CLOSING THE GAP

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CERRANDO LA BRECHA

Authorities: 20 USC §§ 1400, 6314, 6315; 34 CFR Part 300; Elementary and Secondary Education Act/Every Student Succeeds Act; Texas Education Code; 19 TAC Chapter 89

	REQUISITOS FEDERALES Y ESTATALES
	LEY DE EDUCACIÓN PRIMARIA Y SECUNDARIA DE 1965 (ESEA)
Práctica	En el 2015, el Congreso pasó la Ley de Cada Estudiante Tiene Éxito, cual reautoriza la ESEA para garantizar que cada estudiante logre y reemplaza la versión anterior de la ley, la Ley de Ningún Niño se Queda Atrás, que fue promulgada en el 2002. Citas: ESEA/ESSA
Práctica	Un programa de asistencia escolar específico debe servir a los estudiantes participantes identificados como elegibles para asistencia especifica utilizando métodos y estrategias de instrucción para fortalecer el programa académico de la escuela a través de actividades que pueden incluir un modelo escalonado a nivel escolar para prevenir y abordar problemas de comportamiento y servicios intermedios tempranos, coordinado con actividades y servicios similares llevados a cabo bajo la Ley de Educación para Individuos con Discapacidades (IDEA) Parte B. Citas: 20 USC 6315(b)(2)(B)(ii)
Práctica	Una escuela elegible que opera un programa escolar debe desarrollar un plan comprensivo que incluye una descripción de las estrategias que la escuela va a implementar para abordar las necesidades de la escuela, incluyendo una descripción de como tales estrategias abordarán las necesidades de todos los estudiantes en la escuela, pero particularmente las necesidades de esos que están en riesgo de no cumplir con los estándares académicos estatales desafiantes, por medio de actividades que pueden incluir la implementación de un modelo escalonado escolar para prevenir y abordar problemas de comportamiento, y servicios intermedios tempranos, coordinado con actividades y servicios similares llevados a cabo bajo la IDEA Parte B. Citas: 20 USC 6314(b)(7)(A)(iii)(III)
	SERVICIOS INTERMEDIOS TEMPRANOS
Práctica	La educación de estudiantes con discapacidades puede ser más eficaz proporcionando incentivos para los enfoques de toda la escuela, programas de lectura temprana científicamente basados, ayudas e intervenciones de comportamiento positivo, y servicios intermedios tempranos para reducir la necesidad de calificar a estudiantes como discapacitados para atender las necesidades de aprendizaje y comportamiento de esos estudiantes. Citas: 20 USC 1400(c)(5)(F)
Práctica	Al implementar servicios intermedios tempranos coordinados, la agencia local de educación (LEA) puede llevar a cabo actividades que incluyen: Citas: 300.226(b)
Práctica	Desarrollo profesional, que puede ser proporcionado por entidades distintas a las LEAs, para maestros y otro personal escolar para permitir que dicho personal ofrezca instrucción académica científicamente basada e intervenciones de comportamiento, incluyendo intrucción de alfabetismo científicamente basada ,y, donde sea apropiado, instrucción en el uso de software adaptivo y de instrucción; y Citas: 300.226(b)(1)
Práctica	Proporcionar evaluaciones de educación y de comportamiento, servicios, y apoyos, incluyendo instrucción de alfabetismo científicamente basada. Citas: 300.226(b)(2)
Práctica	La provisión de servicios intermedios tempranos no limita o crea un derecho a una educación pública gratis apropiada bajo la IDEA. Citas: 300.226(c)
Práctica	Servicios intermedios tempranos no deben retrasar la evaluación apropiada de un estudiante que se sospecha tener una discapacidad. Citas: 300.226(c)
	PROGRAMA DE EDUCACIÓN BILINGÜE
Práctica	Cada LEA con una inscripción de 20 o más estudiantes con habilidad limitada de inglés, en cualquier clasificación de lenguaje en el mismo nivel de grado, debe ofrecer educación bilingüe o programas especiales de lenguaje. Citas: TEC 29.053(c) 89.1203(7)
Práctica	Cada LEA que es requerida ofrecer educación bilingüe y programas especiales de lenguaje debe ofrecer lo siguiente para estudiantes con habilidad limitada de inglés: Citas: TEC 29.053(d)
Práctica	Educación bilingüe en kindergarten hasta los grados de primaria; Citas: TEC 29.053(d)(1)
Práctica	Educación bilingüe, instrucción en inglés como segundo idioma (ESL), u otra instrucción de lenguaje de transición aprobada por la Agencia de Educación de Texas en grados de post primaria hasta el grado ocho; e Citas: TEC 29.053(d)(2)
Práctica	Instrucción en ESL en grados 9-12. Citas: TEC 29.053(d)(3)
	PROGRAMAS DE INSTRUCCIÓN INTENSIVA EN MATEMÁTICAS DESPUÉS DE ESCUELA Y DURANTE EL VERANO
Práctica	La LEA puede proporcionar un programa intensivo después de escuela o un programa intensivo durante el período que la escuela está en receso en el verano para ofrecer instrucción de matemáticas para: Citas: TEC 29.088(a)
Práctica	Estudiantes que no se están desempeñando a nivel de grado en matemáticas para ayudar a esos estudiantes a desempeñarse a nivel de grado; Citas: TEC 29.088(a)(1)
Práctica	Estudiantes que no se están desempeñando con éxito en un curso de matemáticas para ayudar a esos estudiantes a terminar el curso con éxito; u Citas: TEC 29.088(a)(2)
Práctica	Otros estudiantes como es determinado por la LEA. Citas: TEC 29.088(a)(3) TEC 29.088(a)(1) TEC 29.088(a)(2)
Práctica	Antes de proporcionar un programa de matemáticas intensivo después de escuela o en el verano, el consejo de administración de la LEA debe adoptar una política para: Citas: TEC 29.088(b)
Práctica	Determinar la elegibilidad del estudiante para participar en el programa que: Citas: TEC 29.088(b)(1)
Práctica	Prescribe el nivel de grado o curso en el cual un estudiante debe estar matriculado para ser elegible; y Citas: TEC 29.088(b)(1)(A)
Práctica	Provee para considerar las recomendaciones del maestro en determinar la elegibilidad; Citas: TEC 29.088(b)(1)(B)
Práctica	Asegurar que padres de, o personas actuando en relación paternal a estudiantes elegibles, sean proporcionados aviso del programa; Citas: TEC 29.088(b)(2)
Práctica	Asegurar que estudiantes elegibles sean alentados a asistir al programa; Citas: TEC 29.088(b)(3)
Práctica	Asegurar que el programa es ofrecido en uno o más lugares en la LEA que son fácilmente accesibles a estudiantes elegibles; y Citas: TEC 29.088(b)(4)
Práctica	Medir el progreso del estudiante al terminar el programa. Citas: TEC 29.088(b)(5)
Práctica	Programas de instrucción intensiva de matemáticas después de escuela y en el verano proporcionados bajo esta sección deben ser pagados con fondos apropiados para ese propósito. Citas: TEC 29.088(d) TEC 29.088
	PROGRAMAS DESPUÉS DE ESCUELA Y DE VERANO DE INSTRUCCIÓN INTENSIVA DE CIENCIAS
Práctica	La LEA puede proporcionar un programa intensivo después de escuela o un programa intensivo durante el período que la escuela está en receso en el verano para ofrecer instrucción de ciencias para: Citas: TEC 29.090(a)
Práctica	Estudiantes que no se están desempeñando a nivel de grado en ciencias para ayudar a esos estudiantes a desempeñarse a nivel de grado; Citas: TEC 29.090(a)(1)
Práctica	Estudiantes que no se están desempeñando con éxito en un curso de ciencias para asistir a esos estudiantes a terminar el curso con éxito; u Citas: TEC 29.090(a)(2)
Práctica	Otros estudiantes como es determinado por la LEA. Citas: TEC 29.090(a)(3) TEC 29.090(a)(1) TEC 29.090(a)(2)
Práctica	Antes de proporcionar un programa después de escuela o en el verano de instrucción intensiva de ciencias, el consejo de administración de la LEA debe adoptar una política para: Citas: TEC 29.090(b)
Práctica	Determinar la elegibilidad del estudiante para participar en el programa que: Citas: TEC 29.090(b)(1)
Práctica	Prescribe el nivel de grado o curso en el cual el estudiante debe estar matriculado para ser elegible; y Citas: TEC 29.090(b)(1)(A)
Práctica	Provee para considerar las recomendaciones del maestro para determinar elegibilidad; Citas: TEC 29.090(b)(1)(B)
Práctica	Asegurar que padres de, o personas que toman su lugar en relación paternal a estudiantes elegibles, sean proporcionados aviso del programa; Citas: TEC 29.090(b)(2)
Práctica	Asegurar que estudiantes elegibles sean alentados a asistir al programa; Citas: TEC 29.090(b)(3)
Práctica	Asegurar que el programa es ofrecido en uno o más lugares en la LEA que son fácilmente accesibles a estudiantes elegibles; y Citas: TEC 29.090(b)(4)
Práctica	Medir el progreso del estudiante al terminar el programa. Citas: TEC 29.090(b)(5)
Práctica	Programas después de la escuela y en el verano de instrucción intensiva de ciencias proporcionados bajo esta sección deben ser pagados con fondos apropiados para este propósito. Citas: TEC 29.090(d) TEC 29.090
	PROGRAMAS DE DESTREZAS BÁSICAS PARA ESTUDIANTES DE LA PREPARATORIA
Práctica	La LEA puede aplicar al comisionado de educación para financiar programas especiales para estudiantes en el noveno grado que están en riesgo de no obtener suficiente crédito o que no han obtenido suficiente crédito para avanzar al décimo grado y quienes fallan en llenar niveles mínimos de destrezas establecidos por el comisionado: Citas: TEC 29.086(a)
Práctica	La LEA puede, con el consentimiento del padre o guardián del estudiante, asignar a un estudiante a un programa de destrezas básicas; y Citas: TEC 29.086(a)
Práctica	Un programa de destrezas básicas no puede exceder 210 días de instrucción. Citas: TEC 29.086(a) TEC 29.086
Práctica	Un programa de destrezas básicas debe: Citas: TEC 29.086
Práctica	Enfatizar destrezas básicas en areas del plan de estudios requerido; Citas: TEC 29.086(b) TEC 28.002
Práctica	Ofrecer a estudiantes la oportunidad de aumentar créditos requeridos para graduación de la preparatoria bajo la política del estado o de la LEA; Citas: TEC 29.086(b)
Práctica	Cumplir con los niveles mínimos de matrícula del estudiante y los estándares de progreso de estudiante establecidos por el comisionado; Citas: TEC 29.086(d)
Práctica	Incluir criterios que permiten medir el progreso del estudiante; Citas: TEC 29.086(c)
Práctica	Evaluar anualmente el progreso de estudiantes en el programa; y Citas: TEC 29.086(c)(1)
Práctica	Enviar los resultados de la evaluación al comisionado al fin del año escolar. Citas: TEC 29.086(c)(2)
	PROGRAMA DE DESTREZAS DE VIDA PARA ESTUDIANTES QUE SON PADRES
Práctica	La LEA puede proporcionar un programa integrado de servicios de educación y de apoyo para estudiantes que están embarazadas o que son padres. Citas: TEC 29.085(a)
Práctica	La LEA debe solicitar recomendaciones para obtener apoyo de la comunidad para los estudiantes y sus niños de organizaciones para padres de estudiantes en la LEA y de otras organizaciones de la comunidad. Citas: TEC 29.085(c)
Práctica	El programa debe incluir: Citas: TEC 29.085(b)
Práctica	Asesoramiento individual, asesoramiento de pares, y programas de auto ayuda; Citas: TEC 29.085(b)(1)
Práctica	Orientación de carreras y entrenamiento de capacitación de empleo; Citas: TEC 29.085(b)(2)
Práctica	Guardería para los niños de los estudiantes en el campus o en una instalación de guardería cerca del campus; Citas: TEC 29.085(b)(3)
Práctica	Transporte a niños de estudiantes a y del campus o la instalación de guardería; Citas: TEC 29.085(b)(4)
Práctica	Transporte para estudiantes, como sea apropiado, a y del campus o instalación de guardería; Citas: TEC 29.085(b)(5)
Práctica	Instrucción relacionada a conocimientos y destrezas en el desarrollo del niño, crianza, y hogar y vida familiar; y Citas: TEC 29.085(b)(6)
Práctica	Asistencia a estudiantes en el programa para obtener servicios disponibles de agencias gubernamentales u organizaciones de servicio de comunidad, incluyendo programas de salud prenatal y postnatal y nutrición. Citas: TEC 29.085(b)(7)
Práctica	LEAs pueden operar ARREGLOS DE SERVICIOS COMPARTIDOS para un programa de destrezas de vida para estudiantes que son padres. Citas: TEC 29.085(d)

Ultima Vez actualizada : Mon, May 16, 2022

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Texas Education Code § 29.088. After-School and Summer Intensive Mathematics Instruction Programs.

(a) A school district may provide an intensive after-school program or an intensive program during the period that school is recessed for the summer to provide mathematics instruction to:
   (1) students who are not performing at grade level in mathematics to assist those students in performing at grade level;
   (2) students who are not performing successfully in a mathematics course to assist those students in successfully completing the course; or
   (3) students other than those described by Subdivision (1) or (2), as determined by the district.

(b) Before providing a program under this section, the board of trustees of a school district must adopt a policy for:
   (1) determining student eligibility for participating in the program that:
      (A) prescribes the grade level or course a student must be enrolled in to be eligible; and
      (B) provides for considering teacher recommendations in determining eligibility;
   (2) ensuring that parents of or persons standing in parental relation to eligible students are provided notice of the program;
   (3) ensuring that eligible students are encouraged to attend the program;
   (4) ensuring that the program is offered at one or more locations in the district that are easily accessible to eligible students; and
   (5) measuring student progress on completion of the program.

(c) The commissioner by rule shall:
   (1) prescribe a procedure that a school district must follow to apply for and receive funding for a program under this section;
   (2) adopt guidelines for determining which districts receive funding if there is not sufficient funding for each district that applies;
   (3) require each district providing a program to report student performance results to the commissioner within the period and in the manner prescribed by the rule; and
   (4) based on district reports under Subdivision (3) and any required analysis and verification of those reports, disseminate to each district in this state information concerning instructional methods that have proved successful in improving student performance in mathematics.

(d) A program provided under this section shall be paid for with funds appropriated for that purpose.

Last Amended: 78th Leg., ch. 1275, Sec. 2(15), eff. Sept. 1, 2003
Entered: Oct. 16, 2007

Texas Education Code § 29.090. After-School and Summer Intensive Science Instruction Programs.

(a) A school district may provide an intensive after-school program or an intensive program during the period that school is recessed for the summer to provide science instruction to:
   (1) students who are not performing at grade level in science to assist those students in performing at grade level;
   (2) students who are not performing successfully in a science course to assist those students in successfully completing the course; or
   (3) students other than those described by Subdivision (1) or (2), as determined by the district.

(b) Before providing a program under this section, the board of trustees of a school district must adopt a policy for:
   (1) determining student eligibility for participating in the program that:
      (A) prescribes the grade level or course a student must be enrolled in to be eligible; and
      (B) provides for considering teacher recommendations in determining eligibility;
   (2) ensuring that parents of or persons standing in parental relation to eligible students are provided notice of the program;
   (3) ensuring that eligible students are encouraged to attend the program;
   (4) ensuring that the program is offered at one or more locations in the district that are easily accessible to eligible students; and
   (5) measuring student progress on completion of the program.

(c) The commissioner by rule shall:
   (1) prescribe a procedure that a school district must follow to apply for and receive funding for a program under this section;
   (2) adopt guidelines for determining which districts receive funding if there is not sufficient funding for each district that applies;
   (3) require each district providing a program to report student performance results to the commissioner within the period and in the manner prescribed by the rule; and
   (4) based on district reports under Subdivision (3) and any required analysis and verification of those reports, disseminate to each district in this state information concerning instructional methods that have proved successful in improving student performance in science.

(d) A program provided under this section shall be paid for with funds appropriated for that purpose.

Last Amended: 79th Leg., ch. 728, Sec. 23.001(14-a), eff. September 1, 2005
Entered: May 16, 2008

Texas Education Code § 29.086. Basic Skills Programs for High School Students.

(a) A school district may apply to the commissioner for funding of special programs for students in grade nine who are at risk of not earning sufficient credit or who have not earned sufficient credit to advance to grade 10 and who fail to meet minimum skills levels established by the commissioner. A school district may, with the consent of a student's parent or guardian, assign a student to a program under this section. A program under this section may not exceed 210 instructional days.

(b) A program under this section must emphasize basic skills in areas of the required curriculum under Section 28.002 and must offer students the opportunity to increase credits required for high school graduation under state or school district policy. A program under this section may be provided by a school district or an entity contracting with a school district to provide the program.

c) The commissioner shall award funds to districts in accordance with a competitive grant process developed by the commissioner. A grant may be made to a consortium of school districts. The criteria by which the commissioner awards a grant must include the quality of the proposed program and the school district's demonstrated need for the program. An approved program must include criteria that permit measurement of student progress, and the district shall:
(1) annually evaluate the progress of students in the program; and
(2) submit the results of the evaluation to the commissioner at the end of the school year.

(d) The commissioner shall establish minimum levels of student enrollment and standards of student progress required for continued funding of a program under this section. The commissioner may eliminate funding for a program in a subsequent school year if the program fails to achieve sufficient levels of student progress.

(e) The amount of a grant under this section must take into account funds distributed to the school district under Chapter 48.

(f) The commissioner may adopt rules for the administration of programs under this section.

Last Amended: 86th Leg., R.S., Ch. 943 (H.B. 3), Sec. 3.031, eff. June 12, 2019
Entered: July 17, 2019

Texas Education Code § 28.002. Required Curriculum.

(a) Each school district that offers kindergarten through grade 12 shall offer, as a required curriculum:
(1) a foundation curriculum that includes:
(A) English language arts;
(B) mathematics;
(C) science; and
(D) social studies, consisting of Texas, United States, and world history, government, economics, with emphasis on the free enterprise system and its benefits, and geography; and
(2) an enrichment curriculum that includes:
(A) to the extent possible, languages other than English;
(B) health, with emphasis on:
(i) physical health, including the importance of proper nutrition and exercise;
(ii) mental health, including instruction about mental health conditions, substance abuse, skills to manage emotions, establishing and maintaining positive relationships, and responsible decision-making; and
(iii) suicide prevention, including recognizing suicide-related risk factors and warning signs;
(C) physical education;
(D) fine arts;
(E) career and technology education;
(F) technology applications;
(G) religious literature, including the Hebrew Scriptures (Old Testament) and New Testament, and its impact on history and literature; and
(H) personal financial literacy.

(b) The State Board of Education by rule shall designate subjects constituting a well-balanced curriculum to be offered by a school district that does not offer kindergarten through grade 12.

(b-1) In this section, "common core state standards" means the national curriculum standards developed by the Common Core State Standards Initiative.

(b-2) The State Board of Education may not adopt common core state standards to comply with a duty imposed under this chapter.

(b-3) A school district may not use common core state standards to comply with the requirement to provide instruction in the essential knowledge and skills at appropriate grade levels under Subsection (c).

(b-4) Notwithstanding any other provision of this code, a school district or open-enrollment charter school may not be required to offer any aspect of a common core state standards curriculum.

(c) The State Board of Education, with the direct participation of educators, parents, business and industry representatives, and employers shall by rule identify the essential knowledge and skills of each subject of the required curriculum that all students should be able to demonstrate and that will be used in evaluating instructional materials under Chapter 31 and addressed on the assessment instruments required under Subchapter B, Chapter 39. As a condition of accreditation, the board shall require each district to provide instruction in the essential knowledge and skills at appropriate grade levels and to make available to each high school student in the district an Algebra II course.

(c-1) The State Board of Education shall adopt rules requiring students enrolled in grade levels six, seven, and eight to complete at least one fine arts course during those grade levels as part of a district's fine arts curriculum.

(c-2) Each time the Texas Higher Education Coordinating Board revises the Internet database of the coordinating board's official statewide inventory of workforce education courses, the State Board of Education shall by rule revise the essential knowledge and skills of any corresponding career and technology education curriculum as provided by Subsection (c).

(c-3) In adopting the essential knowledge and skills for the technology applications curriculum for kindergarten through grade eight, the State Board of Education shall adopt essential knowledge and skills that include coding, computer programming, computational thinking, and cybersecurity. The State Board of Education shall review and revise, as needed, the essential knowledge and skills of the technology applications curriculum every five years to ensure the curriculum:
(1) is relevant to student education; and
(2) aligns with current or emerging professions.

(d) The physical education curriculum required under Subsection (a)(2)(C) must be sequential, developmentally appropriate, and designed, implemented, and evaluated to enable students to develop the motor, self-management, and other skills, knowledge, attitudes, and confidence necessary to participate in physical activity throughout life. Each school district shall establish specific objectives and goals the district intends to accomplish through the physical education curriculum. In identifying the essential knowledge and skills of physical education, the State Board of Education shall ensure that the curriculum:
(1) emphasizes the knowledge and skills capable of being used during a lifetime of regular physical activity;
(2) is consistent with national physical education standards for:
(A) the information that students should learn about physical activity; and
(B) the physical activities that students should be able to perform;
(3) requires that, on a weekly basis, at least 50 percent of the physical education class be used for actual student physical activity and that the activity be, to the extent practicable, at a moderate or vigorous level;
(4) offers students an opportunity to choose among many types of physical activity in which to participate;
(5) offers students both cooperative and competitive games;
(6) meets the needs of students of all physical ability levels, including students who have a chronic health problem, disability, including a student who is a person with a disability described under Section 29.003(b) or criteria developed by the agency in accordance with that section, or other special need that precludes the student from participating in regular physical education instruction but who might be able to participate in physical education that is suitably adapted and, if applicable, included in the student's individualized education program;
(7) takes into account the effect that gender and cultural differences might have on the degree of student interest in physical activity or on the types of physical activity in which a student is interested;
(8) teaches self-management and movement skills;
(9) teaches cooperation, fair play, and responsible participation in physical activity;
(10) promotes student participation in physical activity outside of school; and
(11) allows physical education classes to be an enjoyable experience for students.

(e) American Sign Language is a language for purposes of Subsection (a)(2)(A). A public school may offer an elective course in the language.

(f) A school district may offer courses for local credit in addition to those in the required curriculum. The State Board of Education shall:
(1) be flexible in approving a course for credit for high school graduation under this subsection; and
(2) approve courses in cybersecurity for credit for high school graduation under this subsection.

(g) A local instructional plan may draw on state curriculum frameworks and program standards as appropriate. Each district is encouraged to exceed minimum requirements of law and State Board of Education rule. Each district shall ensure that all children in the district participate actively in a balanced curriculum designed to meet individual needs. Before the adoption of a major curriculum initiative, including the use of a curriculum management system, a district must use a process that:
(1) includes teacher input;
(2) provides district employees with the opportunity to express opinions regarding the initiative; and
(3) includes a meeting of the board of trustees of the district at which:
(A) information regarding the initiative is presented, including the cost of the initiative and any alternatives that were considered; and
(B) members of the public and district employees are given the opportunity to comment regarding the initiative.

(g-1) A district may also offer a course or other activity, including an apprenticeship or training hours needed to obtain an industry-recognized credential or certificate, that is approved by the board of trustees for credit without obtaining State Board of Education approval if:
(1) the district develops a program under which the district partners with a public or private institution of higher education and local business, labor, and community leaders to develop and provide the courses; and
(2) the course or other activity allows students to enter:
(A) a career or technology training program in the district's region of the state;
(B) an institution of higher education without remediation;
(C) an apprenticeship training program; or
(D) an internship required as part of accreditation toward an industry-recognized credential or certificate for course credit.

(g-2) Each school district shall annually report to the agency the names of the courses, programs, institutions of higher education, and internships in which the district's students have enrolled under Subsection (g-1) and the names of the courses and institutions of higher education in which the district's students have enrolled under Subsection (g-3). The agency shall make available information provided under this subsection to other districts.

(g-3) A district may also offer a course in cybersecurity that is approved by the board of trustees for credit without obtaining State Board of Education approval if the district partners with a public or private institution of higher education that offers an undergraduate degree program in cybersecurity to develop and provide the course.

(h) The State Board of Education and each school district shall require the teaching of informed American patriotism, Texas history, and the free enterprise system in the adoption of instructional materials for kindergarten through grade 12, including the founding documents of the United States. A primary purpose of the public school curriculum is to prepare thoughtful, informed citizens who understand the importance of patriotism and can function productively in a free enterprise society with appreciation for the fundamental democratic principles of our state and national heritage.

(h-1) In adopting the essential knowledge and skills for the foundation curriculum under Subsection (a)(1), the State Board of Education shall, as appropriate, adopt essential knowledge and skills that develop each student's civic knowledge, including an understanding of:
(1) the fundamental moral, political, and intellectual foundations of the American experiment in self-government;
(2) the history, qualities, traditions, and features of civic engagement in the United States;
(3) the structure, function, and processes of government institutions at the federal, state, and local levels; and
(4) the founding documents of the United States, including:
(A) the entirety of the Declaration of Independence;
(B) the entirety of the United States Constitution;
(C) the Federalist Papers, including the entirety of Essays 10 and 51;
(D) excerpts from Alexis de Tocqueville's Democracy in America;
(E) the transcript of the first Lincoln-Douglas debate;
(F) the writings of the founding fathers of the United States;
(G) the entirety of Frederick Douglass's speeches "The Meaning of July Fourth for the Negro" and "What the Black Man Wants"; and
(H) the entirety of Martin Luther King Jr.'s speech "I Have a Dream."

Text of subsection as added by Acts 2021, 87th Leg., R.S., Ch. 1005 (H.B. 4509), Sec. 3

Text of subsection effective until December 02, 2021

(h-2) In providing instruction regarding the founding documents of the United States as described by Subsection (h-1)(4), a school district or open-enrollment charter school shall use those documents as part of the instructional materials for the instruction.

Text of subsection as added by Acts 2021, 87th Leg., R.S., Ch. 772 (H.B. 3979), Sec. 1

Text of subsection effective until December 02, 2021

(h-2) In adopting the essential knowledge and skills for the social studies curriculum, the State Board of Education shall adopt essential knowledge and skills that develop each student's civic knowledge, including an understanding of:
(1) the fundamental moral, political, and intellectual foundations of the American experiment in self-government;
(2) the history, qualities, traditions, and features of civic engagement in the United States;
(3) the history of Native Americans;
(4) the structure, function, and processes of government institutions at the federal, state, and local levels;
(5) the founding documents of the United States, including:
(A) the Declaration of Independence;
(B) the United States Constitution;
(C) the Federalist Papers;
(D) the transcript of the first Lincoln-Douglas debate;
(E) the writings of and about the founding fathers and mothers and other founding persons of the United States, including the writings of:
(i) George Washington;
(ii) Ona Judge;
(iii) Thomas Jefferson;
(iv) Sally Hemings; and
(v) any other founding persons of the United States;
(F) writings from Frederick Douglass's newspaper, the North Star;
(G) the Book of Negroes;
(H) the Fugitive Slave Acts of 1793 and 1850;
(I) the Indian Removal Act;
(J) Thomas Jefferson's letter to the Danbury Baptists; and
(K) William Still's Underground Railroad Records;
(6) historical documents related to the civic accomplishments of marginalized populations, including documents related to:
(A) the Chicano movement;
(B) women's suffrage and equal rights;
(C) the civil rights movement;
(D) the Snyder Act of 1924; and
(E) the American labor movement;
(7) the history of white supremacy, including but not limited to the institution of slavery, the eugenics movement, and the Ku Klux Klan, and the ways in which it is morally wrong;
(8) the history and importance of the civil rights movement, including the following documents:
(A) Martin Luther King Jr.'s "Letter from a Birmingham Jail" and "I Have a Dream" speech;
(B) the federal Civil Rights Act of 1964 (42 U.S.C. Section 2000a et seq.);
(C) the United States Supreme Court's decision in Brown v. Board of Education;
(D) the Emancipation Proclamation;
(E) the Universal Declaration of Human Rights;
(F) the Thirteenth, Fourteenth, and Fifteenth Amendments to the United States Constitution;
(G) the United States Court of Appeals for the Ninth Circuit decision in Mendez v. Westminster;
(H) Frederick Douglass's Narrative of the Life of Frederick Douglass, an American Slave;
(I) the life and work of Cesar Chavez; and
(J) the life and work of Dolores Huerta;
(9) the history and importance of the women's suffrage movement, including the following documents:
(A) the federal Voting Rights Act of 1965 (52 U.S.C. Section 10101 et seq.);
(B) the Fifteenth, Nineteenth, and Twenty-Sixth Amendments to the United States Constitution;
(C) Abigail Adams's letter "Remember the Ladies";
(D) the works of Susan B. Anthony; and
(E) the Declaration of Sentiments;
(10) the life and works of Dr. Hector P. Garcia;
(11) the American GI Forum;
(12) the League of United Latin American Citizens; and
(13) Hernandez v. Texas (1954).