Texas already is looking for its next public school accountability system

Texas keeps trying to find effective ways of getting students to perform better in school.

The latest is a working group of 23 school districts picked by the education commissioner to inform lawmakers on "methods for transforming public schools," devise "innovative, next-generation learning standards" and help develop the state's next accountability system.

That's an ambitious charge. It actually comes from SB 1557, which was passed by the Legislature and signed by the governor last year with virtually no opposition.

It might seem curious that even though schools still are phasing in the newest standardized testing regime -- STAAR, the State of Texas Assessments of Academic Readiness -- the search already is on for a newer and niftier way of measuring student progress.

But frustration abounds. Teachers, administrators, parents and students object to high-stakes tests that don't adequately reflect what's happening in schools.

Parents, students, taxpayers and elected leaders see failing schools that aren't improving enough.

Teachers and students say the joy and creativity are sucked from learning by overemphasis on testing.

Lawmakers want clearer information about whether public money is being well-spent.

The goal of convening a Texas High Performance Schools Consortium is to combine good ideas, focus on developments in digital learning and electronic textbooks, and present the governor and Legislature with recommendations for "an effective and efficient accountability system for consortium participants that balances academic excellence and local values to inspire learning."

That sounds as though some schools eventually could be able to get out from under the existing accountability system. But the Legislature would have to decide that.

The new law requires the state's education commissioner to put together a group that reflects the vast diversity of Texas' school districts. But Commissioner Michael Williams didn't quite meet that goal.

The mix doesn't include any of the big urban districts, with their large numbers of students who are economically disadvantaged and at risk.

But the largest districts didn't apply to take part in the consortium, which they would have had to do in order to be considered. Districts had to pay $500 to apply; those chosen will pay $2,500 to $10,000 to participate and are expected to make a two-year commitment.

Fort Worth officials discussed applying but decided to focus on the district's own redesign plan, a spokeswoman said in an e-mail. Southlake Carroll, Grapevine-Colleyville and Weatherford were among the 10 districts that applied but weren't chosen, according to the Texas Education Agency.

The largest district accepted is Lewisville, with 50,000 students. Its economically disadvantaged population is about 30 percent. It's vastly different from Fort Worth, Arlington, Dallas, Houston, San Antonio or El Paso.

In Irving and Lancaster, which are included, more than 70 percent of the students are economically disadvantaged, but they're both smaller districts, at 34,000 and 6,500 students, respectively. Only three of more than 30 Irving schools are involved in the project. Most of Lewisville's are, but not several elementary and middle school campuses or Flower Mound High School, according to TEA.

Great ideas for improving education can come from anywhere across Texas. But the Legislature might need to consider whether this law ensures that improving the system doesn't leave large numbers of students behind.

The group is expected to have its first meeting in October. Members will have to move quickly on their homework. An initial report is due to the governor and Legislature by Dec. 1.

(Note: This editorial was updated Monday, Sept. 24, to reflect accurate total enrollment for the Lewisville and Irving school districts and clarify their participation in the consortium.)

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