One of the benefits of membership with the Texas Charter Schools Association (TCSA) is representation at the Texas Capitol. On Tuesday, November 14, 2017, TCSA’s Bruce Marchand appeared before the House Public Education Committee to advocate on behalf of public charter schools and students. Below is the testimony he provided to the Committee to support students and public charter schools impacted by Hurricane Harvey.

Interim Charge: Recommend any measures needed at the state level to prevent unintended punitive consequences to both students and districts in the state accountability system as a result of Hurricane Harvey and its aftermath.

Good morning Chairman Huberty and members of the Committee. My name is Bruce Marchand and I am the Director of Charter School Growth and Development of the Texas Charter Schools Association, or TCSA. TCSA represents 172 public charter holders and approximately 675 campuses that educate nearly 300,000 public charter school students.

Thank you for the opportunity to participate today on the discussion related to recommendations on measures needed to prevent unintended punitive consequences in the state accountability system as a result of Hurricane Harvey and its aftermath. While TCSA is a strong proponent of school accountability, we also recognize that the impact of Harvey on our public schools and students in those regions is unprecedented.

And, while we do not support a complete waiver from the state’s accountability system for this school year, we do encourage a state effort to recognize and make an accommodation in the academic accountability system for those schools and students impacted by Harvey.

Therefore, TCSA’s proposal is to exempt students, who are identified through TEA’s PEIMS crisis codes as students impacted by Harvey and other recent hurricanes, from the school’s district and campus accountability subset for the 2017-18 school year. Again, this is not a recommendation for exemption from testing, but simply the one-year exclusion of these impacted students from a campus and district or charter holder accountability subset.

TEA established PEIMS crisis codes to track students impacted by Harvey (5A-C) and any other hurricanes (06) – such as Irma and Maria to identify these affected students:

5A – This specific code indicates a student was enrolled or was eligible to enroll in an LEA impacted by Hurricane Harvey, and the student enrolled in a different LEA during the 2017-2018 school year.

5B – This specific code indicates a student was enrolled or was eligible to enroll in an LEA impacted by Hurricane Harvey, and the student enrolled in another campus in the same LEA during the 2017-2018 school year.

5C – This specific code indicates a student is identified as homeless because of Hurricane Harvey but has remained enrolled in their home campus during the 2017-2018 school year.

06- Indicates that a student enrolled in a Texas public school during the 2017-2018 school year as a result of being displaced from their residence by Hurricane Irma, Hurricane Maria, or any other hurricane labeled as such by the National Hurricane Center, other than Hurricane Harvey.

As for precedent, in 2006 students who were displaced by Hurricanes Katrina and/or Rita were tested in the state assessment system but their results were removed from the accountability subset, as noted in Appendix I of the 2006 accountability manual. As justification for this approach, I would refer you to a March 24, 2010 study conducted by Student Assessment Division at TEA that examined the performance of students who were identified in the 2005-2006 school year as being displaced by Hurricane Katrina or “Katrina students”. This study examined the performance of these displaced students for three years and found that in the first year after the storm that Katrina students tested in Texas (2006), the percentages of these students passing was far below the passing percentage of all Texas students in reading and mathematics.

Hurricane Harvey has caused similar conditions for Texas students. The living conditions as well as the educational programs of displaced students due to Harvey have been severely disrupted. Many schools have spent, and continue to spend, considerable resources addressing not only the academic needs of these students but also the socio-emotional needs brought about by students’ suffering and displacement.

In light of these circumstances, and the challenges faced by public schools in ensuring these students are mastering grade-level TEKS, and the evidence as noted in the Katrina study that many of these students may well perform below state standards in their tested areas as compared to their non-affected peers, it is logical that students who are identified by these specific PEIMS codes should be excluded in the 2017-2018 accountability subset for public schools. To be clear, the students would still test. It is important for schools to have the data necessary to assess the progress of students. Our recommendation is simply that testing results of these specific students, similar to what TEA has done in the past, be excluded in this school year’s rating.

With that I conclude my testimony, thank you again for the opportunity, and welcome any questions.