The State Board of Education (SBOE) met April 7–11 in Austin for a week of committee meetings, public hearings, and formal actions on a wide range of topics impacting Texas public education. From curriculum changes to instructional material review processes and educator certification, here are the key highlights:

Career and Technical Education

The board approved a major reorganization of Career and Technical Education (CTE) standards, consolidating all CTE TEKS into Chapter 127 and repealing the outdated Chapter 130. This streamlining effort included updates to TEKS for 18 innovative CTE courses across multiple career clusters, including engineering, agriculture, health science, business, IT, and law enforcement.

In addition, the Committee on Instruction recommended and the full board adopted revisions to the language and structure of CTE standards to improve clarity and alignment with workforce expectations.

A proposed amendment to Chapter 127 generated discussion. The amendment was aimed at broadening a student expectation related to water contaminants by removing specific examples such as microplastics and pharmaceuticals. Supporters argued it would allow for a more inclusive approach to emerging contaminants, while others raised concerns about reduced clarity and the omission of relevant context.

The board approved, on first reading, new employability skills TEKS to be embedded into all high school CTE courses. These standards focus on workplace readiness competencies such as communication, collaboration, and responsibility.

House Bill (HB) 1605

As part of the implementation of House Bill 1605, passed by the Legislature in 2023, the board finalized rules related to the local review of classroom instructional materials. Under this new policy:

• Parents can initiate a review by petitioning their campus. If 25% of parents sign, the board must vote on conducting a review; if 50% sign, the review is mandatory.
• Reviews cover a one-week sample of classroom instruction.
• Teachers cannot be required to spend more than 30 minutes compiling materials.
• If the content was previously reviewed through the Instructional Materials Review and Approval (IMRA) process but not adopted, TEA will provide that report instead of initiating a new review.
• Reviews will be conducted by a third party, such as a regional service center, with results reported to the local board.

The SBOE also discussed funding concerns and how best to allocate limited resources for these mandated reviews. Board members emphasized the need to prioritize quality and alignment with state standards while managing local implementation responsibly. Future reviews may also include specific criteria for phonics compliance and alignment with the English Language Proficiency Standards (ELPS).

Middle school advanced mathematics

The board adopted three amendments to the proposed TEKS for middle school advanced mathematics courses. The amendments:

1. Clarified that the course meets Algebra I graduation requirements.
2. Specified it fulfills prerequisites for subsequent math courses.
3. Replaced the term “functions” with “relationships” in a student expectation for greater conceptual clarity.

These new standards aim to support early algebra readiness and allow students more flexibility in accelerated math pathways.

Additional SBOE actions

Several technical updates were adopted to align graduation requirements and curriculum rules with newly approved CTE courses. These include updates to the list of required science courses and revisions to endorsements under the Foundation High School Program.

The board reviewed and approved several rule packages from the State Board for Educator Certification (SBEC), including:

• New classroom pedagogy standards replacing grade-banded frameworks.
• Revisions to disciplinary proceedings, including new definitions for grooming behaviors and protocols for electronic communications.
• Updates to certification assignments in special education-related services, including specific provisions for teachers of students who are deafblind.

The Ad Hoc Committee on Social Studies held a public hearing on a proposed framework for future TEKS revisions. The framework outlines essential knowledge and skills in history, civics, geography, and economics across K–12. This early step in a broader review process drew feedback from stakeholders but resulted in no immediate action.

The board reviewed Generation 30 charter school proposals for high-performing entities. These schools, if approved, would open in the 2026-27 school year. A unique aspect of the application process is the use of existing data to evaluate district capacity, with annual SBOE feedback now expected each February.

The board adopted its annual report on the Bond Guarantee Program, completed a required four-year rule review of financial oversight rules, and discussed internal board procedures for appointing members to positions related to the Permanent School Fund.

The Committee on School Initiatives recommended a new framework for school board governance leadership, intended to update the required training for local trustees. However, after discussion and debate—primarily over the need for public input and stakeholder engagement—the board voted to postpone adoption of the framework until the next SBOE meeting.

The SBOE also:

• Renewed expiring innovative courses.
• Approved updates and substitutions to previously adopted instructional materials.
• Approved the 2025–2029 rule review plan.
• Finalized changes to board member training rules via the “Framework for Governance Leadership.”

The SBOE will continue its work on HB 1605 implementation, instructional materials reviews, and the long-anticipated social studies TEKS revisions. As the 2026 IMRA cycle gears up and new standards take effect, it’s more important than ever for educators, administrators, and families to remain informed and engaged.