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<h2>Understanding Public Education Laws in Texas</h2>

<p>Public education laws in Texas are often misunderstood, leading to confusion among parents, educators, and students alike. These misconceptions can affect decisions and discussions surrounding education in the state. It's crucial to clear up these misunderstandings to ensure everyone is on the same page.</p>

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<h3>Misconception 1: All Schools Follow the Same Curriculum</h3>

<p>One common misconception is that all public schools in Texas follow the exact same curriculum. While the Texas Essential Knowledge and Skills (TEKS) set the standards for what should be taught, the actual curriculum can vary significantly between districts. Each district has the flexibility to develop its own curriculum as long as it aligns with the TEKS.</p>

<p>This flexibility allows schools to tailor their teaching methods to meet the specific needs of their students, promoting creativity and innovation in the classroom. However, it also means that two schools only a few miles apart might offer vastly different educational experiences.</p>

<h3>Misconception 2: Standardized Testing Dictates All Teaching</h3>

<p>Another prevalent belief is that standardized testing drives every aspect of teaching in Texas public schools. While it's true that standardized tests like the STAAR are significant, they are not the sole focus. These tests aim to evaluate student progress and ensure accountability, but teachers often incorporate a wide range of activities and assessments to provide a more holistic education.</p>

<figure id="figure-qxi5qi2qzbmgna6p6l"><img id="qxi5qi2qzbmgna6p6l" src="https://media.gettyimages.com/id/2218804967/photo/older-doctor-drawing-blood-from-patients-arm.jpg?b=1&s=2048x2048&w=0&k=20&c=PK7pSeGIss9qQ0rb5jDN4pFDx35Dlu375aLlkk9nyG8=" alt="standardized tests" class="object-cover bg-gray-100" style="aspect-ratio: 16/9"></figure>

<p>Educators strive to balance test preparation with other enriching educational experiences, including project-based learning, arts, and technology integration, ensuring students receive a well-rounded education.</p>

<h3>Misconception 3: Public Schools Are Fully Funded by the State</h3>

<p>Many assume that public schools in Texas are entirely funded by the state government. In reality, school funding comes from a combination of state, local, and federal sources. Local property taxes play a significant role in funding, which can lead to disparities between districts.</p>

<p>This funding structure can create challenges, particularly in lower-income areas where property values are lower, potentially impacting the resources and opportunities available to students. Efforts are ongoing to address these disparities and ensure equitable funding across districts.</p>

<figure id="figure-xpdp9d2hohmgna6p6l"><img id="xpdp9d2hohmgna6p6l" src="https://media.gettyimages.com/id/2227719150/photo/mortarboard-or-square-academic-cap-and-reduce-stack-coins-chart-on-wooden-table-with-white.jpg?b=1&s=2048x2048&w=0&k=20&c=_b0HaE59calvijDYH2StYbE2mYKf_yHnb-i00BlC210=" alt="school funding" class="object-cover bg-gray-100" style="aspect-ratio: 16/9"></figure>

<h3>Misconception 4: School Choice Is Limited</h3>

<p>Some believe that options for school choice in Texas are limited. However, Texas offers a variety of school choice options, including charter schools, magnet schools, and open enrollment policies in certain districts. These options provide families the flexibility to select educational environments that best suit their children's needs.</p>

<p>Charter schools, for instance, operate with more independence than traditional public schools and often offer specialized programs. Magnet schools focus on specific areas like science, technology, or the arts, providing students with opportunities to explore their interests in depth.</p>

<h3>Misconception 5: English Is the Sole Language of Instruction</h3>

<p>A final misconception is that English is the only language of instruction in Texas public schools. In reality, many schools offer bilingual and dual-language programs to support English language learners and promote multilingualism.</p>

<p>These programs not only help students maintain their native languages but also enhance cognitive skills and cultural understanding, preparing students for a globalized world.</p>

<p>Understanding these common misconceptions can help parents, educators, and policymakers engage in more informed discussions about public education in Texas. Addressing these myths is key to ensuring that all students receive a quality education that meets their diverse needs.</p>

Common Misconceptions About Public Education Laws in Texas

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<p>The Texas Public Information Act (PIA) is designed to ensure government transparency by providing public access to records related to official business. However, a recent decision in <em>Fort Bend Independent School District v. Paxton </em>(2023) highlights a growing and grave concern for educators, district employees, and school board members: your personal devices may not be as private as you think when used for school business.</p><h3>The Case</h3><p>In Fort Bend ISD v. Paxton, the district attempted to withhold personal cell phone call and text logs of board members and employees after a PIA request. The Texas Attorney General’s Office ruled, and the courts affirmed, that to the extent those logs reflected communications made “in connection with the transaction of official business,” they constituted public information under the PIA, even though they were made on personal devices not owned or paid for by the district.</p><p>The court made clear:</p><ul><li>It does not matter if the communications are on a private cell phone or email account.</li><li>Whether the call, text, or email pertains to district business matters.</li><li>Officials cannot avoid PIA obligations by conducting business on “private mediums.”</li></ul><h3>Why This Matters</h3><p>This ruling has far-reaching implications for all public school employees and trustees:</p><p>Exposure of Personal Records – Phone logs, text metadata, and even personal emails may be subject to disclosure if they involve official business. While the content of personal calls or texts can be redacted, the fact of the communication (time, date, number dialed) may have to be released.</p><p>Blurred Lines Between Work and Personal Life – Casual conversations between colleagues who are also friends may be misinterpreted as “district business,” creating uncertainty about what must be disclosed.</p><p>Administrative Burden – Employees and trustees may be forced to separate, identify, and produce relevant records, with the responsibility falling on the individual, not just the district.</p><p>Privacy Risks – Even limited disclosures, such as call logs, can reveal patterns of communication and sensitive personal connections, raising serious privacy concerns for public servants.</p><h3>The Takeaway</h3><p>This case is a warning: when you use your personal phone, email, or computer to conduct school business, those records can become public records.</p><p>To protect your privacy and ensure compliance with the PIA:</p><ol><li>Avoid using personal devices and accounts for official school communications whenever possible.</li><li>Use district-provided email, phones, or communication platforms for all school-related matters.</li><li>Be mindful that text messages, call logs, and emails about district issues—even brief ones—may be subject to public disclosure later.</li><li>Request district leadership to provide clear policies and adequate resources (such as district-issued devices or official communication channels) to protect staff and trustees from unnecessary exposure.</li></ol><h3>Final Thoughts</h3><p>Transparency is essential to maintaining public trust, but educators and trustees must also safeguard their personal privacy. The Fort Bend ISD v. Paxton decision clarifies that conducting official business on personal devices may open a public window into one's private life.</p><p><br></p><p><br></p><p><strong>Reference:</strong></p><p><em>Fort Bend Independent School District v. Paxton</em>, No. 03-22-00052-CV, 2023 WL 4495224 (Tex. App.—Austin July 13, 2023, no pet.) (mem. op.)</p><p><br></p><p><br></p><p><br></p><p>Disclaimer:</p><p>The information provided in this article is for educational and informational purposes only and does not constitute legal advice. For advice regarding specific legal matters or rights, readers should consult with a qualified attorney licensed in their jurisdiction.</p><p><br></p>

Protecting Your Privacy: The Risks of Public Information Act Requests and Personal Devices, A Warning to Texas Public School Educators, Staff, and Trustees

<p>Texas Public Education Defense Fund (TPEDF)</p><p>FOR IMMEDIATE RELEASE</p><p>September 22, 2025</p><p>Contact: press@tpedf.org</p><p>Website: www.tpedf.org</p><p><br></p><h3>TPEDF Supports GCISD Teacher Facing Defamation After Misleading Public Claims</h3><p>Colleyville, TX — The Texas Public Education Defense Fund (TPEDF) supports Lisa Seligmann-Brisendine, a Grapevine-Colleyville ISD teacher placed on administrative leave following serious accusations made by a community member. These accusations were further promulgated by City of Keller Mayor Armin Mizani, a Republican candidate for Texas House District 98, in a public social media post, and reported in The Dallas Express.</p><p>The reports allege that Ms. Seligmann-Brisendine posted a Facebook meme celebrating the murder of Turning Point USA founder Charlie Kirk. According to Ms. Seligmann-Brisendine, the meme was posted hours before Kirk’s death was reported and was not connected to his passing. TPEDF is monitoring the situation closely, and we will share further information once independent media records verify this timeline.</p><p>“This teacher has been thrust into the center of a public firestorm based on allegations that, if proven inaccurate, are illegal and deeply damaging,” said Andrew D. Sternke, Executive Director of TPEDF. “Our role is to ensure that educators are not silenced or destroyed by misinformation and political targeting.”</p><p>Our Position</p><p>1. Due Process Matters: Educators accused in the public square deserve a fair chance to verify the facts before reputational harm is cemented.</p><p>2. Educator Rights: Like all citizens, teachers are entitled to exercise personal political speech without fear of defamation or retaliation.</p><p>3. Accountability: If independent verification confirms Ms. Seligmann-Brisendine’s account, those who spread false claims must be held legally and publicly accountable.</p><p>Ms. Seligmann-Brisendine has retained legal counsel to pursue remedies against those responsible for publishing and promoting damaging falsehoods. TPEDF will continue to provide advocacy support and use this case to highlight the broader issue of misinformation and the political weaponization of educators.</p><p>“Educators deserve respect, not political smears,” Sternke added. “This case isn’t just about one individual; it’s about ensuring truth, fairness, and accountability for all Texas teachers.”</p><p><br></p><p><br></p><p>About TPEDF</p><p>The Texas Public Education Defense Fund is a nonpartisan 501(c)(4) legal advocacy organization committed to defending public education, advancing equity, and holding public officials accountable under the law.</p><p>To learn more, visit <a data-mce-href="http://www.tpedf.org" href="http://www.tpedf.org">www.tpedf.org</a></p>

TPEDF Supports GCISD Teacher Facing Defamation After Misleading Public Claims

CIVIC EDUCATION - words on a white notebook against the background of a cactus and crumpled papers

<p><br></p><p><span style="font-family: inherit; font-weight: inherit;" data-mce-style="font-family: inherit; font-weight: inherit;">If you’ve ever sat through a Texas school board meeting, you may have noticed that some items get approved in just a few seconds, while others take hours of debate and public comment. What’s going on?</span></p><p>The difference comes down to whether an item is placed on the consent agenda or listed as an action item. And in Texas, this distinction is carefully regulated by the Texas Open Meetings Act (TOMA).</p><h3>What Is a Consent Agenda?</h3><p>A consent agenda (sometimes called a “consent calendar”) is used to handle routine business quickly. Instead of individually voting on each small matter, the board groups them together and votes once.</p><p>Examples include:</p><ul><li>Approving minutes from the last meeting</li><li>Routine personnel updates (like substitute teacher lists)</li><li>Monthly financial reports</li><li>Standard contract renewals</li></ul><p>If even one trustee believes a consent item needs discussion, they can “pull” it from the consent agenda. Once pulled, it must be handled separately as an action item.</p><h3>What Is an Action Item?</h3><p>An action item is any issue that requires open discussion and a separate vote. These are the bigger decisions that affect students, staff, and the community.</p><p>Examples include:</p><ul><li>Hiring outside counsel for board of trustees&nbsp;</li><li>Approving the district’s annual budget</li><li>Adopting a new curriculum or instructional materials</li><li>Approving construction projects or bond spending</li><li>Redrawing school attendance boundaries</li><li>Changing district policies</li></ul><p>Unlike consent agenda items, action items are discussed publicly before a vote.</p><figure id="figure-gmegjsd1bnmfqdma85"><img id="gmegjsd1bnmfqdma85" src="https://media.gettyimages.com/id/2164612356/photo/close-up-of-small-desk-by-book-and-chalkboard-over-white-background.jpg?b=1&s=2048x2048&w=0&k=20&c=6ilvbgEMxPC6lqNuL2o7uoWm5uiGJkueUVispMYo6wo=" alt="Close-Up Of Small Desk By Book And Chalkboard Over White Background" title="Close-Up Of Small Desk By Book And Chalkboard Over White Background" class="object-cover bg-gray-100 " style="aspect-ratio: 16/9; object-position: center center;" data-corners="default" data-aspect="16:9" data-caption="" data-positionX="undefined" data-positionY="undefined" data-fullWidth="false"/></figure><h3>What Texas Law Says (TOMA)</h3><p>The Texas Open Meetings Act (TOMA) is the law that ensures school boards make decisions in the open. It requires:</p><ul><li>Advance posting: Meeting agendas must be posted at least three business days before the meeting.</li><li>Specificity: Each item must be described clearly enough for the public to understand what is being considered. Vague phrases like “personnel matters” aren’t enough.</li><li>Transparency: Boards cannot discuss or vote on issues that weren’t properly posted.</li><li>Public oversight: Any trustee can bring a consent agenda item up for open discussion if it deserves more attention.</li></ul><p>Violations of TOMA can void board decisions and even lead to misdemeanor charges for trustees who knowingly break the rules.</p><h3>Why This Matters for Parents and Communities</h3><p>Consent agendas are meant to save time, but they should never be used to slip through big decisions without discussion. That’s where TOMA comes in, it protects the community’s right to see and hear how decisions are made.</p><p>As a parent, teacher, or community member, you can:</p><ul><li>Review posted agendas (at least 3 business days before the meeting).</li><li>Speak up if you see something on the consent agenda that seems too important to rush through.</li><li>Attend meetings (or watch livestreams, if your district provides them) to hold your board accountable.</li></ul><h3>Final Thought</h3><p>School boards make decisions that shape the daily lives of Texas students and educators. Consent agendas keep things efficient. Action items keep things transparent. Thanks to TOMA, both must be handled in the open, where they belong.</p><p><br></p><p><br></p><p><br></p><p><strong>References:</strong></p><p>Texas Government Code § 551.041 – Meeting notice requirements.</p><p>Texas Government Code § 551.043 – 3 business day advance posting rule.</p><p>Texas Government Code § 551.144 – Penalties for knowingly violating TOMA.</p><p><em>Cox Enterprises v. Austin ISD</em> (1986) – Agenda items must be specific.</p><p><em>Acker v. Texas Water Commission</em> (1990) – Boards cannot deliberate on items not posted.</p><p><br></p><p><br></p><p><br></p><p>Disclaimer:</p><p><em>The information provided in this article is for educational and informational purposes only and does not constitute legal advice. For advice regarding specific legal matters or rights, readers should consult with a qualified attorney licensed in their jurisdiction.</em></p>

Consent Agenda And Action Items: Why Some School Board Votes Take Seconds And Others Take Hours

<p><br></p><p>The passage of Senate Bill 13 (SB13) has raised important questions about transparency and accountability in Local School Library Advisory Councils (LSLACs). While the bill includes several procedural safeguards that resemble the Texas Open Meetings Act (TOMA), it does not place LSLACs directly under TOMA’s complete legal requirements.</p><h3>SB13 vs. TOMA: Similarities and Differences</h3><p>One key provision of SB13 is that LSLAC meetings must be posted with at least 72 hours’ notice. At first glance, this looks very similar to TOMA’s rules. However, TOMA requires three business days of advance notice for governmental bodies, which is not exactly the same as a flat 72-hour requirement. This difference shows that while the Legislature sought to mirror aspects of TOMA, LSLACs are not bound by its framework.</p><h3>Modeled After SHACs, Not TOMA</h3><p>SB13 also clarifies that LSLACs are not designed as traditional governmental bodies. Instead, they are modeled after School Health Advisory Councils (SHACs), which have operated in Texas schools for years. According to the Texas Education Agency (TEA), SHAC meetings are not subject to TOMA (<a data-mce-href="https://tea.texas.gov/academics/subject-areas/health-and-physical-education/shac-faq.pdf" href="https://tea.texas.gov/academics/subject-areas/health-and-physical-education/shac-faq.pdf" target="_blank" rel="noopener">TEA SHAC FAQ</a>). Following that precedent, LSLACs fall under a similar category, community advisory groups designed to provide input, but not governed by the same statutes as elected boards.</p><h3>Transparency Provisions in SB13</h3><p>While not subject to TOMA, SB13 does include some transparency requirements of its own:</p><ul><li><strong>Meetings must be recorded</strong> (audio or video).</li><li><strong>Recordings must be posted online</strong> by the school district within a reasonable timeframe.</li><li><strong>Public access is optional; </strong>the law does not require districts to open LSLAC meetings to the public, but it does not prevent them from doing so.</li></ul><p>At TPEDF, we believe that the best practice is for all school districts to open these meetings to the public. True transparency builds trust between schools, parents, and communities.</p><h3>The Bigger Picture</h3><p>SB13 creates what can be described as a parallel transparency framework. It borrows elements of TOMA, such as advance notice and documentation, without fully applying the Act itself. This reflects the Legislature’s intent to encourage openness while treating LSLACs as advisory bodies, not governing boards.</p><p>This means LSLACs will provide a window into school library decision-making for families and community members, but not under the same legal structure as school boards or other governmental entities.</p><p>At the Texas Public Education Defense Fund, our mission is to ensure that transparency and accountability are upheld across all levels of public education. We strongly encourage districts to exceed the minimum requirements of SB13 by allowing public access to LSLAC meetings, ensuring that parents, educators, and communities remain partners in the decision-making process.</p><p><br></p><p><br></p><p>Disclaimer:</p><p><em>The information provided in this article is for educational and informational purposes only and does not constitute legal advice. For advice regarding specific legal matters or rights, readers should consult with a qualified attorney licensed in their jurisdiction.</em></p>

Understanding SB13: Transparency and Local School Library Advisory Councils

<h2>Understanding the Importance of Education Policy</h2>

<p>Education policy plays a crucial role in shaping the future of any state, and Texas is no exception. The policies set forth by the government dictate the quality and accessibility of education, influencing the lives of millions of students. Advocating for better education policies can lead to substantial improvements in various areas such as funding, curriculum standards, and teacher support. As a concerned citizen or educator, understanding and participating in policy advocacy is essential.</p>

<figure id="figure-krdgurx8g9mdsehenq"><img id="krdgurx8g9mdsehenq" src="https://media.gettyimages.com/id/865429020/photo/texas-high-school-classroom-flag-clock.jpg?b=1&s=2048x2048&w=0&k=20&c=oylKpDC5L-11-IAdVRAhV_E460Sq6vT3-0t899wtNJ4=" alt="texas education" class="object-cover bg-gray-100" style="aspect-ratio: 16/9"></figure>

<h3>Identifying Key Areas for Improvement</h3>

<p>To effectively advocate for better education policies, it's vital to identify the areas that require improvement. Some of the most common issues in Texas include inadequate funding, large classroom sizes, and a lack of resources for special education programs. By pinpointing these specific areas, you can focus your advocacy efforts more effectively and push for changes that will have a tangible impact on the educational system.</p>

<p>Another critical area is the need for updated curriculum standards that prepare students for the demands of the modern workforce. This includes integrating technology into classrooms and emphasizing STEM (Science, Technology, Engineering, and Mathematics) education. Addressing these areas can help ensure that students in Texas are better equipped for future challenges.</p>

<h2>Building a Strong Advocacy Network</h2>

<p>One of the most effective ways to advocate for better education policies is by building a strong network of like-minded individuals and organizations. This can include parents, teachers, community leaders, and non-profit organizations focused on education. By uniting these groups, you can amplify your voice and increase the pressure on policymakers to make necessary changes.</p>

<figure id="figure-r500683ocmdsehenq"><img id="r500683ocmdsehenq" src="https://media.gettyimages.com/id/2157540714/photo/cheerful-woman-speaking-on-a-microphone-in-a-workshop.jpg?b=1&s=2048x2048&w=0&k=20&c=EWM_wn3-MYEn2U9bebyYzDaQ8672TOZdWTqH2UQB8hk=" alt="community meeting" class="object-cover bg-gray-100" style="aspect-ratio: 16/9"></figure>

<p>Organizing events such as town hall meetings, workshops, and panel discussions can help bring attention to the issues at hand and provide a platform for stakeholders to express their concerns. Additionally, leveraging social media platforms can help spread awareness and engage a broader audience in advocacy efforts.</p>

<h3>Engaging with Policymakers</h3>

<p>Effective advocacy requires direct engagement with policymakers. This involves reaching out to local representatives, attending school board meetings, and participating in public forums where education policies are discussed. By presenting well-researched arguments and evidence-based solutions, you can make a compelling case for policy changes that benefit all students.</p>

<p>It's also important to establish ongoing communication with policymakers to provide updates on progress and continue advocating for necessary reforms. Building positive relationships with these individuals can facilitate a more collaborative approach to addressing educational challenges.</p>

<figure id="figure-ov3lpka12emdsehenq"><img id="ov3lpka12emdsehenq" src="https://media.gettyimages.com/id/2148856297/photo/speaker-at-business-conference-corporate-presentation-workshop-coaching-training-news.jpg?b=1&s=2048x2048&w=0&k=20&c=WW5h0mIIHt_J56vFlMJIAIYjdGTlxJwlBvbTO4SKm3A=" alt="meeting with officials" class="object-cover bg-gray-100" style="aspect-ratio: 16/9"></figure>

<h2>Utilizing Data and Research</h2>

<p>Utilizing data and research is crucial in advocating for better education policies. Evidence-based arguments can be more persuasive than anecdotal evidence alone. Gathering data on student performance, funding disparities, and educational outcomes can help highlight the need for change.</p>

<p>Research studies from reputable sources can provide insights into effective policy strategies that have been successful in other states or countries. By presenting this information to policymakers, you can support your advocacy efforts with credible evidence.</p>

<h3>Staying Informed and Adaptive</h3>

<p>The landscape of education policy is constantly evolving, so it's important to stay informed about new developments and trends. Subscribing to education-focused publications, attending conferences, and participating in webinars can help you keep up with the latest information and adjust your advocacy strategies accordingly.</p>

<p>Flexibility is key when advocating for policy changes. Being open to new ideas and willing to adapt your approach based on feedback or changing circumstances can increase the likelihood of achieving your advocacy goals.</p>

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