Texas State Board Of EducationEdit
The Texas State Board of Education (SBOE) is a fifteen-member, elected body that shapes what is taught in the public schools of Texas. Working within the framework established by state law and under the oversight of the Texas Education Agency, the board is responsible for approving the Texas Essential Knowledge and Skills—the state’s curriculum standards for K–12—and for selecting instructional materials that districts use to teach those standards. Because Texas represents a very large market for textbooks, the SBOE’s choices often influence publishing decisions nationwide, making its work consequential beyond the state’s borders.
In practice, the SBOE functions as a powerful steward of what teachers present in every classroom from Laredo to Lubbock. Members come from single-member districts across the state, and elections regularly reflect the political and cultural currents that define Texas politics. The board’s policies touch on core questions in public education: what students should learn, how teachers should teach it, and how materials should reflect both accuracy and shared civic values. Supporters of the board’s approach argue that it protects parental input, preserves local control, and keeps curriculum aligned with Texas history and constitutional commitments, while critics contend that the same processes can be used to advance particular ideological agendas. The debates over curriculum content, textbook selection, and the balance between traditional civic education and more inclusive storytelling are a persistent feature of SBOE activity.
History and structure
Composition and elections: The SBOE consists of fifteen members elected from districts across the state. Members serve multi-year terms and periodically reconfirm their priorities through elections and committee work. The board conducts its duties within the framework of the Texas Constitution, state statutes, and the rules of the Texas Education Agency.
Relationship to TEKS and textbooks: A central task is to establish and revise the Texas Essential Knowledge and Skills (Texas Essential Knowledge and Skills). Once the TEKS are adopted, the board also leads the process for approving instructional materials, including textbooks and digital resources, that align with those standards. Because publishers strive to market materials to Texas districts, the SBOE’s adoption decisions resonate throughout the broader market for K–12 education.
Policy role and procedures: SBOE policy development combines staff proposals, public testimony, and deliberations by board members. Public hearings and comment periods are a routine part of how standards and materials are debated and refined. The board’s decisions are implemented through the statewide educational system, from classroom practice to district procurement.
Curriculum and textbook adoption
Standards first: The TEKS set out what students should know and be able to do in each grade and subject. The SBOE’s revision cycles aim to keep standards current with developments in knowledge, technology, and civic needs while preserving coherence across grades.
Materials selection: After standards are set, the SBOE oversees the adoption of instructional materials. Textbook publishers submit candidate materials to align with TEKS, and the board, along with public input, selects which resources districts may use. Given Texas’ market size, the chosen materials often go on to shape choices in other states as well.
Accountability and implementation: Once materials are approved, districts choose among state-approved resources and implement them with local autonomy. The system emphasizes accountability, with administrators and teachers expected to align classroom practice with the TEKS and the approved materials.
Debates and controversies
Content and balance: A central tension in SBOE politics is how to balance a straightforward accounting of American and Texan history with the need to include diverse perspectives. Proponents of the board’s approach argue that history and civics should emphasize foundational documents, constitutional principles, and a fair appraisal of national achievements, while also acknowledging the complexity of the past. Critics argue that some content or framings can overrepresent certain viewpoints or diminish the experiences of marginalized groups. The central question is how to teach complexity without veering into ideology.
Race, memory, and curriculum: Discussions about how to teach about race relations, slavery, Native American history, and the civil rights era regularly surface in public hearings. Supporters contend that courses should teach the core events and legal frameworks that shaped the state and the nation, while also incorporating verifiable historical context. Critics sometimes describe the process as a vehicle for political correctness or for relegating traditional narratives; defenders counter that education should reflect a full, accurate account of the past, including elements that illuminate how institutions and policies affected different communities.
science standards and scientific consensus: Like many jurisdictions, Texas has seen debate over how science topics—such as evolution and climate science—are presented in the curriculum. Advocates for a rigorous, evidence-based approach argue that standards should reflect consensus science and robust inquiry. Opponents sometimes push for broader discussion of theories or critiques. Proponents insist that the standards must remain anchored in widely supported scientific understandings while allowing teachers to develop critical thinking in the classroom.
Textbook markets and political influence: Because Texas schools purchase a large share of national textbooks, SBOE decisions can influence what publishers prioritize. This dynamic fuels debates about potential political or ideological influence in material selection. Supporters say the board’s role is to ensure accuracy and scholastic integrity, while critics claim that content can be bent to satisfy political trends. Those arguing for restraint emphasize that the goal is sound, fact-based instruction rather than ideological conformity.
Parental rights and local control: A recurrent theme is the degree of parental input and local control over curriculum. Proponents argue that communities should retain authority to reflect local values, while opponents caution that the state must provide consistent, high-quality standards across districts. The balance sought is one of fidelity to core knowledge and skills, with room for local nuance where appropriate.
Revisions and current policy direction
Ongoing updates to TEKS: The SBOE continues to review and revise TEKS to keep pace with shifts in knowledge, technology, and civic expectations. The process emphasizes transparent public engagement, with opportunities for educators, parents, and stakeholders to weigh in.
Textbook and digital materials: In approving materials, the board weighs accuracy, readability, and alignment with standards, while considering cost and access. The rise of digital resources adds a dimension to adoption, with publishers offering online supplements and adaptive tools that the board must evaluate for quality and reliability.
Focus areas: The board increasingly addresses topics in civics, economics, and government literacy, aiming to equip students with the knowledge and skills to participate effectively in civic life. In this context, emphasis tends to be on foundational documents, constitutional principles, and the mechanics of Texas and U.S. government, alongside core literacy and numeracy goals.