TITLE 19. EDUCATION
PART 1. TEXAS HIGHER EDUCATION COORDINATING BOARD
CHAPTER 1. AGENCY ADMINISTRATION
SUBCHAPTER
D.
The Texas Higher Education Coordinating Board (Coordinating Board) adopts repeal of Title 19, Part 1, Chapter 1, Subchapter D, §§1.96 - 1.99, Right to Correction of Incorrect Information, without changes to the proposed text as published in the January 16, 2026, issue of the Texas Register (51 TexReg 233). The rules will not be republished.
These rules are being repealed because they were determined to be no longer necessary during the four-year rule review.
Texas Education Code, §61.027, provides the Coordinating Board with rulemaking authority.
No comments were received regarding the adoption of the repeal.
The repeal is adopted under Texas Education Code, Section 61.027, which provides the Coordinating Board with rulemaking authority.
The adopted repeal affects Texas Administrative Code, Title 19, Part 1, Chapter 1, Subchapter D.
The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.
Filed with the Office of the Secretary of State on April 23, 2026.
TRD-202601747
Douglas Brock
General Counsel
Texas Higher Education Coordinating Board
Effective date: May 13, 2026
Proposal publication date: January 16, 2026
For further information, please call: (512) 427-6375
CHAPTER 2. ACADEMIC AND WORKFORCE EDUCATION
SUBCHAPTER
A.
The Texas Higher Education Coordinating Board (Coordinating Board) adopts amendments to Title 19, Part 1, Chapter 2, Subchapter A, §2.6, Administrative Completeness, with changes to the proposed text as published in the January 23, 2026, issue of the Texas Register (51 TexReg 361). The rule will be republished.
This amendment establishes clearer criteria that would warrant withdrawing and resubmitting an application for a new degree program based on changes made to the proposal after it is deemed administratively complete by the Coordinating Board.
Texas Education Code, §61.0512, requires the Coordinating Board to specify by rule the elements that constitute a completed application, make a determination of administrative completeness for each application, and review each application based on specific criteria including adequate financing.
Amendments to subsection (b) are designed to clarify for Board staff and institutions what type of information is required for an application to be administratively complete. Requests for additional program information may occur after a program is administratively complete and will not delay a request from being deemed administratively complete.
New subsection (c) specifies changes that significantly alter a proposed budget, intended labor market outcomes, academic focus, or other significant changes will result in requiring a new submission.
New subsection (d) requires that institutions obtain documentation of governing board approval of a revised degree program proposal submitted under subsection (c).
Subsequent to the posting of the rules in the Texas Register, the following changes are incorporated into the adopted rule.
Subsection (d) is amended to include that the Governing Board may delegate the approval of resubmissions to the appropriate System Administration Office.
The following comment was received regarding the adoption of the amendment.
Comment from UT System Office of Academic Affairs: The system requested additional language to allow for governing boards to delegate their approvals of revised proposals to the System Administration.
Response: The Coordinating Board agrees with the suggestion and has updated the rule text to reflect the proposed language.
The amendment is adopted under Texas Education Code, §61.0512, which requires the Coordinating Board to specify by rule the elements that constitute a completed application, make a determination of administrative completeness for each application, and review each application based on specific criteria including adequate financing.
The adopted amendment affects Texas Administrative Code, Chapter 2, Subchapter A.
§2.6.
(a) An institution shall submit a complete application for each proposed program for which approval is required that includes:
(1) each element or item of information required by this subchapter;
(2) each element or item of information required by the subchapter in this chapter governing the type of program approval required;
(3) the required Board form for the type of program approval required; and
(4) fully executed certifications.
(b) Board Staff shall determine whether an application is administratively complete and notify the institution not later than the fifth business day after receipt.
(1) If Board Staff determines an application is administratively complete, the institution shall be notified on that date and the one-year timeline for approval required by Texas Education Code 61.0512(a) shall begin.
(2) If Board staff determines an application is administratively incomplete, the application will be rejected, and the institution will be notified of the missing application elements.
(3) An institution may resubmit an application that was rejected as incomplete at any time. The resubmission will be considered a new application.
(c) Significant revisions related to the General Criteria for Program Approval, as defined in §2.5 of this subchapter (relating to General Criteria for Program Approval), made to a new degree program proposal after Board Staff determines an application to be administratively complete shall render the application to be incomplete and require resubmission of a new application. Significant revisions, as determined by the Assistant Commissioner, include:
(1) Revisions that result in significant alterations of the original proposed budget including, but not limited to:
(A) New costs or funding streams;
(B) Changes to enrollment projections;
(C) Changes to student funding, tuition, or fees;
(D) Changes to the faculty or staff hiring schedule; or
(E) Addition of, or changes to, resources or facilities required to administer the degree program.
(2) Revisions to the curriculum that significantly alter the academic focus or intended labor market outcomes for students enrolled in the degree program; or
(3) Other significant changes that result in the proposed program no longer meeting the criteria defined in §2.5(a)(5) of this subchapter.
(d) A resubmitted application submitted under the requirements of subsection (c) of this section shall require documentation of approval of the revisions from the institution's governing board. The Governing Board may delegate the approval of resubmissions to the appropriate System Administration Office.
The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.
Filed with the Office of the Secretary of State on April 23, 2026.
TRD-202601748
Douglas Brock
General Counsel
Texas Higher Education Coordinating Board
Effective date: May 13, 2026
Proposal publication date: January 23, 2026
For further information, please call: (512) 427-6182
CHAPTER 4. RULES APPLYING TO ALL PUBLIC INSTITUTIONS OF HIGHER EDUCATION IN TEXAS
SUBCHAPTER
A.
The Texas Higher Education Coordinating Board (Coordinating Board) adopts amendments to Title 19, Part 1, Chapter 4, Subchapter A, §4.10, Common Admission Application Forms, without changes to the proposed text as published in the January 23, 2026, issue of the Texas Register (51 TexReg 362). The rule will not be republished.
This amendment adds the definition for private or independent institution of higher education and aligns language with legislative requirements related to Free College Application Week.
Texas Education Code, §51.762, provides the Coordinating Board with the authority to adopt rules for the Common Admission Application Forms, and §61.0731, provides the Coordinating Board with the authority to establish rules to implement Free College Application Week.
No comments were received regarding the adoption of the amendments.
The amendment is adopted under Texas Education Code, Section 51.762, which provides the Coordinating Board with the authority to adopt rules for the Common Admission Application Forms, and Section 61.0731, which provides the Coordinating Board with the authority to establish rules to implement Free College Application Week.
The adopted amendment affects Texas Administrative Code, Title 19, Part 1, Chapter 4, Subchapter A.
The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.
Filed with the Office of the Secretary of State on April 23, 2026.
TRD-202601749
Douglas Brock
General Counsel
Texas Higher Education Coordinating Board
Effective date: May 13, 2026
Proposal publication date: January 23, 2026
For further information, please call: (512) 427-6226
SUBCHAPTER
B.
The Texas Higher Education Coordinating Board (Coordinating Board) adopts amendments to Texas Administrative Code, Title 19, Part 1, Chapter 4, Subchapter B, §4.22, and new §4.41, Transfer of Credit, Core Curriculum and Field of Study Curricula without changes to the proposed text as published in the February 27, 2026, issue of the Texas Register (51 TexReg 1229). The rules will not be republished.
The amendment and new section implements the transfer reporting requirements outlined in Senate Bill 3039, 89th Texas Legislature, Regular Session.
Texas Education Code, §51.4033, authorizes the Coordinating Board to adopt rules related to transfer reporting for public institutions of higher education in Texas.
Rule 4.22, Authority, amends authority for the subchapter.
Rule 4.41, Requirements and Procedures for Transfer Reporting, is created to implement transfer reporting requirements established during the 89th Texas legislative session. The new rule specifies the data reporting required of institutions and the surveying required of the Coordinating Board.
The following comments were received regarding the adoption of the amendments and new rule.
Comment: Educate Texas commented a recommendation to provide more detail and clarity in the reporting of credit denials in the CBM00T including whether a course was denied as part of the major or generally denied, and improving reporting categories related to the rationale for credit denial.
Response: The Coordinating Board thanks Educate Texas for its comment. The agency is currently assessing options for adjusting how denied courses are reported on the CBM00T. The proposed rules provide enough flexibility to make adjustments to reporting categories for credit denials, as needed, and so no rule amendments are required. Such a change may be addressed in the THECB's reporting and procedure manuals.
Comment: Educate Texas commented a recommendation to explicitly list reporting requirements for Texas Direct and Field of Study Curriculum.
Response: The Coordinating Board thanks Educate Texas for its comment. The proposed rules require reporting on degree alignment and curriculum coordination, which provides the agency with authority to require reporting specifically on Texas Direct and Field of Study Curriculum in survey and/or CBM reporting. No rule amendments are required to implement this requirement.
The amendment and new section are adopted under Texas Education Code, Section 51.4033, which authorizes the Coordinating Board to adopt rules related to transfer reporting for public institutions of higher education in Texas.
The adopted amendment and new section affects Texas Education Code, Section 51.4033.
The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.
Filed with the Office of the Secretary of State on April 23, 2026.
TRD-202601750
Douglas Brock
General Counsel
Texas Higher Education Coordinating Board
Effective date: May 13, 2026
Proposal publication date: February 27, 2026
For further information, please call: (512) 427-6182
SUBCHAPTER
D.
The Texas Higher Education Coordinating Board (Coordinating Board) adopts amendments to Title 19, Part 1, Chapter 4, Subchapter D, §§4.83 - 4.85, with changes to the proposed text as published in the January 16, 2026, issue of the Texas Register (51 TexReg 233). The rules will republished.
This amendment implements the requirements of House Bill 3041, 89th Texas Legislature, Regular Session by providing regulations on the institutional obligations related to establishing institutional agreements with home schools and the offering of dual credit courses to home school students.
Texas Education Code, §28.009(b) provides authority to the Coordinating Board to adopt rules on dual credit.
Section 4.83, Definitions, is amended to add a definition of Home School for the purposes of this subchapter and to make grammatical changes to update the rules to Texas Register standards.
Section 4.84, Institutional Agreements, is amended to add new Subsection (d) to outline requirements for institutions regarding development of institutional agreements with home schools and to make grammatical changes to update the rules to Texas Register standards.
Section 4.85(a), Dual Credit Requirements, is amended to make grammatical changes to update the rules to Texas Register standards.
Section 4.85(b), Dual Credit Requirements, is amended to specifically include dual credit eligibility requirements for students enrolled in home schools.
Section 4.85(c), Dual Credit Requirements, is amended to clarify the requirements for institutions regarding the location in which a dual credit course can be offered to a home school student.
Subsequent to the posting of the rules in the Texas Register, the following changes are incorporated into the adopted rule.
Section 4.83, Definitions, is amended to reflect that the definition of Home School is a type of private school.
Section 4.84, Institutional Agreements, is amended in (d)(1) to reduce confusion created with the use of the term "consider" and substitute that term with "accept."
Section 4.84, Institutional Agreements, is amended in (d)(2) to clarify that institutions must comply with the requirements provided in rule if agreements are developed.
Section 4.85, Dual Credit Requirements, is amended to remove confusing language regarding requirements related to offering a dual credit course only at a high school.
The following comments were received regarding the adoption of the amendments.
Comments received from the Texas Home School Coalition:
Comment: A recommendation to add the word "private" to the definition of a Home School in §4.83(13). A suggested revised definition was provided.
Response: The rule is amended to add "private" to the definition of a Home School in 4.83(13).
Comment: A concern regarding §4.84(d)(1) that the language "consider or offer" an institutional agreement with a home school does not impose a meaningful obligation and could allow an institution to satisfy the rule through a purely formal review that results in denial of an agreement. A concern regarding §4.84(d)(2) was also raised that the language in the final sentence could be interpreted by an institution that does not need to comply with the statutory requirements of §51.9675. Amendments to §4.84(d)(2) were suggested to address both concerns.
Response: Section 4.82(d)(2) specifically prohibits an institution from denying, delaying, or obstructing the provision or execution of an agreement with a home school, or subject a home school to additional criteria, conditions or requirements. Given the apparent confusion created with the use of the term "consider" in §4.84(1), the Coordinating Board is substituting that term with "accept." The Coordinating Board also modifies the last sentence in §4.82(d)(2) to clarify that institution's retain authority over institutional agreements and must comply with the requirements set forth in statute and rule.
Comment: A concern regarding §4.85(c) that the language does not provide equal access to dual credit courses offered. The comment suggested that if a homeschool student cannot access a dual credit course offered at a public high school, the equal access mandate requires that the institution of higher education allow the home school student to enroll in, and receive dual credit for, another section of the same course offered through distance education or at the institution of higher education's campus. Amendments to §4.85(c)(1) and (2) were suggested.
Response: The rule is amended by striking the "If an institution offers a section of a dual credit course only on a high school campus" in §4.85(c)(3).
Comments received from a Homeschool Administrator:
Comment: A concern regarding §4.84(1) that the language "similarly consider or offer an institution agreement with a homeschool" does not require an institution of higher education to offer a dual credit agreement to a homeschool. Alternative suggested language was provided.
Response: Given the apparent confusion created with the use of the term "consider" in §4.84(1), the coordinating board is substituting that term with "accept."
Comment: A concern regarding §4.84(2) that the language "final decisions regarding such agreements remain at the discretion of the institution" will lead to discrimination against homeschool students. The comment requested that the sentence be deleted from the rule.
Response: Section 4.82(d)(2) specifically prohibits an institution from denying, delaying, or obstructing the provision or execution of an agreement with a home school, or subject a home school to additional criteria, conditions or requirements. The Coordinating Board modifies the last sentence in §4.82(d)(2) to clarify that institution's retain authority over institutional agreements and must comply with the equal access requirements in accepting or offering dual credit agreements. The Coordinating Board does not have enforcement authority to require institutions to develop dual credit partnership agreements or the terms of such agreements.
Comment: A concern regarding §4.85(2) that the language allows the institution to offer dual credit in only one modality, or not at all.
Response: As long as an institution is providing access to dual credit courses in the same modality options to all dual credit students, regardless of what type of high school they attend, it is providing equal access. Universities are not mandated to offer dual credit courses.
Comment: A concern regarding §4.85(c)(3) that the language discriminates against home school students because it does not require institutions that offer a dual credit course only at a high school to create a separate section of the course for a home school student.
Response: The rule is amended by striking "If an institution offers a section of a dual credit course only on a high school campus" in §4.85(c)(3).
The amendment is adopted under Texas Education Code, Section 28.009(b), which provides authority to the Coordinating Board to adopt rules on dual credit.
The adopted amendment affects Texas Education Code, Sections 51.9675 and 28.009(b).
§4.83.
The following words and terms, when used in this subchapter, shall have the following meanings, unless the context clearly indicates otherwise.
(1) Avocational Course--A course of study in a subject or activity that is usually engaged in by a person in addition to the person's regular work or profession for recreation or in relation to a hobby, including a community interest course, as defined in Education Code, §130.351(2).
(2) Board--The governing body of the agency known as the Texas Higher Education Coordinating Board.
(3) Career and Technical Education Course--A workforce or continuing education college course offered by an institution of higher education for which a high school student may earn credit toward satisfaction of a requirement necessary to obtain an industry-recognized credential, certificate, or associate degree.
(A) A career and technical education course is listed in the Workforce Education Course Manual (WECM).
(B) For the purpose of this subchapter, this definition excludes:
(i) an avocational course;
(ii) a continuing education course that is ineligible for conversion as articulated college credit; and
(iii) a continuing education course that does not meet the institution's program or instructor accreditation standards.
(4) Certificate--A Certificate Program as defined in Education Code, §61.003(12).
(5) College Board Advanced Placement (also referred to as Advanced Placement or AP)--College-level courses and exams available to secondary students under the auspices of an approved College Board program.
(6) Commissioner--The Commissioner of Higher Education.
(7) Coordinating Board--The agency known as the Texas Higher Education Coordinating Board, including the agency staff.
(8) Credit--College credit earned through the successful completion of a college career and technical education or academic course that fulfills specific requirements necessary to obtain an industry-recognized credential, certificate, associate degree, or other academic degree.
(9) Degree-Seeking Student--A student who has filed a degree plan with an institution of higher education or is required to do so pursuant to Education Code §51.9685.
(10) Dual Credit Course or Dual Enrollment Course--A course that meets the following requirements:
(A) The course is offered pursuant to an agreement under §4.84 of this subchapter (relating to Institutional Agreements).
(B) A course for which the student may earn one or more of the following types of credit:
(i) joint high school and junior college credit under Education Code, §130.008, or
(ii) another course offered by an institution of higher education, for which a high school student may earn semester credit hours or equivalent of semester credit hours toward satisfaction of:
(I) a course defined in paragraph (3) of this section that satisfies a requirement necessary to obtain an industry-recognized credential, certificate, or an associate degree;
(II) a foreign language requirement at an institution of higher education;
(III) a requirement in the core curriculum, as that term is defined by Education Code, §61.821, at an institution of higher education; or
(IV) a requirement in a field of study curriculum developed by the Coordinating Board under Education Code, §61.823.
(C) Dual credit includes a course for which a high school student may earn credit only at an institution of higher education (previously referred to as a dual enrollment course) if the course meets the requirements of this section.
(D) A student may earn a single grade toward both the college course and the high school credit or may earn two separate grades where the high school grade only reflects a student's mastery of secondary content.
(E) Dual credit and dual enrollment are synonymous in Title 19, Part 1 of these rules unless otherwise expressly provided by rule.
(F) Each dual credit course must meet the requirements of this subchapter.
(11) Equivalent of a Semester Credit Hour--A unit of measurement for a continuing education course, determined as a ratio of one continuing education unit to 10 contact hours of instruction. This may be expressed as a decimal of 1.6 continuing education units of instruction which equals one semester credit hour of instruction. In a continuing education course, not fewer than 16 contact hours are equivalent to one semester credit hour.
(12) Field of Study Curriculum (FOSC)--A Board-approved set of courses authorized under Subchapter B of this chapter (relating to Transfer of Credit, Core Curriculum and Field of Study Curricula) that satisfies lower-division requirements for a baccalaureate degree in a specific academic area at a general academic teaching institution. A field of study curriculum is designed to facilitate transfer of courses toward designated academic degree programs at public junior colleges, public technical institutes, or universities.
(13) Home School--A private school that provides secondary education instruction in a bona fide manner from curriculum designed to meet basic education goals at or through a child's home by the parent or a person standing in parental authority.
(14) Institution of Higher Education or Institution--A public institution of higher education as defined in Education Code, §61.003(8).
(15) International Baccalaureate Diploma Program (also referred to as IB)--The curriculum and examinations leading to an International Baccalaureate diploma awarded by the International Baccalaureate Organization.
(16) Locally Articulated College Credit--Credit earned through a high school course that fulfills specific requirements identified by a college for a career and technical education course and provides a pathway for high school students to earn credit toward a technical certificate or technical degree at a partnering institution of higher education upon high school graduation.
(17) Program of Study Curriculum (POSC)--A block of courses which is designed to progress in content specificity for an industry or career cluster while also incorporating rigorous college and career readiness standards, authorized under Education Code §61.8235. A POSC generally incorporates multiple entry and exit points for participating students with portable demonstrations of technical or career competency, including credit transfer agreements or industry-recognized credentials.
(18) Public Two-Year College--Any public junior college, public technical institute, or public state college as defined in Education Code, §61.003.
(19) School District--Under this subchapter, school district includes a charter school or district operating under Education Code, chapter 12, unless otherwise specified.
(20) Semester Credit Hour--A unit of measure of instruction, represented in intended learning outcomes and verified by evidence of student achievement, that reasonably approximates one hour of classroom instruction or direct faculty instruction and a minimum of two hours out of class student work for each week over a 15-week period in a semester system or the equivalent amount of work over a different amount of time. An institution is responsible for determining the appropriate number of semester credit hours awarded for its programs in accordance with federal definitions, requirements of the institution's accreditor, and commonly accepted practices in higher education.
§4.84.
(a) Need for Institutional Agreements. For any dual credit partnership between a school district or private school and an institution, an agreement must be approved by the governing boards or designated authorities (e.g., superintendent or chief academic officer) of both the public school district or private secondary school, as applicable, and the institution prior to the offering of such courses. Each institution shall report to the Coordinating Board a list of school districts and private schools with which it has agreements under this section, and the URL where these agreements are posted on the institution's Internet website.
(b) Elements of Institutional Agreements. An Institutional Agreement entered into or renewed between an institution and a school district or private school, including a memorandum of understanding or articulation agreement, shall include the following elements:
(1) Eligible Courses;
(2) Student Eligibility;
(3) Location of Class;
(4) Student Composition of Class;
(5) Faculty Selection, Supervision, and Evaluation;
(6) Course Curriculum, Instruction, and Grading;
(7) Academic Policies and Student Support Services;
(8) Transcripting of Credit;
(9) Funding, including the sources of funding for courses offered under the program, including, at a minimum, the sources of funding for tuition, transportation, and any required fees, instructional materials, or textbooks for students participating in the program, including for students eligible to take dual credit courses at no cost to the student under the FAST program, under Texas Administrative Code, Chapter 13, Subchapter Q;
(10) All requirements for joint implementation of the FAST program under Education Code, §28.0095, including ensuring the accurate and timely exchange of information necessary for an eligible student to enroll at no cost in a dual credit course, for eligible public schools and students participating in the FAST program, under Texas Administrative Code, Chapter 13, Subchapter Q;
(11) Defined sequences of courses that apply to academic or career and technical education program requirements at the institution or industry-recognized credentials, where applicable;
(12) Specific program goals aligned with the statewide goals developed under Education Code, §§28.009(b-1), 130A.004, and 130A.101(c)(3);
(13) Coordinated advising strategies and terminology related to dual credit and college readiness, including strategies to assist students in selecting courses that will satisfy applicable high school and college requirements for the student's intended program;
(14) Provision for the alignment of endorsements described by Education Code, §28.025(c-1), offered by the school district and dual credit courses offered under the agreement that apply toward those endorsements with postsecondary pathways and credentials at the institution and industry-recognized credentials;
(15) Identification of tools, including online resources developed by the Texas Education Agency, Coordinating Board, or the Texas Workforce Commission, to assist counselors, students, and families in selecting endorsements offered by the school district and college courses offered by the institution under the agreement;
(16) A procedure for establishing the course credits that may be earned under the agreement, including developing a course equivalency crosswalk or other method of identifying the number of high school and college credits that may be earned for each course completed through the program;
(17) A description of the academic supports and, if applicable, other support that will be provided to students participating in the program (e.g., transportation to and from a college campus);
(18) The respective roles and responsibilities of the institution of higher education and the school district or private school in providing the program and ensuring the quality of instruction and instructional rigor of the program;
(19) A requirement that the school district and the institution consider the use of free or low-cost open educational resources in courses offered under the program; and
(20) Designation of at least one employee of the school district or private school, or the institution as responsible for providing academic advising to a student who enrolls in a dual credit course under the program before the student begins the course.
(c) Each Agreement must be posted each year on the institution of higher education's and the school district's respective Internet websites.
(d) Institutional Agreements for Dual Credit Purposes Between Institutions and Home Schools.
(1) An institution that has an institutional agreement with a public school district, charter school or private secondary school for the purpose of a dual credit partnership shall similarly accept or offer an institutional agreement with a home school.
(2) An institution may not, on the basis that a school is a home school, deny, delay, or obstruct the provision or execution of an institutional agreement with the home school, or impose additional criteria, conditions, or requirements pertaining to the institutional agreement that would not otherwise be applicable to institutional agreements with a public school district, charter school or private secondary school. Final decisions regarding such agreements remain at the discretion of the institution, provided it otherwise complies with the requirements of this section.
(3) For the purpose of approving, signing, and executing an institutional agreement between an institution and a home school, the institution shall recognize a home school as having equivalent approval and signatory authority to a private secondary school as described by subsection (a) of this section.
§4.85.
(a) Eligible Courses.
(1) An institution may offer any dual credit course as defined in §4.83(11) of this subchapter (relating to Definitions).
(2) A dual credit course offered by an institution must be in the approved undergraduate course inventory of the institution.
(3) An Early College High School may offer any dual credit course as defined in §4.83(11) or Texas Education Code, §28.009 and §130.008, subject to the provisions of Subchapter G of this chapter (relating to Early College High Schools).
(4) An institution may not offer a remedial or developmental education course for dual credit. This limitation does not prohibit an institution from offering a dual credit course that incorporates Non-Course-Based College Readiness content or other academic support designed to increase the likelihood of student success in the college course, including any course offered under §4.86 of this subchapter (relating to Optional Dual Credit Program: College Connect Courses).
(b) Student Eligibility.
(1) A high school student who attends a public school, private school, parochial school, or a home school so long as the student is at least 16 years of age, is eligible to enroll in dual credit courses if the student:
(A) is not a degree-seeking student as defined in §4.83(10) of this subchapter (relating to Definitions);
(B) demonstrates that he or she is exempt under the provisions of the Texas Success Initiative as set forth in §4.54 of this chapter (relating to Exemption);
(C) demonstrates college readiness by achieving the minimum passing standards under the provisions of the Texas Success Initiative as set forth in §4.57 of this chapter (relating to Texas Success Initiative Assessment College Readiness Standards) on relevant section(s) of an assessment instrument approved by the Board as set forth in §4.56 of this chapter (relating to Assessment Instrument); or
(D) Meets the eligibility requirements for a Texas First Diploma under §21.52 of this title (relating to Eligibility for Texas First Diploma).
(2) In admitting or enrolling students in a dual credit course, an institution shall apply the same enrollment and admission criteria and conditions for a high school student who attends a public, private, parochial, or home school, in accordance with Texas Education Code, §51.9675.
(3) An institution may require a student who seeks to enroll in a dual credit course to meet all the institution's regular prerequisite requirements designated for that course (e.g., a minimum score on a specified placement test, minimum grade in a specified previous course, etc.).
(4) An institution may impose additional requirements for enrollment in specific dual credit courses that do not conflict with this subchapter.
(5) An institution is not required, under the provisions of this section, to offer dual credit courses for high school students.
(c) Location of Class. An institution may teach dual credit courses on the college or university campus or on the high school campus.
(1) For dual credit courses taught exclusively to high school students on the high school campus and for dual credit courses taught via distance education, the institution shall comply with Chapter 2, Subchapter J, of this title (relating to Approval of Distance Education for Public Institutions).
(2) An institution may offer the same dual credit course to a high school student who attends a public, private, parochial, or home school, through an alternate delivery method (e.g., distance education, asynchronous online, or hybrid format) if the existing method is not reasonably accessible to that student.
(3) An institution is not required to create an additional section of the same course in another format or location (e.g., on campus, distance education, asynchronous online, or hybrid) to serve high school students.
(d) Composition of Class. A dual credit course may be composed of dual credit students only or of a mixture of dual credit and college students. Notwithstanding the requirements of subsection (e) of this section, exceptions for a mixed class that combines dual credit students and high school credit-only students may be allowed when the creation of a high school credit-only class is not financially viable for the high school and only under one of the following conditions:
(1) If the course involved is required for completion under the State Board of Education High School Program graduation requirements;
(2) If the high school credit-only students are College Board Advanced Placement or International Baccalaureate students; or
(3) If the course is a career and technical education course and the high school credit-only students are eligible to earn articulated college credit.
(e) Faculty Selection, Supervision, and Evaluation. Each institution shall apply the standards for selection, supervision, and evaluation for instructors of dual credit courses as required by the institution's accreditor. A high school teacher may only teach a high school course offered through a dual credit agreement if the teacher is approved by the institution offering the dual credit course.
(f) Course Curriculum, Instruction, and Grading. The institution shall ensure that a dual credit course offered at a high school is at least equivalent in quality to the corresponding course offered at the main campus of the institution with respect to academic rigor, curriculum, materials, instruction, and methods of student evaluation. These standards must be upheld regardless of the student composition of the class, location, and mode of delivery.
(g) Academic Policies and Student Support Services.
(1) Regular academic policies applicable to courses taught at an institution's main campus must also apply to dual credit courses. These policies may include the appeal process for disputed grades, drop policy, the communication of grading policy to students, when the syllabus must be distributed, etc. Additionally, each institution is strongly encouraged to provide maximum flexibility to high school students in dual credit courses, consistent with the institution's academic policies, especially with regard to drop policies, to encourage students to attempt rigorous courses without potential long-term adverse impacts on students' academic records.
(2) Each student in a dual credit course must be eligible to utilize support services that are appropriate for dual credit students. The institution is responsible for ensuring timely and efficient access to such services (e.g., academic advising and counseling), to learning materials (e.g., library resources), and to other benefits for which the student may be eligible.
(3) A student enrolled in a dual credit course at an institution shall file a degree plan with the institution as prescribed by Texas Education Code, §51.9685.
(h) Transcripting of Credit. Each institution or high school shall immediately transcript the credit earned by a student upon a student's completion of the performance required in the course.
The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.
Filed with the Office of the Secretary of State on April 23, 2026.
TRD-202601751
Douglas Brock
General Counsel
Texas Higher Education Coordinating Board
Effective date: May 13, 2026
Proposal publication date: January 16, 2026
For further information, please call: (512) 427-6182
SUBCHAPTER
F.
The Texas Higher Education Coordinating Board (Coordinating Board) adopts repeal of Title 19, Part 1, Chapter 4, Subchapter F, §§4.131 - 4.135, Texas State Science and Engineering Fair, without changes to the proposed text as published in the January 16, 2026, issue of the Texas Register (51 TexReg 237). The rules will not be republished.
This repeal removed unnecessary rules in the Texas Administrative Code that are no longer needed.
Texas Education Code, §61.027, authorizes the Coordinating Board to adopt and repeal rules. The statute related to these rules has been repealed, and so the Coordinating Board has determined that the rules are no longer required.
No comments were received regarding the adoption of the repeal.
The repeal is adopted under Texas Education Code, Section 61.027, which provides the Coordinating Board with the authority to adopt and repeal rules.
The adopted repeal affects Texas Education Code, Section 61.027.
The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.
Filed with the Office of the Secretary of State on April 23, 2026.
TRD-202601752
Douglas Brock
General Counsel
Texas Higher Education Coordinating Board
Effective date: May 13, 2026
Proposal publication date: January 16, 2026
For further information, please call: (512) 427-6182
SUBCHAPTER
U.
The Texas Higher Education Coordinating Board (Coordinating Board) adopts repeal of Title 19, Part 1, Chapter 4, Subchapter U, §§4.360 - 4.364, Recommended Course Sequencing; Development and Institutional Reporting without changes to the proposed text as published in the January 16, 2026, issue of the Texas Register (51 TexReg 238). The rules will not be republished.
This repeal of existing rules is required to propose new rules for the subchapter that will streamline reporting requirements and implement new statutory degree plan requirements. Replacement rules will be proposed at the same time under separate rulemaking.
Texas Education Code, §61.027, authorizes the Coordinating Board to adopt and repeal rules.
No comments were received regarding the adoption of the repeal.
The repeal is adopted under Texas Education Code, Section 61.027, which provides the Coordinating Board with the authority to adopt and repeal rules.
The adopted repeal affects Texas Education Code, Section 61.027.
The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.
Filed with the Office of the Secretary of State on April 23, 2026.
TRD-202601754
Douglas Brock
General Counsel
Texas Higher Education Coordinating Board
Effective date: May 13, 2026
Proposal publication date: January 16, 2026
For further information, please call: (512) 427-6182
SUBCHAPTER
U.
The Texas Higher Education Coordinating Board (Coordinating Board) adopts new rules in Title 19, Part 1, Chapter 4, Subchapter U, §4.363, Required Degree and Course Planning with changes to the proposed text as published in the January 16, 2026, issue of the Texas Register (51 TexReg 239). The rule will be republished. Sections 4.360 - 4.362, 4.364, and 4.365, are adopted without changes and will not be republished.
This new section will implement degree and certificate plan transparency requirements of Senate Bill (SB) 3039, 89th Texas Legislature, Regular Session and update the degree planning and reporting requirements related to Texas Education Code (TEC), §51.96852, to better align with updated compliance practices at the Coordinating Board. These new rules will replace existing rules in Chapter 4, Subchapter U, which will be repealed at the same time. The Coordinating Board used negotiated rulemaking to develop these adopted rules. The Coordinating Board will make reports of negotiated rulemaking committees available upon request.
Section 4.360, Purpose, establishes that the purpose of the subchapter is to establish requirements for institutions related to degree and course planning in alignment with statutory obligations.
Section 4.361, Authority, outlines the statutory authority for rule adoption by the Coordinating Board.
Section 4.362, Applicability, specifies which degree program the rules apply to, and clarifies that §4.364 is applicable only to academic undergraduate degree programs.
Section 4.363, Definitions, establishes definitions for key terms relevant to the subchapter, and establishes a new definition for a "Program Plan" that is designed to be broadly applicable to all types of degree plans.
Section 4.364, Certificate and Degree Program Plan Transparency, implements the requirements of SB 3039, 89th Texas Legislature, Regular Session under TEC, §61.07771.
Section 4.365, Requirements and Reporting for Undergraduate Program Plans, outlines degree planning and reporting requirements specific to academic undergraduate degree program plans as required by TEC, §51.96852. This section also proposes shifting the reporting requirements from an annual submission to a submission every five years, to follow the five-year review cycle for the core curriculum as required by TEC, §51.315.
Subsequent to the posting of the rules in the Texas Register, the following changes are incorporated into the adopted rule.
Section 4.363 is amended to fix a reference typo for Degree Program in Definitions.
The following comment was received regarding the adoption of the new rule.
Comment from Texas Tech University System: The system expressed concern regarding the significant coordination and level of communication amongst university departments and the evolving nature and liability of degree planning. Additionally, the system requested alignment with existing State and Federal requirements regarding reporting.
Response: The Coordinating Board appreciates feedback from the system and acknowledges that the maintenance of all degree and certificates can be a significant undertaking, especially for large institutions. Section 4.364, is aligned with required compliance practices as directed in Texas Education Code, §61.07771, implemented through the SB 3039, 89th Texas Legislature, Regular Session. The reporting requirements in the rule (now every five years instead of annual) align with the timeline for the required core curriculum review requirements in §4.30 of this title and reflect a more streamlined reporting process than previously required. The Coordinating Board will provide additional implementation guidance upon adoption.
The new sections are adopted under Texas Education Code, Section 61.07771, and Section 51.96852, which provides the Coordinating Board with the authority to adopt rules relating to the implementation of these statutes.
The adopted new sections affect Texas Education Code, Section 61.07771, and Section 51.96852.
§4.363.
The following words and terms, when used in this subchapter, shall have the following meanings, unless otherwise defined in the subchapter:
(1) Board--The governing body of the agency known as the Texas Higher Education Coordinating Board.
(2) Certificate Program--Has the meaning as defined in §2.3(12) of this title (relating to Definitions).
(3) Coordinating Board--The agency known as the Texas Higher Education Coordinating Board, including agency staff.
(4) Degree Program--Has the meaning prescribed in §2.3(19) of this title.
(5) Lower-Division Academic Course Guide Manual (ACGM)--A publication listing academic courses, as defined in §4.23(13) of this title (relating to Definitions).
(6) Program Plan--A recommended sequence of courses by semester, term, or enrollment period that will satisfy the requirement for a student to complete a certificate or degree program.
(7) Texas Common Course Numbering System (TCCNS)--A common course numbering system, as defined in §4.23(10) of this title, and authorized by Texas Education Code, §61.832.
The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.
Filed with the Office of the Secretary of State on April 23, 2026.
TRD-202601753
Douglas Brock
General Counsel
Texas Higher Education Coordinating Board
Effective date: May 13, 2026
Proposal publication date: January 16, 2026
For further information, please call: (512) 427-6182
CHAPTER 5. RULES APPLYING TO PUBLIC UNIVERSITIES, HEALTH-RELATED INSTITUTIONS, AND/OR SELECTED PUBLIC COLLEGES OF HIGHER EDUCATION IN TEXAS
SUBCHAPTER
D.
The Texas Higher Education Coordinating Board (Coordinating Board) adopts repeal of Title 19, Part 1, Chapter 5, Subchapter D, §§5.71 - 5.73, 5.76, and 5.78, Operation of Off-Campus Educational Units of Public Senior Colleges, Universities and Health-Related Institutions, without changes to the proposed text as published in the January 16, 2026, issue of the Texas Register (51 TexReg 241). The rules will not be republished.
This repeal removes existing requirements for universities and health-related institutions to seek prior approval from the Coordinating Board to establish an off-campus educational unit. Texas Education Code, §61.027, authorizes the Coordinating Board to adopt and repeal rules. The Coordinating Board has determined that statutory authority to require this approval does not exist, and therefore the rules are being repealed.
No comments were received regarding the adoption of the repeal.
The repeal is adopted under Texas Education Code, Section 61.027, which provides the Coordinating Board with the authority to adopt and repeal rules.
The adopted repeal affects Texas Education Code, Section 61.027.
The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.
Filed with the Office of the Secretary of State on April 23, 2026.
TRD-202601756
Douglas Brock
General Counsel
Texas Higher Education Coordinating Board
Effective date: May 13, 2026
Proposal publication date: January 16, 2026
For further information, please call: (512) 427-6182
CHAPTER 6. HEALTH EDUCATION, TRAINING, AND RESEARCH FUNDS
SUBCHAPTER
K.
The Texas Higher Education Coordinating Board (Coordinating Board) adopts repeal of Title 19, Part 1, Chapter 6, Subchapter K, §§6.210 - 6.218, Autism Grant Program, without changes to the proposed text as published in the January 16, 2026, issue of the Texas Register (51 TexReg 242). The rules will not be republished.
This repeal shifts the grant administration rules for this program to more general rules designed for grant programs that do not have statutory authority for rulemaking and are only required by riders. Moving forward, the Autism Grant Program will be administered using rules in Chapter 10, Subchapter A.
Texas Education Code, §61.027, authorizes the Coordinating Board to adopt and repeal rules. The Coordinating Board has determined that statutory authority for specific rulemaking of this grant program does not exist and therefore the rules are being repealed.
No comments were received regarding the adoption of the repeal.
The repeal is adopted under Texas Education Code, Section 61.027, which provides the Coordinating Board with the authority to adopt and repeal rules.
The adopted repeal affects Texas Education Code, Section 61.027.
The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.
Filed with the Office of the Secretary of State on April 23, 2026.
TRD-202601757
Douglas Brock
General Counsel
Texas Higher Education Coordinating Board
Effective date: May 13, 2026
Proposal publication date: January 16, 2026
For further information, please call: (512) 427-6182
CHAPTER 8. CREATION, EXPANSION, DISSOLUTION, OR CONSERVATORSHIP OF PUBLIC COMMUNITY COLLEGE DISTRICTS
SUBCHAPTER
D.
The Texas Higher Education Coordinating Board (Coordinating Board) adopts repeal of Title 19, Part 1, Chapter 8, Subchapter D, §§8.71 - 8.76, Formation of A Branch Campus, without changes to the proposed text as published in the January 16, 2026, issue of the Texas Register (51 TexReg 242). The rules will not be republished.
This repeal removes sections to allow the Coordinating Board to establish new updated rules to be considered for adoption at the April 2026 Board Meeting.
Texas Education Code, §61.053, §61.061, §61.063(c) - (d), §130.001(b)(3) - (4), and §130.251, provides the Coordinating Board with the authority to adopt policies, enact regulations, and establish rules to define, establish, and authorize a branch campus and to provide rules and regulations for a public community college district to operate such a campus.
No comments were received regarding the adoption of the repeal.
The repeal is adopted under Texas Education Code, Sections 61.053, 61.061, 61.063(c) - (d), 130.001(b)(3) - (4), and 130.251, which provides the Coordinating Board with the authority to adopt policies, enact regulations, and establish rules to define, establish, and authorize a branch campus and to provide rules and regulations for a public community college district to operate such a campus.
The adopted repeal affects Texas Education Code, Sections 6.053, 61.061, 61.063(c) - (d), 130.001(b)(3) - (4), and 130.251.
The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.
Filed with the Office of the Secretary of State on April 23, 2026.
TRD-202601759
Douglas Brock
General Counsel
Texas Higher Education Coordinating Board
Effective date: May 13, 2026
Proposal publication date: January 16, 2026
For further information, please call: (512) 427-6209
19 TAC §§8.71 - 8.75
The Texas Higher Education Coordinating Board (Coordinating Board) adopts new rules in Title 19, Part 1, Chapter 8, Subchapter D, §§8.71 - 8.75, Formation of a Branch Campus, without changes to the proposed text as published in the January 16, 2026, issue of the Texas Register (51 TexReg 243). The rules will not be republished.
The new rules clarifies and streamlines processes that public two-year institutions of higher education will go through to establish a branch campus.
Texas Education Code, §61.053, §61.061, §61.063(c) - (d), §130.001(b)(3) - (4), and §130.251 provides the Coordinating Board with the authority to adopt policies, enact regulations, and establish rules to define, establish, and authorize a branch campus and to provide rules and regulations for a public community college district to operate a branch campus.
Rule 8.71, Purpose, designates the purpose of the new rules as outlining processes to establish a branch campus.
Rule 8.72, Authority, indicates the Coordinating Board has the authority to adopt policies, enact regulations, and establish rules to define, establish, and authorize a branch campus and to provide rules and regulations for a public community college district to operate such a campus.
Rule 8.73, Application and Approval Procedures, outlines an institutional self-study that institutions must undertake, the nature of funding required, a regional review and certification process, and Coordinating Board staff site visits and reporting concerning the application.
Rule 8.74, Action and Order of the Board, details procedures and actions taken by the Coordinating Board in review and approval of a branch campus application.
Rule 8.75, Reclassification, outlines under what conditions the Coordinating Board may withdraw approval of a branch campus application.
No comments were received regarding the adoption of the new rules.
The new sections are adopted under Texas Education Code, Sections 61.053, 61.061, 61.063(c) - (d), 130.001(b)(3) - (4), and 130.251 which provides the Coordinating Board with the authority to adopt policies, enact regulations, and establish rules to define, establish, and authorize a branch campus and to provide rules and regulations for a public community college district to operate a branch campus.
The adopted new section affects Texas Education Code, Sections 6.053, 61.061, 61.063(c) - (d), 130.001(b)(3) - (4), and 130.251.
The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.
Filed with the Office of the Secretary of State on April 23, 2026.
TRD-202601758
Douglas Brock
General Counsel
Texas Higher Education Coordinating Board
Effective date: May 13, 2026
Proposal publication date: January 16, 2026
For further information, please call: (512) 427-6209
SUBCHAPTER
E.
The Texas Higher Education Coordinating Board (Coordinating Board) adopts repeal of Title 19, Part 1, Chapter 8, Subchapter E, §§8.91 - 8.103, Branch Campus Maintenance Tax, without changes to the proposed text as published in the January 16, 2026, issue of the Texas Register (51 TexReg 245). The rules will not be republished.
This repeal removes sections to allow the Coordinating Board to establish new updated rules to be considered for adoption at the April 2026 Board Meeting.
Texas Education Code, Sections 61.053, 130.001(b)(3) - (4), and 130.253 provides the Coordinating Board with the authority to adopt policies, enact regulations, and establish rules to adopt policies, enact regulations, and establish rules for a school district or county to request authorization from the Board to hold an election to establish and levy a branch campus maintenance tax.
No comments were received regarding the adoption of the repeal.
This repeal is adopted under Texas Education Code, Sections 61.053, 130.001(b)(3) - (4), and 130.253 which provides the Coordinating Board with the authority to adopt policies, enact regulations, and establish rules to adopt policies, enact regulations, and establish rules for a school district or county to request authorization from the Coordinating Board to hold an election to establish and levy a branch campus maintenance tax.
The adopted repeal affects Texas Education Code, Sections 6.053, 130.001(b)(3) - (4), and 130.253.
The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.
Filed with the Office of the Secretary of State on April 23, 2026.
TRD-202601761
Douglas Brock
General Counsel
Texas Higher Education Coordinating Board
Effective date: May 13, 2026
Proposal publication date: January 16, 2026
For further information, please call: (512) 427-6209
19 TAC §§8.91 - 8.101
The Texas Higher Education Coordinating Board (Coordinating Board) adopts new rules in Title 19, Part 1, Chapter 8, Subchapter E, §8.95, and §8.96, Branch Campus Maintenance Tax, with changes to the proposed text in the January 16, 2026, issue of the Texas Register (51 TexReg 246). The rules will be republished. Sections 8.91 - 8.94, and 8.97 - 8.101 are adopted without changes and not be republished.
The new rules clarify and streamline the processes regarding the establishment of the branch campus maintenance tax process.
Texas Education Code, §61.053, §130.001(b)(3) - (4), and §130.253 provides the Coordinating Board with the authority to adopt policies, enact regulations, and establish rules to adopt policies, enact regulations, and establish rules for a school district or county to request authorization from the Board to hold an election to establish and levy a branch campus maintenance tax.
Rule 8.91, Purpose, designates the purpose of the new rules as outlining processes to obtain the Coordinating Board's authorization to call a branch maintenance tax election.
Rule 8.92, Authority, indicates the Coordinating Board has the authority to adopt policies, enact regulations, and establish rules for school district or county requests for authorization from the Coordinating Board to hold an election to establish and levy a branch campus maintenance tax.
Rule 8.93, Petition for a Branch Campus Maintenance Tax Election, describes the petition process for the authorization of an election to levy a public community college branch campus maintenance tax.
Rule 8.94, Legality of the Petition, describes how the governing body of the school district or county makes a determination of genuineness and legality of the petition.
Rule 8.95, Conduct of a Needs Assessment, indicates that a needs assessment of the branch maintenance tax may be conducted in lieu of a petition in the case of counties with a population of 150,000 or less. The needs assessment must be reviewed by the Coordinating Board and the county's governing board before formal submission for approval to the board.
Rule 8.96, Conduct of Feasibility Study, describes the topics and data that must be included in a mandatory feasibility study to be conducted by all school districts and counties proposing a branch maintenance tax.
Rule 8.97, Standards and Board Procedure for Approval, lays out the criteria and procedure for approval that the Coordinating Board must undertake, concluding with a report from Coordinating Board staff to the Commissioner on whether those criteria have been met.
Rule 8.98, Action and Order of the Board, describes the process of how the Coordinating Board acts on the request for approval to hold an election on a branch campus maintenance tax.
Rule 8.99, Calling the Election, describes how the governing body of a school district or county shall call and conduct an election regarding the establishment of a branch campus maintenance tax.
Rule 8.100, Election, indicates that a majority of electors in the branch campus maintenance tax jurisdiction shall determine the creation of a branch campus maintenance tax.
Rule 8.101, Resubmission of Applications, indicates that if a branch campus maintenance tax election fails, twelve months must elapse before resubmission of a proposed branch campus maintenance tax proposition to the Coordinating Board.
Subsequent to the posting of the rules in the Texas Register, the following changes are incorporated into the adopted rule.
Rule 8.95 is amended to remove duplicative language and clarify the process for the THECB to request clarification on the needs assessment.
Rule 8.96 is amended by replacing needs assessment with feasibility study in (D)(5).
No comments were received regarding the adoption of the new rules.
The new sections are adopted under Texas Education Code, Sections 61.053, 130.001(b)(3) - (4), and 130.253 which provides the Coordinating Board with the authority to adopt policies, enact regulations, and establish rules to adopt policies, enact regulations, and establish rules for a school district or county to request authorization from the Board to hold an election to establish and levy a branch campus maintenance tax.
The adopted new sections affect Texas Education Code, Sections 6.053, 130.001(b)(3) - (4), and 130.253.
§8.95.
(a) A needs assessment may be carried out by the governing body of a county if such county has a population of 150,000 or less. The needs assessment may be carried out by the county or by professionals contracted by the county.
(b) The needs assessment shall consider and address at a minimum a survey of need, potential student clientele, and financial ability of the jurisdiction.
(c) The county must submit a draft of the needs assessment to Coordinating Board staff. The Commissioner, in consultation with Board staff, shall determine if further documentation or clarification is needed and if so, request the county to provide such documentation or clarification to supplement the needs assessment.
(d) The county's governing body must approve the needs assessment at a lawfully called and held meeting via a resolution.
(e) The county shall send the needs assessment and resolution to the Coordinating Board a minimum of 45 days before the quarterly meeting of the Board.
§8.96.
(a) The governing body proposing the branch campus maintenance tax shall carry out a feasibility study on the feasibility and desirability of the proposed tax. The feasibility study may be carried out by the governing body or by professional contracted by the governing body.
(b) The feasibility study shall consider and address:
(1) Demographic and economic characteristics of the jurisdiction seeking to establish the maintenance tax, including such things as:
(A) population trends by age group;
(B) economic development trends and projection;
(C) employment trends and projection;
(D) educational levels by age group; and
(E) college-bound data (i.e., trends by age group).
(2) The financial status of the proposed jurisdiction to be taxed and the state as a whole, including:
(A) any projected growth or decline in the tax base; and
(B) trends in state appropriations for community/junior colleges and other institutions of higher education.
(3) financial or other limitations on existing institutions of higher education inhibiting the offering of programs and services in the proposed jurisdiction;
(A) availability of facilities, libraries, and equipment for institutions to offer classes in the proposed jurisdiction;
(B) distance and traffic patterns to existing institutions of higher education;
(C) effect on enrollments of existing institutions of higher education; and
(D) effect on financing of existing institutions of higher education.
(4) The governing body must approve the feasibility study at a lawfully called and held meeting via a resolution.
(5) The governing body shall send the feasibility study and resolution to the Coordinating Board a minimum of 45 days before the quarterly meeting of the Board.
The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.
Filed with the Office of the Secretary of State on April 23, 2026.
TRD-202601760
Douglas Brock
General Counsel
Texas Higher Education Coordinating Board
Effective date: May 13, 2026
Proposal publication date: January 16, 2026
For further information, please call: (512) 427-6209
CHAPTER 10. GRANT PROGRAMS
SUBCHAPTER
C.
The Texas Higher Education Coordinating Board (Coordinating Board) adopts amendments to Title 19, Part 1, Chapter 10, Subchapter C, §§10.70 - 10.72 and §§10.74 - 10.76, Statewide Preceptorship Grant Program, without changes to the proposed text as published in the January 16, 2026, issue of the Texas Register (51 TexReg 249). The rules will not be republished.
This amendment will implement the requirements of Senate Bill 1998, 89th Texas Legislature, Regular Session by integrating a pediatric subspeciality into the Preceptorship Grant Program. The Coordinating Board used negotiated rulemaking to develop these adopted rules. The Coordinating Board will make reports of negotiated rulemaking committees available upon request.
The Coordinating Board is authorized to operate the Statewide Preceptorship Program under Texas Education Code §58.006, and §58.011, which establishes the Statewide Pediatric Subspeciality Preceptorship Program.
Section 10.70, Purpose, is amended to add pediatric subspecialities to the purpose of the Statewide Preceptorship Grant Program.
Section 10.71, Authority, is amended to add Texas Education Code, §58.011, to the authorizing statute for the grant program.
Section 10.72, Definitions, is amended to remove standardized definitions for the subchapter now found in Chapter 10, §10.2 relating to Definitions, and add definitions for family medicine and pediatric subspecialty.
Section 10.74, Application Process, is amended to add pediatric subspecialty to the criteria for applications.
Section 10.75, Evaluation, is amended to add pediatric subspecialty to the evaluation criteria.
Section 10.76, Grant Awards, is amended to specify that up to forty (40) percent of a general pediatrics award can be used for pediatric subspecialities.
The following comment was received regarding the adoption of the amendments.
Comment: A comment from the Texas Pediatric Society (TPS) was submitted in support of the proposed amendments and indicated that the proposed amendments provide the necessary clarity to launch the subspecialty placements in a timely manner.
Response: The Coordinating Board thanks TPS for its comment of support.
The amendment is adopted under Texas Education Code, Section 58.011, which establishes the Statewide Pediatric Subspeciality Preceptorship Program, and Section 58.006, which provides the Coordinating Board with authority to operate the Statewide Preceptorship Program.
The adopted amendment affects Texas Education Code, Section 58.011.
The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.
Filed with the Office of the Secretary of State on April 23, 2026.
TRD-202601762
Douglas Brock
General Counsel
Texas Higher Education Coordinating Board
Effective date: May 13, 2026
Proposal publication date: January 16, 2026
For further information, please call: (512) 427-6182
SUBCHAPTER
F.
The Texas Higher Education Coordinating Board (Coordinating Board) adopts new rules in Title 19, Part 1, Chapter 10, Subchapter F, §10.412 of Board rules, concerning the Behavioral Health Innovation Grant Program, with changes to the proposed text as published in the January 16, 2026, issue of the Texas Register (51 TexReg 250). The rule will be republished. Sections 10.410, 10.411, and 10.413 - 10.419 are adopted without changes and will not be republished.
The new section establish regulations for administering the grant program including, but not limited to, application and awards processes, eligibility criteria, and reporting and evaluation requirements. The Coordinating Board used negotiated rulemaking to develop these proposed rules. The Coordinating Board will make reports of negotiated rulemaking committees available upon request.
Texas Education Code, §61.9991, establishes the Behavioral Health Innovation Grant Program and requires the Coordinating Board to administer the program, subject to available funds. Texas Education Code, §61.9993, authorizes the Coordinating Board to adopt rules to administer the grant program.
Section 10.410, Purpose, states that the purpose of the rules is to administer the Behavioral Health Innovation Grant Program.
Section 10.411, Authority, outlines the statutory authority for administration of the grant program.
Section 10.412, Definitions, defines key terms relevant to grant program administration.
Section 10.413, Eligibility, outlines criteria that institutions must meet to apply for and receive funding under the grant program.
Section 10.414, Application Process, outlines the steps required to apply for funding under the grant program.
Section 10.415, Evaluation, outlines the criteria that will be used to evaluate grant applications, including criteria for prioritizing certain grant applications.
Section 10.416, Grant Awards, specifies limits for funding amounts and process for awarding funds under this grant program.
Section 10.417, Reporting, establishes annual performance and financial reporting requirements.
Section 10.418, Additional Requirements, outlines requirements for the forfeiture and return of funds for the grant program.
Section 10.419, Monitoring Effectiveness of Grant, outlines statutory requirements for evaluation of the outcomes of the grant program.
Subsequent to the posting of the rules in the Texas Register, the following changes are incorporated into the adopted rule.
Section 10.412, Definitions, is amended to include in the definition of "Joint Program" a program in which a student receives instruction or clinical coursework at more than one institution but receives a diploma from a single institution.
The following comments were received regarding the adoption of the new rules.
Comment: The Texas Counseling Association (TCA) submitted a comment in support of the new grant program rules and the Negotiated Rulemaking Committee. TCA emphasized the importance of reducing the shortage and strengthening the of mental health professionals, especially in underserved rural areas.
Response: The Coordinating Board thanks TCA for its comment of support.
Comment: The Meadows Health Policy Institute (Meadows Institute) submitted a comment in support of the new rules and confirmed that the rules reflect the intent of the Negotiated Rulemaking Committee and the legislation that authorized the grant program.
Response: The Coordinating Board thanks the Meadows Institute for its comment of support.
Comment: The University of Texas System (UTS) submitted a comment regarding the definition of "joint program" and raised concerns that for the purposes of this grant it may exclude programs where coursework or instruction are provided by more than one institution, but only one institution is listed on the student's diploma. UTS provided draft language.
Response: The Coordinating Board thanks UTS for its comment and agrees that the definition of a "Joint Program" should be expanded for the purposes of this grant.
The new section is adopted under Texas Education Code, Section 61.9993, which provides the Coordinating Board with the authority to adopt rules to administer the grant program.
The adopted new section affects Texas Education Code, Sections 61.9991 - 61.9997.
§10.412.
The following words and terms, when used in this subchapter, shall have the following meanings, unless the context clearly indicates otherwise:
(1) Innovative Programs--Innovative programs as defined by recruitment, training, or retention initiatives that introduce strategies, models, or partnerships designed to address persistent behavioral health workforce shortages, particularly in medically underserved or rural areas. Such a program is characterized by its capacity/ability to be scaled, sustained, evaluated for impact, and adapted in response to workforce and community needs.
(2) Institution of Higher Education--As defined by Texas Education Code, §61.003.
(3) Joint Program--For the purposes of this subchapter, a joint program is:
(A) A program where a student receives instruction at two (or more) institutions in prescribed curricula leading to the institutions granting a single academic award bearing the names, seals, and officials' signatures of each participating institution; or
(B) A program where a student receives instruction or clinical training at two (or more) institutions of higher education leading to at least one of the institutions granting a single academic award bearing the name, seal, and official signature of the degree-granting institution.
(4) Medically Underserved--Patient populations that experience challenges in accessing medical services due to the lack of adequate health insurance coverage or no insurance coverage, who have a low economic status as can reasonably be determined by the residency program, or experience other access barriers such as a shortage of available services. Access barriers may be demonstrated through references to existing federal designations such as a Medically Underserved Area, as that term is defined in Texas Government Code, §487.251.
(5) Mental Health Professionals--As defined by Texas Education Code, §61.601.
(6) Professionals in Related Fields--Paraprofessionals whose education or training actively supports behavioral health service delivery, care coordination, or prevention, but who may not hold a credential specifically recognized under 'mental health professional' such as peer specialists, community health workers, behavior analysts, recovery coordinator, nurses, educators, public health practitioners, or other allied and support personnel whose work directly or indirectly impacts behavioral health care, prevention, or coordination.
(7) Rural--A location that is eligible for Federal Office of Rural Health Policy grant programs.
The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.
Filed with the Office of the Secretary of State on April 23, 2026.
TRD-202601763
Douglas Brock
General Counsel
Texas Higher Education Coordinating Board
Effective date: May 13, 2026
Proposal publication date: January 16, 2026
For further information, please call: (512) 427-6182
CHAPTER 13. FINANCIAL PLANNING
SUBCHAPTER
G.
The Texas Higher Education Coordinating Board (Coordinating Board) adopts a new rule in Title 19, Part 1, Chapter 13, Subchapter G, §13.130, Cost of Attendance Calculation for Competency-Based Baccalaureate Degree Programs, without changes to the proposed text as published in the January 16, 2026, issue of the Texas Register (51 TexReg 253). The rule will not be republished.
This new section effectuates the provisions of Texas Education Code (TEC), §51.3535, established by House Bill 4848, 89th Texas Legislature, Regular Session, which became effective September 1, 2025.
The Coordinating Board is authorized by TEC, §51.3535, to adopt rules necessary to administer the section.
Rule 13.130, Cost of Attendance Calculation for Competency-Based Baccalaureate Degree Programs, is created to describe the annual determination and publication of the maximum allowable cost of attendance for competency-based baccalaureate degree programs offered under TEC, §51.3535. Subsection (a) describes the statutory authority for the rule. Subsection (b) provides definitions for words and terms used throughout the rule, aligning directly with definitions for these terms already present in statute or other Coordinating Board rules. Subsection (c) describes the applicability of the rule in applying only to competency-based baccalaureate degree programs offered under TEC, §51.3535, by general academic teaching institutions or medical or dental units associated with a university system.
Subsection (d) describes the Coordinating Board's annual determination of the maximum allowable cost of attendance for an applicable competency-based baccalaureate degree program, effectuating TEC, §51.3535(c) and (d). In setting the initial limit for the 2026 - 2027 academic year in Subsection (d)(1), the Coordinating Board would set the amount as one-half of the average cost of attendance for resident baccalaureate students at applicable institutions to maintain a clear connection between cost of attendance for students enrolled in competency-based baccalaureate degree programs and their peers in "traditional" degree programs at the same institutions. Subsection (d)(2) effectuates TEC, §51.3535(d), in describing how the Coordinating Board will apply an annual inflation adjustment to the maximum allowable cost of attendance, using the twelve-month Consumer Price Index calculated by the U.S. Bureau of Labor Statistics. Subsection (e) delineates that the cost of attendance of a competency-based baccalaureate degree program offered under TEC, §51.3535, may not exceed the amount announced by the Coordinating Board.
No comments were received regarding the adoption of new rule.
The new section is adopted under Texas Education Code, Section 51.3535, which provides the Coordinating Board with the authority to adopt rules as necessary to administer the section.
The adopted new section affects Texas Administrative Code, Title 19, Part 1, Chapter 13, Subchapter G.
The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.
Filed with the Office of the Secretary of State on April 23, 2026.
TRD-202601764
Douglas Brock
General Counsel
Texas Higher Education Coordinating Board
Effective date: May 13, 2026
Proposal publication date: January 16, 2026
For further information, please call: (512) 427-6365
SUBCHAPTER
Q.
The Texas Higher Education Coordinating Board (Coordinating Board) adopts amendments to Title 19, Part 1, Chapter 13, Subchapter Q, §13.505, Financial Aid for Swift Transfer (FAST) Program, without changes to the proposed text as published in the January 16, 2026, issue of the Texas Register (51 TexReg 254). The rule will not be republished.
This amendment substantively revises the process by which institutions of higher education receive Program funding.
The Coordinating Board is authorized by Texas Education Code, §28.0095, to adopt rules necessary to administer the Program.
Rule 13.505, FAST Funding Formula, is amended. The revisions are proposed for the purpose of improving program and funding efficiency and reflect the Coordinating Board's experience in administering the Program for two full years as well as improved data and data infrastructure. The proposed new model is within the parameters of the governing statute, and these amendments are undertaken in collaboration with the Texas Education Agency (TEA), in accordance with the shared responsibility for Program administration set forth in Texas Education Code, §28.0095.
These amendments will shift the Program funding model from a reimbursement model to more closely resemble formula funding. The proposed amendments do not represent a change in the amount of funding disbursed through the Program to any institution, but rather the process by which funding levels are determined and later adjusted. Each of subsections (a) through (c), as revised, describes one of the three steps of the revised model: projection, disbursement, and true-up.
Subsection (a) describes the process by which the Coordinating Board will determine each participating institution's initial funding level for the upcoming fiscal year. Subsection (a)(1) describes the calculation for institutions that participated in the Program during the prior year; in such cases, the institution's prior year FAST-eligible credit hours (retrieved from the institution's CBM reporting to the Coordinating Board) will be used and multiplied by the upcoming fiscal year's FAST tuition rate. These calculations would be categorized into three terms, which correspond to disbursements in subsection (b): fall, spring, and summer, inclusive of any alternative term lengths. Subsection (a)(1)(A) specifies that the Coordinating Board will use "FAST semester credit hours or equivalents […] for the most recent summer, fall, and spring semesters […] for which data are available"; because subsection (a)(3) states that the projection calculation would be conducted and distributed not later than the end of June and prior-year data for the summer term would not be available, summer term data from the prior-prior year (i.e., two fiscal years prior to the year for which the projections are assembled) will be used.
Subsection (a)(2) describes the calculation for institutions newly entering the Program. For these, the Coordinating Board would use the institution's total dual credit semester credit hours for the most recent summer, fall, and spring terms for which data are available via CBM reports, assemble a statewide average percentage of dual credit semester credit hours or equivalents that are FAST eligible for the same period, and then multiply these two figures, multiplying the final result by the FAST funding rate for the upcoming fiscal year. Subsection (a)(3) describes the process by which the Coordinating Board would distribute these projections to participating institutions, providing ten business days for review and comment regarding potential inaccuracies. This aligns with Coordinating Board practice with similar functions, such as financial aid program allocations.
Subsection (b) describes the timeline by which the Coordinating Board disburses Program funds to participating institutions. Under the current rules, this timeline varies by institution, relying on data reporting and eligibility verification that can cause disbursement to occur months after the applicable semester or term has ended. The proposed rule, using the projections described in subsection (a), would allow for disbursements to occur by October 15 for the fall semester, March 15 for the spring semester, and June 15 for the summer semester for all institutions.
Subsection (c) describes the revised "true-up" process, the process by which institutional disbursements are reconciled against data provided by the TEA. A true-up occurs under the current rule, but other changes in the proposed rule- notably, the projections- necessitate changes to the process. Under the proposed rule, the true-up would involve a comparison between the projection assembled prior the fiscal year and what actually occurred. Institutions' CBM reporting to the Coordinating Board would be reconciled with TEA attendance and educationally disadvantaged status data to determine the actual number of semester credit hours or equivalents for which the institution is eligible to receive Program funds. The difference between the actual number and the projected number- positive or negative- multiplied by the FAST tuition rate for the applicable fiscal year is the institution's true-up adjustment. Subsection (c)(3) describes how this adjustment is then applied to the institution's next disbursement. Subsection (c)(4) provides for a ten-business-day review and comment period for institutions' true-up adjustments, as with the projections in subsection (a).
Subsection (d) describes potential actions that could be taken by the Coordinating Board, including postponement of an institution's projection or withholding of a disbursement, if a participating institution fails to provide necessary information or data in a timely manner. The FAST Program relies on timely reporting from participating institutions, and this provision ensures that delayed data from a single institution does not adversely impact other institutions that met reporting deadlines.
No comments were received regarding the adoption of the amendments.
The amendment is adopted under Texas Education Code, Section 28.0095, which provides the Coordinating Board with the authority to adopt rules for the administration of the Program.
The adopted amendment affects Texas Administrative Code, Title 19, Part 1, Chapter 13, Subchapter Q.
The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.
Filed with the Office of the Secretary of State on April 23, 2026.
TRD-202601765
Douglas Brock
General Counsel
Texas Higher Education Coordinating Board
Effective date: May 13, 2026
Proposal publication date: January 16, 2026
For further information, please call: (512) 427-6365
CHAPTER 20. APPLICATIONS AND ADMISSION FOR INSTITUTIONS OF HIGHER EDUCATION
SUBCHAPTER
B.
The Texas Higher Education Coordinating Board (Coordinating Board) adopts amendments to Title 19, Part 1, Chapter 20, Subchapter B, §20.31, Definitions, without changes to the proposed text as published in the January 16, 2026, issue of the Texas Register (51 TexReg 257). The rule will not be republished.
This amendment expands the definition of an undergraduate admission application to include all applications submitted for an undergraduate degree.
The Coordinating Board is authorized by Texas Education Code, §61.0731 to establish rules to implement Free College Application Week.
The following comments were received regarding the adoption of the amendments.
Comment: The University of Houston submitted a comment expressing concern regarding the proposed expansion of Free College Application Week to include additional undergraduate applicant types. The institution noted potential operational and financial impacts, including the need for system reconfigurations, additional staff time to review incomplete or inauthentic applications, challenges with enrollment forecasting, and possible negative fiscal impacts on admissions and recruitment operations.
Response: The Coordinating Board thanks the University of Houston for its comments and acknowledges the concerns raised regarding operational and fiscal impacts. The amendment to §20.31 revises the definition of "undergraduate admission application" to include all undergraduate application types, which effectively adds returning and visiting applicants to the previously included first-time freshman and transfer populations. This revision aligns the rule with Texas Education Code, §61.0731, which directs the Coordinating Board to permit individuals in this state to "apply to any institution of higher education for undergraduate admission without paying an application fee" during the designated week. The amendment does not expand the requirement beyond the ApplyTexas platform.
Comment: The Texas A&M University System submitted a comment supporting the intent of expanding Free College Application Week to include all undergraduate applications, noting that the change aligns with statewide attainment goals and simplifies messaging to students. The System also raised concerns regarding the potential loss of application fee revenue, increased application volumes leading to processing delays, the potential increase in low-intent applications, and possible misalignment between the timing of Free College Application Week and typical transfer application cycles.
Response: The Coordinating Board thanks the Texas A&M University System for its comments and support of Free College Application Week. The Board acknowledges the concerns raised. The amendment to §20.31 revises the definition of "undergraduate admission application" to include all undergraduate application types. This revision aligns the rule with Texas Education Code, §61.0731. The amendment does not expand the requirement beyond the ApplyTexas platform.
Comment: The University of North Texas submitted a comment expressing concern that expanding the rule to include all undergraduate applicants across all application platforms accepted by an institution could significantly impact institutional operating budgets, particularly where institutions must pay service providers per application received. The institution requested that the Coordinating Board defer expansion of the rule until the full fiscal and operational impacts of the program can be evaluated.
Response: The Coordinating Board thanks the University of North Texas for its comments and acknowledges the concerns raised regarding fiscal and operational impacts. The amendment to §20.31 revises the definition of "undergraduate admission application" to include all undergraduate application types. This revision aligns the rule with Texas Education Code, §61.0731. The amendment does not require institutions to waive fees across all application platforms they accept and does not expand requirements beyond the ApplyTexas platform.
Comment: Texas Tech University submitted a comment expressing concern that the proposed rule would require institutions to waive application fees across all application platforms accepted by the institution, including platforms such as the Common Application, which could significantly impact institutional operating budgets. Texas Tech requested flexibility in implementation or additional guidance to offset the fiscal impact of such requirements.
Response: The Coordinating Board thanks Texas Tech University for its comments and acknowledges the concerns raised. The amendment to §20.31 revises the definition of "undergraduate admission application" to include all undergraduate application types. This revision aligns the rule with Texas Education Code, §61.0731. The amendment does not expand the requirement beyond the ApplyTexas platform.
Comment: Educate Texas submitted a comment supporting the proposed amendments to expand eligibility for Free College Application Week, noting the success of the inaugural initiative and its potential to increase college access. Educate Texas expressed particular support for expanding eligibility to include transfer students and returning students, citing the importance of supporting transfer pathways and engaging individuals with some college and no credential. The organization also recommended strengthening outreach strategies and partnerships to ensure the initiative effectively reaches a broad range of Texas students.
Response: The Coordinating Board thanks Educate Texas for its comments and support for expanding college access through Free College Application Week. The Coordinating Board agrees that expanding eligibility helps reduce barriers for students pursuing various postsecondary pathways. The amendment to §20.31 revises the definition of "undergraduate admission application" to include all undergraduate application types, to the previously included first-time freshman and transfer populations. This revision aligns the rule with Texas Education Code, §61.0731.
The amendment is adopted under Texas Education Code, Section 61.0731(b), which provides the Coordinating Board with the authority to establish rules to implement Free College Application Week.
The adopted amendments affects Texas Administrative Code, Title 19, Part 1, Chapter 20, Subchapter B.
The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.
Filed with the Office of the Secretary of State on April 23, 2026.
TRD-202601766
Douglas Brock
General Counsel
Texas Higher Education Coordinating Board
Effective date: May 13, 2026
Proposal publication date: January 16, 2026
For further information, please call: (512) 427-6226
CHAPTER 22. STUDENT FINANCIAL AID PROGRAMS
SUBCHAPTER
A.
The Texas Higher Education Coordinating Board (Coordinating Board) adopts amendments to Title 19, Part 1, Chapter 22, Subchapter A, §22.9, Institutional Responsibilities, without changes to the proposed text as published in the January 16, 2026, issue of the Texas Register (51 TexReg 258). The rule will not be republished.
This amendment codifies an existing requirement that each institution participating in state financial aid programs designate a Disbursing Officer.
The Coordinating Board is authorized by Texas Education Code, §56.0035, to adopt rules necessary to carry out the purposes of that chapter.
Rule 22.9, Institutional Responsibilities, is amended by adding a Subsection (b)(1) that describes the responsibility of each institution participating in state financial aid programs in designating a Disbursing Officer. This officer, appointed by the institution's chief fiscal officer, is responsible for the administration of program funds in accordance with state law and Coordinating Board rules. The rule clarifies that the Disbursing Officer and Program Officer cannot be the same person and that, to ensure proper fiscal governance, in designating a Disbursing Officer, there should be a clear segregation of duties between selecting financial aid recipients and disbursing of program funds. Subsection (b)(1) codifies an existing requirement and does not constitute a change in policy regarding this institutional responsibility.
No comments were received regarding the adoption of the amendments.
The amendment is adopted under Texas Education Code, Section 56.0035, which provides the Coordinating Board with the authority to adopt rules necessary to carry out the purposes of that chapter.
The adopted amendment affects Texas Administrative Code, Title 19, Part 1, Chapter 22, Subchapter A.
The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.
Filed with the Office of the Secretary of State on April 23, 2026.
TRD-202601767
Douglas Brock
General Counsel
Texas Higher Education Coordinating Board
Effective date: May 13, 2026
Proposal publication date: January 16, 2026
For further information, please call: (512) 427-6365
SUBCHAPTER
B.
The Texas Higher Education Coordinating Board (Coordinating Board) adopts amendments to Title 19, Part 1, Chapter 22, Subchapter B, §§22.22, 22.23, and 22.25, Tuition Equalization Grant Program, without changes to the proposed text as published in the January 16, 2026, issue of the Texas Register (51 TexReg 259). The rules will not be republished.
This amendment clarifies practices relating to program administration and codify a reporting requirement for institutions participating in the Program.
Texas Education Code, §61.229, provides the Coordinating Board with the authority to adopt rules relating to the Program.
Rule 22.22, Definitions, is amended by clarifying the definition of "tuition differential" to codify how the Coordinating Board identifies "comparable" institutions. The definition now specifies that the Coordinating Board uses the Southern Association of Colleges and Schools Commission on Colleges' degree level designations. This does not represent a change in the administration of the Program.
Rule 22.23, Eligible Institutions, is amended by adding a new subsection (d), which describes the requirement of participating institutions to submit an audit engagement report for the prior fiscal year to the Coordinating Board no later than April 15 each year. The report must be addressed to the institution's chief executive officer and include any findings and a corrective action plan for any identified deficiencies. The new subsection codifies an existing requirement previously detailed in Coordinating Board guidance..
Rule 22.25, Satisfactory Academic Progress, is amended by codifying Coordinating Board guidance to participating institutions regarding the interaction between summer terms and satisfactory academic progress (SAP) determinations. In summary, summer coursework funded by state grants must be included in SAP determinations, while summer coursework not funded by such grants may be used to reestablish eligibility for the Program if the student failed to meet SAP requirements in the prior term. However, unfunded summer coursework should not be used for SAP determinations if it would result in the student losing eligibility. This does not represent a change in the administration of the Program.
No comments were received regarding the adoption of the amendments.
The amendments are adopted under Texas Education Code, Section 61.229, which provides the Coordinating Board with the authority to adopt rules relating to the Program.
The adopted amendments affect Texas Administrative Code, Title 19, Part 1, Chapter 22, Subchapter B.
The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.
Filed with the Office of the Secretary of State on April 23, 2026.
TRD-202601768
Douglas Brock
General Counsel
Texas Higher Education Coordinating Board
Effective date: May 13, 2026
Proposal publication date: January 16, 2026
For further information, please call: (512) 427-6365
SUBCHAPTER
L.
The Texas Higher Education Coordinating Board (Coordinating Board) adopts amendments to Title 19, Part 1, Chapter 22, Subchapter L, §§22.226 - 22.230, 22.233, 22.234, 22.236, 22.241, and new §22.235, Toward EXcellence, Access, and Success (TEXAS) Grant Program, without changes to the proposed text as published in the January 23, 2026, issue of the Texas Register (51 TexReg 365). The rules will not be republished.
The amendments and new section amend definitions, student eligibility, prioritization criteria, and program allocations to ensure alignment with statutory changes made by House Bill (HB) 3041, 89th Texas Legislature, Regular Session, which became effective June 20, 2025. The Coordinating Board convened a negotiated rulemaking committee to consider proposed amendments to §22.233 and §22.236, and the proposed new §22.235. The committee reached consensus on all items, and, unless otherwise stated, the proposed rule substantively reflects the committee's determinations. The Coordinating Board will make reports of negotiated rulemaking committees available upon request.
The Coordinating Board is authorized by Texas Education Code, §56.303, to adopt rules necessary for the administration of the Program.
Rule 22.226, Definitions, is amended by replacing the term "continuation grant" with the more conventionally used "renewal grant" and by adding the terms "nontraditional secondary education" and "priority Student Aid Index level." Conforming changes are made throughout the subchapter to reflect the change in terminology to "renewal grant." The definition of "nontraditional secondary education," included to implement HB 3041, 89th Texas Legislature, Regular Session, aligns with the definition for the same term in TEC, §51.9241. The definition of "priority Student Aid Index level" refers to the level described by TEC, §56.303(e), and calculated each year by the Coordinating Board. Additional references to this figure in the proposed rule warrant the creation of a defined term to ensure consistent usage. Nonsubstantive changes are made to the definition of "Target Grant Amount" to update a rule reference to reflect changes to program allocations and to the definition of "Tuition" to replace an outdated rule reference.
Rule 22.227, Eligible Institutions, is amended to make conforming changes relating to the term "renewal grant."
Rule 22.228, Eligible Students, is amended by adding reference in subsection (a)(6)(A) to students who successfully completed a nontraditional secondary education, ensuring these students are considered eligible consistent with HB 3041, 89th Texas Legislature, Regular Session. Subsection (d) is added to codify the Coordinating Board's existing practice of considering a student enrolled in combined baccalaureate-master's degree programs as "enrolled in a baccalaureate program" (and therefore potentially eligible for the Program), provided the student's institution considers the student an undergraduate for federal financial aid purposes. Other nonsubstantive and conforming changes are included to improve the readability of the rule.
Rule 22.229, Satisfactory Academic Progress, is amended by eliminating subsection (b)(3), which had been inadvertently retained during prior rule revisions. This provision cannot apply to a student as the Program is currently administered, and its elimination does not represent a change in administration of the Program. Other nonsubstantive and conforming changes are included to improve the readability of the rule. Similarly, subsection (d) also is unnecessary, as a student's completion rate is no longer calculated as part of satisfactory academic progress criteria for this program, and is eliminated.
Rule 22.230, Discontinuation of Eligibility or Non-Eligibility, is amended to make conforming changes relating to the term "renewal grant."
Rule 22.233, Priority in Grants to Students, is amended by adding additional priority considerations. Subsection (b) is added, directing institutions to prioritize students who graduated in the top 25 percent of their high school graduating class in one of the two prior years for initial year grants. This provision, as proposed, deviates slightly from the determination of the negotiated rulemaking committee; whereas the committee reached consensus on proposed rule language that allowed for institutions to determine which students met the top 25 percent standard, the Coordinating Board has revised this language to instead allow for an institutional policy for determining top 25 percent status for students whose high schools do not rank students. This aligns with the requirements of Rider 24 and conforms to the legislative intent of providing greater predictability in the offering of state financial aid to high-performing students.
Subsection (c) is added, directing institutions to prioritize students who establish initial year eligibility via the Texas Educational Opportunity Grant (TEOG) pathway described by §22.228(a)(6)(D), which implements the legislative intent regarding predictability.
Subsections (f) and (g) are added to further clarify expectations related to top 25 percent and TEOG pathway students. Subsection (f) states that each institution shall ensure that all eligible students who graduate in the top 25 percent of their high school class, have a Student Aid Index at or below the priority level described by §22.233(e), and apply for financial aid before the June 1 receive an initial year grant. The negotiated rulemaking committee reached consensus on this subsection using the state priority deadline as the deadline by which a student must apply for financial aid to be considered for the guarantee described by subsection (f). After the committee convened, however, the Coordinating Board determined that using the priority deadline for this purpose was misaligned with the legislative intent. Use of June 1 preserves the committee's preference for a deadline for resource allocation purposes but aligns with both the legislative intent (by occurring after the vast majority of applicable students would have graduated high school and could demonstrate having graduated in the top 25 of their class) and aligns with the graduation requirement described by TEC, §28.0256.
Similarly, subsection (g) states that each institution shall ensure that all eligible students qualifying via the TEOG pathway and who have a Student Aid Index at or below the priority level receive an initial year grant, specifying that institutions may use any funds (not only the restricted funds allocated via §22.235) to accomplish this requirement.
Subsection (h) is amended to include references to students who complete a nontraditional secondary education. These students are still subject to the priority model described by subsection (h), as they can plausibly meet three of the four listed criteria (only two must be met). Other nonsubstantive and conforming changes are included to improve the readability of the rule.
Subsection (i) clarifies that an institution, in establishing whether a student has "present evidence of successful completion of a nontraditional secondary education" in subsection (h)(1), cannot require any additional evidence or documentation beyond what is required for admissions purposes. Moreover, it clarifies that admission to the institution on the basis of successful completion of a nontraditional secondary education fulfills this requirement.
Rule 22.234, Grant Amounts, is amended by clarifying subsection (a) to note that a TEXAS Grant may not be reduced by any gift aid for which a person is eligible, unless the total amount of the grant plus any gift aid is greater than the student's financial need. This change reflects greater alignment with the program statute. Subsection (d) is redundant with §22.228(c)(3) and is removed.
Rule 22.235, Allocation of Funds - TEOG Pathway, is created to establish the means by which the appropriated funds are allocated to participating institutions. Subsection (a) describes the methodology, which distributes available funds proportionally among participating institutions based on each institution's share of students meeting the criteria listed in subsection (a)(1). Subsection (b) describes the nature of the funds restriction, limiting use of the allocated funds under the section to initial year grants for students qualifying via the TEOG pathway. Subsection (c) describes the means by which the Coordinating Board will conduct this allocation process as a two-year allocation, as it does with many other state grant programs, starting in Fiscal Year 2028. Subsection (d) notes that institutions' Financial Aid Database submissions are the data source for the allocation. Subsection (e) describes the data review, a preliminary process by which the Coordinating Board supplies data to institutions for review and comment prior to publishing final allocations. Subsection (f) describes the means by which the Coordinating Board will reduce funding levels in the event of an unexpected funding decrease, aligning with a like provision in §22.236.
Rule 22.236, Allocation of Funds - General, is amended to reflect changes to the general program allocation. Subsection (a) describes the allocation methodology, which differs from the current allocation methodology in two ways. First, a new top 25 percent portion of the allocation is added in subsection (a)(2). This portion of the allocation occurs after the renewal grants portion in subsection (a)(1), which is unchanged. For this portion of the calculation, using Financial Aid Database and CBM00B university admissions report submissions, the Coordinating Board will determine the number of students at each participating institution meeting the criteria described in subsection (a)(2)(A) in the prior-prior year, and multiply that figure by 125 percent of the Target Grant Amount. The use of the 125 percent of the Target Grant Amount is for allocation purposes only and does not imply a requirement regarding the amount of any student's grant. The other substantive change to the methodology described in subsection (a) is the exclusion of top 25 percent and TEOG pathway students from the Remaining Initial Grants portion of the calculation in subsection (a)(3). The proportional method of this part of the calculation is unchanged, but these students were removed from the calculation because they are considered elsewhere in the allocation, either in §22.235 (for TEOG pathway) or §22.236(a)(2) (for top 25 percent).
Subsection (b) is added to describe how the general allocation would be conducted in the event that insufficient funds were appropriated for the Program to fully fund the renewal and top 25 percent portions of the calculation. In such a case, available funds for that portion of the calculation (starting with the renewal grants, and then top 25 percent in keeping with grant priority rules) would be distributed proportionally. Subsection (c) describes the means by which the Coordinating Board will conduct this allocation process as a two-year allocation, as it does with many other state grant programs, starting in Fiscal Year 2028. Subsection (d) notes that institutions' Financial Aid Database submissions are the data source for the allocation. Subsection (e) describes the data review, a preliminary process by which the Coordinating Board supplies data to institutions for review and comment prior to publishing final allocations.
Rule 22.241, Tolling of Eligibility for Initial Year Grant, is amended to make conforming changes relating to the term "renewal grant" and to rule citations affected by other proposed changes.
No comments were received regarding the adoption of the amendments.
The amendments and new section are adopted Texas Education Code, Section 56.303, which provides the Coordinating Board with the authority to adopt rules necessary for the administration of the Program.
The adopted amendments and new section affect Texas Administrative Code, Title 19, Part 1, Chapter 22, Subchapter L.
The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.
Filed with the Office of the Secretary of State on April 23, 2026.
TRD-202601771
Douglas Brock
General Counsel
Texas Higher Education Coordinating Board
Effective date: May 13, 2026
Proposal publication date: January 23, 2026
For further information, please call: (512) 427-6365
CHAPTER 23. EDUCATION LOAN REPAYMENT PROGRAMS
SUBCHAPTER
C.
The Texas Higher Education Coordinating Board (Coordinating Board) adopts amendments to Title 19, Part 1, Chapter 23, Subchapter C, §23.65 and §23.67, Physician Education Loan Repayment Assistance Program, without changes to the proposed text as published in the January 16, 2026, issue of the Texas Register (51 TexReg 261). The rules will not be republished.
This amendment adds a definition of "outpatient setting" to clarify eligibility for primary care physicians and aligns rule language regarding applicant prioritization with similar provisions throughout the chapter.
The Coordinating Board is authorized by Texas Education Code, §61.537, to adopt rules necessary for the administration of the program.
Rule 23.65, Definitions, is amended by adding a definition for "outpatient setting." The definition aligns with that of Texas Occupations Code, §162.101 and §301.601. Defining "outpatient setting" further clarifies the definition of "primary care physician," which states that, "With the exception of psychiatrists and geriatricians, physicians must provide services in an outpatient setting to be considered primary care." An applicant's status as a primary care physician is relevant for both eligibility and prioritization determinations, warranting greater specificity.
Rule 23.67, Applicant Ranking Priorities, is amended to align with similar provisions in the chapter and to ensure that all applicants can be ranked in the event that insufficient funds are available to provide loan repayment assistance to all eligible persons. Subsection (a) is redundant with §23.66(a)(1) and its removed. The language introducing the section (previously (b)) is revised to align with phrasing in similar rules throughout the chapter. Subsection (2)(G) is added to provide a final criterion, student loan debt, on which to prioritize applicants in this category.
No comments were received regarding the adoption of the amendments.
The amendment is adopted under Texas Education Code, Section 61.537, which provides the Coordinating Board with the authority to adopt rules necessary for the administration of the Program.
The adopted amendment affects Texas Administrative Code, Title 19, Part 1, Chapter 23 Subchapter C.
The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.
Filed with the Office of the Secretary of State on April 23, 2026.
TRD-202601774
Douglas Brock
General Counsel
Texas Higher Education Coordinating Board
Effective date: May 13, 2026
Proposal publication date: January 16, 2026
For further information, please call: (512) 427-6365
SUBCHAPTER
D.
The Texas Higher Education Coordinating Board (Coordinating Board) adopts amendments to Title 19, Part 1, Chapter 23, Subchapter D, §23.94, Mental Health Professionals Loan Repayment Assistance Program, with changes to the proposed text as published in the January 16, 2026, issue of the Texas Register (51 TexReg 263). The rule will be republished. Sections 23.96, 23.97, and 23.100 are adopted without changes and will not be republished.
This amendment provides for the consideration of program applicants who provide mental health services via telehealth, as well as clarify aspects of applicant eligibility.
The Coordinating Board is authorized by Texas Education Code, §61.608, to adopt rules necessary for the administration of the Program.
Rule 23.94, Definitions, is amended by clarifying the definition of "full-time service" and adding definitions for "mental health services" and "telehealth provider" to facilitate consideration of program applicants who provide services via telehealth and other aspects of eligibility and prioritization determinations. The "full-time service" definition is amended by removing the word "direct" before "mental health services" - this phrasing is unnecessary given the addition of a definition for that term - and by clarifying that full-time service applies only to mental health services provided to patients in Texas. Reference to "patients in Texas" also are added to §23.96(a)(5)(A) of the proposed rule. These additions do not represent changes in the administration of the Program, but rather are intended to clarify the scope of the Program with the addition of potentially eligible telehealth providers.
The rule is further revised by adding a definition of "mental health services" in §23.94(5) to further clarify the types of service that an individual must provide to be eligible for the Program. The definition cites to that of Texas Health and Safety Code, §531.002, ("Mental health services" includes all services concerned with research, prevention, and detection of mental disorders and disabilities, and all services necessary to treat, care for, supervise, and rehabilitate persons who have a mental disorder or disability, including persons whose mental disorders or disabilities result from a substance abuse disorder.) and further clarifies that such services delivered to patients via telehealth are considered mental health services. Finally, §23.94(13) provides a definition for "telehealth provider" as an eligible professional who delivers fifty percent or more of the professional's mental health services to patients via telehealth. This status, determined as part of the application process, will be used in prioritizing applicants but does not relate to eligibility.
Rule 23.96, Applicant Eligibility, is amended to clarify program eligibility requirements and align rule language. Subsection (a)(5)(A) is amended to include reference to the state of Texas, as previously mentioned, and to replace "direct patient care" with the defined term "mental health services," which aligns with references elsewhere in the rule and the Program's statute.
Rule 23.97, Applicant Ranking Priorities, is amended to eliminate an unnecessary provision and situate telehealth providers in the Program's prioritization rule. Subsection (a) is redundant with §23.96(a)(1) and is removed. Telehealth providers are added to the prioritization rule such that, in the event of insufficient funding to offer loan repayment assistance to all eligible providers, they will be the final non-renewal applicants funded. Subsection (a)(8) is amended to prioritize providers who practice in counties with populations of 150,000 persons or fewer, aligning with the one-time increase in §23.100(e). Portions of subsections (a)(3) and (a)(8) are removed or revised because they add unnecessary complexity to the prioritization determinations.
Rule 23.100, Amount of Repayment Assistance, is amended to clarify that a telehealth provider is not eligible to receive the one-time increase in loan repayment assistance for practicing in a county with population of 150,000 persons or fewer.
Subsequent to the posting of the rules in the Texas Register, the following changes are incorporated into the adopted rule.
Rule 23.94(5) is amended to specify that services delivered to patients using secure telecommunication or information technology are considered mental health services for the purposes of the program for applications received by the Coordinating Board on or after September 1, 2027.
No comments were received regarding the adoption of the amendments.
The amendment is adopted under Texas Education Code, Section 61.608, which provides the Coordinating Board with the authority to adopt rules necessary to administer the Program.
The adopted amendment affects Texas Administrative Code, Title 19, Part 1, Chapter 23, Subchapter D.
§23.94.
In addition to the words and terms defined in §23.1 of this chapter (relating to Definitions), the following words and terms, when used in this subchapter, shall have the following meanings, unless the context clearly indicates otherwise:
(1) CHIP--The Children's Health Insurance Program, authorized by the Texas Health and Safety Code, Chapter 62.
(2) Community-Based Mental Health Services--The services found under the Texas Health and Safety Code, Chapter 534, Subchapter B.
(3) Full-time Service--Employed or contracted full-time (at least 32 hours per week for providers participating only in the state-funded program, or at least 40 hours per week for providers participating in both the state funded program and the SLRP) by an agency or facility for the primary purpose of providing mental health services to patients in Texas.
(4) Medicaid--The medical assistance program authorized by the Texas Human Resources Code, Chapter 32.
(5) Mental Health Services--As defined in Texas Health and Safety Code, §531.002. For the purposes of this subchapter, for applications received by the Coordinating Board on or after September 1, 2027, such services delivered to patients at a different physical location than the professional using secure telecommunication or information technology are considered mental health services.
(6) MHPSAs--Mental Health Professional Shortage Areas (MHPSAs) are designated by the U.S. Department of Health and Human Services (HHS) as having shortages of mental health providers and may be geographic (a county or service area), demographic (low income population), or institutional (comprehensive health center, federally qualified health center, or other public facility). Designations meet the requirements of Sec. 332 of the Public Health Service Act, 90 Stat. 2270-2272 (42 U.S.C. 254e).
(7) Program--Mental Health Professionals Loan Repayment Assistance Program.
(8) Psychiatrist--A licensed physician who is a graduate of a residency training program or fellowship program in psychiatry accredited by the Accreditation Council for Graduate Medical Education (ACGME) or the American Osteopathic Association (AOA).
(9) Public school--A school in a Texas school district or a public charter school authorized to operate under Texas Education Code, chapter 12.
(10) Service Period--A period of:
(A) twelve (12) consecutive months qualifying a mental health professional for loan repayment assistance; or
(B) for a mental health professional employed by a public school, at least nine (9) months of a 12-month academic year qualifying the professional for loan repayment assistance.
(11) SLRP--A grant provided by the Health Resources and Services Administration to assist states in operating their own State Loan Repayment Program (SLRP) for primary care providers working in Health Professional Shortage Areas (HPSA).
(12) State Hospital--Facilities found under the Texas Health and Safety Code, §552.0011.
(13) Telehealth Provider--An eligible professional who delivers fifty percent or more of the professional's applicable mental health services (measured in hours per week) to patients at a different physical location than the professional using secure telecommunication or information technology.
The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.
Filed with the Office of the Secretary of State on April 23, 2026.
TRD-202601776
Douglas Brock
General Counsel
Texas Higher Education Coordinating Board
Effective date: May 13, 2026
Proposal publication date: January 16, 2026
For further information, please call: (512) 427-6365
SUBCHAPTER
K.
The Texas Higher Education Coordinating Board (Coordinating Board) adopts amendments to Title 19, Part 1, Chapter 23, Subchapter K, §23.301, Nurse Loan Repayment Assistance Program, with changes to the proposed text as published in the January 16, 2026, issue of the Texas Register (51 TexReg 266). The rule will be republished. Section 23.302 and §23.303 are adopted without changes and will not be republished.
This amendment provides for the consideration of eligible nurses offering services via telehealth in the Program and make minor rule alignments relating to prioritization of applicants.
Texas Education Code, §61.656, provides the Coordinating Board with the authority to adopt rules necessary for the administration of the Program.
Rule 23.301, Definitions, is amended by revising the definition of "rural county" and adding a new definition for "telehealth provider." The definition of "rural county" in §23.301(7) is amended to change the population level from 50,000 or fewer persons to 150,000 or fewer persons, aligning with other loan repayment assistance programs. A definition of "telehealth provider" is added in §23.301(8) as an eligible nurse who delivers fifty percent or more of the nurse's applicable services using telecommunications or information technology. This status, determined as part of the application process, will be used in prioritizing applicants but does not relate to eligibility.
Rule 23.302, Applicant Eligibility, is amended to specify that an applicant's employer's certification of hours worked will delineate hours worked in-person and via telecommunications or information technology, allowing the Coordinating Board to determine whether an applicant is a telehealth provider.
Rule 23.303, Applicant Ranking Priorities, is amended to specify in paragraph (3) that eligible nurses who are not telehealth providers will be prioritized over telehealth providers if insufficient funds are available to offer loan repayment assistance to all eligible applicants. Portions of subsections (a)(4), (a)(5), and (b) are removed or revised because they add unnecessary complexity to the prioritization determinations.
Subsequent to the posting of the rules in the Texas Register, the following changes are incorporated into the adopted rule.
Rule 23.301(8) is amended to specify that the definition of "telehealth provider" applies only to individuals who apply for loan repayment assistance on or after September 1, 2027.
The following comments were received regarding the adoption of the new rules.
Comment: The Texas Nurses Association commented its support for the proposed rule amendments.
Response: The Coordinating Board appreciates the comment.
The amendment is adopted under Texas Education Code, Section 61.656, which provides the Coordinating Board with the authority to adopt rules necessary for the administration of the Program.
The adopted amendment affects Texas Administrative Code, Title 19, Part 1, Chapter 23, Subchapter K.
§23.301.
In addition to the words and terms defined in §23.1 of this chapter (relating to Definitions), the following words and terms, when used in this subchapter, shall have the following meanings, unless the context clearly indicates otherwise:
(1) Advanced Practice Nurse--A professional nurse, currently licensed in the State of Texas, who has been approved by the Texas Board of Nursing to practice as an advanced practice nurse based on completing an advanced educational program of study acceptable to the Texas Board of Nursing. The term includes a nurse practitioner, nurse-midwife, nurse anesthetist, and a clinical nurse specialist.
(2) Full-Time--An average of at least 32 hours per week during the service period.
(3) Licensed Vocational Nurse--A person currently licensed by the Texas Board of Nursing to practice vocational nursing.
(4) Primary Care HPSA--Primary Care Health Professional Shortage Areas (HPSAs) designated by the U.S. Department of Health and Human Services (HHS) as having shortages of primary care providers and may be geographic (a county or service area), demographic (low-income population), or institutional (comprehensive health center, federally qualified health center, or other public facility), in compliance with the requirements of Section 332 of the Public Health Service Act, 90 Stat. 2270-2272 (42 U.S.C.A. 254e).
(5) Registered Nurse--A person currently licensed by the Texas Board of Nursing to practice professional nursing. For the purposes of this subchapter, an advanced practice nurse is not considered a registered nurse.
(6) Rural County--A county with a population of less than 150,000.
(7) Service Period--A period of 12 consecutive months qualifying an applicant for loan repayment.
(8) Telehealth Provider--An eligible nurse applying for loan repayment assistance on or after September 1, 2027, who delivers fifty percent or more of the nurse's applicable services (measured in hours per week) to patients at a different physical location than the nurse using secure telecommunication or information technology.
The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.
Filed with the Office of the Secretary of State on April 23, 2026.
TRD-202601781
Douglas Brock
General Counsel
Texas Higher Education Coordinating Board
Effective date: May 13, 2026
Proposal publication date: January 16, 2026
For further information, please call: (512) 427-6365
CHAPTER 24. STUDENT LOAN PROGRAMS
SUBCHAPTER
A.
The Texas Higher Education Coordinating Board (Coordinating Board) adopts amendments to Title 19, Part 1, Chapter 24, Subchapter A, §24.1, Definitions, with changes to the proposed text as published in the January 23, 2026, issue of the Texas Register (51 TexReg 373). The rule will be republished.
This amendment clarifies the definition of "manageable debt.".
The Coordinating Board is authorized by Texas Education Code, Chapter 52, Subchapter C, to adopt rules relating to its student loan programs.
Rule 24.1, Definitions, is amended by clarifying the definition of "manageable debt" so that it can be applied to any student, regardless of the type of credential the student is pursuing, as well as by providing additional detail- relating to timing and method- regarding the Coordinating Board's calculation of manageable debt levels. The methodology for developing manageable debt levels is unchanged. The existing figure is removed, and THECB will publish manageable debt levels, to allow for use of up-to-date information. To improve rule alignment, the definition for "degree or certificate program" is eliminated and separated into two separate terms, each citing to a definition elsewhere in Coordinating Board rules.
Subsequent to the posting of the rules in the Texas Register, the following changes are incorporated into the adopted rule.
Rule 24.1(10) is amended by removing reference to a particular entity's VantageScore product, ensuring alignment between Coordinating Board rules and practice.
No comments were received regarding the adoption of the amendments.
The amendment is adopted under Texas Education Code, Chapter 52, Subchapter C, which provides the Coordinating Board with the authority to adopt rules relating to its student loan programs.
The adopted amendment affects Texas Administrative Code, Title 19, Part 1, Chapter 24, Subchapter A.
§24.1.
The following words and terms, when used in chapter 24, shall have the following meanings, unless otherwise defined in a particular subchapter:
(1) Alternative Educator Certification Program--An approved educator preparation program, delivered by entities approved by the State Board for Educator Certification under the provisions of part 7, chapter 228 of this title (relating to Requirements for Educator Preparation Programs), specifically designed as an alternative to a traditional undergraduate certification program, for individuals already holding at least a baccalaureate degree.
(2) Board--The governing body of the agency known as the Texas Higher Education Coordinating Board.
(3) Borrower--An individual who signs a student loan promissory note and thereby assumes liability for the debt and all fees associated with the note and who uses the proceeds of the loan to finance the individual's postsecondary education.
(4) Certificate Program--As defined in §2.3 of this title (relating to Definitions).
(5) Commissioner--The Texas Commissioner of Higher Education.
(6) Coordinating Board--The agency known as the Texas Higher Education Coordinating Board, including agency staff.
(7) Cosigner--An individual who signs a student loan promissory note and thereby assumes liability for the debt and all fees and expenses associated with the note but who is not a direct beneficiary of the proceeds of the loan.
(8) Cost of Attendance--An institution's estimate of the expenses incurred by a typical financial aid recipient in attending a particular institution of higher education. It includes direct educational costs (tuition and fees) as well as indirect costs (room and board, books and supplies, transportation, personal expenses, and other allowable costs for financial aid purposes).
(9) Degree Program--As defined in §2.3 of this title.
(10) Favorable Credit Report Evaluation--A determination made by the Coordinating Board regarding a prospective borrower or cosigner's creditworthiness. For the purposes of this chapter, a borrower or cosigner is considered to have a favorable credit report evaluation if the person:
(A) Has a VantageScore of 650 or higher;
(B) Does not have public records that demonstrate credit concerns such as tax liens or bankruptcy proceedings;
(C) Has a minimum of four credit trade lines, excluding student loans or authorized user accounts; and
(D) Has not defaulted on any federal, state, or private education loans.
(11) Fund--The Texas Opportunity Plan Fund as created by the Constitution of the State of Texas, Article III, 50b; the Student Loan Revenue Bond Fund authorized in the Texas Education Code, chapter 56, subchapter H; and/or the Student Loan Auxiliary Fund, authorized in the Texas Education Code, chapter 52, subchapter F.
(12) Half-Time--For undergraduates, enrollment or expected enrollment for the equivalent of at least six but fewer than nine semester credit hours per regular semester. For graduate students, enrollment or expected enrollment for the equivalent of 50 percent of the normal full-time course load of the student's program of study as defined by the institution.
(13) Institution of Higher Education--As defined in Texas Education Code, §61.003.
(14) Insufficient Resources to Finance Education--A requirement for a student to be eligible for certain loan programs. For the purposes of this chapter, a student is considered to have insufficient resources to finance his or her education if the student's cost of attendance is greater than the total amount of financial aid offered to the student. The amount of federal Direct Loans for which the student is eligible must be included in the calculation of the financial aid offered, regardless of whether the student receives the loans.
(15) Manageable Debt--A student's level of aggregated student loan debt from all sources (including federal, state, and private student loans) such that the student's estimated monthly payment (for all loans) five years after graduation is less than 10 percent of the student's projected income, assembled using wage data from the Texas Workforce Commission based on the student's course of study. Not later than the final day of January of each odd-numbered year, the Coordinating Board shall publish updated manageable debt levels.
(16) Private or Independent Institution of Higher Education--As defined in Texas Education Code, §61.003.
(17) Program Officer--The individual named by each participating institution's chief executive officer to serve as agent for the Coordinating Board. The Program Officer has primary responsibility for all ministerial acts required by the program, including the determination of student eligibility, selection of recipients, maintenance of all records, and preparation and submission of reports reflecting program transactions. Unless otherwise indicated by the institution's chief executive officer, the director of student financial aid shall serve as Program Officer.
(18) Repayment Period--The length of time during which a borrower is expected to fully repay the borrower's loan(s). The repayment period is used to determine the number of payments required to repay the loan(s) and therefore the borrower's minimum monthly payment.
(19) Student Loan--A loan incurred by a student to assist in covering the student's cost of education.
(20) Student Loan Debt--The outstanding balance of principal, interest, and fees associated with an individual's education or student loans.
(21) Semester Credit Hour--A unit of measure of instruction, represented in intended learning outcomes and verified by evidence of student achievement, that reasonably approximates one hour of classroom instruction or direct faculty instruction and a minimum of two hours out of class student work for each week over a 15-week period in a semester system or the equivalent amount of work over a different amount of time. An institution is responsible for determining the appropriate number of semester credit hours awarded for its programs in accordance with Federal definitions, requirements of the institution's accreditor, and commonly accepted practices in higher education.
The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.
Filed with the Office of the Secretary of State on April 23, 2026.
TRD-202601780
Douglas Brock
General Counsel
Texas Higher Education Coordinating Board
Effective date: May 13, 2026
Proposal publication date: January 23, 2026
For further information, please call: (512) 427-6365
SUBCHAPTER
D.
The Texas Higher Education Coordinating Board (Coordinating Board) adopts amendments to Title 19, Part 1, Chapter 24, Subchapter D, §24.45, Loan Amount and Interest Rate, with changes to the proposed text as published in the January 23, 2026, issue of the Texas Register (51 TexReg 374). The rule will be republished.
This amendment extends aggregate debt limits in the Program to students enrolled in master's degree programs.
The Coordinating Board is authorized by Texas Education Code, Chapter 52, Subchapter C, to adopt rules relating to its student loan programs.
Rule 24.45, Loan Amount and Interest Rate, is amended to reflect the extension of the aggregate debt limit associated with the definition of "manageable debt" in §24.1 to graduate students enrolled in master's degree programs in subsection (c)(2). Conforming edits are made to subsection (c)(3) to specify that doctoral and professional students are subject to a different aggregate debt limit.
Subsequent to the posting of the rules in the Texas Register, the following changes are incorporated into the adopted rule.
Rule 24.45(c) is amended to specify in subsections (c)(2) and (c)(3) that the application of the manageable debt standard for students enrolled in master's degree programs applies only to such students who apply for a loan on or after October 15, 2026. This change is intended to align with the Coordinating Board's transition to a new loan processing system.
No comments were received regarding the adoption of the amendments.
The amendment is adopted under Texas Education Code, Chapter 52, Subchapter C, which provides the Coordinating Board with the authority to adopt rules relating to its student loan programs.
The adopted amendment affects Texas Administrative Code, Title 19, Part 1, Chapter 24, Subchapter D.
§24.45.
(a) Minimum Loan Amount. No College Access Loan may be authorized for less than $100.
(b) Annual Loan Limit. In no case shall the annual loan amount exceed the difference between the cost of attendance and the financial resources available to the applicant, including the applicant's scholarships, gifts, grants, and other financial aid. The student's maximum eligibility for Federal Direct Loans, except for Federal PLUS loans, must be considered by the institution as other financial aid, whether or not the student actually receives such assistance.
(c) Aggregate Loan Limit.
(1) For students enrolled in undergraduate degree programs, the maximum aggregate loan amount for any eligible student shall not exceed the student's manageable debt level, as defined in §24.1 of this chapter (relating to Definitions).
(2) For students enrolled in master's degree programs who apply for a loan on or after October 15, 2026, the maximum aggregate loan amount for any eligible student shall not exceed the student's manageable debt level, as defined in §24.1 of this chapter.
(3) For students enrolled in doctoral or professional degree programs and students enrolled in master's degree programs who apply for a loan before October 15, 2026, the maximum aggregate loan amount for an eligible student is the sum of the student's annual limits.
(d) Interest Rate. The interest rate charged for new loans shall be set from time to time by the Commissioner, shall be simple interest, and shall begin to accrue on the outstanding principal from the date of disbursement, including during periods of forbearance.
The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.
Filed with the Office of the Secretary of State on April 23, 2026.
TRD-202601782
Douglas Brock
General Counsel
Texas Higher Education Coordinating Board
Effective date: May 13, 2026
Proposal publication date: January 23, 2026
For further information, please call: (512) 427-6365
PART 2. TEXAS EDUCATION AGENCY
CHAPTER 127. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR CAREER DEVELOPMENT AND CAREER AND TECHNICAL EDUCATION
The State Board of Education (SBOE) adopts new §§127.16, 127.752, 127.753, 127.756, and 127.757, concerning Texas Essential Knowledge and Skills (TEKS) for career development and career and technical education (CTE). The new sections are adopted with changes to the proposed text as published in the December 19, 2025 issue of the Texas Register (50 TexReg 8139) and will be republished. The adopted new rules add TEKS developed by subject matter experts convened by the Texas State Technical College (TSTC) and Collin College that are needed for completion of CTE programs of study.
REASONED JUSTIFICATION: In accordance with statutory requirements that the SBOE identify by rule the essential knowledge and skills of each subject in the required curriculum, the SBOE follows a board-approved cycle to review and revise the essential knowledge and skills for each subject.
During the November 2022 meeting, the SBOE approved a timeline for the review of CTE courses for 2022-2025. Also at the meeting, the SBOE approved a specific process to be used in the review and revision of the CTE TEKS. The CTE-specific process largely follows the process for TEKS review for other subject areas but was adjusted to account for differences specific to CTE.
In 2023, CTE advisory committees convened to make recommendations for the review and refresh of programs of study as required by the Texas Perkins State Plan. Finalized programs of study were published in the fall of 2023 with an implementation date beginning in the 2024-2025 school year. CTE courses to be developed or revised to complete or update programs of study were determined.
At the April 2023 SBOE meeting, the board discussed and approved changes to the TEKS review process, including approving a process for selecting work group members. The changes were implemented beginning with the engineering TEKS review process in 2023. The SBOE completed the review of existing CTE TEKS, the development of new CTE TEKS, and the review of innovative courses to be approved as TEKS-based courses for new engineering programs of study with the adoption of new engineering CTE TEKS in April 2025.
At the April 2024 meeting, Texas Education Agency (TEA) staff shared an overview of additional, upcoming interrelated needs for TEKS review and revision and instructional materials review and approval (IMRA). Staff explained upcoming needs related to development and amendment of CTE courses, made recommendations for completing the work in batches, and recommended including CTE in the next three cycles of IMRA.
At the June 2024 meeting, the board considered next steps related to the adoption of CTE courses that are needed to complete programs of study and a schedule for future CTE TEKS reviews. The SBOE approved recommendations that TEA present a set of innovative courses with minor edits for consideration for adoption as TEKS-based courses. Additionally, the SBOE authorized TEA to enter into interagency contracts with Collin College, TSTC, and Education Service Center (ESC) Region 4 to develop initial drafts of TEKS for additional CTE courses.
At the June 2025 meeting, the board approved for first reading and filing authorization proposed new TEKS for seven CTE courses developed through interagency contracts with TSTC and ESC Region 4 to complete programs of study in the Business, Marketing, and Finance; Health Science; and Manufacturing Career Clusters. The SBOE approved the proposed new TEKS for 19 TAC Chapters F, J, and O, at its November 2025 meeting.
A discussion item regarding proposed new TEKS for additional CTE courses developed by subject matter experts from TSTC and Collin College through interagency contracts was presented to the Committee of the Full Board at the September 2025 SBOE meeting, and the subject matter experts were consulted to address feedback and finalize their recommendations for the proposed new courses. At the November 2025 meeting, the SBOE approved for first reading and filing authorization proposed new CTE TEKS for an occupational safety and compliance lab in 19 TAC Chapter 127, Subchapter B, and a set of fire science courses in 19 TAC Chapter 127, Subchapter N.
The new sections will ensure the standards for CTE courses support relevant and meaningful programs of study.
The following changes were made since published as proposed.
Chapter 127, Subchapter B
Section 127.16(b) was amended by adding "(CTE)" after "career and technical education."
Section 127.16(b) was amended by adding "Level 2 or Level 3 CTE" after "corequisite."
Section 127.16(c)(5) was amended by adding "such as student chapters of related professional associations" after "profession."
Section 127.16(d)(4)(E) was amended to read, "summarize the purpose of protecting the body, including eyes, face, head, feet, arms, hands, ears, and torso, from industrial hazards."
Section 127.16(d)(10)(E) was amended to read, "describe classes of fire controlled by various extinguishing agents."
Chapter 127, Subchapter N
Section 127.752(c)(4) was amended by adding "such as student chapters of related professional associations" after "profession."
Section 127.752(d)(6)(B) was amended by replacing the abbreviation "A & M" with the abbreviation "A&M."
Section 127.752(d)(8)(E) was amended by replacing the word "Siamese" with the word "siamese."
Section 127.753(c)(4) was amended by adding "such as student chapters of related professional associations" after "profession."
Section 127.753(d)(4)(B) was amended to read, "discuss and analyze potential psychological impacts to first responders after exposure to trauma, including post-traumatic stress disorder (PTSD), chronic stress, anxiety, depression, emotional numbing, and survivor guilt."
Section 127.753(d)(4)(C) was amended to read, "describe potential physical impacts to first responders after exposure to trauma, including burnout, sleep disturbances, fatigue, and a weakened immune system."
Section 127.753(d)(8)(E) was amended to read, "discuss how experiencing a crisis can build resiliency and present opportunities to problem-solve, including decision making, critical thinking, creativity, ethical reasoning, and adaptability."
Section 127.756(c)(4) was amended by adding "such as student chapters of related professional associations" after "profession."
Section 127.757(b) was amended by replacing the word "and" with the word "or" after "Pathophysiology."
Section 127.757(c)(4) was amended by adding "such as student chapters of related professional associations" after "profession."
Section 127.757(d)(4)(C) was amended replacing the word "vomitus" with the word "vomit."
Section 127.757(d)(6)(X) was amended to read, "list common signs and symptoms during pregnancy that can indicate a medical complication requiring immediate attention by a physician; and."
Section 127.757(d)(6)(Y) was amended to read, "identify procedures to stabilize a pregnant female exhibiting signs and symptoms of medical complications requiring immediate attention by a physician."
The SBOE approved the new sections for first reading and filing authorization at its November 21, 2025 meeting and for second reading and final adoption at its January 30, 2026 meeting.
In accordance with TEC, §7.102(f), the SBOE approved the new sections for adoption by a vote of two-thirds of its members to specify an effective date earlier than the beginning of the 2026-2027 school year. The earlier effective date will enable districts to begin preparing for the implementation of the new TEKS. The effective date is 20 days after filing as adopted with the Texas Register.
SUMMARY OF COMMENTS AND RESPONSES: The public comment period on the proposal began December 19, 2025, and ended at 5:00 p.m. on January 20, 2026. The SBOE also provided an opportunity for registered oral and written comments at its January 2026 meeting in accordance with the SBOE board operating policies and procedures. Following is a summary of the public comment received and corresponding response.
Comment. One teacher recommended including in the proposed new TEKS essential tasks for basic and intermediate peace officer licensing, including tasks related to canine encounters, crisis intervention, and interactions with the deaf and hard of hearing.
Response. The SBOE disagrees that the addition of specific tasks related to canine encounters and interactions with the deaf and hard of hearing is necessary and has determined that tasks related to crisis intervention related to fire science are appropriately addressed in the proposed new rules as amended.
SUBCHAPTER
B.
STATUTORY AUTHORITY. The new section is adopted under Texas Education Code (TEC), §7.102(c)(4), which requires the State Board of Education (SBOE) to establish curriculum and graduation requirements; TEC, §28.002(a), which identifies the subjects of the required curriculum; TEC, §28.002(c), which requires the SBOE to identify by rule the essential knowledge and skills of each subject in the required curriculum that all students should be able to demonstrate and that will be used in evaluating instructional materials and addressed on the state assessment instruments; TEC, §28.002(n), which allows the SBOE to develop by rule and implement a plan designed to incorporate foundation curriculum requirements into the career and technical education (CTE) curriculum required in TEC, §28.002; TEC, §28.002(o), which requires the SBOE to determine that at least 50% of the approved CTE courses are cost effective for a school district to implement; TEC, §28.025(a), which requires the SBOE to determine by rule the curriculum requirements for the foundation high school graduation program that are consistent with the required curriculum under TEC, §28.002; and TEC, §28.025(b-17), which requires the SBOE to ensure by rule that a student may comply with curriculum requirements under TEC, §28.025(b-1)(6), by successfully completing an advanced CTE course, including a course that may lead to an industry-recognized credential or certificate or an associate degree.
CROSS REFERENCE TO STATUTE. The new section implements Texas Education Code, §§7.102(c)(4); 28.002(a), (c), (n), and (o); and 28.025(a) and (b-17).
§127.16.
(a) Implementation. The provisions of this section may be implemented by school districts beginning with the 2026-2027 school year.
(b) General requirements. This course is recommended for students in Grades 10-12 as a corequisite course for students participating in a coherent sequence of career and technical education (CTE) courses. This course must be taken concurrently with a corequisite Level 2 or Level 3 CTE course and may not be taken as a stand-alone course. Districts are encouraged to offer this lab in a consecutive block with the corequisite course to allow students sufficient time to master the content of both courses. Students shall be awarded one credit for successful completion of this course.
(c) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.
(2) The goal of the Occupational Safety and Compliance Lab is to provide an opportunity for students to develop safety awareness in conjunction with occupation-specific coursework. Students build a strong foundation in the occupational safety and compliance concepts that are critical to protecting individuals in the workplace, increasing safety and health, and reducing the occurrence of job-related injuries and fatalities.
(3) In Occupational Safety and Compliance Lab, students build foundational knowledge related to the fields of occupational safety, health, and compliance. Students learn about the Occupational Safety and Health Administration (OSHA), which is charged with the tasks of ensuring that employers provide a safe workplace that is free from recognized hazards, promote health and safety in the workplace, and reduce the occurrence of on-the-job injuries, illnesses, and fatalities. Students use safety resources and discover procedures for collaborating with business and industry regarding ways to increase employee safety and health.
(4) Successful completion of the standards may lead to a student earning a 10-hour or 30-hour general industry OSHA card. To earn the OSHA card, the content must be taught by an authorized OSHA outreach training program trainer.
(5) Students are encouraged to participate in extended learning experiences such as career and technical student organizations that foster leadership and career development in the profession such as student chapters of related professional associations.
(6) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(d) Knowledge and skills.
(1) The student understands career options and educational requirements in occupational safety and compliance. The student is expected to:
(A) describe the impact of internships, career development, and entrepreneurship opportunities in occupational safety and compliance;
(B) identify and analyze career advancement opportunities in occupational safety and compliance at various levels in an organization such as employee, supervisor, and manager; and
(C) identify and explain requirements to obtain professional credentials such as a Certified Safety Professional (CSP), Associate Safety Professional (ASP), Construction Health and Safety Technician (CHST), Occupational Hygiene and Safety Technician (OHST), Certified Hazardous Materials Manager (CHMM), Certified Environmental Manager (CEM), and Board of Certified Safety Professionals (BCSP) in the fields of occupational safety and health compliance.
(2) The student understands the legal responsibilities of work safety in a hazardous workplace. The student is expected to:
(A) explain and discuss responsibilities of workers and employers to promote safety and health in the workplace;
(B) explain the OSHA general duty clause and the rights of workers to a safe and healthy workplace;
(C) explain and discuss the importance of OSHA standards and requirements for organizations;
(D) explain the role of industrial hygiene in occupational health and safety and describe various types of industrial hygiene hazards, including physical, chemical, airborne, excessive noise, physiological, biological, and ergonomic hazards;
(E) identify types and explain appropriate use of personal protective equipment (PPE) used in industry;
(F) explain the importance of safe walking and working surfaces in the workplace and identify best practices for preventing or reducing slips, trips, and falls in the workplace;
(G) describe types of electrical hazards in the workplace and risks associated with these hazards;
(H) describe control methods to prevent electrical hazards in the workplace;
(I) analyze hazards of handling, storing, using, and transporting hazardous materials;
(J) identify and discuss ways to reduce exposure to hazardous materials in the workplace;
(K) identify workplace health and safety resources, including emergency plans and Safety Data Sheets (SDS);
(L) discuss how emergency plans and SDS are used to make decisions in the workplace;
(M) describe elements of a safety and health program, including management leadership, worker participation, and training;
(N) explain the purpose and importance of written emergency action and fire protection plans;
(O) describe key components of written emergency action and fire protection plans such as evacuation plans and emergency exit routes, list of fire hazards, and identification of emergency personnel;
(P) explain components of a hazard communication program; and
(Q) explain and give examples of safety and health training requirements specified by standard setting organizations such as American Conference of Governmental Industrial Hygienists (ACGIH), American National Standard Institute (ANSI), National Institute for Occupational Safety and Health (NIOSH), and Board of Certified Safety Professionals (BCSP).
(3) The student analyzes the federal and state agencies that create and enforce environmental laws. The student is expected to:
(A) identify the objectives of the U.S. Environmental Protection Agency (EPA);
(B) identify the objectives of the Texas Commission on Environmental Quality (TCEQ);
(C) describe how the EPA and the TCEQ monitor compliance and enforce regulations; and
(D) identify and describe federal environmental acts, including Endangered Species Act (ESA); Safe Drinking Water Act (SDWA); Resource Conservation and Recovery Act (RCRA); Toxic Substances Control Act (TSCA); Comprehensive Environmental Response, Compensation and Liability Act (CERCLA or Superfund); and Federal Insecticide, Fungicide, and Rodenticide Act (FIFRA).
(4) The student investigates common safety measures and processes. The student is expected to:
(A) explain the significance of periodic and effective inspections for hazard control;
(B) describe the processes for reporting a hazard or accident to an immediate supervisor;
(C) explain the value of training programs that promote awareness of safety policies and procedures in the workplace;
(D) select appropriate PPE such as safety glasses, face shields, aprons, and gloves based on workplace requirements;
(E) summarize the purpose of protecting the body, including eyes, face, head, feet, arms, hands, ears, and torso, from industrial hazards;
(F) identify and describe specific causes of an incident;
(G) explain the necessity of a comprehensive safety program;
(H) outline principles of housekeeping, including order and cleanliness; and
(I) describe how a disorganized workplace, litter, and debris can create unsafe conditions that lead to accidents and illness in the workplace.
(5) The student demonstrates knowledge of workplace security and violence prevention concepts. The student is expected to:
(A) identify and describe potential types of workplace security events;
(B) identify and describe strategies to enhance workplace security; and
(C) identify and describe strategies to prevent workplace violence.
(6) The student investigates the science of ergonomics in the workplace. The student is expected to:
(A) define ergonomics;
(B) explain how the science of ergonomics is used in various industries such as manufacturing, construction, medical, and energy;
(C) evaluate workplace tasks to identify potential ergonomic problems related to body positions, including posture and awkward positions, and body movements, including repetitive movement, applying extreme force, reaching, pushing, pulling, bending, and weightlifting;
(D) describe primary body systems impacted by ergonomics; and
(E) evaluate workplace conditions that can produce physical fatigue.
(7) The student recognizes and mitigates industrial hygiene and occupational health hazards that lead to injury and illness related to exposure in the workplace. The student is expected to:
(A) explain the role of industrial hygiene in occupational safety;
(B) describe the process to identify hazards using various methods, including reviewing chemical inventories and evaluating potential hazards associated with chemicals found in the workplace;
(C) identify and describe various categories of industrial hygiene hazards;
(D) compare various types of workplace hazards, including biological, chemical, ergonomic, and physical;
(E) identify categories of hazardous substances and describe short- and long-term health effects resulting from exposure to each hazardous substance;
(F) explain industrial hygiene and occupational exposures concepts, including acute and chronic exposures; and
(G) describe essential responsibilities of supervisors, managers, and safety personnel in the prevention of occupational hazards.
(8) The student demonstrates an understanding of hazardous materials safety and handling competencies. The student is expected to:
(A) describe the Occupational Safety Health Administration (OSHA) Hazard Communication Standard, including standards for hazard classification;
(B) interpret and analyze SDS and container labeling requirements;
(C) explain the purpose and importance of proper chemical storage;
(D) describe physical properties of hazardous materials;
(E) identify and describe ways in which hazardous materials enter the body;
(F) explain various strategies to protect from inhalation of harmful airborne substances; and
(G) discuss the significance of safety precautions when handling and using compressed gas in the workplace.
(9) The student evaluates hazard control functions in various occupational settings. The student is expected to:
(A) identify and describe steps to reduce noise exposure;
(B) explain the noise reduction rating (NRR) developed by the EPA;
(C) explain the purpose and importance of eye washes and emergency showers in the workplace;
(D) identify and describe possible hazards related to heating, ventilation, and air conditioning systems;
(E) identify and describe possible hazards related to indoor air quality, including ventilation and adequate air flow;
(F) identify steps to reduce hazards related to general machine guarding, power hand tools, and tool safety;
(G) identify and describe motor vehicle safety and security management techniques such as accident prevention strategies, driver training programs, and vehicle inspection protocols;
(H) describe steps to reduce hazards related to powered industrial trucks; and
(I) identify and describe possible hazards related to ladders and scaffolds.
(10) The student investigates fire safety and emergency management in occupational safety. The student is expected to:
(A) identify and describe proper storage techniques for flammable or combustible materials;
(B) identify and describe the importance of fire systems inspections, fire confinement, emergency exits, and emergency lighting;
(C) describe the importance and maintenance of portable fire extinguishers;
(D) differentiate between fire and combustion; and
(E) describe classes of fire controlled by various extinguishing agents.
(11) The student examines special hazard fire suppression systems. The student is expected to:
(A) describe characteristics of fixed wet and dry chemical extinguishing systems;
(B) describe physical characteristics of carbon dioxide, halogenated hydrocarbons, halocarbons, and inert gases in fire suppression systems;
(C) describe design goals for smoke and fire controls and the corresponding management systems; and
(D) explain fire extinguisher operation, inspection, testing, and maintenance procedures and proper use.
(12) The student examines how accidents impact the workplace. The student is expected to:
(A) evaluate the financial impact on an organization resulting from an accident;
(B) explain workplace accident legal compliance, including OSHA accident reporting, OSHA recordkeeping regulations, and worker's compensation claims; and
(C) identify and compare accident categories, including near miss, minor injury, major injury, and catastrophic injury.
(13) The student demonstrates an understanding of accident prevention and the principles of an effective corrective action plan. The student is expected to:
(A) describe the purpose of corrective actions;
(B) develop an effective corrective action plan for an organization; and
(C) write a report documenting an accident.
(14) The student analyzes accidents and accident reports. The student is expected to:
(A) explain common unsafe actions such as working at unsafe speeds or using unsafe tools;
(B) describe human, job, and workplace factors that lead to accidents;
(C) explain the importance of timely reporting workplace accidents;
(D) complete a standard accident report form;
(E) write an effective accident report, including a summary of an incident, findings, and recommendations, using factual communication;
(F) identify and report causal factors of an accident; and
(G) analyze accident reports of small damage and near misses and describe future prevention of major accidents.
(15) The student understands the process of accident investigations. The student is expected to:
(A) identify and discuss the purpose and benefits of accident investigations in the workplace;
(B) identify and discuss the role that workers, supervisors, managers, and safety personnel have in the accident investigation process; and
(C) identify and describe the phases of an accident investigation.
The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.
Filed with the Office of the Secretary of State on April 21, 2026.
TRD-202601714
Cristina De La Fuente-Valadez
Director, Rulemaking
Texas Education Agency
Effective date: May 11, 2026
Proposal publication date: December 19, 2025
For further information, please call: (512) 475-1497
SUBCHAPTER
N.
STATUTORY AUTHORITY. The new sections are adopted under Texas Education Code (TEC), §7.102(c)(4), which requires the State Board of Education (SBOE) to establish curriculum and graduation requirements; TEC, §28.002(a), which identifies the subjects of the required curriculum; TEC, §28.002(c), which requires the SBOE to identify by rule the essential knowledge and skills of each subject in the required curriculum that all students should be able to demonstrate and that will be used in evaluating instructional materials and addressed on the state assessment instruments; TEC, §28.002(n), which allows the SBOE to develop by rule and implement a plan designed to incorporate foundation curriculum requirements into the career and technical education (CTE) curriculum required in TEC, §28.002; TEC, §28.002(o), which requires the SBOE to determine that at least 50% of the approved CTE courses are cost effective for a school district to implement; TEC, §28.025(a), which requires the SBOE to determine by rule the curriculum requirements for the foundation high school graduation program that are consistent with the required curriculum under TEC, §28.002; and TEC, §28.025(b-17), which requires the SBOE to ensure by rule that a student may comply with curriculum requirements under TEC, §28.025(b-1)(6), by successfully completing an advanced CTE course, including a course that may lead to an industry-recognized credential or certificate or an associate degree.
CROSS REFERENCE TO STATUTE. The new sections implement Texas Education Code, §§7.102(c)(4); 28.002(a), (c), (n), and (o); and 28.025(a) and (b-17).
§127.752.
(a) Implementation.
(1) The provisions of this section may be implemented by school districts beginning with the 2026-2027 school year.
(2) School districts shall implement the employability skills student expectations listed in §127.15(d)(1) of this chapter (relating to Career and Technical Education Employability Skills) as an integral part of this course.
(b) General requirements. This course is recommended for students in Grades 9-12. Students shall be awarded one credit for successful completion of this course.
(c) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.
(2) The Law and Public Service Career Cluster focuses on planning, managing, and providing legal services, public safety, protective services, and homeland security, including professional and technical support services.
(3) Foundations of Fire Protection provides students with an overview of opportunities and foundational knowledge and skills needed for careers in fire service. Students explore the history of fire science and structure of fire departments and are introduced to basic chemistry, physics, and classifications of fires; extinguishing methods; and firefighting equipment. Additionally, the course reviews employment requirements and certification processes for careers in fire science.
(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations that foster leadership and career development in the profession such as student chapters of related professional associations.
(5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(d) Knowledge and skills.
(1) The student examines the importance of developing specific, measurable, achievable, realistic, time-bound (SMART) goals and action plans that are aligned with physical ability, age, education, and certification requirements for fire service employment and career advancement. The student is expected to:
(A) identify and explain the process for developing a SMART goal, including identifying a specific goal, establishing measurable benchmarks for the goal, ensuring the goal is achievable and relevant to desired outcomes, and creating a realistic timeline to achieve the goal;
(B) explain benefits of identifying SMART goals, including process, outcome, and performance goals, for fire science professionals and how SMART goals can contribute to career advancement, performance improvement, and operational effectiveness; and
(C) describe tasks for creating an action plan to achieve a SMART goal, including clarifying the goal, brainstorming action steps, prioritizing tasks, setting timelines, anticipating obstacles, and monitoring progress.
(2) The student examines employment requirements for various fire service careers. The student is expected to:
(A) identify employment requirements and job roles and responsibilities for private sector fire service careers, including insurance investigators, fire alarm technicians, fire sprinkler contractors, wildland firefighters, fire protection engineers, refinery firefighters, and industrial firefighters;
(B) identify employment requirements and job roles and responsibilities for various municipal fire service careers, including firefighter, fire inspector, fire marshal, dispatcher, paramedic, emergency medical technician, and public education specialist;
(C) identify employment requirements and job roles and responsibilities for various State of Texas fire service careers, including state fire marshal, fire inspector, arson investigator, wildland firefighter, and education specialist;
(D) identify employment requirements and job roles and responsibilities for various federal fire service careers, including military firefighter, wildland firefighter, heavy equipment operator, fire and explosion investigator, and education specialist; and
(E) describe common employment processes used in selecting public sector firefighters, including applications, written tests, physical agility tests, psychological evaluations, background investigations, interview boards, and medical examinations.
(3) The student understands the role of the Texas Commission on Fire Protection (TCFP). The student is expected to:
(A) describe the firefighter certification process in Texas as required by the TCFP;
(B) differentiate between education, training, and certification requirements established by the TCFP; and
(C) explain the role of the TCFP in the firefighter certification process, including developing training standards, developing certification tests, administering tests, issuing certifications, auditing firefighter continuing education to maintain certification, auditing fire departments, certifying fire training facilities, and maintaining firefighter certification records.
(4) The student recognizes the different types of communication used within the fire service. The student is expected to explain the five modes of communication used in the fire service, including face-to-face, written, radio, telephone, and electronic communication.
(5) The student understands the use of communication techniques to effectively engage with stakeholders. The student is expected to:
(A) explain and demonstrate key elements of adaptive communication, including active listening, interpersonal intelligence, communication style, and observational skills;
(B) analyze the importance of adaptive communication in the fire service to enhance communication with stakeholders;
(C) describe effective interpersonal skills that support effective teamwork in fire service, including active listening, time management, self-discipline, resilience, and interpersonal intelligence; and
(D) describe conflict resolution strategies, including avoiding, competing, accommodating, compromising, and collaborating, and how they may be applied in fire service team dynamics and operational settings.
(6) The student examines legal obligations and ethical behaviors associated with fire service careers. The student is expected to:
(A) discuss the impact of social media, peer influence, drug use, and criminal history on employability in fire science careers;
(B) identify and analyze the role of each of the four Texas State Fire Service agencies: Texas Commission on Fire Protection (TCFP); Texas State Fire Marshal's Office (SFMO); Texas A & M Forest Service (TFS); and Texas A&M Engineering Extension Service (TEEX);
(C) identify and compare professional codes of ethics relevant to fire service, including the Firefighter Code of Ethics developed by the National Society of Executive Fire Officers (NSEFO) and the Congressional Fire Services Institute (CFSI) and the International Association of Fire Chiefs (IAFC) Fire Service Code of Ethics;
(D) discuss how the legal concept of "Duty to Act" is applied in Texas and impacts fire service professionals; and
(E) describe the Texas Good Samaritan Act as defined in Texas Civil Practice and Remedies Code, §74.151, and explain its relevance to fire service professionals and civil liability protection.
(7) The student examines the evolution of the fire service and explains the impact of fire on the development of fire laws, codes, and standards. The student is expected to:
(A) summarize key milestones and technological advancements and how roles have evolved over time in fire science;
(B) differentiate between local, state, and federal fire laws; model codes; and National Fire Protection Association (NFPA) standards, and explain their roles in regulating fire service operations; and
(C) explain how fire losses have influenced the development of national building and fire codes and NFPA standards.
(8) The student examines firefighting apparatus, personal protective equipment (PPE), appliances, tools, and hoses used by various fire departments. The student is expected to:
(A) identify and describe different types of structural firefighting apparatus used by municipal fire departments, including fire engines, aerial ladder trucks, quint trucks, tiller trucks, and heavy rescue vehicles;
(B) identify and describe different types of wildland firefighting apparatus, including wildland engines, brush trucks, and water tenders;
(C) identify and describe different types of aircraft rescue firefighting apparatus, including rotary blade aircraft and fixed-wing aircraft;
(D) identify and describe structural, wildland, and aircraft firefighting PPE;
(E) identify and explain the purpose of common appliances used by structural firefighters, including wyes, water-thieves, siamese valves, smooth-bore nozzles, different types of fog nozzles, and hydrant valves;
(F) identify and explain the purpose of common tools used by structural firefighters, including Halligan bars, axes, pike poles, ladders, hydrant wrenches, spanner wrenches, saws, and rescue tools;
(G) identify and explain the purpose of common tools used by wildland firefighters, including the McLeod tool, flapper, Pulaski tool, fire rake, and saws; and
(H) differentiate among various hoses used by structural and wildland firefighters.
(9) The student researches the Community Risk Reduction (CRR) process. The student is expected to:
(A) define CRR;
(B) describe how a Community Risk Assessment (CRA) impacts the development of a CRR plan;
(C) identify and explain the role of key CRR stakeholders, including the lead agency, CRR coordinator, planning group, risk manager, fire chief, and community leaders;
(D) describe the United States Fire Administration's 5 E's strategies for CRR, including education, engineering, enforcement, economic incentives, and emergency response; and
(E) explain how community, state, and federal governments use CRAs.
(10) The student researches the National Incident Management System (NIMS) and Incident Command System (ICS). The student is expected to:
(A) describe the purpose of NIMS, including common terminology, management by objectives, span of control, resource management, command structure, modular organization, incident action planning, integrated communications, and accountability; and
(B) identify and explain components of the ICS structure, including the Incident Commander (IC), finance, logistics, operations, planning, command posts, public information, liaison officers, safety officers, and emergency operations centers.
(11) The student examines common hierarchical structure of a fire department. The student is expected to:
(A) explain the concept of authority having jurisdiction (AHJ);
(B) describe the common hierarchical structure of a fire department; and
(C) describe the roles and responsibilities of the fire chief.
(12) The student examines various support functions within a fire department. The student is expected to:
(A) identify and describe support functions provided by the fire prevention division, including code enforcement, public education, cause and origin investigation, arson and explosion investigation, background investigation, internal affairs investigation, and public information;
(B) identify and describe support functions provided by fire service special operations teams, including hazardous materials response, high-angle rescue, swift water rescue, confined-space rescue, and urban search and rescue;
(C) identify and describe support functions provided by the fire training division, including recruiting, hiring, and training recruits for initial TCFP certification and providing continuing education training;
(D) identify and describe support functions provided by the equipment maintenance division, including vehicle repairs, service, and testing;
(E) describe the core responsibilities of 911 communication centers, including receiving emergency and non-emergency calls, dispatching response units, maintaining contact with dispatched units, and coordinating with other agencies; and
(F) describe the core responsibilities of the Office of Emergency Management.
(13) The student examines basic principles of fire science, including the chemistry and physics of combustion, methods of heat transfer, and stages of fire development. The student is expected to:
(A) define fire;
(B) identify and list the components of the fire triangle and fire tetrahedron;
(C) describe the physical characteristics of the three states of matter: solid, liquid, and gas;
(D) differentiate between an oxidizing agent and a fuel;
(E) explain the process of pyrolysis and its role in fire development;
(F) define the terms "fuel rich" and "fuel lean" in relation to the flammable range of a gas;
(G) analyze the difference between temperature and heat;
(H) differentiate between ignition temperature and flash point;
(I) define specific gravity and explain its relevance to fire suppression and hazardous materials;
(J) define vapor density and describe its significance in fire and hazardous materials incidents;
(K) describe the stages of fire development, including incipient, growth, free-burning, and decay;
(L) differentiate between flashover and backdraft; and
(M) explain the three primary methods of heat transfer (conduction, convection, and radiation), and describe the role of direct flame contact in fire spread.
(14) The student examines classifications of fire and extinguishing methods. The student is expected to:
(A) identify the five classifications of fire: Class A, B, C, D, and K; and
(B) describe various extinguishing methods for each classification of fire.
(15) The student researches basic components of a municipal water supply system. The student is expected to:
(A) identify the basic components of a municipal water supply system, including water sources, treatment facilities, elevated and in-ground storage tanks, pumps, distribution networks, and fire hydrants;
(B) identify various types of fire hydrants, including dry barrel hydrants and wet barrel hydrants; and
(C) explain the purpose of fire hydrant color coding.
§127.753.
(a) Implementation.
(1) The provisions of this section may be implemented by school districts beginning with the 2026-2027 school year.
(2) School districts shall implement the employability skills student expectations listed in §127.15(d)(2) of this chapter (relating to Career and Technical Education Employability Skills) as an integral part of this course.
(b) General requirements. This course is recommended for students in Grades 11 and 12. Prerequisite: at least one credit in a course from the Law and Public Service Career Cluster. Students shall be awarded one credit for successful completion of this course.
(c) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.
(2) The Law and Public Service Career Cluster focuses on planning, managing, and providing legal services, public safety, protective services, and homeland security, including professional and technical support services.
(3) Crisis Care is designed for future first responders to build awareness, psychological preparedness, and resilience for times of personal or community crisis. Students explore various types of acute crises and examine appropriate crisis intervention techniques to assist in de-escalation and recovery. Additionally, students examine specialized crisis care teams and support agencies during emergencies and disasters.
(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations that foster leadership and career development in the profession such as student chapters of related professional associations.
(5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(d) Knowledge and skills.
(1) The student examines what constitutes a personal crisis and identifies warning signs of a personal crisis. The student is expected to:
(A) differentiate between a personal crisis, a problem, and an emergency;
(B) describe basic elements of a personal crisis, including a stressful situation, an individual's difficulty coping, and the timing of the intervention;
(C) examine factors that may lead to a personal crisis, including trauma, family conflict, financial instability, community issues, significant life events, and natural disasters;
(D) analyze impacts of various types of personal crises, including mental health, emotional, and trauma-related crises and physical emergencies;
(E) identify and describe warning signs of a personal crisis requiring immediate attention, including threats of physical harm, delusions, hallucinations, extreme withdrawal, not sleeping or eating for several days, verbal abuse, and physical abuse; and
(F) identify and describe indicators of a personal crisis that may require intervention, including expression of intense hopelessness or anger, eating or sleeping difficulties, neglect of personal hygiene, social isolation, and signs of depression, apathy, or anxiety.
(2) The student examines various interventions used to de-escalate a personal crisis. The student is expected to:
(A) explain the key principles of Psychological First Aid (PFA) and how these principles are used to reduce stress and aid in crisis recovery;
(B) describe grounding techniques used in crisis de-escalation, including breathing exercises, sensory awareness and touch, the 5-4-3-2-1 technique, and nature-based calming strategies;
(C) describe communication techniques used in crisis de-escalation, including focusing attention, displaying empathy, asking open-ended questions, reflecting feelings, and summarizing; and
(D) describe how body language, including having an open posture, open hands, or a Duchenne smile and adjusting proximity, influences crisis de-escalation.
(3) The student examines professional resources available to aid in crisis intervention. The student is expected to:
(A) identify the roles and services of local crisis intervention resources such as mental health providers, law enforcement, and community-based organizations;
(B) identify and describe crisis resources provided by the Texas Department of State Health Services (DSHS), including the Health and Human Services Commission (HHSC) Crisis Services Guide and Texans Recovering Together Crisis Counseling and Disaster Behavioral Health Services; and
(C) describe the role of national crisis intervention resources, including the 988 Suicide and Crisis Lifeline, Crisis Text Line, Disaster Distress Helpline (DDH), Substance Abuse and Mental Health Services Administration (SAMHSA) National Helpline, and National Alliance on Mental Illness (NAMI).
(4) The student evaluates the effects of acute and chronic exposure to traumatic events on the health and performance of first responders. The student is expected to:
(A) identify and describe potential warning signs of a mental health crisis in first responders, including emotional distress, behavioral changes, relationship strain, cognitive difficulty, and suicidal ideation;
(B) discuss and analyze potential psychological impacts to first responders after exposure to trauma, including post-traumatic stress disorder (PTSD), chronic stress, anxiety, depression, emotional numbing, and survivor guilt;
(C) describe potential physical impacts to first responders after exposure to trauma, including burnout, sleep disturbances, fatigue, and a weakened immune system;
(D) explain how trauma-related stress impacts interpersonal relationships and social functioning such as irritability, anger, mood swings, and emotional distancing;
(E) analyze how traumatic events can affect job performance, including impaired decision-making, compassion fatigue, absenteeism, and turnover; and
(F) discuss and analyze potential psychological impacts of a line of duty death (LODD) on first responders, including grief reactions, survivor guilt, intrusive memories, substance abuse, and other maladaptive coping behaviors.
(5) The student examines how public safety agencies use Critical Incident Stress Management (CISM) teams in supporting crisis interventions. The student is expected to:
(A) explain the use of Critical Incident Stress Debriefing (CISD) and critical incident stress defusing techniques in mitigating the impact of stress on first responders after traumatic events;
(B) describe the roles of CISM team members, including peer support personnel, clergy, and mental health professionals;
(C) evaluate the benefits of CISM teams within public safety professions, including psychological support, PTSD mitigation, provision of coping mechanisms, increased resilience, increased job satisfaction, reduced stigma, enhanced teamwork, enhanced communication, and increased confidence;
(D) describe common CISM interventions recognized by the National Fallen Firefighter Foundation (NFFF), including defusing, debriefing, peer counseling, individual crisis intervention, pre-incident briefing, and crisis management briefings; and
(E) explain the importance of supporting the needs of first responder families by demonstrating availability, providing timely support, offering assistance, and maintaining trust.
(6) The student examines the structure and function of a Local Assistance State Team (LAST) provided by NFFF in supporting crisis response. The student is expected to:
(A) describe the composition of a LAST, including mental health professionals, crisis responders, clergy, and survivors of suicide loss; and
(B) discuss and analyze the functions of a LAST, including supporting survivors, administering emotional first aid, providing resource information and referrals, and assisting in funeral planning.
(7) The student examines the role of chaplains within public safety agencies. The student is expected to:
(A) describe qualifications of a public safety agency chaplain, including training in crisis response, endorsement by a recognized religious organization, completion of chaplaincy certification programs, and experience in providing emotional and spiritual support in high-stress environments;
(B) identify and explain support services provided by first responder organizations such as the International Association of Fire Chiefs (IAFC), the Federation of Fire Chaplains (FFC), the International Association of Chiefs of Police (IACP), and the International Conference of Police Chaplains (ICPC);
(C) describe the different roles and responsibilities of public safety agency chaplains, including providing spiritual care to agency members, making hospital visits, and conducting weddings, funerals, and LODD ceremonies; and
(D) explain the role of chaplains during critical incidents or emergencies, including support for public safety agency members, members' families, victims' families, and the community.
(8) The student identifies and examines strategies used by first responders to build resilience and overcome challenges. The student is expected to:
(A) explain the concept of resilience and its role in coping with stress, trauma, and challenges in public safety professions;
(B) describe common characteristics of resilient individuals and evaluate the benefits of resilience for professional performance;
(C) identify internal factors, including mindset and self-awareness, that contribute to resilience;
(D) identify strategies to overcome challenges, including creating a support system, focusing on setting goals, and adapting to change;
(E) discuss how experiencing a crisis can build resiliency and present opportunities to problem-solve, including decision making, critical thinking, creativity, ethical reasoning, and adaptability;
(F) describe the stop, think, observe, and proceed (STOP) method of problem solving; and
(G) describe the identify, develop, evaluate, and assess (IDEA) method of problem-solving, including identifying the problem, developing possible solutions, evaluating options, and assessing the result.
§127.756.
(a) Implementation.
(1) The provisions of this section may be implemented by school districts beginning with the 2026-2027 school year.
(2) School districts shall implement the employability skills student expectations listed in §127.15(d)(1) of this chapter (relating to Career and Technical Education Employability Skills) as an integral part of this course.
(b) General requirements. This course is recommended for students in Grades 10-12. Recommended prerequisite: Principles of Law, Public Safety, Corrections, and Security. Students shall be awarded one credit for successful completion of this course.
(c) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.
(2) The Law and Public Service Career Cluster focuses on planning, managing, and providing legal services, public safety, protective services, and homeland security, including professional and technical support services.
(3) Disaster Response includes basic training in disaster survival and rescue skills that improve the ability of citizens to survive until responders or other assistance arrives. Students receive education and training to make communities safer, stronger, and better prepared to respond to public health issues and threats of various disasters, terrorism, and crime.
(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations that foster leadership and career development in the profession such as student chapters of related professional associations.
(5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(d) Knowledge and skills.
(1) The student examines the functions of the community emergency response team (CERT) and the CERT's role during disasters. The student is expected to:
(A) analyze and compare roles and functions of CERT members before, during, and after a disaster;
(B) analyze how CERT members respond to various types of hazards commonly present in disasters, including their roles in mitigation, response, and recovery; and
(C) analyze state and local laws that protect first responders, including CERT members, during emergency operations.
(2) The student examines various disaster situations. The student is expected to:
(A) classify types of disasters, including man-made and natural; and
(B) identify common causes of disasters, including accidental causes, weather, and acts of human conflict, including domestic terrorism.
(3) The student researches disasters and associated hazard mitigation. The student is expected to:
(A) identify potential hazards associated with different types of disaster events;
(B) describe strategies used to manage hazards and reduce the impact of disasters; and
(C) summarize measures taken prior to a disaster, during the time of the disaster, and after the disaster occurs to mitigate hazards.
(4) The student develops a disaster and emergency preparedness (DEP) response plan. The student is expected to:
(A) develop a response plan and evacuation route in the case of a fire that includes a meeting location; and
(B) develop a response plan that includes a safe shelter location in the event of severe weather emergencies.
(5) The student examines disaster preparedness recommendations provided by various federal, state, and local agencies. The student is expected to:
(A) identify components of a first aid kit for home and vehicle use as recommended by organizations such as the American Red Cross or American Heart Association;
(B) identify essential tools and supplies for disaster supply kits as recommended by different agencies, including the Federal Emergency Management Agency (FEMA);
(C) identify appropriate food, water, kitchen items, clothing, bedding, documents, and contact numbers for inclusion in disaster kits, as recommended by FEMA and other agencies;
(D) simulate assisting first responders in fire safety, search and rescue, and disaster medical operations in accordance with standard operating procedures outlined in sponsoring agencies' Emergency Operations Plans (EOPs); and
(E) identify fire safety components of disaster preparedness in the Volunteer Protection Act of 1997.
(6) The student demonstrates knowledge and skills related to fire safety to assist in disaster situations. The student is expected to:
(A) explain the role of CERT members in fire safety and conduct an assessment in response to a simulated fire emergency;
(B) explain safety precautions used in a disaster event, including a buddy system, backup teams, safety equipment, and utility controls;
(C) identify and predict locations of hazardous materials in residential and community settings; and
(D) define and explain the limit, isolate, eliminate, separate (LIES) method for reducing exposure to hazardous materials and potential harm.
(7) The student investigates fire chemistry and the application of fire chemistry in disasters. The student is expected to:
(A) explain how fires start and identify factors that perpetuate fires;
(B) identify the elements that are required for a fire;
(C) identify the fire hazards associated with ordinary combustibles, flammable and combustible liquids, energized electrical equipment, and combustible metals; and
(D) describe and differentiate between the classes of fires.
(8) The student recognizes common firefighting resources and fire suppression techniques. The student is expected to:
(A) identify fire containment techniques and methods used to restrict the spread of smoke and heat;
(B) compare types of fire accelerants and fuels;
(C) select appropriate firefighting resources to fight a fire based on fuel type or other contributing factors;
(D) explain the information commonly provided on fire extinguisher labels;
(E) identify types of fire extinguishers and the components of a portable fire extinguisher;
(F) simulate the use of a portable fire extinguisher using the pull, aim, squeeze, sweep (PASS) technique; and
(G) compare best practices for fire suppression based on local standard operating procedures and precautions.
(9) The student demonstrates knowledge of hazardous materials and related safety standards. The student is expected to:
(A) identify and evaluate the associated risks of characteristics of hazardous materials based on the type of material, including solids, pressurized substances, liquids, and gases;
(B) define and classify types of hazardous materials according to the National Fire Protection Association (NFPA) 704 standards;
(C) explain the NFPA 704 diamond placard used for hazardous material identification;
(D) explain the meaning of different hazardous material placard colors and how each color contributes to hazmat assessment during disaster response; and
(E) explain common acronyms and symbols used by the NFPA.
(10) The student explores first aid assessment and basic treatment techniques used in disaster response and emergency situations. The student is expected to:
(A) simulate the head tilt chin lift method to open an airway of a patient;
(B) identify the primary types of bleeding and main methods for controlling bleeding, including tourniquet application and wound packing;
(C) research and explain the physiological effects of shock on the human body;
(D) explain signs of shock, including clammy skin, rapid pulse, and nausea;
(E) simulate procedures for treating victims of shock;
(F) explain techniques for controlling symptoms of shock such as elevating the feet and covering the patient with a blanket;
(G) explain and demonstrate correct procedures for administering cardiopulmonary resuscitation (CPR); and
(H) explain and demonstrate correct procedures for using an automated external defibrillator (AED) during CPR.
(11) The student investigates how to maintain personal hygiene and sanitation in a disaster situation. The student is expected to:
(A) define and analyze steps to maintain proper hygiene during a disaster, including getting enough sleep, practicing dental care, bathing regularly, and washing hands frequently;
(B) explain how to dispose of bacterial sources and waste products during a disaster; and
(C) test or simulate the use of a water purification system.
(12) The student organizes and establishes disaster medical triage areas. The student is expected to:
(A) define and explain the concept of simple triage and rapid treatment (START) used to prioritize casualties in a disaster;
(B) explain major sub-functions of disaster medical operations, including triage, sanitation, and treatment areas;
(C) select and evaluate a designated triage area based on proximity to an incident;
(D) evaluate a designated triage area for accessibility by transportation vehicles and potential expansion;
(E) assign triage areas for immediate care, delayed care, and morgue operations; and
(F) develop a documentation protocol for triage victims that includes available identifying information, physical description, clothing, injuries, treatment provided, and transfer location.
(13) The student simulates a head-to-toe patient evaluation to identify and document injuries. The student is expected to:
(A) define and summarize indicators of injury observed during a head-to-toe assessment;
(B) distinguish between the severity of various injuries and the appropriate level of treatment needed;
(C) document patient injuries, including location and type of injuries; and
(D) describe common closed-head, neck, or spinal injuries.
(14) The student explores treatment techniques for injuries commonly encountered in disaster situations. The student is expected to:
(A) define terms related to the layers of skin;
(B) classify the severity of burns;
(C) define and identify methods for controlling bleeding and preventing secondary infection;
(D) simulate techniques used for cleaning wounds and the application of dressings and bandages while on an incident scene;
(E) identify treatment options and actions for managing a foreign object impaled in a patient's body; and
(F) define and demonstrate methods for immobilization of joints immediately above and below an injury.
(15) The student examines search and rescue operations. The student is expected to:
(A) assess a rescue scene and formulate a plan of action based on available information;
(B) explain safe techniques for debris removal and victim extrication from below ground entrapments;
(C) create a plan for assigning staff to perform tasks for debris removal and victim extrication;
(D) identify necessary materials for stabilizing various hazards on an accident scene;
(E) describe how to stabilize an object prior to lifting to ensure responder and victim safety; and
(F) simulate a lift to gain access to a victim and troubleshoot possible impediments.
(16) The student researches documentation required during a disaster response by CERT members. The student is expected to simulate the collection and recording of documentation on incident status, location, access routes, identified hazards, and support locations.
(17) The student examines rescuer safety during search and rescue operations. The student is expected to:
(A) classify response activities based on team capabilities and training levels and scope and type of incident;
(B) evaluate an accident scene involving a trapped victim to determine whether a rescue can be safely attempted;
(C) define and use common terminology that supports effective communication and shared understanding at a rescue site; and
(D) determine team member roles based on the scope of an incident, strategic planning, review of resources, and evaluation of actions and results.
(18) The student examines the psychological impact of a disaster on rescuers and victims and principles of psychological first aid. The student is expected to:
(A) describe appropriate communication techniques for crises and disaster response situations;
(B) explain and analyze the emotional responses that can follow a disaster;
(C) identify steps rescuers can take to reduce stressors on disaster survivors and rescuers;
(D) analyze psychological and physiological responses observed in rescuers after a disaster;
(E) describe potential emotional responses experienced by survivors and rescuers and explain emotional response mitigation strategies that aid first responders during an emergency; and
(F) explain goals of on-scene psychological intervention.
(19) The student discusses terrorism and its implications on CERT operations and community preparedness. The student is expected to:
(A) define vocabulary related to terrorism and homeland security; and
(B) identify how to interpret environmental indicators and warning signs of a biological or chemical attack.
§127.757.
(a) Implementation.
(1) The provisions of this section may be implemented by school districts beginning with the 2026-2027 school year.
(2) School districts shall implement the employability skills student expectations listed in §127.15(d)(2) of this chapter (relating to Career and Technical Education Employability Skills) as an integral part of this course.
(b) General requirements. This course is recommended for students in Grades 11 and 12. Prerequisite: Principles of Law, Public Safety, Corrections, and Security or Disaster Response. Recommended prerequisite: Biology, Medical Terminology, Pathophysiology, or Anatomy and Physiology. Students shall be awarded two credits for successful completion of this course.
(c) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.
(2) Law and Public Service Career Cluster focuses on planning, managing, and providing legal services, public safety, protective services, and homeland security, including professional and technical support services.
(3) Emergency Medical Technician (EMT)-Basic provides students with the foundational knowledge needed to provide entry-level emergency medical care, life support, and ambulance service. Students are introduced to key concepts, knowledge, and skills needed by EMT-Basics in the areas of communications, assessment, treatment, transportation, and recordkeeping. This introductory course equips students interested in working in public safety, including fire, police, and emergency medical services (EMS), to perform the duties of an EMT-Basic safely and effectively.
(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations that foster leadership and career development in the profession such as student chapters of related professional associations.
(5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(d) Knowledge and skills.
(1) The student explores EMS systems and roles and responsibilities of an EMT-Basic. The student is expected to:
(A) describe and explain the EMS systems available to patients;
(B) differentiate the roles, scope of practice, and responsibilities of an EMT-Basic from other pre-hospital care providers such as firefighters and law enforcement;
(C) describe roles and responsibilities of EMT-Basics related to personal safety and the safety of the crew, patient, and bystanders while responding to, operating at the scene of, and transporting from an emergency incident;
(D) summarize key Texas statutes and regulations governing EMS systems, including provisions from 25 Texas Administrative Code (TAC) Chapter 157 (relating to Emergency Medical Care) and Texas Health and Safety Code, Chapter 773; and
(E) research and analyze various methods of accessing an EMS system within a local community.
(2) The student explores medical, legal, and ethical considerations in emergency medical services operations as an EMT-Basic provider. The student is expected to:
(A) describe out-of-hospital (OOH) and do not resuscitate (DNR) directives as described in 25 TAC §157.25 (relating to Out-of-Hospital Do Not Resuscitate (OOH-DNR) Order), and explain local protocol regarding EMS application of DNR directives, including field termination procedures;
(B) define consent and differentiate between expressed and implied consent in emergency situations;
(C) summarize appropriate methods for obtaining patient consent;
(D) determine the conditions necessary for an EMT-Basic to have a duty to act;
(E) explain the importance, necessity, and legal protections of patient confidentiality;
(F) describe actions an EMT-Basic should take to preserve a crime scene; and
(G) identify conditions that require an EMT-Basic to notify local law enforcement officials.
(3) The student develops foundational knowledge of human anatomy and physiology to support emergency medical care. The student is expected to:
(A) define anatomical terms such as medial, lateral, proximal, distal, superior, inferior, anterior, posterior, midline, right and left, mid-clavicular, bilateral, and mid-axillary; and
(B) describe the basic anatomy and physiology of the respiratory, circulatory, musculoskeletal, nervous, and endocrine systems and explain the function of major organs within each system.
(4) The student demonstrates the importance of basic life support and the priority of artificial ventilation and airway protective skills. The student is expected to:
(A) compare signs of adequate and inadequate breathing;
(B) explain the importance of having a suction unit ready for immediate use when managing a patient's airway;
(C) explain and demonstrate proper suctioning techniques to clear a patient's airway of blood, vomit, and other obstructions to prevent aspiration;
(D) explain and demonstrate proper techniques and devices for securing air flow for patients, including bag-valve-mask, Sellick maneuver, and pocket mask artificial ventilation;
(E) explain and demonstrate the skills of basic airway techniques, including use of oropharyngeal and nasopharyngeal airway adjuncts with a bag-valve-mask;
(F) explain and demonstrate the use of end-tidal capnography (ETCO2) by correctly applying ETCO2 nasal canula and endotracheal tube devices;
(G) interpret ETCO2 waveform and numeric value to assess adequate ventilation of patient's lungs; and
(H) explain and demonstrate proper use of a supraglottic airway device.
(5) The student recognizes that patient assessment serves as the foundation for all treatment decisions for any emergency scene. The student is expected to:
(A) evaluate an emergency scene for potential hazards to responders, patients, and bystanders;
(B) assess an emergency scene by identifying the number of patients, mechanism of injury or nature of illness, and severity of each patient's condition to determine if additional resources are needed;
(C) conduct an initial patient assessment, including forming a general impression, determining responsiveness, and assessing airway, breathing, and circulation;
(D) demonstrate a triage method to determine patient priority at emergency scenes with multiple casualties;
(E) describe and demonstrate methods of assessing patient traumatic injuries, including the rapid trauma assessment;
(F) explain and demonstrate the components of conducting a patient assessment, including documenting medical history of patients with medical complaints or signs and symptoms of medical need;
(G) explain and demonstrate the components of a detailed physical examination of a patient using a systematic head-to-toe approach to identify injuries or conditions not immediately apparent and determine interventions needed and reassess interventions to assure appropriate ongoing continuum of care;
(H) explain the components of common EMS communication systems, including radio procedures, interpersonal communication techniques, and patient care reporting formats;
(I) explain the components of a pre-hospital patient care written report, including documentation of chief complaint, history of present illness, allergies to medications, current medications, treatments provided during transport, and any changes to the patient's condition as a result of those treatments;
(J) describe components of a no transport report, including documentation of chief complaint, history of present illness, and attempts to gain consent from a patient for transport; and
(K) analyze legal considerations related to a patient refusal, including patient decision-making capacity and documentation of associated risks.
(6) The student explores the signs, symptoms, and pathophysiology of medical emergencies. The student is expected to:
(A) describe signs and symptoms of diabetic, cardiac, respiratory, neurological, and integumentary system emergencies and emergencies related to heat and cold exposure, bites, stings, and poisoning;
(B) describe the medical care for patients experiencing diabetic, cardiac, respiratory, neurological, and integumentary system emergencies and emergencies related to heat and cold exposure, bites, stings, and poisoning;
(C) identify common medications administered by an EMT-Basic and identify the steps for assisting a patient with self-administration of prescribed medications;
(D) identify common respiratory emergencies, including asthma, chronic obstructive pulmonary disease (COPD), and anaphylaxis;
(E) describe appropriate emergency medical care for respiratory distress, including the administration of oxygen, prescribed inhalers, and nebulized medications;
(F) identify cardiovascular emergencies, including heart attack, stroke, and cardiac arrest, and describe signs and symptoms of cardiovascular disease;
(G) describe and demonstrate standard placement protocols for applying 4-lead and 12-lead electrocardiogram (ECG) electrodes to a patient for cardiac monitoring;
(H) explain the purpose and procedures for transmitting a 12-lead ECG to a receiving hospital using appropriate communication equipment and procedures;
(I) simulate the administration of prescribed nitroglycerin for chest pain, following proper dosage, indications, and contraindications;
(J) explain the function and demonstrate the proper use of an automated external defibrillator (AED) for a cardiac arrest scenario;
(K) identify signs and symptoms of altered mental status associated with a patient taking diabetic medications;
(L) list steps in emergency medical care for a hypoglycemic patient, including the administration of oral glucose;
(M) identify the signs and symptoms of an allergic reaction, including respiratory distress, hives, and swelling;
(N) describe emergency care procedures for allergic reactions, including airway assessment and administration of a prescribed epinephrine auto-injector;
(O) identify the signs and symptoms of poisoning or overdose and ways poisons enter the body;
(P) explain emergency medical care for suspected poisoning, including indications, contraindications, and procedures for administering activated charcoal;
(Q) identify, assess, and record patient vital signs, including pulse, respiratory rate, blood pressure, and oxygen saturation;
(R) describe and demonstrate proper techniques for lifting and moving patients;
(S) list signs and symptoms of water-related emergencies and describe complications and medical care of near-drowning victims;
(T) define behavioral emergencies and explain their impact on patient care, scene safety, and EMS response;
(U) identify medical and legal considerations in psychological emergencies and describe common causes of psychological crises;
(V) describe emergency medical care for a patient experiencing behavioral distress, including assessment and de-escalation techniques;
(W) describe safe restraint techniques for violent or combative patients;
(X) list common signs and symptoms during pregnancy that can indicate a medical complication requiring immediate attention by a physician; and
(Y) identify procedures to stabilize a pregnant female exhibiting signs and symptoms of medical complications requiring immediate attention by a physician.
(7) The student explores mechanisms of injury and pathophysiology of traumatic injury across body systems. The student is expected to:
(A) describe how shock affects major body systems, including the cardiovascular, respiratory, and renal systems, and demonstrate emergency medical care appropriate for a patient exhibiting signs and symptoms of shock;
(B) describe and demonstrate emergency care for controlling external bleeding, including the use of direct pressure, pressure points, and tourniquets;
(C) identify signs and symptoms of internal bleeding and describe appropriate emergency medical care;
(D) identify signs and symptoms of internal bleeding based on mechanism of injury;
(E) identify types of soft tissue injuries, including open, closed, and burn-related injuries;
(F) describe emergency care for closed soft tissue injuries, including contusions, hematomas, and crush injuries;
(G) describe and demonstrate proper techniques for dressing wounds, bandaging, and applying splints and tourniquets;
(H) identify bones of the musculoskeletal system and describe functions of each bone group;
(I) identify the difference between open fractures and closed fractures and explain how each type of fracture affects the implementation of musculoskeletal care;
(J) demonstrate proper immobilization of a painful, swollen, and deformed extremity using appropriate splinting techniques;
(K) analyze functional relationship between the skeletal and nervous systems;
(L) evaluate specific mechanisms of cervical spine injury; and
(M) describe and apply stabilization techniques for cervical spine injuries to a patient in a simulated setting.
(8) The student analyzes medical emergencies involving ill or injured infants and children. The student is expected to:
(A) differentiate emergency response care for infants, children, and adults based on anatomical and physiological differences;
(B) describe and demonstrate proper techniques of foreign body airway obstruction removal in children and infants;
(C) describe and demonstrate proper medical assessments, bag-valve-mask ventilations, and oxygen delivery for infants and children; and
(D) describe emergency care procedures for managing seizures, respiratory emergencies, hypoperfusion, and cardiac arrest in infants and children.
(9) The student describes the safe operation of an ambulance and related emergency response procedures. The student is expected to:
(A) describe state laws related to the operation of an ambulance;
(B) define cleaning, disinfection, high-level disinfection, and sterilization according to infection control standards;
(C) describe procedures for cleaning and disinfecting patient care equipment and preparing an ambulance for the next emergency response;
(D) identify the types and uses of personal protective equipment (PPE) required for an EMT-Basic in various emergency response scenarios;
(E) explain the purpose and fundamental components of patient extrication in emergency situations;
(F) distinguish between simple and complex access methods used during vehicle entrapment and describe considerations for patient safety;
(G) describe the roles and responsibilities of an EMT-Basic during a hazardous materials incident;
(H) describe the actions and sequential steps an EMT-Basic should take when responding to a hazardous materials call in accordance with safety protocols;
(I) identify the criteria used to identify a multiple-casualty incident;
(J) describe the criteria used to initiate disaster operations in response to large-scale emergencies; and
(K) explain and demonstrate triage principles used during a mass casualty incident and describe the components of an established triage system.
The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.
Filed with the Office of the Secretary of State on April 21, 2026.
TRD-202601715
Cristina De La Fuente-Valadez
Director, Rulemaking
Texas Education Agency
Effective date: May 11, 2026
Proposal publication date: December 19, 2025
For further information, please call: (512) 475-1497
CHAPTER 153. SCHOOL DISTRICT PERSONNEL
SUBCHAPTER
FF.
The Texas Education Agency (TEA) adopts new §§153.1301 - 153.1306, concerning school district personnel. New §153.1301 and §153.1306 are adopted without changes to the proposed text as published in the January 23, 2026 issue of the Texas Register (51 TexReg 381) and will not be republished. New §§153.1302 - 153.1305 are adopted with changes to the proposed text as published in the January 23, 2026 issue of the Texas Register (51 TexReg 381) and will be republished. The adopted new subchapter establishes rules concerning the Preparing and Retaining Educators Through Partnership (PREP) Program Allotment, which was enacted by House Bill (HB) 2, 89th Texas Legislature, Regular Session, 2025.
REASONED JUSTIFICATION: HB 2 established the PREP Program Allotment and requirements needed for districts and open-enrollment charter schools to access funds. New Texas Education Code (TEC), §21.911, requires the commissioner to establish rules necessary to implement TEC, Chapter 21, Subchapter R.
Definitions
Adopted new §153.1301 establishes definitions for commonly used terms in new Subchapter FF.
General Provisions
Adopted new §153.1302 establishes general provisions for the PREP Program Allotment. The new rule streamlines and clarifies general provisions that apply to all five of the PREP programs funded by the allotment. Each subsequent section under Subchapter FF details additional provisions unique to each of the PREP programs.
New §153.1302(a) establishes eligibility requirements for accessing PREP Program Allotment funds, application procedures, and approval processes. It also establishes a process through which school systems could identify interest in the funding opportunity, as the PREP program is an optional entitlement.
New §153.1302(b) includes provisions for school system funding and spending. PREP Program Allotment funding is based on a statutory formula, and the subsection clarifies how TEA will calculate allotments.
New §153.1302(c) indicates information school systems must submit to TEA in order for TEA to calculate annual allotments, along with information that will be necessary for the commissioner to engage in periodic reviews of programs under the requirements of TEC, §21.909. Based on public comment, language has been added to §153.1302(c)(1)(C) at adoption concerning potential referrals to the State Board for Educator Certification (SBEC) for false certification of program submissions.
New §153.1302(d) clarifies the periodic review process that the commissioner is required to implement under TEC, §21.909. This subsection also includes actions TEA may take as a result of the reviews.
New §153.1302(e) specifies how renewals or withdrawals from the program will occur to allow school systems to plan accordingly.
PREP Preservice Residency Preservice Program
HB 2, 89th Texas Legislature, 2025, created an optional PREP Residency Preservice Program, detailed in TEC, §21.904 and §48.157, for those districts choosing to implement a paid teacher residency program. Section 153.1303 further clarifies requirements in statute for the PREP Residency Preservice Program.
Adopted new §153.1303(a) specifies general provisions related to the new rule.
Adopted new §153.1303(b) specifies eligibility for school districts, charter schools, and educator preparation programs (EPPs).
Adopted new §153.1303(c) specifies program standards, including partnership agreements, clinical teaching experience, teacher resident engagement, coursework completion, and host and mentor teacher pairing.
Adopted new §153.1303(d) establishes performance goals.
Adopted new §153.1303(e) specifies timelines for periodic reviews of performance goals.
Adopted new §153.1303(f) outlines funding requirements. At adoption, §153.1303(f)(1)(C) has been modified to better align with the flexibility in the relevant statute by allowing 80 additional PREP residency candidates to generate allotment funding at the rate defined for the traditional preservice program rather than the 40 in the original rule proposal. A technical correction was made to §153.1303(f)(1)(C) changing "does not exceed" to "exceeds" to ensure the rule aligns with statute.
Adopted new §153.1303(g) outlines program spending requirements.
PREP Grow Your Own Program
HB 2, 89th Texas Legislature, 2025, created an optional PREP Grow Your Own Program, detailed in TEC, §21.906 and §48.157, for those school districts or open-enrollment charter schools choosing to implement a Grow Your Own Program. Adopted new §153.1304 pertains to the PREP Grow Your Own Program.
Adopted new §153.1304(a) specifies general provisions related to the new rule.
Adopted new §153.1304(b) specifies school district and charter school eligibility for participation. Based on public comment, §153.1304(b)(2) has been modified at adoption to provide additional clarity regarding Grow Your Own partnership agreement requirements.
Adopted new §153.1304(c) specifies program standards, including high school program requirements, requirements for supporting school district or eligible charter school employees, guidance and transition supports, scheduled release time for employees, employee job assignment, and completion of bachelor's degree and certification requirements.
Adopted new §153.1304(d) establishes performance goals.
Adopted new §153.1304(e) specifies timelines for periodic reviews of performance goals.
Adopted new §153.1304(f) outlines funding and spending requirements.
PREP Mentorship Program
HB 2, 89th Texas Legislature, Regular Session, 2025, created an optional PREP Mentorship Program, detailed in TEC, §21.907 and §48.157, for those school districts or open-enrollment charter schools choosing to implement a mentorship program in accordance with TEC, §21.458. Adopted new §153.1305 clarifies aspects of law related to mentor training programs for new teachers.
Adopted new §153.1305(a) specifies general provisions related to the new rule.
Adopted new §153.1305(b) specifies program standards, including mentor teacher qualifications, number of beginning teachers a mentor teacher may be assigned, staff who must complete mentor training, and the timelines related to mentor training. Subsection (b) also clarifies the appropriate times of day and frequency with which meetings between mentors and beginning teachers should occur and the topics that mentor teachers and beginning teachers must cover. Based on public comment, §153.1305(b)(2)(D) has been modified at adoption to allow an individual who is not a teacher of record nor a full-time mentor teacher to serve as a mentor for up to eight beginning teachers (changed from four) and to require the schools systems to document these mentors' ability to meet the demands of the role. Additionally, §153.1305(b)(3)(A)(i) has been modified at adoption to allow mentor teachers and any appropriate school system and campus employees to be trained within 45 business days of being assigned a beginning teacher instead of within three weeks.
Adopted new §153.1305(c) establishes program performance goals.
Adopted new §153.1305(d) outlines funding and spending requirements. Based on public comment, §153.1305(d)(1) has been modified at adoption to specify that school systems must provide stipends to mentor teachers annually.
EPP Training Content
Adopted new §153.1306 establishes EPP training content requirements related to the implementation of PREP Preservice Programs.
New §153.1306(a) establishes general provisions for EPP training content development and related training for faculty and staff responsible for preparing teacher candidates in preparation route established by TEC, §21.04422.
New §153.1306(b) establishes TEA processes for the development of content materials prior to use in teacher candidate preparation.
New §153.1306(c) establishes the requirement for TEA to develop and deliver training to EPP faculty and staff to implement and redeliver the required training content materials.
SUMMARY OF COMMENTS AND AGENCY RESPONSES: The public comment period on the proposal began January 3, 2026 and ended February 23, 2026. Following is a summary of the public comments received and agency responses.
Comment: Dallas College, Sam Houston State University, and Texas State University commented that the Grow Your Own requirement that addresses partnership with degree-conferring institutes of higher education (IHEs) should be updated to require the bachelor-conferring IHEs be located within the state of Texas.
Response: The agency agrees and, at adoption, has added clarification to §153.1304(b)(2) regarding the subchapter's definition of a qualified IHE.
Comment: The Texas Classroom Teachers Association (TCTA) and American Federation of Teachers - Texas commented that language should be added stating that the mentor teacher must agree to the mentorship assignment.
Response: The agency disagrees. The agreement of the mentor teacher to serve in their role is required in statute by TEC, §21.458(a-1).
Comment: TCTA commented that modifications should be made to include the agreement of the host teacher to serve in the role.
Response: The agency disagrees. The agreement of the host teacher to serve in their role is required in statute by TEC, §21.902(d).
Comment: TCTA commented that, in addition to criminal penalties, the rules should also provide for referral to SBEC for possible educator certificate sanctions.
Response: The agency agrees. Language was added to §153.1302(c)(1)(C) at adoption to include possible referral to SBEC.
Comment: TCTA commented that it supports the inclusion of provisions in §153.1305 (b)(4) to address mentoring time, scheduling, and logistics.
Response: The agency agrees. There is evidence to suggest that providing mentor and beginning teachers with scheduled release time for mentoring activities enhances the effectiveness of the mentoring program.
Comment: TCTA commented that the proposed rule does not state the frequency in which mentor teachers will receive a mentoring stipend and it should be noted in rule that school systems shall provide stipends to mentor teachers annually.
Response: The agency agrees. Funding for the PREP Mentorship Program is awarded on an annual basis, and the required mentor stipends are intended to be paid to mentor teachers annually. Section 153.1305(d)(1) has been updated at adoption to include this information.
Comment: TCTA commented that the proposed rule may be made more transparent by conducting confidential surveys with PREP participants; there is currently no mention of confidentiality in proposed rule text.
Response: The agency offers the following clarification. The agency is subject to the Texas Public Information Act codified under Texas Government Code, Chapter 552, and may only affirm that, to the extent permitted by law, no individual responses will be released to the public in a way that identifies individuals. More information on survey processes and reporting will be provided to PREP participants in advance of survey distribution.
Comment: TCTA recommended that, because the legislature provided specific limitations on prohibited duties for teacher candidates during preservice practice hours, the proposed rules should include those limitations rather than referring to the enabling statute.
Response: The agency disagrees. The proposed rule identifies the requirements in accordance with the statute.
Comment: TCTA commented that SBEC has approval authority over rulemaking and that the proposed rules appear to only address a situation in which SBEC approves inclusion of materials. The commenter recommended a change in language to incorporate the possibility of rejection by SBEC.
Response: The agency disagrees. Section 153.1306(b) describes TEA's responsibilities pertaining to content development processes, not SBEC's responsibilities.
Comment: Educate Texas commented that while the prioritization of selecting current classroom teachers to serve in the mentor teacher role is an important indicator of mentoring quality and relevance to current instructional practice, their stakeholders have expressed concern with staff challenges and the need for more mentor teacher capacity. The commenter stated that increasing the ratio of beginning teachers to mentor teacher from 4:1 to at least 7:1 in §153.1305(b)(2)(D), along with clarifying selection, training, and supports to those individuals, would address their mentor teacher shortage concerns.
Response: The agency agrees. The ratio of beginning teachers to mentor teachers who serve as neither a teacher of record nor a full-time mentor was increased from four beginning teachers to eight beginning teachers at adoption. Additionally, language was added to §153.1305(b)(2)(D) to ensure that school systems retain documentation locally of the mentor teacher's ability to mentor.
Comment: Educate Texas commented that proposed §153.1305 requires school systems to ensure that returning mentor teachers who have completed the Texas Mentorship Training to be trained by the school system in the years after Texas Mentorship Training completion and recommended that the proposed rule also include expectations related to the design, duration, and content of interim trainings. They also recommended the need for local education agencies (LEAs) to deliver Texas Mentorship Training directly.
Response: The agency disagrees. Guidance on the design, duration, and content of interim mentorship training depends on the unique needs of the school system and its mentor and beginning teachers and may differentiate across school systems. Additional guidance on the design, duration, and content of interim mentorship training will be provided both in the PREP Guidebook and via the approved Texas Mentorship Training provider working with the school system, but not in rule.
Comment: Educate Texas commented that it is important to expand approval of school systems to deliver the Texas Mentorship Training.
Response: This comment is outside of the scope of the proposed rulemaking. TEA will provide guidance on this topic at a later point.
Comment: American Federation of Teachers - Texas commented that the requirements in §153.1305(b)(3)(A)(i) for the mentor teacher to be trained before the start of the school year or within three weeks of being assigned a beginning teacher should be removed since the Texas Mentorship Training is not fully developed and the cadence of its availability is unknown.
Response: The agency agrees. Section 153.1305(b)(3)(A)(i) was updated at adoption to allow school systems to train and assign a mentor teacher to a beginning teacher within 45 business days of the beginning teacher's hiring.
Comment: American Federation of Teachers - Texas expressed concern that §153.1306(b) does not include language encouraging stakeholder, general public, or SBEC input on mandatory PREP program trainings. They encouraged TEA to engage stakeholders who will be charged with implementation and consider the advice and participation of SBEC. The commenter stated that although only two trainings (high-quality instructional materials and discipline) have been publicly discussed, there is not a statutory limit on the number the commissioner may eventually require. They recommended that a committee of stakeholders be convened to advise TEA on the development of these trainings.
Response: The agency disagrees. SBEC's authority concerning PREP program input would be addressed in proposed new 19 TAC §228.57(f), which would define SBEC's authority to approve required training content, ensuring that it is based on research and aligned to educator standards as specified in TEC, §21.044(i). Proposed new §228.57(f) would define SBEC's authority and ensure that materials are developed to meaningfully address teacher candidate preparation needs. TEA will conduct a quality review of all developed training content that includes expert perspectives prior to SBEC approval of the training content.
Comment: American Federation of Teachers - Texas expressed concern with the timing of the proposed rules and the corresponding grant cycle. The commenter stated that the rule has a proposed effective date of May 10, 2026, but school systems must accept or decline their Learning Acceleration Support Opportunities (LASO), Cycle 4 grant allotments by March 11, 2026. The commenter noted that this timing may require districts to consent to their grant allotments without seeing the contract.
Response: The agency disagrees. The PREP allotment has a different process and timeline for verifying participation than the grants in the LASO application. Approved districts will have until May 31 to submit verification of participation in the PREP allotment. This verification of participation will include review of, and agreement to meet, these rules.
Comment: Degree Partners strongly encouraged TEA to retain the proposed eligibility framework in §153.1304. The commenter stated that by allowing LEAs to choose the IHEs that best fit their employees' needs, provided there is a formalized partnership with a Texas-accredited EPP, TEA would maximize the impact of the PREP Program Allotment and accelerate the certification of highly motivated, local talent.
Response: The agency offers the following clarification that the rule language in §153.1304 was changed at adoption to update the definition of an eligible IHE in response to stakeholder feedback from public comment.
Comment: Rev Partnership suggested that §153.1305(b)(3) be modified to not require district and campus leaders to engage in Texas Mentorship Training every three years.
Response: The agency disagrees. TEC, §21.458 (b-1), requires training for mentor teachers and any appropriate district and campus employees who work with the classroom teacher or supervise the classroom teacher. Proposed §153.1305(b)(3) intends to provide assistance interpreting the appropriate district and campus employees for training by listing examples, not requirements, for all participating school systems. Additionally, after the initial year of Texas Mentorship Training (TMT), individuals required to complete mentor training in TEC, §21.458(b-1), will engage in an abridged refresher of the TMT content every three years. This will allow school systems to periodically update their mentorship program plans with the support of a TMT provider. TEA will provide additional guidance to school systems on the required participants for the TMT in the PREP Guidebook.
Comment: Rev Partnership requested that §153.1305(4) and (5) be clarified to highlight that mentoring activities focused on instructional planning, curriculum alignment, assessment review, and related professional responsibilities may occur during a teacher's planning period.
Response: The agency disagrees that the rule text should be amended and provides the following clarification. Mentoring activities focused on instructional planning, curriculum alignment, assessment review, and related professional responsibilities may occur during a teacher's planning period, and this information will be clarified in the PREP Mentorship Program guidelines.
Comment: Rev Partnership requested that TEA remove the proposed language requiring the age requirement for certification, as they are concerned it could unintentionally limit student participation. They requested that SBEC consider amending the requirements for this certificate to ensure that students, regardless of age, can be recommended for the certificate once they have met all requirements.
Response: This comment is outside the scope of the proposed rulemaking. However, the agency provides the following clarification. SBEC's proposed amendment to 19 TAC Chapter 230, Subchapter E, addresses the challenge of age requirements for certification by proposing issuance of the Educational Aide I certificate to eligible high school students younger than 18 who meet all other requirements for the industry-based certificate.
STATUTORY AUTHORITY. The amendment is adopted under TEC, §21.901, as added by HB 2, 89th Texas Legislature, Regular Session, 2025, which establishes definitions for PREP programs; TEC, §21.902, as added by HB 2, 89th Texas Legislature, Regular Session, 2025, which establishes provisions for three PREP Preservice Programs: PREP Preservice Traditional Program, PREP Preservice Residency Program, and PREP Preservice Alternative Program; TEC, §21.903, as added by HB 2, 89th Texas Legislature, Regular Session, 2025, which establishes requirements for the PREP Preservice Traditional Program; TEC, §21.904, as added by HB 2, 89th Texas Legislature, Regular Session, 2025, which establishes a PREP Preservice Residency Program for participating school districts or open-enrollment charter schools to implement teacher residency preservice programs that provide teacher candidates with extensive year-long clinical practice under the supervision of a host teacher. It also outlines permissible use of allotment funds, which include candidate pay, mentor stipends, and training and administrative costs; TEC, §21.905, as added by HB 2, 89th Texas Legislature, Regular Session, 2025, which establishes requirements for the PREP Preservice Alternative Program; TEC, §21.906, as added by HB 2, 89th Texas Legislature, Regular Session, 2025, which establishes a PREP Grow Your Own Program for participating school districts or open-enrollment charter schools to implement Grow Your Own Programs supporting district or open-enrollment charter school employees who do not hold a teaching certificate in completing a bachelor's degree and enrolling in a preparation program for teacher certification and high school students in completing education and training career and technical education (CTE) courses to help prepare students for the teaching profession. It also outlines permissible use of allotment funds, which include program implementation and paying tuition and fees for participating students and employees; TEC, §21.907, as added by HB 2, 89th Texas Legislature, Regular Session, 2025, which establishes a PREP Mentorship Program for participating school districts or open-enrollment charter schools to implement a mentoring program that meets the requirements of TEC, §21.458, for classroom teachers who have less than two years of teaching experience. It also outlines permissible use of mentor program allotment funds, which include mentor teacher stipends, scheduled release time for mentoring activities, and mentor support through providers of mentor training; TEC, §21.908, as added by HB 2, 89th Texas Legislature, Regular Session, 2025, which establishes requirements for educator preparation program supports; TEC, §21.909, as added by HB 2, 89th Texas Legislature, Regular Session, 2025, which establishes the requirement for the commissioner to establish performance standards, goals, and periodic review of the PREP program; TEC, §21.910, as added by HB 2, 89th Texas Legislature, Regular Session, 2025, which includes provisions for authority to accept certain money; TEC, §21.911, as added by HB 2, 89th Texas Legislature, Regular Session, 2025, requires the commissioner to adopt rules as necessary to implement TEC, Chapter 21, Subchapter R; TEC, §48.157, as added by HB 2, 89th Texas Legislature, Regular Session, 2025, which establishes a PREP Program Allotment and a formula to determine the amount to which eligible school districts and open-enrollment charter schools are entitled for each PREP program; TEC, §21.067, as added by HB 2, 89th Texas Legislature, Regular Session, 2025, which requires the commissioner to develop and make available content training materials and related EPP faculty training required for preparing teacher candidates enrolled in any of the PREP Preservice Programs; and TEC, §21.044(i), as added by HB 2, 89th Texas Legislature, Regular Session, 2025, which establishes the content training requirements for teacher candidates enrolled in any of the PREP Preservice Programs.
CROSS REFERENCE TO STATUTE. The amendment implements TEC, §§21.901-21.911 and 48.157, as added by HB 2, 89th Texas Legislature, Regular Session, 2025.
§153.1302.
(a) Eligibility, application procedures, and approval processes.
(1) In addition to school districts, charter schools as defined in §153.1301 of this subchapter (relating to Definitions), may apply to receive funding for the Preparing and Retaining Educators Through Partnership (PREP) Program Allotment with the following provisions.
(A) All preservice PREP programs under Texas Education Code (TEC), §21.902(a), must provide practice opportunities for teacher candidates in prekindergarten-Grade 12 classrooms. Charter schools with a charter granted under TEC, §12.256, and Human Resources Code, §221.002, are ineligible to receive funding under TEC, §48.157, for PREP preservice programs under TEC, §§21.903-21.905, or the PREP Grow Your Own Program under TEC, §21.906.
(B) Charter schools with a charter granted under TEC, §12.256, and Human Resources Code, §221.002, are eligible to apply for the PREP Mentorship Program under TEC, §21.907.
(C) Charter schools that have a charter granted under TEC, Chapter 12, Subchapter C, are subject to the funding caps described in TEC, §48.157.
(D) Charter schools that have a charter granted under TEC, Chapter 12, Subchapter C, must have a written agreement with the partner school district to document how allotment funds generated through the partnership will be spent.
(2) Annually, the Texas Education Agency (TEA) will make publicly available an application and approval process for school systems to apply for PREP program funding under TEC, §§21.903-21.907 and 48.157.
(A) Annually, TEA shall provide:
(i) the timeline for application and approval; and
(ii) statutorily based minimum requirements necessary for an application to be eligible for approval.
(B) School systems must apply for approval separately for each PREP program under TEC, §§21.903-21.907. The approval of one PREP program does not guarantee approval of a separate PREP program.
(C) If TEA determines that an initial application is incomplete, the application will not be approved for funding.
(D) Applicants that are determined to meet the statutorily based minimum requirements shall be approved individually for each PREP program under TEC, §§21.903-21.907.
(E) If a school system's application for a PREP program is denied, it may submit a written response or request for a second review within 30 days of TEA sending the school system its notification.
(3) Annually, TEA will make publicly available a process through which school systems may apply for, add, or remove educator preparation program (EPP) and institution of higher education (IHE) partnerships to meet requirements under TEC, §§21.903-21.906.
(A) Only approved partnerships will be able to generate allotment funding under TEC, §48.157.
(B) Previously approved partnerships must adopt the State Board of Educator Certification-approved EPP content under §153.1306 of this subchapter (relating to Educator Preparation Program Training Content for Preparing and Retaining Educators Through Partnership Preservice Programs) or will lose funding eligibility under TEC, §48.157.
(b) Funding and spending requirements.
(1) State funding.
(A) School systems will receive PREP Program Allotment funds based on information collected via TEA data systems. Any difference from the initial and final amount will be addressed as part of the Foundation School Program settle-up process according to the provisions in TEC, §48.272.
(B) Annually, TEA will collect data on PREP program participants that will generate allotment funding under TEC, §48.157, and other related roles such as cooperating and mentor teachers. These data collections will include participant identification information in addition to campus and school system placements.
(C) School systems shall annually verify and confirm teacher candidate and beginning teacher placements and corresponding allotments by the date communicated by TEA.
(D) TEA may exercise administrative discretion to redirect or recalculate funds to a school system in which the teacher candidate is placed if a school system disputes Educator Certification Online System (ECOS) or Public Education Information Management System (PEIMS) data. Disputes must be received by the dates communicated by TEA.
(2) Spending. School systems must spend funding generated under TEC, §48.157, in accordance with the provisions under TEC, §§21.903-21.907, and the provisions within this subchapter.
(c) Program submissions.
(1) Annually, unless otherwise specified by TEA, school systems shall complete a program submission for each of the PREP programs for which they receive funds under TEC, §48.157. This program submission shall include implementation data and the distribution of allotment funds from the previous school year in accordance with the funding and spending provisions under TEC, §§21.902-21.907 and 48.157, and this section.
(A) School systems must establish local option codes to accurately monitor and report the appropriate distribution of allotment funds.
(B) School system superintendents, chief financial officers, or other staff roles identified by TEA must certify that the information in the program submission is accurate to the best of their knowledge and complies with all applicable state and federal laws, including TEC, Chapter 39, Subchapter D.
(C) The program submission must be submitted in a format prescribed by TEA and include the name and title of the certifying individual, date of certification, and statement of understanding that false certification may result in criminal penalties and/or referral to the State Board for Educator Certification for possible educator certificate sanctions.
(2) Annually, unless otherwise specified by TEA, school systems must have program participants, determined by TEA and communicated annually by August 1 each year, such as teachers, campus principals, and human resources personnel, respond to surveys developed by TEA to gauge the perception of the school system's implementation of applicable PREP programs.
(3) School systems shall provide TEA all other data and information requested on PREP program implementation per TEC, §21.902(c)(4) and §21.906(d)(5), or otherwise needed to implement periodic reviews under TEC, §21.909, and subsection (d) of this section. School systems shall submit this data in the format specified by TEA by the communicated deadline. These collections shall include, at minimum, evidence of implementation of written agreements with EPPs or IHEs under TEC, §21.902(c)(1) or §21.906(d)(3), and submission of data through systems such as ECOS and PEIMS for individuals that generate an allotment under TEC, §48.157.
(d) Periodic reviews.
(1) Annually, or at any other time determined by TEA, TEA may engage in a review, pursuant to TEC, §48.272(e), and subject to the period of review limitation in TEC, §48.272(f), of a school system's approved PREP program.
(2) Annually, TEA will review the school system's program submission.
(A) If a school system's program submission under this subsection is incomplete, the commissioner:
(i) may require the school system to complete the submission;
(ii) may require the school system to develop and implement a PREP program improvement plan; or
(iii) may partially or fully rescind the school system's current allotment under TEC, §48.157.
(B) If a school system's program submission includes incorrect information, the commissioner:
(i) may review a school system's PREP Program Allotment budgets and fiscal reports under TEC, §48.010, and in accordance with subsection (e) of this section;
(ii) may take action under TEC, §48.270 and §44.051;
(iii) may require the school system to develop and implement an improvement plan;
(iv) may partially or fully rescind a school system's current allotment; or
(v) may prohibit the school system from participating in a PREP program for a period not to exceed five years consistent with TEC, §21.909(c).
(3) Every three years, TEA will review a school system's performance goal attainment according to the provisions for each of the PREP programs under this section and §153.1303 of this subchapter (relating to Preparing and Retaining Educators Through Partnership Residency Preservice Program), §153.1304 of this subchapter (relating to Preparing and Retaining Educators Through Partnership Grow Your Own Program), and §153.1305 of this subchapter (relating to Preparing and Retaining Educators Through Partnership Mentorship Program). If, in reviewing one of the school system's PREP programs under TEC, §§21.903-21.907, the commissioner determines that the school system has failed to meet the performance goals established for a PREP program under this section and §§153.1303-153.1305 of this subchapter, the commissioner:
(A) may require the school system to develop and implement a PREP program improvement plan;
(B) may partially or fully rescind a school system's current allotment; and
(C) shall prohibit the school system from participating in a PREP program for a period not to exceed five years consistent with TEC, §21.909(c).
(e) Renewals and withdrawals.
(1) Annually, a school system that has been previously approved for funding for a PREP program and does not have a current prohibition on participation in a PREP program under subsection (d)(2)(B)(v) or (3)(A)(iii) of this section will automatically continue to generate an annual allotment under TEC, §48.157. School systems will not need to re-apply to receive year-over-year funding.
(2) School systems may withdraw from participation in a PREP program according to the timelines and processes established by TEA and made publicly available annually by May 1 each year.
§153.1303.
(a) General provisions.
(1) The commissioner of education shall establish the Preparing and Retaining Educators Through Partnership (PREP) Residency Preservice Program as a partnership preservice program to enable qualified educator preparation programs (EPPs), as determined by the commissioner, that meet the teacher residency preparation requirements under Texas Education Code (TEC), §21.04422, to form partnerships with school districts and eligible charter schools to prepare candidates for an enhanced standard certificate. Partnerships participating in this program must meet all general provisions described in §153.1302 of this subchapter (relating to General Provisions for the Preparing and Retaining Educators Through Partnership Program).
(2) For residency preservice programs to receive funds under TEC, §21.904 and §48.157, they must meet all provisions described in §153.1302 of this subchapter and the program standards listed in this section.
(b) PREP Residency Preservice Program eligibility.
(1) School district and charter school eligibility. School districts and eligible charter schools must have at least one partnership with an approved EPP that has met the eligibility requirements described in paragraph (2) of this subsection.
(2) EPP eligibility.
(A) To participate in the PREP Residency Preservice Program in the 2026-2027 school year, all EPPs must have received previous State Board of Educator Certification (SBEC) approval to offer the Teacher Residency Preparation Route established under Chapter 228 of this title (relating to Educator Preparation Program Requirements).
(B) To participate in the PREP Residency Preservice Program in the 2027-2028 school year and beyond, all EPPs must have received SBEC approval to offer the PREP Teacher Residency Preparation Route established through SBEC rulemaking authority in Chapter 228 of this title.
(c) Program standards. The partnership must meet all residency preservice partnership requirements described in TEC, §21.902 and §21.904, and requirements for the preparation route under TEC, §21.04422, and Chapter 228 of this title. The residency preservice program partnership shall:
(1) develop and submit to the Texas Education Agency (TEA), upon request, a written partnership agreement with at least one approved EPP, with an attestation and explanation of how the partnership shall meet the standards described in this subsection;
(2) provide the teacher resident with a year-long clinical teaching experience aligned to the candidate's certification area in a prekindergarten-Grade 12 classroom. Candidates must meet all requirements for clinical teaching hours and placement described in §228.65 of this title (relating to Residency). The school district or eligible charter school must support the completion of these requirements;
(3) ensure the teacher resident does not serve as a teacher of record while completing the PREP Residency Preservice Program under TEC, §21.902(e). Teacher resident engagement in responsibilities held by a teacher of record for the purpose of learning must meet the requirements described in TEC, §21.902(f);
(4) work collaboratively to ensure that a candidate's schedule supports the candidate's ability to access and complete all required coursework in the residency program;
(5) select and pair the host teacher with the teacher resident.
(A) For the 2026-2027 school year, the school district or eligible charter school will work with the EPP to ensure and track that the host teacher completes all training requirements as described in Chapter 228 of this title.
(B) For the 2027-2028 school year, the school district or eligible charter school will be responsible for registering the host teacher to complete the TEA-developed Texas Mentorship Training. The school district and eligible charter school will ensure and track that the host teacher completes all training requirements for initial participation and retraining requirements described in Chapter 228 of this title;
(6) ensure that the teacher candidate is mentored by a mentor teacher who has completed the Texas Mentorship Training established under TEC, §21.907, for the candidate's first two years as a teacher of record after completing the partnership preservice program. This requirement only applies to teachers who are initially employed in the school district or eligible charter school where they completed their residency; and
(7) commit to all other school district and eligible charter school partner requirements currently described in Chapter 228 of this title.
(d) Performance goals. Performance outcomes prioritize measurement of:
(1) evidence of partnership requirements under subsection (c)(1)-(7) of this section;
(2) percent of teacher residency candidates who complete certification requirements by attaining an enhanced standard certificate; and
(3) teacher resident employment in Texas school districts and eligible charter schools.
(e) Timelines for periodic reviews. The commissioner will review the performance goals described in subsection (d) of this section for each participating residency preservice program beginning three years following the initial PREP Residency Preservice Program approval under §153.1302(a)(4) of this subchapter.
(f) Program funding.
(1) School district and eligible charter school funding.
(A) The school district or eligible charter school will receive initial payment per TEC, §48.157(j)(2), for up to 40 residents.
(B) The school district or eligible charter school will receive the remaining allotment as described under TEC, §48.157(b)(2), upon the candidate's successful attainment of the enhanced standard certificate within one year of beginning the residency program.
(C) The school district or eligible charter school may fund up to 80 additional teacher residents at the rate described in TEC, §48.157(g). Residents must still be compensated as described in TEC, §21.904(d). This provision is only applicable if the school district or eligible charter school exceeds the total number of candidates under TEC, §48.157(f)(1).
(2) EPP funding. The EPP will receive funding described under TEC, §48.157(h), when each teacher resident completes a full year of employment in a Texas school district or eligible charter school as a teacher of record following attainment of the enhanced standard certificate.
(g) Program spending. Money received under TEC, §48.157, may be used only to implement the PREP Residency Preservice Program and must meet the following spending requirements.
(1) School districts and eligible charter schools shall use funds provided under TEC, §48.157(b)(2), to compensate teacher residents and host teachers as described in TEC, §21.904(c). Teacher residents must be additionally compensated as described in TEC, §21.904(d). The remaining discretionary funding under TEC, §48.157(b)(2), must be used to support the residency preservice program (for example, paying for the TEA-adopted Texas Mentorship Training or funding salaries for program implementation supports, EPP partner supports, expansion of host teacher stipends, or strategic staffing training and support).
(2) EPPs must meet spending requirements pertaining to EPPs under TEC, §48.157(h).
§153.1304.
(a) General provisions.
(1) The commissioner of education shall establish the Preparing and Retaining Educators Through Partnership (PREP) Grow Your Own Program to enable qualified institutions of higher education (IHEs) and educator preparation programs (EPPs), as determined by the commissioner, to form partnerships with school districts and eligible charter schools to establish innovative staffing pipelines to ensure the availability of high-quality classroom teachers to benefit future school district or charter school students.
(2) The PREP Grow Your Own Program applies to school districts and eligible charter schools that seek to support the following aspiring teacher programs. To attain allotment funding, applicants:
(A) must establish an employee program for school district and eligible charter school employees who remain employed in the school district while completing their bachelor's degree and EPP requirements for teacher certification. Employees must be full-time while serving as a paraprofessional or in a role supporting the instruction of students that is not the teacher of record; and
(B) may establish a program for high school students completing education and training career and technical education (CTE) courses and dual enrollment educator pathway coursework.
(3) For a school district or an eligible charter school to receive funds for the PREP Grow Your Own Program under Texas Education Code (TEC), §21.906 and §48.157, it must meet all provisions described in §153.1302 of this subchapter (relating to General Provisions for the Preparing and Retaining Educators Through Partnership Program) and the program standards listed in subsection (c) of this section.
(b) School district and charter school eligibility. To participate in the PREP Grow Your Own Program, applicants must meet the following eligibility criteria in addition to the requirements described in §153.1302(a) of this subchapter.
(1) Approval to participate in a PREP Preservice Program is described in §153.1302 of this subchapter.
(A) For the 2026-2027 school year, applicants must be approved to participate in the PREP Residency Preservice Program (TEC, §21.904).
(B) For the 2027-2028 school year, applicants must be approved to participate in at least one PREP Preservice Program (TEC, §§21.903, 21.904, or 21.905).
(2) Participating school districts and eligible charter schools must have a written partnership agreement with a Texas bachelor's-degree-conferring public institution of higher education as defined in TEC, §61.003(8), or a bachelor's-degree-conferring private institution of higher education authorized by the Texas Higher Education Coordinating Board to operate in Texas pursuant to Chapter 7, Subchapter A, of this title (relating to General Provisions) and an accredited Texas EPP if not included within the IHE. For the 2026-2027 academic year, bachelor's-degree-conferring private institutions of higher education that have applied for authorization by the Texas Higher Education Coordinating Board to operate in Texas pursuant to Chapter 7, Subchapter A, of this title are permissible partners for the PREP Grow Your Own Program. The partnership agreement must be established and the Texas Higher Education Coordinating Board Certificate of Authorization or Authority issued prior to PREP Grow Your Own Program implementation.
(c) Program standards.
(1) High school program. The participant must ensure the following requirements during the high school student's experience in the PREP Grow Your Own Program.
(A) Students must have access to practice in education and training CTE courses and/or dual credit coursework meeting the requirements described in Chapter 127, Subchapter G, of this title (relating to Education and Training).
(B) During the education and training practicum course, students must be paired with a cooperating teacher who has agreed to participate and meets all the cooperating teacher guidelines developed by the employing school district, their IHE, and EPP partners.
(C) Students must have access to transition supports that provide guidance and support to enroll in a post-secondary pathway. These may include:
(i) providing students information regarding local IHEs or community colleges that offer pathways to teacher preparation programs and approved PREP allotment partnership preservice programs under TEC, §21.902; or
(ii) holding, at minimum, one synchronous IHE/community college recruitment event annually to discuss the school district's or eligible charter school's approved partnership preservice programs.
(D) Students shall obtain the Educational Aide I Certificate to the extent practicable.
(2) School district or eligible charter school employee program. The participant must ensure the following requirements during the employee's experience in the PREP Grow Your Own Program.
(A) Employees must have monthly scheduled release time to support completion of a bachelor's degree while remaining employed in the school district. The school district must work with the undergraduate degree program and the EPP to establish a release time schedule that addresses the employee's needs.
(B) Employees must be employed in a role that includes instructional support for students. Employees must spend at least 25% or more of their day focused on instructional support, including the requirement to practice teaching under the supervision of a cooperating teacher.
(C) Employees must have access to transition supports as described in paragraph (1)(C) of this subsection.
(D) Employees must be paired with a cooperating teacher as described in paragraph (1)(B) of this subsection.
(E) Employees may not serve as a teacher of record while completing the PREP Grow Your Own Program under TEC, §21.902(g)(1). Employee engagement in responsibilities held by a teacher of record for the purpose of learning must meet the requirements described in TEC, §21.902(h).
(F) Employees must attain an Educational Aide III certificate within the first year of beginning participation in the school district's or eligible charter school's PREP Grow Your Own Program.
(G) Employees must complete their bachelor's degree and, at a minimum, be enrolled in an accredited EPP within three years of formally beginning participation in the school district's or eligible charter school's PREP Grow Your Own Program.
(d) Performance goals. Performance goals prioritize measurement of the following.
(1) For the PREP Grow Your Own high school program:
(A) evidence of all high school student program requirements under subsection (c)(1)(A)-(C) of this section;
(B) percent of students who obtain the Educational Aide I certificate; and
(C) percent of students enrolled in a bachelor's degree program.
(2) For the PREP Grow Your Own employee program:
(A) evidence of all employee program requirements under subsection (c)(2)(A)-(D) of this section;
(B) percent of employees who obtain the Educational Aide III certificate;
(C) percent of employees enrolled in an EPP within three years of beginning the program; and
(D) percent of employees who complete their bachelor's degree within three years.
(e) Timelines for periodic reviews. The commissioner will review the performance goals described in subsection (d)(1) of this section for each school district and eligible charter school participant beginning three years following the initial PREP Grow Your Own Program approval under §153.1302(a)(4) of this subchapter.
(f) Funding and spending requirements. School districts and eligible charter schools participating in the PREP Grow Your Own Program must meet funding and spending requirements described in TEC, §48.157.
(1) Funding. The school district's or eligible charter school's PREP Grow Your Own Program will receive the remaining 50% of the funding described in TEC, §48.157, when the PREP Grow Your Own employee completes the bachelor's degree requirements and has, at a minimum, enrolled in an accredited EPP within three years of beginning participation.
(2) Spending. Money received under TEC, §48.157, must be used to implement the PREP Grow Your Own Program (for example, implementation of the high school education and training program, tuition for aspiring teachers, wrap-around and transition supports, strategic staffing training and implementation, costs associated with employee preparation in a PREP Preservice Program, and local salaries for program implementation support).
§153.1305.
(a) General provisions.
(1) The commissioner of education shall establish the Preparing and Retaining Educators Through Partnership (PREP) Mentorship Program to provide mentorship to beginning teachers under Texas Education Code (TEC), §§21.907, 21.458, and 48.157.
(2) In order for a school system to receive funds for the PREP Mentorship Program under TEC, §21.907 and §48.157, they must meet all provisions described in §153.1302 of this subchapter (relating to General Provisions for the Preparing and Retaining Educators Through Partnership Program) and the program standards in subsection (b) of this section.
(b) Program standards.
(1) Mentor teacher qualifications. A school system must:
(A) prioritize the selection of current classroom teachers as mentor teachers using clear selection criteria, protocols, and hiring processes that align with requirements of this paragraph and TEC, §21.458, and retain documentation of such processes locally;
(B) select mentor teachers who:
(i) have at least three complete years of teaching experience with a superior record of assisting students, as a whole, in achieving improvement in student performance as determined by a set of student growth and/or achievement data. School systems may use the approved designations under TEC, §21.3521, to fulfill this requirement;
(ii) demonstrate interpersonal skills and dispositional criteria prioritized and documented by the school system;
(iii) demonstrate instructional effectiveness and expertise, to the extent practicable, in research-based instructional practices specifically for the grade levels and subjects to which the beginning teacher is assigned; and
(iv) demonstrate leadership skills such as an ability to effectively communicate, influence colleagues to take action, and build trusting relationships with colleagues; and
(C) prioritize the selection of mentor teachers who have experience as classroom teachers in the past three years.
(2) Mentor teacher assignment. School systems must agree to assign no more than:
(A) two beginning teachers to a mentor teacher who serves as a teacher of record for, on average, four or more hours per instructional day;
(B) four beginning teachers to a mentor teacher who serves as a teacher of record for, on average, less than four hours per instructional day;
(C) fifteen beginning teachers to an individual who serves as a full-time mentor teacher; or
(D) eight beginning teachers to an individual who serves as neither a teacher of record nor a full-time mentor teacher and retain documentation locally of the mentor teacher's ability to meet the demands of the role.
(3) Mentor training. A school system must:
(A) ensure and track that mentor teachers and any appropriate school system and campus employees, such as principals, assistant principals, and instructional coaches, who work with a beginning teacher, supervise a beginning teacher, or oversee the mentorship program complete the Texas Mentorship Training established by the Texas Education Agency (TEA) every three years and:
(i) ensure that mentor teachers and any appropriate school system and campus employees are trained before the beginning of the school year or 45 business days after being assigned a beginning teacher; and
(ii) provide training in alignment with the Texas Mentorship Training scope and sequence that includes best mentorship practices to mentor teachers and any appropriate school system and campus employees throughout the school year;
(B) in the years between Texas Mentorship Trainings, ensure that returning mentor teachers who have completed the Texas Mentorship Training are trained by the school system before the school year begins and one time per semester; and
(C) ensure that any new mentor teachers complete the Texas Mentorship Training in their first year of mentoring.
(4) School system support for mentorship time, scheduling, and logistics. A school system must designate a specific time during the regularly contracted school day for meetings between mentor teachers and the beginning teachers they mentor, which must abide by the mentor teacher and beginning teachers' entitled planning and preparation requirements in TEC, §21.404 and §21.405, and the provisions of paragraph (5)(A) of this subsection. The specific time may vary by campus, grade level, or content area and must be documented by the school system and may be provided through either:
(A) a reduced teaching load for mentor and beginning teachers to facilitate mentor teacher duties described in paragraph (5) of this subsection, which may include rostering and scheduling strategies that provide classroom teachers fewer periods of instruction during the day via approaches such as reducing the number of sections assigned to the mentor teacher, increasing the number of students in certain sections to enable release time, hiring additional staff, or other strategic staffing approaches; or
(B) a release time that is, to the extent practicable, scheduled in advance and predictable.
(5) Duties of a mentor teacher. A mentor teacher must:
(A) meet with each beginning teacher assigned to the mentor teacher not less than 12 hours each semester, with co-teaching or observations of the mentor teacher or other highly effective teachers by the beginning teacher being mentored or observations of the beginning teacher being mentored by the mentor teacher counting toward the 12 hours each semester;
(B) guide, assist, give feedback to, and support the beginning teacher through mentoring sessions addressing:
(i) orientation to the context, policies, and practices of the school system, including:
(I) how to use school system and campus expectations within the classroom and implement routines and procedures with consistency to promote a positive learning environment;
(II) instructional materials, including formative and summative assessments;
(III) campus policies and practices related to instructional preparation; and
(IV) professional expectations;
(ii) data-driven instructional practices, including student work analysis protocols that analyze student work samples individually or collaboratively with the goal of understanding students' thinking, identifying strengths and progress toward mastery, and determining gaps in skills and knowledge; and
(iii) specific instructional coaching cycles, including:
(I) observation and actionable feedback related to research-based instructional strategies;
(II) coaching regarding conferences between parents and the beginning teacher; and
(III) review of available professional development opportunities aligned to feedback; and
(C) meet the mentor requirements specified in Chapter 228 of this title (relating to relating to Educator Preparation Program Requirements) if mentoring a classroom teacher engaging in an internship.
(6) Teacher participation reporting. A school system must ensure mentor teachers and beginning teachers participating in the mentorship program are accurately coded in a data system specified by TEA, such as the Educator Certification Online System, in accordance with TEA's specifications and deadlines.
(c) Performance goals. Performance goals prioritize measurement of:
(1) mentor teacher qualifications under subsection (b)(1) of this section;
(2) mentor teacher training completion under subsection (b)(3) of this section;
(3) mentor teacher duties under subsection (b)(5)(A)-(B) of this section; and
(4) school system duties related to mentoring time, scheduling, and logistics under subsection (b)(4) of this section.
(d) Funding and spending requirements.
(1) A school system shall use money received under TEC, §48.157(b)(5), to provide stipends for mentor teachers annually, including:
(A) for mentor teachers under subsection (b)(2)(A) and (B) of this section, $1,000 per beginning teacher; and
(B) for mentor teachers under subsection (b)(2)(C) and (D) of this section, at least $1,000.
(2) If any money received under TEC, §48.157, remains after providing stipends to mentor teachers in accordance with subsection (c) of this section, the school system may use that money to provide:
(A) scheduled release time for mentor teachers and classroom teachers being mentored to meet and engage in mentoring activities; and
(B) support for mentor teachers through mentor training, strategic staffing training, and compensation for school system staff responsible for overseeing and directing the annual mentorship training requirements.
The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.
Filed with the Office of the Secretary of State on April 27, 2026.
TRD-202601802
Cristina De La Fuente-Valadez
Director, Rulemaking
Texas Education Agency
Effective date: May 17, 2026
Proposal publication date: January 23, 2026
For further information, please call: (512) 475-1497