Rick Perry - Education

Summary

The state of Texas is on the bottom end of statistics for spending, pay, and graduation rates. In 2010, it spent $9,128 per student while the national average was $10,826. This is mostly due to a low cost of living in Texas, as does the low ranking of Texas is teacher pay. Texas graduation rate is also one of the lowest in the nation, ranking 42 out of the 50 states and graduating roughly 65%. The cost of college in Texas has also doubled since Governor Perry took office.

When the No Child Left Behind Act passed, Governor Perry supported the program. He submitted plans for Texas to receive funding from the program and touted it as being based on Texas programs. He stated that he supported the program's emphasis on accountability and testing.

When President Obama was elected, he altered the NCLB program with one of his own called the Race to the Top program. Governor Perry rejected the funds offered through the program an declined to participate in helping to create nationalized standards. Governor Perry stated that Texas was on the right path toward improved education, and we would be foolish and irresponsible to place our children’s future in the hands of unelected bureaucrats and special interest groups thousands of miles away in Washington, virtually eliminating parents’ participation in their children’s education. He asserted that if Washington were truly concerned about funding education with solutions that match local challenges, they would make the money available to states with no strings attached. This is counter to 2006 statements in which Governor Perry supported standardized testing as the only method of determining student and teacher success.

Governor Perry has voiced support for voucher programs and school choice. Under Governor Perry, the number of students in charter schools has almost tripled under Governor Perry, but still represents only 2% of the total student population. Governor Perry has also stated that he supports vouchers for private schools and public school choice. However, he has made no efforts to install such a program.

While in office, Governor Perry has enacted a numerous changes in pay for teachers, merit programs for teachers, and programs to lower dropout rates and assist at-risk students. Some of these programs and changes are shown in the list below:

• In 2002, a dropout program was introduced which included an after school program, hiring more counselors, in-school communities, and flexible school hours
• In 2002, an additional $3 million was allocated for teacher mentoring programs
• In 2002, $20 million was allocated for first generation college student grants
• In 2004, the High School Advancement Incentive provides schools $100 more per student for each year they advance in high school, so long as the students pass the Texas Assessment of Knowledge and Skills (TAKS) tests.
• In 2004, the Commended Performance Incentive rewarded all schools whose students score at least 90 percent on all TAKS tests taken. The Incentive would provide Texas schools $100 per student achieving Commended Performance and $200 for each at-risk student who scores that high. The TEA defines Commended Performance as a score of 90 percent or higher on all TAKS tests taken.
• In 2004, the Distinguished Achievement Incentive rewarded Texas high schools at least $1,000 for each graduate who successfully completes the most academically challenging course of study Texas schools offer, the Distinguished Achievement Program. The reward would jump to $2,000 for each at-risk student who graduates under this plan.
• In 2004, the Algebra Incentive increased the number of students who master algebra. School campuses would receive $100 per student passing the Algebra I end-of-course exam. An additional $100 ($200 total) will be awarded for each at-risk student meeting this level of achievement.
• In 2004, the LEP Student Success Incentive encouraged schools to develop ways to promote academic success with LEP students to achieve academic success and close the achievement gap. School campuses will receive $100 per LEP student passing the TAKS test and an additional $100 ($200 total) for each student who receives commended performance on all sections of the TAKS.
• In 2004 the Teacher Excellence Incentive rewarded teachers for achieving a high level of excellence in the classroom and increase the number of effective teachers working in qualifying schools. A $200 million fund will be established to reward teaching excellence by providing up to $2,500 in matching funds per qualifying teacher in conjunction with a school district-initiated teaching excellence program. Additionally, effective teachers could receive an additional $5,000 state stipend if they are assigned or choose to teach in a qualifying, struggling school.
• In 2004, the Student Progress Incentive rewarded school districts demonstrating the highest level of improvement in meeting the objectives of the Educational Excellence proposals. Perry proposed appropriating $100 million to the Successful Schools Fund to provide the financial rewards. Under the proposal, criteria will be developed by the Texas Education Commissioner and rewards will be awarded by the commissioner.
• In 2004, the Truth in Spending initiative measured educational results in relation to district financial decisions to ensure that tax dollars are being efficiently spent and students are receiving a quality education. The Texas Education Agency (TEA) will implement an improved financial accountability system to rate school districts based on fiscally responsible management practices. Some factors that should be considered are:rn
  
  • properly defined and appropriate administrative costs
  • high percentages of funding going directly to the classroom
  • tax burden compared to other similarly situated districts
  • appropriate levels of protection against fraudulent activity
  • strong correlation between school district expenditures and student performance
  • effective personnel management practices
  • transparency in financial reporting, ensuring taxpayers are fully informed about school district financial practices
• In 2005, Governor Perry issued an executive order that at least 65% of all educational money must be spent in the classroom.
• In 2006, merit pay programs were established for teachers in at-risk schools (up to $10,000 per teacher)
• In 2006, programs were put in place to provide individual education plans for at-risk students
• In 2006, the Robin Hood program was lessened greatly to allow funds taken from given districts to remain in those districts
• In 2010, Governor Perry proposed linking driver's licenses to remaining in school

State of Texas Education Statistics

The state of Texas ranks on the lower end of National Education Association statistics for a number of education parameters. The parameters include the amount of money spent per pupil, the graduation rate, and the amount paid to teachers. Many of these rankings are skewed because of the low cost of living in Texas. However, the statistics can be used to compare trend lines over the Perry administration.

Amount Spent per Pupil

As of 2010, Texas was ranked 44th overall on amount spent per pupil. This is largely due to the low cost of living in Texas. However, over Governor Perry's tenure, the amount spent per pupil has not increased as much as the national average and Texas's ranking has fallen overall.

Graduation Rate

The graduation rate in Texas has increased under Governor Perry, rising from under 62% at the time Governor Perry came into office to over 65% in 2008.

Teacher Salaries

The amount of money that Texas pays teachers has increased roughly $9,000 under Governor Perry. This includes a 2006 increase of $2,000 per teacher. Texas has fallen in pay rankings over the nation.

Cost of College

The cost of college in Texas has increased radically since 2000, with the cost of a Semester almost doubling between 2000 and 2006.

Charter Schools

Charter Schools have grown at a tremendous rate under Governor Perry. However, in 2009 the population of children in charter schools represented just over 2% of the total number of students in Texas.

State of Education

In March of 2002, Governor Perry gave a speech on the state of education in Texas. He notes his support for a Head Start program and notes his desire to provide all pre-schools with adequate materials.

Gov. Rick Perry's Remarks on State of Education in Texas
* Note: Gov. Perry frequently departs from prepared remarks.
Friday, March 15, 2002 • Speech

Gov. Perry Appoints Lee to Texas Higher Education Coordinating Board
Thank you. Today I am honored to be in the presence of so many supporters of education, including education innovator Gail Fallon. Gail, thank you for being here.
Gail and I agree that education is our state’s highest priority.
Texas is blessed to have so many dedicated educators making a difference in Texas schools. I see many of those leaders in education here today.
Anita and I are proud of your work. In fact, every school day we show ultimate faith in the job our educators do by sending our two children to a Texas public school.
I have invited you here today to discuss the state of education, and the future of education, in the Texas of the 21st Century.
I believe in a simple premise: every child…regardless of financial means, where they live, or the sound of their last name…is entitled to the best education possible.
Education gives power to the life and hopes of every child. Education means empowerment. It means opportunity. It means a brighter future.
Now, with the political season upon us, some candidates are trying to prop up their campaigns by tearing down Texas schools and Texas teachers.
But as they say out in the rural parts where I grew up, those claims are “all hat and no cattle.”
The facts speak clearly: Texas public schools, and Texas students, are making outstanding progress.
Since 1995, the number of recognized and exemplary schools has tripled, while the number of low-performing schools has declined by 60 percent.
We have seen significant and measurable progress in reading. We have banned social promotion, and since 1999, more than 40 percent of all new state funds have been dedicated for public and higher education.
Education leaders around the country refer to our progress as the “Texas Miracle.”
And children of every background, every ethnic group, are a part of the improvement.
Our Hispanic fourth grade students are first in the nation in math, second in writing, and ninth in reading. Our African-American fourth grade students are first in the nation in math and writing, and tenth in reading. Our fourth grade Anglo students are first in math, and second in reading and writing.
We have broken the mold. The old way of thinking held that no matter what our schools did - some children could not learn, some would excel, and the majority would be muddled in mediocrity. That way of thinking was wrong.
Texas educators, parents and policymakers have shown that all students can do better with motivated teachers, a high-standards curriculum, effective assessment tools and proven teaching methods.
We have succeeded because we have followed simple principles:
Parents, teachers, and local leaders know what is best for local schools and their children. High standards encourage high achievement. And a strong system of accountability brings out the greater potential of our children and our schools.
As long as I am governor, the state of Texas will not stand for mushy curriculum, weaker standards, or a system of toothless accountability. And we will not advance children who are not ready for the next grade, because to do so is to doom them to almost certain failure.
As we look to the future, we should not retreat from proven reforms based on high standards and accountability. Instead, we should build on that progress in five important areas where we must make improvement.
First, we must do a better job of preparing our young Texans for school before they ever set foot in a classroom. I call this giving our children an Early Start.
Second, we must do more to keep students from dropping out of school, and dropping out on their future.
Third, we must provide teachers greater support so they are empowered to do their jobs better.
Fourth, we must focus greater attention on science instruction: the most dynamic and ever-changing subject taught in our schools.
And fifth, we must invest in human capital by better preparing our teachers to incorporate technology in classroom instruction.
Let me discuss these five areas in greater detail.
Too often, children begin kindergarten already behind. We have taken steps in recent years to expand pre-kindergarten programs, and to adopt a pre-K curriculum.
But too many parents are not aware of the learning basics their children should know before starting school.
Children enrolled in Head Start and pre-kindergarten programs should get an Early Start.
Through the creation of a new Early Start initiative, all of our youngest Texans will benefit from early childhood learning programs that are in sync with the state’s existing pre-kindergarten standards.
I would like to provide public and private daycare facilities, faith-based groups, and all pre-K programs the basic curriculum materials that will help prepare children for school. And I would like to make those standards more widely available on the Internet, so parents can measure progress at home, or at a library.
I support report cards at pre-K programs so parents can more actively participate in and monitor their child’s early learning progress.

And just as every child learns to crawl before they walk, they learn to speak before they learn to read. There is substantial research and science on early childhood vocabulary development, phonics skills and language acquisition skills that our pre-K programs must utilize.

Once we ensure that all children are ready to learn, we must make sure they stay in school and continue to learn. For too long we have debated dropout definitions and dropout statistics, and spent too little time focusing on statewide strategies to prevent dropouts.

A child who falls behind is a child more likely to drop out. A student who must work, or who must meet extraordinary family obligations, also struggles to keep up.

Whatever obstacles to learning our children face, we must empower them to succeed. Students who drop out of school face a future of unfulfilled promise, and our state pays the price for it.

Here are the facts: Twenty-two percent of Americans over the age of 25 without a high school degree live in poverty. Half of all Texas welfare recipients have less than 12 years of education. And a high school dropout is four times as likely to be unemployed as a Texan with a bachelor’s degree.

My dropout prevention plan will emphasize proven strategies to help schools with high dropout rates.

We will provide flexible class schedules and course options for students who must work or care for a child. We will make additional alternative learning environments available, and increase our commitment to the summer school, after-school and mentoring programs at-risk children need. And we will provide greater emphasis on the role counselors and mentors must have in schools with high dropout rates.

High school graduation is no longer a goal, it is a necessity. A student that graduates from high school will earn more, have greater opportunities, and will lead a better life…especially if they go on to college.

It is time that we do for science what we have done for reading and math in Texas. A student who knows science is better prepared for college, and the technology jobs of the future.

Yet two-thirds of Texas teachers believe schools should place greater emphasis on science instruction. Clearly there are exceptions to that. As I witnessed last year, Booker T. Washington High School in Houston has an impressive robotics team that is tapping the scientific imagination of students.

I believe we must train Master Science Teachers who can better prepare students, and mentor teaching peers.

We need science academies for teachers to expand their knowledge of the core subject areas of science, while learning about advances in the ever-changing field of scientific discovery. We need to spotlight scientific achievement in the classroom, and we must close the science gap in Texas where male eighth grade students score 20 points higher than their female classmates.

Though Texas has taken the lead in putting technology into the classroom, we have not done enough to ensure teachers have the support they need to fully utilize these wonderful new tools.

We must change the culture in education starting at the top. Superintendents and principals should be trained in the use of classroom technology tools so they understand what teachers need. We can expand the technology leadership academy funded by the Gates Foundation to ensure that educational leadership means technology leadership for our schools.

We must make sure teachers get proper training, and continuous tech support when they run into a technology obstacle.

We must look to some of the newest tools, such as broadband, multimedia and wireless technology.
The computer revolution in our schools can also help identify and correct learning gaps before students get behind and discouraged.

We should use the interactive capability of the Internet to bring on-line diagnostic tests to the classroom.
And I want to take that one step forward. My vision is to one day eliminate paper versions of the TAKS test, and use interactive Internet technology to test students on-line.

In addition, we should further explore virtual charter schools, electronic textbooks, and other technology tools that can improve the learning environment.

Lastly, we must improve the classroom environment so teachers can focus on one objective: teaching.
I am proud of what we have done over the last three years for teachers. We provided a record $3,000 pay raise, a historic statewide health insurance plan, incentives for excellence in math and reading, assistance for mortgage payments, and new Teach for Texas Grants to encourage college students to pursue a teaching career.

But we can do more to build professional prestige. I support continuing to reward excellence in teaching. We must provide incentives for teachers who develop an expertise, who mentor peers and who develop professionally.

Good professional development requires access to continuing education, support from administrators, and easy access to peer mentors who can help our younger teachers gain confidence and remain in the classroom.

Mentoring programs for teachers are as critical as the training they receive to become teachers. It is much like a doctor performing a residency.

We know that a great many students arrive to the classroom without the school supplies they need…and teachers generously reach into their pockets on behalf of those children.

I believe it is time the state of Texas reimbursed our generous teachers who buy school supplies!

We also know that for many teachers, the greatest professional fear they have is the threat of being sued.
The time has come for lawsuit reform so teachers are empowered to properly handle disruptive students, and spend more time accomplishing what they set out to do…which is to expand the potential of young minds.

In Texas, we have come a long way in building better schools in a relatively short period of time.We must continue on the same path and build upon that remarkable progress.
We must go to every length, and make every effort, to educate every child. Educating every child means advancing every dream.

We cannot give up on any young Texan, no matter what learning obstacles confront them.
That means focusing first and foremost on making sure our children get an early start, and finish their education. Along with that commitment, we must provide greater support to teachers so they can maximize their talents in the classroom. And we must utilize new technology tools, and improve science instruction, if our children are to succeed in the classroom and beyond.

Education is the key to prosperity - our greatest hope for a better tomorrow. If we ensure our children start on track, and stay on track, they will be prepared for college, and the opportunities of the future.
Our every action today must be worthy of their tomorrow. Thank you, and God bless Texas.

Dropout Plan

In March of 2002, Governor Perry released a press statement noting a new dropout prevention program. The program established after school programs, a dropout prevention division, hiring counselors, and identifying best practices.

Gov. Rick Perry Details Dropout Prevention Plan
Prevention, Recovery, Guidance Counselors Key to Keeping Students from Dropping Out

Thursday, March 28, 2002 • Press Release

Statement by Gov. Rick Perry on U.S. House Passing Congressman Burgess’ Amendment to H.R. 1
SAN ANGELO - Gov. Rick Perry today announced a five-point plan for reducing the number of Texas school students who drop out of school, saying Texas must do a better job of making certain young Texans do not drop out on their futures.

Perry detailed his plan at a news conference at Lakeview High School in San Angelo, where students shared their stories of success in returning to the classroom. Perry was accompanied by the new Texas Education Commissioner, Dr. Felipe T. Alanis, who was sworn into office Monday.

"When students drop out, they face a lifetime of unfulfilled promise, and our state pays the price for it," Perry said. "To keep students on track and to prevent drop outs, my plan emphasizes mentoring, flexible scheduling, additional guidance counselors, and an expanded ninth grade success initiative."

Perry's plan calls for:

• Establishing after school, summer school and mentoring programs that specialize in dropout prevention and recovery.
• Expanding successful programs, like the Texas Ninth Grade Success Initiative, to help students who have failed high school courses catch up in their coursework and remain on track for high school graduation.
• Creating a dropout prevention division with existing personnel at the Texas Education Agency to coordinate and disseminate information on best dropout prevention and recovery practices to local schools.
• Identifying best practices, such as alternative learning environments, Communities-in-Schools programs, flexible scheduling and course options for students faced with work, childcare or other family responsibilities.
• Hiring more counselors at schools with high dropout rates so counselors can advise students on various programs available to help them get their high school diplomas.

The dropout prevention plans are part of Perry's Education Initiative, which he began unveiling earlier this month.

Perry said that employment and income statistics alone underscore the importance of a high school diploma. More than 22 percent of Americans over the age of 25 without a high school diploma live in poverty and nearly half of all adult Texans on welfare have less than 12 years of education. In addition, dropouts are nearly four times more likely to be unemployed than those with a bachelor's degree.

"These are more than statistics," Perry said. "These are real kids. They are not just dropping out of school. They are dropping out of life. I am firmly committed to solving this problem because every child matters."

Teacher Mentoring Program

In April of 2002, Governor Perry released a press statement noting $3 million in additional funding for a teacher mentoring program. The program would provide support for first and second year teachers.

Perry Announces Additional $3 Million For Teacher Mentoring Program
Friday, April 05, 2002 • Press Release

DALLAS - Governor Rick Perry today announced that the Texas Workforce Commission, working with the governor's office, has agreed to dedicate an additional $3 million to the Texas Beginning Educator Support System (TxBESS). TxBESS is an initiative of the State Board for Educator Certification (SBEC) that is designed to provide essential support for beginning teachers in their first and second years on the job.

"The Texas Beginning Educator Support System was established so teachers straight out of college were not just thrown into the classroom without the additional mentoring support they need," Perry said. "This program helps young teachers make a difference by raising their confidence and keeping them in the classroom."

Created in 1999, TxBESS is a three-year pilot project focused on developing a beginning teacher support system in Texas. The program, which is funded with a $10 million, three-year federal grant from the U.S. Department of Education, provides training and support to new teachers as they enter the teaching profession. In the last three years, approximately 5,000 beginning teachers have benefited from the program.

"With more funds for mentoring, we will help more young teachers reach their full potential," Perry added.

Perry's Education Initiative, which he began unveiling last month, has called for the expansion of mentoring programs for beginning teachers. To further support Texas teachers and build upon improvements within the state's public education system, the plan also calls for compensating excellence in the classroom, reimbursing teachers for classroom supplies purchased for students, and improving teacher recruitment and retention.

In addition, Perry has proposed increasing protection for teachers and administrators against frivolous lawsuits. Teacher associations in Texas report that teachers currently need anywhere from $6 million to $10 million in liability insurance to protect them from litigation.

"We know for many teachers that the greatest professional fear they have is the threat of being sued," Perry said. "The time has come for lawsuit reform so teachers are empowered to properly handle disruptive students, and spend more time accomplishing what they set out to do, which is to expand the potential of young minds.

As Governor and Lt. Governor, Perry has helped secure pay raises for Texas teachers and signed into law an historic statewide teacher health insurance program. In the last legislative session, Perry championed the Master Math Program aimed at improving math instruction for all students and providing support to teachers in that subject area. As Lt. Governor, Perry helped pass the Master Reading Teacher Program now in place statewide.

First Generation Students

In May of 2002, Governor Perry released a press statement noting a program grant to entice first generation students to attend college. The program would provide interest free loans to qualifying students.

Gov. Perry Announces Plan to Attract "First Generation" Students to College
Also Calls for Interest-Free Education Loans to Help Families Send Children to School

Monday, May 06, 2002 • Press Release

HOUSTON - Gov. Rick Perry today called for the creation of a $20 million grant program to enroll thousands of "First Generation" students in college and the reorganization of a popular college loan program to provide thousands of students interest-free loans to earn their degrees.

Both programs - unveiled during a visit to Wheatley High School in Houston - are key components of the governor's "Creating Opportunity" higher education plan. Gov. Perry's higher education initiatives are centered on making higher education more accessible and more affordable to Texans.

"We know that young Texans are far more likely to attend college if their parents did," Perry said. "I want young men and women in this audience to dream bigger dreams. There used to be a day when a high school degree was good enough. That day has passed us by."

Under Perry's plan, the state would set aside $20 million for competitive grants to Texas colleges and universities that recruit, counsel and help prepare students identified as the "First Generation" in their families to attend college.

His zero-interest loan proposal would make college more affordable to students from low- and middle-income families.

Perry's "First Generation" proposal would allow the state to fund grants of up to $500,000 for at least 40 universities and colleges. The $20 million would come from Workforce Investment Act (WIA) funds intended for education and job training. WIA funds are federal funds managed by the Texas Workforce Commission.

Perry said that if Texas colleges and universities focus on "First Generation" students, other generations will follow suit.

Perry himself was a "first generation" student in his family to attend college and often notes that his degree from Texas A&M University has been the key to all of his professional achievements.

Perry said he selected Wheatley High School as the site to unveil his higher education initiatives because of the school's participation in "Project Grad," a program in which mentors work with high school students to keep them focused on college preparatory coursework and then help them get enrolled in an institution of higher learning. Wheatley historically has seen less than 10 percent of its graduates go on to college.

Perry also called for the reorganization of a long-time college loan program known as the Hinson-Hazlewood loan program to offer 25,000 Texas students zero-interest loans of up to $5,000 a year for four years. The Hinson-Hazlewood Loan Program is managed by the Texas Higher Education Coordinating Board to assist students needing financial aid. The program, which has been a major source of student financial aid for more than 30 years, is funded by bond proceeds authorized by the voters most recently in 1999.

"My zero interest loan proposal will help the children of the single-parent, teacher, a police officer or firefighter, as well as the children of dock workers and factory workers, get that college degree," Perry said.

"With a historically low 5 percent default rate in this program, a maximum annual investment of $20 million will guarantee thousands more Texans can go to college," Perry added.

Under Perry's proposal, if a student took out the maximum $5,000 loan for each of four consecutive years with a repayment over 10 years after graduation, that student could save more than $5,000 in interest costs with a 0 percent interest loan (assuming a market rate of about 5 percent).

Perry also called for the expansion of middle colleges in Texas as another step toward getting more students to fulfill their potential and secure their futures by attending college. Middle college programs enable high-school aged students to get a high school diploma and an associate degree while attending a two-year community or junior college. Texas has only one Middle College - El Centro College - in Dallas.

Middle colleges around the country have had enormous success in motivating students to finish high school and go on to complete their undergraduate degrees at four-year institutions.

Among the other higher education initiatives Perry announced are:

Three-fold expansion of the state-funded work-study program, which helps students defray the cost of college through part-time jobs. "With a $5 million investment, we can expand this program from 2,600 students to 8,200 students, giving students in need the jobs they need right on campus," Perry said.
Expansion of the "Virtual College of Texas" by offering several state-of-the-art, core curriculum courses over the Internet to any student enrolled in a Texas college or university. Courses offered by the "Virtual College" would be recognized by every Texas institution as transferable credit. Internet-based learning will provide some students the added flexibility they need to finish their education sooner, saving their parents money, while making room for additional students each year, Perry said.

NCLB

In July of 2002, Governor Perry issued a press statement noting the approval of his education plan under No Child Left Behind. He notes the head start program, programs to retain retain teachers, and the creation of a Master Science Teacher Program.

Gov. Perry's Education Plan Gains Federal Approval
Friday, July 26, 2002 • Press Release

HOUSTON - Gov. Rick Perry and U.S. Secretary of Education Rod Paige announced today that Texas’ No Child Left Behind implementation plan has received federal approval. The approval clears the way for almost $400 million in new federal funding, moving the governor’s education plan a step closer to the classroom.

“Texas was a model for President Bush’s No Child Left Behind legislation, and we continue to lead the nation in innovative solutions to improve our schools,” Perry said. “The U.S. Department of Education’s stamp of approval means we can move forward with our plan to improve early childhood education, dropout prevention, teaching excellence, science education and our schools’ use of technology.”

The Texas Education Agency submitted the state’s No Child Left Behind implementation plan to the U.S. Department of Education last month. The plan includes funding to help local school districts implement Perry’s blueprint to continue improvements in Texas schools. The governor’s plan:

• Emphasizes dropout prevention, including creation of a dropout prevention division at the Texas Education Agency and establishing after school, summer school and mentoring programs that specialize in dropout prevention and recovery.
• Includes an Early Start education initiative to provide preschool children with vital reading and language skills to put them on the path to academic success.
• Helps school districts recruit and retain highly qualified teachers.
• Creates a Master Science Teacher program as one step toward making science a top educational priority in Texas schools.
• Ensures that teachers and administrators have the training and support they need to fully utilize new technological tools in the classroom.

“By emphasizing these five important areas we can continue to build on the proven reforms and high standards that have helped our schools show remarkable progress over the last several years,” Perry said. “We must keep on this path of accountability because educating every child means advancing every dream.”

On Jan. 8, Bush signed the No Child Left Behind Act, which authorizes federal education appropriations and increases the emphasis on accountability. Texas is set to receive $2.3 billion for K-12 education under the act, an increase of $397 million over the state’s current appropriation.

“When President Bush signed his No Child Left Behind bill into law, he made the federal government a strong ally of accountability, local communities and parents,” Paige said. “Our president believes there are no limits to what can be achieved when all Americans have the opportunity to learn and pursue their dreams.”

In March, Perry unveiled a multi-aspect approach to further strengthen educational opportunities for Texas schoolchildren, saying it was important for the state to build on the educational successes achieved through the strong accountability and assessment programs implemented during the past six years. Since 1995, the number of recognized and exemplary schools has tripled, while the number of low-performing schools has declined 60 percent.

In April of 2011, Governor Perry was interviewed by the National Review about his 2010 re-election campaign against Senator Hutchison. He spoke briefly about No Child Left Behind and called it a monstrous intrsusion of federal power. 

That was spurred by this administration’s power-grabbing and reckless spending. Obama created a sense of immediacy, a sense that we have to do something now. But . . . Medicare Part D was not good public policy. But it was our guy, so . . . Yeah, that’s a cool name (No Child Left Behind), but it’s a monstrous intrusion into our affairs. Look, I like George (Bush), but that’s not good public policy. That’s what Kay (Bailey Hutchison) didn’t understand. She kept saying, look what I’m doing for you, look what Washington is doing for you. But that’s not what we want.”

Incentives and Accountability Measures

In early 2004, Governor Perry proposed a series of measures designed to provide both incentives for performance and greater accountability for educational spending. Governor Perry spoke about the need for these reforms to the TASA and the TASB, and released other press statements to promote the measures.

Gov. Rick Perry Promotes Achievement Incentives for Texas Schools
Proposals Would Reward Schools Showing Improvement and Promote Cost Effectiveness

Tuesday, February 03, 2004 • Press Release

AUSTIN - Gov. Rick Perry has unveiled a series of proposals to encourage Texas schools to set a new course for educational excellence, including financial incentives to reward schools that demonstrate student progress and measures that promote cost effectiveness.

"I believe it is time to usher in a new era of educational excellence that is not based on meeting minimum standards, but instead focuses on maximum achievement," Perry said. "The goal is not just for more students to pass, but for more students to excel. When we tie education dollars to results, we will get more results for our education dollars."

Perry has said that if he calls a special session, "the subject will not be school finance, it will be educational excellence. Up until now, the school finance debate has been focused almost solely on tax trade-offs. But I believe the most important aspect of this debate is the quality of our schools, and the achievement of our students."

Perry's incentives and accountability measures set ambitious standards and goals, but they also work within existing school programs and do not require schools to develop new programs.

"My incentive proposals will raise the bar of excellence in Texas schools and help to fundamentally shift the focus of our schools from minimum expectations to maximum achievement," Perry said. "And even better, my proposals are funded incentives, not unfunded mandates."

Perry said recent data shows that incentives have spurred Texas schools to get students to achieve at high levels. In 1997 the state began providing up to $100 for each high school student who takes an Advance Placement course and scores 3 or higher on the exam, the governor noted. Between 1997 and 2002, the number of students taking AP exams has doubled and the number of African-American and Hispanic students taking the exam has nearly tripled.

Perry also noted the states' commitment to education, noting that $7.1 billion in new dollars have been dedicated to Texas public schools since 1999 - an increase of $1,900 per student.

"The status quo says to just pour more money into education without tying new dollars to performance standards," Perry said. "But I am not interested in the status quo. I am interested in educational excellence."

In January, Perry unveiled a series of performance-based incentive proposals and financial accountability measures to focus on achieving educational excellence in Texas schools:

• The High School Advancement Incentive will provide schools $100 more per student for each year they advance in high school, so long as the students pass the Texas Assessment of Knowledge and Skills (TAKS) tests. In total, schools would receive an additional $600 for each student they keep in school between grades nine through 12.
• The Commended Performance Incentive will reward all schools whose students score at least 90 percent on all TAKS tests taken. The Incentive would provide Texas schools $100 per student achieving Commended Performance and $200 for each at-risk student who scores that high. The TEA defines Commended Performance as a score of 90 percent or higher on all TAKS tests taken.
• The Distinguished Achievement Incentive will reward Texas high schools at least $1,000 for each graduate who successfully completes the most academically challenging course of study Texas schools offer, the Distinguished Achievement Program. The reward would jump to $2,000 for each at-risk student who graduates under this plan.
• The Algebra Incentive will increase the number of students who master algebra. School campuses would receive $100 per student passing the Algebra I end-of-course exam. An additional $100 ($200 total) will be awarded for each at-risk student meeting this level of achievement.
• The LEP Student Success Incentive will encourage schools to develop ways to promote academic success with LEP students to achieve academic success and close the achievement gap. School campuses will receive $100 per LEP student passing the TAKS test and an additional $100 ($200 total) for each student who receives commended performance on all sections of the TAKS.
• The Teacher Excellence Incentive will reward teachers for achieving a high level of excellence in the classroom and increase the number of effective teachers working in qualifying schools. A $200 million fund will be established to reward teaching excellence by providing up to $2,500 in matching funds per qualifying teacher in conjunction with a school district-initiated teaching excellence program. Additionally, effective teachers could receive an additional $5,000 state stipend if they are assigned or choose to teach in a qualifying, struggling school.
• The Student Progress Incentive will reward school districts demonstrating the highest level of improvement in meeting the objectives of the Educational Excellence proposals. Perry proposed appropriating $100 million to the Successful Schools Fund to provide the financial rewards. Under the proposal, criteria will be developed by the Texas Education Commissioner and rewards will be awarded by the commissioner.
• The Truth in Spending initiative will measure educational results in relation to district financial decisions to ensure that tax dollars are being efficiently spent and students are receiving a quality education. The Texas Education Agency (TEA) will implement an improved financial accountability system to rate school districts based on fiscally responsible management practices. Some factors that should be considered are:
  • properly defined and appropriate administrative costs
  • high percentages of funding going directly to the classroom
  • tax burden compared to other similarly situated districts
  • appropriate levels of protection against fraudulent activity
  • strong correlation between school district expenditures and student performance
  • effective personnel management practices
  • transparency in financial reporting, ensuring taxpayers are fully informed about school district financial practices

Transforming Education

In November of 2004, Governor Perry released a statement noting his desire to transform the educational system in Texas. He states that he does not seek slow and small changes, but rather a once in a generation transformation. He asks for input from both parties and for discourse and not discord. In two other statements, Perry mentioned numerous items that he would like to see considered, including:

• providing up to $7,500 a year more to encourage the best and brightest teachers to teach in schools with large numbers of economically disadvantaged students
• Providing meaningful progress incentives for schools that serve mostly disadvantaged student populations.
• Providing expert help in the form of school turn-around teams that can mentor teachers and review management practices at struggling schools.
• Allowing the state to immediately shut down those charter schools that fail our children and worse yet, those that exist to simply enrich fly-by-night operators
• Partnering with the Gates Foundation and others on a high school initiative to create smaller learning environments for struggling students. In 2003 the state partnered with the Bill & Melinda Gates Foundation, the Michael and Susan Dell Foundation and the Communities Foundation of Texas to provide $130 million to assist at-risk students. At the time it was announced, the initiative was the largest public-private effort of its kind.
• Becoming the first state to provide individualized study guides to juniors and seniors who fail the required state tests. The guides are tailored to each student's academic weaknesses and are designed to help them learn the material required to pass the test the next time they take it.
• Requiring individualized graduation plans for students deemed at-risk of failure.

Gov. Perry Charts Course for Education Reform
Says Republicans and Democrats Must Work Together to Solve School Finance Issue

Tuesday, November 16, 2004 • Press Release

DALLAS – Gov. Rick Perry today made the case for education reform as the critical element of the upcoming school finance debate in a speech to the Greater Dallas Chamber of Commerce.

“We have a once-in-a-generation opportunity to provide meaningful reform to public education,” Perry said. “School finance is not simply about cutting property taxes or eliminating Robin Hood. It is not merely an exercise in tax accounting or changes to the Byzantine school funding formulas. It is first, and foremost, about providing a great education for every child.”

“The future of our state is dependent upon the education of our children,” Perry said, adding that efforts must focus on “providing a better future for our children, regardless of where they come from, the sound of their last name, or the heritage of their family.”

Perry emphasized that he is not talking about incremental changes in schools, but rather “transforming education so our schools work as well for the poorest kids as they do for those from privilege.” He called for providing new education incentives and “setting new standards of excellence, where schools are measured by the progress they make with struggling students, where students are encouraged to take the hardest classes, where the basics are the foundation, and that foundation prepares every willing mind to succeed in college and the world beyond.”

Perry said that he is working with all willing parties, including Texas business leaders, to design a school finance system with viable revenue alternatives that can offset significant property tax reductions and sustain classroom needs. He said members of the Governor’s Business Council are drafting education reform proposals that focus on higher achievement at schools with large numbers of economically disadvantaged students.

“I will keep an open door to new ideas, including new business revenues, with the goal of finding funding alternatives that are fair to employers without doing harm to job creation,” Perry said, restating his support for closing tax loopholes and his desire to work with employers to ensure the tax structure is fair and sustainable.

Perry stressed the importance of Republicans and Democrats working together to confront the challenges of education reform.

“Texans want discourse, not discord,” Perry said. “They want a future with good jobs, great schools and strong families. And I truly believe there is no problem we can’t solve when Democrats and Republicans decide to work together.”

School Choice

In February of 2005, Governor Perry gave a speech devoted to school choice. Governor Perry asserts his support for school choice and his views that this can increase education quality for the state.

School Choice
* Note: Gov. Perry frequently departs from prepared remarks.
Wednesday, February 09, 2005 • Speech

Thank you Dr. Jim…and thank you to each of you for participating in this discussion…
…including John Walton, who has been so passionate about the issue of school choice…and longtime friends like Louis Beecherl, Bill McMinn and Jeff Sandefer.

I will be brief, because I am really here to listen to you and hear your ideas.

School choice…as much as any issue on the front burner of public policy…exposes the hypocrisy of many on the left.

They say they are for the least among us…poor children…except when it comes to giving those very same children an opportunity to succeed because of a quality education.

They say we can’t apply market principles to education because education is different…our children are not a product and the goal is not profit.

They are right…public education is different…if you have limited financial means, the local public school is a monopoly and bad schools seldom go out of business.

They say school choice hurts public schools when in fact it does the opposite: it makes them better, as competition makes virtually all aspects of our life better.

These arguments…and others…always get trotted out to protect a status quo agenda in the name of helping our children.

But we will not transform public education and help our children until we have meaningful school choice that allows children of every background to attend the public, private or religious school of their choice.

When we give parents a choice, we give children a chance.

We know this is true…we know we are right on this issue…and the public knows it too.

Our challenge is to remind people of truths they already understand…that competition works…and that this is about giving children a real chance.

The arguments made against school choice are always meant to obscure the real issue, which is what we are going to do to make the most difference for disadvantaged children who can’t say “no” to the local education monopoly.

The question we must come back to: if our goal is to ensure a quality education for every child, why should only those who can afford it be able to send their children to the school of their choice?

We will win on this issue. I hope it is this session…I know it will be during yours’ and my lifetime.

I think 30 to 40 years from now, Americans will look back at those who opposed school choice as modern-day Luddites, like those that opposed the Interstate Highway system, or even pasteurized milk.

But that being said, we have critical work before us before we realize that day.

We need your help…your brainpower…your continued support in furthering this cause. I greatly appreciate your passion on this issue, and your love for our children. Thank you.

Support for Early Start Programs

In June of 2005, Governor Perry released a statement noting his support for early start programs and funding for starting children in school earlier.

Gov. Perry Signs Early Start Initiative
New Law Will Expand Program Statewide

Thursday, June 09, 2005 • Press Release

BROWNSVILLE – Gov. Rick Perry today signed Senate Bill 23 expanding the Early Start Initiative to the entire state of Texas.

“In 2003, Texas launched a pilot program called the Early Start Initiative to help create more structured, productive learning laboratories where our youngest children could build a solid foundation for future academic success,” Perry said. “Today I am proud to sign a law that will expand the Early Start Initiative across the state and put more young students on the path that leads to success in high school, college and beyond.”

In 2003, Head Start Centers in 15 communities began participating in the new Early Start program. Since then, a scientifically-based pre-K curriculum has been developed for participants to use in teaching the basics of reading and language comprehension.

Perry said that in the past two years, results have been dramatic. “We have seen children who participate in the Early Start Initiative show marked improvement in pre-literacy skills, they demonstrate a better understanding of sounds, letters, and vocabulary, and by the time they reach the school classroom, Early Start children are better prepared to succeed in reading, writing and verbal communication.”

“To put it simply, the Early Start Initiative is giving Texas children the first building blocks that will help them climb to their highest potential later in life,” Perry said.

SB 23 gives the Commissioner of Education the authority to develop new incentives to encourage more child care providers and pre-K programs to participate in the Early Start Initiative. Additionally, a new certification system will be established to ensure that those who participate in the Early Start program meet high standards and are focused on the goal of preparing children for school.

“To a child, every day is a new learning laboratory where their curiosity is cultivated, new steps are taken, new skills are learned and a host of questions asked and answered,” Perry said. “By expanding the Early Start Initiative and equipping more children with the fundamentals of reading and writing, we can help more children climb the ladder of academic achievement, and widen the circle of success.”

Texas is home to more than 650,000 pre-school aged children with a child population that is growing faster than any other state. Over the next several decades, the number of children attending school in Texas is projected to double.

65 Percent Executive Order

In August of 2005, Governor Perry gave a speech in which he announced that he was issuing an executive order stating that 65 percent of education funds must be spent in the classroom.

65 Percent Executive Order
* Note: Gov. Perry frequently departs from prepared remarks.
Monday, August 22, 2005 • Speech

Good morning and thank you all for joining us. I am honored to be here with Texas Education Commissioner Doctor Shirley Neeley.

For the past two years, Texans have heard a great deal of talk about education reform.

They’ve watched lawmakers make proposals...
...heard them debated...
...and seen them voted on.

They’ve seen a lot of activity in the legislature, but not a lot of action...
...and so far, they have yet to reap any concrete results.

In January of this year I designated education reform and property tax relief as an emergency issue for elected officials in Austin...
...because it was, and is, the number one legislative priority for the people of Texas.

While the legislative session has now ended, the need for school reform has not.

And I want Texans to be assured:... even though the legislature did not act, I will.

The people have demanded reform...
...they have been promised reform...
...and I intend to deliver reform using the full constitutional authority of the executive branch.

Last week I directed Commissioner Neeley to raise the minimum pay for Texas teachers...
...and initiated a $295 million budget execution order to ensure that textbooks sitting in warehouses are shipped to classrooms for use this semester.

Today I am issuing an executive order that will put into law some of the most important education reforms that lawmakers failed to pass...
...including a requirement that 65 percent of all education funds be spent on direct classroom instruction.

The action I am taking today will mean more financial accountability for taxpayers...
...more efficiency in school spending...
...and more money directed to the classroom so that more children achieve.

Under this directive, Commissioner Neeley will design and implement a new financial accountability and reporting system for Texas schools.

For each of the next several years, schools will be required to spend an increasingly greater share of funds on direct classroom instruction...
...which is defined by the National Center for Education Statistics...
...until the ultimate goal of 65 percent is reached.

That means schools that do not already meet this standard will be spending more on items like classroom computers and technology, science lab equipment, instructional materials and supplies...
...or even better, on higher teacher salaries.

The school districts that have sued the state for more education spending would oppose this reasonable measure only if they feel more education money should be spent outside the classroom.

While there certainly must be money spent on transportation, school lunches and reasonable administrative costs, it seems only right that...
...if success in the classroom is the goal...
...close to two-thirds of education dollars should be spent directly on classroom instruction.

This executive order also requires schools to report how efficiently they are using taxpayer dollars...
...and whether they are making use of shared-services agreements and consolidating administrative functions with other government entities.

Schools that are wasting tax dollars will be subject to special accreditation investigations and tough sanctions.

And this action will also give taxpayers the accountability they deserve because it opens every school district’s financial books to public scrutiny.
Taxpayers will be able to find out how much of their money is going to teacher salaries...
...and how much is going to lucrative compensation packages for top administrators.

They can see for themselves whether funds are fairly distributed among campuses in a district, or whether there is a disparity.

And taxpayers will be able to determine how much is being spent to teach their children...
...and how much on public relations campaigns, lobbying the legislature or suing the state for more taxpayer money.

With this information in hand, parents will be empowered to demand change if needed at the local level.

Taxpayers may find they have the best-run schools in the state of Texas.

Or they may find areas where their schools should be getting more for their money.
But the point is, the only way the people will know for sure is by giving them more transparency.

While the reforms I am announcing today address financial issues, their greatest impact will not be seen in school budgets...
...but in school classrooms, where children will benefit from wise spending better focused on their success.

I certainly would have preferred to implement these measures through legislation so that they would not be subject to revocation by any future administration.

But I am taking this action today because improving classroom performance is simply too important to wait for lawmakers to overcome their differences.

And while I will continue to work towards a legislative consensus on school finance...
...I cannot delay taking action that will benefit schoolchildren, parents and taxpayers.

They deserve better than unfulfilled promises and continued delays. They deserve immediate action.

While I cannot mandate a property tax cut or authorize an across-the-board teacher pay raise on my own...
...I will continue to take my case directly to the people until lawmakers find the collective will to act.

When Texans band together and speak out forcefully for real property tax relief that includes lower rates and protections against rising appraisals...
...I believe lawmakers will discover the resolve to finish their work.

Until then, I will continue to use my constitutional authority to ensure that the education reforms mandated by the people are implemented according to their will.

Thank you. At this time it is my honor to introduce the Commissioner of Education, Dr. Shirley Neeley...

At this time we would be happy to take your questions...

Incentive Program for Teachers

In November of 2005, Governor Perry issued an executive order creating an incentive program for teachers. Under the directive, schools that serve a large population of economically disadvantaged students that show marked improvement in student performance will be eligible for a grant of at least $100,000. Local school officials will have discretion to distribute the grant to the teachers they determine are having the greatest impact. The executive order also requires that a minimum of 75 percent.

Gov. Perry Orders Incentive Pay Program for Texas Teachers
Executive Action Includes New Funds for Supply Reimbursements, Expanded Advancement Programs

Thursday, November 03, 2005 • Press Release

SAN ANTONIO – Gov. Rick Perry today issued an executive order directing Education Commissioner Shirley Neeley to establish a new incentive-based pay system for Texas teachers who succeed in economically disadvantaged schools.

“Educators do much more than teach students how to read, write and multiply,” he said. “They inspire children to strive for new heights, they encourage them to realize their fullest potential and they provide a positive role model young Texans can look up to each and every day. Every time a teacher walks through the classroom doors, young lives and the future of Texas changes for the better.”

Under Perry’s directive, schools that serve a large population of economically disadvantaged students that show marked improvement in student performance will be eligible for a grant of at least $100,000. Local school officials will have discretion to distribute the grant to the teachers they determine are having the greatest impact. The executive order also requires that a minimum of 75 percent of the grant must go directly to the hardworking teachers who are improving the learning environment.

The incentive-pay program created by the governor’s executive order will be funded by $10 million in discretionary federal funds and is very similar to the incentive proposal agreed to by legislators in the conference committee report for House Bill 2. That funding will provide $100,000 grants to 100 campuses statewide. Perry also said he will ask the Legislative Budget Board to authorize another $25 million in funding, which would expand the program to an additional 250 campuses. Perry also took separate action to direct the Texas Education Agency (TEA) to continue a program that reimburses teachers for supplies they purchase for their classroom and to expand participation in the Teacher Advancement Program.

“Too often, the quiet dedication of Texas teachers goes unheralded but when it comes to the future of this state, few are in a position to have a greater impact than the men and women who answer the calling of the classroom,” Perry said. “While the legislature adjourned with little success, the need for education reform is simply too great to wait for lawmakers to overcome their differences. That is why I am committed to implementing essential education reforms using the full power and authority of the executive branch.”

Two years ago, Perry ordered the creation of a teacher reimbursement program that has already helped provide nearly $5 million directly to teachers who buy supplies for their students. Because of this program, teachers will be eligible to receive up to $200 in reimbursements from the state and a matching amount from the local school district, Parent-Teacher Organization or a charitable group.

“I have instructed the TEA to provide an additional $2.5 million for the teacher reimbursement program so that more school districts can apply to participate, and more teachers can be rewarded for their generosity,” Perry said. “Reimbursing supply expenses is the least the state can do for teachers who invest so much in our students.”

Perry also noted the state’s participation in the Teacher Advancement Program sponsored by the Milken Family Foundation. The goal of the program is to attract and retain good teachers by allowing them to earn higher salaries, creating peer-to-peer mentorship opportunities and by helping teachers develop new skills and then holding them accountable for how well they use those skills in the classroom. Three Richardson schools have been part of the state’s pilot program.

“I have instructed TEA to provide $600,000 to expand the Teacher Advancement Program to six additional campuses,” Perry said. “Teachers at these campuses will benefit from new professional development opportunities, new avenues for career advancement and a performance-based pay system that rewards those who are making the greatest difference in the lives of their students.”

The campuses have not yet been selected.

“The importance of an educator’s calling, and the passion with which so many pursue it, should be reflected and rewarded in the paychecks they take home,” Perry said. “I still believe the legislature needs to act on a pay raise for all Texas teachers, but until they do, I will continue to do all I can as governor to ensure that the worthy dream of being a teacher is one that is affordable for those who excel.”

A complete copy of the executive order is available on the governor’s website, http://www.governor.state.tx.us/divisions/press/exorders.

2006 - HB1

On May 31, 2006 Governor Perry signed Texas House Bill 1 into law. The bill contained a large number of changes to education funding and makeup. This included a $2,000 per teacher raise, and merit pay. These provisions included:

• A $2,000 Pay Raise for Teachers: Legislators passed a $2,000 across-the-board pay raise for teachers, restoring the full amount of the teacher health stipend and building on the positive trend in teacher compensation that has seen salaries increase by $11,700 for teachers in the classroom since 1999.
• Performance Pay for Excellent Teachers: The legislation will create the largest performance pay plan in the nation to reward classroom excellence. With $260 million for bonuses of up to $10,000 per teacher for locally-designed incentive programs, and another $100 million for the Governor’s Educator Excellence Awards Program, Texas will take the national lead in rewarding educational excellence and attracting top-performing teachers to struggling campuses.
• Improving High Schools: HB 1 provides more than $1 billion over three years to reform Texas high schools and further the goals of the governor’s high school initiative, which are to reduce the dropout rate, replicate successful school models and prepare more students for college.
• Raising the Bar: Legislators strengthened the curriculum by requiring four years of math and science to better prepare students for the high-tech economy.
• Robin Hood Relief: By 2008, close to $1 billion in local property tax revenues will remain in local districts to be spent on local students instead of being exported to other areas of the state.
• Greater Funding Equity: The state will make a historic commitment to funding fairness, achieving up to 94 percent funding equity on enrichment dollars.
• Teacher Mentoring: Millions of dollars will be dedicated to teacher mentoring programs to keep young educators in the classroom.
• More Money for Schools: With $1.8 billion to fund teacher pay increases and classroom excellence initiatives, as well as funding provided last session, legislators have increased school funding by $3.4 billion in the current fiscal biennium.
• State Share Increases Dramatically: By next year, the state share of education funding will increase to 50 percent, reversing a trend scheduled to take us to 34 percent in FY2007 if nothing had been done.

Support for voucher program

In April of 2004, Governor Perry was quoted by the Lubbock Online as saying that he would support a pilot program for a school voucher system in Texas.

I'm for a public school choice pilot program, always have been. I'd like to have seen it four sessions ago. I don't have a problem with that, never have.

In 2005, when efforts failed to establish a voucher program in Texas, Governor Perry stated that the fight to allow students to leave failing schools through vouchers would continue.

I suspect as long as there are children who are in need of getting some relief in failing schools that it will always be out there and be promoted by a number of Texans. 

Knowing What They Know

In June of 2006, Governor Perry stated that while his understood the pressure on teachers and stress on students caused by standardized testing, there was no way to know the progress of students without them.

When it comes to teacher compensation, I am of the belief that you can never pay a good teacher enough because of a lifelong impact that he or she has upon children. That doesn't mean we shouldn't do more. ...

Unless we measure what our students know, we won't know what they know. Yes, testing causes pressure and stress. But that is merely a preamble for adult life.

Rejection of "Race to the Top" Funds

After assuming office in January of 2009, President Obama made several changes to federal funding for education and created a program called "Race to the Top" as part of the Stimulus Bill. The program offered funds in exchange for states adhering to certain standards and programs. In November of 2009, Governor Perry's office issued a press statement noting that they would not be adopting the standards and assessments put forth in the program in an attempt to obtain funding. The press statement noted that the program was an over reach of federal power to dictate education standards.

Gov. Perry: Education Standards Must Be Determined by Texas, Not Washington
Tuesday, November 24, 2009 • Austin, Texas

Gov. Perry, in a letter to Texas Education Commissioner Robert Scott, has directed the commissioner not to commit the state to the adoption of national standards and assessments in its application for Race to the Top stimulus funding. The U.S. Department of Education has said it would give preference to states that adopt national standards and assessments in awarding funding, although no national standards have been adopted.

“Texas is already ahead of most other states in setting college and career-ready standards in our schools,” Gov. Perry said. “The citizens of Texas, not the federal government, know what is best for our children. As the federal government continues its sweeping expansion of federal authority from the financial, energy and health care systems, it is now attempting to increase their intrusion into Texas classrooms.”

In January of 2010, the Governor's office formally announced that it would not pursue funds through the program. In a press statement, the Governor noted that Texas knew best how to educate it's children.

Gov. Perry: Texas Knows Best How to Educate Our Students
Texas will not apply for Federal Race to the Top Funding
Wednesday, January 13, 2010 • Austin, Texas

Gov. Rick Perry today announced that Texas will not submit an application for federal Race to the Top education funds. Despite tremendous education successes, Texas’ application would be penalized by the U.S. Department of Education for refusing to commit to adopt national curriculum standards and tests and to incur ongoing costs.

“Texas is on the right path toward improved education, and we would be foolish and irresponsible to place our children’s future in the hands of unelected bureaucrats and special interest groups thousands of miles away in Washington, virtually eliminating parents’ participation in their children’s education,” Gov. Perry said. “If Washington were truly concerned about funding education with solutions that match local challenges, they would make the money available to states with no strings attached.”

The belief that the national standards set forth in the race to the top program were not right for Texas was echoed by Governor Perry in a February 2010 op-ed titled "Rejecting Race to the Top funds was an easy call," and in a September 2010 interview with the Heritage Foundation.

Participation in Education Standards

In November of 2009, Governor Perry issued a press statement noting a letter that he had sent to the state education commissionor directing him not to cooperate with the development of national standards for the Race to the Top program.

Gov. Perry: Education Standards Must Be Determined by Texas, Not Washington
Tuesday, November 24, 2009 • Austin, Texas • Press Release
 

Gov. Perry, in a letter to Texas Education Commissioner Robert Scott, has directed the commissioner not to commit the state to the adoption of national standards and assessments in its application for Race to the Top stimulus funding. The U.S. Department of Education has said it would give preference to states that adopt national standards and assessments in awarding funding, although no national standards have been adopted.

“Texas is already ahead of most other states in setting college and career-ready standards in our schools,” Gov. Perry said. “The citizens of Texas, not the federal government, know what is best for our children. As the federal government continues its sweeping expansion of federal authority from the financial, energy and health care systems, it is now attempting to increase their intrusion into Texas classrooms.”

Texas’ curriculum standards, which determine what students are taught in Texas classrooms, are determined by the elected State Board of Education (SBOE). The SBOE recently adopted one of the nation’s first college- and career-ready curriculum standards in core subjects after receiving widespread input from Texas education and business leaders.

Through Race to the Top funding, the U.S. Department of Education seems to be attempting to coerce states like Texas to suddenly abandon their own locally established curriculum standards in favor of adopting national standards spearheaded by organizations in Washington, D.C. Texas is eligible for up to $750 million in Race to the Top funding, however it would cost Texas taxpayers upwards of $3 billion to realign our education system to conform to the U.S. Department of Education’s vision for public education.

“The federal government works best when it supports state-led efforts to improve our schools,” Commissioner Scott said. “This is not a state-led effort. States are being misled.”

The development of Texas’ workforce is imperative to maintaining our position as a national leader in job creation and our future prosperity. Texas was recently praised in Education Week magazine for its adoption of college- and career-ready standards and for holding schools accountable for ensuring students are college-ready. Additionally, last month the governor announced a $160 million initiative to expand the number and scope of Texas Science, Technology, Engineering and Math (T-STEM) academies, an initiative he established in 2005, as well as fund STEM scholarships. Building on successful initiatives like T-STEM academies helps ensure future generations of Texans have the educational foundation necessary to compete and win in the increasingly competitive global economy.

Linking driver's licenses to school attendance

In January of 2010, the Perry campaign issued a press release stating that the Governor supported measures to require that any minor be enrolled in school and working towards a degree before they could receive a driver's license.

I believe that in order for high school-aged individuals to get and keep a driver's license they should be enrolled in school, be it bricks and mortar or our virtual high school, and, most importantly, working toward their diploma or GED. This approach will not only give local school districts another tool in their efforts to reduce dropouts. It will also give students an incentive to do the work that will prepare them to compete in the workforce.

Official Website Statements

Classroom Supply Teacher Reimbursement (CSTR) Program

Summary of Achievement
Teachers deserve maximum flexibility when choosing the tools they are going to use in their classrooms, but they should not have to bear the cost of purchasing items that are necessary to do their jobs. In 2003, through Gov. Perry’s leadership, a successful program was implemented to reimburse Texas teachers who spend their own personal funds on classroom supplies.

The Challenge
For decades, dedicated Texas educators have frequently spent their own money to purchase classroom and school supplies for the benefit of Texas students. Until 2003, there was no system in place to compensate educators for purchasing classroom supplies out of their own pocket. Gov. Perry believes teachers should not have to bear the cost of items that are necessary to do their jobs. The governor supports the program that allows school districts to apply for grants to reimburse teachers who use personal funds to buy school supplies. By providing more resources to districts in order to reimburse educators for classroom supply purchases, classrooms are likely to be better supplied and capable of providing an enhanced learning experience for the state’s students.

Action / Initiative
In 2002, stressing Texas’ education system as the key to future prosperity and quality of life, Gov. Perry unveiled his plan to further strengthen educational opportunities for Texas children. Included in these key priorities under the category of teaching excellence was reimbursement to teachers for expending personal funds on classroom supplies. This proposal was intended to be part of an effort to provide new and long-time teachers with the tools they need to achieve greater job satisfaction and achievement in the classroom.

In 2003, Governor Perry supported and signed House Bill 1844, creating a program whereby classroom teachers may be reimbursed for personal expenditures made for classroom supplies. The Classroom Supply Teacher Reimbursement (CSTR) Program provides funds to school districts for the purpose of reimbursing classroom teachers and campus library media specialists in the district who expend personal funds on classroom supplies. The initial $3 million for this program plus matching funds required from school districts for any funds provided to the district, made $6 million available to eligible applicants.

In 2004, Gov. Perry made an additional $3 million available for the CSTR program. Under the school district matching fund provision, the total available funds through this program soared to $12 million.

In 2006, the program was updated with several provisions, including the addition of reimbursements to campus library media specialists and the elimination of the requirement that districts receiving grant funds create a separate account for these funds.

The Outcome
Thanks to Gov. Perry’s leadership, teachers and library media specialists do not have to pay for necessary classroom supplies out of their own pocket. Millions of dollars have been made available to reimburse Texas teachers. Gov. Perry continues to support efforts like the CSTR program that provide teachers with the support and resources necessary to enhance the quality of education for our school children.

Teacher Incentive Programs

Summary of Achievement
Texas has made the largest investment in teacher incentive pay programs in the nation with an investment of nearly $900 million in the first five years.

In 2005, Gov. Perry issued Executive Order RP51, which directed the Texas Education Agency (TEA) to use $10 million in federal funds each year to create the Governor’s Educator Excellence Grants (GEEG). This three-year incentive program targeted schools with a large percentage of economically disadvantaged students and allowed enough flexibility for campuses and teachers to participate in the design of their own plan.

GEEG led to the creation of two additional teacher incentive programs by the legislature in 2006 – the Texas Educator Excellence Grants (TEEG) and the District Awards for Teaching Excellent (DATE).
The Challenge
Before 2005, Texas teacher compensation was based on the number of years spent in the classroom. Challenging the long-protected teacher compensation system was an uphill battle but worth the effort. Gov. Perry has said, “Excellence should not be rewarded the same as mediocrity; otherwise, mediocrity becomes its own incentive.” Texas now has the ability to reward results and pay our best and brightest teachers more for excellence in the classroom.

Often, struggling schools find themselves with the most inexperienced teachers. Teacher incentive pay that is based on a teacher’s ability to show significant academic progress with economically disadvantaged students allows these struggling districts to attract the most effective teachers to difficult learning environments.

Action / Initiative
GEEG
Created as a three-year program, GEEG targeted 100 campuses with high percentages of economically disadvantaged students who were either high performing campuses or demonstrated significant gains in student achievement. The program required districts to award 75% of the funds to high-performing teachers and allowed the remaining 25% to be used for teacher recruitment and retention. Local campuses worked with their teachers to design plans that rewarded teachers who improved student performance and also incentivized teachers to remain in these hard to staff schools.

TEEG
After the special legislative session in 2006, GEEG emerged with a sibling, TEEG. Initially, TEEG provided $100 million a year to target approximately 1,200 of the state’s most economically disadvantaged campuses. In 2007, building on the program’s success, the Texas Legislature appropriated $195 million for the biennium to continue the program (2007-08 and 2008-09 academic years).

DATE
The legislature provided $147.5 million for DATE’s inaugural academic year, 2008-2009. The legislature increased funding for DATE to $197.8 million for academic year 2009-2010 as well as academic year 2010-2011. Rather than a defined eligibility list, all districts can participate in DATE but must submit an application to TEA in order to participate. Districts are given significant flexibility in determining which of their campuses will participate and how the award plan will be designed. State statute requires that at least 60% of the grant be used to reward classroom teachers who positively impact student academic achievement or growth, based on an objective measure. The remaining 40% may be spent on teacher stipends, mentoring, and other retention efforts. Based upon the state’s experience with GEEG and TEEG, districts choosing to participate in DATE are required to complete a one-year planning cycle, working closely with TEA, in preparation for implementation of the program.

The Outcome
At the close of the 81st Legislative Session, the lessons learned from TEEG rolled into DATE, creating one comprehensive, statewide incentive pay program. Over the last five years, Texas has demonstrated national leadership by continuing its financial commitment to improve student performance by rewarding our best teachers.

At the district level, Texas school districts have thrown their support behind incentive pay programs. Specifically:

*GEEG had 100 percent participation by eligible campuses.

*Of the campuses eligible for TEEG, over 90 percent applied for and received funding in each of the first three years. District participants ranged in size from those serving only 60 students to those serving over 180,000.

*DATE has over 200 school districts participating, including the largest districts in the state: Houston, Dallas, Ft. Worth, San Antonio, Austin, El Paso, and Corpus Christi. Current DATE participation represents over half of all Texas schools, teachers, and students.

Teacher Mentoring

Summary of Achievement
Gov. Perry is a longtime supporter of teacher development, emphasizing mentorship as a way to retain educators and improve their quality of work. Since taking office, he has expanded and supported programs critical to improving the quality of the state’s public education system. In 2002, he called for the expansion of the Five Point Education Plan and the Texas Beginning Educator Support System (TxBESS). He also supported the revitalization of the Master Reading, Math and Science Teacher mentor program and signed historic school reform legislation, dedicating millions of dollars to teacher mentoring programs.

The Challenge
Beginning teachers, veteran teachers in new assignments, and teachers in need of remedial aid are frequently unprepared to tackle difficult classroom challenges, often leading to their premature departure from the classroom. Teacher attrition and retention are proven contributors to a shortage of certified teachers in Texas, but studies indicate that mentoring programs significantly improve retention. Although Texas had some mentoring programs in place, they were limited in their ability to affect public education institutions on a large scale.

In 1999, Texas piloted the Texas Beginning Educator Support System (TxBESS), but the impact of this teacher mentoring program was minimal as it was never expanded statewide. Test data also indicated that a large number of students - especially minority and economically disadvantaged students - were struggling in reading and math, but no specific plan existed for teachers to address and improve the problem.

Action / Initiative
Recognizing the necessity to expand teacher mentoring programs, Gov. Perry dedicated $3 million to further develop TxBESS in 2002 and compensate for the expiration of a federal grant that had previously supported it. The program was expanded to better support beginning teachers through training, mentoring, and professional development. In addition, it funded a package of training materials for mentors and school administrators.

In 2005, Gov. Perry also supported an expansion and revitalization of the Master Reading, Science, and Math Teacher programs, which certify teachers as “Master Teachers,” enabling them to serve as mentors in their schools. Gov. Perry also supported and signed legislation to provide a $5,000 stipend to teachers who completed the program in the Science and Math areas.

In 2006, as part of historic school finance reform, Gov. Perry signed legislation creating the Beginning Teacher Induction and Mentoring Program Grant, providing districts with funds to give stipends to mentor teachers. The reforms also provided millions of dollars within the Governor’s Teacher Incentive Bonus Programs to further fund teacher mentoring programs.

The Outcome
As a result of Gov. Perry’s actions to improve teacher mentor programs:

• TxBESS was expanded from its pilot stage and has improved the retention of Texas teachers. Since its redesign, the program has served approximately 10,000 teachers in over three-hundred school districts.
• Under Gov. Perry’s direction, the Master Reading, Math and Science Teacher mentor programs were revitalized by the Texas Education Agency. Gov. Perry also implemented policy to provide $5,000 in stipends for teachers completing these programs. Since 2005, the number of Master Reading, Math and Science Teachers has markedly increased and provided an estimated $10 million in stipends for approximately 1,800 master teachers.
• Between 2007 and 2010, $30 million dollars is being allocated among 50 districts to establish the Beginning Teacher Induction and Mentoring Program Grant. Districts will have authority to determine the best way to use the funds for improving their teacher mentor programs.

Standards - College- and Career-Ready Standards

Summary of Achievement
Governor Perry is committed to ensuring that every student graduates college- and career-ready with the knowledge and skills necessary to be successful in the military, workforce, or at an institution of higher education. The most critical aspect of graduating students with a strong educational foundation is to ensure that, in every grade, the curriculum in core subject areas is focused on preparing students for a successful future. Under Governor Perry’s leadership, Texas has been lauded as one of the first states in the nation to adopt college- and career-ready standards and incorporate them into learning materials, textbooks, and the state’s accountability system.

The Challenge
Over the last two decades, great strides have been made to increase student achievement in our public schools. Still, far too many Texas high school graduates enter institutions of higher education in need of remedial courses or enter the job market without the skills employers require. Ensuring that Texas high school graduates have the skills needed to compete in a rapidly evolving 21st century economy is essential for their success as well as the success of our state. As businesses grow and new industries emerge, Texas must be prepared to offer a workforce unmatched in the U.S. and world. To remain competitive and meet employers’ demands, the number of Texas students enrolling in institutions of higher education and completing workforce certification programs must increase.

Action / Initiative
In 2005, Governor Perry issued Executive Order RP-53 requiring the Texas Education Agency and Texas Higher Education Coordinating Board to collaboratively develop college readiness standards. In 2006, Governor Perry led the nation when he signed HB1, requiring the implementation of college- and career-ready standards in each core subject area and the State Board of Education (SBOE) to incorporate these standards into the state’s curriculum. To assist the SBOE with this process, Governor Perry appointed the Commission for a College Ready Texas to meet with business and education leaders around the state to ensure that the new curriculum standards would align with employer needs.

The Outcome
As a result of these efforts, Texas is recognized nationally as leading the charge to implement college- and career-ready standards. (The standards can be viewed here. Over the next two years, Texas will spend nearly $1 billion purchasing textbooks and other instructional materials based on these new curriculum standards.

In September 2009, Education Week magazine highlighted Texas as one of the first states in the nation to adopt college- and career-ready standards and for doing more than any other state to align state resources to ensure that every student graduates college- and career-ready.

Standards - Early Childhood

Summary of Achievement
Under Governor Perry’s leadership student participation in pre-kindergarten has drastically increased and Texas has become a national leader in providing access to high-quality pre-kindergarten programs that ensure students are school ready. Recognizing that Texas must do a better job of preparing students for school before they enter the classroom Governor Perry announced his Early Start Initiative in 2002. Since the announcement of his initiative, Governor Perry has signed legislation requiring the coordination of early childhood services, expanding pre-kindergarten eligibility, and requiring the adoption of a school readiness certification system. Governor Perry also designated a Center for Improving the Readiness of Children for Learning and Education (CIRCLE), which developed the nationally recognized and widely used Texas Early Education Model (TEEM) and has also developed model pre-kindergarten guidelines and curriculum standards for use by parents, teachers and care givers in helping young students become school ready.

The Challenge
When Governor Perry was first elected in 2000 many at risk students were eligible to participate in state-financed pre-kindergarten programs. Governor Perry recognized the importance of continuing to provide pre-kindergarten services to these students because they are at risk of having below average academic achievement and even failing out of school. Governor Perry also recognized, however, that not all of Texas’ pre-kindergarten programs were high quality and that state efforts to help children become school ready were not being adequately coordinated. Improving the quality of the State’s pre-kindergarten programs was an important issue to Governor Perry because only high quality programs that are based on sound early childhood research, theory and practice and engage children to think, reason, and communicate will help improve a child’s chances for academic success by making them school ready. Governor Perry made it his mission to improve the quality of Texas pre-kindergarten programs by developing high quality programs models and standards, coordinating the state’s school readiness efforts, and ensuring that funding was provided to ensure that all parents, public schools, day cares, and faith based organizations would have access to the programs. In addition, Governor Perry wanted to start measuring pre-kindergarten program effectiveness to ensure there were appropriate interventions at poor performing programs. Finally, Governor Perry understood that all parent, teachers and care giver should have access to high quality and easy to implement pre-kindergarten curriculum standards.

Action / Initiative
In 2002, Governor Perry announced his Early Start Initiative. Since then Governor Perry has worked to transform pre-kindergarten education:

• In 2003, he signed legislation requiring state agencies to promote the integration of early childhood programs, improve children’s school readiness and streamline state and federal funding. He then designated the Center for Improving the Readiness of Children for Learning and Education (CIRCLE). The Center development the nationally recognized Texas Early Education Model (TEEM), which is an integrated model designed incorporate children’s social and emotional development with a focus on school readiness.
• In 2005, Governor Perry signed legislation requiring the adoption of a school readiness certification system. The system will inform parents, school administrators, and the public about the quality of early childhood education programs in their communities.
• In 2006, Governor Perry expanded pre-kindergarten eligibility to include children with parents on active duty and other military personal.
• In 2007, Governor Perry signed appropriations legislation implementing a pilot programs aimed at ensuring that that English language learning children enter school prepared to succeed and signed legislation expanding eligibility to include children in the foster care system.
• In 2008, under Governor Perry’s leadership the state will adopt model pre-kindergarten guidelines and curriculum standards. These easy to understand guidelines will be made available so that parents, teachers, and care givers will understand how to help children become school ready.

The Outcome
Under Governor Perry’s leadership Texas’s pre-kindergarten programs have grown to have the largest total enrollment of any state-funded pre-k initiative in the country. The quality and availability of programs has also vastly improved:

• Under Governor Perry’s leadership the number of children participating in state-funded pre-kindergarten programs has increased 23%. In the 2002-2003 school year there were only 157,498 children in state funded pre-kindergarten programs. By the 2007-2008 school year that number had increased to193,869, of these169,183 were economically disadvantaged students.
• Under Governor Perry’s leadership state spending on pre-kindergarten programs has increased. In 2005-2006 the state spent $715 million on pre-kindergarten programs or $3,426 per student. By the 2007-2008 school year spending had increased to $799 million or $3,650 per student.
• As a result of Governor Perry’s leadership pre-kindergarten eligibility has been expanded to include more at risk students. Students who are eligible include those who are limited English proficient, educationally disadvantaged, homeless, military dependents, and foster children.
• The quality of the state’s pre-kindergarten programs has also increased. In 2007-2008, 401 classrooms were utilizing the national recognized TEEM model which relies on research-base comprehensive curricula to ensure students are school ready. In addition, from the first year of the School Readiness Certification System (2005-2006 school year), the Texas School Ready! certification has been awarded to almost 500 preschool classrooms across Texas. Children who graduated from these classrooms entered kindergarten with the reading and social skills needed to be successful.

Standards - High School Graduation Requirements

Summary of Achievement
Increased standards for high school graduation have been a priority throughout Governor Perry’s tenure. Texas was the first state in the nation to designate courses necessary for college preparation as requirements on the Recommended High School diploma – the default diploma plan for high school students. Beginning with the freshman class of 2008, the bar was raised again, with fourth years of math and science added to the Recommended High School Program. These requirements will ensure that more Texas high school graduates are prepared to go on to succeed in college and the workplace.

The Challenge
Texas has long been the nation’s leader in the standards-based accountability movement. Since the 1980s, we’ve seen consistent gains in student performance on both national and state assessments. However, gaps in expectations between what graduates should know and be able to do and what they do know and are able to do still persist. Research suggests the strongest indicator of success in postsecondary education is rigorous coursework in high school. Modifying the default graduation program to include rigorous courses is one way to ensure students are better prepared for the challenges they face upon graduation from high school.

Action / Initiative
To incorporate more rigorous coursework into high schools, Texas has taken two significant actions. First, beginning with the freshman class of 2004-05, the Recommended High School Program was the default diploma plan. This plan included three credits in math and science and four credits in English/Language Arts and Social Studies and two years of a language other than English.

In 2006, Governor Perry signed critical legislation to raise the bar again. This legislation established what is known as the “4x4 curriculum.” Freshmen entering high school in the 2007-2008 school year are required to complete four years of English/Language Arts, Math, Science and Social Studies as the default graduation requirements on the Recommended High School Program. Only with parental approval may students graduate with a less rigorous curriculum.

These steps have helped Texas stay on the forward edge of education reform to ensure that our students are prepared to compete in the global economy we live in today.

The Outcome
This year, the first class required to take the Recommended High School Program as their default diploma plan will graduate from high school. The additional courses these students were required to take will help ensure that more Texas high school graduates are prepared to go on to succeed in college and the workplace. But research has shown that we must not be idle.

According to research conducted by Achieve, Inc., students need to take a rigorous four-year sequence in math and science in order to be ready for college and career. Governor Perry looks forward to the freshman class in 2007-08, pursuing the new requirements to take a fourth year of math and science, being even better prepared for the options that await them when they graduate from high school.

Learning and Learning Environment - Drop Out Prevention and High School Allotment

Summary of Achievement
Gov. Perry recognizes that for students to be successful in our increasingly competitive economy, they must not only graduate from high school but be prepared to excel in college and the workforce. To address this issue, Gov. Perry signed legislation in 2007 to create the High School Allotment which provides funding for individual school districts to implement plans to improve high school graduation and college readiness rates. Since enacted, the Allotment has helped Texas schools graduate more students who are better prepared for post-secondary success.

The Challenge
When Gov. Perry took office, overwhelming numbers of students were dropping out of Texas schools at a time when the majority of family-supporting jobs required some form of higher education achievement. Local school districts were in pressing need of assistance to improve graduation rates and close achievement gaps (especially among minority and economically disadvantaged students). Many had limited resources to provide a curriculum that would prepare students for entry into college and post-secondary success.

Action / Initiative
In 2002, Gov. Perry announced a Five Point Plan to reform Texas public education. The plan called for the identification of best practices for keeping kids in school, the promotion of early intervention for at-risk students, the expansion of mentoring programs for students and improved support for guidance counselors. To fulfill the objectives of the Five Point Plan, Gov. Perry created the High School Allotment in 2006, providing every Texas school district $275 each year for every student in grades 9-12 to improve drop out and college readiness rates. At an annual cost close to $320 million, the legislation allows districts to spend the funds based on individual student and campus needs. The Allotment may be spent on a range of programs that support:

• providing underachieving students with instruction, community support and financial information for success in college
• encouraging students to take college preparatory and entrance examinations
• increasing enrollment and success in advanced placement and International Baccalaureate (IB) courses
• expanding participation in dual enrollment college courses and early college high schools
• increased student completion of the Recommended High School Program or the Distinguished Achievement Program
• creating individualized high school graduation plans
• ensuring students have access to challenging curriculum and effective instruction

As a result of Gov. Perry’s leadership in creating the High School Allotment, $1.3 billion will be spent on the students in each Texas high school graduating class to ensure their future success.

The Outcome
In 2008, several Texas schools reported improved graduation and post-graduation preparedness rates due to the funding received from the High School Allotment. Many were recognized by the Texas Education Agency for implementing exceptional programs with their allotment funds that have prepared students for college, increased graduation rates, and improved curriculum.

Recognized schools include:

• Friendswood High School for creating a Student Success Program providing intervention services to freshmen experiencing difficulty passing English, mathematics, science or social studies classes. It also provides support to at-risk high students experiencing difficulty in math or science courses.
• Goodrich High School for providing financial support for students to visit surrounding colleges and universities, encouraging them to pursue higher education. The program also offered parents and students training on how to complete financial aid documents.
• Idea College Preparatory (ICP) High School which has employed its allotment to prepare its predominantly Hispanic and economically disadvantaged student population for success by adopting an IB model that builds a culture of academic excellence and respect.

Learning and Learning Environment - Personal Graduation Plans

Summary of Achievement
In 2003, Gov. Perry supported and signed first of its kind legislation that requires Personal Graduation Plans for students at risk of not receiving a diploma. In an effort to keep students from dropping out of high school, these plans are specifically for students whose test scores did not meet the passing standard on the Texas Assessment of Knowledge and Skills (TAKS) or who are not on track to graduate on-time. The student’s parent participates in their child’s Personal Graduation Plan. Additionally, students who did not meet the passing standard on the TAKS will be provided an intensive instruction program to help them graduate.

The Challenge
Individuals who drop out of high school face serious adversities; they are more likely to be unemployed, received government assistance, and spend time in the prison system. In addition, high school drop outs earn considerably less money than individuals who earn a high school diploma. The state is also harmed by drop outs because it loses a tax base and a productive work force. Studies indicate the aggregate cost to the Texas economy that results from high school drop outs is staggering.

In order to address the drop out problem, however, it is important to understand why students drop out and address those concerns. Recent studies indicate that students drop out because they feel alienated at school and think that nobody would notice if they were not there. In addition, they may drop out when they fall behind in their classes, need to work, or have family obligations and need flexibility in there schedule and alternative education options.

Action / Initiative
Gov. Perry understands that to solve the drop out problem more personal attention must be paid to students who are at-risk of dropping out. These students must be identified early and provided specialized resources and Personal Graduation Plans that show them the path to graduation even if they have fallen behind or are facing adversity. In 2003, Gov. Perry supported and signed legislation (Senate Bill 1108) that mandated school principals designate a guidance counselor, teacher, or other appropriate individual to develop and implement a Personal Graduation Plan for each student in middle school or high school who did not perform satisfactorily on the TAKS test or who is not likely to receive a high school diploma on-time. Personal Graduation Plans get the student’s parent or guardian involved and considers their educational expectations for the student and alternative scheduling options. Additionally, each district is required to provide accelerated instruction to a student enrolled in the district who has taken the secondary exit-level TAKS test and has not performed satisfactorily on each section or who is at risk of dropping out of school. With Gov. Perry’s support, the Texas Education Agency then developed a Personal Graduation Plan Resource Guide and Model for use by all districts. This document, as well as a sample plan, can be viewed at this link: http://www5.esc13.net/pgp/resources.html.

In 2007, Gov. Perry signed legislation requiring TEA to establish minimum standards for each Personal Graduation Plan and encouraging school districts to establish one for each student entering grade 9.

The Outcome
Thanks to Gov. Perry’s leadership, thousands of students have completed Personalized Graduation Plans and are on the path to success. According to the Texas Education Agency many districts across the state are using the Model and Resource Guide the Agency prepared. TEA encourages districts to customize graduation plans in such a way as to create rich planning/monitoring and intervention strategies.

Each Personal Graduation Plan must:

• identify educational goals for the student;
• include diagnostic information, appropriate monitoring and intervention, and other evaluation strategies;
• include an intensive instruction program;
• address participation of the student’s parent or guardian, including consideration of the parent’s or guardian’s educational expectations for the student; and
• provide innovative methods to promote the student’s advancement, including flexible scheduling, alternative learning environments, on-line instruction, and other interventions that are proven to accelerate the learning process and have been scientifically validated to improve learning and cognitive ability.

Learning and Learning Environment - Personalized Study Guides

Summary of Achievement
Under Gov. Perry’s leadership, Texas became the first state in the nation to offer personalized study guides to help struggling students meet the standards required to graduate high school. Over the past several years, the state has directed a $5 million annual investment toward personalized study guides, providing thousands of students help to improve their scores on the exit level TAKS test.
The Challenge
To graduate from high school in Texas, all students must pass an exit-level TAKS test which assesses their grasp of the basic knowledge and skills necessary to succeed after high school. In 2003, the test was redesigned to ensure it accurately measured whether a student had acquired the necessary knowledge and skills to graduate high school.

After the improved test was implemented in the spring of 2003, more than 113,000 eleventh grade students failed to meet the standard on at least one subject of the exit level TAKS test. These increased numbers alerted administrators to the fact that struggling students needed better resources to not only inform them of their individual needs, but also help them focus on specific areas of improvement.

Action / Initiative
To help struggling students gain the knowledge and skills necessary to pass the exit level TAKS test, Gov. Perry called on the Texas Education Agency to initiate a personalized study guide program in the fall of 2004. Under the program, a personalized study guide is provided free of charge to each student who does not meet the standard on the exit level TAKS tests. The information and activities included in the guide are based on each student’s most recent TAKS performance, and designed to focus on improving specific skills the student. The customized guides enable students to make the most of their study time.

In the fall of 2005, the personalized study guides project was expanded to include students in grades 9 and 10.

The Outcome
Over the past several years, the state has invested $5 million per year to create personalized study guides for the exit-level TAKS test which have been provided to thousands of students.

The guides include:

• An overview of the student’s TAKS results featuring subject-area scores and results within each TAKS objective
• An individualized study planner to help the student create a study schedule
• Focus sections for each subject area and TAKS objective, featuring a warm-up, review, or challenge, depending on the student’s score within the objective.
• An Exit Level TAKS Study Guide Connection listing specific page numbers students should refer to in the Exit Level TAKS Study Guide to help them further practice specific TAKS objectives.
• A Tutor Guide that offers suggestions for working with a teacher, parent, tutor, or friend.
• A Personal Graduation Plan that helps students reach their goals on time.
• Graduation resources that include a link to TEA’s Student Assessment Division website that allows students to download the Exit Level TAKS Study Guide and access practice TAKS tests.

Learning and Learning Environment - Student Health and Athletic Safety

Summary of Achievement
Studies indicate that too many Texas students lack proper physical activity and a healthy diet, increasing the risk of developing debilitation diseases such as Type 2 diabetes and heart disease. In 2007, Gov. Perry – a long time advocate of physical fitness – supported and signed legislation implementing new middle school physical activity requirements and requiring physical fitness evaluations for public school students.

Also in 2007, Gov. Perry supported and signed legislation requiring every public school campus to have an automated external defibrillator (AED) readily available at all athletic practices and competitions. Equipping schools with AEDs increases the survival chance for students who may suffer from sudden cardiac arrest while at school or participating in athletics.

The Challenge
Research shows that being overweight in childhood often leads to obesity in adulthood. As obesity rates increase, chronic disease risks also increase. The top three leading causes of death–heart disease, stroke, and cancer–can be linked to obesity. It is essential that healthy habits begin early in life to establish a foundation that will last a lifetime. Regular physical activity reduces a person’s risk at becoming or remaining obese. It also helps control weight, reduces the symptoms of anxiety and depression and helps maintain healthy bones, muscles, and joints.

In addition, during the past several years several Texas students have suffered from sudden cardiac arrest while participating in physical activity while at school. Odds of survival after a sudden cardiac arrests greatly decreases every minute that passes without treatment. When defibrillation is provided within 5-7 minutes, the survival rate from cardiac arrest is as high as 49 percent.

Action / Initiative
To help students develop better physical fitness and nutrition habits, Gov. Perry supported and signed legislation requiring annual physical fitness evaluations for all students between the 3rd and 12th grades starting with the 2007-2008 school year. All of the results of the physical fitness evaluations must be reported to and looked over by the Texas Education Agency. The agency informs students’ parents of fitness results and provides information on how to help their children achieve fitness and health goals throughout the year and in the future. In addition, the legislation requires that all middle school students participate in physical education programs and classes for four semesters, instead of just two semesters.

Gov. Perry also supported and signed legislation requiring every public school campus to have an automated external defibrillator (AED) readily available at all UIL practices and competitions. Equipping schools with AEDs will increase the survival chance for students who may suffer from cardiac arrest while at school or participating in athletics. Additionally, CPR and defibrillator instruction will be made part of the health curriculum.

The Outcome
Thanks to Gov. Perry’s leadership, parents will be provided critical information about their child’s fitness and health starting in the 2007-2008 school year. The evaluation gives parents and students information that will help them adopt healthier lifestyle choices that will prevent the development of life-threatening diseases. In addition, all campuses will have a defibrillator available that can be used to save a student’s life in the event of sudden cardiac arrest.

Learning and Learning Environment - Texas Science, Technology, Engineering, and Math (T-STEM) Initiative

Summary of Achievement
In recognition of the need to improve math and science education in Texas, Gov. Perry issued Executive Order RP 53, creating the Texas Science, Technology, Engineering, and Mathematics (T-STEM) Initiative. The T-STEM Initiative is part of the Texas High School Project (See Texas High School Project for further information). The initiative aims to more closely align the high school curriculum with the admission requirements of competitive colleges and the qualifications needed to succeed in the 21st century economy through three main components: T-STEM Academies, T-STEM Centers, and a T-STEM Network.

The Challenge
Since 2000, academic achievement in Texas has increased. However, some students are not achieving at high levels, which is more common in the areas of math and science and for low-income and minority students. In 2005, 73 percent of white ninth graders passed the state assessment in math, while only 38 percent of African American ninth graders and just 44 percent of Hispanic ninth graders passed. Texas is not alone in this struggle. The crisis in math and science education is moving to the national education agenda as all states grapple with the shortage of qualified workers in STEM fields

In addition to low assessment scores, Gov. Perry’s focus on economic development highlighted the need to improve math and science education in Texas. While economic development efforts have become more dependent on workers with greater scientific and technological expertise, a number of reports have revealed that our education system is not producing enough graduates with strong backgrounds in math, science, technology, and engineering to sustain job growth in these key businesses of the future. To ensure that Texas will continue to grow its economy, recruit more companies to the state, and remain at the forefront in the battle for 21st century jobs, Texas launched a bold and forward-thinking education program—the Texas Science, Technology, Engineering, and Math Initiative.

Action / Initiative
In Dec. 2005, Gov. Perry announced the T-STEM Initiative, an $81 million effort to improve math and science instruction and academic performance in Texas. T-STEM was developed by the Texas High School Project, a public-private alliance working to ensure that all Texas students leave high school prepared for college and career in the 21st century.

The T-STEM Initiative has three major components:

• T-STEM Academies are schools focusing on the most at-risk areas in Texas. These academies act as demonstration schools that develop innovative methods to improve science and math instruction.
• T-STEM Centers are partnerships with universities, regional service centers, local education agencies, businesses, and non-profit organizations dedicated to transforming STEM instruction throughout Texas by:
• developing new science, technology, engineering, and math instructional materials;
• providing teachers with professional development opportunities, including specially-trained coaches who support educators working to achieve T-STEM goals; and
• creating partnerships among businesses, institutions of higher education, and school districts to support T-STEM.
• The T-STEM Network is a grant program designed to provide schools across Texas with access to relevant professional development, a rigorous math and science curriculum, lesson plans infused with real-world activities in math and science, and expert and peer advice through web-based activities.

The Outcome
In less than three years the T-STEM Initiative:

• Awarded $81 million of public and private funding through T-STEM Initiative grants;
• Awarded funding for 38 T-STEM Academies; 21 of those received funding from TEA and all will be open by fall 2008. The Academies served almost 4,000 students;
• Identified 7 T-STEM Centers that received federal funding administered by the TEA. The Centers trained over 620 teachers reaching more than 49,000 students in Texas;
• Launched the online T-STEM Network in 2008 (http://tstem.thsp.org); 56 schools are part of the Network and it had over 1,686 unique visitors.

Learning and Learning Environment - The Texas High School Project

Summary of Achievement
Gov. Perry helped establish the Texas High School Project (THSP), a public-private initiative committed to increasing graduation and college enrollment rates in Texas. THSP focuses on the most challenged school districts in the state, and strives to ensure that all Texas students leave high school prepared for college and career success in the 21st century. The project provides funding and technical assistance to school districts to increase student achievement in high schools, create new schools, and establish innovative partnerships between high schools and higher education institutions. THSP partners include the Texas Education Agency, Bill & Melinda Gates Foundation, Michael & Susan Dell Foundation, Wallace Foundation, and others.

The Challenge
Since the 1990’s, Texas has made great strides in improving elementary education. With the implementation of a cutting edge accountability system and annually increasing standards, the public school system appropriately focused on laying a good foundation for reading and math skills in early grades. Performance on state assessments improved, especially in grades 3 and 5 where passage of state reading and math tests are necessary to be promoted to the next grade. However, high school performance still lagged, and the dropout rate became an ever increasing source of concern.

Texas must continue increasing the percentage of students graduating from high school and mitigate drop outs. It is a fact that a high school graduate in 2000 earned about 25 percent more a year more than a student who dropped out of high school. High school dropouts, on the other hand, are four times more likely than college graduates to be unemployed. High school dropouts are three times more likely than those who complete high school to receive public assistance. Compared to proportions in the general population, a much larger percentage of prison inmates do not have a high school diploma.

Action / Initiative
In 2003, the Texas High School Project (THSP) was officially established. This unique public-private alliance promotes the following four goals:

• Increase high school graduation rates
• Promote a college-going culture and increase college readiness on every campus
• Build statewide capacity for supporting high school redesign and reform
• Create systemic changes that ensure long-term sustainable high school improvement

To achieve these goals, THSP grants are awarded for four specific types of programs:

• Creating New Models for high schools with high academic expectations that will encourage close relationships between administrators, faculty, and students. New Models include Early College High Schools and high school redesign.
• Implementing Student-Centered programs that increase academic opportunity and reward student achievement such as AVID and Advanced Placement Strategies.
• Helping administrators and teachers become more effective through Leadership Innovations and professional development through programs like the Pilot High School Principal Certification Program.
• Improving math and science education through the Texas Science, Technology, Engineering, and Mathematics Initiative (T-STEM).

The Outcome
Since its inception in 2003, the THSP has awarded more than $261 million in grants to more than 500 high-need school districts to help improve graduation rates and college readiness. As a result, about 46 percent of all high school students in Texas attend schools that have received funding from the THSP. More than half of all African American high school students, 60 percent of Hispanic high school students and two-thirds of Limited English Proficient students in high school grades are enrolled in THSP-funded schools. More than a third of all high schools where the majority of students are low income received THSP funding for high school redesign, Early College High Schools, T-STEM programs, or intervention programs.

Early evaluation results show that interventions funded through THSP are having a positive impact on student achievement. THSP is currently conducting a comprehensive long-term evaluation of their major programs. Results from this evaluation will guide continuous improvement of programs and provide policymakers with concrete data as they make decisions about new high school improvement initiatives.

As a result of Governor Perry’s vision for high school completion and success, the 80th Legislative Session saw some significant victories. First, the legislature offered support for THSP by appropriating money for the third biennium in a row to support this project and adopting legislation to place this project in statute. This legislation created the High School Completion and Success Initiative Council, charged with developing a strategic plan to guide the state’s efforts in high school reform. Further, the legislature nearly doubled the funding for high school improvement programs and clearly established their desire to see the new money spent to prevent students from dropping out of high school.

Accountability - End of Course Exams

Summary of Achievement
Gov. Perry believes preparation for college and other post secondary opportunities is essential for Texas students and the Texas economy. To increase preparation for their future, it is essential that students are taught a rigorous curriculum and tested to measure their progress. Texas already has a robust standardized testing and accountability system, but there is always room for improvement.

In 2005, Gov. Perry issued Executive Order RP-53 calling for the creation of voluntary end-of-course examinations, then supported and signed Senate Bill 1031 during the 80th Legislative session. The bill replaces exit-level and other high school Texas Assessment of Knowledge and Skills (TAKS) with end-of-course exams, which students are required to pass in order to graduate from high school. The new end of course requirements maintain accountability for schools while providing more timely information about proficiency in particular courses a student takes on their way to graduation.

The Challenge
Many Texas high school graduates enrolled in institutions of higher education must take remedial courses to prepare them for college-level course work. Many high school graduates are not prepared for college and other post secondary opportunities resulting in long-term economic and social challenges for these individuals, and ultimately the state. While the state has a long history of testing, the current system needed to be enhanced with an assessment method that better reflects high school achievement and college readiness.

Texas history in testing includes:

• In the late 1990s, Texas had four end-of course tests in Algebra, English, biology, and U.S. history. A passing score on three end-of-course exams exempted students from taking the exit-level Texas Assessment of Academic Skills (TAAS) in order to graduate.
• In 1999, Texas replaced the Texas Assessment of Academic Skills (TAAS) with the Texas Assessment of Knowledge and Skills (TAKS). The TAKS is aligned with the state curriculum, Texas Essential Knowledge and Skills (TEKS), and was first administered in 2003. Texas students take the TAKS test every year in grades 3-11; the exit exam called the exit-level TAKS is given in the spring of the 11th grade year. Students must pass all parts of the exit-level TAKS to graduate.

The cumulative TAKS testing regime in high school has created some unintended consequences. Allowing only one point of exit from public high schools creates pressure on students and does not encourage teachers to teach the full range of curriculum. Additionally, the high stakes nature of the test has led to widespread allegations of testing irregularities that calls into question the integrity of the Texas assessment program.
Action / Initiative
Gov. Perry has long supported a meaningful system of testing and accountability to ensure that Texas students are prepared to compete in a global economy. As a result of the existing state assessment system and other education reforms, scores on national assessments continue to increase in every age group, ethnicity and subject area and the number of students taking college admissions tests is increasing.

Notwithstanding these improvements, Gov. Perry believes that enhancements to the state assessment system first administered in 2003 will yield additional improvements and improve college and post secondary opportunities for students.

The governor is committed to improving student academic achievement and providing educators with a useful tool to assess student comprehension at the end of each course. The governor believes there is a need to move the state away from a system in which one test is used to measure the quality of teaching as well as student performance in our high schools.

As a result of these beliefs, Gov. Perry issued Executive Order RP-53, directing the Texas Education Agency to create voluntary end-of-course examinations in science and mathematics. After this executive order, the Texas Legislature passed SB 1031 in 2007 which will replace the high school TAKS with end of course tests in foundation subjects including English, mathematics, science, and social studies.

The Outcome
Gov. Perry supported and signed into law Senate Bill 1031 during the 80th legislative session, which enhances the current testing system in public high schools across our state. SB 1031 phases out the high school TAKS beginning with 9th graders in 2011-12. Texas students will no longer need to pass one high-stakes test to graduate; instead they will be assessed in three different high school courses in each foundation subject including math, science, English and history. Additionally, this new requirement will provide a useful tool for linking individual teacher performance to student achievement.

Under SB 1031, exam scores will be part of each student’s academic record and will be visible on their high school transcript. To be eligible for graduation on the Recommended High School Program, students must achieve an average exam score of 70 or better in each of the four subject areas. A student’s score on the end-of-course exam will make up 15 percent of their final grade in the course. Exams must be designed in a manner that allows for administration via computer. End of course examinations will include questions designed to measure college readiness. These questions will not be counted in the exam score, but will be used to determine a student’s college readiness. Exam development is currently underway at the Texas Education Agency.

Accountability - Increasing Accountability Standards

Summary of Achievement
Under Governor Perry’s leadership Texas has remained at the national forefront of holding public schools accountable for improving student performance. Governor Perry wants all students to learn the essential knowledge and skills necessary for college or workforce success before graduating from high school. In order to ensure schools are teaching essential knowledge and skills and that students are on-track to graduate, Governor Perry supported holding schools accountable for student performance on annual TAKS tests, which are designed to determine whether students have learned the essential knowledge and skills required for their grade-level. Under Governor Perry’s leadership, the state’s testing and accountability system were redesigned to help ensure students were not promoted from grade to grade without first demonstrating the basic knowledge and skills necessary for success and to improve transparency so that students and parents know their school’s performance rating. Under the new system, student performance on the TAKS test has improved even as the standards to pass the test have increased.

The Challenge
In 1993, the Texas Legislature created the Texas public school accountability system. As part of this system, the TAAS, or Texas Assessment of Academic Skills, test was administred between 1991 and 2003. Governor Perry and other state leaders were concerned that the accountability system and TAAS test were not adequately ensuring students obtained essential knowledge and skills at each grade level and that districts were not being held adequately accountable for student performance. This was because the TAAS test was not very rigorous and if a student did not pass a TAAS test at their grade level they were nonethless promoted to the next grade. As a result, many students moved from grade to grade without the essential knowledge and skills needed for success and were unprepared to complete higher level course work. Further, poor performing campuses were not being identified and provided with interventions and support to improve student performance and parents and students were not aware of their schools performance.

Governor Perry wanted to improve the state’s testing system and hold schools more accountable for student performance. Specifically, Governor Perry supported a system where school districts and campuses were rated based on the academic performance of their students on a more rigorous and meaningful test than the TAAS. He also supported redesigning the accountability system to hold schools accountable for student performance in more critical subjects and grades.

Action / Initiative
Under Governor Perry’s leadership, beginning in 2003, a new and improvement assessment, the Texas Assessment of Knowledge and Skills (TAKS), was administered to students instead of the TAAS test. The TAKS is designed to test whether students are meeting the state’s curriculum standards, called the Texas Essential Knowledge and Skills (TEKS), for their grade level in certain critical subjects including reading and math. Because the TAKS is designed to test only the state’s curriculum, educators who successfully teach the curriculum will adequately prepare their students for the state exams.

In addition to the new TAKS test, under Governor Perry’s leadership, the state also developed a new accountability system. The new accountability system ensures that all schools are held responsible for student performance on the TAKS test in critical subjects. Under the new system, students must pass the 3rd grade reading portions of the TAKS and the 5th and 8th grade reading and math portions of the TAKS before advancing to the next grade. This ensures students have essential knowledge and skills in reading and math before advancing to the next grade at critical times. Students must pass all parts of the exit level TAKS test to graduate high school. Districts are held accountable for the performance of all students including certain racial and socioeconomic sub-groups. Holding schools accountable for certain student sub-groups encourages school districts to focus on closing the achievement gaps that exist between racial and socioeconomic groups.

If a district or campus is struggling to improve student performance, the state provides assistance. By recognizing areas in need of improvement and targeting those areas with necessary resources, achievement has increased and gaps are closing. The accountability system also distinguishes schools that are succeeding at creating student achievement, allowing celebration and sharing of best practices.

The Outcome
Despite increasing performance expectations by increasing the score required for passing the TAKS, Texas students are showing continued improvement at achieving state standards. The high school exit level TAKS test has shown the most dramatic growth between 2003 and 2007 with English language arts up 21 percentage points, math increasing by 12 percentage points, science improving ten percentage points, and social studies increasing from 90% to 94% passing between 2003 and 2007.

In addition to higher state average performance, the racial achievement gap is also closing. Between 2003 and 2007, the gap between the highest and lowest performing groups closed by 15 percentage points for English language arts, nine percentage points for math and science, and six percentage points for social studies on the exit level TAKS tests.

The nation’s report card (the National Assessment of Educational Progress – NAEP) confirms the improving performance of Texas students. The grades and subjects tested by NAEP, fourth and eighth grade math and reading, show steady improvement from 2003 to 2007.

Campaign Website Statements

Issues - 10th Amendment and the Fighting Intrusive Washington Policies

National Education Standards. The U.S. Department of Education is attempting to coerce states like Texas to suddenly abandon their own locally established curriculum standards in favor of adopting national standards spearheaded by organizations in Washington, D.C. However, adopting such standards, which have not even yet been proposed, would realign the state’s nationally recognized education system to conform to the U.S. Department of Education’s vision for public education. Texas is already ahead of most other states in setting college and career-ready standards in our schools. The citizens of Texas, not the federal government, know what is best for our children. As the federal government continues its sweeping expansion of federal authority from the financial, energy and health care systems, it is now attempting to increase their intrusion into Texas classrooms.

Gov. Perry on Public and Higher Education

Under Gov. Perry’s leadership, more students than ever before have enrolled and graduated from college. Texas has increased educational accountability and raised standards to help students succeed in college while increasing teacher pay.

Increased Enrollment. Enrollment has increased every year since 2000 at public and independent institutions of higher education. Today, Texas institutions of higher education enroll more than 207,000 students than they did in 2000.

College Prep Mandatory in High School. Texas is the first state to make college preparatory curriculum mandatory in high school to better prepare students for college and compete in a global marketplace. Texas also requires students to complete four years of mathematics, language arts, science and social studies to earn their high school diploma. Following measures passed in the 81st Legislature, students will also be required to take end-of-course exams in core subjects to ensure students graduate college- and career-ready.

High Ranking. More Texas students are taking college entrance exams, and graduating from college. While nationally scores on the SAT fell in 2007, Texas students in public and private schools bucked that trend by earning increased scores on the Mathematics and Critical Reading sections of the test.

Teacher Pay Raises and Incentives. Texas teacher salaries have increased an average of $14,830 for teachers who have been teaching since 1999. Also, Gov. Perry authorized the largest teacher incentive pay program in the country, $473 million, to reward good teachers for student performance and achievement.

Public-Private Venture. Texas launched one of the largest public-private initiatives to help at-risk students achieve their potential. The Bill and Melinda Gates Foundation and Dell Foundation partnered with the State of Texas to form the Texas High School Project that will use $317 million in private and public dollars to help at-risk students stay in school, graduate and prepare for college.

Road to Tier One. Governor Perry and The 81st Legislature gave the leaders of our emerging research universities a clearly-marked path to achieving “tier one,” status and voters approved the measure by passing Proposition 4 in November 2009.

Affordable College. Funding for financial aid programs totaled $1.1 billion for the 2010-2011 biennium, nearly 10 times more than the $111.8 million allocated in 1998-1999. As a result, an estimated 95,000 more students will receive state-funded financial aid than in 1999. 

 Learning and Learning Environment -

References

[1] Website: Austin America Statesman Article: Perry: Rejecting Race to the Top funds was an easy call Author: Rick Perry Accessed on: 07/26/2010

[2] Website: Lubbock Online Article: Perry wish list includes school voucher plan Author: NA Accessed on: 07/26/2010

[3] Website: Texas Comptroller Article: Texas: Where We Stand on Education (2006) Author: NA Accessed on: 07/20/2011

[4] Website: The Houston Chronicle Article: While SAT Scores Rise in U.S., Texas Still Near Bottom Author: THOM MARSHALL Accessed on: 07/20/2011

[5] Website: USA Today Article: SAT scores by state Author: The College Board Accessed on: 07/20/2011

[6] Website: NCHEMS Information Center Article: Public High School Graduation Rates Author: NA Accessed on: 07/20/2011

[7] Website: The National Review Online Article: Rick Perry’s Tenth Commandment Author: Kevin D. Williamson Accessed on: 07/25/2011

[8] Website: Houston Chronicle Article: Perry praises teachers, bashes Bell, defends standardized testing Author: KELLEY SHANNON Accessed on: 07/26/2011

[9] Website: Texas Charter School Association Article: Governor Perry Signs Law to Extend Permanent School Fund Bond Guarantee to Charter School Author: Josie Duckett Accessed on: 07/26/2011

[10] Website: Houston Chronicle Article: Perry: Voucher fight won't end with session Author: AP Accessed on: 07/26/2011

[11] Website: Texas Public Policy Foundation Article: Charter Schools in Texas: The Waiting Lists Grow Longer Author: Brooke Dollens Terry Accessed on: 07/27/2011

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