When the Common Core State Standards (CCSS) were introduced in 2010, they sparked both excitement and controversy across the United States. Designed to create national consistency in what students should learn in English Language Arts and Mathematics, the Common Core was adopted by over 40 states. But Texas was not one of them—and it had a good reason.
Texas Takes Its Own Path
Texas has long prided itself on maintaining control over its education system. Even before Common Core was developed, Texas had already created its own curriculum standards known as the Texas Essential Knowledge and Skills (TEKS). These standards were introduced in the late 1990s and have been revised over time through an open review process by the State Board of Education (SBOE)—an elected body that reflects the political will of the state’s voters.
In 2010, when the Common Core initiative began gaining momentum nationwide, Texas education leaders, including then-Governor Rick Perry, made a bold decision: Texas would not adopt Common Core. Perry cited concerns about federal overreach and the desire to maintain local control of curriculum decisions. In a letter to the U.S. Department of Education, he declared that “we would not be ceding authority over what is taught in Texas classrooms.”
Philosophical and Educational Differences
While both TEKS and Common Core aim to ensure students are prepared for college and careers, their approaches differ:
- Common Core encourages deep conceptual understanding and emphasizes critical thinking, problem-solving, and evidence-based learning. It often asks students to explain their reasoning or analyze texts from a broader, often national or global, perspective.
- TEKS emphasizes skill mastery, clarity, and structure. Texas standards tend to be more prescriptive, particularly in early reading (phonics and spelling), math procedures, and social studies content (such as Texas and U.S. history).
For example, in math, Common Core often introduces concepts in integrated, exploratory ways (like number lines and math discourse), whereas TEKS sticks to traditional progression and algorithms. In ELA, TEKS places more value on genre study (e.g., fiction, poetry, drama), while Common Core prioritizes informational text and argument writing.
Political Firestorm
As the national debate around Common Core intensified—especially from 2013 to 2015—many states that had initially adopted it began to rebrand or revise the standards in response to parent and teacher pushback. Critics argued Common Core was too top-down, overly complex, and lacked teacher input. Proponents insisted it was necessary for raising academic expectations and equalizing learning opportunities across state lines.
Texas, however, stayed the course with TEKS. Instead of modifying or aligning its standards with the Common Core, the state continued to revise TEKS independently, ensuring they remained unique to Texas values and priorities.
What It Means Today
- Public schools in Texas are required by law to follow TEKS.
- Texas students take STAAR assessments aligned to TEKS, not Common Core.
- Homeschoolers and private schools in Texas aren’t required to use TEKS, but many use them as guides for grade-level expectations.
- Educators moving into or out of Texas often notice differences in terminology, pacing, and teaching methods—especially in ELA and Math.
Example:
TEKS versus Common Core in English Language Arts and Mathematics.
| Category | Texas TEKS | Common Core State Standards (CCSS) |
|---|---|---|
| Adoption | Unique to Texas; TEKS developed by the State Board of Education (SBOE) | Adopted by 40+ states (not including Texas) through national collaboration |
| ELA Organization | Four strands: Reading, Writing, Oral & Written Conventions, Research & Inquiry | Four strands: Reading, Writing, Speaking & Listening, Language |
| ELA Focus | Heavy emphasis on genre study (fiction, drama, poetry, etc.) and Texas history in texts | Emphasizes evidence-based reading, argument writing, and informational texts |
| Phonics & Spelling | More explicit expectations in early grades | Less detailed; assumes districts/schools choose phonics methods |
| Math Organization | Divided by grade level with detailed skill progressions and applications | Organized by domains (e.g., Numbers, Algebra, Geometry, Statistics) |
| Math Sequence | Unique sequence—some topics taught earlier or later than CCSS | Common sequence across states with clear learning progressions |
| Math Methods | More traditional approach to operations and algorithms | Focus on conceptual understanding and multiple strategies (e.g., number bonds, arrays) |
| Integrated vs. Strand-Based | Subject-specific (e.g., Algebra I, Geometry) in middle/high school | Encourages integrated math (used by some states) or traditional pathway |
| Assessment Alignment | STAAR (State of Texas Assessments of Academic Readiness) | PARCC, SBAC, or state-customized assessments |
| Text Complexity (ELA) | TEKS allows more grade-level flexibility in reading materials | CCSS uses Lexile bands to define text complexity expectations |
| Writing (ELA) | More focus on narrative and expository writing | More focus on argumentative and evidence-based writing |
| Teacher Flexibility | TEKS are more prescriptive in what to teach and when | CCSS offers general standards—more local control over implementation |
| Political Context | TEKS reflect state-specific values (e.g., Texas history, independence) | CCSS aimed for national consistency but criticized in some states |
