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This episode of Intersect Ed was taped on the morning of Friday, November 14, 2025, just a few blocks from the Capitol, during the 2025 Texas Tribune Festival. Our panelists discussed the “Legacy Education Fund,” a new, proposed idea about a public education endowment that could move Texas beyond two-year budget cycles and establish a lasting investment in our public schools. Host Morgan Smith was joined by David DeMatthews, a professor in the Department of Educational Leadership and Policy at The University of Texas at Austin, Mark Estrada, the Superintendent of Lockhart ISD, and Libby Cohen, the Executive Director of Raise Your Hand Texas.

This episode of Intersect Ed discusses the sticking points regarding HB 4 in Texas’ 89th Regular Session, as well as what the special session item – “eliminating the STAAR test” – could mean for accountability in our state. Our Intersect Ed host, Morgan Smith, is joined by Amy Dodson, Dean of Advocacy for Raise Your Hand Texas, in a question-and-answer session focused on the differences between criterion-referenced tests and nationally norm-referenced tests. 

This episode of Intersect Ed was taped on the morning of Tuesday, June 3, just a few blocks from the Capitol, the day after the 89th Texas Legislative Session ended. Public education and Texas legislative policy experts, who regularly meet with staffers, legislators, and advocates throughout the state, shared their top insights with a live audience. They discuss what has been hailed as Historic legislation for public education -  including the $8.5 billion package in school funding and teacher raises, and the passage of Texas’ new voucher program - as well as the inability of the legislature to agree upon and therefore change our assessment and accountability system.  Host Morgan Smith was joined by Jaden Edison, public education reporter with the Texas Tribune, Scott Braddock, editor at Quorum Report.com, Edward McKinley, Austin Bureau reporter for the Houston Chronicle and the San Antonio Express-News, and Bob Popinski, Senior Director of Policy at Raise Your Hand Texas.

This episode of Intersect Ed discusses how we measure the performance of Texas public schools, the value of local accountability systems, and the ways HB 4 could provide meaningful assessment reform for our schools and better support student learning for the sake of learning instead of assessment. Additionally, if HB 4 passed, it would put public schools on more of an equal playing field with private schools when it comes to testing, something that is a focus of SB 2 - the voucher bill that was signed by Gov. Abbott on May 3, 2025.  Our Intersect Ed host, Morgan Smith, is joined by Harry Feder, Executive Director of FairTest - The National Center for Fair and Open Testing; Brad Owen, Superintendent at Burkburnett ISD; and Max Rombado, Legislative Director at Raise Your Hand Texas.  

Our Intersect Ed host Morgan Smith is joined by Steven Aleman, Senior Policy Specialist at Disability Rights Texas; Amanda Fuentes, Special Education Team Lead at Cibolo Valley Elementary School in Schertz-Cibolo-Universal City Independent School District; and, Paige Meloni, Superintendent at Schertz-Cibolo-Universal City Independent School District.   

This episode of Intersect Ed explores Texas’ early education, focusing in on the challenges faced by public pre-schools and child care providers. Current half-day pre-K funding forces public school districts in Texas to cover costs for their state-mandated full-day programs. At the same time, many Texans can’t afford traditional child care. Learn about successful initiatives and how Texas legislative action can improve the futures of children aged 0-4 with increased state investment and streamlined regulations to expand access to quality pre-K. Host Morgan Smith is joined by Sarah Baray, CEO,  Pre-K 4 SA; David Feigen, Director for Early Learning Policy, Texans Care for Children; and Michelle Rinehart, Superintendent of Alpine Independent School District. 

This episode of Intersect Ed was taped on the morning of Thursday, Jan 30, just a few blocks from the Capitol, where the 89th Texas Legislative Session is already underway. Experts who meet with staffers, legislators, and advocates throughout the state and regularly report on the issues that matter most to public education shared their top insights with a live audience. Together, they discussed Texas’ newly named Speaker of the House - Rep. Burrows, SB 2, why we need to increase the basic allotment, teacher pay, and the political issues that will capture Texas news headlines over the next four months.   Host Morgan Smith was joined by Jaden Edison, public education reporter with the Texas Tribune, Scott Braddock, editor at Quorum Report.com, Edward McKinley, Austin Bureau reporter for the Houston Chronicle and the San Antonio Express-News, and Bob Popinski, Senior Director of Policy at Raise Your Hand Texas.

MORGAN SMITH: Welcome to the Intersect Ed Podcast, where the stories of public education policy and practice meet.  I’m your host, Morgan Smith, and I am back with you just in time for the 89th Legislative Session. And heading in, it’s fair to say lawmakers have a lot of unfinished business when it comes to education policy. Let’s do a brief review of how we got here. If one word defined the Legislature’s approach to education policy in 2023, it was gridlock. Bill after bill — including crucial proposals for school funding and teacher pay raises — fell victim to lawmakers’ battle over vouchers. This only intensified the pressure on Texas public schools, leaving them to deal with teacher shortages, budget shortfalls, and rising inflation as they continued to serve the state’s 5.5 million public school students.  Today, we’ll discuss how our state’s leaders can start this session ready to act on essential education policy items and focus on one area you’re likely to hear a lot about as the session gets underway — how teacher workforce issues, including a shortage of certified teachers, are affecting Texas students.  BOB POPINKSI: It's not like Texas doesn't know what to do when it comes to our teacher workforce issues. Prior to the last legislative session, they came out with a couple of dozen recommendations under the Teacher Vacancy Taskforce Report.  These recommendations included enhancing teachers' total compensation packages to incentives for hard-to-staff areas. MORGAN SMITH: This is Bob Popinski, the Senior Director of Policy for Raise Your Hand Texas. BOB POPINKSI: But the problem is only one of those recommendations was actually implemented last legislative session. The State Board of Education has been going through the rulemaking processes over the last year, and that's the high-quality instructional materials. The other 23 recommendations were left untouched. Part of that has to do with a lot of those policies were in the legislative package that failed during our regular session and four subsequent special sessions. MORGAN SMITH: There are multiple ways to become a public school teacher in Texas, but traditionally, all of them have required someone who wants to teach to become certified.  The goal of preparing teachers through high-quality programs with a clinical teaching component is to combine learning about the practice of good pedagogy and classroom management with practical hands-on experience, says Jacob Kirskey, an assistant professor at Texas Tech’s College of Education whose areas of research include the education labor market and teacher pipeline.  JACOB KIRKSEY: That means they're watching an experienced veteran teacher model classroom management. So what happens when a student is disengaged in a moment, and you don't want to detract from other students' learning, but you also want to make sure that that student becomes engaged if they're not already. What do you do when you have varying sets of abilities in the classroom based on prior learning or what students are just simply coming in based on demographic differences in the household? How do you as a teacher manage those differences and make sure that, again, kids are staying on track who are already there, but also that kids are a little behind those kids catch up to where they need to be. These are all things that you can read about, but they're not always things that it is easy to translate what you're reading into practice. And so a high-quality teacher preparation experience is one, again, that brings that tangible experience to what candidates are learning in the process of becoming a teacher. MORGAN SMITH: But as Texas school districts struggle to fill vacancies amid budget cuts and teacher shortages with a very limited pool of candidates, educators are increasingly entering classrooms via another route — with no certification at all. In the 2022-23 school year, uncertified teachers accounted for 1 in 3 of newly hired public school educators in the state, with 43% of them being at the elementary and early education level. They also made up over 80% of new hires in 40 Texas counties. And, according to Jacob Kirksey’s research, almost three out of four uncertified teachers have had no prior experience working in Texas public schools, and nearly one in five do not hold a bachelor’s degree.  JACOB KIRKSEY: So an uncertified teacher is one that has no record of being in a teacher preparation program. They have no record of completing any coursework. There's literally no record of them in the state Board of Educator Certification, which is our state body that issues the teaching certifications. MORGAN SMITH: The consequences of relying on uncertified teachers show up in student outcomes. Studies show that students with new uncertified teachers lose about four months of learning in reading and three months in math unless the teacher has previous experience working in a public school. They are also significantly underdiagnosed for dyslexia and miss more days of school. None of this is surprising, as we know teachers are the single most important in-school factor when it comes to student success.  LORI POWELL: The day-in and day-out struggle is that the pedagogy that's missing that teaches them how children acquire knowledge. And I think every teacher who comes in the building loves kids and wants to work with kids and wants to help kids, but I see how some of these new teachers who are hired straight out of college who have gone through a traditional path hit the ground running as teachers. There's so much that they know about classroom management and how to be prepared, how the kids need to learn something, and a teacher who hasn't gone through that process, there's just so much of that that you don't know. And you don't know that you don't know it. MORGAN SMITH: This is Lori Powell, a public school teacher of 17 years who is currently a gifted and talented specialist at Northside Independent School District’s Carnahan Elementary School in San Antonio.  LORI POWELL: A certified teacher has such a bigger box of tools to use, to help the students and to understand the process of the learning. And that just takes time, and exposure and truly understanding. You can't really put a lesson plan in a teacher's hand and say, "Read this word for word and the kids are going to learn." It takes an understanding. So, the process of certification and experience is how you get that understanding… That time with students in the classroom and watching the flow with a teacher who's a master teacher, it's not something to miss. And I understand we're in times that many of these pieces are unavoidable, but you can't replace it, the learning that happens from that teacher who has refined the art. It's an art and it's a science. And it just takes some time to get there. MORGAN SMITH: Lori Powell says that having an uncertified teacher in the classroom also places an increased burden on certified staff to help fill in the gaps in student learning and to provide the skills and knowledge uncertified teachers are missing.  LORI POWELL: Nobody's willing to let go of a student and just say, "Oh, they're with a long-term sub, that child doesn't matter. I can't help that child." We really look at the groups of students as all ours, that they're all our students. Every weak link, any group is only as strong as its weakest link, and so where you have a weak link... And I wouldn't say that all of our uncertified teachers are weak links, but when there's a weakness in the background, then there is going to be a weakness there, even if that is a strong advocate for the kid in the person. MORGAN SMITH: Uncertified teachers are also more likely to leave the profession sooner than certified teachers. A study that looked at teacher retention rates in rural Texas communities found that only 45% of uncertified new teachers stay in teaching beyond three years, while almost 80% of fully qualified new teachers continued in the profession. So, given all we know about the challenges that uncertified teachers face — and the benefits of having a well-prepared teacher in the classroom with our students —why are school districts turning to them in the first place?  MYRNA BLANCHARD: When you have such a high teacher vacancy - we don't have a lot of people going through traditional certification programs - then that vacancy is going to create some pressure points on districts. It creates pressure points on principals, on the district administration, on teachers.  MORGAN SMITH: This is Myrna Blanchard, who is the Director of Talent and Acquisition at Castleberry Independent School District, where she has worked for four years overseeing the human resources department. She is describing the bind school districts across the state find themselves in as they struggle to find qualified teachers. MYRNA BLANCHARD: And the biggest thing we don't want to do is allow those pressure points to bleed into being pressure to our other teachers. So if we just don't hire certified teachers and we increase the class sizes of our teachers, well, now our current teachers that are certified are going to start feeling that pressure point. And then now we have a bigger problem. MORGAN SMITH: At a legislative hearing over the summer, some lawmakers on the House Public Education Committee suggested that schools may be turning to uncertified teachers because they are cheaper. That, Myrna Blanchard says, is simply not true. MYRNA BLANCHARD: We still hire them at the same rate of pay as first-year teachers. And the reason why we do that is because competitively, for some of those positions, they could go make those same people who are coming to teach with us could make $20,000, $30,000, $40,000, $50,000 or more in the industry, and not in teaching. We don't have the option of paying them less. It's not cheaper for us. If we hire uncertified teachers, let's

MORGAN SMITH: Welcome to the Raise Your Hand Texas Intersect Ed Podcast, where the stories of public education policy and practice meet.  Today, we’re talking about the special legislative session that began Oct. 9, and the intense financial pressure facing Texas public schools. I’m your host, Morgan Smith. Gov. Greg Abbott has called state lawmakers back to Austin with strict orders to complete some unfinished business from the regular legislative session that ended back in May. And if you listened to our legislative recap episode, you know there’s a lot of that when it comes to education policy.  But it’s not teacher pay raises, increases to per student funding to help districts keep up  with inflation, or reforms to the state’s standardized testing and accountability system the governor has directed lawmakers to tackle. It’s passing an Education Savings Account that would allow parents to use taxpayer dollars to send their kids to private schools.  There are a lot of reasons why this is bad policy for Texas, and so many lessons we can learn from the mistakes of other states that have already adopted these voucher-type programs — and we’ll get into all of that.  But first, let’s unpack the current funding crisis in our public schools.  During the regular session — despite a record-breaking $33 billion surplus sitting in the treasury — lawmakers failed to increase basic per student allotment enough for school districts to keep up with inflation, much less offer much needed teacher pay raises. At the same time, federal stimulus funding is about to end while many school districts have yet to regain the student enrollment they lost during the pandemic. As a result, school districts have had to make tough decisions about what services or positions to cut in order to minimize effects in the classroom.  BOB POPINSKI: School districts were really hoping that there was going to be some legislative action during the regular session because they had to adopt their budgets here in July and August for the current school year. They were really bumped up against a lot of pressure.  MORGAN SMITH: This is Bob Popinski, Raise Your Hand’s Senior Director of Policy. He says a substantial number of Texas school districts have adopted deficit budgets, drawing down fund balances intended to cover incidental costs until the next school year.   BOB POPINSKI: They're having problems sustaining the revenue that they have in their school districts. And because inflation was in the double digits over the last few years, they're not able to keep pace with not only giving their teachers and staff a salary increase, but they're having trouble keeping pace with just fuel costs and property insurance costs, construction costs, health insurance costs.The cost of food has gone up. And there's added pressure to make sure that they're following laws that were passed last regular session, like armed guards on every campus. There's a lot of pressure for school districts to find the funding they need for a lot of different resources that they've been asked to do over the last few years. MORGAN SMITH: In Channelview ISD, a district of about 9,500 students on the eastern edge of Harris County, Superintendent Tory C. Hill says that they have had to increase student-teacher ratios across all grade levels to maintain a balanced budget. DR. TORY C. HILL: There's no secret that there's a teacher shortage. There's a teacher shortage in Channelview, there's a teacher shortage in the State of Texas, really across the entire nation. There were some aggressive things that we had to do in order to be able to attract teachers, and really that was to increase our teacher pay through the use of local funds as well as implement a very aggressive model to try to attract teachers, but that came with an expense of other things. Those challenges aren't going away, and so right now there is a balancing act. Ultimately at the end of the day, our goal is to ensure that we're not impacting student learning as a result of the looming and gloomy funding realities. MORGAN SMITH: For Superintendent Hill, it’s frustrating to watch as lawmakers begin an education-focused special session on vouchers while the state lags so far behind on issues like school funding and teacher retention and recruitment.  DR. TORY C. HILL: Education is the great equalizer, and if we miss our mark and opportunity to ensure that all students in the State of Texas receive a quality education, then we will definitely face challenges in the future as it relates to just our overall population as a state. It is critical at this juncture that we keep the main thing the main thing, and that's ensuring that we have quality teachers in our classrooms every day and that we fund public education. We leave public funds in public schools and we continue to support our teachers, who are the backbone of our American society. MORGAN SMITH: Superintendent Hill says it’s difficult not to view the current push for vouchers — along with the underfunding of public education and crippling standardized testing requirements — as a coordinated effort to destabilize public schools.  DR. TORY C. HILL: We know the teacher shortage is an issue, but there seems to be great intentionality about the disruption that's being created around public education, from vouchers to assessment and accountability to just the lack of appropriate funding. These are basic elements that are required for us to ensure that we continue to provide the best that we can for our students, and the intentional disruption components are quite disappointing. MORGAN SMITH: And that brings us to the issue lawmakers are currently considering in Austin — Education Savings Accounts, the voucher-type program that would provide a stipend for parents who want to send their children to private schools.  JOLENE SANDERS: As a state, and we're talking about public education, we're hemorrhaging, but we're trying to do cosmetic surgery instead of addressing the immediate, urgent need. MORGAN SMITH: Jolene Sanders is the Advocacy Director at the Coalition of Texans with Disabilities. During the last legislative session she worked extensively to oppose voucher programs, which, as a political strategy, are often initially targeted at students with disabilities and then expanded to include all students.  JOLENE SANDERS: We know that there's a crisis with teacher shortages, funding, backlogs of evaluations and services for students with disabilities. That really was highlighted by the pandemic. And so I think we have a lot of work to do first in repairing and bolstering public education and the services for all students before we can even contemplate what any kind of ESA or voucher program would look like.  MORGAN SMITH: What’s happening now in Texas is not an isolated push. Thirty-two states have adopted some form of voucher in the last three decades. About half of those have done so amid renewed efforts to pass these programs in the last three years.  DR. JOSH COWEN: We've had more voucher programs, voucher-like programs, passed in the last 12 to 15 months than any other given year on record since 1990. Most of those follow a pattern. They're very similar bills in each state, and most of them follow a pattern of strong pressure on the legislative side from a bill-supporting governor, often after a series of Republican primaries because the holdouts for a lot of these have been actually Republican legislators in different states.  MORGAN SMITH: This is Josh Cowen, an education professor at Michigan State University. He has spent the last 18 years as a professional evaluator for voucher programs, starting with Milwaukee’s in 2005, which was the first in the country. As he’s studied voucher programs over the years, he said he’s come to view them as the educational equivalent of predatory lending.  DR. JOSH COWEN: Usually these things are tied to other education funding packages like teacher raises or in some cases fully, in my view, holding hostage other public education funding programs to get these things put in because they can't really pass them in clean bills like they used to be able to do when I got into this business. So again, the last year or so, the biggest set of expansions and voucher programs on record. This has been mostly in red states.   MORGAN SMITH: The data from other states that have adopted vouchers only provide a cautionary tale. The results are in: not only do these programs balloon in cost, they also just don’t work to improve student achievement.  DR. JOSH COWEN: We see some of the largest academic loss on record over the last decade. The larger the voucher program and the more recent the voucher program, the worse the academic results have been for those 25 or 30% of kids who switch, who actually do use it to leave public school. And the reason for that is that most of the schools that actually clamor to participate in these programs and take new kids from the public schools, they're what I call subprime, financially distressed private schools. They're not your elite providers who have longstanding rich academic traditions, and there are many such schools out there, right? Those schools are fine. They don't need the money. They often cost three or four times what the voucher cap would be. It's instead the schools that are barely hanging on, the ones that for whatever reason, have really struggled to maintain themselves. And those are the ones that overwhelmingly fund these voucher kids. And the results show that. Many often close anyway. In Wisconsin, where I've spent a lot of time, 40% of the schools taking voucher payments over the life of that program have closed. And the average closed time, the schools make it about four years, and then they close. Four years after they get the voucher payoff. So we talk about this I think as if in these states, this is all about, again, acad

 We’re talking about a big change that’s about to wallop Texas school districts. At the end of September, as lawmakers approach an anticipated special session this fall on private school vouchers, about one out of every four public school campuses will see the letter grade that marks their performance in the state’s A-F accountability system drop.  In many cases this will happen despite student achievement at these campuses having gone up. And for high schools, there’s an added hit: a key component of their rating, the Career, College, and Military Readiness Indicator, will be retroactively applied, based on the performance of students who graduated in 2022. So going into the 2023-2024 school year, there’s nothing they can do to change it, even if they could.  So why is this happening? Put simply, it’s because of a paperwork change—or in more precise terms, a “technical adjustment”—in how the Texas Education Agency calculates the accountability ratings. So taking the Career, College, and Military Readiness Indicator, or CCMR, as an example—instead of requiring 60 percent of kids to meet the standard to receive an A rating, now 88 percent of kids must meet it.  The roll out of new standards was not directed by the Legislature, it is an agency level decision. And to understand how we got to this point, we have to take a trip to the opaque world of agency rulemaking.  In this episode, we will hear from Todd Webster, Former Interim Commissioner of the Texas Education Agency and Rep. Gina Hinojosa explain the rulemaking process. We will also hear from  Dee Carney, Assessment and Accountability Policy Consultant and  Dr. Bobby Ott, Superintendent, Temple ISD discuss the process and how it the upcoming changes can negatively impact schools and their local communities.  

How we measure success in Texas public schools? Right now, standardized testing and an A-F accountability system that assigns grades to campuses is used almost entirely to grade our schools.  Accountability, and the transparency it brings, is essential. We need to make sure the 5.4 million students in Texas public schools are provided with the tools they need to eventually enter the workforce, and that taxpayer money is being put to good use.  But what if we had a system that looked at more than how students do on one test on one day? What if we decided that what makes a “good school” goes beyond test scores and we evaluated how districts prepare students for life and career through things like early childhood education, dual language, fine arts, and extra-curricular programs? Or the many crucial resources public schools provide to ensure the well-being of their students, like meals, mental health services, and campus security? This is a wholly achievable idea — and one that had momentum and bipartisan support during the most recent legislative session. But, like so many other worthy public education issues, accountability and assessment reforms went down in the battle over private school vouchers during the 88th Session. In this episode, hear from Lori Rapp, Superintendent at Lewisville ISD; Jacqueline Martinex, Former 4th grade teacher at Canutillo ISD; Daniel Saenz, CEO of Nieto Technology Partners; Paola Gonzalez Fusilier, School Board Trustee at Pasadena ISD; and Dr. Libby Cohen, Senior Director of Advocacy at Raise Your Hand Texas, each discusses assessment and accountability from their unique perspectives. 

The 2023 legislative session started with a lot of promise. Lawmakers had a historic $33 billion dollar budget surplus, and there was energy and consensus to address a number of public education issues. Instead, lawmakers failed to give Texas public schools enough funding to even keep up with inflation, much less provide teacher pay raises to help stop the exodus of educators from the classroom. They lost efforts to improve our accountability system so that teachers could focus on their students’ learning instead of their performance on standardized tests. They did not pass any policies to help recruit and retain high-quality teachers.  There was one tentative win for public education advocates. Thanks to a bipartisan group of determined House lawmakers who withstood enormous pressure from Gov. Greg Abbott  —  no private school voucher program passed.  In this episode, hear from Raise Your Hand Texas’ Libby Cohen, Senior Director of Advocacy, Will Holleman, Senior Director of Government Relations, and Bob Popinski, Senior Director of Policy, alongside Georgia Polley, public education advocate from Spring Branch ISD, as they discuss their views on the 88th Legislative Session, and why a victory to stave off vouchers is far from certain, and came at a great cost to Texans. 

Morgan Smith: Welcome to the Intersect Ed Podcast, where the stories of public education policy and practice meet. I’m your host, Morgan Smith. Today we are talking about something that could make a positive difference in the lives of many Texas teachers and their students: high-quality mentorship. The formalized practice of having more experienced teachers coach those newer in the profession could help with a major challenge facing Texas public schools — teacher shortages. It also benefits everyone involved — from the experienced teachers acting as mentors who now have a chance to learn new skills, to the newer teachers they are supporting, and to the students who now have confident, calm educators in the classroom. So why aren’t high-quality mentoring programs more common in Texas public schools? Well, as is often the case, the reasons for that mostly come down to time and money. Right now in Austin, some lawmakers are trying to change that by expanding an existing pilot mentorship program. Two proposals to would do that — House Bill 11 and Senate Bill 9 — have both passed their home chamber but are currently stuck in limbo waiting for hearings in the second. With less than two weeks left in the legislative session, time is running out for either of these bills to make it. Morgan: While teachers can sometimes find peers to reach out to organically, research shows formalized, high-quality mentorship programs deliver the best results — especially when it comes to teachers working with vulnerable student populations. And those programs have specific characteristics. Mario Piña: A high-quality mentorship program has a lot of components. I think first of all, it has time for teachers to reflect with their mentors, and usually this really needs to happen during the school day. And it needs to have the time for the mentor to observe their mentee and vice versa, because if they're not being able to see what's happening or how something can be done, they're not going to be able to execute that in the way that's most effective. Morgan: Mario Piña is a Regional Advocacy Director with Raise Your Hand Texas. Before joining them in 2022, he spent nine years in Austin ISD as an elementary and middle school teacher, and instructional coach.   Mario: And I think definitely making sure that we're paying people. A lot of times in school districts, people are being asked to be mentors and are not being compensated and not giving the time to mentor their mentees, and so it becomes really difficult for them to find the time during the day to really help each other out, and so it becomes more of a chore rather than a real mentorship process. There's so many other things that teachers are worried about. They're worried about grading. They're worried about making sure that their students are okay. They're making sure they have high-quality lessons. And so having time to go talk to their mentor is probably at the very bottom of their list a lot of times. And I think the other part of it is training for the mentors themselves. A lot of times, teachers are being asked to be mentors but are provided no training, and we have this idea that just because you're a really good teacher, you're going to be a really good mentor, and that's not always the case. I know that when I was a teacher, a lot of the times my mentor would come and ask me, "Hey, what do you need help with?" And unfortunately, as a first- or second-year teacher, you don't know what you need. And so asking me what I need help with or how am I doing isn't always the most helpful, because I don't know what I don't know. And so we really need teachers to have that training of how to ask the questions, setting those goals and working on those goals together, and really guiding that novice teacher. Morgan: A high-quality mentorship program can provide much-needed time for collaboration and support during the early days of teaching, which can be a trial-by-fire for many new educators. Mentors are also around to help new teachers figure out the simple everyday logistics that anyone who’s ever started a new job knows can be quite daunting — like making sure they know how to use the copier, or that there’s a bathroom in the teachers’ lounge. Most importantly, they help their mentees hone their instructional strategies and master classroom management – all skills that translate directly into improving students’ academic outcomes, which also makes mentoring programs an excellent financial investment for the state. Jerome Johnson: It's like that famous Mike Tyson quote, that everybody has a plan until they get punched in the mouth, metaphorically speaking. And so that's what teaching is like that first year. You have this idea of how your day's going to go, and then boom, a student does something totally not planned. You can imagine the things that we've seen. Morgan: This is Jerome Johnson, who is in his sixth year teaching English Language Arts in Channelview ISD, a school district of about 9,000 students on the Gulf Coast. He grew up a few miles down the road from where he now teaches – and entered teaching in his mid-thirties after he felt a calling to work with students like the kids he grew up with. Jerome: The calling kind of hit me and I was like, “I wonder if I can do this and be great at it, and be able to serve the underserved in a way?” I just always wanted to be a great educator in a place where they probably wouldn't get good teaching, more than likely. I think those personal challenges are what drew me originally to teaching. Morgan: For Jerome, having mentors during his first years in the classroom provided invaluable feedback — both positive and negative — that helped him grow as an educator. Jerome: I think as a mentee coming into the profession at such an older age, it was important that I got that confirmation like, "You are equipped for this." I remember being in a hallway and my mentor, one of my mentors at the time, just came to me and was like, "You have what it takes to ..." She said, "You have that thing that teachers have to reach and connect with students." And I had no idea what I was doing. I had no barometer, no way to measure it. I think that meant the world to me, just not knowing what to expect or am I on the right path…Because you're in a silo, unless you are in a different culture where collaboration is welcome. But if you are the professional in the room, and you are with a bunch of younger people, younger individuals, you just need those outside eyes telling you both good and bad. Because my colleagues have checked me on some things of like, "Yeah, that's a little above what they're talking about. You're missing them with that language," or, "You need to have this structure in your class to reach them." So both the critical and the compliments make a difference when you have those relationships. And I think mostly it took me a while, maybe three years in, before I realized amongst teachers it's really a people business, really about investing in individuals and people so they can reach their maximum potential. Morgan: Most importantly, when teachers feel supported and encouraged, they can provide that same support and encouragement for their students. So in that way, high-quality mentoring ends up providing a safety net for students with new teachers, who are also often the students with the greatest needs. Here’s Mario again. Mario: Our Title I schools are the ones that have the most revolving teachers, and I can think of, at the last school I worked at, more than half the campus is new. And so how are we going to continue to mentor these teachers when our veteran teachers are still in need of mentors themselves? And so our most vulnerable students are the ones who are suffering the most, and I don't think we talk about that enough – and  it's hard to fulfill a high-needs classroom when you're just struggling to stay afloat yourself. Morgan: If you are feeling overwhelmed, it’s going to be very difficult for you to be an effective teacher. If you don’t know how to pace your curriculum, it’s going to be very difficult to be an effective teacher. If you can’t figure out how to manage behavior in your classroom, you aren’t going to be an effective teacher. High-quality mentorship shrinks the learning curve for new teachers on all of those things, while increasing student achievement and decreasing teacher turnover. Jennifer: Most people want to be given an opportunity to help somebody do more, or better, or bigger, or see things through a different lens, or whatever it is in that situation. That's certainly been my experience. Then on the flip side, because I have benefited from mentors in my life, and mentorship opportunities, I also like being a mentor. So I think of it as the same as teaching actually. It's just that you are helping guide a peer versus a student or a child, but the meat of it is still the same. That you are helping someone accomplish something in their life and that's special, that's meaningful. Morgan: Jennifer Cook is heading into her 10th year in the classroom. She teaches 7th grade English Language Arts in Livingston ISD, a mid-sized school district in rural East Texas. Jennifer says she loves teaching middle school students — an age group she knows can be intimidating to some. Jennifer: They want to learn, and they want to find their own voice, and their own independence, and all of these things. But they're old enough to where they can handle some pretty deep topics, and some deep conversations. Just their capacity for what they can handle and how much they're able to learn and get from anything, not just literature, but literally anything that you're giving them access to, I think, is really special with this age group, the middle school age group. Morgan: Jennifer is also a teacher who would not still be in the classroom if not for a mentor she had during a parti

 Morgan Smith: Welcome to the Intersect Ed Podcast, where the stories of public education policy and practice meet.  I’m your host, Morgan Smith.  Today we are talking about Texas teachers, and how much we pay them. Or I should say: how much we don’t pay them.  What started as a slow drain — as stagnant pay forced teachers out of the classroom during the hardships of COVID, the economic downturn, and inflation — has now accelerated into a crisis. Texas public schools simply can’t keep the teachers they need in the classroom. It’s hard to overstate the urgency of what’s happening.  School districts, already operating on skeleton crews, are dropping advanced and elective courses because there are no teachers to teach them. They are combining classes — sometimes even recruiting parents to fill in — because there are no substitute teachers. And the teachers who remain are working second and third jobs just to pay basic household expenses. All of this has led a heartbreaking number of Texas educators to say they are seriously considering leaving the profession.  Right now in Austin, lawmakers are deciding how to spend a record-breaking $33 billion surplus, with tens of billions more in estimated growth in revenue over the next two years. And, as the hours creep closer and closer to the last day of the 2023 legislative session, they are not deciding to spend it on teachers. Yes, you may have seen headlines about some major legislation — Senate Bill 9 and House Bill 100 are two of the proposals out there that would increase teacher pay. But here’s what you need to know about those bills: they don’t come anywhere close to moving Texas teacher pay in line with the national average OR bumping their salaries enough to keep up with inflation.  JoLisa Hoover: I think there's been a moment where some people in society have said, "Teachers, if you don't like it, you can leave," and our teachers have left.  Morgan: This is JoLisa Hoover, who spent 26 years as a teacher in Texas public schools before joining Raise Your Hand in 2019. She was named the organization’s Teacher Specialist in 2022.  JoLisa: In the beginning of the pandemic, our teachers just pivoted overnight, and redesigned their entire career. They were making sure kids got fed. They were distributing technology out into the neighborhoods. They were checking in on families, and they were really just lifted up as heroes, only for a few short years later to be villainized for a variety of things and their pay has just been very stagnant.  Morgan: As a part of Raise Your Hand’s work developing policy recommendations for the 88th Legislature, their statewide team of Regional Advocacy Directors met with Texas educators ahead of the legislative session. They heard from over 697 teachers from 79 different school districts. During the legislative session, JoLisa and the team brought more than 75 teachers on a weekly basis to the Capitol to speak with their lawmakers. JoLisa: The teachers are talking about how their money just isn't going as far as it used to, and in particular, that's hit teachers hard because their pay had already been stagnant before some of the recent inflation has hit all of us. And so they're already in a job that penalizes them for choosing teaching, financially, and then to have the pay stay quite stagnant, it's been really hard for our teachers.  Morgan: JoLisa says there’s one word that keeps coming up over and over again, when teachers talk about the state of their profession: stress. The stress of not being financially independent. The stress of working a second job, and still not being able to meet the needs of their families. The stress of not being able to pay for medical procedures, home repairs, or make their rent. The stress of driving long distances to work each day because they can’t afford to live where they teach.  JoLisa: I heard teachers talk about that they're doing what they need to do to make ends meet, but it can be embarrassing to see your students while you're working your second job, and yet our teachers are purchasing their own supplies because they need them to do their job. They are buying extra snacks for kids who are hungry, buying coats for kids who don't have them, and so they view their job as being part of the essential bills that they have to pay, is keeping their students supported. Morgan: If you don’t have any public school teachers in your family or your social circle, you may be surprised to know just how many of them work second jobs to pay the bills. Teachers will tell you that on any campus, you never really have to ask who's selling what, because any brand you can think of that can be sold by a person is represented somewhere on campus. Laura Marder: So in our particular district, I don't know a single school teacher that does not have some sort of side hustle or second job that they work. Either that or a very supportive spouse who is able to contribute to the finances of the home. And unfortunately with them doing those things, it takes away their energy because they're drug in different directions. They're not able to fully utilize themselves and put that effort into their kids. These teachers are doing everything from working retail, they're tutoring students on the side. I know some teachers that wait tables, and several teachers that own small businesses and work different company roles outside of teaching. And so they leave here from school and they go straight and they do that and then they do it all over again the next day. Those people should be leaving work, going home, taking care of their families, and taking care of themselves, so that way when they come back to work, they're energized, ready to go, and ready to put all that energy back into their students. Morgan: This is Laura Marder. She is a high school biology teacher in a small, rural district in northeast Texas (Mineola ISD). She’s been teaching for nine years.  Laura: So the beauty of being in a small rural school is that I have the honor and privilege of teaching just about every student that comes through our doors at the high school. And so not only do I get to build relationships with those students, but also have connections with those families as well. And so we get to kind of walk through their lives together. And I have such a huge impact on so many people's lives, and it's just very satisfying and very rewarding work. Morgan: Laura also told me about the double bind that Texas teachers face. It’s not just that they don’t make enough to pay their own bills, they are often using their salary to pay for classroom supplies. To make her classroom materials go further, Laura has students double or even triple up on lab experiments. But the small stipend she gets from the district doesn’t cover everything her students need. So she pays out of pocket to keep stocked with much-needed basic items like school supplies, cleaning products, and provide something that’s become increasingly common in Texas classrooms — a food pantry. Laura: There’s other things that teachers do all the time that people don't even think about. We know the importance of making sure that our students' social and emotional needs are met. And part of that is making sure that they have what they need to be successful. I know teachers here that make sure that kids have clothing, that they have shoes that have, like myself, for example, I have a mini fridge in my classroom, and I know that there are a handful of kids that on the weekend don't have food to go home with on the weekend. And they know that when they leave my class on Friday, they go in and take what they need. And I just keep it stocked and we don't ask questions. It's just one of those things that we do because we love and we care for our students, and it's just so important that those needs are met so that way they can be successful at school. Morgan: Another common theme when you talk to Texas teachers: they aren’t in it to get rich. They chose their profession because they knew the joy they got out of being in the classroom meant more than being able to take lavish vacations or even shop at the fancy grocery store.  Eva Goins: In all reality, we just want to be compensated for what we do. I know that I will never see six figures as a teacher, and money isn't everything. I always tell my students, "I don't do this job for the summers, and I don't do this job for the money. I do it for you. I do it for you because I care about you and your future, and I want to make sure that you have the best opportunities ever. You can rest assured, I am going to fight for you. I am going to advocate for you, and I'm going to give you my best always." Morgan: This is Eva Goins, who’s been in the classroom for 22 years. She’s an 8th-grade teacher in Northwest ISD, in suburban Fort Worth. You can hear the enthusiasm in her voice when she talks about her kids, and what she’s willing to give up for them. Over the years, that’s included waking up at 3:50 a.m. each morning to teach English to children in China before her school day began.  But even someone like Eva, who remains as dedicated to her job as someone could possibly be, has had her moments when she’s thought about leaving. One of those times happened on a road trip at a Buc-ees — the popular chain of mega country stores and gas stations that originated in Texas.  Eva: We were coming home, and we decided we wanted to stop at Buc-ees, because you have to. It's just one of those things. As we were coming out, they have these huge colorful billboards, and I don't know why, I think it was the money, the numbers, it was just numbers on this sign. I read it, and it said, "A carwash manager is making six figures." I'm sitting here going, "Wait a minute, hold on. I've been teaching for 22 years. I have a bachelor's, I have a master's, I'm working on my doctorate right now. Even at my hi

Morgan Smith: You're listening to the Raise Your Hand Texas Intersect Ed Podcast where the stories of public education policy and practice meet. I'm your host Morgan Smith, and today, we're taking on a topic that has become a marquee fight of the 88th Legislature, private school vouchers.  On one side, we have our state's two most powerful elected officials, Governor Greg Abbott and Lieutenant Governor Dan Patrick, who say every parent should get the freedom to decide how to use taxpayer money in educating their children. On the other, we have every public education advocacy group in the state, including Raise Your Hand Texas, who say that vouchers will do nothing but harm students, teachers, and communities. To help us dive in today we have superintendent Randy Burks of the Hamlin Independent School District, and Bob Popinski, the senior director of policy at Raise Your Hand Texas. Dr. Burks and Bob Popinski, thank you both so much for being here. So first, let's define what we're talking about. There are a lot of different terms we might have heard to describe vouchers, school choice, education savings accounts, and tax credit scholarships. It gets even more confusing because school choice is also used to describe the array of options already available to Texas public school students, like charter schools and magnet programs. Right now, a plan known as an education savings account is what's gaining the most traction at the legislature. The basic gist is that the state gives parents a certain amount of money, $8,000 in Senate Bill 8, the main bill that we're watching, to use for our private school tuition or other educational expenses. On its face, maybe this doesn't seem like a bad idea. Bob, is this proposal, the education savings account, is this a voucher? Bob Popinski: Don't be fooled. No matter what they call them, whether it's an education savings account or a tax credit scholarship, or a virtual voucher, they're all the same thing. Vouchers are a scheme that’s used to divert public funds to private schools and vendors, and the keywords there are private schools and vendors, with no accountability, such as public schools have. And then they will continue to undermine traditional schools, including charter schools, in the future because those funds are taken from public schools to invest in our teachers, to invest in our students, and they're investing them into a program that has no accountability whatsoever. So it doesn't matter what you call them – education savings accounts, special education vouchers. They are bad public policy for the state of Texas. Morgan: Dr. Burks, your district is about 40 miles northwest of Abilene in Jones County, Texas. You've been a superintendent there for six years, though, you've worked in public education for more than four decades. Your district is rural and small, with just over 400 students and those students are primarily from economically disadvantaged backgrounds. Give us a little sense for your community. What are you most proud of there? What are you struggling with? Dr. Randy Burks: Well, Hamlin was what might commonly be referred to in some circles of school finances as a CTD district –“circling the drain district,” declining enrollment and loss of some industry that was here previously, and so the district has seen better days definitely. And the city itself is probably typical of a lot of rural Texas, crumbling infrastructure and substandard housing is pretty common here. And, you know, I grew up in a background that's not too different from a lot of our kiddos. And so I really felt like I had something to offer the school and the community because I had a background in school finance. So we moved to a collegiate model early on in my time here, because we just felt like that, so many of our kiddos were struggling with finding a pathway that would be better than the pathway that they could see. They couldn't really envision a better life than what their parents had. So, we're a P-TECH school, early college high school, we have Montessori Elementary School, and we have college and career pathways available for our kiddos. And so we try lots of innovative things, and we fail fast and dust ourselves off when we do and get up and try again, because we think that's what's best for our kids and to help improve our school and, in essence, lift the community up as well as we move forward. Morgan: Now, it's no accident that we're featuring a superintendent from rural Texas today, because that is where Governor Abbott has decided to wage his fight for vouchers, too. Since the start of the legislative session, he's taken the pro-voucher message to the road, stopping at private schools in three to four towns a month around the state. Let's take a quick listen here to the Governor speaking at a private school in Tyler in March.  Governor Abbott (audio from an “Education Freedom” March 2023 event in Tyler, TX): I cannot stand alone in getting this across the finish line. I need you standing with me, every step of the way, to make sure we empower parents to educate our kids, better than any state in America. Morgan: Dr. Burks, we just heard the emphasis on parental freedom as an argument for vouchers, and I want to get your thoughts on what that means for rural schools in a second. But Bob, first, can you give us an idea why we're seeing this strategy of targeting rural communities from the Governor? And as we're seeing the conversation evolve at the legislature, we're hearing more discussion about vouchers and special education students. What's the strategy here? Bob: I've always run up to a problem in rural school districts, and rural communities are the center of their communities. And, so what happens is, in the past, you've had Republicans and Democrats alike in the House stopping vouchers. There's an amendment offered, usually during the state budget debate that says, "Our public dollars cannot go towards private schools or vouchers." And that's typically what's known as the Representative Herrero Amendment. And that was a few weeks ago here in the Texas House and passed 87 to 51. And it's an important moment for the House because it sends a signal that we believe in our public schools. They keep saying that overwhelmingly, Texans believe in a voucher program. But I think what's actually happening out there is that Texans really don't know what a voucher program is. When you actually say, "Hey, if a private school or a private vendor actually takes public dollars, are they held accountable?". And in a recent Charles Butt Foundation poll put out at the beginning of the year, it says, “If private schools and private vendors actually take public dollars, what kind of accountability would you like to see?" And overwhelmingly, 88% said, "Yes, we'd love to see how they're actually spending our public dollars." "Yes," 84% said, "We want to see that they provide special education services to all students and not just a select group of students, and that you have to accept students with all special education needs, you have to follow the state curriculum guidelines, you have to administer state standardized tests, and you have to kind of accept all students, even if they have a discipline problem." And so overwhelmingly, when you look at Texans, whether they're from rural Texas or urban and suburban Texas, they want a voucher program that's held accountable underneath all of those standards. I think at that point, what you have is a public school system. And so I think we should take some time to invest in our public schools. Right now, public schools are funded $4,000 below the national average when it comes to per-student funding. We're $7,500 below the national average when it comes to teacher salary. And I think we need to kind of focus on that before we start spending a billion dollars on a voucher program that doesn't accept all students, and it even says within the bill, that parents have to be notified that private schools and vendors don't have to provide the same special education services, under state and federal law as public schools do. There's a lot to unwrap in here. And I think as more Texans actually understand the linkage of what's going on in this voucher program, the more they're pushing back against it. Morgan: And so we've seen that rural communities have been out of this firewall against vouchers in the past and this session, it seems even this main bill, SB8 that we're looking at, it includes a carve-out for rural schools as possibly a way of getting around this opposition that we've seen. And rural school districts like yours, Dr. Burks, they make up about 40% of Texas districts, they educate about 180,000 students in the state. Under SB 8, they would actually get paid if they lose any students to a voucher program. So currently, that amount is $10,000. So all in all, school districts under 20,000 students, the state would be paying $18,000 a year for five years for students to take part in this program. That's $8,000 that goes to the family and $10,000 to the school district. What would a program like this mean in your district, Dr. Burks? Randy: I would say first of all, things are really on a high note financially in Texas right now. And because I've done this for a long time, we know that there are lean years and there are prosperous years. And this is a time that the legislature has a lot of money at its disposal. So this sounds really good. And if you don't understand like Bob was saying, you may not understand all the moving parts here. But for them to commit $18,000, and the price tag that goes with that, at some point that's going to go away, it pulls money from what's available to us. And so I really am opposed to it. Now, we're rural, and it's going to be difficult for our folks to find a private school to attend. They would have to drive to Abilene. We, in fact, bus children from Abilene to our school, because of som