The Texas House’ Academic & Career-Oriented Education Subcommittee met for the first time Wednesday, March 5, to consider legislation focused on postsecondary preparedness.
Good Reason Houston’s recent postsecondary research shows that access to pathways that lead to postsecondary credentials are crucial for Houston-area graduates to earn a living wage in our region, yet only 27% of students are able to attain those credentials. Graduates who attain a bachelors degree are 3.8 times more likely to earn a living wage in Houston and those who attain a Level I or II certification are 3 times as likely. The focus of the Texas House on postsecondary readiness and high quality career pathways is a welcome step in ensuring students receive the opportunities, knowledge, and skills they need to thrive.
The Subcommittee heard testimony on HB 120 by Rep. Keith Bell, in part proposing a new high school advising program and funding allotment and HB 20 authored by Rep. Gary Gates, proposing an applied sciences pathway program. Given how important postsecondary readiness is for our graduates, Good Reason Houston offered written testimony for the Subcommittee’s consideration.
In addition to meaningful changes to support Pathways in Technology Early College High School and Rural Pathway Excellence Partnership programs, HB 120 would establish a high school advising program and allotment to support high quality advising and direct partnerships with institutions of higher education that offer both degree and professional certification pathways. This statutory emphasis on postsecondary advising could serve to increase student access to critical guidance directly aligned to postsecondary opportunities. The proposal would also allow school districts to leverage funds to support student transition and persistence in postsecondary pathways for up to two years after graduation.
Good Reason Houston’s research findings underscore an important connection: for most students to secure a living wage, college readiness is not just about academic preparation; it is about career readiness. It is essential that students receive guidance not only on how to navigate the college application process but also on how to identify and pursue career and technical education (CTE) opportunities and professional certifications that align with their skills and interests. For this reason, the organization respectfully urged the committee to consider combining college and career advising in HB 120 to ensure students receive holistic, comprehensive guidance to make informed decisions about their future
HB 20 outlines an applied sciences pathway program intended to allow students to concurrently earn a high school diploma and professional certification in industries like plumbing, welding, and carpentry. Exposure to certification programs aligned with high-wage, high-demand careers is essential for students’ long-term success. In Houston, where career opportunities requiring more than a high school diploma but less than a four-year degree are growing, increasing these opportunities is crucial.
The focus on rigorous, career-focused pathways like Level I and II certifications is promising. However, portions of the bill relate to substituting credit in this program for high school graduation requirements. Maintaining high graduation standards is critical to ensuring students are equipped with the knowledge and skills necessary for both higher education and the workforce. Substituting graduation requirements must be done cautiously, with clear guidelines to avoid inadvertently depriving students of critical learning experiences that prepare them for success in their careers.
A potential barrier to this proposal is the alignment between current postsecondary course offerings and Texas academic standards. To offer a tangential but relevant example: Some of Good Reason Houston’s district partners offering career and technical education programs looking to leverage dual credit and enrollment opportunities have reported difficulty in finding postsecondary courses that align with state programs of study to ensure students can receive both high school and postsecondary credit. The same alignment issue could present a challenge when substituting courses for graduation requirements tied to Texas Knowledge and Skills standards, particularly in core subjects.
