• Adopted to be effective August 23, 2010.

Adopted to be effective August 23, 2010.
Text of Adopted 19 TAC
Chapter 130. Texas Essential Knowledge and Skills for Career and Technical Education
Subchapter D. Business Management and Administration
§130.111. Implementation of Texas Essential Knowledge and Skills for Business Management and
Administration.
The provisions of this subchapter shall be implemented by school districts beginning with the 2010-2011
school year.
§130.112. Principles of Business, Marketing, and Finance (One-Half to One Credit).
(a) General requirements. This course is recommended for students in Grades 9-11.
(b) Introduction. In Principles of Business, Marketing, and Finance, students gain knowledge and skills in
economies and private enterprise systems, the impact of global business, marketing of goods and services,
advertising, and product pricing. Students analyze the sales process and financial management principles.
This course allows students to reinforce, apply, and transfer academic knowledge and skills to a variety of
interesting and relevant activities, problems and settings in business, marketing, and finance.
(c) Knowledge and skills.
(1) The student describes the characteristics of business. The student is expected to:
(A) explain the role of business in a global society;
(B) differentiate between goods and services;
(C) identify the types of business;
(D) compare the different forms of ownership;
(E) examine the organizational structure and functions of business;
(F) interpret the nature of balance sheets and income statements;
(G) describe factors that affect the environment; and
(H) explain how organizations adapt to current markets.
(2) The student defines ethics in business. The student is expected to:
(A) distinguish between ethical and unethical business practices; and
(B) contrast ethical, moral, and legal choices that relate to the decision-making process in
business situations.
(3) The student differentiates between the types of economic systems with emphasis on the private
enterprise system and the United States economy. The student is expected to:
(A) compare and contrast the types of economic systems, including traditional, centrally
planned, market, and mixed economies;
(B) identify business cycles;
(C) summarize the characteristics of the private enterprise system;
(D) identify factors affecting a business' profits, revenues, and expenses; and
(E) investigate potential causes of economic decisions such as supply and demand or
consumer dollar votes.
(4) The student relates to the impact of international business on the United States economy. The
student is expected to:
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(A) compare domestic and world trade; and
(B) explain the impact of imports and exports on the United States economy.
(5) The student identifies the role and impact of government, the legal system, and organized labor in
business. The student is expected to:
(A) differentiate among the roles of government in business;
(B) describe types of activities performed by governments in business;
(C) ascertain the role of the legal system in business; and
(D) explain the role of organized labor in society.
(6) The student classifies types of businesses that market goods and services. The student is expected
to:
(A) explain the importance of different marketing strategies for goods versus services;
(B) define the terms producers, raw-goods producers, manufacturers, builders, trade
industries, retailers, wholesalers, and service businesses;
(C) categorize types of producers in a private enterprise system;
(D) identify types of retailers;
(E) explain the role of retailers in a private enterprise system;
(F) identify examples of wholesalers; and
(G) describe the role of wholesalers in a private enterprise system.
(7) The student analyzes cost and profit relationships in finance. The student is expected to:
(A) explain the concept of productivity;
(B) analyze the impact of specialization and division of labor on productivity;
(C) explain the concept of organized labor and business;
(D) examine the impact of the law of diminishing returns; and
(E) describe the concept of economies of scale.
(8) The student analyzes the sale process, techniques used to enhance customer relationships, and the
likelihood of making sales. The student is expected to:
(A) explain the selling process; and
(B) discuss motivational theories that impact buying behavior such as Maslow's Hierarchy of
Needs.
(9) The student demonstrates how to advertise to communicate promotional messages to targeted
audiences. The student is expected to:
(A) proofread ads for effectiveness; and
(B) analyze ad performance.
(10) The student understands how to increase sales by employing visual merchandising techniques and
using special events to increase sales. The student is expected to:
(A) explain the use of visual merchandising in retailing;
(B) distinguish between visual merchandising and display;
(C) place merchandise for impact;
(D) plan special events; and
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(E) prepare stores and departments for special events.
(11) The student understands the fundamental principles of money. The student is expected to:
(A) evaluate forms of financial exchange, including cash, credit, debit, and electronic funds
transfer;
(B) identify types of currency, including paper money, coins, banknotes, government bonds,
and treasury notes;
(C) list functions of money such as medium of exchange, unit of measure, and store of value;
(D) describe sources of income such as wages and salaries, interest, rent, dividends, capital
gains, and transfer payments;
(E) explain the time value of money;
(F) summarize the purposes and importance of credit; and
(G) explain legal responsibilities associated with financial exchanges.
(12) The student demonstrates an understanding of personal financial management. The student is
expected to:
(A) explain the importance of providing accurate information;
(B) calculate gross and net pay;
(C) simulate opening and maintaining various types of bank accounts;
(D) reconcile bank statements;
(E) compare the advantages and disadvantages of different types of banking services;
(F) examine investment growth by developing a personal investment plan; and
(G) prepare an individual income tax return.
(13) The student knows that advertising is the paid form of nonpersonal communication about an
identified sponsor's products. The student is expected to:
(A) list types of advertising media;
(B) differentiate between product and institutional advertising; and
(C) identify and evaluate elements of an advertisement.
(14) The student discusses economic concepts impacting prices. The student is expected to:
(A) explain the principles of supply and demand; and
(B) describe the functions of prices in markets such as supply and demand.
(15) The student analyzes career opportunities and formulates a career plan. The student is expected to:
(A) analyze individual goals and interests;
(B) determine individual talents, abilities, and skills; and
(C) develop an individual career plan.
§130.113. Touch System Data Entry (One-Half to One Credit).
(a) General requirements. This course is recommended for students in Grades 9-10.
(b) Introduction. Students apply technical skills to address business applications of emerging technologies.
Students enhance reading, writing, computing, communication, and reasoning skills and apply them to the
business environment. Students will need to apply touch system data entry for production of business
documents.
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(c) Knowledge and skills.
(1) The student applies the proper keyboarding technique to input data when using the computer. The
student is expected to:
(A) demonstrate correct posture and position while conducting data entry;
(B) display proper care and operation of equipment used;
(C) apply the correct touch-system techniques for operating alphabetic keys;
(D) demonstrate the correct touch-system techniques for operating numeric and symbol keys;
(E) use the correct touch-system techniques for operating the ten-key numeric pad; and
(F) correctly use the command and function keys.
(2) The student formats and prints documents such as personal and business letters, short reports,
outlines, and compositions. The student is expected to:
(A) demonstrate the ability to work from printed, rough-draft, statistical, handwritten, and
unarranged material;
(B) demonstrate the ability to compose at the keyboard;
(C) demonstrate the ability to proofread;
(D) identify the parts of a personal and business letter;
(E) format personal and business letters and envelopes;
(F) format all pages of a report, including a title page, reference page, and bibliography;
(G) format an outline; and
(H) demonstrate mastery of basic grammar, including using punctuation marks, keying
numbers and symbols, and using capitalization when composing.
(3) The student applies correct techniques for the touch-system of operating the keyboard to develop
speed and accuracy. The student is expected to:
(A) display improvement in speed and accuracy;
(B) develop the ability to proofread and edit writing for proper voice, tense, and syntax,
assuring that it conforms to standard English, when appropriate;
(C) implement the backspace key to correct errors;
(D) apply speed and accuracy in production of documents; and
(E) demonstrate mastery of basic grammar, including using punctuation marks,
capitalization, and correct sentence structure.
(4) The student prepares business documents using effective communication. The student is expected
to:
(A) interpret and follow directions to produce documents;
(B) demonstrate proficiency in business English, spelling, and proofreading;
(C) identify and apply correct format for business correspondence and documents; and
(D) demonstrate concepts and processes to employ the appropriate steps in document
production.
(5) The student improves level of proficiency in producing complex word-processing business
documents. The student is expected to:
(A) refine work habits; and
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(B) improve techniques, speed, and accuracy in document production.
(6) The student solves problems using document processing skills. The student is expected to:
(A) identify criteria for selection and evaluation of word-processing software;
(B) analyze proper placement, format, and priority of completion;
(C) produce business correspondence such as manuscripts, tables, reports, legal documents,
and business forms; and
(D) compose a variety of business documents under timed situations.
(7) The student develops advanced word-processing skills. The student is expected to:
(A) perform advanced word-processing functions such as creating newspaper-style columns,
inserting section breaks, creating templates, selecting styles, applying auto formatting,
using borders and shading, defining page setup, converting document formats, searching
files, addressing envelopes, creating labels, using mail merge, and customizing the
desktop by using toolbars, menus, and shortcut keys; and
(B) apply layout and design concepts in desktop publishing, including graphics, fonts, text
boxes, frames, and tables.
(8) The student develops the technology and social skills necessary to work in an office environment.
The student is expected to:
(A) create and present a visual and oral report using text and graphics;
(B) prepare and distribute personalized correspondence using mail merge and electronic mail;
(C) relate the social ramifications of computer applications to privacy, values, and ethics;
(D) enhance overall office productivity by responsible use of computer systems;
(E) develop human-relation skills for working in a team environment; and
(F) participate in student leadership activities.
§130.114. Business Information Management I (One to Two Credits).
(a) General requirements. This course is recommended for students in Grades 9-12. Recommended
prerequisite: Touch Systems Data Entry.
(b) Introduction. Students implement personal and interpersonal skills to strengthen individual performance in
the workplace and in society and make a successful transition to the workforce and postsecondary
education. Students apply technical skills to address business applications of emerging technologies, create
word-processing documents, develop a spreadsheet, formulate a database, and make an electronic
presentation using appropriate software.
(c) Knowledge and skills.
(1) The student coordinates information management and business management to aid in business
planning. The student is expected to:
(A) explain the strategic role of information systems and information communication
technology within an organization;
(B) determine risks and rewards of developing a strategic role for information systems and
information communication technology; and
(C) integrate information systems planning with business planning.
(2) The student enhances usability of systems operations to support business strategies and operations.
The student is expected to:
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(A) identify the management information requirements and business needs of an
organization; and
(B) explain issues involved in designing and developing systems for different environments.
(3) The student analyzes available software packages for use in business settings. The student is
expected to:
(A) determine equipment and supplies needed;
(B) establish equipment and supplies maintenance systems;
(C) schedule equipment maintenance;
(D) use equipment and supplies maintenance procedures; and
(E) operate a scanner.
(4) The student uses the computer's operating system to execute work responsibilities. The student is
expected to:
(A) move files in the computer operating system; and
(B) create directories.
(5) The student applies word-processing technology. The student is expected to:
(A) identify customary styles of business documents;
(B) improve touch-system skills using the keyboard and keypad to input data;
(C) use hardware and software flexibility needed to produce documents to address different
computer applications; and
(D) demonstrate writing techniques generating ideas and gathering information relevant to the
topic and purpose, maintaining accurate records of outside sources.
(6) The student identifies database software to create databases that facilitate business decision
making. The student is expected to:
(A) explain the principles of data analysis;
(B) explain the nature of tools that can be used to access information in the database system;
(C) choose appropriate software;
(D) define fields and type of data;
(E) enter database structure;
(F) define relationships of tables;
(G) analyze company's data requirements;
(H) design a database to meet business requirements; and
(I) identify database trends.
(7) The student applies data entry techniques to enter information in databases. The student is
expected to:
(A) access information in the database system;
(B) build data in a data warehouse;
(C) create a meaningful data set;
(D) enter data into databases, tables, and forms;
(E) edit data in databases, tables, and forms;
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(F) create an interface user form for easier entry of data; and
(G) import and export databases.
(8) The student uses commands to retrieve data and create reports from databases. The student is
expected to:
(A) retrieve data from tables and queries;
(B) formulate queries;
(C) create and print reports; and
(D) manipulate data in the database management system.
(9) The student applies data mining methods to acquire pertinent information for business decision
making. The student is expected to:
(A) discuss the nature of data mining;
(B) describe data mining tools and techniques;
(C) discuss the importance of ethics in data mining;
(D) demonstrate basic data mining techniques; and
(E) interpret data mining findings.
(10) The student uses project management processes to plan a business project. The student is expected
to:
(A) initiate a business project;
(B) design a business project; and
(C) participate in leadership and career development activities.
(11) The student applies spreadsheet technology. The student is expected to:
(A) perform mathematical processes, including:
(i) addition, subtraction, multiplication, and division;
(ii) percentages and decimals;
(iii) order of operations principle;
(iv) estimation; and
(v) prediction of patterns of data; and
(B) formulate and produce solutions to a variety of business problems, including:
(i) budget, personal, and business;
(ii) payroll;
(iii) inventory;
(iv) invoices;
(v) balance sheets;
(vi) profit-loss statements;
(vii) income tax preparation;
(viii) charts and graphs; and
(ix) conversion of foreign currencies.
(12) The student applies presentation management technology. The student is expected to:
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(A) identify the guidelines for using graphics, fonts, and special effects in presentations;
(B) analyze the effectiveness of multimedia presentations; and
(C) determine the appropriate technology to create and deliver an effective presentation.
§130.115. Business Information Management II (One to Two Credits).
(a) General requirements. This course is recommended for students in Grades 11-12. Prerequisite: Business
Information Management I.
(b) Introduction. Students implement personal and interpersonal skills to strengthen individual performance in
the workplace and in society and make a successful transition to the workforce or postsecondary education.
Students apply technical skills to address business applications of emerging technologies, create complex
word-processing documents, develop sophisticated spreadsheets using charts and graphs, and make an
electronic presentation using appropriate multimedia software.
(c) Knowledge and skills.
(1) The student demonstrates project management processes to conduct a business project. The
student is expected:
(A) implement a project;
(B) manage a project team;
(C) monitor a business project;
(D) minimize a business project's errors; and
(E) conclude a business project.
(2) The student demonstrates the use of the concepts, strategies, and systems for obtaining and
conveying ideas and information to enhance communication in the workplace. The student is
expected to:
(A) employ verbal skills when obtaining and conveying information;
(B) demonstrate use of content, technical concepts, and vocabulary when analyzing
information and following directions;
(C) record information needed to present a report on a given topic or problem;
(D) write internal and external business correspondence that conveys information effectively
using correct grammar, spelling, punctuation, and capitalization;
(E) communicate with coworkers to clarify workplace objectives; and
(F) communicate effectively with customers and coworkers to foster positive relationships.
(3) The student describes, locates, organizes, and references written information from various sources
to communicate with coworkers and clients. The student is expected to:
(A) locate written information used to communicate with coworkers and customers;
(B) organize information to use in written and oral communication; and
(C) reference the sources of information.
(4) The student evaluates and uses information resources to accomplish specific occupational tasks.
The student is expected to:
(A) use informational texts, Internet websites, and technical materials to review and apply
information sources for occupational tasks; and
(B) evaluate the reliability of information from informational texts, Internet websites, and
technical materials and resources.
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(5) The student develops and delivers formal and informal presentations using appropriate media to
engage and inform audiences. The student is expected to:
(A) prepare oral presentations to provide information for specific purposes and audiences;
(B) identify support materials that will enhance an oral presentation;
(C) prepare support materials that will enhance an oral presentation;
(D) deliver an oral presentation that sustains listeners' attention and interest;
(E) align presentation strategies to the intended audience; and
(F) implement multimedia strategies for presentations.
(6) The student interprets verbal and nonverbal behaviors to enhance communication with coworkers
and clients. The student is expected to:
(A) interpret verbal behaviors when communicating with clients and coworkers; and
(B) distinguish nonverbal behaviors when communicating with clients and coworkers.
(7) The student applies active listening skills to obtain and clarify information. The student is
expected to:
(A) demonstrate the use of content, technical concepts, and vocabulary when analyzing
information and following directions;
(B) employ verbal skills when obtaining and conveying information;
(C) interpret verbal and nonverbal behaviors to enhance communication;
(D) apply active listening skills to obtain and clarify information; and
(E) use academic skills to facilitate effective written and oral communication.
(8) The student develops and interprets tables, charts, and figures to support written and oral
communication. The student is expected to:
(A) create tables, charts, and figures to support written and oral communication; and
(B) interpret tables, charts, and figures used to support written and oral communication.
(9) The student demonstrates listening and speaking with diverse individuals to enhance
communication skills. The student is expected to:
(A) apply factors and strategies for communicating with a diverse workforce; and
(B) demonstrate the ability to communicate and resolve conflicts within a diverse workforce.
(10) The student demonstrates public relations skills to increase internal and external customer
satisfaction. The student is expected to:
(A) communicate effectively when developing positive customer relationships; and
(B) support and maintain a multimedia website.
(11) The student designs solutions to mathematical business problems using spreadsheet technology.
The student is expected to:
(A) recognize and apply lookup tables, built-in functions, macros, and advanced charts and
graphs;
(B) determine the uses of spreadsheets with currencies other than the dollar based on current
market value; and
(C) create and interpret financial statements, including:
(i) comparisons and projections;
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(ii) predictions and forecasts;
(iii) trend analyses; and
(iv) charts and graphs.
(12) The student documents technical knowledge and skills. The student is expected to:
(A) prepare a professional electronic portfolio to include:
(i) attainment of technical skill competencies;
(ii) licensures or certifications;
(iii) recognitions, awards, and scholarships;
(iv) extended learning experiences such as community service and active
participation in career and technical student organizations and professional
organizations;
(v) sample letter of application;
(vi) abstract of key points of accomplishments;
(vii) resumé;
(viii) samples of work; and
(ix) evaluation from a teacher; and
(B) prepare and present the portfolio to all interested stakeholders such as in a multimedia
presentation.
§130.116. Business English (One Credit).
(a) General requirements. This course is recommended for students in Grade 12. Prerequisites: English III and
Touch Systems Data Entry.
(b) Introduction. Students recognize, evaluate, and prepare for a rapidly evolving global business environment
that requires flexibility and adaptability. Students apply technical skills to address business applications of
emerging technologies. Students enhance reading, writing, computing, communication, and reasoning skills
and apply them to the business environment. Students are expected to plan, draft, and complete written
compositions on a regular basis. Students edit their papers for clarity, engaging language, and the correct
use of the conventions and mechanics of written English and produce final, error-free drafts for business
reproduction.
(c) Knowledge and skills.
(1) The student prepares for effective communication skills. The student is expected to:
(A) organize ideas logically and sequentially;
(B) locate and interpret written information;
(C) distinguish communicated fact from opinion by identifying key words;
(D) interpret visual materials such as charts, graphs, pictures, and maps and translate the
information into textual form;
(E) employ precise language to communicate ideas clearly and concisely; and
(F) organize ideas in writing to ensure coherence, logical progression, and support for ideas.
(2) The student employs appropriate research techniques to produce effective business
communication. The student is expected to:
(A) incorporate information from printed copy and electronic resources and references;
(B) locate and paraphrase secondary sources;
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(C) document secondary sources;
(D) design, conduct, and analyze the results of a survey;
(E) conduct interviews to obtain resource materials;
(F) research and develop a business project incorporating data imported from various
sources; and
(G) develop and communicate a vision and mission statement for a company.
(3) The student exchanges information via telecommunications software such as email, images, and
online information services with appropriate supervision. The student is expected to:
(A) send and receive information via telecommunications technology;
(B) evaluate which telecommunications methods are most appropriate to a given situation;
and
(C) employ appropriate business ethics and correct etiquette when using telecommunications.
(4) The student illustrates proficiency in interpersonal communication. The student is expected to:
(A) develop business and professional vocabulary skills;
(B) execute effective oral presentations;
(C) deliver an effective business presentation such as sales, reports, and proposals;
(D) apply effective communication techniques when using the telephone and different forms
of technology;
(E) demonstrate the ability to listen by writing summaries of presentations and oral
conversations;
(F) display active listening through oral feedback;
(G) follow oral and written directions;
(H) demonstrate the ability to give oral instructions for completing a simple task; and
(I) apply proper business interviewing techniques in various situations such as one-on-one,
group, and committee interviews.
(5) The student develops communication skills necessary to address a changing business environment.
The student is expected to:
(A) describe the communication process;
(B) identify barriers to effective communication;
(C) assess the ethical and legal implications of messages;
(D) discern appropriate channels for transmitting messages;
(E) interpret nonverbal communication in various activities;
(F) illustrate the impact of nonverbal communication on the total communication process;
(G) identify ways to improve communication in organizations; and
(H) explain the types of communication problems that are possible when conducting business
among different cultures.
(6) The student produces business documents using current and emerging technology. The student is
expected to:
(A) format business documents;
(B) demonstrate basic writing skills through assigned tasks;
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(C) compose positive, negative, and persuasive messages;
(D) compose business letters and memos using the appropriate organizational strategies;
(E) produce a business report containing text and graphics; and
(F) develop a business newsletter.
(7) The student documents technical knowledge and skills. The student is expected to:
(A) prepare a professional electronic portfolio to include:
(i) attainment of technical skill competencies;
(ii) recognitions, awards, and scholarships;
(iii) extended learning experiences such as community service and active
participation in career and technical student organizations and professional
organizations;
(iv) sample letter of application;
(v) resumé;
(vi) samples of work; and
(vii) evaluation from a teacher; and
(B) present the portfolio to all interested stakeholders such as in a multimedia presentation.
(8) The student understands how to collect and use information in procedural texts and documents.
The student is expected to:
(A) draw conclusions about how the patterns of organization and hierarchic structures support
the understandability of text; and
(B) evaluate the structures of text such as format or headers for their clarity and
organizational coherence and for the effectiveness of their graphic representations.
(9) The student uses comprehension skills to analyze how words, images, graphics, and sounds work
together in various forms to impact meaning. The student applies earlier standards with greater
depth in increasingly more complex texts. The student is expected to:
(A) evaluate how messages presented in media reflect social and cultural views in ways
different from traditional texts;
(B) evaluate the interactions of different techniques such as layout, pictures, typeface in print
media, images, text, or sound in electronic journalism used in multi-layered media;
(C) evaluate how one issue or event is represented across various media to understand the
notions of bias, audience, and purpose; and
(D) evaluate changes in formality and tone across various media for different audiences and
purposes.
(10) The student uses elements of the writing process (planning, drafting, revising, editing, and
publishing) to compose text. The student is expected to:
(A) plan a first draft by selecting the correct genre for conveying the intended meaning to
multiple audiences; determining appropriate topics through a range of strategies such as
discussion, background reading, personal interests, or interviews; and developing a thesis
or controlling idea;
(B) structure ideas in a sustained and persuasive way such as using outlines, note taking,
graphic organizers, or lists and develop drafts in timed and open-ended situations that
include transitions and the rhetorical devices to convey meaning;
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(C) revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of
tone, and logical organization by rearranging the words, sentences, and paragraphs to
employ tropes such as metaphors, similes, analogies, hyperbole, understatement,
rhetorical questions, or irony and schemes such as parallelism, antithesis, inverted word
order, repetition, or reversed structures and by adding transitional words and phrases;
(D) edit drafts for grammar, mechanics, and spelling; and
(E) revise final draft in response to feedback from peers and teacher and publish written work
for appropriate audiences.
(11) The student writes expository and procedural or work-related texts to communicate ideas and
information to specific audiences for specific purposes. The student is expected to:
(A) write an analytical essay of sufficient length that includes:
(i) effective introductory and concluding paragraphs and a variety of sentence
structures;
(ii) rhetorical devices and transitions between paragraphs;
(iii) a clear thesis statement or controlling idea;
(iv) a clear organizational schema for conveying ideas;
(v) relevant and substantial evidence and well-chosen details;
(vi) information on all relevant perspectives and consideration of the validity,
reliability, and relevance of primary and secondary sources; and
(vii) an analysis of views and information that contradict the thesis statement and the
evidence presented for it;
(B) write procedural and work-related documents such as resumés, proposals, college
applications, or operation manuals tha