TITLE 19. EDUCATION

PART 1. TEXAS HIGHER EDUCATION COORDINATING BOARD

CHAPTER 1. AGENCY ADMINISTRATION

SUBCHAPTER T. WORKFORCE EDUCATION COURSE MANUAL ADVISORY COMMITTEE

19 TAC §§1.220, 1.224, 1.226

The Texas Higher Education Coordinating Board (Coordinating Board) proposes amendments to Texas Administrative Code, Title 19, Part 1, Chapter 1, Subchapter T, §§1.220, 1.224, and 1.226, concerning the Workforce Education Course Manual Advisory Committee. Specifically, this amendment will revise and clarify the purpose, meeting requirements, and reporting requirements of the committee.

Amendments to this subchapter in 2024 clarified that the committee is required to advise the Coordinating Board and transmit Workforce Education Course Manual (WECM) courses to the Coordinating Board for consideration for approval. This change effectively removed all approval authority from the committee. Now advisory, the committee is no longer subject to the Open Meetings Act. The committee was created to provide advice to the Coordinating Board regarding content, structure, currency, and presentation of the WECM and its courses; coordinate field engagement in processes, maintenance, and use of the WECM; and assist in identifying new courses and courses that are obsolete.

The Coordinating Board is authorized to adopt rules relating to the Workforce Education Course Manual Advisory Committee under Texas Education Code, §130.001 and §61.026.

Rule 1.220(b), Authority and Specific Purposes of the Workforce Education Course Manual Advisory Committee, is amended to assign the WECM Advisory Committee responsibilities to coordinate field engagement and maintenance of the WECM, to identify new courses, and to identify obsolete courses. This amendment will remove the responsibility of the WECM Advisory Committee to identify new or obsolete programs of study, and to identify vertical and horizontal alignments of courses within programs. This amendment is proposed to align this rule with Texas Administrative Code, Chapter 1, Subchapter X, regarding the responsibility of the Program of Study Advisory Committee, to ensure that there is only one committee responsible for programs of study.

Rule 1.224, Meetings, is amended to remove the requirements to conduct meetings that are open to the public, broadcast meetings via the internet, and to post meeting minutes. This amendment aligns with the advisory nature of the committee's responsibilities.

Rule 1.226, Report to the Board; Evaluation of Committee Costs and Effectiveness, is amended to remove the requirement to evaluate costs and report to the Legislative Budget Board. The rule title is also amended to "Report to the Board." This amendment aligns with the advisory nature of the committee's responsibilities.

Tina Jackson, Assistant Commissioner for Workforce Education, has determined that for each of the first five years the sections are in effect there would be no fiscal implications for state or local governments as a result of enforcing or administering the rules. There are no estimated reductions in costs to the state and to local governments as a result of enforcing or administering the rules. There are no estimated losses or increases in revenue to the state or to local governments as a result of enforcing or administering the rules.

There is no impact on small businesses, micro businesses, and rural communities. There is no anticipated impact on local employment.

Tina Jackson, Assistant Commissioner for Workforce Education, has also determined that for each year of the first five years the sections are in effect, the public benefit anticipated as a result of administering the sections will be clarifying and revising the purpose, meeting requirements, and reporting requirements of the Workforce Education Course Manual Advisory Committee. There are no anticipated economic costs to persons who are required to comply with the sections as proposed.

Government Growth Impact Statement

(1) the rules will not create or eliminate a government program;

(2) implementation of the rules will not require the creation or elimination of employee positions;

(3) implementation of the rules will not require an increase or decrease in future legislative appropriations to the agency;

(4) the rules will not require an increase or decrease in fees paid to the agency;

(5) the rules will not create a new rule;

(6) the rules will not limit an existing rule;

(7) the rules will not change the number of individuals subject to the rules; and

(8) the rules will not affect this state's economy.

Comments on the proposed rules or information related to the cost, benefit, or effect of the proposed rules, including any applicable data, research or analysis, may be submitted to Tina Jackson, Assistant Commissioner for Workforce Education, P.O. Box 12788, Austin, Texas 78711-2788, or via email at RulesComments@highered.texas.gov. Comments will be accepted for 30 days following publication of the proposal in the Texas Register.

The amendment is proposed under Texas Education Code, Section 130.001, which provides the Coordinating Board with the authority to adopt rules and regulations for public junior colleges; and Section 61.026, which grants the Coordinating Board authority to establish advisory committees.

The proposed amendment affects Texas Administrative Code, Title 19, Part 1, Chapter 1, Subchapter T.

§1.220. Authority and Specific Purposes of the Workforce Education Course Manual Advisory Committee.

(a) Authority: The authority for this subchapter is provided in the Texas Education Code, §130.001.

(b) Purposes. The Workforce Education Course Manual (WECM) Advisory Committee is created to provide the Board with advice regarding content, structure, currency and presentation of the Workforce Education Course Manual (WECM) and its courses; coordinating field engagement in processes, maintenance, and use of the WECM; and assistance in identifying new courses and obsolete courses. [, new programs of study, developments within existing programs represented by courses in the manual, vertical and horizontal alignment of courses within programs, and obsolescence of programs of study and courses.]

§1.224. Meetings.

The committee shall meet at least twice yearly. Special meetings may be called as deemed appropriate by the presiding officer. [Meetings shall be open to the public and broadcast via the web, unless prevented by technical difficulties. Minutes shall be available to the public after they have been prepared by Board staff and reviewed by members of the committee.]

§1.226. Report to the Board[; Evaluation of Committee Costs and Effectiveness].

The committee chairperson shall report to the Board on no less than an annual basis. [The committee shall also report committee activities to the Board to allow the Board to properly evaluate the committee's work, usefulness, and the costs related to the committee's existence. The Board shall report its evaluation to the Legislative Budget Board in its biennial Legislative Appropriations Request.]

The agency certifies that legal counsel has reviewed the proposal and found it to be within the state agency's legal authority to adopt.

Filed with the Office of the Secretary of State on September 26, 2025.

TRD-202503468

Nichole Bunker-Henderson

General Counsel

Texas Higher Education Coordinating Board

Earliest possible date of adoption: November 9, 2025

For further information, please call: (512) 427-6209


CHAPTER 2. ACADEMIC AND WORKFORCE EDUCATION

SUBCHAPTER A. GENERAL PROVISIONS

19 TAC §2.3, §2.5

The Texas Higher Education Coordinating Board (Coordinating Board) proposes amendments to Texas Administrative Code, Title 19, Part 1, Chapter 2, Subchapter A, §2.3 and §2.5, concerning General Provisions. Specifically, this amendment will define competency-based baccalaureate degree, and clarify the criteria the Coordinating Board uses to determine whether a proposed degree program has adequate funding for implementation and sufficient labor market need.

House Bill 4848, 89th Texas Legislature, Regular Session, authorizes the Coordinating Board to adopt rules for the approval of competency-based baccalaureate degree programs in fields of study in high demand.

Senate Bill 37, 89th Texas Legislature, Regular Session, adds the consideration of nation labor market needs to the criteria for program approval.

State law requires the Coordinating Board to review new degree programs to ensure institutions have sufficient financing through legislative appropriations, funds allocated by the Coordinating Board, or other sources, and sufficient labor market need for the program. The proposed amendments related to financing identify acceptable revenue streams and clarify that grant funding and legislative appropriations must be in-hand and adequate to fund the program for the first five years of implementation. The proposed amendments related to labor market need clarify that national labor market needs shall be considered during the program approval process.

Rule 2.3, Definitions, is amended to define competency-based baccalaureate degree in alignment with the meaning in Texas Education Code, §56.521.

Rule 2.5, General Criteria for Program Approval, is amended to require institutions proposing a new degree program have grant funding and legislative appropriations available to support the program. The rule also specifies that the board may consider the location where the program is offered in determining the need for a new program. This criterion is implicit in the current rule providing that the board may coordinate to prevent the unnecessary duplication of programs, but this amendment makes explicit that the board may consider location, which is important for off-campus program approval.

Elizabeth Mayer, Assistant Commissioner Academic and Health Affairs, has determined that for each of the first five years the sections are in effect there would be no fiscal implications for state or local governments as a result of enforcing or administering the rules. There are no estimated reductions in costs to the state and to local governments as a result of enforcing or administering the rule. There are no estimated losses or increases in revenue to the state or to local governments as a result of enforcing or administering the rule.

There is no impact on small businesses, micro businesses, and rural communities. There is no anticipated impact on local employment.

Elizabeth Mayer, Assistant Commissioner Academic and Health Affairs, has also determined that for each year of the first five years the section is in effect, the public benefit anticipated as a result of administering the section will be the implementation of House Bill 4848, 89th Texas Legislature, Regular Session, and the clarification of program approval criteria regarding adequate financing for new degree programs. There are no anticipated economic costs to persons who are required to comply with the sections as proposed.

Government Growth Impact Statement

(1) the rules will not create or eliminate a government program;

(2) implementation of the rules will not require the creation or elimination of employee positions;

(3) implementation of the rules will not require an increase or decrease in future legislative appropriations to the agency;

(4) the rules will not require an increase or decrease in fees paid to the agency;

(5) the rules will create a new rule;

(6) the rules will not limit an existing rule;

(7) the rules will change the number of individuals subject to the rule; and

(8) the rules will not affect this state's economy.

Comments on the proposed rule or information related to the cost, benefit, or effect of the proposed rule, including any applicable data, research or analysis, may be submitted to Elizabeth Mayer, Assistant Commissioner Academic and Health Affairs, P.O. Box 12788, Austin, Texas 78711-2788, or via email at AHAComments@highered.texas.gov. Comments will be accepted for 30 days following publication of the proposal in the Texas Register .

The amendments are proposed under Texas Education Code, Section 61.0512, which provides the Coordinating Board with the authority to review each new degree program proposed by an institution of higher education to ensure the program meets approval criteria, including adequate financing. Texas Education Code, Section 51.3535, authorizes the Coordinating Board to adopt rules regarding the approval of competency-based baccalaureates in fields of high demand.

The proposed amendments affect Texas Administrative Code, Chapter 2, Subchapter A.

§ 2.3. Definitions.

The following words and terms, when used in this chapter, shall have the following meanings, unless otherwise defined in the subchapter:

(1) Academic Associate Degree--A type of degree program generally intended to transfer to an upper-level baccalaureate program that will satisfy the lower-division requirements for a baccalaureate degree in a specific discipline. The Academic Associate Degree includes, but is not limited to, the Associate of Arts (A.A.), Associate of Science (A.S.) or Associate of Arts in Teaching (A.A.T.) degrees.

(2) Academic Course Guide Manual (ACGM)--The manual that provides the official list of approved courses for general academic transfer to public universities offered for funding by public community, state, and technical colleges in Texas.

(3) Academic Program or Programs--A type of credential primarily consisting of course content intended to prepare students for study at the bachelor's degree or higher.

(4) Administrative Unit--A department, college, school, or other unit at an institution of higher education, which has administrative authority over degree or certificate programs.

(5) Applied Associate Degree--A type of degree program designed to lead the individual directly to employment in a specific career. The Applied Associate Degree Program includes, but is not limited to, the Associate of Applied Arts (A.A.A.) or Associate of Applied Science (A.A.S.).

(6) Applied Baccalaureate Degree--Builds on an Associate of Applied Science (A.A.S.) degree, combined with enough additional core curriculum courses and upper-level college courses to meet the minimum semester credit hour requirements for a bachelor's degree. The degree program is designed to grow professional management skills of the learner and meet the demand for leadership of highly technical professionals in the workplace. May be called a Bachelor of Applied Arts and Science (B.A.A.S.), Bachelor of Applied Technology (B.A.T.) or Bachelor of Applied Science (B.A.S.).

(7) Assistant Commissioner--In this subchapter or a subchapter that cross-references to the provisions of this subchapter, Assistant Commissioner means the Assistant, Associate, or Deputy Commissioner designated by the Commissioner.

(8) Board--The governing body of the agency known as the Texas Higher Education Coordinating Board.

(9) Board Staff--Staff of the Texas Higher Education Coordinating Board who perform the Texas Higher Education Coordinating Board's administrative functions and services.

(10) Career and Technical Education Certificate--A post-secondary credential, other than a degree, which a student earns upon successful completion of a workforce or continuing education program offered by an institution of higher education. Courses that comprise career and technical education certificates are listed in the Workforce Education Course Manual and the Academic Course Guide Manual and are subject to Board approval. For purposes of this chapter, career and technical education certificate means a certificate program as defined in Texas Education Code, §61.003(12)(C).

(11) Career and Technical Education Course--A college-level workforce or continuing education course offered by an institution of higher education which earns either semester credit hours or continuing education units toward satisfaction of a requirement necessary to obtain an industry-recognized credential, certificate, or applied associate degree. Career and technical education courses are listed in the Workforce Education Course Manual.

(12) Certificate Program [ program ]--Certificate means a grouping of subject-matter courses which, when satisfactorily completed by a student, will entitle the student to a certificate or documentary evidence, other than a degree, of completion of a course of study at the postsecondary level. Under this chapter, certificate includes a post-baccalaureate certificate and excludes an associate degree unless otherwise provided.

(13) CIP Codes--See "Texas Classification of Instructional Programs (CIP) Coding System."

(14) Commissioner--The Texas Commissioner of Higher Education.

(15) Competency-based Baccalaureate Degree Program--A baccalaureate degree program for which an institution of higher education awards academic credit based solely on a student's attainment of competencies.

(16) [ (15) ] Contact Hour [ hour ]--A time unit of instruction used by community, technical, and state colleges consisting of 60 minutes, of which 50 minutes must be direct instruction.

(17) [ (16) ] Continuing Education Unit (CEU)--Basic unit for continuing education courses. One continuing education unit (CEU) is 10 contact hours of participation in an organized continuing education experience under responsible sponsorship, capable direction, and qualified instruction.

(18) [ (17) ] Credential--A grouping of subject matter courses or demonstrated mastery of specified content which entitles a student to documentary evidence of completion. This term encompasses certificate programs, degree programs, and other kinds of formal recognitions such as short-term workforce credentials or a combination thereof.

(19) [ (18) ] Degree Program--Any grouping of subject matter courses which, when satisfactorily completed by a student, will entitle that student to an associate's, bachelor's, master's, research doctoral, or professional practice doctoral degree.

(20) [ (19) ] Degree Title--Name of the degree and discipline under which one or more degree programs may be offered. A degree title usually consists of the degree designation (e.g., Bachelor of Science, Master of Arts) and the discipline specialty (e.g., History, Psychology).

(21) [ (20) ] Embedded Credential--A course of study enabling a student to earn a credential that is wholly embedded within a degree program.

(22) [ (21) ] Field of Study Curriculum--A set of courses that will satisfy lower-division requirements for an academic major at a general academic teaching institution, as defined in §4.23(10) [ chapter 4, subchapter B, §4.23(7) ] of this title (relating to Definitions).

(23) [ (22) ] Higher Education Regions--The Board adopts the economic regions of this state as defined by the Texas Comptroller of Public Accounts as the higher education state uniform service regions.

(24) [ (23) ] Master's Degree--The first graduate level degree, intermediate between a Baccalaureate degree program and Doctoral degree program.

(25) [ (24) ] New Content--As determined by the institution, content that the institution does not currently offer at the same instructional level as the proposed program. A program with sufficient new content to constitute a 'significant departure' from existing offerings under 34 CFR §602.22(a)(1)(ii)(C) meets the fifty percent [ 50% ] new content threshold.

(26) [ (25) ] Pilot Institution--Public junior colleges initially authorized to offer baccalaureate degrees through the pilot initiative established by SB 286 (78R - 2003). Specifically, the four pilot institutions are Midland College, South Texas College, Brazosport College, and Tyler Junior College.

(27) [ (26) ] Planning Notification--Formal notification that an institution intends to develop a plan and submit a degree program proposal or otherwise notify the Board of intent to offer a new degree program.

(28) [ (27) ] Professional Practice Doctoral Degree--Certain degree programs that prepare students for a career as a practitioner in a particular profession, including certain credential types that are required for professional licensure.

(29) [ (28) ] Program Inventory--The official list of all degree and certificate programs offered by a public community college, university, or health-related institution, as maintained by Board Staff.

(30) [ (29) ] Public Health-Related Institution--Public health-related institutions that are supported by state funds.

(31) [ (30) ] Public Junior College--A public institution of higher education as defined in Texas Education Code, [ Tex. Educ. Code ] §61.003(2).

(32) [ (31) ] Public Two-year College--Any public junior college, public community college, public technical institute, or public state college as defined in Texas Education Code, [ Tex. Educ. Code ] §61.003(16).

(33) [ (32) ] Public University--A general academic teaching institution as defined by Texas Education Code, [ Tex. Educ. Code ] §61.003(3).

(34) [ (33) ] Research Doctoral Degree--An academic degree that typically represents the highest level of formal study or research in a given field and requires completion of original research.

(35) [ (34) ] Semester Credit Hour, or Credit Hour--A unit of measure of instruction consisting of 60 minutes, of which 50 minutes must be direct instruction, which is typically offered over a 15-week period in a semester system or a 10-week period in a quarter system.

(36) [ (35) ] Texas Classification of Instructional Programs (CIP) Coding System--The Texas adaptation of the federal Classification of Instructional Programs taxonomy developed by the National Center for Education Statistics and used nationally to classify instructional programs and report educational data. The 8-digit CIP codes define the authorized teaching field of the specified program, based upon the occupation(s) for which the program is designed to prepare its graduates.

(37) [ (36) ] Texas Core Curriculum--Curriculum required at each institution of higher education students are required to complete as required by §4.23(5) of this title (relating to Definitions) [ 19 TAC §4.23(3) ].

(38) [ (37) ] Texas Success Initiative (TSI)--A comprehensive program of assessment, advising, developmental education, and other strategies to ensure college readiness. The rules governing the Texas Success Initiative are established in chapter 4, subchapter C, of this title (relating to Texas Success Initiative) [ Chapter 4, Subchapter C. ].

(39) [ (38) ] Tracks of Study--Specialized areas of study within a single degree program.

(40) [ (39) ] Transcriptable Minor--A transcriptable minor is a group of courses around a specific subject matter marked on the student's transcript. The student must declare a minor for the minor to be included on the student's transcript. The student cannot declare a minor without also being enrolled in a major course of study as part of a baccalaureate degree program.

(41) [ (40) ] Workforce Education Course Manual (WECM)--An online database composed of the Board's official statewide inventory of career technical/workforce education courses available for two-year public colleges to use in certificate and associate degree programs.

§ 2.5. General Criteria for Program Approval.

(a) In addition to any criteria specified in statute or this chapter for a specific program approval, the Assistant Commissioner, Commissioner, or Board, as applicable, shall consider the following factors:

(1) Evidence that the program is needed by the national , state and the local community, as demonstrated by student demand for similar programs, labor market information, the location where the program is offered, and value of the credential;

(2) Whether the program unnecessarily duplicates programs offered by other institutions of higher education or private or independent institutions of higher education, as demonstrated by capacity of existing programs and need for additional graduates in the field;

(3) Comments provided to the Board from institutions noticed under §2.7 of this subchapter (relating to Informal Notice and Comment on Proposed Local Programs) ;

(4) Whether the program has adequate financing from formula funding, tuition and fees, awarded grant funds, or redistributed revenue streams to become financially self-sufficient within five years. Appropriations by the legislature to support a new degree program must be available to the institution before submitting the proposal [ legislative appropriation, funds allocated by the Board, or funds from other sources ];

(5) Whether the program's cost is reasonable and provides a value to students and the state when considering the cost of tuition, source(s) of funding, availability of other similar programs, and the earnings of students or graduates of similar credential programs in the state to ensure the efficient and effective use of higher education resources;

(6) Whether the program provides a credential of value as defined in Texas Education Code 130A.102, of this title (relating to Community College Finance Program: Base and Performance Tier Methodology) [ chapter 13, subchapter S, of Board Rules ];

(7) Whether and how the program aligns with the metrics and objectives of the Board's Long-Range Master Plan for Higher Education;

(8) Whether the program has necessary faculty and other resources including support staff to ensure student success;

(9) Whether the program meets academic standards specified by law or prescribed by Board rule or skill standards recognized by the Texas Workforce Investment Council, if they exist for the discipline; and

(10) Past compliance history and program quality of the same or similar programs, where applicable.

(b) In the event of conflict between this rule and a more specific rule regarding program approval, the more specific rule shall control.

(c) A request for approval of a joint degree program that does not include existing degree programs is considered a new degree program and is subject to new degree program approval requirements.

The agency certifies that legal counsel has reviewed the proposal and found it to be within the state agency's legal authority to adopt.

Filed with the Office of the Secretary of State on September 26, 2025.

TRD-202503471

Nichole Bunker-Henderson

General Counsel

Texas Higher Education Coordinating Board

Earliest possible date of adoption: November 9, 2025

For further information, please call: (512) 427-6182


SUBCHAPTER Q. REQUIREMENTS FOR STUDY ABROAD FOREIGN LANGUAGE CREDIT

19 TAC §§2.410 - 2.413

The Texas Higher Education Coordinating Board (Coordinating Board) proposes new rules in Texas Administrative Code, Title 19, Part 1, Chapter 2, Subchapter Q, §§2.410 - 2.413, concerning Requirements for Study Abroad Foreign Language Credit. Specifically, these new sections will establish guidelines for how enrolled students may earn foreign language credit during a study abroad experience as required by Senate Bill 2431, 89th Texas Legislature, Regular Session.

The new rules are proposed under Texas Education Code, §51.313, which requires the Coordinating Board to adopt rules related to the awarding of foreign language credit for students enrolled in baccalaureate degree programs that include a study abroad component or program.

Section 2.410, Authority, outlines the statutory authority for the Coordinating Board to adopt rules.

Section 2.411, Applicability, outlines degree programs to which the rules apply.

Section 2.412, Student Option to Earn Foreign Language Credit, outlines requirements for institutions to offer foreign language credit to students enrolled in certain study abroad programs.

Section 2.413, Institutional Responsibilities, outlines the institutional responsibilities for implementation of the rules.

Elizabeth Mayer, Assistant Commissioner for Academic and Health Affairs, has determined that for each of the first five years the sections are in effect there would be no fiscal implications for state or local governments as a result of enforcing or administering the rules. There are no estimated reductions in costs to the state and to local governments as a result of enforcing or administering the rules. There are no estimated losses or increases in revenue to the state or to local governments as a result of enforcing or administering the rules.

There is no impact on small businesses, micro businesses, and rural communities. There is no anticipated impact on local employment.

Elizabeth Mayer, Assistant Commissioner for Academic and Health Affairs, has also determined that for each year of the first five years the sections are in effect, the public benefit anticipated as a result of administering the sections will be providing consistent guidelines for how enrolled students may earn foreign language credit during a study abroad experience. There are no anticipated economic costs to persons who are required to comply with the sections as proposed.

Government Growth Impact Statement

(1) the rules will not create or eliminate a government program;

(2) implementation of the rules will not require the creation or elimination of employee positions;

(3) implementation of the rules will not require an increase or decrease in future legislative appropriations to the agency;

(4) the rules will not require an increase or decrease in fees paid to the agency;

(5) the rules will create a new rule;

(6) the rules will not limit an existing rule;

(7) the rules will change the number of individuals subject to the rule; and

(8) the rules will not affect this state's economy.

Comments on the proposed rules or information related to the cost, benefit, or effect of the proposed rules, including any applicable data, research or analysis, may be submitted to Elizabeth Mayer, Assistant Commissioner for Academic and Health Affairs, P.O. Box 12788, Austin, Texas 78711-2788, or via email at AHAComments@highered.texas.gov. Comments will be accepted for 30 days following publication of the proposal in the Texas Register.

The new sections are proposed under Texas Education Code, Section 51.313, which provides the Coordinating Board with authority to adopt rules related to the awarding of foreign language credit for students enrolled in baccalaureate degree programs that include a study abroad component or program.

The proposed new sections affect Texas Education Code, Section 51.313.

§2.410. Authority.

The authority for this subchapter is Texas Education Code, §51.313, which requires the Coordinating Board to adopt rules related to the awarding of foreign language credit to a student that participates in a study abroad component or program as part of a baccalaureate degree program.

§2.411. Applicability.

(a) These rules apply to any baccalaureate degree program at an institution of higher education, as defined by Texas Education Code, §61.003, that offers a study abroad component or program in a location where a language other than English is the primary language of communication.

(b) The rules do not apply to:

(1) A study abroad program or component in a location where English is the primary language; and

(2) Any non-credit-bearing travel or internship program not associated with a degree program.

§2.412. Student Option to Earn Foreign Language Credit.

(a) Each applicable study abroad component or program shall include an option for a student to earn foreign language credit.

(b) An institution may offer this option through one or more of the following methods:

(1) Enrollment in a credit-bearing foreign language course delivered to the student in-person or through distance education, as defined in §2.202(2) of this chapter (relating to Definitions), during the component or program with associated assignments and assessments);

(2) Completion of a faculty-supervised language immersion experience with an associated assessment;

(3) Achievement of a satisfactory score on a recognized language proficiency examination before or after the program; or

(4) Other institution-approved demonstration of language competence.

§2.413. Institutional Responsibilities.

(a) Each institution of higher education shall identify and publish the programs to which these rules apply and clearly communicate the foreign language credit option to students participating in an applicable study abroad component or program.

(b) Each institution shall ensure appropriate academic oversight of the foreign language credit option and maintain documentation of student performance and credit awarded.

The agency certifies that legal counsel has reviewed the proposal and found it to be within the state agency's legal authority to adopt.

Filed with the Office of the Secretary of State on September 26, 2025.

TRD-202503472

Nichole Bunker-Henderson

General Counsel

Texas Higher Education Coordinating Board

Earliest possible date of adoption: November 9, 2025

For further information, please call: (512) 427-6182


CHAPTER 3. RULES APPLYING TO ALL PUBLIC AND PRIVATE OR INDEPENDENT INSTITUTIONS OF HIGHER EDUCATION IN TEXAS REGARDING ELECTRONIC REPORTING OPTION FOR CERTAIN OFFENSES; AMNESTY

SUBCHAPTER B. VACCINATION AGAINST BACTERIAL MENINGITIS FOR ENTERING STUDENTS

19 TAC §§3.40 - 3.43

The Texas Higher Education Coordinating Board (Coordinating Board) proposes new rules in Texas Administrative Code, Title 19, Part 1, Chapter 3, Subchapter B, §§3.40 - 3.43, concerning Vaccination Against Bacterial Meningitis for Entering Students. Specifically, this new section will reconstitute current Chapter 21, Subchapter T, with no substantive changes. Chapter 3 is retitled to reflect its expanded purpose.

The Coordinating Board is authorized by Texas Education Code, §51.9192, to adopt rules relating to the bacterial meningitis vaccination requirement.

Chapter 3 title is amended to revise the name to more accurately reflect the rules in this section of administrative code.

Rule 3.40, Authority and Purpose, states the statutory authority for the subchapter and the purpose of the rules. It is the reconstituted §21.610 and §21.611, combined to conform to common formatting of Coordinating Board rules but without substantive changes.

Rule 3.41, Definitions, provides definitions for terms and phrases used throughout the subchapter. It is the reconstituted §61.612, with no substantive changes.

Rule 3.42, Immunization Requirement, specifies the requirement, subject to exceptions, that students entering public and private institutions of higher education show evidence of receipt of a bacterial meningitis vaccination dose or booster. It is the reconstituted §21.613.

Rule 3.43, Exceptions, lists the allowable exceptions to the requirement in §3.42. It is the reconstituted §21.614.

Dr. Charles W. Contero-Puls, Assistant Commissioner for Student Financial Aid Programs, has determined that for each of the first five years the sections are in effect there would be no fiscal implications for state or local governments as a result of enforcing or administering the rules. There are no estimated reductions in costs to the state and to local governments as a result of enforcing or administering the rules. There are no estimated losses or increases in revenue to the state or to local governments as a result of enforcing or administering the rules.

There is no impact on small businesses, micro businesses, and rural communities. There is no anticipated impact on local employment.

Dr. Charles W. Contero-Puls, Assistant Commissioner for Student Financial Aid Programs, has also determined that for each year of the first five years the section is in effect, the public benefit anticipated as a result of administering the section will be the improved rule clarity by relocating the existing rule to a more appropriate location. There are no anticipated economic costs to persons who are required to comply with the sections as proposed.

Government Growth Impact Statement

(1) the rules will not create or eliminate a government program;

(2) implementation of the rules will not require the creation or elimination of employee positions;

(3) implementation of the rules will not require an increase or decrease in future legislative appropriations to the agency;

(4) the rules will not require an increase or decrease in fees paid to the agency;

(5) the rules will not create a new rule;

(6) the rules will not limit an existing rule;

(7) the rules will not change the number of individuals subject to the rule; and

(8) the rules will not affect this state's economy.

Comments on the proposed rule or information related to the cost, benefit, or effect of the proposed rule, including any applicable data, research or analysis, may be submitted to Dr. Charles W. Contero-Puls, Assistant Commissioner for Student Financial Aid Programs, P.O. Box 12788, Austin, Texas 78711-2788, or via email at SFAPPolicy@highered.texas.gov. Comments will be accepted for 30 days following publication of the proposal in the Texas Register.

The new section is proposed under Texas Education Code, Section 51.9192, which provides the Coordinating Board with the authority to adopt rules relating to the bacterial meningitis vaccination requirement.

The proposed new section affects Texas Administrative Code, Title 19, Part 1, Chapter 3.

§3.40. Authority and Purpose.

(a) Authority. Authority for this subchapter is Texas Education Code, §51.9192, which establishes the requirement for bacterial meningitis vaccination for certain students and identifies exceptions to that requirement.

(b) Purpose. Pursuant to the Jamie Schanbaum and Nicolis Williams Act, this subchapter creates the procedure by which an entering student of an institution of higher education or private or independent institution of higher education will show evidence of being immunized against bacterial meningitis.

§3.41. Definitions.

The following words and terms, when used in this subchapter, shall have the following meanings, unless otherwise defined in the subchapter:

(1) Entering Student--Includes:

(A) New Student--A first-time student of an institution of higher education or private or independent institution of higher education, including a student who transfers to the institution from another institution. A student who was previously exempt under §3.43(a)(2) - (5) of this subchapter (relating to Exceptions) will be treated as a new student, should the exception no longer apply.

(B) Returning Student--A student who previously attended an institution of higher education or private or independent institution of higher education before January 1, 2012, and who is enrolling in the same or another institution of higher education or private or independent institution of higher education following a break in enrollment of at least one fall or spring semester.

(2) Evidence of Vaccination--Acceptable evidence of vaccination or receiving a booster dose includes:

(A) the signature or stamp of a physician or his/her designee, or public health personnel on a form which shows the month, day, and year the vaccination dose or booster was administered;

(B) an official immunization record generated from a state or local health authority; or

(C) an official record received from school officials, including a record from another state.

(3) Health Practitioner--Any person authorized by law to administer a vaccination.

(4) Institution of Higher Education--As defined in Texas Education Code, §61.003.

(5) Private or Independent Institution of Higher Education--As defined in Texas Education Code, §61.003.

(6) Online and Other Distance Education Course--A course in which the instructor and students are not in the same location. An online course typically involves web-based instruction, but might also include correspondence instruction. An online or other distance education course that includes a face-to-face component, including meeting in a testing laboratory with other students, or meeting in a classroom to receive interactive video instruction, does not qualify as an online or other distance education course for the purposes of this subchapter.

§3.42. Immunization Requirement.

(a) An entering student who has been admitted to an institution of higher education or private or independent institution of higher education, must show evidence of receipt of an initial bacterial meningitis vaccination dose or booster during the five-year period preceding and at least ten days prior to the first day of the first semester in which the student initially enrolls at an institution, or following a break in enrollment of at least one fall or spring semester at the same or another institution.

(b) Each institution of higher education or private or independent institution of higher education must designate a department or unit to receive from the student evidence of receipt of an initial bacterial meningitis vaccination dose or booster during the five-year period preceding and at least ten days prior to the first day of the first semester in which the student initially enrolls at an institution, or following a break in enrollment of at least one fall or spring semester at the same or another institution.

(c) An entering student must provide evidence of having received the vaccination from an appropriate health practitioner to the designated department or unit at the institution of higher education or private or independent institution of higher education. This information shall be maintained in accordance with Family Education Rights and Privacy Act Regulations, and with Health Insurance Portability and Accountability Act.

(d) Each institution of higher education or private or independent institution of higher education must provide to a student, with the registration materials that the institution provides to a student before the student's initial enrollment in the institution, the following:

(1) written or electronic notice of the right of the student or of a parent or guardian of a student, to claim an exemption from the vaccination requirement, as specified in §3.43 of this subchapter (relating to Exceptions); and

(2) written or electronic notice of the importance of consulting a physician about the need for the immunization against bacterial meningitis to prevent the disease.

(e) Under justifiable circumstances, an administrative official of the designated department or unit of an institution of higher education, or private or independent institution of higher education, may grant extensions to individual students to extend the compliance date to no more than ten days after the first day of the semester or other term in which the student initially enrolls.

§3.43. Exceptions.

(a) A student is not required to submit evidence of receiving the vaccination against bacterial meningitis or evidence of receiving a booster dose if:

(1) the student is twenty-two years of age or older by the first day of the start of the semester; or

(2) the student is enrolled only in online or other distance education courses; or

(3) the student is enrolled in a continuing education course or program that is less than 360 contact hours, or continuing education corporate training; or

(4) the student is enrolled in a dual credit course which is taught at a public or private K-12 facility not located on a higher education institution campus; or

(5) the student is incarcerated in a Texas prison.

(b) A student, or a parent or guardian of a student, is not required to submit evidence of receiving the vaccination against bacterial meningitis if the student, or a parent or guardian of a student, submits to the institution:

(1) an affidavit or a certificate signed by a physician who is duly registered and licensed to practice medicine in the United States, in which it is stated that, in the physician's opinion, the vaccination required would be injurious to the health and well-being of the student;

(2) an affidavit signed by the student stating that the student declines the vaccination for bacterial meningitis for reasons of conscience, including a religious belief. A conscientious exemption form from the Texas Department of State Health Services must be used for students attending a public university, health-related institution, or private or independent institution of higher education. The form must be submitted to the designated department or unit no later than the 90th day after the date the affidavit is notarized; or

(3) evidence of submitting a conscientious objection form through a secure, Internet-based process developed and implemented by the Texas Department of State Health Services. The Internet form may be used by entering students attending a public junior college. Public junior colleges may use the Internet-based process as the exclusive method to apply for an exemption from the vaccination requirement for reasons of conscience.

(c) The exception noted in subsection (b)(2) and (3) of this section does not apply during a disaster or public health emergency, terrorist attack, hostile military or paramilitary action, or extraordinary law enforcement emergency declared by an appropriate official or authority from the Texas Department of State Health Services and is in effect for the location of the institution the student attends.

The agency certifies that legal counsel has reviewed the proposal and found it to be within the state agency's legal authority to adopt.

Filed with the Office of the Secretary of State on September 26, 2025.

TRD-202503473

Nichole Bunker-Henderson

General Counsel

Texas Higher Education Coordinating Board

Earliest possible date of adoption: November 9, 2025

For further information, please call: (512) 427-6365


CHAPTER 4. RULES APPLYING TO ALL PUBLIC INSTITUTIONS OF HIGHER EDUCATION IN TEXAS

SUBCHAPTER B. TRANSFER OF CREDIT, CORE CURRICULUM AND FIELD OF STUDY CURRICULA

19 TAC §4.40

The Texas Higher Education Coordinating Board (Coordinating Board) proposes new rules in Texas Administrative Code, Title 19, Part 1, Chapter 4, Subchapter B, §4.40, concerning Transfer Liaison Requirements and Duties. Specifically, this new section will outline expectations and requirements for individuals designated as a Transfer Liaison at an institution of higher education as required by Senate Bill 3039, 89th Texas Legislature, Regular Session.

The new rules are proposed under Texas Education Code, §61.8231, which requires the Coordinating Board to adopt rules related to the designation of a transfer liaison.

Elizabeth Mayer, Assistant Commissioner for Academic and Health Affairs, has determined that for each of the first five years the sections are in effect there would be no fiscal implications for state or local governments as a result of enforcing or administering the rules. There are no estimated reductions in costs to the state and to local governments as a result of enforcing or administering the rule. There are no estimated losses or increases in revenue to the state or to local governments as a result of enforcing or administering the rule.

There is no impact on small businesses, micro businesses, and rural communities.

There is no anticipated impact on local employment.

Elizabeth Mayer, Assistant Commissioner for Academic and Health Affairs, has also determined that for each year of the first five years the section is in effect, the public benefit anticipated as a result of administering the new rules will be ensuring institutions of higher education designate and make available to the public and the Coordinating Board specific contact information for potential or current students regarding the transfer of credit between institutions. There are no anticipated economic costs to persons who are required to comply with the sections as proposed.

Government Growth Impact Statement

(1) the rules will not create or eliminate a government program;

(2) implementation of the rules will not require the creation or elimination of employee positions;

(3) implementation of the rules will not require an increase or decrease in future legislative appropriations to the agency;

(4) the rules will not require an increase or decrease in fees paid to the agency;

(5) the rules will create a new rule;

(6) the rules will not limit an existing rule;

(7) the rules will not change the number of individuals subject to the rule; and

(8) the rules will not affect this state's economy.

Comments on the proposed rule or information related to the cost, benefit, or effect of the proposed rule, including any applicable data, research or analysis, may be submitted to Elizabeth Mayer, Assistant Commissioner for Academic and Health Affairs, P.O. Box 12788, Austin, Texas 78711-2788, or via email at AHAComments@highered.texas.gov. Comments will be accepted for 30 days following publication of the proposal in the Texas Register.

The new section is proposed under Texas Education Code, Section 61.8231, which provides the Coordinating Board with authority to adopt rules related to the designation of a Transfer Liaison.

The proposed new section affects Texas Education Code, Chapter 61, Subchapter S, and Texas Administrative Code, Title 19, Part 1, Chapter 4, Subchapter B.

§4.40. Transfer Liaison Requirements and Duties.

(a) Each institution of higher education shall designate at least one full-time employee to serve as a transfer liaison and ensure the name, title, and contact information of the transfer liaison are:

(1) Posted on the institution's public website in a location easily accessible to current and prospective students; and

(2) Provided to the Coordinating Board and updated annually, as needed, or upon change in personnel.

(b) The transfer liaison, or an office in which the transfer liaison is employed, shall serve as the primary point of contact for:

(1) A current, former, or prospective student seeking to transfer into an institution of higher education;

(2) Other institutions of higher education; and

(3) The Coordinating Board.

(c) The transfer liaison shall ensure that institutional policies and practices provide the following to a current, former, or prospective transfer student, as applicable:

(1) A complete and current list of the courses available to take as part of the institution's core curriculum;

(2) A complete and current list of the institution's field of study curricula or degree programs eligible for receipt of field of study curricula transfer credits, as applicable;

(3) A list of courses completed by the student for which academic credit will be accepted;

(4) A list of courses for which academic credit will not be accepted, along with:

(A) The justification for non-acceptance in accordance with Texas Education Code, §61.826, and §4.27 of this subchapter (relating to Resolutions of Transfer Disputes for Lower-Division Courses); and

(B) Instructions for initiating the credit transfer dispute resolution process under Texas Education Code, §61.826, and §4.27 of this subchapter; and

(5) A degree audit to determine whether the student has completed:

(A) the Texas Core Curriculum, as defined in §4.28 of this subchapter (relating to Core Curriculum);

(B) a field of study curriculum, as defined in §4.32 of this subchapter (relating to Field of Study Curriculum);

(C) a Texas Direct associate degree, as defined in Texas Education Code, §61.834, and §4.38 of this subchapter (relating to Texas Direct Associate Degree); or

(D) any other degree or certificate offered by the institution.

The agency certifies that legal counsel has reviewed the proposal and found it to be within the state agency's legal authority to adopt.

Filed with the Office of the Secretary of State on September 26, 2025.

TRD-202503475

Nichole Bunker-Henderson

General Counsel

Texas Higher Education Coordinating Board

Earliest possible date of adoption: November 9, 2025

For further information, please call: (512) 427-6182


SUBCHAPTER J. ACCREDITATION

19 TAC §4.193

The Texas Higher Education Coordinating Board (Coordinating Board) proposes new rules in Texas Administrative Code, Title 19, Part 1, Chapter 4, Subchapter J, §4.193, concerning Accreditation Status Notification Requirements. Specifically, this new section will require an institution to notify the Coordinating Board of changes in its accreditation status.

Texas Education Code, §61.051 and §61.003(13), provides the Coordinating Board with authority to coordinate higher education and designate recognized accreditation organizations. Texas Administrative Code, §2.5(a)(10), requires the Coordinating Board to consider past compliance history in the evaluation of new degree program proposals.

Elizabeth Mayer, Assistant Commissioner for Academic and Health Affairs, has determined that for each of the first five years the sections are in effect there would be no fiscal implications for state or local governments as a result of enforcing or administering the rules. There are no estimated reductions in costs to the state and to local governments as a result of enforcing or administering the rule. There are no estimated losses or increases in revenue to the state or to local governments as a result of enforcing or administering the rule.

There is no impact on small businesses, micro businesses, and rural communities. There is no anticipated impact on local employment.

Elizabeth Mayer, Assistant Commissioner for Academic and Health Affairs, has also determined that for each year of the first five years the section is in effect, the public benefit anticipated as a result of administering the section will be increased transparency for Texas students, families, and the Coordinating Board regarding an institution's accreditation status. There are no anticipated economic costs to persons who are required to comply with the sections as proposed.

Government Growth Impact Statement

(1) the rules will not create or eliminate a government program;

(2) implementation of the rules will not require the creation or elimination of employee positions;

(3) implementation of the rules will not require an increase or decrease in future legislative appropriations to the agency;

(4) the rules will not require an increase or decrease in fees paid to the agency;

(5) the rules will not create a new rule;

(6) the rules will not limit an existing rule;

(7) the rules will not change the number of individuals subject to the rule; and

(8) the rules will not affect this state's economy.

Comments on the proposed rule or information related to the cost, benefit, or effect of the proposed rule, including any applicable data, research or analysis, may be submitted to Elizabeth Mayer, Assistant Commissioner for Academic and Health Affairs, P.O. Box 12788, Austin, Texas 78711-2788, or via email at AHAComments@highered.texas.gov. Comments will be accepted for 30 days following publication of the proposal in the Texas Register.

The new section is proposed under Texas Education Code, Sections 61.051 and 61.003(13), which provides the Coordinating Board with authority to coordinate higher education and designate recognized accreditation organizations.

The proposed new section affects Texas Education Code, Sections 61.051 and 61.003(13).

§4.193. Accreditation Status Notification Requirements.

(a) An institution of higher education that receives any action from a recognized accrediting organization under §4.192 of this subchapter (relating to Recognized Accrediting Organizations), must notify the Board regarding the action in a manner prescribed by the Board.

(b) Institutions of higher education shall provide the notification to the Board within thirty days of receiving formal notice of the action from the recognized accrediting organization.

The agency certifies that legal counsel has reviewed the proposal and found it to be within the state agency's legal authority to adopt.

Filed with the Office of the Secretary of State on September 26, 2025.

TRD-202503476

Nichole Bunker-Henderson

General Counsel

Texas Higher Education Coordinating Board

Earliest possible date of adoption: November 9, 2025

For further information, please call: (512) 427-6182


SUBCHAPTER AA. TEXAS FIRST EARLY HIGH SCHOOL COMPLETION PROGRAM

19 TAC §§4.400 - 4.405

The Texas Higher Education Coordinating Board (Coordinating Board) proposes new rules in Texas Administrative Code, Title 19, Part 1, Chapter 4, Subchapter AA, §§4.400 - 4.405, concerning the Texas First Early High School Completion Program. Specifically, this new section will reconstitute the current Chapter 21, Subchapter D, with no substantive changes except to exclude provisions in §4.404 (relating to Notice to Students) that refer to required actions in the 2022 - 2023 school year.

The Coordinating Board is authorized by Texas Education Code (TEC), §28.0253, to adopt rules relating to the Texas First Early High School Completion Program.

Rule 4.400, Authority and Purpose, confirms the authority and purpose of the Program, as provided in TEC, §28.0253(b)(c).

Rule 4.401, Definitions, provides definitions for the Program, as included in TEC, §28.0253(a).

Rule 4.402, Eligibility for Texas First Diploma, provides the minimum criteria by which students demonstrate eligibility for the Program, including high school credits, minimum Grade Point Average, and achieving an overall minimum score on one of five assessments or achieving a Grade Point Average that ranks the student in the top ten percent of the student's class. Institutions and the Commissioner of Higher Education jointly developed and recommended these cut points as those that distinguish students who are college ready and prepared for post-secondary success. Allowing a student to meet the requirement based on class rank or assessment scores provides for a more holistic view of readiness.

Rule 4.402 also provides the assessments and related standards and competencies that demonstrate a student's mastery of each subject area for which the Coordinating Board and Commissioner of Higher Education have adopted college readiness standards, plus a language other than English, as required in TEC, §28.0253(c). It provides a process by which a student verifies eligibility for the Program and codification on the student's transcript. These standards align to scores established by the Coordinating Board to define college readiness and provide for the use of assessments and scores commonly used by institutions to place students in college-level course work.

Rule 4.403, Diploma Equivalency, verifies that the diploma awarded through this program is equivalent to the distinguished level of achievement, as required in TEC, §28.0253(f).

Rule 4.404, Notice to Students, provides a notification requirement by the high school to its students and their parents or guardians listing the eligibility requirements for the Program, including the requirement for the student to provide official copies of applicable assessments to receive credit, as required in TEC, §28.0253(g). Provisions related specifically to the 2022 - 2023 school year have been removed.

Rule 4.405, Satisfaction of Other Requirements, confirms that students who meet all the Program requirements according to §21.52 (relating to Eligibility for Texas First Diploma) have met the requirements of the Texas Success Initiative according to TEC, Chapter 51, and the initial eligibility requirements of the Toward EXcellence, Access, and Success (TEXAS) Grant program, as authorized under TEC, §56.3041.

Daniel Perez, Assistant Deputy Commissioner for Academic and Workforce Initiatives, has determined that for each of the first five years the sections are in effect there would be no fiscal implications for state or local governments as a result of enforcing or administering the rules. There are no estimated reductions in costs to the state and to local governments as a result of enforcing or administering the rule. There are no estimated losses or increases in revenue to the state or to local governments as a result of enforcing or administering the rule.

There is no impact on small businesses, micro businesses, and rural communities. There is no anticipated impact on local employment.

Daniel Perez, Assistant Deputy Commissioner for Academic and Workforce Initiatives, has also determined that for each year of the first five years the section is in effect, the public benefit anticipated as a result of administering the section will be the improved rule clarity by relocating the existing rule to a more appropriate location. There are no anticipated economic costs to persons who are required to comply with the sections as proposed.

Government Growth Impact Statement

(1) the rules will not create or eliminate a government program;

(2) implementation of the rules will not require the creation or elimination of employee positions;

(3) implementation of the rules will not require an increase or decrease in future legislative appropriations to the agency;

(4) the rules will not require an increase or decrease in fees paid to the agency;

(5) the rules will not create a new rule;

(6) the rules will not limit an existing rule;

(7) the rules will not change the number of individuals subject to the rule; and

(8) the rules will not affect this state's economy.

Comments on the proposed rule or information related to the cost, benefit, or effect of the proposed rule, including any applicable data, research or analysis, may be submitted to Daniel Perez, Assistant Deputy Commissioner for Academic and Workforce Initiatives, P.O. Box 12788, Austin, Texas 78711-2788, or via email at StudentSuccess@highered.texas.gov. Comments will be accepted for 30 days following publication of the proposal in the Texas Register.

The new section is proposed under Texas Education Code, Section 28.0253, which provides the Coordinating Board with the authority to adopt rules relating to the Texas First Early High School Completion Program.

The proposed new section affects Texas Administrative Code, Title 19, Part 1, Chapter 4.

§4.400. Authority and Purpose.

(a) Authority. The authority for this subchapter is Texas Education Code, §28.0253, establishing the Texas First Early High School Completion Program to allow public high school students who demonstrate early readiness for college to graduate early from high school.

(b) Purpose. The purpose of the Texas First Early High School Completion Program, in conjunction with the Texas First Scholarship Program established under Texas Education Code, chapter 56, subchapter K-1, is to promote efficiency in the state public education system and incentivize the enrollment of high performing students at eligible institutions within the state of Texas.

§4.401. Definitions.

The following words and terms, when used in this subchapter, shall have the following meanings, unless otherwise defined in the subchapter:

(1) Coordinating Board--The agency known as the Texas Higher Education Coordinating Board, including agency staff.

(2) Eligible Institution--An institution of higher education according to Texas Education Code, §61.003.

(3) Institution of Higher Education--An institution of higher education according to Texas Education Code, §61.003.

(4) Open-Enrollment Charter--Has the meaning assigned by Texas Education Code, §12.002(3) and subchapter D.

(5) Program--The Texas First Early High School Completion Program established under this section includes an open-enrollment charter high school or high school that is within a Texas school district.

§4.402. Eligibility for Texas First Diploma.

(a) Notwithstanding any other state or local law, a school district or open-enrollment charter school shall allow a student to graduate and receive a high school diploma under the Texas First Early High School Completion Program if the student meets the criteria established in paragraphs (1) and (2) of this subsection. A student who achieves a required score on an assessment to meet the requirement of any one of paragraphs (1) and (2) of this subsection, shall be allowed to use that same assessment to meet the requirement of another section if the student's score meets the required minimum for each section.

(1) The student has met the following minimum criteria at the time of graduation:

(A) Earned at least twenty-two (22) high school credits by any permissible method, including credit by examination;

(B) Earned a final Grade Point Average equivalent to 3.0 on a 4.0 scale;

(C) Earned an overall scaled score in at least the 80th percentile on one or more of the following assessments: ACT, SAT, PSAT/NMSQT, TSIA/TSIA2, or GED, or alternatively, has a grade point average in the top ten percent of the student's current class during the current or semester prior to the counselor's or administrator's verification under subsection (b) of this section of a student's eligibility for early graduation under the Program; and

(D) Completed the requirement for the State of Texas Assessments of Academic Readiness End-of-Course (STAAR EOC) examinations for English I or II, Algebra I, and Biology by one of the following methods:

(i) If the student has taken the STAAR EOC for English I or II, Algebra I, and Biology, the student has achieved the satisfactory level of performance as defined by the Commissioner of Education; or

(ii) If the student has not taken the required STAAR EOC assessment for English I or II, Algebra I, or Biology, the student has satisfied the STAAR EOC requirement by achieving a passing score on a substitute assessment for that subject area authorized under Texas Administrative Code, Title 19, Part 2, chapter 101, subchapter DD, §101.4002(b) (relating to State of Texas Assessments of Academic Readiness End-of-Course Substitute Assessments).

(2) The student has demonstrated the student's mastery of each subject area of English/Language Arts, Mathematics, Science, Social Studies, and a language other than English through assessments or other means eligible institutions commonly use to place students in courses that may be credited toward degree program requirements. A student may demonstrate mastery of each subject area, as applicable, by meeting one or more of the following criteria:

(A) Earning a score on the STAAR EOC assessment that meets the college readiness standards necessary to be exempt from application of the Texas Success Initiative as set out in §4.54 of this chapter (relating to Exemption);

(B) Credit earned in a course in the core curriculum of an institution of higher education in which the student received at least a C; or

(C) Meeting the standards on the assessments set out in Figure: 19 TAC §4.402(a)(2)(C).

Figure: 19 TAC §4.402(a)(2)(C) (.pdf)

(b) A counselor or administrator at the public school of a student who is eligible for early graduation under the Program must verify that the student meets the requirements in subsection (a)(1) and (2) of this section using a method established by the Coordinating Board prior to issuing a diploma to the student under this Program. A student is responsible for providing the official copy of the assessment results to their counselor or administrator to verify these requirements.

(c) A school that issues a diploma under the Program shall require the minimum number of assessments to demonstrate that the student meets the criteria established in subsection (a)(1) and (2) of this section and may not require a student to take any other STAAR End-of-Course assessment to graduate under the Program, except as required by this section.

§4.403. Diploma Equivalency.

A student who graduates early through the Program is considered to have earned a diploma with a distinguished level of achievement under Texas Education Code, §28.025. The school district must provide each student who earns a Program diploma with a designation of distinguished level of achievement on the student's diploma.

§4.404. Notice to Students.

Each high school must provide a written notification to each high school student and the student's parent or guardian listing the eligibility criteria for the Texas First Early High School Completion Program and Texas First Scholarship Program. The school must provide the notice to each student and the student's parent or guardian upon the student's initial enrollment in high school. The notice must include information about the requirement that a student must provide an official copy of their assessment results and transcripts, as applicable, to receive credit for the assessments and credits required to receive early graduation from the Program.

§4.405. Satisfaction of Other Requirements.

(a) A student who meets all Program requirements according to §4.402 of this subchapter (relating to Eligibility for Texas First Diploma) has met the requirements of the Texas Success Initiative according to Texas Education Code, chapter 51.

(b) A student who meets all Program requirements according to §4.402 of this subchapter has met the initial eligibility requirements of the TEXAS Grant program, as authorized by the Toward EXcellence, Access, and Success Grant Program under the Texas Education Code, §56.3041.

The agency certifies that legal counsel has reviewed the proposal and found it to be within the state agency's legal authority to adopt.

Filed with the Office of the Secretary of State on September 26, 2025.

TRD-202503474

Nichole Bunker-Henderson

General Counsel

Texas Higher Education Coordinating Board

Earliest possible date of adoption: November 9, 2025

For further information, please call: (512) 427-6299


CHAPTER 6. HEALTH EDUCATION, TRAINING, AND RESEARCH FUNDS

SUBCHAPTER C. TOBACCO LAWSUIT SETTLEMENT FUNDS

19 TAC §6.73

The Texas Higher Education Coordinating Board (Coordinating Board) proposes the repeal of Texas Administrative Code, Title 19, Part 1, Chapter 6, Subchapter C, §6.73, concerning the Nursing, Allied Health and Other Health-Related Education Grant Program. Specifically, this repeal will improve organization and consistency for Coordinating Board grant program rules overall, and improve rules for the application, review, and awarding of funds for the Nursing, Allied Health and Other Health-Related Education Grant Program. New rules for this grant program were adopted by the Coordinating Board in October 2024 and are found in Texas Administrative Code, Title 19, Part 1, Chapter 10, Subchapter K, §§10.230 - 10.238.

The repeal is proposed under Texas Education Code, §63.201 - 63.203, which provides the Coordinating Board with the authority to administer the Nursing, Allied Health and Other Health-Related Education Grant Program.

Elizabeth Mayer, Assistant Commissioner for Academic and Health Affairs, has determined that for each of the first five years the sections are in effect there would be no fiscal implications for state or local governments as a result of enforcing or administering the rules. There are no estimated reductions in costs to the state and to local governments as a result of enforcing or administering the rule. There are no estimated losses or increases in revenue to the state or to local governments as a result of enforcing or administering the rule.

There is no impact on small businesses, micro businesses, and rural communities.

There is no anticipated impact on local employment.

Elizabeth Mayer, Assistant Commissioner for Academic and Health Affairs, has also determined that for each year of the first five years the section is in effect, the public benefit anticipated as a result of administering the section will be the improved organization and consistency for Coordinating Board grant program rules overall, and improved rules for the application, review, and awarding of funds from the Nursing, Allied Health and Other Health-Related Education Grant Program. There are no anticipated economic costs to persons who are required to comply with the sections as proposed.

Government Growth Impact Statement

(1) the rules will not create or eliminate a government program;

(2) implementation of the rules will not require the creation or elimination of employee positions;

(3) implementation of the rules will not require an increase or decrease in future legislative appropriations to the agency;

(4) the rules will not require an increase or decrease in fees paid to the agency;

(5) the rules will not create a new rule;

(6) the rules will not limit an existing rule;

(7) the rules will not change the number of individuals subject to the rule; and

(8) the rules will not affect this state's economy.

Comments on the proposed rule or information related to the cost, benefit, or effect of the proposed rule, including any applicable data, research or analysis, may be submitted to Elizabeth Mayer, Assistant Commissioner for Academic and Health Affairs, P.O. Box 12788, Austin, Texas 78711-2788, or via email at AHAComments@highered.texas.gov. Comments will be accepted for 30 days following publication of the proposal in the Texas Register.

The repeal is proposed under Texas Education Code, Section 63.201 - 63.203, which provides the Coordinating Board with the authority to administer the Nursing, Allied Health and Other Health-Related Education Grant Program.

The proposed repeal affects Texas Administrative Code, Title 19, Part 1, Chapter 6, Subchapter C.

§6.73. Nursing, Allied Health and Other Health-Related Education Grant Program.

The agency certifies that legal counsel has reviewed the proposal and found it to be within the state agency's legal authority to adopt.

Filed with the Office of the Secretary of State on September 26, 2025.

TRD-202503477

Nichole Bunker-Henderson

General Counsel

Texas Higher Education Coordinating Board

Earliest possible date of adoption: November 9, 2025

For further information, please call: (512) 427-6182


CHAPTER 13. FINANCIAL PLANNING

SUBCHAPTER G. TUITION AND FEES

19 TAC §13.129

The Texas Higher Education Coordinating Board (Coordinating Board) proposes new rules in Texas Administrative Code, Title 19, Part 1, Chapter 13, Subchapter G, §13.129, concerning Refund of Tuition and Mandatory Fees at Public Junior Colleges, State Colleges, and Technical Institute. Specifically, this new section will provide for the minimum schedule of tuition refunds to be made by public junior colleges, state colleges, and technical institutions to students depending on the length of the academic term and the class day on which the student withdraws from the course. The Coordinating Board is authorized by Texas Education Code, §130.009, to adopt rules relating to the uniform dates for adding or dropping a course.

Rule 13.129, Refund of Tuition and Fees at Public Junior Colleges, State Colleges, and Technical Institute, is created. It is the reconstituted §21.5, with several notable changes.

Subsection (a) provides the statutory authority for the section. Subsection (b) relates to the tuition and mandatory fee refund schedule used by junior colleges, state colleges, and technical institutions when students drop courses or withdraw. It is the reconstituted §21.5(a), with notable changes. First, the refund schedule is presented entirely in the Figure, to simplify the rule. Second, Subsection (b)(1) specifies that the rule definition for "class day" in §13.1, applies in the implementation of the subsection. Finally, the authorization of a matriculation fee is not included, as it is topically outside the scope of the rule.

Subsection (c) provides for the managing of refunds or additional charges when a student adds or drops courses before the census date. It is the reconstituted §21.5(c).

Subsection (d) provides for refunds in the situation in which tuition and mandatory fees were paid by a sponsor, donor, or scholarship through the institution. It is the reconstituted §21.5(e).

Subsection (e) provides for circumstances in which a student withdraws due to active duty military service. It is the reconstituted §21.5(g).

Dr. Charles W. Contero-Puls, Assistant Commissioner for Student Financial Aid Programs, has determined that for each of the first five years the section is in effect there would be no fiscal implications for state or local governments as a result of enforcing or administering the rule. There are no estimated reductions in costs to the state and to local governments as a result of enforcing or administering the rule. There are no estimated losses or increases in revenue to the state or to local governments as a result of enforcing or administering the rule.

There is no impact on small businesses, micro businesses, and rural communities. There is no anticipated impact on local employment.

Dr. Charles W. Contero-Puls, Assistant Commissioner for Student Financial Aid Programs, has also determined that for each year of the first five years the section is in effect, the public benefit anticipated as a result of administering the section will be the improved rule clarity by relocating an existing rule to a more appropriate location. There are no anticipated economic costs to persons who are required to comply with the section as proposed.

Government Growth Impact Statement

(1) the rule will not create or eliminate a government program;

(2) implementation of the rule will not require the creation or elimination of employee positions;

(3) implementation of the rule will not require an increase or decrease in future legislative appropriations to the agency;

(4) the rule will not require an increase or decrease in fees paid to the agency;

(5) the rule will not create a new rule;

(6) the rule will not limit an existing rule;

(7) the rule will not change the number of individuals subject to the rule; and

(8) the rule will not affect this state's economy.

Comments on the proposed rule or information related to the cost, benefit, or effect of the proposed rule, including any applicable data, research or analysis, may be submitted to Dr. Charles W. Contero-Puls, Assistant Commissioner for Student Financial Aid Programs, P.O. Box 12788, Austin, Texas 78711-2788, or via email at SFAPPolicy@highered.texas.gov. Comments will be accepted for 30 days following publication of the proposal in the Texas Register.

The new section is proposed under Texas Education Code, Section 130.009, which provides the Coordinating Board with the authority to adopt rules relating to the uniform dates for adding or dropping a course.

The proposed new section affects Texas Administrative Code, Title 19, Part 1, Chapter 13, Subchapter G.

§13.129. Refund of Tuition and Mandatory Fees at Public Junior Colleges, State Colleges, and Technical Institute.

(a) Authority. Authority for this section is Texas Education Code, §130.009.

(b) Refund Schedule. A public junior college, public state college, or public technical institute, collectively public two-year college as defined in §13.1(29) of this chapter (relating to Definitions), as soon as practicable, shall at a minimum refund tuition and mandatory fees in excess of the minimum tuition collected for courses from which the students drop or withdraw, according to the schedule provided in the Figure: 19 TAC §13.129(b).

Figure: 19 TAC §13.129(b) (.pdf)

(1) A public two-year college shall use the definition of "class day" in §13.1 of this chapter in applying the provisions of this subsection.

(2) A public two-year college shall apply the percentages indicated in the Figure: 19 TAC §13.129(b) to the tuition and mandatory fees collected for each course from which the student is withdrawing.

(3) A public two-year college may not delay a refund on the grounds that the student may withdraw from the public two-year college later in the semester or term.

(c) Prior to the census date, a public two-year college may allow hours to be dropped and re-added without penalty to the student if the exchange is an equal one. When the charges for dropped hours are greater than for the hours added, the public two-year college shall apply the refund policy outlined in subsection (b) of this section for the net charges being dropped. If the charges for hours being added exceed the charges for hours being dropped, the student must pay the net additional charges.

(d) A public two-year college shall refund tuition and mandatory fees paid by a sponsor, donor, or scholarship to the source rather than directly to the student who has withdrawn if the funds were made available through the public two-year college.

(e) If a student withdraws because the student is called into active military service, the public two-year college, at the student's option, shall:

(1) refund the tuition and fees paid by the student for the semester in which the student withdraws;

(2) grant a student, who is eligible under the public two-year college's guidelines, an incomplete grade in all courses by designating "withdrawn-military" on the student's transcript; or

(3) as determined by the instructor, assign an appropriate final grade or credit to a student who has satisfactorily completed a substantial amount of course work and who has demonstrated sufficient mastery of the course material.

The agency certifies that legal counsel has reviewed the proposal and found it to be within the state agency's legal authority to adopt.

Filed with the Office of the Secretary of State on September 26, 2025.

TRD-202503478

Nichole Bunker-Henderson

General Counsel

Texas Higher Education Coordinating Board

Earliest possible date of adoption: November 9, 2025

For further information, please call: (512) 427-6365


CHAPTER 21. STUDENT SERVICES

SUBCHAPTER A. GENERAL PROVISIONS

19 TAC §21.5

The Texas Higher Education Coordinating Board (Coordinating Board) proposes the repeal of Texas Administrative Code, Title 19, Part 1, Chapter 21, Subchapter A, §21.5, concerning Refund of Tuition and Fees at Public Community/Junior and Technical Colleges. Specifically, this repeal will allow for the rule to be relocated to Chapter 13, Subchapter G, relating to Tuition and Fees.

The Coordinating Board is authorized by Texas Education Code, §130.009, to adopt rules relating to uniform dates for adding or dropping courses.

Dr. Charles W. Contero-Puls, Assistant Commissioner for Student Financial Aid Programs, has determined that for each of the first five years the section is in effect there would be no fiscal implications for state or local governments as a result of enforcing or administering the rule. There are no estimated reductions in costs to the state and to local governments as a result of enforcing or administering the rule. There are no estimated losses or increases in revenue to the state or to local governments as a result of enforcing or administering the rule.

There is no impact on small businesses, micro businesses, and rural communities. There is no anticipated impact on local employment.

Dr. Charles W. Contero-Puls, Assistant Commissioner for Student Financial Aid Programs, has also determined that for each year of the first five years the section is in effect, the public benefit anticipated as a result of administering the section will be the improved rule clarity by relocating an existing rule to a more appropriate location. There are no anticipated economic costs to persons who are required to comply with the section as proposed.

Government Growth Impact Statement

(1) the rule will not create or eliminate a government program;

(2) implementation of the rule will not require the creation or elimination of employee positions;

(3) implementation of the rule will not require an increase or decrease in future legislative appropriations to the agency;

(4) the rule will not require an increase or decrease in fees paid to the agency;

(5) the rule will not create a new rule;

(6) the rule will not limit an existing rule;

(7) the rule will not change the number of individuals subject to the rule; and

(8) the rule will not affect this state's economy.

Comments on the proposed rule or information related to the cost, benefit, or effect of the proposed rule, including any applicable data, research or analysis, may be submitted to Dr. Charles W. Contero-Puls, Assistant Commissioner for Student Financial Aid Programs, P.O. Box 12788, Austin, Texas 78711-2788, or via email at SFAPPolicy@highered.texas.gov. Comments will be accepted for 30 days following publication of the proposal in the Texas Register.

The repeal is proposed under Texas Education Code, Section 130.009, which provides the Coordinating Board with the authority to adopt rules relating to uniform dates for adding or dropping courses.

The proposed repeal affects Texas Administrative Code, Title 19, Part 1, Chapter 21, Subchapter A.

§21.5. Refund of Tuition and Fees at Public Community/Junior and Technical Colleges.

The agency certifies that legal counsel has reviewed the proposal and found it to be within the state agency's legal authority to adopt.

Filed with the Office of the Secretary of State on September 26, 2025.

TRD-202503479

Nichole Bunker-Henderson

General Counsel

Texas Higher Education Coordinating Board

Earliest possible date of adoption: November 9, 2025

For further information, please call: (512) 427-6365


SUBCHAPTER D. TEXAS FIRST EARLY HIGH SCHOOL COMPLETION PROGRAM

19 TAC §§21.50 - 21.55

The Texas Higher Education Coordinating Board (Coordinating Board) proposes the repeal of Texas Administrative Code, Title 19, Part 1, Chapter 21, Subchapter D, §§21.50 - 21.55, concerning Texas First Early High School Completion Program. Specifically, this repeal will allow for the relocation of these rules to Chapter 4, Subchapter AA.

The Coordinating Board is authorized by Texas Education Code, §28.0253, to adopt rules relating to the Texas First Early High School Completion Program.

Daniel Pérez, Assistant Deputy Commissioner for Academic and Workforce Initiatives, has determined that for each of the first five years the sections are in effect there would be no fiscal implications for state or local governments as a result of enforcing or administering the rules. There are no estimated reductions in costs to the state and to local governments as a result of enforcing or administering the rule. There are no estimated losses or increases in revenue to the state or to local governments as a result of enforcing or administering the rule.

There is no impact on small businesses, micro businesses, and rural communities. There is no anticipated impact on local employment.

Daniel Pérez, Assistant Deputy Commissioner for Academic and Workforce Initiatives, has also determined that for each year of the first five years the section is in effect, the public benefit anticipated as a result of administering the section will be the improved rule clarity through relocation of the rule to a more appropriate and accessible location. There are no anticipated economic costs to persons who are required to comply with the sections as proposed.

Government Growth Impact Statement

(1) the rules will not create or eliminate a government program;

(2) implementation of the rules will not require the creation or elimination of employee positions;

(3) implementation of the rules will not require an increase or decrease in future legislative appropriations to the agency;

(4) the rules will not require an increase or decrease in fees paid to the agency;

(5) the rules will not create a new rule;

(6) the rules will not limit an existing rule;

(7) the rules will not change the number of individuals subject to the rule; and

(8) the rules will not affect this state's economy.

Comments on the proposed rule or information related to the cost, benefit, or effect of the proposed rule, including any applicable data, research or analysis, may be submitted to Daniel Pérez, Assistant Deputy Commissioner for Academic and Workforce Initiatives, P.O. Box 12788, Austin, Texas 78711-2788, or via email at StudentSuccess@highered.texas.gov. Comments will be accepted for 30 days following publication of the proposal in the Texas Register.

The repeal is proposed under Texas Education Code, Section 28.0253, which provides the Coordinating Board with the authority to adopt rules relating to the Texas First Early High School Completion Program.

The proposed repeal affects Texas Administrative Code, Title 19, Part 1, Chapter 21, Subchapter D.

§21.50. Authority and Purpose.

§21.51. Definitions.

§21.52. Eligibility for Texas First Diploma.

§21.53. Diploma Equivalency.

§21.54. Notice to Students.

§21.55. Satisfaction of Other Requirements.

The agency certifies that legal counsel has reviewed the proposal and found it to be within the state agency's legal authority to adopt.

Filed with the Office of the Secretary of State on September 26, 2025.

TRD-202503451

Nichole Bunker-Henderson

General Counsel

Texas Higher Education Coordinating Board

Earliest possible date of adoption: November 9, 2025

For further information, please call: (512) 427-6299


SUBCHAPTER H. INDIVIDUAL DEVELOPMENT ACCOUNT INFORMATION PROGRAM

19 TAC §§21.191 - 21.193

The Texas Higher Education Coordinating Board (Coordinating Board) proposes the repeal of Texas Administrative Code, Title 19, Part 1, Chapter 21, Subchapter H, §§21.191 - 21.193, concerning Individual Development Account Information Program. Specifically, this repeal will eliminate these rules, which were determined to be unnecessary during the Coordinating Board's four-year rule review of the subchapter.

The Coordinating Board is authorized by Texas Education Code, §61.0817, to adopt rules relating to the Individual Development Account Information Program.

Dr. Charles W. Contéro-Puls, Assistant Commissioner for Student Financial Aid Programs, has determined that for each of the first five years the sections are in effect there would be no fiscal implications for state or local governments as a result of enforcing or administering the rules. There are no estimated reductions in costs to the state and to local governments as a result of enforcing or administering the rule. There are no estimated losses or increases in revenue to the state or to local governments as a result of enforcing or administering the rule.

There is no impact on small businesses, micro businesses, and rural communities. There is no anticipated impact on local employment.

Dr. Charles W. Contéro-Puls, Assistant Commissioner for Student Financial Aid Programs, has also determined that for each year of the first five years the section is in effect, the public benefit anticipated as a result of administering the section will be the elimination of unnecessary rules. There are no anticipated economic costs to persons who are required to comply with the sections as proposed.

Government Growth Impact Statement

(1) the rules will not create or eliminate a government program;

(2) implementation of the rules will not require the creation or elimination of employee positions;

(3) implementation of the rules will not require an increase or decrease in future legislative appropriations to the agency;

(4) the rules will not require an increase or decrease in fees paid to the agency;

(5) the rules will not create a new rule;

(6) the rules will not limit an existing rule;

(7) the rules will not change the number of individuals subject to the rule; and

(8) the rules will not affect this state's economy.

Comments on the proposed rule or information related to the cost, benefit, or effect of the proposed rule, including any applicable data, research or analysis, may be submitted to Dr. Charles W. Contéro-Puls, Assistant Commissioner for Student Financial Aid Programs, P.O. Box 12788, Austin, Texas 78711-2788, or via email at SFAPPolicy@highered.texas.gov. Comments will be accepted for 30 days following publication of the proposal in the Texas Register.

The repeal is proposed under Texas Education Code, Section 61.0817, which provides the Coordinating Board with the authority to adopt rules relating to the Individual Development Account Information Program.

The proposed repeal affects Texas Administrative Code, Title 19, Part 1, Chapter 21, Subchapter H.

§21.191. Authority and Purpose.

§21.192. Definitions.

§21.193. Reporting Requirements.

The agency certifies that legal counsel has reviewed the proposal and found it to be within the state agency's legal authority to adopt.

Filed with the Office of the Secretary of State on September 26, 2025.

TRD-202503452

Nichole Bunker-Henderson

General Counsel

Texas Higher Education Coordinating Board

Earliest possible date of adoption: November 9, 2025

For further information, please call: (512) 427-6365


SUBCHAPTER T. THE VACCINATION AGAINST BACTERIAL MENINGITIS FOR ENTERING STUDENTS AT PUBLIC AND PRIVATE OR INDEPENDENT INSTITUTIONS OF HIGHER EDUCATION

19 TAC §§21.610 - 21.614

The Texas Higher Education Coordinating Board (Coordinating Board) proposes the repeal of Texas Administrative Code, Title 19, Part 1, Chapter 21, Subchapter T, §§21.610 - 21.614, concerning The Vaccination Against Bacterial Meningitis for Entering Students at Public and Private or Independent Institutions of Higher Education. Specifically, this repeal will allow for the relocation of the rule to Chapter 3, Subchapter B.

The Coordinating Board is authorized by Texas Education Code, §51.9192, to adopt rules relating to the vaccination requirement against bacterial meningitis for certain students.

Dr. Charles W. Contéro-Puls, Assistant Commissioner for Student Financial Aid Programs, has determined that for each of the first five years the sections are in effect there would be no fiscal implications for state or local governments as a result of enforcing or administering the rules. There are no estimated reductions in costs to the state and to local governments as a result of enforcing or administering the rule. There are no estimated losses or increases in revenue to the state or to local governments as a result of enforcing or administering the rule.

There is no impact on small businesses, micro businesses, and rural communities. There is no anticipated impact on local employment.

Dr. Charles W. Contéro-Puls, Assistant Commissioner for Student Financial Aid Programs, has also determined that for each year of the first five years the section is in effect, the public benefit anticipated as a result of administering the section will be the improved rule clarity through relocation of an existing rule to a more appropriate location. There are no anticipated economic costs to persons who are required to comply with the sections as proposed.

Government Growth Impact Statement

(1) the rules will not create or eliminate a government program;

(2) implementation of the rules will not require the creation or elimination of employee positions;

(3) implementation of the rules will not require an increase or decrease in future legislative appropriations to the agency;

(4) the rules will not require an increase or decrease in fees paid to the agency;

(5) the rules will not create a new rule;

(6) the rules will not limit an existing rule;

(7) the rules will not change the number of individuals subject to the rule; and

(8) the rules will not affect this state's economy.

Comments on the proposed rule or information related to the cost, benefit, or effect of the proposed rule, including any applicable data, research or analysis, may be submitted to Dr. Charles W. Contéro-Puls, Assistant Commissioner for Student Financial Aid Programs, P.O. Box 12788, Austin, Texas 78711-2788, or via email at SFAPPolicy@highered.texas.gov. Comments will be accepted for 30 days following publication of the proposal in the Texas Register.

The repeal is proposed under Texas Education Code, Section 51.9192, which provides the Coordinating Board with the authority to adopt rules relating to the vaccination requirement against bacterial meningitis for certain students.

The proposed repeal affects Texas Administrative Code, Title 19, Part 1, Chapter 21, Subchapter T.

§21.610. Purpose.

§21.611. Authority.

§21.612. Definitions.

§21.613. Immunization Requirement.

§21.614. Exceptions.

The agency certifies that legal counsel has reviewed the proposal and found it to be within the state agency's legal authority to adopt.

Filed with the Office of the Secretary of State on September 26, 2025.

TRD-202503453

Nichole Bunker-Henderson

General Counsel

Texas Higher Education Coordinating Board

Earliest possible date of adoption: November 9, 2025

For further information, please call: (512) 427-6365


CHAPTER 22. STUDENT FINANCIAL AID PROGRAMS

SUBCHAPTER A. GENERAL PROVISIONS

19 TAC §§22.1, 22.2, 22.7

The Texas Higher Education Coordinating Board (Coordinating Board) proposes amendments to Texas Administrative Code, Title 19, Part 1, Chapter 22, Subchapter A, §22.1, §22.2, and §22.7, concerning General Provisions. Specifically, this amendment will update rule definitions and provisions to align with changes in federal law and other Coordinating Board rules.

The Coordinating Board is authorized by Texas Education Code, §56.0035, to adopt rules necessary to carry out the purposes of that chapter.

Rule 22.1, Definitions, is amended to add a definition for "Federal Pell Grant Student Aid Index Cap or Federal Pell Grant Eligibility Cap" and update a citation in the definition of "Resident of Texas." The term "Federal Pell Grant Student Aid Index Cap or Federal Pell Grant Eligibility Cap," which appears in multiple locations throughout Chapter 22, is defined as the maximum Pell Grant award in a given fiscal year, codifying current practice. This definition does not reflect a change in Coordinating Board administration of financial aid programs. The definition of "Resident of Texas" is updated by changing the rule citation, reflecting recent rule changes adopted by the Coordinating Board.

Rule 22.2, Timely Distribution of Funds, is amended to clarify that the rule also applies to funds disbursed through financial aid programs located in Chapter 24 (relating to Student Loan Programs), reflecting recent rule changes adopted by the Coordinating Board, and to amend the timely disbursement provision in subsection (a)(1) to refer to calendar days, rather than business days. This change aligns the timely disbursement timeline with other timely disbursement provisions in the section.

Rule 22.7, Financial Aid Uses, is amended to clarify that the rule also applies to funds disbursed through financial aid programs located in Chapter 24 (relating to Student Loan Programs), reflecting recent rule changes adopted by the Coordinating Board.

Dr. Charles W. Contéro-Puls, Assistant Commissioner for Student Financial Aid Programs, has determined that for each of the first five years the sections are in effect there would be no fiscal implications for state or local governments as a result of enforcing or administering the rules. There are no estimated reductions in costs to the state and to local governments as a result of enforcing or administering the rules. There are no estimated losses or increases in revenue to the state or to local governments as a result of enforcing or administering the rules.

There is no impact on small businesses, micro businesses, and rural communities. There is no anticipated impact on local employment.

Dr. Charles W. Contéro-Puls, Assistant Commissioner for Student Financial Aid Programs, has also determined that for each year of the first five years the section is in effect, the public benefit anticipated as a result of administering the section will be the improved rule clarity and alignment with other Coordinating Board rules. There are no anticipated economic costs to persons who are required to comply with the sections as proposed.

Government Growth Impact Statement

(1) the rules will not create or eliminate a government program;

(2) implementation of the rules will not require the creation or elimination of employee positions;

(3) implementation of the rules will not require an increase or decrease in future legislative appropriations to the agency;

(4) the rules will not require an increase or decrease in fees paid to the agency;

(5) the rules will not create a new rule;

(6) the rules will not limit an existing rule;

(7) the rules will not change the number of individuals subject to the rule; and

(8) the rules will not affect this state's economy.

Comments on the proposed rules or information related to the cost, benefit, or effect of the proposed rules, including any applicable data, research or analysis, may be submitted to Dr. Charles W. Contéro-Puls, Assistant Commissioner for Student Financial Aid Programs, P.O. Box 12788, Austin, Texas 78711-2788, or via email at SFAPPolicy@highered.texas.gov. Comments will be accepted for 30 days following publication of the proposal in the Texas Register.

The amendment is proposed under Texas Education Code, Section 56.0035, which provides the Coordinating Board with the authority to adopt rules to adopt rules necessary to carry out the purposes of that chapter.

The proposed amendment affects Texas Administrative Code, Title 19, Part 1, Chapter 22, Subchapter A.

§22.1. Definitions.

The following words and terms, when used in chapter 22, shall have the following meanings, unless otherwise defined in a particular subchapter:

(1) Academic Year--The combination of semesters defined by a public or private institution of higher education to fulfill the federal "academic year" requirement as defined by 34 CFR 668.3.

(2) Attempted Semester Credit Hours--Every course in every semester for which a student has been registered as of the official Census Date, including but not limited to, repeated courses and courses the student drops and from which the student withdraws. For transfer students, transfer hours and hours for optional internship and cooperative education courses are included if they are accepted by the receiving institution towards the student's current program of study.

(3) Board--The governing body of the agency known as the Texas Higher Education Coordinating Board.

(4) Categorical Aid--Gift aid that the institution does not award to the student, but that the student brings to the school from a non-governmental third party.

(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) Cost of Attendance/Total 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).

(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 or Certificate Program of Four Years or Less--A baccalaureate degree, associate degree, or certificate program other than a program determined by the Coordinating Board to require four years or more to complete.

(10) Degree or Certificate Program of More Than Four Years--A baccalaureate degree or certificate program determined by the Coordinating Board to require more than four years to complete.

(11) Encumber--Program funds that have been officially requested by an institution through procedures developed by the Coordinating Board.

(12) 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 ten contact hours of instruction, which may be expressed as a decimal. For the purpose of conversion, 1.6 continuing education units of instruction equals one semester credit hour of instruction. In a continuing education course, not fewer than sixteen contact hours are equivalent to one semester credit hour.

(13) Expected Family Contribution (EFC)--A student's Student Aid Index, as the term is defined in this section.

(14) Federal Pell Grant Student Aid Index Cap or Federal Pell Grant Eligibility Cap--The maximum Pell Grant amount allowed under federal law in a given fiscal year.

(15) [ (14) ] Financial Need--The Cost of Attendance at a particular institution of higher education or private or independent institution of higher education less the Student Aid Index as those terms are defined in this section.

(16) [ (15) ] Forecast--The FORECAST function in Microsoft Excel, or a comparable forecasting function.

(17) [ (16) ] Full-Time--For undergraduate students, enrollment or expected enrollment for the equivalent of twelve or more semester credit hours per semester. For graduate students, enrollment or expected enrollment for the normal full-time course load of the student's program of study as defined by the institution.

(18) [ (17) ] General Academic Teaching Institution--As defined in Texas Education Code, §61.003.

(19) [ (18) ] Gift Aid--Grants, scholarships, exemptions, waivers, and other financial aid provided to a student without a requirement to repay the funding or earn the funding through work.

(20) [ (19) ] Graduate Student--A student who has been awarded a baccalaureate degree and is enrolled in coursework leading to a graduate or professional degree.

(21) [ (20) ] 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.

(22) [ (21) ] Institution of Higher Education--As defined by Texas Education Code, §61.003.

(23) [ (22) ] Medical or Dental Unit--As defined by Texas Education Code, §61.003.

(24) [ (23) ] Period of Enrollment--The semester or semesters within the current state fiscal year (September 1 - August 31) for which the student was enrolled in an approved institution and met all eligibility requirements for financial assistance offered under this chapter.

(25) [ (24) ] Private or Independent Institution of Higher Education--As defined by Texas Education Code, §61.003.

(26) [ (25) ] 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.

(27) [ (26) ] Public Junior College--As defined by Texas Education Code, §61.003.

(28) [ (27) ] Public State College--As defined by Texas Education Code, §61.003.

(29) [ (28) ] Public Technical Institute- - As defined by Texas Education Code, §61.003.

(30) [ (29) ] Resident of Texas--A resident of the State of Texas as determined in accordance with chapter 13 [ 21 ], subchapter K [ B ], of this title (relating to Determination of Resident Status). Nonresident students who are eligible to pay resident tuition rates are not residents of Texas.

(31) [ (30) ] Semester--A payment period, as defined by 34 CFR 668.4(a) or 34 CFR 668.4(b)(1).

(32) [ (31) ] 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.

(33) [ (32) ] Student Aid Index (SAI)--A measure utilized to calculate a student's financial need as regulated and defined by the methodology used for federal student financial aid.

(34) [ (33) ] Three-Quarter-Time--For undergraduate students, enrollment or expected enrollment for the equivalent of at least nine but fewer than twelve semester credit hours per semester. For graduate students, enrollment or expected enrollment for the equivalent of 75 percent of the normal full-time course load of the student's program of study as defined by the institution.

(35) [ (34) ] Undergraduate Student--An individual who has not yet received a baccalaureate degree.

§22.2. Timely Distribution of Funds.

(a) All institutions participating in the financial aid programs outlined in chapter 22 and chapter 24 of this title (relating to Student Loan Programs), unless otherwise specified, shall follow the guidelines for the timely distribution of funds, as outlined in this section:

(1) Timely Disbursement. Institutions shall disburse state student financial aid funding to a student recipient's account or, in the case of work-study, through a paycheck, no later than three business days after receiving the funds. Institutions must return undisbursed [ Undisbursed ] funds [ must be returned ] to the Coordinating Board no later than ten calendar [ six business ] days after the receipt of funds. Institutions [ Gift aid and work-study funds for which a student is no longer eligible ] may disburse gift aid and work-study funds for which a student is no longer eligible [ be disbursed ] to a different eligible student for whom funds have not yet been requested in order to meet the timely disbursement requirement.

(2) Timely Determination of Ineligibility. For state student financial aid funding already disbursed to a student, except work study, institutions shall return funds to the Coordinating Board within forty-five calendar days of a student becoming ineligible for the funding. Gift aid funds for which a student has been determined ineligible may be disbursed to a different eligible student for whom funds have not yet been requested in order to meet the timely determination of ineligibility requirement. In all cases, an institution must provide notification to the Coordinating Board regarding the change in student eligibility, as appropriate for the particular student financial aid program.

(3) Timely Cancellation. For state student financial aid funds already disbursed to a student, except work-study, institutions may return funds to the Coordinating Board within 120 calendar days of disbursement in situations where a student has notified the institution of his or her decision to cancel the financial aid. Gift aid funds for which a student has made the decision to cancel may be disbursed to a different eligible student for whom funds have not yet been requested in order to meet the timely cancellation requirement. In all cases, an institution must provide notification to the Coordinating Board regarding the student's decision to cancel financial aid, as appropriate for the particular student financial aid program.

(b) Re-offering of funds. Funds made available from financial aid adjustments, as detailed in §22.8 of this subchapter (relating to Financial Aid Adjustments) are subject to the requirements of timely determination of ineligibility in subsection (a)(2) of this section.

(c) Late Disbursements of Gift Aid.

(1) A student may receive a gift aid disbursement after the end of his/her period of enrollment if the student:

(A) Owes funds to the institution for the period of enrollment for which the grant is being made; or

(B) Received a student loan that is still outstanding for the period of enrollment.

(2) Funds that are disbursed after the end of the student's period of enrollment must be used to either pay the student's outstanding balance from his/her period of enrollment at the institution or to make a payment against an outstanding student loan received during that period of enrollment. Under no circumstances are funds to be released to the student.

(3) The institution shall retain documentation proving the late-disbursed funds were used to make a payment against an outstanding balance at the institution from the relevant period of enrollment and/or to make a payment against an outstanding loan taken out for the period of enrollment.

(4) Unless granted an extension by the Coordinating Board, late disbursements must be processed prior to the end of the state fiscal year for which the funds were allocated to the institution.

§22.7. Financial Aid Uses.

Neither an institution nor a student may use financial assistance offered through programs in chapter 22 or chapter 24 of this title (relating to Student Loan Programs) [ this chapter ] for any purpose other than paying for any usual and customary cost of attendance incurred by the student related to enrollment at a participating institution of higher education for the academic year for which funding was offered.

The agency certifies that legal counsel has reviewed the proposal and found it to be within the state agency's legal authority to adopt.

Filed with the Office of the Secretary of State on September 26, 2025.

TRD-202503454

Nichole Bunker-Henderson

General Counsel

Texas Higher Education Coordinating Board

Earliest possible date of adoption: November 9, 2025

For further information, please call: (512) 427-6365


SUBCHAPTER M. TEXAS EDUCATIONAL OPPORTUNITY GRANT PROGRAM

19 TAC §§22.255, 22.260, 22.261, 22.264

The Texas Higher Education Coordinating Board (Coordinating Board) proposes amendments to Texas Administrative Code, Title 19, Part 1, Chapter 22, Subchapter M, §§22.255, 22.260, 22.261, and §22.264, concerning the Texas Educational Opportunity Grant Program. Specifically, this amendment will modify rules relating to eligible institutions, grant priorities, grant amounts, and allocation of funds to ensure alignment with statutory changes made by House Bill (HB) 3204, 89th Texas Legislature, Regular Session., which became effective September 1, 2025, as well as Riders 25 and 26 in the Coordinating Board's bill pattern of the General Appropriations Act, Senate Bill (SB) 1, 89th Texas Legislature, Regular Session.

The Coordinating Board is authorized by Texas Education Code, §56.403, to adopt rules relating to the Program.

Rule 22.255, Eligible Institutions, is amended to include the Polytechnic College at Sam Houston State University as an eligible institution for the Program, as directed by the provisions of HB 3204, 89th Texas Legislature, Regular Session.

Rule 22.260, Priorities in Grants to Students, is amended to accomplish the directives of Riders 25 and 26 of the General Appropriations Act, which direct the Coordinating Board to "coordinate with eligible institutions to distribute funds…to those institutions in a manner that ensures that each eligible student who graduates in the top 25 percent of the student's high school graduating class receives an initial grant for the 2026-2027 academic year." After consulting with eligible institutions, the Coordinating Board determined that appropriated funding for the Program is sufficient to accomplish the intent of the riders without modifying the allocation methodology. Accordingly, Subsection (b) is added to the rule to include a student graduating in the top 25 percent of his/her graduating class as an awarding priority. The specific phrasing of the subsection aligns with the provisions of Texas Education Code, §51.803, Automatic Admission: All Institutions. Subsection (e) is added to specify that institutions shall ensure eligible students meeting the top 25 percent standard and who have a Student Aid Index below 60 percent of the statewide average of tuition and fees at general academic teaching institutions receive an initial grant, thus clarifying how institutions may consider the various awarding priorities and maintain compliance with Riders 25 and 26.

Rule 22.261, Grant Amounts, is amended to specify how the Polytechnic College at Sam Houston State University is to be considered for programmatic purposes. As a college within a general academic teaching institution, which are not generally eligible to participate in the Program, the Polytechnic College does not meet any of the definitions for public junior college, public state college, or public technical institution upon which the rule relies. In reviewing the programmatic offering, tuition rates, and other factors, the Coordinating Board determined that the Polytechnic College most closely resembles public technical institutions. Subsection (a)(2) is amended to reflect this determination for the purposes of setting the maximum grant for students of the institution. Subsection (d) is updated with a more specific reference to rules in the chapter's General Provisions.

Rule 22.264, Allocation of Funds - Public Technical and State Colleges, is amended to include references to the Polytechnic College at Sam Houston State University, which will again be treated as a public technical institution for this purpose.

Dr. Charles W. Contéro-Puls, Assistant Commissioner for Student Financial Aid Programs, has determined that for each of the first five years the sections are in effect there would be no fiscal implications for state or local governments as a result of enforcing or administering the rules. There are no estimated reductions in costs to the state and to local governments as a result of enforcing or administering the rules. There are no estimated losses or increases in revenue to the state or to local governments as a result of enforcing or administering the rules.

There is no impact on small businesses, micro businesses, and rural communities. There is no anticipated impact on local employment.

Dr. Charles W. Contéro-Puls, Assistant Commissioner for Student Financial Aid Programs, has also determined that for each year of the first five years the sections are in effect, the public benefit anticipated as a result of administering the sections will be the alignment with statutory and appropriations requirements. There are no anticipated economic costs to persons who are required to comply with the sections as proposed.

Government Growth Impact Statement

(1) the rules will not create or eliminate a government program;

(2) implementation of the rules will not require the creation or elimination of employee positions;

(3) implementation of the rules will not require an increase or decrease in future legislative appropriations to the agency;

(4) the rules will not require an increase or decrease in fees paid to the agency;

(5) the rules will not create a new rule;

(6) the rules will not limit an existing rule;

(7) the rules will not change the number of individuals subject to the rules; and

(8) the rules will not affect this state's economy.

Comments on the proposed rules or information related to the cost, benefit, or effect of the proposed rule, including any applicable data, research or analysis, may be submitted to Dr. Charles W. Contéro-Puls, Assistant Commissioner for Student Financial Aid Programs, P.O. Box 12788, Austin, Texas 78711-2788, or via email at SFAPPolicy@highered.texas.gov. Comments will be accepted for 30 days following publication of the proposal in the Texas Register. .

The amendment is proposed under Texas Education Code, Section 56.403, which provides the Coordinating Board with the authority to adopt rules relating to the Program.

The proposed amendment affects Texas Administrative Code, Title 19, Part 1, Chapter 22, Subchapter M.

§ 22.255. Eligible Institutions.

(a) Eligibility.

(1) Any public junior college, public technical institute, and public state college, as defined in §22.1 of this chapter (relating to Definitions), or the Polytechnic College at Sam Houston State University , is eligible to participate in the Program.

(2) No participating institution may, on the grounds of race, color, national origin, gender, religion, age, or disability exclude an individual from participation in, or deny the benefits of the Program described in this subchapter.

(3) Each participating institution must follow the Civil Rights Act of 1964, Title VI (Public Law 88-352) in avoiding discrimination in admissions or employment.

(b) Approval.

(1) Agreement. Each eligible institution must enter into an agreement with the Coordinating Board, the terms of which shall be prescribed by the Commissioner, prior to being approved to participate in the Program.

(2) Approval Deadline. An institution must indicate an intent to participate in the Program by June 1 and enter into an agreement with the Coordinating Board by August 31 in order for qualified students enrolled in that institution to be eligible to receive grants in the following biennium.

(c) Responsibilities. Participating institutions are required to abide by the General Provisions outlined in subchapter A of this chapter.

§ 22.260. Priorities in Grants to Students.

(a) If funds available for the Program are insufficient to allow grants to all eligible students, continuation grants will be given priority.

(b) In determining who should receive an initial year grant, an institution shall give priority to those students who graduated with a grade point average in the top 25 percent of their high school graduating class in one of the two prior academic years.

(c) [ (b) ] In determining who should receive an initial year grant, an institution shall give priority to those students who have a Student Aid Index that does not exceed 60 percent of the average statewide amount of tuition and fees for general academic teaching institutions for the relevant academic year.

(d) [ (c) ] In determining who should receive an initial year grant, an institution shall give highest priority to students who demonstrate the greatest financial need at the time the grant is made.

(e) Each institution shall ensure that an eligible student who is described by both subsections (b) and (c) of this section receives an initial grant under this subchapter.

§ 22.261. Grant Amounts.

(a) Grant Amounts.

(1) The Coordinating Board shall determine and announce the maximum grant amount in a given state fiscal year by January 31 of the prior fiscal year. The calculation of the maximum grant amount for a semester will be based on the average statewide amount of tuition and required fees at eligible institutions that a resident student enrolled full-time in an associate degree or certificate program measured in semester credit hours would be charged for that semester (Texas Education Code, §56.407).

(2) In the Coordinating Board's determination of the maximum grant amount, the average amount of tuition and required fees is determined by institution type (public junior colleges, public state colleges, and public technical institutes), utilizing the most recent Integrated Fiscal Reporting System reports to project the value. The Polytechnic College at Sam Houston State University is considered a public technical institute for this purpose.

(b) The amount of a grant offered by the institution may not be reduced by any gift aid for which the person receiving the grant is eligible, unless the total amount of a person's grant plus any gift aid received exceeds the student's cost of attendance. However, no student's grant shall be greater than the amount of the student's financial need.

(c) A participating [ An approved ] institution may not charge a person receiving a grant through that institution an amount of tuition and required fees in excess of the grant received by the person. Nor may it deny admission to or enrollment in the institution based on a person's eligibility to receive or actual receipt of a grant. If an institution's tuition and fee charges exceed the grant, it may address the shortfall in one of two ways:

(1) use other available sources of financial aid to cover any difference in the amount of the grant and the student's actual amount of tuition and required fees at the institution, provided that the other available sources of financial aid do not include a loan; or

(2) exempt the excess charges for the student. However, if an exemption is used, the institution may not report the recipient's tuition and fees in a way that would increase the general revenue appropriations to the institution.

(d) Grant calculations are to be completed in accordance with §22.8 of this chapter (relating to Financial Aid Adjustments) [ subchapter A of this chapter (relating to General Provisions) ].

§ 22.264. Allocation of Funds - Public Technical and State Colleges.

(a) Allocations for public state colleges, public technical institutes, and the Polytechnic College at Sam Houston State University are to be determined on an annual basis as follows:

(1) The allocation base for each eligible institution will be the number of students it reported in the most recent certified Financial Aid Database submission who met the following criteria:

(A) were classified as residents of Texas, as defined in §22.1 of this chapter (relating to Definitions);

(B) were enrolled as undergraduates in an associate degree or certificate program half-time, three-quarter time, or full-time, with full-time students weighted as 1, three-quarter time students weighted as 0.75, and half-time students weighted as 0.50, as reported in the Financial Aid Database submission; and

(C) have a 9-month Student Aid Index, calculated using federal methodology, less than or equal to the Federal Pell Grant eligibility Student Aid Index cap for the year reported in the Financial Aid Database submission.

(2) Each institution's percent of the available funds will equal its percent of the state-wide need as determined by multiplying each institution's enrollments by the respective grant maximums of students who meet the criteria in paragraph (1) of this subsection.

(3) Allocations for both years of the state appropriations' biennium will be completed at the same time. The three most recent certified Financial Aid Database submissions will be utilized to forecast the data utilized in the calculation of the allocation for the second year of the biennium. Institutions will receive notification of their allocations for both years of the biennium at the same time.

(4) Verification of Data. Allocation calculations will be shared with all participating institutions for comment and verification prior to final posting, and the institutions will be given 10 working days, beginning the day of the notice's distribution and excluding State holidays, to confirm that the allocation report accurately reflects the data they submitted or to advise the Coordinating Board of any inaccuracies.

(b) Reductions in Funding.

(1) If annual funding for the Program is reduced after the start of a fiscal year, the Coordinating Board may take steps to help distribute the impact of reduced funding across all participating institutions by an across-the-board percentage decrease in all institutions' allocations.

(2) If annual funding is reduced prior to the start of a fiscal year, the Coordinating Board may recalculate the allocations according to the allocation methodology outlined in this rule for the affected fiscal year based on available dollars.

The agency certifies that legal counsel has reviewed the proposal and found it to be within the state agency's legal authority to adopt.

Filed with the Office of the Secretary of State on September 26, 2025.

TRD-202503455

Nichole Bunker-Henderson

General Counsel

Texas Higher Education Coordinating Board

Earliest possible date of adoption: November 9, 2025

For further information, please call: (512) 427-6365


SUBCHAPTER O. TEXAS LEADERSHIP RESEARCH SCHOLARS PROGRAM

19 TAC §22.302, §22.310

The Texas Higher Education Coordinating Board (Coordinating Board) proposes amendments to Texas Administrative Code, Title 19, Part 1, Chapter 22, Subchapter O, §22.302 and §22.310, concerning the Texas Leadership Research Scholars Program. Specifically, this amendment will clarify that scholarships are limited to four years per student and per program, guarantees at least one research scholarship per eligible institution if funding is sufficient, and prohibits any rules that may restrict or give preference to any general academic institution. The amendment also addresses changes in deadlines for intent to participate.

The Coordinating Board is authorized to adopt rules as necessary by Texas Education Code, §61.897. The revisions implement statutory amendments passed by the 89th Texas Legislature. Specifically, this amendment will update Coordinating Board rules to accurately reflect changes made by Senate Bill (SB) 2055, 89th Texas Legislature, Regular Session. SB 2055, amended Texas Education Code, §61.897, to specify that a student is ineligible to receive funding from either the Undergraduate or the Graduate scholarship program for more than four academic years per program, that eligible institutions receive at least one research scholarship award, and that no administrative rules may be adopted that impose limits on, or grant preference to, any general academic institution.

Rule 22.302, Eligible Institutions, provides the responsibilities and deadlines for participating eligible institutions to follow. Specifically, the amended section removes a provision that is no longer relevant since the academic year has passed and updates the deadline for institutions to indicate their intent to participate by December 15.

Rule 22.310, Scholarship Amounts and Allocation of Funds, outlines the scholarship amounts and how the Coordinating Board will allocate the funds to institutions. Specifically, the amended section removes old allocation methodologies and clarifies that eligible institutions will receive at least one research scholarship award.

Daniel Pérez, Assistant Deputy Commissioner for Academic and Workforce Initiatives, has determined that for each of the first five years the sections are in effect there would be no fiscal implications for state or local governments as a result of enforcing or administering the rules. There are no estimated reductions in costs to the state and to local governments as a result of enforcing or administering the rule. There are no estimated losses or increases in revenue to the state or to local governments as a result of enforcing or administering the rule.

There is no impact on small businesses, micro businesses, and rural communities. There is no anticipated impact on local employment.

Daniel Pérez, Assistant Deputy Commissioner for Academic and Workforce Initiatives, has also determined that for each year of the first five years the section is in effect, the public benefit anticipated as a result of administering the section will be the increase in number of high-achieving, economically disadvantaged students who pursue higher education opportunities that may not have been able to afford or access otherwise. There are no anticipated economic costs to persons who are required to comply with the sections as proposed. Participation in the Texas Leadership Research Scholars program is voluntary.

Government Growth Impact Statement

(1) the rules will not create or eliminate a government program;

(2) implementation of the rules will not require the creation or elimination of employee positions;

(3) implementation of the rules will not require an increase or decrease in future legislative appropriations to the agency;

(4) the rules will not require an increase or decrease in fees paid to the agency;

(5) the rules will not create a new rule;

(6) the rules will not limit an existing rule;

(7) the rules will not change the number of individuals subject to the rule; and

(8) the rules will not affect this state's economy.

Comments on the proposed rule or information related to the cost, benefit, or effect of the proposed rule, including any applicable data, research or analysis, may be submitted to Daniel Pérez, Assistant Deputy Commissioner for Academic and Workforce Initiatives, P.O. Box 12788, Austin, Texas 78711-2788, or via email at StudentSuccess@highered.texas.gov. Comments will be accepted for 30 days following publication of the proposal in the Texas Register .

The amendment is proposed under Texas Education Code, Section 61.897, as amended by Senate Bill 2055, which provides the Coordinating Board with the authority to adopt rules as necessary to implement the Texas Leadership Research Scholars Program.

The proposed amendment affects Texas Education Code, subchapter T-3, and 19 Texas Administrative Code Chapter 22, Subchapter O.

§ 22.302. Eligible Institutions.

(a) Eligible Institution means a general academic teaching institution that awarded at least one research doctoral degree in the most recent year used by the Commissioner to make an allocation under §22.310 of this subchapter (relating to Scholarship Amounts and Allocation of Funds).

(b) [ (a) ] Responsibilities. A participating eligible institution is required to:

(1) Abide by the General Provisions outlined in subchapter A of this chapter (relating to General Provisions);

(2) Have and comply with policies that prohibit discrimination against or deny participation in or the benefits of the Program described in this subchapter on the basis of race, color, national origin, gender, religion, age, or disability;

(3) Comply with the Civil Rights Act of 1964, Title VI (Public Law 88-353) in avoiding discrimination in admissions or employment; and

(4) Provide all reports regarding the program to the Coordinating Board or Administrator.

(c) [ (b) ] Approval.

(1) Agreement. Each eligible institution must enter into an agreement with the Coordinating Board, the terms of which shall be prescribed by the Commissioner, prior to receiving a disbursement of funds through the Program.

(2) Approval Deadline.

[(A)] Each eligible institution must indicate an intent to participate in the Program by emailing the Administrator by December [ June ] 15 and enter into an agreement with the Coordinating Board by August 31 for qualified students enrolled in that institution to be eligible to receive scholarships in the following fiscal year.

[(B) Notwithstanding paragraph (2)(A) of this subsection, for the 2024-25 academic year, an eligible institution may indicate intent to participate in the program by the administrative deadline established by the Commissioner.]

§ 22.310. Scholarship Amounts and Allocation of Funds.

(a) Funding. The Coordinating Board may not award through this Program an amount that exceeds the amount of state appropriations and other funds that are available for this use.

(b) Scholarship Amounts.

(1) The Commissioner shall establish the amount of each Research Scholarship in an academic year that is 150% of the average of the amount of the Leadership Scholarships awarded across participating eligible [ public research and public emerging research ] institutions under subchapter N of this chapter (relating to Texas Leadership Scholars Grant Program), based on available appropriations for the Program. The Scholarship may be applied toward housing, food, or other costs of attendance allowed under the Program, at the participating eligible institution as approved by the Coordinating Board.

(2) An eligible [ Eligible ] institution may not reduce the amount of a scholarship by any gift aid for which the Research Scholar receiving the scholarship is eligible unless the total amount of a Research Scholar's scholarship plus any gift aid received exceeds the Research Scholar's cost of attendance.

(3) An eligible [ Eligible ] institution shall ensure each Research Scholar receives the scholarship awarded under the program for four (4) years so long as the scholar maintains eligibility set forth in §22.303(b) of this subchapter (relating to Eligible Students).

(c) Allocation of Funds.

(1) The Commissioner shall determine and announce the number of initial scholarships available to each participating eligible institution by January 31 of the prior fiscal year set forth in §22.303(a) of this subchapter, based on the following criteria:

(A) If there is sufficient funding to award one initial scholarship to each eligible institution in a given fiscal year, the Commissioner shall award at least one initial scholarship to each eligible institution;

[(A) If there is sufficient funding to award more than seventy-five (75) initial Scholarships in a given fiscal year, the Coordinating Board shall award initial Scholarships to each eligible institution based on each eligible institution's share of awarded research doctoral degrees calculated using the most recent year available of data reported by the National Science Foundation in the annual Survey of Earned Doctorates; and]

(B) If there are remaining initial scholarships available in a given fiscal year, the Commissioner shall award remaining initial scholarships to each eligible institution based on each eligible institution's share of awarded research doctoral degrees calculated using the most recent year available data reported by the National Science Foundation in the annual Survey of Earned Doctorates; and

[(B) If there is funding to award seventy-five (75) initial Scholarships or fewer in a given fiscal year, the Coordinating Board shall divide the initial Scholarships in the following way:]

[(i) 50% of available initial Scholarships will be allocated among public research universities based on each institution's share of awarded research doctoral degrees calculated using the most recent year available of data reported by the National Science Foundation in the annual Survey of Earned Doctorates; and]

[(ii) 50% of available initial Scholarships will be allocated among emerging research universities based on each institution's share of awarded research doctoral degrees calculated using the most recent year available of data reported by the National Science Foundation in the annual Survey of Earned Doctorates.]

(C) If there is insufficient funding to award one initial scholarship to each eligible institution in a given fiscal year, the Commissioner shall divide the initial scholarships based on each institution's share of awarded research doctoral degrees calculated using the most recent year available data reported by the National Science Foundation in the annual Survey of Earned Doctorates.

(2) The number of Scholarships allocated to each participating eligible institution for returning Research Scholars will be the number of Scholars eligible to receive the Scholarship set forth in §22.303(b) of this subchapter.

(3) Each participating eligible institution will receive an annual allocation equal to the number of Scholarships allocated to the institution times the amount established in subsection (b) of this section.

The agency certifies that legal counsel has reviewed the proposal and found it to be within the state agency's legal authority to adopt.

Filed with the Office of the Secretary of State on September 26, 2025.

TRD-202503456

Nichole Bunker-Henderson

General Counsel

Texas Higher Education Coordinating Board

Earliest possible date of adoption: November 9, 2025

For further information, please call: (512) 427-6299


CHAPTER 23. EDUCATION LOAN REPAYMENT PROGRAMS

SUBCHAPTER B. TEACH FOR TEXAS LOAN REPAYMENT ASSISTANCE PROGRAM

19 TAC §§23.32 - 23.35

The Texas Higher Education Coordinating Board (Coordinating Board) proposes amendments to Texas Administrative Code, Title 19, Part 1, Chapter 23, Subchapter B, §§22.32 - 22.35, concerning the Teach for Texas Loan Repayment Assistance Program. Specifically, this amendment will update definitions, clarify aspects of applicant eligibility, and update program prioritization rules for improved administration.

The Coordinating Board is authorized by Texas Education Code, §56.3575, to adopt rules relating to the Teach for Texas Loan Repayment Assistance Program.

Rule 23.32, Definitions, is amended by adding a definition for "current academic year." The added definition, along with proposed amendments to rule §23.33, is intended to clarify the Coordinating Board's existing practice for determining applicant eligibility. This does not represent a change in administration of the program.

Rule 23.33, Applicant Eligibility, is amended to make nonsubstantive changes intended to clarify the Coordinating Board's practice regarding eligibility determinations. Applications for this Program generally must be submitted between April and July, and applicants must demonstrate that they are: (1) currently employed, (2) certified and teaching in a critical shortage area or in a shortage community, and (3) teaching full-time at the time of application and have taught full-time for a service period (nine months) during the current academic year (i.e. the academic year beginning with the fall semester prior to the application period). None of the proposed changes to this section represent a change in Coordinating Board practice or eligibility criteria for the Program.

Rule 23.34, Applicant Ranking Priorities, is amended to remove a redundant reference to the Program application deadline, further clarify how prioritization occurs, and replace the "financial need" priority factor in current Subsection (b)(5). Current Subsection (a) is redundant with rule §22.33(1), and is eliminated. Nonsubstantive edits to current Subsection (b) align the description of prioritization in other programs within the chapter and clarify potential ambiguities. The "financial need" factor in current Subsection (b)(5), however, is substantively changed from the applicant's adjusted gross income to his or her total education loan debt. This change still meets the requirements of Texas Education Code, §56.353(b), but obviates the need for applicants to provide, and the Coordinating Board to retain, sensitive income tax information.

Rule 23.35, Amount of Loan Repayment Assistance, is amended. Subsection (a) is modified with nonsubstantive edits that align with similar provisions in other programs in the chapter. Subsection (b) is added to codify existing Coordinating Board practice that in each of the five years a person may receive loan repayment assistance under the Program, the person may not receive more than one-fifth of the person's eligible loan balance as was determined when the person first demonstrated eligibility for the Program.

Dr. Charles W. Contéro-Puls, Assistant Commissioner for Student Financial Aid Programs, has determined that for each of the first five years the sections are in effect there would be no fiscal implications for state or local governments as a result of enforcing or administering the rules. There are no estimated reductions in costs to the state and to local governments as a result of enforcing or administering the rules. There are no estimated losses or increases in revenue to the state or to local governments as a result of enforcing or administering the rules.

There is no impact on small businesses, micro businesses, and rural communities. There is no anticipated impact on local employment.

Dr. Charles W. Contéro-Puls, Assistant Commissioner for Student Financial Aid Programs, has also determined that for each year of the first five years the sections are in effect, the public benefit anticipated as a result of administering the sections will be the improved rule clarity and program administration. There are no anticipated economic costs to persons who are required to comply with the sections as proposed.

Government Growth Impact Statement

(1) the rules will not create or eliminate a government program;

(2) implementation of the rules will not require the creation or elimination of employee positions;

(3) implementation of the rules will not require an increase or decrease in future legislative appropriations to the agency;

(4) the rules will not require an increase or decrease in fees paid to the agency;

(5) the rules will not create a new rule;

(6) the rules will not limit an existing rule;

(7) the rules will not change the number of individuals subject to the rules; and

(8) the rules will not affect this state's economy.

Comments on the proposed rule or information related to the cost, benefit, or effect of the proposed rules, including any applicable data, research or analysis, may be submitted to Dr. Charles W. Contéro-Puls, Assistant Commissioner for Student Financial Aid Programs, P.O. Box 12788, Austin, Texas 78711-2788, or via email at SFAPPolicy@highered.texas.gov. Comments will be accepted for 30 days following publication of the proposal in the Texas Register .

The amendment is proposed under Texas Education Code, Section 56.3575, which provides the Coordinating Board with the authority to adopt rules relating to the Program.

The proposed amendment affects Texas Administrative Code, Title 19, Part 1, Chapter 23, Subchapter B.

§ 23.32. Definitions.

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) Certified Educator--A person who has completed all requirements for a standard teaching certificate in the State of Texas. A person holding a probationary certificate, temporary classroom assignment permit, emergency permit, or a nonrenewable permit is not considered a certified educator. The term does not include a teacher's aide or a full-time administrator.

(2) Current Academic Year--The twelve-month academic year that corresponds with the state fiscal year in which a person submits an application for loan repayment assistance under this subchapter.

(3) [ (2) ] Public School--A school in a Texas school district or a public charter school authorized to operate under Texas Education Code, Chapter 12.

(4) [ (3) ] Service Period--A period of service of at least 9 months of a 12-month academic year.

(5) [ (4) ] Shortage Communities--Texas public schools identified annually by the Texas Commissioner of Education, or his/her designee, whose percentage of economically disadvantaged students is higher than the statewide average percentage of students receiving free or reduced cost lunches.

(6) [ (5) ] Shortage Teaching Fields--Subjects identified annually by the Texas Commissioner of Education, or his/her designee, as having a critical shortage of teachers.

(7) [ (6) ] Teaching full-time--Teaching at least four hours each day performing instructional duties as a full-time employee of a Texas public school district.

§ 23.33. Applicant Eligibility.

To be eligible for loan repayment assistance, an applicant must:

(1) submit a completed application to the Coordinating Board by the stated deadline; and

(2) be one of the following:

(A) a certified educator in a shortage teaching field [ , currently ] teaching full-time in that field at the time of the application, and having [ have ] taught in that field full-time for one service period in the current [ last ] academic year [ at the preschool, primary, or secondary level ] in a Texas public school; or

(B) a certified educator [ currently ] teaching full-time in a public school [ at the preschool, primary, or secondary level ] in a shortage community at the time of the application , and having [ have ] taught in that community full-time for one service period in the current [ last ] academic year.

§ 23.34. Applicant Ranking Priorities.

[(a) An application deadline will be established each year and published on the Coordinating Board's website.]

[(b)] If there are not sufficient funds to offer loan repayment assistance to all eligible applicants, then applications shall be ranked using priority determinations in the following order: [ by the following criteria, in order of priority: ]

(1) Renewal applications, unless a break in service periods has occurred;

(2) Applications for those teaching [ Teaching ] in a shortage teaching field while also teaching in a shortage community, prioritizing the communities based on the highest percentage of economically disadvantaged students [ degree of shortage ];

(3) Applications for those teaching [ Teaching ] any subject in a shortage community, prioritizing the communities based on the highest percentage of economically disadvantaged students [ degree of shortage ];

(4) Applications for those teaching [ Teaching ] in a shortage teaching field in a non-shortage community; and

(5) Applications from those with the greatest financial [ Financial ] need based on the applicant's total education loan debt [ adjusted gross income as reported on the most recently filed federal income tax return ].

§ 23.35. Amount of Loan Repayment Assistance.

(a) [ Taking into consideration the amount of available funding, and the number of eligible applicants. the ] The Commissioner shall determine annually the maximum loan repayment assistance amount offered under this subchapter , taking into consideration the amount of available funding, the expected number of eligible applicants, and the average loan balances of program participants .

(b) In a given year, a participant in the program may not receive loan repayment assistance greater than one-fifth of the participant's eligible loan balance as was demonstrated when the participant was first approved for assistance under this subchapter.

The agency certifies that legal counsel has reviewed the proposal and found it to be within the state agency's legal authority to adopt.

Filed with the Office of the Secretary of State on September 26, 2025.

TRD-202503458

Nichole Bunker-Henderson

General Counsel

Texas Higher Education Coordinating Board

Earliest possible date of adoption: November 9, 2025

For further information, please call: (512) 427-6365


SUBCHAPTER G. NURSING FACULTY LOAN REPAYMENT ASSISTANCE PROGRAM

19 TAC §23.187, §23.189

The Texas Higher Education Coordinating Board (Coordinating Board) proposes amendments to Texas Administrative Code, Title 19, Part 1, Chapter 23, Subchapter G, §23.187 and §23.189, concerning Nursing Faculty Loan Repayment Assistance Program. Specifically, this amendment will replace the existing prioritization provisions with one that is clearer and more efficiently administered.

The Coordinating Board is authorized by Texas Education Code, §61.9828, to adopt rules relating to the Nursing Faculty Loan Repayment Assistance Program.

Rule 23.187, Definitions, is amended by eliminating the definition for "Texas Center for Nursing Workforce Studies." The changes to rule §23.189 make this term unnecessary.

Rule 23.189, Applicant Ranking Priorities, is amended to replace the prioritization provisions for the program. The existing process relies on faculty vacancy data, but due to timing issues, the available data does not necessarily align with the application and awarding window for the program each year. Moreover, the existing rule does not include a provision to prioritize between two applicants who are employed by the same institution. These provisions are instead replaced with a new process by which renewal applications are prioritized first, which represents current practice, followed by applications from full-time faculty members. Any subsequent separations required would be made on the basis of total education loan debt, as a signifier of financial need.

Dr. Charles W. Contéro-Puls, Assistant Commissioner for Student Financial Aid Programs, has determined that for each of the first five years the sections are in effect, there would be no fiscal implications for state or local governments as a result of enforcing or administering the rules. There are no estimated reductions in costs to the state and to local governments as a result of enforcing or administering the rules. There are no estimated losses or increases in revenue to the state or to local governments as a result of enforcing or administering the rules.

There is no impact on small businesses, micro businesses, and rural communities. There is no anticipated impact on local employment.

Dr. Charles W. Contéro-Puls, Assistant Commissioner for Student Financial Aid Programs, has also determined that for each year of the first five years the sections are in effect, the public benefit anticipated as a result of administering the sections will be the improved program administration. There are no anticipated economic costs to persons who are required to comply with the sections as proposed.

Government Growth Impact Statement

(1) the rules will not create or eliminate a government program;

(2) implementation of the rules will not require the creation or elimination of employee positions;

(3) implementation of the rules will not require an increase or decrease in future legislative appropriations to the agency;

(4) the rules will not require an increase or decrease in fees paid to the agency;

(5) the rules will not create a new rule;

(6) the rules will not limit an existing rule;

(7) the rules will not change the number of individuals subject to the rules; and

(8) the rules will not affect this state's economy.

Comments on the proposed rules or information related to the cost, benefit, or effect of the proposed rules, including any applicable data, research or analysis, may be submitted to Dr. Charles W. Contéro-Puls, Assistant Commissioner for Student Financial Aid Programs, P.O. Box 12788, Austin, Texas 78711-2788, or via email at SFAPPolicy@highered.texas.gov. Comments will be accepted for 30 days following publication of the proposal in the Texas Register .

The amendments are proposed under Texas Education Code, Section 61.9828, which provides the Coordinating Board with the authority to adopt rules relating to the Program.

The proposed amendments affect Texas Administrative Code, Title 19, Part 1, Chapter 23, Subchapter G.

§ 23.187. Definitions.

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) Eligible Institution--Texas institutions of higher education or private or independent institutions, as defined in §61.003 of the Texas Education Code.

(2) Full-Time--An average of at least 32 hours per week during the service period at an eligible institution.

(3) Service period--A period of service equal to a minimum of nine months of a 12-month academic year that qualifies an eligible faculty member for an annual education loan repayment award.

[(4) Texas Center for Nursing Workforce Studies (TCNWS)--Authorized by Chapter 105 of the Texas Health and Safety Code. Under the governance of the Statewide Health Coordinating Council's Nursing Advisory Committee, the TCNWS serves as a resource for data and research on the nursing workforce in Texas.]

§ 23.189. Applicant Ranking Priorities.

If there are not sufficient funds to offer [ award ] loan repayment assistance to [ for ] all eligible applicants, then [ nursing faculty whose applications are received by the published deadline, priority shall be given to renewal applications. Initial ] applications shall be ranked using priority determinations in the following order [ in a manner that takes into account the following information, provided by the Texas Center for Nursing Workforce Studies ]:

(1) Renewal applications, unless a break in service periods has occurred;

[(1) the number of vacant nursing faculty positions, as a percentage of the total number of nursing faculty positions at the eligible institutions; and]

(2) Applications from full-time nursing faculty members; then

[(2) the degree of difficulty in recruiting and retaining nursing faculty at the eligible institutions, indicated by the period of time nursing faculty positions remain vacant at the institutions.]

(3) Applications from those with the greatest financial need based on the applicant's total education loan debt.

The agency certifies that legal counsel has reviewed the proposal and found it to be within the state agency's legal authority to adopt.

Filed with the Office of the Secretary of State on September 26, 2025.

TRD-202503461

Nichole Bunker-Henderson

General Counsel

Texas Higher Education Coordinating Board

Earliest possible date of adoption: November 9, 2025

For further information, please call: (512) 427-6365


SUBCHAPTER J. MATH AND SCIENCE SCHOLARS LOAN REPAYMENT ASSISTANCE PROGRAM

19 TAC §§23.287 - 23.289

The Texas Higher Education Coordinating Board (Coordinating Board) proposes amendments to Texas Administrative Code, Title 19, Part 1, Chapter 23, Subchapter J, §§23.287 - 23.289, concerning the Math and Science Scholars Loan Repayment Assistance Program. Specifically, this amendment will clarify potentially ambiguous aspects of the rules and update prioritization provisions to align with similar rules in the chapter.

The Coordinating Board is authorized by Texas Education Code, §61.9840, to adopt rules relating to the Math and Science Scholars Loan Repayment Assistance Program.

Rule 23.287, Definitions, is amended to add a definition for "current academic year," a term introduced to further clarify the eligibility determination process in rule 23.288. The definition aligns with use of the term in similar provisions in the chapter and does not represent a change in Coordinating Board practice.

Rule 23.288, Applicant Eligibility, is amended to clarify the eligibility determination process for Program applicants. Reference to eligibility for those teaching under a probationary teaching certificate is added to paragraph (5) for statutory alignment with Texas Education Code, §61.9832(a)(5)(B), and paragraph (6) is amended to specify that an applicant's eligibility in a given year relates to the service period during the current academic year.

Rule 23.289, Application Ranking Priorities, is retitled to align with naming conventions for similar provisions throughout the chapter and amended to clarify the prioritization process. Changes to this section are largely nonsubstantive, aligning language with similar provisions in the chapter and providing additional detail regarding the Coordinating Board's existing process to prioritize applicants. Paragraph (5) is added, however, to align with processes in other loan repayment assistance programs and provide a final criterion that will definitively allow for all applicants to be ranked.

Dr. Charles W. Contéro-Puls, Assistant Commissioner for Student Financial Aid Programs, has determined that for each of the first five years the sections are in effect there would be no fiscal implications for state or local governments as a result of enforcing or administering the rules. There are no estimated reductions in costs to the state and to local governments as a result of enforcing or administering the rules. There are no estimated losses or increases in revenue to the state or to local governments as a result of enforcing or administering the rules.

There is no impact on small businesses, micro businesses, and rural communities. There is no anticipated impact on local employment.

Dr. Charles W. Contéro-Puls, Assistant Commissioner for Student Financial Aid Programs, has also determined that for each year of the first five years the sections are in effect, the public benefit anticipated as a result of administering the sections will be the improved rule clarity. There are no anticipated economic costs to persons who are required to comply with the sections as proposed.

Government Growth Impact Statement

(1) the rules will not create or eliminate a government program;

(2) implementation of the rules will not require the creation or elimination of employee positions;

(3) implementation of the rules will not require an increase or decrease in future legislative appropriations to the agency;

(4) the rules will not require an increase or decrease in fees paid to the agency;

(5) the rules will not create a new rule;

(6) the rules will not limit an existing rule;

(7) the rules will not change the number of individuals subject to the rule; and

(8) the rules will not affect this state's economy.

Comments on the proposed rules or information related to the cost, benefit, or effect of the proposed rule, including any applicable data, research or analysis, may be submitted to Dr. Charles W. Contéro-Puls, Assistant Commissioner for Student Financial Aid Programs, P.O. Box 12788, Austin, Texas 78711-2788, or via email at SFAPPolicy@highered.texas.gov. Comments will be accepted for 30 days following publication of the proposal in the Texas Register.

The amendments are proposed under Texas Education Code, Section 61.9840, which provides the Coordinating Board with the authority to adopt rules relating to the Program.

The proposed amendments affect Texas Administrative Code, Title 19, Part 1, Chapter 23, Subchapter J.

§ 23.287. Definitions.

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) Current Academic Year--The twelve-month academic year that corresponds with the state fiscal year in which a person submits an application for loan repayment assistance under this subchapter.

(2) [ (1) ] Program--The Math and Science Scholars Loan Repayment Assistance Program.

(3) [ (2) ] Public School--A school in a Texas school district or a public charter school authorized to operate under Texas Education Code, chapter 12.

(4) [ (3) ] Service Period--A period of at least nine months of a twelve-month academic year.

(5) [ (4) ] Title I School--Texas public schools that receive federal funding under Title I, Elementary and Secondary Education Act of 1965 (20 U.S.C. §6301 et seq.).

§ 23.288. Applicant Eligibility.

To be eligible to receive loan repayment assistance funds, an applicant must:

(1) submit a completed application, including transcripts of the applicant's postsecondary coursework and any other requested documents, to the Coordinating Board by the established deadline posted on the Program web page;

(2) be a U.S. citizen;

(3) have completed an undergraduate or graduate program in mathematics or science (a list of eligible majors will be posted on the Coordinating Board's website and reviewed at least once per biennium);

(4) have earned a cumulative GPA of at least 3.0 on a four-point scale, or the equivalent, at the institution from which the teacher graduated;

(5) be certified under the Texas Education Code, chapter 21, subchapter B, to teach mathematics or science in a Texas public school , or be teaching under a probationary teaching certificate ;

(6) have been employed as a full-time classroom teacher teaching mathematics or science in a public school for one to eight consecutive service periods, including during the current academic year, unless a break in service periods has occurred as a result of the circumstances described in §23.294(b) of this subchapter (relating to Limitations); and

(7) enter into an agreement or have an agreement on file with the Coordinating Board that includes the following provisions:

(A) the applicant has accepted an offer of continued employment to teach mathematics or science, as applicable based on the teacher's certification, for an average of at least four hours each school day in a public school, for four consecutive years, beginning with the current academic [ previous school ] year;

(B) the applicant may complete up to four additional consecutive school years teaching mathematics or science, as applicable based on the teacher's certification, for an average of at least four hours each school day in a public school, beginning with the school year immediately following the last of the four consecutive school years described by subparagraph (A) of this paragraph; and

(C) the applicant understands that loan repayment assistance grants are contingent on available funding received, that the Coordinating Board may make a financial commitment only based on funds that have been appropriated for each two-year state budget period, and that the applicant will be released from the teaching obligation for any year of employment for which funds are not available.

§ 23.289. Applicant [ Application ] Ranking Priorities.

(a) If there are not sufficient funds to offer loan repayment assistance to all eligible applicants, then applications shall be ranked using priority determinations in the following order: [ by the following criteria, in order of priority: ]

(1) Renewal applications[ , unless a break in service periods has occurred, except as provided by §23.294(b) of this subchapter (relating to Limitations) ];

(2) Applications [ applications ] from teachers with the greatest number of mathematics and science courses completed , based on the Coordinating Board's review of the applicant's transcripts ;

(3) Applications [ applications ] from teachers with the highest aggregate grade point average for the [ grades received in ] mathematics and science courses described by paragraph (2) of this section ; [ and ]

(4) Applications [ applications ] from teachers employed at schools with the highest percentages of students who are eligible for free or reduced cost lunches ; and [ . ]

(5) Applications from those with the greatest financial need based on the applicant's total education loan debt.

(b) Subsections (a)(4) and (5) of this section are applicable only as necessary to make priority determinations between applications for which the criteria listed in subsections (a)(2) and (3) of this section are identical.

The agency certifies that legal counsel has reviewed the proposal and found it to be within the state agency's legal authority to adopt.

Filed with the Office of the Secretary of State on September 26, 2025.

TRD-202503464

Nichole Bunker-Henderson

General Counsel

Texas Higher Education Coordinating Board

Earliest possible date of adoption: November 9, 2025

For further information, please call: (512) 427-6365


PART 2. TEXAS EDUCATION AGENCY

CHAPTER 89. ADAPTATIONS FOR SPECIAL POPULATIONS

SUBCHAPTER A. GIFTED/TALENTED EDUCATION

19 TAC §89.1

The State Board of Education (SBOE) proposes an amendment to §89.1, concerning gifted and talented education. The proposed amendment would ensure that a district's identification of gifted and talented students complies with all legal requirements and federal and state executive orders.

BACKGROUND INFORMATION AND JUSTIFICATION: Section 89.1 establishes requirements for the identification of gifted and talented students. The proposed amendment would add new paragraph (4) to align identification criteria with all legal requirements and federal and state executive orders and amend paragraph (5) to require that the selection committee be trained in the identification of gifted students.

The SBOE approved the proposed amendment for first reading and filing authorization at its September 12, 2025 meeting.

FISCAL IMPACT: Kristin McGuire, interim deputy commissioner for special populations and student supports, has determined that for the first five years the proposal is in effect, there are no additional costs to state or local government, including school districts and open-enrollment charter schools, required to comply with the proposal.

LOCAL EMPLOYMENT IMPACT: The proposal has no effect on local economy; therefore, no local employment impact statement is required under Texas Government Code, §2001.022.

SMALL BUSINESS, MICROBUSINESS, AND RURAL COMMUNITY IMPACT: The proposal has no direct adverse economic impact for small businesses, microbusinesses, or rural communities; therefore, no regulatory flexibility analysis specified in Texas Government Code, §2006.002, is required.

COST INCREASE TO REGULATED PERSONS: The proposal does not impose a cost on regulated persons, another state agency, a special district, or a local government and, therefore, is not subject to Texas Government Code, §2001.0045.

TAKINGS IMPACT ASSESSMENT: The proposal does not impose a burden on private real property and, therefore, does not constitute a taking under Texas Government Code, §2007.043.

GOVERNMENT GROWTH IMPACT: TEA staff prepared a Government Growth Impact Statement assessment for this proposed rulemaking. During the first five years the proposed rulemaking would be in effect, it would expand an existing regulation to ensure that identification for students in the gifted and talented program is made in compliance with all legal requirements and federal and state executive orders.

The proposed rulemaking would not create or eliminate a government program; would not require the creation of new employee positions or elimination of existing employee positions; would not require an increase or decrease in future legislative appropriations to the agency; would not require an increase or decrease in fees paid to the agency; would not create a new regulation; would not limit or repeal an existing regulation; would not increase or decrease the number of individuals subject to its applicability; and would not positively or adversely affect the state's economy.

PUBLIC BENEFIT AND COST TO PERSONS: Ms. McGuire has determined that for each year of the first five years the proposal is in effect, the public benefit anticipated as a result of enforcing the proposal would be to ensure that identification for students in the gifted and talented program is made in compliance with all legal requirements and federal and state executive orders. There is no anticipated economic cost to persons who are required to comply with the proposal.

DATA AND REPORTING IMPACT: The proposal would have no new data or reporting impact.

PRINCIPAL AND CLASSROOM TEACHER PAPERWORK REQUIREMENTS: TEA has determined that the proposal would not require a written report or other paperwork to be completed by a principal or classroom teacher.

PUBLIC COMMENTS: The SBOE requests public comments on the proposal, including, per Texas Government Code, §2001.024(a)(8), information related to the cost, benefit, or effect of the proposed rule and any applicable data, research, or analysis, from any person required to comply with the proposed rule or any other interested person. The public comment period on the proposal begins October 10, 2025, and ends at 5:00 p.m. on November 10, 2025. A form for submitting public comments is available on the TEA website at https://tea.texas.gov/about-tea/laws-and-rules/sboe-rules-tac/proposed-state-board-of-education-rules. The SBOE will take registered oral and written comments on the proposal at the appropriate committee meeting in November 2025 in accordance with the SBOE board operating policies and procedures. A request for a public hearing on the proposal submitted under the Administrative Procedure Act must be received by the commissioner of education not more than 14 calendar days after notice of the proposal has been published in the Texas Register on October 10, 2025.

STATUTORY AUTHORITY. The amendment is proposed under Texas Education Code (TEC), §29.121, which establishes the definition of a gifted and talented student; TEC, §29.122, which establishes that each school district shall adopt a process for identifying and serving gifted and talented students; TEC, §29.123, which establishes that the State Board of Education shall develop and update a state plan for the education of gifted and talented students to guide school districts; TEC, §39.236, which establishes criteria for the commissioner to adopt standards to evaluate school district programs for gifted and talented students; and TEC, §48.109, which establishes criteria for utilizing the gifted and talented student allotment funds.

CROSS REFERENCE TO STATUTE. The amendment implements Texas Education Code, §§29.121, 29.122, 29.123, 39.236, and 48.109.

§89.1. Student Identification.

School districts shall develop written policies on student identification that are approved by the local board of trustees and disseminated to parents. The policies must:

(1) include provisions for ongoing screening and selection of students who perform or show potential for performing at remarkably high levels of accomplishment in the areas defined in the Texas Education Code, §29.121;

(2) include assessment measures collected from multiple sources according to each area defined in the Texas State Plan for the Education of Gifted/Talented Students;

(3) include data and procedures designed to ensure that students from all populations in the district have access to assessment and, if identified, services for the gifted/talented program;

(4) prohibit a scoring value based on race, ethnicity, sex, socioeconomic status, or disability if the selection process utilizes a matrix or threshold system;

(5) [(4)] provide for final selection of students to be made by a committee composed of at least three local district educators who have received training in the nature and needs and identification of gifted students;

(6) [(5)] include provisions regarding furloughs, reassessment, exiting of students from program services, transfer students, and appeals of district decisions regarding program placement; and

(7) [(6)] not limit the number of students the district may identify as gifted/talented or served under the district's program for gifted/talented students.

The agency certifies that legal counsel has reviewed the proposal and found it to be within the state agency's legal authority to adopt.

Filed with the Office of the Secretary of State on September 29, 2025.

TRD-202503481

Cristina De La Fuente-Valadez

Director, Rulemaking

Texas Education Agency

Earliest possible date of adoption: November 9, 2025

For further information, please call: (512) 475-1497


CHAPTER 127. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR CAREER DEVELOPMENT AND CAREER AND TECHNICAL EDUCATION

The State Board of Education (SBOE) proposes new §§127.270, 127.472, 127.512, 127.824, and 127.828 - 127.830, concerning Texas Essential Knowledge and Skills (TEKS) for career development and career and technical education (CTE). The proposed new sections would add new TEKS developed by subject matter experts convened by the Texas State Technical College (TSTC) and Education Service Center (ESC) Region 4 that are needed for completion of CTE programs of study.

BACKGROUND INFORMATION AND 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. The SBOE began the review of current CTE TEKS, the development of new CTE TEKS, and the review of innovative courses to be approved as TEKS for courses in the new engineering program of study in 2024. New engineering CTE TEKS were adopted at the April 2025 SBOE meeting.

At the April 2024 meeting, the SBOE approved new TEKS for 23 courses in the agribusiness, animal science, plant science, and aviation maintenance programs of study as well as two STEM courses that may satisfy science graduation requirements, Physics for Engineering and Scientific Research and Design. Additionally, Texas Education Agency (TEA) staff shared an overview of 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 ESC Region 4 to develop initial drafts of TEKS for the CTE courses.

The proposed new sections would ensure the standards for these career clusters support relevant and meaningful programs of study.

The SBOE approved the proposed new rules for first reading and filing authorization at its June 27, 2025 meeting.

FISCAL IMPACT: Monica Martinez, associate commissioner for standards and programs, has determined that for the first five years the proposal is in effect (2025-2029), there are no additional costs to state government. However, in fiscal year 2025 there was a cost to the state of approximately $285,000 to secure contracts for the development of the proposed new CTE TEKS. In addition, there will be implications for TEA if the state develops professional development to help teachers and administrators understand the revised TEKS. Any professional development that is created would be based on whether TEA received an appropriation for professional development in the next biennium.

There may be fiscal implications for school districts and charter schools to implement the proposed new TEKS, which may include the need for professional development and revisions to district-developed databases, curriculum, and scope and sequence documents. Since curriculum and instruction decisions are made at the local district level, it is difficult to estimate the fiscal impact on any given district.

LOCAL EMPLOYMENT IMPACT: The proposal has no effect on local economy; therefore, no local employment impact statement is required under Texas Government Code, §2001.022.

SMALL BUSINESS, MICROBUSINESS, AND RURAL COMMUNITY IMPACT: The proposal has no direct adverse economic impact for small businesses, microbusinesses, or rural communities; therefore, no regulatory flexibility analysis specified in Texas Government Code, §2006.002, is required.

COST INCREASE TO REGULATED PERSONS: The proposal does not impose a cost on regulated persons, another state agency, a special district, or a local government and, therefore, is not subject to Texas Government Code, §2001.0045.

TAKINGS IMPACT ASSESSMENT: The proposal does not impose a burden on private real property and, therefore, does not constitute a taking under Texas Government Code, §2007.043.

GOVERNMENT GROWTH IMPACT: TEA staff prepared a Government Growth Impact Statement assessment for this proposed rulemaking. During the first five years the proposed rulemaking would be in effect, it would create new regulations by proposing new CTE TEKS required to be taught by school districts and charter schools offering the courses.

The proposed rulemaking would not create or eliminate a government program; would not require the creation of new employee positions or elimination of existing employee positions; would not require an increase or decrease in future legislative appropriations to the agency; would not require an increase or decrease in fees paid to the agency; would not expand, limit, or repeal an existing regulation; would not increase or decrease the number of individuals subject to its applicability; and would not positively or adversely affect the state's economy.

PUBLIC BENEFIT AND COST TO PERSONS: Ms. Martinez has determined that for each year of the first five years the proposal is in effect, the public benefit anticipated as a result of enforcing the proposal would be to add course options for students to support relevant and meaningful programs of study. There is no anticipated economic cost to persons who are required to comply with the proposal.

DATA AND REPORTING IMPACT: The proposal would have no data or reporting impact.

PRINCIPAL AND CLASSROOM TEACHER PAPERWORK REQUIREMENTS: TEA has determined that the proposal would not require a written report or other paperwork to be completed by a principal or classroom teacher.

PUBLIC COMMENTS: The SBOE requests public comments on the proposal, including, per Texas Government Code, §2001.024(a)(8), information related to the cost, benefit, or effect of the proposed rule and any applicable data, research, or analysis, from any person required to comply with the proposed rule or any other interested person. The public comment period on the proposal begins October 10, 2025, and ends at 5:00 p.m. on November 10, 2025. A form for submitting public comments is available on the TEA website at https://tea.texas.gov/about-tea/laws-and-rules/sboe-rules-tac/proposed-state-board-of-education-rules. The SBOE will take registered oral and written comments on the proposal at the appropriate committee meeting in November 2025 in accordance with the SBOE board operating policies and procedures. A request for a public hearing on the proposal submitted under the Administrative Procedure Act must be received by the commissioner of education not more than 14 calendar days after notice of the proposal has been published in the Texas Register on October 10, 2025.

SUBCHAPTER F. BUSINESS, MARKETING, AND FINANCE

19 TAC §127.270

STATUTORY AUTHORITY. The new section is proposed 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).

§127.270. Commercial Lending and Real Estate (One Credit), Adopted 2025.

(a) Implementation.

(1) The provisions of this section shall 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 10-12. Prerequisite: at least one credit in a Level 2 or higher course from the Business, Marketing, and Finance 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 Business, Marketing, and Finance Career Cluster focuses on planning, managing, organizing, directing, and evaluating business functions essential to efficient and productive business management, finance, operations, and marketing.

(3) Commercial Lending and Real Estate is designed to equip students with the knowledge and skills needed to excel in the field of commercial lending. Students gain an understanding of commercial lending principles and practices, develop expertise in analyzing commercial real estate properties, learn about various types of commercial loans and their underwriting processes, and explore the role of commercial lenders in driving economic development.

(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other 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 understands the fundamental concepts of commercial lending and real estate. The student is expected to:

(A) define commercial lending and distinguish commercial lending from residential lending;

(B) explain how the role of commercial lending affects economic development and the growth of the real estate market; and

(C) describe the relationship between commercial real estate and commercial lending practices.

(2) The student examines different types of commercial real estate. The student is expected to:

(A) identify and describe various types of commercial properties, including office buildings, retail centers, industrial facilities, and multifamily housing;

(B) analyze the unique characteristics and investment potential of each type of commercial property; and

(C) identify and evaluate the impact of market trends on different sectors of commercial real estate.

(3) The student understands the processes involved in commercial lending. The student is expected to:

(A) describe the steps involved in originating a commercial loan, including application, underwriting, and approval;

(B) analyze the criteria, including income, credit history, and collateral, that lenders use to assess creditworthiness of borrowers; and

(C) explain the role of risk assessment and mitigation in the commercial lending process.

(4) The student uses financial analysis techniques to evaluate commercial real estate investments. The student is expected to:

(A) calculate key financial metrics such as net operating income (NOI), cap rate, and return on investment (ROI) for a given commercial lending scenario;

(B) use financial modeling to project cash flows and assess the profitability of commercial real estate projects through consideration of market trends, financing options, and risk assessment; and

(C) analyze the impact of financing terms, interest rates, and loan structures on commercial real estate investments.

(5) The student examines commercial lending and real estate legal and regulatory environments. The student is expected to:

(A) identify key laws and regulations, including zoning laws, environmental regulations, and fair lending practices, that govern commercial real estate transactions;

(B) analyze the role of contracts in commercial real estate, including purchase agreements, lease agreements, and loan documents;

(C) explain the difference between surface rights and mineral rights and how they relate to commercial real estate projects; and

(D) identify and discuss how regulatory changes impact commercial lending and real estate markets.

(6) The student explores the various structures and terms used in commercial loans. The student is expected to:

(A) describe common loan structures, including fixed-rate, adjustable-rate, and interest-only loans;

(B) analyze the advantages and disadvantages of different loan terms, including loan-to-value ratio, origination costs, amortization period, and prepayment penalties; and

(C) compare creative commercial financing options such as mezzanine financing and bridge loans in commercial real estate transactions.

(7) The student analyzes commercial real estate markets to inform investment and lending decisions. The student is expected to:

(A) conduct market research to assess supply and demand dynamics in commercial real estate;

(B) evaluate the impact of economic indicators, including employment and interest rates on commercial real estate markets; and

(C) analyze and evaluate emerging trends in commercial real estate such as urbanization and technology-driven changes.

(8) The student understands the importance of risk management in commercial lending and real estate. The student is expected to:

(A) identify common risks associated with commercial lending, including default risk, interest rate risk, and market risk;

(B) research and describe risk mitigation strategies, including diversification, insurance, and due diligence, used in commercial lending and real estate transactions; and

(C) evaluate the role of loan covenants, personal guarantees, cosigners, and credit enhancements in protecting lenders.

(9) The student examines the processes involved in servicing commercial loans and managing real estate assets. The student is expected to:

(A) describe the responsibilities of loan servicers, including payment processing, account management, and collections;

(B) analyze asset management strategies for maximizing the value of commercial real estate investments, including financial analysis, performance monitoring, property management, tenant relations, market analysis, strategic planning, risk management, portfolio diversification, and exit strategy planning; and

(C) research and describe the challenges of managing distressed assets and non-performing loans such as valuation difficulties, legal and regulatory complexities, operational challenges, market and economic factors, and reputational risks.

(10) The student understands the principles and practices of commercial real estate development. The student is expected to:

(A) describe the stages of commercial real estate development from site selection to project completion;

(B) analyze the financial, legal, and regulatory considerations of commercial development projects; and

(C) analyze various impacts of development on communities, including benefits and challenges.

(11) The student identifies and understands ethical considerations in commercial lending and real estate transactions. The student is expected to:

(A) discuss ethical issues related to lending practices, including predatory lending, conflicts of interest, and transparency, and evaluate the impact of these issues on consumers and financial institutions; and

(B) propose strategies for promoting integrity and ethical behavior in the commercial lending and real estate professions, including transparency, accountability, and compliance with regulations.

(12) The student explores career opportunities in commercial lending and real estate. The student is expected to:

(A) identify various career paths in commercial lending and real estate, including loan officers, underwriters, real estate appraisers, real estate analysts, and developers, and describe the primary responsibilities and qualifications for each role;

(B) research and identify the education, skills, and certifications required for different roles in the industry, including loan officers, real estate appraisers, underwriters, real estate analysts, and developers; and

(C) develop a career plan that includes short- and long-term goals for entering and advancing in the commercial lending and real estate fields.

(13) The student explores entrepreneurship opportunities in commercial lending and real estate. The student is expected to:

(A) research and identify federal rules such as Consumer Financial Protection Bureau and Nationwide Multistate Licensing Systems rules and federal laws such as the Truth in Lending Act and Fair Credit Reporting Act related to owning and operating a mortgage firm;

(B) research and identify federal rules such as Housing Urban Development and Federal Housing Finance Agency (FHFA) rules and federal laws such as the Fair Housing Act and Equal Opportunity Act related to owning and operating a commercial real estate agency; and

(C) research and identify requirements for owning and operating a commercial real estate property.

The agency certifies that legal counsel has reviewed the proposal and found it to be within the state agency's legal authority to adopt.

Filed with the Office of the Secretary of State on September 29, 2025.

TRD-202503482

Cristina De La Fuente-Valadez

Director, Rulemaking

Texas Education Agency

Earliest possible date of adoption: November 9, 2025

For further information, please call: (512) 475-1497


SUBCHAPTER J. HEALTH SCIENCE

19 TAC §127.472, §127.512

STATUTORY AUTHORITY. The new sections are proposed 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).

§127.472. Introduction to Pharmacy Science (One Credit), Adopted 2025.

(a) Implementation.

(1) The provisions of this section shall 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 and 10. 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 Health Science Career Cluster focuses on planning, managing, and providing therapeutic services, diagnostic services, health informatics, support services, and biotechnology research and development.

(3) The Introduction to Pharmacy Science course is designed to provide an overview of the history of the pharmacy profession, legal and ethical aspects of pharmacy, and the skills necessary to work in the field of pharmacy. The course addresses certifications/registration and state and federal regulations and rules pertaining to the field. Students acquire a foundational understanding of medical terminology and math, anatomy and physiology, pathophysiology, pharmacology, and wellness as they pertain to pharmacy sciences.

(A) To pursue a career in the health science industry, students should learn to reason, think critically, make decisions, solve problems, and communicate effectively. Students should recognize that quality healthcare depends on the ability to work well with others.

(B) Professional integrity in the health science industry is dependent on acceptance of ethical responsibilities. Students employ their ethical responsibilities, recognize limitations, and understand the implications of their actions.

(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other 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 researches the history of medicine and pharmacy and how it differs from modern practices. The student is expected to:

(A) identify beliefs associated with illness and medicine from 440 BC through AD 1600;

(B) describe treatments, including herbal remedies and supernatural explanations, that were commonly practiced prior to the Enlightenment period in Western Civilization; and

(C) describe eighteenth and nineteenth century medicine, including bloodletting, purging, blistering, inoculation, amputation, and surgery and how major wars influenced medicine.

(2) The student explains the ethical and legal responsibilities of pharmacists and pharmacy technicians. The student is expected to:

(A) describe basic laws and regulations that govern pharmacy at the state and federal level;

(B) describe legal terms, including medical malpractice, negligence, mislabeling, adverse drug event (ADE), and wrongful death, and consequences associated with medication errors, including civil lawsuits, professional disciplinary action, and criminal charges, related to dispensing and compounding medications;

(C) differentiate between negligence, product liability, contributory negligence, and strict liability;

(D) differentiate between the roles and responsibilities of a pharmacist and a pharmacy technician;

(E) explain the role of pharmacists in managing opioid therapies, addressing misuse, and promoting safe and effective pain management;

(F) describe why maintaining confidentiality of patient information is vital and summarize the Health Insurance Portability and Accountability Act (HIPAA);

(G) identify tort law and explain how HIPAA relates to medical negligence cases; and

(H) define professional liability.

(3) The student demonstrates professionalism and effectively communicates with healthcare workers and patients. The student is expected to:

(A) define appropriate and professional attire required for laboratory work;

(B) describe appropriate hygiene expected of pharmaceutical professionals;

(C) discuss professional attitudes and behaviors expected of pharmacy employees;

(D) identify the key characteristics of effective and ineffective communication in pharmacy practice;

(E) accurately interpret, transcribe, and communicate medical vocabulary using appropriate technologies;

(F) identify ways to eliminate barriers to effective communication in a pharmacy setting; and

(G) identify communication skills needed to work with individuals who are terminally ill, intellectually disabled or hearing and vision impaired or have other impairments in a pharmacy setting.

(4) The student examines skills, training, and certifications necessary to work in the field of pharmacy. The student is expected to:

(A) explain how time management, stress management, and change management skills can support the ability to thrive in a continuously evolving pharmacy profession;

(B) analyze applicability of interpersonal skills, including negotiation skills, conflict resolution, customer service, and teamwork within a pharmacy setting;

(C) demonstrate problem-solving skills by developing and implementing effective solutions to pharmacy challenges within a specified time frame;

(D) explain methods to maintain competency in the pharmacy industry through continuing education and continuing professional development; and

(E) compare various career paths in pharmacy, including pharmacist, pharmacy technician, sales representative, and pharmaceutical research.

(5) The student uses appropriate medical vocabulary to communicate effectively with other healthcare professionals. The student is expected to:

(A) identify the various routes of drug medication administration, including oral, injection, topical, buccal, suppository, mucosal, intravenous, interosseous, nebulization, and intrathecal;

(B) differentiate between the various classes of drugs;

(C) define prefixes, roots, suffixes, and abbreviations common to the pharmacy profession;

(D) define common terms associated with pharmacology; and

(E) apply knowledge of word roots, prefixes, and suffixes to comprehend unfamiliar terms in pharmacy science.

(6) The student uses mathematical calculations and systems of measurement to solve problems in pharmacy. The student is expected to:

(A) perform medication calculations using different systems of measurement, including metric, apothecary, and household systems;

(B) convert units within and between the metric and imperial measurement systems;

(C) convert measurements between the metric, apothecary, and avoirdupois systems; and

(D) perform multistep ratio and proportion drug concentration problems.

(7) The student understands the fundamental principles of human anatomy, physiology, pathophysiology, and basic pharmacology. The student is expected to:

(A) describe the anatomy and physiology of the human body systems, including integumentary, musculoskeletal, nervous, immune, lymphatic, endocrine, cardiovascular, respiratory, gastrointestinal, renal, genitourinary, and hematological systems, and the senses;

(B) describe the pathophysiology of the main human body systems, including integumentary, musculoskeletal, nervous, immune, lymphatic, endocrine, cardiovascular, respiratory, gastrointestinal, renal, genitourinary, and hematological systems, and the senses; and

(C) identify the basic drug categories that affect each of the main human body systems, including integumentary, musculoskeletal, nervous, immune, lymphatic, endocrine, cardiovascular, respiratory, gastrointestinal, renal, genitourinary, and hematological systems, and the senses.

(8) The student explores the application of basic wellness concepts and disease prevention strategies. The student is expected to:

(A) describe the recommended vaccination schedule, including how to counsel on recommendations for patient populations with certain chronic illnesses;

(B) explain vaccine exemptions, including medical, religious belief, and conscientious exemptions;

(C) explain standard procedures for delivery and documentation of immunizations;

(D) analyze the effectiveness and safety of complementary and alternative medicines (CAM) such as acupuncture, acupressure, cupping, and coining and CAM's potential impact on traditional medical treatments;

(E) explain the role of health screenings in maintaining a healthy population;

(F) research and describe the impact of external factors such as diet, exercise, alcohol, tobacco, vaping, and drug use on patient health; and

(G) explain the role of medication therapy management (MTM) in optimizing patient health and medication compliance.

(9) The student understands pharmaceutical regulations that are enforced by state and federal agencies. The student is expected to:

(A) define Occupational Safety and Health Administration (OSHA) requirements for prevention of exposure to hazardous substances, including risk assessment;

(B) define National Institute of Occupational Safety and Health (NIOSH) requirements for prevention of exposure to hazardous substances, including risk assessment;

(C) define United States Pharmacopeia (USP) requirements for prevention of exposure to hazardous substances, including risk assessment;

(D) identify hazardous medications and materials and how to safely handle, dispense, and dispose of them using information from Safety Data Sheets (SDS), NIOSH Hazardous Drug List, and USP;

(E) describe requirements for prevention and response to blood-borne pathogen exposure, including accidental needle stick and post-exposure prophylaxis; and

(F) explain OSHA Hazard Communication Standards.

§127.512. Science of Nursing (One Credit), Adopted 2025.

(a) Implementation.

(1) The provisions of this section shall 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 and 11. Recommended prerequisite: Principles of Nursing Science or Principles of Health Science. 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 Health Science Career Cluster focuses on planning, managing, and providing therapeutic services, diagnostics services, health informatics, support services, and biotechnology research and development.

(3) The Science of Nursing course introduces students to basic research-based concepts in nursing. Topics include the nursing process, regulatory agencies, professional organizations, and the importance of critical thinking in patient care. Instruction includes skills needed to pursue a nursing degree and training requirements for specialty nursing roles. Knowledge and skills include emergency care, patient assessment, basic interpretation of vital signs, identification of patients with physical and mental disabilities, patient positioning, use of assistive devices, and application of nursing theories in patient care plans.

(A) To pursue a career in the health science industry, students should learn to reason, think critically, make decisions, solve problems, and communicate effectively. Students should recognize that quality healthcare depends on the ability to work well with others.

(B) Professional integrity in the health science industry is dependent on acceptance of ethical responsibilities. Students employ their ethical responsibilities, recognize limitations, and understand the implications of their actions.

(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other 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 understands tiers of nursing careers and the associated licensures. The student is expected to:

(A) identify and describe the educational and certification requirements for an entry-level patient care technician (PCT);

(B) identify and describe common work settings, including hospitals, doctors' offices, and healthcare agencies for PCTs;

(C) list qualifications to become a certified nursing assistant (CNA);

(D) identify and describe scope of practice for CNAs;

(E) describe the professional responsibilities of unlicensed assistive personnel (UAP) and explain how UAPs assist individuals with physical disabilities, mental disorders, and other healthcare needs;

(F) compare coursework required to obtain nursing credentials, including a licensed vocational nurse (LVN), Associate Degree Registered Nurse (ADN RN), and Bachelor of Science in Nursing Registered Nurse (BSN RN);

(G) analyze the requirements for advanced practice registered nurse (APRN) certification, including certified registered nurse anesthetist (CRNA), certified nurse midwife (CNM), certified nurse practitioner (CNP), and certified clinical nurse specialist (CNS); and

(H) compare nursing specialty options, including pediatric, critical care, emergency room, mental health, forensic, geriatric, and hospice nursing roles.

(2) The student examines how the nursing process is used to collect subjective and objective data in patient assessment. The student is expected to:

(A) describe the steps of a basic patient intake interview, including recording family history, biographical information, reason for seeking healthcare, present illness or health concerns, past health history, current medication list, and review of systems;

(B) explain the visual and physical head-to-toe assessment, including abnormal and normal structure and function of the body systems, used to evaluate patient condition;

(C) describe the importance of patient vital signs, including temperature, systolic and diastolic pressures, pulse, respiratory rate, pulse oximetry, and pain assessment using appropriate pain scales, in assessing a patient's overall health status;

(D) identify equipment, including a thermometer, sphygmomanometer, stethoscope, pulse oximeter, and time keeping device, used to measure and record patient vital signs;

(E) compare patient vital signs, including values outside of normal ranges, that establish baseline homeostasis; and

(F) explain how the steps in the nursing process are used to assist the patient to reach optimal physiological, social, mental, and emotional wellness.

(3) The student demonstrates knowledge of therapeutic care by reviewing patient activities of daily living (ADL). The student is expected to:

(A) define and differentiate between essential ADLs;

(B) explain the procedures for assessing patient independence, identifying functional limitations, and developing appropriate care plans;

(C) explain how a nurse promotes optimal patient function and quality of life;

(D) identify mental health disorders, including depression and anxiety, on patient ADLs;

(E) evaluate physical disabilities and limitations to recommend the correct assistive device for patient care; and

(F) identify and align therapeutic care to specific deficiencies in ADLs such as performing personal care, ambulating, and orienting to and using assistive devices to promote patient independence and optimize functional outcomes.

(4) The student understands the role of the nurse in providing first aid and emergency care. The student is expected to:

(A) identify and describe first aid and emergency care certifications such as Basic Life Support (BLS), Automated External Defibrillator (AED), First Aid, and Mental Health First Aid;

(B) discuss the advantages of obtaining first aid and emergency care certifications;

(C) identify and describe first aid and emergency care skills used by nurses; and

(D) explain the significance of the role of a nurse in an emergency setting such as an emergency room, intensive care unit, urgent care, or a life-saving event.

(5) The student applies nursing theory to simulate the implementation of patient care. The student is expected to:

(A) identify and explain the purpose of medical equipment that is used to assist patients with varied needs, including a Hoyer lift, hospital beds, foley catheter and drainage system, wheelchairs, gait belts, and bedside commodes;

(B) compare patient care needs throughout the lifespan using theories such as Maslow's Hierarchy of Needs, Erik Erikson's Stages of Psychosocial Development, Jean Piaget's Theory of Child Development, and Lev Vygotsky's Contemporary Theories on Development;

(C) identify proper patient positioning for patient needs, including Trendelenburg, Fowler's, supine, prone, lithotomy, and lateral recumbent;

(D) identify methods used to educate patients, family members, and caregivers in techniques for managing disabilities; and

(E) model the proper use of assistive medical equipment used in a variety of medical facilities, including long-term care, nursing and rehabilitation, home healthcare settings, and classroom environment.

(6) The student examines technology used in the practice of nursing. The student is expected to:

(A) identify and describe the technology, including electronic medical records, mobile computer workstations, scanning devices, and charting software, used to collect patient information;

(B) describe how to access laboratory values and normal ranges for diagnostic tests such as complete blood count, comprehensive metabolic panel, basic metabolic panel, and urinalysis to determine patient health status; and

(C) identify and describe advancements in technology, including remote patient monitoring systems, wearable monitoring systems, electronic intake patient interviews, interpreting services, deaf-link communication services, and patient safety alarms.

(7) The student understands the importance of using critical-thinking skills in the nursing process. The student is expected to:

(A) analyze the components of conducting a comprehensive patient assessment;

(B) identify and differentiate between subjective and objective data, including what the patient reports and what is observable and quantifiable;

(C) compare trends in health outcomes between national, Texas, and local populations across their lifespans, including birth rates, life expectancy, mortality rates, and morbidity rates;

(D) analyze peer-reviewed medical research articles to evaluate the efficacy of specific treatments in improving patient care outcomes;

(E) create a patient care plan using procedures, including assess, diagnose, plan, implement and evaluate (ADPIE) and subjective, objective, assess, plan, implement, and evaluate (SOAPIE);

(F) analyze the impact of nursing interventions on patient condition in a simulated setting; and

(G) examine and describe clinical outcomes based upon patient assessment, care plan, and nursing interventions.

(8) The student understands pharmacology terminology associated with nursing practices. The student is expected to:

(A) identify and describe the eight rights of medication administration, including right patient, medication, dose, route, time, documentation, diagnosis, and response;

(B) identify and describe the principles of pharmacodynamics, including receptor binding, drug-receptor interactions, dose-response relationships, and therapeutic index;

(C) explain pharmacokinetics in the human body system, including the course of drug absorption, distribution, metabolism, and excretion;

(D) analyze the advantages of various routes of drug administration, including oral, injection, topical, buccal, suppository, mucosal, intravenous, interosseous, nebulization, and intrathecal; and

(E) analyze the disadvantages of various routes of drug administration, including oral, injection, topical, buccal, suppository, mucosal, intravenous, interosseous, nebulization, and intrathecal.

The agency certifies that legal counsel has reviewed the proposal and found it to be within the state agency's legal authority to adopt.

Filed with the Office of the Secretary of State on September 29, 2025.

TRD-202503483

Cristina De La Fuente-Valadez

Director, Rulemaking

Texas Education Agency

Earliest possible date of adoption: November 9, 2025

For further information, please call: (512) 475-1497


SUBCHAPTER O. MANUFACTURING

19 TAC §§127.824, 127.828 - 127.830

STATUTORY AUTHORITY. The new sections are proposed 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).

§127.824. Blueprint Reading for Manufacturing Applications (One Credit), Adopted 2025.

(a) Implementation.

(1) The provisions of this section shall 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. Recommended prerequisites: Algebra I and Geometry. 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 Manufacturing Career Cluster focuses on planning, managing, and performing the processing of materials into intermediate or final products and related professional and technical support activities such as production planning and control, maintenance, and manufacturing/process engineering.

(3) In Blueprint Reading for Manufacturing Applications, students gain knowledge and skills in an introduction to reading and interpreting working drawings for basic machining processes, mechanical maintenance, basic electrical, basic fluid power, and basic facility prints. Students also use sketching techniques to create pictorial and multiple-view drawings.

(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other 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 demonstrates an understanding of blueprint and technical drafting terminology and functions. The student is expected to:

(A) explain the function of various parts of a title block such as scale, materials, and print title;

(B) interpret and explain the function of multi-view drawings;

(C) describe fractional, decimal, and metric dimensions used in technical drawings;

(D) interpret and explain the function of section views;

(E) identify and describe projection methods, including isometric, oblique, and orthographic, used in engineering drawings;

(F) explain the function of auxiliary views;

(G) identify and explain types of dimensions, including linear, radial, angular, ordinate, and arc length;

(H) explain the function of pictorial drawings in manufacturing applications;

(I) explain the function of geometric dimensioning and tolerancing in manufacturing applications;

(J) explain tolerances with parts from a print;

(K) explain the function of scaling in a print;

(L) differentiate between a pictorial and a schematic drawing;

(M) explain the function of call outs in a print; and

(N) differentiate between electrical schematics, fluid power schematics, and piping and instrumentation diagram (P&ID) drawings.

(2) The student demonstrates an understanding of tools and symbols to produce technical schematics, facility prints, P&ID prints, and blueprints. The student is expected to:

(A) explain the function of and use a compass for drawing arcs in a print;

(B) explain the function of and use measuring devices such as scales, micrometers, and dial calipers;

(C) explain and demonstrate basic functions of computer-aided design and drafting (CADD) software;

(D) identify blueprint symbols, including surface profile, position, run out, countersink, and depth symbols;

(E) differentiate between driving and reference dimensions;

(F) identify basic electrical print symbols, including switch, lamp, relay, and contact symbols;

(G) identify basic fluid power print symbols, including power unit, actuator, directional control valve, and flow control symbols;

(H) identify various P&ID symbols, including valve, gauge, meter, and regulator symbols; and

(I) identify symbols for components, including threads, fasteners, and springs, used in the manufacturing process.

(3) The student interprets facility drawings related to manufacturing buildings. The student is expected to:

(A) interpret and explain floor plan drawings;

(B) interpret and explain elevation drawings;

(C) interpret and explain section views and details;

(D) locate electrical components, including distribution panels, lights, switches, and outlets, on facility drawings;

(E) identify plumbing components, including drains, water supply, and boilers, on facility drawings; and

(F) identify heating, ventilation, and air conditioning (HVAC) components, including condensers, evaporators, and plenum, in facility drawings.

(4) The student applies drafting principles to create sketch pictorials and construct multi-view drawings. The student is expected to:

(A) sketch auxiliary projected views, including inclined and oblique surfaces, in pictorial drawings;

(B) create a sketch using multi-views; and

(C) annotate a series of multi-view projections using proper dimensioning standards.

(5) The student demonstrates knowledge of tolerances as applied to technical drawings and prints. The student is expected to:

(A) illustrate and explain how bilateral and unilateral tolerances are expressed in drawings; and

(B) calculate tolerances for mating parts based on maximum material conditions, tolerance stacking, and allowance.

(6) The student demonstrates knowledge of revision information related to drawings. The student is expected to:

(A) describe standard drawing practices such as title blocks, revision history, and change orders for drawing revisions;

(B) apply standard drawing practices to revise technical drawings, ensuring accuracy and compliance with industry standards; and

(C) apply revision information, including date of revision, description of changes, and approval signatures, to mechanical and electrical industrial prints.

§127.828. Industrial Maintenance (One Credit), Adopted 2025.

(a) Implementation.

(1) The provisions of this section shall 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. 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 Manufacturing Career Cluster focuses on planning, managing, and performing the processing of materials into intermediate or final products and related professional and technical support activities such as production planning and control, maintenance, and manufacturing/process engineering.

(3) Industrial Maintenance is designed to introduce students to knowledge and skills used in the proper application of industrial maintenance. The study of manufacturing technology allows students to reinforce, apply, and transfer academic knowledge and skills to a variety of relevant maintenance tasks. Students gain an understanding of what employers require to gain and maintain employment in manufacturing careers.

(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other 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 applies mechanical skills to maintain and repair industrial equipment using the appropriate tools and equipment while adhering to safety policies. The student is expected to:

(A) identify equipment malfunctions using visual, audible, and other sensory inspection skills to detect issues such as lack of lubrication, misalignment, excess wear, vibration, and over-temperature;

(B) differentiate between mechanical, hydraulic, pneumatic, and electrical systems;

(C) identify safety concerns with equipment maintenance such as dangers with rotating equipment, hot surfaces from operating equipment, potential for shock from electrical power cords and grounding, and sharp surfaces from equipment wear;

(D) create a safe plan of action to address safety concerns for an industrial training environment such as sparks, metal shavings, and electrical shock hazards;

(E) identify tools and describe procedures used in cutting, drilling, cleaning, and abrasive processes;

(F) explain safety practices for various types of manufacturing tools used for cutting, drilling, cleaning, and abrasive processes;

(G) identify and demonstrate proper use of precision measuring tools, including micrometers, dial calipers, and scales, to verify proper repair and alignment; and

(H) identify and explain the applications such as material and fastener strength for various types of fasteners such as bolts, screws, washers, and nuts.

(2) The student applies communication and documentation skills to manufacturing activities. The student is expected to:

(A) compose written and oral technical communication such as maintenance plans, equipment breakdowns, and repair part ordering in a clear, concise, and effective manner for a variety of purposes and audiences;

(B) identify documentation methods such as maintenance logbooks and checklists for maintenance tasks and plans; and

(C) develop and execute a plan for maintenance task completion such as equipment lubrication, filter changes, and equipment visual checks.

(3) The student maintains and repairs industrial equipment using the appropriate tools, equipment, machines, materials, and technical processes. The student is expected to:

(A) describe the processes needed to complete a project, including initiating, planning, executing, monitoring, controlling, and closing;

(B) use appropriate tools to complete maintenance repair processes, including drilling, tapping, layout, and tightening fasteners to spec; and

(C) use various wrenches such as open and box end wrenches, filter wrenches, and adjustable pliers to disassemble filter housings to change filters and fluids.

(4) The student understands the foundations of occupational safety and health. The student is expected to:

(A) explain and discuss the responsibilities of workers and employers to promote safety and health and the rights of workers to a secure workplace;

(B) explain and discuss the importance of Occupational Safety and Health Administration (OSHA) standards and OSHA requirements for organizations;

(C) explain and discuss how OSHA inspections are conducted;

(D) explain and discuss the role of national and state safety and health regulatory entities;

(E) explain types of industrial hygiene hazards, including physical, chemical, biological, and ergonomic, and explain the role industrial hygiene plays in occupational safety;

(F) discuss the importance of safe walking and working surfaces and best practices for preventing or reducing slips, trips, and falls in the workplace;

(G) describe types of electrical hazards in the workplace;

(H) describe control methods to prevent electrical hazards in the workplace;

(I) analyze the hazards of handling, storing, using, and transporting hazardous materials;

(J) discuss ways to reduce exposure to hazardous materials in the workplace;

(K) identify workplace health and safety resources, including emergency plans, and discuss how these resources are used to make decisions in the workplace;

(L) describe elements of a safety and health program, including management leadership, worker participation, and education and training;

(M) explain the purpose and importance of written emergency action and fire protection plans;

(N) describe key components of evacuation plans, emergency exit routes, and fire hazards lists;

(O) explain the role of emergency personnel within an organization;

(P) explain components of a hazard communication program; and

(Q) explain and provide examples of safety and health training requirements specified by standard setting organizations.

(5) The student examines safe work habits in an industrial maintenance setting. The student is expected to:

(A) identify and describe proper storage and disposal procedures for hazardous materials using Safety Data Sheets (SDS);

(B) identify and demonstrate use of proper personal protective equipment (PPE) and safety requirements in the manufacturing industry such as hearing protection, eye protection, and gloves;

(C) describe and demonstrate proper lockout/tagout procedures;

(D) describe and demonstrate safe operation of power tools, including drills, saws, grinders, and sanders; and

(E) identify and select appropriate PPE needed to operate various power tools, including drills, saws, grinders, and sanders.

(6) The student examines the importance of preventative maintenance in an industrial maintenance environment. The student is expected to:

(A) perform preventative maintenance (PM), including lubrication, cleaning of parts, and tightening of fasteners, on equipment such as motors, gearboxes, chain drives, and conveyors;

(B) determine a PM schedule based on data collected from machine breakdowns, including frequency of failures, types of malfunctions, and repair times; and

(C) differentiate between reactive maintenance such as breakdown repairs, preventative maintenance such as lubrication, and predictive maintenance such as planning repairs based on previous breakdown frequencies.

(7) The student examines career opportunities and educational requirements in manufacturing and technology. The student is expected to:

(A) identify special skill career pathways in manufacturing such as maintenance technician, engineer, designer, and automation technician;

(B) identify and explain the importance of industry networking opportunities such as career or job fairs; and

(C) describe the roles and functions of engineers, technologists, and technicians in an industrial maintenance setting.

§127.829. Mechanical Maintenance (One Credit), Adopted 2025.

(a) Implementation.

(1) The provisions of this section shall 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 10-12. Prerequisite: at least one credit in a course from the Manufacturing Career Cluster. Recommended prerequisite: Algebra I or Geometry. 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 Manufacturing Career Cluster focuses on planning, managing, and performing the processing of materials into intermediate or final products and related professional and technical support activities such as production planning and control, maintenance, and manufacturing/process engineering.

(3) Mechanical Maintenance is designed to introduce students to knowledge and skills used in the proper application of mechanical maintenance. The study of mechanical maintenance and hands-on application allows students to reinforce, apply, and transfer academic knowledge and skills to a variety of relevant activities. Students gain an understanding of what employers require to gain and maintain employment in manufacturing careers and potential hazards faced by the maintenance technician in an industrial setting.

(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other 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 understands the foundations of occupational safety and health. The student is expected to:

(A) explain and discuss the responsibilities of workers and employers to promote safety and health and the rights of workers to a secure workplace;

(B) explain and discuss the importance of Occupational Safety and Health Administration (OSHA) standards and OSHA requirements for organizations;

(C) explain and discuss the importance of how OSHA inspections are conducted;

(D) explain and discuss the role of national and state regulatory entities;

(E) explain the role industrial hygiene plays in occupational safety and explain types of industrial hygiene hazards, including physical, chemical, biological, and ergonomic;

(F) discuss the importance of safe walking and working surfaces in the workplace;

(G) discuss best practices for preventing or reducing slips, trips, and falls in the workplace;

(H) describe types of electrical hazards in the workplace and the risks associated with these hazards;

(I) describe control methods to prevent electrical hazards in the workplace;

(J) analyze the hazards of handling, storing, using, and transporting hazardous materials;

(K) identify and discuss ways to reduce exposure to hazardous materials in the workplace;

(L) identify workplace health and safety resources, including emergency plans, and discuss how these resources are used to make decisions in the workplace;

(M) describe elements of a safety and health program, including management leadership, worker participation, and education and training;

(N) explain the purpose and importance of written emergency action plans and fire protection plans;

(O) describe key components of evacuation plans, emergency exit routes, fire hazards lists;

(P) explain the role of emergency personnel within an organization;

(Q) explain components of a hazard communication program; and

(R) explain and provide examples of safety and health training requirements specified by standard setting organizations such as OSHA and industrial companies.

(2) The student demonstrates safe work habits while performing mechanical activities in a mechanical maintenance setting. The student is expected to:

(A) identify and describe proper storage and disposal procedures for hazardous materials using Safety Data Sheets (SDS);

(B) identify and demonstrate use of proper personal protective equipment (PPE), including ear plugs, safety glasses, dust masks, and respirators, in the manufacturing industry;

(C) describe and demonstrate proper lockout/tagout procedures;

(D) describe and demonstrate safe operation of hand tools needed for disassembly and reassembly of mechanical parts; and

(E) identify and select appropriate PPE needed to operate various hand tools, including gloves for protection from pinch points, sharp edges, and hot surfaces.

(3) The student examines the operation of various pumps. The student is expected to:

(A) identify components of a centrifugal pump, including vane, internal seals, and bearings;

(B) identify components of a positive displacement piston pump, including rings, seals, pistons, and crankshaft;

(C) identify components of a positive displacement diaphragm pump, including diaphragm, check valves, and internal seals;

(D) explain the function of a pressure tank and effects on flow with a diaphragm pump;

(E) explain and demonstrate how to fill a suction line to prime a pump;

(F) identify components of a check valve in pumps; and

(G) explain the function of a check valve in maintaining pump priming by preventing back flow and ensuring fluid flow.

(4) The student examines the operation of various compressors. The student is expected to:

(A) identify components of compressors, including the piston, crankshaft, and cylinders, and explain how these components work together to compress air or other gases;

(B) explain the operation of a piston compressor and how the components work together to increase pressure;

(C) differentiate between a single-stage and two-stage piston compressor;

(D) identify and explain the function of intercoolers in two-stage piston compressors;

(E) identify and explain the function of after coolers in two-stage piston compressors;

(F) identify components of a rotary screw compressor, including screws, compression chamber, intake valves, and discharge valves;

(G) explain the operation of a rotary screw compressor and how the components work together to increase pressure; and

(H) explain the importance of dryers with industrial compressors, including how dryers prevent corrosion, improve efficiency, and extend equipment lifespan.

(5) The student analyzes test or performance data to assess equipment operation. The student is expected to:

(A) inspect equipment parts, including bearings, bolts, housing, and shafts, to identify typical defects such as breakage or excessive wear;

(B) observe equipment in operation to check for potential problems such as leaks, misalignment, and overheating; and

(C) test mechanical equipment to ensure proper functioning of equipment after replacement or repair of parts.

(6) The student uses prints, specifications, and diagrams to perform installation, disassembly, and assembly of mechanical systems. The student is expected to:

(A) identify components of pumps, compressors, and mechanical drives in mechanical drawings and diagrams;

(B) apply torque to fasteners as prescribed in equipment manuals during reassembly;

(C) identify input and output capability of pumps and compressors according to manufacturer specifications;

(D) identify input and output speed and torque capability of belt, chain, and gear driven mechanical drives systems according to manufacturer specifications;

(E) locate part numbers using a diagram; and

(F) use a logbook or computer to record information about parts, materials, and repair procedures.

(7) The student uses industrial maintenance skills to safely disassemble and assemble various types of pumps for the purpose of maintenance and repair. The student is expected to:

(A) identify safety hazards, including electrical, mechanical, and thermal risks, associated with assembly and disassembly of pumps;

(B) explain the purpose of lockout/tagout procedures for pumps to reduce electrical, mechanical, and thermal hazards;

(C) identify tools and describe procedures used in the disassembly and assembly of a centrifugal pump;

(D) identify tools and describe procedures used in the disassembly and assembly of a diaphragm pump;

(E) inspect pumps to locate damage, defects, and wear;

(F) operate pumps to ensure correct function such as rotation direction, prime, and flow;

(G) explain and demonstrate proper lubrication procedures for pumps; and

(H) use a logbook or computer to record information about parts, materials, and repair procedures.

(8) The student uses industrial maintenance skills to safely disassemble and assemble various types of compressors for the purpose of maintenance and repair. The student is expected to:

(A) identify safety hazards, including electrical, mechanical, and thermal risks, associated with assembly and disassembly of compressors;

(B) explain the purpose of lockout/tagout procedures for compressors to reduce electrical, mechanical, and thermal hazards;

(C) identify tools and describe procedures used in the disassembly and assembly of a reciprocating compressor;

(D) identify tools and describe procedures used in the disassembly and assembly of a rotary screw compressor;

(E) inspect compressors to locate damage, defects, and wear;

(F) operate newly reassembled compressor to ensure correct function such as direction of rotation;

(G) explain and demonstrate proper lubrication procedures for compressors; and

(H) use a logbook or computer to record information about parts, materials, and repair procedures.

(9) The student examines and recognizes internal components of various pumps and compressors. The student is expected to:

(A) identify internal seals and vanes in various compressors and pumps, including centrifugal, vane, and diaphragm pumps;

(B) inspect vanes in a centrifugal pump for wear and damage;

(C) inspect internal seals in pumps and compressors for wear and damage;

(D) inspect diaphragm for damage, defects, and wear;

(E) identify bearings on pumps and compressors; and

(F) inspect bearings on pumps and compressors for damage and wear.

(10) The student understands the purpose of specific internal components of various pumps and compressors. The student is expected to:

(A) explain the purpose of internal seals on compressors and pumps;

(B) explain the function and operation of bearings on compressors and pumps;

(C) identify and explain the function of check valves in a diaphragm pump; and

(D) explain lubrication requirements for pumps and compressors.

(11) The student understands the purpose of specific internal components of gear boxes. The student is expected to:

(A) identify and explain the function of spur gears in mechanical drive systems;

(B) identify and explain the function of helical gears in mechanical drive systems;

(C) identify and explain the function of miter and bevel gears in mechanical drive systems;

(D) differentiate between miter and bevel gears in mechanical drive systems; and

(E) identify and explain the function of slingers for lubrication distribution in mechanical drive systems.

(12) The student applies industrial maintenance skills to safely disassemble and assemble various types of mechanical drives. The student is expected to:

(A) identify tools and describe procedures used in the disassembly and assembly of belt, chain, and gear driven mechanical drives; and

(B) identify safety hazards associated with assembly and disassembly of belt, chain, and gear driven mechanical drives.

(13) The student understands the use of drive belts and chains for speed control. The student is expected to:

(A) identify belt style, size, and application on a mechanical drive system to meet speed and torque specifications;

(B) identify proper sheave for belt application on a mechanical drive system;

(C) differentiate between a drive and driven sheave in mechanical drive systems;

(D) calculate sheave ratios for speed adjustments on a mechanical drive system;

(E) inspect sheave and belt for wear and possible replacement on a mechanical drive system;

(F) identify drive chain size to match sprocket used on a mechanical drive system;

(G) calculate sprocket ratios for speed adjustments on a mechanical drive system;

(H) adjust chain length by breaking roller chain with special chain breaking tools;

(I) assemble a chain on a mechanical drive system according to length and tension requirements; and

(J) inspect sprocket and chain for wear and possible replacement on a mechanical drive system.

(14) The student examines career opportunities and educational requirements in manufacturing and technology. The student is expected to:

(A) identify special skill career pathways in manufacturing such as an industrial maintenance technician, mechanical installer, mechanical repair, and mechanical troubleshooter;

(B) identify and explain the importance of industry networking opportunities such as career or job fairs; and

(C) describe the roles and functions of an industrial maintenance technician in manufacturing.

§127.830. Basic Fluid Power (One Credit), Adopted 2025.

(a) Implementation.

(1) The provisions of this section shall 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 10-12. Prerequisite: at least one credit in a course from the Manufacturing Career Cluster. Recommended prerequisites: Algebra I and Geometry. 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 Manufacturing Career Cluster focuses on planning, managing, and performing the processing of materials into intermediate or final products and related professional and technical support activities such as production planning and control, maintenance, and manufacturing/process engineering.

(3) In Basic Fluid Power, students gain knowledge and skills in hydraulic and pneumatic systems as applied to industrial manufacturing. Instruction includes terminology and fluid power theory, interpreting technical drawings, component identification, mathematical calculations as applied to fluid power systems, and component functions. Students gain basic knowledge of fluid power system design with basic system components, installing basic fluid power system components, and building maintenance schedules for preventative and reactive maintenance.

(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other 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 career opportunities and safety concerns in the manufacturing industry. The student is expected to:

(A) research and describe trends of manufacturing careers in industry; and

(B) identify safety, health, environmental, and ergonomic issues in the manufacturing industry.

(2) The student examines terminology and fundamental concepts of fluid power in manufacturing. The student is expected to:

(A) explain the function of Pascal's Law in hydraulic systems;

(B) identify and explain the function of actuators in fluid power systems;

(C) identify and explain the function of valves in fluid power systems;

(D) describe the relationship between pressure, force, and cylinder volume in fluid power systems;

(E) analyze the application of Gay Lussac's Law, Charles's Law, and Boyle's Law in pneumatic systems;

(F) explain how the law of conservation of energy applies to specific fluid power systems, including hydraulic and pneumatic systems;

(G) explain how pressure is generated in a fluid power circuit;

(H) explain how different seal types and operating temperatures can impact fluid compatibility;

(I) explain the difference between flash point, fire point, and auto ignition regarding hydraulic fluid;

(J) explain displacement regarding hydraulic pumps; and

(K) identify specific hazards such as high-pressure injection injuries and equipment damage resulting from unrelieved pressure in the lines of a fluid power system.

(3) The student reads and interprets technical drawings in a fluid power system. The student is expected to:

(A) identify common fluid power symbols, including cylinders, motors, pumps, reservoirs, and directional control valves;

(B) differentiate between schematic and pictorial diagrams;

(C) match fluid power schematic symbols to physical components in a system;

(D) construct and operate a basic fluid power circuit given a schematic with a directional control valve and a double-acting cylinder; and

(E) draw a fluid power schematic from a given fluid power application.

(4) The student demonstrates understanding of the characteristics and applications of fluid power systems. The student is expected to:

(A) analyze pressure gauge readings to identify potential internal and external leakage issues in fluid power systems;

(B) analyze flow meters to detect proper and improper system flow in fluid power systems;

(C) analyze temperature gauges to detect heat issues within fluid power systems;

(D) explain the operational difference between hydraulic and pneumatic systems;

(E) explain the importance of dryers in pneumatic systems, including the prevention of moisture-related issues; and

(F) explain the importance of lubrication in a pneumatic system, including the reduction of friction, prevention of wear and tear, and enhancement of system efficiency.

(5) The student applies mathematical calculations to various operations of a fluid power system. The student is expected to:

(A) describe and analyze pressure, force, and volume in the context of fluid power systems;

(B) calculate output force and rod speed given cylinder size, flow rate, and pressure applied;

(C) describe and calculate how a change in pressure or volume results in change in force;

(D) describe and calculate how change in volume results in change of rod speed and force applied; and

(E) calculate the force output of an extending cylinder using Pascal's Law.

(6) The student understands the function of various components in fluid power systems. The student is expected to:

(A) differentiate between a pneumatic compressor and a hydraulic pump;

(B) describe the functions of a hydraulic reservoir such as fluid storage, fluid cooling, and contaminant separation;

(C) describe the function of various pumps, including piston, gear, and vane pumps;

(D) differentiate between a fixed and variable displacement pump;

(E) explain the purpose of an actuator in fluid power systems;

(F) explain the purpose of various gauges and meters in fluid power systems;

(G) explain the purpose of various pressure controlling devices in hydraulic systems, including pressure relief valves, pressure reducing valves, sequence valves, and counterbalance valves;

(H) explain the purpose of various pressure controlling devices in pneumatic systems, including regulators and pressure relief valves;

(I) explain the purpose of various flow controlling devices in fluid power systems, including check valves, directional control valves, needle valves, and flow controls;

(J) explain the purpose of various motors in fluid power systems, including unidirectional and bi-directional motors;

(K) describe the function of hydraulic and pneumatic actuators, including motor, cylinder, and rotary actuators;

(L) describe the function of various hydraulic and pneumatic cylinders, including single- and double-acting, single- and double-rod, and rodless cylinders;

(M) describe the function of a fluid power double-acting cylinder;

(N) describe and analyze the function of flow control valves in regulating actuator speed in a fluid power circuit;

(O) identify and explain the function of a check valve; and

(P) explain the function of an accumulator.

(7) The student designs basic fluid power circuits using various components in a fluid power system. The student is expected to:

(A) design a fluid power circuit with a unidirectional motor;

(B) design a fluid power circuit with a bi-directional motor;

(C) design a fluid power circuit with multiple cylinders;

(D) design a fluid power circuit with a flow control valve to regulate actuator speed;

(E) design a fluid power circuit incorporating a check valve;

(F) design a basic fluid power circuit incorporating various configurations of directional control valves to alter flow direction;

(G) design fluid power circuits using various operators for directional control, including lever, solenoid, pilot, and push button operator;

(H) design a hydraulic sequence valve to operate multiple actuators in sequence; and

(I) design a hydraulic pressure reducing valve to lower pressure in a branch circuit.

(8) The student installs various components in a fluid power system. The student is expected to:

(A) connect fluid power circuits using various connecting methods, including threaded, push-fit, and quick disconnect fittings;

(B) identify and demonstrate proper safety procedures required for system installation such as lockout/tagout to control hazardous energy;

(C) install a fluid power circuit with a unidirectional motor;

(D) install a fluid power circuit with a bi-directional motor;

(E) install a fluid power circuit with multiple cylinders;

(F) install a fluid power circuit with a flow control valve to regulate actuator speed;

(G) install a fluid power circuit using a check valve;

(H) install a basic fluid power circuit using various configurations of directional control valves to change flow direction;

(I) install fluid power circuits using various operators for the directional control valve, including lever, solenoid, pilot, and push button operator;

(J) install and adjust a pneumatic system regulator to match a defined system pressure setting;

(K) install and adjust a hydraulic power unit relief valve to match a defined system pressure setting;

(L) install a hydraulic sequence valve to operate multiple actuators in sequence; and

(M) install a hydraulic pressure reducing valve to lower pressure in a branch circuit.

(9) The student uses industry standard practices to maintain functional capacity in fluid power systems. The student is expected to:

(A) analyze service data to develop and implement preventive maintenance schedules;

(B) analyze and document repair data to develop and implement predictive maintenance schedules;

(C) inspect components in a fluid power system to identify signs of malfunction, including discoloration, vibration, and loud sounds;

(D) inspect hydraulic fluid to identify contaminants and signs of viscosity breakdown;

(E) explain and demonstrate procedures to change filters in a fluid power system; and

(F) explain and demonstrate procedures to drain and replace hydraulic fluid.

(10) The student understands the function of a basic vacuum system. The student is expected to:

(A) identify and explain the function of a venturi vacuum application;

(B) connect and read a vacuum gauge;

(C) connect and read a manometer;

(D) connect and operate a vacuum generator;

(E) identify and explain the function of a vacuum generator; and

(F) connect a venturi to a pneumatic system.

The agency certifies that legal counsel has reviewed the proposal and found it to be within the state agency's legal authority to adopt.

Filed with the Office of the Secretary of State on September 29, 2025.

TRD-202503484

Cristina De La Fuente-Valadez

Director, Rulemaking

Texas Education Agency

Earliest possible date of adoption: November 9, 2025

For further information, please call: (512) 475-1497