H.B. No. 3
 
 
 
 
AN ACT
  relating to public school accountability, curriculum, and
  promotion requirements.
         BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF TEXAS:
         SECTION 1.  Section 7.009, Education Code, is amended to
  read as follows:
         Sec. 7.009.  BEST PRACTICES; CLEARINGHOUSE. (a)  In
  coordination with the Legislative Budget Board, the agency shall
  establish an online clearinghouse of information relating to best
  practices of campuses, [and] school districts, and open-enrollment
  charter schools.  The agency shall determine the appropriate topic
  categories for which a campus, district, or charter school may
  submit best [regarding instruction, dropout prevention, public
  school finance, resource allocation, and business] practices.  To
  the extent practicable, the agency shall ensure that information
  provided through the online clearinghouse is specific, actionable
  information relating to the best practices of high-performing and
  highly efficient campuses, [and school] districts, and
  open-enrollment charter schools and of academically acceptable
  campuses, districts, and open-enrollment charter schools that have
  demonstrated significant improvement in student achievement rather
  than general guidelines relating to campus, [and school] district,
  and open-enrollment charter school operation.  The information must
  be accessible by campuses, school districts, open-enrollment
  charter schools, and interested members of the public.
         (b)  The agency shall solicit and collect from the
  Legislative Budget Board, centers for education research
  established under Section 1.005, and [exemplary or recognized]
  school districts, campuses, and open-enrollment charter schools[,
  as rated under Section 39.072,] examples of best practices as
  determined by the agency under Subsection (a) [relating to
  instruction, dropout prevention, public school finance, resource
  allocation, and business practices, including best practices
  relating to curriculum, scope and sequence, compensation and
  incentive systems, bilingual education and special language
  programs, compensatory education programs, and the effective use of
  instructional technology, including online courses].
         (c)  The agency shall contract for the services of one or
  more third-party contractors to develop, implement, and maintain a
  system of collecting and evaluating the best practices of campuses,
  [and] school districts, and open-enrollment charter schools as
  provided by this section.  In addition to any other considerations
  required by law, the agency must consider an applicant's
  demonstrated competence and qualifications in analyzing campus,
  [and] school district, and open-enrollment charter school
  practices in awarding a contract under this subsection.
         (d)  The commissioner may purchase from available funds
  curriculum and other instructional tools identified under this
  section to provide for use by school districts and open-enrollment
  charter schools.
         SECTION 2.  Section 7.028(a), Education Code, is amended to
  read as follows:
         (a)  Except as provided by Section 29.001(5), 29.010(a),
  39.056 [39.074], or 39.057 [39.075], the agency may monitor
  compliance with requirements applicable to a process or program
  provided by a school district, campus, program, or school granted
  charters under Chapter 12, including the process described by
  Subchapter F, Chapter 11, or a program described by Subchapter B, C,
  D, E, F, H, or I, Chapter 29, Subchapter A, Chapter 37, or Section
  38.003, and the use of funds provided for such a program under
  Subchapter C, Chapter 42, only as necessary to ensure:
               (1)  compliance with federal law and regulations;
               (2)  financial accountability, including compliance
  with grant requirements; and
               (3)  data integrity for purposes of:
                     (A)  the Public Education Information Management
  System (PEIMS); and
                     (B)  accountability under Chapter 39.
         SECTION 3.  Sections 7.056(e) and (f), Education Code, are
  amended to read as follows:
         (e)  Except as provided by Subsection (f), a school campus or
  district may not receive an exemption or waiver under this section
  from:
               (1)  a prohibition on conduct that constitutes a
  criminal offense;
               (2)  a requirement imposed by federal law or rule,
  including a requirement for special education or bilingual
  education programs; or
               (3)  a requirement, restriction, or prohibition
  relating to:
                     (A)  essential knowledge or skills under Section
  28.002 or high school [minimum] graduation requirements under
  Section 28.025;
                     (B)  public school accountability as provided by
  Subchapters B, C, D, E, and J [G], Chapter 39;
                     (C)  extracurricular activities under Section
  33.081 or participation in a University Interscholastic League
  area, regional, or state competition under Section 33.0812;
                     (D)  health and safety under Chapter 38;
                     (E)  purchasing under Subchapter B, Chapter 44;
                     (F)  elementary school class size limits, except
  as provided by Section 25.112;
                     (G)  removal of a disruptive student from the
  classroom under Subchapter A, Chapter 37;
                     (H)  at-risk programs under Subchapter C, Chapter
  29;
                     (I)  prekindergarten programs under Subchapter E,
  Chapter 29;
                     (J)  educator rights and benefits under
  Subchapters A, C, D, E, F, G, and I, Chapter 21, or under Subchapter
  A, Chapter 22;
                     (K)  special education programs under Subchapter
  A, Chapter 29;
                     (L)  bilingual education programs under
  Subchapter B, Chapter 29; or
                     (M)  the requirements for the first day of
  instruction under Section 25.0811.
         (f)  A school district or campus that is required to develop
  and implement a student achievement improvement plan under Section
  39.102 [39.131] or 39.103 [39.132] may receive an exemption or
  waiver under this section from any law or rule other than:
               (1)  a prohibition on conduct that constitutes a
  criminal offense;
               (2)  a requirement imposed by federal law or rule;
               (3)  a requirement, restriction, or prohibition
  imposed by state law or rule relating to:
                     (A)  public school accountability as provided by
  Subchapters B, C, D, E, and J [G], Chapter 39; or
                     (B)  educator rights and benefits under
  Subchapters A, C, D, E, F, G, and I, Chapter 21, or under Subchapter
  A, Chapter 22; or
               (4)  textbook selection under Chapter 31.
         SECTION 4.  Sections 8.051(b) and (d), Education Code, are
  amended to read as follows:
         (b)  Each regional education service center shall annually
  develop and submit to the commissioner for approval a plan for
  improvement.  Each plan must include the purposes and description
  of the services the center will provide to:
               (1)  campuses assigned an [identified as academically]
  unacceptable performance rating [based on the indicators adopted]
  under Section 39.054 [39.051];
               (2)  the lowest-performing campuses in the region; and
               (3)  other campuses.
         (d)  Each regional education service center shall maintain
  core services for purchase by school districts and campuses. The
  core services are:
               (1)  training and assistance in teaching each subject
  area assessed under Section 39.023;
               (2)  training and assistance in providing each program
  that qualifies for a funding allotment under Section 42.151,
  42.152, 42.153, or 42.156;
               (3)  assistance specifically designed for a school
  district or campus assigned an [rated academically] unacceptable
  performance rating under Section 39.054 [39.072(a) or a campus
  whose performance is considered unacceptable based on the
  indicators adopted under Section 39.051];
               (4)  training and assistance to teachers,
  administrators, members of district boards of trustees, and members
  of site-based decision-making committees;
               (5)  assistance specifically designed for a school
  district that is considered out of compliance with state or federal
  special education requirements, based on the agency's most recent
  compliance review of the district's special education programs; and
               (6)  assistance in complying with state laws and rules.
         SECTION 5.  Section 11.001, Education Code, is amended to
  read as follows:
         Sec. 11.001.  ACCREDITATION. Each school district must be
  accredited by the agency as provided by Subchapter C [D], Chapter
  39.
         SECTION 6.  Section 11.003(d), Education Code, is amended to
  read as follows:
         (d)  The commissioner may require a district to enter into a
  cooperative shared services arrangement for administrative
  services if the commissioner determines:
               (1)  that the district has failed to satisfy a
  financial accountability standard as determined by commissioner
  rule under Subchapter D [I], Chapter 39; and
               (2)  that entering into a cooperative shared services
  arrangement would:
                     (A)  enable the district to enhance its
  performance on the financial accountability standard identified
  under Subdivision (1); and
                     (B)  promote the efficient operation of the
  district.
         SECTION 7.  Section 11.1511(b), Education Code, is amended
  to read as follows:
         (b)  The board shall:
               (1)  seek to establish working relationships with other
  public entities to make effective use of community resources and to
  serve the needs of public school students in the community;
               (2)  adopt a vision statement and comprehensive goals
  for the district and the superintendent and monitor progress toward
  those goals;
               (3)  establish performance goals for the district
  concerning:
                     (A)  the academic and fiscal performance
  indicators under Subchapters C, D, and J [I], Chapter 39[,
  respectively]; and
                     (B)  any performance indicators adopted by the
  district;
               (4)  ensure that the superintendent:
                     (A)  is accountable for achieving performance
  results;
                     (B)  recognizes performance accomplishments; and
                     (C)  takes action as necessary to meet performance
  goals;
               (5)  adopt a policy to establish a district- and
  campus-level planning and decision-making process as required
  under Section 11.251;
               (6)  publish an annual educational performance report
  as required under Section 39.306 [39.053];
               (7)  adopt an annual budget for the district as
  required under Section 44.004;
               (8)  adopt a tax rate each fiscal year as required under
  Section 26.05, Tax Code;
               (9)  monitor district finances to ensure that the
  superintendent is properly maintaining the district's financial
  procedures and records;
               (10)  ensure that district fiscal accounts are audited
  annually as required under Section 44.008;
               (11)  publish an end-of-year financial report for
  distribution to the community;
               (12)  conduct elections as required by law;
               (13)  by rule, adopt a process through which district
  personnel, students or the parents or guardians of students, and
  members of the public may obtain a hearing from the district
  administrators and the board regarding a complaint;
               (14)  make decisions relating to terminating the
  employment of district employees employed under a contract to which
  Chapter 21 applies, including terminating or not renewing an
  employment contract to which that chapter applies; and
               (15)  carry out other powers and duties as provided by
  this code or other law.
         SECTION 8.  Section 11.201(d), Education Code, is amended to
  read as follows:
         (d)  The duties of the superintendent include:
               (1)  assuming administrative responsibility and
  leadership for the planning, organization, operation, supervision,
  and evaluation of the education programs, services, and facilities
  of the district and for the annual performance appraisal of the
  district's staff;
               (2)  except as provided by Section 11.202, assuming
  administrative authority and responsibility for the assignment,
  supervision, and evaluation of all personnel of the district other
  than the superintendent;
               (3)  overseeing compliance with the standards for
  school facilities established by the commissioner under Section
  46.008;
               (4)  initiating the termination or suspension of an
  employee or the nonrenewal of an employee's term contract;
               (5)  managing the day-to-day operations of the district
  as its administrative manager, including implementing and
  monitoring plans, procedures, programs, and systems to achieve
  clearly defined and desired results in major areas of district
  operations;
               (6)  preparing and submitting to the board of trustees
  a proposed budget as provided by Section 44.002 and rules adopted
  under that section, and administering the budget;
               (7)  preparing recommendations for policies to be
  adopted by the board of trustees and overseeing the implementation
  of adopted policies;
               (8)  developing or causing to be developed appropriate
  administrative regulations to implement policies established by
  the board of trustees;
               (9)  providing leadership for the attainment and, if
  necessary, improvement of student performance in the district based
  on the indicators adopted under Sections 39.053 and 39.301 [Section
  39.051] and other indicators adopted by the commissioner [State
  Board of Education] or the district's board of trustees;
               (10)  organizing the district's central
  administration;
               (11)  consulting with the district-level committee as
  required under Section 11.252(f);
               (12)  ensuring:
                     (A)  adoption of a student code of conduct as
  required under Section 37.001 and enforcement of that code of
  conduct; and
                     (B)  adoption and enforcement of other student
  disciplinary rules and procedures as necessary;
               (13)  submitting reports as required by state or
  federal law, rule, or regulation;
               (14)  providing joint leadership with the board of
  trustees to ensure that the responsibilities of the board and
  superintendent team are carried out; and
               (15)  performing any other duties assigned by action of
  the board of trustees.
         SECTION 9.  Section 11.203(d), Education Code, is amended to
  read as follows:
         (d)  A principal who was employed as a principal at a campus
  that was [of a campus] rated academically unacceptable during the
  preceding school year [, as well as any person employed to replace
  that principal,] shall participate in the program and complete the
  program requirements not later than a date determined by the
  commissioner.
         SECTION 10.  Section 11.252(a), Education Code, is amended
  to read as follows:
         (a)  Each school district shall have a district improvement
  plan that is developed, evaluated, and revised annually, in
  accordance with district policy, by the superintendent with the
  assistance of the district-level committee established under
  Section 11.251. The purpose of the district improvement plan is to
  guide district and campus staff in the improvement of student
  performance for all student groups in order to attain state
  standards in respect to the student achievement [academic
  excellence] indicators adopted under Section 39.053 [39.051]. The
  district improvement plan must include provisions for:
               (1)  a comprehensive needs assessment addressing
  district student performance on the student achievement [academic
  excellence] indicators, and other appropriate measures of
  performance, that are disaggregated by all student groups served by
  the district, including categories of ethnicity, socioeconomic
  status, sex, and populations served by special programs, including
  students in special education programs under Subchapter A, Chapter
  29;
               (2)  measurable district performance objectives for
  all appropriate student achievement [academic excellence]
  indicators for all student populations, including students in
  special education programs under Subchapter A, Chapter 29, and
  other measures of student performance that may be identified
  through the comprehensive needs assessment;
               (3)  strategies for improvement of student performance
  that include:
                     (A)  instructional methods for addressing the
  needs of student groups not achieving their full potential;
                     (B)  methods for addressing the needs of students
  for special programs, such as suicide prevention, conflict
  resolution, violence prevention, or dyslexia treatment programs;
                     (C)  dropout reduction;
                     (D)  integration of technology in instructional
  and administrative programs;
                     (E)  discipline management;
                     (F)  staff development for professional staff of
  the district;
                     (G)  career education to assist students in
  developing the knowledge, skills, and competencies necessary for a
  broad range of career opportunities; and
                     (H)  accelerated education;
               (4)  strategies for providing to middle school, junior
  high school, and high school students, those students' teachers and
  counselors, and those students' parents information about:
                     (A)  higher education admissions and financial
  aid opportunities;
                     (B)  the TEXAS grant program and the Teach for
  Texas grant program established under Chapter 56;
                     (C)  the need for students to make informed
  curriculum choices to be prepared for success beyond high school;
  and
                     (D)  sources of information on higher education
  admissions and financial aid;
               (5)  resources needed to implement identified
  strategies;
               (6)  staff responsible for ensuring the accomplishment
  of each strategy;
               (7)  timelines for ongoing monitoring of the
  implementation of each improvement strategy; and
               (8)  formative evaluation criteria for determining
  periodically whether strategies are resulting in intended
  improvement of student performance.
         SECTION 11.  Sections 11.253(c) and (d), Education Code, are
  amended to read as follows:
         (c)  Each school year, the principal of each school campus,
  with the assistance of the campus-level committee, shall develop,
  review, and revise the campus improvement plan for the purpose of
  improving student performance for all student populations,
  including students in special education programs under Subchapter
  A, Chapter 29, with respect to the student achievement [academic
  excellence] indicators adopted under Section 39.053 [39.051] and
  any other appropriate performance measures for special needs
  populations.
         (d)  Each campus improvement plan must:
               (1)  assess the academic achievement for each student
  in the school using the student achievement [academic excellence]
  indicator system as described by Section 39.053 [39.051];
               (2)  set the campus performance objectives based on the
  student achievement [academic excellence] indicator system,
  including objectives for special needs populations, including
  students in special education programs under Subchapter A, Chapter
  29;
               (3)  identify how the campus goals will be met for each
  student;
               (4)  determine the resources needed to implement the
  plan;
               (5)  identify staff needed to implement the plan;
               (6)  set timelines for reaching the goals;
               (7)  measure progress toward the performance
  objectives periodically to ensure that the plan is resulting in
  academic improvement;
               (8)  include goals and methods for violence prevention
  and intervention on campus; and
               (9)  provide for a program to encourage parental
  involvement at the campus.
         SECTION 12.  Section 11.255(a), Education Code, is amended
  to read as follows:
         (a)  Each district-level planning and decision-making
  committee and each campus-level planning and decision-making
  committee for a junior, middle, or high school campus shall analyze
  information related to dropout prevention, including:
               (1)  the results of the audit of dropout records
  required by Section 39.308 [39.055];
               (2)  campus information related to graduation rates,
  dropout rates, high school equivalency certificate rates, and the
  percentage of students who remain in high school more than four
  years after entering grade level 9;
               (3)  the number of students who enter a high school
  equivalency certificate program and:
                     (A)  do not complete the program;
                     (B)  complete the program but do not take the high
  school equivalency examination; or
                     (C)  complete the program and take the high school
  equivalency examination but do not obtain a high school equivalency
  certificate;
               (4)  for students enrolled in grade levels 9 and 10,
  information related to academic credit hours earned, retention
  rates, and placements in alternative education programs and
  expulsions under Chapter 37; and
               (5)  the results of an evaluation of each school-based
  dropout prevention program in the district.
         SECTION 13.  Section 12.013(b), Education Code, is amended
  to read as follows:
         (b)  A home-rule school district is subject to:
               (1)  a provision of this title establishing a criminal
  offense;
               (2)  a provision of this title relating to limitations
  on liability; and
               (3)  a prohibition, restriction, or requirement, as
  applicable, imposed by this title or a rule adopted under this
  title, relating to:
                     (A)  the Public Education Information Management
  System (PEIMS) to the extent necessary to monitor compliance with
  this subchapter as determined by the commissioner;
                     (B)  educator certification under Chapter 21 and
  educator rights under Sections 21.407, 21.408, and 22.001;
                     (C)  criminal history records under Subchapter C,
  Chapter 22;
                     (D)  student admissions under Section 25.001;
                     (E)  school attendance under Sections 25.085,
  25.086, and 25.087;
                     (F)  inter-district or inter-county transfers of
  students under Subchapter B, Chapter 25;
                     (G)  elementary class size limits under Section
  25.112, in the case of any campus in the district that fails to
  satisfy any standard [is considered academically unacceptable]
  under Section 39.054(d) [39.132];
                     (H)  high school graduation under Section 28.025;
                     (I)  special education programs under Subchapter
  A, Chapter 29;
                     (J)  bilingual education under Subchapter B,
  Chapter 29;
                     (K)  prekindergarten programs under Subchapter E,
  Chapter 29;
                     (L)  safety provisions relating to the
  transportation of students under Sections 34.002, 34.003, 34.004,
  and 34.008;
                     (M)  computation and distribution of state aid
  under Chapters 31, 42, and 43;
                     (N)  extracurricular activities under Section
  33.081;
                     (O)  health and safety under Chapter 38;
                     (P)  public school accountability under
  Subchapters B, C, D, E, and J [G], Chapter 39;
                     (Q)  equalized wealth under Chapter 41;
                     (R)  a bond or other obligation or tax rate under
  Chapters 42, 43, and 45; and
                     (S)  purchasing under Chapter 44.
         SECTION 14.  Section 12.056(b), Education Code, is amended
  to read as follows:
         (b)  A campus or program for which a charter is granted under
  this subchapter is subject to:
               (1)  a provision of this title establishing a criminal
  offense; and
               (2)  a prohibition, restriction, or requirement, as
  applicable, imposed by this title or a rule adopted under this
  title, relating to:
                     (A)  the Public Education Information Management
  System (PEIMS) to the extent necessary to monitor compliance with
  this subchapter as determined by the commissioner;
                     (B)  criminal history records under Subchapter C,
  Chapter 22;
                     (C)  high school graduation under Section 28.025;
                     (D)  special education programs under Subchapter
  A, Chapter 29;
                     (E)  bilingual education under Subchapter B,
  Chapter 29;
                     (F)  prekindergarten programs under Subchapter E,
  Chapter 29;
                     (G)  extracurricular activities under Section
  33.081;
                     (H)  health and safety under Chapter 38; and
                     (I)  public school accountability under
  Subchapters B, C, E [D], and J [G], Chapter 39.
         SECTION 15.  Section 12.1012(5), Education Code, is amended
  to read as follows:
               (5)  "Management services" means services related to
  the management or operation of an open-enrollment charter school,
  including:
                     (A)  planning, operating, supervising, and
  evaluating the school's educational programs, services, and
  facilities;
                     (B)  making recommendations to the governing body
  of the school relating to the selection of school personnel;
                     (C)  managing the school's day-to-day operations
  as its administrative manager;
                     (D)  preparing and submitting to the governing
  body of the school a proposed budget;
                     (E)  recommending policies to be adopted by the
  governing body of the school, developing appropriate procedures to
  implement policies adopted by the governing body of the school, and
  overseeing the implementation of adopted policies; and
                     (F)  providing leadership for the attainment of
  student performance at the school based on the indicators adopted
  under Sections 39.053 and 39.301 [Section 39.051] or by the
  governing body of the school.
         SECTION 16.  Section 12.104(b), Education Code, is amended
  to read as follows:
         (b)  An open-enrollment charter school is subject to:
               (1)  a provision of this title establishing a criminal
  offense; and
               (2)  a prohibition, restriction, or requirement, as
  applicable, imposed by this title or a rule adopted under this
  title, relating to:
                     (A)  the Public Education Information Management
  System (PEIMS) to the extent necessary to monitor compliance with
  this subchapter as determined by the commissioner;
                     (B)  criminal history records under Subchapter C,
  Chapter 22;
                     (C)  reading instruments and accelerated reading
  instruction programs under Section 28.006;
                     (D)  [satisfactory performance on assessment
  instruments and to] accelerated instruction under Section 28.0211;
                     (E)  high school graduation requirements under
  Section 28.025;
                     (F)  special education programs under Subchapter
  A, Chapter 29;
                     (G)  bilingual education under Subchapter B,
  Chapter 29;
                     (H)  prekindergarten programs under Subchapter E,
  Chapter 29;
                     (I)  extracurricular activities under Section
  33.081;
                     (J)  discipline management practices or behavior
  management techniques under Section 37.0021;
                     (K)  health and safety under Chapter 38;
                     (L)  public school accountability under
  Subchapters B, C, D, E, and J [G], Chapter 39;
                     (M)  the requirement under Section 21.006 to
  report an educator's misconduct; and
                     (N)  intensive programs of instruction under
  Section 28.0213.
         SECTION 17.  Section 12.1054(a), Education Code, is amended
  to read as follows:
         (a)  A member of the governing body of a charter holder, a
  member of the governing body of an open-enrollment charter school,
  or an officer of an open-enrollment charter school is considered to
  be a local public official for purposes of Chapter 171, Local
  Government Code. For purposes of that chapter:
               (1)  a member of the governing body of a charter holder
  or a member of the governing body or officer of an open-enrollment
  charter school is considered to have a substantial interest in a
  business entity if a person related to the member or officer in the
  third degree by consanguinity or affinity, as determined under
  Chapter 573, Government Code, has a substantial interest in the
  business entity under Section 171.002, Local Government Code;
               (2)  notwithstanding any provision of Section
  12.1054(1), an employee of an open-enrollment charter school rated
  [as academically] acceptable or higher under Section 39.054
  [Chapter 39] for at least two of the preceding three school years
  may serve as a member of the governing body of the charter holder of
  the governing body of the school if the employees do not constitute
  a quorum of the governing body or any committee of the governing
  body; however, all members shall comply with the requirements of
  Sections 171.003-171.007, Local Government Code.
         SECTION 18.  Section 12.1055(b), Education Code, is amended
  to read as follows:
         (b)  Notwithstanding Subsection (a), if an open-enrollment
  charter school is rated [academically] acceptable or higher under
  Section 39.054 [Chapter 39] for at least two of the preceding three
  school years, then Chapter 573, Government Code, does not apply to
  that school; however, a member of the governing body of a charter
  holder or a member of the governing body or officer of an
  open-enrollment charter school shall comply with the requirements
  of Sections 171.003-171.007, Local Government Code, with respect to
  a personnel matter concerning a person related to the member or
  officer within the degree specified by Section 573.002, Government
  Code, as if the personnel matter were a transaction with a business
  entity subject to those sections, and persons defined under
  Sections 573.021-573.025, Government Code, shall not constitute a
  quorum of the governing body or any committee of the governing body.
         SECTION 19.  Section 12.1162(a), Education Code, is amended
  to read as follows:
         (a)  The commissioner shall take any of the actions described
  by Subsection (b) or by Section 39.102(a) [39.131(a)], to the
  extent the commissioner determines necessary, if an
  open-enrollment charter school, as determined by a report issued
  under Section 39.058(b) [39.076(b)]:
               (1)  commits a material violation of the school's
  charter;
               (2)  fails to satisfy generally accepted accounting
  standards of fiscal management; or
               (3)  fails to comply with this subchapter or another
  applicable rule or law.
         SECTION 20.  Section 18.006(a), Education Code, is amended
  to read as follows:
         (a)  The commissioner shall develop and implement a system of
  accountability consistent with Chapter 39, where appropriate, to be
  used in assigning an annual performance rating to Job Corps diploma
  programs comparable to the ratings assigned to school districts
  under Section 39.054 [39.072]. The commissioner may develop and
  implement a system of distinction designations consistent with
  Subchapter G, Chapter 39, where appropriate, to be used in
  assigning distinction designations to Job Corps diploma programs
  comparable to the distinction designations assigned to campuses
  under Subchapter G, Chapter 39.
         SECTION 21.  Section 21.354(e), Education Code, is amended
  to read as follows:
         (e)  The appraisal of a principal shall include
  consideration of the performance of a principal's campus on the
  student achievement indicators established under Section 39.053
  [39.051] and the campus's objectives established under Section
  11.253, including performance gains of the campus and the
  maintenance of those gains.
         SECTION 22.  Section 21.357(c), Education Code, is amended
  to read as follows:
         (c)  A performance incentive awarded to a principal under
  this section must be distributed to the principal's school and used
  in the manner determined by the campus-level committee established
  under Section 11.253 in accordance with the requirements of Section
  39.264(a) [39.094(a)].
         SECTION 23.  Section 21.4541(b), Education Code, is amended
  to read as follows:
         (b)  A school district or campus is eligible to participate
  in the pilot program under this section if the district or campus
  meets the eligibility criteria established as provided by Section
  39.408 [39.358].
         SECTION 24.  Section 21.4551(c), Education Code, is amended
  to read as follows:
         (c)  The commissioner by rule shall require a teacher to
  attend a reading academy if the teacher provides instruction in
  reading, mathematics, science, or social studies to students at the
  sixth, seventh, or eighth grade level at a campus that fails to
  satisfy any standard [is considered academically unacceptable]
  under Section 39.054(d) [39.132] on the basis of student
  performance on the reading assessment instrument administered
  under Section 39.023(a) to students in any grade level at the
  campus.
         SECTION 25.  Section 28.002, Education Code, is amended by
  adding Subsections (c-1), (d), and (q) to read as follows:
         (c-1)  The State Board of Education shall adopt rules
  requiring students enrolled in grade levels six, seven, and eight
  to complete at least one fine arts course during those grade levels
  as part of a district's fine arts curriculum.
         (d)  Each time the Texas Higher Education Coordinating Board
  revises the Internet database of the coordinating board's official
  statewide inventory of workforce education courses, the State Board
  of Education shall by rule revise the essential knowledge and
  skills of any corresponding career and technology education
  curriculum as provided by Subsection (c).
         (q)  Notwithstanding any other provision of this title, a
  school district may not vary the curriculum for a course in the
  required curriculum under Subsection (a) based on whether a student
  is enrolled in the minimum, recognized, or advanced high school
  program.
         SECTION 26.  Section 28.006(j), Education Code, is amended
  to read as follows:
         (j)  No more than 15 percent of the funds certified by the
  commissioner under Subsection (i) may be spent on indirect costs.  
  The commissioner shall evaluate the programs that fail to meet the
  standard of performance under Section 39.301(c)(5) [39.051(b)(8)]
  and may implement interventions or sanctions under Subchapter E
  [G], Chapter 39.  The commissioner may audit the expenditures of
  funds appropriated for purposes of this section.  The use of the
  funds appropriated for purposes of this section shall be verified
  as part of the district audit under Section 44.008.
         SECTION 27.  Section 28.014(d), Education Code, is amended
  to read as follows:
         (d)  The agency, in coordination with the Texas Higher
  Education Coordinating Board, shall adopt a series of questions to
  be included in an end-of-course assessment instrument administered
  under Subsection (c) to be used for purposes of Section 51.3062.  
  The questions must be developed in a manner consistent with any
  college readiness standards adopted under Sections 39.233 [39.113]
  and 51.3062.  [A student's performance on a question adopted under
  this subsection may not be used to determine the student's
  performance on an end-of-course assessment instrument.]
         SECTION 28.  Section 28.021, Education Code, is amended by
  adding Subsections (c), (d), and (e) to read as follows:
         (c)  In determining promotion under Subsection (a), a school
  district shall consider:
               (1)  the recommendation of the student's teacher;
               (2)  the student's grade in each subject or course;
               (3)  the student's score on an assessment instrument
  administered under Section 39.023(a), (b), or (l); and
               (4)  any other necessary academic information, as
  determined by the district.
         (d)  By the start of the school year, a district shall make
  public the requirements for student advancement under this section.
         (e)  The commissioner shall provide guidelines to districts
  based on best practices that a district may use when considering
  factors for promotion.
         SECTION 29.  Section 28.0211, Education Code, is amended by
  amending Subsection (a) and adding Subsections (a-1), (a-2), (a-3),
  and (n) to read as follows:
         (a)  Except as provided by Subsection (b) or (e), a student
  may not be promoted to:
               (1)  [the fourth grade program to which the student
  would otherwise be assigned if the student does not perform
  satisfactorily on the third grade reading assessment instrument
  under Section 39.023;
               [(2)]  the sixth grade program to which the student
  would otherwise be assigned if the student does not perform
  satisfactorily on the fifth grade mathematics and reading
  assessment instruments under Section 39.023; or
               (2) [(3)]  the ninth grade program to which the student
  would otherwise be assigned if the student does not perform
  satisfactorily on the eighth grade mathematics and reading
  assessment instruments under Section 39.023.
         (a-1)  Each time a student fails to perform satisfactorily on
  an assessment instrument administered under Section 39.023(a) in
  the third, fourth, fifth, sixth, seventh, or eighth grade, the
  school district in which the student attends school shall provide
  to the student accelerated instruction in the applicable subject
  area. Accelerated instruction may require participation of the
  student before or after normal school hours and may include
  participation at times of the year outside normal school
  operations.
         (a-2)  A student who fails to perform satisfactorily on an
  assessment instrument specified under Subsection (a) and who is
  promoted to the next grade level must complete accelerated
  instruction required under Subsection (a-1) before placement in the
  next grade level. A student who fails to complete required
  accelerated instruction may not be promoted.
         (a-3)  The commissioner shall provide guidelines to
  districts on research-based best practices and effective
  strategies that a district may use in developing an accelerated
  instruction program.
         (n)  A student who is promoted by a grade placement committee
  under this section must be assigned in each subject in which the
  student failed to perform satisfactorily on an assessment
  instrument specified under Subsection (a) to a teacher who meets
  all state and federal qualifications to teach that subject and
  grade.
         SECTION 30.  Section 28.025, Education Code, is amended by
  amending Subsections (a), (b), and (b-1) and adding Subsections
  (b-3) through (b-10) to read as follows:
         (a)  The State Board of Education by rule shall determine
  curriculum requirements for the minimum, recommended, and advanced
  high school programs that are consistent with the required
  curriculum under Section 28.002. Subject to Subsection (b-1), the
  State Board of Education shall designate the specific courses in
  the foundation curriculum required for a student participating in
  the minimum, recommended, or advanced high school program. Except
  as provided by Subsection (b-1), the State Board of Education may
  not designate a specific course or a specific number of credits in
  the enrichment curriculum as requirements for the recommended
  program.
         (b)  A school district shall ensure that each student enrolls
  in the courses necessary to complete the curriculum requirements
  identified by the State Board of Education under Subsection (a) for
  the recommended or advanced high school program unless the student,
  the student's parent or other person standing in parental relation
  to the student, and a school counselor or school administrator
  agree in writing signed by each party that the student should be
  permitted to take courses under the minimum high school program and
  the student:
               (1)  is at least 16 years of age;
               (2)  has completed two credits required for graduation
  in each subject of the foundation curriculum under Section
  28.002(a)(1); or
               (3)  has failed to be promoted to the tenth grade one or
  more times as determined by the school district.
         (b-1)  The State Board of Education by rule shall require
  that:
               (1)  except as provided by Subsection (b-2), the
  curriculum requirements for the recommended and advanced high
  school programs under Subsection (a) include a requirement that
  students successfully complete:
                     (A)  four credits [courses] in each subject of the
  foundation curriculum under Section 28.002(a)(1), including at
  least one-half credit in government and at least one-half credit in
  economics to meet the social studies requirement;
                     (B)  for the recommended high school program, two
  credits in the same language in a language other than English under
  Section 28.002(a)(2)(A) and, for the advanced high school program,
  three credits in the same language in a language other than English
  under Section 28.002(a)(2)(A); and
                     (C)  for the recommended high school program, six
  elective credits and, for the advanced high school program, five
  elective credits; [and]
               (2)  one or more credits [courses] offered in the
  required curriculum for the recommended and advanced high school
  programs include a research writing component; and
               (3)  the curriculum requirements for the minimum,
  recommended, and advanced high school programs under Subsection (a)
  include a requirement that students successfully complete:
                     (A)  one credit in fine arts under Section
  28.002(a)(2)(D); and
                     (B)  one credit in physical education under
  Section 28.002(a)(2)(C).
         (b-3)  In adopting rules to provide students with the option
  described by Subsection (b-1)(1)(A), the State Board of Education
  must approve a variety of mathematics and science courses that may
  be taken after the completion of Algebra II and physics to comply
  with the recommended program requirements.
         (b-4)  A school district may offer the curriculum described
  in Subsection (b-1)(1)(A) in an applied manner. Courses delivered
  in an applied manner must cover the essential knowledge and skills,
  and the student shall be administered the applicable end-of-course
  assessment instrument as provided by Sections 39.023(c) and 39.025.
         (b-5)  A school district may offer a mathematics or science
  course to be taken by a student after completion of Algebra II and
  physics to comply with the recommended program requirements in
  Subsection (b-1)(1)(A). A course approved under this subsection
  must be endorsed by an institution of higher education as a course
  for which the institution would award course credit or as a
  prerequisite for a course for which the institution would award
  course credit.
         (b-6)  Before a student's parent or other person standing in
  parental relation to the student may agree that the student be
  permitted to take courses under the minimum high school program as
  provided by Subsection (b), a school district must provide written
  notice to the parent or person standing in parental relation
  explaining the benefits of the recommended high school program.  
  The notice shall be developed by the agency and must:
               (1)  be printed in English and Spanish; and
               (2)  require that the student's parent or person
  standing in parental relation to the student sign a confirmation of
  receipt and return the confirmation to the student's campus.
         (b-7)  The State Board of Education, in coordination with the
  Texas Higher Education Coordinating Board, shall adopt rules to
  ensure that a student may comply with the curriculum requirements
  under the minimum, recommended, or advanced high school program for
  each subject of the foundation curriculum under Section
  28.002(a)(1) and for languages other than English under Section
  28.002(a)(2)(A) by successfully completing appropriate courses in
  the core curriculum of an institution of higher education under
  Section 61.822.
         (b-8)  A student agreeing to take courses under the minimum
  high school program as provided by Subsection (b) may, upon
  request, resume taking courses under the recommended high school
  program.
         (b-9)  The agency shall establish a pilot program allowing a
  student attending school in a county with a population of more than
  one million and in which more than 80 percent of the population
  resides in a single municipality to satisfy the fine arts credit
  required under Subsection (b-1)(3)(A) by participating in a fine
  arts program not provided by the school district in which the
  student is enrolled.  The fine arts program may be provided on or
  off a school campus and outside the regular school day. Not later
  than December 1, 2010, the agency shall provide to the legislature a
  report regarding the pilot program, including the feasibility of
  expanding the pilot program statewide.
         (b-10)  A school district, with the approval of the
  commissioner, may allow a student to comply with the curriculum
  requirements for the physical education credit required under
  Subsection (b-1)(3)(B) by participating in a private or
  commercially sponsored physical activity program provided on or off
  a school campus and outside the regular school day.
         SECTION 31.  Section 28.0252(b), Education Code, is amended
  to read as follows:
         (b)  If the commissioner develops a standard method under
  this section, a school district shall use the standard method to
  compute a student's high school grade point average[, except that
  to the extent of a conflict between that method and the method
  adopted under Section 51.807, the student's grade point average
  computed in accordance with the method established under Section
  51.807 shall be used in determining the student's eligibility for
  university admission under Subchapter U, Chapter 51].
         SECTION 32.  Subchapter B, Chapter 28, Education Code, is
  amended by adding Section 28.0253 to read as follows:
         Sec. 28.0253.  PILOT PROGRAM: HIGH SCHOOL DIPLOMAS FOR
  STUDENTS WHO DEMONSTRATE EARLY READINESS FOR COLLEGE. (a) In this
  section:
               (1)  "Institution of higher education" has the meaning
  assigned by Section 61.003.
               (2)  "Research university" means an institution of
  higher education that is designated as a research university under
  the Texas Higher Education Coordinating Board's accountability
  system.
         (b)  A research university that chooses to participate in the
  pilot program shall:
               (1)  not later than September 1 of each year, make
  available on the university's Internet website detailed standards
  for use in the program regarding:
                     (A)  the specific competencies that demonstrate a
  student's mastery of each subject area for which the Texas Higher
  Education Coordinating Board and the commissioner have adopted
  college readiness standards;
                     (B)  the specific competencies that demonstrate a
  student's mastery of a language other than English; and
                     (C)  acceptable assessments or other means by
  which a student may demonstrate the student's early readiness for
  college with respect to each subject area and the language
  described by this subdivision, subject to Subsection (c);
               (2)  partner with at least 10 school districts that
  reflect the geographic diversity of this state and the student
  compositions of which reflect the socioeconomic diversity of this
  state; and
               (3)  assist school administrators, school counselors,
  and other educators in each of those school districts in designing
  the specific requirements of and implementing the program in the
  district.
         (c)  The assessments or other means filed by a research
  university under Subsection (b)(1)(C) must be equivalent to the
  assessments or other means the university uses to place students at
  the university in courses that may be credited toward a degree
  requirement.
         (d)  A research university that partners with a school
  district under this section shall enter into an agreement with the
  district under which the university and district agree that the
  district will assess a student's mastery of the subject areas
  described by Subsection (b)(1) and a language other than English in
  accordance with the standards the university filed under Subsection
  (b)(1). The district may issue a high school diploma to a student
  under the program if, using the standards, the student demonstrates
  mastery of and early readiness for college in each of those subject
  areas and in a language other than English, notwithstanding any
  other local or state requirements.
         (e)  A student who receives a high school diploma through the
  pilot program is considered to have completed the recommended high
  school program adopted under Section 28.025(a). The student is not
  guaranteed admission to any institution of higher education or to
  any academic program at an institution of higher education solely
  on the basis of having received the diploma through the program.
         (f)  A research university that participates in the pilot
  program shall enter into an agreement with an education research
  center established under Section 1.005 to conduct an evaluation of
  the program with respect to that university and the school
  districts with which the university partners. Not later than
  January 1, 2013, the education research center shall provide a
  written report of the evaluation to the commissioner and the
  commissioner of higher education and make the report available on
  the center's Internet website. The report may include an analysis
  of the effects of the program on the university's admissions review
  process.
         SECTION 33.  Section 29.062(a), Education Code, is amended
  to read as follows:
         (a)  The legislature recognizes that compliance with this
  subchapter is an imperative public necessity. Therefore, in
  accordance with the policy of the state, the agency shall evaluate
  the effectiveness of programs under this subchapter based on the
  student achievement [academic excellence] indicators adopted under
  Section 39.053 [39.051(a)], including the results of assessment
  instruments. The agency may combine evaluations under this section
  with federal accountability measures concerning students of
  limited English proficiency.
         SECTION 34.  Section 29.094(c), Education Code, is amended
  to read as follows:
         (c)  A campus may apply to the commissioner to participate in
  the pilot program.  The commissioner may select for participation
  in the pilot program only campuses that have failed to improve
  student performance in reading according to standards established
  by the commissioner.  The standards established by the commissioner
  for purposes of this subsection must be based on reading
  performance standards considered [required] for student promotion
  under Section 28.021 [28.0211].
         SECTION 35.  Section 29.095(a)(1), Education Code, as added
  by Chapter 1058 (H.B. 2237), Acts of the 80th Legislature, Regular
  Session, 2007, is amended to read as follows:
               (1)  "Council" means the High School Completion and
  Success Initiative Council established under Subchapter M [L],
  Chapter 39.
         SECTION 36.  Section 29.095(c), Education Code, as added by
  Chapter 1058 (H.B. 2237), Acts of the 80th Legislature, Regular
  Session, 2007, is amended to read as follows:
         (c)  The commissioner may award a grant  in an amount not to
  exceed $5,000 in a school year to a school district on behalf of a
  student club at a district high school campus that is eligible under
  the criteria established under Section 39.408 [39.358].  To be
  eligible for a grant, the student club and the club's sponsor must
  be sanctioned by the campus and district. A grant awarded under this
  program must be matched by other federal, state, or local funds,
  including donations, in an amount equal to the amount of the grant.
  A district shall seek donations or sponsorships from local
  businesses or community organizations to raise the matching
  funds.  The commissioner may award a grant on behalf of more than
  one student club at a campus in the same school year.
         SECTION 37.  Sections 29.096(a) and (c), Education Code, are
  amended to read as follows:
         (a)  In this section, "council" means the High School
  Completion and Success Initiative Council established under
  Subchapter M [L], Chapter 39.
         (c)  A school district or open-enrollment charter school is
  eligible to participate and receive a grant under this section
  under the eligibility criteria established under Section 39.408
  [39.358].
         SECTION 38.  Section 29.097(a)(1), Education Code, is
  amended to read as follows:
               (1)  "Council" means the High School Completion and
  Success Initiative Council established under Subchapter M [L],
  Chapter 39.
         SECTION 39.  Section 29.097(c), Education Code, is amended
  to read as follows:
         (c)  The commissioner may select for participation in the
  pilot program only a campus that is eligible under the criteria
  established under Section 39.408 [39.358].
         SECTION 40.  Section 29.098(c), Education Code, is amended
  to read as follows:
         (c)  The commissioner of education may select for
  participation in the pilot program only a campus that is eligible
  under the criteria established under Section 39.408 [39.358].
         SECTION 41.  Section 29.182(b), Education Code, is amended
  to read as follows:
         (b)  The state plan must include procedures designed to
  ensure that:
               (1)  all secondary and postsecondary students have the
  opportunity to participate in career and technology education
  programs;
               (2)  the state complies with requirements for
  supplemental federal career and technology education funding; and
               (3)  career and technology education is established as
  a part of the total education system of this state and constitutes
  an option for student learning that provides a rigorous course of
  study consistent with the required curriculum under Section 28.002
  and under which a student may receive specific education in a career
  and technology program that:
                     (A)  incorporates competencies leading to
  academic and technical skill attainment;
                     (B)  leads to:
                           (i)  an industry-recognized license,
  credential, or certificate; or
                           (ii)  at the postsecondary level, an
  associate or baccalaureate degree;
                     (C)  includes opportunities for students to earn
  college credit for coursework; and
                     (D)  includes, as an integral part of the program,
  participation by students and teachers in activities of career and
  technical student organizations supported by the agency and the
  State Board of Education.
         SECTION 42.  Section 29.202(a), Education Code, is amended
  to read as follows:
         (a)  A student is eligible to receive a public education
  grant or to attend another public school in the district in which
  the student resides under this subchapter if the student is
  assigned to attend a public school campus:
               (1)  at which 50 percent or more of the students did not
  perform satisfactorily on an assessment instrument administered
  under Section 39.023(a) or (c) in any two of the preceding three
  years; or
               (2)  that [was], at any time in the preceding three
  years, failed to satisfy any standard [considered academically
  unacceptable] under Section 39.054(d) [39.132].
         SECTION 43.  Section 29.904(d), Education Code, is amended
  to read as follows:
         (d)  A plan developed under this section:
               (1)  must establish clear, achievable goals for
  increasing the percentage of the school district's graduating
  seniors, particularly the graduating seniors attending a high
  school described by Subsection (a), who enroll in an institution of
  higher education for the academic year following graduation;
               (2)  must establish an accurate method of measuring
  progress toward the goals established under Subdivision (1) that
  may include the percentage of district high school students and the
  percentage of students attending a district high school described
  by Subsection (a) who:
                     (A)  are enrolled in a course for which a student
  may earn college credit, such as an advanced placement or
  international baccalaureate course or a course offered through
  concurrent enrollment in high school and at an institution of
  higher education;
                     (B)  are enrolled in courses that meet the
  curriculum requirements for the recommended or advanced high school
  program as determined under Section 28.025;
                     (C)  have submitted a free application for federal
  student aid (FAFSA);
                     (D)  are exempt under Section 51.3062(p) or (q) 
  [51.306(l) or (m)] from administration of an assessment [a test]
  instrument under Section 51.3062 [51.306] or have performed
  successfully on an assessment [a test] instrument under Section
  51.3062 [51.306];
                     (E)  graduate from high school;
                     (F)  graduate from an institution of higher
  education; and
                     (G)  have taken college entrance examinations and
  the average score of those students on the examinations;
               (3)  must cover a period of at least five years; and
               (4)  may be directed at district students at any level
  of primary or secondary education.
         SECTION 44.  Section 29.906(e), Education Code, is amended
  to read as follows:
         (e)  The agency shall:
               (1)  maintain a list of character education programs
  that school districts have implemented that meet the criteria under
  Subsection (b);
               (2)  based on data reported by districts, annually
  designate as a Character Plus School each school that provides a
  character education program that:
                     (A)  meets the criteria prescribed by Subsection
  (b); and
                     (B)  is approved by the committee selected under
  Subsection (c); and
               (3)  include in the report required under Section
  39.332 [39.182]:
                     (A)  based on data reported by districts, the
  impact of character education programs on student discipline and
  academic achievement; and
                     (B)  other reported data relating to character
  education programs the agency considers appropriate for inclusion.
         SECTION 45.  Sections 29.918(a) and (c), Education Code, are
  amended to read as follows:
         (a)  Notwithstanding Section 39.234 [39.114] or 42.152, a
  school district or open-enrollment charter school with a high
  dropout rate, as determined by the commissioner, must submit a plan
  to the commissioner describing the manner in which the district or
  charter school intends to use the compensatory education allotment
  under Section 42.152 and the high school allotment under Section
  42.2516(b)(3) for developing and implementing research-based
  strategies for dropout prevention.  The district or charter school
  shall submit the plan not later than December 1 of each school year
  preceding the school year in which the district or charter school
  will receive the compensatory education allotment or high school
  allotment to which the plan applies.
         (c)  The commissioner shall adopt rules to administer this
  section.  The commissioner may impose interventions or sanctions
  under Section 39.102 [39.131] or 39.104 [39.1321] if a school
  district or open-enrollment charter school fails to timely comply
  with this section.
         SECTION 46.  Section 30A.101, Education Code, is amended to
  read as follows:
         Sec. 30A.101.  ELIGIBILITY TO ACT AS PROVIDER SCHOOL
  DISTRICT OR SCHOOL. (a)  A school district is eligible to act as a
  provider school district under this chapter only if the district is
  rated [academically] acceptable or higher under Section 39.054
  [39.072].
         (b)  An open-enrollment charter school is eligible to act as
  a provider school under this chapter only if the school is rated
  acceptable [recognized] or higher under Section 39.054 [39.072],
  and may serve as a provider school only:
               (1)  to a student within the school district in which
  the school is located or within its service area, whichever is
  smaller; or
               (2)  to another student in the state through an
  agreement with the administering authority under Section 30A.153.
         SECTION 47.  Section 32.157(a), Education Code, is amended
  to read as follows:
         (a)  After the expiration of the pilot project, the agency
  may review the pilot project based on the annual reports the agency
  receives from the board of trustees of participating school
  districts.  The agency may include the review of the pilot project
  in the comprehensive annual report required under Section 39.332
  [39.182] that covers the 2010-2011 school year.
         SECTION 48.  Section 32.252(b), Education Code, is amended
  to read as follows:
         (b)  The portal must serve as a single point of access to
  educational resources other than student assessment data
  accessible through the student assessment data portal under Section
  32.258. In addition to any other purpose specified by this
  subchapter or any other educational purpose, the portal may be used
  to:
               (1)  alleviate inequities in access to educational
  resources by providing access to on-line courses;
               (2)  improve student academic performance by providing
  access to tutorial materials, instructional materials that have
  been shown to improve academic performance, and other interactive
  materials, including materials that assess an individual student's
  knowledge and prepare the student for the administration of a
  standardized assessment instrument, including an assessment
  instrument administered under Section 39.023;
               (3)  provide school districts with access to
  administrative software and other electronic tools designed to
  promote administrative efficiency and intra-district
  communication; or
               (4)  [provide secure access to student assessment data;
  or
               [(5)]  provide links to appropriate educational
  resources and experts available through the Internet.
         SECTION 49.  Section 32.258, Education Code, is amended to
  read as follows:
         Sec. 32.258.  STUDENT ASSESSMENT DATA; DATA PORTAL.
  (a)  The agency shall establish and maintain a student assessment
  data portal for use by school districts, teachers, parents,
  students, and public institutions of higher education. The
  agency shall [may] establish a secure, interoperable system to be
  implemented through the portal under which:
               (1)  a student or the student's parent or other person
  standing in parental relationship can easily access the student's
  individual assessment data;
               (2)  an authorized employee of a school district,
  including a district teacher, [districts] can readily access
  individual [student] assessment data of district students for use
  in developing strategies for improving student performance; and
               (3)  an authorized employee of a public institution of
  higher education can readily access individual assessment data of
  students applying for admission for use in developing strategies
  for improving student performance.
         (b)  The system established under Subsection (a) shall
  provide a means for a student or the student's parent or other
  person standing in parental relationship to track the student's
  progress on assessment instrument requirements for graduation.
         (c)  The agency shall establish an interoperable system to be
  implemented through the portal under which general student
  assessment data is easily accessible to the public.
         (d)  Student assessment data provided under this section
  must:
               (1)  be available on or before the first instructional
  day of the school year following the year in which the data is
  collected; and
               (2)  include student performance data on assessment
  instruments over multiple years, beginning with the 2007-2008
  school year, including any data indicating progress in student
  achievement.
         (e)  Each [(b)  In establishing the] system established
  under [required by] this section must permit comparisons of[, the
  agency shall seek to further the goal of providing school districts
  with access to] student performance information at the classroom,
  campus, district, and state levels [level].
         SECTION 50.  Section 39.023, Education Code, is amended by
  adding Subsections (a-1), (o), and (p) and amending Subsections
  (b), (c), (c-4), (d), (e), (l), and (m) to read as follows:
         (a-1)  The agency shall develop assessment instruments
  required under Subsection (a) in a manner that allows, to the extent
  practicable:
               (1)  the score a student receives to provide reliable
  information relating to a student's satisfactory performance for
  each performance standard under Section 39.0241; and
               (2)  an appropriate range of performances to serve as a
  valid indication of growth in student achievement.
         (b)  The agency shall develop or adopt appropriate
  criterion-referenced alternative assessment instruments to be
  administered to each student in a special education program under
  Subchapter A, Chapter 29, [who receives modified instruction in the
  essential knowledge and skills identified under Section 28.002 for
  the assessed subject but] for whom an assessment instrument adopted
  under Subsection (a), even with allowable accommodations
  [modifications], would not provide an appropriate measure of
  student achievement, as determined by the student's admission,
  review, and dismissal committee. [The assessment instruments
  required under this subsection must assess essential knowledge and
  skills and growth in the subjects of reading, mathematics, and
  writing. A student's admission, review, and dismissal committee
  shall determine whether any allowable modification is necessary in
  administering to the student an assessment instrument required
  under this subsection. The assessment instruments required under
  this subsection shall be administered on the same schedule as the
  assessment instruments administered under Subsection (a).]
         (c)  The agency shall also adopt end-of-course assessment
  instruments for secondary-level courses in Algebra I, Algebra II,
  geometry, biology, chemistry, physics, English I, English II,
  English III, world geography, world history, and United States
  history.  The Algebra I, Algebra II, and geometry end-of-course
  assessment instruments must be administered with the aid of
  technology.  A school district shall comply with State Board of
  Education rules regarding administration of the assessment
  instruments listed in this subsection and shall adopt a policy that
  requires a student's performance on an end-of-course assessment
  instrument for a course listed in this subsection in which the
  student is enrolled to account for 15 percent of the student's final
  grade for the course.  If a student retakes an end-of-course
  assessment instrument for a course listed in this subsection, as
  provided by Section 39.025, a school district is not required to use
  the student's performance on the subsequent administration or
  administrations of the assessment instrument to determine the
  student's final grade for the course.  If a student is in a special
  education program under Subchapter A, Chapter 29, the student's
  admission, review, and dismissal committee shall determine whether
  any allowable modification is necessary in administering to the
  student an assessment instrument required under this subsection [or
  whether the student should be exempted under Section 39.027(a)(2)].  
  The State Board of Education shall administer the assessment
  instruments.  The State Board of Education shall adopt a schedule
  for the administration of end-of-course assessment instruments
  that complies with the requirements of Subsection (c-3).
         (c-4)  To the extent practicable and subject to Section
  39.024, the agency shall ensure that each end-of-course assessment
  instrument adopted under Subsection (c) is:
               (1)  developed in a manner that measures a student's
  performance under the college readiness standards established
  under Section 28.008; and
               (2)  validated by national postsecondary education
  experts for college readiness content and performance standards.
         (d)  The commissioner may participate in multistate efforts
  to develop voluntary standardized end-of-course assessment
  instruments. The commissioner by rule may require a school
  district to administer an end-of-course assessment instrument
  developed through the multistate efforts. The admission, review,
  and dismissal committee of a student in a special education program
  under Subchapter A, Chapter 29, shall determine whether any
  allowable modification is necessary in administering to the student
  an end-of-course assessment instrument [or whether the student
  should be exempted under Section 39.027(a)(2)].
         (e)  Under rules adopted by the State Board of Education,
  every third year, the agency shall release the questions and answer
  keys to each assessment instrument administered under Subsection
  (a), (b), (c), (d), or (l), excluding any assessment instrument
  administered to a student for the purpose of retaking the
  assessment instrument, after the last time the instrument is
  administered for that school year.  To ensure a valid bank of
  questions for use each year, the agency is not required to release a
  question that is being field-tested and was not used to compute the
  student's score on the instrument.  The agency shall also release,
  under board rule, each question that is no longer being
  field-tested and that was not used to compute a student's score.
         (l)  The State Board of Education shall adopt rules for the
  administration of the assessment instruments adopted under
  Subsection (a) in Spanish to students in grades three through five
  [six] who are of limited English proficiency, as defined by Section
  29.052, whose primary language is Spanish, and who are not
  otherwise exempt from the administration of an assessment
  instrument under Section 39.027(a)(1) or (2) [39.027(a)(3) or (4)].
  Each student of limited English proficiency whose primary language
  is Spanish, other than a student to whom Subsection (b) applies, may
  be assessed using assessment instruments in Spanish under this
  subsection for up to three years or assessment instruments in
  English under Subsection (a). The language proficiency assessment
  committee established under Section 29.063 shall determine which
  students are administered assessment instruments in Spanish under
  this subsection.
         (m)  The commissioner by rule shall develop procedures under
  which the language proficiency assessment committee established
  under Section 29.063 shall determine which students are exempt from
  the administration of the assessment instruments under Section
  39.027(a)(1) or (2) [39.027(a)(3) and (4)]. The rules adopted
  under this subsection shall ensure that the language proficiency
  assessment committee provides that the exempted students are
  administered the assessment instruments under Subsections (a) and
  (c) at the earliest practical date.
         (o)  The commissioner of education and the commissioner of
  higher education shall study the feasibility of allowing students
  to satisfy end-of-course requirements under Subsection (c) by
  successfully completing a dual credit course through an institution
  of higher education. Not later than December 1, 2010, the
  commissioner of education and the commissioner of higher education
  shall make recommendations to the legislature based on the study
  conducted under this subsection.
         (p)  On or before September 1 of each year, the commissioner
  shall make the following information available on the agency's
  Internet website for each assessment instrument administered under
  Subsection (a), (c), or (l):
               (1)  the number of questions on the assessment
  instrument;
               (2)  the number of questions that must be answered
  correctly to achieve satisfactory performance as determined by the
  commissioner under Section 39.0241(a);
               (3)  the number of questions that must be answered
  correctly to achieve satisfactory performance under the college
  readiness performance standard as provided by Section 39.0241; and
               (4)  the corresponding scale scores.
         SECTION 51.  Section 39.0233(d), Education Code, is amended
  to read as follows:
         (d)  The questions adopted under this section may not [must]
  be administered in a separate section of the end-of-course
  assessment instrument [in which the questions are included].
         SECTION 52.  Section 39.0234(a), Education Code, is amended
  to read as follows:
         (a)  The agency shall ensure that assessment instruments
  required under Section 39.023 are capable of being administered by
  computer. The commissioner may not require a school district or
  open-enrollment charter school to administer an assessment
  instrument by computer.
         SECTION 53.  Subchapter B, Chapter 39, Education Code, is
  amended by amending Section 39.024 and adding Sections 39.0241 and
  39.0242 to read as follows:
         Sec. 39.024.  MEASURE OF COLLEGE READINESS.  (a) In this
  section, "college readiness" means the level of preparation a
  student must attain in English language arts and mathematics
  courses to enroll and succeed, without remediation, in an
  entry-level general education course for credit in that same
  content area for a baccalaureate degree or associate degree program
  at:
               (1)  a general academic teaching institution, as
  defined by Section 61.003, other than a research institution, as
  categorized under the Texas Higher Education Coordinating Board's
  accountability system; or
               (2)  a postsecondary educational institution that
  primarily offers associate degrees or certificates or credentials
  other than baccalaureate or advanced degrees.
         (b)  The agency and the Texas Higher Education Coordinating
  Board shall ensure that the Algebra II and English III
  end-of-course assessment instruments required under Section
  39.023(c) are developed to be capable of, beginning with the
  2011-2012 school year, measuring college readiness.
         (c)  Before the beginning of the 2011-2012 school year, the
  agency, in collaboration with the Texas Higher Education
  Coordinating Board, shall gather data and conduct research studies
  to substantiate the correlation between a certain level of
  performance by students on the Algebra II and English III
  end-of-course assessment instruments and college readiness.
         (d)  Studies under Subsection (c) must include an evaluation
  of any need for remediation courses to facilitate college
  readiness.
         (e)  Based on the results of the studies conducted under
  Subsection (c), the commissioner of education and the commissioner
  of higher education shall establish student performance standards
  for the Algebra II and English III end-of-course assessment
  instruments indicating that students have attained college
  readiness.
         (f)  The agency, in collaboration with the Texas Higher
  Education Coordinating Board, shall conduct research studies
  similar to the studies conducted under Subsection (c) for the
  appropriate science and social studies end-of-course assessment
  instruments.  If the commissioner of education, in collaboration
  with the commissioner of higher education, determines that the
  research studies conducted under this subsection substantiate a
  correlation between a certain level of performance by students on
  science and social studies end-of-course assessment instruments
  and college readiness, the commissioner of education, in
  collaboration with the commissioner of higher education, as soon as
  practicable, may establish student performance standards for the
  science and social studies end-of-course assessment instruments
  indicating that students have attained college readiness.
         (f-1)  Not later than December 1, 2012, the agency and the
  Texas Higher Education Coordinating Board shall deliver to the
  lieutenant governor, the speaker of the house of representatives,
  and the clerks of the standing committees of the senate and the
  house of representatives with primary jurisdiction over public
  education and higher education a report that includes:
               (1)  an analysis of the feasibility of establishing
  college readiness performance standards for science and social
  studies end-of-course assessment instruments; and
               (2)  a summary of any implementation procedures adopted
  for each standard.
         (f-2)  Subsection (f-1) and this subsection expire January
  1, 2013.
         (g)  The agency, in collaboration with the Texas Higher
  Education Coordinating Board, shall continue to gather data to
  perform studies as provided under Subsections (c) and (f) at least
  once every three years.
         (h)  The agency and the Texas Higher Education Coordinating
  Board shall periodically review the college readiness performance
  standards established under this section and compare the
  performance standards to performance standards established
  nationally and internationally for comparable assessment
  instruments. Following each review, the agency and the Texas
  Higher Education Coordinating Board shall deliver to the lieutenant
  governor, the speaker of the house of representatives, and the
  clerks of the standing committees of the senate and the house of
  representatives with primary jurisdiction over public education
  and higher education a report on the results of the review
  indicating whether the college readiness performance standards
  established under this section are sufficiently rigorous to prepare
  students in this state to compete academically with students
  nationally and internationally. If the agency and the Texas Higher
  Education Coordinating Board determine that the college readiness
  performance standards established under this section are not
  sufficiently rigorous, the agency and the Texas Higher Education
  Coordinating Board shall recommend changes to the college readiness
  performance standards.
         (i)  The agency shall gather data and conduct research to
  substantiate any correlation between a certain level of performance
  by students on end-of-course assessment instruments and success in:
               (1)  military service; or
               (2)  a workforce training, certification, or other
  credential program at a postsecondary educational institution that
  primarily offers associate degrees or certificates or credentials
  other than baccalaureate or advanced degrees.
         Sec. 39.0241.  [SATISFACTORY] PERFORMANCE STANDARDS.
  (a)  The commissioner [Except as otherwise provided by this
  subsection, the State Board of Education] shall determine the level
  of performance considered to be satisfactory on the assessment
  instruments.
         (a-1)  The commissioner of education, in collaboration with
  the commissioner of higher education, shall determine the level of
  performance necessary to indicate college readiness, as defined by
  Section 39.024(a).
         (a-2)  For the purpose of establishing performance across
  grade levels, the commissioner shall establish:
               (1)  the performance standards for the Algebra II and
  English III end-of-course assessment instruments, as provided
  under Section 39.024(b) and under Subsection (a);
               (2)  the performance standards for the Algebra I and
  English II end-of-course assessment instruments, as determined
  based on studies under Section 39.0242 that correlate student
  performance on the Algebra I and English II end-of-course
  assessment instruments with student performance on the Algebra II
  and English III assessment instruments;
               (3)  the performance standards for the English I
  end-of-course assessment instrument, as determined based on
  studies under Section 39.0242 that correlate student performance on
  the English I end-of-course assessment instrument with student
  performance on the English II assessment instrument;
               (4)  the performance standards for the grade eight
  assessment instruments, as determined based on studies under
  Section 39.0242 that correlate student performance on the grade
  eight assessment instruments with student performance on the
  Algebra I and English I end-of-course assessment instruments in the
  same content area; and
               (5)  the performance standards on the assessment
  instruments in each of grades three through seven, as determined
  based on studies under Section 39.0242 that correlate student
  performance in the same content area on the assessment instrument
  for each grade with student performance on the assessment
  instrument in the succeeding grade.
         [The admission, review, and dismissal committee of a student
  being assessed under Section 39.023(b) shall determine the level of
  performance considered to be satisfactory on the assessment
  instruments administered to that student in accordance with
  criteria established by agency rule.]
         (c)  The agency may [shall] develop study guides for the
  assessment instruments administered under Sections 39.023(a) and
  (c). To assist parents in providing assistance during the period
  that school is recessed for summer, each school district shall make 
  [distribute] the study guides available to parents of students who
  do not perform satisfactorily as determined by the commissioner
  under Subsection (a) on one or more parts of an assessment
  instrument administered under this subchapter.
         (d)  The agency shall develop and make available teacher
  training materials and other teacher training resources to assist
  teachers in enabling students of limited English proficiency to
  meet state performance expectations. The teacher training
  resources shall be designed to support intensive, individualized,
  and accelerated instructional programs developed by school
  districts for students of limited English proficiency.
         (e)  The commissioner shall retain a portion of the total
  amount of funds allotted under Section 42.152(a) that the
  commissioner considers appropriate to finance activities under
  Subsection [Subsections] (c) and may retain a portion for
  activities under Subsection (d) and for intensive programs of
  instruction for students of limited English proficiency offered by
  school districts and shall reduce each district's allotment
  proportionately.
         Sec. 39.0242.  PERFORMANCE STANDARDS: RESEARCH STUDIES AND
  IMPLEMENTATION OF STANDARDS. (a)  During the 2009-2010 and
  2010-2011 school years, the agency shall collect data through:
               (1)  the annual administration of assessment
  instruments required under Section 39.023(a) in grades three
  through eight; and
               (2)  the administration to a sufficiently large sample
  of students throughout the state of end-of-course assessment
  instruments required under Section 39.023(c) for the purpose of
  setting performance standards.
         (b)  Before the beginning of the 2011-2012 school year, the
  agency shall analyze the data collected under Subsection (a) to
  substantiate:
               (1)  the correlation between satisfactory student
  performance for each performance standard under Section 39.0241 on
  the grade three, four, five, six, or seven assessment instruments
  with satisfactory performance under the same performance standard
  on the assessment instruments in the same content area for the next
  grade level;
               (2)  the correlation between satisfactory student
  performance for each performance standard under Section 39.0241 on
  the grade eight assessment instruments with satisfactory
  performance under the same performance standard on the Algebra I
  and English I end-of-course assessment instruments in the same
  content area;
               (3)  the correlation between satisfactory student
  performance for each performance standard under Section 39.0241 on
  the English I end-of-course assessment instrument with
  satisfactory performance under the same performance standard on the
  English II end-of-course assessment instrument;
               (4)  the correlation between satisfactory student
  performance for each performance standard under Section 39.0241 on
  the English II end-of-course assessment instrument with
  satisfactory performance under the same performance standard on the
  English III end-of-course assessment instrument; and
               (5)  the correlation between satisfactory student
  performance for each performance standard under Section 39.0241 on
  the Algebra I end-of-course assessment instrument with
  satisfactory performance under the same performance standard on the
  Algebra II end-of-course assessment instrument.
         (c)  Studies under this section must include an evaluation of
  any need for remediation courses to facilitate college readiness.
         (d)  The agency shall continue to gather data and perform
  studies as provided under this section at least once every three
  years. If the data do not support the correlation between student
  performance standards and college readiness, the commissioner of
  education, in collaboration with the commissioner of higher
  education, shall revise the standard of performance considered to
  be satisfactory.
         (e)  Based on the data collected and studies performed
  periodically under Subsection (d), the commissioner shall increase
  the rigor of the performance standard established under Section
  39.0241(a) as the commissioner determines necessary.
         SECTION 54.  Section 39.025, Education Code, is amended by
  amending Subsections (a), (a-1), (b), (b-1), (b-2), and (f) and
  adding Subsections (a-2), (a-3), and (c-1) to read as follows:
         (a)  The commissioner shall adopt rules requiring a student
  participating in the recommended or advanced high school program to
  be administered each end-of-course assessment instrument listed in
  Section 39.023(c) and requiring a student participating in the
  minimum high school program to be administered an end-of-course
  assessment instrument listed in Section 39.023(c) only for a course
  in which the student is enrolled and for which an end-of-course
  assessment instrument is administered.  A student is required to
  achieve, in each subject in the foundation curriculum under Section
  28.002(a)(1), a cumulative score that is at least equal to the
  product of the number of end-of-course assessment instruments
  administered to the student in that subject and a scale score that
  indicates satisfactory performance, as determined by the
  commissioner under Section 39.0241(a) [70, with each end-of-course
  assessment instrument scored on a scale of 100].  A student must
  achieve a minimum score as determined by the commissioner to be
  within a reasonable range of the scale score under Section
  39.0241(a) [of at least 60] on an end-of-course assessment
  instrument for the score to count towards the student's cumulative
  score.  For purposes of this subsection, a student's cumulative
  score is determined using the student's highest score on each
  end-of-course assessment instrument administered to the
  student.  A student may not receive a high school diploma until the
  student has performed satisfactorily on the end-of-course
  assessment instruments in the manner provided under this
  subsection.  This subsection does not require a student to
  demonstrate readiness to enroll in an institution of higher
  education.
         (a-1)  The commissioner by rule shall determine a method by
  which a student's satisfactory performance on an advanced placement
  test, international baccalaureate examination, an SAT [a
  Scholastic Assessment Test (SAT)] Subject Test, or another
  assessment instrument determined by the commissioner to be at least
  as rigorous as an end-of-course assessment instrument adopted under
  Section 39.023(c) may be used as a factor in determining whether the
  student satisfies the requirements of Subsection (a), including the
  cumulative score requirement of that subsection. The commissioner
  by rule may determine a method by which a student's satisfactory
  performance on a Preliminary Scholastic Assessment Test (PSAT)
  assessment or a preliminary American College Test (ACT) assessment
  may be used as a factor in determining whether the student satisfies
  the requirements of Subsection (a).
         (a-2)  In addition to the cumulative score requirements
  under Subsection (a), a student must achieve a score that meets or
  exceeds the score determined by the commissioner under Section
  39.0241(a) for English III and Algebra II end-of-course assessment
  instruments to graduate under the recommended high school program.
         (a-3)  In addition to the cumulative score requirements
  under Subsection (a), a student must achieve a score that meets or
  exceeds the score determined by the commissioner under Section
  39.0241(a-1) on English III and Algebra II end-of-course assessment
  instruments in order to graduate under the advanced high school
  program.
         (b)  Each time an end-of-course assessment instrument is
  administered, a student who failed to achieve a minimum score under
  Subsection (a) [of at least 60 on the assessment instrument] shall
  retake the assessment instrument. A student who fails to perform
  satisfactorily on an Algebra II or English III end-of-course
  assessment instrument under the college readiness performance
  standard, as provided under Section 39.024(b), may retake the
  assessment instrument. Any other student may retake an
  end-of-course assessment instrument for any reason.  A student is
  not required to retake a course as a condition of retaking an
  end-of-course assessment instrument.
         (b-1)  A school district shall provide each student who fails
  to perform satisfactorily as determined by the commissioner under
  Section 39.0241(a) [achieve a score of at least 70] on an
  end-of-course assessment instrument with accelerated instruction
  in the subject assessed by the assessment instrument.
         (b-2)  If a school district determines that a student, on
  completion of grade 11, is unlikely to achieve the cumulative score
  requirements for one or more subjects prescribed by Subsection (a)
  for receiving a high school diploma, the district shall require the
  student to enroll in a corresponding content-area college
  preparatory course for which an end-of-course assessment
  instrument has been adopted, if available.  A student who enrolls
  in a college preparatory course described by this subsection shall
  be administered an end-of-course assessment instrument for the
  course, with the end-of-course assessment instrument scored on a
  scale as determined by the commissioner not to exceed 20 percent of
  the cumulative score requirements required to graduate as
  determined under Subsection (a) [of 40].  A student may use the
  student's score on the end-of-course assessment instrument for the
  college preparatory course towards satisfying the cumulative score
  requirements prescribed by Subsection (a).
         (c-1)  A school district may not administer an assessment
  instrument required for graduation administered under this section
  as this section existed before September 1, 1999. A school district
  may administer to a student who failed to perform satisfactorily on
  an assessment instrument described by this subsection an alternate
  assessment instrument designated by the commissioner. The
  commissioner shall determine the level of performance considered to
  be satisfactory on an alternate assessment instrument. The
  district may not administer to the student an assessment instrument
  or a part of an assessment instrument that assesses a subject that
  was not assessed in an assessment instrument required for
  graduation administered under this section as this section existed
  before September 1, 1999. The commissioner shall make available to
  districts information necessary to administer the alternate
  assessment instrument authorized by this subsection. The
  commissioner's determination regarding designation of an
  appropriate alternate assessment instrument under this subsection
  and the performance required on the assessment instrument is final
  and may not be appealed.
         (f)  The commissioner shall by rule adopt a transition plan
  to implement the amendments made by Chapter 1312 (S.B. No. 1031),
  Acts of the 80th Legislature, Regular Session, 2007, replacing
  general subject assessment instruments administered at the high
  school level with end-of-course assessment instruments [to this
  section and Sections 39.023(a) and (c) and 39.051(b)(5)].  The
  rules must provide for the end-of-course assessment instruments
  adopted under Section 39.023(c) to be administered beginning with
  students entering the ninth grade during the 2011-2012 school year.  
  During the period under which the transition to end-of-course
  assessment instruments is made:
               (1)  for students entering a grade above the ninth
  grade during the 2011-2012 school year, the commissioner shall
  retain, administer, and use for purposes of accreditation and other
  campus and district accountability measures [ratings] under this
  chapter [Subchapter D] the assessment instruments required by
  Section 39.023(a) or (c), as that section existed before amendment
  by Chapter 1312 (S.B. No. 1031), Acts of the 80th Legislature,
  Regular Session, 2007;
               (2)  a student subject to Subdivision (1) may not
  receive a high school diploma unless the student has performed
  satisfactorily on each required assessment instrument administered
  under Section 39.023(c) as that section existed before amendment by
  Chapter 1312 (S.B. No. 1031), Acts of the 80th Legislature, Regular
  Session, 2007; and
               (3) [(2)]  the agency may defer releasing assessment
  instrument questions and answer keys as required by Section
  39.023(e) to the extent necessary to develop additional assessment
  instruments.
         SECTION 55.  Section 39.0262(a), Education Code, is amended
  to read as follows:
         (a)  In a subject area for which assessment instruments are
  administered under Section 39.023, a school district may not
  administer locally required [district-required] assessment
  instruments designed to prepare students for state-administered
  assessment instruments to any student on more than 10 percent of the
  instructional days in any school year.  A campus-level planning and
  decision-making committee established under Section 11.251 may
  limit the administration of locally required assessment
  instruments under this subsection to 10 percent or a lower
  percentage of the instructional days in any school year.
         SECTION 56.  Section 39.027, Education Code, is amended by
  amending Subsections (a) and (e) and adding Subsection (a-1) to
  read as follows:
         (a)  A student may be administered an accommodated or
  alternative assessment instrument or may be granted an exemption 
  [exempted] from or a postponement of the administration of an
  assessment instrument under:
               (1)  [Section 39.023(a) or (b) if the student is
  eligible for a special education program under Section 29.003 and
  the student's individualized education program does not include
  instruction in the essential knowledge and skills under Section
  28.002 at any grade level;
               [(2)     Section 39.023(c) or (d) if the student is
  eligible for a special education program under Section 29.003 and:
                     [(A)     the student's individualized education
  program does not include instruction in the essential knowledge and
  skills under Section 28.002 at any grade level; or
                     [(B)     the assessment instrument, even with
  allowable modifications, would not provide an appropriate measure
  of the student's achievement as determined by the student's
  admission, review, and dismissal committee;
               [(3)]  Section 39.023(a), (b), (c), or (l) for a period
  of up to one year after initial enrollment in a school in the United
  States if the student is of limited English proficiency, as defined
  by Section 29.052, and has not demonstrated proficiency in English
  as determined by the assessment system under Subsection (e); [or]
               (2) [(4)]  Section 39.023(a), (b), (c), or (l) for a
  period of up to two years in addition to the exemption period
  authorized by Subdivision (1) [(3)] if the student has received an
  exemption under Subdivision (1) [(3)] and:
                     (A)  is a recent unschooled immigrant; or
                     (B)  is in a grade for which no assessment
  instrument in the primary language of the student is available; or
               (3)  Section 39.023(a), (b), (c), or (l) for a period of
  up to four years, in addition to the exemption period authorized
  under Subdivision (1), if the student's initial enrollment in a
  school in the United States was as an unschooled asylee or refugee.
         (a-1)  For purposes of this section, "unschooled asylee or
  refugee" means a student who:
               (1)  initially enrolled in a school in the United
  States as:
                     (A)  an asylee as defined by 45 C.F.R. Section
  400.41; or
                     (B)  a refugee as defined by 8 U.S.C. Section
  1101;
               (2)  has a visa issued by the United States Department
  of State with a Form I-94 Arrival/Departure record, or a successor
  document, issued by the United States Citizenship and Immigration
  Services that is stamped with "Asylee," "Refugee," or "Asylum"; and
               (3)  as a result of inadequate schooling outside of the
  United States, lacks the necessary foundation in the essential
  knowledge and skills of the curriculum prescribed under Section
  28.002, as determined by the language proficiency assessment
  committee established under Section 29.063.
         (e)  The commissioner shall develop an assessment system
  that shall be used for evaluating the academic progress, including
  reading proficiency in English, of all students of limited English
  proficiency, as defined by Section 29.052.  A student who is exempt
  from the administration of an assessment instrument under
  Subsection (a)(1) or (2) [(a)(3) or (4)] who achieves reading
  proficiency in English as determined by the assessment system
  developed under this subsection shall be administered the
  assessment instruments described by Sections 39.023(a) and (c).  
  The performance under the assessment system developed under this
  subsection of students to whom Subsection (a)(1) or (2) [(a)(3) or
  (4)] applies shall be included in the [academic excellence]
  indicator systems [system] under Section 39.301, as applicable
  [Section 39.051], the performance report under Section 39.306
  [39.053], and the comprehensive annual report under Section 39.332
  [39.182].  This information shall be provided in a manner that is
  disaggregated by the bilingual education or special language
  program, if any, in which the student is enrolled.
         SECTION 57.  Section 39.033(b), Education Code, is amended
  to read as follows:
         (b)  An agreement under this section must require the private
  school to:
               (1)  as determined appropriate by the commissioner,
  provide to the commissioner the information described by Sections
  39.053(c) and 39.301(c); [Section 39.051(b)] and
               (2)  [to] maintain confidentiality in compliance with
  Section 39.030.
         SECTION 58.  Section 39.034, Education Code, is amended by
  amending Subsection (d) and adding Subsection (d-1) to read as
  follows:
         (d)  The agency shall determine the necessary annual
  improvement required each year for a student to be prepared to
  perform satisfactorily on, as applicable:
               (1)  the grade five assessment instruments;
               (2)  the grade eight assessment instruments; and
               (3)  the end-of-course assessment instruments required
  under this subchapter for graduation.
         (d-1)  The agency shall report the necessary annual
  improvement required under Subsection (d) to the district.  Each
  year, the report must state whether the student fell below, met, or
  exceeded the necessary target for improvement.
         SECTION 59.  Subchapters C through L, Chapter 39, Education
  Code, as amended by Section 2.25, Chapter 396 (S.B. 4), and Section
  4, Chapter 931 (H.B. 2307), Acts of the 76th Legislature, Regular
  Session, 1999, are amended to read as follows:
  SUBCHAPTER C.  ACCREDITATION [PERFORMANCE INDICATORS
  [SUBCHAPTER D.  ACCREDITATION STATUS]
         Sec. 39.051 [39.071].  ACCREDITATION STATUS.  [(a)]  
  Accreditation of a school district is determined in accordance with
  this subchapter [section].  The commissioner by rule shall
  determine in accordance with this subchapter the criteria for
  [define] the following accreditation statuses:
               (1)  accredited;
               (2)  accredited-warned; and
               (3)  accredited-probation.
         Sec. 39.052.  DETERMINATION OF ACCREDITATION STATUS OR
  PERFORMANCE RATING.  (a) [(b)]  Each year, the commissioner shall
  determine the accreditation status of each school district.
         (b)  In determining the accreditation status of a school
  district, the commissioner:
               (1)  shall evaluate and consider:
                     (A)  [the] performance on student achievement
  indicators described by Section 39.053(c) [of the district under:
                     [(A)     the academic accountability system under
  Section 39.072]; and
                     (B)  performance under the financial
  accountability rating system developed under Subchapter D [I]; and
               (2)  may evaluate and consider:
                     (A)  the district's compliance with statutory
  requirements and requirements imposed by rule of the commissioner
  or State Board of Education under specific statutory authority that
  relate to:
                           (i)  reporting data through the Public
  Education Information Management System (PEIMS) or other reports
  required by state or federal law or court order;
                           (ii)  the high school graduation
  requirements under Section 28.025; or
                           (iii)  an item listed under Sections
  7.056(e)(3)(C)-(I) that applies to the district;
                     (B)  the effectiveness of the district's programs
  for special populations; and
                     (C)  the effectiveness of the district's career
  and technology program.
         (c)  Based on a school district's performance under
  Subsection (b), the commissioner shall:
               (1)  assign each [a] district an accreditation status;
  or
               (2)  revoke the accreditation of the district and order
  closure of the district [under this subchapter].
         (d)  A school district's accreditation status may be raised
  or lowered based on the district's performance or may be lowered
  based on the performance of one or more campuses in the district
  that is below a standard required under this subchapter.
         (e) [(d)]  The commissioner shall notify a school district
  that receives an accreditation status of accredited-warned or
  accredited-probation or a campus that performs below a standard
  required under this subchapter that the performance of the district
  or campus is below a standard required under this subchapter 
  [section].  The commissioner shall require the district to notify
  the parents of students enrolled in the district and property
  owners in the district of the district's accreditation status and
  the implications of that accreditation status.
         (f) [(e)]  A school district that is not accredited may not
  receive funds from the agency or hold itself out as operating a
  public school of this state.
         (g) [(f)]  This chapter may not be construed to invalidate a
  diploma awarded, course credit earned, or grade promotion granted
  by a school district before the commissioner revoked the district's
  accreditation.
         Sec. 39.053.  PERFORMANCE INDICATORS: STUDENT ACHIEVEMENT.
  (a)  The commissioner shall adopt a set of indicators of the quality
  of learning and student achievement. The commissioner biennially
  shall review the indicators for the consideration of appropriate
  revisions.
         [Sec.   39.051.     ACADEMIC EXCELLENCE INDICATORS.   (a)     The
  State Board of Education shall adopt a set of indicators of the
  quality of learning on a campus. The State Board of Education
  biennially shall review the indicators for the consideration of
  appropriate revisions.]
         (b)  Performance on the student achievement indicators
  adopted under this section shall be compared to state-established
  standards.  [The degree of change from one school year to the next
  in performance on each indicator adopted under this section shall
  also be considered.]  The indicators must be based on information
  that is disaggregated by race, ethnicity, [gender,] and
  socioeconomic status.
         (c)  Indicators of student achievement adopted under this
  section [and] must include:
               (1)  the results of assessment instruments required
  under Sections 39.023(a), (c), and (l), including the results of
  assessment instruments required for graduation retaken by a
  student, aggregated across [by] grade levels by [level and] subject
  area, including:
                     (A)  for the performance standard determined by
  the commissioner under Section 39.0241(a):
                           (i)  the percentage of students who
  performed satisfactorily on the assessment instruments, aggregated
  across grade levels by subject area; and
                           (ii)  for students who did not perform
  satisfactorily, the percentage of students who met the standard for
  annual improvement, as determined by the agency under Section
  39.034, on the assessment instruments, aggregated across grade
  levels by subject area; and
                     (B)  for the college readiness performance
  standard as determined under Section 39.0241:
                           (i)  the percentage of students who
  performed satisfactorily on the assessment instruments, aggregated
  across grade levels by subject area; and
                           (ii)  for students who did not perform
  satisfactorily, the percentage of students who met the standard for
  annual improvement, as determined by the agency under Section
  39.034, on the assessment instruments, aggregated across grade
  levels by subject area;
               (2)  dropout rates, including dropout rates and
  district completion rates for grade levels 9 through 12, computed
  in accordance with standards and definitions adopted by the
  National Center for Education Statistics of the United States
  Department of Education; and
               (3)  high school graduation rates, computed in
  accordance with standards and definitions adopted in compliance
  with the No Child Left Behind Act of 2001 (20 U.S.C. Section 6301 et
  seq.).
         (d)  For purposes of Subsection (c), the commissioner by rule
  shall determine the period within which a student must retake an
  assessment instrument for that assessment instrument to be
  considered in determining the performance rating of the district
  under Section 39.054.
         (e)  [(Pub. L. No. 107-110);
               [(4)  student attendance rates;
               [(5)     the percentage of graduating students who attain
  scores on the questions developed for end-of-course assessment
  instruments under Section 39.0233(a) that are equivalent to a
  passing score on the assessment instrument required under Section
  51.3062;
               [(6)     the percentage of graduating students who meet
  the course requirements established for the recommended high school
  program by State Board of Education rule;
               [(7)     the results of the Scholastic Assessment Test
  (SAT), the American College Test (ACT), articulated postsecondary
  degree programs described by Section 61.852, and certified
  workforce training programs described by Chapter 311, Labor Code;
               [(8)     the percentage of students, aggregated by grade
  level, provided accelerated instruction under Section 28.0211(c),
  the results of assessments administered under that section, the
  percentage of students promoted through the grade placement
  committee process under Section 28.0211, the subject of the
  assessment instrument on which each student failed to perform
  satisfactorily, and the performance of those students in the school
  year following that promotion on the assessment instruments
  required under Section 39.023;
               [(9)     for students who have failed to perform
  satisfactorily on an assessment instrument required under Section
  39.023(a) or (c), the numerical progress of those students grouped
  by percentage on subsequent assessment instruments required under
  those sections, aggregated by grade level and subject area;
               [(10)     the percentage of students exempted, by
  exemption category, from the assessment program generally
  applicable under this chapter;
               [(11)     the percentage of students of limited English
  proficiency exempted from the administration of an assessment
  instrument under Sections 39.027(a)(3) and (4);
               [(12)     the percentage of students in a special
  education program under Subchapter A, Chapter 29, assessed through
  assessment instruments developed or adopted under Section
  39.023(b);
               [(13)     the measure of progress toward preparation for
  postsecondary success; and
               [(14)     the measure of progress toward dual language
  proficiency under Section 39.034(b), for students of limited
  English proficiency, as defined by Section 29.052.
         [(b-1)     Performance on the indicators described by
  Subsections (b)(1), (2), (3), (8), (9), and (14) must be based on
  longitudinal student data that is disaggregated by the bilingual
  education or special language program, if any, in which students of
  limited English proficiency, as defined by Section 29.052, are or
  former students of limited English proficiency were enrolled.   If a
  student described by this subsection is not or was not enrolled in
  specialized language instruction, the number and percentage of
  those students shall be provided.
         [(c)]  Performance on the student achievement indicators
  [indicator] under Subsections (c)(1) and (2) [Subsection (b)(1)]
  shall be compared to state standards and[,] required improvement[,
  and comparable improvement]. The state standard shall be
  established by the commissioner. Required improvement is [defined
  as] the progress necessary for the campus or district to meet state
  standards and, for the student achievement indicator under
  Subsection (c)(1), for its students to meet each of the performance
  standards as determined under Section 39.0241.
         (f)  [exit requirements as defined by the commissioner.
  Comparable improvement is derived by measuring campuses and
  districts against a profile developed from a total state student
  performance database which exhibits substantial equivalence to the
  characteristics of students served by the campus or district,
  including past academic performance, socioeconomic status,
  ethnicity, and limited English proficiency.
         [(d)]  Annually, the commissioner shall define the state
  standard for the current school year for each student achievement
  [exemplary, recognized, and unacceptable performance for each
  academic excellence] indicator described by Subsection (c)
  [included under Subsections (b)(1) through (7)] and shall project
  the state standards for each [of those levels of performance for
  succeeding years.   For the] indicator for the following two school
  [under Subsection (b)(8), the commissioner shall define exemplary,
  recognized, and unacceptable performance based on student
  performance for the period covering both the current and preceding
  academic] years.  The commissioner shall periodically raise the
  state standards for the student achievement indicator described by
  Subsection (c)(1)(B)(i) for accreditation as necessary to reach the
  goals of achieving, by not later than the 2019-2020 school year:
               (1)  student performance in this state, disaggregated
  by race, ethnicity, and socioeconomic status, that ranks nationally
  in the top 10 states in terms of college readiness; and
               (2)  student performance, including the percentage of
  students graduating under the recommended or advanced high school
  program, with no significant achievement gaps by race, ethnicity,
  and socioeconomic status.
         (g)  In defining the required state standard [exemplary,
  recognized, and unacceptable performance] for the indicator
  described by Subsection (c)(2) [indicators under Subsections
  (b)(2) and (4)], the commissioner may not consider as a dropout [or
  as] a student [who has failed to attend school a student] whose
  failure to attend school results from:
               (1)  the student's expulsion under Section 37.007; and
               (2)  as applicable:
                     (A)  adjudication as having engaged in delinquent
  conduct or conduct indicating a need for supervision, as defined by
  Section 51.03, Family Code; or
                     (B)  conviction of and sentencing for an offense
  under the Penal Code.
         (g-1)  In computing dropout and completion rates under
  Subsection (c)(2), the commissioner shall exclude:
               (1)  students who are ordered by a court to attend a
  high school equivalency certificate program but who have not yet
  earned a high school equivalency certificate;
               (2)  students who were previously reported to the state
  as dropouts;
               (3)  students in attendance who are not in membership
  for purposes of average daily attendance;
               (4)  students whose initial enrollment in a school in
  the United States in grades 7 through 12 was as unschooled refugees
  or asylees as defined by Section 39.027(a-1);
               (5)  students who are in the district exclusively as a
  function of having been detained at a county detention facility but
  are otherwise not students of the district in which the facility is
  located; and
               (6)  students who are incarcerated in state jails and
  federal penitentiaries as adults and as persons certified to stand
  trial as adults.
         (h) [(e)]  Each school district shall cooperate with the
  agency in determining whether a student is a dropout for purposes of
  accreditation and evaluating performance by school districts and
  campuses under this chapter [section].
         (i) [(f)     The indicator under Subsection (b)(1) must include
  the results of assessment instruments required under Section
  39.023(b).
         [(g)]  The commissioner by rule shall adopt accountability
  measures to be used in assessing the progress of students who have
  failed to perform satisfactorily as determined by the commissioner
  under Section 39.0241(a) or under the college readiness standard as
  determined under Section 39.0241 in the preceding school year on an
  assessment instrument required under Section 39.023(a), (c), or
  (l).
         Sec. 39.054.  METHODS AND STANDARDS FOR EVALUATING
  PERFORMANCE. (a) The commissioner shall adopt rules to evaluate
  school district and campus performance and, not later than August 8
  of each year, assign each district and campus a performance rating
  that reflects acceptable performance or unacceptable performance.  
  If a district or campus received a performance rating of
  unacceptable performance for the preceding school year, the
  commissioner shall notify the district of a subsequent such
  designation on or before June 15.
         (b)  In evaluating performance, the commissioner shall
  evaluate against state standards and consider the performance of
  each campus in a school district and each open-enrollment charter
  school on the basis of the campus's or school's performance on the
  student achievement indicators adopted under Section 39.053(c).
         (b-1)  [39.072.     ACCREDITATION STANDARDS.   (a)   The State
  Board of Education shall adopt rules to evaluate the performance of
  school districts and to assign to each district a performance
  rating as follows:
               [(1)     exemplary (meets or exceeds state exemplary
  standards);
               [(2)     recognized (meets or exceeds required
  improvement and within 10 percent of state exemplary standards);
               [(3)     academically acceptable (below the exemplary and
  recognized standards but exceeds the academically unacceptable
  standards); or
               [(4)     academically unacceptable (below the state
  clearly unacceptable performance standard and does not meet
  required improvement).
         [(b)     The academic excellence indicators adopted under
  Sections 39.051(b)(1) through (8) and the district's current
  special education compliance status with the agency shall be the
  main considerations of the agency in the rating of the district
  under this section.   Additional criteria in the rules may include
  consideration of:
               [(1)     compliance with statutory requirements and
  requirements imposed by rule of the State Board of Education under
  specific statutory authority that relate to:
                     [(A)     reporting data through the Public Education
  Information Management System (PEIMS);
                     [(B)     the high school graduation requirements
  under Section 28.025; or
                     [(C)     an item listed in Sections
  7.056(e)(3)(C)-(I) that applies to the district;
               [(2)     the effectiveness of the district's programs for
  special populations; and
               [(3)     the effectiveness of the district's career and
  technology programs.
         [(c)     The agency shall evaluate against state standards and
  shall, not later than August 1 of each year, report the performance
  of each campus in a district and each open-enrollment charter
  school on the basis of the campus's performance on the indicators
  adopted under Sections 39.051(b)(1) through (8).]  Consideration of
  the effectiveness of district programs under Section
  39.052(b)(2)(B) or (C):
               (1)  [Subsection (b)(2) or (3)] must:
                     (A)  be based on data collected through the Public
  Education Information Management System (PEIMS) for purposes of
  accountability under this chapter; and
                     (B)  include the results of assessments required
  under Section 39.023; and
               (2)  may be based on the results of a special
  accreditation investigation conducted under Section 39.057.
         (c)  In evaluating school district and campus performance on
  the student achievement indicators adopted under Sections
  39.053(c)(1) and (2), the commissioner shall define acceptable
  performance as meeting the state standard determined by the
  commissioner under Section 39.053(e) for the current school year
  based on:
               (1)  student performance in the current school year; or
               (2)  student performance as averaged over the current
  school year and the preceding two school years.
         (d)  In evaluating performance under Subsection (c), the
  commissioner:
               (1)  may assign an acceptable performance rating if the
  campus or district:
                     (A)  performs satisfactorily on 85 percent of the
  measures the commissioner determines appropriate with respect to
  the student achievement indicators adopted under Sections
  39.053(c)(1) and (2); and
                     (B)  does not fail to perform satisfactorily on
  the same measure described by Paragraph (A) for two consecutive
  school years;
               (2)  may grant an exception under this subsection to a
  district or campus only if the performance of the district or campus
  is within a certain percentage, as determined by the commissioner,
  of the minimum performance standard established by the commissioner
  for the measure of evaluation; or
               (3)  may establish other performance criteria for a
  district or campus to obtain an exception under this subsection.
         (d-1)  The commissioner may consider alternative performance
  criteria to Subsection (d)(1)(A) only in special circumstances,
  including campus or district performance on the same measure for
  student groups that are substantially similar in composition to all
  students on the same campus or district.
         (e)  [Notwithstanding any other provision of this code, for
  purposes of determining the performance of a school district under
  this chapter, including the accreditation status of the district, a
  student confined by court order in a residential program or
  facility operated by or under contract with the Texas Youth
  Commission, Texas Juvenile Probation Commission, or any other
  governmental entity, including a juvenile board, is not considered
  to be a student of the school district in which the program or
  facility is physically located.   The performance of such a student
  on an assessment instrument or other academic excellence indicator
  adopted under Section 39.051 shall be determined, reported, and
  considered separately from the performance of students attending a
  school of the district in which the program or facility is
  physically located.
         [Sec.   39.0721.     GOLD PERFORMANCE RATING PROGRAM.   (a)   In
  addition to district and campus performance ratings reported under
  Section 39.072, the commissioner shall develop a gold performance
  rating program based on enhanced performance. The agency shall
  administer the program.
         [(b)     Under the gold performance rating program, a district
  or campus rated exemplary under Section 39.072 is eligible for an
  exemplary gold rating, a district or campus rated recognized is
  eligible for a recognized gold rating, and a district or campus
  rated academically acceptable is eligible for an academically
  acceptable gold rating.
         [(c)     The performance standards on which a gold performance
  rating is based should include:
               [(1)  student proficiency on:
                     [(A)     assessment instruments administered under
  Sections 39.023(a), (c), and (l); and
                     [(B)     other measures of proficiency determined by
  the commissioner;
               [(2)     student performance on one or more nationally
  recognized norm-referenced assessment instruments;
               [(3)  improvement in student performance;
               [(4)     in the case of middle or junior high school
  campuses, student proficiency in mathematics, including algebra;
  and
               [(5)  in the case of high school campuses:
                     [(A)     the extent to which graduating students are
  academically prepared to attend institutions of higher education;
                     [(B)     the percentage of students who take advanced
  placement tests and student performance on those tests; and
                     [(C)     the percentage of students who take and
  successfully complete advanced academic courses or college-level
  course work offered through dual credit programs provided under
  agreements between high schools and institutions of higher
  education.
         [(d)     The commissioner may adopt rules as necessary to
  implement and administer this section.
         [Sec.   39.073.     DETERMINING ACCREDITATION STATUS. (a)   The
  agency shall annually review the performance of each district and
  campus on the indicators adopted under Sections 39.051(b)(1)
  through (8) and determine if a change in the accreditation status of
  the district is warranted.   The commissioner may determine how all
  indicators adopted under Section 39.051(b) may be used to determine
  accountability ratings and to select districts and campuses for
  acknowledgment.
         [(b)]  Each annual performance review under this section
  shall include an analysis of the student achievement indicators
  adopted under Section 39.053(c) [Sections 39.051(b)(1) through
  (8)] to determine school district and campus performance in
  relation to:
               (1)  standards established for each indicator; and
               (2)  required improvement as defined under Section
  39.053(e) [39.051(c); and
               [(3)     comparable improvement as defined by Section
  39.051(c)].
         [(c)     A district's accreditation rating may be raised or
  lowered based on the district's performance or may be lowered based
  on the unacceptable performance of one or more campuses in the
  district.
         [(d)     The commissioner shall notify a district that is rated
  academically unacceptable that the performance of the district or a
  campus in the district is below each standard under Subsection (b)
  and shall require the district to notify property owners and
  parents in the district of the lowered accreditation rating and its
  implication.
         [(e)     In determining a district's accreditation rating, the
  agency shall consider:
               [(1)     the district's current special education
  compliance status with the agency; and
               [(2)     the progress of students who have failed to
  perform satisfactorily in the preceding school year on an
  assessment instrument required under Section 39.023(a), (c), or
  (l).]
         (f)  In the computation of dropout rates under Section
  39.053(c)(2) [39.051(b)(2)], a student who is released from a
  juvenile pre-adjudication secure detention facility or juvenile
  post-adjudication secure correctional facility and fails to enroll
  in school or a student who leaves a residential treatment center
  after receiving treatment for fewer than 85 days and fails to enroll
  in school may not be considered to have dropped out from the [campus
  or] school district or campus serving the facility or center unless
  that district or campus [or district] is the one to which the
  student is regularly assigned.  The agency may not limit an appeal
  relating to dropout computations under this subsection.
         Sec. 39.055.  STUDENT ORDERED BY A JUVENILE COURT NOT
  CONSIDERED FOR ACCOUNTABILITY PURPOSES. Notwithstanding any other
  provision of this code, for purposes of determining the performance
  of a school district or campus under this chapter, a student ordered
  by a juvenile court into a residential program or facility operated
  by or under contract with the Texas Youth Commission, the Texas
  Juvenile Probation Commission, a juvenile board, or any other
  governmental entity is not considered to be a student of the school
  district in which the program or facility is physically located.  
  The performance of such a student on an assessment instrument or
  other student achievement indicator adopted under Section 39.053 or
  reporting indicator adopted under Section 39.301 shall be
  determined, reported, and considered separately from the
  performance of students attending a school of the district in which
  the program or facility is physically located.
         Sec. 39.056 [39.074].  ON-SITE INVESTIGATIONS. (a)  The
  commissioner may:
               (1)  direct the agency to conduct on-site
  investigations of a school district at any time to answer any
  questions concerning a program, including special education,
  required by federal law or for which the district receives federal
  funds; and
               (2)  [raise or lower the performance rating] as a
  result of the investigation, change the accreditation status of a
  district, change the accountability rating of a district or campus, 
  or withdraw a distinction designation under Subchapter G.
         (b)  The commissioner shall determine the frequency of
  on-site investigations by the agency according to annual
  comprehensive analyses of student performance and equity in
  relation to the student achievement [academic excellence]
  indicators adopted under Section 39.053 [39.051].
         (c)  In making an on-site accreditation investigation, the
  investigators shall obtain information from administrators,
  teachers, and parents of students enrolled in the school district.
  The investigation may not be closed until information is obtained
  from each of those sources. The State Board of Education shall
  adopt rules for:
               (1)  obtaining information from parents and using that
  information in the investigator's report; and
               (2)  obtaining information from teachers in a manner
  that prevents a [campus or] district or campus from screening the
  information.
         (d)  The agency shall give written notice to the
  superintendent and the board of trustees of a school district of any
  impending investigation of the district's accreditation.
         (e)  [If an annual review   indicates low performance on one
  or more of the indicators under Sections 39.051(b)(1) through (8)
  of one or more campuses in a district, the agency may conduct an
  on-site evaluation of those campuses only.
         [(f)]  The investigators shall report orally and in writing
  to the board of trustees of the school district and, as appropriate,
  to campus administrators and shall make recommendations concerning
  any necessary improvements or sources of aid such as regional
  education service centers.
         Sec. 39.057 [39.075].  SPECIAL ACCREDITATION INVESTIGATIONS.
  (a)  The commissioner shall authorize special accreditation
  investigations to be conducted:
               (1)  when excessive numbers of absences of students
  eligible to be tested on state assessment instruments are
  determined;
               (2)  when excessive numbers of allowable exemptions
  from the required state assessment instruments are determined;
               (3)  in response to complaints submitted to the agency
  with respect to alleged violations of civil rights or other
  requirements imposed on the state by federal law or court order;
               (4)  in response to established compliance reviews of
  the district's financial accounting practices and state and federal
  program requirements;
               (5)  when extraordinary numbers of student placements
  in disciplinary alternative education programs, other than
  placements under Sections 37.006 and 37.007, are determined;
               (6)  in response to an allegation involving a conflict
  between members of the board of trustees or between the board and
  the district administration if it appears that the conflict
  involves a violation of a role or duty of the board members or the
  administration clearly defined by this code;
               (7)  when excessive numbers of students in special
  education programs under Subchapter A, Chapter 29, are assessed
  through assessment instruments developed or adopted under Section
  39.023(b);
               (8)  in response to an allegation regarding or an
  analysis using a statistical method result indicating a possible
  violation of an assessment instrument security procedure
  established under Section 39.0301, including for the purpose of
  investigating or auditing a school district under that section;
  [or]
               (9)  when a significant pattern of decreased academic
  performance has developed as a result of the promotion in the
  preceding two school years of students who did not perform
  satisfactorily as determined by the commissioner under Section
  39.0241(a) on assessment instruments administered under Section
  39.023(a), (c), or (l);
               (10)  when excessive numbers of students graduate under
  the minimum high school program;
               (11)  when excessive numbers of students eligible to
  enroll fail to complete an Algebra II course or any other course
  determined by the commissioner as distinguishing between students
  participating in the recommended high school program from students
  participating in the minimum high school program;
               (12)  when resource allocation practices as evaluated
  under Section 39.0821 indicate a potential for significant
  improvement in resource allocation; or
               (13)  as the commissioner otherwise determines
  necessary.
         (b)  If the agency's findings in an investigation under
  Subsection (a)(6) indicate that the board of trustees has observed
  a lawfully adopted policy, the agency may not substitute its
  judgment for that of the board.
         (c) [(b-1)]  The commissioner may authorize special
  accreditation investigations to be conducted in response to
  repeated complaints submitted to the agency concerning imposition
  of excessive paperwork requirements on classroom teachers.
         (d) [(c)]  Based on the results of a special accreditation
  investigation, the commissioner may:
               (1)  take appropriate action under Subchapter E [G];
               (2)  lower the school district's accreditation status
  or a district's or campus's accountability rating; or
               (3)  take action under both Subdivisions (1) and (2).
         (e)  [(c)     Based on the results of a special accreditation
  investigation, the commissioner may lower the district's
  accreditation rating and may take appropriate action under
  Subchapter G.] Regardless of whether the commissioner lowers the
  school district's accreditation status or a district's or campus's
  performance rating under Subsection (d) [rating], the commissioner
  may take action under Sections 39.102(a)(1) through (8) or Section
  39.103 [39.131(a)(1) through (8)] if the commissioner determines
  that the action is necessary to improve any area of a district's or
  campus's performance, including the district's financial
  accounting practices.
         Sec. 39.058 [39.076].  CONDUCT OF INVESTIGATIONS. (a)  The
  agency shall adopt written procedures for conducting on-site
  investigations under this subchapter. The agency shall make the
  procedures available to the complainant, the alleged violator, and
  the public. Agency staff must be trained in the procedures and must
  follow the procedures in conducting the investigation.
         (b)  After completing an investigation, the agency shall
  present preliminary findings to any person the agency finds has
  violated a law, rule, or policy. Before issuing a report with its
  final findings, the agency must provide a person the agency finds
  has violated a law, rule, or policy an opportunity for an informal
  review by the commissioner or a designated hearing examiner.
  SUBCHAPTER D [I].  FINANCIAL ACCOUNTABILITY
         Sec. 39.081 [39.201].  DEFINITIONS. In this subchapter:
               (1)  "Parent" includes a guardian or other person
  having lawful control of a student.
               (2)  "System" means a [the] financial accountability
  rating system developed under this subchapter.
         Sec. 39.082 [39.202].  DEVELOPMENT AND IMPLEMENTATION. (a)  
  The commissioner shall, in consultation with the comptroller,
  develop and implement separate [a] financial accountability rating
  systems [system] for school districts and open-enrollment charter
  schools in this state that:
               (1)  distinguish [distinguishes] among school
  districts and distinguish among open-enrollment charter schools,
  as applicable, based on levels of financial performance; and
               (2)  include [includes] procedures to:
                     (A)  provide additional transparency to public
  education finance; and
                     (B)  enable the commissioner and school district
  and open-enrollment charter school administrators to provide
  meaningful financial oversight and improvement.
         (b)  The system must include uniform indicators adopted by
  the commissioner by which to measure the [a district's] financial
  management performance of a district or open-enrollment charter
  school.
         (c)  The system may not include an indicator under Subsection
  (b) or any other performance measure that:
               (1)  requires a school district to spend at least 65
  percent or any other specified percentage of district operating
  funds for instructional purposes; or
               (2)  lowers the financial management performance
  rating of a school district for failure to spend at least 65 percent
  or any other specified percentage of district operating funds for
  instructional purposes.
         Sec. 39.0821.  COMPTROLLER REVIEW OF RESOURCE ALLOCATION
  PRACTICES. (a)  The comptroller shall identify school districts
  and campuses that use resource allocation practices that contribute
  to high academic achievement and cost-effective operations. In
  identifying districts and campuses under this section, the
  comptroller shall:
               (1)  evaluate existing academic accountability and
  financial data by integrating the data;
               (2)  rank the results of the evaluation under
  Subdivision (1) to identify the relative performance of districts
  and campuses; and
               (3)  identify potential areas for district and campus
  improvement.
         (b)  In reviewing resources allocation practices of
  districts and campuses under this section, the comptroller shall
  ensure resources are being used for the instruction of students by
  evaluating:
               (1)  the operating cost for each student;
               (2)  the operating cost for each program; and
               (3)  the staffing cost for each student.
         Sec. 39.0822.  FINANCIAL SOLVENCY REVIEW REQUIRED. (a)  The
  agency shall develop a review process to anticipate the future
  financial solvency of each school district. The review process
  shall analyze:
               (1)  district revenues and expenditures for the
  preceding school year; and
               (2)  projected district revenues and expenditures for
  the current school year and the following two school years.
         (b)  In analyzing the information under Subsection (a), the
  review process developed must consider, for the preceding school
  year, the current school year, and the following two school years,
  as appropriate:
               (1)  student-to-staff ratios relative to expenditures,
  including average staff salaries;
               (2)  the rate of change in the district unreserved
  general fund balance;
               (3)  the number of students enrolled in the district;
               (4)  the adopted tax rate of the district;
               (5)  any independent audit report prepared for the
  district; and
               (6)  actual district financial information for the
  first quarter.
         (c)  The agency shall consult school district financial
  officers and public finance experts in developing the review
  process under this section.
         (d)  The agency shall develop an electronic-based program
  for school districts to use in submitting information to the agency
  for purposes of this section. Each district shall update
  information for purposes of the program within the period
  prescribed by the commissioner. The commissioner shall adopt rules
  under this subsection to allow a district to enter estimates of
  critical data into the program before the district adopts its
  budget. The program must:
               (1)  be capable of importing, to the extent
  practicable, data a district has previously submitted to the
  agency;
               (2)  include an entry space that allows a district to
  enter information explaining any irregularity in data submitted;
  and
               (3)  provide alerts for:
                     (A)  a student-to-staff ratio that is
  significantly outside the norm;
                     (B)  a rapid depletion of the district general
  fund balance; and
                     (C)  a significant discrepancy between actual
  budget figures and projected revenues and expenditures.
         (e)  An alert in the program developed under Subsection (d)
  must be developed to notify the agency immediately on the
  occurrence of a condition described by Subsection (d)(3). After
  the agency is alerted, the agency shall immediately notify the
  affected school district regarding the condition triggering the
  alert.
         Sec. 39.0823.  PROJECTED DEFICIT.  (a)  If the review process
  under Section 39.0822 indicates a projected deficit for a school
  district general fund within the following three school years, the
  district shall provide the agency interim financial reports,
  supplemented by staff and student count data, as needed, to
  evaluate the district's current budget status.
         (b)  If the interim financial data provided under Subsection
  (a) substantiates the projected deficit, the school district shall
  develop a financial plan and submit the plan to the agency for
  approval.  The agency may approve the plan only if the agency
  determines the plan will permit the district to avoid the projected
  insolvency.
         (c)  The commissioner shall assign a school district an
  accredited-warned status if:
               (1)  the district fails to submit a plan as provided by
  Subsection (b);
               (2)  the district fails to obtain approval from the
  agency for a plan as provided by Subsection (b);
               (3)  the district fails to comply with a plan approved
  by the agency under Subsection (b); or
               (4)  the agency determines in a subsequent school year,
  based on financial data submitted by the district, that the
  approved plan for the district is no longer sufficient or is not
  appropriately implemented.
         Sec. 39.083 [39.203].  REPORTING. (a)  The commissioner
  shall develop, as part of the system, a reporting procedure under
  which:
               (1)  each school district is required to prepare and
  distribute an annual financial management report; and
               (2)  the public is provided an opportunity to comment
  on the report at a hearing.
         (b)  The annual financial management report must include:
               (1)  a description of the district's financial
  management performance based on a comparison, provided by the
  agency, of the district's performance on the indicators adopted
  under Section 39.082(b) [39.202(b)] to:
                     (A)  state-established standards; and
                     (B)  the district's previous performance on the
  indicators; [and]
               (2)  a description of the data submitted using the
  electronic-based program developed under Section 39.0822; and
               (3)  any descriptive information required by the
  commissioner.
         (c)  The report may include:
               (1)  information concerning the district's:
                     (A)  financial allocations;
                     (B)  tax collections;
                     (C)  financial strength;
                     (D)  operating cost management;
                     (E)  personnel management;
                     (F)  debt management;
                     (G)  facility acquisition and construction
  management;
                     (H)  cash management;
                     (I)  budgetary planning;
                     (J)  overall business management;
                     (K)  compliance with rules; and
                     (L)  data quality; and
               (2)  any other information the board of trustees
  determines to be necessary or useful.
         (d)  The board of trustees of each school district shall hold
  a public hearing on the report. The board shall give notice of the
  hearing to owners of real property in the district and to parents of
  district students. In addition to other notice required by law,
  notice of the hearing must be provided:
               (1)  to a newspaper of general circulation in the
  district; and
               (2)  through electronic mail to media serving the
  district.
         (e)  After the hearing, the report shall be disseminated in
  the district in the manner prescribed by the commissioner.
         Sec. 39.084.  POSTING OF ADOPTED BUDGET. (a) On final
  approval of the budget by the board of trustees, the school district
  shall post on the district's Internet website a copy of the budget
  adopted by the board of trustees. The district's Internet website
  must prominently display the electronic link to the adopted budget.
         (b)  The district shall maintain the adopted budget on the
  district's Internet website until the third anniversary of the date
  the budget was adopted.
         Sec. 39.085 [39.204].  RULES. The commissioner shall adopt
  rules as necessary for the implementation and administration of
  this subchapter.
  SUBCHAPTER E [G]. ACCREDITATION INTERVENTIONS AND SANCTIONS
         Sec. 39.102 [39.131].  INTERVENTIONS AND SANCTIONS FOR
  DISTRICTS. (a)  If a school district does not satisfy the
  accreditation criteria under Section 39.052 [39.071], the academic
  performance standards under Section 39.053 or 39.054 [39.072], or
  any financial accountability standard as determined by
  commissioner rule, the commissioner shall take any of the following
  actions to the extent the commissioner determines necessary:
               (1)  issue public notice of the deficiency to the board
  of trustees;
               (2)  order a hearing conducted by the board of trustees
  of the district for the purpose of notifying the public of the
  insufficient [unacceptable] performance, the improvements in
  performance expected by the agency, and the interventions and 
  sanctions that may be imposed under this section if the performance
  does not improve;
               (3)  order the preparation of a student achievement
  improvement plan that addresses each student achievement [academic
  excellence] indicator under Section 39.053(c) for which the
  district's performance is insufficient [unacceptable], the
  submission of the plan to the commissioner for approval, and
  implementation of the plan;
               (4)  order a hearing to be held before the commissioner
  or the commissioner's designee at which the president of the board
  of trustees of the district and the superintendent shall appear and
  explain the district's low performance, lack of improvement, and
  plans for improvement;
               (5)  arrange an on-site investigation of the district;
               (6)  appoint an agency monitor to participate in and
  report to the agency on the activities of the board of trustees or
  the superintendent;
               (7)  appoint a conservator to oversee the operations of
  the district;
               (8)  appoint a management team to direct the operations
  of the district in areas of insufficient [unacceptable] performance
  or require the district to obtain certain services under a contract
  with another person;
               (9)  if a district has a current accreditation status
  of accredited-warned or accredited-probation, fails to satisfy any
  standard under Section 39.054(e) [is rated academically
  unacceptable], or fails to satisfy financial accountability
  standards as determined by commissioner rule, appoint a board of
  managers to exercise the powers and duties of the board of trustees;
               (10)  if for two consecutive school years, including
  the current school year, a district has received an accreditation
  status of accredited-warned or accredited-probation, has failed to
  satisfy any standard under Section 39.054(e) [been rated
  academically unacceptable], or has failed to satisfy financial
  accountability standards as determined by commissioner rule,
  revoke the district's accreditation and:
                     (A)  order closure of the district and annex the
  district to one or more adjoining districts under Section 13.054;
  or
                     (B)  in the case of a home-rule school district or
  open-enrollment charter school, order closure of all programs
  operated under the district's or school's charter; or
               (11)  if a district has failed to satisfy any standard
  under Section 39.054(e) [been rated academically unacceptable for
  two consecutive school years, including the current school year,]
  due to the district's dropout rates, impose sanctions designed to
  improve high school completion rates, including:
                     (A)  ordering the development of a dropout
  prevention plan for approval by the commissioner;
                     (B)  restructuring the district or appropriate
  school campuses to improve identification of and service to
  students who are at risk of dropping out of school, as defined by
  Section 29.081;
                     (C)  ordering lower student-to-counselor ratios
  on school campuses with high dropout rates; and
                     (D)  ordering the use of any other intervention
  strategy effective in reducing dropout rates, including mentor
  programs and flexible class scheduling.
         (b)  This subsection applies regardless of whether a
  district has satisfied the accreditation criteria.  If for two
  consecutive school years, including the current school year, a
  district has had a conservator or management team assigned, the
  commissioner may appoint a board of managers, a majority of whom
  must be residents of the district, to exercise the powers and duties
  of the board of trustees.
         Sec. 39.103 [39.132].  INTERVENTIONS AND SANCTIONS FOR
  [ACADEMICALLY UNACCEPTABLE] CAMPUSES. (a)  If a campus performance
  is below any standard under Section 39.054(e), the commissioner
  [39.073(b), the campus is considered an academically unacceptable
  campus. The commissioner may permit the campus to participate in an
  innovative redesign of the campus to improve campus performance or]
  shall take [any of the other following] actions, to the extent the
  commissioner determines necessary, as provided by this subchapter.
         (b)  For a campus described by Subsection (a), the
  commissioner, to the extent the commissioner determines necessary,
  may:
               (1)  [issue public notice of the deficiency to the
  board of trustees;
               [(2)     order a hearing conducted by the board of
  trustees at the campus for the purpose of:
                     [(A)     notifying the public of the unacceptable
  performance, the improvements in performance expected by the
  agency, and the sanctions that may be imposed under this section if
  the performance does not improve within a designated period of
  time; and
                     [(B)     soliciting public comment on the initial
  steps being taken to improve performance;
               [(3)     order the preparation of a report regarding the
  parental involvement program at the campus and a plan describing
  strategies for improving parental involvement at the campus;
               [(4)     order the preparation of a report regarding the
  effectiveness of the district- and campus-level planning and
  decision-making committees established under Subchapter F, Chapter
  11, and a plan describing strategies for improving the
  effectiveness of those committees;
               [(5)     order the preparation of a student improvement
  plan that addresses each academic excellence indicator for which
  the campus's performance is unacceptable, the submission of the
  plan to the commissioner for approval, and implementation of the
  plan;
               [(6)]  order a hearing to be held before the
  commissioner or the commissioner's designee at which the president
  of the board of trustees, the superintendent, and the campus
  principal shall appear and explain the campus's low performance,
  lack of improvement, and plans for improvement; or
               (2)  establish a school community partnership team
  composed of members of the campus-level planning and
  decision-making committee established under Section 11.251 and
  additional community representatives as determined appropriate by
  the commissioner
               [(7)     appoint a campus intervention team under Section
  39.1322].
         (c)  Notwithstanding the provisions of this subchapter, if
  the commissioner determines that a campus subject to interventions
  or sanctions under this subchapter has implemented substantially
  similar intervention measures under federal accountability
  requirements, the commissioner may accept the substantially
  similar intervention measures as measures in compliance with this
  subchapter.
         Sec. 39.104 [39.1321].  INTERVENTIONS AND SANCTIONS FOR
  CHARTER SCHOOLS.  (a)  Interventions and sanctions [Sanctions]
  authorized under this chapter for a school district or campus apply
  in the same manner to an open-enrollment charter school.
         (b)  The commissioner shall adopt rules to implement
  procedures to impose any intervention or sanction provision under
  this chapter as those provisions relate to open-enrollment charter
  schools.
         (c)  In adopting rules under this section, the commissioner
  shall require that the charter of an open-enrollment charter
  school:
               (1)  be automatically revoked if the charter school is
  ordered closed under this chapter; and
               (2)  be automatically modified to remove authorization
  for an individual campus if the campus is ordered closed under this
  chapter.
         (d)  If interventions or sanctions are imposed on an
  open-enrollment charter school under the procedures provided by
  this chapter, a charter school is not entitled to an additional
  hearing relating to the modification, placement on probation,
  revocation, or denial of renewal of a charter as provided by
  Subchapter D, Chapter 12.
         Sec. 39.105 [39.1322].  [TECHNICAL ASSISTANCE AND] CAMPUS
  IMPROVEMENT PLAN [INTERVENTION TEAMS].  (a)  This section applies
  if [If] a campus performance satisfies performance standards under
  Section 39.054(e) [is rated academically acceptable] for the
  current school year but would not satisfy performance standards
  under Section 39.054(e) [be rated as academically unacceptable] if
  the [performance] standards to be used for the following school
  year were applied to the current school year.  On request of[,] the
  commissioner, the campus-level committee established under Section
  11.251 shall revise and submit to the commissioner in an electronic
  format the portions of the campus improvement plan developed under
  Section 11.253 that are relevant to those areas for which the campus
  would not satisfy performance standards [select and assign a
  technical assistance team to assist the campus in executing a
  school improvement plan and any other school improvement strategies
  the commissioner determines appropriate.   The commissioner may
  waive the requirement to assign a technical assistance team under
  this subsection if the improvement in performance standards among
  all student groups, including special populations, over the
  preceding three years indicates that the campus is likely to be
  rated academically acceptable in the following school year].
         (b)  If the [a] campus to which this section applies is an
  open-enrollment charter school, the school shall establish a
  campus-level planning and decision-making committee as provided
  for through procedures as much as practicable the same as those
  provided by Sections 11.251(b)-(e) and develop a campus improvement
  plan as provided by Section 11.253. On request of the commissioner,
  the school shall submit to the commissioner in an electronic format
  the portions of the campus improvement plan that are relevant to
  those areas for which the campus would not satisfy performance
  standards [has been identified as academically unacceptable under
  Section 39.132, the commissioner shall appoint a campus
  intervention team.
         [(c)     To the extent practicable, the commissioner shall
  select and assign the technical assistance team under Subsection
  (a) or the campus intervention team under Subsection (b) before the
  first day of instruction for the school year.
         [(d)     The commissioner may determine when the services of a
  technical assistance team or campus intervention team are no longer
  needed at a campus under this section].
         Sec. 39.106 [39.1323].  CAMPUS INTERVENTION TEAM
  [PROCEDURES].  (a)  If a campus performance is below any standard
  under Section 39.054(e), the commissioner shall assign a campus
  intervention team.  A campus intervention team shall:
               (1)  conduct, with the involvement and advice of the
  school community partnership team, if applicable:
                     (A)  a targeted [comprehensive] on-site needs
  assessment relevant to an area of insufficient performance
  [evaluation] of the campus as provided by Subsection (b) [to
  determine the cause for the campus's low performance and lack of
  progress]; or
                     (B)  if the commissioner determines necessary, a
  comprehensive on-site needs assessment, using the procedures
  provided by Subsection (b);
               (2)  recommend appropriate actions as provided by
  Subsection (c)[, including reallocation of resources and technical
  assistance, changes in school procedures or operations, staff
  development for instructional and administrative staff,
  intervention for individual administrators or teachers, waivers
  from state statute or rule, or other actions the team considers
  appropriate];
               (3)  assist in the development of a targeted [school]
  improvement plan [for student achievement]; [and]
               (4)  assist the campus in submitting the targeted
  improvement plan to the board of trustees for approval and
  presenting the plan in a public hearing as provided by Subsection
  (e-1); and
               (5)  assist the commissioner in monitoring the progress
  of the campus in implementing the targeted [school] improvement
  plan [for improvement of student achievement].
         (b)  An [A campus intervention team assigned under Section
  39.1322 to a campus shall conduct a comprehensive] on-site needs
  assessment of the campus under Subsection (a) must [to] determine
  the contributing education-related and other [causal] factors
  resulting in the campus's low performance and lack of progress.  The
  team shall use all of the following guidelines and procedures
  relevant to each area of insufficient performance in conducting a
  targeted on-site needs assessment and shall use each of the
  following guidelines and procedures in conducting a [the]
  comprehensive on-site needs assessment [of the campus]:
               (1)  an assessment of the staff to determine the
  percentage of certified teachers who are teaching in their field,
  the percentage of teachers who are fully certified, the number of
  teachers with more [less] than three years of experience, and
  teacher retention [turnover] rates;
               (2)  compliance with the appropriate class-size rules
  and number of class-size waivers received;
               (3)  an assessment of the quality, quantity, and
  appropriateness of instructional materials, including the
  availability of technology-based instructional materials;
               (4)  a report on the parental involvement strategies
  and the effectiveness of the strategies;
               (5)  an assessment of the extent and quality of the
  mentoring program provided for new teachers on the campus and
  provided for experienced teachers on the campus who have less than
  two years of teaching experience in the subject or grade level to
  which the teacher is assigned;
               (6)  an assessment of the type and quality of the
  professional development provided to the staff;
               (7)  a demographic analysis of the student population,
  including student demographics, at-risk populations, and special
  education percentages;
               (8)  a report of disciplinary incidents and school
  safety information;
               (9)  financial and accounting practices;
               (10)  an assessment of the appropriateness of the
  curriculum and teaching strategies; [and]
               (11)  a comparison of the findings from Subdivisions
  (1) through (10) to other campuses serving the same grade levels
  within the district or to other campuses within the campus's
  comparison group if there are no other campuses within the district
  serving the same grade levels as the campus; and
               (12)  any other research-based data or information
  obtained from a data collection process that would assist the
  campus intervention team in:
                     (A)  recommending an action under Subsection (c);
  and
                     (B)  executing a targeted [school] improvement
  plan under Subsection (d-3) [(d)].
         (c)  On completing the on-site needs assessment [evaluation]
  under this section, the campus intervention team shall, with the
  involvement and advice of the school community partnership team, if
  applicable, recommend actions relating to any area of insufficient
  performance, including:
               (1)  reallocation of resources;
               (2)  technical assistance;
               (3)  changes in school procedures or operations;
               (4)  staff development for instructional and
  administrative staff;
               (5)  intervention for individual administrators or
  teachers;
               (6)  waivers from state statutes or rules; [or]
               (7)  teacher recruitment or retention strategies and
  incentives provided by the district to attract and retain teachers
  with the characteristics included in Subsection (b)(1); or
               (8)  other actions the campus intervention team
  considers appropriate.
         (d)  The campus intervention team shall assist the campus in
  submitting the targeted improvement plan to the commissioner for
  approval.
         (d-1)  The commissioner may authorize a school community
  partnership team established under this subchapter to supersede the
  authority of and satisfy the requirements of establishing and
  maintaining a campus-level planning and decision-making committee
  under Subchapter F, Chapter 11.
         (d-2)  The commissioner may authorize a targeted improvement
  plan or updated plan developed under this subchapter to supersede
  the provisions of and satisfy the requirements of developing,
  reviewing, and revising a campus improvement plan under Subchapter
  F, Chapter 11.
         (d-3)  In executing the targeted [a school] improvement plan
  [developed under Subsection (a)(3)], the campus intervention team
  shall, if appropriate:
               (1)  assist the campus in implementing research-based
  practices for curriculum development and classroom instruction,
  including bilingual education and special education programs[, if
  appropriate,] and financial management;
               (2)  provide research-based technical assistance,
  including data analysis, academic deficiency identification,
  intervention implementation, and budget analysis, to strengthen
  and improve the instructional programs at the campus; and
               (3)  require the district to develop a teacher
  recruitment and retention plan to address the qualifications and
  retention of the teachers at the campus [submit the school
  improvement plan to the commissioner for approval].
         (e)  For each year a campus is assigned an unacceptable
  performance rating, a [A] campus intervention team shall [appointed
  under Section 39.1322(b)]:
               (1)  [shall] continue to work with a campus until:
                     (A)  the campus satisfies all performance
  standards under Section 39.054(e) [is rated academically
  acceptable] for a two-year period; or
                     (B)  the campus satisfies all performance
  standards under Section 39.054(e) [is rated academically
  acceptable] for a one-year period and the commissioner determines
  that the campus is operating and will continue to operate in a
  manner that improves student achievement; [and]
               (2)  assist in updating the targeted improvement plan
  to identify and analyze areas of growth and areas that require
  improvement; and
               (3)  submit each updated plan described by Subdivision
  (2) to the board of trustees of the school district [may continually
  update the school improvement plan, with approval from the
  commissioner, to meet the needs of the campus].
         (e-1)  After a targeted improvement plan or updated plan is
  submitted to the board of trustees of the school district, the
  board:
               (1)  shall conduct a hearing for the purpose of:
                     (A)  notifying the public of the insufficient
  performance, the improvements in performance expected by the
  agency, and the intervention measures or sanctions that may be
  imposed under this subchapter if the performance does not improve
  within a designated period; and
                     (B)  soliciting public comment on the targeted
  improvement plan or any updated plan;
               (2)  must post the targeted improvement plan on the
  district's Internet website before the hearing;
               (3)  may conduct one hearing relating to one or more
  campuses subject to a targeted improvement plan or an updated plan;
  and
               (4)  shall submit the targeted improvement plan or any
  updated plan to the commissioner for approval.
         (f)  Notwithstanding any other provision of this subchapter,
  if the commissioner determines that a campus for which an
  intervention is ordered under Subsection (a) [Section 39.1322(b)]
  is not fully implementing the campus intervention team's
  recommendations or targeted [school] improvement plan or updated
  plan, the commissioner may order the reconstitution of the campus
  as provided by Section 39.107.
         Sec. 39.107 [39.1324].  RECONSTITUTION, REPURPOSING,
  ALTERNATIVE MANAGEMENT, AND CLOSURE [MANDATORY SANCTIONS].  (a)  
  After [If] a campus has been identified as [academically]
  unacceptable for two consecutive school years, [including the
  current school year,] the commissioner shall order the
  reconstitution of the campus [and assign a campus intervention
  team].
         (a-1)  In reconstituting a [the] campus, a campus
  intervention team shall assist the campus in:
               (1)  developing an updated targeted [a school]
  improvement plan;
               (2)  submitting the updated targeted improvement plan
  to the board of trustees of the school district for approval and
  presenting the plan in a public hearing as provided by Section
  39.106(e-1);
               (3) [(2)]  obtaining approval of the updated plan from
  the commissioner; and
               (4) [(3)]  executing the plan on approval by the
  commissioner.
         (b)  The campus intervention team shall decide which
  educators may be retained at that campus.  A principal who has been
  employed by the campus in that capacity during the full [two-year
  period described by Subsection (a) may not be retained at that
  campus unless the campus intervention team determines that
  retention of the principal would be more beneficial to the student
  achievement and campus stability than removal.
         (b-1)  A teacher of a subject assessed by an assessment
  instrument under Section 39.023 may be retained only if the campus
  intervention team determines that a pattern exists of significant
  academic improvement by students taught by the teacher.  If an
  educator is not retained, the educator may be assigned to another
  position in the district.
         (b-2)  For each year that a campus is considered to have an
  unacceptable performance rating, a campus intervention team shall:
               (1)  assist in updating the targeted improvement plan
  to identify and analyze areas of growth and areas that require
  improvement;
               (2)  submit the updated plan to:
                     (A)  the board of trustees of the school district;
  and
                     (B)  the parents of campus students; and
               (3)  assist in submitting the updated plan to the
  commissioner for approval.
         (c)  A campus subject to Subsection (a) shall implement the
  updated targeted [school] improvement plan as approved by the
  commissioner.  The commissioner may appoint a monitor, conservator,
  management team, or [a] board of managers to the district to ensure
  and oversee district-level support to low-performing campuses and 
  the implementation of the updated targeted [school] improvement
  plan.  In making appointments under this subsection, the
  commissioner shall consider individuals who have demonstrated
  success in managing campuses with student populations similar to
  the campus at which the individual appointed will serve.
         (d)  If [Notwithstanding any other provision of this
  subchapter, if] the commissioner determines that the [a] campus
  [subject to Subsection (a)] is not fully implementing the updated
  targeted [school] improvement plan or if the students enrolled at
  the campus fail to demonstrate substantial improvement in the areas
  targeted by the updated plan, the commissioner may order:
               (1)  repurposing of the campus under this section;
               (2)  [pursue] alternative management of the campus
  under this section; [Section 39.1327] or
               (3)  [may order] closure of the campus.
         (e)  [If a campus is considered an academically unacceptable
  campus for the subsequent school year after the campus is
  reconstituted under this section, the commissioner shall review the
  progress of the campus and may order closure of the campus or pursue
  alternative management under Section 39.1327.
         [(f)]  If a campus is considered to have an unacceptable
  performance rating [considered academically unacceptable] for
  three [two] consecutive school years after the campus is
  reconstituted under Subsection (a), the commissioner shall order:
               (1)  repurposing of the campus under this section;
               (2)  alternative management of the campus under this
  section; or
               (3)  closure of the campus [or pursue alternative
  management under Section 39.1327].
         (e-1)  The commissioner may waive the requirement to enter an
  order under Subsection (e) for not more than one school year if the
  commissioner determines that, on the basis of significant
  improvement in student performance over the preceding two school
  years, the campus is likely to be assigned an acceptable
  performance rating for the following school year.
         (f)  If the commissioner orders repurposing of a campus, the
  school district shall develop a comprehensive plan for repurposing
  the campus and submit the plan to the board of trustees for
  approval, using the procedures described by Section 39.106(e-1),
  and to the commissioner for approval. The plan must include a
  description of a rigorous and relevant academic program for the
  campus. The plan may include various instructional models. The
  commissioner may not approve the repurposing of a campus unless:
               (1)  all students in the assigned attendance zone of
  the campus in the school year immediately preceding the repurposing
  of the campus are provided with the opportunity to enroll in and are
  provided transportation on request to another campus, unless the
  commissioner grants an exception because there is no other campus
  in the district in which the students may enroll;
               (2)  the principal is not retained at the campus,
  unless the commissioner determines that students enrolled at the
  campus have demonstrated significant academic improvement; and
               (3)  teachers employed at the campus in the school year
  immediately preceding the repurposing of the campus are not
  retained at the campus, unless the commissioner or the
  commissioner's designee grants an exception, at the request of a
  school district, for:
                     (A)  a teacher who provides instruction in a
  subject other than a subject for which an assessment instrument is
  administered under Section 39.023(a) or (c) who demonstrates to the
  commissioner satisfactory performance; or
                     (B)  a teacher who provides instruction in a
  subject for which an assessment instrument is administered under
  Section 39.023(a) or (c) if the district demonstrates that the
  students of the teacher demonstrated satisfactory performance or
  improved academic growth on that assessment instrument.
         (g)  If an educator is not retained under Subsection (f), the
  educator may be assigned to another position in the district.
         (h)  If the commissioner orders alternative management under
  this section, the [Sec.   39.1327.     MANAGEMENT OF CERTAIN
  ACADEMICALLY UNACCEPTABLE CAMPUSES.   (a)     A campus may be subject
  to this section if the campus has been identified as academically
  unacceptable under Section 39.132 and the commissioner orders
  alternative management under Section 39.1324(d), (e), or (f).
         [(b)  The] commissioner shall solicit proposals from
  qualified nonprofit entities to assume management of a campus
  subject to this section or may appoint to assume management of a
  campus subject to this section a school district other than the
  district in which the campus is located that is located in the
  boundaries of the same regional education service center as the
  campus is located.  The commissioner may solicit proposals from
  qualified for-profit entities to assume management of a campus
  subject to this section if a nonprofit entity has not responded to
  the commissioner's request for proposals.  A district appointed
  under this section shall assume management of a campus subject to
  this section in the same manner provided by this section for a
  qualified [nonprofit] entity or in accordance with commissioner
  rule.
         (i) [(c)]  If the commissioner determines that the basis for
  the unsatisfactory performance of [identifying] a campus for more
  than two consecutive school years [as academically unacceptable] is
  limited to a specific condition that may be remedied with targeted
  technical assistance, the commissioner may[:
               [(1)     provide the campus a one-year waiver under this
  section; and
               [(2)]  require the district to contract for the
  appropriate technical assistance.
         (j) [(d)]  The commissioner may annually solicit proposals
  under this section for the management of a campus subject to this
  section.  The commissioner shall notify a qualified [nonprofit]
  entity that has been approved as a provider under this section.  The
  district must execute a contract with an approved provider and
  relinquish control of the campus before January 1 of the school
  year.
         (k) [(e)]  To qualify for consideration as a managing entity
  under this section, the entity must submit a proposal that provides
  information relating to the entity's management and leadership team
  that will participate in management of the campus under
  consideration, including information relating to individuals that
  have:
               (1)  documented success in whole school interventions
  that increased the educational and performance levels of students
  in [academically unacceptable] campuses considered to have an
  unacceptable performance rating;
               (2)  a proven record of effectiveness with programs
  assisting low-performing students;
               (3)  a proven ability to apply research-based school
  intervention strategies;
               (4)  a proven record of financial ability to perform
  under the management contract; and
               (5)  any other experience or qualifications the
  commissioner determines necessary.
         (l) [(f)]  In selecting a managing entity under this
  section, the commissioner shall give preference to a qualified
  [nonprofit] entity that:
               (1)  meets any qualifications under this section; and
               (2)  has documented success in educating students from
  similar demographic groups and with similar educational needs as
  the students who attend the campus that is to be operated by a
  managing entity under this section.
         (m) [(g)]  The school district may negotiate the term of a
  management contract for not more than five years with an option to
  renew the contract.  The management contract must include a
  provision describing the district's responsibilities in supporting
  the operation of the campus.  The commissioner shall approve the
  contract before the contract is executed and, as appropriate, may
  require the district, as a term of the contract, to support the
  campus in the same manner as the district was required to support
  the campus before the execution of the management contract.
         (n) [(h)]  A management contract under this section shall
  include provisions approved by the commissioner that require the
  managing entity to demonstrate improvement in campus performance,
  including negotiated performance measures.  The performance
  measures must be consistent with the priorities of this chapter.  
  The commissioner shall evaluate a managing entity's performance on
  the first and second anniversaries of the date of the management
  contract.  If the evaluation fails to demonstrate improvement as
  negotiated under the contract by the first anniversary of the date
  of the management contract, the district may terminate the
  management contract, with the commissioner's consent, for
  nonperformance or breach of contract and select another provider
  from an approved list provided by the commissioner.  If the
  evaluation fails to demonstrate significant improvement, as
  determined by the commissioner, by the second anniversary of the
  date of the management contract, the district shall terminate the
  management contract and select another provider from an approved
  list provided by the commissioner or resume operation of the campus
  if approved by the commissioner.  If the commissioner approves the
  district's operation of the campus, the commissioner shall assign a
  technical assistance team to assist the campus.
         (o) [(i)]  Notwithstanding any other provision of this code,
  the funding for a campus operated by a managing entity must be not
  less than the funding of the other campuses in the district on a per
  student basis so that the managing entity receives at least the same
  funding the campus would otherwise have received.
         (p) [(j)]  Each campus operated by a managing entity under
  this section is subject to this chapter in the same manner as any
  other campus in the district.
         (q) [(k)]  The commissioner may adopt rules necessary to
  implement this section.
         (r) [(l)]  With respect to the management of a campus under
  this section:
               (1)  a managing entity is considered to be a
  governmental body for purposes of Chapters 551 and 552, Government
  Code; and
               (2)  any requirement in Chapter 551 or 552, Government
  Code, that applies to a school district or the board of trustees of
  a school district applies to a managing entity.
         Sec. 39.108 [39.133].  ANNUAL REVIEW. The commissioner
  shall review annually the performance of a district or campus
  subject to this subchapter to determine the appropriate actions to
  be implemented under this subchapter.  The commissioner must review
  at least annually the performance of a district for which the
  accreditation status or rating has been lowered due to insufficient
  [unacceptable] student performance and may not raise the
  accreditation status or rating until the district has demonstrated
  improved student performance. If the review reveals a lack of
  improvement, the commissioner shall increase the level of state
  intervention and sanction unless the commissioner finds good cause
  for maintaining the current status.
         Sec. 39.109 [39.1331].  ACQUISITION OF PROFESSIONAL
  SERVICES. In addition to other interventions and sanctions
  authorized under this subchapter [Sections 39.131 and 39.132], the
  commissioner may order a school district or campus to acquire
  professional services at the expense of the district or campus to
  address the applicable financial, assessment, data quality,
  program, performance, or governance deficiency.  The
  commissioner's order may require the district or campus to:
               (1)  select or be assigned an external auditor, data
  quality expert, professional authorized to monitor district
  assessment instrument administration, or curriculum or program
  expert; or
               (2)  provide for or participate in the appropriate
  training of district staff or board of trustees members in the case
  of a district, or campus staff, in the case of a campus.
         Sec. 39.110 [39.134].  COSTS PAID BY DISTRICT. The costs of
  providing a monitor, conservator, management team, campus
  intervention team, technical assistance team, managing entity, or
  service provider under this subchapter [Section 39.1327, or service
  provider under Section 39.1331] shall be paid by the district.  If
  the district fails or refuses to pay the costs in a timely manner,
  the commissioner may:
               (1)  pay the costs using amounts withheld from any
  funds to which the district is otherwise entitled; or
               (2)  recover the amount of the costs in the manner
  provided for recovery of an overallocation of state funds under
  Section 42.258.
         Sec. 39.111 [39.135].  CONSERVATOR OR MANAGEMENT TEAM. (a)  
  The commissioner shall clearly define the powers and duties of a
  conservator or management team appointed to oversee the operations
  of the district.
         (b)  At least every 90 days, the commissioner shall review
  the need for the conservator or management team and shall remove the
  conservator or management team unless the commissioner determines
  that continued appointment is necessary for effective governance of
  the district or delivery of instructional services.
         (c)  A conservator or management team, if directed by the
  commissioner, shall prepare a plan for the implementation of action
  under Section 39.102(a)(9) [39.131(a)(9)] or (10). The conservator
  or management team:
               (1)  may direct an action to be taken by the principal
  of a campus, the superintendent of the district, or the board of
  trustees of the district;
               (2)  may approve or disapprove any action of the
  principal of a campus, the superintendent of the district, or the
  board of trustees of the district;
               (3)  may not take any action concerning a district
  election, including ordering or canceling an election or altering
  the date of or the polling places for an election;
               (4)  may not change the number of or method of selecting
  the board of trustees;
               (5)  may not set a tax rate for the district; and
               (6)  may not adopt a budget for the district that
  provides for spending a different amount, exclusive of required
  debt service, from that previously adopted by the board of
  trustees.
         Sec. 39.112 [39.136].  BOARD OF MANAGERS. (a)  A board of
  managers may exercise all of the powers and duties assigned to a
  board of trustees of a school district by law, rule, or regulation.
  This subchapter applies to a district governed by a board of
  managers in the same manner that this subchapter applies to any
  other district.
         (b)  If the commissioner appoints a board of managers to
  govern a district, the powers of the board of trustees of the
  district are suspended for the period of the appointment and the
  commissioner shall appoint a district superintendent.
  Notwithstanding any other provision of this code, the board of
  managers may amend the budget of the district.
         (c)  If the commissioner appoints a board of managers to
  govern a campus, the powers of the board of trustees of the district
  in relation to the campus are suspended for the period of the
  appointment and the commissioner shall appoint a campus principal.
  Notwithstanding any other provision of this code, the board of
  managers may submit to the commissioner for approval amendments to
  the budget of the district for the benefit of the campus. If the
  commissioner approves the amendments, the board of trustees of the
  district shall adopt the amendments.
         (d)  A conservator or a member of a management team appointed
  to serve on a board of managers may continue to be compensated as
  determined by the commissioner.
         (e)  At the direction of the commissioner but not later than
  the second anniversary of the date the board of managers of a
  district was appointed, the board of managers shall order an
  election of members of the district board of trustees. The election
  must be held on a uniform election date on which an election of
  district trustees may be held under Section 41.001, Election Code,
  that is at least 180 days after the date the election was ordered.
  On qualification of members for office, the board of trustees
  assumes all of the powers and duties assigned to a board of trustees
  by law, rule, or regulation.
         Sec. 39.113 [39.137].  [SPECIAL] CAMPUS INTERVENTION TEAM.
  A [special] campus intervention team appointed under this
  subchapter may consist of teachers, principals, other educational
  professionals, and superintendents recognized for excellence in
  their roles and appointed by the commissioner to serve as members of
  a team.
         Sec. 39.114 [39.138].  IMMUNITY FROM CIVIL LIABILITY. An
  employee, volunteer, or contractor acting on behalf of the
  commissioner under this subchapter is immune from civil liability
  to the same extent as a professional employee of a school district
  under Section 22.051.
         Sec. 39.115.  CAMPUS NAME CHANGE PROHIBITED. In
  reconstituting, repurposing, or imposing any other intervention or
  sanction on a campus under this subchapter, the commissioner may
  not require that the name of the campus be changed.
         Sec. 39.116.  TRANSITIONAL INTERVENTIONS AND SANCTIONS. (a)  
  During the period of transition to the accreditation system
  established under H.B. No. 3, Acts of the 81st Legislature, Regular
  Session, 2009, to be implemented in August 2013, the commissioner
  may suspend assignment of accreditation statuses and performance
  ratings for the 2011-2012 school year.
         (b)  As soon as practicable following the 2011-2012 school
  year, the commissioner shall report district and campus performance
  under the student achievement indicators under Sections
  39.053(c)(1)(A) and (B).
         (c)  For the 2012-2013 school year, the commissioner shall:
               (1)  report district and campus performance under the
  student achievement indicator under Section 39.053(c)(1)(B); and
               (2)  evaluate district and campus performance under the
  student achievement indicator under Section 39.053(c)(1)(A) and
  assign district accreditation statuses and district and campus
  performance ratings based on that evaluation.
         (d)  Beginning with the 2013-2014 school year, the
  commissioner shall evaluate district and campus performance under
  the student achievement indicators under Sections 39.053(c)(1)(A)
  and (B) and assign district accreditation statuses and district and
  campus performance ratings based on that evaluation.
         (e)  During the 2011-2012 and 2012-2013 school years, the
  commissioner shall continue to implement interventions and
  sanctions for districts and campuses identified as having
  unacceptable performance in the 2010-2011 school year in accordance
  with the performance standards applicable during the 2010-2011
  school year and may increase or decrease the level of interventions
  and sanctions based on an evaluation of the district's or campus's
  performance.
         (f)  For purposes of determining multiple years of
  unacceptable performance and required district and campus
  interventions and sanctions under this subchapter, the performance
  ratings and accreditation statuses issued in the 2010-2011 and
  2012-2013 school years shall be considered consecutive.
         (g)  This section expires September 1, 2014.
  SUBCHAPTER F [K].  PROCEDURES FOR CHALLENGE OF ACCOUNTABILITY
  DETERMINATION, INTERVENTION, [RATING] OR SANCTION
         Sec. 39.151 [39.301].  REVIEW BY COMMISSIONER:  
  ACCOUNTABILITY DETERMINATION [RATINGS].  (a)  The commissioner by
  rule shall provide a process for a school district or
  open-enrollment charter school to challenge an agency decision made
  under this chapter relating to an academic or financial
  accountability rating that affects the district or school.
         (b)  The rules under Subsection (a) must provide for the
  commissioner to appoint a committee to make recommendations to the
  commissioner on a challenge made to an agency decision relating to
  an academic performance rating or determination or financial
  accountability rating.  The commissioner may not appoint an agency
  employee as a member of the committee.
         (c)  The commissioner may limit a challenge under this
  section to a written submission of any issue identified by the
  school district or open-enrollment charter school challenging the
  agency decision.
         (d)  The commissioner shall make a final decision under this
  section after considering the recommendation of the committee
  described by Subsection (b).  The commissioner's decision may not
  be appealed under Section 7.057 or other law.
         (e)  A school district or open-enrollment charter school may
  not challenge an agency decision relating to an academic or
  financial accountability rating under this chapter in another
  proceeding if the district or school has had an opportunity to
  challenge the decision under this section.
         Sec. 39.152 [39.302].  REVIEW BY STATE OFFICE OF
  ADMINISTRATIVE HEARINGS:  SANCTIONS. (a)  A school district or
  open-enrollment charter school that intends to challenge a decision
  by the commissioner under this chapter to close the district or a
  district campus or the charter school or to pursue alternative
  management of a district campus or the charter school must appeal
  the decision under the procedures provided for a contested case
  under Chapter 2001, Government Code.
         (b)  A challenge to a decision under this section is under
  the substantial evidence rule as provided by Subchapter G, Chapter
  2001, Government Code.
         (c)  Notwithstanding other law:
               (1)  the State Office of Administrative Hearings shall
  provide an expedited review of a challenge under this section;
               (2)  the administrative law judge shall issue a final
  order not later than the 30th day after the date on which the
  hearing is finally closed; and
               (3)  the decision of the administrative law judge is
  final and may not be appealed.
  SUBCHAPTER G.  DISTINCTION DESIGNATIONS
         Sec. 39.201.  DISTINCTION DESIGNATIONS.  Not later than
  August 8 of each year, the commissioner shall award distinction
  designations under this subchapter.  A district or campus may not be
  awarded a distinction designation under this subchapter unless the
  district or campus has acceptable performance under Section 39.054.
         Sec. 39.202.  ACADEMIC EXCELLENCE DISTINCTION DESIGNATION
  FOR DISTRICTS AND CAMPUSES. The commissioner by rule shall
  establish a recognized and exemplary rating for awarding districts
  and campuses an academic distinction designation under this
  subchapter. In establishing the recognized and exemplary ratings,
  the commissioner shall adopt criteria for the ratings, including:
               (1)  percentages of students who:
                     (A)  performed satisfactorily, as determined
  under the college readiness performance standard under Section
  39.0241, on assessment instruments required under Section
  39.023(a), (b), (c), or (l), aggregated across grade levels by
  subject area; or
                     (B)  met the standard for annual improvement, as
  determined by the agency under Section 39.034, on assessment
  instruments required under Section 39.023(a), (b), (c), or (l),
  aggregated across grade levels by subject area, for students who
  did not perform satisfactorily as described by Paragraph (A); and
               (2)  other factors for determining sufficient student
  attainment of postsecondary readiness.
         Sec. 39.203.  CAMPUS DISTINCTION DESIGNATIONS.  (a)  The
  commissioner shall award a campus a distinction designation if the
  campus is ranked in the top 25 percent of campuses in the state in
  annual improvement in student achievement as determined under
  Section 39.034.
         (b)  In addition to the distinction designation described by
  Subsection (a), the commissioner shall award a campus a distinction
  designation if the campus demonstrates an ability to significantly
  diminish or eliminate performance differentials between student
  subpopulations and is ranked in the top 25 percent of campuses in
  this state under the performance criteria described by this
  subsection.  The commissioner shall adopt rules related to the
  distinction designation under this subsection to ensure that a
  campus does not artificially diminish or eliminate performance
  differentials through inhibiting the achievement of the highest
  achieving student subpopulation.
         (c)  In addition to the distinction designations described
  by Subsections (a) and (b), a campus that satisfies the criteria
  developed under Section 39.204 shall be awarded a distinction
  designation by the commissioner for the following programs or the
  following specific categories of performance:
               (1)  academic achievement in English language arts,
  mathematics, science, or social studies;
               (2)  fine arts;
               (3)  physical education;
               (4)  21st Century Workforce Development program; and
               (5)  second language acquisition program.
         Sec. 39.204.  CAMPUS DISTINCTION DESIGNATION CRITERIA;
  COMMITTEES. (a) The commissioner by rule shall establish:
               (1)  standards for considering campuses for
  distinction designations under Section 39.203(c); and
               (2)  methods for awarding distinction designations to
  campuses.
         (b)  In adopting rules under this section, the commissioner
  shall establish a separate committee to develop criteria for each
  distinction designation under Section 39.203(c).
         (c)  Each committee established under this section must
  include:
               (1)  individuals who practice as professionals in the
  content area relevant to the distinction designation, as
  applicable;
               (2)  individuals with subject matter expertise in the
  content area relevant to the distinction designation;
               (3)  educators with subject matter expertise in the
  content area relevant to the distinction designation; and
               (4)  community leaders, including leaders from the
  business community.
         (d)  For each committee, the governor, lieutenant governor,
  and speaker of the house of representatives may each appoint a
  person described by each subdivision of Subsection (c).
         (e)  In developing criteria for distinction designations
  under this section, each committee shall:
               (1)  identify a variety of indicators for measuring
  excellence; and
               (2)  consider categories for distinction designations,
  with criteria relevant to each category, based on:
                     (A)  the level of a program, whether elementary
  school, middle or junior high school, or  high school; and
                     (B)  the student enrollment of a campus.
  SUBCHAPTER H [F].  ADDITIONAL REWARDS
         [Sec.   39.111.     RECOGNITION AND REWARDS. The State Board of
  Education shall develop a plan for recognizing and rewarding school
  districts and campuses that are rated as exemplary or recognized
  and for developing a network for sharing proven successful
  practices statewide and regionally. The reward may be used to
  provide educators with summer stipends to develop curricula based
  on the cited successful strategies. The educators may copyright
  the curricula they develop.]
         Sec. 39.232 [39.112].  EXCELLENCE EXEMPTIONS.  (a)  Except
  as provided by Subsection (b), a school campus or district that is
  rated exemplary under Subchapter G is exempt from requirements and
  prohibitions imposed under this code including rules adopted under
  this code.
         (b)  A school campus or district is not exempt under this
  section from:
               (1)  a prohibition on conduct that constitutes a
  criminal offense;
               (2)  requirements imposed by federal law or rule,
  including requirements for special education or bilingual
  education programs; or
               (3)  a requirement, restriction, or prohibition
  relating to:
                     (A)  curriculum essential knowledge and skills
  under Section 28.002 or high school [minimum] graduation
  requirements under Section 28.025;
                     (B)  public school accountability as provided by
  Subchapters B, C, D, E, and J [G];
                     (C)  extracurricular activities under Section
  33.081;
                     (D)  health and safety under Chapter 38;
                     (E)  purchasing [competitive bidding] under
  Subchapter B, Chapter 44;
                     (F)  elementary school class size limits, except
  as provided by Subsection (d) or Section 25.112;
                     (G)  removal of a disruptive student from the
  classroom under Subchapter A, Chapter 37;
                     (H)  at risk programs under Subchapter C, Chapter
  29;
                     (I)  prekindergarten programs under Subchapter E,
  Chapter 29;
                     (J)  rights and benefits of school employees;
                     (K)  special education programs under Subchapter
  A, Chapter 29; or
                     (L)  bilingual education programs under
  Subchapter B, Chapter 29.
         (c)  The agency shall monitor and evaluate deregulation of a
  school campus or district under this section and Section 7.056.
         (d)  The commissioner may exempt an exemplary school campus
  under Subchapter G from elementary class size limits under this
  section if the school campus submits to the commissioner a written
  plan showing steps that will be taken to ensure that the exemption
  from the class size limits will not be harmful to the academic
  achievement of the students on the school campus. The commissioner
  shall review achievement levels annually. The exemption remains in
  effect until the commissioner determines that achievement levels of
  the campus have declined.
         Sec. 39.233 [39.113].  RECOGNITION OF HIGH SCHOOL
  COMPLETION AND SUCCESS AND COLLEGE READINESS PROGRAMS.  (a)  The
  agency shall:
               (1)  develop standards for evaluating the success and
  cost-effectiveness of high school completion and success and
  college readiness programs implemented under Section 39.234
  [39.114];
               (2)  provide guidance for school districts and campuses
  in establishing and improving high school completion and success
  and college readiness programs implemented under Section 39.234
  [39.114]; and
               (3)  develop standards for selecting and methods for
  recognizing school districts and campuses that offer exceptional
  high school completion and success and college readiness programs
  under Section 39.234 [39.114].
         (b)  The commissioner may adopt rules for the administration
  of this section.
         Sec. 39.234 [39.114].  HIGH SCHOOL ALLOTMENT. (a)  Except
  as provided by Subsection (b), a school district or campus must use
  funds allocated under Section 42.2516(b)(3) to:
               (1)  implement or administer a college readiness
  program that provides academic support and instruction to prepare
  underachieving students for entrance into an institution of higher
  education;
               (2)  implement or administer a program that encourages
  students to pursue advanced academic opportunities, including
  early college high school programs and dual credit, advanced
  placement, and international baccalaureate courses;
               (3)  implement or administer a program that provides
  opportunities for students to take academically rigorous course
  work, including four years of mathematics and four years of science
  at the high school level;
               (4)  implement or administer a program, including
  online course support and professional development, that aligns the
  curriculum for grades six through 12 with postsecondary curriculum
  and expectations; or
               (5)  implement or administer other high school
  completion and success initiatives in grades six through 12
  approved by the commissioner.
         (b)  A school district may use funds allocated under Section
  42.2516(b)(3) on any instructional program in grades six through 12
  other than an athletic program if:
               (1)  the district's measure of progress toward college
  readiness is determined exceptional by a standard set [district is
  recognized as exceptional] by the commissioner [under the academic
  accountability indicator adopted under Section 39.051(b)(13)]; and
               (2)  the district's completion rates for grades nine
  through 12 [meet or] exceed completion rate standards required by
  the commissioner to achieve a status of accredited under Section
  39.051 [rating of exemplary under Section 39.072].
         (b-1)  Subsection (b) applies beginning with the 2008-2009
  school year.  This subsection expires September 1, 2009.
         (c)  An open-enrollment charter school is entitled to an
  allotment under this section in the same manner as a school
  district.
         (d)  The commissioner shall adopt rules to administer this
  section, including rules related to the permissible use of funds
  allocated under this section to an open-enrollment charter school.
         Sec. 39.235 [39.115].  HIGH SCHOOL INNOVATION GRANT
  INITIATIVE.  (a)  From funds appropriated for that purpose, the
  commissioner may establish a grant program under which grants are
  awarded to secondary campuses and school districts to support:
               (1)  the implementation of innovative high school
  improvement programs that are based on the best available research
  regarding high school reform, dropout prevention, and preparing
  students for postsecondary coursework or employment;
               (2)  enhancing education practices that have been
  demonstrated by significant evidence of effectiveness; and
               (3)  the alignment of grants and programs to the
  strategic plan adopted under Section 39.407 [39.357].
         (b)  Before awarding a grant under this section, the
  commissioner may require a campus or school district to:
               (1)  obtain local matching funds; or
               (2)  meet other conditions, including developing a
  personal graduation plan under Section 28.0212 for each student
  enrolled at the campus or in a district high school.
         (c)  The commissioner may:
               (1)  accept gifts, grants, or donations from a private
  foundation to implement a grant program under this section; and
               (2)  coordinate gifts, grants, or donations with other
  available funding to implement a grant program under this section.
         (d)  The commissioner may use funds appropriated under this
  section to support technical assistance services for school
  districts and open-enrollment charter schools to implement a high
  school improvement program under this section.
         Sec. 39.236.  GIFTED AND TALENTED STANDARDS.  The
  commissioner shall adopt standards to evaluate school district
  programs for gifted and talented students to determine whether a
  district operates a program for gifted and talented students in
  accordance with:
               (1)  the Texas Performance Standards Project; or
               (2)  another program approved by the commissioner that
  meets the requirements of the state plan for the education of gifted
  and talented students under Section 29.123.
         [Sec.   39.116.     INITIATIVE FOR RETAINING QUALITY EDUCATORS.  
  Notwithstanding Section 39.1324(b), a school district, to assist in
  preventing dropouts and disruptions that may result from certain
  mandatory sanctions, may retain at a campus a principal who has been
  employed at the campus as a principal during the two-year period
  described by Section 39.1324(a) if the students enrolled at the
  campus have demonstrated a pattern of significant academic
  improvement.]
  SUBCHAPTER I [E].  SUCCESSFUL SCHOOL AWARDS
         Sec. 39.261 [39.091].  CREATION OF SYSTEM.  The Texas
  Successful Schools Awards System is created to recognize and reward
  those schools and school districts that demonstrate progress or
  success in achieving the education goals of the state.
         Sec. 39.262 [39.092].  TYPES OF AWARDS.  (a)  The governor
  may present a financial award to the schools or districts that the
  commissioner determines have demonstrated the highest levels of
  sustained success or the greatest improvement in achieving the
  education goals.  For each student in average daily attendance,
  each of those schools or districts is entitled to an amount set for
  the award for which the school or district is selected by the
  commissioner, subject to any limitation set by the commissioner on
  the total amount that may be awarded to a school or district.
         (b)  The governor may present proclamations or certificates
  to additional schools and districts determined to have met or
  exceeded the education goals.
         (c)  The commissioner may establish additional categories of
  awards and award amounts for a school or district determined to be
  successful under Subsection (a) or (b) that are contingent on the
  school's or district's involvement with paired, lower-performing
  schools.
         Sec. 39.263 [39.093].  AWARDS.  (a)  The criteria that the
  commissioner shall use to select successful schools and districts
  must be related to the goals in Section 4.002 and must include
  consideration of performance on the student achievement [academic
  excellence] indicators adopted under Section 39.053(c) and
  consideration of the distinction designation criteria prescribed
  by or developed under Subchapter G [39.051].
         (b)  For purposes of selecting schools and districts under
  Section 39.262(a) [39.092(a)], each school's performance shall be
  compared to state standards and to its previous performance.
         (c) [(b)]  The commissioner shall select annually schools
  and districts qualified to receive successful school awards for
  their performance and report the selections to the governor and the
  State Board of Education.
         (d) [(c)]  The agency shall notify each school district of
  the manner in which the district or a school in the district may
  qualify for a successful school award.
         Sec. 39.264 [39.094].  USE OF AWARDS. (a)  In determining
  the use of a monetary award received under this subchapter, a school
  or district shall give priority to academic enhancement purposes.  
  The award may not be used for any purpose related to athletics, and
  it may not be used to substitute for or replace funds already in the
  regular budget for a school or district.
         (b)  The campus-level committee established under Section
  11.253 shall determine the use of the funds awarded to a school
  under this subchapter.  The professional staff of the district
  shall determine the use of the funds awarded to the school district
  under this subchapter.
         Sec. 39.265 [39.095].  FUNDING. The award system may be
  funded by donations, grants, or legislative appropriations.  The
  commissioner may solicit and receive grants and donations for the
  purpose of making awards under this subchapter.  A small portion of
  the award funds may be used by the commissioner to pay for the costs
  associated with sponsoring a ceremony to recognize or present
  awards to schools or districts under this subchapter.  The
  donations, grants, or legislative appropriations shall be
  accounted for and distributed by the agency.  The awards are subject
  to audit requirements established by the State Board of Education.
         Sec. 39.266 [39.096].  CONFIDENTIALITY. All information
  and reports received by the commissioner under this subchapter from
  schools or school districts deemed confidential under Chapter 552,
  Government Code, are confidential and may not be disclosed in any
  public or private proceeding.
  SUBCHAPTER J.  PARENT AND EDUCATOR REPORTS
         Sec. 39.301.  ADDITIONAL PERFORMANCE INDICATORS:
  REPORTING. (a)  In addition to the indicators adopted under
  Section 39.053, the commissioner shall adopt indicators of the
  quality of learning for the purpose of preparing reports under this
  chapter. The commissioner biennially shall review the indicators
  for the consideration of appropriate revisions.
         (b)  Performance on the indicators adopted under this
  section shall be evaluated in the same manner provided for
  evaluation of the student achievement indicators under Section
  39.053(c).
         (c)  Indicators for reporting purposes must include:
               (1)  the percentage of graduating students who meet the
  course requirements established by State Board of Education rule
  for the minimum high school program, the recommended high school
  program, and the advanced high school program;
               (2)  the results of the SAT, ACT, articulated
  postsecondary degree programs described by Section 61.852, and
  certified workforce training programs described by Chapter 311,
  Labor Code;
               (3)  for students who have failed to perform
  satisfactorily, under each performance standard under Section
  39.0241, on an assessment instrument required under Section
  39.023(a) or (c), the performance of those students on subsequent
  assessment instruments required under those sections, aggregated
  by grade level and subject area;
               (4)  for each campus, the number of students,
  disaggregated by major student subpopulations, that agree under
  Section 28.025(b) to take courses under the minimum high school
  program;
               (5)  the percentage of students, aggregated by grade
  level, provided accelerated instruction under Section 28.0211(c),
  the results of assessment instruments administered under that
  section, the percentage of students promoted through the grade
  placement committee process under Section 28.0211, the subject of
  the assessment instrument on which each student failed to perform
  satisfactorily under each performance standard under Section
  39.0241, and the performance of those students in the school year
  following that promotion on the assessment instruments required
  under Section 39.023;
               (6)  the percentage of students of limited English
  proficiency exempted from the administration of an assessment
  instrument under Sections 39.027(a)(1) and (2);
               (7)  the percentage of students in a special education
  program under Subchapter A, Chapter 29, assessed through assessment
  instruments developed or adopted under Section 39.023(b);
               (8)  the percentage of students who satisfy the college
  readiness measure;
               (9)  the measure of progress toward dual language
  proficiency under Section 39.034(b), for students of limited
  English proficiency, as defined by Section 29.052;
               (10)  the percentage of students who are not
  educationally disadvantaged;
               (11)  the percentage of students who enroll and begin
  instruction at an institution of higher education in the school
  year following high school graduation; and
               (12)  the percentage of students who successfully
  complete the first year of instruction at an institution of higher
  education without needing a developmental education course.
         (d)  Performance on the indicators described by Section
  39.053(c) and Subsections (c)(3), (4), and (9) must be based on
  longitudinal student data that is disaggregated by the bilingual
  education or special language program, if any, in which students of
  limited English proficiency, as defined by Section 29.052, are or
  former students of limited English proficiency were enrolled.  If a
  student described by this subsection is not or was not enrolled in
  specialized language instruction, the number and percentage of
  those students shall be provided.
         (e)  Section 39.055 applies in evaluating indicators
  described by Subsection (c).
         Sec. 39.302.  REPORT TO DISTRICT: COMPARISONS FOR ANNUAL
  PERFORMANCE ASSESSMENT. (a) The agency shall report to each school
  district the comparisons of student performance made under Section
  39.034.
         (b)  To the extent practicable, the agency shall combine the
  report of comparisons with the report of the student's performance
  on assessment instruments under Section 39.023.
         Sec. 39.303.  REPORT TO PARENTS. (a) The school district a
  student attends shall provide a record of the comparisons made
  under Section 39.034 and provided to the district under Section
  39.302 in a written notice to the student's parent or other person
  standing in parental relationship.
         (b)  For a student who failed to perform satisfactorily as
  determined under either performance standard under Section 39.0241
  on an assessment instrument administered under Section 39.023(a),
  (c), or (l), the school district shall include in the notice
  specific information relating to access to online educational
  resources at the appropriate assessment instrument content level,
  including educational resources described by Section 32.252(b)(2)
  and assessment instrument questions and answers released under
  Section 39.023(e).
         Sec. 39.304.  TEACHER REPORT CARD.  (a)  Each school district
  shall prepare a report of the comparisons made under Section 39.034
  and provided to the district under Section 39.302 and provide the
  report at the beginning of the school year to:
               (1)  each teacher for all students, including incoming
  students, who were assessed on an assessment instrument under
  Section 39.023; and
               (2)  all students under Subdivision (1) who were
  provided instruction by that teacher in the subject for which the
  assessment instrument was administered under Section 39.023.
         (b)  The report shall indicate whether the student performed
  satisfactorily or, if the student did not perform satisfactorily,
  whether the student met the standard for annual improvement under
  Section 39.034.
         Sec. 39.305 [39.052].  CAMPUS REPORT CARD.  (a)  Each school
  year, the agency shall prepare and distribute to each school
  district a report card for each campus. The campus report cards
  must be based on the most current data available disaggregated by
  student groups. Campus performance must be compared to previous
  campus and district performance, current district performance, and 
  state established standards[, and comparable campus group
  performance].
         (b)  The report card shall include the following
  information:
               (1)  where applicable, the student achievement
  indicators described by Section 39.053(c) and the reporting
  indicators described by Sections 39.301(c)(1) through (5)
  [academic excellence indicators adopted under Sections
  39.051(b)(1) through (10)];
               (2)  average class size by grade level and subject;
               (3)  the administrative and instructional costs per
  student, computed in a manner consistent with Section 44.0071; and
               (4)  the district's instructional expenditures ratio
  and instructional employees ratio computed under Section 44.0071,
  and the statewide average of those ratios, as determined by the
  commissioner.
         (c)  The commissioner shall adopt rules requiring
  dissemination of the information required under Subsection (b)(4)
  and appropriate class size and student performance portions of
  campus report cards annually to the parent, guardian, conservator,
  or other person having lawful control of each student at the campus.
  On written request, the school district shall provide a copy of a
  campus report card to any other party.
         Sec. 39.306 [39.053].  PERFORMANCE REPORT.  (a)  Each board
  of trustees shall publish an annual report describing the
  educational performance of the district and of each campus in the
  district that includes uniform student performance and descriptive
  information as determined under rules adopted by the commissioner.
  The annual report must also include:
               (1)  campus performance objectives established under
  Section 11.253 and the progress of each campus toward those
  objectives, which shall be available to the public;
               (2)  information indicating the district's
  accreditation status and identifying each district campus awarded a
  distinction designation under Subchapter G or considered an
  unacceptable campus under Subchapter E [the performance rating for
  the district as provided under Section 39.072(a) and the
  performance rating of each campus in the district as provided under
  Section 39.072(c)];
               (3)  the district's current special education
  compliance status with the agency;
               (4)  a statement of the number, rate, and type of
  violent or criminal incidents that occurred on each district
  campus, to the extent permitted under the Family Educational Rights
  and Privacy Act of 1974 (20 U.S.C. Section 1232g);
               (5)  information concerning school violence prevention
  and violence intervention policies and procedures that the district
  is using to protect students; [and]
               (6)  the findings that result from evaluations
  conducted under the Safe and Drug-Free Schools and Communities Act
  of 1994 (20 U.S.C. Section 7101 et seq.) [and its subsequent
  amendments]; and
               (7)  information received under Section 51.403(e) for
  each high school campus in the district, presented in a form
  determined by the commissioner.
         (b)  Supplemental information to be included in the reports
  shall be determined by the board of trustees. Performance
  information in the annual reports on the indicators described by
  Sections 39.053 and 39.301 [established under Section 39.051] and
  descriptive information required by this section shall be provided
  by the agency.
         (c)  The board of trustees shall hold a hearing for public
  discussion of the report. The board of trustees shall give notice
  of the hearing to property owners in the district and parents of and
  other persons standing in parental relation to[, guardians,
  conservators, and other persons having lawful control of] a
  district student. The notification must include notice to a
  newspaper of general circulation in the district and notice to
  electronic media serving the district. After the hearing the
  report shall be widely disseminated within the district in a manner
  to be determined under rules adopted by the commissioner.
         (d)  The report must also include a comparison provided by
  the agency of:
               (1)  the performance of each campus to its previous
  performance and to state-established standards; and
               (2)  the performance of each district to its previous
  performance and to state-established standards[; and
               [(3)     the performance of each campus or district to
  comparable improvement].
         (e)  The report may include the following information:
               (1)  student information, including total enrollment,
  enrollment by ethnicity, socioeconomic status, and grade groupings
  and retention rates;
               (2)  financial information, including revenues and
  expenditures;
               (3)  staff information, including number and type of
  staff by sex [gender], ethnicity, years of experience, and highest
  degree held, teacher and administrator salaries, and teacher
  turnover;
               (4)  program information, including student enrollment
  by program, teachers by program, and instructional operating
  expenditures by program; and
               (5)  the number of students placed in a disciplinary
  alternative education program under Chapter 37.
         (f)  The commissioner [State Board of Education] by rule
  shall authorize the combination of this report with other reports
  and financial statements and shall restrict the number and length
  of reports that school districts, school district employees, and
  school campuses are required to prepare.
         (g)  The report must include a statement of the amount, if
  any, of the school district's unencumbered surplus fund balance as
  of the last day of the preceding fiscal year and the percentage of
  the preceding year's budget that the surplus represents.
         Sec. 39.307 [39.054].  USES OF PERFORMANCE REPORT.  The
  information required to be reported under Section 39.306 [39.053]
  shall be:
               (1)  the subject of public hearings or meetings
  required under Sections 11.252, 11.253, and 39.306 [39.053];
               (2)  a primary consideration in school district and
  campus planning; and
               (3)  a primary consideration of:
                     (A)  the State Board of Education in the
  evaluation of the performance of the commissioner;
                     (B)  the commissioner in the evaluation of the
  performance of the directors of the regional education service
  centers;
                     (C)  the board of trustees of a school district in
  the evaluation of the performance of the superintendent of the
  district; and
                     (D)  the superintendent in the evaluation of the
  performance of the district's campus principals.
         Sec. 39.308 [39.055].  ANNUAL AUDIT OF DROPOUT RECORDS;
  REPORT.  (a)  The commissioner shall develop a process for auditing
  school district dropout records electronically. The commissioner
  shall also develop a system and standards for review of the audit or
  use systems already available at the agency. The system must be
  designed to identify districts that are at high risk of having
  inaccurate dropout records and that, as a result, require on-site
  monitoring of dropout records.
         (b)  If the electronic audit of a school district's dropout
  records indicates that a district is not at high risk of having
  inaccurate dropout records, the district may not be subject to
  on-site monitoring under this subsection.
         (c)  If the risk-based system indicates that a school
  district is at high risk of having inaccurate dropout records, the
  district is entitled to an opportunity to respond to the
  commissioner's determination before on-site monitoring may be
  conducted. The district must respond not later than the 30th day
  after the date the commissioner notifies the district of the
  commissioner's determination. If the district's response does not
  change the commissioner's determination that the district is at
  high risk of having inaccurate dropout records or if the district
  does not respond in a timely manner, the commissioner shall order
  agency staff to conduct on-site monitoring of the district's
  dropout records.
         (d) [(e)]  The commissioner shall notify the board of
  trustees of a school district of any objection the commissioner has
  to the district's dropout data, any violation of sound accounting
  practices or of a law or rule revealed by the data, or any
  recommendation by the commissioner concerning the data. If the data
  reflect that a penal law has been violated, the commissioner shall
  notify the county attorney, district attorney, or criminal district
  attorney, as appropriate, and the attorney general.
         (e)  The commissioner is entitled to access to all district
  records the commissioner considers necessary or appropriate for the
  review, analysis, or approval of district dropout data.
  SUBCHAPTER K [H].  REPORTS BY TEXAS EDUCATION AGENCY
         Sec. 39.331 [39.181].  GENERAL REQUIREMENTS. (a)  Each
  report required by this subchapter must:
               (1)  unless otherwise specified, contain summary
  information and analysis only, with an indication that the agency
  will provide the data underlying the report on request;
               (2)  specify a person at the agency who may be contacted
  for additional information regarding the report and provide the
  person's telephone number; and
               (3)  identify other sources of related information,
  indicating the level of detail and format of information that may be
  obtained, including the availability of any information on the
  Texas Education Network.
         (b)  Each component of a report required by this subchapter
  must:
               (1)  identify the substantive goal underlying the
  information required to be reported;
               (2)  analyze the progress made and longitudinal trends
  in achieving the underlying substantive goal;
               (3)  offer recommendations for improved progress in
  achieving the underlying substantive goal; and
               (4)  identify the relationship of the information
  required to be reported to state education goals.
         (c)  Unless otherwise provided, each report required by this
  subchapter is due not later than December 1 of each even-numbered
  year.
         (d)  Subsections (a) and (b) apply to any report required by
  statute that the agency or the State Board of Education must prepare
  and deliver to the governor, lieutenant governor, speaker of the
  house of representatives, or legislature.
         (e)  Unless otherwise provided by law, any report required by
  statute that the agency or the State Board of Education must prepare
  and deliver to the governor, lieutenant governor, speaker of the
  house of representatives, or legislature may be combined, at the
  discretion of the commissioner, with a report required by this
  subchapter.
         Sec. 39.332 [39.182].  COMPREHENSIVE ANNUAL REPORT. (a)  
  Not later than December 1 of each year, the agency shall prepare and
  deliver to the governor, the lieutenant governor, the speaker of
  the house of representatives, each member of the legislature, the
  Legislative Budget Board, and the clerks of the standing committees
  of the senate and house of representatives with primary
  jurisdiction over the public school system a comprehensive report
  covering the preceding school year and containing the information
  described by Subsection (b).
         (b)  [:] (1)  The report must contain an evaluation of the
  achievements of the state educational program in relation to the
  statutory goals for the public education system under Section
  4.002.[;]
               (2)  The report must contain an evaluation of the
  status of education in the state as reflected by:
                     (A)  the student achievement [academic
  excellence] indicators described by [adopted under] Section 39.053
  [39.051]; and
                     (B)  the reporting indicators described by
  Section 39.301.
               (3)  The report must contain a summary compilation of
  overall student performance on academic skills assessment
  instruments required by Section 39.023 with the number and
  percentage of students exempted from the administration of those
  instruments and the basis of the exemptions, aggregated by grade
  level, subject area, campus, and district, with appropriate
  interpretations and analysis, and disaggregated by race,
  ethnicity, gender, and socioeconomic status.[;]
               (4)  The report must contain a summary compilation of
  overall performance of students placed in a disciplinary
  alternative education program established under Section 37.008 on
  academic skills assessment instruments required by Section 39.023
  with the number of those students exempted from the administration
  of those instruments and the basis of the exemptions, aggregated by
  district, grade level, and subject area, with appropriate
  interpretations and analysis, and disaggregated by race,
  ethnicity, gender, and socioeconomic status.[;]
               (5)  The report must contain a summary compilation of
  overall performance of students at risk of dropping out of school,
  as defined by Section 29.081(d), on academic skills assessment
  instruments required by Section 39.023 with the number of those
  students exempted from the administration of those instruments and
  the basis of the exemptions, aggregated by district, grade level,
  and subject area, with appropriate interpretations and analysis,
  and disaggregated by race, ethnicity, gender, and socioeconomic
  status.[;]
               (6)  The report must contain an evaluation of the
  correlation between student grades and student performance on
  academic skills assessment instruments required by Section
  39.023.[;]
               (7)  The report must contain a statement of the dropout
  rate of students in grade levels 7 through 12, expressed in the
  aggregate and by grade level, and a statement of the completion
  rates of students for grade levels 9 through 12.[;]
               (8)  The report must contain a statement of:
                     (A)  the completion rate of students who enter
  grade level 9 and graduate not more than four years later;
                     (B)  the completion rate of students who enter
  grade level 9 and graduate, including students who require more
  than four years to graduate;
                     (C)  the completion rate of students who enter
  grade level 9 and not more than four years later receive a high
  school equivalency certificate;
                     (D)  the completion rate of students who enter
  grade level 9 and receive a high school equivalency certificate,
  including students who require more than four years to receive a
  certificate; and
                     (E)  the number and percentage of all students who
  have not been accounted for under Paragraph (A), (B), (C), or
  (D).[;]
               (9)  The report must contain a statement of the
  projected cross-sectional and longitudinal dropout rates for grade
  levels 9 through 12 for the next five years, assuming no state
  action is taken to reduce the dropout rate.[;]
               (10)  The report must contain a description of a
  systematic, measurable plan for reducing the projected
  cross-sectional and longitudinal dropout rates to five percent or
  less. [for the 1997-1998 school year;]
               (11)  The report must contain a summary of the
  information required by Section 29.083 regarding grade level
  retention of students and information concerning:
                     (A)  the number and percentage of students
  retained; and
                     (B)  the performance of retained students on
  assessment instruments required under Section 39.023(a).[;]
               (12)  The report must contain information, aggregated
  by district type and disaggregated by race, ethnicity, gender, and
  socioeconomic status, on:
                     (A)  the number of students placed in a
  disciplinary alternative education program established under
  Section 37.008;
                     (B)  the average length of a student's placement
  in a disciplinary alternative education program established under
  Section 37.008;
                     (C)  the academic performance of students on
  assessment instruments required under Section 39.023(a) during the
  year preceding and during the year following placement in a
  disciplinary alternative education program; and
                     (D)  the dropout rates of students who have been
  placed in a disciplinary alternative education program established
  under Section 37.008.[;]
               (13)  The report must contain a list of each school
  district or campus that does not satisfy performance standards,
  with an explanation of the actions taken by the commissioner to
  improve student performance in the district or campus and an
  evaluation of the results of those actions.[;]
               (14)  The report must contain an evaluation of the
  status of the curriculum taught in public schools, with
  recommendations for legislative changes necessary to improve or
  modify the curriculum required by Section 28.002.[;]
               (15)  The report must contain a description of all
  funds received by and each activity and expenditure of the
  agency.[;]
               (16)  The report must contain a summary and analysis of
  the instructional expenditures ratios and instructional employees
  ratios of school districts computed under Section 44.0071.[;]
               (17)  The report must contain a summary of the effect of
  deregulation, including exemptions and waivers granted under
  Section 7.056 or 39.232. [39.112;]
               (18)  The report must contain a statement of the total
  number and length of reports that school districts and school
  district employees must submit to the agency, identifying which
  reports are required by federal statute or rule, state statute, or
  agency rule, and a summary of the agency's efforts to reduce overall
  reporting requirements.[;]
               (19)  The report must contain a list of each school
  district that is not in compliance with state special education
  requirements, including:
                     (A)  the period for which the district has not
  been in compliance;
                     (B)  the manner in which the agency considered the
  district's failure to comply in determining the district's
  accreditation status; and
                     (C)  an explanation of the actions taken by the
  commissioner to ensure compliance and an evaluation of the results
  of those actions.[;]
               (20)  The report must contain a comparison of the
  performance of open-enrollment charter schools and school
  districts on the student achievement [academic excellence]
  indicators described by Section 39.053(c), the reporting
  indicators described by Section 39.301(c), [specified in Section
  39.051(b)] and the accountability measures adopted under Section
  39.053(i) [39.051(g)], with a separately aggregated comparison of
  the performance of open-enrollment charter schools predominantly
  serving students at risk of dropping out of school, as described 
  [defined] by Section 29.081(d), with the performance of school
  districts.[;]
               (21)  The report must contain a summary of the
  information required by Section 38.0141 regarding student health
  and physical activity from each school district.[;]
               (22)  The report must contain a summary compilation of
  overall student performance under the assessment system developed
  to evaluate the longitudinal academic progress as required by
  Section 39.027(e), disaggregated by bilingual education or special
  language program instructional model, if any.[; and]
               (23)  The report must contain any additional
  information considered important by the commissioner or the State
  Board of Education.
         (c) [(b)]  In reporting the information required by
  Subsection (b)(3) or (4) [(a)(3) or (4)], the agency may separately
  aggregate the performance data of students enrolled in a special
  education program under Subchapter A, Chapter 29.
         (d) [(b-1)]  In reporting the information required by
  Subsections (b)(3), (5), and (7) [(a)(3), (5), and (7)], the agency
  shall separately aggregate the longitudinal performance data of all
  students identified as students of limited English proficiency, as
  defined by Section 29.052, or former students of limited English
  proficiency, disaggregated by bilingual education or special
  language program instructional model, if any, in which the students
  are or were enrolled.
         (e) [(c)]  Each report must contain the most recent data
  available.
         Sec. 39.333 [39.183].  REGIONAL AND DISTRICT LEVEL REPORT.
  The agency shall prepare and deliver to the governor, the
  lieutenant governor, the speaker of the house of representatives,
  each member of the legislature, the Legislative Budget Board, and
  the clerks of the standing committees of the senate and house of
  representatives with primary jurisdiction over the public school
  system a regional and district level report covering the preceding
  two school years and containing:
               (1)  a summary of school district compliance with the
  student/teacher ratios and class-size limitations prescribed by
  Sections 25.111 and 25.112, including:
                     (A)  the number of campuses and classes at each
  campus granted an exception from Section 25.112; and
                     (B)  for [the performance rating under Subchapter
  D of] each campus granted an exception from Section 25.112, a
  statement of whether the campus has been awarded a distinction
  designation under Subchapter G or has been identified as an
  unacceptable campus under Subchapter E;
               (2)  a summary of the exemptions and waivers granted to
  campuses and school districts under Section 7.056 or 39.232
  [39.112] and a review of the effectiveness of each campus or
  district following deregulation;
               (3)  an evaluation of the performance of the system of
  regional education service centers based on the indicators adopted
  under Section 8.101 and client satisfaction with services provided
  under Subchapter B, Chapter 8;
               (4)  an evaluation of accelerated instruction programs
  offered under Section 28.006, including an assessment of the
  quality of such programs and the performance of students enrolled
  in such programs; and
               (5)  the number of classes at each campus that are
  currently being taught by individuals who are not certified in the
  content areas of their respective classes.
         Sec. 39.334 [39.184].  TECHNOLOGY REPORT. The agency shall
  prepare and deliver to the governor, the lieutenant governor, the
  speaker of the house of representatives, each member of the
  legislature, the Legislative Budget Board, and the clerks of the
  standing committees of the senate and house of representatives with
  primary jurisdiction over the public school system a technology
  report covering the preceding two school years and containing
  information on the status of the implementation of and revisions to
  the long-range technology plan required by Section 32.001,
  including the equity of the distribution and use of technology in
  public schools.
         Sec. 39.335 [39.185].  INTERIM REPORT. Not later than
  December 1 of each odd-numbered year, the agency shall prepare and
  deliver to the governor, the lieutenant governor, the speaker of
  the house of representatives, each member of the legislature, the
  Legislative Budget Board, and the clerks of the standing committees
  of the senate and house of representatives with primary
  jurisdiction over the public school system an interim report
  containing, for the previous school year, the information required
  by Section 39.333(2) [39.183(2)].
  SUBCHAPTER L [J]. NOTICE OF PERFORMANCE
         Sec. 39.361 [39.251].  NOTICE IN STUDENT GRADE REPORT. The
  first written notice of a student's performance that a school
  district gives during a school year as required by Section
  28.022(a)(2) must include [the following information]:
               (1)  a statement of whether the campus at which the
  student is enrolled has been awarded a distinction designation
  under Subchapter G or has been identified as an unacceptable campus
  under Subchapter E [the most recent performance rating of the
  campus at which the student is enrolled, as determined under
  Section 39.072]; and
               (2)  an explanation of the significance of the
  information provided under Subdivision (1) [a definition and
  explanation of each performance rating described by Section
  39.072(a)].
         Sec. 39.362 [39.252].  NOTICE ON DISTRICT WEBSITE. Not
  later than the 10th day after the first day of instruction of each
  school year, a school district that maintains an Internet website
  shall make the following information available to the public on the
  website:
               (1)  the information contained in the most recent
  campus report card for each campus in the district[, as determined]
  under Section 39.305 [39.052];
               (2)  the information contained in the most recent
  performance report for the district[, as determined] under Section
  39.306 [39.053];
               (3)  the most recent accreditation status and
  performance rating of the district[, as determined] under Sections
  39.052 and 39.054 [Section 39.072]; and
               (4)  a definition and explanation of each accreditation
  status under [performance rating described by] Section 39.051,
  based on commissioner rule adopted under that section [39.072(a)].
  SUBCHAPTER M [L].  HIGH SCHOOL COMPLETION AND SUCCESS INITIATIVE
         Sec. 39.401 [39.351].  DEFINITION.  In this subchapter,
  "council" means the High School Completion and Success Initiative
  Council.
         Sec. 39.402 [39.352].  HIGH SCHOOL COMPLETION AND SUCCESS
  INITIATIVE COUNCIL. (a)  The High School Completion and Success
  Initiative Council is established to identify strategic priorities
  for and make recommendations to improve the effectiveness,
  coordination, and alignment of high school completion and college
  and workforce readiness efforts.
         (b)  The council is composed of:
               (1)  the commissioner of education;
               (2)  the commissioner of higher education; and
               (3)  seven members appointed by the commissioner of
  education.
         (c)  In making appointments required by Subsection (b)(3),
  the commissioner of education shall appoint:
               (1)  three members from a list of nominations provided
  by the governor;
               (2)  two members from a list of nominations provided by
  the lieutenant governor; and
               (3)  two members from a list of nominations provided by
  the speaker of the house of representatives.
         (d)  In making nominations under Subsection (c), the
  governor, lieutenant governor, and speaker of the house of
  representatives shall nominate persons who have distinguished
  experience in:
               (1)  developing and implementing high school reform
  strategies; and
               (2)  promoting college and workforce readiness.
         Sec. 39.403 [39.353].  TERMS.  Members of the council
  appointed under Section 39.402(b)(3) [39.352(b)(3)] serve terms of
  two years and may be reappointed for additional terms.
         Sec. 39.404 [39.354].  PRESIDING OFFICER.  The commissioner
  of education serves as the presiding officer of the council.
         Sec. 39.405 [39.355].  COMPENSATION AND REIMBURSEMENT.  A
  member of the council is not entitled to compensation for service on
  the council but is entitled to reimbursement for actual and
  necessary expenses incurred in performing council duties.
         Sec. 39.406 [39.356].  COUNCIL STAFF AND FUNDING. (a)  
  Except as otherwise provided, staff members of the agency, with the
  assistance of the Texas Higher Education Coordinating Board, shall
  provide administrative support for the council.
         (b)  Funding for the administrative and operational expenses
  of the council shall be provided by appropriation to the agency for
  that purpose and by gifts, grants, and donations solicited and
  accepted by the agency for that purpose.
         Sec. 39.407 [39.357].  STRATEGIC PLAN. (a)  The council
  shall adopt a strategic plan under this subchapter to:
               (1)  specify strategies to identify, support, and
  expand programs to improve high school completion rates and college
  and workforce readiness;
               (2)  establish specific goals with which to measure the
  success of the strategies identified under Subdivision (1) in
  improving high school completion rates and college and workforce
  readiness;
               (3)  identify strategies for alignment and
  coordination of federal and other funding sources that may be
  pursued for high school reform, dropout prevention, and preparation
  of students for postsecondary coursework or employment; and
               (4)  identify key objectives for appropriate research
  and program evaluation conducted as provided by this subchapter.
         (b)  The commissioner of education and the commissioner of
  higher education shall adopt rules as necessary to administer the
  strategic plan adopted by the council under this section.
         (c)  The commissioner of education or the commissioner of
  higher education may not, in a manner inconsistent with the
  strategic plan, spend money, award a grant, or enter into a contract
  in connection with a program relating to high school success and
  completion.
         Sec. 39.408 [39.358].  ELIGIBILITY CRITERIA FOR CERTAIN
  GRANT PROGRAMS.  A school district or campus is eligible to
  participate in programs under Sections 21.4541, 29.095, 29.096,
  29.097, and 29.098 if the district or campus exhibited during each
  of the three preceding school years characteristics that strongly
  correlate with high dropout rates.
         Sec. 39.409 [39.359].  PRIVATE FOUNDATION PARTNERSHIPS.
  (a)  The commissioner of education or the commissioner of higher
  education, as appropriate, and the council may coordinate with
  private foundations that have made a substantial investment in the
  improvement of high schools in this state to maximize the impact of
  public and private investments.
         (b)  A private foundation is not required to obtain the
  approval of the appropriate commissioner or the council under
  Subsection (a) before allocating resources to a school in this
  state.
         Sec. 39.410 [39.360].  GRANT PROGRAM EVALUATION. (a)  The
  commissioner of education shall annually set aside not more than
  five percent of the funds appropriated for high school completion
  and success to contract for the evaluation of programs supported by
  grants approved under this subchapter.  In awarding a contract
  under this subsection, the commissioner shall consider centers for
  education research established under Section 1.005.
         (b)  A person who receives a grant approved under this
  subchapter must consent to an evaluation under this section as a
  condition of receiving the grant.
         (c)  The commissioner shall ensure that an evaluation
  conducted under this section includes an assessment of whether
  student achievement has improved.  Results of the evaluation shall
  be provided through the online clearinghouse of information
  relating to the best practices of campuses and school districts
  established under Section 7.009.
         Sec. 39.411 [39.361].  COUNCIL RECOMMENDATIONS. (a)  Based
  on the strategic plan adopted under this subchapter [section], the
  council shall make recommendations to the commissioner of education
  or the commissioner of higher education, as applicable, for the use
  of federal and state funds appropriated or received for high school
  reform, college readiness, and dropout prevention, including
  grants awarded under Sections 21.4511, 21.4541, 29.095-29.098,
  29.917, 29.919, and 39.235 [39.115].
         (b)  The council shall include recommendations under this
  section for:
               (1)  key elements of program design;
               (2)  criteria for awarding grants and evaluating
  programs;
               (3)  program funding priorities; and
               (4)  program evaluation as provided by this subchapter.
         (c)  The commissioner of education or the commissioner of
  higher education, as applicable, shall consider the council's
  recommendations and based on those recommendations may award grants
  to school districts, open-enrollment charter schools, institutions
  of higher education, regional education service centers, and
  nonprofit organizations to meet the goals of the council's
  strategic plan.
         (d)  The commissioner of education or the commissioner of
  higher education, as applicable:
               (1)  is not required under this section to allocate
  funds to a program or initiative recommended by the council; and
               (2)  may not initiate a program funded under this
  section that does not conform to the recommended use of funds as
  provided under Subsections (a) and (b).
         Sec. 39.412 [39.362].  FUNDING PROVIDED TO SCHOOL
  DISTRICTS.  From funds appropriated, the commissioner of education
  may provide funding to school districts to permit a school district
  to obtain technical assistance in preparing a grant proposal for a
  grant program administered under this subchapter.
         Sec. 39.413 [39.363].  FUNDING FOR CERTAIN PROGRAMS. (a)  
  From funds appropriated, the Texas Higher Education Coordinating
  Board shall allocate $8.75 million each year to establish
  mathematics, science, and technology teacher preparation academies
  under Section 21.462 and implement and administer the program under
  Section 29.098.
         (b)  The Texas Higher Education Coordinating Board shall
  establish mathematics, science, and technology teacher preparation
  academies under Section 21.462 and implement and administer the
  program under Section 29.098 in a manner consistent with the goals
  of this subchapter and the goals in "Closing the Gaps," the state's
  master plan for higher education.
         Sec. 39.414 [39.364].  PRIVATE FUNDING.  The commissioner of
  education or the commissioner of higher education, as appropriate,
  may accept gifts, grants, or donations to fund a grant administered
  under this subchapter.
         Sec. 39.415 [39.365].  REPORTS. (a)  Not later than
  December 1 of each even-numbered year, the agency shall prepare and
  deliver a report to the legislature that recommends any statutory
  changes the council considers appropriate to promote high school
  completion and college and workforce readiness.
         (b)  Not later than March 1 and September 1 of each year, the
  commissioner of education shall prepare and deliver a progress
  report to the presiding officers of the standing committees of each
  house of the legislature with primary jurisdiction over public
  education, the Legislative Budget Board, and the Governor's Office
  of Policy and Planning on:
               (1)  the implementation of Sections 7.031, 21.4511,
  21.4541, 21.462, 28.008(d-1), 28.0212(d), 29.095-29.098, 29.911,
  29.917-29.919, and 39.235 [39.115] and this subchapter;
               (2)  the programs supported by grants approved under
  this subchapter; and
               (3)  the alignment of grants and programs to the
  strategic plan adopted under Section 39.407 [39.357].
         Sec. 39.416 [39.366].  RULES.  The commissioner of education
  and the commissioner of higher education shall adopt rules as
  necessary to administer this subchapter and any programs under the
  authority of the commissioner of education or the commissioner of
  higher education and the council under this subchapter.
         SECTION 60.  Section 42.002(b), Education Code, is amended
  to read as follows:
         (b)  The Foundation School Program consists of:
               (1)  two tiers that in combination provide for:
                     (A)  sufficient financing for all school
  districts to provide a basic program of education that is rated
  [academically] acceptable or higher under Section 39.054 [39.072]
  and meets other applicable legal standards; and
                     (B)  substantially equal access to funds to
  provide an enriched program; and
               (2)  a facilities component as provided by Chapter 46.
         SECTION 61.  Section 51.3062, Education Code, is amended by
  adding Subsections (i-1) and (q-1) to read as follows:
         (i-1)  The commissioner of higher education may by rule
  require an institution of higher education to adopt uniform
  standards for the placement of a student under this section.
         (q-1)  A student who has completed a recommended or advanced
  high school program as determined under Section 28.025 and
  demonstrated the performance standard for college readiness as
  provided by Section 39.024 on the Algebra II and English III
  end-of-course assessment instruments is exempt from the
  requirements of this section with respect to those content areas.
  The commissioner of higher education by rule shall establish the
  period for which an exemption under this subsection is valid.
         SECTION 62.  Section 51.807, Education Code, as amended by
  Chapters 941 (H.B. 3826) and 1369 (H.B. 3851), Acts of the 80th
  Legislature, Regular Session, 2007, is reenacted to read as
  follows:
         Sec. 51.807.  RULEMAKING. (a)  The Texas Higher Education
  Coordinating Board may adopt rules relating to the operation of
  admissions programs under this subchapter, including rules
  relating to the identification of eligible students.
         (b)  The Texas Higher Education Coordinating Board, after
  consulting with the Texas Education Agency, by rule shall establish
  standards for determining for purposes of this subchapter:
               (1)  whether a private high school is accredited by a
  generally recognized accrediting organization; and
               (2)  whether a person completed a high school
  curriculum that is equivalent in content and rigor to the
  curriculum requirements established under Section 28.025 for the
  recommended or advanced high school program.
         SECTION 63.  Chapter 61, Education Code, is amended by
  adding Subchapter T-1 to read as follows:
  SUBCHAPTER T-1. CAREER AND TECHNICAL EDUCATION
         Sec. 61.861.  DEVELOPMENT OF MATHEMATICS AND SCIENCE COURSES
  FOR HIGH-DEMAND OCCUPATIONS. (a)  The commissioner of higher
  education and the commissioner of education, in consultation with
  the comptroller and the Texas Workforce Commission, may award a
  grant in an amount not to exceed $1 million to an institution of
  higher education to develop advanced mathematics and science
  courses to prepare high school students for employment in a
  high-demand occupation.  The commissioner of higher education, the
  commissioner of education, the comptroller, and the Texas Workforce
  Commission shall jointly determine what is considered a high-demand
  occupation for purposes of this subchapter.
         (b)  An institution of higher education shall work in
  partnership with at least one independent school district and a
  business entity in developing a course for purposes of this
  section.
         (c)  A course developed for purposes of this section must:
               (1)  provide content that enables a student to develop
  the relevant and critical skills needed to be prepared for
  employment or additional training in a high-demand occupation;
               (2)  incorporate college and career readiness skills as
  part of the curriculum;
               (3)  be offered for dual credit; and
               (4)  satisfy a mathematics or science requirement under
  the recommended or advanced high school program as determined under
  Section 28.025.
         (d)  An institution of higher education shall periodically
  review and revise the curriculum for a course developed for
  purposes of this section to accommodate changes in industry
  standards for the high-demand occupation.
         Sec. 61.862.  GRANT APPLICATION CRITERIA.  The commissioner
  of higher education and the commissioner of education, in
  consultation with the comptroller and the Texas Workforce
  Commission, shall establish application criteria for a grant under
  this subchapter and in making an award shall give priority to
  courses that:
               (1)  will prepare students for high-demand, high-wage,
  and high-skill occupations and further postsecondary study;
               (2)  may be transferred as college credit to multiple
  institutions of higher education; and
               (3)  are developed as part of a sequence of courses that
  includes statewide availability of the instructional materials and
  training for the courses at a nominal cost to public educational
  institutions in this state.
         Sec. 61.863.  USE OF FUNDS.  An institution of higher
  education may use funds awarded under this section to develop, in
  connection with a course described by Section 61.861:
               (1)  curriculum;
               (2)  assessments;
               (3)  instructional materials, including
  technology-based supplemental materials; or
               (4)  professional development programs for secondary
  grade-level teachers teaching a course described by Section 61.861.
         Sec. 61.864.  REVIEW OF COURSES.  Courses for which a grant
  is awarded under this subchapter shall be reviewed by the
  commissioner of higher education and the commissioner of education,
  in consultation with the comptroller and the Texas Workforce
  Commission, once every four years to determine whether the course:
               (1)  is being used by public educational institutions
  in this state;
               (2)  prepares high school students with the skills
  necessary for employment in the high-demand occupation and further
  postsecondary study; and
               (3)  satisfies a mathematics or science requirement for
  the recommended or advanced high school program as determined under
  Section 28.025.
         Sec. 61.865.  MATCHING CONTRIBUTION REQUIRED.  An
  institution of higher education awarded a grant under this
  subchapter must obtain from one or more business entities in the
  industry for which students taking courses developed under Section
  61.861 are training, in a total amount equal to the amount of the
  state grant:
               (1)  gifts, grants, or donations of funds; or
               (2)  contributions of property that may be used in
  providing the courses.
         Sec. 61.866.  LIMITATION ON TOTAL AMOUNT OF GRANTS.  In any
  state fiscal biennium, the total amount of grants awarded under
  this subchapter may not exceed $10 million.
         Sec. 61.867.  FUNDING OF GRANTS.  The commissioner of higher
  education shall administer this section using available
  appropriations and gifts, grants, and donations made for the
  purposes of this subchapter.
         SECTION 64.  Subtitle G, Title 3, Education Code, is amended
  by adding Chapter 134 to read as follows:
  CHAPTER 134. JOBS AND EDUCATION FOR TEXANS (JET) GRANT PROGRAM
         Sec. 134.001.  DEFINITIONS. In this chapter:
               (1)  "Nonprofit organization" means an organization
  exempt from federal income taxation under Section 501(a), Internal
  Revenue Code of 1986, as an organization described by Section
  501(c)(3) of that code.
               (2)  "Public junior college" and "public technical
  institute" have the meanings assigned by Section 61.003.
         Sec. 134.002.  JOBS AND EDUCATION FOR TEXANS (JET) FUND. (a)
  The comptroller shall establish and administer the Jobs and
  Education for Texans (JET) fund as a dedicated account in the
  general revenue fund.
         (b)  The following amounts shall be deposited in the fund:
               (1)  any amounts appropriated by the legislature for
  the fund for purposes of this chapter;
               (2)  interest earned on the investment of money in the
  fund; and
               (3)  gifts, grants, and other donations received for
  the fund.
         Sec. 134.003.  ADVISORY BOARD. (a) An advisory board of
  education and workforce stakeholders is created to assist the
  comptroller in administering this chapter.
         (b)  The advisory board is composed of seven members who
  serve two-year terms and are appointed as follows:
               (1)  one member appointed by the governor;
               (2)  one member appointed by the lieutenant governor;
               (3)  one member appointed by the speaker of the house of
  representatives;
               (4)  one member appointed by the Texas Higher Education
  Coordinating Board;
               (5)  one member appointed by the Texas Workforce
  Commission;
               (6)  one member of the public appointed by the
  comptroller; and
               (7)  the comptroller, who serves as the presiding
  officer.
         (c)  The advisory board shall meet at least once each quarter
  to review received applications and recommend awarding grants under
  this chapter.
         Sec. 134.004.  JOBS AND EDUCATION FOR TEXANS (JET) GRANT
  PROGRAM. The comptroller shall establish and administer the Jobs
  and Education for Texans (JET) Grant Program to provide grants to
  public junior colleges, public technical institutes, and eligible
  nonprofit organizations that apply to the advisory board in the
  manner prescribed by the advisory board. The comptroller shall
  award the grants on the advice and recommendations of the advisory
  board. Grants may be awarded under this chapter from the Jobs and
  Education for Texans (JET) fund for the following purposes:
               (1)  to develop, support, or expand programs of
  nonprofit organizations that meet the requirements of Section
  134.005 and that prepare low-income students for careers in
  high-demand occupations;
               (2)  to defray the start-up costs associated with the
  development of new career and technical education programs at
  public junior colleges and public technical institutes that meet
  the requirements of Section 134.006; and
               (3)  to provide scholarships for students in career and
  technical education programs who meet the requirements of Section
  134.007.
         Sec. 134.005.  GRANTS TO NONPROFIT ORGANIZATIONS FOR
  INNOVATIVE AND SUCCESSFUL PROGRAMS. (a) The comptroller may award
  a grant to a nonprofit organization eligible under Subsection (b)
  for the development, support, or expansion of programs to prepare
  low-income students for careers in high-demand occupations.
         (b)  To be eligible to receive a grant under this section, a
  nonprofit organization must:
               (1)  provide a program to offer assistance to
  low-income students in preparing for, applying to, and enrolling in
  a public junior college or public technical institute;
               (2)  be governed by a board or other governing
  structure that includes recognized leaders of broad-based
  community organizations and members of the local business
  community;
               (3)  demonstrate to the satisfaction of the advisory
  board that the organization's program has achieved or will achieve
  the following measures of success among program participants, to
  the extent applicable to the type of program the organization
  provides:
                     (A)  above average completion of developmental
  education among participating public junior college or public
  technical institute students;
                     (B)  above average persistence rates among
  participating public junior college or public technical institute
  students;
                     (C)  above average certificate or degree
  completion rates by participating students within a three-year
  period compared to demographically comparable public junior
  college and public technical institute students; and
                     (D)  employment of participating students at an
  average full-time starting wage that is equal to or greater than
  the prevailing wage for the occupation entered; and
               (4)  provide matching funds in accordance with rules
  adopted under Section 134.008.
         (c)  The matching funds required under Subsection (b)(4) may
  be obtained from any source available to the nonprofit
  organization, including in-kind contributions, community or
  foundation grants, individual contributions, and local
  governmental agency operating funds.
         (d)  Grants awarded under this section must be awarded in a
  manner that takes a balanced geographical distribution into
  consideration.
         Sec. 134.006.  GRANTS TO EDUCATIONAL INSTITUTIONS FOR CAREER
  AND TECHNICAL EDUCATION PROGRAMS. (a) The comptroller may award a
  grant for the development of new career and technical education
  courses or programs at public junior colleges and public technical
  institutes.
         (b)  A grant received under this section may be used only:
               (1)  to support courses or programs that prepare
  students for career employment in occupations that are identified
  by local businesses as being in high demand, including courses
  offered for dual credit;
               (2)  to finance initial costs of career and technical
  education course or program development, including the costs of
  constructing or renovating facilities, purchasing equipment, and
  other expenses associated with the development of a new course; and
               (3)  to finance a career and technical education course
  or program that leads to a license, certificate, or postsecondary
  degree.
         (c)  In awarding a grant under this section, the comptroller
  shall primarily consider the potential economic returns to the
  state from the development of the career and technical education
  course or program. The comptroller may also consider whether the
  course or program:
               (1)  is part of a new, emerging industry or high-demand
  occupation;
               (2)  offers new or expanded dual credit career and
  technical educational opportunities in public high schools; or
               (3)  is provided in cooperation with other public
  junior colleges or public technical institutes across existing
  service areas.
         (d)  To be eligible to receive a grant under this section, a
  public junior college or public technical institute must provide
  matching funds in accordance with rules adopted under Section
  134.008. The matching funds may be obtained from any source
  available to the junior college or technical institute, including
  in-kind contributions, industry consortia, community or foundation
  grants, individual contributions, and local governmental agency
  operating funds.
         Sec. 134.007.  SCHOLARSHIPS. (a) The comptroller may award
  a scholarship to a public junior college or public technical
  institute student.
         (b)  To be eligible to receive a scholarship under this
  section, a student must:
               (1)  demonstrate financial need; and
               (2)  be enrolled in a training program for a
  high-demand occupation, as determined by the comptroller on the
  recommendation of the advisory board.
         Sec. 134.008.  RULES. The comptroller shall adopt rules as
  necessary for the administration of this chapter.
         SECTION 65.  Section 302.006(c), Labor Code, is amended to
  read as follows:
         (c)  To be eligible to receive a scholarship awarded under
  this section, a person must:
               (1)  be employed in a child-care facility, as defined
  by Section 42.002, Human Resources Code;
               (2)  intend to obtain a credential, certificate, or
  degree specified in Subsection (b);
               (3)  agree to work for at least 18 additional months in
  a child-care facility, as defined by Section 42.002, Human
  Resources Code, that accepts federal Child Care Development Fund
  subsidies and that, at the time the person begins to fulfill the
  work requirement imposed by this subdivision, is located:
                     (A)  within the attendance zone of a public school
  campus considered low-performing under Subchapter E, Chapter 39
  [Section 39.132], Education Code; or
                     (B)  in an economically disadvantaged community,
  as determined by the commission; and
               (4)  satisfy any other requirements adopted by the
  commission.
         SECTION 66.  The following sections of the Education Code
  are repealed:
               (1)  Sections 39.034(e), (f), and (g); and
               (2)  Section 44.011.
         SECTION 67.  (a)  Section 21.054(b), Education Code, is
  repealed.
         (b)  This repeal applies beginning with the 2009-2010 school
  year.
         SECTION 68.  (a)  Not later than December 1, 2010, the Texas
  Education Agency shall prepare and deliver to the governor, the
  lieutenant governor, the speaker of the house of representatives,
  each member of the legislature, the clerks of the standing
  committees of the senate and the house of representatives with
  primary jurisdiction over public education, and the Legislative
  Budget Board a transition plan containing the information described
  by Subsections (b) and (c) of this section.
         (b)  The transition plan referred to in Subsection (a) of
  this section must contain a detailed description of the process the
  commissioner of education will use to develop and implement this
  Act, including:
               (1)  the timeline;
               (2)  the means by which public school educators who are
  representative of this state and other stakeholders, including
  parents of public primary and secondary school students, and
  business and community leaders, will be included in the process to
  develop and implement this Act, in accordance with Section
  7.055(b)(11), Education Code;
               (3)  the resources required to implement this Act,
  including resources that may be required by districts and campuses;
               (4)  the scope and sequence of tasks that must be
  accomplished to implement this Act; and
               (5)  the use of the standard rulemaking process to
  adopt any procedures necessary to implement this Act.
         (c)  Except as provided by this subsection, the transition
  plan referred to in Subsection (a) of this section must provide for
  the implementation during the 2011-2012 school year of changes made
  by this Act to the accreditation and academic accountability
  system. The assignment of accreditation statuses and any other
  academic accountability designations under this Act must be
  implemented beginning with the 2012-2013 school year.
         (d)  In conjunction with the transition plan prepared and
  delivered under this section, the commissioner of education shall
  provide for an equivalence of a performance rating, accreditation
  status, distinction designation, or performance indicator, as
  applicable, for each statutory performance rating or performance
  indicator that is superseded by this Act.
         SECTION 69.  To the extent of any conflict, the reenactment
  by this Act of Section 51.807, Education Code, prevails over
  another Act of the 81st Legislature, Regular Session, 2009,
  relating to nonsubstantive additions to and corrections in enacted
  codes.
         SECTION 70.  Section 11.203(d), Education Code, as amended
  by this Act, applies only to a principal employed at a school that
  is rated academically unacceptable during the 2008-2009 school
  year.
         SECTION 71.  (a)  Except as provided by this section, this
  Act applies beginning with the 2009-2010 school year.
         (a-1)  Section 28.002(c-1), Education Code, as added by this
  Act, applies beginning with the 2010-2011 school year.
         (b)  Sections 39.023(e), Education Code, as amended by this
  Act, and 39.053(g), Education Code, as added by this Act, apply
  immediately.
         (c)  Except as provided by Subsection (b) of this section,
  Subchapter C, Chapter 39, Education Code, as amended by this Act,
  applies beginning with the 2011-2012 school year.
         (d)  Except as provided by Subsection (e) of this section,
  Subchapter E, Chapter 39, Education Code, as amended by this Act,
  applies as provided by the transition plan adopted by the
  commissioner of education under Section 39.116, Education Code, as
  added by this Act.
         (e)  Notwithstanding any other provision of this Act, the
  commissioner of education may immediately apply any exceptions to
  interventions and sanctions under Subchapter E, Chapter 39,
  Education Code, as amended by this Act, to interventions and
  sanctions under Subchapter G, Chapter 39, Education Code, as that
  law existed prior to amendment by this Act.
         SECTION 72.  This Act takes effect immediately if it
  receives a vote of two-thirds of all the members elected to each
  house, as provided by Section 39, Article III, Texas Constitution.  
  If this Act does not receive the vote necessary for immediate
  effect, this Act takes effect September 1, 2009.
 
 
  ______________________________ ______________________________
     President of the Senate Speaker of the House     
 
 
         I certify that H.B. No. 3 was passed by the House on April 29,
  2009, by the following vote:  Yeas 146, Nays 0, 1 present, not
  voting; that the House refused to concur in Senate amendments to
  H.B. No. 3 on May 18, 2009, and requested the appointment of a
  conference committee to consider the differences between the two
  houses; that the House adopted the conference committee report on
  H.B. No. 3 on May 31, 2009, by the following vote:  Yeas 143, Nays
  0, 2 present, not voting; and that the House adopted H.C.R. No. 283
  authorizing certain corrections in H.B. No. 3 on June 1, 2009, by
  the following vote:  Yeas 146, Nays 0, 1 present, not voting.
 
  ______________________________
  Chief Clerk of the House   
 
         I certify that H.B. No. 3 was passed by the Senate, with
  amendments, on May 13, 2009, by the following vote:  Yeas 31, Nays
  0; at the request of the House, the Senate appointed a conference
  committee to consider the differences between the two houses; that
  the Senate adopted the conference committee report on H.B. No. 3 on
  May 31, 2009, by the following vote:  Yeas 31, Nays 0; and that the
  Senate adopted H.C.R. No. 283 authorizing certain corrections in
  H.B. No. 3 on June 1, 2009, by the following vote: Yeas 31, Nays 0.
 
  ______________________________
  Secretary of the Senate   
  APPROVED: __________________
                  Date       
   
           __________________
                Governor