All Roll Calls
Yes: 407 • No: 271
TexasHB 889th Legislature 2nd Called SessionHouseWALLET
Relating to public school accountability and transparency, including the implementation of an instructionally supportive assessment program and the adoption and administration of assessment instruments in public schools, indicators of achievement, public school performance ratings, and interventions and sanctions under the public school accountability system, a grant program for school district local accountability plans, and actions challenging Texas Education Agency decisions related to public school accountability.
Sponsored By: Keith Bell, Paul Bettencourt (Republican), Brad Buckley, Brooks Landgraf, Will Metcalf, Terry M. Wilson
Became Law
Education--Primary & Secondary--AccountabilityEducation--Primary & Secondary--Charter SchoolsEducation--Primary & Secondary--TestingEducation--School DistrictsInterim StudiesState Finances--Management & ControlINTERNETEDUCATION AGENCY, TEXASEDUCATION, COMMISSIONER OFHIGHER EDUCATION COORDINATING BOARD, TEXASWORKFORCE COMMISSION, TEXAS
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Bill Overview
Analyzed Economic Effects
31 provisions identified: 19 benefits, 3 costs, 9 mixed.
Parents get one-click, faster test results
You can view your child’s state test results with one click from the TEA home page. Access uses a secure, parent‑controlled code unique to your child. Schools must give each teacher their students’ results and tell parents how to use the state portal. TEA must send results within two business days after each testing window closes and, when no extra scoring steps are needed, send raw scores within two business days after a student finishes. At least once every three years, TEA releases test questions and answer keys (not retakes or unused field‑test items).
Clear list of job certificates that count
TEA, the Higher Education Coordinating Board, and the Workforce Commission must publish a list of industry certifications that count for accountability. Only credentials tied to high‑wage, high‑skill, in‑demand jobs and tested by an independent certifier are eligible, and postsecondary credentials must be designated a credential of value. Agencies must review and update the list with an advisory council. If a certification is removed, agencies should post notice at least two years ahead, and districts can still get credit for up to three years for students already in the program who finish within that period.
New honors for college-ready and improving schools
TEA creates an academic distinction for districts and campuses that excel in postsecondary readiness. Criteria include test performance and items like AP/IB scores, dual credit, CTE sequence completion, and industry certifications or licenses. TEA also gives a campus distinction to schools in the top 25% statewide for annual improvement.
New measure of year-long student growth
TEA must create a measure that shows student growth from the beginning to the end of the year for campuses that give BOY and MOY tests. TEA must present this growth measure to the accountability advisory committee by the 2029–2030 school year. TEA must also report on it to state leaders by March 15, 2029. The reporting requirement ends September 1, 2030.
New student-focused state test program
The law creates a new instruction‑support test system, the Student Success Tool. TEA must hire a nationally recognized test provider to help with the transition. Tests must be reliable, valid, and meet federal rules. TEA must partner with a public university to study if test items match grade‑level reading and state standards, and report results by December 1, 2028. TEA also must report progress on putting the new system in place by February 15, 2027, including feedback from parents, students, and teachers.
Steadier ratings and clearer rule changes
TEA studies each college, career, and military readiness indicator to see how it links to success after high school, including wages and jobs. Starting in 2027–2028, TEA can raise performance cut scores only every five school years unless needed for consistency. TEA must show how districts and campuses would have scored under a higher standard for each of the two prior years and include a prior‑year “what‑if” report when the higher standard takes effect. TEA must send a 30‑day pre‑rule report that explains changes and expected rating impacts. TEA must use appropriate prior‑year data for new campuses and allow districts to submit extra prior‑year CCR data in the same window as current‑year data.
District funding cut for third-grade reading
Beginning in the 2030–2031 school year, the state reduces a district’s funding each year if certain students miss third-grade reading. The cut equals the total grant money that each such student used under Section 28.02111. A student counts only if the student failed the third-grade reading test, used the grant, and was enrolled in the district from kindergarten through third grade. This rule is in law and takes effect September 1, 2026.
Tighter limits on suing over ratings
Districts and charters must finish the agency’s internal appeal process before bringing other challenges to accountability ratings. Failure to follow certain subchapter rules cannot block tests or ratings or be used to challenge a rating. Public funds cannot be used to sue the state unless a law specifically allows it. A person harmed by a covered agency action can still appeal in a Travis County district court by serving the commissioner and filing a petition.
New through-year state tests by 2027
Texas moves from STAAR to a new, instructionally supportive test system by the 2027–2028 school year. All districts must use beginning-, middle-, and end-of-year tests that match state standards. Students keep taking STAAR until the new system is ready. The state runs field tests in 2025–2026, 2026–2027, and 2027–2028 to prepare.
Old testing and intervention rules repealed
The law removes several specific testing and accountability code sections and two campus intervention provisions. This reshapes parts of the accountability and intervention framework. Local effects depend on which repealed rules a district or campus had used.
Required reading supports at lowest-performing elementaries
The commissioner can require a district or charter to follow all Strong Foundations grant rules at a campus if it serves pre‑K through grade 5, has an overall D or F, and was in the bottom 5% statewide for third‑grade reading last year. This can add required practices and costs for districts. It aims to bring more reading support to students at those campuses.
When accountability changes take effect
Some accountability changes apply to actions from the 2022–2023 school year, even if made before this law took effect. Other listed changes start in 2025–2026 or 2027–2028, including rules used for ratings. Turnaround plan changes apply to any campus with a plan, no matter when it was ordered.
Approved alternative tests schools can use
TEA must approve a list of alternative norm‑referenced tests that districts and charters can use instead of the adopted BOY or MOY tests. TEA may include tests that share enough data to calculate accurate through‑year growth. For 2027–2028 and 2028–2029, TEA can give temporary approval to a test that is not yet compliant if the administrator submits an acceptable plan to comply. A related pilot program begins in the 2028–2029 school year, and that start mandate expires September 1, 2029.
End-of-course tests and credit options
The state gives end-of-course tests for Algebra I, Biology, English I, and U.S. History. Algebra I uses technology, and English I gives one combined reading and writing score. Younger students in these courses can take the end-of-course test and have it count the same. A student may retake an end-of-course test without retaking the class. Credit by exam is granted starting at the 80th percentile, and the student then skips the end-of-course test. Students in grade 5 or 8 taking above-grade or high school–credit courses do not take the regular grade-level test. Longstanding transition rules from 2011–2012 remain on record for older cohorts.
Fairer tests for special needs and Spanish
Students with significant cognitive disabilities get alternate tests when the ARD committee finds regular tests are not appropriate. The lowest level may not label the student as not meeting standards if it matches the student’s developmental level. These students can be exempt from BOY or MOY tests. Emergent bilingual students in grades 3–5 whose primary language is Spanish may be tested in Spanish for up to three years, as decided by the language proficiency committee.
Fewer benchmarks and calmer test days
Schools cannot give most benchmark tests in grades 3–8, and other grades are limited to two before end-of-year tests. Allowed exceptions include PSAT, PreACT, SAT, ACT, AP, IB, teacher-made class tests, dyslexia diagnostics, and required state tests. The state must set testing procedures that reduce classroom disruption and student test anxiety. Separate field tests can happen no more than every other school year.
Paper tests and dyslexia help
Families or teachers can ask for a paper version of a nonadaptive state test. The request is due by the agency’s deadline, no later than 60 days before the test window closes. Students with dyslexia can use oral exams, extra time, or assistive materials or technology as allowed by agency rules.
Parents get test copies and scores
You can get a copy of each state test your child takes, except where a limited legal exception applies. Your district must give you portal access to the state results site and notify you each time new scores are posted for your child.
SAT/ACT/AP can meet EOC tests
Students can use AP, IB, SAT, ACT, a Coordinating Board‑designated test, or other nationally recognized tests used by colleges to meet an equivalent end‑of‑course requirement, to the extent federal law allows. TEA will set rules for using PSAT or PreACT results. If a student fails PSAT or PreACT, they must take the end‑of‑course test. If a student fails another approved test, they may retake it or take the end‑of‑course test.
Shorter, flexible test windows and days
TEA must give districts a testing schedule two years in advance. BOY tests run from the fourth Monday in August through September 30. MOY tests run January 2 through February 21. EOY tests run May 1 through May 30, with EOY writing given April 1–15. Tests may be split over multiple days, and design targets limit time so 85% of students without accommodations finish within set minutes. Boards may consider religious holy days when picking test days but cannot block out more than two days for one observance.
Who must attend literacy academies
Teachers in grades 6–8 who teach reading, math, science, or social studies at a campus that failed reading standards must attend a literacy academy. Teachers at schools with 50% or more disadvantaged students get first priority. Other teachers may attend if space is available and their district pays the costs.
Data rules for judging programs
When the state reviews district program effectiveness, it must use PEIMS data and required test results. It may also use results from a special investigation.
More focus on industry credentials
A state advisory council must build an inventory of industry-recognized certifications for high school CTE programs. The list must match state and regional job needs and help students into middle- and high-wage work. The council must consult workforce boards, TEA, THECB, and other state partners.
State covers core testing costs
TEA pays to prepare, give, and grade state tests and to release answer keys, using money appropriated to the agency. This can lower local cost pressure when funding is provided.
Waiver for high-disability campuses
If a campus has at least 90% of students with significant cognitive disabilities, the commissioner must request a federal waiver by January 1, 2026. The waiver targets participation and graduation rules for those campuses. This section ends on September 1, 2027.
Nine-month deadline to challenge TEA rules
A school district or open‑enrollment charter must file any court challenge to a Chapter 39 or 39A rule within nine months of the rule’s adoption. After that, the window to sue closes.
New goals, screeners, and tutoring limits
District plans must set yearly goals for student groups and third-grade reading or math growth. K–3 teachers at campuses that miss goals must get targeted training. The state sets research-based reading and math screeners for use at the start, middle, and end of the year, with parent-friendly reports and dyslexia checks in K–1 reading. A district is not required to give a student supplemental instruction in more than two subjects per year and must prioritize math and reading if more are needed.
Rules to exit bilingual programs
A student can leave a bilingual or language program if they can do equally well in all-English classes. The decision must use approved language tests, specified reading or English scores (or a 40th percentile rule in grades 1–2), other approved tests, and a teacher’s evaluation.
Current testing rules stay in place
State Board of Education testing rules that are in force when this law takes effect stay in force. They remain until the commissioner updates them under the new law. This keeps current testing rules in place for now.
No Common Core in state tests
State tests cannot be based on Common Core standards. This does not affect use of AP or IB exams.
Stronger test security and closed meetings
The state and districts must keep test questions secure in making, giving, and scoring tests. Meetings that discuss or adopt individual test items are closed to the public, and items are confidential.
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Sponsors & Cosponsors
Sponsors
Keith Bell
House
Paul Bettencourt
Republican • Senate
Brad Buckley
House
Brooks Landgraf
House
Will Metcalf
House
Terry M. Wilson
House
Cosponsors
Daniel Alders
House
Keith Bell
House
Brian Birdwell
Republican • Senate
Greg Bonnen
House
Benjamin Bumgarner
House
Angie Chen Button
House
Briscoe Cain
House
Donna Campbell
Republican • Senate
David Cook
House
Tom Craddick
House
Charles Cunningham
House
Pat Curry
House
Mark Dorazio
House
James Frank
House
Stan Gerdes
House
Charlie Geren
House
Ryan Guillen
House
Brent Hagenbuch
Republican • Senate
Bob Hall
Republican • Senate
Sam Harless
House
Cody Harris
House
Caroline Harris Davila
House
Richard Hayes
House
Cole Hefner
House
Hillary Hickland
House
Adam Hinojosa
Republican • Senate
Janis Holt
House
Joan Huffman
Republican • Senate
Bryan Hughes
Republican • Senate
Lacey Hull
House
Todd Hunter
House
Helen Kerwin
House
Ken King
House
Stan Kitzman
House
Lois Kolkhorst
Republican • Senate
Marc LaHood
House
Jeff Leach
House
Terri Leo Wilson
House
Janie Lopez
House
AJ Louderback
House
John Lujan
House
Shelley Luther
House
Don McLaughlin
House
John McQueeney
House
Candy Noble
House
Angelia Orr
House
Tan Parker
Republican • Senate
Jared Patterson
House
Dennis Paul
House
Angela Paxton
Republican • Senate
Charles Perry
Republican • Senate
Katrina Pierson
House
Keresa Richardson
House
Alan Schoolcraft
House
Joanne Shofner
House
Shelby Slawson
House
Kevin Sparks
Republican • Senate
Valoree Swanson
House
Carl H. Tepper
House
Wes Virdell
House
Trey Wharton
House
Roll Call Votes
House vote • 9/3/2025
Record vote
Yes: 79 • No: 47
Senate vote • 8/27/2025
Record vote
Yes: 0 • No: 0
Senate vote • 8/27/2025
Record vote
Yes: 0 • No: 0
Senate vote • 8/27/2025
Record vote
Yes: 0 • No: 0
Senate vote • 8/27/2025
Record vote
Yes: 0 • No: 0
Senate vote • 8/27/2025
Record vote
Yes: 0 • No: 0
House vote • 8/26/2025
Record vote
Yes: 82 • No: 56
House vote • 8/26/2025
Record vote
Yes: 82 • No: 56
House vote • 8/26/2025
Record vote
Yes: 82 • No: 56
House vote • 8/26/2025
Record vote
Yes: 82 • No: 56
Actions Timeline
See remarks for effective date
9/17/2025HouseSigned by the Governor
9/17/2025HouseSent to the Governor
9/4/2025HouseSigned in the Senate
9/3/2025SenateSigned in the House
9/3/2025HouseHouse concurs in Senate amendment(s)-reported
9/3/2025SenateReported enrolled
9/3/2025HouseText of Senate Amendment(s)
9/3/2025HouseReason for vote recorded in Journal
9/3/2025HouseStatement(s) of vote recorded in Journal
9/3/2025HouseRecord vote (RV#157)
9/3/2025HouseHouse concurs in Senate amendment(s)
9/3/2025HousePoint of order withdrawn (Rule 8, Section 3; Article III, Section 40)
9/3/2025HouseSenate Amendments Analysis distributed
8/28/2025HouseSenate Amendments distributed
8/28/2025HouseSenate passage as amended reported
8/28/2025HouseRemarks ordered printed
8/27/2025SenateRecord vote
8/27/2025SenatePassed
8/27/2025SenateRead 3rd time
8/27/2025SenateRecord vote
8/27/2025SenateThree day rule suspended
8/27/2025SenateRecord vote
8/27/2025SenatePassed to 3rd reading as amended
8/27/2025SenateRecord vote
8/27/2025Senate
Bill Text
Engrossed
Enrolled
House Committee Report
Introduced
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