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Yes: 1,798 • No: 495
TexasHB 289th Legislature Regular SessionHouseWALLET
Relating to public education and public school finance.
Sponsored By: Diego M. Bernal, Brad Buckley, Creighton, Ryan Guillen
Signed by Governor
WINDHAM SCHOOL DISTRICTDisabilities, Persons withEducation--BilingualEducation--Primary & Secondary--AccountabilityEducation--Primary & Secondary--Admission & AttendanceEducation--Primary & Secondary--Charter SchoolsEducation--Primary & Secondary--CurriculumEducation--Primary & Secondary--FinanceEducation--Primary & Secondary--Other School PersonnelEducation--Primary & Secondary--SpecialEducation--Primary & Secondary--TeachersEducation--Primary & Secondary--VocationalElectronic Information SystemsGovernorLegislatureOccupational Regulation--Other Trades & ProfessionsSalaries & ExpensesState Finances--AppropriationsState Finances--Management & ControlTaxation--School DistrictACADEMIC PERFORMANCEAUTISM & PERVASIVE DEVELOPMENTAL DISORDERSBONDSDYSLEXIAFOUNDATION SCHOOL FUNDINTERNETLITERACYMEDIATION, DISPUTE RESOLUTION, & ARBITRATIONPRESCHOOL & PREKINDERGARTENREGIONAL EDUCATION SERVICE CENTERSSTAFF DEVELOPMENT & TRAININGBLIND & VISUALLY IMPAIRED, TEXAS SCHOOL FOR THECOMPTROLLER OF PUBLIC ACCOUNTSDEAF, TEXAS SCHOOL FOR THEEDUCATION AGENCY, TEXASEDUCATION, COMMISSIONER OFEDUCATION, STATE BOARD OFEDUCATOR CERTIFICATION, STATE BOARD FORFAMILY & PROTECTIVE SERVICES, DEPARTMENT OFHEALTH & HUMAN SERVICES COMMISSIONJUVENILE JUSTICE DEPARTMENT, TEXASLEGISLATIVE BUDGET BOARD
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118 provisions identified: 81 benefits, 15 costs, 22 mixed.
Age-based special education access for children
Texas must set special education eligibility rules that follow federal law. Children with covered vision, hearing, or deaf-blind impairments can qualify from birth through age 21. Children ages 3 through 9 can qualify for developmental delays defined by state rules. Other federally covered disabilities qualify from ages 3 through 21. For sensory and other covered disabilities, the disability must prevent adequate or safe public-school education without special education services.
Higher pay for experienced classroom teachers
Districts receive annual retention money for classroom teachers with at least three years of experience, including teachers working under contract. Districts with 5,000 or fewer students get $4,000 per teacher with three–four years and $8,000 with five or more. Larger districts get $2,500 and $5,000, but keep the smaller-district rates if they received them before. In 2025–2026, districts must raise covered salaries by at least these amounts; applicants for enhanced-system status can use performance-based increases. From 2026–2027 onward, districts generally must maintain those raises and use extra money only for teachers with at least three years.
Higher starting salaries for certified teachers
Districts must set higher minimum salaries for first-year classroom teachers with qualifying certificates than for those without them. The salary gap is at least $3,000 for a standard or intern with preservice experience certificate. It is at least $6,000 for an enhanced standard certificate. Stipends and other pay outside minimum salary do not count toward the gap.
More incentive funding for designated teachers
Districts receive annual teacher incentive funding: Master $12,000–$36,000; Exemplary $9,000–$25,000; Recognized $5,000–$15,000; Acknowledged or National Board certified $3,000–$9,000. High-needs and rural campus formulas use factors of $6,000, $4,000, $2,500, and $1,500, respectively, multiplied by campus student-point averages. At least 90% of each allotment must compensate teachers at the funded campus, with high-needs campuses prioritized. These district allotments are not guaranteed individual bonuses. Enhanced teacher incentive systems receive 10% more, must use the extra money to maintain that status, and must certify its use annually.
Paid training pathways for future teachers
The law creates school partnerships for traditional, residency, and alternative teacher preparation through state-qualified programs. Candidates gain supervised prekindergarten–grade 12 practice, moving from observation to co-teaching and lead teaching toward the pathway's certificate. Traditional and alternative candidates receive at least $3,000 for practice hours; each paired cooperating teacher receives at least $1,000. Those pathways also require additional candidate salary beyond the specified allotment amount, without stating a fixed extra payment here. Residency candidates receive at least $20,000 total salary, including $10,000 for practice hours and $10,000 more; cooperating teachers receive at least $2,000.
Earlier reading help for young students
The State Board of Education must add universal dyslexia-screening criteria to kindergarten and first-grade reading tools. Districts must promptly provide targeted reading help when two consecutive tests show agency-defined risk of missing foundational literacy goals. Qualified providers deliver district-supervised help until the risk ends or the child starts fourth grade. Parents can opt out of some or all intervention requirements by written request. Districts must also tell families of students identified with dyslexia or related disorders about Talking Book and other audiobook services.
Expanded services for sensory disability students
Texas must run a statewide education plan for children under 22 with vision, hearing, or deaf-blind disabilities. Eligible students are entitled to individual education plans describing evaluations, instruction, resources, and continuing services. Regional day school access for deaf or hard-of-hearing students extends from under 21 to under 22. Schools must assess communication abilities and use each deaf or hard-of-hearing student's preferred communication method during assessments and placement. For students who are also emergent bilingual, that method applies to all other procedures and materials.
Families get supplemental special education grants
Approved students receiving special education services can get parent-directed grants of up to $1,500, subject to available funding. Parents apply online and can buy supplemental learning materials or services, including tutoring and occupational, physical, or speech therapy. Services must come from agency-approved providers. When acceptable applications exceed funding, unfunded students go on a waitlist for the following school year. A waitlist place does not guarantee later funding.
Free college courses for qualifying graduates
Qualifying high school graduates can continue dual credit courses at no cost through P-TECH or R-PEP programs. They must meet the existing dual credit eligibility requirements and complete a course of study under the program's college agreement. Graduates also qualify for Foundation School Program support when they are at least 5 and under 21 on September 1. That funding eligibility applies even when they are not enrolled in the district providing the course.
Hospitalized students receive adjusted attendance funding
Covered districts may serve and count qualifying hospitalized students for the weekly hours appropriate to their condition. This applies when general education is appropriate but hospital confinement makes the student temporarily eligible for special education. The district's basic allotment is adjusted using the student's service-intensity tier and commissioner rules. The funding goes to the district, not directly to the family.
More cameras in special education settings
After an authorized written request, districts and charters must provide cameras in covered special education classrooms and settings. Coverage includes settings mainly serving students who average less than half their instructional day in general education. The camera rules also cover extended school year services. Parent requests cover settings their child regularly attends; staff requests cover settings where that staff member is assigned.
More career guidance and student testing
Districts must offer career education students dual-credit opportunities as much as possible, without a requirement that courses be free. Courses must fit the student's program and lead toward a degree, license, or certification. Each high school year, counselors must give students and parents college, workforce-training, and career information. This includes My Texas Future, credential costs and outcomes, and campus and district or charter graduate outcomes. Students can take one commissioner-approved, state-paid career-readiness test in spring of 11th grade or during 12th grade.
More graduation recognition for disabled students
Special education students can earn the distinguished achievement level or a transcript endorsement by completing the required curriculum. Courses can include modifications. The student's special education committee must find modified coursework sufficiently rigorous and record changes in the individualized education program. That committee also decides whether satisfactory end-of-course test performance is required.
More support duties for sensory disabilities
The Texas Education Agency's specified duties for children with visual impairments also cover children who are deaf or hard of hearing. Those duties also extend to children who are deaf-blind. The law does not set a new household payment amount.
More teaching paths for school aides
With school board approval, districts can issue teaching permits to uncertified candidates who hold a bachelor's degree. Another path covers district paraprofessionals who worked at least 180 days during the prior calendar year. They must be enrolled in a program leading toward a bachelor's degree. They must be on track to earn that degree and a probationary certificate within three years after receiving the permit.
New preparation routes for future teachers
Beginning September 1, 2025, the certification board must establish residency and two alternative teacher-preparation routes. Residency combines research-based recruitment and admission, coursework, observation, feedback, multiple assessments, and at least one full school year of classroom practice. For degree holders, one alternative route requires substantial classroom practice, which can include paraprofessional work; the other allows flexibility in showing certification skills. Residency and the preservice alternative route require live training unless the board approves an asynchronous exception. Traditional preparation leads to a standard certificate, while residency preparation leads to an enhanced standard certificate.
Paid mentors help new classroom teachers
Texas establishes partnership mentorship for classroom teachers with less than two years of teaching experience. Participating districts and charter schools must require annual mentor training. Mentor teachers receive stipends of at least $1,000 from the designated program funds. Money left after those stipends can pay for release time and additional mentor or strategic staffing training.
Pay raises for school support staff
Beginning September 1, 2025, districts receive $45 annually per student in adjusted average attendance for nonadministrative staff pay. Nonresident students in full-time virtual programs do not count. Districts must raise covered salaries in 2025–2026, maintain those raises afterward, and use extra money only for covered staff compensation. Covered jobs include counselors, nurses, aides, custodians, food service workers, and bus drivers; specified executives, principals, and centralized supervisors are excluded. The law does not set each employee's raise.
Safer behavioral support for disabled students
Schools must give parents written notice and keep records after every restraint of a student receiving special education. They must document time-outs prompted by behavior listed in the student's behavior improvement or intervention plan. State procedures must set risk-based crisis training; training with mostly overlapping content can be combined or substituted. Trained staff must support evaluations and significant behavioral needs, with specialized behavior training offered as needed or on the student's education-plan schedule. Districts can request state or regional help creating classrooms that support learning for students with disabilities.
School employees gain teacher training support
The Grow Your Own partnership program supports future teachers through approved districts and charter schools working with colleges or preparation programs. Schools can use program money for participant tuition and fees. Students receive supervised practice and transition support; employees receive degree-release time, on-the-job training, and instructional-support assignments. Employee participants must earn a bachelor's degree and enter an educator preparation program within three years. Participants generally cannot serve as teachers of record or carry sole instructional or supervisory responsibility, apart from limited allowed experience.
Special education grants reach prior applicants
For 2025–2026, the commissioner must award supplemental special education grants to eligible applicants who applied but were not accepted for 2024–2025. The law does not state the grant amount. A regional education service center chosen to run the program receives administrative funding capped at 4% of that school year's grant appropriation. That funding can pay only program administration costs.
Stronger instruction for visually impaired students
Students with visual impairments must receive skills instruction covering learning access, mobility, social interaction, careers, technology, independent living, recreation, self-determination, and sensory use. Eligibility evaluations must include orientation and mobility testing by a suitably certified specialist across varied settings and conditions. That specialist must join the evaluation team, and education plans must treat reading and writing proficiency as important progress measures. Plans must include braille unless the school planning committee documents that evaluation and current and future needs show it is inappropriate. Certified teachers must provide braille instruction, and districts must give plan developers information about braille's benefits.
Support grants for disability placement families
Families qualify when a student's education committee places the student in an approved residential program. Day placement also qualifies when the student is at risk of residential placement. Grants cover supports such as respite care, in-home help, and case management, but not services providing the student's public education. Districts must notify eligible parents and provide staff help; parents can request an account to seek payment for approved services. State rules must set grant amounts and a process to request more.
Teachers get stipends for completed academies
K–3 classroom teachers who complete a literacy academy are entitled to a district stipend. Classroom teachers who complete a mathematics academy are also entitled to a stipend. The commissioner sets the amounts, and literacy stipends for teachers above grade 3 are optional. Districts need not pay for attendance during contracted hours, through an educator preparation program, or without district direction or approval.
Tutoring grants help struggling young readers
Parents can get tutoring grants for eligible students through third grade who require reading interventions beginning in first grade. Grants also cover required accelerated instruction based on third-grade performance. Beginning September 1, 2026, each qualifying grant is $400, or more if lawmakers fund a higher amount. Students can receive one grant for each purpose unless lawmakers fund more; approved-provider tutoring must occur within one year. Districts and charter schools must notify eligible families using the Texas Education Agency's form and method.
Families gain stronger disability education oversight
The Texas Education Agency must maintain a statewide special education compliance system focused on student outcomes. It includes school resources, agency coordination, staffing strategies, regional support, district visits, and checks of required reports. Regional education service centers must maintain training and assistance for programs receiving the listed education allotments. The agency must also monitor compliance with approved dyslexia programs and federal disability law, and seek parent input during audits. It may recommend evidence-based dyslexia programs as a remedy.
Disability funding follows student service needs
District special education funding uses the basic allotment, any applicable district-size adjustment, and the student's highest qualifying service-intensity weight. The Legislature sets the weights, and the commissioner defines eight tiers, including residential placement and speech-only services. Tier design must consider service type and frequency, staff qualifications, staffing ratios, and needed equipment or technology. For 2026–27, a temporary calculation targets about $250 million more statewide than prior law. The temporary calculation rule expires September 1, 2027.
Extended-year disability programs lose funding cap
Beginning September 1, 2026, extended-year special education funding uses each student's highest qualifying service-intensity tier. Funding is prorated for the days the program operates. The law removes the former $10 million annual cap. Districts must use this money only for extended-year programs.
Extra statewide money for special education
For 2026–2027, Texas must set special education formulas to provide about $250 million more statewide than the prior formula. Both calculations use the 2026–2027 basic allotment. The commissioner can adjust amounts or weights to meet federal requirements for maintaining financial support. Money goes through districts and charter schools, not directly to households. These transition rules expire September 1, 2028.
More school funding for early grades
Beginning September 1, 2025, districts receive annual funding equal to 1% of the basic allotment per kindergarten-through-third-grade student in average daily attendance. They receive another 10% of the basic allotment for each eligible student in those grades. The added amount covers educationally disadvantaged students and emergent bilingual students participating in bilingual education or special language programs. The money goes to districts, not families.
Schools get operating and insurance aid
Districts receive $106 per enrolled student each year for listed operating costs, not direct household payments. Allowed costs include transportation, hiring retired teachers, employee health coverage and benefits, payroll taxes, specified retirement-system costs, utilities, and insurance. Districts and charter schools also receive insurance aid when their central office and most campuses are in a first-tier coastal county or a 2024-designated catastrophe area. Per student in adjusted average daily attendance, that aid equals 80% of the difference between area and statewide property-and-casualty insurance costs per student. The insurance calculation uses 2023–2024 figures unless an appropriation specifies another school year.
Schools get special education evaluation funding
Beginning September 1, 2025, districts receive $1,000 for each qualifying full individual and initial special education evaluation. An appropriation can provide a higher amount. Beginning that date, the commissioner can also offer grants to buy required special education monitoring cameras or reimburse past purchases. Camera grants depend on Foundation School Program appropriations exceeding district entitlements; no grant amount is guaranteed. Both types of funding go to schools, not families.
Schools receive targeted reading intervention funding
Beginning September 1, 2025, districts receive $250 yearly per eligible student receiving required reading interventions, or more by appropriation. Students funded under Section 48.103 are excluded, and funded students cannot exceed 10% of kindergarten-through-third-grade enrollment. Districts and charter schools outside the Section 48.0051 additional-days funding program also receive added attendance funding for reading interventions. They must meet minimum operating and instructional-time requirements and offer up to 30 extra intervention half-days. The added attendance calculation equals 50% of eligible attendance across those half-days, divided by 175.
State aid backs school salary increases
Beginning September 1, 2025, districts covered by Section 19.007 receive added state aid needed for salary increases required by Section 48.157. For 2025–2026 and 2026–2027, districts also receive any positive difference between their retention allotments and their school-funding increase compared with September 1, 2024, law. That retention-aid provision expires September 1, 2028. Districts leaving Section 48.257(a)'s funding rule after a Section 48.257(b) adjustment qualify for another capped payment beginning September 1, 2025. It equals the smaller of their Section 48.158 allotment or the specified positive entitlement gap after subtracting available school fund distributions and tier-one operating-tax collections.
New preschool access and tuition limits
Children age three or older qualify for available district prekindergarten classes when their parent teaches in that district's public schools. Districts face separate limits on tuition-based prekindergarten. A designated intermediary must first find that no available qualified private provider can serve the students. Tuition cannot exceed the program's added costs, including specified data costs.
Placement safeguards for special education students
Texas must ensure special education students learn in the least restrictive setting appropriate for their educational needs, including residential placements. The commissioner sets minimum standards and maintains an approved list of residential and day placement providers. Contracts need approval after review of staff qualifications, costs, facilities, equipment, and curriculum. Districts, shared-service groups, and regional education centers must apply for approval before using an unlisted program.
Stricter teacher rules and parent notices
Beginning September 1, 2025, teachers of record for foundation courses generally need an appropriate certificate or permit. District innovation plans cannot bypass this rule or required parent notices. The commissioner can approve delays with plans for compliance before 2029–2030; that delay authority ends September 1, 2030. A temporary exception covers districts with qualifying 2026–2027 innovation plans, but excludes reading language arts or mathematics above grade five. That exception ends September 1, 2027.
Supervised training and limits for future teachers
Participating schools must partner in writing with an approved teacher preparation program and provide training in each candidate's certification subject and grade. Candidates must work with willing, trained classroom coaches who have at least three full teaching years and superior student-improvement records. Candidates cannot be teachers of record or take primary or sole instructional or supervision responsibility, except for limited training experience. That exception cannot exceed the time the teacher of record has responsibility for the same students. Schools must provide trained mentors during graduates' first two teaching years, use partnership funds only for the program, and report required information.
Teacher incentive systems add pay conditions
Each year, the commissioner names districts and charter schools meeting enhanced teacher incentive system criteria. They must have local teacher designations, performance-based principal evaluations and pay, and designation access for substantially all classroom teachers. Teacher salary schedules must be performance-based and generally cannot include across-the-board raises, except adjustments for significant inflation. Systems must also plan to place highly effective teachers at high-needs campuses. The agency must offer available-fund grants to expand designations and regional leadership, plus requested technical help on evaluations, assessments, communication, and models for special education and bilingual teachers.
Teachers gain stronger classroom removal powers
Teachers can remove students for repeated interference with learning, unruly or abusive behavior, or bullying. A single incident can support removal, subject to statutory limits. Principals generally need the teacher's written consent to return the student. If a placement committee finds that class the best or only option, a conference must occur by the third class day. Return then requires written consent or a plan made before or at that conference, discussed there, and created by non-classroom staff; the commissioner must provide a model.
Resource campuses expand with staffing requirements
Resource-campus eligibility drops from four qualifying rating years to three within 10 years, including D, F, and specified Not Rated ratings. Beginning September 1, 2028, the law provides a separate pathway using a three-year Not Rated threshold. Applicants and designated campuses must be in districts with approved local teacher designation systems. Foundation-subject teachers need two years' experience, and at least 50% of teachers must hold current local designations. Campuses also need one counselor per 300 students and a licensed professional for students' and staff's social and emotional needs.
Early education funds target younger students
Beginning September 1, 2025, districts must use early education funds for teacher academies, prekindergarten, and reading and math programs through grade 3. Targeted funds go first to districts operating qualifying full-day prekindergarten programs. That first distribution uses one-half of each participating student's average daily attendance. Remaining money is shared in proportion to districts' funding entitlements.
New special education funding and reporting
Beginning September 1, 2026, districts receive special education funding based on at least four state-defined service groups. Lawmakers set the amounts, and at least 55% must support special education programs. The state also redirects a budget-set amount to programs under Section 29.014, proportionately reducing district allotments. Districts must provide those programs only when they receive this distribution and have other available program funds. Districts and charter schools must report special education data for oversight and funding; added transition reporting and state technical help run from September 1, 2026, until September 1, 2028.
Tax-linked funding formula for school districts
The district basic allotment starts with $6,160 plus the guaranteed yield increment adjustment per eligible student in average daily attendance. The district receives the lesser of that amount or that amount multiplied by its tier-one operating tax rate divided by the maximum compressed rate. This means a district's tax rate can reduce its formula amount. The calculation excludes attendance covered by specified career education or special education funding rules, including special education outside general classrooms. This is school funding, not a household payment.
Career teachers get certification cost help
Teachers who pass a career and technology education certification exam are entitled to a subsidy, limited to two per teacher. Eligible costs include the exam, fingerprinting, and criminal-history review. The district pays first, then may apply to the Texas Education Agency for repayment after commissioner approval.
Easier bilingual test retakes for teachers
The educator certification board must propose rules letting covered applicants retake only failed bilingual proficiency test sections. The rules must also allow applicants to show language skills through fewer test components. This includes removing a lesson-plan component when the applicant failed a domain requiring it.
Families get clearer special education planning
When a general education teacher must join a child's planning committee, districts must choose an implementing teacher when practicable. Parents whose primary language is Spanish must receive a written or audio Spanish copy of their child's education plan. Districts must make a good faith translation effort for other primary languages. Texas must run a program using independent facilitators to help prevent disputes or guide special education committee meetings. Federal funding requires the commissioner's finding that enough money is available, and facilitation follows state education agency rules.
Families get residential school placement information
State agencies must develop materials explaining educational residential placement options for children who may qualify for state supported living centers. Districts must give parents these materials at special education planning meetings where residential placement is discussed. The information requirement does not guarantee a placement or provide a payment.
Longer protection for teacher certification designations
Districts and charter schools can give classroom teachers listed designations, including the acknowledged category. Designations rely on single-year or multiyear appraisals meeting state requirements. A nationally board certified teacher must hold National Board certification. That designation remains valid for five years, even if the state certification board later revokes its authorization.
Lower certification costs for some teachers
The state educator certification board must waive application fees for special education, bilingual education, and areas named in the state budget. For these applicants, it must also waive its exam fee and pay the vendor’s fee for the first exam attempt. The law does not state the fee amounts.
Military training students gain pathway information
Qualifying Junior Reserve Officers' Training Corps coursework counts as career and technology education. Districts and charter schools must notify enrolled students' families about available early-registration and scholarship programs for military-related training students. Notice is required during high school registration and annually. Parents can choose whether specified student information is shared with public colleges to learn about these opportunities; no scholarship is guaranteed.
Parents get notice of classroom removals
When a student is removed from class under the law's classroom-removal rules, school staff must notify the parent or guardian. A teacher, campus behavior coordinator, or another appropriate administrator can provide the notice.
School employees get complaint and threat notices
Districts must tell teachers and other employees when someone files a complaint against them. Employees must have enough opportunity to submit a written response for the record. Campus administrators or threat assessment teams must immediately notify teaching staff who may be directly affected by a campus threat. Notice must come as soon as safe and practical, and describe the threat and relevant safety details.
School staff raises count toward retirement
Beginning September 1, 2025, qualifying school staff pay increases count as salary and wages for retirement-system purposes. The employer must fund the increase through the teacher incentive, teacher retention, or support staff retention allotment. The law does not set an employee's resulting retirement benefit.
Supplemental education participants gain choice protections
State and local officials cannot treat parent-directed supplemental education participants, providers, or vendors as state agents. Officials cannot restrict protected educational or religious choices or require actions against religious or institutional values. Rules must be limited to enforcing program requirements. Funding cannot depend on changes to the protected policies, practices, or educational content.
Teachers can save leave during childbirth
Districts must let classroom teachers preserve paid personal leave during qualifying unpaid Family and Medical Leave Act leave. The unpaid absence must be for pregnancy, birth, or adoption of a child. Teachers can choose not to use paid personal leave at the same time.
Teachers gain pay and resignation protections
Districts cannot vary salaries solely by certification pathway for classroom teachers with at least five years of teaching experience. Other pay factors remain allowed. Certification officials cannot sanction covered contract teachers for qualifying late departures without required consent or notice. This covers departures after the deadline 45 days before the next school year's first instructional day. The violation must result from serious illness, a spouse's or live-in partner's job relocation, major family needs requiring relocation or leaving work, or a reasonable belief that administrators gave written permission to resign.
Teachers get rights help and insurance
Using available funds, the Texas Education Agency must arrange third-party rights assistance and liability insurance for covered classroom teachers. Teachers qualify through probationary, continuing, or term contracts. Insurance covers third-party claims alleging conduct during teaching duties, and districts cannot block access. The provider cannot use contract funds for the specified prohibited conduct or public-school political activity or advocacy.
Charter bond decisions require public meetings
Open-enrollment charter school governing boards must follow state open-meeting rules when considering whether to issue bonds. This adds public-meeting requirements to that decision process. It does not itself approve bonds or set a household payment.
Counselors get college outcome data training
State education agencies must make online training available to school counselors every year. Training covers statewide trends in students' outcomes after high school. It also shows counselors how to find outcome data for their campus and district or charter school.
Lower-cost reading tools for school districts
Texas must approve reading-intervention products supported by evidence that they help students master foundational literacy skills. When funds are appropriated, at least one approved product must be available to districts at no or reduced cost. The law does not provide a direct family payment or set a funding amount.
Protections for supplemental education service providers
Receiving Texas supplemental education program money alone does not make a service provider or materials vendor a federal financial-assistance recipient. When a program rule is challenged, the state agency or officer must defend it with clear and convincing evidence. They must prove the rule is necessary, respects program autonomy protections, imposes no undue burden, and uses the least restrictive approach. These rules do not change student grant amounts or eligibility.
Public reviews of special education outcomes
District and charter school boards must publicly discuss special education student outcomes at least once a year. The Texas Education Agency sets the measures used. Those measures include readiness for college, careers, or military service.
Schools receive more safety funding
School safety funding rises from $10 to $20 per student in average daily attendance. Districts also receive $1 more per student for each $50 their maximum basic allotment exceeds the law's reference amount. The safety allotment includes $33,540 per campus, excluding fully virtual and outside-facility campuses. Schools can spend the money on security equipment, contracted security, training, emergency systems, counselors, behavioral health, and related prevention or response needs.
Schools track deaf students' service results
Districts serving deaf or hard-of-hearing students must continually review service quality using state indicators and submit their reviews. They must regularly assess language development for each deaf or hard-of-hearing child age eight or younger using an approved tool. The commissioner sets reporting rules, publishes an annual report, and uses the data in grant decisions. Separately, the commissioner must create a system to distribute supplemental funding for students with visual impairments to districts or regional centers.
State approval required for tutoring providers
The Texas Education Agency must approve high-impact tutoring providers for accelerated or supplemental instruction using the statutory tutoring requirements. Districts can use outcomes-based contracts only with approved providers. The agency can also approve a tool to collect, manage, and analyze student results at scale. This framework does not guarantee tutoring for any student.
State help for hiring and keeping teachers
The Texas Education Agency provides districts and charter schools training and technical help on teacher pay, staffing, scheduling, and retention. The help also covers mentoring, leadership, future-teacher recruitment, and student behavior strategies. Grants fund implementation of these teacher initiatives using appropriated or otherwise available money; no grant amount is set. The agency collects teaching vacancy data, including job type, grade, subject, and how long jobs remain open.
Teacher programs get training and oversight
The commissioner must provide research-based preparation materials and faculty training that help teacher candidates learn and demonstrate required skills. Beginning September 1, 2025, participating partnership preservice programs must use applicable state materials and training, including relevant literacy and math academies. Appropriately trained instructors holding the agency's related certification must deliver that instruction. The certification board can review program curricula before or after approval or renewal, including whether later curriculum changes were added. The education agency must also maintain a program helping preparation programs carry out the educator partnership requirements.
Teacher residency programs get temporary flexibility
Educator preparation programs in the residency partnership program temporarily do not have to include one specified instruction requirement. The exemption lasts until the State Board for Educator Certification's implementing rules take effect. The exemption expires September 1, 2028.
Teachers get reading and math training
The commissioner must develop and offer reading and mathematics intervention academies for teachers and other professionals. These academies serve professionals helping students who need targeted instruction in basic reading or math skills. They add to the existing literacy and mathematics achievement academies.
Approved schools get dual language funding
The education agency can approve district funding for qualifying alternative one-way or two-way dual language immersion programs. Annual funding equals 15% of the basic allotment per emergent bilingual student in average daily attendance. Other participating students generate 5% each. Total funding is capped at $10 million per biennium. District approvals should represent a cross-section of Texas where possible.
Charter schools gain facility funding support
An amount used in the charter school facility funding calculation rises from $125 to $300. Annual funding still depends on student attendance and the lower of two formula results. Those results use the statewide average debt tax rate and guaranteed funding level, or 6% of the maximum basic allotment. Existing statutory limits still apply; the change is not a flat $300 payment to each student or family.
District funding supports future teacher partnerships
Districts receive annual partnership funding per participant: $10,000 for traditional or alternative candidates, $24,000 for residency candidates, and $8,000 for participating employees. Added funding equals $2,000, $3,000, or $1,000, respectively, times the district's high-needs-and-rural factor. That factor is the applicable average student point value capped at 4.0; eligible bilingual or special education candidates generate another $2,000. Districts also receive $3,000 per mentored teacher. Unless appropriations raise the limits, 40-person limits govern residency, employee, and mentorship funding, while traditional and alternative candidates share an 80-person limit. Residency candidates above 40 can generate the traditional allotment, subject to that 80-person limit; these are district payments, not guaranteed personal stipends.
Districts earn more for disability graduates
Beginning September 1, 2025, districts receive a $4,000 outcomes bonus for each qualifying special education graduate, up from $2,000. Graduates must show college, career, or military readiness beyond the minimum number set for the district's graduating group. The bonus applies regardless of whether the graduate is educationally disadvantaged. It goes to the district, not the graduate or family.
Districts gain higher tax effort funding
The law raises the guaranteed funding calculation for districts' first eight cents of operating tax effort above the tier-one rate. It uses 0.02084 times the year's applicable maximum basic allotment, replacing 0.016 times $6,160. Tax effort beyond those eight cents continues to use 0.008 times the applicable maximum basic allotment. This changes school funding support, not a direct household tax credit.
Extra aid offsets district tax compression
Districts that received the specified Section 48.257(b) adjustment for 2022–2023 qualify for added aid when a revenue gap exists. Eligibility uses that subsection as it existed September 1, 2024. The gap compares current state and local revenue with revenue without the specified maximum-compressed-tax-rate reduction. State aid equals the positive difference; no payment is due when that difference is zero or negative.
Funding to expand student day placements
Beginning September 1, 2025, qualifying day placement programs or cooperatives receive $250,000 in their first operating year. Later years receive $100,000, plus $150,000 when at least three students enroll. Programs must follow state rules and receive a state designation showing they increase county service availability. They must serve students from any county district or charter school unless the commissioner changes or waives that requirement. Only one program per county can be designated each year, and no more than 20 receive annual funding.
Grants support rural student pathway partnerships
The commissioner can fund rural pathway partnerships for two years, using appropriated, federal, or other available money. Grants support planning, development, startup, or expansion, with total awards capped at $5 million per school year. A coordinating entity needs an approved performance agreement or, during planning, an agreement to enter one. A participating district can receive the grant as fiscal agent when the funding source cannot pay the coordinating entity.
Higher funding for qualifying small districts
The law raises funding formula factors for qualifying small and midsized districts. For districts below 1,600 students in average daily attendance, the factor rises from 0.0004 to 0.00046. The alternative factor for qualifying K–12 districts below 5,000 rises from 0.000025 to 0.00003. For qualifying county-only districts below 300, it rises from 0.00047 to 0.0005. Each district's payment depends on its attendance and the applicable program or county-location requirements.
More district support for disability services
District funding for federally required extended-year special education programs rises to the full basic allotment from 75% or less. These programs serve students at risk of losing skills. Beginning September 1, 2025, eligible special education transportation receives the existing state mileage rate plus $0.13 per mile, or more if appropriated. Districts required to reduce local revenue also receive matching reductions in their cost-share obligations for the state blind and deaf schools. These changes fund education providers, not direct payments to families.
More funding for school career pathways
The annual cap for regional pathway allotments and outcomes bonuses rises from $5 million to $20 million. If claims exceed that ceiling, priority goes first to qualifying multidistrict agreements signed before May 1, 2023. Qualifying higher-education coordinating partnerships follow, then awards are ranked by the share of educationally disadvantaged students. Districts first reaching 1,600 students can receive covered funding for up to 110% of the prior year's qualifying student count. Districts also receive $150 per qualifying attendance-count student at a P-TECH campus or completing P-TECH or R-PEP coursework, including across districts.
More funding for sensory disability services
Beginning September 1, 2025, regional day school programs for deaf students receive $6,925 per student each school year. Appropriations can provide more, and Texas must adjust funding to reach at least $35 million statewide each school year. Texas also distributes a supplemental allowance for each student with a visual impairment. That allowance pays only for disability-specific special education services and cannot replace other education money. These payments go to education providers, not families.
More students qualify for dyslexia funding
Beginning September 1, 2026, dyslexia funding covers more students with dyslexia or a related disorder. Students qualify through eligible individualized education services, Section 504 accommodations, or condition-related classroom or testing accommodations without either plan. Districts can also use the allotment for private supplemental services recommended in a student's program or plan without the former 20% limit. Students cannot miss school to receive those services. The law does not state a new allotment amount.
Prekindergarten partners get minimum funding share
Private prekindergarten providers partnering with districts or charter schools must receive at least 85% of public funding per enrolled student. The commissioner can waive this minimum on request through the statutory waiver process. This directs money to providers, not directly to families.
Schools gain bilingual program spending options
Districts can use bilingual education allocations for listed costs such as staff training, supplemental staff expenses, and teacher salaries. Allowed costs also include the added expense of smaller classes. At least 55% of the allocation must still support bilingual education or special language programs.
Schools gain flexibility supporting career pathways
Districts already participating in the Rural Pathway Excellence Partnership can remain, regardless of current average daily attendance. Districts may use existing funding to advise graduates during their first two years toward public college credentials or vocational training. They may also fund education for district-enrolled graduates in dual-credit programs, including rural pathways and technology-focused early college programs. Qualifying Junior Reserve Officers' Training Corps courses count as career and technology education for applicable funding. Courses must earn high school credit, and the state must approve the program of study, which may prepare students for military careers.
Schools get help planning extra days
The Texas Education Agency must provide grants and technical help for districts and charter schools planning additional school days. The help supports school calendars and operating changes needed to qualify for additional-days incentive funding. The agency must prioritize applicants seeking to maximize that funding. The law sets no grant amount.
Schools get more extended instruction funding
Districts and charter schools receive funding for up to 30 additional half-days of qualifying instruction. The funding formula divides eligible attendance by 175 instead of 180. Schools providing at least 200 full instructional days to the covered students receive a 50% increase in the calculated amount. This supports school programs rather than direct household payments.
Schools get temporary funding formula adjustment
The guaranteed-yield increment adjustment in school funding is $55 for each fiscal year of the biennium beginning September 1, 2025. This fixed amount expires September 1, 2027. The agency otherwise determines each biennium's adjustment by October 1 of each even-numbered year. Its calculation compares estimated state costs at the 96th-percentile district wealth level with costs at the specified guaranteed level.
Schools receive payments for teacher preparation
Districts receive $10,000 per qualifying partnership residency candidate who completes the program, earns an enhanced standard certificate, and works there one year. For alternative partnership candidates, districts receive $2,500 upon holding an intern-with-preservice-experience certificate, plus $2,500 after program completion and standard certification. Districts must also pay preparation programs $1,000 per qualifying literacy academy completion and $500 per qualifying mathematics academy completion. Those teachers must be enrolled in the preparation program, hold that intern certificate, and complete the academy while employed by the district. Academy payments use appropriated or otherwise available money, and the agency can set different amounts; these payments are not direct teacher checks.
Teacher programs get academy completion funding
Beginning September 1, 2026, qualifying teacher preparation programs receive annual funding for candidates completing approved reading or mathematics academies. The program must participate in an eligible partnership preservice pathway. Funding is $1,000 per literacy academy completion and $500 per mathematics academy completion. Lawmakers can fund higher rates for a school year; this money goes to programs, not directly to candidates.
Narrower state authority over disability plans
The education commissioner can require extra individual education-plan information or requirements for students with autism. This authority no longer covers students with other pervasive developmental disorders. The change does not itself remove a specified service.
Nationally certified teachers face state review
By September 1, 2026, districts and charters must relabel qualifying teachers' recognized designations as nationally board certified teacher designations. This applies to teachers whose recognized designation rested on National Board Certification before the article took effect. The certification board must review and reauthorize or revoke the designation by December 31, 2026. Without reauthorization, state authorization is revoked; review covers state teaching requirements, phonics, and instructional-material standards. The review provision ends September 1, 2027.
No appeals of supplemental program decisions
The commissioner’s decisions under the supplemental education program are final and cannot be appealed. This removes an appeal route for affected families and providers. It does not itself change grant amounts or eligibility.
School employees get shorter vacancy notice
Districts must post covered certified or licensed job openings at least five school days before filling them, down from 10. Current employees must have a reasonable chance to apply during that period. Jobs the school board identifies as affecting student safety or security are exempt. For teacher vacancies needing faster filling during the school year, districts must give notice as soon as possible. They need not wait five days or offer the application opportunity.
Teacher candidates need more classroom practice
Beginning September 1, 2025, the certification board must propose substantial classroom-practice requirements for the covered traditional teacher-preparation route. This route combines an undergraduate or master's degree with teaching certification. Training must be live, with participants attending at the same time. Programs can include self-paced components only after applying for board approval.
Teachers face revised reading training requirements
Required literacy academy content now varies by teachers' grades and subjects. K–3 reading training covers systematic instruction and struggling readers; grades 4–5 cover comprehension, inferential and critical thinking, and struggling readers. Grades 6–8 reading training covers longer words, vocabulary, comprehension, adapting lessons, and student engagement. Grades 6–8 math, science, and social studies teachers receive training on including reading instruction in their subjects.
Schools face updated reading assessment rules
Districts must assess kindergarten reading readiness by the 60th day after the school year begins. The commissioner adopts a research-based tool, may approve up to two alternatives, and sets readiness standards with comparable results across tools. Open-enrollment charter schools must follow applicable math and reading assessment rules and reading intervention requirements. The law also repeals specified education and reading provisions whose full effects are not explained in the supplied text.
Some disability service oversight duties end
The state agreement with the Texas School for the Deaf no longer needs accreditation assignment, annual reevaluation, or monitoring-review procedures. The Texas Education Agency also loses specified duties to evaluate district visual-impairment services and approve or deny their state funding. Removing that approval process does not itself end the funding. The law repeals additional listed education provisions whose remaining effects are not explained in the supplied text.
Teacher preparation programs face tighter oversight
The certification board must propose approval and renewal standards for teacher-preparation programs, routes, and certification fields. Programs must follow specified school-district rules for certification coursework, instructional personnel, private funds, and student discipline. These rules do not limit teaching essential knowledge and skills; additional statutory requirements apply when relevant. Renewal reviews must occur at least every five years, and the board can require annual reviews. The board must consider quality indicators and observations of program practices when designing reviews.
Charter facility money cannot fund executives
Charter holders cannot use this facility-related allotment to pay their superintendent or chief executive educational leader. The ban covers salaries, bonuses, stipends, and other compensation. Allowed uses include instructional-facility leases, property taxes, specified debt or purchases, and facility acquisition, sale, or upkeep.
Charter schools face tighter funding conditions
Charter schools lose eligibility for a specified allotment after repeated unacceptable academic ratings, below-satisfactory financial ratings, or a combination across two prior years. The restriction excludes schools' first two operating years and programs at day treatment facilities, residential treatment facilities, psychiatric hospitals, or medical hospitals. To receive the allotment, governing bodies must also send an annual written certification to the Texas Education Agency. It must confirm that covered school and charter-holder personnel, board members, and relatives do not financially benefit from real estate deals with the school.
District funding counts exclude virtual nonresidents
Small and mid-sized district funding counts exclude students who live outside the district and attend full-time virtual programs. For districts not required to reduce local revenue under Section 48.257, tax-revenue calculations include county-wide equalization tax receipts. The commissioner must update funding estimates using enrollment estimates and each six-week attendance report. Beginning September 1, 2025, the law also repeals Education Code Sections 48.104(j-1), (k), (l), (m), (n), and (o). The supplied description does not establish the funding effect of those repeals or directly change household tax bills.
Districts face reading grant funding deductions
Beginning in 2030–2031, districts lose state funding for some students who fail the third-grade reading assessment after using tutoring grants. The student must have attended that district from kindergarten through third grade. The deduction equals the grant money received, or half that amount for a student eligible for special education. Families and students do not have to repay the grant.
Schools face safety equipment bidding rules
The Texas Education Agency can require designated safety technology to come only from approved vendors. The agency or Texas School Safety Center must publish the vendor directory. Districts using safety allotment money for technology or equipment outside that directory must seek bids from at least three vendors.
School tax voter-approval threshold calculation changes
Beginning September 1, 2025, the law changes the school tax-rate threshold used to determine when voter approval is required. The formula adds the current maximum compressed rate, an enrichment rate, and the current debt rate. The enrichment part is the greater of last year’s enrichment rate or $0.05 per $100 of taxable value. The law repeals the required enrichment-rate reduction and removes that subtraction from the formula. This can raise the threshold, but does not require districts to raise taxes.
Clearer payroll rules for school employees
School district employees can pay eligible professional membership dues or teacher-service organization fees through payroll deductions. Joining an organization is not required. For unpaid leave, districts must calculate daily pay as annual salary divided by expected workdays that school year. That salary-reduction formula applies to classroom teachers, full-time counselors, and full-time librarians.
Early-grade tests with parent opt-out requests
Texas requires research-based reading and math tests for kindergarten through grade 3, with results shared publicly and with families. State-approved tests must cover foundational skills and support testing at the year's beginning, middle, and end; the commissioner sets schedules. The state must update its approved list at least every four years and create an adaptive vocabulary assessment pilot. Districts can honor parents' written opt-out requests but cannot encourage them. Before the state adopts its list, districts can use compliant board-selected tests; that temporary authority expires September 1, 2029.
New rules for special education representatives
The commissioner must set rules for representatives who oppose a school district in special education matters. The rules must bar former district employees from representing someone against that district when the district objects. Representatives must know special education laws and dispute-resolution options. Paid representatives in impartial due process hearings must agree to a voluntary ethics code and sign a written client agreement. That agreement must include a process for resolving disputes with the client.
Reading help brings duties and protections
Students assigned reading intervention must attend unless they have a statutory school-attendance exemption. Schools cannot remove them from grade-level lessons, enrichment, recess, or physical activity because they receive reading help. Removal remains allowed when the same rule applies to classmates in the same grade who do not receive interventions. Parents must get reading-test results in writing or electronically by the earlier of 20 school days or 30 calendar days after results become available. Superintendents must also report results to the commissioner and to the district board at a public meeting.
Special education grants have repeat limits
Students can receive one parent-directed supplemental special education grant. Another grant requires the Legislature to provide money in the General Appropriations Act. At planning meetings for approved students, committees must explain available services and learning materials from agency-approved providers. Parents must also receive instructions for accessing the student's account.
Community review before new preschool facilities
Before building, repurposing, or leasing facilities for required prekindergarten, districts and charter schools must consider qualified community-provider proposals. This also applies before issuing bonds for construction or repurposing. A designated reviewer must determine that those providers cannot serve the planned students before the facility action proceeds. Texas must designate at least four reviewers and develop partnership guidelines.
Education and retirement rules are repealed
The law repeals Education Code Section 21.051(a), Subchapter Q of Chapter 21, and Government Code Section 825.4092(f). Beginning September 1, 2026, it also repeals Education Code Section 48.114, a school finance provision. The supplied text does not explain what these rules covered, so effects on pay, benefits, or school funding are unclear.
Partnered preschool programs follow different rules
District and charter prekindergarten sites partnered with private entities follow municipal rules for private programs, not district- or charter-operated programs. Early childhood providers seeking certification must meet common criteria, regardless of program type or funding source. The early childhood system must also support required reports and notices. Teachers in district-contracted prekindergarten programs need the required certification or qualified supervision, including appropriate credentials for teaching emergent bilingual students. Those teacher-standard provisions expire September 1, 2029.
Required math training for early-grade educators
Districts and charter schools must ensure kindergarten through grade 3 math teachers attend a mathematics achievement academy by 2030–2031. Principals, assistant principals, math coaches, and math interventionists at campuses serving those grades must also attend. Staff first assigned to covered grades or campuses in 2030–2031 or later must attend by their first year's end. The training supports early-grade math instruction.
Disability funding gains support with conditions
Beginning September 1, 2026, specified funds left after replacing withheld federal funds must proportionately increase two special education allotments. Districts may also seek grants when they lack enough money for one student's services or all students with disabilities. To establish a shortfall, districts must count both specified state special education allotments and federal funds. No amount of remaining funds or grant money is stated.
Teacher partnerships face funding and performance rules
The commissioner must set partnership standards and review results; entities missing a performance goal must be barred for up to five years. Colleges must spend at least 85% of covered funding on the preparation program receiving it. Initial district payments are capped at $4,000, $12,000, and $4,000 per candidate under Sections 21.903, 21.904, and 21.905, respectively. Further payments require program completion by agency deadlines; Section 21.905 candidates also need an intern with preservice experience certificate. For a covered district employee, the agency can pay 50% of the district's allotment upon timely bachelor's degree completion.
Temporary school funding corrections need approval
Until the authority expires September 1, 2027, the commissioner can correct unexpected district funding losses, gains, or other formula results. Corrections must be necessary to implement the specified school-finance or school-tax changes. The commissioner can also change related maintenance-and-operations tax-rate adoption and election dates. Before an adjustment, the Legislative Budget Board and governor's office must approve it. The commissioner must explain the changes to the legislature.
Sponsors & Cosponsors
Sponsors
Diego M. Bernal
House
Brad Buckley
House
Creighton
Affiliation unavailable
Ryan Guillen
House
Cosponsors
Carol Alvarado
Democratic • Senate
Jeff Barry
House
Cecil Bell Jr.
House
Keith Bell
House
Paul Bettencourt
Republican • Senate
Salman Bhojani
House
Brian Birdwell
Republican • Senate
César Blanco
Democratic • Senate
Greg Bonnen
House
Benjamin Bumgarner
House
Angie Chen Button
House
Donna Campbell
Republican • Senate
Giovanni Capriglione
House
David Cook
House
Tom Craddick
House
Charles Cunningham
House
Pat Curry
House
Drew Darby
House
Mano DeAyala
House
Jay Dean
House
Mark Dorazio
House
Paul Dyson
House
Caroline Fairly
House
Pete Flores
Republican • Senate
James Frank
House
Gary Gates
House
Stan Gerdes
House
Jessica González
House
Brent Hagenbuch
Republican • Senate
Bob Hall
Republican • Senate
Hancock
Affiliation unavailable
Cody Harris
House
Caroline Harris Davila
House
Richard Hayes
House
Cole Hefner
House
Hillary Hickland
House
Adam Hinojosa
Republican • Senate
Juan "Chuy" Hinojosa
Democratic • Senate
Janis Holt
House
Joan Huffman
Republican • Senate
Lacey Hull
House
Todd Hunter
House
Carrie Isaac
House
Helen Kerwin
House
Ken King
House
Stan Kitzman
House
Marc LaHood
House
Suleman Lalani
House
Stan Lambert
House
Brooks Landgraf
House
Jeff Leach
House
Terri Leo Wilson
House
Janie Lopez
House
AJ Louderback
House
J. M. Lozano
House
John Lujan
House
Shelley Luther
House
Don McLaughlin
House
John McQueeney
House
José Menéndez
Democratic • Senate
Will Metcalf
House
Morgan Meyer
House
Borris L. Miles
Democratic • Senate
Eddie Morales
House
Candy Noble
House
Tom Oliverson
House
Angelia Orr
House
Tan Parker
Republican • Senate
Jared Patterson
House
Dennis Paul
House
Angela Paxton
Republican • Senate
Vincent Perez
House
Katrina Pierson
House
Richard Peña Raymond
House
Ron Reynolds
House
Keresa Richardson
House
Ana-María Rodríguez Ramos
House
Matt Shaheen
House
Joanne Shofner
House
Shelby Slawson
House
John T. Smithee
House
Kevin Sparks
Republican • Senate
David Spiller
House
Valoree Swanson
House
Carl H. Tepper
House
Steve Toth
House
Ellen Troxclair
House
Cody Vasut
House
Denise Villalobos
House
Wes Virdell
House
Royce West
Democratic • Senate
Trey Wharton
House
Terry M. Wilson
House
Judith Zaffirini
Democratic • Senate
Roll Call Votes
House vote • 5/29/2025
Record vote
Yes: 122 • No: 13
Senate vote • 5/23/2025
Record vote
Yes: 0 • No: 0
Senate vote • 5/23/2025
Record vote
Yes: 0 • No: 0
House vote • 4/17/2025
Record vote
Yes: 142 • No: 5
House vote • 4/16/2025
Record vote
Yes: 89 • No: 52
House vote • 4/16/2025
Record vote
Yes: 25 • No: 121
House vote • 4/16/2025
Record vote
Yes: 88 • No: 58
House vote • 4/16/2025
Record vote
Yes: 87 • No: 59
House vote • 4/16/2025
Record vote
Yes: 79 • No: 63
House vote • 4/16/2025
Record vote
Yes: 85 • No: 54
House vote • 4/16/2025
Record vote
Yes: 145 • No: 0
House vote • 4/16/2025
Record vote
Yes: 144 • No: 0
House vote • 4/16/2025
Record vote
Yes: 124 • No: 16
House vote • 4/16/2025
Record vote
Yes: 0 • No: 0
House vote • 4/16/2025
Record vote
Yes: 140 • No: 0
House vote • 4/16/2025
Record vote
Yes: 132 • No: 14
House vote • 4/16/2025
Record vote
Yes: 113 • No: 21
House vote • 4/16/2025
Record vote
Yes: 146 • No: 1
House vote • 4/16/2025
Record vote
Yes: 128 • No: 18
Senate vote • Unknown
Committee vote: Education K-16
Yes: 9 • No: 0 • Other: 2
Bill Text
Engrossed
Enrolled
House Committee Report
Introduced
Senate Committee Report
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