Reports and Resources

  • Rethinking Special Education Certification in Texas

    Rethinking Special Education Certification in Texas

    Texas public schools provide special education services to almost 500,000 students. Despite these services, students with disabilities perform significantly lower on state assessments in reading and mathematics than their same-aged peers. To address this discrepancy and improve both student outcomes and teacher preparation, the Texas Education Agency (TEA) developed a Strategic Plan for Special Education based on input from stakeholders across the state.

  • Reward School Case Studies

    Reward School Case Studies

    Because eligibility for Title I funding is dependent on the financial needs of schools’ populations, many Title I schools face significant barriers to student achievement. Decades of research have shown that poverty has a strong negative impact on student academic performance (Herbers et al., 2012), and Title I schools frequently serve students living at and below the poverty line. Despite these challenges, 148 Title I schools in the state of Texas received both the High Performing and High Progress distinctions in the 2013–14 school year.1 These thriving campuses, or Reward Schools, are the focus of this study.

  • Elevating Support for Texas Rural and Small Schools

    Elevating Support for Texas Rural and Small Schools

    Texas has more schools in rural areas than any other state in the United States. In the 2015-2016 school year, rural schools, as classified by TEA, accounted for 459 of the 1247 school districts in Texas, including charters, juvenile justice, and state schools for the deaf and blind or visually impaired. If independent towns and nonmetropolitan areas are added to this number, a total of 730 of the 1247 districts would be included.

  • District Excellence in the Rio Grande Valley of Texas cover

    District Excellence in the Rio Grande Valley of Texas

    Low socioeconomic conditions have been associated with low academic performance for several decades, a conclusion bolstered by numerous studies dating back to the War on Poverty in the 1960s. With a focus on poverty, the U.S. Congress adopted legislation in 1965 that included Title I, Part A, designed to provide funds to local education agencies to offer financial support to schools with high numbers of children from low-income families. More than 50 years later, that funding remains in place, and many districts around the country and in Texas qualify for it.

  • Grow Your Own Teachers Initiatives Resources cover

    Grow Your Own Teachers Initiatives Resources

    This compilation of short summaries of Grow Your Own (GYO) teacher resources, prepared for the Texas Education Agency (TEA) by the Texas Comprehensive Center (TXCC) at American Institutes for Research (AIR), is organized around research questions developed by TEA to inform the Texas GYO teacher strategy.

  • TXCC-Reward-School-infographic

    School Climate Matters

    In the 2013–14 school year, 148 Title 1 schools in the state of Texas received both the High Performing and High Progress distinctions. These campuses, better known as Reward Schools, reported best practices that aligned with Department of Education’s Critical Success Factors (CSFs) that are a part of the Department’s school turnaround principles.

  • Report to texas Legislature image of pdf

    Report to the Texas Legislature: Teacher Mentoring Advisory Committee

    Teachers encounter distinct challenges in their initial years in the classroom, often struggling in isolation to develop into effective teachers who remain in the teaching profession. It is important for the success of schools, the teaching profession, and the achievement of students that beginning teachers receive support through a high- quality mentoring program.

Previous Work
October 2005 to September 2012

The Texas Comprehensive Center (TXCC) provided technical assistance, professional development, and support services to the Texas Education Agency (TEA) under grant number S283B050020 from the U.S. Department of Education (ED) for 7 years. TXCC's work with Texas focused on educator quality and effectiveness, statewide systems of support; English language learners and other diverse students; literacy, mathematics, and science initiatives; early-warning data systems; college and career ready standards and aligned assessments; and support to facilitate implementation of, and compliance with, the Elementary and Secondary Education Act (ESEA). For more information, refer to the Project Overviews, which are organized by work years.


As part of the technical assistance and information dissemination work with Texas, TXCC provided numerous online and multimedia resources as well as regional events to aid TEA staff in increasing their knowledge and capacity in key areas. Resources included newsletters, briefing papers, and reports. Events addressed topics such as designing and implementing teacher evaluation systems, Response to Intervention, school turnaround, and English as a second language. To access archives of these resources, click the link below.

Early Warning System   TEA logo   Resources   TXCC Briefing Papers  

English Language Learners   TXCC Training Materials  

Briefing Papers

Briefing papers were developed, in collaboration with staff from SEDL's Southeast Comprehensive Center (SECC), to address challenges identified by educators and TEA staff. Each publication was announced through an email campaign and published on the TXCC and SECC websites.

View Previous Texas CC briefing papers

View Previous Southeast CC briefing papers

Rapid Response Service

The Texas CC provided prompt responses and research-based information to address specific policy and NCLB implementation questions posed by TEA staff. This service was designed to assist them in addressing queries from policymakers or school district personnel, as well as to help inform them on aspects of their own work.