Bill Text: TX HB22 | 2017-2018 | 85th Legislature | Comm Sub

NOTE: There are more recent revisions of this legislation. Read Latest Draft
Bill Title: Relating to public school accountability.

Spectrum: Moderate Partisan Bill (Republican 10-3)

Status: (Passed) 2017-06-15 - Effective immediately [HB22 Detail]

Download: Texas-2017-HB22-Comm_Sub.html
  85R20203 CAE-F
 
  By: Huberty, Bonnen of Brazoria, Meyer H.B. No. 22
 
  Substitute the following for H.B. No. 22:
 
  By:  Bernal C.S.H.B. No. 22
 
 
 
A BILL TO BE ENTITLED
 
AN ACT
  relating to public school accountability.
         BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF TEXAS:
         SECTION 1.  Section 11.252(a), Education Code, is amended to
  read as follows:
         (a)  Each school district shall have a district improvement
  plan that is developed, evaluated, and revised annually, in
  accordance with district policy, by the superintendent with the
  assistance of the district-level committee established under
  Section 11.251. The purpose of the district improvement plan is to
  guide district and campus staff in the improvement of student
  performance for all student groups in order to attain state
  standards in respect to the domain [achievement] indicators adopted
  under Section 39.053(c), other than the indicators that are locally
  evaluated under Sections 39.053(c)(3)(A)(i) and (ii) [Sections
  39.053(c)(1)-(4)]. The district improvement plan must include
  provisions for:
               (1)  a comprehensive needs assessment addressing
  district student performance on the achievement indicators, and
  other appropriate measures of performance, that are disaggregated
  by all student groups served by the district, including categories
  of ethnicity, socioeconomic status, sex, and populations served by
  special programs, including students in special education programs
  under Subchapter A, Chapter 29;
               (2)  measurable district performance objectives for
  all appropriate achievement indicators for all student
  populations, including students in special education programs
  under Subchapter A, Chapter 29, and other measures of student
  performance that may be identified through the comprehensive needs
  assessment;
               (3)  strategies for improvement of student performance
  that include:
                     (A)  instructional methods for addressing the
  needs of student groups not achieving their full potential;
                     (B)  methods for addressing the needs of students
  for special programs, including:
                           (i)  suicide prevention programs, in
  accordance with Subchapter O-1, Chapter 161, Health and Safety
  Code, which includes a parental or guardian notification procedure;
                           (ii)  conflict resolution programs;
                           (iii)  violence prevention programs; and
                           (iv)  dyslexia treatment programs;
                     (C)  dropout reduction;
                     (D)  integration of technology in instructional
  and administrative programs;
                     (E)  discipline management;
                     (F)  staff development for professional staff of
  the district;
                     (G)  career education to assist students in
  developing the knowledge, skills, and competencies necessary for a
  broad range of career opportunities; and
                     (H)  accelerated education;
               (4)  strategies for providing to middle school, junior
  high school, and high school students, those students' teachers and
  school counselors, and those students' parents information about:
                     (A)  higher education admissions and financial
  aid opportunities;
                     (B)  the TEXAS grant program and the Teach for
  Texas grant program established under Chapter 56;
                     (C)  the need for students to make informed
  curriculum choices to be prepared for success beyond high school;
  and
                     (D)  sources of information on higher education
  admissions and financial aid;
               (5)  resources needed to implement identified
  strategies;
               (6)  staff responsible for ensuring the accomplishment
  of each strategy;
               (7)  timelines for ongoing monitoring of the
  implementation of each improvement strategy;
               (8)  formative evaluation criteria for determining
  periodically whether strategies are resulting in intended
  improvement of student performance; and
               (9)  the policy under Section 38.0041 addressing sexual
  abuse and other maltreatment of children.
         SECTION 2.  Section 11.253(c), Education Code, is amended to
  read as follows:
         (c)  Each school year, the principal of each school campus,
  with the assistance of the campus-level committee, shall develop,
  review, and revise the campus improvement plan for the purpose of
  improving student performance for all student populations,
  including students in special education programs under Subchapter
  A, Chapter 29, with respect to the relevant domain [achievement]
  indicators adopted under Section 39.053(c) [Sections
  39.053(c)(1)-(4)] and any other appropriate performance measures
  for special needs populations.
         SECTION 3.  Section 12.1013(c), Education Code, is amended
  to read as follows:
         (c)  The report must include the performance of each public
  school in each class described by Subsection (b) as measured by the
  domain [achievement] indicators adopted under Section 39.053(c)
  [Sections 39.053(c)(1)-(4)] and student attrition rates.
         SECTION 4.  Section 29.062(a), Education Code, is amended to
  read as follows:
         (a)  The legislature recognizes that compliance with this
  subchapter is an imperative public necessity. Therefore, in
  accordance with the policy of the state, the agency shall evaluate
  the effectiveness of programs under this subchapter based on the
  domain [achievement] indicators adopted under Section 39.053(c)
  [Sections 39.053(c)(1)-(4)], including the results of assessment
  instruments. The agency may combine evaluations under this section
  with federal accountability measures concerning students of
  limited English proficiency.
         SECTION 5.  Section 29.202(a), Education Code, is amended to
  read as follows:
         (a)  A student is eligible to receive a public education
  grant or to attend another public school in the district in which
  the student resides under this subchapter if the student is
  assigned to attend a public school campus assigned an unacceptable
  performance rating that is made publicly available under Section
  39.054 for:
               (1)  the student achievement domain under Section
  39.053(c)(1) [at which 50 percent or more of the students did not
  perform satisfactorily on an assessment instrument administered
  under Section 39.023(a) or (c) in any two of the preceding three
  years]; and [or]
               (2)  the school progress domain under Section
  39.053(c)(2) [that, at any time in the preceding three years,
  failed to satisfy any standard under Section 39.054(e)].
         SECTION 6.  Subchapter B, Chapter 39, Education Code, is
  amended by adding Section 39.0211 to read as follows:
         Sec. 39.0211.  RULES. (a) The commissioner may adopt rules
  as necessary to administer this chapter.
         (b)  In adopting a rule under this chapter, the commissioner
  shall solicit input statewide from persons who would likely be
  affected by the proposed rule, including school district boards of
  trustees, administrators and teachers employed by school
  districts, parents of students enrolled in school districts, and
  other interested stakeholders.
         SECTION 7.  Section 39.052(b), Education Code, is amended to
  read as follows:
         (b)  In determining the accreditation status of a school
  district, the commissioner:
               (1)  shall evaluate and consider:
                     (A)  performance on the domain [achievement]
  indicators adopted under [described by] Section 39.053(c); and
                     (B)  performance under the financial
  accountability rating system developed under Subchapter D; and
               (2)  may evaluate and consider:
                     (A)  the district's compliance with statutory
  requirements and requirements imposed by rule of the commissioner
  or State Board of Education under specific statutory authority that
  relate to:
                           (i)  reporting data through the Public
  Education Information Management System (PEIMS) or other reports
  required by state or federal law or court order;
                           (ii)  the high school graduation
  requirements under Section 28.025; or
                           (iii)  an item listed under Sections
  7.056(e)(3)(C)-(I) that applies to the district;
                     (B)  the effectiveness of the district's programs
  for special populations; and
                     (C)  the effectiveness of the district's career
  and technology program.
         SECTION 8.  Section 39.053, Education Code, is amended by
  amending Subsections (a), (a-1), (b), (c), (c-1), (d-1), (f), (g),
  (g-1), (g-2), and (i) and adding Subsections (c-3) and (c-4) to read
  as follows:
         (a)  The commissioner shall adopt a set of indicators of the
  quality of learning and achievement, including the indicators in
  each domain under Subsection (c). The commissioner periodically 
  [biennially] shall review the indicators for the consideration of
  appropriate revisions.
         (a-1)  The indicators adopted by the commissioner under
  Subsection (a)[, including the indicators identified under
  Subsection (c),] must measure and evaluate school districts and
  campuses with respect to:
               (1)  improving student preparedness for success in:
                     (A)  subsequent grade levels; and
                     (B)  entering the workforce, the military, or
  postsecondary education;
               (2)  reducing, with the goal of eliminating, student
  academic achievement differentials among students from different
  racial and ethnic groups and socioeconomic backgrounds; and
               (3)  informing parents and the community regarding
  campus and district performance [in the domains described by
  Subsection (c) and, for the domain described by Subsection (c)(5),
  in accordance with local priorities and preferences].
         (b)  Except for the indicators that are locally evaluated
  under Subsection (c)(3)(A), performance [Performance] on the
  [achievement] indicators in each domain adopted under Subsection
  (c) [Subsections (c)(1)-(4)] shall be compared to
  state-established standards. To the extent feasible, the [The]
  indicators must be based on information that is disaggregated by
  race, ethnicity, and socioeconomic status.
         (c)  School districts and campuses must be evaluated based on
  three [five] domains of indicators of achievement adopted under
  this section that include:
               (1)  in the student achievement [first] domain,
  indicators of student achievement that must include [the results
  of]:
                     (A)  for evaluating the performance of districts
  and campuses generally, indicators that account for:
                           (i)  the results of assessment instruments
  required under Sections 39.023(a), (c), and (l), as applicable for
  the district and campus, including the results of assessment
  instruments required for graduation retaken by a student,
  aggregated across grade levels by subject area, including:
                                 (a) [(i)]  for the performance
  standard determined by the commissioner under Section 39.0241(a),
  the percentage of students who performed satisfactorily on the
  assessment instruments, aggregated across grade levels by subject
  area; and
                                 (b) [(ii)]  for the college readiness
  performance standard as determined under Section 39.0241, the
  percentage of students who performed satisfactorily on the
  assessment instruments, aggregated across grade levels by subject
  area; [and]
                           (ii) [(B)]  the results of assessment
  instruments required under Section 39.023(b), as applicable for the
  district and campus, [aggregated across grade levels by subject
  area,] including the percentage of students who performed
  satisfactorily on the assessment instruments, as determined by the
  performance standard adopted by the agency, aggregated across grade
  levels by subject area;
                           (iii)  the results of locally selected
  assessment instruments, including the percentage of students who
  performed satisfactorily on the assessment instruments, as
  determined by the performance standard adopted by the commissioner,
  to the extent that alternative assessments are available under
  rules adopted by the commissioner;
                           (iv)  students who successfully complete
  courses in fine arts, physical education, or a language other than
  English or other courses included in the enrichment curriculum
  under Section 28.002(a)(2); and
                           (v)  students who participate in
  extracurricular activities, including University Interscholastic
  League activities such as academic, fine arts, and athletic events
  and foreign language, chess, and robotics clubs;
                     (B)  for evaluating the performance of high school
  campuses and districts that include high school campuses,
  indicators that account for:
                           (i)  students who satisfy the Texas Success
  Initiative (TSI) college readiness benchmarks prescribed by the
  Texas Higher Education Coordinating Board under Section 51.3062(f)
  on an assessment instrument in reading or mathematics designated by
  the Texas Higher Education Coordinating Board under Section
  51.3062(c);
                           (ii)  students who satisfy performance
  standards as determined by the commissioner on advanced placement
  tests, college entrance examinations, or similar assessment
  instruments;
                           (iii)  students who successfully complete a
  dual credit course that satisfies a requirement under the
  foundation high school program;
                           (iv)  students who enlist in the armed
  forces of the United States;
                           (v)  students who successfully complete a
  coherent sequence of courses that lead to a qualifying industry
  certification as determined by the commissioner;
                           (vi)  students admitted into a postsecondary
  industry certification program that requires as a prerequisite for
  entrance successful performance at the secondary level;
                           (vii)  students whose successful completion
  of a course or courses under Section 28.014 indicates the student's
  preparation to enroll and succeed, without remediation, in an
  entry-level general education course for a baccalaureate degree or
  associate degree;
                           (viii)  students who successfully met
  standards on a composite of indicators that through research
  indicates the student's preparation to enroll and succeed, without
  remediation, in an entry-level general education course for a
  baccalaureate degree or associate degree;
                           (ix)  high school graduation rates,
  including completion rates, computed in accordance with standards
  and definitions adopted in compliance with the Every Student
  Succeeds Act (20 U.S.C. Section 6301 et seq.) subject to the
  exclusions provided by Subsections (g), (g-1), (g-2), and (g-3);
                           (x)  students who successfully complete the
  distinguished level of achievement under Section 28.025(b-7); and
                           (xi)  students who complete an associate
  degree while enrolled in high school; and
                     (C)  for evaluating the performance of middle and
  junior high school campuses and districts that serve students
  through the eighth grade, indicators that account for:
                           (i)  students who satisfy performance
  standards as determined by the commissioner, on advanced placement
  tests, college entrance examinations, or similar assessment
  instruments; and
                           (ii)  students who drop out of school the
  preceding school year and do not return by a date determined by the
  commissioner, during the current school year;
               (2)  in the school progress [second] domain, indicators
  for effectiveness in promoting student learning, which must
  include:
                     (A)  for evaluating the performance of districts
  and campuses generally, indicators that account for [assessment
  instruments under Subdivision (1)(A)]:
                           (i)  [for the performance standard
  determined by the commissioner under Section 39.0241(a), the
  percentage of] students who met the standard for annual
  improvement, as determined by the commissioner, on [the] assessment
  instruments designated[, as determined] by the commissioner,
  including assessment instruments under Subdivisions (1)(A)(i) and
  (ii) and, to the extent available, Subdivision (1)(A)(iii) and
  English language proficiency assessments under Section
  29.056(a)(2) [by rule or by the method for measuring annual
  improvement under Section 39.034, aggregated across grade levels by
  subject area]; [and]
                           (ii)  students identified as a student of
  limited English proficiency, as defined by Section 29.052, who
  successfully exit a bilingual education or special language program
  by meeting criteria as provided by Section 29.056(g) and complying
  with any rule adopted by the commissioner regarding the development
  of proficiency in more than one language [for the college readiness
  performance standard as determined under Section 39.0241, the
  percentage of students who met the standard for annual improvement
  on the assessment instruments, as determined by the commissioner by
  rule or by the method for measuring annual improvement under
  Section 39.034, aggregated across grade levels by subject area];
                           (iii)  students enrolled in grades one
  through eight who successfully complete curriculum requirements
  during the school year for promotion to the next grade level;
                           (iv)  students enrolled in grade nine for
  the first time who earn the credits required during that school year
  for promotion to the next grade level; and
                           (v)  students who complete varied, rigorous,
  and relevant curricular options that lead to postsecondary success,
  including completion of advanced placement courses or similar
  courses;
                     (B)  for middle, junior high, and high school
  campuses and districts that serve students in grades 6 through 12,
  an indicator that accounts for students who were administered an
  advanced placement test, international baccalaureate examination,
  college entrance examination, or preliminary college entrance
  examination; and
                     (C)  for evaluating relative performance, an
  indicator that accounts for the performance of each district and
  campus in the categories described by Paragraphs (A) and (B)
  compared to districts or campuses with similar characteristics,
  including:
                           (i)  student socioeconomic status;
                           (ii)  enrollment size;
                           (iii)  surrounding community attributes;
                           (iv)  district property wealth per student
  in weighted average daily attendance; and
                           (v)  access to programs and other
  opportunities that promote career and college readiness [for
  assessment instruments under Subdivision (1)(B), the percentage of
  students who met the standard for annual improvement on the
  assessment instruments, as determined by the commissioner by rule
  or by the method for measuring annual improvement under Section
  39.034, aggregated across grade levels by subject area;
               [(3)     in the third domain, the student academic
  achievement differentials among students from different racial and
  ethnic groups and socioeconomic backgrounds;
               [(4)  in the fourth domain:
                     [(A)     for evaluating the performance of high
  school campuses and districts that include high school campuses:
                           [(i)     dropout rates, including dropout rates
  and district completion rates for grade levels 9 through 12,
  computed in accordance with standards and definitions adopted by
  the National Center for Education Statistics of the United States
  Department of Education;
                           [(ii)     high school graduation rates,
  computed in accordance with standards and definitions adopted in
  compliance with the No Child Left Behind Act of 2001 (20 U.S.C.
  Section 6301 et seq.);
                           [(iii)     the percentage of students who
  successfully completed the curriculum requirements for the
  distinguished level of achievement under the foundation high school
  program;
                           [(iv)     the percentage of students who
  successfully completed the curriculum requirements for an
  endorsement under Section 28.025(c-1);
                           [(v)     the percentage of students who
  completed a coherent sequence of career and technical courses;
                           [(vi)     the percentage of students who
  satisfy the Texas Success Initiative (TSI) college readiness
  benchmarks prescribed by the Texas Higher Education Coordinating
  Board under Section 51.3062(f) on an assessment instrument in
  reading, writing, or mathematics designated by the Texas Higher
  Education Coordinating Board under Section 51.3062(c);
                           [(vii)     the percentage of students who earn
  at least 12 hours of postsecondary credit required for the
  foundation high school program under Section 28.025 or to earn an
  endorsement under Section 28.025(c-1);
                           [(viii)     the percentage of students who have
  completed an advanced placement course;
                           [(ix)     the percentage of students who enlist
  in the armed forces of the United States; and
                           [(x)     the percentage of students who earn an
  industry certification;
                     [(B)     for evaluating the performance of middle and
  junior high school and elementary school campuses and districts
  that include those campuses:
                           [(i)  student attendance; and
                           [(ii)     for middle and junior high school
  campuses:
                                 [(a)     dropout rates, computed in the
  manner described by Paragraph (A)(i); and
                                 [(b)     the percentage of students in
  grades seven and eight who receive instruction in preparing for
  high school, college, and a career that includes information
  regarding the creation of a high school personal graduation plan
  under Section 28.02121, the distinguished level of achievement
  described by Section 28.025(b-15), each endorsement described by
  Section 28.025(c-1), college readiness standards, and potential
  career choices and the education needed to enter those careers; and
                     [(C)     any additional indicators of student
  achievement not associated with performance on standardized
  assessment instruments determined appropriate for consideration by
  the commissioner in consultation with educators, parents, business
  and industry representatives, and employers]; and
               (3) [(5)]  in the school climate [fifth] domain,
  indicators of school climate, which must include:
                     (A)  for evaluating the performance of districts
  and campuses generally, indicators that account for:
                           (i)  three programs or specific categories
  of performance related to community and student engagement locally
  selected and evaluated as provided by Section 39.0546;
                           (ii)  the results from a local evaluation of
  school climate of districts and campuses, obtained through a
  uniform method of data collection adopted by commissioner rule;
                           (iii)  students who successfully complete at
  least one endorsement under Section 28.025(c-1);
                           (iv)  students who successfully complete a
  coherent sequence of career and technical courses or a coherent
  sequence of fine arts courses;
                           (v)  educationally disadvantaged students
  who successfully complete a postsecondary readiness course;
                           (vi)  teacher quality as determined by the
  commissioner, provided that any teacher quality indicator that
  considers the performance of a teacher's students may not, in
  considering student performance, attribute more than 25 percent of
  student performance to student performance on assessment
  instruments administered under Section 39.023; and
                           (vii)  health and wellness as determined by
  the commissioner;
                     (B)  for campuses that serve students enrolled in
  prekindergarten, an indicator that accounts for student
  participation in full-day prekindergarten programs; and
                     (C)  for campuses that serve students enrolled in
  kindergarten through fifth grade, an indicator that accounts for
  student participation in literacy and mathematics academies.
         (c-1)  An indicator adopted under Subsection (c)(2) for the
  school progress domain [(c)] that would measure improvements in
  student, school district, or campus progress [achievement] cannot
  negatively affect the commissioner's review of a school district or
  campus if a student or the [that] district or campus is already
  achieving at the highest level for that indicator.
         (c-3)  For purposes of Subsection (c), the commissioner by
  rule shall determine a method by which the performance of a student
  newly enrolled in a school district or at a campus is excluded in
  determining the performance rating of the district or campus under
  Section 39.054(a).  In this subsection, "student newly enrolled" 
  means a student who transfers to a school district or campus in this
  state from another state or country and who has not been previously
  enrolled in a school district or at a campus in this state.
         (c-4)  For purposes of evaluating the performance of a
  district or campus under Subsection (c), the commissioner shall
  determine a method by which the performance of a student is
  attributed greater weight for each school year a student has been
  continuously enrolled in the school district or at the campus, as
  applicable.
         (d-1)  In aggregating results of assessment instruments
  across grade levels by subject in accordance with Subsection
  (c)(1)(A)(i), the performance of a student enrolled below the high
  school level on an assessment instrument required under Section
  39.023(c) is included with results relating to other students
  enrolled at the same grade level.
         (f)  Not later than September 30 of each year or as soon
  thereafter as possible [Annually], the commissioner shall define
  the state standard for the current school year for each domain under
  Subsection (c). In consultation with educators, parents, and
  business and industry representatives, as necessary, the
  commissioner shall establish and modify standards to continuously
  improve student performance to achieve the goals of eliminating
  achievement gaps based on race, ethnicity, and socioeconomic status
  and to ensure this state is a national leader in preparing students
  for postsecondary success [achievement indicator described by
  Subsections (c)(1)-(4) and shall project the state standards for
  each indicator for the following two school years. The
  commissioner shall periodically raise the state standards for the
  college readiness achievement indicator described by Subsection
  (c)(1)(A)(ii) for accreditation as necessary to reach the goals of
  achieving, by not later than the 2019-2020 school year:
               [(1)     student performance in this state, disaggregated
  by race, ethnicity, and socioeconomic status, that ranks nationally
  in the top 10 states in terms of college readiness; and
               [(2)     student performance with no significant
  achievement gaps by race, ethnicity, and socioeconomic status].
         (g)  In computing graduation or completion rates such as a
  high school graduation rate under Subsection (c)(1)(B)(ix) 
  [defining the required state standard for the dropout rate
  indicator described by Subsections (c)(4)(A)(i) and (B)(ii)(a)],
  the commissioner may not consider as a dropout a student whose
  failure to attend school results from:
               (1)  the student's expulsion under Section 37.007; and
               (2)  as applicable:
                     (A)  adjudication as having engaged in delinquent
  conduct or conduct indicating a need for supervision, as defined by
  Section 51.03, Family Code; or
                     (B)  conviction of and sentencing for an offense
  under the Penal Code.
         (g-1)  In computing dropout and completion rates such as a
  high school graduation rate under Subsection (c)(1)(B)(ix)
  [Subsections (c)(4)(A)(i) and (B)(ii)(a)], the commissioner shall
  exclude:
               (1)  students who are ordered by a court to attend a
  high school equivalency certificate program but who have not yet
  earned a high school equivalency certificate;
               (2)  students who were previously reported to the state
  as dropouts, including a student who is reported as a dropout,
  reenrolls, and drops out again, regardless of the number of times of
  reenrollment and dropping out, unless the student graduates;
               (3)  students in attendance who are not in membership
  for purposes of average daily attendance;
               (4)  students whose initial enrollment in a school in
  the United States in grades 7 through 12 was as an unschooled asylee 
  [refugees] or refugee [asylees] as defined by Section 39.027(a-1);
               (5)  students whose initial enrollment in a public
  school in this state occurred in grade 11 or 12;
               (6)  students who are in the district exclusively as a
  function of having been detained at a county detention facility but
  are otherwise not students of the district in which the facility is
  located; and
               (7) [(6)]  students who are incarcerated in state jails
  and federal penitentiaries as adults and as persons certified to
  stand trial as adults.
         (g-2)  In computing completion rates such as a high school
  graduation rate under Subsection (c)(1)(B)(ix) [(c)(2)], the
  commissioner shall exclude students who:
               (1)  are at least 18 years of age as of September 1 of
  the school year as reported for the fall semester Public Education
  Information Management System (PEIMS) submission and have
  satisfied the credit requirements for high school graduation;
               (2)  have not completed their individualized education
  program under 19 T.A.C. Section 89.1070(b)(2) and the Individuals
  with Disabilities Education Act (20 U.S.C. Section 1400 et seq.);
  and
               (3)  are enrolled and receiving individualized
  education program services.
         (i)  Each school district shall submit the data required for
  the indicators adopted under this section to the [The] commissioner
  to the extent necessary for assigning performance ratings under
  Section 39.054 [by rule shall adopt accountability measures to be
  used in assessing the progress of students who have failed to
  perform satisfactorily as determined by the commissioner under
  Section 39.0241(a) or under the college readiness standard as
  determined under Section 39.0241 in the preceding school year on an
  assessment instrument required under Section 39.023(a), (c), or
  (l)].
         SECTION 9.  Subchapter C, Chapter 39, Education Code, is
  amended by adding Section 39.0531 to read as follows:
         Sec. 39.0531.  SCHOOL CLIMATE SURVEY. (a) The commissioner
  may incorporate a school climate survey as an indicator for the
  school climate domain under Section 39.053(c)(3). A school climate
  survey shall be administered to administrators and teachers
  employed by school districts, students enrolled in school
  districts, and parents of those students.
         (b)  The commissioner may adopt rules to implement this
  section, including rules to:
               (1)  determine the format of the school climate survey;
               (2)  determine the questions that the survey must
  include;
               (3)  establish a period during a school year in which
  the survey must be conducted;
               (4)  establish requirements for administering and
  reporting the results of the survey; and
               (5)  authorize the manner in which the survey may be
  administered, including the local administration of the survey.
         (c)  Notwithstanding any other provision of this code,
  including Section 21.355, school climate survey information must be
  reported to the agency in accordance with rules adopted by the
  commissioner.
         (d)  The commissioner may contract with a third party to
  provide any service necessary under this section.
         (e)  Not later than the 2021-2022 school year, the
  commissioner shall determine the feasibility of incorporating
  school climate survey information for use as an indicator for the
  school climate domain under Section 39.053(c)(3). In order to
  determine the feasibility, the commissioner shall implement the use
  of school climate survey information in the 2018-2019 school year
  and shall require the reporting of the survey information in the
  2019-2020 and 2020-2021 school years. This subsection expires
  September 1, 2022.
         SECTION 10.  Subchapter C, Chapter 39, Education Code, is
  amended by adding Section 39.0536 to read as follows:
         Sec. 39.0536.  TEMPORARY PROVISION: ASSIGNMENT OF
  PERFORMANCE RATINGS. (a) Notwithstanding any other law and
  subject to Subsection (b), for the 2017-2018 and 2018-2019 school
  years, the commissioner shall evaluate school district and campus
  performance and assign each district and campus a performance
  rating in accordance with the indicators, standards, procedures,
  criteria, and calculations prescribed by the 2016 Accountability
  Manual, adopted under 19 T.A.C. Section 97.1001, as that rule
  existed March 31, 2017.
         (b)  The commissioner by rule may adopt revisions to the 2016
  Accountability Manual described by Subsection (a) for the 2017-2018
  school year and 2018-2019 school year, provided that the
  commissioner may revise:
               (1)  dates and deadlines only as necessary; and
               (2)  indicators, standards, procedures, criteria, and
  calculations only to the extent required by federal law.
         SECTION 11.  Sections 39.054(a), (a-1), (a-2), (a-3), (c),
  and (e), Education Code, as effective September 1, 2017, are
  amended to read as follows:
         (a)  The commissioner shall adopt rules to evaluate school
  district and campus performance and assign each district and campus
  [an overall performance rating of A, B, C, D, or F. In addition to
  the overall performance rating, the commissioner shall assign each
  district and campus] a separate domain performance rating of A, B,
  C, D, or F for each domain under Section 39.053(c) [Sections
  39.053(c)(1)-(4)]. A [An overall or] domain performance rating of
  A reflects exemplary performance. A [An overall or] domain
  performance rating of B reflects recognized performance. A [An
  overall or] domain performance rating of C reflects acceptable
  performance.  A [An overall or] domain performance rating of D
  reflects performance in need of improvement.  A domain performance
  rating of [or] F reflects unacceptable performance.  A district may
  not receive a [an overall or] domain performance rating of A if the
  district includes any campus with a corresponding [overall or]
  domain performance rating of [D or] F.  A reference in law to an
  acceptable rating or acceptable performance includes a [an overall
  or] domain performance rating of A, B, [or] C, or D or exemplary,
  recognized, or acceptable performance or performance in need of
  improvement.
         (a-1)  For purposes of assigning a domain [an overall]
  performance rating under Subsection (a)[, the commissioner shall
  attribute]:
               (1)  the commissioner may adjust a domain performance
  rating for a domain disaggregated by race, ethnicity, socioeconomic
  status, or another factor by increasing the rating one level [55
  percent of the performance evaluation to the achievement indicators
  for the first, second, and third domains under Sections
  39.053(c)(1)-(3)];
               (2)  for the student achievement domain under Section
  39.053(c)(1), not more than 50 percent of the domain performance
  rating may be attributed to the indicators under Sections
  39.053(c)(1)(A)(i) and (ii) [for middle and junior high school and
  elementary campuses and districts that include only those campuses,
  35 percent of the performance evaluation to the applicable
  achievement indicators for the fourth domain under Section
  39.053(c)(4)];
               (3)  for the school progress domain under Section
  39.053(c)(2), not more than 50 percent of the domain performance
  rating may be attributed to the indicator under Section
  39.053(c)(2)(A)(i) [for high school campuses and districts that
  include those campuses:
                     [(A)     10 percent of the performance evaluation to
  the high school graduation rate achievement indicator described by
  Section 39.053(c)(4)(A)(ii); and
                     [(B)     25 percent to the remaining applicable
  achievement indicators for the fourth domain under Section
  39.053(c)(4)]; and
               (4)  for the school climate domain under Section
  39.053(c)(3), at least 50 percent of the domain performance rating
  must be attributed to the indicator under Section
  39.053(c)(3)(A)(i) [10 percent of the performance evaluation to the
  locally selected and evaluated achievement indicators provided for
  under the fifth domain under Section 39.053(c)(5)].
         (a-2)  If the [The] commissioner determines a domain
  performance rating increase adjustment is appropriate for a school
  district or campus, the commissioner may increase the rating,
  provided that the commissioner may not increase a rating more than
  once and may not increase the rating more than one level [by rule
  shall adopt procedures to ensure that a repeated performance rating
  of D or F or unacceptable in one domain, particularly performance
  that is not significantly improving, is reflected in the overall
  performance rating of a district or campus and is not compensated
  for by a performance rating of A, B, or C in another domain].
         (a-3)  Not later than August 15 of each year, the performance
  ratings of each district and campus shall be made publicly
  available as provided by rules adopted under this section. If a
  district or campus received a [an overall or] domain performance
  rating of D or F for the preceding school year, the commissioner
  shall notify the district of a subsequent such designation on or
  before June 15.
         (c)  In evaluating school district and campus performance on
  the [achievement] indicators for the student achievement domain
  [performance on assessment instruments adopted] under Sections
  39.053(c)(1)(A)(i) and (ii) and (c)(1)(B)(x) [39.053(c)(1) and
  (2)] and the school progress domain [dropout rate indicator
  adopted] under Section 39.053(c)(2)(A)(i) [Sections
  39.053(c)(4)(A)(i) and (B)(ii)(a)], the commissioner shall
  evaluate [define acceptable] performance [as meeting the state
  standard determined by the commissioner under Section 39.053(f)]
  for the current school year based on:
               (1)  student performance in the current school year; or
               (2)  if necessary to address limited data available to
  use in the calculations, student performance as averaged over the
  current school year and the preceding two school years.
         (e)  Each annual performance review under this section shall
  include an analysis of the domain [achievement] indicators adopted
  under Section 39.053(c) [Sections 39.053(c)(1)-(4)] to determine
  school district and campus performance in relation to standards
  established for each domain [indicator].
         SECTION 12.  Section 39.054(f), Education Code, as effective
  September 1, 2017, is transferred to Section 39.053, Education
  Code, redesignated as Section 39.053(g-3), Education Code, and
  amended to read as follows:
         (g-3) [(f)]  In the computation of dropout rates and
  completion rates such as a high school graduation rate under
  Subsection (c)(1)(B)(ix) [Sections 39.053(c)(4)(A)(i) and
  (B)(ii)(a)], a student who is released from a juvenile
  pre-adjudication secure detention facility or juvenile
  post-adjudication secure correctional facility and fails to enroll
  in school or a student who leaves a residential treatment center
  after receiving treatment for fewer than 85 days and fails to enroll
  in school may not be considered to have dropped out from the school
  district or campus serving the facility or center unless that
  district or campus is the one to which the student is regularly
  assigned. The agency may not limit an appeal relating to dropout
  computations under this subsection.
         SECTION 13.  Subchapter C, Chapter 39, Education Code, is
  amended by adding Section 39.0541 to read as follows:
         Sec. 39.0541.  ADOPTION OF INDICATORS AND STANDARDS. Before
  September 30 of each school year, the commissioner shall adopt any
  indicators and standards under this subchapter the commissioner
  will use to evaluate school districts and campuses for that school
  year.
         SECTION 14.  Section 39.0546, Education Code, is amended to
  read as follows:
         Sec. 39.0546.  PERFORMANCE IN COMMUNITY AND STUDENT
  ENGAGEMENT AS COMPONENT OF [OVERALL] DISTRICT AND CAMPUS RATING.
  (a) For purposes of including the local evaluation of districts and
  campuses under Section 39.053(c)(3)(A)(i) [39.053(c)(5)] and
  assigning a domain performance [an overall] rating under Section
  39.054, before the beginning of each school year:
               (1)  each school district shall:
                     (A)  select and report to the agency three
  programs or categories under Section 39.0545(b)(1)[, as added by
  Chapter 211 (H.B. 5), Acts of the 83rd Legislature, Regular
  Session, 2013,] under which the district will evaluate district
  performance;
                     (B)  submit to the agency the criteria the
  district will use to evaluate district performance and assign the
  district a performance rating; and
                     (C)  make the information described by Paragraphs
  (A) and (B) available on the district's Internet website; and
               (2)  each campus shall:
                     (A)  select and report to the agency three
  programs or categories under Section 39.0545(b)(1)[, as added by
  Chapter 211 (H.B. 5), Acts of the 83rd Legislature, Regular
  Session, 2013,] under which the campus will evaluate campus
  performance;
                     (B)  submit to the agency the criteria the campus
  will use to evaluate campus performance and assign the campus a
  performance rating; and
                     (C)  make the information described by Paragraphs
  (A) and (B) available on the Internet website of the campus.
         (b)  Based on the evaluation under this section, each school
  district shall assign the district and each campus shall assign the
  campus a performance rating of A, B, C, D, or F, for both overall
  performance and for each program or category evaluated.  An overall
  or a program or category performance rating of A reflects exemplary
  performance.  An overall or a program or category performance
  rating of B reflects recognized performance.  An overall or a
  program or category performance rating of C reflects acceptable
  performance.  An overall or a program or category performance
  rating of D reflects performance in need of improvement.  A program
  or category performance rating of [or] F reflects unacceptable
  performance.
         (c)  On or before the date determined by the commissioner by
  rule, each school district and campus shall report each performance
  rating to the agency for the purpose of including the rating in
  evaluating school districts and campuses under the school climate
  domain under Section 39.053(c)(3) [district and campus
  performance] and assigning a domain performance [an overall] rating
  under Section 39.054.
         SECTION 15.  Sections 39.0548(a), (b), and (c), Education
  Code, are amended to read as follows:
         (a)  For purposes of evaluating performance under Section
  39.053(c), the commissioner shall designate as a dropout recovery
  school a school district or an open-enrollment charter school or a
  campus of a district or of an open-enrollment charter school:
               (1)  that serves students in grades 9 through 12 and has
  an enrollment of which at least 50 percent of the students are 15
  [17] years of age or older as of September 1 of the school year as
  reported for the fall semester Public Education Information
  Management System (PEIMS) submission; and
               (2)  that meets the eligibility requirements for and is
  registered under alternative education accountability procedures
  adopted by the commissioner.
         (b)  Notwithstanding Section 39.053(c)(1)(B)(ix)
  [39.053(c)(4)(A)(i)], the commissioner shall use the alternative
  completion rate under this subsection to determine the graduation
  [dropout] rate indicator under Section 39.053(c)(1)(B)(ix)
  [39.053(c)(4)(A)(i)] for a dropout recovery school. The
  alternative completion rate shall be the ratio of the total number
  of students who graduate[, continue attending school into the next
  academic year,] or receive a high school equivalency certificate to
  the total number of students in the longitudinal cohort of
  students.
         (c)  Notwithstanding Section 39.053(c)(1)(B)(ix)
  [39.053(c)(4)(A)(i)], in determining the performance rating under
  Section 39.054 of a dropout recovery school, the commissioner shall
  include any student described by Section 39.053(g-1) who graduates
  or receives a high school equivalency certificate.
         SECTION 16.  Section 39.055, Education Code, is amended to
  read as follows:
         Sec. 39.055.  STUDENT ORDERED BY A JUVENILE COURT OR STUDENT
  IN RESIDENTIAL FACILITY NOT CONSIDERED FOR ACCOUNTABILITY
  PURPOSES. Notwithstanding any other provision of this code except
  to the extent otherwise provided under Section 39.053(g-3)
  [39.054(f)], for purposes of determining the performance of a
  school district, campus, or open-enrollment charter school under
  this chapter, a student ordered by a juvenile court into a
  residential program or facility operated by or under contract with
  the Texas Juvenile Justice Department, a juvenile board, or any
  other governmental entity or any student who is receiving treatment
  in a residential facility is not considered to be a student of the
  school district in which the program or facility is physically
  located or of an open-enrollment charter school, as
  applicable.  The performance of such a student on an assessment
  instrument or other achievement indicator adopted under Section
  39.053 or reporting indicator adopted under Section 39.301 shall be
  determined, reported, and considered separately from the
  performance of students attending a school of the district in which
  the program or facility is physically located or an open-enrollment
  charter school, as applicable.
         SECTION 17.  Section 39.102(a), Education Code, is amended
  to read as follows:
         (a)  If a school district does not satisfy the accreditation
  criteria under Section 39.052, has been assigned an unacceptable
  [the academic] performance rating [standards] under Section
  [39.053 or] 39.054 for the school progress domain under Section
  39.053(c)(2), or does not satisfy any financial accountability
  standard as determined by commissioner rule, or if considered
  appropriate by the commissioner on the basis of a special
  accreditation investigation under Section 39.057, the commissioner
  shall take any of the following actions to the extent the
  commissioner determines necessary:
               (1)  issue public notice of the deficiency to the board
  of trustees;
               (2)  order a hearing conducted by the board of trustees
  of the district for the purpose of notifying the public of the
  insufficient performance, the improvements in performance expected
  by the agency, and the interventions and sanctions that may be
  imposed under this section if the performance does not improve;
               (3)  order the preparation of an [a student
  achievement] improvement plan that addresses the indicators for the
  school progress domain [each academic achievement indicator] under
  Section 39.053(c)(2) [39.053(c) for which the district's
  performance is insufficient], the submission of the plan to the
  commissioner for approval, and implementation of the plan;
               (4)  order a hearing to be held before the commissioner
  or the commissioner's designee at which the president of the board
  of trustees of the district and the superintendent shall appear and
  explain the district's low performance, lack of improvement, and
  plans for improvement;
               (5)  arrange a monitoring review of the district;
               (6)  appoint an agency monitor to participate in and
  report to the agency on the activities of the board of trustees or
  the superintendent;
               (7)  appoint a conservator to oversee the operations of
  the district;
               (8)  appoint a management team to direct the operations
  of the district in areas of insufficient performance or require the
  district to obtain certain services under a contract with another
  person;
               (9)  if a district has a current accreditation status
  of accredited-warned or accredited-probation, has been assigned an
  unacceptable performance rating [fails to satisfy any standard]
  under Section 39.054 for the school progress domain under Section
  39.053(c)(2) [39.054(e)], or fails to satisfy financial
  accountability standards as determined by commissioner rule,
  appoint a board of managers to exercise the powers and duties of the
  board of trustees; or
               (10)  if for two consecutive school years, including
  the current school year, a district has received an accreditation
  status of accredited-warned or accredited-probation, has been
  assigned an unacceptable performance rating [failed to satisfy any
  standard] under Section 39.054 for the school progress domain under
  Section 39.053(c)(2) [39.054(e)], or has failed to satisfy
  financial accountability standards as determined by commissioner
  rule, revoke the district's accreditation and:
                     (A)  order closure of the district and annex the
  district to one or more adjoining districts under Section 13.054;
  or
                     (B)  in the case of a home-rule school district or
  open-enrollment charter school, order closure of all programs
  operated under the district's or school's charter[; or
               [(11)     if a district has failed to satisfy any standard
  under Section 39.054(e) due to the district's dropout rates, impose
  sanctions designed to improve high school completion rates,
  including:
                     [(A)     ordering the development of a dropout
  prevention plan for approval by the commissioner;
                     [(B)     restructuring the district or appropriate
  school campuses to improve identification of and service to
  students who are at risk of dropping out of school, as defined by
  Section 29.081;
                     [(C)     ordering lower student-to-counselor ratios
  on school campuses with high dropout rates; and
                     [(D)     ordering the use of any other intervention
  strategy effective in reducing dropout rates, including mentor
  programs and flexible class scheduling].
         SECTION 18.  Section 39.103(a), Education Code, is amended
  to read as follows:
         (a)  If a campus is assigned an unacceptable performance
  rating [is below any standard] under Section 39.054 for the school
  progress domain under Section 39.053(c)(2) [39.054(e)], the
  commissioner shall take actions, to the extent the commissioner
  determines necessary, as provided by this subchapter.
         SECTION 19.  Section 39.105(a), Education Code, is amended
  to read as follows:
         (a)  This section applies if a campus performance satisfies
  performance standards under Section 39.054(e) for the indicators
  for the school progress domain under Section 39.053(c)(2) for the
  current school year but would not satisfy performance standards
  under Section 39.054(e) for those indicators if the standards to be
  used for the following school year were applied to the current
  school year. On request of the commissioner, the campus-level
  committee established under Section 11.251 shall revise and submit
  to the commissioner in an electronic format the portions of the
  campus improvement plan developed under Section 11.253 that are
  relevant to those areas for which the campus would not satisfy
  performance standards.
         SECTION 20.  Sections 39.106(a) and (e), Education Code, are
  amended to read as follows:
         (a)  If a campus [performance] is assigned an unacceptable
  performance rating [below any standard] under Section 39.054 for
  the school progress domain under Section 39.053(c)(2) [39.054(e)],
  the commissioner shall assign a campus intervention team. A campus
  intervention team shall:
               (1)  conduct, with the involvement and advice of the
  school community partnership team, if applicable:
                     (A)  a targeted on-site needs assessment relevant
  to an area of insufficient performance of the campus as provided by
  Subsection (b); or
                     (B)  if the commissioner determines necessary, a
  comprehensive on-site needs assessment, using the procedures
  provided by Subsection (b);
               (2)  recommend appropriate actions as provided by
  Subsection (c);
               (3)  assist in the development of a targeted
  improvement plan;
               (4)  conduct a public meeting at the campus with the
  campus principal, the members of the campus-level planning and
  decision-making committee established under Section 11.251,
  parents of students attending the campus, and community members
  residing in the district to review the campus performance rating
  and solicit input for the development of the targeted improvement
  plan;
               (5)  assist the campus in submitting the targeted
  improvement plan to the board of trustees for approval and
  presenting the plan in a public hearing as provided by Subsection
  (e-1); and
               (6)  assist the commissioner in monitoring the progress
  of the campus in implementing the targeted improvement plan.
         (e)  For each year a campus is assigned an unacceptable
  performance rating under the school progress domain under Section
  39.053(c)(2), a campus intervention team shall:
               (1)  continue to work with a campus until:
                     (A)  the campus is assigned a [satisfies all]
  performance rating of at least acceptable [standards] under Section
  39.054 for the school progress domain under Section 39.053(c)(2)
  [39.054(e)] for a two-year period; or
                     (B)  the campus is assigned a [satisfies all]
  performance rating of at least acceptable [standards] under Section
  39.054 for the school progress domain under Section 39.053(c)(2)
  [39.054(e)] for a one-year period and the commissioner determines
  that the campus is operating and will continue to operate in a
  manner that improves student performance [achievement];
               (2)  assist in updating the targeted improvement plan
  to identify and analyze areas of growth and areas that require
  improvement; and
               (3)  submit each updated plan described by Subdivision
  (2) to the board of trustees of the school district.
         SECTION 21.  Section 39.107, Education Code, is amended by
  amending Subsections (a), (a-2), (b), (b-4), (d), (e), (f), and
  (g-1) and adding Subsections (b-10), (b-11), and (b-12) to read as
  follows:
         (a)  After a campus has been assigned an [been identified as]
  unacceptable performance rating for the school progress domain
  under Section 39.053(c)(2) for two consecutive school years, the
  commissioner shall order the campus to prepare and submit a campus
  turnaround plan.  The commissioner shall by rule establish
  procedures governing the time and manner in which the campus must
  submit the campus turnaround plan.
         (a-2)  Before a campus turnaround plan is prepared and
  submitted for approval to the board of trustees of the school
  district, the district, in consultation with the campus
  intervention team, shall:
               (1)  provide notice to parents, the community, and
  stakeholders that the campus has received an [academically]
  unacceptable performance rating for the school progress domain
  under Section 39.053(c)(2) for two consecutive years and will be
  required to submit a campus turnaround plan; and
               (2)  request assistance from parents, the community,
  and stakeholders in developing the campus turnaround plan.
         (b)  The school district, in consultation with the campus
  intervention team, shall prepare the campus turnaround plan and
  allow parents, the community, and stakeholders an opportunity to
  review the plan before it is submitted for approval to the board of
  trustees of the school district. The plan must include details on
  the method for restructuring, reforming, or reconstituting the
  campus. If the district determines that granting a district
  charter under Section 12.0522 is appropriate for the campus, the
  campus turnaround plan must provide information on the
  implementation of the district charter. The plan must assist the
  campus in implementing procedures to satisfy the [all] performance
  standards required under Section 39.054(e) for the school progress
  domain under Section 39.053(c)(2).
         (b-4)  A campus turnaround plan developed under this section
  must take effect not later than the school year following the third
  consecutive school year that the campus has received an
  [academically] unacceptable performance rating for the school
  progress domain under Section 39.053(c)(2).
         (b-10)  Not later than June 15 of each year, the commissioner
  shall approve or reject in writing any campus turnaround plan
  prepared and submitted to the commissioner by a school district. If
  the commissioner rejects a campus turnaround plan, the commissioner
  must include in the written rejection to the district a list of the
  specific concerns regarding the plan that resulted in the
  rejection. 
         (b-11)  If the commissioner rejects a campus turnaround
  plan, the district must create a modified plan and request
  assistance from agency staff.  The district must submit the
  modified plan to the commissioner for approval not later than
  August 15.  The commissioner shall notify the district in writing of
  the commissioner's decision regarding the modified plan not later
  than September 1.
         (b-12)  If the agency assists or offers assistance to a
  district in modifying a campus turnaround plan following a
  rejection under Subsection (b-10), the agency may not recommend or
  require participation by the district or the district board of
  trustees in any initiative that does not directly relate to a
  concern identified by the commissioner in the written rejection
  under Subsection (b-10).
         (d)  The commissioner may approve a campus turnaround plan,
  including a campus turnaround plan modified under Subsection
  (b-11), only if the commissioner determines that the campus will be
  assigned at least an acceptable [satisfy all student] performance
  rating [standards required] under Section 39.054 for the school
  progress domain under Section 39.053(c)(2) [39.054(e)] not later
  than the second year [the campus receives a performance rating]
  following the implementation of the campus turnaround plan. If the
  commissioner does not make this determination after reviewing the
  school district's modified campus turnaround plan submitted under
  Subsection (b-11), the commissioner shall order:
               (1)  appointment of a board of managers to govern the
  district as provided by Section 39.112(b);
               (2)  alternative management of the campus under this
  section; or
               (3)  closure of the campus.
         (e)  If a campus is assigned [considered to have] an
  unacceptable performance rating under the school progress domain
  under Section 39.053(c)(2) for three consecutive school years after
  the campus is ordered to submit a campus turnaround plan under
  Subsection (a), the commissioner, subject to Subsection (e-2),
  shall order:
               (1)  appointment of a board of managers to govern the
  district as provided by Section 39.112(b); or
               (2)  closure of the campus.
         (f)  Notwithstanding Section 39.112(e), the commissioner may
  remove a board of managers appointed to govern a district under this
  section only if the campus that was the basis for the appointment of
  the board of managers receives at least an [academically]
  acceptable performance rating under the school progress domain
  under Section 39.053(c)(2) for two consecutive school years.  If a
  campus that was the basis for the appointment of a board of managers
  receives an [academically] unacceptable performance rating under
  the school progress domain under Section 39.053(c)(2) for two
  additional consecutive years following the appointment of the board
  of managers, the commissioner may remove the board of managers and,
  in consultation with the local community, may appoint a new board of
  managers to govern the district.
         (g-1)  If the commissioner orders alternative management of
  a campus under Subsection (d)(2), the school district shall execute
  a contract with a managing entity for a term not to exceed five
  years.  The commissioner may require a district to extend the term
  of the contract if the commissioner determines that extending the
  contract on expiration of the initial term is in the best interest
  of the students attending the campus.  The terms of the contract
  must be approved by the commissioner.  If a campus receives an
  [academically] unacceptable performance rating under the school
  progress domain under Section 39.053(c)(2) for two consecutive
  school years after the managing entity assumes management of the
  campus, the commissioner shall cancel the contract with the
  managing entity.
         SECTION 22.  Section 39.301(b), Education Code, is amended
  to read as follows:
         (b)  Performance on the indicators adopted under this
  section shall be evaluated in the same manner provided for
  evaluation of the domain [achievement] indicators under Section
  39.053(c) [Sections 39.053(c)(1)-(4)].
         SECTION 23.  (a)  Using available data from the 2017-2018
  school year, the commissioner of education shall prepare a report
  that, to the greatest extent possible, describes and lists the
  domain performance ratings that would be assigned to each school
  district and campus under Section 39.054, Education Code, as
  amended by this Act, if the domain indicators described in Section
  39.053(c), Education Code, as amended by this Act, were effective
  during the 2017-2018 school year.
         (b)  Using available data from the 2018-2019 school year, the
  commissioner of education shall prepare a report that, to the
  greatest extent possible, describes and lists the domain
  performance ratings that would be assigned to each school district
  and campus under Section 39.054, Education Code, as amended by this
  Act, if the domain indicators described in Section 39.053(c),
  Education Code, as amended by this Act, were effective during the
  2018-2019 school year.
         (c)  Each report required under this section must include
  information concerning the extent to which those domain performance
  ratings correlate with student demographic characteristics,
  including:
               (1)  economic status;
               (2)  continuously enrolled status;
               (3)  status as a student of limited English
  proficiency, as defined by Section 29.052, Education Code; and
               (4)  status as a student eligible to participate in a
  special education program under Section 29.003(b), Education Code.
         (d)  The commissioner of education shall submit a report
  prepared as required by this section to the governor, lieutenant
  governor, speaker of the house, and presiding officer of each
  standing committee of the senate and house of representatives with
  primary jurisdiction over primary and secondary education not later
  than:
               (1)  December 1, 2018, for a report prepared under
  Subsection (a) of this section; and
               (2)  December 1, 2019, for a report prepared under
  Subsection (b) of this section.
         (e)  This section expires December 31, 2019.
         SECTION 24.  (a)  Except as provided by Subsection (b) of
  this section, this Act applies beginning with the 2019-2020 school
  year.
         (b)  The section of this Act that requires the commissioner
  of education to prepare a report not later than December 1, 2018,
  and not later than December 1, 2019, regarding the assignment of
  school district and campus performance ratings applies beginning
  with the 2017-2018 school year.
         SECTION 25.  This Act takes effect immediately if it
  receives a vote of two-thirds of all the members elected to each
  house, as provided by Section 39, Article III, Texas Constitution.  
  If this Act does not receive the vote necessary for immediate
  effect, this Act takes effect September 1, 2017.
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