The Texas House Committee on Public Education convened June 1, 2026, to discuss interim charges including the implementation of House Bill 2 (HB 2), teacher recruitment and retention, and investments in special education.
Interim Charge to Monitor HB 2 Implementation and School Finance
TEA deputy commissioners provided updates on HB 2’s implementation, highlighting key components such as the teacher retention allotment (TRA), teacher incentive allotment (TIA), educator preparation programs, and special education funding reforms.
Amy Copeland, TEA’s Chief School Finance Officer, explained recent formula changes addressing hold harmless provisions in Chapter 48, which corrected duplicate funding issues affecting seven districts, including Houston and Dallas ISDs. She noted the complexity of school finance formulas and the challenges in providing districts with stable revenue projections. See her presentation.
Committee member Rep. John Bryant expressed concern over significant discrepancies in funding estimates for Dallas ISD, citing a drop from an expected $70 million increase to only $4 million, a situation that has forced the district into a budget deficit. Copeland acknowledged data variability and committed to further analysis to reconcile these differences. Chairman Brad Buckley and other committee members emphasized the need for transparency and stability in school finance so districts can plan effectively.
Several school officials testified on the impact of HB 2 funding:
- Rich Serna, a member of the Boerne ISD Board of Trustees, praised the TRA as a positive step toward improving teacher pay but noted that overall funding still lags behind inflation and enrollment growth, leaving districts with budget shortfalls.
- Paul Neuhoff, CFO of Navarro ISD, highlighted the importance of the allotment for basic costs (ABC) to cover operational expenses like utilities and transportation, which have risen significantly.
- Jamie Vincek, Director of Talent Development for Lamar CISD, shared success in building sustainable teacher pipelines through partnerships and emphasized the need to also develop leadership pipelines to retain principals and campus leaders.
- Dr. Alejos Salazar, Superintendent of Lasara ISD (and the TASA Executive Committee representative for ESC Region One), discussed the benefits of expanded rural pathways and excellence partnerships (RPEP) in providing CTE opportunities in small districts. He noted that the increase in the RPEP funding cap from $5 million to $20 million statewide has been particularly impactful, enabling expanded planning and implementation of CTE pathways that were previously unattainable. He expressed a desire for the state to incentivize the expansion of RPEP to schools just outside the current eligibility threshold (those slightly above the 1,600-student limit), suggesting that leveraging existing programs in nearby districts could be a cost-effective way to broaden access without duplicating efforts. Salazar noted the critical role of legislative support in enabling small rural districts to collaborate and expand educational opportunities, thereby promoting equity and workforce readiness for students in underserved areas.
Interim Charge on Teacher Recruitment and Retention
Kelvey Oeser, TEA Deputy Commissioner of Educator Support, presented data showing that while the teacher workforce contracted slightly, the student population declined at a faster rate, lowering the statewide student-teacher ratio to 14.8:1. Average teacher pay increased by 6.3% in the last year, with smaller districts seeing larger percentage increases due to TRA. Oeser reported growth in TIA participation, with projections of 1,000-plus districts participating by the 2026-27 school year. Oeser also noted that uncertified teacher hires are declining but still represent a significant portion of new teachers, especially those new to the profession. See her presentation.
Jacob Kirksey, Texas Tech education policy professor, said that HB 2 represents the most significant teacher workforce legislation in a generation, addressing preparation, compensation, and retention as a unified pipeline. He reported that his research shows that residency programs produce teachers with higher retention rates and that TIA reduces turnover among the most effective teachers by about 20%. He cautioned that uncertified teachers have higher attrition rates and negatively impact retention of certified peers.
School administrators and educators provided testimony on the realities of teacher recruitment and retention. Several highlighted the importance of mentorship, leadership development, and competitive compensation:
- Jamie Vincek, Lamar CISD, stressed that compensation alone does not create commitment; teachers stay where they are supported and valued.
- A teacher resident credited her paid residency and mentorship for her success and retention.
- A special education teacher emphasized the need for structured mentorship programs to support novice teachers.
- Brian Kroeger, personnel director for Livingston ISD, highlighted the value of grow-your-own programs for paraprofessionals seeking certification.
Interim Charge on Investment in Special Education
Kristin McGuire, TEA Deputy Commissioner of Special Populations, detailed the transition to an intensity of services funding model for special education, moving away from placement-based funding to a system that aligns resources with individual student needs. She noted that special education enrollment continues to rise, with over 903,000 students identified in 2025-26 (16.6% of the student population). McGuire acknowledged challenges in implementation, including data collection and the need for hold harmless provisions in the initial years. See her presentation.
Advocates and school leaders testified on special education funding and services. Several speakers addressed challenges in Houston ISD following state takeover, including high teacher turnover, reductions in special education services, and controversial specialty school plans relocating thousands of special education students without adequate parental involvement. A researcher shared findings that many teachers left HISD due to “demoralizing instructional mandates and retaliation for professional judgment.”
Public Testimony and Broader Concerns
Parents, teachers, and community members provided testimony on the impact of funding shortfalls, school closures, teacher layoffs, and accountability policies. Common themes included:
- The need for increased basic allotment funding to provide stability and retain experienced teachers.
- Concerns about the use of average daily attendance (ADA) rather than enrollment as a basis for funding, which creates financial instability.
- The negative effects of state takeovers on school culture, teacher retention, and student outcomes.
- The importance of supporting special education students with appropriate resources and services.
- Calls for transparency, collaboration, and respect for educators.
Rep. Bryant summarized concerns about the complexity and unpredictability of school finance, urging the committee and TEA to provide clearer, more reliable funding projections to districts. Chairman Buckley acknowledged the challenges and emphasized the committee’s commitment to addressing unintended consequences and improving the system.
