
SBOE welcomes new members for first meeting of 2025
A preliminary list of instructional materials was presented for the board's consideration under the Instructional Materials Review and Approval (IMRA) cycle 2025.
The board approved proposed changes to 19 Texas Administrative Code (TAC) Chapter 67, Subchapter B and Subchapter C, which further clarify:
— Procedures and policies for eligibility, appointment, training and duties for IMRA reviewers.
— Guidance on public comment related to instructional materials.
— Guidelines for the selection and local adoption of instructional materials by school systems.
In addition, the application window is now open for quality and suitability reviewers to support the 2025 IMRA cycle. Texas residents are encouraged to apply as suitability reviewers, while those with expertise in K — 12 mathematics, K — 6 English Language Arts (ELAR), and K — 6 Spanish Language Arts (SLAR) are encouraged to apply as quality reviewers of instructional materials.
Reviewers play a critical role in ensuring the quality and suitability of materials for Texas students and educators. Interested individuals can apply at sboe.texas.gov/IMRA. The deadline to apply is Feb. 24.
In other action, the SBOE welcomed its newly sworn-in members who took the oath of office in a ceremony officiated by Gov. Greg Abbott.
The newly sworn-in members are:
— Gustavo Reveles (District 1)
— Marisa B. Perez-Diaz (District 3)
— Staci Childs (District 4)
— Tom Maynard (District 10)
— Brandon Hall (District 11)
— Pam Little (District 12)
— Tiffany Clark (District 13)
— Aaron Kinsey (District 15)
As part of the first regular meeting after the election and qualification of new members, the SBOE confirmed its officers for the new term. Pam Little was re-elected to serve another term as Vice Chair and Will Hickman was elected to serve as Secretary.
New chairs were also selected for the board's committees:
— Audrey Young will lead the Committee on Instruction.
— Tom Maynard will lead the Committee on School Finance/Permanent School Fund.
— LJ Francis will lead the Committee on School Initiatives.
The 2024 National Blue Ribbon Schools designees from Texas were honored. The board also signed a resolution to designate February 2025 as Career and Technical Education (CTE) Month, recognizing the 1.35 million Texas secondary students enrolled in one or more CTE courses across 1,200 school systems. These programs give students the opportunity to gain academic, technical and employability skills necessary for career readiness.
The board would also like to thank the Brazoswood High School P.M. Jazz Band from the Brazoswood Independent School District for their outstanding performance during Friday's session.
Announcements
Nominations are now open for the 2025 Student Heroes Award. The SBOE encourages students, teachers, administrators and community members to nominate any Texas public school students who exemplify the core value of selfless service.
The deadline to submit a nomination is April 25, 2025. To nominate a student visit https://form.jotform.com/TXEd/student-hero-nomination-form.
The SBOE's next regular meeting is scheduled for the week of April 8, 2025.
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The Hill
06-07-2025
- The Hill
Zohran Mamdani's education agenda would set New York City up for failure
Zohran Mamdani's recent victory in the New York City Democratic mayoral primary has drawn widespread attention for his affiliation with the Democratic Socialists of America and what some see as antisemitic rhetoric. But beyond the headlines, it's the education platform Mamdani champions that could pose the greatest threat to New York City families — especially those striving to access better schools and brighter futures for their children. At the core of Mamdani's approach is an unambiguous rejection of school choice. He opposes vouchers, charter school expansion, and even co-location policies that allow high-performing charters to operate in underutilized public school buildings. His platform calls for a funding overhaul that could severely reduce resources for charter schools, even though they serve 15 percent of city students. Mamdani opposes charter schools and vouchers based on the claim that they divert public resources, lack accountability and mainly benefit wealthier families at the expense of low-income students. He argues that voucher programs, despite being marketed as tools to help struggling students, are often used by affluent families already in private schools. As President Trump pushes for a national voucher initiative, Mamdani insists that New York must instead invest in a fully funded public school system to ensure true educational equity. But the evidence paints a sharply different picture. Success Academy, New York City's largest and most scrutinized charter network, enrolls a student population that is 98 percent made up of minority students, with the vast majority coming from low-income households. Despite these demographics, its academic results are nothing short of exceptional: 96 percent of its students passed the state math exam, and 83 percent passed the English Language Arts exam. By contrast, the citywide public school proficiency rate hovers around just 49 percent, underscoring the extent to which charter schools like Success Academy are not undermining public education but outperforming it. By restricting charter expansion and threatening funding, Mamdani's platform effectively removes one of the few viable paths to academic success for students in underserved neighborhoods. The families who rely on charters are not opting out of public education — they are opting out of failure. As a co-author of the 'People's Budget' proposed by the Black, Puerto Rican, Hispanic and Asian Legislative Caucus, Mamdani supports targeted spending initiatives that prioritize political messaging over tangible educational outcomes. The 2025 budget included an initiative aimed at increasing teacher diversity, with the caucus demanding an $8 million investment in recruitment, training and retention programs to make the teaching workforce more diverse. This initiative is particularly ironic given that New York City's public school system — the largest in both the state and nation — already has a teaching staff that is approximately 42 percent Black, despite African Americans comprising only 22 percent of the city's population. In the same budget, Mamdani's caucus allocated $250,000 to promote 'racial and cultural inclusivity' in K–12 classrooms and dedicated $351,500 for statewide conventions aimed at supporting 'underrepresented' educators, supposedly to address barriers faced by educators of color. But the problem isn't with diversity — it's with Mamdani's misaligned priorities. New York City already boasts one of the most diverse populations in the country. Meanwhile, student performance in core subjects continues to falter, and chronic absenteeism nears 40 percent. Despite spending more per student than any other state — over $36,000 annually — New York continues to fall short on basic benchmarks. Mamdani's answer is more spending, with little accountability and no meaningful strategy to improve outcomes. School choice, in contrast, offers a proven mechanism to elevate student achievement without pulling funding from traditional public schools. Programs in states like Florida and North Carolina show that scholarship and charter models can coexist with public education. In many cases, they drive improvement system-wide. A 2019 study even found modest academic gains in public schools that must compete with nearby choice-based alternatives. Mamdani dismisses these successes, framing school choice as an ideological threat rather than a practical solution. But for many families, school choice lets parents select the best educational environment for their children, whether that's a high-performing charter, a faith-based school, or specialized instruction that better fits a student's needs. Mamdani's plan offers the opposite. It preserves a rigid system that too often fails the students most in need, while redirecting resources toward symbolic programs that do little to improve reading, math, or attendance. His vision elevates bureaucracy over results and ideology over opportunity. New York City doesn't lack funding, it lacks alignment between spending and outcomes. What the city needs are policies that empower families, reward effective schools and confront failure with urgency — not just slogans. Mamdani is not the kind of leader New York City students can afford to have in office. Gregory Lyakhov is a high school student from Great Neck, N.Y.
Yahoo
30-06-2025
- Yahoo
Texas SBOE Proposes Enhanced Training Standards For School Trustees
(Texas Scorecard) – State Board of Education members are considering new standards for local school district trustee training that emphasize elected officials' accountability to Texas families and taxpayers, representing a fundamental shift in public school governance. The State Board of Education is the policy-making body of the Texas Education Agency, which coordinates all government K-12 educational activities. State law requires the SBOE to provide trustee training and adopt a framework for continuing education that outlines critical governing performance areas for public school boards. Five of the 15 elected SBOE members serve on the board's Committee on School Initiatives, which is responsible for developing the trustee training standards: LJ Francis, chair; Julie Pickren, vice chair; Staci Childs; Tiffany Clark; and Brandon Hall. During a meeting on Thursday, the committee approved a revised Framework for School Board Development that emphasizes elected trustees' supervisory role over the superintendents they hire and prioritizes trustees' responsibility to students, families, and taxpayers. 'The board of trustees is the governing body for Texas public schools and holds the ultimate responsibility for the district's success in educating students. Above all else, trustees owe the highest duty to students and their parents, and the board represents taxpayers, attempting to maximize learning outcomes while minimizing resources required,' states the preamble to the proposed new framework. The existing framework instructs trustees to govern in tandem with the superintendent as a 'Team of Eight,' and board members frequently state that their primary responsibility is to the district as a whole, rather than to individual constituents. Francis, Hall, and Pickren voted in favor of the revised framework, which will be put to a vote of the full SBOE on Friday. The rewritten framework focuses on five core areas: —Setting a clear vision and goals for students —Evaluating the likely success of the superintendent's strategic plan —Monitoring progress —Ensuring transparency —Maintaining accountable governance The core areas emphasize trustees' roles and responsibilities in overseeing the superintendent as well as the board's accountability to families and taxpayers for achieving district goals related to students' success. The standards also put transparency in place of the current framework's 'advocacy and engagement.' During Thursday's committee discussion of the revisions, Hall, who represents District 11 in North Texas, cited the arrest of a local superintendent for failing to report teachers accused of abusing students as an example of why trustees need better training. 'As I dug into the issue and communicated with the board, it just became really clear to me that they did not understand their proper role of oversight and accountability,' said Hall. 'I think another thing that's tackled here is the importance of focusing on student outcomes, because the ambiguity of the original framework that we had in front of us from 2020 pretty much allows almost anything as continuing education credits,' he added. 'And so I think narrowing the focus to student outcomes and also emphasizing the role and responsibility of the trustees as elected officials accountable to the taxpayers is really important.' Pickren, who represents District 7 east of Houston, noted the need for improved training on school electioneering, which has been a significant issue in recent election cycles that has sparked several lawsuits. 'One of the largest school boards in Texas… our superintendent of that board was actually under attorney general investigation for electioneering,' said Pickren. 'The members of the school board, they are very well-meaning people. They come from both sides of the aisle. They just want to serve children,' she said. 'So I appreciate this clarification on behalf of my trustees.' She added that the new training framework 'sticks very closely with the letter of the law, and I think that is the safest place that we can put all of our trustees in.' Clark, who represents District 13 in the Dallas area, voted against the new standards, asserting that the committee had not considered sufficient public input. 'I've heard from my colleagues, and they are not in favor of this proposed framework, because it does leave out advocacy and engagement, which are vital components of school board trustees and the work they do,' added Clark. The original Framework for School Board Development was adopted in 1996. It was amended in 2012 and again in 2020. The latest revision was first presented during the committee's meeting in April, but Chairman Francis postponed a vote until the June meeting. The full State Board of Education will vote on the proposed new framework during its meeting on Friday, June 27.
Yahoo
04-06-2025
- Yahoo
Incoming education commissioner outlines priorities
BOSTON (SHNS) – Literacy, teacher recruitment and retention, and promoting bilingual education are at the top of the priority list for the state's new K-12 commissioner of education. Pedro Martinez will begin running Massachusetts's Department of Elementary and Secondary Education on July 1, after former Commissioner Jeff Riley stepped down in March 2024 and over a year of interim leadership. Speaking at his first public event in Massachusetts since he was chosen for the role, Martinez outlined some of his priority goals on Tuesday at a Massachusetts Business Alliance for Education event in Boston. Among them is getting students back on track when it comes to reading. 'This issue has been front and center for students, as students return from the pandemic. And by the way this is national. Anybody who was a parent of a young child remembers, and remember our third and fourth graders today, those were children that were going to start their education during the pandemic period. So it's not a coincidence,' Martinez said. Teachers, education advocates and state officials in Massachusetts have been talking about improving student literacy for years, as young people have struggled with reading and writing after the pandemic. On last year's state testing, 41% of third through eighth graders scored in the 'meeting or exceeding expectations' range for English Language Arts. Currently the superintendent of Chicago Public Schools, Martinez said that in the city 'we realized that the only way to really solve this is we had to go back to the basics.' 'So we had to bring them in as soon as possible,' he said. 'So we expanded universal preschool across every one of the 77 communities. Free, full-day preschool. There we started laying the foundations.' In Chicago, they began 'implementing the foundational skills from pre-K through fifth grade — some people call it the 'science of reading,' ' he said. 'The instruction incorporates best practices such as abundant reading of diverse texts, frequent opportunities for students to write about what they read, and teaching students how to communicate with digital environments.' Science of reading is not one specific curriculum program that districts can buy, but a collection of research based on phonics, vocabulary, fluency and comprehension. The approach to teaching reading differs from past approaches partially by emphasizing phonics instruction — teaching students to understand how letters and groups of letters link to sounds and spelling patterns — though it is not wholly based on phonics. The term science of reading has been around for over a century, but has recently become shorthand to discuss using cognitive research on how children's brains work while reading, and using more classroom time on learning to sound out words and work on comprehension. 'I'll tell you, going into classrooms and seeing kindergartners write about something they've read, it's priceless, especially in high-poverty communities,' Martinez said. Gov. Maura Healey launched a program dubbed 'Literacy Launch' last year that secured $20 million in the state budget, in addition to $38 million in federal literacy grants, focused on getting higher-quality literacy materials into dozens of districts, which they're hoping will translate into improved reading scores and an improvement in the foundational skill on which all other learning depends. 'I know that Massachusetts recently adopted a long-term plan to improve literacy as well. I commit to you I will do everything in my power to ensure that that plan is successful,' Martinez said. In addition to literacy, Martinez said he'd be focused on recruiting and retaining high qualified educators. He shared a story about a teacher who he said changed the trajectory of his life. His sixth grade teacher in the Chicago Public Schools, Mr. Asher, 'was the first teacher that told me I was actually below grade level. He was actually the first teacher that said, 'I'm going to hold you accountable and you're going to make sure that you're going to rise up to that challenge.'' Martinez credited Mr. Asher with his coming out of 6th grade above grade level, and eventually becoming the first in his family to graduate high school and finish college. 'Mr. Asher changed my life,' he said. 'A highly qualified educator is the number one way to really close achievement gaps, and therefore, how we recruit, how we retain teachers — there are proven strategies across the country — and that's what I really want to look at.' He recommended a few ideas, including teacher residency and internal recruitment programs. In Chicago, he said, the district created a program called Teach Chicago Tomorrow. 'We're always complaining that we can't find highly qualified teachers, but guess where the students start? They start in K-12, right? In the districts. And so in Chicago we started working with the higher ed community, identifying students that had a passion for education, giving them really a clear path for them to be able to not only get support financially, get mentorship all the way through finishing to become teachers in our schools,' Martinez said. He added that thousands of paraprofessionals also moved into teacher roles through a similar program. Another priority Martinez highlighted Tuesday was bilingual education. 'I think we need to go even deeper in Massachusetts,' he said. 'One of the blessings that I feel is to be bicultural, to be bilingual is such a gift. It is such a gift. And so why wouldn't we want that for all of our children in Massachusetts? Why wouldn't we want all of our children to have access to multiple languages? Martinez immigrated to Illinois from Mexico when he was five years old. The last priority he highlighted was helping connect Massachusetts students to higher education. He talked about working in the San Antonio school district in Texas, where he saw people move from out of state to take advantage of Texas's strong economy while local students struggled to get jobs. 'Texas imports a lot of their labor, and then we have individuals that grew up in Texas, and there was a mixed bag. And so my question in Massachusetts, how do we make sure that it's our students that live in Massachusetts? How do we make sure that it's our students that are taking advantage of the amazing, amazing higher ed infrastructure that exists in the state?' he said. He added that 'one thing that I'm really anxious to talk to everyone about is, how do we get rid of this conversation of careers or college? That's not a thing everybody.' Martinez proposed working with community colleges and creating pathways in manufacturing, technology and health care to connect higher education and career opportunities for students after high school. 'I can't help but just recognize where I'm at in Massachusetts. This is a rich history, as everybody talked about, of education here,' he said. 'I can just imagine in 1993 when many fine individuals in this room came together to pass the Massachusetts Education Reform Act that has now put Massachusetts, in my opinion, number one in the nation. So think of this moment now. This is a time when we can come together, we can build a similar bold vision about what we expect our students to be able to do after high school.' WWLP-22News, an NBC affiliate, began broadcasting in March 1953 to provide local news, network, syndicated, and local programming to western Massachusetts. Watch the 22News Digital Edition weekdays at 4 p.m. on Copyright 2025 Nexstar Media, Inc. All rights reserved. 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