Teachers and district leaders urge TEKS streamlining, more professional development and clearer guidance on online testing

Teachers, curriculum leaders and district coordinators who testified to a Texas State Board of Education ad hoc committee on mathematics this week urged the board to narrow the scope of secondary content, require clearer guidance and expand professional development so classroom time can emphasize deep understanding rather than rushed coverage.

Veteran classroom teachers and school leaders described a recurring pattern: large numbers of student expectations per course lead teachers to “teach to the page” rather than develop conceptual mastery. They told the committee that high school courses are often overloaded with discrete standards that limit time for modeling, guided practice and the spaced review needed for long‑term retention.

Laurie Zimmerman, a 38‑year mathematics teacher who has worked in grades 5–12, told board members that “true mastery of mathematical concepts does not happen without daily practice,” and urged curriculum design that preserves…