Stephen Yearout

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Survey Responses

RESPONSES TO THE 2026 ATPE CANDIDATE SURVEY:

1. Role and Responsibility

If elected, what do you believe your primary role and responsibility as a State Board of Education (SBOE) member should be, particularly in comparison to or in coordination with the Texas Education Agency (TEA) and the Legislature?

As a Texas State Board of Education member, my responsibility is to adopt curriculum standards and instructional materials that are evidence-based, constitutionally sound, and aligned with Texas law. The SBOE sets clear expectations through the TEKS, approves instructional materials, oversees the Permanent School Fund, and ensures that adopted materials support strong literacy, numeracy, and civic understanding while respecting local control and parental authority.

2. Top Priorities for Public Education

In your opinion, what is the most pressing issue facing public education in Texas?

The most pressing challenges facing public education in Texas are low literacy outcomes, inconsistent implementation of evidence-based instruction, and materials that are not aligned with the science of learning. Addressing early reading failure, especially dyslexia and related reading difficulties, is critical. Strong foundations in K through 3 determine long-term academic success and workforce readiness.

3. Educator and Stakeholder Input

If elected, what degree of input will you seek from educators, ATPE, and other educator organizations in policy decisions made by the SBOE? How would you seek that input?

Meaningful input from educators, parents, and stakeholders is essential. The SBOE should continue to rely on formal public testimony, advisory committees, educator review panels, and direct engagement with classroom teachers and parents. Input should be weighed against research evidence and statutory requirements to ensure decisions prioritize student outcomes over ideology or convenience.

4. Weight of Educator Input in Curriculum Standards

How much weight should the SBOE give to educator input when developing curriculum standards (known as the Texas Essential Knowledge and Skills, or “TEKS”) and approving instructional materials?

Educator input is valuable, but it must be balanced with cognitive science and reading research. Classroom experience should inform implementation and usability, while the SBOE ensures that standards and materials reflect what works best for how children learn. The goal is not popularity, but effectiveness.

5. Parental Input

How should the SBOE approach curriculum and instructional materials decisions amid increased legislative emphasis on “parental rights”? What does meaningful parent engagement look like at the state level?

Parents must have transparency and meaningful access to curriculum and instructional materials. The SBOE should ensure materials are clearly accessible for review and that parental concerns are heard respectfully. Parents are the primary stakeholders in their child’s education, and the Board must respect parental rights while maintaining academic rigor.

6. Implementation of House Bill (HB) 1605

Under HB 1605, the SBOE now reviews and approves TEA-developed instructional materials, including state-funded “Open Education Resource” options. How should the board balance local control and state oversight to ensure materials are high-quality and aligned to standards, as well as reflect Texas values without politicization? 

HB 1605 requires that instructional materials be aligned with the science of reading and math and include strong implementation supports. The SBOE should ensure adopted materials are high-quality, research-aligned, and accompanied by clear teacher guidance. Fidelity to the law and student outcomes must guide all adoption decisions.

7. Assessment and Accountability Reform

Texas is transitioning to new assessment and accountability systems under House Bill 8. The bill transfers board authority related to the testing and accountability system from the SBOE to TEA. What should the role of the SBOE be regarding the statewide testing and accountability system?

Assessments should measure whether students can actually read, write, and apply knowledge, not just test-taking skills. The SBOE should support assessments that align with curriculum and instructional practices while minimizing unnecessary testing. Accountability should focus on early intervention and continuous improvement rather than punishment.

8. Charter School Oversight

Should the SBOE retain its authority to veto or approve new charter applications? Should the board’s veto authority be expanded to include charter expansion requests? How can the board ensure transparency and community input in this process?

Charter schools should be held to the same academic transparency and accountability standards as traditional public schools. High-performing charters should be supported, while those that fail students academically or financially should not be renewed. The focus must remain on student outcomes and responsible stewardship of public funds.

9. Special Education and Inclusive Curriculum

How should the SBOE ensure that curriculum standards and instructional materials meet the needs of students receiving special education services, English learners, and other diverse student populations?

Instructional materials must support students with dyslexia and other learning differences through explicit, systematic instruction. Inclusion does not mean lowering standards. It means providing appropriate supports so every student has access to grade-level content and the opportunity to succeed.

10. Transparency and Public Engagement

What steps should the SBOE take to make its processes, such as TEKS review committees, charter hearings, and instructional materials approvals, more transparent and accessible to educators and the public?

The SBOE should continue to conduct its work openly, provide clear explanations for decisions, and make materials easy for the public to access and understand. Transparency builds trust and ensures parents and educators can engage meaningfully in the process.

11. Oversight of the State Board for Educator Certification (SBEC)

Do you believe the SBOE should continue to have the authority to review and potentially veto any rulemaking actions taken by the State Board for Educator Certification (SBEC)? Why or why not?

The SBOE must provide firm oversight to ensure TEA actions align with statute, adopted standards, and Board intent. This includes monitoring implementation of instructional materials, assessment alignment, and compliance with laws such as HB 1605. Oversight should be collaborative but assertive when needed.