2004 Customer Satisfaction Survey (PDF, 566 KB) - TEA - Home ...

2004 Survey of Customer Satisfaction 

Prepared for: 

Texas Education Agency 

By: 

D’Arlene Ver Duin 

Paul Ruggiere 

Alex Potemkin 

James Glass 

Survey Research Center 

University of North Texas 

May 17, 2004

TABLE OF CONTENTS 

TABLE OF CONTENTS................................................................................................................. I 

LIST OF FIGURES ...................................................................................................................... III 

LIST OF TABLES.........................................................................................................................IV 

I. INTRODUCTION ....................................................................................................................... 1 

II. METHODOLOGY...................................................................................................................... 2 

INSTRUMENT .................................................................................................................................. 2 

POPULATION DEFINITIONS AND SAMPLING PROCEDURES ................................................................. 2 

DATA COLLECTION.......................................................................................................................... 2 

SAMPLE.......................................................................................................................................... 3 

ANALYSIS BY DEMOGRAPHIC GROUPS............................................................................................. 4 

REPORT FORMAT............................................................................................................................ 4 

III. SAMPLE CHARACTERISTICS................................................................................................ 5 

SUPERINTENDENTS......................................................................................................................... 5 

BUSINESS MANAGERS..................................................................................................................... 7 

PRINCIPALS .................................................................................................................................... 9 

TEACHERS AND STAFF.................................................................................................................. 11 

IV. CONTACT WITH TEA ...........................................................................................................13 

SUPERINTENDENTS....................................................................................................................... 13 

BUSINESS MANAGERS................................................................................................................... 15 

PRINCIPALS .................................................................................................................................. 17 

TEACHERS AND STAFF.................................................................................................................. 19 

CONTACT WITH TEA DEPARTMENTS.............................................................................................. 21 

Standards and Programs ........................................................................................................ 21 

Accountability and Data Quality .............................................................................................. 24 

Interventions and Special Investigations ................................................................................. 25 

School Finance and Fiscal Analysis........................................................................................ 26 

Strategy and Grants Management .......................................................................................... 27 

Operations and Fiscal Management ....................................................................................... 28 

Commissioner ......................................................................................................................... 29 

STAFF .......................................................................................................................................... 31 

PROCESS ..................................................................................................................................... 36 

FEEDBACK.................................................................................................................................... 37 

OVERALL SATISFACTION WITH TEA CONTACTS.............................................................................. 39 

V. INFORMATION FROM AND TO TEA .................................................................................... 45 

PROGRAMS .................................................................................................................................. 45 

OVERALL SATISFACTION WITH INFORMATION ................................................................................. 52 

VI. TEA STRATEGIC PLANNING............................................................................................... 58 

Survey Research Center, University Of North Texas 

i

VII. TEA WEBSITE ..................................................................................................................... 60 

COMPONENT RATINGS .................................................................................................................. 72 

OVERALL SATISFACTION WITH WEB SITE....................................................................................... 75 

VIII. OVERALL SATISFACTION WITH TEA............................................................................... 76 

DEPARTMENTS ............................................................................................................................. 76 

Standards and Programs ........................................................................................................ 76 

Accountability and Data Quality .............................................................................................. 79 

Interventions and Special Investigations ................................................................................. 80 

School Finance and Fiscal Analysis........................................................................................ 81 

Strategy and Grants Management .......................................................................................... 82 

Operations and Fiscal Management ....................................................................................... 83 

Commissioner ......................................................................................................................... 84 

AGENCY ....................................................................................................................................... 86 

IX. CONCLUSIONS .................................................................................................................... 92 

APPENDIX A: SURVEY INSTRUMENT ..................................................................................... 94 

APPENDIX B: POLICY ISSUES ............................................................................................... 100 

BUSINESS MANAGERS................................................................................................................. 101 

PRINCIPALS ................................................................................................................................ 104 

SUPERINTENDENTS..................................................................................................................... 116 

TEACHERS.................................................................................................................................. 121 

APPENDIX C: ADDITIONAL COMMENTS............................................................................... 148 

BUSINESS MANAGERS................................................................................................................. 149 

PRINCIPALS ................................................................................................................................ 152 

SUPERINTENDENTS..................................................................................................................... 158 

TEACHERS.................................................................................................................................. 162 


ii

LIST OF FIGURES 

Figure 1 Contacted TEA Since September 1, 2003 For Superintendents................... 13 

Figure 2 Contacted TEA Since September 1, 2003 For Business Managers ............. 15 

Figure 3 Contacted TEA Since September 1, 2003 For Principals ............................. 17 

Figure 4 Contacted TEA Since September 1, 2003 For Teachers and Staff............... 19 


iii

LIST OF TABLES 

Table 1 Customer Population Estimates ...................................................................... 2 

Table 2 Distribution of Respondents and Margin of Error by Customer Group............ 3 

Table 3 Effectiveness of Internet Methodology by Record Type.................................. 4 

Table 4 Demographics of Superintendents .................................................................. 5 

Table 5 Demographics of Business Managers............................................................. 7 

Table 6 Demographics of Principals............................................................................. 9 

Table 7 Demographics of Teachers and Staff............................................................ 11 

Table 8 Method of Contacting TEA For Superintendents........................................... 14 

Table 9 Method of Contacting TEA For Business Managers ..................................... 16 

Table 10 Method of Contacting TEA For Principals ..................................................... 18 

Table 11 Method of Contacting TEA For Teachers and Staff ...................................... 20 

Table 12 Methods Used to Contact TEA Standards and Programs Department about 

Curriculum, NCLB Program Coordination, Student Assessment, 

and 

Textbooks...................................................................................................... 21 

Table 13 Methods Used to Contact TEA Standards and Programs Department 

about Charter Schools, High School Completion and Student Support 

(GED, PED, CIS, etc.) ................................................................................... 22 

Table 14 Methods Used to Contact TEA Standards and Programs Department about 

Special Education (Programs & Complaints, Monitoring, Deaf Services) 

...................................................................................................................... 23 

Table 15 Methods Used to Contact the TEA Accountability and Data Quality 

Department.................................................................................................... 24 

Table 16 Methods Used to Contact TEA Interventions and Special Investigations 

Department.................................................................................................... 25 

Table 17 Methods Used to Contact TEA School Finance and Fiscal Analysis Department 

...................................................................................................................... 26 

Table 18 Methods Used to Contact TEA Strategy and Grants Management 

Department.................................................................................................... 27 

Table 19 Methods Used to Contact TEA Operations and Fiscal Management Department 

...................................................................................................................... 28 

Table 20 Methods Used to Contact TEA Commissioner’s Office about Internal Audit, 

Legal Services, Governmental Relations, Communications, 

SBOE 

Support, Educational Initiatives, and ESC Liaison ........................................ 29 

Table 21 Methods Used to Contact TEA Commissioner’s Office about the 

Permanent School Fund................................................................................ 30 

Table 22 Questions are Usually Answered in Reasonable Amount of Time................ 31 

Table 23 TEA Provides Reliable and Useful Information ............................................. 32 

Table 24 Staff Members Act in a Professional Manner ................................................ 33 


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Table 25 TEA is Responsive to E-mail Communications/Requests............................. 34 

Table 26 TEA Typically Responds to Requests within 24 Hours ................................. 35 

Table 27 Contacts are Usually Routed to the Proper Person ...................................... 36 

Table 28 Process for Filing a Complaint is Clear and Understandable........................ 37 

Table 29 My Complaint Would be Addressed in a Timely Manner .............................. 38 

Table 30 Overall Satisfaction with TEA Contacts......................................................... 39 

Table 31 Overall Satisfaction with TEA Contacts by Superintendents by Region........ 41 

Table 32 Overall Satisfaction with TEA Contacts by Business Managers by 

Region 

...................................................................................................................... 42 

Table 33 Overall Satisfaction with TEA Contacts by Principals by Region .................. 43 

Table 34 Overall Satisfaction with TEA Contacts by Teachers and Staff by 

Region 

...................................................................................................................... 44 

Table 35 TEA Material Provides Thorough and Accurate Information ......................... 45 

Table 36 Effectiveness of Electronic Correspondence/Information Exchange............. 46 

Table 37 Financial Information Provided by TEA is Reliable and Useful ..................... 47 

Table 38 TEA Program Guidance/Curriculum Information is Reliable and Useful ....... 48 

Table 39 TEA Accountability Information is Reliable and Useful ................................. 49 

Table 40 TEA Grant Information is Reliable and Useful............................................... 50 

Table 41 TEA’s Requests for Information are Not Unduly Burdensome ...................... 51 

Table 42 Overall Satisfaction with the Information Received from TEA....................... 52 

Table 43 Overall Satisfaction with the Information Received from TEA by 

Superintendents by Region ........................................................................... 54 


Business 

Managers by Region ..................................................................................... 55 


Principals 

by Region ...................................................................................................... 56 


Teachers and Staff by Region....................................................................... 57 

Table 47 Ranking of Policy Issues ............................................................................... 58 

Table 48 Visited TEA Website Since September, 2003 ............................................... 60 

Table 49 Visited TEA Website for School Accountability Ratings ................................ 61 

Table 50 Visited TEA Website for Assessment and Testing (TAAS/TEKS) Information 

...................................................................................................................... 62 

Table 51 Visited TEA Website for Curriculum and Educational Programs Information 

...................................................................................................................... 63 

Table 52 Visited TEA Website for Teacher Resources ................................................ 64 

Table 53 Visited TEA Website for Communications and Publications Information ...... 65 


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Table 54 Visited TEA Website for Data Resources and Research (PEIMS) Information 

...................................................................................................................... 66 

Table 55 Visited TEA Website for Grant Opportunities ................................................ 67 

Table 56 Visited TEA Website for Education Law & Rules .......................................... 68 

Table 57 Visited TEA Website for State Board of Education Information .................... 69 

Table 58 Visited TEA Website for School Finance/Permanent School Fund 

Information .................................................................................................... 70 

Table 59 Visited TEA Website for General TEA Information (Strategic Plan, 

Contact 

Information, Job Opportunities) ..................................................................... 71 

Table 60 Easy to Find Needed Information on TEA Website....................................... 72 

Table 61 Website Contains Accurate and Timely Information on Events and Services 

...................................................................................................................... 73 

Table 62 Website Contains Clear Information on How to Contact TEA ....................... 74 

Table 63 Overall Satisfaction with the TEA Website .................................................... 75 

Table 64 Satisfaction with Standards and Programs Services: Curriculum, 

NCLB 

Program Coordination, Student Assessment, and Textbooks....................... 76 

Table 65 Satisfaction with Standards and Programs Services: Charter Schools, 

School Completion and Student Support (GED, PED, CIS, etc.).................. 77 

Table 66 Satisfaction with Standards and Programs Services: Special Education 

(Programs & Complaints, Monitoring, and Deaf Services)............................ 78 

Table 67 Satisfaction with Accountability and Data Quality Services........................... 79 

Table 68 Satisfaction with Interventions and Special Investigations Services ............. 80 

Table 69 Satisfaction with School Finance and Fiscal Analysis Services.................... 81 

Table 70 Satisfaction with Strategy and Grants Management Services ...................... 82 

Table 71 Satisfaction with Operations and Fiscal Management Services.................... 83 

Table 72 Satisfaction with Commissioner Services: Internal Audit, Legal 

Services, Governmental Relations, Communications, SBOE Support, 

Educational Initiatives, and ESC Liaison....................................................... 84 

Table 73 Satisfaction with Commissioner Services: Permanent School Fund............ 85 

Table 74 Overall Satisfaction with the Services Received from TEA ........................... 86 

Table 75 Overall Satisfaction with the Services Received from TEA by Superintendents 

by Region ...................................................................................................... 88 

Table 76 Overall Satisfaction with the Services Received from TEA by Business 

Managers by Region ..................................................................................... 89 

Table 77 Overall Satisfaction with the Services Received from TEA by Principals 

by Region ...................................................................................................... 90 

Table 78 Overall Satisfaction with the Services Received from TEA by Teachers 

Staff by Region.............................................................................................. 91 

High 

and 


vi

I. INTRODUCTION 

The Texas Education Agency (TEA) contracted with the Survey Research Center 

(SRC) of the University of North Texas to conduct a customer satisfaction survey. The 

customer groups included in the survey included school district superintendents, school 

district business managers, campus principals and teachers and staff. The purpose of 

the survey was to assess levels of satisfaction with several dimensions of TEA services 

including: 

• Customer contacts with TEA, 

• Information exchanged with TEA, 

• The TEA Web site, 

• Policy issues, and 

• Overall satisfaction with TEA and service components. 

Both mail and e-mail were used to notify potential respondents of an Internet survey. 

Both public schools and charter schools were included in the survey. 


1

II. METHODOLOGY 

Instrument 

TEA designed the survey instrument with input from SRC staff. Using the 2002 

survey as a starting point, TEA enhanced the scope of questions to include performance 

measures of TEA services and strategic planning issues. SRC reviewed the draft survey 

instrument and offered suggestions for improvement. After several phone discussions 

and revisions, the final survey instrument was approved by TEA and is presented in 

Appendix A. 

Population Definitions and Sampling Procedures 

The conceptual population for the survey was all customers served by TEA which 

included: 

• Independent School District Superintendent Offices 

• Independent School District Business Offices 

• Individual Campuses (including charter schools). 

Duplicate records were removed. The counts for each of these groups are 

presented in Table 1. SRC classified each record as to whether or not an e-mail address 

was included on file. 

Table 1 

Customer Population Estimates 

Customer Type 

Population Counts 

Total With E-mail 

Address 

Without E-mail 

Address 

ISD Superintendent Offices 1,045 1,045 0 

ISD Business Offices 1,254 656 598 

Individual Campuses 8,763 4,004 4,759 

Charter Schools 720 388 332 

Data Collection 

All data for the survey were collected using the programmed instrument posted 

on a UNT Web server. Potential respondents were notified about the survey in one of 

two ways. First, potential respondents with an e-mail address on file were sent an e-mail 

notification that included a link to the questionnaire posted on the Web. Respondents 

without an e-mail address on file were mailed a letter that included the Web address 

where the questionnaire could be accessed. 

A paper notification was mailed to all business managers and principals with an 

e-mail address on April 16. On April 20, an e-mail notification was sent to 1,045 

superintendents, 656 business managers and 4,004 principals. Both the paper and e- 

mail notifications included the location where the superintendents, business managers 


2

Sample 

and principals could log-in to the Web questionnaire. A unique log-in code and password 

was provided for each potential respondent to ensure that security was maintained and 

that each respondent was included in the final data file only once. 

Teachers were also given the opportunity to complete the questionnaire. Each 

principal sent a notification was also given a flyer to distribute to teachers and staff (see 

Appendix A). The flyer invited teachers and other staff persons to go to the questionnaire 

Web site to complete the survey (www.TEAsurvey.com). The Web site required a login 

number and password that was printed on the flyer. Unlike the questionnaire designed 

for the other customer types, teachers were allowed more than one response from a 

single set of login numbers and passwords. This was done so that as many teachers 

and staff that wanted to complete the survey would have the opportunity to do so. 

Using e-mail or paper mail, a second notification was sent to all superintendents 

and business managers that had not responded. All of the principals with e-mail 

addresses who had not responded were also sent a second notification. A sample of 

principals without e-mail addresses were selected for a second paper notification. The 

second notification was e-mailed on April 28. The second paper notifications were 

mailed on April 29. 

Throughout the data collection process, an SRC staff person responded to e-mail 

inquiries regarding the survey and any technical questions that the respondent may 

have. An 800 number was also available to respondents who needed to call SRC with a 

question. 

Respondents sent a total of 6,626 completed questionnaires to SRC. The total 

questionnaires received, the total number of returned e-mail messages/returned mail, 

response rate, and margin of error for each customer type are shown in Table 2). 

“Margin of error” describes the accuracy of the sample. In the case of principals, 

completed interviews would yield a margin of error of ± 2.0 percent at the 95 percent 

confidence level. This means, for example, that if 40 percent of the responding 

principals answered “yes” to a question, we could be 95 percent confident that the actual 

proportion of all principals who would answer “yes” to the same question is 2.0 

percentage points higher or lower than 40 percent (ranging from 38.0 percent to 42.0 

percent). A margin of error and response rate cannot be calculated for teachers and staff 

due to the two-stage sampling method used. 

Table 2 

Distribution of Respondents and Margin of Error by Customer Group 

Customer Type 

Total 

Sent 

Returned 

E-/Mail 

Respondents Response 

Rate 

Margin 

of Error 

ISD Superintendents 1,243 111 542 47.9 ±3.2% 

ISD Business Managers 1,270 84 529 43.6 ± 3.3% 

School Principals 9,087 512 1,875 21.6 ± 2.0% 

Teachers/Staff 9,087 512 3,653 -- -- 

Respondents from charter schools were spread throughout the groups in Table 

2. A total of 261 respondents from charter schools completed the questionnaire (41 

superintendents, 33 business offices, 30 principals, and 157 teachers/staff). 


3

There appears to have been some difference in response rate effectiveness by 

record type (see Table 3). Among potential respondents with e-mail addresses the 

response rate was generally higher than among potential respondents who only had a 

mailing address available. 

Table 3 

Effectiveness of Internet Methodology by Record Type 

Customer Type E-mail Address Available Mailing Address Only 

Sent Returned 

undelivered 

Completed Resp. 

Rate 

Sent Returned 

undelivered 

Completed Resp. 

Rate 

ISD Superintendents 1,243 111 542 47.9 0 0 -- -- 

ISD Bus. Managers 679 83 346 58.1 416 1 170 40.9 

School Principals 4,171 387 1,428 37.7 4,759 125 428 9.2 

Teachers/Staff 4,171 387 3,067 -- 4,759 125 537 -- 

Analysis by Demographic Groups 

Each question in the survey was presented by customer type. Findings among 

customer types were cross-tabulated to test for significant differences in the responses. 

In most cases, the differences in responses among these customer types were 

statistically significant. A notation is made where they were not statistically significant. 

Additionally, some selected questions were cross-tabulated by service centers. 

Report Format 

The remainder of the report is divided into three sections. The first is “Sample 

Characteristics.” This section is followed by “Overall Satisfaction with TEA” which 

contains overall satisfaction ratings for TEA services as a whole. “Contacts with TEA” 

includes ratings of staff and customer service processes. “Information to and from TEA” 

includes information on communications. This section is followed by rating of the TEA 

Web site. The last section contains the study conclusions. 

Percentages in this report may not add up to exactly 100 percent due to rounding. If 

a respondent chose “N/A” as their response to a question, their response was not 

included in the percentages or the “n” for that question. 


4

III. SAMPLE CHARACTERISTICS 

Superintendents 

Table 4 

Demographics of Superintendents 

(n=542) 

Gender 

Female 

Male 

Age group 

17 to 30 

31 to 45 

46 to 59 

60 or older 

Education 

High school or GED 

Some college 

Associates degree 

Bachelors degree 

Some grad school or grad degree 

Ethnicity 

African-American 

Anglo-American 

Asian-American 

Hispanic-American 

Other 

Count 

98 

435 

0 

95 

356 

38 

0 

0 

0 

7 

529 

14 

456 

4 

34 

20 

Percentage 

18.4 

81.6 

0.0 

19.4 

72.8 

7.8 

0.0 

0.0 

0.0 

1.3 

98.7 

2.7 

86.4 

0.8 

6.4 

3.8 

• As shown in Table 4, 81.6 percent of the superintendents were male and 18.4 percent 

were female. Eighty-six percent were Anglo-American. 

• Nearly three-quarters (72.8 percent) of the superintendents were between the ages of 46 

and 59. 

• Nearly all (98.7 percent) had some graduate school or a graduate degree. 


5

ESC Region 

01 

02 

03 

04 

05 

06 

07 

08 

09 

10 

11 

12 

13 

14 

15 

16 

17 

18 

19 

20 

Count 

17 

16 

24 

41 

12 

28 

40 

28 

20 

46 

44 

32 

31 

24 

27 

33 

29 

18 

5 

25 

Percentage 

3.1 

3.0 

4.4 

7.6 

2.2 

5.2 

7.4 

5.2 

3.7 

8.5 

8.1 

5.9 

5.7 

4.4 

5.0 

6.1 

5.4 

3.3 

0.9 

4.6 

• All ESC Regions were represented in the superintendent sample. The regions with the 

largest percentages were ESC Region 10 (8.5 percent), ESC Region 11 (8.1 percent), 

and ESC Region 04 (7.6 percent). The regions with the smallest percentage were ESC 

Region 19 (0.9 percent), ESC Region 05 (2.2 percent), and ESC Region 02 (3.0 

percent). 


6

Business Managers 

Table 5 

Demographics of Business Managers 

(n=529) 

Gender 

Female 

Male 

Age group 

17 to 30 

31 to 45 

46 to 59 

60 or older 

Education 


Some college 




Ethnicity 





Other 

Count 

362 

151 

13 

182 

266 

36 

58 

120 

29 

189 

118 

9 

432 

6 

49 

14 

Percentage 

70.6 

29.4 

2.6 

36.6 

53.5 

7.2 

11.3 

23.3 

5.6 

36.8 

23.0 

1.8 

84.7 

1.2 

9.6 

2.7 

• Seventy-one percent of the business managers were female and 29.4 percent were 

male (see Table 5). Eighty-five percent were Anglo-American. 

• Fifty-four percent of the business managers were between the ages of 46 and 59. 

Thirty-seven percent were age 31 to 45. 

• Over one-third (36.8 percent) had a bachelors degree while 23.0 percent had some 

graduate school or a graduate degree. 


7

ESC Region 

01 

02 

03 

04 

05 

06 

07 

08 

09 

10 

11 

12 

13 

14 

15 

16 

17 

18 

19 

20 

Count 

19 

18 

18 

50 

14 

30 

49 

19 

20 

50 

42 

38 

32 

18 

19 

28 

21 

15 

6 

22 

Percentage 

3.6 

3.4 

3.4 

9.5 

2.7 

5.7 

9.3 

3.6 

3.8 

9.5 

8.0 

7.2 

6.1 

3.4 

3.6 

5.3 

4.0 

2.8 

1.1 

4.2 

• All ESC Regions were represented in the business manager sample. The regions with 

the largest percentages were ESC Region 04 (9.5 percent), ESC Region 10 (9.5 

percent), and ESC Region 07 (9.3 percent). The regions with the smallest percentages 

were ESC Region 19 (1.1 percent), ESC Region 05 (2.7 percent), and ESC Region 18 

(2.8 percent). 


8

Principals 

Table 6 

Demographics of Principals 

(n=1,875) 

Gender 

Female 

Male 

Age group 

17 to 30 

31 to 45 

46 to 59 

60 or older 

Education 


Some college 




Ethnicity 





Other 

Count 

1,022 

815 

12 

622 

941 

98 

2 

2 

2 

21 

1,813 

155 

1,289 

18 

293 

53 

Percentage 

55.6 

44.4 

0.7 

37.2 

56.2 

5.9 

0.1 

0.1 

0.1 

1.1 

98.6 

8.6 

71.3 

1.0 

16.2 

2.9 

• Over half (55.6 percent) of the principals were female and 44.4 percent were male (see 

Table 6). Seventy-one percent were Anglo-American and 16.2 percent were Hispanic- 

American. 

• Fifty-six percent of the principals were between the ages of 46 and 59. Thirty-seven 

percent were age 31 to 45. 

• Nearly all (98.6 percent) had some graduate school or a graduate degree. 


9

ESC Region 

01 

02 

03 

04 

05 

06 

07 

08 

09 

10 

11 

12 

13 

14 

15 

16 

17 

18 

19 

20 

Count 

112 

70 

32 

327 

39 

78 

87 

42 

33 

220 

177 

108 

114 

43 

53 

52 

57 

68 

37 

122 

Percentage 

6.0 

3.7 

1.7 

17.5 

2.1 

4.2 

4.6 

2.2 

1.8 

11.8 

9.5 

5.8 

6.1 

2.3 

2.8 

2.8 

3.0 

3.6 

2.0 

6.5 

• All ESC Regions were represented in the sample of principals. The regions with the 

largest percentages were ESC Region 04 (17.5 percent), ESC Region 10 (11.8 percent), 

and ESC Region 11 (9.5 percent). The regions with the smallest percentages were ESC 

Region 03 (1.7 percent), ESC Region 09 (1.8 percent), and ESC Region 19 (2.0 

percent). 


10

Teachers and Staff 

Table 7 

Demographics of Teachers and Staff 

(n=3,653) 

Gender 

Female 

Male 

Age group 

17 to 30 

31 to 45 

46 to 59 

60 or older 

Education 


Some college 




Ethnicity 





Other 

Job classification 

Teacher, Counselor, Librarian 

Other 

Count 

2,815 

610 

520 

1,222 

1,309 

138 

45 

86 

38 

1,341 

1,932 

177 

2,507 

51 

482 

118 

3,373 

280 

Percentage 

82.2 

17.8 

16.3 

38.3 

41.0 

4.3 

1.3 

2.5 

1.1 

39.0 

56.1 

5.3 

75.2 

1.5 

14.5 

3.5 

92.4 

7.6 

• As shown in Table 7, 82.2 percent of the teachers and staff were female and 17.8 

percent were male. Seventy-five percent were Anglo-American and 14.5 percent were 

Hispanic-American. 

• Forty-one percent of the teachers and staff were between the ages of 46 and 59, while 

38.3 percent were age 31 to 45. 

• Thirty-nine percent had a bachelors degree and 56.1 percent had some graduate school 

or a graduate degree. 

• Eight percent of this group indicated they held jobs other than teacher, counselor or 

librarian. 


11

• 

ESC Region 

01 

02 

03 

04 

05 

06 

07 

08 

09 

10 

11 

12 

13 

14 

15 

16 

17 

18 

19 

20 

Count 

204 

152 

74 

787 

61 

124 

139 

50 

52 

511 

262 

204 

346 

83 

71 

178 

41 

94 

23 

172 

Percentage 

5.6 

4.2 

2.0 

21.7 

1.7 

3.4 

3.8 

1.4 

1.4 

14.1 

7.2 

5.6 

9.5 

2.3 

2.0 

4.9 

1.1 

2.6 

0.6 

4.7 

• All ESC Regions were represented in the teachers and staff sample. The regions with 

the largest percentages were ESC Region 04 (21.7 percent), ESC Region 10 (14.1 

percent), and ESC Region 13 (9.5 percent). The regions with the smallest percentages 

were ESC Region 19 (0.6 percent), ESC Region 17 (1.1 percent), ESC Region 08 (1.4 

percent), and ESC Region 09 (1.4 percent). 


12

IV. CONTACT WITH TEA 


Figure 1 

Contacted TEA Since September 1, 2003 

For Superintendents 

(n=482) 

Yes 

98.1% 

No 

1.9% 

• Respondents were asked if they had been in contact with TEA since September 1, 2003. 

As shown in Figure 1, 98.1 percent of the superintendents reported contact with TEA 

since September 1, 2003. 


13

Table 8 

Method of Contacting TEA 

For Superintendents 

Percentage Responding 

0 times 1 time 2-4 times 5 or more 

times 

Preferred 

Method 

(n=510) 

In person (n=435) 52.0 12.4 23.9 11.7 10.2 

Telephone-Voice (n=503) 2.8 5.2 40.2 51.9 48.6 

Telephone-Fax (n=407) 13.8 9.6 37.8 38.8 2.7 

Regular Mail (n=431) 12.1 8.6 28.3 51.0 6.3 

E-mail (n=459) 11.3 7.0 36.4 45.3 32.2 

• Respondents were asked to indicate their preferred method of contacting TEA. As 

shown in Table 8, 48.6 percent of the superintendents preferred using the telephone to 

speak with TEA staff compared to smaller percentages for other methods of contact. 

One-third (32.2 percent) preferred contacting TEA by e-mail. 

• Respondents were asked how many times they had contacted TEA using the methods 

listed in Table 8. Telephone and regular mail were the methods used most often by the 

largest percentages of superintendents. 


14


Figure 2 


For Business Managers 

(n=475) 

Yes 

93.3% 

No 

6.7% 


As shown in Figure 2, 93.3 percent of the business managers reported contact with TEA 



15

Table 9 


For Business Managers 



times 

Preferred 

Method 

(n=510) 

In person (n=340) 76.5 7.4 9.7 6.5 7.3 

Telephone-Voice (n=474) 5.5 5.1 51.5 38.0 54.9 

Telephone-Fax (n=379) 19.8 9.8 42.7 27.7 3.1 

Regular Mail (n=368) 22.8 6.8 35.3 35.1 2.9 

E-mail (n=410) 21.7 13.2 38.0 27.1 31.8 


shown in Table 9, 54.9 percent of the superintendents preferred using the telephone to 

speak with TEA staff compared to smaller percentages for other methods of contact. 

Nearly one-third (31.8 percent) preferred contacting TEA by e-mail. 


listed in Table 9. Telephone and regular mail were the methods used most often by the 

largest percentages of business managers. 


16

Principals 

Figure 3 


For Principals 

(n=1,792) 

Yes 

73.7% 

No 

26.3% 


As shown in Figure 3, 73.7 percent of the principals reported contact with TEA since 

September 1, 2003. 


17

Table 10 


For Principals 



times 

Preferred 

Method 

(n=1,604) 

In person (n=1,219) 81.2 8.8 8.5 1.5 7.0 

Telephone-Voice (n=1,455) 41.4 15.7 32.2 10.7 37.0 

Telephone-Fax (n=1,176) 65.4 10.3 18.5 5.8 1.6 

Regular Mail (n=1,262) 56.1 7.8 17.4 18.7 5.7 

E-mail (n=1,486) 36.0 12.9 30.8 20.3 48.8 


shown in Table 10, 48.8 percent of the principals preferred using e-mail to contact TEA 

staff compared to smaller percentages for other methods of contact. Thirty (37.0 

percent) preferred contacting TEA by telephone. 


listed in Table 10. E-mail and telephone were the methods used most often by the 

largest percentages of principals. 


18


Figure 4 


For Teachers and Staff 

(n=3,387) 

Yes 

34.6% 

No 

65.4% 


As shown in Figure 4, 34.6 percent of the teachers and staff reported contact with TEA 



19

Table 11 


For Teachers and Staff 



times 

Preferred 

Method 

(n=2,482) 

In person (n=2,478) 94.4 2.7 2.3 0.6 8.1 

Telephone-Voice (n=2,629) 80.0 9.6 7.7 2.7 23.8 

Telephone-Fax (n=2,371) 96.1 1.6 1.7 0.6 0.4 

Regular Mail (n=2,466) 88.7 5.8 4.4 1.1 4.9 

E-mail (n=2,753) 67.8 10.8 15.1 6.3 62.8 


shown in Table 11, 62.8 percent of the teachers and staff preferred using e-mail to 

contact TEA staff compared to smaller percentages for other methods of contact. Onequarter 

(23.8 percent) preferred contacting TEA by telephone. 


listed in Table 11. E-mail and telephone were the methods used most often by the 

largest percentages of teachers and staff. 


20

Contact with TEA Departments 

Standards and Programs 

Table 12 

Methods Used to Contact TEA Standards and Programs Department about Curriculum, 

NCLB Program Coordination, Student Assessment, and Textbooks 


Web TEA Staff Both Neither 


(n=521) 23.4 17.5 47.0 12.1 


(n=464) 11.9 5.4 18.3 64.4 

Principals 

(n=1,763) 47.6 11.9 17.4 23.1 


(n=3,039) 36.3 3.0 4.0 56.7 

• Respondents were asked which of the methods listed in Table 12 they had used to 

contact various TEA departments since September 1, 2003. The findings shown in 

Table 12 represent the contacts made to the Standards and Programs department about 

Curriculum, NCLB Program Coordination, Student Assessment, and Textbooks. 

• Forty-seven percent of superintendents reported using both the Web and contacting 

TEA staff to contact the TEA Standards and Programs department about Curriculum, 

NCLB Program Coordination, Student Assessment, and Textbooks. 

• Business managers (18.3 percent) were more likely to report using both the Web and 

TEA staff to contact the TEA Standards and Programs department about Curriculum, 

NCLB Program Coordination, Student Assessment, and Textbooks. 

• Nearly half (47.6 percent) of the principals used the Web only to contact the TEA 

Standards and Programs department about Curriculum, NCLB Program Coordination, 

Student Assessment, and Textbooks. 

• Over one-third (36.3 percent) of the teachers and staff reported using the Web to contact 

the TEA Standards and Programs department about Curriculum, NCLB Program 

Coordination, Student Assessment, and Textbooks. 


21

Table 13 

Methods Used to Contact TEA Standards and Programs Department about Charter 

Schools, High School Completion and Student Support (GED, PED, CIS, etc.) 




(n=501) 13.2 10.8 17.2 58.9 


(n=447) 4.3 2.0 7.8 85.9 

Principals 

(n=1,619) 12.1 3.6 5.3 79.0 


(n=2,810) 7.8 0.7 1.0 90.6 

• The findings shown in Table 13 represent the contacts made to the Standards and 

Programs department about Charter Schools, High School Completion and Student 

Support (GED, PED, CIS, etc.) since September 1, 2003. 

• Seventeen percent of superintendents reported using both the Web and TEA staff to 

contact the TEA Standards and Programs department about Charter Schools, High 

School Completion and Student Support. 


TEA staff to contact the TEA Standards and Programs department about Charter 

Schools, High School Completion and Student Support. 

• Twelve percent of the principals used the Web to contact the TEA Standards and 

Programs department about Charter Schools, High School Completion and Student 

Support. 

• Eight percent of the teachers and staff reported using the Web to contact the TEA 

Standards and Programs department about Charter Schools, High School Completion 

and Student Support. 


22

Table 14 

Methods Used to Contact TEA Standards and Programs Department about Special 

Education (Programs & Complaints, Monitoring, Deaf Services) 




(n=451) 10.0 21.5 31.9 36.6 


(n=405) 9.9 5.4 15.1 69.6 

Principals 

(n=1,532) 23.2 6.5 6.4 64.0 


(n=2,702) 11.0 1.7 1.3 85.9 

• The findings shown in Table 14 represent the contacts made to the TEA Standards and 

Programs department about Special Education (Programs & Complaints, Monitoring, 

and Deaf Services) since September 1, 2003. 

• Thirty-two percent of superintendents reported using both the Web and TEA staff to 

contact the TEA Standards and Programs department about Special Education 

(Programs & Complaints, Monitoring, and Deaf Services). 


TEA staff to contact the TEA Standards and Programs department about Special 

Education (Programs & Complaints, Monitoring, and Deaf Services). 

• Nearly one-quarter (23.2 percent) of the principals used the Web only to contact the TEA 

Standards and Programs department about Special Education (Programs & Complaints, 

Monitoring, and Deaf Services). 

• Eleven percent of the teachers and staff reported using the Web to contact the TEA 

Standards and Programs department about Special Education (Programs & Complaints, 

Monitoring, and Deaf Services). 


23

Accountability and Data Quality 

Table 15 

Methods Used to Contact the TEA Accountability and Data Quality Department 




(n=514) 21.0 17.9 50.0 11.1 


(n=472) 28.8 11.0 32.2 28.0 

Principals 

(n=1,724) 50.5 7.9 13.9 27.7 


(n=2,888) 23.7 1.6 2.0 72.7 

• The findings shown in Table 15 represent the contacts made to the Accountability and 

Data Quality department about Performance Reporting, Accountability Research 

(PEIMS/Information Analysis), Policy Coordination, and Performance-Based Monitoring 


• Half (50.0 percent) of the superintendents reported using both the Web and TEA staff to 

contact the TEA Accountability and Data Quality department. 

• Business managers reported using both the Web and TEA staff (32.2 percent) to contact 

the TEA Accountability and Data Quality department. 

• Fifty-one percent of the principals used the Web only to contact the TEA Accountability 

and Data Quality department. 

• Nearly one-quarter (23.7 percent) of the teachers and staff reported using the Web to 

contact the TEA Accountability and Data Quality department. 


24

Interventions and Special Investigations 

Table 16 

Methods Used to Contact TEA Interventions and Special Investigations Department 




(n=492) 6.5 16.9 17.9 58.7 


(n=437) 4.3 3.7 7.6 84.4 

Principals 

(n=1,625) 11.8 4.1 3.5 80.6 


(n=2,802) 6.4 0.9 1.0 91.7 

• The findings shown in Table 16 represent the contacts made to the TEA Interventions 

and Special Investigations about Governance, EEO Complaints, and Interventions since 


• Eighteen percent of the superintendents reported using both the Web and TEA staff to 

contact the TEA Interventions and Special Investigations department. 


the TEA Interventions and Special Investigations department. 

• Twelve percent of the principals used the Web only to contact the TEA Interventions and 

Special Investigations department. 

• Six percent of the teachers and staff reported using the Web to contact the TEA 

Interventions and Special Investigations department. 


25

School Finance and Fiscal Analysis 

Table 17 

Methods Used to Contact TEA School Finance and Fiscal Analysis Department 




(n=521) 14.2 18.8 58.7 8.3 


(n=500) 20.2 17.4 55.8 6.6 

Principals 

(n=1,632) 22.7 2.0 5.7 69.6 


(n=2,807) 9.7 0.9 1.6 87.9 

• The findings shown in Table 17 represent the contacts made to the TEA School Finance 

and Fiscal Analysis department about state funding and financial audits since 


• Fifty-nine percent of the superintendents reported using both the Web and TEA staff to 

contact the TEA School Finance and Fiscal Analysis department. 

• Over half (55.8 percent) of the business managers reported using both the Web and 

TEA staff to contact the TEA School Finance and Fiscal Analysis department. 

• Twenty-three percent of the principals used the Web only to contact the TEA School 

Finance and Fiscal Analysis department. 

• Ten percent of the teachers and staff reported using the Web to contact the TEA School 

Finance and Fiscal Analysis department. 


26

Strategy and Grants Management 

Table 18 

Methods Used to Contact TEA Strategy and Grants Management Department 




(n=512) 21.7 12.7 42.4 23.2 


(n=467) 21.0 10.5 40.3 28.3 

Principals 

(n=1,656) 25.4 4.3 9.2 61.1 


(n=2,785) 9.2 0.6 1.4 88.8 

• The findings shown in Table 18 represent the contacts made to the TEA Strategy and 

Grants Management department about Strategic Planning, Discretionary Grants, and 

Formula Grants since September 1, 2003. 

• Forty-two percent of the superintendents reported using both the Web and TEA staff to 

contact the TEA Strategy and Grants Management department. 


the TEA Strategy and Grants Management department. 

• Twenty-five percent of the principals used the Web only to contact the TEA Strategy and 

Grants Management department. 

• Nine percent of the teachers and staff reported using the Web to contact the TEA 

Strategy and Grants Management department. 


27

Operations and Fiscal Management 

Table 19 

Methods Used to Contact TEA Operations and Fiscal Management Department 




(n=514) 17.9 14.0 47.5 20.6 


(n=484) 24.6 11.2 42.1 22.1 

Principals 

(n=1,626) 16.1 1.4 3.9 78.7 


(n=2,806) 5.6 0.9 0.9 92.6 

• The findings shown in Table 19 represent the contacts made to the TEA Operations and 

Fiscal Management department about Fiscal Management (Budget, Accounting, 

Purchasing), HR, TEA Infrastructure, and Information Systems since September 1, 

2003. 

• Forty-eight percent of the superintendents reported using both the Web and TEA staff to 

contact the TEA Operations and Fiscal Management department. 

• The largest percentage of business managers reported using both the Web and TEA 

staff (42.1 percent) to contact the TEA Operations and Fiscal Management department. 

• Sixteen percent of the principals used the Web only to contact the TEA Operations and 

Fiscal Management department. 

• Six percent of the teachers and staff reported using the Web to contact the TEA 

Operations and Fiscal Management department. 


28

Commissioner 

Table 20 

Methods Used to Contact TEA Commissioner’s Office about Internal Audit, 

Legal Services, Governmental Relations, Communications, SBOE Support, 

Educational Initiatives, and ESC Liaison 




(n=510) 13.3 15.3 32.5 38.8 


(n=453) 7.9 7.1 19.4 65.6 

Principals 

(n=1,630) 19.9 3.1 4.9 72.1 


(n=2,807) 7.2 1.1 1.2 90.6 

• The findings shown in Table 20 represent the contacts made to the TEA Commissioner’s 

Office about Internal Audit, Legal Services, Governmental Relations, Communications, 

SBOE Support, Educational Initiatives, and ESC Liaison since September 1, 2003. 

• One-third (32.5 percent) of the superintendents reported using both the Web and TEA 

staff to contact the TEA Commissioner’s Office about Internal Audit, Legal Services, 

Governmental Relations, Communications, SBOE Support, Educational Initiatives, and 

ESC Liaison. 

• The largest percentage of business managers reported using both the Web and TEA 

staff (19.4 percent) to contact the TEA Commissioner’s Office about Internal Audit, Legal 

Services, Governmental Relations, Communications, SBOE Support, Educational 

Initiatives, and ESC Liaison. 

• Twenty percent of the principals used the Web only to contact the TEA Commissioner’s 

Office about Internal Audit, Legal Services, Governmental Relations, Communications, 

SBOE Support, Educational Initiatives, and ESC Liaison. 

• Seven percent of the teachers and staff reported using the Web to contact the TEA 

Commissioner’s Office about Internal Audit, Legal Services, Governmental Relations, 

Communications, SBOE Support, Educational Initiatives, and ESC Liaison. 


29

Table 21 

Methods Used to Contact TEA Commissioner’s Office about 

the Permanent School Fund 




(n=496) 21.8 3.4 19.6 55.2 


(n=450) 23.8 3.3 15.1 57.8 

Principals 

(n=1,608) 8.5 0.8 1.9 88.7 


(n=2,756) 4.0 0.4 0.7 94.9 

• The findings shown in Table 21 represent the contacts made to the TEA Commissioner’s 

Office about the Permanent School Fund since September 1, 2003. 

• Twenty-two percent of the superintendents reported using the Web to contact the TEA 

Commissioner’s Office about the Permanent School Fund. 

• The largest percentage of business managers reported using the Web (23.8 percent) to 

contact the TEA Commissioner’s Office about the Permanent School Fund. 

• Nine percent of the principals used the Web to contact the TEA Commissioner’s Office 

about the Permanent School Fund. 

• Four percent of the teachers and staff reported using the Web to contact the TEA 

Commissioner’s Office about the Permanent School Fund. 


30

Staff 

Table 22 

Questions are Usually Answered in Reasonable Amount of Time 

Average 

Score 

(1-5) 

Strongly 

Disagree 

1 


Disagree Neutral Agree 

Strongly 

Agree 

5 

2 3 4 


(n=524) 3.79 1.3 10.5 10.9 62.4 14.9 


(n=504) 3.92 1.0 5.8 10.1 66.3 16.9 

Principals 

(n=1,344) 3.84 1.9 6.2 13.0 63.7 15.3 


(n=1,248) 3.70 3.6 6.6 19.7 56.7 13.5 

• Respondents were asked to rate their level of agreement with the statement, “My 

questions are usually answered in a reasonable amount of time” (see Table 22). Based 

on average responses, business managers (3.92) had the strongest level of agreement 

with the statement. Ratings of business managers were followed by principals (3.84), 

superintendents (3.79), and teachers and staff (3.70). 

• The combined percentage of superintendents that either agreed (62.4 percent) or 

strongly agreed (14.9 percent) with the statement that their questions were usually 

answered in a reasonable amount of time was 77.3 percent. 

• The combined percentage of business managers that either agreed (66.3 percent) or 



• The combined percentage of principals that either agreed (63.7 percent) or strongly 

agreed (15.3 percent) with the statement that their questions were usually answered in a 

reasonable amount of time was 79.0 percent. 

• The combined percentage of teachers and staff that either agreed (56.7 percent) or 




31

Table 23 

TEA Provides Reliable and Useful Information 

Average 

Score 

(1-5) 

Strongly 

Disagree 

1 



Strongly 

Agree 

5 

2 3 4 


(n=526) 3.85 1.0 4.8 17.7 61.2 15.4 


(n=504) 4.00 0.4 2.6 10.5 69.8 16.7 

Principals 

(n=1,387) 3.95 1.0 2.9 14.2 64.2 17.7 


(n=1,325) 3.81 2.9 3.8 18.7 58.6 16.1 

• Respondents were asked to rate their level of agreement with the statement, “When I 

contact TEA, they provide reliable and useful information that meets my needs” (see 

Table 23). Based on average responses, business managers (4.00) had the strongest 

level of agreement with the statement. Ratings of business managers were followed by 

principals (3.95), superintendents (3.85), and teachers and staff (3.81). 


strongly agreed (15.4 percent) with the statement that TEA provides reliable and useful 

information that meets their needs was 76.6 percent. 





agreed (17.7 percent) with the statement that TEA provides reliable and useful 






32

Table 24 

Staff Members Act in a Professional Manner 

Average 

Score 

(1-5) 

Strongly 

Disagree 

1 



Strongly 

Agree 

5 

2 3 4 


(n=525) 4.20 0.2 1.9 4.6 64.2 29.1 


(n=501) 4.25 0.0 0.8 3.4 65.5 30.3 

Principals 

(n=1,361) 4.20 0.4 0.2 7.7 62.7 28.9 


(n=1,215) 3.97 1.0 1.4 17.8 58.8 21.0 

• Respondents were asked to rate their level of agreement with the statement, “TEA staff 

members act in a professional manner” (see Table 24). Based on average responses, 

business managers (4.25) had the strongest level of agreement with the statement. 

Ratings of business managers were followed by superintendents (4.20), principals 

(4.20), and teachers and staff (3.97). 


strongly agreed (29.1 percent) with the statement that TEA staff members act in a 

professional manner was 93.3 percent. 





agreed (28.9 percent) with the statement that TEA staff members act in a professional 

manner was 91.6 percent. 





33

Table 25 

TEA is Responsive to E-mail Communications/Requests 

Average 

Score 

(1-5) 

Strongly 

Disagree 

1 



Strongly 

Agree 

5 

2 3 4 


(n=475) 3.89 0.8 4.2 16.8 61.1 17.1 


(n=431) 3.93 0.5 4.9 14.4 61.7 18.6 

Principals 

(n=1,193) 3.88 1.3 2.3 19.6 60.4 16.4 


(n=1,104) 3.76 3.7 4.2 20.2 56.1 15.9 

• Respondents were asked to rate their level of agreement with the statement, “TEA is 

responsive to my e-mail communications/requests” (see Table 25). Based on average 

responses, business managers (3.93) had the strongest level of agreement with the 

statement. Ratings of business managers were followed by superintendents (3.89), 

principals (3.88), and teachers and staff (3.76). 


strongly agreed (17.1 percent) with the statement that TEA is responsive to e-mail 

communications/requests was 78.2 percent. 





agreed (16.4 percent) with the statement that TEA is responsive to e-mail 






34

Table 26 

TEA Typically Responds to Requests within 24 Hours 

Average 

Score 

(1-5) 

Strongly 

Disagree 

1 



Strongly 

Agree 

5 

2 3 4 


(n=521) 3.65 2.1 14.4 16.1 50.9 16.5 


(n=497) 3.88 0.8 9.3 10.7 60.0 19.3 

Principals 

(n=1,324) 3.77 1.6 8.5 18.2 55.4 16.4 


(n=1,202) 3.58 4.6 8.8 25.0 47.4 14.2 

• Respondents were asked to rate their level of agreement with the statement, “TEA 

typically responds to my requests within 24 hours” (see Table 26). Based on average 


statement. Ratings of business managers were followed by principals (3.77), 

superintendents (3.65), and teachers and staff (3.58). 


strongly agreed (16.5 percent) with the statement that TEA typically responds to 

requests within 24 hours was 67.4 percent. 





agreed (16.4 percent) with the statement that TEA typically responds to requests within 

24 hours was 71.8 percent. 





35

Process 

Table 27 

Contacts are Usually Routed to the Proper Person 

Average 

Score 

(1-5) 

Strongly 

Disagree 

1 



Strongly 

Agree 

5 

2 3 4 


(n=525) 3.88 1.0 7.4 10.1 65.7 15.8 


(n=502) 3.89 0.4 6.0 11.8 67.9 13.9 

Principals 

(n=1,329) 3.86 1.4 4.9 14.7 64.3 14.7 


(n=1,150) 3.70 3.0 5.1 24.2 54.1 13.7 

• Respondents were asked to rate their level of agreement with the statement, “When I 

contact TEA, I am usually routed to the proper person” (see Table 27). Based on 

average responses, business managers (3.89) had the strongest levels of agreement 

with the statement. Ratings of business managers were followed by superintendents 

(3.88), principals (3.86), and teachers and staff (3.70). 


strongly agreed (15.8 percent) with the statement that calls were usually routed to the 

proper person was 81.5 percent. 





agreed (14.7 percent) with the statement that calls were usually routed to the proper 

person was 79.0 percent. 





36

Feedback 

Table 28 

Process for Filing a Complaint is Clear and Understandable 

Average 

Score 

(1-5) 

Strongly 

Disagree 

1 



Strongly 

Agree 

5 

2 3 4 


(n=425) 3.56 1.9 10.4 28.0 49.6 10.1 


(n=317) 3.45 1.9 7.6 41.6 41.0 7.9 

Principals 

(n=941) 3.56 1.4 6.3 34.8 50.3 7.3 


(n=886) 3.33 4.0 10.4 41.3 37.1 7.2 

• Respondents were asked to rate their level of agreement with the statement, “The 

process for filing a complaint is clear and understandable” (see Table 28). Based on 

average responses, superintendents (3.56) and principals (3.56) had the strongest level 

of agreement with the statement. Ratings of superintendents and principals were 

followed by business managers (3.45), and teachers and staff (3.33). 


strongly agreed (10.1 percent) with the statement that the process for filing a complaint 

is clear and understandable was 59.7 percent. 


strongly agreed (7.9 percent) with the statement that the process for filing a complaint is 

clear and understandable was 48.9 percent. 


agreed (7.3 percent) with the statement that the process for filing a complaint is clear 

and understandable was 57.6 percent. 


strongly agreed (7.2 percent) with the statement that the process for filing a complaint is 

clear and understandable was 44.3 percent. 


37

Table 29 

My Complaint Would be Addressed in a Timely Manner 

Average 

Score 

(1-5) 

Strongly 

Disagree 

1 



Strongly 

Agree 

5 

2 3 4 


(n=453) 3.69 1.8 6.4 24.9 55.2 11.7 


(n=386) 3.71 1.3 3.9 29.5 53.4 11.9 

Principals 

(n=1,102) 3.68 1.9 3.9 27.7 57.3 9.3 


(n=1,138) 3.51 4.2 7.6 31.6 46.7 9.9 

• Respondents were asked to rate their level of agreement with the statement, “If I 

complained, I believe that my complaint would be addressed in a timely manner” (see 

Table 29). Based on average responses, business managers (3.71) had the strongest 

level of agreement with the statement. Ratings of business managers were followed by 

superintendents (3.69), principals (3.68), and teachers and staff (3.51). 


strongly agreed (11.7 percent) with the statement that a complaint would be addressed 

in a timely manner was 66.9 percent. 


strongly agreed (11.9 percent) with the statement that a complaint would be addressed 

in a timely manner was 65.3 percent. 


agreed (9.3 percent) with the statement that a complaint would be addressed in a timely 

manner was 66.6 percent. 


strongly agreed (9.9 percent) with the statement that a complaint would be addressed in 

a timely manner was 56.6 percent. 


38

Overall Satisfaction with TEA Contacts 

Table 30 


Average 

Score 

(1-5) 

Strongly 

Disagree 

1 



Strongly 

Agree 

5 

2 3 4 


(n=524) 3.91 0.8 4.2 13.4 66.4 15.3 


(n=505) 3.98 0.4 3.4 12.1 66.3 17.8 

Principals 

(n=1,433) 3.92 1.0 2.9 14.7 65.8 15.6 


(n=1,436) 3.72 2.6 5.0 23.1 56.0 13.3 

• Respondents were asked to rate their level of agreement with the statement, “Overall, I 

am satisfied with my TEA contacts” (see Table 30). Based on average responses, 

business managers (3.98) had the strongest level of agreement with the statement. 

Ratings of business managers were followed by principals (3.92), superintendents 




strongly agreed (15.3 percent) with the statement that they were satisfied with their TEA 

contacts was 81.7 percent. 

• The average scores of agreement that superintendents were satisfied with their TEA 

contacts varied by ESC Region (see Table 31). The highest scores were found in ESC 

Region 18 (4.18), ESC Region 14 (4.09), and ESC Region 08 (4.04) and the lowest 

scores were found in ESC Region 05 (3.64), ESC Region 20 (3.71), and ESC Region 10 

(3.73). This finding was not statistically significant. 





• The average scores of agreement that business managers were satisfied with their TEA 




(3.83). This finding was not statistically significant. 


39

Principals 


agreed (15.6 percent) with the statement that they were satisfied with their TEA contacts 

was 81.4 percent. 

• The average scores of agreement that principals were satisfied with their TEA contacts 

varied by ESC Region (see Table 33). The highest scores were found in ESC Region 

01 (4.27), ESC Region 09 (4.10), and ESC Region 03 (4.04) and the lowest scores were 

found in ESC Region 05 (3.78), ESC Region 11 (3.73), and ESC Region 15 (3.69). 

Teachers and staff 




• The average scores of agreement that teachers and staff were satisfied with their TEA 




(3.42). 


40

Table 31 


By Superintendents by Region 

Average 

Score 

(1-5) 

Strongly 

Disagree 

1 



Strongly 

Agree 

5 

2 3 4 

Region 01 

(n=16) 3.94 0.0 6.3 18.8 50.0 25.0 

Region 02 

(n=14) 4.00 0.0 0.0 14.3 71.4 14.3 

Region 03 

(n=23) 3.87 0.0 0.0 17.4 78.3 4.3 

Region 04 

(n=41) 3.90 2.4 4.9 12.2 61.0 19.5 

Region 05 

(n=11) 3.64 0.0 9.1 27.3 54.5 9.1 

Region 06 

(n=27) 3.96 0.0 3.7 11.1 70.4 14.8 

Region 07 

(n=40) 4.00 0.0 2.5 15.0 62.5 20.0 

Region 08 

(n=28) 4.04 0.0 3.6 7.1 71.4 17.9 

Region 09 

(n=20) 3.80 0.0 0.0 30.0 60.0 10.0 

Region 10 

(n=45) 3.73 2.2 6.7 22.2 53.3 15.6 

Region 11 

(n=42) 3.81 2.4 9.5 7.1 66.7 14.3 

Region 12 

(n=31) 3.90 0.0 3.2 9.7 80.6 6.5 

Region 13 

(n=29) 3.90 0.0 3.4 17.2 65.5 13.8 

Region 14 

(n=22) 4.09 0.0 4.5 4.5 68.2 22.7 

Region 15 

(n=27) 3.93 3.7 0.0 7.4 77.8 11.1 

Region 16 

(n=32) 3.97 0.0 3.1 12.5 68.8 15.6 

Region 17 

(n=28) 4.00 0.0 3.6 7.1 75.0 14.3 

Region 18 

(n=17) 4.18 0.0 0.0 5.9 70.6 23.5 

Region 19 

(n=5) 3.80 0.0 20.0 0.0 60.0 20.0 

Region 20 

(n=24) 3.71 0.0 8.3 20.8 62.5 8.3 


41

Table 32 


By Business Managers by Region 

Average 

Score 

(1-5) 

Strongly 

Disagree 

1 



Strongly 

Agree 

5 

2 3 4 

Region 01 

(n=18) 4.17 0.0 0.0 5.6 72.2 22.2 

Region 02 

(n=18) 4.17 0.0 0.0 5.6 72.2 22.2 

Region 03 

(n=18) 4.11 0.0 0.0 11.1 66.7 22.2 

Region 04 

(n=45) 4.16 0.0 2.2 6.7 64.4 26.7 

Region 05 

(n=14) 4.07 0.0 0.0 14.3 64.3 21.4 

Region 06 

(n=28) 3.93 0.0 3.6 14.3 67.9 14.3 

Region 07 

(n=46) 3.85 0.0 4.3 17.4 67.4 10.9 

Region 08 

(n=19) 4.11 0.0 5.3 10.5 52.6 31.6 

Region 09 

(n=20) 4.15 0.0 5.0 5.0 60.0 30.0 

Region 10 

(n=44) 3.91 2.3 2.3 6.8 79.5 9.1 

Region 11 

(n=40) 3.83 0.0 5.0 20.0 62.5 12.5 

Region 12 

(n=36) 3.97 2.8 0.0 11.1 69.4 16.7 

Region 13 

(n=30) 3.77 0.0 10.0 13.3 66.7 10.0 

Region 14 

(n=18) 4.11 0.0 0.0 11.1 66.7 22.2 

Region 15 

(n=19) 3.79 0.0 10.5 10.5 68.4 10.5 

Region 16 

(n=27) 3.89 0.0 3.7 14.8 70.4 11.1 

Region 17 

(n=21) 4.00 0.0 4.8 14.3 57.1 23.8 

Region 18 

(n=15) 4.07 0.0 0.0 20.0 53.3 26.7 

Region 19 

(n=6) 4.17 0.0 0.0 16.7 50.0 33.3 

Region 20 

(n=22) 4.05 0.0 0.0 13.6 68.2 18.2 


42

Table 33 


By Principals by Region 

Average 

Score 

(1-5) 

Strongly 

Disagree 

1 



Strongly 

Agree 

5 

2 3 4 

Region 01 

(n=82) 4.27 0.0 1.2 7.3 54.9 36.6 

Region 02 

(n=51) 4.00 0.0 5.9 9.8 62.7 21.6 

Region 03 

(n=26) 4.04 0.0 0.0 7.7 80.8 11.5 

Region 04 

(n=226) 3.98 1.3 3.5 11.1 64.2 19.9 

Region 05 

(n=27) 3.78 0.0 11.1 11.1 66.7 11.1 

Region 06 

(n=57) 3.96 0.0 5.3 10.5 66.7 17.5 

Region 07 

(n=74) 3.93 0.0 4.1 10.8 73.0 12.2 

Region 08 

(n=37) 3.89 2.7 5.4 5.4 73.0 13.5 

Region 09 

(n=31) 4.10 0.0 3.2 6.5 67.7 22.6 

Region 10 

(n=154) 3.92 0.6 1.9 16.9 66.2 14.3 

Region 11 

(n=139) 3.73 1.4 2.9 24.5 63.3 7.9 

Region 12 

(n=81) 3.86 0.0 2.5 19.8 66.7 11.1 

Region 13 

(n=94) 3.83 2.1 0.0 19.1 70.2 8.5 

Region 14 

(n=36) 3.86 0.0 8.3 16.7 55.6 19.4 

Region 15 

(n=48) 3.69 0.0 8.3 20.8 64.6 6.3 

Region 16 

(n=43) 3.84 2.3 0.0 23.3 60.5 14.0 

Region 17 

(n=53) 3.92 0.0 1.9 20.8 60.4 17.0 

Region 18 

(n=50) 3.94 2.0 0.0 14.0 70.0 14.0 

Region 19 

(n=30) 3.87 3.3 0.0 13.3 73.3 10.0 

Region 20 

(n=91) 3.97 2.2 1.1 9.9 71.4 15.4 


43

Table 34 


By Teachers and Staff by Region 

Average 

Score 

(1-5) 

Strongly 

Disagree 

1 



Strongly 

Agree 

5 

2 3 4 

Region 01 

(n=74) 3.86 4.1 5.4 13.5 54.1 23.0 

Region 02 

(n=70) 3.64 4.3 4.3 27.1 51.4 12.9 

Region 03 

(n=33) 3.76 0.0 3.0 30.3 54.5 12.1 

Region 04 

(n=275) 3.82 1.8 2.5 24.4 54.2 17.1 

Region 05 

(n=24) 3.50 8.3 4.2 29.2 45.8 12.5 

Region 06 

(n=50) 3.78 6.0 10.0 8.0 52.0 24.0 

Region 07 

(n=72) 3.83 1.4 5.6 18.1 58.3 16.7 

Region 08 

(n=26) 3.88 0.0 3.8 19.2 61.5 15.4 

Region 09 

(n=24) 3.71 0.0 12.5 12.5 66.7 8.3 

Region 10 

(n=207) 3.73 1.9 4.3 24.6 57.0 12.1 

Region 11 

(n=105) 3.64 1.0 6.7 29.5 53.3 9.5 

Region 12 

(n=74) 3.74 4.1 2.7 18.9 63.5 10.8 

Region 13 

(n=127) 3.53 2.4 9.4 23.6 62.2 2.4 

Region 14 

(n=38) 4.03 0.0 5.3 10.5 60.5 23.7 

Region 15 

(n=37) 3.70 2.7 0.0 32.4 54.1 10.8 

Region 16 

(n=70) 3.81 0.0 2.9 21.4 67.1 8.6 

Region 17 

(n=13) 3.31 15.4 0.0 38.5 30.8 15.4 

Region 18 

(n=33) 3.42 6.1 6.1 33.3 48.5 6.1 

Region 19 

(n=6) 3.17 16.7 0.0 50.0 16.7 16.7 

Region 20 

(n=71) 3.61 4.2 9.9 21.1 50.7 14.1 


44

V. INFORMATION FROM AND TO TEA 

Programs 

Table 35 

TEA Material Provides Thorough and Accurate Information 

Average 

Score 

(1-5) 

Strongly 

Disagree 

1 



Strongly 

Agree 

5 

2 3 4 


(n=528) 3.97 0.2 4.5 9.3 70.1 15.9 


(n=509) 3.94 0.4 4.3 12.0 68.0 15.3 

Principals 

(n=1,783) 4.03 0.4 3.6 9.0 66.7 20.2 


(n=2,397) 3.79 1.5 5.9 19.1 59.4 14.1 

• Respondents were asked to rate their level of agreement with the statement, “Material 

from TEA provides thorough and accurate information” (see Table 35). Based on 

average responses, principals (4.03) had the strongest level of agreement with the 

statement. Ratings of principals were followed by superintendents (3.97), business 

managers (3.94), and teachers and staff (3.79). 


strongly agreed (15.9 percent) with the statement that material from TEA provides 

thorough and accurate information was 86.0 percent. 





agreed (20.2 percent) with the statement that material from TEA provides thorough and 

accurate information was 86.9 percent. 





45

Table 36 

Effectiveness of Electronic Correspondence/Information Exchange 

Average 

Score 

(1-5) 

Strongly 

Disagree 

1 



Strongly 

Agree 

5 

2 3 4 


(n=528) 3.79 1.9 9.1 19.7 46.8 22.5 


(n=508) 3.85 2.0 7.7 14.8 54.5 21.1 

Principals 

(n=1,751) 4.02 0.7 5.1 13.8 52.1 28.3 


(n=2,237) 3.92 1.0 5.1 16.6 55.3 22.1 

• Respondents were asked to rate their level of agreement with the statement, “Electronic 

correspondence and exchange of information is more effective and efficient than 

traditional paper processes” (see Table 36). Based on average responses, principals 

(4.02) had the strongest level of agreement with the statement. Ratings of principals 

were followed by business managers (3.85), superintendents (3.79), and teachers and 

staff (3.92). 


strongly agreed (22.5 percent) with the statement that electronic correspondence and 

exchange of information is more effective and efficient than traditional paper processes 







agreed (28.3 percent) with the statement that electronic correspondence and exchange 

of information is more effective and efficient than traditional paper processes was 80.4 

percent. 






46

Table 37 

Financial Information Provided by TEA is Reliable and Useful 

Average 

Score 

(1-5) 

Strongly 

Disagree 

1 



Strongly 

Agree 

5 

2 3 4 


(n=529) 3.96 1.3 5.7 11.0 59.4 22.7 


(n=505) 3.93 0.8 5.1 12.9 63.0 18.2 

Principals 

(n=1,423) 3.77 0.6 2.7 28.7 55.3 12.7 


(n=1,733) 3.57 1.4 4.3 39.4 46.3 8.7 

• Respondents were asked to rate their level of agreement with the statement, “Financial 

information provided by TEA is reliable and useful” (see Table 37). Based on average 

responses, superintendents (3.96) had the strongest level of agreement with the 

statement. Ratings of superintendents were followed by business managers (3.93), 



strongly agreed (22.7 percent) with the statement that financial information is reliable 

and useful was 82.1 percent. 


strongly agreed (18.2 percent) with the statement that financial information is reliable 

and useful was 81.2 percent. 


agreed (12.7 percent) with the statement that financial information is reliable and useful 



strongly agreed (8.7 percent) with the statement that financial information is reliable and 

useful was 55.0 percent. 


47

Table 38 

TEA Program Guidance/Curriculum Information is Reliable and Useful 

Average 

Score 

(1-5) 

Strongly 

Disagree 

1 



Strongly 

Agree 

5 

2 3 4 


(n=523) 3.95 0.2 2.7 12.6 70.9 13.6 


(n=354) 3.79 0.0 2.8 26.3 60.5 10.5 

Principals 

(n=1,725) 3.99 0.5 3.0 11.8 66.4 18.4 


(n=2,239) 3.78 1.7 4.9 22.2 56.3 15.0 

• Respondents were asked to rate their level of agreement with the statement, “Program 

guidance and curriculum information provided by TEA is reliable and useful” (see Table 

38). Based on average responses, principals (3.99) had the strongest level of 

agreement with the statement. Ratings of principals were followed by superintendents 

(3.95), business managers (3.79), and teachers and staff (3.78). 


strongly agreed (13.6 percent) with the statement that program guidance and curriculum 

information provided by TEA is reliable and useful was 84.5 percent. 





agreed (18.4 percent) with the statement that program guidance and curriculum 






48

Table 39 

TEA Accountability Information is Reliable and Useful 

Average 

Score 

(1-5) 

Strongly 

Disagree 

1 



Strongly 

Agree 

5 

2 3 4 


(n=527) 3.95 0.6 4.2 10.2 69.8 15.2 


(n=456) 3.91 0.2 2.2 16.7 68.6 12.3 

Principals 

(n=1,763) 4.06 0.7 3.5 9.7 61.0 25.1 


(n=2,066) 3.70 2.0 5.2 26.0 54.0 12.8 

• Respondents were asked to rate their level of agreement with the statement, 

“Accountability information provided by TEA is reliable and useful” (see Table 39). 

Based on average responses, principals (4.06) had the strongest level of agreement with 

the statement. Ratings of principals were followed by superintendents (3.95), business 



strongly agreed (15.2 percent) with the statement that accountability information 

provided by TEA is reliable and useful was 85.0 percent. 





agreed (25.1 percent) with the statement that accountability information provided by TEA 

is reliable and useful was 86.1 percent. 





49

Table 40 

TEA Grant Information is Reliable and Useful 


(n=518) 


(n=468) 

Principals 

(n=1,456) 


(n=1,525) 

Average 

Score 

(1-5) 



Strongly 

Disagree 

1 2 3 4 

Strongly 

Agree 

5 

3.81 1.4 5.0 18.1 61.8 13.7 

3.91 0.2 3.6 15.4 66.7 14.1 

3.80 1.0 3.5 25.1 54.9 15.5 

3.55 1.8 4.9 39.7 43.4 10.2 

• Respondents were asked to rate their level of agreement with the statement, “Grant 

information provided by TEA is reliable and useful” (see Table 40). Based on average 





strongly agreed (13.7 percent) with the statement that grant information provided by TEA 






agreed (15.5 percent) with the statement that grant information provided by TEA is 

reliable and useful was 70.4 percent. 





50

Table 41 

TEA’s Requests for Information are Not Unduly Burdensome 

Average 

Score 

(1-5) 

Strongly 

Disagree 

1 



Strongly 

Agree 

5 

2 3 4 


(n=527) 3.26 6.5 17.8 26.6 41.7 7.4 


(n=502) 3.43 3.4 14.7 22.7 53.6 5.6 

Principals 

(n=1,703) 3.38 4.6 15.1 25.9 46.3 8.1 


(n=1,913) 3.38 4.9 11.0 33.1 42.9 8.1 

• Respondents were asked to rate their level of agreement with the statement, “TEA’s 

requests for information are not unduly burdensome” (see Table 41). Based on average 


statement. Ratings of business managers were followed by principals (3.38), teachers 

and staff (3.38), and superintendents (3.26). 


strongly agreed (7.4 percent) with the statement that TEA’s requests for information are 

not unduly burdensome was 49.1 percent. 





agreed (8.1 percent) with the statement that TEA’s requests for information are not 

unduly burdensome was 54.4 percent. 





51

Overall Satisfaction with Information 

Table 42 

Overall Satisfaction with the Information Received from TEA 

Average 

Score 

(1-5) 

Strongly 

Disagree 

1 



Strongly 

Agree 

5 

2 3 4 


(n=528) 3.93 0.4 3.6 10.2 74.2 11.6 


(n=509) 3.93 0.2 2.9 13.2 70.9 12.8 

Principals 

(n=1,769) 3.96 0.6 2.0 13.2 69.4 14.8 


(n=2,387) 3.73 1.8 4.7 23.3 59.1 11.1 


am satisfied with the information I receive from the TEA” (see Table 42). Based on 






strongly agreed (11.6 percent) with the statement that they were satisfied, overall, with 

the information they received was 85.8 percent. 

• The average scores of agreement that superintendents were satisfied with information 

received from TEA varied by ESC Region (see Table 43). The highest scores were 

found in ESC Region 02 (4.20), ESC Region 18 (4.06), and ESC Region 16 (4.03) and 

the lowest scores were found in ESC Region 09 (3.75), ESC Region 12 (3.77), and ESC 

Region 05 (3.83). This finding was not statistically significant. 





• The average scores of agreement that business managers were satisfied with 

information received from TEA varied by ESC Region (see Table 44). The highest 


(4.13) and the lowest scores were found in ESC Region 13 (3.65), ESC Region 15 

(3.74), and ESC Region 10 (3.76). This finding was not statistically significant. 


52

Principals 


agreed (14.8 percent) with the statement that they were satisfied, overall, with the 

information they received was 84.2 percent. 

• The average scores of agreement that principals were satisfied with information received 

from TEA varied by ESC Region (see Table 45). The highest scores were found in ESC 



(3.80). 





• The average scores of agreement that principals were satisfied with information received 

from TEA varied by ESC Region (see Table 46). The highest scores were found in ESC 



(3.48). 


53

Table 43 



Average 

Score 

(1-5) 

Strongly 

Disagree 

1 



Strongly 

Agree 

5 

2 3 4 

Region 01 

(n=16) 4.00 0.0 6.3 6.3 68.7 18.8 

Region 02 

(n=15) 4.20 0.0 0.0 0.0 80.0 20.0 

Region 03 

(n=23) 3.83 0.0 4.3 13.0 78.3 4.3 

Region 04 

(n=41) 3.85 2.4 7.3 2.4 78.0 9.8 

Region 05 

(n=12) 3.83 0.0 0.0 25.0 66.7 8.3 

Region 06 

(n=27) 3.96 0.0 0.0 18.5 66.7 14.8 

Region 07 

(n=40) 3.98 0.0 0.0 12.5 77.5 10.0 

Region 08 

(n=28) 3.86 0.0 7.1 10.7 71.4 10.7 

Region 09 

(n=20) 3.75 0.0 5.0 15.0 80.0 0.0 

Region 10 

(n=46) 3.93 0.0 6.5 6.5 73.9 13.0 

Region 11 

(n=42) 3.98 0.0 4.8 9.5 69.0 16.7 

Region 12 

(n=30) 3.77 0.0 6.7 13.3 76.7 3.3 

Region 13 

(n=30) 3.87 0.0 3.3 16.7 70.0 10.0 

Region 14 

(n=22) 4.00 0.0 0.0 13.6 72.7 13.6 

Region 15 

(n=27) 3.96 3.7 0.0 3.7 81.5 11.1 

Region 16 

(n=32) 4.03 0.0 0.0 6.3 84.4 9.4 

Region 17 

(n=28) 3.97 0.0 3.4 6.9 79.3 10.3 

Region 18 

(n=17) 4.06 0.0 0.0 17.6 58.8 23.5 

Region 19 

(n=5) 4.00 0.0 0.0 0.0 100.0 0.0 

Region 20 

(n=24) 3.88 0.0 8.3 12.5 62.5 16.7 


54

Table 44 



Average 

Score 

(1-5) 

Strongly 

Disagree 

1 



Strongly 

Agree 

5 

2 3 4 

Region 01 

(n=18) 4.11 0.0 0.0 11.1 66.7 22.2 

Region 02 

(n=18) 4.06 0.0 0.0 11.1 72.2 16.7 

Region 03 

(n=18) 4.00 0.0 0.0 16.7 66.7 16.7 

Region 04 

(n=45) 4.13 0.0 4.4 0.0 73.3 22.2 

Region 05 

(n=14) 3.93 0.0 0.0 14.3 78.6 7.1 

Region 06 

(n=28) 4.00 0.0 0.0 7.1 85.7 7.1 

Region 07 

(n=47) 3.85 0.0 2.1 19.1 70.2 8.5 

Region 08 

(n=18) 4.06 0.0 0.0 16.7 61.1 22.2 

Region 09 

(n=20) 3.95 0.0 5.0 10.0 70.0 15.0 

Region 10 

(n=46) 3.76 0.0 4.3 19.6 71.7 4.3 

Region 11 

(n=41) 3.90 0.0 0.0 19.5 70.7 9.8 

Region 12 

(n=36) 3.89 2.8 0.0 8.3 83.3 5.6 

Region 13 

(n=31) 3.65 0.0 6.5 32.3 51.6 9.7 

Region 14 

(n=18) 4.17 0.0 0.0 5.6 72.2 22.2 

Region 15 

(n=19) 3.74 0.0 10.5 15.8 63.2 10.5 

Region 16 

(n=27) 3.96 0.0 7.4 0.0 81.5 11.1 

Region 17 

(n=21) 4.05 0.0 4.8 4.8 71.4 19.0 

Region 18 

(n=15) 3.93 0.0 6.7 13.3 60.0 20.0 

Region 19 

(n=6) 4.33 0.0 0.0 16.7 33.3 50.0 

Region 20 

(n=22) 3.86 0.0 0.0 18.2 77.3 4.5 


55

Table 45 



Average 

Score 

(1-5) 

Strongly 

Disagree 

1 



Strongly 

Agree 

5 

2 3 4 

Region 01 

(n=103) 4.34 0.0 1.0 2.9 57.3 38.8 

Region 02 

(n=65) 3.97 1.5 3.1 10.8 66.2 18.5 

Region 03 

(n=30) 3.87 3.3 0.0 13.3 73.3 10.0 

Region 04 

(n=310) 4.05 0.6 1.0 11.6 66.1 20.6 

Region 05 

(n=38) 3.95 0.0 0.0 15.8 73.7 10.5 

Region 06 

(n=73) 3.95 0.0 5.5 11.0 67.1 16.4 

Region 07 

(n=80) 3.96 0.0 1.3 7.5 85.0 6.3 

Region 08 

(n=39) 3.97 0.0 5.1 2.6 82.1 10.3 

Region 09 

(n=33) 4.09 0.0 0.0 12.1 66.7 21.2 

Region 10 

(n=206) 3.98 0.0 0.5 12.6 75.2 11.7 

Region 11 

(n=165) 3.82 0.6 2.4 21.2 66.1 9.7 

Region 12 

(n=100) 3.80 1.0 1.0 22.0 69.0 7.0 

Region 13 

(n=104) 3.89 0.0 2.9 11.5 78.8 6.7 

Region 14 

(n=41) 4.02 0.0 0.0 14.6 68.3 17.1 

Region 15 

(n=52) 3.67 0.0 9.6 21.2 61.5 7.7 

Region 16 

(n=50) 3.76 2.0 4.0 18.0 68.0 8.0 

Region 17 

(n=56) 3.95 0.0 3.6 12.5 69.6 14.3 

Region 18 

(n=66) 3.89 0.0 1.5 19.7 66.7 12.1 

Region 19 

(n=36) 3.89 2.8 2.8 8.3 75.0 11.1 

Region 20 

(n=118) 3.94 1.7 2.5 12.7 66.1 16.9 


56

Table 46 



Average 

Score 

(1-5) 

Strongly 

Disagree 

1 



Strongly 

Agree 

5 

2 3 4 

Region 01 

(n=125) 3.78 2.4 5.6 18.4 58.4 15.2 

Region 02 

(n=106) 3.80 3.8 2.8 17.9 60.4 15.1 

Region 03 

(n=48) 3.71 0.0 2.1 37.5 47.9 12.5 

Region 04 

(n=495) 3.86 1.2 3.0 20.2 59.8 15.8 

Region 05 

(n=43) 3.72 2.3 4.7 23.3 58.1 11.6 

Region 06 

(n=81) 3.63 3.7 6.2 23.5 56.8 9.9 

Region 07 

(n=105) 3.84 1.9 1.9 21.0 61.0 14.3 

Region 08 

(n=37) 3.84 0.0 2.7 27.0 54.1 16.2 

Region 09 

(n=36) 3.69 0.0 2.8 33.3 55.6 8.3 

Region 10 

(n=331) 3.75 0.6 5.4 23.0 60.4 10.6 

Region 11 

(n=179) 3.64 1.7 7.8 24.6 57.0 8.9 

Region 12 

(n=120) 3.74 2.5 3.3 21.7 62.5 10.0 

Region 13 

(n=215) 3.64 1.4 6.0 26.0 60.0 6.5 

Region 14 

(n=60) 3.62 3.3 6.7 23.3 58.3 8.3 

Region 15 

(n=52) 3.67 1.9 5.8 21.2 65.4 5.8 

Region 16 

(n=121) 3.74 0.8 3.3 22.3 67.8 5.8 

Region 17 

(n=28) 3.25 7.1 7.1 39.3 46.4 0.0 

Region 18 

(n=67) 3.48 6.0 6.0 28.4 53.7 6.0 

Region 19 

(n=16) 3.44 6.3 0.0 50.0 31.3 12.5 

Region 20 

(n=107) 3.64 1.9 6.5 27.1 55.1 9.3 


57

VI. TEA STRATEGIC PLANNING 

Table 47 

Ranking of Policy Issues 

High School Completion (includes 

Student Success, Math and Science 

Initiatives 

Supt. 

4 

(4.33) 

Early Start (Childhood Development, 

School Readiness, Transitions) 6 

Teaching Excellence (Compensation, 

Mentoring, Recruitment and Retention, 

etc.) 

(5.49) 

3 

(4.32) 

Technology (Online Instruction, 

Distance Learning, etc.) 7 

(5.71) 

Accountability – Adequate Yearly 

Progress (AYP) 5 

(4.45) 

LEP Student Success 

8 

(6.23) 

Charter Schools/Educational 

Alternatives 9 

(8.05) 

School Finance – Current Funding 

Levels 1 

(1.53) 

School Finance – Texas School 

Finance Project 2 

(3.54) 

Rank 

(Average Score) 

Business Principal 

Managers s 

4 

(4.21) 

5 

(4.89) 

3 

(3.79) 

7 

(5.19) 

6 

(4.98) 

8 

(6.19) 

9 

(7.95) 

1 

(1.63) 

2 

(2.87) 

6 

(4.62) 

5 

(4.59) 

2 

(3.43) 

8 

(5.59) 

3 

(4.07) 

7 

(5.03) 

9 

(7.89) 

1 

(3.13) 

4 

(4.29) 

Teachers/ 

Staff 

4 

(3.95) 

3 

(3.76) 

1 

(2.77) 

6 

(5.18) 

7 

(5.38) 

8 

(5.49) 

9 

(7.45) 

2 

(3.24) 

5 

(4.01) 

• Respondents were asked to rank the order of importance of the policy issues listed in 

Table 47, with 1 being the most important. The policies are listed in the same order as 

they were printed on the survey form. Each was ranked 1 to 9 with 1 being the most 

important and 9 being the least important. The scores for each policy were averaged for 

each group of respondents and are presented in parentheses under their respective 

ranking. 

• School Finance/Current Funding Levels was ranked the most important issue by 

superintendents (1.53), business managers (1.63), and principals (3.13). Teaching 

Excellence (Compensation, Mentoring, Recruitment and Retention, etc.) was ranked the 

most important issue by teachers and staff (2.77). 


58

• Charter Schools/Educational Alternatives was ranked the least important issue by all 

four groups: superintendents (8.05), business managers (7.95), principals (7.89), and 

teachers and staff (7.45). 

• Respondents were asked if there were any other policy issues not listed above that were 

a key concern for them or their students. The comments were categorized by 

respondent group and topic. Sample topics of concern included: school funding, 

communications with TEA, testing, special education, class size, accountability, 

certification, and salaries and benefits. These responses can be found in Appendix B. 


59

VII. TEA WEBSITE 

Table 48 

Visited TEA Website Since September, 2003 


Yes 

No 


(n=514) 98.1 1.9 


(n=498) 98.4 1.6 

Principals 

(n=1,780) 95.2 4.8 


(n=3,298) 65.5 34.5 

• Respondents were asked if they had visited the TEA Website anytime since September 

1, 2003. As shown in Table 48, business managers (98.4 percent) and superintendents 

(98.1 percent) were more likely to report visiting the TEA Website since September 1, 

2003 than principals (95.2 percent) or teachers and staff (65.5 percent). 


60

Table 49 

Visited TEA Website for School Accountability Ratings 



times 


(n=503) 1.8 7.2 43.3 47.7 


(n=479) 19.0 25.1 36.7 19.2 

Principals 

(n=1,683) 2.9 9.3 45.9 41.9 


(n=2,028) 45.0 24.5 22.7 7.8 

• Respondents were asked how many times they had visited TEA’s Website seeking 

information about School Accountability Ratings since September 1, 2003. 

• As shown in Table 49, 91.0 percent of superintendents reported visiting the TEA 

Website 2 to 4 times (43.3 percent) or 5 or more times (47.7 percent) seeking 

information about School Accountability Ratings. 

• Over half (55.9 percent) of the business managers reported visited the TEA Website 2 to 

4 times (36.7 percent) or 5 or more times (19.2 percent) seeking information about 

School Accountability Ratings. 

• Eighty-eight percent of principals reported visiting the TEA Website 2 to 4 times (45.9 

percent) 5 or more times (41.9 percent) seeking information about School Accountability 

Ratings. 

• The largest portion of teachers and staff (45.0 percent) had not visited the TEA Website 

for information about School Accountability Ratings. 


61

Table 50 

Visited TEA Website for Assessment and Testing (TAAS/TEKS) Information 



times 


(n=501) 3.4 9.2 40.5 46.9 


(n=473) 64.7 14.4 12.9 8.0 

Principals 

(n=1,679) 2.6 7.1 33.5 56.8 


(n=2,086) 13.8 13.9 32.8 39.5 


information about Assessment and Testing (TAAS/TEKS) since September 1, 2003. 


Website 5 or more times seeking information about Assessment and Testing. Forty-one 

percent visited 2 to 4 times seeking this information. 

• Nearly two-thirds (64.7 percent) of the business managers reported they had not visited 

the TEA Website seeking information about Assessment and Testing. Twenty-one 

percent visited 2 or more times seeking this information. 

• Ninety percent of principals reported visiting the TEA Website 2 to 4 times (33.5 percent) 

or 5 or more times (56.8 percent) seeking information about Assessment and Testing. 

• Seventy-two percent of the teachers and staff had visited the TEA Website 2 to 4 times 

(32.8 percent) or 5 or more times (39.5 percent) seeking information about Assessment 

and Testing. 


62

Table 51 

Visited TEA Website for Curriculum and Educational Programs Information 



times 


(n=501) 11.6 14.2 43.7 30.5 


(n=474) 59.3 13.3 17.1 10.3 

Principals 

(n=1,669) 11.1 13.9 38.5 36.5 


(n=2,054) 21.9 19.9 36.5 21.8 


information about Curriculum and Educational Programs since September 1, 2003. 



information about Curriculum and Educational Programs. 

• Fifty-nine percent of the business managers had not visited the TEA Website seeking 

information about Curriculum and Educational Programs. Twenty-seven percent had 

visited the Website 2 to 4 times (17.1 percent) or 5 or more times (10.3 percent) looking 

for this information. 

• Three-quarters (75.0 percent) of principals reported visiting the TEA Website 2 to 4 

times (38.5 percent) or 5 or more times (36.5 percent) seeking information about 

Curriculum and Educational Programs. 

• Fifty-eight percent of the teachers and staff had visited the TEA Website either 2 to 4 

times (36.5 percent) or 5 or more times (21.8 percent) seeking information about 

Curriculum and Educational Programs. 


63

Table 52 

Visited TEA Website for Teacher Resources 



times 


(n=499) 36.9 13.0 33.5 16.6 


(n=470) 77.0 8.7 8.5 5.7 

Principals 

(n=1,667) 23.8 17.9 33.7 24.6 


(n=2,065) 20.5 20.0 33.3 26.3 

• Respondents were asked how many times since September 1, 2003, they had visited 

TEA’s Website seeking information about Teacher Resources. 

• As shown in Table 52, half (50.1 percent) of the superintendents reported visiting the 

TEA Website 2 to 4 times (33.5 percent) or 5 or more times (16.6 percent) seeking 

information about Teacher Resources. 

• Seventy-seven percent of the business managers had not visited the TEA Website 

seeking information about Teacher Resources. 

• Fifty-nine percent of the principals reported visiting the TEA Website 2 to 4 times (33.7 

percent) or 5 or more times (24.6 percent) seeking information about Teacher 

Resources. 

• Sixty percent of the teachers and staff had visited the TEA Website either 2 to 4 times 

(33.3 percent) or 5 or more times (26.3 percent) seeking information about Teacher 

Resources. 


64

Table 53 

Visited TEA Website for Communications and Publications Information 



times 


(n=497) 13.3 10.7 33.0 43.1 


(n=473) 20.7 8.9 32.3 38.1 

Principals 

(n=1,667) 24.9 17.7 31.4 26.0 


(n=2,010) 53.0 18.2 19.7 9.2 


TEA’s Website seeking information about Communications and Publications. 

• As shown in Table 53, three-quarters (76.1 percent) of the superintendents reported 

visiting the TEA Website 2 to 4 times (33.0 percent) or 5 or more times (43.1 percent) 

seeking information about Communications and Publications. 

• Seventy percent of the business managers indicated they had visited the TEA Website 2 

to 4 times (32.3 percent) or 5 or more times (38.1 percent) seeking information about 

Communications and Publications. 

• Fifty-seven percent of the principals reported visiting the TEA Website 2 to 4 times (31.4 

percent) or 5 or more times (26.0 percent) seeking information about Communications 

and Publications. 

• Twenty-nine percent of the teachers had visited the TEA Website 2 to 4 times (19.7 

percent) or 5 or more times (9.2 percent) looking for information about Communications 

and Publications. Fifty-three percent of the teachers and staff had not visited the TEA 

Website seeking this information. 


65

Table 54 

Visited TEA Website for Data Resources and Research (PEIMS) Information 



times 


(n=498) 9.8 10.8 32.7 46.6 


(n=475) 12.2 7.2 28.8 51.8 

Principals 

(n=1,659) 30.5 16.0 30.7 22.8 


(n=2,012) 68.8 13.9 11.4 5.9 


information about Data Resources and Research (PEIMS) since September 1, 2003. 


Website 5 or more times seeking information about Data Resources and Research. 

Thirty-three percent visited 2 to 4 times seeking this information. 

• Over three-quarters (80.6 percent) of the business managers reported they had visited 

the TEA Website 2 to 4 times (28.8 percent) or 5 or more times (51.8 percent) seeking 

information about Data Resources and Research. 

• Fifty-three percent of principals reported visiting the TEA Website 2 to 4 times (30.7 

percent) or 5 or more times (22.8 percent) seeking information about Data Resources 

and Research. 

• Two-thirds (68.8 percent) of the teachers and staff had not visited the Website in search 

of Data Resources and Research information. 


66

Table 55 

Visited TEA Website for Grant Opportunities 



times 


(n=498) 15.1 10.4 39.0 35.5 


(n=475) 34.3 9.5 29.3 26.9 

Principals 

(n=1,666) 41.3 19.5 26.7 12.5 


(n=2,010) 72.4 13.0 10.3 4.2 


TEA’s Website seeking information about Grant Opportunities. 

• As shown in Table 55, three-quarters (74.5 percent) of the superintendents reported 

visiting the TEA Website 2 to 4 times (39.0 percent) or 5 or more times (35.5 percent) 

seeking information about Grant Opportunities. 

• Fifty-six percent of the business managers indicated they had visited the TEA Website 2 

to 4 times (29.3 percent) or 5 or more times (26.9 percent) seeking information about 

Grant Opportunities. 

• Thirty-nine percent of the principals reported visiting the TEA Website 2 to 4 times (26.7 

percent) or 5 or more times (12.5 percent) seeking information about Grant 

Opportunities. Forty-one percent of the principals had not visited the Website in search 

of this information. 

• Seventy-two percent of the teachers and staff had not visited the TEA Website seeking 

information about Grant Opportunities. 


67

Table 56 

Visited TEA Website for Education Law & Rules 



times 


(n=499) 12.8 9.4 29.5 48.3 


(n=473) 21.4 10.8 35.1 32.8 

Principals 

(n=1,669) 20.9 16.8 32.5 29.8 


(n=2,042) 47.0 21.7 21.9 9.5 


TEA’s Website seeking information about Education Law and Rules. 

• As shown in Table 56, over three-quarters (77.8 percent) of the superintendents 

reported visiting the TEA Website 2 to 4 times (29.5 percent) or 5 or more times (48.3 

percent) seeking information about Education Law and Rules. 

• Sixty-eight percent of the business managers indicated they had visited the TEA 


information about Education Law and Rules. 

• Sixty-two percent of the principals reported visiting the TEA Website 2 to 4 times (32.5 

percent) or 5 or more times (29.8 percent) seeking information about Education Law and 

Rules. 

• Thirty-one percent of the teachers had visited the TEA Website 2 to 4 times (21.9 

percent) or 5 or more times (9.5 percent) looking for information about Education Law 

and Rules. Forty-seven percent of the teachers and staff indicated they had not visited 

the TEA Website seeking this information. 


68

Table 57 

Visited TEA Website for State Board of Education Information 



times 


(n=499) 31.9 16.8 29.9 21.4 


(n=469) 50.5 15.1 19.6 14.7 

Principals 

(n=1,661) 35.6 19.7 24.6 20.0 


(n=2,035) 48.8 18.9 21.2 11.1 


TEA’s Website seeking information about the State Board of Education. 

• As shown in Table 57, half (51.3 percent) of the superintendents reported visiting the 

TEA Website 2 to 4 times (29.9 percent) or 5 or more times (21.4 percent) seeking 

information about the State Board of Education. 

• One-third (34.3 percent) of the business managers indicated they had visited the TEA 

Website looking for information about the State Board of Education. Fifty-one percent 

had not visited the Website seeking information about the Board. 

• Forty-five percent of the principals reported visiting the TEA Website 2 to 4 times (24.6 

percent) or 5 or more times (20.0 percent) seeking information about the State Board of 

Education. 

• About one-third (32.3 percent) of the teachers and staff had visited the TEA Website 

either 2 to 4 times (21.2 percent) or 5 or more times (11.1 percent) seeking information 

about the State Board of Education. Nearly half (48.8 percent) had not visited the 

Website looking for this information. 


69

Table 58 

Visited TEA Website for School Finance/Permanent School Fund Information 



times 


(n=501) 8.4 5.6 22.4 63.7 


(n=483) 5.2 2.3 7.9 84.7 

Principals 

(n=1,658) 50.5 19.2 20.6 9.7 


(n=2,014) 72.3 14.0 10.4 3.3 


TEA’s Website seeking information about School Finance/Permanent School Fund. 

• As shown in Table 58, 86.1 percent of the superintendents reported visiting the TEA 


information about School Finance/Permanent School Fund. 

• A large majority (92.6 percent) of the business managers indicated they had visited the 

TEA Website looking for information about School Finance/Permanent School Fund. 

• Thirty percent of the principals reported visiting the TEA Website 2 to 4 times (20.6 

percent) or 5 or more times (9.7 percent) seeking information about School 

Finance/Permanent School Fund. Half (50.5 percent) of the principals indicated they 

had not sought information about this topic on the TEA Website. 

• Fourteen percent of the teachers and staff had visited the TEA Website either 2 to 4 

times (10.4 percent) or 5 or more times (3.3 percent) seeking information about School 

Finance/Permanent School Fund. Nearly three-quarters (72.3 percent) had not visited 

the Website looking for this information. 


70

Table 59 

Visited TEA Website for General TEA Information (Strategic Plan, 

Contact Information, Job Opportunities) 



times 


(n=499) 24.8 12.6 36.3 26.3 


(n=469) 30.5 14.9 26.7 27.9 

Principals 

(n=1,668) 34.0 18.3 27.2 20.4 


(n=2,033) 50.3 19.7 21.1 8.9 


TEA’s Website seeking general TEA information about such things as a Strategic Plan, 

Contact Information, or Job Opportunities. 

• As shown in Table 59, 62.6 percent of the superintendents reported visiting the TEA 

Website 2 to 4 times (36.3 percent) or 5 or more times (26.3 percent) seeking general 

TEA information. 

• Over half (54.6 percent) of the business managers indicated they had visited the TEA 

Website looking for general TEA information. 

• Forty-eight percent of the principals reported visiting the TEA Website 2 to 4 times (27.2 

percent) or 5 or more times (20.4 percent) seeking general TEA information. 

• Thirty percent of the teachers and staff had visited the TEA Website either 2 to 4 times 

(21.1 percent) or 5 or more times (8.9 percent) seeking general TEA information. Half 

(50.3 percent) had not visited the Website looking for general TEA information. 


71

Component Ratings 

Table 60 

Easy to Find Needed Information on TEA Website 

Average 

Score 

(1-5) 

Strongly 

Disagree 

1 



Strongly 

Agree 

5 

2 3 4 


(n=502) 3.66 3.4 13.1 9.6 61.6 12.4 


(n=488) 3.49 3.5 15.4 18.9 52.9 9.4 

Principals 

(n=1,673) 3.85 2.0 7.7 11.4 61.1 17.8 


(n=2,104) 3.68 1.8 11.3 16.0 58.7 12.2 

• Respondents were asked to rate their level of agreement with the statement, “It is easy 

to find the information that I need on the TEA Website” (see Table 60). Based on 


statement. Ratings of principals were followed by teachers and staff (3.68), 

superintendents (3.66), and business managers (3.49). 


strongly agreed (12.4 percent) with the statement that it is easy to find needed 

information on the Website was 74.0 percent. 


strongly agreed (9.4 percent) with the statement that it is easy to find needed information 

on the Website was 62.3 percent. 


agreed (17.8 percent) with the statement that it is easy to find needed information on the 

Website was 78.9 percent. 


strongly agreed (12.2 percent) with the statement that it is easy to find needed 

information on the Website was 70.9 percent. 


72

Table 61 

Website Contains Accurate and Timely Information on Events and Services 

Average 

Score 

(1-5) 

Strongly 

Disagree 

1 



Strongly 

Agree 

5 

2 3 4 


(n=502) 3.96 0.6 3.2 11.8 68.3 16.1 


(n=487) 3.92 0.6 2.5 14.2 69.6 13.1 

Principals 

(n=1,668) 4.03 0.3 2.6 10.8 66.2 20.0 


(n=2,063) 3.83 0.7 3.8 20.4 61.7 13.4 


Website contains accurate and timely information on events and services” (see Table 

61). Based on average responses, principals (4.03) had the strongest level of 

agreement with the statement. Ratings of principals were followed by superintendents 



strongly agreed (16.1 percent) with the statement that the Website contains accurate 

and timely information on events and services was 84.4 percent. 





agreed (20.0 percent) with the statement that the Website contains accurate and timely 

information on events and services was 86.2 percent. 





73

Table 62 

Website Contains Clear Information on How to Contact TEA 

Average 

Score 

(1-5) 

Strongly 

Disagree 

1 



Strongly 

Agree 

5 

2 3 4 


(n=501) 3.90 2.0 4.8 11.0 65.5 16.8 


(n=486) 3.80 0.4 8.4 15.2 62.8 13.2 

Principals 

(n=1,665) 4.08 0.4 2.8 8.1 66.4 22.3 


(n=2,056) 3.90 0.7 3.7 16.5 62.8 16.2 


Website contains clear information on how to contact TEA” (see Table 62). Based on 


statement. Ratings of principals were followed by superintendents (3.90), teachers and 

staff (3.90), and business managers (3.80). 


strongly agreed (16.8 percent) with the statement that the Website contains clear 

information on how to contact TEA was 82.3 percent. 





agreed (22.3 percent) with the statement that the Website contains clear information on 

how to contact TEA was 88.7 percent. 





74

Overall Satisfaction with Web Site 

Table 63 

Overall Satisfaction with the TEA Website 

Average 

Score 

(1-5) 

Strongly 

Disagree 

1 



Strongly 

Agree 

5 

2 3 4 


(n=499) 3.88 1.8 6.4 10.6 64.7 16.4 


(n=1,663) 3.77 1.0 7.8 16.5 62.6 12.1 

Principals 

(n=486) 4.03 0.6 3.0 9.9 65.8 20.7 


(n=2,090) 3.83 1.1 4.4 18.7 62.2 13.6 


am satisfied with the TEA Website” (see Table 63). Based on average responses, 

principals (4.03) had the strongest levels of agreement with the statement. Ratings of 

principals were followed by superintendents (3.88), teachers and staff (3.83), and 

business managers (3.77). 


strongly agreed (16.4 percent) with the statement that they were satisfied with the TEA 






agreed (20.7 percent) with the statement that they were satisfied with the TEA Website 






75

VIII. OVERALL SATISFACTION WITH TEA 

Departments 

Standards and Programs 

Table 64 

Satisfaction with Standards and Programs Services: Curriculum, NCLB Program 

Coordination, Student Assessment, and Textbooks 

Average 

Score 

(1-5) 

Strongly 

Disagree 

1 



Strongly 

Agree 

5 

2 3 4 


(n=524) 3.80 1.1 6.9 13.4 67.7 10.9 


(n=296) 3.69 1.0 2.0 30.7 59.8 6.4 

Principals 

(n=1,747) 3.87 1.1 4.9 13.2 67.3 13.5 


(n=2,518) 3.59 2.2 8.1 26.9 54.3 8.5 

• Respondents were asked to rate their level of agreement with the statement, “I am 

satisfied with the services I receive from Standards and Programs: Curriculum, NCLB 

Program Coordination, Student Assessment, and Textbooks” (see Table 64). Based on 

average responses, principals (3.87) had the strongest levels of agreement with the 




strongly agreed (10.9 percent) with the statement that they were satisfied with the 

services they received from Standards and Programs: Curriculum, NCLB Program 

Coordination, Student Assessment, and Textbooks, was 78.6 percent. 






agreed (13.5 percent) with the statement that they were satisfied with the services they 

received from Standards and Programs: Curriculum, NCLB Program Coordination, 

Student Assessment, and Textbooks, was 80.8 percent. 






76

Table 65 

Satisfaction with Standards and Programs Services: Charter Schools, High School 

Completion and Student Support (GED, PED, CIS, etc.) 

Average 

Score 

(1-5) 

Strongly 

Disagree 

1 



Strongly 

Agree 

5 

2 3 4 


(n=479) 3.71 0.8 3.8 27.6 59.1 8.8 


(n=241) 3.54 0.0 2.5 46.1 46.1 5.4 

Principals 

(n=1,289) 3.68 0.9 3.2 30.5 57.5 7.9 


(n=1,837) 3.43 2.0 5.2 46.4 41.0 5.4 


satisfied with the services I receive from Standards and Programs: Charter Schools, 

High School Completion and Student Support (GED, PED, CIS, etc.)” (see Table 65). 

Based on average responses, superintendents (3.71) had the strongest levels of 

agreement with the statement. Ratings of superintendents were followed by principals 




services they received from Standards and Programs: Charter Schools, High School 

Completion and Student Support, was 67.9 percent. 







received from Standards and Programs: Charter Schools, High School Completion and 

Student Support, was 65.4 percent. 






77

Table 66 

Satisfaction with Standards and Programs Services: Special Education 

(Programs & Complaints, Monitoring, and Deaf Services) 

Average 

Score 

(1-5) 

Strongly 

Disagree 

1 



Strongly 

Agree 

5 

2 3 4 


(n=511) 3.81 1.0 4.1 17.6 67.3 10.0 


(n=278) 3.62 0.4 3.2 37.1 52.9 6.5 

Principals 

(n=1,578) 3.76 1.0 2.7 24.3 63.1 8.9 


(n=2,011) 3.44 2.2 7.1 41.0 43.7 6.0 


satisfied with the services I receive from Standards and Programs: Special Education 

(Programs & Complaints, Monitoring, and Deaf Services)” (see Table 66). Based on 

average responses, superintendents (3.81) had the strongest levels of agreement with 

the statement. Ratings of superintendents were followed by principals (3.76), business 




services they received from Standards and Programs: Special Education was 77.3 

percent. 




percent. 



received from Standards and Programs: Special Education was 72.0 percent. 




percent. 


78

Accountability and Data Quality 

Table 67 

Satisfaction with Accountability and Data Quality Services 

Average 

Score 

(1-5) 

Strongly 

Disagree 

1 



Strongly 

Agree 

5 

2 3 4 


(n=523) 3.96 0.2 3.6 9.0 74.0 13.2 


(n=448) 3.92 0.0 2.5 14.1 72.5 10.9 

Principals 

(n=1,712) 3.95 1.0 2.3 13.3 68.0 15.4 


(n=2,186) 3.51 1.6 6.5 38.6 46.2 7.0 


satisfied with the services I receive from Accountability and Data Quality: Performance 

Reporting, Accountability Research (PEIMS/Information Analysis), Policy Coordination, 

and Performance-Based Monitoring” (see Table 67). Based on average responses, 

superintendents (3.96) had the strongest levels of agreement with the statement. 

Ratings of superintendents were followed by principals (3.95), business managers 




services they received from Accountability and Data Quality was 87.2 percent. 






received from Accountability and Data Quality was 83.4 percent. 





79

Interventions and Special Investigations 

Table 68 

Satisfaction with Interventions and Special Investigations Services 

Average 

Score 

(1-5) 

Strongly 

Disagree 

1 



Strongly 

Agree 

5 

2 3 4 


(n=447) 3.68 2.2 2.7 28.4 57.7 8.9 


(n=254) 3.49 0.8 2.4 50.8 39.4 6.7 

Principals 

(n=1,285) 3.63 0.7 1.6 39.4 50.8 7.5 


(n=1,742) 3.34 1.5 5.5 55.6 32.5 4.8 


satisfied with the services I receive from Interventions and Special Investigations: 

Governance, EEO Complaints, and Interventions” (see Table 68). Based on average 

responses, superintendents (3.68) had the strongest levels of agreement with the 

statement. Ratings of superintendents were followed by principals (3.63), business 




services they received from Interventions and Special Investigations was 66.6 percent. 






received from Interventions and Special Investigations was 58.3 percent. 





80

School Finance and Fiscal Analysis 

Table 69 

Satisfaction with School Finance and Fiscal Analysis Services 

Average 

Score 

(1-5) 

Strongly 

Disagree 

1 



Strongly 

Agree 

5 

2 3 4 


(n=523) 4.09 0.8 2.3 8.4 63.9 24.7 


(n=484) 4.02 0.6 3.1 8.5 69.4 18.4 

Principals 

(n=1,383) 3.62 1.2 4.3 33.0 54.4 7.1 


(n=1,890) 3.18 4.8 12.5 46.6 31.5 4.5 


satisfied with the services I receive from School Finance and Fiscal Analysis: State 

Funding and Financial Audits” (see Table 69). Based on average responses, 


Ratings of superintendents were followed by business managers (4.02), principals 




services they received from School Finance and Fiscal Analysis was 88.6 percent. 






received from School Finance and Fiscal Analysis was 61.5 percent. 





81

Strategy and Grants Management 

Table 70 

Satisfaction with Strategy and Grants Management Services 

Department Average Percentage Responding 

Score 

(1-5) 


Strongly 

Disagree 

1 

Strongly 

Agree 

5 

2 3 4 


(n=507) 3.76 1.0 5.3 21.5 61.1 11.0 


(n=417) 3.83 0.5 3.1 19.4 66.4 10.6 

Principals 

(n=1,394) 3.62 0.7 3.9 34.8 53.4 7.2 


(n=1,790) 3.32 1.7 6.3 54.7 32.3 4.9 


satisfied with the services I receive from Strategy and Grants Management: Strategic 

Planning, Discretionary Grants, and Formula Grants” (see Table 70). Based on average 

responses, business managers (3.83) had the strongest levels of agreement with the 





services they received from Strategy and Grants Management was 72.1 percent. 






received from Strategy and Grants Management was 60.6 percent. 





82

Operations and Fiscal Management 

Table 71 

Satisfaction with Operations and Fiscal Management Services 


Score 

(1-5) 


Strongly 

Disagree 

1 

Strongly 

Agree 

5 

2 3 4 


(n=510) 3.94 0.2 2.2 14.7 69.0 13.9 


(n=462) 3.91 0.2 2.8 15.6 68.4 13.0 

Principals 

(n=1,288) 3.59 0.5 2.5 40.9 49.4 6.7 


(n=1,734) 3.25 2.7 7.7 55.8 29.4 4.4 


satisfied with the services I receive from Operations and Fiscal Management: Fiscal 

Management (Budget, Accounting, Purchasing), HR, TEA Infrastructure, and Information 

Systems” (see Table 71). Based on average responses, superintendents (3.94) had the 

strongest levels of agreement with the statement. Ratings of superintendents were 

followed by business managers (3.91), principals (3.59), and teachers and staff (3.25). 



services they received from Operations and Fiscal Management was 82.9 percent. 






received from Operations and Fiscal Management was 56.1 percent. 





83

Commissioner 

Table 72 

Satisfaction with Commissioner Services: Internal Audit, Legal Services, Governmental 

Relations, Communications, SBOE Support, Educational Initiatives, and ESC Liaison 


Score 

(1-5) 


Strongly 

Disagree 

1 

Strongly 

Agree 

5 

2 3 4 


(n=498) 3.80 0.6 2.8 23.3 62.9 10.4 


(n=351) 3.73 0.3 2.3 30.2 58.7 8.5 

Principals 

(n=1,317) 3.61 0.6 2.7 38.3 52.1 6.3 


(n=1,752) 3.29 2.9 5.6 56.3 30.5 4.7 


satisfied with the services I receive from the Commissioner’s Office: Internal Audit, 

Legal Services, Governmental Relations, Communications, SBOE Support, Educational 

Initiatives, and ESC Liaison” (see Table 72). Based on average responses, 


Ratings of superintendents were followed by business managers (3.73), principals 



strongly agreed (10.4 percent) with the statement that they were satisfied with these 

services they received from the Commissioner’s Office was 73.3 percent. 





agreed (6.3 percent) with the statement that they were satisfied with these services they 

received from the Commissioner’s Office was 58.4 percent. 





84

Table 73 

Satisfaction with Commissioner Services: Permanent School Fund 


Score 

(1-5) 


Strongly 

Disagree 

1 

Strongly 

Agree 

5 

2 3 4 


(n=459) 3.81 0.7 1.7 22.7 65.6 9.4 


(n=381) 3.85 0.3 1.3 22.0 66.1 10.2 

Principals 

(n=1,196) 3.54 0.5 2.7 45.2 45.5 6.2 


(n=1,737) 3.21 3.9 8.3 54.7 28.8 4.2 


satisfied with the services I receive from the Commissioner’s Office: Permanent School 

Fund” (see Table 73). Based on average responses, business managers (3.85) had the 

strongest levels of agreement with the statement. Ratings of business managers were 

followed by superintendents (3.81), principals (3.54), and teachers and staff (3.21). 



Permanent School Fund services they received from the Commissioner’s Office was 

75.0 percent. 



Permanent School Fund services they received from the Commissioner’s Office was 

76.3 percent. 


agreed (6.2 percent) with the statement that they were satisfied with the Permanent 

School Fund services they received from the Commissioner’s Office was 51.7 percent. 





85

Agency 

Table 74 

Overall Satisfaction with the Services Received from TEA 

Average 

Score 

Strongly 

Disagree 

1 



Strongly 

Agree 

5 

(1-5) 

2 3 4 


(n=518) 3.95 0.4 4.1 8.7 74.1 12.7 


(n=499) 3.97 0.0 2.6 10.6 74.3 12.4 

Principals 

(n=1,781) 3.94 0.3 2.9 12.2 71.4 13.1 


(n=2,852) 3.63 1.7 5.7 28.4 55.9 8.3 


am satisfied with the services I receive from TEA” (see Table 74). Based on average 




• When given an opportunity to make additional comments or recognize a division within 

the Agency, many of the respondents mentioned that the Website was not user-friendly 

and the search function was problematic. All comments are organized by key customer 

groups in Appendix C. 



strongly agreed (12.7 percent) with the statement that they were satisfied overall with the 

services they receive from TEA was 86.8 percent. 

• The average scores of agreement that superintendents were satisfied overall with the 

services they receive from TEA varied by ESC Region (see Table 75). The highest 






strongly agreed (12.4 percent) with the statement that they were satisfied overall with the 


• The average scores of agreement that business managers were satisfied overall with the 






86

Principals 



receive from TEA was 84.5 percent. 

• The average scores of agreement that principals were satisfied overall with the services 

they receive from TEA varied by ESC Region (see Table 77). The highest scores were 

found in ESC Region 01 (4.34), ESC Region 09 (4.16), ESC Region 02 (4.00), ESC 

Region 14 (4.00), and Region 17 (4.00) and the lowest scores were found in ESC 

Region 16 (3.73), ESC Region 15 (3.79), and ESC Region 12 (3.79). 





• The average scores of agreement that teachers and staff were satisfied overall with the 



(3.76), and the lowest scores were found in ESC Region 19 (3.47), ESC Region 13 



87

Table 75 



Average 

Score 

(1-5) 

Strongly 

Disagree 

1 



Strongly 

Agree 

5 

2 3 4 

Region 01 

(n=17) 4.12 0.0 0.0 5.9 76.5 17.6 

Region 02 

(n=16) 4.19 0.0 0.0 0.0 81.3 18.8 

Region 03 

(n=23) 3.91 0.0 8.7 4.3 73.9 13.0 

Region 04 

(n=37) 3.95 2.7 2.7 5.4 75.7 13.5 

Region 05 

(n=9) 3.89 0.0 0.0 22.2 66.7 11.1 

Region 06 

(n=27) 4.00 0.0 0.0 18.5 63.0 18.5 

Region 07 

(n=39) 3.90 0.0 5.1 12.8 69.2 12.8 

Region 08 

(n=28) 4.04 0.0 0.0 10.7 75.0 14.3 

Region 09 

(n=20) 3.80 0.0 0.0 20.0 80.0 0.0 

Region 10 

(n=44) 3.84 0.0 13.6 9.1 56.8 20.5 

Region 11 

(n=42) 3.88 0.0 11.9 0.0 76.2 11.9 

Region 12 

(n=31) 3.97 0.0 3.2 3.2 87.1 6.5 

Region 13 

(n=29) 3.93 0.0 3.4 13.8 69.0 13.8 

Region 14 

(n=23) 4.13 0.0 0.0 8.7 69.6 21.7 

Region 15 

(n=27) 3.96 3.7 0.0 3.7 81.5 11.1 

Region 16 

(n=31) 3.90 0.0 0.0 12.9 83.9 3.2 

Region 17 

(n=29) 4.00 0.0 3.4 3.4 82.8 10.3 

Region 18 

(n=16) 4.06 0.0 0.0 12.5 68.8 18.8 

Region 19 

(n=4) 4.00 0.0 0.0 0.0 100.0 0.0 

Region 20 

(n=24) 3.71 0.0 8.3 12.5 79.2 0.0 


88

Table 76 



Average 

Score 

(1-5) 

Strongly 

Disagree 

1 



Strongly 

Agree 

5 

2 3 4 

Region 01 

(n=19) 4.11 0.0 0.0 10.5 68.4 21.1 

Region 02 

(n=17) 4.18 0.0 0.0 0.0 82.4 17.6 

Region 03 

(n=17) 4.00 0.0 0.0 5.9 88.2 5.9 

Region 04 

(n=46) 4.09 0.0 0.0 10.9 69.6 19.6 

Region 05 

(n=13) 3.85 0.0 0.0 23.1 69.2 7.7 

Region 06 

(n=27) 4.11 0.0 0.0 0.0 88.9 11.1 

Region 07 

(n=47) 4.00 0.0 0.0 12.8 74.5 12.8 

Region 08 

(n=18) 4.00 0.0 5.6 5.6 72.2 16.7 

Region 09 

(n=19) 4.00 0.0 5.3 5.3 73.7 15.8 

Region 10 

(n=44) 3.86 0.0 4.5 11.4 77.3 6.8 

Region 11 

(n=41) 3.78 0.0 4.9 14.6 78.0 2.4 

Region 12 

(n=35) 3.94 0.0 2.9 11.4 74.3 11.4 

Region 13 

(n=29) 3.79 0.0 3.4 20.7 69.0 6.9 

Region 14 

(n=17) 4.24 0.0 0.0 0.0 76.5 23.5 

Region 15 

(n=19) 3.74 0.0 10.5 15.8 63.2 10.5 

Region 16 

(n=27) 4.00 0.0 3.7 3.7 81.5 11.1 

Region 17 

(n=21) 3.90 0.0 4.8 14.3 66.7 14.3 

Region 18 

(n=15) 4.07 0.0 0.0 20.0 53.3 26.7 

Region 19 

(n=5) 4.00 0.0 0.0 20.0 60.0 20.0 

Region 20 

(n=22) 4.00 0.0 0.0 9.1 81.8 9.1 


89

Table 77 



Average 

Score 

(1-5) 

Strongly 

Disagree 

1 



Strongly 

Agree 

5 

2 3 4 

Region 01 

(n=109) 4.34 0.9 0.9 4.6 50.5 43.1 

Region 02 

(n=69) 4.00 0.0 2.9 7.2 76.8 13.0 

Region 03 

(n=30) 3.90 3.3 3.3 10.0 66.7 16.7 

Region 04 

(n=311) 3.98 0.3 2.6 11.6 69.5 16.1 

Region 05 

(n=39) 3.95 0.0 2.6 12.8 71.8 12.8 

Region 06 

(n=73) 3.97 0.0 5.5 8.2 69.9 16.4 

Region 07 

(n=81) 3.94 0.0 3.7 8.6 77.8 9.9 

Region 08 

(n=39) 3.85 0.0 7.7 10.3 71.8 10.3 

Region 09 

(n=31) 4.16 0.0 0.0 6.5 71.0 22.6 

Region 10 

(n=204) 3.95 0.5 1.5 12.3 74.5 11.3 

Region 11 

(n=166) 3.84 0.0 3.0 15.7 75.9 5.4 

Region 12 

(n=103) 3.79 0.0 1.9 21.4 72.8 3.9 

Region 13 

(n=106) 3.81 0.0 5.7 13.2 75.5 5.7 

Region 14 

(n=41) 4.00 2.4 0.0 9.8 70.7 17.1 

Region 15 

(n=53) 3.79 0.0 5.7 18.9 66.0 9.4 

Region 16 

(n=51) 3.73 0.0 5.9 25.5 58.8 9.8 

Region 17 

(n=53) 4.00 0.0 3.8 1.9 84.9 9.4 

Region 18 

(n=66) 3.88 0.0 1.5 15.2 77.3 6.1 

Region 19 

(n=34) 3.85 0.0 5.9 14.7 67.6 11.8 

Region 20 

(n=118) 3.92 0.8 1.7 12.7 73.7 11.0 


90

Table 78 



Average 

Score 

(1-5) 

Strongly 

Disagree 

1 



Strongly 

Agree 

5 

2 3 4 

Region 01 

(n=148) 3.74 1.4 6.1 22.3 58.1 12.2 

Region 02 

(n=118) 3.66 4.2 4.2 22.9 58.5 10.2 

Region 03 

(n=55) 3.78 0.0 1.8 29.1 58.2 10.9 

Region 04 

(n=618) 3.67 2.4 4.7 27.2 54.4 11.3 

Region 05 

(n=49) 3.57 2.0 8.2 24.5 61.2 4.1 

Region 06 

(n=104) 3.57 2.9 9.6 25.0 52.9 9.6 

Region 07 

(n=115) 3.73 1.7 1.7 29.6 55.7 11.3 

Region 08 

(n=41) 3.76 0.0 4.9 26.8 56.1 12.2 

Region 09 

(n=44) 3.61 0.0 4.5 34.1 56.8 4.5 

Region 10 

(n=403) 3.65 1.0 4.7 31.0 54.6 8.7 

Region 11 

(n=220) 3.53 1.8 4.5 36.8 52.3 4.5 

Region 12 

(n=140) 3.66 1.4 4.3 26.4 62.1 5.7 

Region 13 

(n=256) 3.50 1.6 9.4 30.9 53.5 4.7 

Region 14 

(n=67) 3.76 0.0 7.5 16.4 68.7 7.5 

Region 15 

(n=61) 3.67 1.6 4.9 23.0 65.6 4.9 

Region 16 

(n=140) 3.65 0.0 4.3 33.6 55.0 7.1 

Region 17 

(n=33) 3.52 3.0 6.1 27.3 63.6 0.0 

Region 18 

(n=79) 3.51 3.8 5.1 31.6 55.7 3.8 

Region 19 

(n=15) 3.47 0.0 13.3 40.0 33.3 13.3 

Region 20 

(n=127) 3.57 0.8 11.8 25.2 54.3 7.9 


91

IX. CONCLUSIONS 

The findings from the Texas Education Agency (TEA) 2004 Customer 

Satisfaction Survey can be used as an indication of customer perceptions of the services 

it provides. 

TEA generally received favorable ratings from its customers. High percentages 

of customers either agreed or strongly agreed with the statement that overall, they were 

satisfied with the services they receive. This sentiment was strongest among 

superintendents (86.8 percent) and business managers (86.7 percent). Eighty-five 

percent of the principals and 64.2 percent of the teachers and staff agreed or strongly 

agreed that overall, they were satisfied with the services they receive from TEA. In the 

case of teachers and staff, 28.4 percent of the respondents were neutral in their 

assessment of TEA, only 7.4 percent had negative ratings. 

Over 80 percent of the superintendents (81.7 percent), business managers (84.1 

percent), and principals (81.4 percent) agreed or strongly agreed with the statement that 

they were satisfied with their TEA contacts. Sixty-nine percent of teachers and staff also 

agreed or strongly agreed with this statement. 

When asked to rate their agreement with the statement, “Overall, I am satisfied 

with information I receive from TEA,” 85.8 percent of the superintendents, 83.7 of the 

business managers, 84.2 percent of the principals, and 70.2 percent of the teachers and 

staff either agreed or strongly agreed. 

School Finance/Current Funding Levels was ranked the most important issue by 

superintendents, business managers, and principals. Teaching Excellence 

(Compensation, Mentoring, Recruitment, and Retention, etc.) was ranked as the most 

important issue by teachers. Charter Schools/Educational Alternatives was ranked the 

least important issue by all groups. 

Strong ratings were observed for the statement, “Overall, I am satisfied with the 

TEA Web site.” Over 74 percent of the superintendents (81.1 percent), business 

managers (74.7 percent), and principals (86.5 percent) either agreed or strongly agreed 

with this statement. Seventy-six percent of teachers and staff agreed or strongly agreed 

with this statement. Superintendents were more likely to report visiting the TEA Website 

2 or more times for School Accountability Ratings (91.0 percent) and Assessment and 

Testing information (87.4 percent). A larger percentage of business managers reported 

visiting the TEA Website 2 or more times for information on School Finance/Permanent 

School Fund (92.6 percent) or Data Resources and Research (80.6 percent). Ninety 

percent of principals reported visiting the TEA Website 2 or more times for Assessment 

and Testing information and 87.8 percent visited 2 or more times for School 

Accountability Ratings (87.8 percent). Smaller percentages of teachers and staff 

reported visiting the TEA Website 2 or more times for Assessment and Testing 

information (72.3 percent) or Teacher Resources (59.6 percent). 

Superintendents (88.6 percent) and business managers (87.8 percent) were 

most satisfied with the services they received from the School Finance and Fiscal 

Analysis Department. Principals (83.4 percent) were most satisfied with the services 

they received from the Accountability and Data Quality department, and teachers and 

staff reported greatest satisfaction with the services they received from the Standards 


92

and Programs department for Curriculum, NCLB Program Coordination, Student 

Assessment and Textbooks (62.8 percent). 

Ratings for teachers and staff were often lower on most questions. Much of this 

can be attributed to a greater percentage of teachers answering a question as “neutral.” 

When asked for additional comments or feedback about any aspect of TEA or its 

services, many of the respondents mentioned having difficult with the search function of 

the TEA Website. 


93

APPENDIX A: SURVEY INSTRUMENT 


94

Texas Education Agency 

Customer Satisfaction Survey 

Please answer the following questions to the best of your ability. This project has been approved by the UNT 

Committee on the Protection of Human Subjects. If you have any questions, you may call 800-687-7055. 

NOTE: This questionnaire refers to your experience with TEA in the current school year (since 

September 1, 2003) 

A. Contacts with TEA: Frequency and Method 

1. Have you been in contact with TEA since September 1, 

2003? 

1 Yes 

2 No 

2. How many times have you contacted the TEA 

using the following methods? 

0 1 2 – 4 5 + 

3. Which of these is your most 

preferred method of contact? 

In Person 0 1 2 5 In Person 1 

Telephone – Voice 0 1 2 5 Telephone – Voice 2 

Telephone – Fax 0 1 2 5 Telephone – Fax 3 

Regular Mail 0 1 2 5 Regular Mail 4 

E-mail 0 1 2 5 E-mail 5 

4. What methods have you used to contact the following TEA departments since September 1, 2003? Please 

make only one selection per line. 

Standards and Programs: 

Curriculum, NCLB Program Coordination, Student Assessment, 

Textbooks 

Charter Schools, High School Completion and Student Support (GED, 

PED, CIS, etc.) 

Web 

TEA 

Staff 

Both 

Neithe 

r 

1 2 3 4 

1 2 3 4 

Special Education (Programs & Complaints, Monitoring, Deaf Services) 1 2 3 4 

Accountability and Data Quality: 

Performance Reporting, Accountability Research (PEIMS/Information 

Analysis), Policy Coordination, Performance-Based Monitoring 

1 2 3 4 

Interventions and Special Investigations: 

Governance, EEO Complaints, Interventions 

School Finance and Fiscal Analysis: 

State Funding, Financial Audits 

Strategy and Grants Management: 

Strategic Planning, Discretionary Grants, Formula Grants 

Operations and Fiscal Management: 

Fiscal Management (Budget, Accounting, Purchasing), HR, TEA 

1 2 3 4 

1 2 3 4 

1 2 3 4 

1 2 3 4 


95

Infrastructure, Information Systems 

Commissioner: 

Internal Audit, Legal Services, Governmental Relations, 

Communications, SBOE Support, Educational Initiatives, ESC Liaison 

1 2 3 4 

Permanent School Fund 

1 2 3 4 

B. Contacts with TEA: Details 

5. When I contact TEA I am usually routed 

to the proper person. 

6. My questions are usually answered in a 

reasonable amount of time. 

7. When I contact TEA, they provide 

reliable and useful the information that 

met my need. 

8. TEA staff members act in a professional 

manner. 

9. TEA typically responds to my requests 

within 24 hours. 

10. TEA is responsive to my e-mail 

communications/requests. 

11. The process for filing a complaint is 

clear and understandable. 

12. If I complained, I believe that my 

complaint would be addressed in a 

timely manner. 

13. Overall, I am satisfied with my TEA 

contacts. 

C. Information from and to TEA 

14. Material from TEA provide thorough and 

accurate information. 

15. Electronic correspondence and 

exchange of information is more 

effective and efficient than traditional 

paper processes. 

16. Financial information provided by TEA 

is reliable and useful. 

17. Program guidance and curriculum 

information provided by TEA is reliable 

and useful. 

18. Accountability information provided by 

TEA is reliable and useful. 

19. Grant information provided by TEA is 

reliable and useful. 

20. TEA’s requests for information are not 

unduly burdensome. 

21. Overall, I am satisfied with the 

information I receive from TEA. 

Strongly 

Agree 

Agree Neutral Disagree Strongly 

Disagree 

N/A 

1 2 3 4 5 0 

1 2 3 4 5 0 

1 2 3 4 5 0 

1 2 3 4 5 0 

1 2 3 4 5 0 

1 2 3 4 5 0 

1 2 3 4 5 0 

1 2 3 4 5 0 

1 2 3 4 5 0 

Strongly Agree Neutral Disagree Strongly N/A 

Agree 

Disagree 

1 2 3 4 5 0 

1 2 3 4 5 0 

1 2 3 4 5 0 

1 2 3 4 5 0 

1 2 3 4 5 0 

1 2 3 4 5 0 

1 2 3 4 5 0 

1 2 3 4 5 0 


96

D. TEA Strategic Planning 

22. How would you rank in order of importance the following policy issues (with 1 being 

most important): 

High School Completion (includes Student Success, Math and Science 

Initiatives) 

Early Start (Childhood Development, School Readiness, Transitions) 

Teaching Excellence (Compensation, Mentoring, Recruitment and Retention, 

etc.) 

Technology (Online Instruction, Distance Learning, etc.) 

Accountability – Adequate Yearly Progress (AYP) 

LEP Student Success 

Charter Schools/Educational Alternatives 

School Finance – Current Funding Levels 

School Finance – Texas School Finance Project 

23. Are there any other key policy issues not listed above that are a key concern for your school or your 

students? If yes, please list them in the space provided. 

____________________________________________________________________________ 

E. TEA Website 

24. Have you visited the TEA Website anytime since September 

1, 2003? 

1. Yes (Answer 

D.) 

2. No (Skip to F.) 

25. Since September 1, 2003, how many times have you 

visited TEA’s Website seeking information for the 

following topics? (radio dial) 

School Accountability Ratings 

Assessment and Testing (TAAS/TEKS Information) 

Curriculum and Educational Programs 

Teacher Resources 

Communications and Publications 

Data Resources and Research (PEIMS) 

Grant Opportunities 

Education Law & Rules 

State Board of Education 

School Finance/Permanent School Fund 

General TEA Information (Strategic Plan, Contact Information, 

Job Opportunities) 

0 1 2 – 5 5 or 

more 

26. It is easy to find the information that 

I need on the TEA Website. 

27. The Website contains accurate and 

timely information on events and 

services. 

28. The Website contains clear 

information on how to contact TEA. 

29. Overall, I am satisfied with the TEA 

Website. 

Strongly 

Agree 

Agree Neutral Disagree Strongly 

Disagree 

N/A 

1 2 3 4 5 0 

1 2 3 4 5 0 

1 2 3 4 5 0 

1 2 3 4 5 0 


97

F. Overall Satisfaction 

I am satisfied with the services that I 

receive from the following areas at TEA? 

(radio dial; only for Items from Question 

4 that were not answered “Neither”) 

30. Standards and Programs: 

Curriculum, NCLB Program 

Coordination, Student Assessment, 

Textbooks 

31. Standards and Programs: Charter 

Schools, High School Completion 

and Student Support (GED, PED, 

CIS, etc.) 

32. Standards and Programs: Special 

Education (Programs & Complaints, 

Monitoring, Deaf Services) 

33. Accountability and Data Quality: 

Performance Reporting, 

Accountability Research 

(PEIMS/Information Analysis), Policy 

Coordination, Performance-Based 

Monitoring 

34. Interventions and Special 

Investigations: Governance, EEO 

Complaints, Interventions 

35. School Finance and Fiscal Analysis: 

State Funding, Financial Audits 

36. Strategy and Grants Management: 

Strategic Planning, Discretionary 

Grants, Formula Grants 

37. Operations and Fiscal Management: 

Fiscal Management (Budget, 

Accounting, Purchasing), HR, TEA 

Infrastructure, Information Systems 

38. Commissioner: Internal Audit, Legal 

Services, Governmental Relations, 

Communications, SBOE Support, 

Educational Initiatives, ESC Liaison 

39. Permanent School Fund 

Strongly 

Agree 

1 

Agree 

2 

Neutral 

3 

Disagree 

4 

Strongly 

Disagree 

5 

N/A 

0 

40. Overall (as a whole), I am satisfied 

with the services I receive from TEA. 

Strongly Agree Neutral Disagree Strongly N/A 

Agree 

Disagree 

1 2 3 4 5 0 

G. If you have any other comments or would like to recognize a division within the Agency, 

please write below. 


98

I am a: 1. Female 

2. Male 

My age is: 

1. 17-30 3. 46-59 

2. 31-45 4. 60 or older 

My district is serviced by 

Education Service Center 

No. __________ (1 – 20). 

My highest level of education is: 

1. High school or GED 

2. Some college 

3. Associates degree 

4. Bachelor’s degree 

5. Some graduate school or 

graduate degree 

My race/ethnicity is: 

1. African-American 

2. Anglo-American 

3. Asian-American 

4. Hispanic-American 

5. Other _________ 

Mark the category which best 

describes you: 

1. School superintendent 

2. School business office 

3. School principal 

4. Teacher, Counselor, or Librarian 

5. Other 


99

APPENDIX B: POLICY ISSUES 


100

Participants were asked if there are any other key policy issues that are a key concern for their 

school or students, their responses are listed below. 

Business Managers: 

Testing (TAAS, TAKS, etc)/ Assessment Requirements 

I realize there has to be a way to monitor student and school success, but it disturbs me when I hear of 

the stress on students because of the TAKS tests and when it results in causing illness or suicide I 

cannot help but ask is this the best way to check a student and/or schools success. There is so much 

emphasis put on the tests students are still missing out on a lot of the basic skills that are needed to 

cope with everyday life. 

School Funding/ Financing 

Equity in school finance, equity in school finance, equity in school finance!!!!! 

Funding is of primary concern since our largest taxpayer has defaulted on a $2M tax bill for the 2003 

taxing year. Maintaining programs without the tax dollars expected is going to be challenging with no 

help from the state. 

Funding for non-instructional technology would be great since we have to utilize computers for every 

facet of operations. 

The financial aspect of TEA is my main concern and the other things I chose not to waste time trying to 

answer. 

Equity in School Finance, Inflation adjustments needed to School Finance Formulas. 

School finance must be understandable. 

School finance funding procedures for accurate data. 

The proliferation and cost of legislative mandates. 

Funding structure, formula, taxing structure. 

Equity in funding. 

I am assuming that Texas School Finance Project includes eliminating Robin Hood. 

Being a rural area, it is very important that our ESC Region I be provided with the finances needed to 

continue supporting our instructional program! 

Facilities funding for Charters. 

There is a great concern for our school for infrastructure grant monies. Our buildings are old and in 

desperate need of renovations. We are now no longer operating in the red but do not have excess 

funds to do the type of improvements to our buildings that are necessary. The legislature really needs 

to spend some time looking at different avenues for small schools. 

Legislative funding or lack of. 

Alternative/ Vocational/ Charter School 

Accountability must be reviewed to avoid penalizing alternative schools that deal with student 

populations whose progress cannot be measured adequately under the current AYP plan. 

Teacher Pay/ Benefits 

The insurance funding and taking away all that was promised 2 years ago. 

Benefits for employees. I feel the health insurance benefit needs to be funded more by the state. 

Higher teacher and staff pay. 


101

TEA Website 

As a grant accountant for the district, I would like to see the, “Answers on Line,” feature to be restored 

as it was before. This was a very useful resource and allowed me to research my questions, and 

possibly avoid my having to contact TEA for each question or concern. 

Some figures that are generated by TEA the district does not have the formulas to do the same such 

as comparability amounts, mainstream ADA etc, The search icon in the FARG gives you too many 

unrelated topics. It is difficult to find what you are looking for without spending a great deal of time 

researching. 

Communication with TEA 

Have more warm bodies to talk to when calling. Have a tutorial on transportation reports. 

I understand that due to changes in staffing there have been reassignments. However, it has become 

increasingly difficult to locate the appropriate person to answer questions on various topics. A 

directory with names, phone numbers email addresses and responsibilities would be quite helpful. 

Communications from TEA. 

TEA – Understaffed/ Unprofessional/ Unknowledgeable 

TEA staff has been reduced to a level that often causes them to be unable to get grant notifications 

and related financial and programmatic data out to the districts in a timely manner which causes a 

hardship for districts with regard to meeting the requirements. Yet even with the delay by TEA, the 

requirements for the programmatic and financial deadlines are not relaxed or adjusted. Dissemination 

of data from TEA is slower than in past years, yet the districts are forced to maintain the same 

deadlines. 

TEA is too short staffed. The problems with TEA are a result of inadequate funding. 

Accountability 

There needs to be more accountability from superintendents and school boards. It seems that these 

people are untouchable. They go in and basically do whatever they want with school funds and are 

not held accountable for it. 

Accountability, Data collection and use through PEIMS and other avenues, cost effectiveness. 

Board Of Trustees political agendas can make a big difference in providing adequate services and a 

good education to the children. 

Transfer Students 

Transfer students, we are 70% or better transfers. It would be great to see the rules changed for 

accepting transfers. 

Other 

Chapter 41 vs. Chapter 42. 

Multiple Responses 

When we agreed as a state to allow the lottery, that money was supposed to go towards education. 

The Texas lottery make billions of dollars in sales, but we can’t seem to provide school districts with 

adequate funding. Cutbacks are being made where they don’t need to be, technology is minimal in 

the Title I schools, and we are allowing teachers with alternative certification to teach our kids. No 

one wants to work in the educational system due to lack of good pay, decrease in raises, insufficient 

funds, and not enough staff. A majority of teachers are disappointed in TAKS and NCLB because we 

are focusing more on the tests than we are on education. And you wonder why Texas is ranked at the 

bottom of the list for education. A real plan needs to be developed. When you people say you are 

going to do something for education, do it. Don’t sit around and go back and forth on the proposals. 


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There is a huge problem here that only keeps getting worse. It’s time for you to accept responsibility 

for the downfall in education, and start changing TAKS or NCLB, or at least drop them because they 

are STUPID ideas. Children who are in 3rd grade who learn on a kindergarten level should not be 

expected to pass the TAKS, whether or not they have a normal IQ. Learning lower that IQ means you 

have a learning disability, but hey, why don’t we frustrate these kids and make them suffer and feel 

dumb because they fail TAKS when the other students pass. All because we put them in a regular 

education classroom and said, “Here, your IQ is 100, but you learn 3 years below average, take this 

test and fail!” Isn’t that the point of special education? And where are the funds for that? The Texas 

special education system sucks! Forgive the bluntness, but sometimes the truth hurts, but need to be 

heard! 

Fuel tax exemption for transporting charter school students to and from our rural school. Access to 

small school adjustment funds (Tier II). 

We need more money. 

Un-funded mandates. Health insurance supplement that was decreased. NHA accounts starting in 09- 

04 get rid of them. 

This ranking is impossible because the most important thing we do is educate kids. This REQUIRES 

teaching excellence, funding, etc. I do not agree with AYP. The answer would be to run schools not 

like government agencies that are inefficient but to pay teachers by merit. Teachers receive raises 

because they KEPT their jobs and topped out teachers with the "magic" and drive to turn our kids 

lights on receive NOTHING. No wonder educational quality is hard to improve. It would not work in a 

business and does not work here! How can we be responsible stewards of taxpayer money and pay 

employees this way? Also, how can we encourage kids to excel academically when all they hear and 

see is athletic achievement? We are training them to put this first! Just read a paper or watch the 

news and you see it. We have got to reward students and teachers who excel in EDUCATION. 

Seems to me education falls way behind football, basketball, track. What do school official attend? 

SPORTS! Funding for small schools does not provide EQUAL education. With the technology 

available today, and already in many schools, all schools should be able to offer any class that suits a 

student’s needs, without hiring an additional teacher. This does require more funding! 

School funding formulae, insistence recently on teacher/principal incentives will be destructive to 

teamwork and collaboration. 

This isn’t a policy issue but something I want to say. I don’t feel schools or teachers should be awarded 

extra funds based on student scores. What about students who are doing well now but next yrs 

students may have lower economic backgrounds and may not do as well as previous students. All 

students and teachers are people. We all strive for the same goals. Why award some and punish 

others? Also, I manage to stay stressed with the increase in reporting and budgeting expenditures 

that are allowable and keeping up with all the required procedures. Our goal is to educate students. 

Why does the system continue to become more and more complex? Why not have simpler 

requirements. In the last 16 years, I’ve worked with the school and never had a student take their own 

life. This year we had 2 students blow their heads off with a gun. One 16, the other 10 yrs of age. 

Why is this happening? Too much stress! 

It is difficult to find someone who can help you with your problems. Directories on who to talk to and 

how to get in touch with them are very lacking. When you finally do find someone who can answer 

your problem they are usually knowledgeable and very helpful but trying to wade through the system 

to find that person is time wasting, confusing and to date very inefficient. 


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Principals: 

Gifted and Talented 

Exit-Level Project for the Talented and Gifted students. 

Special Ed. Needs/Concerns 

Special Education. 

Special education (SDAA) should be an accurate measure of grade level and should be broken into 

move levels (exp 1dot1 for beginning first; 1dot5 for midfirst, etc). 

Special Education student success. 

Special Education intervention and identification process. 

Federal Sp Ed guidelines are not always feasible within the constraints of TYC. 

Special Education Regulations. 

Programs that meet students need who do not qualify for Special Education. 


Special Education, student placement and access to programs. 

Alternative Education programs, problems, concerns for DAEP. 

Special Education, and those student with to low of an IQ to qualify. 

Special Education Law. 

Special Education Issues and updates (Reauthorization of IDEA and state mandates based solely on 

parent input). 

Change the Bilingual Program where our Spanish students are taught English 80% and Spanish 20% 

of the time in one day. The 90% in Spanish rules as it is now, is the cause, why we have such a high 

Hispanic Drop Out. 


Meeting the needs of the slow, learner/at, risk student. 

Special Education , AYP. 

Teaching and helping the mentally ill student in the regular public school setting. 

Special education accountability issues. Some are unrealistic (especially with multi, involved students. 

Also, the testing process, time involved, and increased options, have mushroomed in recent years. 

Too much! 

At-Risk Student Interventions. 

Eligibility for Special Education students. 

There are not enough mental health resources for our students. Our local drug and alcohol treatment 

center just closed, and our options for community support are very limited in this rural area. Our 

population is middle school and high school students with severe behavioral issues, so these deficits 

impact us greatly. Progress in academics is difficult to make until mental health and behavioral issues 

are stabilized. 

Success of Special Needs students. 

Special Education (discipline, record keeping, accountability, working with parents, etc). 

Class Sizes/ Student to Teacher Ratio 

Maintaining staffing patterns at a low student to teacher ratio. 

Secondary classroom size. 

Overcrowded classrooms. 

Keeping class size ratio 22, 1. 

Class size limits. 

NCLB 

NCLB and the children that are left behind because of it. SDAA and the number of students who will 


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not be successful without it. 

NCLB Issues. 

No Child Left Behind. 

Not just being in compliance with NCLB but having a clear. understanding of it so all children are 

benefited. 

Student Accountability (NCLB) requirements for some students. 

Students with an 80 IQ with no support systems are falling through the cracks and are being left 

behind. 

What happens when a student is two-three years behind in reading, math etc? How can we celebrate 

if they have not made grade level expectations? 

NCLB. 

NCLB and how it is effecting the schools and the students. 

The NCLB and AYP need some revisions, especially for small districts where the student populations 

are low, and where one student can make or break a schools rating. 


TAKS (if this applies to this area) splitting the writing and reading parts of the TAKS test to two different 

days. Now it is more of a stamina test. 

I was very disappointed that the score for passing the TAKS that we had been given in the fall 2003 

was raised for third grade reading without notifying us. 

Too many tests. 

Student performance issues in JJAEP/DAEP settings. 

NCLB, Having to pass third grade TAKS for promotion is too much stress on children. All students can 

learn but not at the same speed or level of competence. 

Changing the passing standards for the 3rd grade reading TAKS, no communication until after we 

received test scores and we found it out from the newspapers! NOT TEA. 

Regional School for the Hearing Impaired, the AYP and 95% participation rate on testing. We serve 

students from all over East Texas and I am concerned that by providing this service we will not meet 

the 95% participation. I do not want our campus penalized on the AYP accountability rating due to 

students that live outside of our ISD. 

State testing. 

Revisit the TAKS testing administration. Return to one grade level per day. With the un-timed issue, it 

is very, very challenging to maintain a sense of purpose for academics. 

My biggest concern is campuses such as our high school having to field test TAKS for 3 consecutive 

years and now TEA is requesting the entire grade level at the campuses. It use to be a random 

sample population. Also, the field test in January is so close to the TAKS testing in February. 

I have a great concern with the amount of testing that we subject our students to in the name of 

accountability. 

Grade 3 TAKS, too much pressure for 8 year olds. 

Assessment issues. 

Yes, I feel there is too much testing. It’s that simple. 

TAKS vs. TAAS taking explanations. 

Not allowing 4th year students to take the exit-level test during the fall. If this stays as policy, it really 

reduces the number of chance a student has to be successful. 

Amount of state assessments. 

We need to address the “test mania” that has overtaken our educational system in the United States 

and Texas. 

Testing is getting ridiculous. Between TAKS, SDAA, and field tests we have no time to teach. 

Low IQ students should not have to take TAKS. 

Third grade testing should be changed to include test items only. Field test items could be tested on a 

separate day. Stamina is the real question with the current test. 

The passing standard for TAKS need to be set at the beginning of the year so that staff knows exactly 

what data to use for goal setting. 

We are concerned that the 5th grade TAKS Reading test is too long. It is an endurance test. They 

should not give so many passages. 


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Too much testing. Observation Protocol for our LEP students is too subjective. 

Holding third graders accountable at such high standards is unfair due to individual developmental 

learning stages. 

Since we are under so much pressure to have everyone passing TAKS by third grade, we need to 

change the rule on Promotion/Retention for Kinder. The way it is now, we have to ask parents for 

permission to retain their child, but if the students are not ready with the foundation that they are 

supposed to pick up in kinder, why are we moving them on? I believe this to be a very important 

issue. I could go on and on concerning this issue. 

Not that I can think of after the second day of TAKS. 

Curriculum issues and other alternatives considered in student success along with the state mandated 

tests. 

It is my belief that students are tested too much. We have AP testing, TAKS testing, benchmark 

testing, etc. 

Cost effectiveness of TAKS. Couldn’t the same information be gleaned from Standardized Testing for 

substantially less? 

Assessment!!!! 

TAKS in late May for 5th grade too late. 

We have gone "test crazy. " I think testing/assessing student achievement is needed and necessary, 

but when you have 3rd grade bilingual students taking as many as 9 different tests, that’s over-kill. 

How will schools with fewer than 50 in subgroups and fewer than 40 enrolled at the time of testing 

meet AYP. How will the graduation rate factor in on drop out recovery schools? 

The current testing practices are becoming burdensome, requires more and more instructional time 

and requires that more instruction takes place in an inadequate amount of time prior to testing. Very 

stressful for students, parents, teachers. Students not qualifying for special ed, yet have a below 

average IQ struggle beyond measure. 

Testing. Providing adequate testing for students who do not qualify for Sp. Ed. but are way below 

grade level. These students are required to take the grade level TAKS, but in reality, this is not a valid 

test. We need to address this problem. 

Testing. 

Reciprocal agreements with other states on TAKS and the other states student assessment. 

Changing the passing rate for 3rd grade reading after the fact was unfair, untimely, and unjust on 

students and schools. 

How to get show learners up to par and passing the TAKS, especially when they are also economically 

disadvantaged and parents have no interest or support in the school. 

Field-testing policy for the 3rd grade reading TAKS. The test is long enough and rigorous enough for 8 

& 9 year olds with three passages and 36 questions. Having an extra passage and an extra 12 

questions is excessive and fatiguing and diminishes the performance of many young test takers. If 

field test items are necessary, then have a separate reading field test. 

How are teachers going to be able to teach all TEKS to all students with differing ability levels in the 

same class so all students will be able to be able to read on grade level? 

Too much testing for the students! 

Testing has gone too far. Students and teachers feel too much pressure. School and education should 

be a blended process. 

TAKS ratings for students who do not read on grade level need to be addressed. 

We are testing our students to death. When a 3rd grade student is so nervous that they have made 

themselves sick, it is too much pressure on them. 

Excessive assessment requirements that are reducing time available for instruction and are costing 

millions of dollars that could be better used for students. 

Students that are too low for sp ed and can't pass TAKS! Why try to prep all kids for college, this is not 

realistic. 

Assessment guidelines, Special Populations, Role of ESC. 

Increasing diversity and student achievement levels. 

Students who do not qualify for Special Education but due to lack of cognitive ability cannot pass the 

TAKS test. 

Expectations for special education students for adequate yearly progress needs to be reasonable. Not 

all students can take a TAKS type test. 


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Addressing the needs of slow learners who do not qualify for special education and cannot meet the 

TAKS and graduation requirements. 

We would like to see all students take the TAKS test in order to include the special ed students. We 

are not, however, interested in using the scores as part of our accountability. We believe that we can 

measure growth for ALL of our students if they take the TAKS test. It would also seem better for the 

state to compare data statewide, even if the special ed scores are used for diagnostic information 

only. 

Successful completion of 9th grade data included on AEIS. Better refinement of TAKS information 

delivery. Renewal and refinement of Regional Service Center mission and purpose. 

Excessive audits, program changes are too frequent, hinders direction of programs. Standards are 

reflective of our student progress but need to be representative of child development, environmental 

issues, societal issues and economic issues. 

The amount of time spent assessing our primary students is depleting our instructional time. 


Funding for 504 services. 

Funding for the next school year. 

Small school finance funding. We are the only school in a rural community. Some of our students are 

on a bus for 80 minutes. Small schools provide many benefits and all students participate. 

Adequate funding for mandated programs. 

Financing programs required by the state. 

AYP, sufficient funding for our campus, issues in our school due to lack of financial support. 

Textbook funding for extended years of adoption. 

Un-funded mandates. 

I was disappointed that we did not receive the 21st Century Grant to help our schools improve 

academically in Brownsville, Texas. 

Complete and adequate funding for all TEA mandated programs. 

Funding cuts of rider monies to DAEPs. 

Yearly Rider funding cuts for DAEPs. 

Funding for School Success Initiatives, example ARI, Reading Academies, OEYP, etc. Lack of funding 

to continue these programs in a timely manner. 

Incentive pay to schools for academic achievement. I am opposed to it. 

Finance, the state has to do something. Please help! ! We are losing teachers. How can we educate 

kids if we are losing valuable teachers for pay purposes? 

Textbook adoptions and funding thereof. 

Shortage of funds needed for this low, income. High needs area but NO SHORTAGE of requirements 

to be met thru TEA. Very dissatisfied with fund receipts for summer school, Reading First applic, etc. 

Textbooks, loss of school depository, and expectation of schools to provide this service to each other 

is ridiculous. Schools do not have shipping and receiving departments! We are not in the business of 

inventory control either! 

Funding. 

Gifted and Talented Standards Project, weighted funding for gifted and talented students. 

Mandates without funding. 

School Finance. 

Textbooks. 

My biggest concern as principal is funding, because this impacts student success. When I see millions 

going back to the state from our district, and I am faced with cutting employees and resources 

because of this, it becomes a very frustrating issue. Also, with our rapidly changing demographics, 

we need to immediately address intervention services for our pre-school age children. This needs to 

be a state initiative, funded by the state. It seems burdens of responsibility are placed on districts and 

campuses without the financial support to successfully implement expectations. 

Equity for small schools. 

Funding cuts via Rider monies for DAEPs. 

Un-funded state mandates. 

I am concerned about the future of the public schools in Texas if the voucher is passed. There will be 


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an equity issue in Texas and this is not the answer. 

I need more funding for working with at risk students. 

Alternative school funding. 

The decrease to 103% of textbooks is very hard for growing school districts. Repeated changes to the 

FMNV policies by the Department of Agriculture. Also the unwarranted strictness of new FMNV 

policies for elementary schools. 

Developing programs and then not providing the funds to adequately support them. 


I would like to see standards set for elementary Discipline Alternative Education Placement centers. 

Information on Alternative education and requirements. 

I want so badly for the students at my Alternative High School (school of choice, not disciplinary) to be 

successful. It is so unfortunate our alternative accountability system has been dismantled along with 

that division at TEA. We are committed to No Child Left Behind, however, the unique challenges of 

working with the most at-risk students requires special commitment and DESERVES support from 

our state. Recovering and preventing dropouts is a huge priority in our state and nation!! We can and 

should do better for the educators devoting their efforts to this cause! 


Teacher insurance and low moral. 

Employee Benefits. 

Insurance rates for school employees. 

Teacher compensation, base salary and Health Care. 

Administrative Compensation for job responsibilities and advanced degrees, Mentoring, Recruitment, 

Recertification and Retention 

Teacher salaries. 

Since educators are considered state employees, we should be getting state insurance benefits. 


It is nice to be able to talk to a real person when you call which you cannot do now since downsizing. 

Having to go to the web for all information takes a great deal of time I do not have especially since 

you have to go to every area to see what has been posted. A general posting for new items would be 

nice and after 30 days they could be moved to their specific divisions. This would save us a great 

deal of time if we did not have to go to all the different divisions to look for new information. 

TEA – Understaffed / Unprofessional / Unknowledgeable 

AT this time the staff at TEA has been reduced so that it is not as effective as it could 

be. 

Specific Department / Program Needs or Initiatives 

SSI, Math initiatives, and Science initiatives (as above) must begin in elementary 

school. 

Student Success Initiative. 

Availability of fine arts in low wealth school districts. 

Bureaucracy Too big / Too complex / Too much paperwork 

The amount of paper work that is required along with documentation is increasing. We do not have the 

support staff needed to adequately meet the demands put upon us by the agency. Likewise it seems 

that the agency is creating more paperwork for schools at an ever increasing rate. I am very 

concerned with what is happening. 

What exactly do I need to do so that I can renew my 5 year certification? What are the documentation 


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steps? What if my district doesn’t provide in, service or certificates of completion? 


Due to the special populations we serve (transition, court hearings, etc) I feel strongly that alternative 

accountability should be left in place for the schools who operate within a correctional facility. 

Alternative Accountability Ratings. 

I do not feel that there are adequate safeguards for schools who have large immigrant populations. 

Schools who have a large percentage of students who are immigrants/ESL should be compared to 

schools that look like them for accountability purposes. We are compared to schools with significantly 

fewer ESL/immigrant students and this is not fair. 

Too much emphasis on the accountability. When are we going to let teachers teach without all the 

stress? 

There is no accountability for social studies instruction and student performance at the elementary 

level (preferably grade 5). Elementary schools can be exemplary without teaching social studies. 

Students arrive at middle school with no base of reference or belief that social studies is important 

enough for the State to test. This lack of equity is driving teachers out of the middle schools and into 

elementary and high school positions where they can be a part of exemplary programs. When you all 

realize this, it will be too late to easily reverse. 

Accountability issues for schools of choice. It seems like these are the forgotten students. Recovered 

dropouts and At-Risk students are being squeezed out of public education instead of being served 

according to their needs. 

The weight of sub groups in accountability ratings. The smaller the number of students in a group, the 

more difficult it is to achieve exemplary. This hurts schools that have high overall scores and can’t 

achieve exemplary due to the scores of two or three students in a small subgroup. 

Alternative Accountability concerns. 

The relationship between our Texas Accountability and the AYP. 

Accountability for alternative education campuses. 

Alternative Accountability Standards. 

Alternative school accountability changes. 

Accountability Rating System in Texas. 

Accountability Issues for Academic Schools of choice Alternative Education, no information, no 

accommodation. 

TOO much emphasis on ACCOUNTABILITY in schools. It puts to much pressure on the students!! 

Accountability for post-adjudicated residential students. 

Alternative accountability. 

Students with an IQ in the low average range and the possibility of success in the state and federal 

accountability systems. Also, the fact that the state and federal accountability systems are a train 

wreck waiting to happen with schools and, ultimately students, tied to the track between the two. 

Attendance rules and laws need more consistency. We are to be held accountable for students that we 

have no control over. Students over the age of 18 cannot be charged for truancy and they can decide 

to quit school after they turn eighteen but we have to count them as dropouts or as students who fail 

to complete high school. We need some teeth in the attendance policy that makes it difficult for these 

students to quit or just not show up. It is not fair for the school to lose money due to their lack of 

attendance and yet we have no legal way to force them to school and when we kick them out for 

failure to attend, so our ADA doesn’t suffer, we are held accountable for them as dropouts or as 

students who do not complete high school. 

Alternative accountability for alternative education campuses is a concern for us. Thus far, there is no 

new alternative accountability system for campuses that work with high risk students. Alternative 

campuses should not be treated like the traditional campuses (i.e., under the same accountability 

system) because they serve a very different student population. 

Small school/rural school autonomy. 

Teacher/ Admin Quality/ Qualifications/ Retention 

We have Spanish classes for our English speaking students (elementary level). I understand that the 


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certification for this has been discontinued. This seems odd given the research on learning a second 

language. 

Staff Development in the areas of discipline and teaching strategies. 

Certification issues. On one hand we hear that there is a teacher shortage but on the other hand SBEC 

has made the 4-8 teaching field much more difficult to fill. 

Alternate certification comes in a variety of types, excellent to poor. 

Certification and recruitment of bilingual certified teachers. Not enough local district money to pay big 

stipends. 

DAEP Teacher Certification (State vs. NCLB differences), the number of teachers the district allocates 

to the DAEP cannot be certified in all areas to serve K-12 students. 

Certification of teachers with no formal training education. 

Qualified Bilingual Teachers for the classroom. 

We are expected to provide the same services as larger school districts, but cannot retain qualified 

teachers long enough to build stability in the system due to salary concerns. 

Parental Involvement/ Responsibility 

Stronger laws and resources to hold parents accountable for student success. 

Parent Education. 

Student self-esteem and parental support! 

Parental Involvement/Parent Responsibility. 

Parental Involvement and Training. 

Security/ Discipline 

Discipline System in the Public School. 

Stronger laws and policies that positively impact safety on our campuses. 

Discipline Alternative Schools. 

School Safety. 

Discipline. Safety. 

School discipline, classroom management. 

School safety. I contacted Billy Jacobs and his information was very helpful. He responded in a timely 

manner and I was very pleased with the information and advice I received. 

School Safety. 

Discipline options and restrictions for students with disabilities. 

Good Job/ No Problems 

I believe that the Regional Educational Service Center does a fantastic job delivering 

information. 


Transfer of students from one district to another. 

LEP Students 

LEP Success and Technology. 

Other 

School Discipline. Open as close campuses. Security of campuses. 

CATE, related issues. 

Credit acceleration for over aged students who want to graduate. 

It is a concern that parents can claim to be homeless so that they can live in another school district and 

attend any where they want. They do not have to prove their status. 

Focus on the middle school years. 


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The new food requirements from the Commissioner of Agriculture. 

The requirement for PE minutes for Kindergarten is difficult to fit into the school day. 

Social issues. Lack of required character development courses. 

Personal Growth Plans, little information was given. It was not timely. We still aren’t clear on what is 

required. We are inadequately staffed to do these. 

Students in Foster Care Agencies and the negative impact they are having on the public school 

system. 

TEA needs to take the lead in technology use for instructional improvement. Curriculum development 

and model lessons should be available statewide with data that demonstrates the effectiveness of the 

lessons with targeted populations. 

Completion and Drop Out Rates (How to address drop outs and transient students). 

SDAA. 

SBEC, MY opinion is they are hurting education not helping. 

Mobility rates are skyrocketing. 

The Reading Initiative, that Math Initiative for elementary teachers and students. 

ARI, AMI. 

Yes, how do we get it all to fit in to a regular school schedule? 

Meeting the needs of Low Socio-Economic in Mixed Community Schools. 

At-Risk population. 

Full Day Pre-Kindergarten Program. 

Small school % skews when reporting success rates on state assessments and in dealing with 

expected student % levels in special program needs. 

TEA and Textbooks. 

Address the highly qualified requirements as they pertain to the Title I schools. 

New food rules from the agriculture department are abusive to the child from poverty, the child who 

needs more nurturing, and the child who is physically active. 

Educational Alternatives. 

Need an education when you compare schools with a high percentage of at-risk students (13 criteria) 

versus a similar school without high numbers of at-risk students for both TAKS and NCLB 

comparisons. 

Direct contact people who come out to the school for a personal visit. 

Retention of 5th grade students for 2005. 

Attendance. 

I am concerned about educational dialogue. In other words, as a principal I work in all areas of 

education and some policies can cause a possibility of two opposite decisions. It is difficult to get a 

clear decision of the interpretation. 

Improving the academic performance of students who are economically disadvantaged. 

There is little or no support for adult education programs. 

Just our sanity in the midst of rapid change. 

Number of times that the student has moved in the school year. 

There is no help for librarians at TEA. Although we are supposed to resource all programs in school, 

no one is there to respond to our requests for help. Dumb! 

I do not like the way the Texas School Directory has been set up. 

Please address benchmarking with principals. 

Strategies for working with economically disadvantaged students and families. 

WE ARE NOT OPEN YET. We open fall 2004. 


NCLB requiring special education students to take SDAA grade level tests instead of the test that best 

addresses their IEP/TEKS level or not get the students test to count as participation. 

I am very concerned about our low IQ students who do not qualify for special education, but who are 

performing at 2 or more grade levels below their peers. These are truly the students falling between 

the cracks, even with tutoring, after school programs, and modifications in the classroom, these 

students will not be able to pass the grade level testing requirements. There needs to be a way to 

address their needs. 


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Special Education Testing State Mandates and Federal, No Child Left Behind, Testing Standards are 

not realistic nor do they have the best interest of students involved. We need help. 

Special Education Success, NCLB. 

Adherence to special education and NCLB regulations related to selection of appropriate state 

assessments and expectations. 

Special ed and no child left behind legislation and the effect on resource teachers!!!! 

Pre-K programs in which funding is coming from the federal government. When will the federal 

government and the state make Pre-K mandatory? I would like information about the Title I monies 

the federal government is sending to our state. Which schools in Fort Bend ISD will receive this extra 

funding? When will this happen? 

Although they are listed, I am extremely concerned about the accountability system and how 

alternative schools fit it. 

The amount and timing of accountability testing of Special Ed. students and LEP students. It is 

excessive and creates an unfair burden on the students who need the instructional time most. 

Special Education testing in relation to AYP. 

The achievement tests used to qualify students for SP ED are not aligned with TEKS and this causes 

many to not qualify for services that should. Special Ed department needs to look at finding tests that 

are aligned with the state curriculum. 

Special education students. Students who don’t qualify (generally due to a lower than normal IQ) but 

are still responsible for taking a grade level test and passing. 

I am concerned about students whose IQ is between 65 and 80 that do not quality for special ed 

services. These students will never pass the TAK test. What does the future hold for them! 

My campus has experienced several difficult situations in regard to special ed students being retested 

at the middle school level. According to the guidelines set by the state, the students no longer qualify. 

This sounds like great news, however, the students are now expected to pass the TAKS. What a 

burden and hardship for a student to suddenly have to face the higher level, complex questions of 

TAKS. Even with interventions, these students are terribly discouraged. I’m afraid that we are paving 

the way for these students to become drop-outs, simply because of their frustration level. The state 

guidelines for coming out of special ed need to be more in line with the expectations of TAKS. 

Supposedly, SDAA II will do that, but what do we do in the meantime for these students? 

Yes, having no plan for kids who do not qualify for special ed. Take a kid with a 70 IQ who when tested 

is working at a 60 level. No 16 point difference. Which one of you yahoos is going to convince me that 

this kid does not have a learning disability. Why am I forcing this kid to read Beowulf? Is this going to 

help him/her? 

Special Education services availability, Money and resources to help students who do not qualify for 

Sp Ed/504 be successful on TAKS on timeline. 

Program and financial assistance for students who do not qualify for special education. They usually 

have a 75 to 90 IQ. 

The range of Texas teachers in salary/benefits in the US. Also, the fact that Texas teachers are not 

required to obtain a masters/not paid for by the state either like other states, PA, MD, etc. 

Special Education. Fund what you mandate. 

Small school subsidies. Special education disability weight system. 

Special Education, Grants. 

I disagree with neighborhood schools because that system keeps students of specific ethnicity or 

economic levels separate, which prevents growth that occurs when students learn from those who 

are different from them. Student teacher ratio (22:1) is too high for students in poverty who come to 

school with many needs beyond academics. The current accountability system in Texas, in reference 

to TAKS, is an enormous contributor to teacher turnover. Before rules, regulations and guidelines are 

passed, I believe those legislators should visit campuses with high needs, to get an understanding of 

all the obstacles teachers and principals face before teaching can begin. 

Class Size. Not tying student success to mainly high school performance. 

Funding facilities for poor school districts. Class size. 

Consideration for available funds to hire the appropriate staff to meet the TAKS accountability needs, 

i.e. science and math initiatives on the elementary level. Reduced class sizes (elementary). 

The confusion and irregularities found in current federal, No Child Legislation, which often conflict with 

our state's evaluation system for public schools. The over emphasis on testing! Learners are getting 


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fewer hours of effective, quality instruction due to excess testing. 

Make paperwork more streamline and easier to process. TEA communications could be better 

disseminated if done on email, made brief and clear. 

SSI. Specifically, meeting the needs of at-risk students with 2 or more grade retentions due the TAKS 

failures. Many of these are, 504 students. 

The paperwork is overwhelming for small schools whose staff must wear many hats. The TEA 

interpretation of policies can sometimes seem arbitrary and void of logic. Our school was classified 

as under performing because of TEA interpretation of the word "or" meaning "in other words" rather 

than "choice". 

Compensation issues. Class size issues. 

Class size, Insurance Compensation for teachers. 

With the increasing expectations placed on students, I think it is critical for the state to begin funding 

pre-kindergarten for all students. I also have another suggestion dealing with special education 

students. I would like for third grade special education students to be able to take the Reading TAKS 

without the student or school being penalized if they do not pass. Many students are not being 

allowed to take TAKS because schools and parents do not want to take the chance on “looking bad” 

to TEA. 

The school funding issue is a huge problem. Also, why use TAKS? Why not use a national criterion 

referenced test? 

Student Support Programs for emotional, psychological and social development. Professional 

Development. Parental Involvement. 

Being a rural school district, it is not always possible to have the “expert” knowledge that a larger 

school district has in its administrative team. As the elementary principal, I am accountable for every 

program as well as curriculum, discipline, PEIMS coding, TAKS administration and everything else 

that falls onto a team of people in a larger district. I do feel that the reporting at times is tedious and 

not defined by TEA. (Especially the TPRI report) That will be ready this summer. I am the only one 

that can do it and my staff will be gone. It is very frustrating. 

Poor monitoring of Charter Schools. Students transferring from many charter schools are not meeting 

the standards of comprehensive state schools. Student performance on standardized tests are below 

standards and many of the students eventually transfer back to their home schools after attending 1-3 

years at the charter schools making As and Bs. 

Most educators that I speak with are very concerned for the 10 % of our student population who has a 

very low I. Q. and their ability to be able to pass the TAKS Exit test. Many of these students have 

strengths/talents in the area of vocational skills however they would not be able to be academically 

successful in the college arena. In our society there is going to be a natural continuum of IQ ability 

ranging from very high to very low. The students with very low IQs those who are between 70 and 80 

and don’t qualify for help from Special Education yet they will not be able to pass the 11th grade Exit. 

It is an Anglo middle class mentality to not place worth and value on highly talented low IQ students 

who possess the ability to achieve success vocationally. The vocational programs should be offered 

for students who can't pass the 11th grade EXIT based on the identification that the student has an 

IQ between 70 and 80. Recently the 5th Circuit Court ruled a young man with a 70 IQ was 

determined by that court to be mentally retarded (due to a 5 point standard error of measure). The 

court ruled that the young man could not be held fully accountable for the repeated stabbing/murder 

that he committed. However if he was from the state of Texas he would be required to pass the TAKS 

Exit level assessment in order to graduate from school. There should be another path of graduation 

for these students. 

Charter school funding. 

Equity and adequacy of funding for charter schools. 

I want to emphasize that school finance is at a desperate situation, the current state and federal 

approaches to accountability are going to drive the student centered teachers and administrators out 

of the profession. If it were meaningful in the arena of helping students learn, that would not be true. It 

is nothing more than a political bandwagon ploy. It is time for the politicians to get out of education, 

particularly the federal government. I also am very concerned as to how little help alternative high 

schools get. They work with the most at risk students, yet there is no specialized training available. 

Drop outs are expensive emotionally, financially, and morally. New accountability standards could 

destroy these campuses. 


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More funding for Alternative Schools. 

I am most concerned about the inordinate amount of time schools must spend proving that we are 

doing our jobs to the extent that we don’t have time to do the job. Another concern is that charter 

schools fail one after another, but the state keeps following this road to failure. My last concern is the 

lack of rules for home schooling. We continually get students from home schools that are far behind 

their age peers in their studies. 

Charter/private schools who receive funding through vouchers or any other method of transfer should 

be required to meet the same requirements of TAKS testing as the public schools. ESL students 

should be given more time to master the English language before they are required to take and pass 

the TAKS and have the score a part of the district or campus rating. When a student meets the 

criteria and is served in special education, how can the district be out of compliance because they 

have a high percentage of special education students? Performance pay for teachers will take us 

back to the career ladder days yet will have greater negative results in the work place. 

I am concerned that the Governor suggested such unreasonable remedies to school finance and they 

were printed as if they were not obviously absurd. I am very opposed to charter schools and 

vouchers. 

All of the accountability falls on the teachers/administration. Why is there no accountability on the 

parents/guardians! 

The equating of TAKS tests AFTER the students have completed the test is not fair to the children. It 

seems that field tests could be used for this purpose instead of coming back and slapping 3339 

children down after they thought they had passed the third grade test. I strongly believe in 

accountability, but I also think TEA needs to remember this is dealing with 8 year old children, not just 

numbers, statistics and politics. Also, teacher incentives do not need to be given for high test scores. 

The individual classroom teacher in who administers the test is not the only teacher that has effected 

that child’s progress throughout the year. It is a whole campus effort in every special area as well as 

in the general classroom to make these students successful. It happens over time beginning with the 

day the student first enters the school, not that one year in that teacher’s classroom. This type of pay 

incentive would destroy collaboration and the taking of responsibility for student success by the entire 

campus. It is divisive. Career Ladder showed us what happens when only certain people on a 

campus are rewarded 

Telling an 8 year old that they have failed the TAKS reading test for the 4th time, they don’t qualify for 

special education (80, 90 IQ), and they hate reading and school. It is shameful!!!! Every legislator 

should have to come and tell these kids that news. I believe in accountability, but they are giving us 

everything they have and we are wearing them out with tutoring every which way we can. We also 

must have information in a more timely manner. I lost 2 teachers this year to private schools because 

of the on-going changing regulations and requirement put upon them. 

Optional extended year (tutoring). Special Education accountability. Textbooks Adoption. 

Unrealistic accountability system in place. Conflict with HQ teacher in NCLB and the new certification 

for TX teachers who have a degree and can take the exit test to become certified in grades 8-12 with 

degree in that subject area. Will this come back to bite us? Problem expecting Spec Educ teachers 

to be certified in all subject areas as well as special education. It is difficult as it is to find certified Sp 

Ed teachers. 

Special Education issues/Accountability. 

Special Education Students that are committing serious and persistent school and legal infractions in 

school and cannot be expelled, even when they are placed in a DAEP. When a county’s population is 

not over 125, 000, and cannot afford to fund their own JJAEP program, then there are many Special 

Ed. Students that have figured out that nothing can be done to them other than staying at a DAEP. 

There are students on their 5th and 6th drug offense, and yet they are still not expellable. We are 

sending a false message to these students, that they can break these kinds of laws and the schools 

will tolerate the behavior. Something needs to change regarding these students consequences. They 

are being given more lenient treatment that is causing them to feel comfortable in re, offending. 

How low socioeconomic schools can finance Fine Art classes for all students. 

Special Education (504), Student Discipline & Safety. 

Teacher Certification and NCLB mandate for the rural schools. 

Special Education issues with increased paperwork. Discipline of special education children. 

Classroom Management/Student Discipline. 


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Too much testing plus adding field test questions to a test that students stress over because they need 

it to pass is ludicrous. I believe in accountability but only to make sure that all students have an 

opportunity to succeed and to become productive citizens. Adding additional questions is not about 

students. 

Students having to take the TAKS test for three consecutive days, TAKS test results are not received 

back to the school until late May when most of the teachers are gone home, and accountability 

system put into place toward the end of school making it difficult to plan and evaluate goals. 

The amount of testing that students have to go through is very stressful for teachers, administrators but 

most of all children. I have never seen so many stressed out kids as we have now. I think 

accountability is a key component of improvement but I feel like the whole state is placing too much 

emphasis on it. 

The amount of testing at the elementary level is excessive. Students and teachers in low income, high 

LEP languages other than Spanish, are under too much stress. Proper consideration should be given 

to second language learners and to at risk students. The accountability system does not address 

these populations appropriately. The school rating system is unduly biased against this kind of 

population. 

That recruitment of degreed, non-certified individuals has become possible. The first change should 

have occurred in the retirement requirements so that qualified, certified teachers could return to the 

classroom and finally make a salary with which they could live. Second issue is the retirement 

standards that penalize certified teachers for wanting to continue to work as teachers after retirement. 

The accountability system is not fair since it compares apples to oranges. It takes a great deal more to 

prepare students who come to you LEP and low income versus students whose primary language is 

English and come from affluent homes where parents are educated. We’re not saying that our 

students cannot rise to the occasion. What we are asking is that individual student growth be the 

gauge and not overall school performance as it currently stands across the state. 

Deal with the accountability issue without the financial support to achieve it and the increase number of 

Special Education students and disruptive students that drain teacher resources from instructional 

concerns. 

Alternative Schools accountability and issues. 

I was so impressed when the state showed such foresight in preparing teachers through the Reading 

Academies years before third grade students had to pass TAKS. These students were able to have 

four years of well-trained teachers to help them learn to read. Cutting funding to programs such as 

these, not following suit by preparing math teachers for the same type of passing standard does not 

seem to make sense. I believe that state funds should support such proven initiatives before moving 

in new directions. I have even heard from teachers who agree that being compensated for their time 

in attending such training was more valuable than any type of merit pay/pay for performance, the 

teachers sharing with me would rather not return to the competitive days of career ladder when we 

are finally collaborating with one another and seeing great success in the lives of students. 

Money and keeping certified teachers and not alternatively certified teachers. 

Discipline and safety. Be familiar with other avenues for those students that cannot function in a 

regular classroom that are not identified Special Education. Testing alternatives for those students 

that do not qualify for special education and cannot function at their grade level. Behavior 

interventions and manpower for every campus so that student needs are better addressed. At, risk 

counselors and psychologists at every campus is greatly needed. 

Teacher Salaries Need To Be Addresses. Unless something is done regarding this matter, we will not 

have anyone entering the teaching profession. My question to you is: What purpose is all of the 

above information without good, certified teachers working with our students or certified 

administrators providing the information handed down from TEA to a QUALIFIED staff? 

While it does not personally affect me, immediately, I feel the State needs to protect the integrity of the 

pedagogy for professional teachers. Not everyone with discipline expertise can deliver that expertise 

and DO need pedagogy. I believe the certification separation of ec, 4 is in error and needs to include 

5 and 6. I believe kinder is a certification of its own. The State continues to create mandates without 

funding (now, it’s the Texas Reading Academies. It was, seeded, with early money, but now costs to 

send teachers, although the State desires this). I’m appalled that we send our State monies out of 

State for TAKS preparation for test materials as well as scoring, when our monies should benefit 

companies within our own State. While the State screams that we have a teacher shortage, we do 


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nothing to entice new educators in the way of finances or incentives. In fact, the format of TExES 

discourages potential educators with ambiguity, not true pedagogical understanding. We DO need 

appropriate tests to measure future teachers abilities, but review of these tests most likely would 

reveal certain bias of test designers that have nothing to do with logical application of pedagogical 

knowledge. Thank you for allowing me to share, although I know this will most likely be discarded. 

(Boy, that felt good!) 

I am concerned about LEP students being required to take and pass the exit-level TAKS. I have a 

student who is a senior and has been in the country for about 5 years. How can she be at the same 

level as the students who have English as their native language? 

Superintendents: 

Special Ed. Needs/Concerns 


NCLB 

NCLB, the time and cost of complying with the legislation. 

No Child Left Behind Legislation. 

The lack of definition and agreement with the No Child Left Behind between the DOE and TEA. 

Guidance and support for understanding is difficult when the state and federal governments are not in 

agreement. We are a Title I District, which creates a significant burden for our staff, children, and 

constituents. 


I have serious concerns that the testing related to accountability has gone too far. The testing schedule 

for next year that was sent to districts is seven pages long. Much instructional time is missed for 

testing purposes, not to mention the resources the district must devote to implementation of the tests 

themselves. My concern is not “sour grapes” as most districts would kill to have our test scores. TEA 

predicts that 18% of Texas students will not graduate due to the math portion of the TAKS alone. In 

my opinion, this is totally unacceptable. Many of my colleagues wonder if there is not a movement 

afoot to make school districts look bad so that vouchers will become more politically acceptable to the 

public. My state representative is aware of my concerns relative to testing. 

State assessments are a very critical concern for our district. Students in Texas are being tested with 

too much frequency. Having a system of accountability is one thing, but bombarding students with a 

barrage of assessments is another. We need to find a happy medium to ensure that we are 

accountable, but with less emphasis on tests. 

The amount of testing we are doing and the cost associated with testing. 

1% exemption rule is unfair. Work with feds to adjust this rule. 

Please continue to assist teachers with the implementation of TEKS and TAKS. 

All schools do not have the same block of wood to work with and TEA needs to changes their test 

evaluation to reflect that. Scores need to be adjusted according. It is not fair to compare all students 

to Highland Park. This is a tough job trying to educate the modern day student and if we continue, we 

are just going to scare the good students from becoming teachers. Who will want to teach in the bad 

schools if they stand a chance of getting fired because their students did not perform as well as the 

Highland Park type students? We just are not comparing apples to apples. Go look at Wal-Mart and 

most of us have students just like those people. Come on people we really need to wake up and 

realize where this thing is going. Sure, I want our kids to be the best they can be and many of them 


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are getting out of a bad environment, but so many just don’t seem to either want to or have been so 

beat down by the system that they can not get that positive attitude. We all feel sorry for most of our 

kids and want to help. Giving them an impossible TAKS test is just not the way to get that done. 

Assessments are out of reality. Legislators and TEA leadership have allowed testing companies waste 

valuable resources that could be better spent on everyday classroom instruction. Without a doubt, 

daily instruction in front of students provides more opportunities for success than all of the testing in 

this state. 


Equity Funding for all Texas children attending public local education agencies. 

1) Math, 2) science, 3) student success, transition, mentoring, distance learning, accountability. Using 

transitional style methods, LEP success comes much faster, Charter Schools, Current funding levels 

are very inadequate, Needs complete overhaul 

Legislative lack of putting public education as the number one priority. 

Funding for small schools. 

Equity and adequacy. 

State income tax is needed. 

If the state closed all charter schools and blended those students into regular schools, it might improve 

the finance situation. I feel that funding charter schools is the same thing as funding private schools 

with public funds. 

Greatly increased support, funding, and technical assistance for TAKS training of teachers. 

Adequate funding for rural districts. 

Reading First Grant information is ambiguous. We have been stonewalled regarding Scholastic and as 

a result have been told we might not receive another approval year. If we do get approval for another 

year, we have been told that the grant might be prorated. We need accurate and timely information. 

The Grant information was given to us completely in December, yet we are asked to apply an 

evaluation formula for the entire year. Poor, poor implementation. Leave the ESC 17 alone. They do 

a great job for us! 

Funding is not anywhere close to enough to meet the increased accountability demands. 

Specific support for K, 6/8 districts. This seems to be a very low priority, revealing perceptions that they 

are not valued. 

Graduation requirements are headed toward forcing every single kid to be college-bound and are very 

costly. 

It’s all about funding...mandates, etc. 

Un-funded mandates. Eliminate them! 

Textbooks. 

Un-funded mandates HRAs. 

We need to keep Robin Hood finance plan. 

Easy grant application / eval. 

Adequate funding that TEA has no control over. 

The primary issue at this time is funding. I realize this does not come from TEA. We need flexibility and 

proper funding. 

School Finance, any new proposal should have a revenue sharing mechanism built in to it whereby the 

property rich districts share w/the property poor. 


The drop in emphasis for vocational education is a big problem. We have decided that every child 

should go to college but every child does not want to go to college. There is nothing wrong with 

vocational education and through our actions with legislation and our requirements to have every 

child on the Recommend Program, we are depriving a large percentage of our students with what 

they need to make them successful in the future and that is vocational education. 

Vocational Education. 


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747 

5 

Health insurance for all educators. 


Send information by paper copy. Too many TEASE accounts/passwords. Give each District a TEA 

contact person. Become more user friendly. 


I will call TEA about school finance. For all other questions, I refer to Region 6 because I do not like to 

be passed from one person to another. 

TEA's interpretation of NCLB and its implications must be handled in a more timely manner. 


Some divisions do an excellent job, some divisions seem lost (can’t find the right person or an answer). 

The biggest problem that I encounter is trusting the information that I receive when I am asking for 

guidance. Sometimes, I receive different answers from different people. Sometimes, I am not sure the 

person that I am speaking with really knows. Sometimes the financial information is based on such 

old figures that it is not trustworthy. 

They have reduced staff to the point that you cannot find a person to answer a question. Not 

everything can be solved by a desk audit! 

Communicating prior to making final decisions related to any waiver requests that might be submitted 

by the district. I must admit that my completion of this survey is somewhat colored by our recent 

denial of a waiver request for GT services that we have had approval for in the preceding 11 years. 

There was no phone call, no communication, just a letter stating the waiver had been denied. Since 

receiving the denial, I have had to waste staff time to call and track down the specific reasons as to 

why the waiver was denied. That would now be going on a full week and as of today we do not have 

in our hand the reason for the denial. Not something that would be allowed by the citizens that I 

serve. 

Bureaucracy Too big/ Too complex / Too much paperwork 

Processing of budget amendments, SAS paperwork, etc, has never been slower. There are not 

enough people to process the volume of paperwork for the state of Texas. 


Accountability system not adequate in its consideration of the typical student charter schools educate. 

Governance of schools seems to keep schools from advancing as rapidly and especially as efficiently 

as possible. Cutbacks of TEA personnel have hindered the TEA effectiveness. 

Accountability on TAKS especially for the 11th graders who must pass the exam in order to receive a 

diploma. Equitable funding for all students in Texas especially in the Rio Grande Valley. Adequacy 

should not be a vocabulary word that should be used when addressing the school finance system. 

Everyone should have the opportunity to acquire an equitable education! 

State accountability system needs to be as fair, stable, and phased in as possible. 


Teacher/Teacher Aides Highly Qualified when they are teaching SP Ed self, contained classes. 

Need policy to require an additional counselor to counsel since the only one we have is covered up 

with testing. 

Teacher Certification 

Teacher Certification. 


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Equipping and staffing new facilities. 


Discipline Management. 

Safety and Security, IFA/EDA need to continue. 

School safety and violence in schools. 


Transfer students. 

Modified Court Order 5281 and the impact on student transfers. This issue is killing some schools that 

do an excellent job of educating students. 

1. Court Order 5281 (transfers). Lack of enforcement by TEA. 2. Facilities Allotment, Tier II funding 

should not be tied to IFA allotments as it is now. 3. Un-funded mandates. 

Being penalized for students transferring out of our district. 

Civil Action 5281 Student Transfers. 

Keep student transfer policy and interpretations that are currently being used. 

Yes, the state admissions policy allows a student to move from district to district at any time for any 

reason thus overriding any local transfer policy. Read all sections of section 25, 001. 

The issues with transfer students 

LEP Students 

More support for LEP issues. 

Other 

Some High School students may not need to be on the Recommended Plan. 

High School Completion. 

Counseling K-12 (Intervention, programs, scholarships). 

Ensure that regional service centers continue to provide needed support for small 

districts. 

Societal Issues 

Compensatory Education Evaluations. 

IFA, growth caps, split tax proposal, TYC. 

The DIP has become a burdensome compliance document. 


1% rule concerning Special Education/NCLB testing requirements. 

Special Education and Gifted and Talented Requirements and No Child Left Behind Requirements. 

We need to be able to get technical assistance from TEA in areas of finance, budget preparation and 

budget compliance. Our service center has been unsuccessful in providing this for us. Web 

information/e, mail is not enough. Under funded mandates are also a major concern. 

1 Funding concerns for school facilities, Additional IFA Funds, 2 Special Education Student 

Assessment and Success, 3 Training Models for Principals, Instructional Leaders, and 4 Counseling 

Services for students. 

Texas will soon learn that all students are not going to attend college. Texas schools will need to 

provide skills for those students that are not successful in the recommended tract or college bound 

program. This issue needs to be addressed now. 

Though funding is mentioned, inequitable funding for charter schools basically means that charter 

school students are entitled to less educational resources. So they are worth less! 

Charter Schools facilities funding. 

Facilities funding for charter schools. 

1. Facility financing for charter schools. 2. Inclusion of improvement in a student’s performance, as a 

means of evaluating the academic program of the institution. 


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Cutbacks to health insurance for teacher/administrator, the loss of control of health insurance funds, 

the administrative fees paid to Aetna, un-funded mandates, political agendas affecting education in 

areas of curriculum and finance, changes in school lunches, equity in school finance for capital 

improvements, loss of local control in finance, lack of funding for technology improvements, the threat 

of closing down the Education Service Centers, cutbacks to TEA causing confusion on who to go to 

for information and resources. 

The level of representation at TEA by our commissioner and key staff. After the reduction in force at 

the TEA level and change in commissioner, I am concerned that both TEA and the commissioner are 

political appointees and becoming out of touch with grassroots issues, problems and daily 

administration. Charter schools and vouchers should be political issues. Instead, I think these issues 

have crept into the mainstream thinking of TEA. I also am concerned that Gov, Perry seems to think 

that schools can be funded on sin taxes. Maybe monies allotted to the legislature and governors 

office can be based on sin taxes and schools can use their more reliable sources of funding. 

In accountability! Will other test standards be adjusted as the third grade reading standards were? 


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Teachers: 

Gifted and Talented 

What’s happening to/for the gifted students in the state of Texas? 

1. Identification and programming for twice exceptional gifted students, those with learning disabilities 

but very high IQ or creative potential. 2. Development of an equalizer type of identification for gifted 

students coming from culturally diverse or low, socio economic backgrounds. 

A key concern is the diminishing number of people at TEA in the Advanced Academic areas. Another 

concern is the possible abolishment of the Texas Mandate for Gifted and Talented. We must keep 

our expectations and programs for all students, including the gifted as a priority. Mediocrity is not 

acceptable for Texas students. We need to give them every opportunity to excel. 

The State Plan for the Education of the Gifted is wonderful! It provides a wonderful goal for our district. 

PLEASE keep it intact!! 

G/T student success. 

The loss of the Division of Advanced Academic Services has really spoken clearly. There is a super 

saying, “What you accept is what you expect.” If we don’t feed our bright students (no, they don’t get 

it on their own), then TEA is leaving some bright children behind! 

Accountability for the gifted program is a must. Cut back on some of the indicators but evaluate it. 

Teachers with experience are being left out of the pool as resources and future teachers. Many are 

still able. 

Emphasis on identifying and serving the gifted students. 

Gifted and Talented, Please provide more updated TAKS help for 3rd and 4th grade. Especially stories 

where the children read two selections, and then answer questions where they have to compare and 

contrast the selections. 

Gifted and Talented programming and financial support. Accountability for the GT program. 

Gifted and Talented programming and financial support. Accountability for the GT program. 

Curriculum and support for Gifted and Talented programs. 

Special Education Needs/Concerns 

Low kids that do not qualify for Sp Ed still need somewhere to go for extra help, just like there resource 

kids do. 

Special Education is always a concern and yet the programs are often pushed aside in favor of GT and 

other programs, but that is not what you wanted to know here I am sure. 

Slow learners, meeting their needs and getting them help. 

Appropriate curriculum for students who are Deaf. 

DAEP/AEP schools, funding, at-risk programs. 

Special Education reforms/adjustment/alternatives. 

Special Ed all but 1% on grade level in about 10 years is a concern. 

Special education criteria and cap size. 

Special Education Classes, Some students are 20 years old with a 4-year-old mental age. 

Special Education. Finding suitable arrangements for severely emotionally disturbed children. They are 

a danger to their classmates, teacher and aides. They deprive other students of their right to an 

education. 

Services provided for special education students and their families. 

Special education policies. SDAA use. Counted as part of school rating. 

Special Education needs to be reformed. We cannot teach grade level TEKS with 1/3 to 1/2 of the 

class containing non-readers. Small districts cannot afford the proper and adequate personnel to 

comply with current mainstream regulations. I suggest that teachers decide upon the child placement 

entirely, and that more attention is given to the B, C student. I also believe that TEA should be 

abolished, and that student tracking and school evaluation be done through the local service centers. 

Much waste can be avoided by simply abolishing TEA. 


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Insisting that all students be in general education classes for sciences, social studies, history! Some of 

our special education students would be much better served if they were being taught on their ability 

level than on their grade level. By pretending that they are benefiting from being in the general 

education classes for these subjects, we are doing a disservice to both the general education 

students and them. They would learn much more of the material if it were presented in a different 

manner, and more on their level of understanding. By putting them into a class where the general ed 

students are capable of doing the work sheets, quizzes, tests, etc. They are being singled out as too 

dumb to work on their own grade level. In many cases they are unable to even read the tests, 

comprehend the questions, or understand the concepts of their, on level, peers. Across the board 

integration of all ability levels of students isn’t working in our classrooms. It is frustrating our special 

ed students, and it slowing down the learning of our general ed students, as the teachers are having 

to water down the curriculum so that our sp ed students will get at least a little understanding of what 

the hell is being taught. 

Abuse of special ed services from fear of lawsuits by parents. Lets give the parents Everything they 

request, whether appropriate or not. 

The rules that affect special education students with regular students. It seems that special education 

students can disrupt classes and behave badly while preventing regular students from learning. Don't 

regular students have rights too? 

Special Education, New SDAA tests, Materials for helping students prepare for SDAA. 

Special Education, Paperwork reduction, coordination of programs, discipline, social services. 

Special populations and high school level LDAA. 

Adequate numbers of teachers in classrooms, particularly Special Education classrooms. 


Special Education standards in relation to accountability. 

If a child is in special education, why in the world would we expect them to pass the same test that all 

the other children are expected to pass. It makes no sense at all. 

Guidelines, Federal & State, for meeting needs of students with learning problems. These two 

agencies do not have the same criteria. 

Policy issues related to students in Special Education. 

Special Ed students that are mainstreamed into a regular classroom, modifications required in the 

room, but not on TAKS. 

Lack of suitable reading texts for special education students adopted and available. Having to 

scrounge for cast-offs, often with no TEs, answer keys, or having to buy texts for lower level special 

education students, a phonetic, sequential, structured reader helps them learn to “break the code. ” 

But K-2 and up students in regular ed have reading texts that are too uncontrolled, literature-based, 

and totally unsuitable. We special education staff urgently need researched approved material that 

would suit dyslexic students (since many special ed reading disabled students are dyslexic). Access 

to textbooks/TEs/support materials has been an issue in all four Texas school districts I’ve taught in 

as a special ed teacher. 

Special Education, teacher mentoring, development & support. Resources and continuing education. 

Communication to teachers about what is available and what is best practice, new developments in 

field of Special Ed. 

Special education policies, testing policies. 

Insufficient time to complete all paperwork for self-contained special education students due to too 

many students per teacher and too few aides allocated. 

Special Education students taking standardized tests. 

Special Populations, Sp Ed, 504, LEP. 

Adequate instruction/supervision for Special Education students in Mainstream setting. 

Support of special education students, staff, budget, etc. 

Special education funding, paperwork, accountability, student placement. 

Special education needs/initiatives. 

Developing appropriate alternative tests for the Hearing Impaired. They can’t be lumped in with Special 

Ed as they are currently. 

Students who are "at risk" and who have no policies in place in my district for help. 

What can we do to help students that have IQs from 70, 79 and are performing at that level. We need 

special programs and assessment that shows growth for slow learners. 


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Special education testing, guidelines, and implementation. Addressing those students who do not 

qualify for special ed services but need special ed interventions. 

Students who are beyond 18 that come from other districts or states need special help such as 

learning to read but can’t get it because of their age. 

AYP, to ask 95% of all Special Education students that have been modified for 9 years to jump to 

grade level 10 and 11 in one year is not realistic, but a phase in of several years makes more sense 

and is fair to the teachers and students. It is neither equitable nor adequate to not provide what the 

best special AYP school districts are providing for their teachers in compensation, training, 

equipment, software, as well as the best ratio of teachers and aides to students, etc. This will take 

targeted funding from the feds and time to train the teachers, buy the equipment, and provide extra 

time and tutoring services to the students in need. I strongly believe in the letter the Dr Neeley sent to 

The USDE on April 1. The phase in should consider the length of time to change 10 years of special 

education mods and provide students and schools a road map, training, time, resources, and 

education to get there. We can improve our SE group but we need time and resources that some 

others have already had for years. Example, Chapter 41 districts paying teachers $10, 000 above 

base while we can only muster state base, providing programs, software, equipment, training, after 

school transportation, extended day services, extended years services, etc. 

Special Education, Classroom Inclusion. 

Special Education State testing: It is illegal to test children on things that are not on their IEP and yet 

we are doing this in Texas because the state requires us to. 

Inappropriate coding of deaf students as LEP. Parents may speak Spanish but deaf student speaks no 

language upon entering school. The home language survey is misleading & should be changed. Deaf 

students cannot pass the RPTE, speaking or listening portions! They are set up for failure. 

Low performing students that don’t qualify for any special programs. All are not college bound yet we 

treat them that way. 

Problems with reading proficiency, at, risk students/schools. 

Special education qualifiers. Students with very low IQs should be qualifying more than they are. 

There’s no way for many of them to pass the TAKS tests at grade level, but they don’t get the help 

they need because they don’t qualify. 

I would like to see a general, statewide policy regarding the use of minimum graduation plan for special 

education students rather than an arbitrary, unrealistic policy by individual districts. 

Special education needs an overhaul! It currently is not working like it is. 

Special education student success. 


Special ed issues. The rights of the special ed population must be protected but not at the expense of 

the general population. For example, it is impossible to have a safe and drug free school when it is 

almost impossible to expel special ed students for drugs and weapons. As a charter school we have 

to expel the student to home, then send a teacher to their home to provide services, all the while the 

child is removed from our PEIMS and does not generate money to pay for these services. 

Class Sizes/ Student to Teacher Ratio 

Elementary student-teacher ratios (esp. Pre K-3rd grade). 

Teacher/student ratio. 

Keep the 22/1 teacher ratio and make sure that it is funded by the state, not local tax dollars. 

Removing the cap of student to teacher ratio which is currently 22 to 1. 

Amount of students that teachers who teach art, music and PE are being subjected to. You have a 

student and teacher ratio for regular classroom teachers, yet we are getting ridiculous amounts of 

students dumped in our classes. I am currently stuck with 45-48 students to myself! Every grade 

level, all day. How is this safe and productive to our students? It is crowd control and babysitting! 

You can’t tell me it is safe to have that many kids in a class with things like scissors, pencils and 

paint. TEA needs to give us the same ratios as regular classroom teachers. 

Need more teachers, class sizes are overloaded. 

I think the 22-1 ratio student to teacher is very important. I believe that when you have a large 

classroom of children, teaching and learning are not as effective. 

Smaller classes for student success. More support for teachers from Special Education Inclusion so 


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they can better serve the needs of all students. Smaller classes for student success. 

Number of students per class. 

Class size, class size, number of classrooms (to NOT include temporary buildings). 

Adequate funding for lower teacher to student ratios. 

The music teachers are required to teach 40+ students in gds K-4 (elementary) and the numbers are 

growing. Our materials and facilities do not accommodate these numbers. The goal of having 

personal relationships with students in order for them to learn more and better is not met. 

Class sizes for PE being overly increased in order to meet the law of 135 minutes per week per child. 

Maintaining small class size with the primary/elementary students is very important 

Smaller class size. 

Teacher/pupil ratio. 

Student ratio be 1 to 18 in all lower grade levels. 

Teacher/student ratio needs to apply at the pre, kindergarten level. 15 students per class would be 

ideal. 

Class sizes. 

Student and teacher ratio. 

Class size in lab class situations, classroom safety. 

Class size for secondary teachers and the number of students a teacher must have in a day. 200 is too 

many. 

Classroom numbers of students. 

Class size in music, art, and PE is too large. Requiring students be in PE 135 minutes without 

providing personnel to keep student numbers lower defeats the purpose. 

Class size, LDAA for science students. 

NCLB 

No Child Left Behind requirements/paperwork increasing yearly to overload level. 

NCLB laws stating that 6th Grade teachers are not qualified to teach because they are housed in a 

middle school but, 6th grade teachers housed in an elementary school are qualified. We all teach the 

same TEKS. 

The most concerning aspect for me under the NCLB effort is finding effective support for students who 

do not qualify for Special Education or 504 because IQ is low and he/she is performing at or even 

above his/her level of cognitive ability. 

The extraordinary paperwork involved in NCLB. It is so useless, just another layer of reports. 

No Child Left Behind. This method of teaching causes us to produce average students and makes it 

nearly impossible to challenge the above average students. Or the alternative is just to pass on the 

lower students so we can improve the education received by our advanced students. 

NCLB implementation. 

NCLB and Federal Program Coordination. 

Retirement/ Social security 

Lack of availability of Social Security for those who have earned it in the corporate world before joining 

educators in a new career and their spouses SS. 

Social Security Offset , Teachers get the shaft Behind the curve in up to date curriculum needs 

Social security problem. 

Retirement, lack of effort on part of districts to pay Social Security, SS offsets inequity for teachers. 

Teacher Retirement. 

Retirement. 

Why is SOCIAL SECURITY money paid into the system lost? 

Lack of support from our state and our government in regards to SSN benefits. We are losing 

thousands of teachers because of a biased law that penalizes teachers and their families. We are 

denied benefits that other professions or even housewives are given. This is a major problem to the 

moral and therefore learning processes of students. 

Rules about the retire/rehire process. 

Repeal of Social Security Government Offset and Windfall Elimination Provision! 


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The current teacher retirement mess: social security, insurance. 

Keep the states hands off the teacher retirement fund. 

Social Security vs. Teacher Retirement. 

Social Security. It is unfair that I will be unable to collect on my husbands social security benefits 

should he pass away. He will be able to collect on my TRS! When I retire from teaching I will have to 

pay social security in any non-TRS job, I take but I will never be able to collect a penny from it. If we 

can’t collect Social Security, we should never have to pay it. TEA should be more proactive on 

retirement equity issues. 

Teacher Retirement/Social Security Issues. 


Leave the testing program alone. We have had enough changes. Third grade students are too young 

to have the pressure of being retained on passing a test. 

At-risk students who fall through the cracks. IQ too high for a PCD class, too low for resource, unable 

to make adequate progress in one year, in other words slow learners who are trapped in a higher 

level thinking academic world. 

Reading. Middle school students who cannot read. 

The TAKS standards have been raised too high, too quickly. I desire greatly for my students to 

increase their math skill concepts and application. Rather than increasing the skills at a rate where 

achievement can be met in a realistic, planned sequence of increased higher-level skills and 

difficulty, the testing took a giant leap. I love teaching. It has been a lifelong dream. In 21 years of 

teaching, I have never felt and watched the stress of teaching an excessive amount of curriculum 

during a school year, rather than increasing skills at an appropriate pace to increase skills. I have 

never seen teachers as discouraged as now. 

The way TAKS ratings are determined using sub-populations rather than an overall rating for the entire 

school performance level. It is not a true representation of our schools level of achievement to 

segregate the population into subgroups and rate the entire school based on very, very few students. 

I believe the TAKS program of testing is unreasonable and does not achieve positive results by putting 

so much emphasis on passing just one test and the degree of difficulty of the math and science tests 

are unreasonable. This system is a pathetic mess in my opinion and your implementation of it will 

come back to haunt you in the future. 

Over testing of our students. There is little joy in teaching or learning any longer, there is no 

consideration given to differences or individuality of our students. We must find ways to measure their 

progress besides hanging their entire future on one test on one day, so that our entire school year is 

not spent testing and testing and testing to prepare them for that one event. That is not learning! 

High stakes testing. 

We need to dump the standardized testing. It does nothing to guarantee success, and takes valuable 

time and money away from teaching fundamentals. 

How LEP students are assessed and who is keeping track of this accountability. Students who arrive in 

this country, and cannot speak English should not be shoved into ESL. Regardless of age, the 

student should have access to bilingual education. 

I think it is important for students to actually learn in the classes that they are in and not for the 

administration to push the teachers to give credits that a student has not earned. 

That’s enough test revisions. I’ve been teaching since the TABS tests. School finance requires less 

expense in the manufacturing and administration of tests. 

Too much emphasis on standardized testing, no real learning taking place, Texas public schools are 

test machines. 

TEA should not penalize students who have already gotten their TAKS reading scores. They should 

have known the test was easier BEFORE they gave it and notified schools before hand that the 

scoring had changed. Is it acceptable for me as a teacher to post grades on a report card, send them 

home, and then lower all the grades because I had not taught material that was hard enough? 

Heavens no! I would probably lose my job. Someone at TEA needs to own up to this. Or should I put 

a postscript on ALL papers, records, and report cards I send home that these grades are, 

approximate, and subject to change? Good grief! I can’t believe this is happening in the state I live in. 

It makes me ashamed to be a teacher in Texas. 


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I think we have to modify too much for students that are quite capable of doing the work we are asking 

them to do. I think too much emphasis is placed on the TAKS. I find that the students that are 

graduating are not prepared for college because all they know is what is on the TAKS. 

Developmental guidance is not a priority to our school district. Counselors spend too much time testing 

students and handling paperwork and not enough time working with students. Testing demands have 

mushroomed. The amount of time spent on assessment is unfair to teachers and students as well. 

The issue of middle schools needs to be addressed by TEA if the standards are to be met for high 

school graduations. It is in the middle schools that the core foundations of knowledge are taught that 

will prepare the students for successfully completing high school. With districts across the state being 

forced to eliminate the concept of teaming. Teaming was established with the expressed purpose to 

allow teachers to spot and address specific academic and emotional issues that may cause a student 

to be unsuccessful. If the state is moving back to junior highs at what point will be looking at what is in 

the students best interest versus what is in the states interest. 

Why is does state testing & accountability center around paper & pencil tasks? What about learning 

styles? These are not addressed in accountability. 

TAKS Test at 3rd grade level too lengthy. Math TAKS involves too much application. They are trying to 

master basic computation skills. Application should be more geared to 4th grade. 

Too much emphasis is placed on the TAKS. It is equally important to know how students rank with 

students nationally. We do not test for this anymore. 

There is entirely too much emphasis on testing. We seem to have forgotten that the students are 

people and not a business. They need a well-rounded education. The teachers and campus 

administrators are in constant fear of not making the grade or making a mistake. The test is put 

before everything. 

It is not a policy issue, but I find we test our children too often. Teaching has become, “Pass the Test” 

for a new teacher. I am not teaching the way I was taught in college. I am teaching the test and hate 

it. I was taught, “Teach the TEKS, and you will be a good teacher.” 

*The issue of referring 3rd graders to special education in order to keep them from taking the TAKS 

test *unreasonable emphasis on standardized testing. 

Having students tested for Resource services because teachers are worried about their individual 

performance on the TAKS test. 

Excessive TAKS Testing in Elementary school. 

Too much testing. WAY too much testing for youngest students. No support provided to teachers for 

getting one, on, one testing done while still trying to TEACH. 

Over testing in from the teacher, made to the district to the state level. If the students are taught the 

skills, they should do fine on an end of the year exam. 

Hispanics who are trying cant pass TAAS/TAKS or any test in 2-3 years of arriving here. 

Too much testing. 

Testing concerns. 

Yes! Possible return of EOC tests! Waste of taxpayer money, duplication of tests, wearing the kids out 

with testing. 

Issues that need to be addressed are the students that are falling between the cracks. Those that do 

not qualify for any program and are hung in the fast paced curriculum of the TEKS that leads to 

frustration and anxiety for elementary schools. The pass/fail at third grade and next year at fifth grade 

stinks! It puts too much pressure on the students even though the state has been very successful. 

We need a booklet for the EXIT level TAKS test like the one we had for the TAAS. 

I believe we are getting away from the business we are here to do and focusing far too much on 

testing. Teaching how to test has become more important than taking care of basic teaching. 

The use of one test to determine if a student has been taught successfully, is both irresponsible and 

backward thinking. How well a student learns cannot be measured by one test given one day a year. 

All studies have shown that standardized test are not good indicators of learning. TAKS is only to 

appease some legislature in Austin so they can hold money and control local districts. 

TAKS and SDAA needs to be eliminated, too much testing, protocols, TPRI, etc. , it is all ridiculous. 

Move the TAKS Exit tests back to October for the Juniors, like it was for TAAS Juniors. This gives 

them more opportunities for re, takes and gives the teachers more time to work on weak areas with 

them. 

We shall teach the TAKS, the whole TAKS, and nothing but the TAKS. You are testing these kids to 


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death. We spend more than 6 weeks of our time testing. After the TAKS is over, everything else is 

anti-climactic. You are concerned about school violence, but you restrict the choices children are 

allowed to make to the degree that the only choices they can make are withdrawal (dropping out) or 

expulsion. TAKS is an expression of the same mentality that produced the ENRON meltdown. Satisfy 

certain people at ALL costs, Conformity at all costs. Learning differences and individuality are not 

allowed, viewed as failure. 

It is great to test skills and students. But to formulate questions so that many will miss it is unfair and 

does not prove anything. I feel that often, TEA wants to PROVE how great they are and use 

questions or accept questions to ensure that 100% accuracy is very rarely achieved. If skills are 

taught and children learn the skills there ought to be many that achieve 100% accuracy. Math tests 

should test math skills not reading skills. Reading tests test reading skills. I believe in having high 

standards. I usually have 100% passing rates in my classrooms TEKS and TAAS testing, but it is 

unfair to continually raise the standard without a stopping point! 

The progress of a student from one year to the next should be measured and not grade level 

attainment. Achievement beyond that average is excellence. 

The calculator requirement for the TAKS is an extreme burden. So much money is spent for use on 

those few days each year. The expense is excessive considering the funding issues. 

Currently, at the 3rd, 4th and 5th grade levels, students are being tested an inordinately large amount 

of times. It would seem that with TAKS, TPRI, Stanford, and OLSAT testing occurring so frequently 

we are testing more than teaching the skills that create competent, effective citizens that will lead us 

into the next generation of thinkers. With such a strenuous testing calendar students lack the time to 

learn through discovery which is the kind of learning that stays with them for a lifetime. I would like 

there to be a happy median for testing that would reflect accountability for teachers but allow children 

to learn in a non-threatening environment. Testing is about as threatening to students as lay offs are 

to working class American. Please do something about testing as a norm vs. learning for a lifetime. 

We need to go back to teaching school with the basic subjects. We are now just teaching our students 

to be test takers. This takes time away from our regular rounded curriculum. 

Too much testing. Do it in the beginning of the year, so we can see what they need that school year. 

Not at the end of the year, too late. 

TAKS testing. 

Authenticity and validity of making a single series of group, administered, paper, and, pencil, 

standardized tests the only bottom line for student, teacher and school success. 

What exactly does TEA do for the normal classroom teacher who has about 150 students! Can you tell 

me how to grade 150 essays and still manage to have time for family, etc? TEA has no impact on me 

personally other than the fact that they seem to have some arbitrary policy set forth that means 

nothing to someone in the trenches. How about lobbying for another way to fund schools? How 

about a higher wage for teachers instead of administrators? Sure, it’s what we hear all the time, 

“Let’s pay our teachers more,” but do we do it? The idea of tying it in with performance is ridiculous! 

You’re depending on a kid to dictate your pay. Would anyone in their right mind, in the "real world" do 

this? I don’t think so. Measuring education is arbitrary at best. Every kid is different and learning is a 

life-long process. We all know this to be true, yet we get hung up on TAKS results. The kids freak out 

from test anxiety. I have a ten-year-old who has done nothing but worry about the TAKS test. He 

makes very good grades and is a conscientious kid. Will this show up on the TAKS test? 

The focus on TAKS is too stressful for the students and the teachers. 

Bilingual students needing to be tested by the 2nd year here. Even though many say they have 

adequate education and consistent education, that is not the case. Many children come significantly 

below grade level and we have to work diligently on Spanish skills which limits the amount of time 

that can be spent on teaching English. We are not helping those students become successful in 

Texas. 

We are continually demanding more of our students that they are not mentally mature enough to 

handle. I am required to hold my 7th graders accountable for objectives that they are not mentally 

mature enough to grasp. In my view, it is like asking a kindergarten child to perform multiplication 

problems successfully by memory. They are not at that stage of development. The majority will not be 

successful. 

I am concerned that our students are not properly being prepared for the TAKS exit test. I am not sure 

what should be done, but it seems a bit burdensome to ask students to take several exit tests as well 


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as the SAT/ACT and additional AP tests. We seem to be missing the boat on this issue. 

I am really tired of going to required in-service, etc. That is a waste of my time. Most of these inservices 

have nothing to do with my field and leave me frustrated because I could have used the time 

to work in my classroom or to teach. I am also sick of all the paperwork and testing that is forced 

upon us, when do we get to teach things that are not associated with testing? 

I am very concerned about the timing of the TAKS in the spring of 2005. Is there anything we can do 

about it? Will anyone listen? 

Student retention guidelines with respect to mastery of materials vs. age-appropriate placement. 

Teachers always teaching just for the TEKS testing. More and more time is spent making teachers 

teach this and a lot of other personal teaching skills are not taught by example to the students. You 

can educate a child all day long, 365 days a year the same material and if he/she or their parents 

don’t make the effort to learn the material, they won’t. 

Students hear too much TAKS and do not receive enough TEKS because teachers and administrators 

fear losing recognized or exemplary status. The students don’t receive the full range of instruction the 

TEKS recommends and so they lose. 

Why do you put so much pressure on teachers when we deal with students who have so much 

baggage coming into the classroom? The idea of not being able to provide healthy snacks to my kids 

when they come into my room hungry is absurd. Kids cannot learn when their stomachs are hurting 

them. We need to make sure our students basic needs are being met before they can do the work. 

Also, I am fed up with the TAKS tests trying to trick the students. If these tests were fair and truly 

tested basic skills, I wouldn’t have a problem. When you have a test where two answers could be 

correct, then that is not fair. I feel for the students being under so much pressure to pass an unfair 

test. You need to have teachers who are still teaching to come and make the tests out because they 

know what the kids are capable of doing and would do a better job of assessing skills and not try to 

trick them. I am sick of teaching because the joy has been taken out of the classroom due to the 

pressure you guys put on us. The idea of just anyone being a teacher because they have a degree is 

also absurd. In the elementary setting, you could not put a business person who is very structured 

and not willing to be flexible. It would drive them crazy especially when there are no consequences if 

a child does wrong. I wish people in TEA would only be educators who have not been out of the 

classroom situation for a million years. I believe that teachers need people who can empathize with 

the teaching situation. It has changed a great deal from the 1960s. Listen to the teachers and back 

off. 

The burden placed on student, schools, and staff with the current state mandated testing program. 

Too many special education students in the regular classroom without an aide or support staff. My 

partner and myself had 18 identified special needs children in our 2 classes of 41 students. 

Administrators should be encouraged to distribute children equally among teachers so that the needs 

of these children can be meet, as well as the regular education children. In my 28 years of teaching, 

more and more children are being labeled and more IEPs are being written for them, and the teacher 

with all these children is having a difficult time doing her job well. The regular education child is left 

behind in a lot of these cases because of the advocates for special education parents seem to be 

getting everything they want. Someone needs to advocate for the regular education children who will 

be the leaders of this nation. They are the ones being short-changed. 

Low promotion retention standards. How can a child be promoted to the next grade level when 

Standardized Test scores for that child are allowed to be 1 full year behind? Also, why is it that a 

child has to be retained in the first grade before they can be referred for Special Education services? 

Shouldn’t we be helping children when we see their needs aren’t being met? 

The required learning objectives for some courses is too hard or too broad for most of the students that 

age (in particular, Algebra 1). 

Students are not being held to a level of excellence that complements their education. I will be anxious 

to see what the TAKS does. 

Too much money is spent on standardized tests (TAKS, Stanford Aprenda, etc.). We receive a new kit 

for TPRI and Tejas Lee every year and the manual is full of mistakes (Tejas Lee). A lot of cash that 

could have been spent on other programs. 

Mastery of TEKS objects K-2 so that the student can be successful on the TAKS test in grades 3-5. 

(Teachers K-2 need to know the importance of this.) 

TAKS, UIL, not learning conducive for real world. George Bush. 


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I absolutely think that the emphasis of the TAKS test is ruining education. Children are being crammed 

with so much so fast that they don’t have a chance to integrate their learning from year to year. The 

only emphasis is on cramming it in for the TAKS. As a result, many of the bridges that should be built 

to higher learning are incomplete and concept development is not attained. I see this at all grade 

levels. Scale down the amount of “stuff" being required and take off the emphasis to teachers. It’s 

become a political tool for the hierarchy’s climb to the top No specific job titles mentioned here). 

Understand it is more about politics and , looking good, to the board and future employers than it is 

about student learning. I’ve not encountered one professional that says this is good for kids. I only 

hear how it is ruining education! Get rid of the emphasis and build concepts that will remain with 

students for years to come. If you keep raising the bar, you will achieve student failure eventually. 

Hmm, I wonder who said that years ago? A former commissioner of education! This is the number 

one prevailing issue out here in the trenches and I wish educators had more input as to what learning 

should be about. After all, we took the coursework on developmentally appropriate issues of 

childhood. Why not ask us? Thanks for allowing me time to speak my views. I hope this will not go 

unnoticed. 

Teachers in first and second grade are being held accountable for students who are coming in with no 

proper kindergarten teaching and yet because the day care they attended gave them a piece of 

paper parents are assuming these children have passed the state requirements for kindergarten. 

These children often are at 3-year-old level and the 1st grade teacher is held feet to the fire if they are 

not ready to go to second grade. 

How can I be held accountable for a student who chooses not to perform on any given day, whether he 

knows the material or not? What power/tools do I have at my disposal that will make a student want 

to do his/her best? 

Get rid of state testing. 

The overwhelming testing required of the students. 

TAKS: Why are the standards changed just because the students meet them? 

I am concerned that the SDAA at adjusted test are invalid. Also, it seems everyone has rights but the 

teacher. 

The unfairness of the TAKS test and the unreal accountability system. 

Excessive waste of instructional or prep time due to district requirements for in-service training, 

curriculum alignment, TAKS, etc. 

Students are tested too often! 

I want less emphasis on standardize tests and more on preparing students for college and life after 

HS. All we teachers hear is TAKS, TAKS, and more TAKS. 

Students are tested too much. 

All the testing is ridiculous! TEA is NOT the problem. The state legislature is VERY inadequate! 

The TAKS test! 

Student Accountability, other than TAKS. School District Accountability, other than TAKS. Social 

Promotion. 

There are too many restrictions for SDAA & TAKS. Too much testing is going on, leaving less time for 

real classroom instruction. 

Stop politicking and start functioning as teachers. Our students deserve better than the statistical lies 

you’ve been generating for the past 10 years. Tell the truth for once. No school has passed the TAKS 

or TAAS tests with above 70% of their students getting actual passing marks without your TLI or 

other statistical garbage. 

The writers of the TAKS tests are biased. They obviously have not been in an inner city public school. 

How much time have the writers of the TAKS tests put in teaching in the public schools? Special 

Education is a joke! Name one of the numerous modifications that address a student’s disability! 

Also, tell me how you determine an input dysfunction by testing an output function? 

Make the TEKS fundamental rather than abstract. The elementary grades are tested beyond their 

cognitive level instead of stressing strong reading, fundamental math, sound writing, and science 

basics. Students are being taught to memorize but not think independently. 

Yes. The fact that the TAKS will not be released each year is a real concern to educators. You need to 

find another way to cut costs. 

The testing procedures/requirements have gotten way out of hand. As a counselor in a small district, 

after the first of the year, my job is consumed with testing. Our students are burned-out on testing, 


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and I feel that quality teaching has gone by the wayside. There should be some compromise in our 

testing standards. 

There needs to be a way for teachers to give feedback regarding the TAKS test, test dates, and how 

this impacts the classroom. It seems that everyone is involved in decision, making but us on the front 

lines. 

Numerous mandates that take away form teaching in the classroom. You are testing the students too 

much and you are expecting miracles from hard working teachers. 

Too much testing for our students! We have anxiety in elementary students and teachers because of 

testing! No more read for fun! 

There are specific clarifications needed on some of the TEKS such as measurement for how much 

each grade level is responsible for, etc. 

Need to address the TAKS rating scale for students who do not read on grade level but are not in 

Special Education classes. 

After setting the passing rate for third graders on the reading TAKS for the 2003-04 school year, I feel 

it was an injustice to raise the number of questions needed to get correct to pass the test. This is 

unfair to ALL involved, especially the students, who would have passed the test based on the 

previously set number of 22 correct. 

Could we please focus on more on learning and less on testing? 

Students in regular education who are unable to test under regular conditions due to dyslexia. 

Students do not read on grade level, yet are expected to test on grade level. 

TAKS STANDARDS RAISED AFTER THE TEST, The testing for resource (should be using TEKS as a 

guideline). 

TAKS ELA. 

An accountability process based on realistic improvement and not a set standard score the one size 

fits all approach. 

TAKs test scores being changed after the third grade took the test in reading. 

My concern is the fact that TAKS testing has taken over our educational system. Too much of 

curriculum is state mandate. The new standards are not taking into account developmental levels and 

the fact that there’s no way every child at any elem grade level is 100% where they should be. All this 

testing puts TOO MUCH pressure on young children. It costs too much to test EVERY grade. We 

need the concept of learning more about less. You have added so much to the curriculum that we 

have to hurry too much to get everything finished by April in time for testing!!!!!!!!!!!! 

We need programs and plans to address the kids who "fall between the cracks. " How can you look 

at a child or parents and say, “Your child isn’t performing as he/she should even though he/she is 

trying desperately, but their IQ is too low to fit in this program or that. In other words, they’ll just have 

to keep struggling in the regular class.” 

The requirement of passing a nearly impossible to pass Texas Oral Proficiency Test that is timed and 

does not show the teaching ability of a Spanish teacher! 

TAKS and TPRI are ridiculous! The people making the rules/laws ARE NOT in the classrooms! Maybe 

some of the legislators should come INTO THE CLASSROOMS AND TEACH BEFORE THEY PASS 

ANY MORE LAWS ABOUT HOW AND WHAT TEACHERS SHOULD TEACH!!!!! People who 

ACTUALLY WORK in the classrooms should be the ones making policies for and about the 

classroom. That is the only way to improve scores and retain quality teachers! 

I am very concerned about the upcoming financial incentives concerning TAKS scores. Teachers are 

under enough pressure without money becoming an issue. 

Too much testing of elementary children. 


Equity in funding. 

Financial reform is a MUST. WE are taking good schools and bringing them to mediocrity in the name 

of equality. Not to mention, taxation without representation, in Robin Hood!!!!!!!!! 

Funding for intervention programs which assist academic success. 

Extra initiatives to help school districts continue providing grant services through other grants or 

through their district funding. 

How to do what we are obliged to do without the money to do it? 


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Libraries need book budgets because the support you give libraries is how you feel about education. 

Libraries are the hub of each school. 

More school funding. We need to get more technology in the classrooms and the money the district 

gets is not enough to fund these programs. 

Easier access to new curriculum as it is developed. Also educating administration level personnel on 

funding and importance of CATE. 

Educational Technology support. 

Making kindergarten a mandated grade level so we could receive appropriate funding. It seems that a 

grade level that is a fundamental part of the governors reading initiative should be a grade level that 

is as recognized as others. 

There should be money allowed for teachers to take in-services when needed. I also think money that 

is actually provided to the school districts or schools, should be divided equally for all teachers to be 

permitted to take part of in services, NOT those who are always “chosen.” 

Inadequate funding for Special Education, specifically Social Adjustment Program (ED) 

Bring back the Texas Library Connection, Libraries are the soul of public schools. They need to be 

funded and supported at the state level. Libraries are instrumental in student achievement and the 

future success of our students. Libraries are not “frill.” 

School Finance is most important from the superintendent’s point of view, but as a teacher the child is 

the most important. However, without the finance there is nothing for the child. 

Early Childhood Programs. Our students begin Kindergarten behind the norm due to lack to training at 

home and/or lack to preschool experiences. We need to do a better job of educating our parents or 

provide a school program for four year olds. This is from a veteran teacher with 26 years in the 

Kindergarten class. I know what I am talking about! 

More reliable and consistent funding. All sources consistently linked on website, for example, all testing 

information should be listed together and linked to their respective categories of detailed information. 

Robin Hood. 

Funding for Intervention programs for students not performing academically with their peers. 

The fact that the state plans on taking monies away from populations that need it most. 

Textbook management and school book depository. 

People who are NOT professional educators should NOT have a voice in education issues, just as 

educators do not have a voice in issues for law review boards or medical boards! 

Funding for extracurricular activities such as sports and the arts. 

Lack of money, amount of administration compared to teachers, appropriation of money. 

Continued funding for low SE students and at risk students and learning disability students as well as 

bilingual students. 

School facilities, Instructional materials and textbooks. 

Programs and funding for schools that do not receive title funds, but have needs for low achieving 

children. This type of school is caught in the middle and typically are schools with two working 

parents or single working parent homes who are stretched to the limit. They support our schools but 

have little extra funds to donate for extra programs. Their children are generally in private daycare 

before school and after, with little or no outside help with schoolwork. Also, we are losing teachers 

through retirement, as well as young teachers who are deciding the stresses are too great. Please 

make Texas a state that values teaching talent and encourages its young people to stay in the 

profession, especially our Texas residents. It bothers me that we have to recruit outside of Texas to 

fill vacancies, when we know there is ample talent in our own state. 

Crisis intervention money to help establish materials and workshops. 

Inadequate text books to cover the curriculum mandated so that we are continually using more and 

more paper and we are becoming textbook authors trying to put together instructional materials. 

Why give public school money to a voucher program? 

Modernization of curriculum, textbooks. 

School library funding or library standards are not a priority to TEA and the legislatures. Also Robin 

Hood funding is depriving our districts students of the resources and money that they need for an 

education. 

I am most concerned with the current finance system. The state is decreasing the funding to districts 

while increasing the demands on teachers and students. How can districts be expected to retain 

teachers when they can’t afford to pay them? How can districts expect to recruit qualified teachers in 


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ural and inner city schools without a compensation packet? How can we get proper representation 

as teachers in the legislature when the head of the education committee (Grusendorf) is quoted as 

saying, “Teachers didn’t do anything to elect me, I shouldn’t be expected to help them out. ” His 

proposed bills echo this statement. TEA should be the loudest voice in the legislature, informing 

lawmakers, who would probably fail the TAKS exit, what is best for our kids. Nothing decreases moral 

in a school faster than telling teachers their job isn’t important and their rights are being taken from 

them. Simply put, our focus should be on recruiting and retaining quality personnel at all levels. 

It seems to me that too much money is spent on administrations and agencies such as this one. This 

money could be better routed to serve the children. That is what you do, isn’t it? 

Awards of grants have been extremely slow this year. ARI and AMI funds needed to be awarded in the 

fall to be used to their maximum benefit. 

Financing of small schools in property poor rural areas. 

Rural School funding. 

State Legislation on the floor at this time really concerns me! Changing ratios, reducing funding, 

incentive programs and school finance challenges? We are asked to do more every year, with this 

kind of deficit looming! Pay for schools with sin taxes? Where is the future for our world? In our 

schools right now! We must guard and improve, not destroy and decrease! 

Small school districts. How funding affects them. 

Un-funded mandates from the state. 

Change PELL grants to start at early childhood in the form of scholarships. Let parents see a big carrot 

early. 

ARI Funding and funding received at the beginning of school year. 

Robin Hood School Financing plan. 

I am concerned about Perkins funding and how that might affect our Career And Technology 

Education courses that we offer at the schools. 

Funding cuts this year caused support programs to be cut for those students most in need. With higher 

expectations, this really hurts our students. 

Several. Rapid depletion of public funds by the current Texas Legislature and the Governor. The 

governor’s attitude towards hijacking money from middle-class and low-income families to benefit the 

rich and private schools. We have a major crisis with the Governor being a puppet in the hands of the 

insurance and other big corporations. There is zero compassion in Rick Perry’s Conservative stance. 

He is just providing lip service to the citizens of Texas. 

School librarians in Texas were devastated when funding for the TEA/TLA initiative for the Texas 

Library Connection was lost. With budget cuts limiting the purchase of library resources, Texas 

schools need additional help from the state to provide technology and other resources for students. 

Please use your influence to encourage the governor to finance education, not revamp it. His incentive 

program is ludicrous. 

I feel I need to know what the cutoff scores for students are in each area due to the nature of my 

responsibility. I also know that principals go crazy if they know you are contacting TEA directly. They 

and others in high positions do not want us to ever call TEA. They want teachers and department 

chairs to go through the “channels” even though the “proper” channels don’t give good answers and 

don’t know much more than anyone else. I feel the excessive paperwork burden that is mandated by 

the state as regards LEP students is enough to make not one single teacher in my district want to be 

the department chairperson and yet I am told I must do the duties in my school. Funding is cut and 

there will be no full time assistant to help out with the extreme paperwork while I teach (as well as 

other teachers) three different preparations. On my campus we have also been asked to cut our 

budget, I teach kids whose AYP could affect the school and they are at risk students and yet there is 

no consideration for this in the budget cuts. I have also been asked to say what I must have for the 

following year, and at a minimum foreign language budgets were cut in half, English Language 

Learners budgets were cut, and yet we are asked not to buy anything at conferences. We have to say 

what we might want for next year, no conferences, no books bought at conferences on the spot, no 

extra anything for five people teaching different subjects. Little consideration is really given to the 

minority group of LEP students as far as funding or consideration. When complaining about large 

classes, responses have been, “Others have even more. ” I am worried that some classes next year 

will have 36 in a classroom, even though my classes won’t be that large. TEA should not allow 

paperwork that is in excess while I have no help and time to accomplish my tasks. I am supposed to 


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put goals down with figures of AYP, to make the principals look good, but no one says how I can 

keep on career ladder while having to do paperwork that takes hours every day away from my three 

preparations. My students are missing out also when I don’t have funds in my department. Funds 

may come to the school, but that doesn’t really mean LEP students are always getting the fair deal, 

and NEITHER ARE THEIR TEACHERS. 

Easier access to grant funds. 

Immigration and local finance issues. 

I do not believe the state takes into consideration the different socio-economic backgrounds we work 

with. I think money would be better spent helping coordinate a successful home base for our 

students, than trying to make them succeed without parental backing. Maybe the legislators have 

their students in an excelling school, but many of us deal with deficit minorities. 

Having the time and resources to successfully work with each student and help them achieve. 

Funding for the Pre kindergarten Program to be a full day program. 

Textbooks that are current and the funds to secure those books 

Facilities money for aging, out of date or inadequate buildings. Coming retirement balloon of teachers 

and administrators. 

OEYP Funding! (Ours was cut DRASTICALLY this year) Extended Year (Summer School) has a huge 

impact on our students, and I would hate to see our district discontinue it due to lack of funding!!!! 

More financial support for students in poor ISDs. 

Under-financed directives/initiatives. 

Charter schools should get enough funding to be able to afford transportation to athletic events and be 

able to field competitive teams. As it stands, funding is so slight that being competitive with well, 

funded ISDs is very difficult. 

The lack of funding for charter schools often time is very, very, very, very inadequate. 

Charter school funding and accountability is importance. Teachers at charter schools are paid 

minimally to work with the children most districts are happy to see go. Charter schools have to pay for 

building expenses and advancement projects out of the general fund without the backing of the TEA. 

On top of this they are training the next wave of teachers who are being alternatively certified 

because the larger districts in our area do not hire alternatively certified teachers and can offer much 

higher salaries to the quality teachers that do come our way. It becomes very difficult to move a 

school toward excellence when every year we experience at least a 30% turn over of teachers as 

they receive their certification and move off to a district who can pay them as much as 25% more. 


Consumer math, vocational classes other than computer classes. 

There needs to be some type of program for students who fall between the cracks, the so-called, 

“shadow children. ” There are no special programs that I know of for these students, and it is a 

shame especially in light of No Child Left Behind. Teachers can reduce assignments for these 

students, but that is just giving them less of what they cannot do. These student need to be taught at 

the appropriate level of difficulty and certainly at slower rate of speed. These students have their 

spirits crushed daily and will almost certainly drop out. Vocational programs need to be put back in to 

the curriculum, and all students should have a realistic chance of graduating with some type of 

meaningful certificate if not a regular high school diploma. 2 The drop out rate should be analyzed 

more carefully. Students are dropping out because the education some of them are receiving is not 

relevant to their lives or future. Vocational programs must be reconsidered. 

I am very concerned about accountability within charter schools. I have come from a charter school 

that appears on the outside to be fine, but look closer and things are not good. They pass each year 

with the TEA inspection, but you need to look deeper. There is money being used for churches within 

these charter schools. Check out Life School of Dallas or Red Oak, please. 

Vocational and trade programs need to be updated and offered. 

I am at an Alternative School , need more info for Alternative Schools. 

Academic Alternative Schools. 

Vocational, alternative education. 

Realistic high school programs for students not college bound, career training. 

Developing vocational programs as a viable alternative for students who do not want to go to college. 


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Teacher Health Insurance. 

Method of leveling out educators who make this profession their life’s work of art. Those who strive to 

achieve excellence in education, thus working 10 plus hours per day, need to be compensated 

somehow. If this were to take place as a state, we might start to excel in many more areas than 

before. 

Too much paper work that has nothing to do with teaching in the classroom. Also, the complication of 

testing scores to make it hard to understand a students grade so you guys can try to hide the truth. 

Student scores should be based on a 100% without any type of TLI. If 50% is passing, all that means 

is the TEST is too damn hard!!! Politicians need to get out of education and let us do what is right for 

kids. Education President my foot! And give us back the $1000 you took from us. And how about 

giving us teachers the same health coverage you people at TEA have????? FAT CHANCE!!!! End of 

survey. I can only imagine how much the Survey Research Center is getting paid for this. While I live 

month-to-month to support my family and try to pay for crappy health insurance. GOOD DAY!!! 

Teacher salary should be increased to keep experienced teachers from leaving to other higher paying 

districts. This affects quality of learning. 

Teacher insurance. 

Compensation. 

Teachers Rights and Privileges. 

Current Teacher Appraisal system needs to hold more credibility, in other words, bonuses or 

something need to be given to excellent teachers. 

Adequate health insurance for employees, a competitive salary for teachers with other professionals in 

the business world, adequate financing to meet the needs of schools and students! 

Teacher insurance. 

Low salaries, high insurance. 

As you are hearing from most teachers in the state, the teacher shortage issue would be nonexistent if 

teacher salaries were higher and insurance and benefits were better. The salaries and insurance 

rates at the present time make it hard for a family to make ends meet especially if the main income 

earner is a regular classroom teacher that does not have any other source of income. 

Money. If teachers are professionals, why are they not paid as professionals? Why are coaches, 

principals, and superintendents the only ones making good money? 

I consider it a key issue that I no longer receive raises for the job that I do. I am considered an 

excellent teacher. My students not only all passed TAAS and now TAKS, but they all passed last year 

with above 70%. My students excel in Jr High, and I have been denied being reassigned because I 

am needed where I am. Younger teachers around me are getting raises every year. My best friend 

just moved to a school 30 miles away, has half the experience I have, but will be making thousands 

more. I think teachers, especially those who do excellent teaching with excellent results, should 

receive raises as long as they teach. No wonder many experienced teachers leave the field. The pay 

is not great anyway, and as we gain valuable experience, we lose the incentive of a chance to be 

compensated for it. I also think it is wrong for me to receive less throughout my whole life as a retired 

teacher than teachers in richer school districts who worked no harder, longer, or more successfully 

than I have for 25 years. 

Health insurance, teacher salary from state levels. 

Need for compensation for the many hours spent on educating our students. We need raises. 

Benefits! 

I feel that what the legislature did with the plan to supplement teachers healthcare plans is a complete 

sham designed to take money out of teachers pockets and line those of Aetna. Is TEA helpless or 

voiceless in this? 

Teacher benefits and health insurance. 

Teacher pay, treating teachers as professionals. 

Health insurance benefits paid by state just as they are for those people working in TX prison system. 

Teacher salaries and health insurance. 

Teacher Pay, State Base Increases. 

Pay scale of Teachers compared with other government officials/Treatment in general. 

Teacher health care coverage that is more affordable, many of us pay too much to cover our families, 


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especially if we are single income families. 

Teacher salaries. 

Teacher morale. Teachers and administrators need to be compensated for their hard work. More pay 

is a must. Educators should not have to pay for their insurance. This should be given to them by the 

state. We are state employees. We need to offer incentives to these dedicated people. If the state Of 

Texas wants exemplary students, we need to hire and maintain exemplary educators. 

Pay for teachers, testing stress. 

Teacher pay. 

Medical Insurance Premiums and Coverage, Salary, (We can't afford to be teachers anymore). 


If I had been able to access your web site, I would have liked to explore the possibility of developing a 

foreign language program geared to the learning needs for dyslexic students!! But, the web site would 

not allow me to contact anyone, and therefore, my work has taken me elsewhere into the private 

sector, where I have found some who are very interested in developing such a program! 

On the SBEC website link, there needs to be a list of all ExCET/TeXes tests and which one to take for 

certification in the different fields. Example, Special Education. 

For some reason our school front office number is listed on this website for GED testing. We have 

requested that our number be taken off, because we receive numerous phone calls asking about the 

GED testing. So, would it be possible for someone to take 817-251-5320, which is the number for 

Cross Timbers Middle School which is a school in the Grapevine, Colleyville ISD, off of the website. 

GC, ISD does not offer the test at any of our schools. 

I am currently enrolled as a Graduate student at Texas A&M, CC and I was working on a presentation 

about Market Education teacher certification. Outdated information was available on TEA. I was 

instructed by my professor to visit the SBOE website, since, they, are not responsible for teacher 

certification. 

Link TEKS to main web page of TEA. 

Need free online CPEs for teacher education. 


I get a different answer every time I call TEA regarding retirement! 

Sometimes the district does not worry about the updating of music, art, and PE. We worry about our 

curriculum and we need the information sent to one of us. 

Receiving information saying this was due to be done beginning LAST semester is very frustrating! 

Many times it is difficult to contact the person that you are attempting to locate on the initial call. 

Sometimes it takes a while for them to call back. 

Holding time for TEA is extensive. No response to e-mails. 

I would like to be able to speak to someone in order to ask a question or request something to be sent 

to me. I only got automated response and it did not meet my needs. 


How can TEA serve us when they are all gone? 

I miss having Mary Lankford at TEA to guide and direct the librarians of Texas. While that may not be a 

policy issue, it is important to me. 

The amount of turn-over and new staff have caused problems getting answers or it causes you to get 

several different answers to questions. 

I would like more adequate information, including specific models of calculators that may be used on 

the TAKS tests. The information provided by TEA is unclear and in my experience could not be 

addressed by any person at TEA. 

TEA network was not secure and this resulted in a loss of computer network here at HCISD. 

TEA has inaccurate information about the Highly Qualified Teacher requirements. They have not been 

updated since Rod Paige clarified what Highly Qualified means. The TEA thinks that teachers will have 

to take a test which is perfectly normal for an agency addicted to standardized tests. 


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We need a TEA contact for librarians who is/was a librarian! Cutting out that position shows you have 

no concern for libraries or librarians in Texas public schools. 

It is totally unfair that teachers new or old are being non-renewed for any reason some administrator 

feels is necessary. Administrators get away with all kinds of illegal, immoral things in the school, but 

the schools always cover for the administrators. Districts are covering up too much illegal things and 

following laws as they should be. Good teachers can be run off by bad administrators who drink on the 

job, have affairs etc. You want high standards for teachers, but you allow the system of administration 

to cover for principals etc. It is highly unfair and immoral. I tell everyone about how TEA is ready and 

willing to let an immoral principal fire a teacher for any reason. I have no respect for TEA. You have 

done nothing for teachers except makes them have more days with less pay and let them be fired. 

Many teachers are excellent teachers, but the get the wrong principal and their whole career can be 

ruined or those trying to get certificates are fired before they get them, just because they tell a principal 

they are doing illegal things, covering up for who their favorites are. You want to know why no one 

wants to teach? Well, why teach? It is hard enough to teach students nowadays with such a lax 

system of discipline, which by the way, TEA has caved in on, parents want discipline and corporal 

punishment is wanted by many, but now you cater to the rich parents who don’t discipline their children 

in the first place. Teachers have horrible administrators who always get renewed despite some of the 

most despicable things I have seen them allow and do. It is a buddy system and a good teacher can 

be taken out just because they want to make it difficult for the teacher. If you make it difficult, how can 

a teacher survive? Teachers that have tenure can do all sorts of illegal things, but let that new teacher 

come in no matter first year or 10 years and they don’t fit IN. Their gone. TEA is one big government 

agency who is not in touch with teachers. You think you are finding the best, when really you have a 

terrible system. Tenure teachers do as they please, Principals are immoral and do illegal things, but 

that seems to be ok. Nobody wants to work in an environment where you have to kiss up to a principal 

who is not worthy of respect to stay at your job. Where are the morals of teaching anymore, does TEA 

have any or is it all about money? 

Cutting the size of TEA does not allow for much interaction or support. TEA is losing all of its ability to 

help districts. 

TEA is out of touch with the reality of what goes on in the classroom. People in offices cannot make 

decisions for classrooms. TEA to me is a joke and a big waste of money. 

Personally and I speak for more than myself, TEA will get very little response to this survey because 

TEA does not represent TEACHERS. The organization like to project the image of doing so but the 

reality is business as usual. Here we have a group that thinks about profit and taking care of the inner 

workings of the organization not what it represents. Teachers care but know that actions speak louder 

than words and TEA actions for teachers are 0. Know that teachers get the least acknowledgement 

and the least credit and the leftovers after everyone else has been awarded, recognized and last but 

not least paid ($). This survey is a prime example there is nothing on here that concerns a true (in the 

classroom) teachers needs, or opinions. Except of course this final question box. You are in place 

because you ride on the backs of the people who are really doing something for our youth. The 

classroom teacher is the only moral hope for our students (see we don’t change the data to make 

ourselves look good). 

Specific Department/ Program Needs or Initiatives 

Athletics taking constant precedence over academics! 

Music needs to be a mandatory part of all students development and learning cycles. 

The emphasis placed on Fine Arts and Athletics vs. CATE. Fine Arts and Athletics would not have all 

their nice facilities and high tech toys if it were not for CATE students pursuing careers in the trades 

and technology fields. We are having a more and more difficult time attracting, keeping, motivating, 

and convincing students to pursue those types of careers. We cannot teach technology classes 

without space, equipment, and materials to train these kids. I’m NOT talking about just computers 

either. There is this misconception that technology only involves computers, computer labs, and 

anything to do with computers. Who do you think designs and builds those computers and their 

networks? Carpenters? Machinists? Actors? How about football players? No, engineers, 

technicians, electronics, etc. Those types do. The trades are loosing ground also. I personally know 

of a contractor who after decades of work for the state laying major piping systems of all kinds along 


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our states highways and byways, finally gave it up because he was having a more and more difficult 

time getting people qualified to even drive a backhoe. 

There needs to be reemphasis of education over athletics. While athletics are important, we are 

schools not athletic training centers. 

Need more emphasis on Bilingual/ESL programs so that Every child can succeed. 

ESL. 

Support for the arts as academic, integral subjects, not “FLUFF.” 

Helping our kids! Protecting our Athletic Periods. 

Keeping FINE ARTS in the limelight with all the efforts to address TEKS and EXCELLENCE in ART 

EDUCATION. 

Reading programs. 

An oral language program is needed to meet the students needs. 

No Physical Education Instruction, Help, or Materials??????????? 

Alternative science offerings for science credit instead of as elective credit, namely GMO. 

I would like more information on the physical education side! 

Broadening of classes used for technology application credit. 

More importance placed on the music program and the number of students in each class. Music is an 

integral part in educating the "whole" child. 

Teaching for the whole student, including the arts. Give this more credibility and do not treat it like it is 

fluff. 

Math and Science Initiatives. 

Yes, I want to know what TEA can do by establishing a dual language program in all Texas Schools, 

because research shows that learning a foreign language is best before age 12. Yet many districts do 

not start Foreign Language until students are in 6th grade. I think that we are doing an injustice to 

students starting so late. 

Social skills and character education initiatives and ideas to proceed strategically. 

Fine Arts Programs. 

Need for core teacher to incorporate technology into their lessons more and more. 

A large percent of high school students cannot read, write or perform basic math. Basic foundations 

are being removed and replaced with electives and more subjects for students who do not have the 

necessary background skills. 

Bureaucracy Too big / Too complex / Too much paperwork 

Burdensome amount of paperwork for reporting the same information over and over but to different 

departments. 

Paperwork reduction! 

Reduction of paperwork and school morality concerns. 

We have too much paperwork and not enough time to plan and implement lessons. 

Too much paper work not enough time to plan and implement. 

Too much paperwork not enough time to teach/plan. 

The amount of time that teachers spend navigating paperwork and the law is diminishing their 

classroom performance. 

Too much paperwork and politics that interfere with teacher’s delivery of instruction in educating 

students. It appears that too many social issues (crime, politics, lack of parental involvement, etc.) 

interfere with educators trying to teach our students to be successful learners. 

I would like to see one form that gives the dates that all applications and evaluations of grants are due 

especially the federal funds. 

Paperwork reduction is not mentioned. There are more laws and mandates that force teachers to do 

more paperwork. This leaves less time for TEACHING. If you really want to measure success, visit 

classrooms to see what kind of learning can happen when we are allowed to prepare and teach! If 

you would allow us to do what we are supposed to do (TEACH), then you would not have to worry 

about retention and morale and other problems. 

Better use of available funds, less paperwork! More time to teach, less to baby-sit. Make TAKS test 

more age appropriate, especially at third grade math!!!! 


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With the present accountability, I would hope that TEA would work with the legislature to encourage 

pre-k and full-day kindergarten in all schools. We must start early if achievement levels are to be met, 

and teachers must have adequate time to teach the TEKS. 

Unrealistic accountability. Where on the TAKS Tests are the bubbles for poor attendance, discipline 

concern, lack of parent support? The educator cannot lean on excuses nor can we fix all concerns 

that are prevalent in ALL schools, not just inner city. 

There is a strong need for accountability in school counseling! 

The new bills to let schools decide pay, termination procedures, hiring, and creditation. 

Provide accountability to all subjects taught in public schools at all levels, not only the current ones. 

Yes, I believe that the control for how the teacher teaches the children should be an issue. I am in a 

school district which makes the teacher approve what she teaches first before taking it to the 

children. Half the time, the wait time is too long and the information isn’t given to the children 

regarding what lesson they are doing and how it is delivered. Administrator do too little, aides do too 

little, and teachers do way too much at Marlin Elementary. I have more duties than the aides. 

Administrators rarely are in the cafeteria, but the teachers are required to do a duty without the 30 

minutes given at another time. 

Administrative support. 

Student Attendance. Accountability. AYP. 

Accountability, we are getting more and more students who do not have the ability to pass the TAKS 

test and do not qualify for Special Ed. 

District report Cards and accountability, Listings, Addresses of State government reps and programs. 

At the high school level, my students often miss 10-20 days during the spring for extracurricular 

activities (usually sports). I have had students miss 30 days during the year excluding illnesses. How 

can we teach them if they are not here? If accountability is going to be in the picture, then leave my 

students in class. 


Retaining teachers who are qualified. 

Many retiring teachers and not having enough qualified applicants to hire for their positions. 

Alternative methods of compensation, where a portion of salary may depend on PDAS. The inability of 

administrators to get rid of ineffective teachers, because as long as they are certified, it takes years to 

build up enough paperwork to get them out of a school. 

Certification requirements. 

The appropriate training of those persons coming into the business sector into the teaching field. 

Urgent need to train them in how to setup, manage and maintain a successful classroom system. 

I am very concerned about the introduction of teachers that have not had training in the actual teaching 

of kids. 

Paraprofessional assistance in the classroom/grade level. 

Teacher retirement. I am also greatly disturbed by the lack of REAL education at the high school level, 

education having been subjugated to achieving acceptable ratings and retaining drop, outs. 

I strongly believe that TEA needs to stand firm on the issue of teacher qualifications. I feel that certified 

teachers are held to high standards. Yet we offer incentives to those with degrees outside of 

education to join us. 

Teacher certification-site-based decision making. 

The changes in teacher certification requirements concerning the number of courses taken in college. 

Too many courses added that do not increase teacher performance and have curtailed enrollment in 

teaching programs. 

Uncertified teachers teaching. The SBOE recent decision to allow non-certified teachers into the 

classroom is a detriment to our society & will not solve the teacher shortage. It will only exacerbate 

the problem because turnover rates will increase. 

Streamline the certification process for administrators like what has occurred for teachers. 

The requirements to become a foreign language teacher are not comparable to other subjects. Many 

schools are loosing talented teachers because of the TOPT testing. 


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I worry that teachers who have new certificates that require them to do so many hours of in-service in 

order to keep their certification have fewer choices of workshops because of the decrease in funds 

for the Educational Service Centers, which I know is not your fault. I know that the numbers of 

workshops in our local ESC have decreased. In the last ten years, the quality of workshops has 

improved until I would say that I haven’t been to many that were not helpful. I do not like the DEC 

visits, because it took so much time getting ready for them that could have been preparing for 

classes. I am glad that the DEC visits are less frequent. I am retiring this year and feel that TEA has 

been fair in my dealings with them. I was involved in an audit of the ESL program and the gentlemen 

from TEA were most helpful to me. 

Certification process. 

Teacher accreditation. We are getting too many those that can, do, and those that can’t, teach. 

Teachers need to be certified and have had some prior experience in the classroom, such as student 

teaching, teaching assistant or substituting. 

Use of non-certified personnel to teach classes. Future of Educational Service Centers. 

Bilingual education, need for more qualified and concerned educators. 

Teacher Certification. 

We must use more "real world" expertise in managing our schools. Good Educators do not mean good 

managers. 

Teacher retention. 

Retention restrictions. 

Secondary ELA teachers not certified in reading would benefit from a plan which would allow us to be 

endorsed or certified without having to go back to college, spend thousands of dollars, and generally 

go through a huge hassle in order to prep for the EXCET. 

Stop giving a pass to the teachers from Spain, who have had to acquire a teaching certificate like we 

all did. It is unfair and it is wrong. They do not know the system and most of them stay two years or 

less and leave. It is already unfair that all other bilingual teachers earn more money and these 

teachers from Spain earn credits for the years they taught there (even if they did not teach full time or 

appropriate grade level) which awards more money. All this without having to go through methods 

classes like we all did. In addition, many of them do not know how to teach English or do not know 

English at all. Students are losing with their hiring. Better concentrate in recruiting in high schools and 

colleges with scholarships for future teachers. 

Stop giving a free pass to all Spain teachers. THEY MUST GO TO A USA UNIVERSITY to learn how 

to teach. Most of the Spain teacher come to USA public schools without the enough knowledge to 

teach. Yes, they are certified by Spain Government to teach there, but not here. The story is 

complete different in USA than in Spain. Moreover, they don’t think in English as a component of 

bilingual education. In my school, there are teachers that do not teach English before TAKS, and 

some Spain teacher do not speak English at all. I came from Mexico and I had to complete a 

deficiency plan to get my teacher certification. I am happy as a bilingual teacher and I can strongly 

say that the university courses that I had to take help me in my instruction every day. Do you really 

think that they can teach with the training they receive in Austin before the school year starts? 

Better preparation and monitoring of administrators. 

Teacher certification and keeping track of who in the school is certified and who is not. 

Teaching strategies, strategies to help courageous learners (those brave enough to come back every 

day even if they have failed time after time). 

TEA requirements cause the administrators to make the teacher workload greater, therefore, we are 

losing top-notch teachers left and right. To fill that shortage, we are hiring alternative certified 

teachers (if certified at all), and they are not as good as teachers who have been trained to teach. 

Lots of gaps! 

Inadequate administrators. 

Implementation of the new legislation RE teacher certification without teacher preparation. Regs and 

implementation dates. Are we calling this "instant certification?" 

That the state of Texas passed a law to allow any person with a college degree and passes the exit 

exam can teach our students without a background in education. It’s like going to see the doctor and 

he or she never went to medical school but passed his or her medical exam to practice medicine. I 

totally disagree with this new law as should have TEA. 


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Parental Involvement/ Responsibility 

Parent support and participation, adequate and affordable daycare. 

Student/parent accountability. 

Making Parents accountable for child’s success, when comes to making sure they do homework and 

read with child. Taking part in the learning process. 

Discipline needs to be in the hands of the teachers, not parents. 

Parent accountability. 

Student and parental accountability for educational progress. 

Parent involvement, we need to educate parents at least to be aware of the importance of good night 

sleep, good food, homework and setting goals for themselves. 

Parent Literacy Development. 

Parent/Family Involvement Programs. 

Some type or reporting program which address Successful Parental Involvement Programs reported 

from across the state. (Could we establish a website, sponsored by TEA, where school districts could 

post and explain programs that they have in the works that solicit parent involvement success stories 

that they use in their individual districts). 

Student failures, parental support. 

Mandatory involvement of parent/caregivers. 

Parent involvement at home with students, this must be the most important. 


Safety and discipline. 

Need stricter discipline in our schools. 

Discipline management and implementation of Boys Town Skills. 

Lack of discipline in the schools. Teaching is disrupted too often with very little consequence to the 

student who is disruptive. 

Accurate and timely reporting of school violence incidents. 

Campus discipline, safety for students/staff. 

School safety concerns, teacher protection against frivolous lawsuits. 

Discipline, discipline, discipline! Teachers and many parents are feeling as if there are no real 

consequences for students causing serious, continuous disruption. Example, I have had a student 

with over 50 referrals still sitting in my room until days ago. Why was he allowed to remain in a public 

classroom? Teachers need backing in the classroom. Give us cameras if you must prove behavior 

disruptions, but please allow us to refuse certain individuals admittance into our classrooms. This 

refusal is for the benefit of 99% of the students and would only have to take place rarely. Parents 

would begin getting the message. Fine the parents, remove the students. Nothing speaks louder than 

dollars. One of my (medicated) students was finally sent off campus two weeks ago. That particular 

class has completely changed. I can teach now. How sad that it only happened near the end of the 

year. 

Safety, more officers needed on campus. 

The way we tie the hands of administration and teachers to deal with discipline and end up with 

violence in schools. 

Discipline. If students are out of control, the entire class suffers instructional time. What do parents 

become accountable for their child’s behavior? 

The discipline of the students in the schools must improve. The teachers need to be supported by 

administrators. Almost all teachers are very dedicated and work very hard. Administrators need to 

show appreciation for their teachers and stop approaching them in an arrogant and threatening 

manner. 

Discipline of students. 

school safety and student discipline. 

Being allowed to use stronger discipline, like licks, without the threat of a lawsuit. This is in elementary 

as well as high school. 

Safety/Security. 

Discipline. 


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Migrant students, information on best practices and monitoring tracking of students. 

Student transfers. 

LEP Students 

LEP, ESL, Bilingual education. 

Current issues involving LEP students their socio-economic background, accountability, student 

retention, parent, teacher strategies for student success, etc. 

A curriculum for LEP students and a guideline for all laws regarding LEP students. 

LEP Special Education students. 

Yes, the LEP exemption policy is totally unfair to both the students and to teachers who are blamed if 

they fail the test. 

Guidelines for LEP exemptions are completely unrealistic. This needs to change immediately! The 

people making these decisions need to spend more time in the schools. 

LEP students should have a different criterion for TAKS and TAKS reporting of results until such time 

as they are at monitoring status. It takes seven years to acquire a language. Why are we trying to 

rush a student through in 3 years or less? Students and classroom teachers are very frustrated by 

the present testing approach to LEP students. In addition, the way that Special Education is presently 

set up leaves a lot to be desired. If a student scores, for example, in the low 70s for IQ and the 

discrepancy is not enough, there are no specific programs for these gray area students. This type of 

a student is required to take and pass a test designed for the average 90-110 IQ, i.e. TAKS. This kind 

of a student is required to take the test over and over in third grade with continual failure a 

guaranteed and inevitable result. His or her likelihood of ever passing is very low. The child’s selfesteem 

plummets with every test taking experience. Even with all the tutoring, sometimes 4 or 5 days 

a week, this child is often doomed to have no test taking success. Because of the present guidelines 

and procedures, this scenario is a dropout waiting to happen. Decision makers should have the 

experience of comforting and working with a child who sobbed his eyes out when he found out that 

he had failed TAKS! What are we doing to children in the name of accountability? Only one child with 

this type of experience is one child too many!! 

Other 

Taking the control of the schools away from the community and the proposed plan to take the business 

taxes out of the community schools hands. 

Pre-Kindergarten programs to be available to all students. 

1. Controlling the Dropout rate. 2. More effective alternative education and child care for students with 

children. 

Our district in compliance with Comptroller's audit (TSPR) reduced Technologist on Campus. This is 

contradicting to the Star Chart implementation of Technology for campuses. There needs to be 

agreement and correlation with TEA and Comptroller. 

I believe in the policy of the Upside-Down Pyramid, with students, followed by teachers, being the top 

of the pyramid. I have been teaching many years and our school district was, in my opinion, making 

the greatest academic growth during a period when an emphasis was put on this policy. Morale was 

high, attitudes positive. Administrators and all service personnel should exist to meet the needs of 

students with trained, excellent teachers participating in vital decision, making at the school level. 

Elementary competitions. 

Investigations from TEA bring repercussions from employer. 

The requirements and incentives the Legislation is thinking about putting into place. 

Please mandate at least a 7 period day for all high school students. Allowing the students to only take 

6 is encouraging laziness. 

ESL, health, drop out, school governance. 

The FMNV guidelines are ridiculous. I teach kindergarten and there were many wonderful learning 

activities we were unable to do because we could no longer use marshmallows or jellybeans. We 

weren’t even going to feed the marshmallows to the students but because of FMNV, we can’t even 


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use them in the classroom! 

Not an equally opportunity for every individuals. Very discriminatory and the management is very 

odious towards employees and parents. 

All of the issues above are important and not so black/white in which one can rank them in order of 

importance. I do not feel comfortable ranking these categories beyond my #1 choice. Teaching 

excellence can enhance and influence many of the other categories. 

I was told I am to log in workshop hours and courses, but when I attempted to it would not let me. My 

district has not given us adequate training to do input this information. I have taught 28 years, am I to 

go back and research all those workshops I have attended? 

Counseling services. Scholarships. Behavior Modifications. 

The number of days required by Texas. Why do we have to go to school more days than other states? 

The children just shut down and don’t work anyway. 

TEA needs to communicate with TDH and develop policies related to School Health that are easy to 

locate and find answers to on the internet. Nurses need clear cut policies on student health and 

immunizations. TDH and TEA need to discuss standards of care for students regarding student 

health and welfare and set clear cut policies for School health services to follow. 

Yes, all the nutrition regulations/nonsense that has happened. In PPPC, (SPED), Pre K, and K snacks 

and cooking activities are tremendous learning opportunities for so many skill areas: language, fine 

motor skills, literacy, math, to name just a few. Plus to say that students have to bring their own 

individual snack will cause problems. Most of our students are on free and reduced meals. So many 

of these families will not send snacks. So what do you say to a 4 year old who had lunch at 10:30, 

when others are eating snacks and their parent did not or could not send a snack in? To have list 

those as IEP goals rather than using the activities to implement goals is ridiculous. Even the state 

adopted DLM Pre K curriculum has cooking/snack activities in it! So it seems whoever is making 

these regulations does not have much contact with educators that use these real life experiences to 

teach and motivate students, especially our young learners! 

Support Services for school counselors. I am concerned that TEA will no longer provide the yearly 

school counselor conferences. 

I ranked nothing above, because they are all important! They all need to work together to provide a 

good school system for our students and good working conditions for the employee. 

I believe that the above are the most important issues for student success at this time. 

Many of the students I work with are struggling with math. 

This area does not apply to me. I strictly work with the TEA PEIMS reporting area. 

Lack of Dual Credit courses accountability publicized on school report card. 

FMNV. 

The availability of the counselor to actually do counseling, group, individual and classroom 

presentations, instead of administrative work. 

Updating technology TEKS. 

Gay students are still being made to feel sexually uncomfortable and inferior to straight students. 

Elevating the value of an education! 

Keep the main thing the main thing!!! 

I am pleased with the last science survey. The TEKS were much easier to understand. 

Administrative misdeeds not being investigated, school board misdeeds. 

The states efforts to squash the public school system is a major concern. 

Overpaid superintendents. There should be a cap or at least a formula for determining acceptable pay. 

Harlingen CISD is out of compliance with regulations concerning allowing conference and lunch 

periods for teachers. 

There needs to be more information about the AEIS reports that is more user friendly. 

I wish there was an area for concerns teachers could share with TEA that would actually be taken into 

consideration. 

Block schedules should be outlawed!!!! 

Yes, put God back in the schools. What will be your excuse when you face Jesus and you have no 

hope of eternal salvation? Get rid of the Theory of Evolution, it has never been proven. It is a 

doctrine of Satan. 

Keep small school districts in mind as you make decisions that will affect us too. 

Pregnancy and childcare. 


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The fact that educational decisions are made by politicians who impose rules based on politics and 

NOT what is good for students, families, and educators. 

HOSA and HST and Career/Tech. 

GPO and Windfall adjustments for TRS participants. 

Square Meals Campaign. 

Public Relations in terms of overall (governmental) public support for public schools. 

Student apathy toward education, lack of strategies to deal with unruly or uncooperative students, 

weak educational backgrounds, lack of concern regarding real problems in education. 

College awareness and planning by 5th or 6th grade. Many low SES students do not find out that they 

can qualify for scholarships early enough to take adequate prep classes. 

Special needs for specific places, better connections between high schools and colleges, for AP 

credits, student expectations, emergency situations that may arise, and others, will type in next 

survey. 

1. Educational Alternatives for Special Populations after graduation. 2. Compliance with TEA 

recommendations and the flexibility that districts have. 3. Districts compliance and interpretation of 

TEA guidelines. 

Eligibility. 


SPED teacher to student ratio. 

Revising Special Education Qualification Criteria to include slow learners and lowering student/teacher 

ratios in both general and special education classrooms. 

Class size, teacher contracts, vouchers, teacher minimum base salary, health insurance funded, social 

security benefits, funding tied to student performance, paperwork, discipline in the classroom, teacher 

certification, state assigned TAKS and SDAA requirements. No child left behind and secured Teacher 

Retirement Funding. 

Special Ed requirements. It is contradictory to have specific criteria for qualification and then to have 

limits to the number of Special Ed students. Our hands are tied and our Administrators have no 

choice but to discourage testing when our numbers are high. A small school, where there is a high 

percentage of Economically Disadvantaged, usually has more children with learning problems, or that 

has been true in my experience. 1. So, do we do what is right for the children and get punished as a 

school for numbers that are too high? 2. Or, do we ignore some of the teacher requests for testing 

and possibly neglect our job of doing the best for each child so we can keep our numbers where you 

people don’t jump on us. If you don’t know, I can tell you. In our money-troubled time, NOBODY in 

their right mind would do the second thing. How can an Agency like TEA be so critical when obviously 

they (the Federal and State people in charge of this) cannot see that these numbers create a 

contradiction? 

Special Education & TAKS/SDAA Preparation/Implementation. 

Special Education testing issue and “On Grade” level testing. 

TAKS Testing, Special Education. 

Pre-K needs to be a part of the whole system. They need to have TEKS and class size limits in effect. 

Special Education programs and financial support. IE, Computers for classrooms. 

I believe we are now teaching TAKS, just a new test with a new acronym. We are not teaching our 

children to think, but rather what to think. We are also "cramming" for math the week before TAKS, 

which is ridiculous. This is like a college all-night study session before finals. It won’t work. Studentteacher 

ratio should be lowered. 22 is too many children in one classroom, especially in the lower 

grades. Children would also work better if they were ability grouped. That is just common sense. I am 

also concerned about school violence and a general lack of discipline that I’ve observed in public 

schools. 

Robin Hood is not addressed. Special education is not addressed. The SDAA is not addressed. 

Mainstreaming students who do not score high enough to be in Special Education and are put in 

regular classes where they have absolutely no chance to pass, this is not addressed. Textbooks that 

are not used because they are out of date before they are even in print. The use of non-recyclable 

materials and technology needs to be addressed too. 

Low economic families, no insurance, medical needs not met for the population right above Medicaid 


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acceptance, we get students to the exhausted state and hold them there while taking the TAKS test 3 

or 4 days in a row, we need to spread the testing time out for teachers and students, need a lot more 

support people, if we can’t have teachers, then give us paid helpers. Very large Class size for the 

teachers 5th grade and up, so much medication in the schools, need more ways to handle out of 

control children that spend most of their time not learning in the office. 

Learning Environment, class size reduction, enough teaching materials for each student, and equity in 

library books. 

Too many kids in special education. The teachers of younger kids need to teach and not send kids out 

for little misbehaviors. Kids are kids, they are not little adults and expecting to act as such is not a 

help. Teachers should be charted for how many kids they recommend for special education. We 

need to offer more career technology classes for kids. Not all kids are going to go to college. We are 

not preparing those kids for the life by keeping them after school and learning how to take a 

standardized test. 

I am sure this falls somewhere above, but I have great concern about availability of money being 

priority over student success. Class size per teacher ratio. Students are being crowded together in a 

classroom (Pre K/KG especially concerns me). 

The amount of paperwork tied to AYP and NCLB. The amount of time devoted to TAKS and SDAA. 

There should be NO waivers for class size, hire more teachers so that students get the attention they 

need, provide teachers with insurance paid for by the state, eliminate unnecessary paper work!!!!!!! 

Bring the average teacher pay up to the national average and provide health care equal to other state 

employees to attract and retain teachers. Maintain the current 22, 1 student/teacher ratio in primary 

grades. 

Completion requirements. School day parameters. Budget as influencing staffing. State funding levels 

& un-funded legislative mandates. Increased math/science initiatives. Retention of teaching 

professionals. 

Why were we notified about SDAA out of level testing not counting for AYP in a timely manner? What 

is the state doing about un-funded mandates? 

NO Vouchers for Private Schools. Too much testing such that there is little time to teach 

Teacher pay! No child left behind funding. 

Insurance and retirement 

All teachers should be ESL trained/certified. 2. All students should be tutored in two areas, reading and 

mathematics. 3. TEA should rethink its devastating policy concerning the amount of time spent on 

TAKS/TAAS. 4. All efforts should be made by the schools and their staffs to involve 

parents/guardians and students to show how effective any particular school is. The “75th Anniversary 

Celebration,” the Karate Belt Ceremonies, the school cheerleaders, and the Edison Dancers are just 

a few examples of venues that are of interest to students and teachers and parents alike. 5. Artistic 

endeavors should be encouraged so that all ranges of students are involved. These students should 

be encouraged to succeed in their talents just as much as in the various sports activities. Beautiful art 

work is done at Edison as well as crafts and efforts such as the model car club do excellent work and 

the students creativity is really something to behold. 6. A time set aside for, "enrichment," activities 

when their wonders of music (not just hip, hop and rap), art, literature, drama, sculpture, the arts and 

life styles of other cultures and countries. Not one of my l52 students could find Japan on a world 

map. Most could not find where the city of Houston is located, 8th graders, unpardonable. 7. Our 

students are bright, quick to catch on, competitive, usually totally lack in drive or ambition, 

disinterested, and with little or no discipline. Therefore, all of the programs and issues that face TEA 

cannot be solved until the teachers have the cooperation of the State, the parents and guardians, and 

most of all, the students themselves. 

For the teachers themselves. The insurance, retirement, and social security issues. 

The treatment of professionals in the teaching fields has totally lost confidence in most educators. We 

are very disappointed in the whole picture and are worried about our future in pay and in retirement. 

Our efforts as educators never seems to be matched in appreciation. I feel our profession is not being 

taken seriously and weigh no more than the opinions of small children. 

TRS, HRA, negative for teachers, loss of spouse social security, teacher benefits. 

I feel that the education system is being ripped off by the state and TEA because we are on the lowest 

level of the finance chain. We hold the future of our nation in our hands yet we are taken from on 

every turn. We are penalized because our husbands work and we work, yet we cannot receive social 


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security after retirement. If you are not a certified teacher you retirement from isn’t enough to live on. 

We have had our insurance changed and changed until we cannot afford to keep it or pay for 

medicines. Now you are taking the monies and letting AETNA manage it at quiet a profit at your 

employee’s expense. It is harder and harder to get qualified people to work in education because 

they can go somewhere else and get better benefits. Please quit penalizing the school employee as 

we are not important. We are the ones who made the politicians who the are I don’t see their 

retirement being cut. Thank you for hearing me out. 

Teacher and administrator benefits, Insurance, including for retired educators. 

1. Salary increases 2. State to pay teachers a bonus for having Masters or higher degrees (higher 

education is not recognized by this state) 3. Putting teachers with the state insurance policy (like all 

the other state employees) 4. Allowing the teachers to handle their own $500 the state gives for 

insurance offset 5. That TEA stand up for the teachers in this state, back us up 100% 6. Quit worrying 

about how the districts fair when it comes to TAKS, what needs to be addressed is how many 

students are ARDed out because districts don’t want their scores to be low, students doing too much 

TAKS practice and not learning the concepts they should know from one grade level to the next. 

Teacher and administrator salaries. Health Insurance and a complete benefit package that is 

equivalent to all state employees. The ambiguities between AEIS and AYP. Expecting end of year 

results on state assessment for 3rd graders in the middle of the second semester. 

1. Teacher benefits. Why don’t teachers receive the same benefits as other state employees? We are 

working in state funded schools, so why shouldn’t we receive the same benefits? 2. Testing. We are 

sick and tired of all the testing that occurs in our schools. It especially concerns us that it might 

someday be tied to teacher’s jobs. There are too many variables that go into the testing process to 

connect someone’s career to it. We can’t control these students’ entire lives. We can only do so 

much! How would you like it if you were in our position? 

Teachers are inundated with severely increased testing and paperwork. We are having to take away 

recess (15 mins) in order to have time to TEACH and squeeze in curriculum. It seems, the more 

students increase in achievement, the higher the required scores are upped for the next test. If you 

want effectiveness at all levels, you need to utilize the 22/1 ration from Pre-K thru 12th grade, reduce 

paper work, and pay the experienced teachers what they are worth. New teachers are getting much 

more money to start and their students move on to the next grade severely below level and discipline 

is too lax. I do not mess with TEA anymore because I have come to the conclusion it is just another 

politically, self, serving, look at me, machine. 

We are very unhappy with school funding as well as the health reimbursement plan. 

I am very concerned with new legislation and its impact on teachers. Many of our benefits and our 

salary are being cut. We see all of these new laws enforced which are supposed to make education 

and accountability important, yet the people asked to make this happen are treated like second-class 

citizens in many respects. I still do not understand how our schools are state funded, our tests come 

from the state, our curriculum is set by the state, and my students must pass state mandated and 

made tests but I am not a state employee and therefore not eligible for state insurance or other 

benefits. I see so much money wasted on programs within our district and state on silly programs 

designed to "check up” on teachers and "insure learning is occurring” you want to allow anyone with 

a college degree to teach, you pay Texas teachers one of the lowest salaries in the US even though 

our standards are higher, and you have the nerve to still place blame on us when things go bad. The 

system we have now is not working. You are losing teachers rapidly who can make the same amount 

of money elsewhere with far fewer responsibilities and work. Every year something is added to our 

plate and nothing taken away. The reporting of TAKS scores is also ridiculous. The scale score is just 

a very political way to portray student success. In all my years of teaching, I have not been to one 

school where a grade of 50 or 60 is considered passing. These are very political games played to 

impress the public. I hate that TEA is obviously influenced by whoever happens to be in office. If you 

feel this scoring is adequate, why don’t you just report it that way? Because no one wants to read 

that a child made a score of 60 and passed. It doesn’t make sense. If TEA is powerless to make 

these changes, why not do away with it and pass the money needed to maintain it to schools and 

teachers. 

Teacher Insurance, Salaries & Benefits directly impact retention of quality personnel and the quality of 

education in our classrooms. Teachers need to be able to focus on their duties but often have to work 

multiple jobs to make ends meet. Every time the legislature raises the base rate of teacher salaries, 


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our district just robs us somewhere else to pay for it. We end up losing money not gaining it. WE 

NEED A TEXAS STATE EDUCATION SYSTEM which does away with local "good old boy" politics 

and property tax based pay! 

Student discipline, lack of institutional support, micromanagement by unqualified non-educators, lax 

teacher certification requirements 

Getting Texas Teachers off of the Lowest Paid List. Creating vocational/apprentice programs for noncollege 

bound students. 

Adequate Technology equipment, Class Sizes, Providing alternative programs. 

Adequate materials for all students, Class size, Teacher Salaries. 

1. Teachers that are uncertified who continue to remain in the classroom. 2. We have a high 

teacher/student ratio. 3. The arrangement of our school is not developmentally appropriate. 4. This 

school has a new principal every year. 5. We have lost more than half our teachers every two years. 

6. The socio-economic level of our students has lowered each year since the school opened, and yet 

we can’t get more teachers to keep class sizes small in order to address student issues that are 

present due to the poverty that they deal with on a daily basis. 

Large classes and teachers leaving the profession. 

The "top heavy” districts, too many administrators and not enough teachers/budget. Too much 

emphasis on the UIL sports even DURING TAKS testing. 

No Student Left Behind issues and certification of middle school/jr high teachers which I would rank 3. 

State funding. Teacher salaries. No child left behind. 

There is way too much paperwork. TPRI 3 times a year is unnecessary for students who are 

"developed. " Some of my students have read the same story 3 times! I could be teaching instead of 

testing! 

I agree that accountability is very important but the pressure put on our students, our teachers and our 

district is too much. Too much testing is stressing out our students and teachers. 

Keeping experienced teachers in our district when other districts are paying up to $4000 more. Not 

being able to retire with SS as an income source along with teacher retirement. (SS via spouse) 

1. The high rate of school absences for student competitions. 2. Discipline issues in public schools (the 

lack of alternatives for classroom discipline). 3. High student-teacher ratios. 

State funded teacher training is critical to the success of students. Teachers need on-going training in 

the use of scientifically based instructional strategies for high, quality teaching to occur. Student 

learning is the direct result of highly qualified/trained teachers. The state funded Teacher Reading 

Academies should have been continued! 

Parents and students need to be made accountable. Administrators need to be supportive of the staff 

(mine sure is!) and the parents need to be served consequences when their children are absent (sit 

in their classes with them!) We need to be in class more and spend less time at workshops. Behavior 

of students is more important than making sure teachers know everything about the computers when 

they know enough. Those who make rules, laws, tests, and evaluate schools need to interview more 

and spend more time in the classroom. One high school I know is Blue Ribbon, but no one likes the 

principal and she might be doing things of which TEA would not approve. It’s hard to prove unless 

TEA interviews ALL the staff in that school. 

Providing inflation-proof benefits to reward & recruit teachers. Disclose Offset issues to new workers 

and reform this disservice to crossover teachers. Tax the country clubs, this waiver is ridiculous. 

1. Lack of funding, resources, and appropriate, knowledgeable technology personnel. 2. Discipline, 

lack of consistent and effective programs and consequences. 3. Funding, lack of adequate funding 

for classroom teachers who have to spend their OWN money in order to purchase necessary 

materials and supplies! 

Teachers must be well, qualified, fully certified, and well, compensated to ensure that any of the other 

performance standards are possible. It is inadequate to pretend that inadequate funding and lipservice 

to quality via charters and vouchers will ever achieve overall success. These initiatives benefit 

the few and harm the majority. Only excellent teachers, top graduates of top universities, can achieve 

the kind of result sought. This means paying more, providing real benefits and retirements, and 

setting high standards ALL AT THE SAME TIME. 

Safety in the schools, drop out rate, teacher pay. 

School safety, too much money and time spent on sports related fields. Coaches receive far too much 

money for their work. 


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Accountability, when confronted with a lack of student motivation & parental involvement. 

I oppose efforts to do away with, or weaken, laws regarding "due process" 

for teachers. The grievance process is important. I also oppose SBEC guidelines that weaken rather 

than strengthen certification standards. As the result of changes this year, I see a future where no 

one will choose teaching as a life-long profession. 

Student and parent accountability, discipline, bullying. 

Student discipline and parent accountability. 

Parental involvement. School Safety. 

Discipline and parental involvement. 


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APPENDIX C: ADDITIONAL COMMENTS 


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Participants were asked if they had any other comments or if they would like to recognize a 

division within the Agency, their responses are listed below. 

Business Managers: 

Website – Too Hard to Navigate/ Not User Friendly 

The search function on the TEA Website needs to be improved to provide better accuracy. The 

website provides you with great information, but you have to know where to go to find it. 

The Website needs a better search engine. 

TEA website has been changed several times, but it never gets any easier to find what I may be 

looking for. It usually takes 5 minutes or more of searching to find what I need. 

Website needs a more powerful search feature or more logical topic indexing. Many features are 

hidden and not accessible unless you know where to look. 

I do have some difficulty with the TEA website. Maybe it is because I am not so literate in technology, 

however, I suspect I am not the only one. TEA changes its website or location of links for websites 

and it can be confusing at times. 

I would like to have one Tease ID. It is confusing having numerous logins/passwords. The WEB er to 

difficult to locate the areas you need to access. 

I have too many passwords, etc, to get into different sites at TEA. Very confusing and constantly 

changing access. 

The website is TOO big! I know there is an enormous amount of information that you have to supply 

but the website is hard to navigate in. I do like the search though where you put in the first letter of 

what you are looking for. 

TEA needs to improve communications with Districts. Enhance Website to be more user friendly and 

provide more effective guidance on various topics. 

More quality control testing & simple to follow instructions for WEB based reporting. 

I do not have time to explore the TEA website to determine what is due, when it is due, and how to 

transmit. I have too, too many login and passwords to get into TEA. 

I have difficulty in the logon process each time I try to log on to the WEB ER 

Make the web site less confusing. I’ve learned how to find things, but it’s usually a struggle. It may just 

be that TEA offers so much information, that making it easier to find is just impossible. Other 

suggestion, finish the new online summary of finance. The old template is getting harder and harder 

to use. 

The Website before all the changes was easier to understand and navigate. Changes have 

complicated finding what I am looking for. 

I think the website is at times hard to find things. I know with all the cutbacks that TEA is short of real 

people. I like to talk to a real person when making a call to TEA. I have noticed the response time to 

phone calls is longer. 

Website – Update More Often / Highlight Updates 

It takes TEA too long to get current information on the website such as Summary of Finances 

Information. By the time it is updated on the website, it is already out of date. The same holds true for 

PEIMS information and audited information for previous years. 

Website – Q&A / Answers Online 

I am aware of the reasons noted for removing the Answers Online section of the School Finance 

website, however I found this tool very useful. I feel it would be a good tool to reactivate. Perhaps you 

could remove old messages to ensure that answers are current. I know many of us have similar 

questions and the most efficient way to answer those common questions would be a searchable Q&A 

document. Please reconsider. Your staff is so small now and this is a way to serve us with a low 


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number of people 

Please put back the “Questions and answers” online in finance/grants. That was a very valuable tool 

that I miss a lot, including the search of answered questions. Thanks. 

The Finance Questions & Answers was a great tool for finance and campus administrators/staff. It was 

removed due to the lack of funding to maintain the database, but the questions will still arise and staff 

will need to contact TEA directly via email, mail, or phone. It proved to be an extremely useful 

resource to support a decision regarding expenditures, budgeting, fiscal management, etc. 

Answers On-line was a great resource tool and used widely in our district. It would be beneficial if the 

archived data could be out there as a resource. Use of codes should be more standard across the 

state and with the wide use of technology in districts, updates done with how to code these 

expenditures. 

On the TEA website for finance there use to be a section that school districts could ask question 

related to school finance. TEA would respond to those questions and school districts could review the 

questions and answers. That was a wonderful tool for districts to verify that their district was following 

accounting procedures. TEA has done away with that service and site. If the only thing that comes 

from this survey is that TEA reinstates that service I will be very grateful. 

Re-instate the Q&A section that was provided previously. 

Info – More Timely Response 

I would like to get timely information from TEA that is filtered for my school. I am inundated with 

information that is not pertinent to my school, and it is hard to weed out what is important. An 

example is the required interim Accelerated Reading report due in March that I did not know about 

until after the extended deadline. 

Respond to emails sent from website. 

1) Respond more quickly to e-mail through the ESC Liaisons. 2) Get grant information out prior to the 

budget cycle (for example Title III). 3) Funding can be spent more wisely if the final amount of the 

maximum entitlements are known sooner. Notification in April with a deadline of June is unrealistic. 

To receive Title (NCLB) and ARIP entitlement notices on a more timely manner. I am very thankful to 

get the funds, but I need to know earlier to be able to budget for the money, so we can utilize the 

money to the best of our ability. Eliminate duplicate reports that the auditor does and then the school 

district has to take the same information and put into a different format (Managements Discussion 

and Analysis). I spent 4 days on this report and all I did was take the audit report and convert the data 

to a different format. I was already buried with other work and that just about sent me over the edge. 

Staff available to take phone calls and/or process emails timely. 

The response time for NOGA distribution for federal funds and grants greatly needs to be improved. 

We are receiving NOGAS weeks after the funding period starts. 

Info – More Accurate / Clear info, Not Enough Info / More Info, 

Reminders / Newsletters 

I would like to receive clearer answers concerning questions I have asked regarding use of specialized 

funding (i.e., tech, comp-ed, etc) and grants. The uses are so broad and TEA Personnel are vague in 

their answers regarding use of those funds. 

Provide Detailed Staff Listing per Dept and their contact numbers! Accurate phone numbers. 

Need better information on how to find people either at TEA or on the web. 

Process and procedures for expenditure reporting in Web-er should be consistent for all grants and 

entitlement. ESEA, IDEA, and Carl Perkins reporting is a model. ARI/AMI reporting procedures need 

a lot of improvement. 


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Textbooks 

I feel that the one website we have difficulty navigating around in is the TEXTBOOK website. It is not 

user friendly and pretty confusing. 

TEA – Understaffed / Too Many Cuts 

TEA is understaffed and this is causing districts to be unable to access staff in a timely manner. Also, 

turnaround on paperwork and flow of money has caused hardship on the districts. 

1. Hire more staff! 2. List allowable costs for all dedicated state funding (such as SCE, Bilingual, 

special education, etc). Don’t be vague, give examples. 

The reduction in staff has surely taken its toll. There are times that it has directly affected me and my 

decisions for the district. 

It is obvious that TEA could use more professional staff given the legislative responsibilities assigned 

to it. 

I think you could use more help. Everyone is very helpful but I think they have a lot to do. 

It is very difficult to reach anyone in person. With voice mail, you never know when they will get the 

message or when they will call you back. 

TEA – Unknowledgeable / Not Helpful / Unprofessional 

It’s hard to reach the person you need. People are sometimes not pleasant or service oriented. 

It is hard to determine who to talk to if I want to actually talk to a person. Who takes care of what 

specialty area and the phone number. 

Persons who answer phones at TEA should be proficient in ENGLISH. I have spoken to TEA 

representatives that are very difficult to understand. 

TEA – Not Effective / Unrealistic 

I do not believe the time it will take to submit the District & Campus improvement plans in electronic 

format is a good use of time and I don’t believe they will all be read by TEA staff in a timely manner 

as we are being required to submit the plans for the 2002, 2003 by June 2004 which is a full year 

after that school year has been completed. I understand this is TEA's way of complying with the 

changes in the compensatory education laws, but I think the submission of data through PEIMS 

should suffice. 

Funding / Financing 

For fast growing districts, you could use more reasonable ADA numbers in calculating funding. We 

have been over the number used by 200-300 students nearly every year recently. 

It would be helpful if the School Funding Dept would warn schools before changing ways the Summary 

of Finance will be updated (i.e. updating the LPE side of the SOF with budgeted tax collections which 

affects Payment Schedule). Most schools under budget the tax collections as a precautionary or 

strategic measure. Precautionary in that we never really know who will pay their taxes. Strategic in 

that we are building out of M & O since our district would never pass another bond issue. Now we are 

receiving $750K this year and will not receive final funding until April 2005 for this cut. 

TEA has been very supportive of our District. I have no problem with them. I have a problem with the 

continual decline in the level of funding we are receiving from the Legislature. 

Good Job / No Problems 

I would like to say that Phu Nguyen is very helpful and most pleasant to work with. 

Continue to maintain the question and answer database in the finance area. 

All areas should model after the Division of School Financial Audits. The support they provide is 

excellent! 

I depend on TEA tremendously! They have provided excellent assistance to our district while 


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demanding quality and accountability from us. I am worried about textbooks. We will soon see! 

have found e-mail to be the best communication but phone and WEB are great also! I like the 

changes made with the TEA SE system. This is VERY NICE and well written. Also, it eliminates 

having different logins for each area. Can’t wait till it is complete! 

I 

Other 

Stop pushing things to the region center who then charges us for the services you used to provide for 

free. 

Liked the old homepage better. 

Allow more lead time for the documentation being requested to be submitted to TEA. 2. Work on 

provisions to assist fast growth schools. 3. Use allocations to support alternatives to the norm, IE 

textbook allocation for electronic versions. 

To consider the small districts when making all the demands on the reporting requirements. We are 

usually a one person office and through better coordination at TEA, everything might not have to 

happen at the same time. 

Simplify requirements. 

You people need to crack down on school boards and superintendents that have found a nitch in 

wasting away education funds. 

Principals: 


Please make the Website easier to navigate. The search engine is frustrating to use or my lack of 

knowledge of where the engine is searching needs instruction. 

The search engine on the TEA website does not usually pull up what you are searching for, needs to 

be adjusted to not pull everything on a topic but perhaps the most requested items. 

The web site is not user friendly. It is extremely difficult to find specific items such as textbooks, grant 

evaluations, etc. I usually have to call TEA and ask for directions to the correct site. 

Continue to make your website easier to locate information. 

If the TEA Website did not have the Site Map link, I would have difficulty finding anything that I had not 

already been to before. 

Often when looking for something specific on the website it is difficult to find. When I use the search, it 

takes me to related topics but not exactly what I want. I mostly use the grant info area and it can be 

frustrating to get info on grant status. Wish they had an upcoming grants section so you could plan 

ahead. 

Link page for all parent publications in one area to make it more parent friendly. 

The previous web page was easier to search!!!! 

Have one area of the website to sign up for ALL list serves at once instead of having to click on each 

one individually! 

Offer an opportunity to sign up for all list serves at one time instead of having to click on each one! 

When I am given a web link for something, make sure it works! Too often I have to call for the REAL 

web link. 

The web is basically good. However, it would benefit the classroom teacher if s/he could simply go to 

curriculum, click on “toolkits” and then navigate to the appropriate resources. It’s a little convoluted to 

get to the exact site for assistance, and teachers don’t use the resource as much as they could. 

Simplify the website. It is hard to navigate to find out what I want to know. I would rather pick up the 

phone and call you because I find the website not user friendly. 

Searching on the web page produces a list of topics that is still hard to sift through to find what you’re 

looking for. 


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I’ve had difficulty at times using the search option, some key words don’t generate hits. Also much of 

the info is in PDF format and must be downloaded to be viewed. 

The search engine is not very helpful. You get too much garbage. 

Improve the Website so information is more easily found. 

Web site is hard to maneuver and find information. 

You cannot find a telephone number. 

The use of key words might be helpful. Especially to new personnel. 

I liked the format of the website previous to the change. I do not like the way the search option works. 

It never leads me to what I need on the website. 

It is hard to find particular information on the A to Z page. 

Improve the ease of use of Web ER!! 

The old website was much easier to negotiate. 

Web site has too many nonspecific links on the same topic making it difficult to find details. Also, 

search is too broad in finding details. 

The TEA website could be more user friendly. I know they supply tons of information, but occasionally 

it is difficult to find what I am looking for. 

When using the search engine on the TEA website, the documents descriptions are too vague. You 

have to open nearly every document to see if it is what you were searching for. I also do not like that 

it sometimes does not provide the most current information first. I may be looking for current 2004 

information and it gives me 1996 even when I specify. 

Please improve the method for which to search for information on the website. The search is too 

general and it is often difficult to indicate if each result is what I need, so I have to click into each 

result to search even further. Please make the search results more comprehensive in its explanation. 

I think the TEA website is set up well. I used information from this site to work on my dissertation a 

couple of years ago. My main problem is having time to learn more about navigating on the site. 

The TEA website was much easier to use prior to the format change. On today’s survey, the click here 

link if someone has not contacted TEA this year takes you to an un-openable page. Links need to be 

verified before being made available. 

Search returns from the TEA website seem to comeback without any particular order. I may just need 

more instruction on how to perform a proper search! 


Too many things are posted too often. When there are only two in the office in charge of 

EVERYTHING, it would be better if they were prioritized. 

Some of the departments need to update their website. It may the links for the initiatives that need to 

be updated the most. Also, the search engine could be better. 

Keep highlighting new material introduced on the Website. This helps in narrowing down searches. 

Testing scores posted as soon as possible for all teachers to view. Easy links from one area to 

another. Question and answer bank of frequently asked questions. 

Keep all information up to date. 

Why is it that some of the information on the AEIS is always a year behind, especially in this age of 

technology? 


A site where legal services can answer questions that pertain to special education. I have addressed 

several questions to special services and have never received a response. 

Answer all emails, if needed, call instead. Website is hard to search at times. 

Science test feedback information for middle school was incomplete and confusing. Not enough time 

was given for creating committee and a full analysis of TEKS to be tested. Send such requests to the 

district coordinators/superintendent instead of to campus-level administrators. Our science 

coordinator for the district didn’t know anything about the survey or committee that needed to be 

completed. 

We don’t get information in a timely manner. It is often after the fact. 

Please be prompt in responding. Sometimes it just takes too long to get a human being to respond to 


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our needs. 

The feedback I gave you is in regard to TEA only, not the Region Service Center. One complaint that 

has just come up is there are not enough opportunities for my fourth grade teachers to attend 4TRA 

this summer. All sessions are full. The information came to us (district) too late and therefore we 

missed signing up for sessions before they all filled up. 

Quicker response (or any response at all) to emails. I sent an email to the CATE department about a 

nurses aide class, I still haven’t heard. I get better response and more satisfaction talking to a real 

person. 

More timely in getting information to the districts. Also, if an item is to be completed by TEA by a 

certain time, make sure it is! It gets frustrating to try to obtain information that should be 

posted/available! 

E-mailed questions and concerns should be responded to in a timely manner. 

I don’t contact TEA personally often enough to make a judgment, but service delivery should be quick, 

efficient, and I hear it is not. 

Generally, TEA personnel are VERY slow to return calls, if they ever do!!! 

The website is great. Sometimes I never get a response from email(s) or it will take weeks to get an 

answer. I rarely call as there is not enough personnel to answer questions. Again, it takes a long time 

to get responses. 

Grant information goes to supt, and then maybe to principals, but rarely to the people who are going to 

take the time to apply for the grants. Any request for info takes forever, they say they don’t know, or 

you get no response. The decimation of TEA by the state legislature has had severe implications on 

the quality and quantity of service they can provide to local school districts. What were they thinking? 

I’m also perplexed that this survey contains no place for suggested improvements. 

I have many friends who have tried to reach someone at TEA and it has taken weeks to get a 

response. I personally do not have many needs to reach anyone in particular. I do access the website 

quite frequently and find everything I need there. 

Our special education funding was much quicker to respond, but since this has been disbanded the 

response time has been very slow. We do not have a contact person for questions in this area. As far 

as assessment and curriculum, more coordination between special ed and assessment is needed, 

slow on SDAA and LDAA information and guidance. 



Provide written responses via email to requests. TEA’s audit protocols should be included as a part of 

every grant application process. Every applicant should be required to keep on file the documentation 

in the format required by TEA. This requirement would facilitate the desk audit process. 

Grants division never follows schedules posted for award posting dates. Grants also often do not start 

on the dates posted, they change grant start and finish dates. 

I like the education news. It would be nice to have an online version of that. 

Practical help and guidelines for implementing policies that are not necessarily funded, staffed, or 

realistic (Bil/ESL). 

TEA should announce to schools what and when grants are available. I sometimes think they are 

hiding this information. 

I teach a GED class to the parents of my students. I am interested in the future of GED in the state of 

Texas. More GED information needed. 

Communicate in writing (on web and in publications) in clear, concise terms, not educational jargon. 

More appropriate information for Alternative School campuses. 

As an Alternative Accountability Campus I am disappointed with the lack of services and information 

provided. 

Attendance, Promotion/Retention, Overall Student Dress Code and Student Conduct, Texas Education 

Code online, have more TAKS sample activities and assessments/practice tests. 

Adult education in prisons is a fact and it apparently is ignored by TEA. 

Mail with Websites with contact person(s). 

Web address book with descriptions of services at those address sites. 

There are many times we receive incomplete information with materials either placed on the web or 


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mailed as correspondence. 

Some departments/areas don’t seem to have any contact people any more, it is really hard to get 

specific information. 

Textbooks 

Please send a notice of the changes that are scheduled to take place in the Textbook ordering 

website. I am a new district textbook coordinator. I am not skilled in looking through that website 

every two weeks to see if any changes have been posted. 

The process for ordering/procuring textbooks is too time-consuming and inefficient. What can you do 

to address that? 

The textbook ordering process is difficult to access and the process is much more time consuming and 

complicated than the other evaluations, orders, etc. 

All alerts and announcements should be sent via e-mail alert rather than requiring district personnel to 

go to the TEA announcement page every day when there might be an alert. IE, Textbook 

Announcements, districts are instructed to monitor the TEA announcements daily to see when we 

can place an annual order. The technology is there to e, mail district personnel of the announcement. 

Service Centers 

Make service centers more equitable. 

Keep the service centers. I depend upon them a great deal. 

Expand services, offer more informative sessions and build positive connections with TEA through the 

Region Service Centers. Need support and leadership for Alternative Education Programs. There are 

great things happening in non-traditional schools but there needs to be an equal voice and support, 

both educational and financial, for programs which are successful and can be a model for all districts. 

This will happen if TEA will recognize excellence in a non-traditional school and share the good news 

across the State of Texas. 

Testing Requirements 

Too many testing requirements. 


I believe you have made too many cuts to your technology department. 

Hire more people. 

Appropriate staff needs to be hired to ensure district needs are met in a timely fashion. 

TEA staffing reductions have severely impaired ISDs ability to meet increasing state and federal unfunded 

mandates. I do like the electronic means of data transmission. However, this analysis over 

simplifies what schools do. Parents and teachers alike are confused by theses all the new criterion 

and what makes a school a good school. When you call TEA, the staff people are extremely 

knowledgeable, but the work load is impossible. They get to you as soon as they can, but it can be as 

many as three to four days later. Parents and Central Office Personnel do not want to hear, I do not 

know because TEA has not called me back. 

More staff members to get information out faster!! Example: ESL Protocol???? WHY IS IT ALWAYS 

LAST MINUTE?! 

Be more personal and have people on hand that can answer questions. 

You have a hard time talking to a live person. Usually it takes time for someone to respond. Most 

problems are urgent and need immediate attention from TEA. 

There are too few people at TEA. It’s hard to get information other than on the web. 

They have been stripped to the bare bones. They are only a shell of what needs to implement a strong 

education system for the children of Texas. The big cuts in State funds hurt TEA, its branches at the 

ESC, and ultimately the school districts. 

I know they are stretched. GET THEM SOME HELP! These folks are doing a heroic job of holding the 

place together, but they DO need more support than they have. Gutted TOO much! 


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Those in charge of personnel in the finance and audits division must recognize that the pettiness and 

incompetence of a few of its members strongly color the perception of the division and TEA in 

general. This goes well beyond the people who have to deal directly with their lack of 

professionalism. Were they able to keep the interest of students first, it would help perceptions of 

TEA across the board. 

I know that reductions in staff had to be made, however, I know that when there was an alternative 

accountability division, our questions could be answered more accurately. 

It is very hard to find the correct person to consult. Each one has different opinions on the same topic. 

The ESC personnel are the only ones approachable. TEA shouldn’t exist except for accountability for 

AYR. Put the staff out in the school to work and see how a school functions. Too many work there 

who live in ivory towers playing with figures and words. 

It is often hard to talk to anyone. I have had problems with the TEA staff being able to answer 

questions. 

The individuals receiving calls at TEA could use training in locating TEA divisions and contact persons. 

It is important to remain cordial with all callers. 

I never like to call the agency because of the excessive pass the buck attitude with the telephone 

system. It seems that TEA staff have always been in a meeting and are never available when called 

and then we are not sure when we will hear back from them. I do not like the automated telephone 

system. 

Not clear as to who is responsible for answering specific questions. Difficulty getting a consensus on 

the differences of answers from the people I do talk to. 

There should be an easier way to communicate concerns and issues without having to be given the 

run around before someone actually assists you. 

Work on phone professionalism. Training on how to be customer friendly. 


I would just like to know that TEA is on our side. There is a feeling in our public schools that it is us 

against TEA. Would TEA just listen to public schools? Listen to what we are saying. We are in the 

trenches doing the best we can to educate our students. Please conduct this survey with college 

students and ask why they did not choose to teach? Why did they choose another field other than 

education? There are so many other questions to ask and there is no one to ask. I am afraid TEA is 

more concerned with saying, "I gotcha," rather than, "can we help you?" 

Whether it is true or not there is a distinct perception among administrators and teachers in the school 

buildings that TEA is out of touch with the reality of what they deal with on a daily basis, that it is a 

top-down bureaucracy, and that it generally causes as many problems as it helps to solve. 

Abolish the agency and the radical republican lackeys who carry the conservative right-wingers 

agenda to destroy the public school system. This polarizing business coalition is leaving no suburban 

child behind in the quest for the social Darwinist ideal of charter and religious schools. 

Look I imagine you guys are doing the best you can. I know that your staff has been cut significantly. 

My problem is not your delivery. It is your unrealistic policies. If there is one of you who can come 

down here and instruct an 8th grade student who is reading on a first grade level so well that he 

graduates on the recommended plan, then come on down. I would like to see it. 

TEA effectiveness has been greatly diminished due to the reduction in services. It is unfortunate that 

funding does not permit TEA to do more. 

My biggest complaint is the timelessness of the grant RFA postings. Timelines are never met. 

Everything runs behind placing the small districts out of the loop since we do not have teams of grant 

writers and central office personnel to stop, drop, and write. The reading grant has been especially 

bothersome. The RFA was supposed to be in to you by April 15 and as of today, the RFA has yet to 

be posted at all. This seems to be the course of the entire discretionary grant program. Another area 

of concern is the continual changing of how we report data. I realize that we are in a data driven world 

and it would be expedient to be able to look ahead and know what data should be captured and how. 

Instead, we are generally guessing about everything. Once again, this hurts the smaller districts. 

There are no personnel to stop and gather new sets of data. While it may not seem like a big issue to 


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gather data from a small number of students, we usually have to let other responsibilities go while we 

do paperwork. There is no other instructional leadership in this building but the principal. When that 

person is tied to a desk doing paperwork, the students and staff suffer. 

Meet deadlines, provide reliable information instead of changing with the latest breeze. I.E. we were 

told students who passed 3rd reading TAKS last year and were retained would not have to pass it 

this year. Then this year that information was changed. For the child that is unforgivable. Also, 

changing the cut score on the 3rd reading test after the fact. Also, for the child unforgivable. 


Most of my interaction has been with the ARI. I don’t feel that the funding for that program is done 

fairly. If our school does well on TAKs, we don’t receive any ARI funds. We are punished for doing a 

good job. 

Provide the appropriate funding to meet the needs and the demands of students, teachers, and 

schools. 

Less Paperwork / Too Much Paperwork 

Less paper work. 

More Teacher Input / Less Politics 

Teachers and administrators need to be more involved in issues related to school accountability rather 

than politicians. 


Excellent Service!!! 

None at this time, but I will contact the Esc should I come up with any suggestions! 

The problem is not with TEA. It is with Gov. Perry and his agenda. 

People are more polite and questions are being answered more quickly this year. I probably need 

more training and more time to familiarize myself with all of the capabilities offered by TEA websites, 

a good summer goal for me. 

Thanks and keep up the good work. 

I am strongly satisfied with the services that are provided by TEA. 

I have never had any negative interaction with TEA. 

You are doing a fantastic job communicating and providing resources. 

E-mail has improved since Dr Neeley became our commissioner. Vital information is not being routed 

through the district but rather directly to campuses. THANK YOU! 

Much better than in years past. 

Impressed with knowledge level and response time. 

With the limited resources available, I think TEA does a great job. 

TEA legislative updates are good. 

I’m pleased with the set up of the web page. It just takes time to browse and see what is there. The 

problem lies in finding the time to browse. 

The use of technology has been effectively modeled by TEA. 

Other 

The special education department is not as strong as it use to be. We miss support in GT. 

I wish we had a newsletter like the Fiscal Notes from Carole Keeton Strayhorn’s office publishes. It 

would be a great PR tool. 

They need to spend some time in my world! They obviously live in a different world than I do! 

When you group 30-39 in the survey I can’t agree to all the categories. 

Bring services closer to school district/campuses. 

Although the current trend is to move towards electronic communication, I prefer paper communication 

because of the stability of the delivery and medium. 


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Develop and implement accountability for social studies instruction and student performance at the 

elementary campuses. 

Get out into the campuses/districts sometimes w/ a positive perspective, instead of only monitoring, 

regulatory, and investigatory capacities. 

The moving target in regard to accountability is extremely frustrating. The standards that are being 

used this year should be an embarrassment to public education. Couple this with un-funded 

mandates from the federal level and the public education system in Texas has the potential to lose 

any progress that has been made within the last 15 years. TEA has done a great job of allowing us 

access to the updates of the accountability measures and the website is a tremendous asset to help 

disseminate information. 

It might be helpful if each school were assigned a particular individual to assist with any concerns and 

issues. 

Sending e-mails and reminder e-mails about completing a survey during the week of TAKS testing just 

added to the stress of the week. Not very good timing! 

My contact with TEA has been through the WEB. 

Assistant Supt/Administration provides me with the technical, financial, etc. information needed for the 

program. Director of Special Education keeps me informed on special education issues. 

We cannot receive email attachments. This makes it difficult to respond to information received as 

attachments. 

You are saving money for TEA by submitting everything to use electronically. We have to use our 

money printing all of these items for distribution, AEIS reports for example. 

We are required to spend huge amounts of time and money on reports (PEIMS) that do not serve any 

purpose for the students. 

Establish accountability and evaluations monitoring system that is on-site. Improvement initiative come 

from people, not paper. 

Our central office staff does most of the communication with TEA, and disseminates the information to 

us, or makes our needed contacts to TEA. Those reasons would reflect the responses that have 

been given above. 

Everything is concentrated at Austin. Would like to observe TEA personnel visiting large urban Districts 

to address needs concerns from Principals. 

Need for a contact person to address Alternative Education issues. 

It would be good for TEA to have “cluster” meetings to make the agency more personable. This would 

also allow school people to ask questions. 

In the Austin area, work more closely with Region XIII. Also, be careful about making AEIS too hard to 

figure out. Make the rules of the AEIS game clear. They have muddied since TAAS left us and we 

had the one-year moratorium. 

There needs to be more of an effort to educate school personnel about competitive grant opportunities. 

There needs to be more competitive grant opportunities for schools that have significant, but not 

necessarily high-at-risk populations. 

I could not really answer this, as I was not in public education last year. Our school opens this fall. 

Superintendents: 


The website needs to have better links. 

Reduce the number of passwords and logins for different areas of the TEA web site. Do not have to 

change password every so often. If password has expired have screen where can automatically 

update. 

The TEA search engine rarely gets me directly where I need to be if I am unable to find what I need on 


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the home page. 

E-Grant usage with passwords is nightmare. There needs to be a better way to prevent smooth use of 

website. I hate it!!! 

The search on the website is difficult. Sometimes spend a great deal of time finding things. Good 

information once I get there. 

Delivery of web-based information means I have to click on every line and print off that information. 

This activity would keep one person busy all day, every day. As a result, I don’t read current info 

because I do not have time to click on the web, surf for new info, download the info, print it off, read it 

and then respond. 

Simplify and/or reorganize the website to separate the various areas for easier access. Schedule 

knowledgeable personnel to be available for personal, email, and phone consultation at specific 

times/days (peak needs). 

Perhaps some programs could be listed under more than one name in your search process. Ex. Title I 

listed as Title I rather than only under e, grants. 

I have tried to use the search function on the website over 25 times. It gives me no information. I would 

love to see that improved. 

Please make it easier to navigate your website. I find it difficult to locate financial information, PIEMS 

data and other reports. 

I have not found the new website format as user friendly as the old. Lots of times, I search and can’t 

get to what I need with that method. Pulls up all sorts of related articles etc. 

It is difficult for me to locate many things on the TEA website since it was changed and the search 

engine is useless. 

I think the main concern that I have is that we cannot be too dependent on the internet. There are just 

some things at times that need to come in a hard copy. Our computers are down and we miss 

deadlines. We are beginning to have to write down a dozen passwords and codes to get to things on 

the Web. TEA is not the only entity we are dealing with. It is becoming confusing. 

Give superintendents 1 password instead of having to have several. It is difficult to keep up with all the 

passwords. E-grants navigation is confusing and it is difficult to find what you need to approve and 

submit. 

Make your website more user friendly. 

I know you do it for security, but sometimes we have a difficult time getting to the site that we need to 

be in to report information to you. We are a small district and a very few of us wear many different 

hats and we cannot remember what user name and password to use on the different sites. 

The website is difficult to navigate with little assistance from Tabs, and absolutely no help from the 

Help prompt. 

I wish the website was easier to use. Having to go to so many different places take a great deal of time 

that I do not have. Also, I wish we would get a notice by e, mail when something new is posted to the 

site. I do not have time to go to every division every day to see what is new out there. I also would 

like to see a calendar of events indicating when things are due be included so we can check on if we 

are keeping up with things. As a superintendent in a small school where I also serve as principal, I 

sometimes have a hard time keeping everything going as it should. I might also be helpful to post 

under the legal area a list of all of the items that must be taken to the board/public each year for 

review and/or approval. I know that new superintendents do not have a clue what they are to do and 

those of us who have been doing this still need reminders about those once a year items. 

The old TEA website was more friendly and easier to work through. 

Website links do not always work properly. 


More telephone contact. 

Send information in a more timely manner. Give ample time for reply and/or notice in requests made 

from TEA. 

It is important that when questions arise in the field, program personnel are available to respond to 

those questions in a timely manner. This is not always the case, as oftentimes, when a call is placed, 

the senior directors are in meetings. There should be some way to expedite prompt return phone 

calls, when it comes to special inquiries from superintendents. 


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I was very disappointed that I never received a reply from the commissioner to an email I sent to her 

and one of her staff members. 

The complaint process must be re-examined. Districts should not have to spend countless hours of 

staff time to answer totally trivial complaints. There must be some means whereby the Agency can do 

some analysis of the complaint before requiring burdensome, timely, costly procedures on the part of 

the District. Then, when the District complains, there needs to be a response. I am still waiting for a 

response to the complaint I registered in January for a totally ridiculous burden put on our District to 

investigate a meaningless accusation. It costs several weeks of staff time and countless dollars, and 

we proved there was absolutely no basis in fact for the accusation, and any reasonable person would 

have been able to have determined that there was not a problem if someone had given 10 minutes 

attention to the problem prior to requiring us to jump through ridiculous hoops in order to prove our 

innocence. I wrote two letters of complaint, and have still yet to hear one word from the Agency 

regarding this matter. 

The grant process is slow and cumbersome. Too much paperwork for grants that are monetarily small. 

Accountability with AYP is not aligned. Testing is out of control. 

Response to questions/concerns needs to be greatly improved. Delay in response time from TEA to 

school district is a problem. 

Ninety nine percent of the time when one contacts the agency its 24 or more hours before one actually 

talks with the individual that is really needed. 

I try very hard not to contact TEA for information, but sometimes I must. When I do contact TEA, I need 

an answer immediately. Prompt and accurate information by email would be very nice and helpful. 



The district evaluation information (AEIS, AYP, etc.) is too complicated, too strung out, comes out in 

five different formats with a total of eight release dates and is incomprehensible. This needs to be done 

in a way where the average person can have ready access and understanding. The old, Snapshot, 

analysis was pretty good. What we have now is not. 

More current and accurate information on the summary of finance sheets. 


I find that I am referred to the regional service center more often for services. I don’t typically receive 

services from TEA. 

I think the Region Service Center financial experts that are provided at the service center level by Ed 

Flathouse are an outstanding asset. They provide budget and financial expertise that was sorely 

needed at the service center level. 


The reduction in force has placed TEA staff in a position of hardship. 

TEA has personnel issues. There seem to be too few people doing multiple jobs. It is difficult to get the 

person needed when phone communication is necessary. 

I know that TEA has gone through a RIF and is trying to keep the same level of service to schools with 

reduced personnel. We have experienced this sort of problem at our school. Sometimes though, it is 

frustrating to call with a question and have to wait several days for an answer. Overall, I feel that 

those at TEA have been very helpful and have provided excellent service. Dr Flathouse, in the 

Division of Finance, has been a lifesaver. 

I believe TEA does a quality job in most cases given the support and resources provided them. I am 

concerned that recent legislative actions will negatively impact the ability of TEA to meet the ever 

increasing demands placed up it and upon public education, in general. I certainly support a fiscally 

lean and responsible TEA. But, I know from years of experience that peak efficiency also requires 

sufficient resources and support. Will the recent restructuring of TEA produce a more efficient system 

or a system asked to do much more than their resources will permit? Overall, TEA is a critical and 

essential component of the public education system. 


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The only complaint that I have related to TEA relates to telephone communications. It is often difficult 

to speak to a real person rather than a voice-mail. 

Due to staff cutbacks, TEA is not as responsive as it once was. When you call 95% of the time you get 

someone’s voicemail and it is days or maybe over a week before you hear from them. 

I am concerned that cutbacks at TEA are counter-productive and place additional burdens and 

expenses on school districts. This is not the Agency’s fault, they are victims, as are school districts. 

My major complaint: real people do not answer telephones. We are in the human being business. Get 

rid of the voice mails. I do not call TEA just to chat. When I need something I would love to have a 

person answer the phone and tell me something. 

Hard to get the right person with the answer since downsizing. 

Make it easier to get to a real person when calling TEA. Provide additional opportunities for input from 

school superintendents (meetings, conference calls, ESC visits, Distance Learning, etc.). 

More personnel is needed to provide services. 


We need to be able to be technical support from a real person when problems occur. I am very 

concerned we have reported a PIEMs error and have been told to wait until June to correct this. This is 

unacceptable. 

The Special Education Department is very unresponsive to the needs of the ISDs. 

I hate automated answering machines for service organizations. TEA downsizing has also caused 

calls to go unanswered or we are back to being passed around to three to five people and having to 

explain our story or concern, only to be passed to the next person and repeat. I had a question about 

NCLB earlier and I never received a call back from the agency. Some agency personnel seem to be 

defensive and stressed out. 

In the last year I know it has been difficult with downsizing of TEA but my experience was when I called 

the person couldn’t answer the question and would have to return my call. 


Stand up for what is right, rather than cow towing before the legislature as Moses did, and again as 

Alanis did. Moses was effective with the legislature but spent too much time hob knobbing and 

agreeing with them. Too much of a, "good ole boy,” approach. Alanis simply gave in on everything, 

was used by them, and then discarded. Another suggestion, set high standards, then get out of the 

way for those districts who meet or exceed them. This means eliminating virtually all unfunded 

mandates for districts that perform well. Some of those mandates come from y’all, and not from the 

legislature. 

TEA needs to make school a priority. Currently, too many staffers act as we are here to keep them 

employed instead of providing support and service. 


Though the primary purpose of TEA is to provide education services, shortage of local funding defeats 

this purpose. 


I think we could condense information sent to us. We get multiple correspondences requesting 

information. 

Paperwork is killing us. 

Please don’t mail me so many of the same mailings, I only need one of everything. This is a terrible 

waste. 

Overwhelming volume of mail from various departments. Prefer email. 


The new commissioner seems responsive to districts and works to include district leadership in 


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solutions. 

I think Region 10 and TEA are doing a good job. 

We appreciate your support and services to our school district. 

Dr Flathouse and Tom Canby have been very helpful to me. My ESC Director has also been most 

helpful. 

Continue to use the website and electronic mail to save money and time. 

TEA has done an excellent job for my district. Considering what the staff has been through in the last 

couple of years, I think they do a remarkable job. 

I think you are doing a good job! 

Other 

Rely on email versus telefax. 

Continue email reminders 

Please understand that we are trying as hard as we can and as fast as we can, but sometimes our 

technology isn’t good enough. 

Electronic delivery is not always reliable. We should have the option of traditional or electronic 

submissions, i.e. Technology Plan. 

There was no other place to write this. I answered strictly as a superintendent. For example, my 

business manager would have answered differently on the financial part. I hope that was the correct 

way to fill this out. 

With the recent downsizing, it might be helpful to have current directories so TEA staff are aware of 

current reassignments to individuals. 

All data should be in black and white. Some people do not have color printers. The light blue color 

used by school finance is very difficult to print even when I adjust my gray scale. 

Better coordination between departments, a human being at the switchboard, 24 hour response to 

questions, easier website to navigate (especially including a search engine). 

Sometimes it would be better business to send your directives in writing via email. Otherwise it 

appears that the directive can be hit or miss. 

With more and more interim reports and applications, surveys, etc, on the web, is there a way a district 

could check to see if it has successfully completed reports, etc.? 

Teachers: 


Keep website updated frequently, Adopt a more user, friendly interface for website design, Consider 

adopting a “mass email-out” mentality for issues or announcements that are high profile for all 

districts, principals, etc. 

It is not easy to always find what I need on the website. 

When you do a search, the list of publications is not specific enough. Just list that require too much 

sifting through, usually just TESA info is needed. 

often it is difficult to find information as TEA has it categorized. Maybe buzzwords could be used as 

instead of long, education, terminology. I often have to search intensively for information because it is 

in a different area of the website than where I would logically find it. 

It is difficult to find things on the website. There are too many levels of things to go through. 

Very difficult to find information about specific qualifications and for a specific teaching level and 

subject. I had to call my teacher organization to help my find the information that I needed. 

Apparently, I qualify under National standards (NCLB) to teach the subject and level I am currently 

teaching, but not state standards. When I went to try and find the standards, I could not. 


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The older version of the website was MUCH easier to navigate. A million links from the homepage 

makes it a little difficult to use. There doesn't seem to be any organization from viewing the 

homepage exclusively. 

In regards to the website, it is difficult to navigate. It is also difficult to tell what is going to be under 

which heading. I liked the old one better. 

Website is not user friendly, difficult to find the information you are looking for as it is so embedded. 

Make the search engine limit its finds to relevant information. When I do a search, I get a ton of 

useless junk. 

Simplify. How, I do not know? My principal regularly forwards information to us. When I go into the 

site, I get so frustrated I just log off. 

Make the website easier to navigate. We are told to use the released TAKS as benchmarks in reading, 

but sometimes it is difficult to find where they are. Still, those are easier to find than the official letters 

to be sent to parents after TAKS. 

Make the website easier to follow. It lacks clarity in linkage to rest of website. It acts like a computer 

guy organized it rather than a teacher. 

Make the website more friendly. You have to know what you are looking for to find it. 

The website is not user friendly. Information is sometimes hidden within the site. 

The previous web page used by TEA was much easier to navigate than the current one. This new one 

is too busy and it is difficult to find particular items. 

Change the website back the way it was. 

The old web page was must easier to navigate. 

The website needs to be reorganized so that it is more user friendly. 

I have tried numerous times to use the site that allows me to compare salaries of various positions in 

various school districts across the state. While I know that was moved a couple of times, I can no 

longer find it. I find the site in general to be confusing and NOT user, friendly. Some of the language 

is confusing and a user must use many different routes to search out the information needed. I have 

a masters in education and consider myself computer literate, but cannot easily use the official 

website of my profession. 

I am computer savvy and it is difficult to find information on the site, especially pertaining to the TAKS 

passing rate and also the student info with TAKS. I would like to be able to find information about 

TAKS accountability, such as new students, etc. I have been unable to find any of this on the site and 

the search has been frustrating. Where do I go on the find this information on the site???? 

It is really hard to find anything on the website. Let’s talk about how TEA changed the passing 

standard on the 3rd grade TAKS reading test this year. How unfair! People talk about teachers not 

do a good job and how bad scores are, and then when we do something great like nearly all 3rd 

graders passed the TAKS test, then it has nothing to do with the teachers. The test was just too easy! 

The web site is extremely difficult to maneuver. It needs a clearer, more precise index. 

Sometimes it’s difficult to get into and find the right info from your newer websites. 

Website is too confusing and I haven’t had a workshop lately that had anything new to say. 

Use a better search engine. 

There are too many options to choose from and I get bogged down looking for an area I need to 

address on the site. I’m not sure how to fix this except maybe take the least used areas and create a 

separate section for them. I’m not really sure about this one. 

Some links are hard to find on the site. Especially the ESC link. 

The website can be difficult to navigate and much of the information given is not in everyday English. 

I am extremely satisfied with the website, I just have found it very difficult to find information about TX 

reading initiative, bilingual program, teaching resources, a lot of things come in documents that are 

not easy to access, It is difficult to find a topic with the search function. 

It is impossible to find information using the current search engine at the TEA Website. The language 

of the topics in the search engine does not match the language of those trying to search for 

something. Example: When I type in "Textbook List," I get everything BUT a list of textbooks. It 

doesn’t even ask me for a particular year. You also can’t find TEKS for a particular subject area 

without going through a series of (seemingly) unrelated topics. Web site needs to be overhauled. It 

was better and much easier to find things 2 years ago before it was changed. Also with the cuts, 

many pages haven’t had contact names and phone numbers updated so we know whom to call about 

particular items. 


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It just seems that I have to wade through many pages, unrelated to my search topic when I go online to 

find out information. 

There may be a place already, however, after searching the site myself with out success, I would like a 

place to write a question that someone could respond with the answer. 

It is difficult to search for specific documents or information if you do not know how to find it. 

Web page design should be changed to make it more user friendly. 

The Website is pretty good I just wish it would have a fine arts section instead of going through 4-5 

different links to get to the needed information. 

The search function on your website is useless. I can usually find what I need using the alphabetic 

search, but I have never found what I needed using search on the website. 

Please put a link on TEA’s home page to SBE to get a copy of our certificates, or certificate questions. 

Make info easier to find on the web site. 

The web page needs to be more user friendly. It can be difficult finding information you want, make the 

web page have multiple access to information under different topics. 

Sometimes I feel like I am on a BIG merry-go-round with all the links and pages. Consolidating the 

information would be nice. 

I check the CATE job bank often. Some of the descriptions are very vague. Email address of web 

person does not work. 

More selections on homepage on finding info. 

I really think that the web homepage is a bit difficult to find exactly what you need. After a few tries I am 

generally successful but it could be easier. I sent an email asking who I should send an inquiry to, I 

received a very prompt answer but when I sent an email to that department, I never received an 

answer. I would think it could (should) be easier. 

Website runs slowly and with difficulty. Sometimes with each click, the program gets slower and 

slower. 

The website seems to be a little more difficult to navigate this year. I preferred the old design. It is still 

very good, just takes a little longer to find what I need. 


Anytime a new chart is developed concerning the standards for TAKS, that should be routed in the 

ListServ and by regular mail to all principals, superintendents, counselors, etc. The, approximate, 

chart that was sent out after the 3rd grade scores were released at another cutoff score was not the 

one given out at Assessment conferences, Director conferences, Mid-Winter, or other such 

educational conferences. It was also difficult to find on the website once we were informed it was 

there. 

Update the website! There is a lot of old TAAS data as well as other information that is not current. 

Update info more often, testing dates and such. Info on initiatives needs to be passed on ASAP. My 

service center has been my major point of contact and they have been getting the info out much 

quicker and more comprehensively than TEA. 

Update your web sites. 

A place for suggestions to update/correct posted info. 

On the web site include up to date copies of communications sent to districts by Pearson. If there is a 

correction on a test or an answer sheet and that notice does not leave central office the folks in the 

trenches have no way of knowing what is going on. You do a great job of keeping us informed of your 

notices but we have no way of hearing from Pearson. 


Less wait to ask a question on the 1-800 number would be a great help to teachers trying to call in their 

30-minute conference time. 

I’m very disappointed that we did not get SDAA out of grade level information out to districts in a timely 

manner, and that tests still have major problems like form # have questions missing. I also felt your 

letter warning me this was a second notice was weak considering you acknowledge my first notice 

was by email and marked undelivered. Poor customer service for a customer service survey. Unfunded 

mandates are eating us up. Just to administer the various tests, SDAAs and oral 


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administrations requires extra personnel. 

Respond to my questions or complaint. 

It would be wonderful if we could get in contact with TEA representatives when we need them during 

the school day. It seems like every time I contact TEA, someone is away at lunch or a meeting. Many 

times they will not call me back until two or three weeks later. 

I would appreciate a response in a timely manner. I have waited over a week in regard to an answer in 

regard to ESL and have yet to receive a response. This to me is too long to wait for a response 

especially when ESL students are at risk. 

I don’t hear from TEA! 

A more direct response from a person. 

A more direct response from a person. 

I hear a lot of complaints from counselors, administrators, etc. about not getting answers to their 

questions. My interaction with TEA has been mainly with the director in my curriculum area. She is 

excellent. Very, very knowledgeable and helpful. 

The changes that have been made have caused a slow down of information. Hopefully when all is in 

place this will have improved. 

Answer e-mails. I am still waiting for a reply to an e, mail sent three months ago. 

Ability to gain records of child’s testing (TAKS) result online faster. 

When a school employee attempts to contact personnel at TEA, that person has the professionalism to 

respond to the school personnel who needs assistance. I have been trying since August to speak 

with the person in charge of reimbursing for Dual Credit textbooks and have had no luck and it is the 

end of April. 


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Please provide more teacher resources for reading TEKS. Math seems to have more resources than 

reading. 

Make more non-core curriculum resources available online. 

I would like to see the vertical alignment of the TEKS posted in HTML format rather than just having it 

segmented by grade. I would also like to see the TEKS, as well as the modifications to the TEKS, that 

are addressed in the SDAA testing posted in HTML format. It would also be beneficial to clarify any 

ambiguous wording within the TEKS by providing definitions of certain words. 

The one thing that I have had difficulty with is interpreting TAKS data. Mainly, the interpretation of the 

scores expectations and how to figure out the passing standard for students. 

Offer (NOT free) a book similar to the “Penal Code Book” for police, but it would have all the state laws 

regarding education. 

More effective directory. 

Make what services provided more clearly advertised. 

Let teachers know what TEA has to offer to teachers. 

Have a data bank for professional trainings around the state so that every one can benefit from such 

innovations in education. 

Shorten the memos that come to principals so that we get the bottom line. They are so long that we 

don’t have time to read and comprehend the gist of the memo. 

Perhaps a listing on the website of the services it provides. I must report I’ve not been to the website 

recently and all the sites I wish to visit are there. I just didn’t have the time before. 

I contacted TEA by email one time because I could not reach anyone by phone. They answered one of 

my questions very thoroughly but it took two weeks to get the answer. They did not address my other 

question. I need to now make another contact. Other contacts in the past have been met my needs. 

Thanks. 

Resources for teachers on the meaning of the areas on the PDAS are extremely difficult to find. 

Teachers should have a thorough explanation of the indicators and have a resource for how to 

improve their scores on the evaluation. Suggested strategies would be useful. Each year I find that 

teachers come to me upset about a score in a particular area, and I want to help them improve. 

However, I have difficulty finding the resources I need to advise them properly. Administrators 

sometimes mark down particular areas without reason, and teachers need a basis on which to 

discuss their score with the evaluator in a professional manner. I know trained evaluators are given a 

formula on which to base a decision. Teachers should be made aware of this same information. It is 

just good teaching! 

Reinstate the instructional technology division!!! Publicize technology pilots and make them available 

to more school districts. 

Accountability Report for Alternative Campus, I am still not sure what information we will be submitting. 

In the past, instructions went on and on instead of to the point, make them easier to understand. I’m 

the school secretary. 

Quit hiding information until it is too late to be used. Grant information is poor and almost looks 

purposely hidden until the last minute in order to award special interests. Web pages tend to either 

have too much outdated information or no clear and coherent layout. Teacher tool kits are of little use 

since they only seem to spout off tediously worded curricular jargon without coherent examples of 

how to disseminate the information to learners. Have actual lessons available that teachers can use 

and examples of worksheets and coloring pages. Texas is spending tons of money on this site and 

yet, if I want to get resources to help my students pass their TAKS exams, I have to pay some third 

party to do it like TAKS MASTER. This is an injustice. The TEA should have the lion’s share of its 

resources in the form of consumable lessons. Poor schools remain poor because the TEA won’t help 

teachers and administrators become better at their jobs. Instead, the TEA just creates web page after 

web page of useless junk. 

The TAKS data delivered to us is useless. We have no idea what the numbers mean to us. 

Explain to the general education teacher, the public, etc, what it is exactly that you do, other than 

report test scores. 


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Would like to see more activities in the lesson plan area. So subjects have lots of suggestion and some 

have only a few. 

In the accountability website, please clarify why there (for example), it indicates there are 42 questions 

with 25 need to pass on the fourth grade math TAKS, but there are 50 questions on the actual TAKS. 

And what do the extra questions do to the child's score? 

Please attempt to communicate your policies, documents and queries in a more user friendly, nonbureaucratic 

vernacular. 

Put the Permanent School Fund on a prudent fiscally sound basis and its management to be selected 

only on quality criteria, not who knows/agrees with whom. Suggest announcements to be emailed to 

schools and forwarded by principals. Would like it to include some info on roles of TEA departments, 

what they can help classroom teachers, etc. with. 

Reach out to Special Ed professionals and let them know what is available to them. 

Please make information about renewing standard teaching certificates issued after 2000 more clear. 

Keep to original dates. Send hard copies of important dates needed to be known to principals. 

Needed information is not regularly disseminated to classroom teachers. Changes in graduation 

requirements, etc, are directed to counselors, administrators, and stop there. Is there a possibility that 

changes that impact students and teachers in the classroom could be summarized on the website? 

This information is not trickling down to the people who need it most. 

A separate download of TEA available services to all San Antonio Public School employees (other 

than the website) to be made available at individual campuses. 

Send a newsletter to schools. 

Teachers do not often consider using TEA info unless they are currently associated with their 

education. It would be useful to have contacts or reminders of your services. 

I would appreciate as a non-experienced teacher to have better information to where I can receive or 

locate services from TEA. I relied upon my district to direct me to certification, but I was not satisfied 

with how inadequate the district was to direct me to my university in what I needed to be legit. 

I am wandering in the dark about ESL and program requirements. Is anyone out there? 

I have received good listserv data this year but then just now have been updated about the May 14 

ESL observation report from Region 12. We never got any e-mail or letter about it from the TEA. 

Newsletters on current issues. 

A directory of web addresses with subjects and services. 

I would like to know how to contact TEA when you have questions regarding GT Certification. 

Information documents are often very wordy, lengthy, and difficult to interpret. Shorten and simplify 

directions. 

Textbooks 

A pull-down icon for textbook requests would be helpful. 

I teach technology with outdated textbooks. A 7-year plan for a technology books is not helpful. The 

books are two years old before they get through the adoption process. Computer Science has C++ 

books to teach Java. By the time we get new books, it will be time for a new language. Does this 

really make sense? 

It is hard to find out about the adopted textbooks for a subject. 

Improve textbook request procedures, record keeping and time it takes in receiving books! 


The REGIONAL SERVICE CENTERS are not being utilized as an integral part of the state structure. 

Our Region is quite efficient in handling our needs. I do not feel, for many reasons including distance, 

that Austin could meet all of our needs with out the Educational Service Centers. Thank you. 

Region 10 Service Center is an excellent source of help and assistance. The staff goes out of their way 

to assist teachers and our school district. I appreciate the service I receive. I have more contact with 

them than TEA central office. I have not used TEA very often because this past year it was hard for 

anyone to know what was going on. Region 10 more dependable. 


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Testing Requirements 

The TAKS testing system is one tremendous joke. I believe 99.9 per cent of teachers, administrators, 

and parents do not approve of TAKS. 

Stop trying to legislate that all students can and should be studying the same things at the same level. 

Stop trying to make all students prepared to go to college. Allow students and/or parents to choose 

whether to enter a vocational or academic track beginning by grade 10 with additional places to cross 

over later if their goals change. Quit watering down courses trying to meet the needs of all students. 

Change the TAKS test so that it is a minimum expectation and not an average expectation. It cannot 

be both and we are trying to make it such. 

I would like to see MORE emphasis placed on learning for the sake of attaining knowledge, instead of 

to pass a State mandated test! The way things are now there is TOO much stress on the teachers, 

students and school districts to perform well for a one, time test that really proves nothing! 

The timing of the Field Tests poses a hardship on us. I would appreciate time to get one test finished, 

packed and shipped before there is another one to do. Our district is small and too many times the 

same students are involved. Also, it is difficult to keep up with all the different subjects and grades 

being tested. Would it be possible for all the same subjects to be tested on the same day, like the 

TAAS! 

Please reexamine testing and accountability procedures. We all want to have some type of testing for 

accountability purposes, but please be sure the tests are age appropriate and fair. 

It would be helpful if TEA could deliver more support. We Middle School Teachers teaching 6th grade 

(with an Elem. Ed. Degree), who have been teaching 20+ years, would like some more support on 

the NCLB qualifications. It hurts to be told you no longer qualify to teach after 24 years. Especially, 

when those teaching 6th grade in an Elementary School, teaching the same TEKS as we do in the 

Middle School, qualify, but we don’t. Not fair at all. I’m willing to take the TExES, but I haven’t studied 

8th grade Science in 36 years. I strongly believe in Professional Development and feel I'm doing a 

great job with my 6th graders. I'm not interested teaching in the 7th or 8th grade. 

Spend less money on TAKS tests and more on enabling teachers to teach the TEKS. 

TEKS for social skills. 

Please spend LESS time testing our students!!!!! 


I feel the cuts made this year will dramatically affect our services in years to come, especially the 

region centers. 

Hire more people and put them in the field like the old days. 

When TEA cut staff, service to schools was strongly effected. Most often, you can’t speak to a TEA 

staff member, they are either not in, on another line or out of the office. I feel TEA staff does the best 

they can, however when you are pulled in a million different directions you do nothing well. Also, 

guidelines for “Highly Qualified” are as clear as MUD! Make up your mind! Small schools, Rural 

schools, have a hard time finding staff as is! DECIDE! Also, testing dates, could you not make up 

your mind sooner! You have conflicted with UIL and that directly effects students! Are we not here 

for students? Finally, the testing booklets are awful! If we are going to give the Social Studies test 

after Math, the first tab should be MATH! The color coding is also off, Maybe you should ask for 

help in deciding booklet colors. Make-up should not be the same color as a regular TAKS test 

booklet. 

I am very dissatisfied with the phone system. Please give the TEA employees back their individual 

phone lines. You have cut the TEA staff too much. I gave a positive response to the survey because 

the TEA employees are working so hard to try to handle all the calls and requests for information. 

I would like a person to answer my questions on the phone. 

I know that the staff of TEA has been decreased and I can only imagine how hard it is to do all the 

things you are required to do with fewer people. I think you do a commendable job under trying 

circumstances. 

My only complaint is that you cannot reach a person and it is days before they return your calls. 

Staff all areas. Librarians do not have any representation at TEA since Mary Lankford left. Big mistake. 

Have an operator to answer the telephone and route the phone call to the appropriate TEA staff. Have 


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a person to answer that phone call rather than consistent voice mail. 

Get more staff. 

Not such a wait time when calling by phone with a question. 

Don’t make it so hard to get through to a live person. Line is continually busy. 

It would be nice to have our staff back. 

Humans to answer the phone. 


I feel that it is difficult for me to answer these questions because I don’t know as I could tell you what 

services TEA has delivered or what information has clearly come from TEA. I feel that communication 

about expectations for teachers and certification information is not well communicated AT ALL. Why 

are there so many different paths to certification and not a single, easy reference about them all? It is 

almost as if one has to already be in this profession or know someone who is in order to get into it. 

The communication from the state, especially regarding certification expectations, is horrible. 

I do not like having to talk to the computer and why if you are so technologically connected does it take 

6-8 weeks to receive anything from you? If the computer is set up to handle all questions, which I 

don’t think it is, then cut money from YOUR employee budget instead of ours! But then what do we 

know we are simply teachers working in the trenches and hoping that you will watch out for us as we 

do our jobs! NOT! 

Staff that has experience in their area. Most of the most experienced ones have moved on. Too 

frequent reorganizations, lack of consistency. 

When trying to make contact with the person they referred you to, the person was always out of the 

office or at lunch. Problem was never solved. 

I do not like getting referred to a website for answers to my questions about the excessive TAKS 

testing in elementary school, particularly 5th grade. When I inquired about why the passing standards 

were so much higher for the 5th grade science TAKS test compared to ANY other test from grades 3- 

12, I was given a website to go to, instead of a person answering my question. This question has 

remained unanswered for me, and I would still like this question answered. Thank you. 

When I have called to get answers about TAKS, or Dyslexia, or 504, no one can answer the questions 

and I get routed to different people, transferred on the phone 4 times. 

When I call on the phone, it seems as if EVERY person I speak to has a different answer for the same 

question(s). This is very frustrating and confusing! 

When I call TEA for clarification on a matter, they refuse to give me the information in writing. 

Depending on who you talk to when you call, you get different answers. Hence their reluctance to put 

anything down in writing! I wouldn’t be calling if I didn’t need a clear cut, definitive answer on 

something. I call and get one answer, a colleague calls and gets another. I see this as a MAJOR 

problem. 

Web site is fantastic. Personnel are rude, rude, rude! I hate it when I have to deal with a real live 

person there. Personnel are so condescending. 

It’s a not so funny joke that if you call TEA and don’t like the answer you get. Just call someone else 

until you do. I don’t have personal experience with this, but any decision sent down from TEA is met 

with cynicism! It will probably change shortly. The refusal to withdraw our status as an unsafe school 

and the fact that we had to implement items, even though everyone knew it was a mistake, was 

ridiculous. Where is the common sense? 

Get receptionists that know where to send someone that calls for assistance. Do something about the 

time it takes to get a reply. Do something about wait time on hold. 

I have had difficulty finding the information that I wanted. e.g. the Texas Ed. Code. I was extremely 

unhappy when I was told that I had to in effect re-register with the SBEC because no one bothered to 

transfer existing files when they moved into their own building. This would come under "think it 

through" service. 

Personnel have more knowledge in their work area to better service others. 

When I have a question I often times feel rushed and not given the appropriate amount of information. 


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Get reasonable! 

How about delivering some reality. Start caring about "real kids." Get your heads out of your utopian 

dream world butts and give some of these kids a chance to succeed. Quit thinking that all kids 

actually want an education and misbehave simply because they are frustrated with poor teaching and 

figure out how to serve those kids who don’t, won’t and will never care about school. The pressure 

you are putting on teachers and administrators only serve to drive good people out of the business. 

Realize also that all the training in the world may change your brain or the way you think, but not 

necessarily your heart and the way you feel. I hate to be negative, but the short time I have been in 

administration, I have rarely been able to go to teachers and tell them something positive that comes 

from you. They need to hear something positive. 

It seems that the information we get from TEA is coming from people with no experience in public 

education. Mandates are frequently unreasonable and allow unrealistic turnaround. 


Detailed, easy to understand terms, funding information that legislation is working on. How are we 

(Texans) going to pay for what we need in education? More money is need for many things and TEA 

should be a part of letting legislators know this. 

When TEA contacts are made, they usually go through a central office person who then relays the 

information to us. We work within the guidelines of our central office people. Some insist that we go 

through them, others allow direct contact. That’s why my contact with TEA this year has been limited. 

Another issue I would like to address is the grant program. Almost all grants are given to schools who 

have at least 50% economically disadvantaged students. I know they need help, but they have Title I 

funding and other sources. My school has 18, 20% and no grant funding is available for us. Our 

teachers must do tutoring during their lunch hour and before and after school. In addition to 

economically disadvantaged, we have a fairly large population of students whose ability level falls 

between 70, 90. These children can learn, but it takes much longer. I wish there were grants 

available for those of us who are the, in, betweens, in all areas. I want to compliment our area service 

center. Region 16 does an excellent job of trying to meet the diverse needs of the schools in this 

area. We depend on them so much for staff development. I don’t know what the smaller area schools 

would do without them. I’ve worked in four service center areas and all have been good, Region 16 is 

the best, by far. 

Provide funding, support and time for TEA student support to continue to provide the TEA sponsored 

School Counselor conferences yearly. 

I have specifically sought out information on where the lottery money is coming into play since it was 

supposedly set aside for education. We have had a hard time getting information that we can make 

heads or tails of as to where the money is going. 

Focus on channeling funds to direct student services and proven student support programs, cutting to 

the bone redundancy in paperwork and non-proven strategy initiatives. 

I understood that the lottery was created to help fund the education services in Texas in 1991. What 

happened? How much lotto money is used for education? 

Stick to what works. Find a funding solution that’s fair and can provide for teachers and students. Don’t 

remove class size minimums. 

I am concerned about Robin Hood. 

Be more proactive with the legislature on funding issues. Adjust the LEP exemption guidelines to be 

fair to these students. TEA is great at getting information out, but poor about helping fix some of the 

states largest problems. NCLB is not a bad thing, but TEA should be actively involved with the federal 

government on the logistics of implementation instead of just notifying educators in Texas of what is 

happening. Texas should be leaders in this. 

I would like to commend the NCLB division! Their customer service is by far the best in the agency and 

their website is excellent. PLEASE PUT THE FUNDING BACK IN THEIR DIVISION! It was so much 

easier to get information in a timely manner. The discretionary grants are a MESS! The applications 

are ridiculous and every time I call for assistance I get shuffled anywhere from 2 to 4 times and 

usually never get an answer. It is absolutely absurd! NO MORE EXCUSES ABOUT BEING SHORT 


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STAFFED! I’m told that every time I call. 

Don’t let the legislature allow AETNA to take our $500 for insurance and then charge us for them to 

make money off of our money! 


The paper flow for special education departments and LEP students is incredibly too much. It takes 

away from the time the teacher spends with his/her students. 

Make it easier for teachers to access need policy information. Also, TEA needs to revisit the amount of 

paperwork required by bilingual teachers. The massive amount of paperwork required directly affects 

the instruction of the children. 

Provide information to schools through electronic format rather than paper format. This would save a 

considerable amount of time for school administrators 

More Teacher Input / Less Politics 

Accept input from classroom teachers and actually use in to make policy and decisions. 

The State should stop appointing SBOE members who are lawyers and electing legislators who are 

lawyers. Educators are the best source of information about education. Treat your teachers like the 

professionals they are, not criminals or glorified babysitters. 

Have staff that have been teachers (recently) and ask for teacher’s opinion on new policies from your 

agency. 

Ask the teachers, not just the administrators, for their opinions. I appreciate this opportunity to have 

input! 

Stop being so self-absorbed about the stupid web site and start asking teachers important questions 

about what WE see happening in education, and what we NEED to be successful and about how 

current initiatives are working, and maybe about what is wrong with education from our perspective 

and why we think our students perform below the international average. Who cares about your web 

site? 

TEA often does not represent my views on issues. I believe that TEA is an agency that it too often 

aligns itself with liberal politicians and their policies. You have used scare tactics in the past in order 

to endorse an agenda for our state that is not conservative and does not represent my values or that 

of many Texas teachers. 

More contact with the teachers in the classroom is needed. 

As a teacher, I feel we are not represented by people that truly know what teachers need to be 

successful in the classroom. Most of these people have not been in the classroom in recent years or 

they never taught. I suppose a suggestion would be to have more teacher input and/or teachers hired 

at TEA that understand what needs the current educators need. I am very frustrated as many other 

educators are and only continue to teach in spite of how we are treated by our government and 

society. We need more backing!!!!! Help! 

TEA needs to survey the professionals in the classroom to determine their needs and concerns. The 

population of the majority of the schools does not reflect a high socio, economic background. These 

schools face far different challenges than those pictured by the governing board and the legislature. 

When I have had parents contact TEA, the TEA staff gives information and recommendations that are 

not always appropriate. It often appears that they do not collect both sides before giving their opinion 

on who is entitled to what and what the school should do. This has complicated matters on my 

campus more than once when the parents are claiming we are in violation according to TEA and we 

are not. TEA staff should not jump to conclusions so quickly. 

Write more like teachers and less like lawyers. 

Cut the various levels of bureaucracy and reorient policies to the real world classroom that teachers 

are to deal with. 

Please take the politics out of the education and get back to education for the future voters of this 

state! 

TEA is currently a vacuum. There MUST be qualified people there providing guidance or we will loose 

all ground gained. Education does not run itself. Listen to the teachers. TEA is needed for all special 

program guidelines and most of all for accountability. I’ve been on DEC visits and seen what would 


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have never happened if this monitoring system was not in place. How sad it is that many districts 

need "watch dogs." Maybe TEA does as well. Who really has the children’s best interest at heart? 

Districts must be advised and held accountable for student progress by TEA. Downsizing has caused 

such confusion for all. To me some of these questions were very slanted to avoid information that 

could have been negative. It’s hard to evaluate TEA services when so much has been cut and no 

longer exists. 

Solicit more input from teachers concerning student achievement, teacher compensation, school 

funding, and school accountability. 

There is a need to improve the Region Service Center delivery system. The training we are getting is 

inadequate. The information for the Service Centers always comes from TEA at the last minute and 

there is a short timeline in which to sign up for the training. The information which comes from the 

state is very unclear in regards to the ESL program. There are always so many questions that are left 

unanswered in regards to PEIMS data collection, Observation Protocols, Commissioners Rules, 

RPTE, and I search for answers. Please be clear and specific in your manuals, and think of all of the 

different types of students we are dealing with. TEA needs to have teachers who have recently been 

in the field working with on new mandates, and examining the practicality of what is being required. 

There have been too many errors this year that are costly. We expect and deserve that the 

information coming from the state is accurate and is clear. It is obvious to me that procedures from 

district to district vary because we are always left with questions and we get no answers from our 

service center. 

As a tenured teacher with 32 years of service and am at the time of retirement, but choosing to 

continue teaching at this time, I would like to see posted somewhere on TEA’s website Legislature 

minutes regarding sessions addressing school finance not only for school districts but concerning 

whys and what-fors for teacher recognitions in regard to salaries and possibly incentives. I don’t know 

exactly where to go on the Texas State website to find issues of this nature and feeling that TEA is a 

wonderful resource, I would like to see postings with current updates on TEA’s website. Having 

served on our Districts Technology Textbook selection committee for the middle schools, I would like 

to have a chance to both voice my opinion and review other teachers opinions on different textbook 

selections so that I could get a better insight to perhaps something I missed when the company 

representative presented their presentation as to why we should select their books. I did not have the 

opportunity to go to the TCEA convention in Austin where most of the textbook companies had 

booths and displays of their wares and had to review some of the books, not all, by myself. I feel it 

would have been invaluable to have been given the opportunity to at least see what other district 

representatives across the state had to share about their opinions on possible selections. Thanks for 

allowing me the opportunity to voice my suggestions. Hope I have helped. 

Start doing what is right for the kids and the teachers, and not the parents who vote for politicians. 

Start holding parents and politicians accountable and behavior and grades will dramatically improve. 

I feel that many organizations and agencies outside of the actual schools are just sending orders down 

to schools without really understanding the effects of them. 

I have many, but they are never going to be considered so long as the current political climate and 

funding exist. 

Work for the teachers and stop with the constant changes and mandates when nothing is taken away. 

Constant contact with the classroom teacher. 

Put real classroom teachers on committees that directly affect students and teachers. 

We as teachers need a method to give feedback on the TAKS test, particularly the new tests required 

for graduation. I realize field tests provide the writers of the test clues as to fairness of test items, but 

teachers need an opportunity to respond, especially those of us who have seen the testing program 

in Texas evolve from TABS to TEAMS to TAAS to TAKS. After all, those of us in the trenches with 

these kids need some input into this test and its content. Some of your questions and wording are not 

practical or realistic for the targeted age group. Thanks. 

Who Cares / Why Bother? 

Why even bother? 

Does it matter? 


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I am usually able to find what I want, although I have never taken the time to decide if there is a better 

way to structure the site. Too busy. Sorry. 

I accessed the website frequently in the smaller district I worked for however, this District dictates so 

much more that the individual teacher is not as involved with course development. When I did need 

the information it was on the website. 

It is my opinion that the means that TEA reaches its audience are in place and are effective. It seems 

that all public school staff members would benefit greatly if they would only avail themselves of the 

great quantity and quality that TEA has assembled for their use. Try a little advertisement. Let’s sell 

some more cars and Coca-Colas! 

Thanks for being there for teachers! 

I like the accessibility of the website. 

I really like the e-mail updates you send when new info is available. 

I am completely satisfied with your site! 

Please continue to manage your website and on line resources, this is the best form of 

communications for educators. Thanks. 

I attended the Public Forum for Special Education! It was wonderful. Very well presented and 

organized. 

Many of the TEA information that I get comes from my Principal and Region X since I work in Head 

Start Program. I am satisfied with the information that I get. 

I am very appreciative of the Region X coursework and instructors. I have been satisfied with every 

course and every instructor! 

Other 

Should have more knowledge of what is going on in most districts, TODAY. 

I would prefer something in writing when asking about retirement. 

Even though we are working to the max, students will gradually feel the pressure. 

As a teacher I don’t even know what TEA offers. 

Insist on more site based control in deed not just in motto. 

Fire all the administrative staff at the district level that does not actually produce something useful to 

students and teachers. Hire more teachers. Pay good teachers more and do something about our 

benefits. 

I teach a bilingual class. This is my 4th year teaching. In general, I would say that the State of Texas is 

not interested in educating minority and poor children. Sure, they want them to pass the TAKS and 

get their high school diploma, then what? They become cheap labor for Wal-Mart and McDonalds 

etc and the dumber the better. Then they won’t know how they are being exploited. The school 

curriculum is a college prep program. About 30, 40% go to college, mostly the children of 

professionals. Again, what do the others get? I have 2 suggestions for you. 1. Put a channel for 

every grade on TV. Run them 24 hours a day, seven days a week. Get the best teachers and 

resources. You could even pipe them into classrooms. But, most importantly, children and parents 

could access them all day every day. 2. Have a tech school in every community where a kid could 

acquire a marketable skill if they do not plan to go to college. 

More retirement workshops in our area. They were all full this year. 

I haven’t had the occasion to contact TEA, but if I had a complaint or comment, I certainly would. I 

have not reported the above principal because I have no proof she is doing anything wrong, but I 

have heard many people say things about her and have also had dealings with her, that I feel a good 

principal would have more support. 

Stated above! 

I would like to see TEA less an arm of the state and more an active establishment to enhance 

education. 

Find a way to make parents accountable along with teachers for the success of student. More teachers 

training per grade level. 

Value innovative. 

Less restrictive guidelines and more help. 


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TEA must keep itself separate from the Governor's agenda and should not be taking sides in the 

current special session. TEA is a taxpayer agency not a political agency. 

Fight for teacher rights. 

Have not accessed TEA website to significant degree as of yet. Have only been in education field for 3 

years in special education. 

Create good teacher incentives that will reflect their abilities to successfully teach students. 

Get Texas Library Connection back, fully funded. Get Mary Lankford back for librarians (and others in 

her department). 

1. Hire people to assist with the TAKS assessment. Make administrators list who is working on TAKS 

testing days and where. Early dismiss on TAKS testing days. Many teachers are on locked down with 

students who are finished for three plus hours!!! Imagine anxious kids who may do nothing but read 

or sleep at a desk! 2. Send out info to teachers before end of school when new requirements are 

demanded. 

The Texas EDUCATION Agency fails children when it fails the educators. 

Downsize and get out of local education. Use the extra school funds to increase the pay of good 

teachers. 

“Brevity is the soul of wit.” 

Comments more than suggestions, as a veteran teacher who gets much of her information form /about 

TEA through regions XI and through administration within her district, much of my ratings are N/A or 

neutral. I teach in a smaller district, follow local and state policies, am focused primarily on my 

students in my classes, and receive the bulk of my information at the local level from my immediate 

supervisors. I am on many committees, and therefore feel I am fairly well updated on information, 

when/if it is available. I often seek information from my Special Services department, and get 

accurate, immediate response from them. I feel equally comfortable and confident that I can call my 

local service center and receive help from them as well. I do think TEA could improve by generating 

an email for each/all district superintendents to disseminate to their principals who would, in turn, 

share with their faculty. In this email, TEA should include their relevant website addresses as well as 

the web addresses/email addresses of relevant contacts. These would contacts for TAKS related 

information/services, G/T, etc. Consider it an electronic newsletter. Even if it only went out at the 

beginning of the year and either at midterm or before summer, it would help teachers who are either 

new or unfamiliar with services available. It would also help TEA be more user friendly by 

encouraging its members to seek them out by providing them the means to do so. Most teachers 

have little time to spend seeking out information. If it is provided and readily at our fingertips, valuable 

time not spent in class with students can be used to access rather than locate information. 

Simply abolish it. 

I think you need to go back to the classroom. You have no clue what is going on. Three tests one day 

after the other for 10/11 year olds (5th) is one of the stupidest things yet. It seems as though you wish 

to drive all teachers out of the profession. Spend money on salaries and not millions on ridiculous 

testing questions. Especially ones that don’t even relate to real life. I am retiring this year because of 

the incompetence, I'm sick of getting my directions from idiots. I am bitter, damn right. You have 

ruined the profession. We aren’t even teaching anymore, we are creating robots. 

Teachers are VERY overloaded with the demands from TEA. Also, I don’t think educators should have 

to pay $75 to simply put the passed ExCet test results (one line) on their teaching certificates. 

The ESC charges too much $ for the classes I am interested in. 

Cut your budget and give the money back to the schools. 

Bilingual / ESL (LEP) Services have its own dept. 

Try to use common sense when dealing with the students. 

As a public school teacher, I feel the TEA is more concerned about "political correctness" rather than 

quality teaching performance, or service to students. 

Communication of services!!!! Town Hall deliveries of resources/information! Constant contact with 

parents/guardians!!!! 

Make tougher standards for principals and lay off new teachers and stop making teachers work more 

days and less pay. Teachers never learn anything at workshops, that is a running joke. Teachers 

need more workdays, to TEACH. Teachers learn some from workshops, but need more workdays 

instead and the early release is a waste of time. You can throw away this info I told you, but it is the 

God honest truth. Morality has left schools. 


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LEAVE THE TEACHERS ALONE!!!!! 

I do not go to the website as I have no time. Filling out this survey takes time away from my important 

professional duties. 

I have no idea what the TEA does for me. 

Eliminate PDAS evaluations for experienced teachers. Currently, an extremely experienced teacher is 

evaluated the same way a first year teacher is. The system is extremely subjective and although it is 

not supposed to be this way, ones evaluation’s is often based on whether or not the administrator 

likes the teacher. I find this system to be demeaning for an experienced teacher regardless of the 

results of the appraisal. Perhaps an experienced teacher should be evaluated the same way it is 

done for professors at a university. 

New teacher orientation to TEA. 

Think how some law or ruling will effect the kids before you mandate it. 

Change the LEP exemption policy so that it is equitable. 

No more w.o.t. surveys. 

The TEA has to be more visible as a government agency in all high schools. They must conduct spot 

checks for high school accountability ratings. Currently it is almost a Dog and Pony show. 

TEA needs to adhere to its own set deadlines as they hold school districts accountable for meeting 

their deadlines. 

Put more beef into getting districts to comply with regulations. Laws on books can't be selectively 

enforced. 

I had no idea these services existed. 

I visited the TEA website for information on retirement. I have not visited the web for other information. 

I’m not sure when or where I get info from TEA. 

Create a scope and sequence from the TAKS for help districts align the curriculum properly. The 

scope and sequence along with differentiated instruction should be TEA’s highest priority to ensure 

all students in the state of Texas are successful. 

Start supporting teachers with benefits and adequate compensation, without adding additional “duties" 

for these compensations. 

More aware of the services and programs. 

1) Communications, 2) Communications, 3) Communications. 

Our district (Judson ISD) discourages staff not to have any contact with the Texas Education Agency. 

Administrators will retaliate against anyone they suspect of having any contact with the TEA. 

They are there...we are here...no connection. 

We still have the old rotary phone, so I hope you continue to use the program where we can be 

connected without the push buttons. 

Offer free CPEs for teachers. 

Please change your policy of not releasing last years TAKS except every other year. 

I am tired of working like a Trojan to motivate and teach my students, but when I get my paycheck, I 

see that I am making LESS MONEY than I was the previous year. After 20 years of exemplary 

service in the classroom THIS SHOULD NOT HAPPEN! I live a modest lifestyle, however, if it 

weren’t for my child support payments, I would not be able to pay my mortgage. This is wrong, and it 

is time for the "powers that be" to recognize that the level of pay must match the level of commitment 

found in most classrooms in this state. 

This survey is not user friendly on the eyes. Perhaps, if you do this survey again, you can do this 

differently. The first question asked was if I had contacted TEA this year? My answer was no, but I 

still had to read through 2 or 3 screens of questions that were answered in the first question. Another 

suggestion is to highlight every other row, so that it is easy to put answers to questions. Suggestions 

for the TEA website would be to put more information for educators on how we can prepare our kids 

for the increasingly difficult task of TAKS, give us some more material to help kids be prepared for 

testing. 

This was a poorly written survey. 

Look for something more effective, like this but even more effective, different people to use the info, 

more info as to what is in the proposal area, not only "this just passed," but "this is coming," so we 

can get together and ask why and what area of Texas did this originate and to do what? More input 

as to what really is TEA? To “help” who help by Webster or “help” like I have this idea and my ideas 

are Gods gift to Education. Info as how many people work for TEA, and the budget and 


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esponsibilities, salaries, procedures for “rule” making. Others when next survey come around. 

1. Update released TAAS exit examinations (the last update shows Spring 2002). 2. List (and keep 

current) alternative education (GED, high school night classes, credit by examination, etc) sites by 

region, then by city. 3. Get TAAS and TAKS results back to the schools in a more timely manner 

(often graduating seniors sit on needles and pins sometimes hours away from graduation because 

TAAS or TAKS results often take far too long). 4. Field test online TAKS exit examinations at TEA 

approved and TEA staffed test sites throughout Texas for (May) graduating seniors. 5. Stay current. 

When was the last time anyone at TEA taught school? Do you know what it takes to teach these 

days? TEA policy, rules, and regulations should be changed or new ones added ONLY after 

returning to the classroom for a semester. It easy to hide behind a fancy desk in a quiet office far 

removed from the classroom and formulate/enforce school policy. It’s quite another matter to field test 

a policy, rule, whatever in the actual environment it will be applied. 

Cut staff whose primary work is done within the confines of an office. Put personnel in the field so they 

may be enlightened 

I feel certain TEA, when realigned, will be more timely and consistent in information being provided. 

Interoffice communication at TEA needs to be addressed. 

I have always had return calls from TEA, I just feel at times it would be good for them to come down 

and talk to us in person. 


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