ARTICLE 5:
Measures to Support Early Childhood Education
EARLY EDUCATION ALLOTMENT & GRANTS
EFFECTIVE SEPTEMBER 1, 2025
Early Education Allotment
Adds a 0.01 weight for all K-3 students in ADA
Maintains current 0.1 weight for educationally disadvantaged or emergent bilingual students
Requires funds to be used to support academies and pre-k programs
Distribution:
• Half-day ADA funding for full-day pre-k students
• Remaining funds distributed proportionally based on the 0.1 weight
Early Literacy Intervention Allotment
$ 250 per K-3 student receiving reading interventions( excluding students receiving dyslexia allotment)
Capped at 10 % of K-3 students enrolled
16
Funding for Supplementary Supports Grant
Provides $ 400 per grant recipient, limited to one grant per reading interventions and one for accelerated instruction
Starting 2030-31, TEA must reduce a district ' s entitlement for each student who
• Fails the 3rd grade reading test after receiving and using the grant, if the student was enrolled in the district from K-3
• Only reduced by half for each student enrolled in SPED
Supplementary Support Grants
Grants for students:
• In grades 1-3 needing reading interventions
• Requiring accelerated instruction due to 3rd grade results
Parents may use funds to purchase tutoring from TEA-approved providers, including TIA-designated teachers
TEA manages grant accounts and limits recipients to one grant per category
TEA may retain 5 % for administration
Districts must still provide interventions and notify eligible families
READING & MATH ACADEMIES
EFFECTIVE FOR SY 2025-26
Reduces Requirements
7th / 8th grade reading teachers no longer required to attend literacy academies
Math Achievement Academy Requirements
By 2030-31, K-3 math teachers, principals, assistant principals, instructional coaches, and interventionists must attend a math academy
New K-3 staff must attend within their first year beginning in the 2030- 2031 school year
Requires TEA to support, monitor, and report on implementation
Evaluation & Expansion
TEA must evaluate the academies ' impact on teaching practices and student outcomes
Districts must share necessary data with TEA