The State Board of Education today
adopted a new Long-Range Plan for Public
Education that establishes goals through the year 2030.
The plan establishes an overall
goal of access and equity so that all children receive what they need to learn,
thrive, and grow. This reflects a desire to have equitable access to funding, advanced
courses and modern technology.
Developed after assessing the
strengths, opportunities, and challenges across Texas, the plan also focuses on
student engagement and empowerment; family engagement and empowerment; and
educator preparation, recruitment and retention as key areas that are vital to
“The Long-Range Plan for Public Education
was created as a blueprint to build on the strong base that already exists in
Texas and is conceived asa vision
for education by 2030. The vision and recommendations come from Texans,
specifically tailored for Texas,” said board member Barbara Cargill who chaired
the Long-Range Plan Steering Committee.
18-member steering committee included State Board members, local school board
members, administrators, teachers, parents, business representatives, students,
professors, and representatives of the Texas Education Agency, the Texas
Workforce Commission and the Texas Higher Education Coordinating Board.
group, along with SBOE members, hosted 10 in-person community meetings and two
virtual meetings around the state during the 2017-2018 school year and gathered
information from about 680 people. A
survey, with 11,400 respondents, also helped shaped the plan’s goals.
this information, strategic plans of other state agencies and organizations,
and national research, the board adopted the following key vision statements and
recommendations in the long-range plan:
Equity and Access
Equity and access means that all
children get what they need to learn, thrive, and grow.
the state and for school districts, equity
and access means an equitable distribution of resources and
opportunities based on individual needs such that students and schools who need
more support to reach an equitable outcome, compared to their counterparts,
receive what they need.
students will be served by effective schools that provide high-quality systems
of support, both in school and out of school, which are monitored for
effectiveness and designed to improve equitable outcomes for all students,
especially those with the greatest needs.
student demographic groups will be held to high expectations, supported, and
enabled to reach their potential and goals, and all performance gaps will be
- Texas public schools will have funding that is
equitably based on student needs and is efficient, sustainable, and responsible
students will be knowledgeable about and have access to a variety of pathways
and opportunities linked to work, career, and educational choices.
students and staff will have access to and utilize relevant technology to
enhance student learning, academic outcomes, and opportunities for college and
students, particularly students who are traditionally served at low-performing
schools and/or who are considered at risk, will have educators who effectively
facilitate their learning, development, and success.
Texas Education Agency (TEA), higher education, and research institutions will conduct ongoing research
and identification of inequities to guide effective implementation of policy
TEA and school
districts will utilize the State Board of Education-adopted 2018–2023
Long- Range Plan for Technology to guide the planning and implementation of
local district policy. State
policymakers and TEA should work
to ensure schools have access to tools that allow teachers to more effectively
differentiate instruction where effective use of those tools by teachers has
been proven to raise student outcomes.
State policymakers, locally elected boards, and appointed governing boards will regularly identify
inequities, update policies, and distribute funding and resources aligned with
improving student outcomes in all schools and with all demographic groups.
State policymakers and TEA will provide a greater array of
no-cost or low-cost resources to support high-quality, aligned curriculum and
instruction for all educators.
State policymakers, locally elected board, and appointed governing boards advance
policies to increase educator and principal effectiveness through enhancing
compensation systems, particularly compensation that encourages effective
teachers to teach in schools not meeting state accountability goals.
Enhancements should be meaningful, differentiated, sustainable, and developed
in concert with local stakeholders.
students are actively engaged in and equipped to be invested in their own
academic and personal growth to achieve educational, civic, financial, career,
and interest goals.
- The Texas public education system will be
student centered with opportunities embedded from early learning through
graduation to achieve college, career, military, and workforce readiness.
The Texas public education system will ensure
a myriad of meaningful in-school and extended-school-day/-week enrichment
opportunities for student involvement and participation based on the needs and
resources of the school district and local community.
- The Texas public education system will
welcome and include student voices as equal and integral partners in
discussions and decision making.
- The Texas public education system will embed
teaching and learning experiences to build and foster healthy and confident
individuals who embody and exhibit empathy, courage, respect, optimism, and
- Quality early learning programs through third
grade, including formula-funded full-day prekindergarten, will be fully funded,
supported, and recognized as the building blocks to future academic and social
success, including the goal of reading and math on grade-level by third grade.
Public school districts, in collaboration with school counselors
boards, will create or utilize systems or frameworks such as the Texas
Model for Comprehensive School Counseling Programs to allow students to
discover passions and interests for college and career pathways from elementary
school through graduation, including ongoing and systemic career advising using
labor market and career information about a wide range of global occupations
and ways to achieve them.
TEA and the legislature
will financially incentivize an integrated and data-driven academic and
nonacademic multi-tiered system of support (MTSS) on every campus to identify
and connect all students with appropriate support services, including supports
for behavioral health, mental health, and intrapersonal and interpersonal
TEA and the legislature financially incentivize an integrated
workflow management system to enable the identification of students needing
support, increase the effectiveness of school counselors, and monitor and
evaluate the effectiveness of support services.
The legislature and TEA will
ensure that state assessment systems are more integrated, less disruptive, and
more beneficial to students and teachers. The assessment systems should also be
highly inclusive of campus and practitioners in their design. State assessment
and accountability systems should seek to focus on multiple measures of
assessing and reporting student performance outcomes (e.g., State of Texas
Assessments of Academic Readiness [STAAR], career and technical education [CTE]
certifications, portfolios, capstone projects, community service projects).
The legislature will
expand high-quality early learning opportunities for children , including
formula-funded full-day prekindergarten that further the goal of closing any
gaps in educational proficiency by third grade.
School districts, community, business, education service
centers, and local
workforce boards will actively assist teachers working with businesses and
industry to gain hands-on experiences that can be incorporated into the classroom.
School districts will
provide multiple enrichment and leadership opportunities (e.g., clubs,
organizations, teams, projects, internships) in addition to athletics, fine
arts, and student council.
TEA, the Texas Workforce Commission (TWC), the Texas Higher
Education Coordinating Board (THECB), and the SBOE will strengthen the alignment between the Texas Essential
Knowledge and Skills (TEKS) and the College and Career Readiness Standards
Students, families, educators, and school counselors will ensure students take ownership
of their educational journeys and personal and interpersonal effectiveness by
pursuing success through active engagement with education and by taking
advantage of opportunities to access business and community resources.
Engagement and Empowerment
families are actively involved in their students’ education at all levels.
- Texas will have an education system and culture of trust that
welcomes and values every family as an active partner by building
- All cultures that interplay with the education system will be
valued and welcomed into the process for student success.
- All available forms of communication will be fully utilized to
engage, empower, and connect with all stakeholders.
- The state and school districts will have systems and resources
in place to engage, empower, and support families as they navigate through the
complex educational process.
TEA will create a
division of family engagement and empowerment that is a resource for families.
Through this division, TEA will:
- Create a family support call center and online portal to be
managed by an education service center to assist families in navigating the
public school system.
- Create an advisory council on family engagement and empowerment
to inform all state and local policymakers, on best practice on family and
school partnerships and develop objective metrics that could be included in a
state accountability system.
policymakers and TEA will incorporate
objective family engagement and empowerment metrics that are incentivized and
rewarded in the state accountability system.
In partnerships with families, school districts and communities (e.g., institutions of higher education, businesses)
will build and foster relationships, address differences, and support advocacy.
Preparation, Recruitment, and Retention
Texas students will be served by a consistent and abundant talent pool of
highly effective teachers and leaders who positively impact students and
- Texas will have educator preparation programs
that produce an abundant talent pool of highly effective educators who have
mastered the content and pedagogy needed to teach the Texas Essential Knowledge
and Skills at the level those expectations are written.
Texas educators will be well equipped and
trained to meet the diverse needs of the classroom environment.
- Texas will have an effective support system
for educators that builds instructional capacity through ongoing, quality
professional development and mentoring programs.
- The teaching profession will be valued and
esteemed by the public, families, students, and policymakers.
Texas will have a compensation system that
facilitates the recruitment and retention of high- quality educators.
- Educators will have opportunities to advance
their careers while directly impacting the classroom, including increased
compensation and leadership opportunities, based on their effectiveness,
aspirational goals, and school environment.
- Teachers will have effective and empowering
educator and administrator evaluation systems that reward student achievement,
assure educator growth, and promote career paths.
- Every campus will have effective leadership
utilizing high-quality instructional leadership and human capital and resource
- Every district/charter school will have
highly effective executive leadership and governing boards focused on improving
Programs (EPPs) collaborate and
partner with school districts to align teaching
methods and strategies and develop clinical training and practicum experiences
to better prepare educators to meet students’ needs and improve student
EPPs include educator and education leadership training on
trauma-informed practices, cultural responsiveness, the incorporation of social
and personal effectiveness practices, the creation of a positive school culture
and climate, the education of highly mobile students, positive discipline
practices, mental and behavioral health interventions, parental involvement
strategies, and data analysis and data-informed decision-making.
and TEA increase overall
teacher quality by improving the standards and rigor associated with educator
preparation and the state’s Educator Preparation Programs (EPPs).
The State Board for Educator Certification (SBEC), SBOE, and TEA will have meaningful performance-based accountability processes,
standards, and measurable outcomes for educator preparation programs that
ensure new educators are classroom-/school-ready.
Education service centers, EPPs, school districts, and community
and professional organizations provide timely
guidance, training, mentoring, and support for new, early career, and veteran educators.
The legislature and school districts will establish and sustain competitive salaries and
career paths for educators through innovative compensation plans, induction
programs, professional development, mentoring, and administration.
The legislature will
allow and support compensating and incentivizing educators who teach in
hard-to-staff subject areas or low-performing, urban, rural, or challenging
TEA, the legislature, school districts, professional
associations, and industry
partners will provide incentives and support for teachers to engage in
internships, externships, leadership opportunities, and ongoing professional
development as part of continuing education.
The legislature and institutions of higher education will provide greater flexibility in a
coordinated fashion to state higher education institutions regarding the
120-hour degree plan for teacher education programs while maintaining the rigor
and integrity of these programs.
The Long-Range Plan for Public Education and additional information are available online.