[{"_1":2,"_123":-5,"_124":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88,99,111],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6313370,"mediaKeyId","2388109-005f751f2284d4bfd2f9032da42d591b","parentId",2388109,"title","Tri‑agency leaders describe coordinated push on credentials, P‑TECH and data sharing","audioSeconds",50,"startMs",12367000,"endMs",12417000,"viewUrl","/Search/View?dp=1&key=2388109-005f751f2284d4bfd2f9032da42d591b&start=12367&end=12417","thumbnailUrl","https://assets.pipeline.soar.com/2388109-005f751f2284d4bfd2f9032da42d591b/thumbnail_12367000.jpg","articleUrl","/articles/6313370/Texas/Triagency-leaders-describe-coordinated-push-on-credentials-PTECH-and-data-sharing","mediaUrl","https://secure.pipeline.soar.com/6313370-e80d288aca8c8991c4e4a2d1e6602b9e/orig.mp4?Expires=1771037364&Signature=D4MUig3g1Kt5LNcDv8uHPHQHYlaM~ZL3YAltjqk9kpcIZrWt-qnRBk-VVD-Uq3Kc~lewtz6EQAJeq3ku932clJNn8qmK~LkuoqQRTKGCDkxRLV3dbHZfJ3cRAhQ9~fDo1dQKLJJn1IkbHwSWdPr4bWQYyQBoK2V~VEb7iCokRwvEWes3i3j6zASw9UX2jHI0TxrqITzAijwgyGnZWvrezp-7UMt2089V5ueotOr5GrE3bVd6FUgumwwVLLDJ0-UKDDVx3jW9Kdtyamz1sDXV6uXKX0mZUyvic1R2nFv6FUZtbzonCep2-KQ9cCdZ6a9H6A5NCSZCyonGoshpohTkNA__&Key-Pair-Id=KUT5TJCACFTXG","author","Texas State Legislature","date","2025-02-25T00:00:00Z","article","Officials from the Texas Workforce Commission, the Higher Education Coordinating Board and the Texas Education Agency told the House Committee on Public Education that the three agencies are coordinating on a multi‑year initiative to align education and workforce pathways.

Brian Daniel, chairman of the Texas Workforce Commission, said the initiative is now in its third formal iteration and has matured into a continuous collaboration among the agencies to ensure students and adult learners can convert education into marketable credentials. “We are in what would amount to the ninth year of this effort although it's the third iteration,” Daniel said.

Why it matters

Committee members heard that better alignment across K‑12, postsecondary and employers can shorten pathways to jobs, clarify credential value and reduce duplication. The initiative is intended to help meet a state goal of raising postsecondary attainment to 60% for adults aged 25‑64 by 2030.

Key elements described

- Credential library and credentials of value: The workforce commission maintains a Texas credential library and the tri‑agency work will assign employer‑facing value and labor‑market signals to credentials so students can compare cost and wage outcomes.

- P‑TECH and programs of study: TEA described P‑TECH high schools that combine a high school diploma, college credit (often an associate degree) and employer work experience; TEA showed early results where P‑TECH models increased industry‑certificate rates and associate degree attainment among participating students.

- Data sharing and My Texas Future: The coordinating board emphasized data platforms (My Texas Future and DataBridL) and a 2023 tri‑agency data‑sharing agreement that links student records, postsecondary enrollments and workforce wages to inform policy and to help students make decisions.

- Work‑based learning and apprenticeships: Daniel and Rosser highlighted internships, teacher externships, apprenticeships and joint regional pathway networks that bring districts, colleges and employers together to scale programs across regions.

Agency offers and next steps

Commissioner Wynn Rosser (Coordinating Board) said the board will continue to refine postsecondary programs of study to align with TEA’s updated secondary programs; the agencies pledged to provide data and templates to districts seeking to expand career and technical pathways. Daniel invited lawmakers to use the tri‑agency materials and regional pathway models as a basis for targeted funding and program scaling.

Ending

Committee members thanked the tri‑agency leaders and asked for follow‑up materials describing industry engagement processes, regional adoption metrics and the steps required for districts to launch P‑TECH or pathway networks.","mediaType","Video","parentTitle","Public Education 2/25/25 ","oneSentenceSummary","Representatives of the Texas Workforce Commission, Higher Education Coordinating Board and TEA outlined a tri‑agency initiative to align K‑12, higher education and workforce programs — including credential libraries, data sharing and P‑TECH expansion.","taxTitle","Committee on Public Education, HOUSE OF REPRESENTATIVES, Legislative, Texas","taxId",16095,"location","Texas","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6313373,"TEA: federal COVID funding receding, local districts face enrollment shifts and deficit budgets",8710,610000,9320000,"/Search/View?dp=1&key=2388109-005f751f2284d4bfd2f9032da42d591b&start=610&end=9320","https://assets.pipeline.soar.com/2388109-005f751f2284d4bfd2f9032da42d591b/thumbnail_610000.jpg","/articles/6313373/Texas/TEA-federal-COVID-funding-receding-local-districts-face-enrollment-shifts-and-deficit-budgets","https://secure.pipeline.soar.com/6313373-903b9438e3c24367a637ed85df1170e3/orig.mp4?Expires=1771037364&Signature=BJAZu1p4op6JZ9jwYwhIL4z8928TimbkDsj9sTaZOB7YopMgZUbYR3NlkwQgxbAfiO8S9wk7gJt1gnC3dtcccSFoQ6M-5tWtpnYDm1orj3Ii9vnaESWbEB5AjNhbQTNwye1aCB8x4vfxeEP7wPn3WPJx41rfylF7GDjIdY~HsT21R0XZdUW1K9~9FomPKk7ZODolmRL1XLK~qOK~ZsZ8~2GrwF0Py0m-ycY3OW~8It99J2I3jLYyhfSyv4YR7SecR8xR8Bd7dpnfvrrbAfhu92lr92Ekndgef3yxfnfUakbszFybCUwB0a1dlQx-aSI5G2RjCUvbffcKF9cGxCN4zg__&Key-Pair-Id=KUT5TJCACFTXG","At the House Committee on Public Education meeting on March 1, Texas Education Agency Commissioner Mike Morath told members that statewide school funding faces multiple pressures: the end of one‑time federal COVID funds, local enrollment changes and the mechanics of the school finance system.

Morath summarized the finance picture: statewide per‑pupil all‑in funding can be hard to aggregate because of federal infusion and local property tax variation, but the agency’s slide presented an all‑in per‑pupil figure in the mid‑$15,000 range as a frame of reference. He warned that one‑time federal resources that boosted district budgets in 2020–22 have largely been exhausted and that Texas school systems face a reduction in federal funding in the current year.

Why it matters

Committee members expressed concern about districts adopting deficit budgets, local bond and recapture pressures, and teacher pay after adjusting for inflation. Morath said districts that over‑hired during growth years now face painful adjustments when enrollment flattens or falls.

Key details

- ESSER drop: Morath said the “big increase in the size of that green bar between the 21 and 22 school years” was a one‑time federal infusion tied to COVID and that that resource has largely dried up.

- Per‑pupil and inflation: Morath said average teacher pay rose about 15% in the last five years while inflation rose roughly 24%, meaning real pay has declined. Committee members asked the agency to provide inflation‑adjusted teacher pay numbers benchmarked to 2019.

- Enrollment shifts and district posture: Morath explained districts operate in different demographic environments (growing, flat, declining). Rapidly growing districts historically over‑hired to prepare for fall enrollment, a budgeting posture that can produce deficits if enrollment drops. Several members cited recent local examples of district classroom reductions and school closures.

- Recapture and tax compression: Members and the commissioner discussed property‑wealth recapture and the ways state tax policy and entitlement formulas affect local budgets. Morath said data for the most recent school year — reflecting the last session’s property tax compression — would be available after PEIMS and finance reporting closes and could materially change the visual breakdown between state and local contributions.

Lawmakers’ concerns and requests

Members across urban, suburban and coastal districts described high local impacts: closures, large insurance costs in coastal districts, and structural recapture pressure. Lawmakers asked for updated finance charts that incorporate the most recent tax compression and asked the agency for district‑level budget status and recent fund‑balance trends. Morath said some deficits are traceable to districts’ use of ESSER funds for recurring expenditures and confirmed the agency can provide more granular budget and fund‑balance reporting.

Ending

Committee members signaled the issue will be central in budget and school finance deliberations this session. They asked TEA to produce updated, inflation‑adjusted analyses of teacher pay, district deficits, fund balances and the impact of federal funding phase‑out.","Commissioner Morath warned the committee that one‑time federal funds have largely been spent and that demographic changes, enrollment shifts and prior ESSER spending patterns have left some districts operating deficit budgets or closing schools.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":92,"_47":93,"_49":94,"_51":95,"_53":96,"_55":56,"_57":58,"_59":97,"_61":62,"_63":64,"_65":98,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6313379,"TEA tells legislators Texas districts face roughly $1.7 billion annual special‑education shortfall",0,4081000,"/Search/View?dp=1&key=2388109-005f751f2284d4bfd2f9032da42d591b&start=4081&end=4081","https://assets.pipeline.soar.com/2388109-005f751f2284d4bfd2f9032da42d591b/thumbnail_4081000.jpg","/articles/6313379/Texas/TEA-tells-legislators-Texas-districts-face-roughly-17-billion-annual-specialeducation-shortfall","https://secure.pipeline.soar.com/6313379-c146409d51223def022ee3bfad1f4771/orig.mp4?Expires=1771037364&Signature=S-Q6GzjLQLozQP7QSMTeo3iQLKITzHH4Pxz0-ICJ9rU6fMlkBr4Y7VWTNLutycIQZcoJiayifGEIK~XlouAjeQP7m4PT~~mRqT5x1oKI3YevjbHRT3uiKPpW1-ay4MNhN3YyFi7NEs3C5F5wxX5TMbxW6gXkUl2rbWFYhcAE4LC1X5WSvB09KDtWpA2YR7ji4fpWhvSOiK~UKl24OMg0EIXdk0wR0h33UhNbx1VaCmVRkIQ1~DoUp1L9Fkzx989cKhPpdu-dnixUaUgY7phON-W2EOc9lHo96PlaL0--vA-fn3QkmVxAyNghvGv2rLfleYHBM99e-zudydYXH5wmqQ__&Key-Pair-Id=KUT5TJCACFTXG","Texas Education Agency Commissioner Mike Morath told the House Committee on Public Education that the state’s public school districts spend far more on special education services than the state and federal funding earmarked specifically for those services, creating an ongoing structural shortfall.

Morath said the shortfall was about $1.2 billion per year in 2017 and has grown, in the most recent audited accounting, to roughly $1.7 billion annually. The agency’s analysis aggregates district audited financial statements and compares dedicated special‑education revenues (state SPED formulas, federal IDEA, SHARS reimbursement) with district‑reported SPED expenditures.

Why it matters

Morath warned the shortfall forces districts to cover SPED costs from general education resources (M&O funds), which reduces the money available for classroom instruction. Several members told the commissioner they hear local frustration about increasing special‑education representation and uneven burdens across districts.

Key details

- Growth in identification: Morath said special‑education identification rose from about 8.5% a decade ago to roughly 14% in the most recent year (and has continued to climb), driven in part by improved “child find” practices and regulatory attention.

- Funding versus spending: Morath explained the blue bars in his presentation show dedicated SPED revenues; the gold bars show actual SPED expenditures that districts report. Even with rising revenue, expenditures rose faster, creating the deficit.

- Evaluation costs: Morath said a formal special‑education evaluation typically costs between $1,000 and $5,000 per student. Under current practice districts must perform those evaluations (including for private school students) but receive no dedicated state funding to cover the costs.

Lawmakers’ questions and requests

Rep. Hinojosa described an experience in which a child in her district waited a year for an evaluation and a family paid roughly $2,000 out of pocket; she asked for data on disparities across districts. Members requested district‑level SPED deficit data; Morath said larger districts tend to show larger deficits in absolute and relative terms and promised to provide the committee more granular analyses.

Policy implications

Morath said the 2021 Special Education Finance Commission recommended formula changes to better align funding with the different cost profiles of students — for example, distinguishing students who require intensive one‑on‑one supports from those receiving less costly services. He described the commission’s proposal to create dedicated funding for evaluations as “logical” and noted the larger system question is whether to change formulas, to add dollars, or both.

Ending

Members asked TEA for more district‑level breakdowns of the SPED deficit, the number and cost of required evaluations, and analysis of how proposed formula changes would affect districts of different sizes. Morath recommended the committee consider reforms that better match revenue to the range of SPED service costs.","Commissioner Mike Morath told the House Committee on Public Education that special‑education expenditures exceed dedicated special‑education revenue by about $1.7 billion per year and highlighted the lack of state funding for evaluation costs.",{"_33":100,"_35":36,"_37":38,"_39":101,"_41":102,"_43":103,"_45":104,"_47":105,"_49":106,"_51":107,"_53":108,"_55":56,"_57":58,"_59":109,"_61":62,"_63":64,"_65":110,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6313385,"Teacher Incentive Allotment grows rapidly but adoption remains uneven, TEA says",116,1932000,2048000,"/Search/View?dp=1&key=2388109-005f751f2284d4bfd2f9032da42d591b&start=1932&end=2048","https://assets.pipeline.soar.com/2388109-005f751f2284d4bfd2f9032da42d591b/thumbnail_1932000.jpg","/articles/6313385/Texas/Teacher-Incentive-Allotment-grows-rapidly-but-adoption-remains-uneven-TEA-says","https://secure.pipeline.soar.com/6313385-7654f13ffd90d11e0b1aa447332534bc/orig.mp4?Expires=1771037364&Signature=DQMiUKquNau5fcj~JdgpG3vpJ5XHWiRCylODogADbR3WUt1ivhp4najBV08wH9wZCRXkt06D6cE4dxuC9PxLzgTEI58m2ty-rZ9zkZwEI3wZEHuS-s1Q8DHZjqpyI87NSOErahVef9XwJQ9UqgSbOa6E~6ttfpq4HWcIqed4JyJ7Rvlu5TAsaqGQj341BUSPfMmYSNxke0Z4M3DOtiATpAU3ggeJNvvBQbaZHGvq8~YdeyJw0pP6tkdm6ekF-sFYeQ1maWBmQklfpwl~XfUCDMxZBrwXni4H5znq7bAYazj7NdFbNvbYdIVVYzmVLKDzipawEi~YCFlCmXMWZFA4hw__&Key-Pair-Id=KUT5TJCACFTXG","The Teacher Incentive Allotment — a state program that directs extra funding to districts that run rigorous teacher evaluation and pay systems — has grown significantly since 2019 but remains adopted by a minority of districts, Texas Education Agency staff told the House Committee on Public Education.

Commissioner Mike Morath said the number of designated TIA teachers rose from about 4,000 soon after the law passed to roughly 25,000 statewide in the most recent year, spread across “597 districts that are ... in the pool right now.” He estimated the program covered less than 10% of the state's roughly 380,000 teachers in the current year.

Why it matters

TIA links stronger, calibrated teacher evaluation systems to extra compensation and is intended to raise pay for high‑performing teachers and improve retention. Committee members focused on why adoption has been uneven and what barriers keep districts and teachers from participating.

Details and context

- Administrative and equity hurdles: Morath said a district must show a “fair teacher evaluation system” with reliable, calibrated observations and a valid measure of student growth in order to participate. He and members said smaller central offices find the necessary calibration and technical work to be an administrative burden.

- Participation patterns: Morath said early adopters often launched the program narrowly by grade or subject and then expanded; full adoption in a district can take multiple years. He described the program’s expansion as “a slow but rapid curved increase.”

- Impact where in use: TEA data cited by Morath shows TIA participants have higher retention (about 8% higher) and stronger student growth measures than non‑TIA peers where implemented. He said average TIA designation confers roughly $11,000 in extra pay for designated teachers and that many TIA teachers earn salaries in the $70,000s; some designated teachers are above six figures under local pay structures.

Lawmakers’ concerns and suggestions

Members suggested the legislature consider targeted administrative funding to help districts stand up valid evaluation systems more quickly, or to expand technical assistance. Rep. Tallarico said many campus teachers who contribute to student success (fine arts, CTE, counselors) sometimes lack clear metrics for designation, and requested templates or best practices; Morath said the agency provides templates and technical help but that districts still need additional shoulder‑partner support.

Ending

Lawmakers signaled interest in policy options that reduce the administrative friction for district participation — for example, seed funding for district evaluation systems or expanded TEA technical support — while continuing to weigh concerns about fairness, public disclosure of teacher pay and district capacity to implement broad evaluation systems.","TEA reported a jump in teachers designated under the Teacher Incentive Allotment (TIA) and cited administrative hurdles and district workload as barriers to wider adoption.",{"_33":112,"_35":36,"_37":38,"_39":113,"_41":114,"_43":115,"_45":116,"_47":117,"_49":118,"_51":119,"_53":120,"_55":56,"_57":58,"_59":121,"_61":62,"_63":64,"_65":122,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6313389,"Texas education chief: rapid growth in uncertified teachers is harming classrooms",507,1193000,1700000,"/Search/View?dp=1&key=2388109-005f751f2284d4bfd2f9032da42d591b&start=1193&end=1700","https://assets.pipeline.soar.com/2388109-005f751f2284d4bfd2f9032da42d591b/thumbnail_1193000.jpg","/articles/6313389/Texas/Texas-education-chief-rapid-growth-in-uncertified-teachers-is-harming-classrooms","https://secure.pipeline.soar.com/6313389-d8b94baadf3d0ed5cb2ad4b04769e588/orig.mp4?Expires=1771037364&Signature=cWxf06ECF5qnHyUsbXF7R-PS2-n4PiTmApGDctUqLFM1pJZM5hQl5kGPzAAyTvfMmSKdxA5z8-XhC1NIsirwliI6QQbyuMpTOZIcxoIkDHiG-T4ezNbdS8aH4ZJO~7toMu-rtyszGOFSNswrKYyIY09wQFo-doqS~lTTF2m~RgsehPEb-73rHpHc2Htae8llqOKyOnLR9VsNAMqQBV3gFYj7QrqaStFfk6cS72bHLhSCU5ypcVy3Vrg0mTuesn6N~mzqJ~vEmzqBs9RBfGDnRycZZduz2jdAzfiMJwQhMPBwZt5P2fGchIeILv-QZuttXX72lPi9ZFqITCkNbIGRSA__&Key-Pair-Id=KUT5TJCACFTXG","Texas Education Agency Commissioner Mike Morath told the House Committee on Public Education on March 1 that Texas has seen a sharp rise in first‑year teachers who lack state certification and that trend is linked to lower student performance and higher adult turnover.

Morath said the state currently hires roughly 50,000 new teachers each year and “about 20,000 of those are rehires,” but that of the roughly 30,000 new‑to‑teaching hires each year a growing majority are working without certification. “We have in the last 3 years gone almost entirely to hiring uncertified teachers,” Morath said.

The commissioner and several lawmakers framed that shift as a policy and operational concern. Morath said campuses with larger shares of uncertified teachers tend to have weaker performance: he cited data showing campuses in the F range averaged 15.9% uncertified teachers while A campuses averaged 4.7% uncertified teachers. He added that uncertified teachers “quit at much more frequent rates,” which drives local turnover and staffing instability.

Why it matters

Morath and members emphasized that teacher quality is the most important in‑school factor affecting student outcomes, and widespread reliance on uncertified hires increases the risk of learning loss and higher classroom instability. The committee sought specifics about the certification process and costs, and whether districts or the state are helping teachers become certified.

Details and context

- Cost and time to certify: Morath said the least expensive pathways (online/asynchronous programs) run about $4,000 and a residency can cost closer to $20,000 when accounting for lost earnings during a paid training year. He told the committee an uncertified teacher might effectively pay “$5,000 essentially to take a $5,000 pay cut for a year.”

- Preparation versus certification: Morath stressed the difference between ‘‘preparation’’ (classroom training and readiness) and statutory certification. He told the committee that the state does little to directly fund teacher preparation programs and that certification alone is not equivalent to an adequate preparation pipeline.

- Student attendance and outcomes: Morath said his office’s appendix shows a measurable difference in student outcomes and attendance tied to teacher preparation status; he cited a finding that students with new certified teachers had an average absence rate of 5.5% while students with new uncertified teachers had an average absence rate of 6.5%.

- Scale: Morath reported the overall teaching workforce is about 371,000 full‑time equivalent teachers (roughly 385,000 people) and that the portion of employed teachers who are uncertified is now about 11% statewide. He said the state hires roughly 30,000 teachers new to the profession each year (about 50,000 new hires when rehires are counted).

Lawmakers’ questions and concerns

Committee members pressed for: an inflation‑adjusted look at teacher pay, clarity on which parts of teacher pay are base versus stipends, and deeper data on student outcomes tied to different preparation pathways. Rep. Leach and others asked how uncertified teachers become certified and whether the state or districts provide incentives to offset the out‑of‑pocket cost and lost earnings; Morath said some districts invest local funds but not consistently statewide.

What the TEA proposed or offered

Morath suggested the legislature consider targeted funding or administrative support to expand high‑quality residency and re‑certification supports and to fund district capacity to run fair evaluation systems (an issue also tied to Teacher Incentive Allotment discussions). He said the agency can provide detailed county‑ and district‑level data on certification and turnover at lawmakers’ request.

Ending

Lawmakers left the hearing with a shared sense that the supply of prepared, certified teachers is a pressing policy problem for Texas schools. Committee members signaled interest in bills and budget options to expand supported preparation pathways and to incentivize certification, while seeking more granular data on outcomes and local practice before drafting statutory changes.","Texas Education Agency Commissioner Mike Morath told the House Committee on Public Education that the state has shifted toward hiring uncertified teachers in the last three years, raising concerns about student outcomes, teacher turnover and barriers to certification.","actionData","errors"]

Article not found

Tri‑agency leaders describe coordinated push on credentials, P‑TECH and data sharing

TEA: federal COVID funding receding, local districts face enrollment shifts and deficit budgets

TEA tells legislators Texas districts face roughly $1.7 billion annual special‑education shortfall

Teacher Incentive Allotment grows rapidly but adoption remains uneven, TEA says

Texas education chief: rapid growth in uncertified teachers is harming classrooms