House Public Education RFI Responses – Charge 2

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This report covers the responses House Public Education Received for their RFI for Charge 2, relating to determining if barriers existing in providing a digital learning environment. The RFI for this charge can be found here and a complete list of responses can be found here.

The HillCo report below is a summary of information intended to give you an overview and highlight of the various topics included in the responses. This report does not cover the entirety of each response, but aims to provide an overview of the testimony submitted.

AT&T

Supports efforts to bridge the digital divide in underserved communities; critical for Congress to take up this issue and come up with a nation-wide solution
Decades of bipartisan policies have encouraged more than a trillion dollars in private sector investment in broadband networks
Pandemic has revealed broadband accessibility, affordability and adoption issues
If Congress does not come up with a nation-wide solution, have created a Texas Broadband Policy Recommendations
Federal funding needs to be explored and exhausted before expanding state funding
Identify where broadband is not available; funding should not be spent building additional infrastructure where broadband already exists
- Including places that are funded by other government programs like Connect America Fund, Rural Digital Opportunity Fund, and ReConnect
5G, mobile, wireless broadband, and satellite are important pieces to the discussion
If state does not create a broadband fund, funding needs to come from general revenue since it is a “universal need;” TUSF is not the best source of funding for broadband
Should work with ISPs to explore investment options rather than building their own broadband infrastructure
State should work with Congress to revamp the federal Lifeline program and should support an increase in current federal Lifeline subsidy to modernize via digital payments, like SNAP
Must provide targeted efforts towards encouraging adoption of broadband services; Texans will need to subscribe to the service
Need to avoid treating broadband as a utility; light-touch approach has worked
FCC has adopted new rules related to data collection and mapping of broadband availability
- Congress passed the DATA Act to create more accurate and granular maps
Overviews AT&T’s work to decrease the “homework gap;” although 86.4% of Texans have access to 100/10 Mbps broadband, only 29% subscribe to the service
Has expanded eligibility for their low-income broadband availability program
Houston Public Media notes 25% of kids in the state do not have access to an acceptable device
Need to encourage consumers to subscribe to broadband services and explore options to deploy technology needed to subscribe to broadband services
Need to remove regulatory hurdles and curb “onerous” permitting requirements that impede broadband deployment and investment

Association of Texas Professional Educators

Pandemic has exposed the digital divide; school districts were already discussing this pre-pandemic
Students face additional barriers such as hunger, inadequate access to medical care/stable housing, lack adequate adult assistance, and not having time/space to do schoolwork
Need to use technology to improve students learning and ensure technological resources like broadband, devices, and the knowledge to use both are equitably distributed
Need to ensure equitable access for physical broadband infrastructure and affordable access to service
Broadband utilization and access should not be determined by census-block reporting, as it is currently; uses a small number of those receiving the service to determine the whole block
Distance learning has been a critical tool, but is not an advisable substitute
Removing statutory barriers to full time virtual education for all children would take away from the overall education environment, should not be a goal for lawmakers
Legislature should commission a study of blended learning to identify best and worst practices along with determining the impact of them on educational access
Entirety of Charge 2 asks the committee to evaluate TIMA’s effectiveness in providing districts the resources to equip students with their instructional and technology needs
Includes review of all programs and initiatives funded by set-asides from TIMA
Legislature should consider redesigning the TIMA to make such pricing available in the future, if bulk pricing is not available to districts under the normal structure

Bay Area Houston Economic Partnership

DISD families are most affected by financial resources preventing them from having access to broadband internet
To close the technology and educational gap, ISPs must make broadband connections in homes affordable based on incomes
Carrier providers like T-Mobile need to make the step of providing affordable broadband access over personal hotspots
Shipping speeds of ordered devices are a factor, DISD has distributed many district bought tech devices to students but several are still without technology, as many have not arrived yet

Bexar County Education Coalition

Leaders used the American Community Survey, Internet Across Texas Map, and a recently released report from The University of Texas at SA and City of SA to show gaps of coverage
To close the gap, the agency is encouraged by the City of San Antonio’s willingness to partner with districts to potentially expand accessibility and infrastructure to families in need
City of San Antonio can utilize local dollars to increase infrastructure and provide great environments for students
State should encourage provider partnerships to be time-bound instead of data-bound since large data plans promise significant data coverage that could be used quickly
Stronger internet networks, capable devices, and digital competency training should be covered the state

Mitzi Stoute Faniola, Texas Alliance of Boys & Girls Clubs

Offers workforce development initiatives, college campus tours, and industry internship opportunities
Provides academic enrichment activities involving STEM activities and financial literacy education
Statistics show Club members are most likely to experience disadvantages and opportunity gaps
Problems are amplified in rural areas across the state and in compromised resources at home

Children at Risk

Roughly 17% of children in Texas reside in households that either don’t have an internet subscription or a computer
High percentage of children are currently living under the poverty line
Data released by TEA confirms Texas is segregating economically disadvantaged and minority students by their inability to access what more affluent demographics do on a normal basis
State needs to ensure all districts are tracking and reporting student engagement to further track who is not able to participate
These students will be categorized by disability level, race/ethnicity, and ELL status
Legislature should appropriate additional funds in increase high-speed internet access and provide necessary tools for students

Drexell Owusu & Dottie Smith, Commit Partnership

Census estimates suggest that roughly 25% of households with children in Dallas County lack broadband access
Rates of broadband subscriptions are closely correlated to poverty rates
Removing a digital divide is necessary to provide a quality education for all students, not allowing any technological advantages
Recommends regions take a multi-prong approach to find right solutions for all neighborhoods and households
Steps state leaders and lawmakers can take to better ensure internet activity for students and families:
Should call upon the Federal Communications Commission to revise several E-Rate program’s existing rules
Explore federal programs and funding to develop answers/solutions for unserved areas, and to think about ways to leverage state funding to augment solutions
Creating a separate TIMA prioritizing student connectivity or incorporating district connectivity rates as a variable in finding TIMA allocation amounts
Coordinate with ISPs to provide affordable and accessible connectivity solutions for rural areas and low-income students

Jennifer Harris, Connected Nation Texas

Their July broadband map shows that although most households have physical access to broadband service of satisfactory speeds, at least 333,000 (~4%) are without that luxury
Legislature should prioritize the development of a state broadband plan, which takes a data driven look at where broadband is lacking
Overstatement/understatement of accessible service in certain areas due to census blocking, works to mitigate issue by working directly with broadband providers
Conducts on-the-ground field validation of broadband coverage and wireless availability

ExcelinEd

Provides an overview of their policy recommendations/goals:
Will provide widespread device and internet access for the underserved student population
Establish technology and instructional education for students and families
Distribute funding equally amongst public schools for technology and fulfill infrastructure needs for students
Ensure all children can read by the end of third grade and level the playing field for special needs and low-income families
Allow all education dollars to follow the student and support students in transitioning and navigating from high school to college to their potential career
Provide credit for learning/experiences learned outside of school
Fund education based on the value of learning instead of time spent in seats

Frisco ISD

Has provided 433 “SmartSpots” that provide access to the district’s online learning materials, to families who have reported not having any internet access due to the pandemic
Several families within the school district report that their home internet connection is not fast enough to uphold performance with whole families on it simultaneously

Frisco ISD

Used TIMA funds toward all of the online software the District is currently using for new textbooks, consumables, library licenses, hardware/software ESL, online tutorials, etc

Bob Harvey, Greater Houston Partnership

Estimated 3 million households, over 8 million individuals, were not able to have broadband access at home
Apparent income gap associated with the owners of subscription and non-owners
Encourages Committee to take a holistic view of broadband access to included public interest with remote learning

Dr. Michelle Cavazos, Gregory-Portland Independent School District

State should turn the Rainy Day Fund to help finance the construction of a broadband infrastructure including more cell towers and phone lines
Need a Broadband Development Fund to approve plans submitted by school districts and other eligible entities and political subdivisions
Recently, Legislation passed 3 billion to help pay for flood control projects and preparing the state for all natural disasters
Lawmakers established the TWDB to leverage the Rainy Day Fund in providing low interest loans to communities who needed the state’s help funding for water reliability sources

Jeff Collum, Hallsville ISD

Prevalent economic disadvantages in Hispanic and African American children’s lives and environment
Increased enrollment numbers by 5,000 for the 2020-21 academic year to better support the parents and students preferring to stay at their home during the midst of the pandemic
100 more teachers were trained and hired to uphold virtual instruction online, were not granted the opportunity to assist the state in this manner
Recommendations opening TxVSN programs to accommodate all grade levels and TxVSN programs to students who do not have the designation of “prior-year public”
Should improve the process of courses approved for the TxVSN would allow more expanded flexibility
Need to ensure the Texas accountability framework accounts for student accommodation in the areas of STAAR Performance, Graduation Rate, Relative Performance for School Progress, and Closing the Gaps in Graduation rates

Instructional Materials Coordinators’ Association of Texas

Bill 6 created a dedicated fund that distributed to school districts for schooling materials
Programs such as TRR, Open Education Resources, and the Technology Leading Grant provide no benefit for school districts and should be vetted
If determined to have value, they should be funded from general revenue and not TIMA
Urges the removal of stated programs and to control the Agency’s ability to commandeer TIMA funds for leadership purposes of the agency
Districts are not using TIMA because TIMA des not allow for major technology purchases of the District without local funds to supplement them
SBOE should consider the necessity of technology as they improve demands
Most districts plan for use of surplus funds for implementation of major demands, funding gets contemplated in a twelve-year cycle, and demands usually get delayed leading to unspent funds
Advises SBOE and Legislature to look at more consistent and shorter review and replacement cycles to alleviate the issue
Each student will be gifted a book if requested, and if not initially issued there is surely another cost driver that districts spend on to benefit children

McGraw Hill

Barriers to digital learning environments include:
Defining digital learning products including students, families, and teachers who do not have adequate access to learning environments because of lack of connectivity services
Synchronous, asynchronous, and blended instruction
Industry perspective
A more comprehensive and successful curriculum should be 100% TEKS-aligned, an investment McGraw Hill made in Texas’ education
TIMA’s approach for fund allotment includes strategic per-student focus, effectiveness, program review, and teacher training that is emphasized in virtual instruction
TIMA also offers free professional learning for Texas created resources for the life of curriculum adoptions

Christina Yanas, Methodist Healthcare Ministries of South Texas

Primary issue impacting students during the pandemic is connectivity of virtual learning and contact with teachers, highlighting the digital divide
Greg Abbott, TEA, and Dallas ISD are joined to launch Operation Connectivity provided a statewide initiative to address student accessibility issues
Competitive marketplace for electronic devices is suffering shortages and backorders of technological devices, creating an issue for school districts with a limited budget
TIMA is not an efficient program in addressing the issue of connectivity; funded programs and resources cannot bridge digital divide
Partnered with Connected Nation – Texas and Texas Rural Funders who develop broadband coverage maps; County, state, and interactive maps are provided
HB 1960 established the Governor’s Broadband Development Council
Recommends several resources to the Committee from the Federal Reserve Bank of Dallas
Keep Americans Connected Initiative included an ISP that could ensure no one lost access to critical services during the pandemic
Recommends Committee should utilize available resources from organizations working to expand broadband in Texas, providing a broader array of connectivity and digital learning
Committee should consider collaboration with Governor’s Broadband Development Council and offer support for State leadership to a State Broadband Office and Plan

Motels

Virtual learning barrier with students experiencing homelessness or inadequate living conditions like motels, applying to over 8,300 children in Tarrant County School Districts
Another big barrier is connectivity for these students, considering the provided Wi-Fi cost from the motels is often prohibited from this target population
Resident application was denied because of commercial address listen, not residential address
Homeless liaisons were able to negotiate agreements, but this was still an unforeseen challenge
Statewide waiver program that could be utilized by low-income and homeless families to provide free/discounted internet services for a better learning environment
Incentivize motels and low-income housing communities with free Wi-Fi access
Students experiencing homelessness are 87% more likely to drop out of school then their housed peers

Dr. Sean Maika, North East ISD

Improvements must be made on internet capacity and there must be a statewide standard for reliable, high speed internet broadband access
North East ISD has to provide hotspots in some buildings and parking lots to increase connectivity
Standard for electronic devices should be created and adequately funded

Sara Bonser, Plano ISD

Should be granted the flexibility and funding to support and serve a satisfactory instructional environment, currently unable due to funding restrictions
Secured needed Wi-Fi hotspots and learning devices at discount, will need to replace 50,000 devices over a two-year period
Will be well served by the expansion and extension of the subsidized device/hotspot procurement program to make bulk purchases viable long term
Categorical funding through a technology line item for device, hotspot and procurement will be better

Parkhill, Smith & Cooper

Identifies a digital divide in relation to poverty, analysis of 1,020 Texas districts indicates a similar trend
Provides image representing the interconnectivity of public-school districts

Southern Education Foundation

Census report by Common Sense Media showcases Texas has the largest number of K-12 students without inadequate connection, totaling around 25% of the student population
Experiencing a digital divide, 13% of teachers lacking adequate internet connect and 3% lacking a device for remote instruction
Analysis from the Alliance for Excellent Education reveals 53% of households with annual incomes less than $25,000 lack access to high-speed internet
As income increases, internet accessibility does as well
Granular look at broadband coverage also confirms a digital divide with rural and urban communities
Broadband Now illustrates what counties in the state that are in most need of direct broadband access and coverage support from the state
Ethnic and income distribution map showcases limited number of providers and fewer options for coverage available in black and low-income neighborhoods in Houston
Scan of distance learning plans and actions and actions to support students in 50 school districts
Commends TEA and Texas Legislature for showcasing the issue of disparate and lack of internet access during the pandemic though the $1 billion Operation Connectivity Initiative
Troubled by TEA’s decision to withhold federal aid from school districts to backfill gaps in the state’s education budget
The following are recommendations by SEF to the state:
Recommends the state allocates federal funds to aid school districts deal with additional costs of connecting students and staff
Urges Legislators to utilize info and resources in the letter provided to identify a long-term solution to internet related issues
Recommends the state use a portion of its $11 billion federal Coronavirus Relief Fund allocations towards a connectivity fund for districts with unmet needs
Recommends the state invest in professional development for educators on distance learning, integrating technology, integrating, and using technology—including disadvantaged groups

Greg Gibson, Texas Association of Midsize Schools

Mission to protect midsize school districts across the state as Texas, allotment provides 1.1 million per member to help offset diseconomy of scale
Members rely heavily on MS allotment to address certification needs and ensure course offering in core areas and CTE
Will need additional support from the state to overcome such a drastic digital divide

Michael Lee, Texas Association of Rural Schools

Question 1 responses:
48% of students have internet in their homes, remaining percentage is mostly due to a lack of availability and an inability to pay
Rural community with limited internet coverages in many areas
Gaps in coverage vary from provider
District has 65-75% of student population with no internet accessibility due to lack of towers
Question 2 responses:
Provider/ESC has increased internet connectivity on the connectivity project through Region 4
Local provider donated hotspots for students’ use
ESC has increased their services at no additional costs to students, all but one individual student has access to Wi-Fi
States there is no temporary fix for infrastructure issues, towers cost about $1 million each and take about 1 year to complete
Other barriers include:
Availability of technology infrastructure in the area
Connectivity and reliability in the internet service
Lack of funding and lack of commitment
Lack of seamlessness and continuity for importance of digital learning to be emphasized
Price of connectivity to rural areas
Lack of technological devices in households providing children the remote learning experience
Reliable computers and communication from TEA and bulk suppliers
Access to broadband/high speed service

Dr. Casey McCreary, Texas Association of School Administrators

Recommends maintaining or increasing funding for TIMA
Is not an advocate for further expansion of set-asides
Dollars diverted at the state level is a dollar that will likely not reach students
Recommends an in-depth review of state-level TIMA set-asides and elimination of set-asides used for underperforming arts
Both state level programs Web Portal/Texas Resource Review can potentially create major set-asides from TIMA and lack transparency, creating ineffectiveness and improper usage

Jennifer Bergland, Texas Computer Education Association – TIMA

Legislature appropriated 270 million for Technology Allotment and allowed uses of TIMA include purchases of software, technical support, and training of teachers, instructional materials, etc
Problems include districts have little discretion on how to use the TIMA
Cost of instructional materials increased in direct correlation to the size of the allotment, leaving almost no money for technology equipment
TIMA is not effective in providing funds under its current structure, so if legislature decides to continue to fund them the following changes should be made:
Removing the requirement to purchase instructional materials before a district can purchase technology
Requiring TEA to provide more assistance in helping districts learn how to leverage the allotment to align with needs and goals of their Long-Range Plan for Technology
Legislature should require the SBOE to limit the size of proclamations to 75% or less of expected distribution as stipulated in HB 663
Legislature should stipulate that a certain percentage of the TIMA be used by districts for technology purchases to ensure goals are being met
Texas Resource Review and Technology Leading Grants are funded by set-asides from TIMA and should be continued
TEA Commissioner should consider increasing the amount of Technology Grants to 25 million, considering the lasting effects of the pandemic

Jennifer Bergland, Texas Computer Education Association

Recommendations for the state made on behalf of TCEA:
Should establish an office to coordinate efforts of proving broadband access to all Texans
Should improve the accuracy of the broadband mapping data and have a verification process for this; must decide how they will choose to fund the installation of this infrastructure
Legislature should decide if Texas USF should be repurposed to help subsidize the installation of broadband and which funding mechanism to use
Should permit cities of a particular size to provide broadband services to the public after finding the best solution for them
Barriers include Technology Planning, Teacher Readiness, Digital Literacy, and Technical Support that already have developed plans for them and only need implementation from the state
Recommendations for TEA and ESC in relation to assisting districts in implementation of long-range plans for the listed technological barriers as a whole:
Creating a task force made up of district and stakeholders to establish benchmarks that districts can use to measure progress during the implementation process
Requiring districts to write and adopt a three-year technology plan aligning districts’ goals
Should establish a Digital Teaching and Learning grant that can be implemented by technology plans once approved by the state
Texas Legislature should provide funding so that education agencies and nonprofits can provide districts with support as they implement their plans
LRPT should be promoted and supported by the TEA and ESC, while the Legislature appropriates funding to accomplish the goals listed in the LRPT

Paige Williams, Texas Classroom Teachers Association

A map or list that would show gaps in internet coverage is unlikely to exist from official agencies
Census is currently collecting answers related to internet coverage, but are not broken down in a way that would be meaningful since they are only broken down by census block
A lack of access to internet is the biggest obstacle of providing equitable dissemination of knowledge required by the Texas Constitution
A vast number of students were simply lost due to lack of resources to pivot to online learning
Teachers in rural areas are also lacking access due to the lack of broadband infrastructure
- Links to this NPR article about the “Push to Wire Rural America”
State needs a long-term, statewide solution to address the digital divide; starting with a statewide broadband connectivity plan
Broadband access should be treated as a public utility to ensure access and affordability; cities should be allowed to provided internet services like other utilities
Digital literacy within an entire household should be the goal to ensure educational success
Currently partnering with others to ensure this inequality is a priority for next session

Texas Education Agency

The Governor’s Operation Connectivity Task force is working to create a map that will outline connectivity gaps in the state; map will be provided after its development in fall 2020
Operation Connectivity will be reaching out the internet service providers to discuss new/innovative solutions and about addressing related affordability issues
Collaborating with the Department of Information Resources on a Request for Offer to determine vendors, solutions, and pricing
Overviews Operation Connectivity and three phases of the plan; need to triage to address immediate issues, and then work on medium and long-term solutions
Triage phase is from March through the start of 2020-21 SY; state has made $600M for district reimbursement and/or direct bulk order
Device gap has been “largely eliminated,” but Internet gap still exists; highlights the procurement and shipping/delivery timelines
Medium-term phase is the duration of 2020-21 SY; need to identify areas where infrastructure is not adequate and assist LEAs to acquire bandwidth for families in need
Since 2017, significant progress has been made on school building connectivity; 99% of schools will have fiber optic connections after special construction projects are completed
Due to the pandemic, there has been a massive increase in the number of districts using some form of blended learning
- Are numerous barriers for districts in the launch and scale of these programs
- Are staffing challenges for schools implementing blended learning
The Blended Learning Grant Program, created by HB 3, provides a suite of supports for districts
THL 3.0 is an optional, connected suite of resources that educators can use fully or in-part in the new remote learning environment, including online math programs
Outlines the Texas Virtual School Network’s components; a statewide catalog and the full-time TXVSN Online Schools program which serves students in grades 3-12
- TXVSN students are funded on successful completion, which has different parameters for grades 3-8 and high school; perfect attendance is assumed for funding purposes
TXVSN enrollments have been increasing since 2005, largest increase in enrollment during 2019-2020; the same trends are seen in successful course completion
Provides an update on the Technology and Instructional Materials Allotment; PSF rate is 2.974% for the 2020-2021 biennium
Allowable uses of TIMA funds include instructional materials, technological learning equipment, and staff training for said instructional/technological materials
Prohibited uses of TIMA funds include services for installation, office/school supplies, travel expenses, and items not directly related to student instruction
Under TIMA “set asides,” the Technology Lending Grant Program (SB 6, 82^nd legislature) is a program to help districts provide personal technology devices and internet access
$10 million has been awarded to 148 districts, 40% are economically disadvantaged
Highlights another TIMA “set aside,” the Texas Resource Review Pilot to establish and enact a statewide definition of quality rubrics; website for rubric reviews can be found here
Overviews TIMA “set asides” Open Education Resources and Online College Readiness Materials

Dan Edmonson, TechNet

Shift to online learning has resulted in divergent student, family, and teacher experiences and has highlighted existing disparities that could have long-term effects on students
Policy makers must ensure that resources are adequate to invest in devices, connectivity, and professional development through long-term funding mechanisms
Funding mechanisms need to ensure districts they can purchase and refresh devices on a regular basis; device bulk purchase by Operation Connectivity is not a long-term solution
Only 11% of TIMA funds, $447 million, have been spent on technology; 89%, $3.6 billion, has gone toward instructional materials
Districts must utilize the available technology funding that they already receive to better prepare for a digital learning future
State must also make efforts to ensure that students across the state are able to connect to the internet in the classroom and at home
Supports measures that focus finances, partnerships, and strategies to ensure that all schools have sufficient infrastructure
Supports policies that expand access to the internet and technology, provide a safe and secure consumer experience, and promote strong private sector competition
Opposes provisions that would create unnecessary regulations or legal requirements
Funding should enable teachers to be proficient in technology and hybrid learning best practices
Supported HB 3069, which would have helped lay the foundation for more advanced study in high school and incentivize high school teacher computer science certification

John Hryhorchuk, Texas 2036

The broadband access gap map should focus on infrastructure availability and broadband subscriptions
Connected Nation Texas offers the best currently-available mapping regarding infrastructure availability the state, provides a link to their Texas Broadband Map
Provides a link to the 2036’s webpage that compiles data from the U.S. Census American Community Survey that is based upon broadband subscriptions
Supports broadband planning and addressing economic barriers; should engage with private sector in the deployment of broadband technologies rather than relying on federal funding
Need swift adoption of a statewide broadband plan and create a broadband office within an existing state agency
Needs to address the economic barriers that have historically hindered broadband access in rural and economically disadvantaged communities
Need to sustain investments for remote learning and expand to include rural students
Although there has been a $200 million investment of CRF funds, will need a long-term financial solution
Operation Connectivity has relied on existing broadband infrastructure and cellular availability; need to focus on more broad/innovative solutions
At the beginning of the pandemic, an estimated 3 million households, over 8 million individuals, did not subscribe to at-home broadband, Texas ranked 38^th for broadband subscriptions
Fewer than half of the state’s households earning less than $20,000 a year subscribed to at-home-broadband
89% residing in rural communities do not have adequate broadband infrastructure to sufficiently support access to essential service
Statewide broadband access would improve limited telehealth availability, and activates unrealized economic potential, in rural Texas

Kristi Starr & Shirley Robinson, Texas Library Association

Since the pandemic began, librarians have helped teachers connect with students digitally and have helped orient students and parents to online learning platforms
Librarians continue to collaborate with teachers on classroom content and helped identify over 800 titles to be added to the SORA in Humble ISD
17% of Texas students lack access to high speed internet and 30% lack a dedicated and adequate learning device
Academic outcomes for all students have been impacted, but nonwhite and lower-income students, and those living in rural areas have been affected to a greater degree
- Notes districts around Lubbock, lacking devices, had to turn in hand-written assignments weekly
At the beginning of the pandemic, districts had to get creative to ensure learning continued for the tens of thousands of students identified as “non-conductable”
A statewide initiative that provides support for outreach on an ongoing basis would greatly help enhance academic performance

Dr. Martha Salazar-Zamora, Tomball ISD

Recommends amending TEC 31.0211 to make clear that schools may use their IMA money to buy hotspots, purchase monthly Wi-Fi plans and build cell towers
- If TEA demands every student takes STAAR this year, it is imperative to enact this recommendation into law to ensure students have access to instructional materials
Should re-establish the telecom discount found in Ch. 58 and 59 of the Tex. Utilities Code for a minimum of three years
- Discount plans vary greatly across the state and this recommendation could provide a uniform approach
Recommendations were made in mind that Texas cannot afford to raise taxes or divert the use of current state resources

Starlee Coleman, Texas Public Charter School Association

Has been limited access to internet services and devices; TEA’s procurement plan has proven successful since 85% to 95% of public charter school students log in to class everyday
TEA is unclear whether this support will continue past the 2020-2021 SY; advocates for continued support from TEA in the procurement of devices to ensure the low prices
TEA should allow for extended permission for school districts to use state funding to subsidize internet services at home for low-income families
Public charter schools are reporting difficulty in obtaining CRF funding; urges lawmakers/TEA to provide oversight that ensure equal access of these funds for all schools
Unclear if TEA’s free online learning program, Schoology, will be continued; advocates for TEA to negotiate for the lowest price possible for Schoology after the agency’s contract expires
Need an increase to TIMA funds for school districts that provide a substantial portion of student learning on digital platforms
Need freedom and flexibility for districts to use allotments in TEC Chapter 48 to fund costs related to digital learning
Should be able to use funding from the compensatory education allotment to partner with private companies to set up basic home internet services for eligible students
Schools need clear and sensible rules going forward for running high-quality remote learning programs, especially charter schools
Need to make the temporary lifting of charter boundaries for fully online-programs permanent
Need to eliminate unhelpful restrictions to virtual programs such as:
- Provide full funding for remote synchronous learning for Pre-K through second grade
- Provide full funding for remote synchronous and asynchronous for private and homeschool students
- Permanently remove the lift of charter school boundaries for online learning
- Exempt full-time virtual charter students from being counted toward a charter school’s enrollment cap
- Allow attendance to be taken weekly for synchronous and asynchronous remote instruction and include weekends to be counted toward daily engagement
Should increase flexibility for Additional Days School Year funding and change the unit of measuring eligibility; counting professional development days would help more schools qualify
State should allow teachers to instruct students on different campuses within the same district, as well as across districts, using virtual programs
Remote learning could be used to make exceptional or highly-specialized programming available to more students

Emily Sass, Texas Public Policy Foundation

Texas statute contains barriers to the provision of a digital learning environment for all children
Has been a competitive market for learning products blending digital materials and in-person instruction; has been encouraged by state programs such as HB’s Blended Learning Grant
Competitive market exclusive virtual instruction that the state now requires has stagnated
- A small number of districts will be allowed to operate completely virtually at the end of the 2021-2021 SY
State must allow for a robust system of district-based, community-centric virtual education
Florida engaged a system already built, offering training in virtual education and stipends to teachers, offering courses free of charge to districts, and scaling up its platform capacity
Should lift the moratorium on districts’ establishment of virtual education programs
Should allow state funding to be applied to more than three courses in the state course catalog
Provides the following recommendations:
Limit the provision allowing districts to deny a student’s course catalog enrollment if the district provides a “substantially similar” course
Open provision of virtual resources to all grade levels
Revise the process by which courses are approved for the TXVSN
Extend the timeline for required teacher professional development that could prohibit teachers from filling gaps in available online course teachers
Direct a portion of available federal emergency education grant funding to modernize the state virtual education system
Align virtual education admission and enrollment requirements with those of in-person campuses
Evaluate the course fee limit placed on TXVSN catalog courses and determine whether it is appropriately set for given subject areas

Ellen Ray, Texas Rural Funders

Broadband is no longer a convenience or luxury, it is a necessity; modern digital infrastructure is essential for a competitive and modern economy
Rural Texans are more adversely affected by the digital divide; 89% of those who cannot access broadband at home live in rural areas
30% of 5.5 million public school students in Texas do not have the needed technology for online learning
Over 30% of homes in Texas do not have a broadband subscription
One of the biggest issues is the lack of incentives for ISPs/telecom providers to develop and implement the needed infrastructure
Since 2016, Texas has upgraded 92% of its unscalable school campuses to fiber; 6,684 school campuses now have scalable infrastructure and only 27 need to be upgraded
A statewide plan would help communities define broadband goals and needs and identify appropriate funding mechanisms to support sustainability
Gap can be closed through a mix of public incentives 3 for low income households and smart policies that encourage new infrastructure investment in unserved areas
Policymakers need to prioritize rural communities by highlighting these communities in any statewide plan or the utilization of any CARES Act or subsequent legislation/funding next session

Texas State Teachers Association

Nationally, 78% of all households subscribe to the internet at any speed, but households in both rural and lower income counties trail the national average by 13 points
Broadband internet access disproportionately impacts racial and ethnic minorities, people living on tribal lands, older adults, and those with lower levels of education and income
Many of Laredo (32.3%) and Brownsville (30.9%) residents lack any internet access; digital divide is not unique to Texas
Gap across the country is greatest for Latinx, Black, and American Indian and Alaska Native (AI/AN) students
Even when families have a device at home, that device is often a smartphone, which may not be conducive to completing homework, doing research, or accessing government services
92% of school-aged children in Texas live in households that have some sort of internet access, 85% own a computer, but only 70% have what can be classified as high-speed internet access
Recovery and response planning in schools should ensure connectivity for all of their students; school districts need support to close the gap
Remote/distance learning does not have to be online; can be through physical take-home materials
Need more research on the number and types of devices in households with school-aged children is necessary
Need to provide additional funding to equip students with internet access to support students for the duration of the 2020-21 SY
Need targeted support in rural communities and communities of color

Texas School Coalition

Schools have struggled to purchase and secure necessary devices and too many students have been unable to connect because they lack access
Lack of broadband access is now equivalent to a lack of electricity; need a statewide plan
Students who attend in-person will still need to complete assignments online at home
Schools need help in providing access; the need for a discount from telecommunicators (like was required from 1997-2015) is imperative
Comptroller Glenn Hegar reports that the telecommunications industry has not experienced a decline that other sectors have
Recommend Legislature re-establishes the telecommunications discount once found in the Texas Utilities Code for schools and other entities until, “at the very least,” we are through the current crisis and the heightened demand for telecom services it has produced

Manuel Grajeda, UnidosUS

UnidosUS Texas includes 28 community-based organizations that invest more than $775 million and employ more than 6,200 staff to provide services to approximately 240,000 Texans annually
Data collection on the impact of the pandemic on students’ learning experiences and their access to remote learning is critical
Nationally, millions of households with children under the age of 18 years lack high-speed home internet service and a computer
Pandemic has disproportionately impacted low-income students and students of color
Problematic for children who are English learners and children who need access to special education services but may not be receiving those services at home
Policymakers must ensure that all students have an equal opportunity to succeed
Must find a way to provide internet and devices to the 2.1 million students that do not have access to internet and the one million households that do not have access to a computer
State and local policymakers must work together to identify these gaps in access to essential technology and high-speed internet
After identification, the state must deploy state resources and leverage federal resources to schools and districts that need them most
Policymakers could also provide incentives and facilitate partnerships between technology companies and school districts to broaden access to broadband and devices
- Uses Comcast’s Internet Essentials program as an example
Need to ensure eligible families are aware of these types of programs and are able to navigate the application process successfully
Partnerships with trusted community-based organizations and school districts would help to expand awareness, cross language barriers, and bridge cultural divide