Unmet Promises in Texas Education

Purpose. In the current study, we present data describing adolescents’ perceptions and knowledge of educator sexual misconduct. Prior research has not investigated how adolescents understand these situations, and this information can help school leaders, educators, and researchers both understand how these situations begin and develop programs aimed at identifying cases of misconduct in order to reduce future occurrences. Research Design. The study took place in a Texas city designated as an “Other City Center” District Type by Texas Education Agency. The study’s 1,203 participants were secondary students from the district. Findings. Findings indicate that almost 2% of those surveyed openly admitted to currently being consensually sexually involved with a teacher. Those in a relationship were equally likely to be male or female, were older, and were engaged in risky online activities, including using the internet to connect with strangers, sending or receiving sexually suggestive pictures and videos, and searching for their teacher on social media. Implications. There are numerous implications for policy and preparation at various levels, from state and national legislation to school and school district policy to teacher- and principal-preparation programs.

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The Texas special education cap: Exploration into the statewide delay and denial of support to students with disabilities

Education Policy Analysis Archives ◽

10.14507/epaa.27.3793 ◽

2019 ◽

Vol 27 ◽

pp. 2 ◽

Cited By ~ 1

Author(s):

David E. DeMatthews ◽

David S. Knight

Keyword(s):

Special Education ◽

Students With Disabilities ◽

School Personnel ◽

Future Research ◽

Negative Consequences ◽

Texas Education Agency ◽

Texas Education ◽

Education Agency ◽

Education Act ◽

The U.S

State accountability systems have been a primary school reform initiative in the U.S. for the past twenty years, but often produce unintended negative consequences. In 2004, the Texas Education Agency (TEA) implemented the Performance Based Monitoring and Analysis System (PBMAS) which included an accountability indicator focused on the percentage of students found eligible for special education under the Individuals with Disabilities Education Act (IDEA), the nation’s special education law. From 2004 through 2016, the percentage of students found eligible for special education in Texas declined significantly, while the national rate held constant. Eventually, the U.S. Department of Education (ED) investigated TEA and the statewide implementation of IDEA. The purpose of this study is two-fold: (a) to evaluate the potential impact of the the PBMAS indicator on manipulation of special education identification practices; and (b) to describe how the indicator may have influenced school and district personnel. We highlight several concerning trends in state and district data and, through an analysis of publicly available reports from the ED, show how district and school personnel knowingly and unknowingly acted in ways that delayed and denied special education to potentially eligible students. We conclude with recommendations for TEA and implications for future research and policy.

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Texas Education Agency: Alanis Resigns From Office; Scott Takes the Helm

PsycEXTRA Dataset ◽

10.1037/e363222004-002 ◽

2003 ◽

Author(s):

Keyword(s):

Texas Education Agency ◽

Texas Education ◽

Education Agency

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The Training of Pre-College Teachers through Workshops in Astronomy

International Astronomical Union Colloquium ◽

10.1017/s0252921100087005 ◽

1990 ◽

Vol 105 ◽

pp. 313-315

Author(s):

Mary Kay Hemenway

Keyword(s):

Science Curriculum ◽

Opportunity To Learn ◽

The United States ◽

College Teachers ◽

University Of Texas ◽

College Science ◽

Hands On ◽

Texas Education ◽

The University ◽

Science Classes

Most pre-college teachers in the United States have not been trained in astronomy. In Texas, astronomical concepts enter the pre-college science curriculum at all levels.During the last six years, I have presented two different types of workshops: intensive three-week summer institutes for rather small numbers of teachers, and shorter 6- to 18-hour workshops for larger groups.The University of Texas Astronomy Department and McDonald Observatory have hosted five of the intensive institutes. The institutes were established to offer an opportunity to learn astronomy through hands-on activities (Texas education regulations mandate that 40 per cent of all pre-college science classes should be laboratory oriented), and to introduce the teachers to modern astronomical research and facilities.

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