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	Amend CSHB 3 on page 58, between lines 24 and 25, by inserting 
the following:
	Sec. 39.059. AUDIT OF TEACHER QUALIFICATIONS FOR 
ACCOUNTABILITY PURPOSES.  (a) For any school district with a campus 
rated unacceptable under Section 39.054 for two consecutive school 
years, the agency shall perform a teacher qualifications audit for 
the campus and feeder campuses.  If the campuses are determined to 
have substantially lower measures of teacher qualifications than 
other campuses at the same level within the same district, or within 
the same local labor market for small districts, the agency shall 
require the district to develop a three-year plan to increase the 
teacher qualifications at those campuses.  The district must submit 
the plan to the agency for approval and shall submit annual reports 
documenting the progress the district has made toward improving the 
teacher qualifications at those campuses.  At the end of the 
three-year period, the agency shall review the district's final 
report and conduct a final audit of teacher qualifications at those 
campuses.  If the district has not made substantial progress in 
improving the teacher qualifications at the end of the three-year 
period, the commissioner shall assign the district an 
accredited-warned or accredited-probation status.
	(b) In the spring of each school year, the agency shall 
conduct an analysis of the student achievement gaps at the 
elementary school, middle school, and high school levels between 
the highest and lowest performing campuses at each of the three 
school levels within each school district in the state.  The agency 
shall conduct the audit only at school levels for which the district 
has at least two campuses subject to the accountability system 
under this chapter.  In districts in which a substantial difference 
exists between the performance levels of the highest and lowest 
performing campuses, the agency shall conduct a teacher 
qualifications equity audit.  The audit must focus on the degree of 
equity in teacher qualifications across campuses in the district.  
If the audit reveals a substantial disparity in teacher 
qualifications across campuses at the same school level, the agency 
shall require the district to develop a five-year plan to equalize 
teacher qualifications across campuses within the district at the 
school level in which substantial disparities exist in student 
achievement.  The district shall include wide representation of 
district and community stakeholders in the development of the plan.  
The district must submit the plan to the agency for approval and 
shall submit annual reports documenting the progress the district 
has made under the plan and any alterations to the plan.  The agency 
shall conduct annual audits of the distribution of teacher 
qualifications in the district.  If the district has not made 
substantial progress in improving the degree of equity in the 
measures of teacher qualifications after three years, the 
commissioner shall assign the district an accredited-warned 
status.  If the district has not made substantial progress in 
improving the degree of equity in the measures of teacher 
qualifications after five years, the commissioner shall assign the 
district an accredited-probation status.
	(c) Each teacher qualifications audit under this section must 
focus on the following measures of teacher qualifications:
		(1) the three-year average of the percentage of core 
course full-time equivalent teachers who are assigned 
out-of-field;
		(2) the three-year average of the percentage of core 
course full-time equivalent teachers who are not fully certified;
		(3) the three-year average of the teacher turnover 
rate;             
		(4) the three year average of the percentage of 
full-time equivalent teachers who have less than three years of 
teaching experience;
		(5) the three-year average of the percentage of 
full-time equivalent teachers who have failed the pedagogy and 
professional responsibilities test on the first attempt; and
		(6) the three-year average of the percentage of 
full-time equivalent teachers who scored in the bottom 20 percent 
of test-takers on the first attempt on subject-matter tests.