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Texas Mathematics Academies K–3 consists of five modules totaling approximately 30 hours, designed to be completed within an 11-month period. The program blends face-to-face, synchronous, and asynchronous learning experiences to maximize participant engagement and mastery.

Modules 1 and 2 will be conducted in-person, through live, synchronous instruction. 

Modules 3, 4, and 5 will be completed asynchronously via TEA Learn. These modules are delivered across the school year, providing a structured and comprehensive professional learning experience. 

Prior to enrolling a teacher in the Texas Mathematics Academies, local school systems will determine which grade-level pathway most closely aligns with the teacher’s instructional role and the school system's needs. The following pathways are offered: 

• Administrator
• Kindergarten/Grade 1
• Grade 2
• Grade 3

HB 2 requires that each school district and open-enrollment charter school shall ensure that no later than the 2030–31 school year, each:  

• Classroom teacher that provides instruction in mathematics to students in kindergarten through third grade,
• Principal,
• Assistant principal,
• Mathematics instructional coach, and
• Mathematics interventionist  

at a campus with one of those grade levels has attended a teacher Texas Mathematics Academies. K–3 Special Education teachers of record are required to complete the Academies during their first year of employment. Others are strongly encouraged to participate. 

It is the responsibility of human resources personnel within each local school system to verify that all K–3 teachers and administrators have attended Texas Mathematics Academy by school year 2030–31. 

After school year 2030–31, any educators required by statute to attend must be enrolled and actively participating in the course during their first school year in a Texas public school. This requirement applies to educators who are:

• New to teaching K–3 students,
• New to K–3 administration,
• New to Texas, and/or
• New to a Texas public school or open-enrollment charter school.

Under , local school systems may use Early Education Allotment (EEA) funds to cover teacher attendance at Texas Mathematics Academies developed under . Other allowable funding sources may also be used.

• Cost per Participant: $1,200 (one-time)
• Payment Responsibility: Local school systems are responsible for costs; however, participants can be required to pay after a first failed attempt.

Pursuant to and , as amended by , classroom teachers defined by who complete a Mathematics Achievement Academy may be entitled to a stipend from their school district. 

For the Texas Mathematics Academies, a classroom teacher who attends is entitled to receive a stipend from the school district, regardless of the grade level they teach, provided they have been directed or received district approval to attend outside of contract hours.   

Per the authority granted by HB 2, the Commissioner of Education has set the stipend rate at a minimum of $50 per hour for approved training completed outside the days or hours of service included in the term of the teacher’s contract. 

A school system is not required to provide a stipend to a classroom teacher under the following circumstances:  

• If the teacher attends the reading or mathematics achievement academy on a day or during hours of service included in the term of the teacher’s contract.  
• If a teacher is not directed or approved by the school district at which the teacher is employed to attend the reading or mathematics achievement academy (e.g., the teacher participates in the academies on their own).    
• If the teacher attends the reading or mathematics achievement academy as part of an educator preparation program in which the teacher is enrolled.     

Important Note: If a teacher is enrolled in a preparation program for standard certification (e.g., after receiving an intern certificate) and attends a math academy because the district requires it—but not as part of the preparation program—the teacher remains eligible for a stipend.

Districts are responsible for stipend disbursement and may utilize Early Education Allotment (EEA) funds under TEC §48.108 for this purpose, as well as other available funds.

For additional guidance, see the HB 2 Implementation of Stipend Requirements for Reading Academies and Mathematics Achievement Academies TAA published in August 2025.

Legislative Background

Grounded in and established through key legislation—including (2015), (2021), and (2025)—the Texas Mathematics Academies represent a major statewide initiative to strengthen mathematics instruction and improve student outcomes. The following explains the progression of the program through legislation:

• 2015 (SB 934): Introduced the Mathematics Achievement Academies, initially focused on kindergarten through grade 3, with attendance optional for teachers.
• 2021 (SB 1267): Expanded the program to include all grade levels and launched academies for grades 4 and 5.
• 2025 (HB 2): Revised the program to require certain educators to attend a Mathematics Achievement Academy by the 2030–2031 school year, while continuing to offer optional academies for other grade levels.

Under HB 2, all classroom teachers providing mathematics instruction in kindergarten through grade 3, as well as special education teachers, principals, assistant principals, mathematics instructional coaches, and interventionists at campuses serving these grades, are required to attend a Mathematics Achievement Academy.

Legislative References

Teacher Mathematics Achievement and Interventionist Academies. 

(b)  A mathematics achievement academy developed under this section must, if appropriate for the grade level at which the teacher provides instruction, include training in: 

1. effective and systematic instructional practices in mathematics, including problem solving, the place value system, whole number operations, and fractions;
2. the underlying mathematical skills required to be taught; and
3. mathematical instruction techniques that, through scientific testing, have been proven effective.

Mathematics Training for Kindergarten through Third Grade.  

Each school district and open-enrollment charter school shall ensure that: 

1. Not later than the 2030-2031 school year, each classroom teacher that provides instruction in mathematics to students in kindergarten through third grade and each principal, assistant principal, mathematics instructional coach, and mathematics interventionist at a campus with one of those grade levels has attended a teacher mathematics achievement academy developed under Section 21.4553; and
2. Each classroom teacher and principal initially employed in a grade level or at a campus described by Subdivision (1) for the 2030-2031 school year or a subsequent school year has attended a teacher mathematics achievement academy developed under Section 21.4553 by the end of the teacher’s or principal’s first year of placement in that grade level or campus. 

Authorized providers (APs) play a critical role in the successful implementation of the Texas Mathematics Academies by registering eligible cohort leaders for training, ensuring fidelity of content delivery, providing ongoing support to cohort leaders, and monitoring participant progress and completion throughout the programs.

Authorized providers currently include Education Service Centers (ESCs) and, for the pilot year, large districts with an enrollment of approximately 70,000 or more students. Districts meeting this threshold may participate as APs with TEA approval and can email txmathacademies@tea.texas.gov to request more information. 

Beginning in the 2027–28 school year, districts of any size will be eligible to apply for AP status.

To qualify, entities must:

• Designate a Point of Contact (POC).
• Agree to meet all TEA-established assurances, including:
  • Program fidelity
  • Data reporting
  • Cohort leader support
  • Learner completion monitoring

Authorized providers serve as both operational and instructional leaders, ensuring high-quality implementation of the Texas Mathematics Academies within their service area.

Cohort leaders must hold a valid educator certification in mathematics or a core subject area (EC–6, 1–6, 4–8, or K–8) and meet the following minimum requirements:

• Five years of experience teaching mathematics in Grades K–8
• Three years of experience facilitating mathematics-focused professional learning
• Comprehensive knowledge of K–5 TEKS and expertise in research-based instructional strategies  

Cohort leaders are expected to: 

• Attend cohort leader trainer sessions.  
• Lead in-person or synchronous learning for Modules 1 and 2.  
• Facilitate asynchronous learning for Modules 3, 4, and 5.
• Guide content discussion and provide feedback to learners.  
• Create a community of mathematics educators.  
• Provide individualized support through optional office hours and mandatory virtual coaching.  
• Grade all participant artifact submissions (80% mastery required).  
• Provide feedback and additional support as needed.  
• Ensure fidelity of content delivery and program requirements.  

Cohort leader training occurs in June and July 2026. Authorized providers register eligible cohort leaders for training.