All Roll Calls
Yes: 125 • No: 28
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
Signed by Governor
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
32 provisions identified: 22 benefits, 5 costs, 5 mixed.
Students with dyslexia gain testing supports
The Texas Education Agency must allow suitable testing procedures for students with dyslexia who are not exempt from assessments. Supports may include oral exams, extra time, or needed materials and technology. These supports must help the student show mastery of the skills being tested.
Testing supports for students with disabilities
State tests must support special education accommodations, with each student's admission, review, and dismissal committee deciding which allowed supports are needed. Students with significant cognitive disabilities qualify for alternative tests when regular end-year or course tests cannot measure learning, even with supports. Eligibility follows state guidelines and the student's committee decision. Eligible students skip start- and mid-year tests. The state cannot label the lowest alternative-test level as failing when it accurately matches the student's developmental level.
New progress tests for Texas students
Texas replaces STAAR with a statewide testing program that tracks learning and helps guide teaching. Public schools must give the required tests based on state learning standards. The program must be ready by 2027–2028; students remain on STAAR until it is available. For 2027–2028 and 2028–2029, the agency can temporarily approve alternative start- and mid-year tests with acceptable compliance plans. That approval power expires September 1, 2029.
School sanctions continue despite rating lawsuits
Existing school interventions and sanctions stay in place while a court blocks the state from assigning ratings. After the court order ends, the agency must assign all affected school-year ratings as soon as practicable. It must then apply authorized interventions or sanctions. A charter renewed because a court order left it without a rating must be revoked if later ratings show it failed renewal standards. That revocation rule excludes renewals based on entering into and meeting an agency performance agreement.
District funding falls after reading failures
This funding rule takes effect September 1, 2026, with district reductions starting in the 2030–2031 school year. It applies to students who fail the third-grade reading language arts test and receive and use a qualifying student grant. The student must have attended the same district from kindergarten through third grade. Each year's district funding reduction equals the total grant money received by qualifying students. The reduction is charged to the district, not directly to families.
School rating standards rise less often
The commissioner must raise rating rigor and pursue closing race, ethnicity, and income achievement gaps. Within 15 years after changing standards, the goals include placing Texas among the top five states for postsecondary preparation and national test results. Starting with 2027–2028 measures, required scores generally may rise only every fifth school year, with advance reports when they rise. Earlier score changes are allowed to keep standards consistent. Indicators and standards may be adopted before evaluations, but missing the initial July 15 adoption deadline means the previous year's standards apply.
Schools face updated performance review rules
School accountability uses three areas: student achievement, school progress, and closing achievement gaps. Measures include test results and college, career, and military readiness; gap measures must show differences by race, ethnicity, and income background. The commissioner may exclude measures found unreliable or invalid. District program reviews must use state education data and required test results, and may use special-investigation findings. Districts may submit extra prior-year readiness information during the current-year submission period when the measure requires prior-year data.
Texas students move beyond STAAR tests
Texas must replace STAAR with instructionally supportive assessments by the start of 2027–2028, using a nationally recognized provider. STAAR continues until the replacement is ready; schools must conduct field testing during 2025–2026 through 2027–2028. The agency must provide beginning-, middle-, and end-of-year assessments in reading language arts, math, science, and social studies. Annual testing covers reading and math in grades 3–8, science in grades 5 and 8, and eighth-grade social studies. Federal testing requirements and exemptions still apply. A separate assessment pilot starts in 2028–2029; its start-date requirement and the transition provision expire September 1, 2029.
Exam credit lets students skip tests
Students in grade six or above skip the related end-of-course test after earning subject credit through a school-board-approved exam. The exemption covers tests developed by the state agency as well as tests it adopts.
Families can request paper state tests
Beginning in 2027–2028, districts may substitute approved paper tests whose questions do not change based on student answers. A parent, guardian, or teacher in the tested subject must request the paper format. The agency sets the deadline, which must fall at least 60 days before the testing window closes. A timely request allows this option but does not require the district to provide it.
Faster test results for parents
Subject to automatic writing rescoring, schools get results within two business days after the testing window closes. Results include student learning reports and practical advice for parents and teachers. Schools get raw scores within two business days of completion when tests need no further scoring review or adjustment. Parents get homepage access through the state website using secure, child-specific information they control, plus access through school parent portals. Schools must notify parents of new results, provide results and portal instructions, and share scores with teachers who taught the tested subject that year.
Predictable testing windows and shorter student tests
Schools receive testing schedules two years ahead: start-year tests run from August's fourth Monday through September 30. Mid-year tests run January 2–February 21; end-year tests run May 1–30, except writing runs April 1–15. For grades 3–4 and 5–8 without accommodations, start- and mid-year tests target 85% completion within 60 and 75 minutes, respectively. End-year targets are 90 and 105 minutes for those same groups. Tests can span several days, and state and district procedures must reduce total testing time, classroom disruption, and test anxiety.
Students face fewer extra benchmark tests
Grades 3–8 cannot receive schoolwide benchmark tests except approved alternatives; other grades are limited to two before end-of-year or course tests. Exceptions cover college-preparation, independent classroom, dyslexia diagnostic, and state-required tests. Districts and charter schools can use approved tests comparing students with a reference group instead of state beginning- or middle-of-year tests. Schools can submit alternatives for approval, and the commissioner can allow beginning- or middle-of-year tests to replace another assessment with the same intended outcomes. Separate question field testing for the listed assessments is limited to every other school year; the listed authority no longer includes subsection (d) assessments.
Students gain more course testing options
Required end-of-course tests cover Algebra I, biology, English I, and U.S. history; English II leaves the required list. English I combines reading and writing into one score, while beginning- and middle-of-year course tests are optional. Beginning in 2027–2028, students who miss the required score can retake agency-adopted or agency-developed tests without retaking the course. Qualifying SAT, ACT, and other approved exam scores can meet applicable state testing requirements through methods set by the commissioner. Fifth- and eighth-graders skip the corresponding subject test when taking an aligned above-grade-level assessment or a high-school-credit course's end-of-course test.
Teachers get data to target student help
Districts must give teachers current- and previous-year assessment information for the students they teach. When a student needs supplemental instruction in more than two subjects, districts must prioritize math and reading language arts. Algebra I or English I takes priority when applicable; English II is not listed as a priority.
Writing test reviews protect student scores
Writing tests use grade-appropriate, open-ended questions given separately, with classroom teachers helping set grading standards. Schools can submit student responses for rescoring. The agency automatically rescores a response free to the school when one extra point would raise the overall performance level. For school-requested rescoring, the agency pays the cost when the student's score increases.
Career students get clearer certification pathways
The advisory council must list qualifying industry certifications available to public high school students. It must consult workforce, education, and economic development groups, including local workforce boards. Certifications must match state and regional job needs and offer entry into middle- or high-wage work. Agencies must, when practical, post removal notices at least two years ahead. Districts keep rating credit for three years after a removal decision for students in the related program that year who earn the certification within those three years.
Clearer job credential information for Texans
Texas education, higher education, and workforce agencies must publish and regularly review the job certifications that count in school ratings. Certifications must match high-wage, high-skill, in-demand job programs and prove skills through an independent assessment using set standards. Postsecondary credentials must be state-designated credentials of value; higher education and workforce agencies have 90 days to propose list revisions. Higher education and workforce agencies must also create a public online credential library through an experienced outside vendor, sharing information across state tools. Listed credentials must have a Texas delivery, issuing, funding, or governing role, meet recognized skill standards, be available to residents, and be used by Texas employers.
Families keep access to school ratings
The commissioner must assign annual A–F ratings to districts and campuses, both overall and for each accountability area. The commissioner cannot assign an overall “Not Rated” rating to all districts or all campuses statewide. In years with changed standards or a new test, the agency must publish rating information as soon as reasonably possible. That publication rule does not set a fixed date.
Grants help districts build local ratings
The education agency must create grants to help school districts develop local accountability plans that meet the law's requirements. The program uses appropriated or otherwise available money. It must help at least one district in each education service center region. The law sets no grant amount.
More public detail about student tests
By September 1 each year, the state must post covered tests' question counts and scoring thresholds online. Posts include satisfactory and college-ready thresholds and their matching scale scores. At least every third year, the state must release end-year and course test questions and answers after that year's final administration. Retakes and questions intended for reuse are excluded; unscored field-test questions need not be released. The agency can delay releases when needed to develop additional tests.
New measure tracks students' yearly growth
The education agency must develop a way to measure learning growth from the start to the end of the year. It covers campuses serving grades with required start- and mid-year tests. A report is due March 15, 2029. By 2029–2030, the commissioner must present the measure to the accountability advisory committee for possible use in school ratings. This provision expires September 1, 2030; it does not require adoption of the measure in ratings.
School ratings get stronger evidence checks
The education agency must study how college, career, and military readiness measures relate to success after high school. This includes links among job certifications, wages, and available jobs. Each measure's rating value must reflect that link and be updated on the required standards schedule. New campuses lacking needed past-year data must be rated using suitable alternative data for closing achievement gaps. When testing changes require new rating standards, the agency must compare programs and keep the standards roughly comparable.
Schools earn recognition for student gains
School distinction awards must be issued with performance ratings, linked to those ratings, and published together. Beginning in 2027–2028, readiness awards use college-readiness standards or annual improvement, plus career, dual-credit, and advanced-exam measures. Districts and campuses can earn these awards for outstanding readiness after high school. Campuses in the top 25 percent statewide for annual student achievement gains receive an improvement distinction.
Schools gain flexibility for student competitions
The law removes the ban on school waivers for University Interscholastic League area, regional, and state competition requirements. Schools may receive these waivers, but approval is not guaranteed. The separate ban on waiving the cited extracurricular activity requirements remains.
Stronger quality checks for student tests
State tests must meet learning, readability, reliability, and federal standards, and report growth within and across school years. Covered tests need evidence of validity and reliability before use, reviewed by an advisory committee or independent group. About 40 regionally representative teachers are invited to review state-developed questions; at least three-quarters must approve each question. Questions must be aligned, grade-appropriate, readable, unbiased, accurate, and cover material students had a chance to learn. End-year and course tests must report every required performance level, with field testing and consistent levels except for college-readiness updates.
Waiver request for disability focused schools
The commissioner must apply for a federal waiver by January 1, 2026, covering test-participation and high-school graduation-rate requirements. It covers campuses where at least 90% of students have significant cognitive disabilities and receive special education services. The law requires an application, not federal approval. This provision expires September 1, 2027.
Low-performing campuses face grant program rules
The commissioner may require districts and charter schools to follow all Strong Foundations Grant Program rules at qualifying campuses. A campus must serve at least one grade from prekindergarten through fifth grade and have an overall D or F rating. It must also rank in the bottom five percent statewide on the previous year's third-grade reading language arts assessment. This provision states no grant amount or new funding.
School sanctions continue despite rating delays
Existing school interventions and sanctions continue during an overall “Not Rated” period. A permanent court order blocking ratings counts as “Not Rated” when tracking performance years and deciding accountability action. For years covered by an injunction, the agency may change or waive rating deadlines to speed required action. Required sanctions based on ratings assigned after an injunction apply unless superseded or removable because of later performance. Specified charter, district, and campus interventions must still occur when the delayed rating triggers them, regardless of later improvement.
Tighter limits on school accountability lawsuits
Districts and charter schools have nine months after adoption to challenge accountability rules through a declaratory judgment action. They must finish required agency appeals before challenging academic or financial rating decisions elsewhere, including consecutive low-rating and authority disputes. Failures to meet specified testing, indicator, or rating requirements do not stop tests or ratings, or justify challenges to ratings or sanctions. Covered school entities cannot use federal, state, or local funds for lawsuits against Texas, state agencies, or officers, including authority claims. Actions specifically authorized by the Education Code or another authority are exempt from the funding restriction.
State tests keep strict design safeguards
The Texas Education Agency cannot adopt or develop state tests based on Common Core standards, except Advanced Placement and International Baccalaureate exams. The agency and districts share responsibility for test security during preparation, testing, and grading. Specific test items remain confidential, and meetings discussing or adopting them stay closed to the public. The law also repeals listed testing provisions, but the supplied text does not explain their separate effects.
Struggling schools face new turnaround duties
If a campus turnaround plan is rejected, the commissioner may order a district-contracted entity to operate the campus. After approval, the district must carry out the plan in consultation with the campus intervention team. Implementation remains subject to the law's retained limits. The law also repeals two turnaround-related sections, but the supplied text does not explain their separate effects.
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
Cecil Bell Jr.
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
Phil King
Republican • Senate
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: 0 • No: 0
Senate vote • 8/27/2025
Record vote
Yes: 21 • No: 5
Senate vote • 8/27/2025
Record vote
Yes: 21 • No: 5
Senate vote • 8/27/2025
Record vote
Yes: 21 • No: 5
Senate vote • 8/27/2025
Record vote
Yes: 21 • No: 5
Senate vote • 8/27/2025
Record vote
Yes: 21 • No: 5
House vote • 8/26/2025
Record vote
Yes: 0 • No: 0
House vote • 8/26/2025
Record vote
Yes: 0 • No: 0
House vote • 8/26/2025
Record vote
Yes: 0 • No: 0
House vote • 8/26/2025
Record vote
Yes: 0 • No: 0
Senate vote • Unknown
Committee vote: Finance
Yes: 12 • No: 2
House vote • Unknown
Committee vote: Public Education
Yes: 8 • No: 1
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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