IDRA Research Reviews Impact of the Texas Public School Early Education Allotment
Key Takeaways
- Texas public school districts received more than $1.2 billion in early education allotment funding in the 2022-23 school year.
- Third graders who attended Pre-K performed better on reading exams than students who did not attend Pre-K.
- Emergent bilingual students showed the greatest improvement in reading proficiency in the analyzed districts.
- Research suggests early education investment helped stabilize student learning following COVID-19 pandemic disruptions.
- IDRA recommends clearer state reporting requirements and expanding funding eligibility to include Pre-K students directly.
- The findings underscore the importance of sustained investment in public schools, particularly in early grades.
Resource from the Intercultural Development Research Association (IDRA), a nonprofit advancing education equity.
(San Antonio • March 5, 2026) Young students in Texas public schools performed better on STAAR exams and pre-kindergarten assessments after districts gained access to additional early education funding, according to a research brief released today by IDRA.
The Texas early education allotment is designed to improve reading and math learning and expand access to Pre-K. IDRA’s brief examines how three Texas school districts use the funds and analyzes trends in student outcomes.
“Quality early education drives student success,” said researcher Chloe Latham Sikes, Ph.D., IDRA deputy director of policy. “We examined how public school districts are leveraging funds to support Texas’ youngest learners and essential programs like Pre-K and bilingual education.”
Texas school districts received over $1.2 billion in early education allotment funding in 2022-23 alone, according to state financial data. IDRA found that about 91% of early education funding was spent on teacher and staff salaries. Trends following the COVID-19 pandemic suggest early education funding may have helped stabilize learning for young learners.
The research brief examines how school districts use this funding and spotlights three case-study districts, highlighting Pre-K and third grade student outcomes in Dallas ISD, Socorro ISD and Pharr-San Juan-Alamo ISD. The brief also recommends clearer state reporting requirements and expanding funding eligibility to include Pre-K students directly.
Findings show third graders who attended Pre-K performed better on reading exams than those who did not attend Pre-K. Emergent bilingual students showed the greatest improvement in reading proficiency.
The findings come as Texas launches a private school voucher program that redirects public education funds. IDRA’s findings underscore the importance of sustained investment in public schools, particularly in early grades, where research shows long-term benefits.
“Public school funding is delivering results for young students,” said Latham Sikes. “At a time when the state is diverting education dollars to private voucher programs, it is critical to protect and strengthen investments in our public schools, especially in the early grades.”
See the brief: Effective Investment in Early Education – How Texas School Districts Use the Early Education Allotment and Its Impact on Student Learning – IDRA Research Brief, by Angela Perez, M.A., & Chloe Latham Sikes, Ph.D.
Media Contact: Thomas Marshall III, M.Ed., thomas.marshall@idra.org
