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View TEAs Transition Assistance Webinars on YouTube:

Transition Assistance Part 1

Transition Assistance Part 2

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View TEAs Transition Assistance Webinars on YouTube:

Transition Assistance Part 1

Transition Assistance Part 2

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Dropout Prevention and Recovery Resources | Texas Education Agency

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The following links include some of the available resources specifically targeted to dropout prevention and recovery.

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1. Why do I read in the media about reports containing conflicting dropout rates?

2. What is the longitudinal dropout rate?

3. What is the most current longitudinal dropout rate for Texas?

4. What is the annual dropout rate?

5. What is the most current annual dropout rate for Texas?

6. What is the attrition rate? What is the most current attrition rate for Texas?

7. When would an attrition rate be used to estimate dropouts?

8. When did the TEA begin using the National Center for Education Statistics (NCES) definition of a dropout?

9. What is the difference between the National Governors Association (NGA) four-year, on-time graduation rate and the National Center for Education Statistics (NCES) dropout definition?

10. Why do students drop out, and who are they?

11. When do most students drop out?

12. How do we hold districts and schools accountable for their dropout rates?

13. How do repeat dropouts affect a school's dropout rate?

14. What proven strategies are being used to address the dropout problem?

15. What role do college and career readiness strategies play in dropout prevention?

Texas calculates two dropout rates:

Longitudinal dropout rate

Annual dropout rate

Texas also calculates the attrition rate, which is not a dropout rate, but measures the difference between the number of students enrolled in grade 9 in the fall of one school year with the number of students enrolled in grade 12 in the fall three years later.

2. What is the longitudinal dropout rate?
To measure how many beginning ninth graders drop out before completing high school, the longitudinal dropout rate is used.

Individual student-level data are used to track students through the fall semester following their expected graduation date; each student then is assigned a final status of on-time graduate, General Educational Development (GED) certificate recipient, continuing in high school, or dropout. A student is considered to be a graduate, continuer, GED recipient, or dropout from the school he or she last attended. A dropout is defined as a student who is enrolled in public school, does not return to public school the following fall, is not expelled, and does not: graduate, receive a GED certificate, continue school outside the public school system, begin college, or die.

The formula for the longitudinal dropout rate isthe number of dropouts divided by the sum of on-time graduates plus continuers plus GED recipients plus dropouts.

If I am a high school principal, and I want to know how many students left my school without diplomas, I would use this longitudinal dropout rate.

The graduation rate from this calculation also tells me how many students graduated on-time. This rate shows the percentage of students from a cohort of first-time ninth graders who graduate by the expected graduation date four years later. The rate is based on individual student-level data and is calculated from the same data used to calculate the longitudinal dropout rate.

The formula for the graduation rate is the number of graduates divided by the sum of the graduates plus continuers plus GED recipients plus dropouts.

The four-year, on-time graduation rate for the class of 2010 was 84.3%. This was an increase of 3.7 percentage points from the class of 2009 (80.6%).

Note: The denominators of the graduation rate and the longitudinal dropout rate are the same and do not include students who left Texas public schools to enter other educational settings such as home schools, private schools, or schools out of state. Only Texas public schools are required to submit data to the Texas Education Agency. Thus, final statuses for students who enter other educational settings are unknown.

For more detailed information about longitudinal dropout rates, see the TEA Annual Report on Secondary School Completion and Dropouts.

A dropout is defined as a student who is enrolled in public school, does not return to public school the following fall, is not expelled, and does not: graduate, receive a General Educational Development (GED) certificate, continue school outside the public school system, begin college, or die. The annual dropout rate requires only one year of data and can be calculated for any grade level. It produces the lowest rate of all the rates TEA calculates and is based on individual student-level data.

The formula to calculate the annual dropout rate is the number of students who dropped out during the school year divided by the number of students enrolled during the school year.

If I'm a high school principal and want to know how many of my students dropped out last year, I would use the annual dropout rate to tell me exactly how many students did not return and from what grades they dropped out.

5. What is the most current annual dropout rate for Texas?
The annual dropout rate for the 2,189,442 students who attended Grades 7-12 in Texas public schools during the 2012-13 school year, is 1.6 percent.

For more detailed information about annual dropout rates, see the TEA Annual Report on Secondary School Completion and Dropouts.

6. What is the attrition rate? What is the most current attrition rate for Texas?
The attrition rate measures the difference between the number of students enrolled in grade 9 in the fall of one school year with the number of students enrolled in grade 12 in the fall three years later. The attrition rate is not a dropout rate. Unlike the annual and longitudinal dropout rates, the attrition rate does not track individual students. Instead, it is based on total counts of students.

The formula to calculate the attrition rate is the grade 9 enrollment in the fall of year one minus the grade 12 enrollment in the fall of year 4 divided by the grade 9 enrollment in fall of year 1.

The attrition rate is an estimate that does not distinguish between attrition that results from dropping out and attrition that results from other reasons, such as students being retained, moving to other schools, or graduating early. This calculation produces the highest rate of the rates calculated by TEA.

Differences in growth rates across grade levels and between schools can distort the attrition rate. In fact, a negative attrition rate may result. If a school experiences a large increase in grade 12 students because, for example, two schools consolidated or the school is in a high growth area of the city, the grade 12 count of students could be much larger than the grade 9 count of students three years earlier. This would result in a negative attrition rate.

In addition, small numbers of students and student mobility can result in disparities between the attrition rate and the four-year, on-time graduation rate for the same district.

The grade 9-12 attrition rate for Texas public schools for 2012-13 was 22.1%.

7. When would an attrition rate be used to estimate dropouts?
When student-level data are unavailable, or comparisons are needed among entities that do not collect student-level data, the attrition rate may be the only measure available. For example, the National Center for Education Statistics (NCES) does not calculate longitudinal graduation rates based on student-level data. Instead, NCES uses aggregate enrollment and graduation counts to calculate the averaged freshman graduation rate for Texas and other states.

Because student-level data allow for the greatest level of accuracy in dropout reporting, Texas includes the annual and longitudinal dropout rates in the public school accountability rating system. Since it is an estimate, the attrition rate is excluded from the accountability system.

For more detailed information about attrition and averaged freshman graduation rates, see the TEA Annual Report on Secondary School Completion and Dropouts.

8. When did the TEA begin using the National Center for Education Statistics (NCES ) definition of a dropout?

Districts began submitting information under the more rigorous NCES definition and procedures in 2005-06. Under the NCES definition, a dropout is a student who is enrolled in grades 7-12, does not return to public school the following fall, is not expelled, and does not: graduate, receive a General Educational Development (GED), continue school outside the public school system, begin college, or die. TEA has been reporting annual and longitudinal dropout and completion rates using this definition for five years.

For further information about the NCES definition of a dropout, see the TEA Annual Report on Secondary School Completion and Dropouts.

9. What is the difference between the National Governors Association (NGA ) four-year, on-time graduation rate and the National Center for Education Statistics (NCES ) dropout definition?
The NGA four-year, on-time graduation rate is a formula for calculating graduation rates. The NCES dropout definition defines who a dropout is for federal reporting purposes. TEA uses the NGA four-year, on-time graduation rate to calculate graduation rates and uses the NCES dropout definition to count dropouts when calculating dropout rates and graduation rates.

A disproportionate number of dropouts are economically disadvantaged, come from non-English speaking backgrounds, are African American or are Hispanic. Male students have higher dropout rates than female students.

Evaluates districts and campuses on completion rates and annual dropout rates for ratings issued under the statewide accountability system.

Evaluates district graduation rates under the Performance-Based Monitoring (PBM) Analysis System and examines district leaver data under the PBM Data Validation System. School districts with performance concerns are subject to interventions and sanctions.

13. How do repeat dropouts affect a school's dropout rate?
Annual Rate: A student who quits in one school year, returns in a later school year, and quits again is counted as a dropout in the annual dropout rate for each year.

Longitudinal Completion and Dropout Rate: In the longitudinal completion rate, if, by the time a student's class is expected to graduate, the student has dropped out, then the student is counted once as a dropout, even if a student dropped out more than once. If the student returns to school and graduates by the time the student's class is expected to graduate, the student is counted as a graduate.

15. What role do college and career readiness strategies play in dropout prevention?
Texas has been recognized by Achieve, a national non-profit organization that helps states raise standards, as the only state in the nation to fully adopt a college and career readiness agenda. Research shows that strategies that improve the rigor and relevance of instruction to ensure students have the necessary skills to graduate and succeed in college and the workplace are effective in reducing dropouts.

You can read about Texas' progress on the college and career ready agenda in Achieve's Closing the Expectations Gap, 2010.

You can learn more about how rigorous and relevant instruction reduces dropouts in the Institute for Education Sciences (IES) Dropout Prevention Practice Guide.

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Dropout Prevention Frequently Asked Questions

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Why do I read in the media about reports containing conflicting dropout rates? What is the longitudinal dropout rate? What is the most current longitudinal dropout rate for Texas? What is the annual dropout rate? What is the most current annual dropout rate for Texas? What is the attrition rate?

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Dropout Prevention in Texas | Texas Education Agency

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Texas has long recognized the critical importance of keeping students on the path to graduation. Since the 1980s, dropout prevention has been a key focus for the state. Beginning in 2003, Texas significantly intensified its efforts, adopting a more proactive and strategic approach to reducing dropout rates, improving high school completion, and enhancing college and career readiness.

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Pregnancy Related Services (PRS) End of Year Checklist

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Pregnancy Related Services (PRS) End of Year Checklist

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TEA - Pregnancy Related Services (PRS) Program Page

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TEA - Pregnancy Related Services (PRS) Program Page

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Pregnancy Related Services are support services, including Compensatory Education Home Instruction (CEHI), that a pregnant student receives during the pregnancy prenatal and postpartum periods. Districts may choose whether to offer a PRS program. If a district chooses to offer a PRS program, it must offer CEHI services as part of that program, as they are mandatory. The programs are designed to help students adjust academically, mentally, and physically and stay in school. These services are delivered to a student when:

the student is pregnant and attending classes on a district campus;

the pregnancy prenatal period prevents the student from attending classes on a district campus; and

the pregnancy postpartum period prevents the student from attending classes on a district campus.

Texas Education Code §29.081(d) identifies a student at risk of dropping out of school if the student is pregnant or is a parent. See the rules for operation of a PRS program in the Texas Administrative Code (TAC) Section 129.1025, or on the Student Attendance Accounting Handbook page on the TEA website.

The district may choose to offer both support services components and the CEHI component or only the CEHI component in a PRS program. However, your district may not code any student as PRS in the attendance accounting system unless CEHI is included as one of the services provided by the district's PRS program.

A district receives 2.41 PRS weighted funding while PRS components are provided to the student during the prenatal or postpartum periods. To claim PRS eligible days present for weighted funding, documentation must be maintained by responsible campus officials, medical or nurse practitioners, and maintaining certified teacher logs (Section 7).

Compensatory Education Home Instruction

CEHI is the mandatory support service component districts offer in a PRS program. CEHI provides academic services to the student at home or hospital bedside when a valid medical necessity for confinement during the pregnancy prenatal or postpartum periods prevents the student from attending classes on a district campus. CEHI must consist of face-to-face contact with a certified teacher of the district providing academic services to the student.

Substitutes can be used to provide CEHI; however, the individual selected as the substitute must be a certified teacher. The certified teacher maintains a log to document the actual amount of prenatal and postpartum PRS CEHI each student receives. When students are provided CEHI, your district continues to receive the 2.41 PRS weighted funding (i.e., district personnel should continue to code students in the attendance accounting system as receiving PRS while providing PRS components). Students who do not come to school and who do not receive CEHI or Special Education (SPED) homebound must be counted absent in accordance with the charts provided in this Chapter.

Districts may not code students as PRS in the attendance accounting system to receive 2.41 PRS weighted funding unless CEHI is included as one of the service components provided by the district's PRS program.

Support Services

Support services are the optional components of a PRS program that may be provided to the student during the prenatal period of the pregnancy while the student is pregnant and attending school. In addition, support services may be provided during the prenatal or postpartum periods of pregnancy while the student is confined at home or hospital bedside for a valid medical necessity or recovering from delivery and being served with PRS CEHI. In all cases, support services are provided to support the student and should not interfere with the academic services while she is on the school campus or receiving CEHI at home or hospital bedside. Districts offering support services with CEHI may code students as PRS in the attendance accounting system to receive the 2.41 PRS weighted funding beginning on the date support services are provided to pregnant students. Examples of support services that a district may choose to offer are:

1. counseling services including the initial session when the student discloses the pregnancy;

2. health services including services from the school nurse and certified athletic trainer;

3. transportation for the student or the student's children to school, child care facility, community service agencies, health services, etc.;

4. instruction (inside or outside the classroom) related to parenting knowledge and skills, including child development, home and family living, and appropriate job readiness training;

5. child care for the student's children;

6. schedule modifications (see 9.18 Quality Control); and

7. case management and service coordination (assistance in obtaining services from government agencies and community service organizations).

Pregnancy Related Services Rules

You can find the PRS rules in the Student Accounting Handbook in Section 9.

General State Waivers for PRS CEHI

The On-Campus PRS CEHI Waiver is a waiver of the Texas Administrative Code (TAC) Section 129.1025, Student Attendance Accounting Handbook, Section 9.

View the State Waiver Application.

For assistance regarding the waiver process, please contact Waivers@tea.texas.gov.

The On-Campus PRS Waiver allows PRS CEHI to be offered on campus for eligible students during their prenatal, postpartum, and extended postpartum recovery periods of pregnancy. Without the waiver, the services must be provided in the home or at the hospital bedside. Based on the information submitted by the district, the waiver is approved for one, two or three school years. The district must do the following:

Provide transportation as needed;

Serve students at home if medically indicated;

Maintain the intent of eye-to-eye individual instruction;

Not exceed a 4:1 student-to-teacher ratio for on campus CEHI instruction;

Provide individual teacher instruction to students who were previously working on self-paced computer programs (this is in addition to the computer lessons during the CEHI portion of PRS);

Obtain a doctor's note that allows prenatal, postpartum, and extended postpartum students to return to school for CEHI as prescribed in Chapter 9.12 of the Student Attendance Handbook; and

Evaluate the effects of this waiver in a report to their district board of trustees.

Serving Pregnant SPED Students

The current version of the Student Attendance Handbook, specifically Chapters 4, Special Education, and Chapter 9, Pregnancy Related Services, contains detailed information on attendance and serving pregnant SPED students.

View the Pregnancy Services Determination Flow Chart.

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Pregnancy Related Services are support services, including Compensatory Education Home Instruction (CEHI), that a pregnant student receives during the pregnancy prenatal and postpartum periods. Districts may choose whether to offer a PRS program. If a district chooses to offer a PRS program, it must offer CEHI services as part of that program, as they are mandatory.

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Texas Foster Care & Student Success Resource Guide

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Texas Foster Care & Student Success Resource Guide

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TEA - Foster Care & Student Success Program Page

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TEA - Foster Care & Student Success Program Page

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Foster Care & Student Success, housed in the Texas Education Agency's Highly Mobile and At-Risk Unit in the Office of Special Populations & Student Supports, maintains resources and information to advance the education of students impacted by foster care. The resources and materials provide guidance related to the unique circumstances surrounding students who are in the foster care system and attend Texas public schools.

Foster Care & Education Summit 2024

In partnership with The Texas Education Agency, The Children's Commission and The Texas Department of Family and Protective Services will conduct the Foster Care and Education Summit. This training aims to provide guidance, resource tips, and tools to assist local education agencies and child welfare organizations with addressing the educational needs and requirements of students in foster care, as required by Every Student Succeeds Act (ESSA).

Registration is now open. Please use this registration link to reserve your spot for the summit. We are excited to share new information with you. This summit will be for two days. There will be intentional time for learning new skills and strategies for working with students in foster care.

Past Training Sessions

Foster Care 101

Tuesday, November 28, 2023
10 a.m. - 11:30 a.m. CST

Foster Care 101 Presentation | Foster Care 101 Recording

Foster Care 201

Tuesday, March 26, 2024
10 a.m. - 11: 30 a.m. CST

Foster Care 201 Presentation | Foster Care 201 Recording

Foster Care & Student Success Guide Overview

Chapters 1-3

Chapters 4-5

Chapter 6

Chapter 7

Chapters 8-9

Chapter 10

Chapter 11

Chapter 12

Chapter 13

Resource Guide
View Resource Guide Details

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Foster Care & Student Success, housed in the Texas Education Agency's Highly Mobile and At-Risk Unit in the Office of Special Populations & Student Supports, maintains resources and information to advance the education of students impacted by foster care.

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Military Connected Student Identifier (MSI) Infographic

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Military Connected Student Identifier (MSI) Infographic

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TEA - Military Family Resources Program Page

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TEA - Military Family Resources Program Page

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Supporting Our Military-Connected Students

The Texas Education Agency (TEA) is committed to supporting military-connected students, their families, and the educators who serve them. We recognize the unique challenges these students face, including frequent school transitions and the emotional impact of deployments. Our goal is to provide resources and guidance to help ease these transitions and promote academic success.

Photo Credit: Waller ISD - Military-connected students and families, campus and district administrators, Region 4 ESC military champion, and TEA military program lead. This moment reflects the strength of coordinated efforts at the local, regional, and state levels to ensure military-connected students receive the recognition, resources, and support they need to thrive. Together, these partnerships exemplify our shared commitment to access, opportunity, and student success.

Who Are Military-Connected Students?

Texas is home to one of the largest populations of military-connected students in the nation:

Nearly 230,000 military-connected students are enrolled in Texas public and open-enrollment charter schools.

Every school region in Texas has identified military-connected students.

On average, military-connected children move 6 to 9 times during their K-12 education.

Approximately 30% of these students are between the ages of 6 and 11.

Children from military families are twice as likely as their civilian peers to serve in the Armed Forces as adults.

A Message from the Texas Commissioner of Education

On behalf of the public schools of Texas, it is my pleasure to welcome you to Texas. The men and women who serve in the armed forces are among our most valued assets as a nation. Your children deserve the very best our public schools have to offer.

The Texas Education Agency recognizes the challenges facing you and your families as you transition to a new home and school district. We have developed this section of our web site to provide information about Texas schools, graduation requirements and links to other sites of interest.

It is my hope that you and your children are satisfied with the service provided by our school system. Texas has earned a reputation for excellence in its public schools by setting high standards and ensuring accountability. At the same time, we have retained local control of the educational decisions that affect children. We are proud of our accomplishments and will continue our efforts to improve the lives of the children we serve.

Best wishes for continued success and thank you for all you do to protect and defend our nation.

Sincerely,
Texas Commissioner of Education

Military-Connected Student and Family Resources

Military Interstate Children's Compact Commission (MIC3)

The Interstate Compact on Educational Opportunity for Military Children (MIC3) helps ensure smooth transitions for military-connected students moving between states. The Compact addresses key educational issues, such as enrollment, placement, attendance, eligibility, and graduation. Learn more about MIC3.

State Advisory Council on Educational Opportunity for Military Children

Established by the 87th Texas Legislature, the State Advisory Council on Educational Opportunity for Military Children fosters collaboration among state agencies, school districts, and military installations. The Council supports Texas' commitment to the Interstate Compact, helping ensure smooth educational transitions for military-connected students and families. Learn more about State Advisory Council on Educational Opportunity for Military Children.

Military-Connected Professional Training Opportunities

A downloadable and printable two-page resource has been thoughtfully developed for our military stakeholders. This calendar highlights key professional development opportunities for the 2025-2026 school year, including:

Webinars

Office Hours

Additional Training and Learning Events

Please note that all events are subject to change. We encourage you to check regularly for updates to ensure you have the most current information.
2025-26 Military-Connected Students Program Events Calendar

Fall 2025 Military/PSCD Interest Webinar: October 8, 2025 @ 1:00 - 2:30 PM CST | Registration Link

Spring 2026 Military/PSCD Interest Webinar: March 4, 2026 @ 1:00 - 2:30 PM CST | Registration Link

2025-26 Military/PSCD Office Hours

For a comprehensive, printable PDF listing all HMAR and individual program webinars and professional development opportunities for the 2025-26 school year, please visit the HMAR webinar webpage.
*Previously Recorded Military Webinars can be accessed on the HMAR Webinar Webpage.*

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The Texas Education Agency (TEA) is committed to supporting military-connected students, their families, and the educators who serve them. We recognize the unique challenges these students face, including frequent school transitions and the emotional impact of deployments. Our goal is to provide resources and guidance to help ease these transitions and promote academic success.

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Sample Student Residency Questionnaire (SRQ) Form

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Sample Student Residency Questionnaire (SRQ) Form

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Welcome to Region 18 Education Service Center's (ESC) Highly Mobile and At-Risk (HMAR) Student Programs page. We are honored to partner with districts and campuses in supporting students whose educational journeys are impacted by mobility, family transitions, or other at-risk circumstances.

As your Regional HMAR team, we recognize the diverse challenges faced by students experiencing homelessness, those in foster care, military-connected families, pregnant or parenting students, and youth at risk of dropping out. Our goal is to provide practical guidance, technical assistance, and resources that empower school systems to identify, support, and serve these students with consistency and compassion.

Together, we can remove barriers, strengthen systems of support, and ensure that every highly mobile and at-risk student has access to the full range of educational opportunities they deserve.

With gratitude for your partnership,

Angie Balderrama and Priscilla Gray

Region 18 Education Service Center serves as a trusted partner to school systems across our region. Our mission is to provide high-quality services, training, and technical assistance that strengthen school system capacity and improve student outcomes.

The Highly Mobile and At-Risk (HMAR) Programs at Region 18 ESC include:

Texas Education for Homeless Children and Youth (TEHCY) - ensuring that students experiencing homelessness are identified, enrolled, and supported in alignment with federal law.

Military Family Resources - recognizing and addressing the unique needs of students whose parents or guardians serve in the armed forces.

Foster Care and Student Success - supporting students in foster care placements by collaborating with liaisons and schools to provide educational stability.

Pregnancy Related Services (PRS) - ensuring pregnant and parenting students have access to academic instruction and support services that help them stay on track for graduation.

Dropout Prevention - partnering with schools to identify risk factors early and implement strategies to keep students engaged and on a path to success.

Our team supports school systems by:

Offering training and technical assistance on program requirements

Providing resources and tools to strengthen compliance and service delivery

Collaborating with school systems to remove barriers to enrollment, attendance, and achievement

Connecting families and students with community and regional supports tailored to their needs

Through these efforts, Region 18 ESC is committed to building awareness, strengthening compliance, and most importantly, ensuring that every student, no matter their circumstance, has the opportunity to succeed.

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TEHCY Student Success & Behavior Support Guide (Released 10/1/2025)

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TEHCY Student Success & Behavior Support Guide (Released 10/1/2025)

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Behavior Support Tool: Exclusionary Rubric and Worksheets

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Behavior Support Tool: Exclusionary Rubric and Worksheets

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ESC 18 School System Homeless Liaisons.xlsx

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ESC 18 School System Homeless Liaisons.xlsx

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Migrant Students Experiencing Homelessness: Rights and Services under McKinney-Vento Act

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Migrant Students Experiencing Homelessness: Rights and Services under McKinney-Vento Act

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Serving Homeless Students under Title I, Part A

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Serving Homeless Students under Title I, Part A

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Determining Eligibility for McKinney-Vento Rights and Services

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Determining Eligibility for McKinney-Vento Rights and Services

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Serving Homeless Children and Youth in Charter Schools

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Serving Homeless Children and Youth in Charter Schools

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Supporting Homeless Students Displaced by Disasters

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Supporting Homeless Students Displaced by Disasters

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Supporting Homeless Children with Disabilities

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Supporting Homeless Children with Disabilities

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Supporting In/Out of School Homeless Youth through Education and Workforce Partnerships

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Supporting In/Out of School Homeless Youth through Education and Workforce Partnerships

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TEA - Texas Education for Homeless Children and Youth (TEHCY) Program Page

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TEA - Texas Education for Homeless Children and Youth (TEHCY) Program Page

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All Texas public schools, charter schools, and education services centers, collectively known as local education agencies (LEAs), must follow federal rules concerning the education of homeless students. These requirements are detailed in the McKinney-Vento Act.

ARP Homeless II Federal Grant

Webinar

TEA hosted a webinar to provide information on ARP Homeless II for prospective grantees. During this webinar, the TEA Grants Department provided an overview of the eGrant application and how to apply. Texas Education for Homeless Children and Youth Program (TEHCY) Program staff reviewed the requirements for receiving funds, the timeline for submitting your application, and the allowable expenditures for grantees.

McKinney-Vento Liaisons

Every Local Education Agency (LEA) must designate an appropriate staff person as a local homeless education/McKinney-Vento Liaison and submit that person's name to TEA. This information is to be submitted to the AskTED online directory by the LEA's AskTED administrator. AskTED is TEA's online Texas Education Directory (TED). AskTED is the database where the homeless education liaison's contact information is maintained.

The information in the TEHCY website directory is updated periodically from the AskTED directory. LEAs are no longer required to input this information directly to the TEHCY directory.

To learn how to use AskTED to access McKinney-Vento Liaison contact information directly, download the PDF instructions.

Trainings and Resources

McKinney-Vento 101

McKinney-Vento 201

Webinar - December 12, 2022

Homeless Student Identification Data

Every LEA must identify students experiencing homelessness within their district. This process must be done regularly and in a way that is auditable. In Texas, most districts choose to use a student residency questionnaire to help determine whether or not students qualify as homeless under the McKinney-Vento Act.

The Texas Education for Homeless Children and Youth (TEHCY) Program Infographics summarize identification and graduation data for students experiencing homelessness enrolled in Texas public schools for all school years beginning in 2017.

McKinney-Vento Posters

The Texas Education Agency (TEA) has released new McKinney-Vento Posters. There are two versions of the poster, one to assist parents of school-age youth and a second to assist unaccompanied youth. The posters are available in both English and Spanish.

Local Education Agencies (LEAs) can download the digital files below and post this information on their LEA homeless education program webpage.

LEAs should collaborate with their school staff and community partners (e.g. food pantries, faith-based organizations, local housing authorities, shelters, etc.) to share printed copies of this poster.

Homeless Student Enrollment

Students who are experiencing homelessness are to be enrolled immediately. Districts cannot require students experiencing homelessness to provide proof of residency, immunizations, birth certificates guardianship documents, or any other sort of required paperwork before enrolling. Requiring missing paperwork or any other delay to enrollment is a violation of the McKinney-Vento Act.

Homeless Student School Determination

Students who are experiencing homelessness have the right to attend school in their school of origin or in the school in the attendance area where the family or youth is currently residing. School of origin is defined as the school in which the child/youth was enrolled when they became homeless or the school in which the child/youth was last enrolled. The campus a child attends is determined by which campus can serve the best interests of the child. In Texas, a student experiencing homelessness may enroll in any district they choose, regardless of the location of their residence, school of origin, or attendance zone campus.

Dispute Resolution

Disagreements over school enrollment and best interest determinations must be resolved through the dispute resolution process. While in the dispute resolution process the child is entitled to attend the campus in question until the matter is resolved.

Transportation

Students experiencing homelessness have the right to transportation to their school of origin. This provision applies even if a student moves outside of the school of origins' attendance zone or district boundaries. School of origin transportation must continue for the duration of the child's homelessness or until the end of the school year in which a child becomes permanently housed.

Title I Services

Students experiencing homelessness who are not on a Title-I campus are eligible to receive Title-I services. These services are provided at the discretion of the LEA through existing Title-I programs or through the use of Title-I, Part A set-aside funds for students who are not on Title-I campuses. Students on Title-I campuses may receive additional supplemental services to the services being provided on their campus through the Title-I, Part A set-asides as well. Services may include personal school supplies, items of clothing that are necessary to meet a school's dress requirement, immunizations, supplemental counseling services, tutoring, costs associated with credit recovery, or other similar activities to address a child's opportunity for school success.

For more information about homeless students, services, and opportunities, please visit the Texas Education for Homeless Children and Youth website.

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Texas Education for Homeless Children and Youth (TEHCY) Program

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All Texas public schools, charter schools, and education services centers, collectively known as local education agencies (LEAs), must follow federal rules concerning the education of homeless students. These requirements are detailed in the McKinney-Vento Act. Webinar TEA hosted a webinar to provide information on ARP Homeless II for prospective grantees.

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Military Connected Student Identifier (MSI) FAQs

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Military Connected Student Identifier (MSI) FAQs

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Military Child Education Coalition® (MCEC®)

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Military Child Education Coalition® (MCEC®)

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With the adoption of the Every Student Succeeds Act (ESSA), military‐connected students are now recognized as a distinct subgroup, including students with a parent who is a member of the Armed Forces (defined in section 101(a)(1)(4) of title 10, United states Code) on active duty (as defined in section 101(d)(5) of such title. Over 80% of military‐connected pupils attend US public schools. Students with parents/guardians who serve full‐time in the military move and change schools frequently. In addition, they experience separations from a parent/guardian due to their parents’ service to the U.S. Military. The Military Student Identifier (MSI) provides educators with critical information to personalize attention to military dependent children. This document responds to frequently asked questions about the MSI and provides examples of effective implementation for State Education Agencies (SEAs) and Local Education Agencies (LEAs).

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ESC18 HMAR Handbook (rev April 2026).pdf

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TEA TEHCY is proud to announce the launch of the extended TEHCY web portal.

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Texas Education for Homeless Children and Youth

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The purpose of the McKinney-Vento Homeless Assistance Act is to identify and remove barriers for children and youth experiencing homelessness and ensure that students in these circumstances have equitable access to all available supports and resources to meet the same challenging state academic standards established for all students.

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McKinney-Vento 301 will provide you the strategies in supporting students experiencing homelessness and transportation, including School of Origin Transportation Services, School Transportation Funding & Allotment Handbook, and more!

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MV 401 is a Special Topics Webinar where we presented rich content and discussion about behavior-related issues as they relate to students experiencing homelessness through our unique collaboration with TEA’s

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McKinney-Vento Homeless Education Dispute Resolution Process

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McKinney-Vento Homeless Education Dispute Resolution Process

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McKinney-Vento Homeless Education Dispute Resolution Process | Texas Education Agency

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The McKinney-Vento Homeless Education Assistance Act (Act) provides important protections and rights for homeless children and unaccompanied homeless youth. Pursuant to the Act, students experiencing homelessness must be immediately enrolled in the school of origin or the school in the attendance zo…

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All webinars are free and open to everyone. A certificate of attendance is available upon completion, and all sessions are recorded.

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All webinars are free and open to everyone. A certificate of attendance is available upon completion, and all sessions are recorded. For recordings of webinars prior to 2023, please visit our YouTube channel.

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Explore our webinars offering valuable insights and practical tools for educators and service providers supporting children and youth experiencing homelessness. Access expert-led sessions on best practices, policy updates, and more.

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Highly Mobile and At-Risk Student Program Division Upcoming Webinars and Previously Recorded Trainings

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Highly Mobile and At-Risk Student Program Division Upcoming Webinars and Previously Recorded Trainings

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Webinar Series - Save the Dates (PDF)

Human Trafficking 101 (December 2020)

Presentation (PDF)

(YouTube)

Highly Mobile and At-Risk Student Programs Zoom Webinar - November 2020

Thursday, November 5th 1:00PM-3:00PM
Presentation Resource List
Q&A (coming soon)

Highly Mobile and At-Risk Student Programs Zoom Webinar - September 2020

Thursday, September 24th 1:00PM-3:00PM
Presentation
Highly Mobile and At-Risk Student Programs Zoom Webinar - June 2020

Thursday, June 11th 1:00PM-3:00PM

Human Trafficking Prevention and Awareness Statewide Webinar Series

TEA in partnership with Title IV, Part A Statewide School Safety Initiative (ESC Region 14), ESC 12, and the Office of the Governor's Child Sex Trafficking Team is launching a series of webinars to support ESCs and LEAs with the implementation in the 2020-2021 school year.

Webinar Series:

Unpacking Commissioner Requirements

Friday, August 21, 2020 10AM-11AM and Friday, September 4, 2020 10AM-11AM
Presentation
(Disclaimer: The correct effective date for superintendent training is September 1, 2019. The reporting protocol slides will be updated in January 2021 and posted as a supplement here.)

Human Trafficking Requirements Checklist (Disclaimer: The correct effective date for superintendent training is September 1, 2019.)

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Special Student Populations Division Webinars and Trainings

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Webinar Series - Save the Dates (PDF) Presentation (PDF) (YouTube) Thursday, November 5th 1:00PM-3:00PM Presentation Resource List Q&A (coming soon) Thursday, September 24th 1:00PM-3:00PM Presentation Thursday, June 11th 1:00PM-3:00PM TEA in partnership with Title IV, Part A Statewide School Safety Initiative (ESC Region 14), ESC 12, and the Office of the Governor's Child Sex Trafficking Team is launching a series of webinars to support ESCs and LEAs with the implementation in the 2020-2021 school year.

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The Purple Star Campus Designation recognizes Texas district and charter schools that show their support and commitment to meeting the unique needs of military-connected students and their families.

This special honor was created by the 86 th Texas Legislature through SB 1557 and further described in agency rule (19 TAC, § 61.1063), effective April 9, 2020.

Every fall, TEA awards the Purple Star Campus designation to campuses that apply and meet the established criteria (see below). Campuses that are selected will receive a special Purple Star recognition to display on campus or on the school website. Campuses selected will also have their designation featured on the TxSchools.gov web page.

Purple Star Campus Designation Awardees

New Awardees

2023-24 Purple Star Campus awardees will be announced Fall 2023

Previous Awardees

Criteria at a Glance
1) Designate a campus-based military liaison that must:

Support military connected students and their families.

Offer professional development opportunities for staff members on issues related to military-connected students.

2) Create and maintain an easily accessible web page that includes information for military-connected students and their families. 3) Must have a campus transition program that includes:

Introductions to school environment and processes.

Student leaders or ambassadors should be support or sponsored by a campus-based staff member.

Participate in organizing and hosting newcomer social events, facilitating guided tours of the campus, and accompanying new students to lunch the first week of school.

4) Offer at least one of the following initiatives:

A resolution showing support for military-connected students and families;

Participation in Month of the Military Child or Military Family Month; or

Partnership with a school liaison officer to encourage and provide opportunities for active duty military members.

To see the Purple Star Campus Designation rule in its entirety visit: 19 TAC, Chapter 61. School Districts, Subchapter FF. Commissioner's Rules Concerning Veterans and Military Dependents. Division 2, Military-Connected Students, § 61.1063.

How to Apply

Applications for the 2023-24 school year closed on June 2, 2023. Those applications are currently under review. Purple Star Campus awardees will be announced in Fall 2023. Applications for the 2024-25 school year will open in April 2024.

SY 2023-24 Purple Star Campus Application Information

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The Purple Star Campus Designation recognizes Texas district and charter schools that show their support and commitment to meeting the unique needs of military-connected students and their families. This special honor was created by the 86 th Texas Legislature through SB 1557 and further described in agency rule (19 TAC, § 61.1063), effective April 9, 2020.

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Interstate Compact on Educational Opportunity for Military Children | Texas Education Agency

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The Interstate Compact on Educational Opportunity for Military Children, commonly referred to as the Military Compact, was created to reduce educational barriers and ensure smooth school transitions for military-connected students as their families relocate across state lines. Texas has been a proud member of the Military Interstate Children’s Compact Commission (MIC3) since 2009. As of 2014, all 50 states and the District of Columbia have adopted the Compact.

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State Advisory Council on Educational Opportunity for Military Children | Texas Education Agency

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Statewide (Texas) Military Student Identifier Data Report (2025)

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Statewide (Texas) Military Student Identifier Data Report (2025)

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School of Origin Determination for Students in Foster Care

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School of Origin Determination for Students in Foster Care

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Transition Planning Guide for Students in Foster Care Receiving Special Education Services

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Transition Planning Guide for Students in Foster Care Receiving Special Education Services

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Pregnancy Services Determination Flow Chart

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Pregnancy Services Determination Flow Chart

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District-Level Dropout Prevention Strategy Plans

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District-Level Dropout Prevention Strategy Plans

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District-Level Dropout Prevention Strategy Plans | Texas Education Agency

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State law requires school districts and open-enrollment charter schools with high dropout rates, as identified by the commissioner of education, to submit a plan that identifies how the district or charter school will use its state compensatory education allotment and high school allotment to create and carry out research-based strategies for dropout prevention for the following school year. The plan is due no later than Dec. 1 of the current school year.