Protecting the Integrity of Public Education in Texas: Why This Moment Matters

Public education in Texas is at a crossroads.

At a recent Texas State Board of Education meeting, we witnessed proposals and discussions that should concern every community member who believes in strong, transparent, and inclusive public schools. Proposed changes to vocabulary lists, required reading selections, and Social Studies TEKS are not just technical updates. They shape how students understand history, civic life, and whose voices matter.

Civic Engagement Is More Than Watching

Civic engagement does not stop at paying attention. It requires action.

Speaking up — clearly, respectfully, and collectively — is how communities protect equity, representation, and democratic participation in public education. State Board of Education members make decisions that affect classrooms across Texas, including right here in Mansfield ISD.

When community voices are absent from the public record, it becomes easier for decisions to move forward without accountability.

Make It Count: Contact SBOE Members Today

To make it easy to take action, we’ve created two short email templates you can send directly to SBOE members and board leadership. These messages are designed to be respectful, clear, and effective — and we strongly encourage you to personalize them with your own concerns, experiences, or questions.

The SBOE Member for District 11 is Brandon Hall, brandon.hall@sboe.texas.gov.‍

You can find the full list of SBOE Members and their contact info here.

Every email matters. Every voice matters.

Resources

SBOE Meeting Recordings

You can review the most recent SBOE meeting recordings at https://www.adminmonitor.com/tx/tea.

Email 1: Social Studies TEKS

Dear Member Hall,

I’m a Mansfield ISD constituent, and I’m writing with serious concerns about the proposed revisions to the Social Studies TEKS. Because these standards shape what students are allowed to learn, they must be historically sound, academically rigorous, and responsive to the realities of our state and country.

I value civic education, foundational documents, and a strong understanding of U.S. history. I also know that effective social studies instruction requires accuracy, context, and multiple perspectives. Texas students deserve more than a narrow or selective presentation of history.

As these TEKS move forward, I would appreciate clarity on the following:

• What criteria and sources were used to develop the proposed standards?
• How was historical consensus weighed against political or ideological pressure?
• Have historians and educators been meaningfully consulted in the drafting process?
• How do these standards address the experiences and contributions of women, Indigenous people, people of color, and other historically marginalized groups?
• Will the TEKS be reviewed and revised regularly to reflect new scholarship and best practices in social studies education?

I am not opposed to structure or civic focus. I am concerned that the proposed TEKS, as written, limit educators’ ability to teach history honestly and prepare students to think critically about the world they are inheriting.

Thank you for your time and service.

Sincerely,

[Your Name]
[Your Contact Info]

Email 2: Reading List

Dear Member Hall,

I’m a Mansfield ISD constituent, and I’m writing with serious concerns about the proposed state-mandated K–12 reading list. Because this list will be required, it should reflect the highest standards of literacy, scholarship, and relevance.

I value classic texts and faith traditions. I also believe effective reading lists should reflect the communities students actually live in, not an outdated or narrow version of the literary canon. Texas is diverse. Our classrooms are diverse. The current list does not reflect that reality.

As the list moves forward, I would appreciate clear answers to the following:

• What specific criteria were used to select these titles?
• Since the Bible is included, were other sacred texts or religious traditions meaningfully considered?
• Has the SBOE reviewed any analysis of author representation, including women, BIPOC, and LGBTQ authors? If not, why was that analysis omitted?
• If the list overwhelmingly reflects one demographic or worldview, what steps will be taken to correct that imbalance?
• Will this list be regularly reviewed and updated to reflect changing scholarship, communities, and student needs?

I am concerned that this list, as proposed, limits schools’ ability to serve students well and fails to prepare students to understand the full world they are growing up in.

Thank you for your time and service.

Sincerely,

[Your Name]
[Your Contact Info]