The Texas Senate Education Committee is reviewing two proposed bills to address student learning loss and teacher preparation. Senate Bill 2252 would require school districts to administer math and reading screeners to kindergarten through third-grade students, providing early identification and intervention for those struggling.
The Education Committee of the Texas Senate is reviewing two new bills designed to enhance the quality of early education and better prepare instructors throughout the state. Senate Bill 2252, which was written by Sen. Brandon Creighton (R-Conroe), would mandate that public school districts administer math and reading screeners to pupils in kindergarten through third grade.
Even though reading screeners are already implemented at the commencement of kindergarten, this legislation would introduce a math counterpart to assist in identifying students who require early intervention. Upon failing two consecutive evaluations, the district would be obligated to offer support services to the student.
Additionally, the law calls for parents to be notified of the results and for assessments to be provided at no cost to schools. Creighton referred to the measure as a "historic investment" in Texas students and underscored its potential influences on workforce readiness and education.
Similarly, the committee is currently reviewing Senate Bill 2253, which was also authored by Creighton. This bill suggests providing financial stipends to prospective educators enrolled in certification programs, such as university-based residencies.
This endeavor is intended to address the growing number of uncertified teachers in Texas classrooms. More than 17,000 of the 49,400 teachers employed statewide in 2023-24 were uncertified. According to program supporters, many candidates are discouraged by the financial burden of quality programs, although these avenues offer superior preparation through mentorship and hands-on training.
The significance of foundational math and literacy skills in the early grades was underscored by education experts, including representatives from advocacy groups such as Good Reason Houston and Texas 2036, who testified in favor of both bills. In addition, they underscored the potential long-term repercussions for workforce development, as Texas continues to struggle with math proficiency in the face of an increasing demand for STEM-related employment.
The state's support for students and teachers during the critical early years of learning could be significantly altered if both SB 2252 and SB 2253 are passed, although they were left pending in committee.
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