will be discussed at the Board of Regents meeting in November.

    System leaders at several public institutions have cited Texas House Bill 229, President Donald Trump’s Jan. 20 executive order and a Jan. 30 letter from Gov. Greg Abbott that said, “All Texas agencies must ensure that agency rules, internal policies, employment practices, and other actions comply with the law and the biological reality that there are only two sexes—male and female.” Yet no current federal or state laws prohibit public university professors from teaching about transgender identity.

    A University of Houston system spokesperson told The Texas Tribune that it is completing a review of general education courses in compliance with Texas Senate Bill 37, which took effect this fall. The law requires public universities to complete a curriculum review every five years, but the first reviews aren’t due until 2027. Texas Woman’s University is also conducting a review of all academic courses and programs, the Tribune reported.

    Texas Tech University ordered its faculty to ensure that course content complies with Texas and U.S. law, as well as the federal and gubernatorial executive orders that declare the existence of only two genders—male and female. The resulting oral policies—which officials are purposely not writing down—severely limit what faculty can teach about gender identity and effectively erase transgender people and topics from the curriculum.

    It’s unclear how each of the six university systems will respond after their reviews are complete, and whether courses will be censored or entirely removed from the catalog.

    “Faculty are highly trained experts in their fields of study. It harms education for faculty to be told what to teach by politicians,” Brian Evans, President of the Texas Conference of the American Association of University Professors, told Inside Higher Ed by email. “For example, it is impossible to teach about gender without recognizing that there are countless gender identities and gender expressions across the world, the ideology that there are only two genders being only one of those.”

    The conservative politicians who have gone after institutions and faculty for teaching about gender identity have found professors through syllabi and course information posted online. As the risk of doxing grows, faculty are working to keep their information private, but new technology and Texas law are adding complications.

    Hundreds of American colleges and universities are now requiring their faculty to upload syllabi to Simple Syllabus, a third-party platform that offers uniform syllabus templates and easy editing; it also allows faculty to embed syllabi into campus learning management systems. According to the company’s website, more than 500 colleges and universities currently use the platform. Institutions may limit who can view the syllabi—for example, Clemson University requires users to log in with university credentials.

    But other institutions—including the University of Houston, Texas A&M University and the University of Texas at Austin—allow the general public to view their Simple Syllabus pages. This may be in part due to Texas House Bill 2504, a 15-year-old law that requires public institutions to provide publicly accessible syllabi that include major assignments and exams, required or recommended readings, and a general description of lecture or discussion topics.

    Andrew Joseph Pegoda, a lecturer in the Women’s, Gender and Sexuality Studies Department at the University of Houston, experienced the risks of this public access firsthand. In August, a conservative news site published a piece targeting Pegoda for teaching two courses that include queer theory in the curriculum and that, according to the news site, exemplify “indoctrination in women’s and gender studies departments.”

    “I realized that they got their information from Simple Syllabus,” Pegoda said. The platform allows users to search posted syllabi at an institution using keywords—for example, searching the word “queer” on the Simple Syllabus page for one Texas university returned four different syllabi that included the term.

    The spotlight on Pegoda came and passed quickly, largely because his name wasn’t included in the article’s headline. “I’m glad it wasn’t worse than it was. It could have been more direct or more vicious,” he said.

    Simple Syllabus spokesperson Matthew Compton-Clark said the company has not received any reports of targeting via the platform. “We take data privacy extremely seriously, and are a faculty-first organization,” he wrote in a statement to Inside Higher Ed. “We provide multiple privacy features, giving faculty the ability to set not just their entire syllabus private, but individual components as well. This same feature also exists for the institution, allowing the school to set the visibility of the entire syllabus, or individual parts of the document based on their state-specific legislation.”

    The Texas law does not require the public syllabi to include class meeting times or locations, though many professors don’t amend the public versions of their materials to exclude that information. Pegoda said he’s been advised to “put minimum detail in the public Simple Syllabus and then to provide a more regular syllabus to students,” he said.

    But, in the wake of the incident at Texas A&M, that may not work, he said. “Now professors are being encouraged to very specifically detail everything in the syllabus so as to not potentially get fired or have student complaints.”

    Source link

  • Texas Teachers, Parents Fear STAAR Overhaul Doesn’t Do Enough – The 74

    Texas Teachers, Parents Fear STAAR Overhaul Doesn’t Do Enough – The 74


    Get stories like this delivered straight to your inbox. Sign up for The 74 Newsletter

    Texas public school administrators, parents and education experts worry that a new law to replace the state’s standardized test could potentially increase student stress and the amount of time they spend taking tests, instead of reducing it.

    The new law comes amid criticism that the State of Texas Assessment of Academic Readiness, or STAAR, creates too much stress for students and devotes too much instructional time to the test. The updated system aims to ease the pressure of a single exam by replacing STAAR with three shorter tests, which will be administered at the beginning, middle and end of the year. It will also ban practice tests, which Texas Education Agency Commissioner Mike Morath has said can take up weeks of instruction time and aren’t proven to help students do better on the standardized test. But some parents and teachers worry the changes won’t go far enough and that three tests will triple the pressure.

    The law also calls for the TEA to study how to reduce the weight testing carries on the state’s annual school accountability ratings — which STAAR critics say is one reason why the test is so stressful and absorbs so much learning time — and create a way for the results of the three new tests to be factored into the ratings.

    That report is not due until the 2029-30 school year, and the TEA is not required to implement those findings. Some worry the new law will mean schools’ ratings will continue to heavily depend on the results from the end-of-year test, while requiring students to start taking three exams. In other words: same pressure, more testing.

    Cementing ‘what school districts are already doing’

    The Texas Legislature passed House Bill 8 during the second overtime lawmaking session this year to scrap the STAAR test.

    Many of the reforms are meant to better monitor students’ academic growth throughout the school year.

    For the early and mid-year exams, schools will be able to choose from a menu of nationally recognized assessments approved by the TEA. The agency will create the third test. Under the law, the three new tests will use percentile ranks comparing students to their peers in Texas; the third will also assess a student’s grasp of the curriculum.

    In addition, scores will be required to be released about two days after students take the exam, so teachers can better tailor their lessons to student needs.

    State Sen. Paul Bettencourt, R-Houston, one of the architects behind the push to revamp the state’s standardized test, said he would like the first two tests to “become part of learning” so they can help students prepare for the end-of-year exam.

    But despite the changes, the new testing system will likely resemble the current one when it launches in the 2027-28 school year, education policy experts say.

    “It’s gonna take a couple of years before parents realize, to be honest, that you know, did they actually eliminate STAAR?” said Bob Popinski with Raise Your Hand Texas, an education advocacy nonprofit.

    Since many schools already conduct multiple exams throughout the year, the law will “basically codify what school districts are already doing,” Popinski said.

    Lawmakers instructed TEA to develop a way to measure student progress based on the results from the three tests. But that metric won’t be ready when the new testing system launches in the 2027-28 school year. That means results from the standardized tests, and their weight in the state’s school accountability ratings system, will remain similar to what they are now.

    Every Texas school district and campus currently receives an A-F rating based on graduation benchmarks and how students perform on state tests, their improvement in those areas, and how well they educate disadvantaged students. The best score out of the first two categories accounts for most of their overall rating. The rest is based on their score in the last category.

    The accountability ratings are high stakes for school districts, which can face state sanctions for failing grades — from being forced to close school campuses to the ousting of their democratically elected school boards.

    Supporters of the state’s accountability system say it is vital to assess whether schools are doing a good job at educating Texas children.

    “The last test is part of the accountability rating, and that’s not going to change,” Bettencourt said.

    Critics say the current ratings system fails to take into account a lot of the work schools are doing to help children succeed outside of preparing them for standardized tests.

    “Our school districts are doing a lot of interesting, great things out there for our kids,” Popinski said. “Academics and extracurricular activities and co-curricular activities, and those just aren’t being incorporated into the accountability report at all.”

    In response to calls to evaluate student success beyond testing, HB 8 also instructs the TEA to track student participation in pre-K, extracurriculars and workforce training in middle schools. But none of those metrics will be factored into schools’ ratings.

    “There is some other interest in looking at other factors for accountability ratings, but it’s not mandated. It’s just going to be reviewed and surveyed,” Bettencourt said.

    Student stress worries

    Even though many schools already conduct testing throughout the year, Popinski said the new system created by HB 8 could potentially boost test-related stress among students.

    State Rep. Brad Buckley, R-Salado, who sponsored the testing overhaul in the Texas House, wrote in a statement that “TEA will determine testing protocols through their normal process.” This means it will be up to TEA to decide whether to keep or change the rules that it currently uses for the STAAR test. Those include that schools dedicate three to four hours to the exam and that administrators create seating charts, spread out desks and manage restroom breaks.

    School administrators said the worst-case scenario would be if all three of the new tests had to follow lockdown protocols like the ones that currently come with STAAR. Holly Ferguson, superintendent of Prosper ISD, said the high-pressure environment associated with the state’s standardized test makes some of her students ill.

    “It shouldn’t be that we have kids sick and anxiety is going through the roof because they know the next test is coming,” Ferguson said.

    The TEA did not respond to a request for comment.

    HB 8 also seeks to limit the time teachers spend preparing students for state assessments, partly by banning benchmark tests for 3-8 grades. Bettencourt told the Tribune the new system is expected to save 22.5 instructional hours per student.

    Buckley said the new law “will reduce the overall number of tests a student takes as well as the time they spend on state assessments throughout the school year, dramatically relieving the pressure and stress caused by over-testing.”

    But some critics worry that any time saved by banning practice tests will be lost by testing three times a year. In 2022, Florida changed its testing system from a single exam to three tests at the beginning, middle and end of the year. Florida Gov. Ron DeSantis said the new system would reduce test time by 75%, but the number of minutes students spent taking exams almost doubled the year the new system went into effect.

    Popinski added that much of the stress the test induces comes from the heavy weight the end-of-year assessment holds on a school’s accountability rating. The pressure to perform that the current system places on school district administrators transfers to teachers and students, critics have said.

    “The pressures are going to be almost exactly the same,” Popinski said.

    What parents, educators want for the new test

    Retired Fort Worth teacher Jim Ekrut said he worries about the ban on practice tests, because in his experience, test preparations helped reduce his students’ anxiety.

    Ekrut said teachers’ experience assessing students is one reason why educators should be involved in creating the new end-of-year exam.

    “The better decisions are going to be made with input from people right on that firing line,” Ekrut said.

    HB 8 requires that a committee of educators appointed by the commissioner reviews the new test that TEA will create. Some, like Ferguson and David Vinson, former superintendent of Wylie ISD who started at Conroe this week, said they hope the menu of possible assessments districts can pick for the first two tests includes a national program they already use called Measures of Academic Progress, or MAP.

    The Prosper and Wylie districts are some that administer MAP exams at the beginning, middle and end of the year. More than 4,500 school districts nationwide use these online tests, which change the difficulty of the questions as students log their answers to better assess their skill level and growth. A 2024 study conducted by the organization that runs MAP found that the test is a strong indicator of how students perform on the end-of-year standardized test.

    Criteria-based tests like STAAR measure a student’s grasp on grade-level skills, whereas norm-based exams like MAP measure a student’s growth over the course of instruction. Vinson described this program as a “checkup,” while STAAR is an “autopsy.”

    Rachel Spires, whose children take MAP tests at Sunnyvale ISD, said MAP testing doesn’t put as much pressure on students as STAAR does.

    Spires said her children’s schedules are rearranged for the month of April, when Sunnyvale administers the STAAR test, and parents are barred from coming to campus for lunch. MAP tests, on the other hand, typically take less time to complete, and the school has fewer rules for how they are administered.

    “When the MAP tests come around, they don’t do the modified schedules, and they don’t do the review packets and prep testing or anything like that,” Spires said. “It’s just like, ‘Okay, tomorrow you’re gonna do a MAP test,’ and it’s over in like an hour.”

    For Ferguson, the Prosper ISD superintendent, a relaxed environment around testing is key to achieving the new law’s goal of reducing student stress.

    “If it’s just another day at school, I’m all in,” Ferguson said. “But if we lock it down, and we create a very compliance-driven system that’s very archaic and anxiety- and worry-inducing to the point that it starts having potential harmful effects on our kids … our teachers and our parents, I’m not okay with that.”

    This article originally appeared in The Texas Tribune at https://www.texastribune.org/2025/09/24/texas-staar-replacement-map-testing/. The Texas Tribune is a member-supported, nonpartisan newsroom informing and engaging Texans on state politics and policy. Learn more at texastribune.org.


    Get stories like these delivered straight to your inbox. Sign up for The 74 Newsletter

    Source link