1.
Stakeholder Survey Findings and Scan
Dr. Sofía Bahena, IDRA
Austin • February 10, 2016

2.
Respondents
Business
10% Community
5%
Higher
education
30%K-12
education
5%
Non-profit
10%
Policy
40%
We requested your input
before today in regards to
your thoughts and concerns
re the new high school
graduation requirements
and their implications, as
well as ask about any
studies you were aware

3.
Implementation Challenges

4.
Student Support
0 00 0
1
3
13
14
8
5
0
5
10
15
20
25
Adequate counseling, support for
students to choose
Sufficient information to help
families, students
Extremely challenging
Very challenging
Somewhat challenging
A little challenging
Not challenging at all
How challenging will it be to implement HB5 in terms of student support, school
capacity, college and career preparedness, and data and monitoring?

5.
School Capacity
0 0
1
0 0 00 0
2
0 0 0
3 3
4
4
2
5
7
10
10
5
6
8
12
9
5
13
14
8
Equitable course
access
Offer endorsement
courses
Offer advanced
courses
Funding resources Counselor-student
ratios
Counselor training
Extremely
challenging
Very
challenging
Somewhat
challenging
A little
challenging
Not
challenging at
all

6.
College- and Career-Readiness
0
1
0 0 0
1
2
1 1
0
4
6
0
3
4
13
9
14 8 8
4 4
7
9
10
Meet workforce
needs
Satisfy
admission reqs
(any IHE)
Satisfy
admission reqs
(4-year IHE)
Succeed in
post-secondary
education
Meeting the
THECB's
60x30TX
Extremely challenging
Very challenging
Somewhat challenging
A little challenging
Not challenging at all

7.
Data and Monitoring
0 0 0
2 2
0
8
9
8
9
8
7
3 3
7
0
5
10
15
20
25
Collecting data on
implementation
Monitoring data on
implementation
Using data to inform and
improve local school
district policy
Extremely challenging
Very challenging
Somewhat challenging
A little challenging
Not challenging at all

8.
Most Vulnerable Subgroups

9.
Research Priorities

10.
Existing and Future Research
Baseline Trends Implementation Outcomes

11.
Baseline Trends
• Studies examining the relationship between graduation
plans under the previous law (4x4) and outcomes.
E3 Alliance
• Found a strong, positive relationship between highest level of math and
post-secondary outcomes, particularly for low-income students.
AIR
• Student outcomes under the previous graduation plans (i.e., minimum,
recommended, distinguished) showed improvement in college readiness
and high school graduation.

12.
Implementation
• Studies that examine how HB5 is currently being
implemented in practice.
AIR
• Districts are most likely to consider current offerings
and staff capacity in selective endorsements
Texas Education Grantmakers Advocacy Consortium,
George H.W. Bush School at Texas A&M
• Qualitative study examining implementation in districts, such as
endorsement offerings, opt-in decisions for the distinguished plan,
and best practices. Findings pending.

13.
Implementation (cont)
• Studies that examine how HB5 is currently being
implemented in practice.
Ray Marshall Center
• Aimed at examining counselor capacity. Findings pending.
RGV- Equal Voice Network
• Surveyed parents in the RGV and found that majority are
not familiar with the policy or its implications.

14.
Implementation (cont)
• Studies that examine how HB5 is currently being
implemented in practice.
Austin Chamber of Commerce
• In partnership with Austin Community College and
partner school districts, Austin Chamber of Commerce is
surveying high school juniors and seniors to aid students
and the schools supporting them in the college process.
Will also track earnings and postsecondary outcomes for
high school graduates.

15.
Outcome
• Proposed studies to examine secondary and post-
secondary student outcomes
Charles A. Dana Center
• Aims to examine alternative math pathways and courses
related to student outcomes. Findings pending.

16.
Takeaways
• Leaders in the policy, business, and education
sectors share deep concerns about the
implementation of HB5 and its implications for
educational equity.
• Even though it is too early to examine the long-
term effects of HB5 on student outcomes, there is
already promising research underway that can
inform policy, practice, and research.

17.
Intercultural Development Research Association
Dr. María “Cuca” Robledo Montecel, President & CEO
5815 Callaghan Road, Suite 101
San Antonio, Texas 78228
210-444-1710 • contact@idra.org
www.idra.org
Ensuring that educational opportunity and success
for all students are guaranteed