María “Cuca” Robledo Montecel, Ph.D.

Sometimes doing nothing is better than doing something, especially when “something” is the wrong thing to do. The Intercultural Development Association is committed to creating schools that work for all students. We were pleased that the Texas legislature has chosen to end the latest special session without acting on a proposed school finance plan that most agree would have been inequitable, inadequate and inappropriate.

Our assessment of the plans under consideration in the just-concluded special session indicate that neither the House nor the Senate proposals even came close to meeting the mandates outlined by the district court in West Orange-Cove vs. Neeley, which called for substantive increases in state funding, increased funding for bilingual and compensatory education, and expanded state efforts to fund facilities.

According to the Equity Center, the legislature’s major proposal would have increased the funding gap by giving a “typical elementary school in a property-rich district approximately half a million more a year for education than other elementary schools across the state.” And the lack of attention to facilities funding would have made inequities dramatically worse.

Our leaders must do what is needed to meet the state’s constitutional requirement of making “suitable provisions for the establishment of an efficient system of public free schools.” While the state continues to complain about court “interference” in providing quality schools, it has yet to produce a plan that addresses the issues plaguing the current system.

As the Texas Legislature considers its next steps, it is time to worry less about providing tax swaps that only benefit the wealthiest schools in the state and to focus on equitable funding for all schools.

In order to provide meaningful school finance reform that will improve our school finance system, close the educational achievement gap and meet the standards set by the courts, the legislature must:

  • Keep and improve equitable funding between property rich and property poor school districts.
  • Substantially fund facilities construction so that school districts can provide a nurturing and supportive learning environment for our school children.
  • Keep and increase funding “weights” to meet the cost of educating school children who are English language learners, economically disadvantaged, gifted and talented, and/or who are disabled.

Texas cannot afford an excellent system for some and a minimally adequate system for the rest. We can have excellent education for all Texas school children! The future of Texas depends on it.

Statement by María “Cuca” Robledo Montecel, Ph.D., IDRA executive director, on the closing of the first 2005 Texas Legislative Special Session. For more information visit Comments and questions may be directed to IDRA via e-mail at

[©2005, IDRA. This article originally appeared in the IDRA Newsletter by the Intercultural Development Research Association. Every effort has been made to maintain the content in its original form. However, accompanying charts and graphs may not be provided here. To receive a copy of the original article by mail or fax, please fill out our information request and feedback form. Permission to reproduce this article is granted provided the article is reprinted in its entirety and proper credit is given to IDRA and the author.]