Relating to public school accountability and transparency, including the implementation of an instructionally supportive assessment program and the adoption and administration of assessment instruments in public schools, indicators of achievement, public school performance ratings, and interventions and sanctions under the public school accountability system, a grant program for school district local accountability plans, and actions challenging Texas Education Agency decisions related to public school accountability.
SB 9 would substantially revise Texas public school accountability and testing law by replacing the STAAR-based system with an “instructionally supportive assessment program” beginning with the 2027-2028 school year. The bill directs the Texas Education Agency to design or adopt a more streamlined, progress-monitoring assessment system that includes beginning-, middle-, and end-of-year tests, end-of-course exams, and faster reporting of results to parents, teachers, and districts. It also requires diagnostic reports, public posting of key test information, periodic release of test questions and answer keys, and parent access to student results through online portals.
The bill also changes how accountability ratings are calculated and used. It revises the state’s performance indicators, adds new measures for college, career, and military readiness, creates a through-year growth measure, and requires the commissioner to adjust performance standards only on a five-year cycle beginning in 2027-2028, with advance reporting to state leaders. SB 9 further limits benchmark testing, allows approved alternative norm-referenced assessments in place of some interim tests, and updates rules for special education, emergent bilingual students, paper testing requests, and district reporting. It also creates a grant program to help districts develop local accountability plans and adds new rules governing legal challenges to TEA decisions and agency rules.
SB 9 would amend numerous provisions of the Education Code, especially Chapters 7, 11, 21, 28, 29, 39, and 39A, while repealing several existing accountability and testing provisions. It would shift authority over assessment design and implementation from the State Board of Education to the commissioner/TEA, require new advisory and reporting structures, and alter the timing and content of accountability ratings, interventions, sanctions, and public disclosures. The bill would also affect school districts, charter schools, teachers, parents, and students by changing testing schedules, limiting benchmark exams, expanding access to results, and modifying how performance ratings and turnaround interventions are applied.
The available vote history suggests the bill had meaningful support in committee, with the Senate Finance Committee reporting it favorably by a 12-2 vote. The bill’s stated goals emphasize transparency, shorter and more useful assessments, and clearer accountability information, which likely appeals to supporters seeking to reduce testing burdens while preserving state oversight. No committee transcript was provided, so the record here reflects the bill text and vote pattern rather than detailed debate.
The main points of contention appear to be the scope of the overhaul and the balance of power between the Legislature, TEA, districts, and courts. Supporters are likely to favor replacing STAAR with a more instructionally supportive system, limiting benchmark testing, and increasing transparency and parent access. Potential opponents may object to the bill’s broad delegation to TEA, the continued use of high-stakes accountability ratings and sanctions, the restrictions on legal challenges and use of public funds for litigation, and the possibility that more frequent or redesigned assessments could still impose significant administrative burdens. The bill also includes provisions that preserve sanctions during injunctions and limit statewide “Not Rated” outcomes, which may be controversial for districts facing accountability disputes.