I was a new reporter at KQED in 2021 when former elementary teacher Joseph Brian Houg was sentenced to more than three decades in prison for sexually abusing 10 students. He’d taught at the same San Francisco Bay Area school for more than two decades. Were there warning signs?  

I soon discovered parents on social media saying they had complained to school administrators for years about Houg. I also knew that schools could release such complaints if they were substantiated or if teachers were disciplined. So I filed public records requests with Houg’s school — something anyone can do. 

I received 43 pages of records within a few months showing that parents had reported Houg to the principal at least four times since 2009. They complained about him for asking students to strip down to their underwear in his classroom in order to try on costumes for a play he was directing, and for coming into their changing room. They also complained about his touching boys’ chests or stomachs and tapping one boy on the butt. I learned that the principal had twice warned Houg to stop touching students. But he was allowed to keep teaching. (The principal said in a deposition that while Houg’s actions crossed professional boundaries, they were not reported to her as sexual.)

Over the next two years, I reported on similar cases of teachers remaining in the classroom after complaints of unwanted touching. Another Bay Area elementary school, in Benicia, reported a teacher to the state’s licensing body after he resigned due to accusations of misconduct. He was hired by another school, and his educator license remained in good standing until he was criminally charged. (He is currently fighting those charges.)

This raised a whole different set of questions for me: Should these teachers have been allowed to keep teaching in new schools? How much about a teacher’s disciplinary history did potential employers know? And what was the state’s responsibility for acting on, and sharing, the information it had about these teachers?

After I entered journalism school at the University of California, Berkeley in 2023, I wanted to investigate how common it was for teachers to continue working with kids after schools found that they had committed misconduct. California law bars the teacher licensing agency from releasing disciplinary records to the public, so my classmate and I requested records from the 300 largest school districts in California. We asked for complaints of teacher sexual misconduct made to schools in the five previous years. We also asked for any reports sent by schools to the state’s teacher licensing agency, which are required to be filed when public school educators are fired or resign due to alleged misconduct.

Dozens of districts responded within two months. We began building a spreadsheet of teachers against whom complaints were raised. Getting the records was slow: California requires public agencies to determine whether they have records to disclose within 10 days, and to release them promptly, but most dragged their feet. Whenever schools stopped responding, I copied school board members and attorneys on my emails, citing the law. By the time I graduated more than a year after filing the records requests, I had received more than 350 complaints, which I used in my recent investigation with KQED and ProPublica.

To this day, Los Angeles Unified, the largest school district in California, still has not released any records pertaining to teacher misconduct cases that it reported to the state. Instead, the district said it would charge me $8,000 ($100 an hour for 80 hours of work) for it to “investigate approximately 2,500 potentially responsive personnel files.” The First Amendment Coalition, a California nonprofit that advocates for free speech and government transparency, is representing me in a lawsuit filed in May. We argue that the Los Angeles school district is violating public records laws with its failure to release documents pertaining to alleged educator misconduct. A Los Angeles Unified spokesperson told me in a written statement this week that its policies balance the public’s right to access records with “responsible stewardship of public resources” and the law. 

Districts slow-walking their responses isn’t the only obstacle to getting records from schools. Districts typically notify teachers before releasing complaints to give them the opportunity to block the documents’ release. The former Benicia teacher who was criminally charged with sexually abusing students in 2024 sued to block the release of complaints made against him at two school districts. The First Amendment Coalition represented me in that case, too, and we won. It took nine months to get the records. In another case in which I had requested records, the court granted an injunction preventing release of the teacher’s records, but the legal filings contained the details of the allegations against him, so the nature of the complaint became public anyway.

At least four teachers have called or emailed me directly to ask why I’m requesting their disciplinary records. They wanted to share their side of the story, which I was more than happy to hear, and some argued that their cases were not worth my time. One asked me to retract my request. (I did not.) Another sent a 1,700-word email saying that the allegations were only partially true and lamented that he did not have the money to defend himself. 

While I appreciated the complexity of individual cases, I believed that those misconduct complaints might contain important truths. Undeterred by school districts’ recalcitrance, I followed the public record-seekers’ mantra: If you can’t get records from one agency, the answers you’re looking for may exist somewhere else. 

Records of state disciplinary hearings are presumed public when teachers object to their dismissals by school districts or appeal the suspension or revocation of their licenses. And those records reside in the Department of General Services, a state agency that houses another agency responsible for convening administrative hearings of public employees. 

This agency proved helpful with the case of Jason Agan, a San Francisco Bay Area math teacher who KQED and ProPublica reported on last month. Agan had been fired for sexually harassing high school students but went on to teach at two more schools, even after an independent panel convened by the Office of Administrative Hearings deemed him “unfit to teach.” Because he had asked for an outside hearing after the district moved to fire him, I requested those records. 

I got them the next day. The documents contained summaries of testimony from students, administrators and Agan himself at his dismissal hearing. Agan, who has not been accused of a crime, admitted to touching students’ shoulders but denied any sexual motivation, stating during his dismissal hearing that he did so to offer them support and encouragement. He maintained his teaching license. 

Getting a response from the Department of General Services was like discovering a secret portal to obtaining records quickly and easily. 

So I requested five years’ worth of decisions about other teachers by independent panels from this agency, in search of further insights into how the state’s teacher disciplinary system works and where it falls short. I obtained a gold mine of documents in less than a week.

I had learned some important lessons: What seems to be secret isn’t always so. Sometimes you just need to know who to ask, and for what.

The post I Got Access to Hundreds of Teacher Misconduct Complaints in California — and You Can Too appeared first on ProPublica.

No state has taken over as many local public school districts as Texas. Just since 2020, the Texas Education Agency has installed its own hand-picked leaders in eight districts. Four of those came this spring. At least another 10 are at risk of takeover, including, as of last week, the Austin Independent School District. 

And to lead some of these districts, Texas is turning to a cadre of officials with ties to Mike Miles, the man the education agency chose in 2023 to oversee the Houston school district, the state’s largest. Miles is also a close ally of Mike Morath, Texas’ powerful education commissioner.

Already, at least two of these new district leaders have started to adopt policies similar to the contentious reforms Miles has pursued in Houston. He has touted improved test scores under his charge. Houston ISD had no F-rated campuses and fewer D-rated campuses in the state’s latest ratings compared with previous years. But Miles has also sparked widespread protests in response to the district’s rigid adherence to scripted lessons and repetitive testing, the firing of principals and teachers, mass school closures, and the conversion of schools into charters.  

Miles did not respond to requests for comment from the Texas Observer. Houston ISD officials, in a statement to the Observer, said the district did not achieve better ratings by maintaining the status quo but “made difficult decisions” to improve academic performance, noting the majority of its campuses are now rated A or B. 

These school districts whose new leaders have connections to Miles should prepare for “upheaval and chaos,” warned an elected Houston school board member. 

“If anything doesn’t align with improving test scores, it will be taken away,” said Maria Benzon, who was elected in November to the Houston ISD board but is not permitted to serve under the ongoing state takeover. Under Miles, for example, Houston ISD eliminated librarian positions and turned some libraries into what Benzon called “detention centers,” because they are being used, in part, for students with behavioral issues. Morath, the TEA commissioner, has said the centers are used for more than just punishment. 

Texas law allows the TEA to take control of districts with multiple failing school ratings or governance issues and to replace their superintendent and elected boards. 

The recent takeovers include Beaumont, Lake Worth and Connally independent school districts, whose new superintendents worked under Miles when he was superintendent in Dallas ISD; two of them also worked for him in Houston. In Fort Worth ISD, one of the state’s largest districts, the new state-appointed superintendent chose Daniel Soliz as his second-in-command, another person who worked under Miles in Houston ISD. Soliz did not respond to requests for comment for this story.

At least two of the state’s new superintendent appointees — Sandi Massey, who now helms Beaumont ISD in southeast Texas, and Ena Meyers, TEA’s appointee for Lake Worth ISD, a small district near Fort Worth — also worked for the controversial Colorado-based charter network Third Future Schools, which Miles led prior to becoming superintendent in Houston. In April, the Observer revealed that Miles had an ongoing $120,000 annual consulting contract with the charter network, an arrangement that likely violated a new statewide ban on public school administrators’ moonlighting. After questions from the news organization, Miles canceled the contract. The district said Miles “remains fully focused on leading Houston ISD and delivering results for students.”

Third Future’s charter network is expanding around the state as districts turn campuses over to the nonprofit’s Texas subsidiary, often as a means to delay possible state takeover. The nonprofit did not respond to the Observer’s request for comment. 

School district takeovers often involve layoffs, school closures and an increase in charter schools, as has happened in Houston, said Domingo Morel, an associate professor of political science and public service at New York University, who found Texas has had more district takeovers than any other state since 1989. 

What’s unique to Texas, Morel said, is that the low bar required to take control has led to more takeovers. Since 2015, five consecutive failing state ratings at just one school can trigger a takeover, as occurred in Houston, which has 273 campuses. 

Texas has also made it harder for districts to appeal these seizures. The Legislature passed a law in 2021 that barred districts from using public funds to challenge the education commissioner’s “final and unappealable” decision to take them over. The threshold that defines a failing school was also lowered. Then, in 2025, the state passed another law restricting districts from using public funds to sue the state when challenging its accountability ratings. 

The state “is the player, the referee, the coach, the scorekeeper,” when it comes to rating schools and deciding when to seize control, said Steven Nelson, an associate professor of education policy and leadership at the University of Nevada who’s been studying school takeovers for more than a decade. He said he suspects the TEA-appointed leaders connected to Miles will also focus on standardized testing, which will result in “a narrow curriculum when all is said and done.” 

The acceleration of takeovers, and the state’s increasingly stringent rating system, comes just as Texas rolls out a school voucher program that will, in most cases, award parents $10,000 in state funds to send their children to private schools. State accountability standards do not apply to private schools, where students don’t have to take the standardized tests required in Texas public schools. 

TEA spokesperson Jake Kobersky said the agency does not expect the four school districts that have recently been taken over to adopt the same reforms that Miles implemented in Houston. “During an intervention, state law requires the agency to appoint a new superintendent and a board of managers. All other staffing and operational decisions are made locally by the district,” Kobersky said. 

But last August, Morath told lawmakers other districts “should be copying the changes that we see in Houston.”

Massey, the new superintendent in Beaumont, has also cited the changes in Houston ISD as a blueprint.

“The model that we are implementing here is a very similar model to Houston. And why? Because of the success that Houston has had,” Massey said at a May 21 board meeting, referring to her time working with Miles at Houston ISD, where he selected her to be chief of schools.

Under Massey, the newly appointed board of managers voted at their first meeting to temporarily suspend a number of policies related to governance and hiring practices, including employees’ rights to present grievances to the board and principals’ ability to approve new hires without district permission. Board of managers member Jeff Wheeler said at the meeting, “We are requesting that they be suspended until the board can move, can more fully evaluate our local policies.”

The board has taken other steps that mirror what happened in Houston after the takeover there: On May 14, the district announced it was cutting 34 positions that support student mental health, and on May 21, it announced a high school would close. 

Massey did not respond to the Observer’s requests for comment about whether she’s following the Houston playbook. Jackie Simien, a spokesperson for Beaumont ISD said, “Massey has worked alongside successful educational leaders with demonstrated results in improving systems, instruction, and student performance.”

Benzon, the elected Houston ISD board member, said Miles is sidelining parent and teacher voices in her district, and they are leaving in droves as a result. “They are trying to escape the New Education System and Miles’ bad policies,” Benzon added, referring to a program Miles transplanted from his former charter school network that is characterized by scripted lessons and repetitive testing. The Houston Chronicle reported the district “is losing students at an accelerated pace” under the takeover, spurring the district to shutter 12 schools ahead of the next school year. 

In its statement to the Observer, Houston ISD cited a survey of families reporting a “favorable perception” of the district and said it retained many exemplary teachers.

Nelson and Morel said they believe the ultimate objective of any takeover is to disenfranchise local communities. Black and Hispanic students make up the majority of the population at all four of the districts now headed by Miles’ associates.

“It all begins at the school board level to then completely disempower the community,” Morel said.

On April 23, Houston ISD moved to fire a veteran teacher and president of the Houston Education Association teachers union after she protested requirements to comply with Miles’ New Education System. 

Meyers, the new Lake Worth superintendent who at the time was Houston ISD’s deputy chief of strategic initiatives, testified in favor of the teacher’s termination. 

“We do not allow our staff to make decisions about curriculum in a New Education System school or in Houston ISD,” Meyers said, according to a transcript of the hearing. “If they are not following expectations, we would not allow them to stay in HISD as an employee.” 

Since taking over in Lake Worth, Meyers and the board of managers have temporarily suspended board policies related to governance procedures, hiring and employee assignments and schedules, similar to what Massey and her board did in Beaumont. 

In response to the Observer’s inquiries about replicating Houston ISD’s reforms in her new role, Meyers wrote in an email that “Lake Worth ISD is very different from Houston ISD. We are a district of five schools serving a much smaller community, so our approach must reflect the unique needs of our students, staff, and families.” 

Her email continued, “I believe educators should learn from successful practices wherever they exist.”

As in Beaumont and Lake Worth, the takeover in Fort Worth ISD has been characterized by swift changes. After less than a month under the new leadership, the 68,000-student district has suspended local board governance and hiring policies and has cut dozens of staff positions, including those supporting English-language learners. 

Parent organizer Zach Leonard said a new instructional model Fort Worth ISD is rolling out in 19 schools, called “Elevate,” is essentially the same as what Miles has done in Houston, an assertion district spokesperson Tierney Tinnin refuted. 

Leonard, along with other parents with his organization, notes the similarities between the programs: “scripted slide-by-slide lessons, rigid timed instruction, and ‘demonstrations of learning’ reduced to data points.”

“This isn’t education reform,” Leonard said, referring to Miles’ model of learning being transported to Fort Worth. “It’s a franchise being handed to our children without a vote.”

The post Texas State Takeover of Local School Districts Expands, Raising Concerns appeared first on ProPublica.