SB 569 proposes changes to virtual education in Texas public schools and allows the Commissioner of Education to modify average daily attendance calculations in the event of an emergency or crisis to preserve school district funding under the Foundation School Program. Additionally, the bill authorizes a fee related to virtual education services.
The originally filed version of SB 569 and the substituted version share the core goals of expanding virtual education in Texas and modifying attendance funding during emergencies. However, there are several key differences in structure, scope, and implementation details.
One major change is the removal of Chapter 30A, which previously governed the state virtual school network. The original bill replaced it with Chapter 30B, allowing school districts and charter schools to establish their own virtual and hybrid programs. The substituted bill refines this structure by adding more oversight mechanisms for virtual education providers and expanding student eligibility for virtual courses.
Another significant change is in funding provisions. The original bill allowed virtual and hybrid students to be counted in average daily attendance (ADA) calculations, but the substituted version clarifies funding formulas to ensure that school districts receive proportionate funding based on student attendance rates, including during emergency attendance adjustments. The substituted version also expands the emergency funding authority of the Commissioner of Education, allowing for modifications in attendance calculations with added safeguards.
Additionally, student enrollment and parental choice provisions were adjusted. The original bill stated that school districts could not deny a student’s request to enroll in a virtual or hybrid course unless it conflicted with their graduation plan. The substituted version adds more structured criteria for districts to consider when approving or denying enrollment and requires written justifications for denials.
Finally, the substituted version adds provisions regarding teacher requirements and professional development for virtual instruction. It introduces rules for teacher training in hybrid and virtual environments, ensuring instructional quality, which was less emphasized in the original version.
In summary, the substituted version clarifies funding, strengthens oversight, expands emergency attendance provisions, refines enrollment policies, and introduces teacher training requirements, making the virtual education system more structured and accountable.
Contact the Author
Sen. Paul Bettencourt
