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Gaps, Critical Issues, and Partnerships_Dorothy Allison Camp

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The Denison Independent School District is projecting a deficit budget for the 2020-2021 school year amid proposed pay increases and increased spending related to the COVID-19 pandemic.

The district board of trustees is expected to receive and consider the proposed draft budget when it meets at 6:30 p.m. Tuesday.

DISD Assistant Superintendent of Business Services Randy Reid said it is common for districts and municipalities to draft deficit budgets and have the numbers correct themselves throughout the year.

"When we run our budgets and calculate our budgets, we are usually very conservative on out revenue side and then we typically go higher than expected on the expenses side, and that is why we typically have a deficit budget," he said.

For the upcoming year, the district is projecting a $1.69 million deficit, with $62.22 million in spending and $60.53 in revenue.

Revenues from local sources are expected to increase due to property taxes. The district is anticipating about a 4.6 percent increase in tax revenue, primarily from new property and values.

On the state side, Reid said the district is expecting revenues to remain flat aside from $1 million that the district will not be receiving related to fast growth districts.

Among the expenses for this year is a proposed increase in pay for teachers and other district staff. Educators can expect a $500 increase to each career step, while other district staff should see a 2 percent increase, Reid said.

This represents one of the largest expense increases for the year, as payroll represents 75 percent of the budget.

The district is also anticipating nearly $600,000 in additional expenses related to its COVID-19 response, including suppies and additional expenses. The district plans to also invest in about 1,500 new laptops and internet hot spots to help students who will start their courses remotely this fall.

With these expenses, Reid said there is some room for the district to recoup its costs.

In other matters, the district will consider bids related to the renovations at Mayes and Hyde Park Elementary Schools. For information on the virtual meeting, please visit https://www.denisonisd.net/boardmeeting.

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The Denison Independent School District is projecting a deficit budget for the 2020-2021 school year amid proposed pay increases and increased spending related to the COVID-19 pandemic. The district board of trustees is expected to receive and consider the proposed draft budget when it meets at 6:30 p.m. Tuesday.

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Following increased concerns about how the COVID-19 pandemic is affecting students' mental health and wellness, we gathered information and resources to help education leaders support students. Over the next month, we will publish a series of blog posts highlighting our findings.
In 1918, children started singing a new skipping rhyme on American playgrounds: I had a little bird, its name was Enza, I opened up the window, and in flew Enza.

Over the next two years, the influenza pandemic would turn those children's world upside down, claiming more than a half million lives in the United States. Many years later, some survivors would recount childhood memories of grief, isolation, economic privation and fear, but children's emotional scars went largely unacknowledged and untreated.

A century later, the COVID-19 pandemic's impact on the mental health of children and youths is attracting more attention, but dwindling state resources and scant information could hamper plans to address that impact. More and better data about the pandemic's mental health effects could help educators attend to students' needs, even as budgets contract.

There is evidence that the pandemic threatens students' mental health, but data are scarce. Early surveys suggest that the COVID-19 pandemic is threatening children's emotional well-being. In May, 29% of U.S. parents reported that isolation was harming their children's emotional or mental health, and another 37% anticipated that lockdowns would have that effect if they continued. In June, 30% of high schoolers said they were feeling depressed more often. More specific data are still scarce, however. For example, there is little information on the impact on students in communities of color, which have suffered a disproportionate share of infections, hospitalizations and deaths.

Census data point to economic distress that could worsen mental health challenges. According to frequent Census Bureau surveys, millions of Americans worry that they cannot afford their housing payments or provide enough food. Households with children younger than 18 are most likely to express such worries, as are households with low incomes and households headed by people of color.

Data suggest that schools lack the mental health staff they need. Federal data suggest that school counselors, psychologists and social workers might confront overwhelming caseloads as the pandemic continues. In the 2018-19 school year, there were roughly 425 students for every school counselor, which exceeds the American School Counselor Association's recommended ratio of 250 to 1. Twenty-three percent of students attended schools with no psychologists and 53% attended schools with no social workers.

The pandemic may be worsening such shortages. Recent data on jobs postings suggest that schools and districts are hiring far fewer counselors, psychologists and social workers than in previous years.

States can give educators better data to support their students' needs. As the need for mental health services grows amid staff shortages, educators need better data on their students' emotional well-being to ensure they can identify and address problems more effectively. Fortunately, states can help educators get the data they need while enacting strict protocols to protect students' privacy.

In many ways, we are more fortunate than our predecessors in 1918. The past century has equipped us with technology and tools they could never have imagined. Data systems may be among the most important.

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Data You Can Use: Students' Mental Health Needs in 2020

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In 1918, children started singing a new skipping rhyme on American playgrounds: I had a little bird, its name was Enza, I opened up the window, and in flew Enza. Over the next two years, the influenza pandemic would turn those children's world upside down, claiming more than a half million lives in the United States.

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Children and youth with mental health challenges sometimes experience difficulty at school for a variety of reasons. ACMH receives frequent calls from parents whose kids are struggling to be successful or sometimes not even being allowed to stay at school due to un-addressed mental health needs. Accessing the services that children and youth may need to help them better manage and support their mental health needs at school can be quite challenging. We hope this section will help.

Why Does Mental Health Matter in Schools?

Addressing mental health needs in school is critically important because 1 in 5 children and youth have a diagnosable emotional, behavioral or mental health disorder and 1 in 10 young people have a mental health challenge that is severe enough to impair how they function at home, school or in the community. 1

Many estimates show that even though mental illness affects so many of our kids aged 6-17 at least one-half and many estimate as many as 80% of them do not receive the mental health care they need. 2

Being able to recognize and support kids mental health in schools matters because:

Mental health problems are common and often develop during childhood and adolescence

They are treatable!

Early detection and intervention strategies work. They can help improve resilience and the ability to succeed in school & life.

In addition, youth with emotional and behavioral disorders have the worst graduation rate of all students with disabilities. Nationally, only 40 percent of students with emotional, behavioral and mental health disorders graduate from high school, compared to the national average of 76 percent; 3 and, Over 50% of students with emotional and behavioral disabilities ages 14 and older, drop out of high school. This is the highest drop out rate of any disability group! 4

Obviously we have to do better! This section of the website will try to offer suggestions on how you might go about troubleshooting problems you may encounter when trying to access the support your child needs at school.

How Do Mental Health Disorders Affect Children and Youth at School?

Mental Health Disorders can affect classroom learning and social interactions, both of which are critical to the success of students. However, if appropriate services are put in place to support a young person's mental health needs we can often maximize success and minimize negative impacts for students.

One of the problems that families frequently run in to is getting the school to recognize the role of mental health disorders in relationship to the difficulty their child is having. Getting agreement to put strategies in place to address mental health issues and help the youth to better manage his or her mental health symptoms at school is sometimes equally as challenging.

Children's mental health can affect young people in a variety of ways to varying degrees in the school environment. One child's symptoms may be really hard to manage at school while another child with the same condition may not have much difficulty. In addition, like all of us, kids with mental health challenges have good days and bad, as well as, times periods when they are doing really well and times when their mental health symptoms become more difficult to manage.

When figuring out the types of supports and services to put in place, it is important to keep in mind that all kids are unique with differing needs and coping mechanisms. The mental health interventions that are chosen need to be based on the individual needs of each child and be able to flex in order to provide more or less support as needed.

Children with mental health needs often need a variety of types of supports in school for them to be successful. For example, a child with hyperactivity may benefit from working some activity into their daily classroom routine. A child with Oppositional Defiant Disorder might benefit from their teachers being trained to interact with them in a certain way. A young person who struggles with disorganization might be helped by being taught planning skills. Children who may become aggressive and those who get overly anxious may benefit from exploring what things lead up to those feelings and being taught strategies to recognize when it is happening and things to do to avoid the problem from escalating.

Sometimes meeting mental health needs in schools may require special instruction and/or practice. For example, if your child needs help for difficulties with social interactions or communication difficulties it may help to teach them new skills and have them practice using them by role-playing or trying them out in small groups.

It is also helpful to look at how mental health symptoms may affect a child in the classroom and the accommodations that may help. For example, children and youth with anxiety disorders may often struggle in school because they are so pre-occupied with their 'worries' that it makes it hard for them to pay attention. They may have physical complaints like stomach and headaches and may be frequently absent. They may also have trouble starting or completing their work because they are worried that it won't be right. Sometimes their fear of being embarrassed, or getting something wrong or their fear of having to interact with others may lead them to them to avoid group and social activities and perhaps school all-together.

Possible accommodations or strategies that may help include:

Allowing flexible deadlines or letting the student have an option to re-do work so they feel more confident turning it in.

Helping the teacher to recognize escalating anxiety in a child and equipping them with the tools to intervene and help the child to implement strategies that help manage their anxiety.

Pre-planning for group discussions to help reduce their anxiety about what they will share or say.

Make plan for what to do when they are unable to focus due to worries.

Allow for breaks or opportunities to de-stress.

You can download a list of accommodations that may help here: Accomodations & Instructional Strategies

How to Navigate Problems At School:

How you, as a parent, go about navigating problems at school for your child will depend on a variety of factors including the nature of the problem itself and whether or not your child needs or receives special services.

One strategy that is always helpful no matter how you attempt to solve problems is to work to build a strong working relationship with your child's school and the people in it. This can sometimes feel challenging at first, especially if you feel the school is not yet willing to do what you think your child needs to be successful. But try to keep in mind that you and the professionals at school really do have a common goal in mind and that is to help your child be successful at school. For more information about how to successfully advocate for your child's needs in school download a list of tips that may help you here: Parent Tipsheet Successful Advocacy at School

If you feel your child's mental health issues are making them unable to learn and progress at school they may qualify for special education or a supports from Section 504. For more information about the process of seeing if they are eligible for either of these programs click here to get an overview of process.

Whether or not your child receives special education services you can work with the school to try to get some supports in place to meet their needs.

If your child is having trouble in their classroom it might be best to first meet with the teacher and let them know your concerns. They may have some ideas and be willing to put some strategies in place to help your child.

If that doesn't resolve the problem you may also want to try to include other school staff such as the principle, social worker, etc. In addition, if your child receives private or public mental health services it may be helpful to ask your child's therapist to be a part of the meeting as well, as they may be able to provide some much needed insight about what might help your child.

Before any of these meetings take place it is always helpful to take the time to prepare by listing your concerns, including the things that you think your child is struggling with at school and the things you think will help them. It can also be helpful for you to think about the things that might make your child worse or aggravate their mental health condition.

When you meet and share your concerns, whether informally or in a formal meeting the professionals at your school will be able to offer suggestions about strategies they think may help. Again it can be helpful for you to review possible accommodations prior to the meeting with the school and select some to share that you think might be especially helpful for your child.

After the meeting with the school where you discussed your child's needs the school may want to do some classroom observations to better understand your child needs. Then you can work with the school to agree to put some strategies in place to help your child be more successful. It is important to keep in mind that the first try isn't always a success. You and the school may find out you need to go back to the drawing board and come up with new strategies.

If you are unable to get the school to put strategies in place or adjust them if they are not working, pleas feel free to call ACMH for help.

In addition to the suggestions above ACMH also has a pre-recorded webinar presentation: Meeting the Needs of Students With Mental Health Challenges in Schools located on the Michigan Alliance for Families (MAF) website that you can listen to by clicking here that may help you as you advocate for your child.

Michigan Alliance has several other videos on their site that may be helpful to you and they have Parent Mentors in each region of the state who can assist you to better understand the special education process and partner with your local school.

Behavioral Issues at School

For information about how to address behavioral issues at school and creating positive behavior support plans if you child receives special education services or has a 504 Plan click here to explore the Overview of the Special Education System.

If your child does not receive special education you can still work with the school to put a plan in place to address behavior issues.

Often if you can get the school to consider providing some of the accommodations or modifications discussed above to support your child when their mental health symptoms affect them at school this alone can help to reduce behavior problems.

Sometimes though some children and youth have ongoing behavioral challenges that may need additional support. You can work with the school to come up with a plan to support your child and teach them new skills in an effort to reduce behavior problems and help your child and the school cope with them when they do.

Plans should be focused on helping kids to recognize the things that can trigger behavioral issues and also teaching new behaviors and skills and allowing opportunities for the student to practice them.

Remember that your input can be critical when working to create a successful behavior plan for your child as you know your child best!

Suspension & Expulsion

If your child is being excluded from school by being sent home or suspended click here and scroll down to learn more about discipline issues at school including suspension & expulsion. If your child is eligible for special education and/or if your child's school is aware that he or she has a disability, there are limits to the school's ability to suspend or exclude your child from school for behavior related to your child's disability. For more information regarding school discipline, suspension, expulsion and safeguards for students with disabilities and those receiving special education, click here: http://www.michiganallianceforfamilies.org/education/discipline/.

Getting Formal Help to Resolve Disagreements with the School

When you are seeking special education services for your child or when the school is providing these services, sometimes problems or disagreements arise about what should be happening to support your child. When disagreements occur it is always best to try to resolve the problem by speaking with your school team and sharing your concerns. However if you are unable to work the issues out in this way, there are other formal and informal options for resolving disagreements including working your way up the 'chain of command' at your school, requesting mediation to resolve a problem and filing complaints.

For more information about dispute resolution options please visit:

Michigan Alliance for Families at:
http://www.michiganallianceforfamilies.org/education/disputes/
or,

Michigan Special Education Mediation Program at:

http://msemp.cenmi.org.

Final Thoughts:

If you find yourself struggling to help your child's school accommodate for your child's mental health needs please contact ACMH and a Family Resource Specialist will try to connect you to the information you need.

Endnotes:

1Kessler, R. C., Berglund, P., Demler, O., et al. (2005). Life-time prevalence and age-of-onset distribution of DSM-IV disorders in the national co-morbidity survey replication. Archives of General Psychiatry 62, 593-602.

2 Kataoka, S.; Zhang, L.; & Wells, K. (2002). Unmet need for mental health care among U.S. children: Variation by ethnicity and insurance status. American Journal of Psychiatry, 159(9), pp. 1548-1555.

3 U.S. Department of Education, Twenty-third annual report to Congress on the implementation of the Individuals with Disabilities Education Act, Washington, D.C., 2001.

4 Data Resource Center for Child & Adolescent Health. (2005/2006). National Survey of Children with Special Health Care Needs. Portland, OR: The Child and Adolescent Health Measurement Initiative (CAHMI). childhealthdata.org/browse/survey/results?q=1099&r=1

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Problems at School | Association for Children's Mental Health

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Children and youth with mental health challenges sometimes experience difficulty at school for a variety of reasons. ACMH receives frequent calls from parents whose kids are struggling to be successful or sometimes not even being allowed to stay at school due to un-addressed mental health needs.

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thousands of students have dropped out of school due to covid-19. these are the educators trying to track them down - cnn

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Thousands of students have dropped out of school due to Covid-19. These are the educators trying to track them down

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The first thing you need to know about dropping out of school is that it doesn't happen all at once. Educators say students don't just wake up one day and decide that's it, no more school. It happens slowly. They get a little behind, they get more behind, they can't imagine catching up, so they give up.

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With the new academic year beginning in April, universities in Japan are reporting a drop in new and ongoing student enrolment linked the COVID-19 pandemic's impact on families' economic circumstances and on student mental health.

A February survey conducted by Kawaijuku, a leading education institute, showed applications for the country's 107 major private universities' exams normally taken in April were down 12% compared to last year.

"The biggest reasons cited by students for dropping out are financial difficulties as well as debilitating loneliness given the lack of campus life as their classes are now online," said Tomihiro Kokubo, in charge of student counselling at JAIC, a recruitment organisation advising students and universities.

Additional data released by the ministry of education last month shows more than 1,300 students dropped out of higher education institutions including universities since last April.

The figures covered public and private universities and other tertiary institutions from April to December 2020. Top reasons given by students were their struggle to pay tuition fees followed by loneliness and lack of motivation while forced to study online at home.

In an online post, a 20-year-old male student from Chiba University, a national university, wrote that he had decided to leave his studies due to financial hardship and lack of friends.

"I cannot pay my tuition [fees] as my income has dropped drastically. I lost my part-time jobs due to cutbacks from companies affected by the lockdown. I have decided to find a job rather than get further into debt without a concrete future," he wrote.

Kokubo predicts that the number of students deciding to drop out of university will only increase this year as jobs become scarce and household incomes turn unstable.

"As a result, the pressure will increase on universities to review the old system where regular student enrolment was the norm," he said.

It is common for Japanese universities to permit temporary leave for students facing financial difficulties. But experts point out that the pandemic-linked dropout trend has turned the spotlight on the long-term consequences for higher education in Japan.

"The economic downturn linked to the coronavirus has exposed the challenges facing higher education institutions in Japan. There is an urgent need to revamp the system that calls for more flexibility in both academics and management," said Professor Kaori Suetomi, an expert on education policy at Nihon University.

Suetomi, a researcher on student well-being, explained that universities have not taken this issue seriously in terms of policy or action.

"The lack of support offered for students in most universities is becoming a key issue for management against the pandemic backdrop," she said.

Her research has indicated that students have begun to assess universities on the basis of their better support services and enriched campus activities.

Universities face the challenge of developing new policies that can balance dealing with the pandemic while providing a stimulating academic experience, including better online teaching that can bring students together.

"The survival of universities from this year will be based on prioritising student needs," she said, adding that in 2020 universities managed to survive by providing special scholarships and grants to pandemic-affected students.

The government provided 270,000 students with one-time scholarships of up to JPY100,000 (US$918) or extended tuition payments in 2020, which may have stemmed even higher dropout rates.

"The new year is going to be a very different situation with its focus on mental health issues," she said.

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Student dropout rate on the rise due to pandemic impact

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With the new academic year beginning in April, universities in Japan are reporting a drop in new and ongoing student enrolment linked the COVID-19 pandemic's impact on families' economic circumstances and on student mental health.

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Independent School Management | Advancing School Leadership-Enriching The Student Experience

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Families enroll their children in private schools for many reasons, including safety, unique educational opportunities, and their students' ultimate academic future. That future often includes higher education and college-and the practically required expectation of standardized testing. In the last few years, several comparison studies lend third-party support to the theory that private-independent education better prepares students for college than public schools do, as indicated by those test scores.

CAPE Enlists ACT for Comparison Study

In August 2015, the ACT-a standardized student testing company-released its annual report, The Conditions of College & Career Readiness, describing the general U.S. student population's overall preparedness to attend-and succeed in-college. For a more specific analysis of the report's results, the Council for American Private Education (CAPE) requested the ACT compile a report on privately educated students' preparedness for college.

For students to be considered "college ready" by the ACT, their standardized test scores must indicate at least a 75% chance of passing a college-level course of the relevant subject with a C or better. ACT test takers can achieve a maximum of 36 points on a given subject test, with the national average composite ACT score resting at 21 for 2015.

From CAPE's report, published in the November 2015 edition of its CAPEOutlook newsletter:

"Average ACT scores for 2015 graduates of private schools well exceeded the national average. The ACT mean composite score for 2015 private school graduates was 23.8, compared to 20.7 for public school graduates (see table). Moreover, the private school advantage remained steady across all subject areas: English - 24.2 vs. 19.9, reading - 24.3 vs. 21.0, math - 23.1 vs. 20.6, and science - 23.2 vs. 20.7.

"[...] In every racial and ethnic subgroup, ACT-tested students in private schools outscored their public school counterparts. For example, Hispanic students in private schools had a composite score of 22.3, while Hispanic students in public schools scored 18.6. And private school African American/Black students scored 19.6, compared to 16.9 for the same group in public schools."

Niche Ranks Private-Independent Schools in Top Scoring Schools List

In 2014, education analytics and ranking company Niche released its list of the top test-scoring schools-private or public-in the country, based on self-reported SAT and ACT scores for more than 75,000 students at over 900 schools.

(Note: ISM is not interested in the prestige of "high ranking" schools, considering the inherent bias within self-reported data and other questionable practices of these ranking companies. Rather, we're interested in the implications within the list of "top schools.")

Of the top 10 schools that had the highest test averages, seven were private-independent schools, split between the East Coast and California. The reported schools varied in structural format, but one constant remained. No matter a school's format-religiously affiliated or secular, single-gender or co-ed, day or boarding-the private-independent education (and the accompanying mission-based admission procedures) was the common denominator for student populations that consistently scored higher for standardized tests that measured college preparedness.

In quantifiable ways, these two reports illustrate a trend of the private-independent school to better prepare students for their academic futures. In the end, it appears that a school's dedication to an independent pursuit of mission has measurable, real-world advantages to its students-at least, as measured by our current standardized tests.

Additional ISM resources:
The Source for Trustees Vol. 14 No. 1 Student College and Career Readiness
The Source for Division Heads Vol. 12 No. 7 Cheating on the Rise, at Home and Abroad

Additional ISM resources for Gold Consortium members:
I&P Vol. 40 No. 10 Price, Product, Process: A Conceptual Update

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CAPE & Niche Report Private School Students Score Higher, Are More Prepared for College | Independent School Management | Advancing School Leadership-Enriching The Student Experience

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Families enroll their children in private schools for many reasons, including safety, unique educational opportunities, and their students' ultimate academic future. That future often includes higher education and college-and the practically required expectation of standardized testing.

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The college counseling program at Hockaday is as individual as each of our students. Four full-time college counselors support students and their parents, meeting with them regularly throughout the college research and application process. Our goal is for each student to find and be admitted to colleges that meet her personal interests, ensuring the most successful college career possible.

While the formal college counseling process begins in the junior year, we know families have questions throughout the Upper School years. To best serve parents of freshman and sophomore students, we host a series of coffees throughout the year specifically designed to offer guidance and answer questions in advance of the junior year. In addition, the college counseling team will visit form meetings to speak to freshmen and sophomore students about standardized testing, planning their courses, their summer activities and other relevant topics. Many sophomores will choose to attend College Previews, one of the largest college fairs in the city.

The college counseling program becomes even more robust in the junior year, beginning with an informational meeting for all juniors and their parents. Students may meet with college representatives who visit Hockaday in the fall, they can opt to take a mock ACT on campus, they and their parents can attend workshops on topics related to college admission, such as the financial aid process, standardized testing, visual and performing arts portfolios and auditions, and collegiate athletics. In addition, college admission deans will offer their candid advice on the admission process at the annual College Deans Panel.

In the second semester of the junior year, while the counseling program continues to offer topical workshops, the college counselors begin to engage students in a process of self-reflection. Through personal interviews and anecdotes from parents, counselors learn their students' hopes and dreams. The college research process, while guided by the college counselors, is primarily driven by the student's growing awareness of her own interests and strengths and is conducted with the goal of finding colleges that are a good match for the student as an individual.

By the time the college application season arrives in the fall of the senior year, students have been educated about every element of that process and can prepare their applications with the confidence that they are presenting themselves as personally as possible to colleges which they are eager to attend. When decisions are returned, our college admission list is always as varied as our student body. Once more, at this last stage of the process, the college counselors listen to and guide students toward their final decision. Each year we watch our bright young women go on to begin their brilliant lives at the colleges of their choice.

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The college counseling program at Hockaday is as individual as each of our students. Four full-time college counselors support students and their parents, meeting with them regularly throughout the college research and application process. Our goal is for each student to find and be admitted to colleges that meet her personal interests, ensuring the most successful college career possible.

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Unsupported Browser. Our website may not work properly in this browser. Learn More.

"There's a lot of scholarships where they give you money, but they usually don't cover all of your classes for the whole semester. When I heard for the first time that Dallas County Promise was here and in my high school, I thought, 'Will this really pay for my classes?'. They assured me that they would."
Herlin Bonilla, 2018 Graduate of Thomas Jefferson High School

"I want to be a nurse anesthetist. I don't want to be the person in the hospital. I want to give anesthesia to people getting surgery. That's exciting! I'll see something new every day."
Alexis King, 2019 Graduate of DeSoto High School

"The Promise has opened up many opportunities for me, especially the opportunity to stay around with my family and people I'm friends with. I'm also not having to pay as much money out of pocket for my education... My goal has always been to go to college and get a degree in Political Science so that one day I can get involved with politics and change things for the better for people who are trying to be successful."
Julio Ruiz, 2018 Graduate of Bryan Adams High School

"I never had a plan or way of paying for my tuition, I was thinking about waiting a year. When I heard about Dallas County Promise I was happy because I knew that there was hope for me to go to college. I'm already talking to my sister about Promise."
Festus Oyinwola, 2018 Graduate of Conrad High School

Are you a high school senior graduating in 2021?

Dallas County Promise can help you succeed in college and careers you're passionate about, and help you prepare to advance professionally in life. With tuition assistance, success coaching, and advising, our Promise is to support you in earning your credentials in the form of a career certification, associate or bachelor's degree.

Browse our website to learn more about what our partners offer, require, and need from you! You can also check our list of 57 Promise high schools in Dallas County to confirm that your school is participating.

Upcoming Deadlines & Events

January 12, 2022 (Priority Deadline): Pledge, admissions, and financial aid (FAFSA/TASFA) application Deadline for Promise Partner Colleges & Universities. (Note: The priority deadline is the final deadline for Southern Methodist University, Texas A&M - Texarkana, and The University of Texas at Arlington.)Take the Pledge

February 2, 2022 (Regular Deadline): Deadline to submit Promise Pledge for 2022 HS Graduates Take the PledgeTake the Pledge

March 1, 2022 (Regular Deadline): Admission and FAFSA/TASFA Application Deadline

July 27, 2022: Deadline to Register for Classes**

**Note: Deadlines for admission and financial aid may vary by institution.Review our policy document to confirm the deadlines at the school(s) of your choice.

Scholarship Overview

2021-2022 Dallas County Promise Program Key Dates

Pledge
September 1, 2021

Promise Pledge opens for Dallas County students graduating from participating high schools. All eligible students should take the pledge to confirm interest in receiving tuition assistance, coaching, and other Promise benefits.

Apply

February 2, 2022

Deadline to complete the Dallas County Promise Pledge for *most Partner colleges and universities.

Submit

March 1, 2022

STEP ONE: Admissions applications for *most Promise partner colleges and universities are due. Visit ApplyTexas.org to complete one application for the partner college(s) of your choice. Students interested in enrolling at Dallas College with dual-credit courses completed should only update their contact information at the Dallas College campus of their choice.

STEP TWO: Deadline to submit the FAFSA/TASFA for *most Partner colleges and universities. Please contact the Financial Aid Office at your chosen college/university to confirm your FAFSA or TASFA application has been verified and all requirements have been met.

Enroll

July 27, 2022

Deadline to register for classes. Please contact the Admissions Office at your chosen college/university to confirm your registration dates and that all requirements have been met.

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Unsupported Browser. Our website may not work properly in this browser. Learn More. "There's a lot of scholarships where they give you money, but they usually don't cover all of your classes for the whole semester. When I heard for the first time that Dallas County Promise was here and in my high school, I thought, 'Will this really pay for my classes?'.

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Teaching Trust is a leadership development organization eliminating the opportunity gap by delivering practical training, coaching, and support to school leaders at all levels to accelerate systemic and sustained change in schools and across school districts.

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Dallas Education Foundation - Dallas Education Foundation

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Supporting our students today prepares them for tomorrow - our future. Through generous contributions from private individuals and our corporate and philanthropic partners, the Dallas Education Foundation drives innovative programming, provides our students with fundamental needs and supports our teachers to ensure the greatest impact possible.

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Closing the opprotunity gap. Big Thought equips youth in marginalized communities to imagine and create their best lives and world.

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School absences have risen dramatically as parents and students cope with the Covid-19 pandemic, and Dallas ISD is launching an all-out effort to help students get back in school and engaged.

Beginning Monday, February 1, and continuing through February 27, district teams will be reaching out to students and parents by phone, text and email as a part of "Operation Comeback Student Re-Engagement," an effort to help students get back on track to continue their education.

Starting Wednesday, February 3, families not reached remotely will receive contact-free home visits by staff members seeking to find out how the district can provide the resources students need to stay in school.

"The idea is to connect with families so we know what obstacles they face and what we can do to help," said Orlando Riddick, acting chief of School Leadership.

Once they make contact, central staff teams will talk with families to identify obstacles to school attendance, including asking questions: Do you have an internet connection? Do you need a hotspot? Do you have technology (digital devices)? Does your student know how to log in? How can we support your student's attendance, either in person or virtually?

Visiting staff will leave families with a list of useful resources, including information about how to get meals, a hotspot or uniforms, how to track their child's attendance and grades, answers to transportation questions, and how to reach the district online through the Let's Talk portal.

"We realize that some of the student absenteeism is related to the pandemic, which has pushed many families into crisis. Some students are working to help support their families, and others face serious obstacles that make regular school attendance a challenge," Riddick said. District staff note that the state has allowed districts to count students as present if they submit their work online by 11:59 p.m. each day. For working students, the Evening Academy in Districtwide Student Initiatives may be a pathway to continue their education.

On weekdays, staff teams will make contact-free home visits during daylight hours. Evening teams will be out in the field on Monday, Tuesday and Thursday evenings and make phone calls from 4:30-6:30 p.m. Teams will also visit homes every Saturday in February.

Because safety during the pandemic is critical, staff will not enter homes, but will carry cards and door knockers containing a QR code that, when scanned, will link users to a request for information or a resource sheet that will include contacts to reach counseling and mental health services and info for students and parents who need help navigating a pathway to get students back on track and attending school.

"The district and community care about students. We're calling on everyone to pull together to emphasize the importance of regular school attendance and to join us to assist families so students can focus on their education," Riddick said.

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District launches Operation Comeback to re-engage absent students | The Hub

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School absences have risen dramatically as parents and students cope with the Covid-19 pandemic, and Dallas ISD is launching an all-out effort to help students get back in school and engaged.

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With a student population that speaks more than 40 different languages and comes from across the world, Sam Tasby Middle School Principal Audrey de la Cruz worries every day about the long-term learning effects the pandemic could have on her students.

Many students come into Tasby from across the globe needing to learn the English language. De la Cruz said the learning difficulties caused by the pandemic since last spring, added to the challenges her students already face, make her worry about how her students can catch up after the pandemic ends.

But one possibility gives her hope: a Dallas ISD proposal to provide more learning time for those who need it the most. After getting feedback from more than 10,000 stakeholders, including teachers and campus leaders, and engaging in multiple virtual community meetings, Dallas ISD is proposing three calendar models that would provide more learning time for those who need it the most.

Under one of the proposed calendars that require board approval, certain schools like Tasby could adopt an intersession calendar and start the school year earlier and end later. The calendar would allow for more learning and enrichment for certain students on the additional days.

De la Cruz said an intersession calendar would let teachers immediately intervene if they see a student falling behind.

"We need serious action because these kids could fall too far behind to ever be able to catch up," de la Cruz said. "We have to make up for lost time in getting our students the foundational pieces they need for lifelong success."

In addition to a potential intersession calendar for elementary and middle schools in up to 11 feeder patterns, up to nine schools are being considered for a School Day Redesign. Under this calendar, the school would have an earlier start and later end date, with a total of 23 additional days for all students and teachers at participating schools.

Dallas ISD is hosting a TeleTown Hall meeting on Jan. 21 at 6:30 p.m. so families can learn more about the district's efforts to mitigate learning loss. Dallas ISD families will receive a call to participate, but if they want to make sure they are on the call list, register here. Registration ends at 3 p.m. on Jan. 21.

The Dallas ISD Board of Trustees are scheduled to vote on the three proposed calendars during their Jan. 28 meeting.

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'We need serious action': Sam Tasby principal says additional learning time is needed so her students don't fall too far behind | The Hub

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With a student population that speaks more than 40 different languages and comes from across the world, Sam Tasby Middle School Principal Audrey de la Cruz worries every day about the long-term learning effects the pandemic could have on her students.

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With 1 of every 5 high schoolers not attending classes with regularity, Dallas ISD launches reconnection effort

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At the halfway point of the school year, 1 in every 5 Dallas ISD high school students - roughly 9,000 of them - have stopped attending classes with any...

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The Dallas school district is home to high schools with the lowest graduation rates in Dallas County, according to a report by the education nonprofit Children At Risk.

Across Texas, an average of 85 percent of high school kids graduate. But the graduation rate at Thomas Jefferson High School in Dallas? 67 percent. Three other Dallas high schools - H. Grady Spruce, South Oak Cliff and Franklin D. Roosevelt - tied with rates of 68 percent, according to the report.

CEO Bob Sanborn says he doesn't blame the schools as much as the overall educational system.

"Did those kids get full-day pre-K," he asks? "Did they have high quality K-3? Were they reading at grade level in third grade? So it's more than just a look at high schools."

Sanborn says in Houston, the graduation rates are even worse - closer to 50 percent in some schools. He says low graduation rates persist across urban districts statewide.

"We're looking at practically one in five children that should be graduating that are not graduating," Sanborn said. "It's a travesty for those kids but certainly a travesty for us because these are kids that are going to grow into adults and are going to be underperformers."

He added that in every large city, there are high schools that beat these statistics - but it's rare.

Sanborn is urging state lawmakers to take action during the next legislative session, which begins in January. Low graduation rates mean students end up in low-paying jobs. And Sanborn says every part of Texas feels the impact.
10 schools in Dallas County with the 10 lowest graduation rates

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High Schools In Dallas ISD Show Lowest Graduation Rates In County, Report Says

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The Dallas school district is home to high schools with the lowest graduation rates in Dallas County, according to a report by the education nonprofit Children At Risk. Across Texas, an average of 85 percent of high school kids graduate. But the graduation rate at Thomas Jefferson High School in Dallas?

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Dallas Independent School District is one of the largest school districts in the United States. In recent years, it has received plenty of publicity regarding its high dropout rates, which reached the seventh-highest figures in the country in 2008. The numbers are even more concerning, since the districts with higher dropout rates than Dallas tend to be in much smaller cities. Since those numbers were released, the district has been implementing programs to reduce the dropout rate, and thus far, schools are seeing a measurable amount of success.

A Brief History of Dallas Independent School District
Schools in the Dallas area were officially coordinated into the Dallas school district in 1884. This came at the same time a statewide system for public schooling was established, breaking the state into individual school districts, each assigned a unique number and system of governance that was accountable to state overseers.

Like other southern school districts, the Dallas Independent School District went through an extended period of segregation, designating some schools for black students and others for white students. Desegregation began in 1960, according to Wikipedia, six years after the Supreme Court's ruling on Brown v. Board of Education. The desegregation process was completed in Dallas in 1967. In 1996, Dallas Independent School District went through a major rezoning upheaval that again moved a large number of students into different schools, based on the new zoning boundaries.

Since that time, the number of white students in Dallas has been slowly and steadily dropping. This fact can be attributed to the availability of private schools and "white flight," where white families fled the school district as rezoning rules took effect. Today's demographics from the district's website indicate that more than half of the student body in Dallas Independent School District is Hispanic, and another 24 percent are African-American. Less than five percent of the student population is white, with smaller proportions of Asian and Native American students.

Beginning in the latter years of the 20 th century, dropout rates for Dallas students began concerning many educators, lawmakers and parents in the city. Between 1998 and 2008, less than half of all 9 th graders in the Dallas Independent School District went on to earn diplomas by the end of high school. Since 2008, the district has been working to implement new programs and strategies with the intention of improving those numbers.

The district website states that the number of graduates in the Class of 2011 was 7,149, which is the highest number of graduates the school district has seen since 1983. In addition, the website states that its completion rate (number of students graduating from Dallas schools) is around 88 percent today, which is just four below the average completion rate for the state. Five years ago, the district was 13 points below the state average.

According to Dallas News, graduation increases have been significantly pronounced at specific schools across the district, including Madison, Roosevelt and South Oak Cliff High Schools. Nearly all of the high schools in Dallas showed some type of gain in graduation numbers, with just a handful actually going down in their graduation rates between 2010 and 2011.

"These figures show that Dallas ISD has made very good strides during the last four years," Superintendent of Dallas Independent School District Mike Miles told Dallas News. "My goal is for all staff, parents and the community to continue to build on this success by getting more students to graduate and better prepare them for college and the workforce."

To that end, Miles has introduced Destination 2020, a three-year plan to improve district performance overall. The plan will include focus in the following areas:

Effective teachers in classrooms, with effective principals overseeing the schools

A professional and efficient central office for the district

Additional involvement by parents and the community

Expanding leadership density throughout Dallas Independent School District

More specifically, the district has added programs to enhance student success, such as early college high schools that allow high-performing students to get a leg up on their college credits toward an associate degree even before high school graduation. The district states that programs like these motivate students to complete their high school education. It also encourages them to pursue postsecondary education after high school, by giving them a taste of the college experience early on.

Dallas ISD and College Readiness

Although more students are graduating from Dallas schools, they may not be as ready for the hallowed halls of college as they should be. Dallas News makes a distinction between college readiness and graduation rates cited by Dallas Independent School District. According to the publication, students in the district are not performing adequately on basic math and reading tests, with just under 70 percent of students scoring at grade level for reading and only 55 percent scoring at grade level in math. Also, of the 69 percent of Dallas students that took college entrance examinations, only 10 percent of those students scored what was considered to be in the "college-ready" range.

Despite those rather dismal numbers, as many as half of all graduates from Dallas Independent School District do go on to attend postsecondary institutions. What is unknown is how many of those students actually complete a degree program. While the Dallas school district is making great strides in ensuring more students earn their high school diploma, it appears much more work must be done to ensure those same students can enroll in and even complete a postsecondary education.

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The Lowdown on Graduation Rates for Dallas Independent School District | PublicSchoolReview.com

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Dallas Independent School District is one of the largest school districts in the United States. In recent years, it has received plenty of publicity regarding its high dropout rates, which reached the seventh-highest figures in the country in 2008. The numbers are even more concerning, since the districts with higher dropout rates than Dallas tend to be in much smaller cities.

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Dallas ISD may have found the key to finally closing the achievement gap for black kids

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One of the vexing problems that confounds Dallas ISD is the fact that its black students persistently lag behind their Hispanic and white peers.The...

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The Dallas Independent School District Board of Trustees will be asked to consider two major changes to the school calendar Thursday night meant to make up for growing learning gaps due directly to the pandemic.

The calendar changes would impact students in about one in three Dallas ISD schools, and they would affect the 2021-2022 and the 2022-2023 school years. The majority of schools in the district would not be affected by the changes.

What is known as the intersession calendar would result in the academic year starting on Aug. 9, 2021 and ending on June 23, 2022. That would still leave students with five consecutive weeks of summer vacation. The remaining five weeks, that would be rolled into the school year, would be used in two different ways, depending upon student need.

Local

The latest news from around North Texas.

Students who have fallen behind will attend school during those five weeks and will receive more focused attention from their teachers. The students in those schools who are on pace will get to take those five weeks as additional vacation time spread throughout the school year.

What is known as the school day redesign would only impact students in a few, underperforming elementary and middle schools. It would also feature the same, shortened summer schedule as the intersession calendar. But with this plan, every student in the school would get the five additional weeks of instruction.

These updates are needed, according to district administrators, because an increasing number of students are falling behind.

"Our most recent data point comes from the fall, and it showed that 50% of our students are worse off in math compared to pre-pandemic, and 30% of our students are worse off in reading compared to their status pre-pandemic," said Derek Little, Deputy Chief Academic Officer for Dallas ISD. "So that obviously compels us to try to find every way possible to support our students to recover from that impact."

The exact schools, and which students in those schools, who would be affected by the potential calendar changes have not yet been identified, according to Little.

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Dallas ISD to Consider Extending School Year to Overcome Pandemic Slide

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The Dallas Independent School District Board of Trustees will be asked to consider two major changes to the school calendar Thursday night meant to make up for growing learning gaps due directly to the pandemic. The calendar changes would impact students in about one in three Dallas ISD schools, and they would affect the 2021-2022 and the 2022-2023 school years.

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Dallas ISD is failing to teach most kids to hit the mark in reading. We have to fix it

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The vast majority of Dallas' public school children are failing to learn to read. According to the most recent National Assessment of Education...

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The Dallas ISD board of trustees is set to meet Thursday night in one of their final meetings of 2020.

From food storage to internet access and state requirements, it's clear the pandemic has added onto their list of things to tackle heading into the new year.

Click here to view the agenda.

Local

The latest news from around North Texas.

NBC 5 spoke with Michael Rosenberger, executive director of Food and Child Nutrition Services, about some of the side effects of the pandemic that they just didn't expect.

At Thursday's meeting, his department hopes to solve one of those by finding a place to store excess food and supplies from a "logistical nightmare" that occurred at the onset of the pandemic.

"It was kind of crazy for a while," Rosenberger described.

Like any large entity, the district budgets its money out for the year, which means purchases and orders are placed months in advance. Before the pandemic began, food services had already put in orders on food to feed 150,000 students for all of March, April and May.

But when the pandemic hit and schools shut down in the spring, they still had various shipments of food coming in that the district couldn't cancel.

"Our food is ordered a month in advance or longer. So the shutdown kind of caught us off guard because we had food ordered and paid for that was due to come into our warehouse," Rosenberger explained.

Tons of dry and frozen food, plates and plastic trays - literal millions of dollars worth of bulk food - were coming in, with nowhere to put it. The district found a temporary place to store that extra food and supplies so it wouldn't go to waste until they could address the needs of students first.

Those needs included feeding countless lower-income students and families who had lost employment due to the pandemic with take-home and to-go style meals. DISD turned into a sort of food bank, distributing a week's worth of food in massive drive-throughs.

Rosenberger said 10 million meals have been served so far.

"We had a lot of families really suffering so we were happy to be able to bring that program and feed a lot of hungry students," he said. "Our mission continues whether school in or out, we're here to take care of the kids. And make sure that they have the food they need to be successful."

The food that was originally purchased for cafeteria meals were not quite equipped to be served to families picking up in those special food distributions.

"We were kind of caught between all this food coming in, which is packed much like you would get at Sam's Club. It's a huge case of food," explained Rosenberger. "And it's intended to be opened and cooked and then served to individual students. That type of food, the bulk pack, doesn't work really well when you're trying to serve a week's worth of food in a to-go format on a one-day basis."

He said his department has been able to find more equilibrium in the months since, as they juggle feeding both at-home learners and students at the schools.

"We've been able to use a lot of the bulk packed food now. We pack a lot of it now ourselves for individual servings in the curbside meals program," he said. "We're kind of running two meals programs right now. We're serving the in-person learners as we normally would and we do a meals program once a week for virtual students."

On Thursday night, the board will discuss entering into a contract with a company, Maverick Fulfillment, to serve as a more permanent place to keep the excess supplies and prevent another logistical nightmare in the future.

"They are a food storage company. They have dry storage, refrigerators and huge freezers -- bigger than what you see at Costco or Sam's," said Rosenberger.

Another side effect of the pandemic -- goals with the Texas Education Agency. This is an agenda item that will also be addressed at Thursday night's meeting.

The TEA requires that every district establish annual targets for student outcome goals and goal progress measures.

DISD did that but according to a memo on the agenda, the pandemic has made it impossible to reach some of those goals. The targets range from student achievement levels for different subjects or state assessments.

The board is aiming to revise those goals to account for issues related to COVID-19.

Finally, the board will continue its efforts in addressing and improving internet access in the district.

According to the agenda, the board will discuss a project to construct a private cell network that would provide high-speed internet for five DISD communities including Pinkston, Roosevelt, South Oak Cliff, Spruce and Lincoln high schools.

Data shows those are the areas with the highest need. According to the district, the private cellular networks would provide high-speed access to the district's educational resources to families living in the neighborhoods immediately surrounding those schools.

The district said the goal of this project is to pilot the technology in these neighborhoods to determine feasibility for long-term investment and scale. Click here to learn more.

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Dallas ISD Trustees Tackling Many Pandemic Issues in One of the Last Meetings of 2020

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The Dallas ISD board of trustees is set to meet Thursday night in one of their final meetings of 2020. From food storage to internet access and state requirements, it's clear the pandemic has added onto their list of things to tackle heading into the new year. Click here to view the agenda.

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Some students may be back in the classroom, but about half the students in the Dallas Independent School District are still learning from home and the need for reliable internet at home is still a significant issue that hasn't been fully addressed.

For months NBC 5 has documented all the students in Dallas without reliable internet access in their homes, which makes learning virtually difficult since they just can't connect.

Dallas ISD has delivered more than 23,000 hot spots, and another 10,000 are on the way. Dallas ISD's Information Technology director Sean Brinkman says it's still not anywhere near enough as requests for hot spots keep pouring in.

Carter In The Classroom

Focusing on unique things school districts are doing to help children succeed.

"We're still continuing to receive requests from families every day we're probably going to have to go back and ask for additional hot spots to cover all the requests because the demands been pretty high," said Brinkman.

There are thousands of kids in Dallas ISD still out there needing hot spots with no immediate cash to buy them. Even worse, many of the hot spots the district does have aren't working for students. Often they don't have a reliable signal, because they're just not good cell coverage.

"What we're finding out in some places we're finding hot spots are even an issue just because it's just a dead area," said Brinkman. "We're looking for other solutions to see if we can increase the coverage in those area as well."

The areas with the most coverage problems are in Southeast Dallas, the exact same area with the highest number of students without internet in their homes.

It's why just yesterday district leaders went to the school board to tell them they're going to need money, a lot of it, to address this problem.

It's a three-part plan. First, relying on hot spots as best they can right now, second sign deals with internet service companies like Spectrum and AT&T to run wired internet into some families homes with the district picking up the tab. And third, moving to cell towers like the ones up and running in Castleberry ISD. Those towers can be shared with other neighboring districts and everyone pays part of the bill.

Right now, Dallas ISD is looking at putting cell towers up at five high schools as a test run -- Pinkston, Roosevelt, South Oak Cliff, Lincoln and H. Grady Spruce.

If all goes well, the plan is to put up more throughout the city with everyone from the school districts to hospitals even the Dallas Mavericks helping cover the cost.

"I know the leadership of the state is very much in support of this," said Dallas ISD Superintendent Michael Hinojosa. "There's going to be very little new money, I think this would be the place they will spend new money."

If you think the need for hot spots would be less since about half of Dallas ISD's students are back in the classroom think again.

"It's so volatile right now we just don't know from day to day, these kids could be face-to-face one day and then they're back out virtual," said Brinkman.

The district does have hot spots from different cell companies and they are going out to homes testing them to figure out which one works best in different neighborhoods. The hope is they can help students get by for now until they can get those wired connections up and running and then cell towers in some neighborhoods by next school year.

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Dallas ISD Works on Connectivity Issues for Students Learning at Home

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Some students may be back in the classroom, but about half the students in the Dallas Independent School District are still learning from home and the need for reliable internet at home is still a significant issue that hasn't been fully addressed.

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Dallas ISD has a lot on its plate right now.

From a historic bond proposal to confusion from the state on how schools can safely reopen this fall -- there's much to discuss at their board meeting scheduled for Thursday night at 6 p.m.

Click here to view the agenda.

Local

The latest news from around North Texas.

Bond 2020

Board members plan to go over the second draft of the 2020 bond package, one of the largest in Texas history at $3.7 billion.

Two weeks ago, the board was introduced to the first draft of that bond proposal, which goes before voters for a planned vote in November.

Some updates have been added in the just last few months, including $20 million for new technology improvements to enhance internet connectivity for students and teachers working from home.

There's also money set aside for new and more efficient security technology on school campuses, including keyless exterior doors accessible by key card for students and staff.

The Bond 2020 proposal also includes more than $607 million for 10 new facilities, including:

a pre-K-12 campus downtown and another in midtown

a pre-K-eight STEM campus in the medical district

a pre-K-eight Montessori school in Pleasant Grove

a transformation school

a districtwide performing arts center

four career institutes

More than $1.9 billion in the proposed bond package is dedicated to renovating aging facilities and addressing infrastructure and architecture improvement. Based on board recommendations, the citizens bond steering committee updated the plan to designate $537 million to replace 14 aging schools.

The bond proposal also includes $41.3 million to build four school-community hubs in the Lincoln, H. Grady Spruce, L.G. Pinkston, and Franklin D. Roosevelt high school communities.

Click here to learn more about the cost breakdown on Bond 2020.

TEA Guidance

Also on the board's minds right now is the guidance on reopening this fall from the Texas Education Agency that was supposed to come down this week, but never really did, according to Superintendent Michael Hinojosa.

He told NBC 5 this week that he was hoping for specifics on how they would operate safely, how to clean, or when to open and close. He said he's still in the dark following announcements from TEA on Tuesday that did not deliver as much information as school districts hoped for, Hinojosa said.

"I was on the call hoping to get, first of all, rules for how to get learning for at-home learning, I got part of that. I was hoping to get the rules of engagement of how we would operate safely in August. I didn't get any of that," he told NBC 5.

TEA did give an update on personal protective equipment that has been procured by the Governor's Strike Force and the Texas Department of Emergency Management to help schools reopen safely next school year.

Texas Education Agency

Click here to read the full guidance posted on TEA's website.

DISD plans to start school Aug. 17. We asked the district if they would consider holding back the start of school, at least until TEA offers better guidance and support but was told they have no plans to adjust their start date.

"We have our rules. We're going to have masks, we're going to have shields, we're going to have plexiglass," said Hinojosa. "As long as we have our plan and they don't supersede our plan, then I think we'll can ensure a significant degree of safety for our families."

Operation Connectivity

Meantime, Superintendent Hinojosa plans to announce a number of updates, including a brief update on ' Operation Connectivity.'

That's his project and mission to get Wi-Fi and access to internet into every home within the district by building a broadband network across the city for all DISD families, as well as providing mobile hotspots for students.

Dallas ranks number six in the country-and number one in Texas- of urban cities with families without fixed Internet access. The pandemic has dramatically increased the need for Internet.

The district said the project is still in motion and the next step is to complete a feasibility study to figure out logistics and cost.

Here's a timeline by the district on Operation Connectivity, announced in early May:

Dallas ISD

On another note, DISD is still busy feeding families through the pandemic.

So far, they've served 6.8 million meals to nearly half a million people since their grab-and-go meal service began.

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Dallas ISD Faces Summer of Important Issues to Address

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Dallas ISD has a lot on its plate right now. From a historic bond proposal to confusion from the state on how schools can safely reopen this fall -- there's much to discuss at their board meeting scheduled for Thursday night at 6 p.m. Click here to view the agenda.

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Dallas ISD has a lot on its plate right now.

From a historic bond proposal to confusion from the state on how schools can safely reopen this fall -- there's much to discuss at their board meeting scheduled for Thursday night at 6 p.m.

Click here to view the agenda.

Local

The latest news from around North Texas.

Bond 2020

Board members plan to go over the second draft of the 2020 bond package, one of the largest in Texas history at $3.7 billion.

Two weeks ago, the board was introduced to the first draft of that bond proposal, which goes before voters for a planned vote in November.

Some updates have been added in the just last few months, including $20 million for new technology improvements to enhance internet connectivity for students and teachers working from home.

There's also money set aside for new and more efficient security technology on school campuses, including keyless exterior doors accessible by key card for students and staff.

The Bond 2020 proposal also includes more than $607 million for 10 new facilities, including:

a pre-K-12 campus downtown and another in midtown

a pre-K-eight STEM campus in the medical district

a pre-K-eight Montessori school in Pleasant Grove

a transformation school

a districtwide performing arts center

four career institutes

More than $1.9 billion in the proposed bond package is dedicated to renovating aging facilities and addressing infrastructure and architecture improvement. Based on board recommendations, the citizens bond steering committee updated the plan to designate $537 million to replace 14 aging schools.

The bond proposal also includes $41.3 million to build four school-community hubs in the Lincoln, H. Grady Spruce, L.G. Pinkston, and Franklin D. Roosevelt high school communities.

Click here to learn more about the cost breakdown on Bond 2020.

TEA Guidance

Also on the board's minds right now is the guidance on reopening this fall from the Texas Education Agency that was supposed to come down this week, but never really did, according to Superintendent Michael Hinojosa.

He told NBC 5 this week that he was hoping for specifics on how they would operate safely, how to clean, or when to open and close. He said he's still in the dark following announcements from TEA on Tuesday that did not deliver as much information as school districts hoped for, Hinojosa said.

"I was on the call hoping to get, first of all, rules for how to get learning for at-home learning, I got part of that. I was hoping to get the rules of engagement of how we would operate safely in August. I didn't get any of that," he told NBC 5.

TEA did give an update on personal protective equipment that has been procured by the Governor's Strike Force and the Texas Department of Emergency Management to help schools reopen safely next school year.

Texas Education Agency

Click here to read the full guidance posted on TEA's website.

DISD plans to start school Aug. 17. We asked the district if they would consider holding back the start of school, at least until TEA offers better guidance and support but was told they have no plans to adjust their start date.

"We have our rules. We're going to have masks, we're going to have shields, we're going to have plexiglass," said Hinojosa. "As long as we have our plan and they don't supersede our plan, then I think we'll can ensure a significant degree of safety for our families."

Operation Connectivity

Meantime, Superintendent Hinojosa plans to announce a number of updates, including a brief update on ' Operation Connectivity.'

That's his project and mission to get Wi-Fi and access to internet into every home within the district by building a broadband network across the city for all DISD families, as well as providing mobile hotspots for students.

Dallas ranks number six in the country-and number one in Texas- of urban cities with families without fixed Internet access. The pandemic has dramatically increased the need for Internet.

The district said the project is still in motion and the next step is to complete a feasibility study to figure out logistics and cost.

Here's a timeline by the district on Operation Connectivity, announced in early May:

Dallas ISD

On another note, DISD is still busy feeding families through the pandemic.

So far, they've served 6.8 million meals to nearly half a million people since their grab-and-go meal service began.

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Dallas ISD Faces Summer of Important Issues to Address

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Dallas ISD has a lot on its plate right now. From a historic bond proposal to confusion from the state on how schools can safely reopen this fall -- there's much to discuss at their board meeting scheduled for Thursday night at 6 p.m. Click here to view the agenda.

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©2017 Strong Schools Strong Dallas. All rights reserved.

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Overall Summary Student Achievement: STAAR Performance Student Achievement: College, Career, and Military Readiness Student Achievement: Graduation Rate School Progress: Academic Growth School Progress: Relative Performance Closing the Gaps Identification of Schools for Improvement

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*All Districts and Schools Were Not Rated in 2020 Due to COVID-19*

Given the impact of COVID-19, all districts and schools received a label of Not Rated: Declared State of Disaster for their 2020 accountability ratings. Labels and data shown below reflect prior year(s) accountability outcomes. Click here to read the official announcement.

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All Districts and Schools Were Not Rated in 2020 Due to COVID-19* Given the impact of COVID-19, all districts and schools received a label of Not Rated: Declared State of Disaster for their 2020 accountability ratings. Labels and data shown below reflect prior year(s) accountability outcomes. Click here to read the official announcement.

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School Board Meeting Summaries - Dallas Kids First

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A vibrant community requires an ecosystem of people, businesses and nonprofit partners coming together especially during times of crisis. Right now, nonprofits are on the frontlines tackling the rapidly changing needs of the most vulnerable populations impacted by COVID-19. In this four-part series, Capital One is shining the spotlight on nonprofits supporting food and hunger relief, workforce development, digital access and small businesses. Through our $50 million commitment to address the rapidly changing needs of our communities during this pandemic, Capital One remains committed to make a positive impact for change.
In 2020, the education landscape has completely shifted with many educators teaching students in a hybrid model of in-person and virtual learning; however inequities in internet access-an obstacle long before 2020-continue to hinder many North Texas students. In fact, according to the Federal Reserve Bank of Dallas, Dallas ranks among the nation's worst Metro cities for broadband internet connection rate with more than 42% of households lacking high-speed internet access. As a result, community organizations are stepping up to combat the digital divide through collaboration and ingenuity. Capital One had the opportunity to speak with a few of these local leaders about bridging the technology gap for those who need it most. Here's what they had to say.

Meet the Experts

The Plano ISD Education Foundation helps all students in the Plano Independent School District achieve their full potential by providing financial support to educators and academic programs. The nonprofit organization serves 50,000+ students, 6,000+ employees and teachers on 70+ campuses.

Girls Inc. of Metropolitan Dallas inspires girls to be strong, smart and bold. The youth development organization creates equal opportunity for girls from low-income families and girls of color. Programs focus on life skills and leadership, STEM and healthy living, as well as emotional and social support, for girls ages 6-18.

Dallas Innovation Alliance (DIA) supports the City of Dallas' smart cities strategy, which improves quality of life, economic growth, access to opportunity and resource efficiencies through community, data and innovative technology.

The Commit Partnership is a coalition of over 200 partners working collaboratively to help solve DFW's biggest systemic challenges, including improving access to early childhood education, preparing and retaining effective educators, increasing post-secondary enrollment and completion rates and equitably improving strategic funding at the state and local level.

How has your organization pivoted during COVID-19?

COMMIT: It wasn't just our work environment that quickly shifted. It was the nature of our work. In the aftermath of widespread closures, our immediate concerns became ensuring essential workers had access to childcare and students had access to the internet. Some of these crises (like childcare provision) have since been mitigated, while others (like internet access) remain ongoing. I am so proud of how each and every one of our team members have responded during this uncertain time. A team's culture is not revealed during times of great success. Instead, it is truly demonstrated during times of stress and challenge.

DALLAS INNOVATION ALLIANCE (DIA): We accelerated the launch of our Mobile Learning Lab, which uses a school bus as a classroom with a strong enough Wi-Fi signal to extend more than 300 yards in radius to serve additional members of the community. We shifted programming to an outside set-up during the summer since we didn't feel comfortable having the kids physically on the bus. Unexpected expenses related to these shifts (PPE, sanitation requirements and increased staffing/furnishings) were also needed to execute the program. Thankfully, we were able to fill a portion of these gaps with the generosity of partners like Capital One and Santander Consumer Foundation.

GIRLS, INC: As COVID-19 continued to make in-person gatherings difficult, we provided live, virtual programs all summer and into fall. To mitigate academic loss, we added a virtual homework help program where volunteer tutors help girls one-on-one with assignments and study skills. In August, we piloted a Virtual Book Club to help girls retain literacy skills over the long summer. We also recognized our girls' pain and anguish when protests spread across the nation after the death of George Floyd. Diversity, Equity, and Inclusion have always been important components of our programming, but we knew we needed to create new, relevant and age-appropriate courses to help them during this tumultuous time. We launched these programs virtually in July to help girls process their emotions, find their voices, and take part in the ongoing conversations about social justice and systemic racism.

PLANO ISD: The Foundation's CORE Store typically works directly with teachers to provide supplies that are needed in the classroom. With students learning at home and classrooms closed, we utilized the supplies already in the CORE Store to assist our families. We processed requests from families and delivered supply packs in a safe manner. We served over 950 families during a 10-week period. Each student had the supplies needed to continue learning and creating. With the help of Capital One and other community partners, we were able to provide 1,500 backpacks for Plano ISD's Back to School Fairs. The CORE Store reopened for teacher shopping in September, and we continue to serve hundreds of classrooms across the district.

How are you helping students access technology (Wi-Fi, laptops)?

COMMIT: We quickly formed a working group of Chief Technology Officers from each of the major school districts in Dallas County, co-led by Dallas ISD CTO Jack Kelanic. By working together to find collaborative solutions, we were able to leverage public funding-including school bonds-to establish and pursue short, medium and long-term solutions. We purchased Texas Education Agency (TEA)-supported mobile hotspots in bulk and established private wireless networks that help school districts amplify their existing internet into neighborhoods and students' homes. The private wireless networks have created unique collaborative partnerships between Dallas ISD and the City of Dallas. Additionally, we're proud to support the work of Dallas ISD Superintendent Michael Hinojosa as he works with Governor Abbott, state legislators and the TEA on Operation Connectivity, a statewide effort to close the digital divide across Texas.

DIA: We visited with as many communities as possible over eight-to-12 months to ensure we were aligned with needs and priorities-and the data to support the highest-need areas. Since launching, the Mobile Learning Lab has received many requests to come to communities throughout Dallas and demand has exceeded supply, which just underscores this critical need. We continue to partner with neighborhoods, nonprofits, educational institutions and the private sector to execute the program. We have actively participated in Operation Connectivity and the Internet for All Coalition's Internet for Dallas to provide ideas for scaled solutions and innovation in expanding digital inclusion, both short and long term.

What programs/resources have helped students the most right now?

PLANO ISD: It's all about collaboration. We have implemented a program with our social workers and counselors to help identify when a student is struggling due to a financial situation at home. We have a fund to help address those needs on a case-by-case basis. We also have Title I schools with higher populations of students who are eligible for free and reduced lunch. We depend on the research from our community partners and agencies, which provides valuable insight into the needs throughout our communities.

GIRLS, INC: We make sure our girls have the same level of support and assistance in the virtual world as they received in-person. Our classes are smaller to promote engagement, and we use a second facilitator to manage technical issues. To keep girls engaged, lessons have more visual cues, extra icebreakers, discussion prompts and even physical activities. We chose Zoom as our platform because it's what the girls are using to learn for school. Also, Zoom can be accessed on a smartphone, if necessary. Our partners at Capital One offered their lead virtual trainer to educate our facilitators on best practices for virtual engagement, which was a great help. Our partners at AT&T provided us with resources to develop programming, performance metrics and a digital toolkit, so that programming and best practices could be replicated across the Girls Inc. national network.

What are your organization's most critical needs right now and how can individuals and the business community help?

GIRLS, INC.: Our virtual homework help program continues to be the most popular. Volunteers log onto Zoom weekly to work with girls one-on-one, assisting them with their assignments and teaching them study skills. Girls booked every slot we had within three hours, so we'd love to have more volunteer helpers trained and ready to go next semester. Of course, funding for these programs is also a critical need right now.

DIA: A critical-and unexpected-need is additional bus drivers to transport our MLL. We are always looking for additional "bus stop" location partners in high-need areas and STEAM enrichment partners both online and in person. The foundational component is the access to internet, which is a primary function that the Mobile Learning Lab serves, alongside having Chromebooks available on the bus should they not have their DISD device. Our tutors on board provide support with homework, which has expanded to connecting to software and concepts at a broader level. Broadly, advocacy for broadband infrastructure funding, participation in local P3 coalitions and lending subject matter expertise is a key component of broad and deep solutions to the core problem.

COMMIT: Get involved in your local education system. A student's most important resource is a well-trained-and well-paid-educator. We're proud to have helped Dallas ISD pass more than $3 billion of its recent bond package. Even before the pandemic hit, our students experiencing economic instability were most likely to suffer substantial learning loss during summer break. That's why the Texas Commission on Public School Finance recommended the creation of an "Additional Days School Year" that gave students and families the option to extend their learning opportunities. As a result of its inclusion in Texas House Bill 3, 21 school districts, including many across North Texas, are already beginning to implement changes to their calendars that promise to mitigate learning loss related to COVID-19 and summer break.

PLANO ISD: Businesses can help by supporting a teacher grant, provide funding for an immediate financial need for a family in crisis or provide a product or service that helps our teachers and staff feel more appreciated during this difficult time. Initially when schools were ordered shuttered in March, there were 200 families in Plano ISD without access to reliable internet. Capital One was the first to step up with a grant so that those students could continue their studies remotely using their district-issued Chromebook.

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The Digital Divide: How Local Leaders Are Bringing the Internet to Students Who Need It Most " Dallas Innovates

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A vibrant community requires an ecosystem of people, businesses and nonprofit partners coming together especially during times of crisis. Right now, nonprofits are on the frontlines tackling the rapidly changing needs of the most vulnerable populations impacted by COVID-19.

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Whether you grow up in a healthy environment or have access to healthcare and healthy foods depends on where you live in Dallas County. That's one of the takeaways from Dallas County's annual Community Health Needs Assessment.

"The healthcare system contributes to about 20-percent of the health of a community," Parkland Health & Hospital System President and Chief Executive Officer Fred Cerise, MD said. "So we're trying to shine a light saying we all have to own a part."

Parkland and Dallas County Health and Human Services held a moderated question and answer session Thursday morning to talk about healthcare issues in the county.

Local

The latest news from around North Texas.

"What we really wanted to do was to shine a light on the fact that there are inequities across the community," Cerise said. "We're all going to have to take our part to start addressing these."

Dallas County is among the highest uninsured rates of urban counties in the country. Data from 2019 shows zip codes in South and Southeast Dallas have the highest healthcare disparities in Dallas County, with a higher percentage of single family households led by women, and a higher percentage of men in the corrections system. 40-percent of the people in those areas don't have internet access.

'You've got to do something about it! It's not enough to collect the data," Dallas County Commissioner John Wiley Price said. "They don't want to deal with the elephant in the room. The elephant in the room is still race and culture."

Health officials said some of the problems are rooted in history, and will not be solved overnight.

"You have to have the data to know what the problems are," Dallas County Health and Human Services Director Philip Huang said. "You have to use the data to be able to...monitor to see if you're making a difference."

The difference is sometimes black and white. The difference is sometimes a zip code.

'We really need a decent medical facility in this area," 69-year old Pleasant Grove resident Emma Nicholson told NBC 5 as she headed to a doctor appointment in Mesquite, a 20-minute drive away.

Access to transportation, healthy food options, and healthcare are all limited in her Southeast Dallas neighborhood.

"This is the most depressing place to live," Pleasant Grove resident Mary Lewis said. Lewis said it can take her more than 2-hours by bus to get to a doctor. "They feel like us poor people won't complain, but I'll shout, stomp, kick, bite. It's wrong!"

Next month Parkland is expected to spell out its measurable community healthcare goals for the Dallas County Commissioners Court.

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Dallas Co. Health Officials Outline Disparities in Healthcare

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Whether you grow up in a healthy environment or have access to healthcare and healthy foods depends on where you live in Dallas County. That's one of the takeaways from Dallas County's annual Community Health Needs Assessment. "The healthcare system contributes to about 20-percent of the health of a community," Parkland Health & Hospital System President and Chief Executive Officer...

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You're a Kiwanian. You want to serve your community. But to do it effectively, you must know what your community needs. That's where a community needs assessment comes in.

By assessing your community's needs, you will gain a better understanding of the area you want to serve - whether it's an entire city or a small neighborhood. You will learn about the community's resources, engage with community members and potentially develop new community partnerships.

A community needs assessment is a beneficial task for any kind of project, both new and ongoing. It is important to prove that your club's work is relevant and needed in your community.

The first step is to define your scope, by identifying the community you want to serve. For instance, you could assess the needs of children within the neighborhoods surrounding a local elementary school.

To get started, you should consider partnerships. Do you want to assess the community on your own? Or could local organizations or nonprofits lend a hand? In the above example, perhaps the Parent Teacher Organization of the elementary school would assist.

Next, you'll gather data, which can take many forms. You may decide to host a community meeting and invite individuals to express the needs they see. You may decide to send a survey to key community organizations to gather their input. Perhaps you attend a PTO meeting to learn what parents and teachers think.

Once you have received information from your community, you can review it and determine your key findings - such as your community's strengths and gaps, as well as the opportunities and challenges it faces. Use those key findings to make informed decisions. Create an action plan with goals and objectives for your project.

Don't forget to share your findings. Other community entities will be interested to know what you've learned and may even want to partner with you. A complete community needs assessment can be especially helpful when approaching potential funders for your project.

In fact, it is a critical part of the Children's Fund club grant application. You can learn more about conducting a community needs assessment in this resource and in our Guide to Club Grants.

We know kids need Kiwanis. Conducting a community needs assessment helps you determine why and how they need us.

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The importance of a community needs assessment

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You're a Kiwanian. You want to serve your community. But to do it effectively, you must know what your community needs. That's where a community needs assessment comes in. By assessing your community's needs, you will gain a better understanding of the area you want to serve - whether it's an entire city or a small neighborhood.

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Community Needs Assessments seek to gather accurate information representative of the needs of a community. Assessments are performed prior to taking action and are used to determine current situations and identify issues for action. Needs assessments establish the essential foundation for vital planning.

A Needs Assessment is an extension of the strategic planning process. Strategic planning does the following:

confirms,

transforms or develops a new mission and vision;

characterizes the nature of the business;

furnishes a sense of direction for the organization;

identifies the goals necessary to achieve the mission;

develops specific plans to carry out each goal;

and identifies the essential resources such as: people, property, time, money, and technology to attain the goals.

After the goals and the required resources have been determined, the needs assessment process becomes straightforward. A needs assessment will:

Identify the essential resources that are already available within the organization.

Identify the essential resources to be acquired.

Determine how to use, develop, or obtain those resources.

"If we could first know where we are, and whither we are tending, we could then better judge what to do, and how to do it." - Abraham Lincoln

"By failing to prepare, you are preparing to fail." - Benjamin Franklin"Plans are nothing; planning is everything." - Dwight D. Eisenhower

Historic Roots
Strategy is a term that comes from the Greek strategia, meaning "generalship." The concept of strategy has been borrowed from the military and adapted for use in business. A review of what noted writers have to say about business strategy suggests that adopting the concept was easy because the adaptation required has been modest. In business, as in the military, strategy bridges the gap between policy and tactics. Together, strategy and tactics bridge the gap between ends and means (Nickols 2019).

The Art of War, about Chinese strategy, was written 2500 years ago by Sun Tzu and has become a standard reference for military strategy. Most strategic planners are familiar with the teachings of Sun Tzu who wrote of the strategic foundations of victory (Fisher 2019).

Formalized strategic planning was a popular trend in the mid-1960s. There is an abundance of literature on modern strategic planning. From the late 1960s to the present, many scholars and business elitists wrote about strategy and strategic planning. In 1979, George Steiner wrote the book Strategic Planning, which became one of the most popular resources for strategic planning in the business world. Communities, governments and businesses have utilized the many resources now available about strategic planning.

Needs assessments are an extension of strategic planning. Therefore, the historical roots of needs assessments mirror those of the formalized strategic planning popular in the mid-1960s. Nonprofits have begun taking advantage of strategic planning and needs assessment processes. These processes, together with outcome evaluations, allow nonprofit organizations to behave in a more strategic fashion.

Importance
Needs assessment require an unhappiness with the current situation and a desire for change. (Royce 2009) All communities are in a continual state of change. (Sleezer 2014) For instance, there may be major shifts in the average age of the population, the ethnic composition, or unemployment rate. Other contributing factors are the social, cultural, and economic changes which alter the character or attitude of a community. Policies and programs that once may have been suitable are later viewed as
inappropriate or obsolete for the area. Needs assessments are typically geared towards:

Solving a problem;

Avoiding a past or current problem;

Creating or taking advantage of a future opportunity;

Providing learning, development, or growth. (Sleezer 2014)

Effective planning and action require accurate and up-to-date information about the needs of the community. A needs assessment frames the problems or opportunities and builds relationships with the people and groups who have a stake in the issue. It provides the foundation for planning and action to improve learning, training, development, and performance. A needs assessment aligns resources with strategy, builds relationships among those who have a stake in the situation, clarifies problems or opportunities, sets goals for future action, and provides data, insights, or justification for decision making. (Sleezer 2014)

The same arguments apply to government and business (profit or nonprofit). Their environments are in a continual state of change by demographic shifts, economic fluctuations, technological advances and social and cultural changes. Instead of the term citizens, the terms clients, customers, patrons, consumers, students or families would apply, depending on the type of business. Instead of the term community, the terms target population, customer base, service area, district or region would apply , depending on the type of business.

Like community needs assessments, businesses and governments can adapt the needs assessment process to involve their stakeholders in solving problems and developing goals. As stated above, people are reluctant to change, so engagement in the process allows their involvement and contribution to the outcome(s).

The basic premise of a nonprofit organization is to serve the public. The best way to serve the public is by fulfilling the needs of the community. Performing a community needs assessment is an effective way to determine community needs.

Needs assessments are an extension of strategic planning. Only in recent years have nonprofits taken advantage of strategic planning and needs assessment processes. These processes, together with outcome evaluations, are recent tools for use by nonprofit organizations.

Strategic planning and conducting a needs assessment are important steps in determining an effective course of action. As competition increases within the nonprofit sector and the private sector, it has become increasingly important for nonprofits to effectively plan for their futures. Strategic planning and needs assessments will help accomplish this difficult task.

Evaluations are the counterpart to needs assessments. Needs assessments are completed before evaluations. Evaluations assess the relevance, adequacy and appropriateness of current individual programs, activities and events. They measure the relevance, satisfaction and effectiveness of an existing activity.

A Focus Group is an informal technique used to help assess the needs and feelings of participants on particular subjects. Participants engage in informal discussions about the particular study area(s). Focus groups are typically small in size and usually range between six to twenty participants. They are commonly used during the needs assessment process.

Forums are public meetings for invited people to express opinions about problems and needs. Forums are commonly used during the needs assessment process.

Organizational Planning involves creating a "to do" list for an organization. It lists the plan of work, programs and organizational growth over a period of time. Plans are created relatively easily; writing an organizational plan includes crafting a list of the work for action, identifying the work tasks, assigning staff or members to the tasks and projecting calendar dates the work will be accomplished.

Program Evaluation carefully collects information about a program or an aspect of a program in order to make necessary decisions about the program. Program evaluation can include any or a variety of at least 35 different types of evaluation, such as needs assessments, accreditation, cost/benefit analysis, effectiveness, efficiency, formative, goal-based, process, outcomes, etc. The type of evaluation you undertake to improve your programs depends on what you want to learn about the program" (McNamara 2019).

Strategic Planning "is a systematic process through which an organization agrees on - and builds commitment among key stakeholders to - priorities which are essential to its mission and responsive to the operating environment" (Allison 1997).

Surveys are a particular form of data collection utilized during the needs assessment process. Types of surveys commonly applied are person-to-person interviews, drop-off and pick-up questionnaires, mail questionnaires and telephone interviews.

SWOT Analysis evaluates the Strengths, Weaknesses, Opportunities and Threats of an organization. "SWOT analysis is a broad overview of the most important internal Strengths and Weaknesses and the most important external Opportunities and Threats" (Allison 1997). It is a function performed during the strategic planning process.

Important People Related to the Topic

James W. Altschuld, PhD, is Professor Emeritus at The Ohio State University where he taught program evaluation, needs assessment, and research methods. He has authored and co-authored several books in the field of evaluation particularly with needs assessment. His published books include: Bridging the Gap Between Asset/Capacity Building and Needs Assessment: Concepts and Practical Applications (2014), The Needs Assessment Kit (2010), From Needs Assessment to Action (1999), and Planning and Conducting Needs Assessments (1995).

Catherine M. Sleezer, Ph.D., was a professor at Oklahoma State University before moving to the corporate world as a consultant. She was the resident consultant for the University of Tulsa's Center for Executive and Professional Development. Her co-authored books on the topic of needs assessment include A Practical Guide to Needs Assessment, 3rd Edition (2014).

John M. Bryson, the McKnight Presidential Professor of Planning and Public Affairs at the Hubert H. Humphrey School of Public Affairs at the University of Minnesota, is considered an expert in the field of strategic planning. He has authored and co-authored several books on the topic including Strategic Planning for Public and Nonprofit Organizations, 5th Edition (2018).

YMCA's regularly conduct community needs assessments. YMCA national provides its local chapters with tools to conduct their own community needs assessments called the Community Healthy Living Index. The CHLI assessments are to be used in "six key community settings: afterschool child care sites, early childhood programs, neighborhoods, schools, work sites and the community at large. Each assessment contains questions about policies and practices that support healthy lifestyles. Each question provides a "best practice" or improvement idea for sites to implement." The toolkit for conducting assessments can be found here: https://www.ymca.net/chli-tools

Local United Way agencies often use community needs assessment. The United Way of Northern Shenandoah Valley "evaluates the overall health, education, demographic and financial stability status of the Shenandoah Valley region, identifying the most pressing needs of the community, and helping UWNSV prioritize program funding relating to such needs. For the 2017-2020 assessment, findings were compiled through forums with industry experts, partner non-profits data contributions, analysis from government agency data, community partnerships studies completed by Valley Health Systems as well as a multitude of additional sources from national organizations and the U.S. Census. Using this information, UWNSV has prepared a set of Health, Education, Financial Stability and Demographic -related priorities and key findings." Key findings can be found here: https://www.unitedwaynsv.org/community-needs-assessments

Other Online Resources

The Community Tool Box is a service of the Center for Community Health and Development at the University of Kansas. They have a Community Needs Assessment toolkit: https://ctb.ku.edu/en/assessing-community-needs-and-resources

Needsassessment.org is a comprehensive resource site related to needs and needs assessments. The resources found on the site will help students, researchers, practitioners and others on the topic of Needs Assessment. Visit the website at http://wesharescience.com/na/index.html.

What elements contribute to a healthy community?

What are the greatest areas of concern in your community?

What should be considered before beginning a community needs assessment to solve the greatest areas of concern in your community?

Bibliography

Allison, Michael J., Jude Kaye. (1997). Strategic Planning for Nonprofit Organizations:A Practical Guide and Workbook. New York: John Wiley & Sons.

Fisher, Art. The Evolution of Strategic Planning. Accessed 4 November 2019. https://www.sutori.com/story/the-evolution-of-strategic-planning--XtqXoff4X933J7bz1GCLVGD2

McNamara, Carter. Basic Guide to Program Evaluation (Including Outcomes Evaluation). Accessed 4 November 2019. https://managementhelp.org/evaluation/program-evaluation-guide.htm

Needsassessment.org. Home. Accessed 4 November 2019. http://wesharescience.com/na/index.html

Nickols, Fred. Strategy Definitions and Meaning. Accessed 4 November 2019. https://nickols.us/strategy_definition.htm

Royse, D. D. (2009). Needs assessment. New York: Oxford University Press.

Sleezer, Catherine, Darlene F Russ-Eft, and Kavita Gupta. (2014). A Practical Guide to Needs Assessment, Third Edition. 3rd ed. San Francisco, CA: Wiley.

United Way of Shenandoah Valley. Community Needs Assessments. Accessed 4 November 2019. https://www.unitedwaynsv.org/community-needs-assessments

University of Kansas. Community Toolbox. 2. Assessing Community Needs and Resources. Accessed 4 November 2019. https://ctb.ku.edu/en/assessing-community-needs-and-resources

Watkins, R., West Meiers, M. and Visser, Y. (2012). A Guide to Assessing Needs: Tools for collecting information, making decisions, and achieving development results.Washington, DC: World Bank.

YMCA.net. Tools to Get Started. Accessed 4 November 2019. https://www.ymca.net/chli-tools

This briefing paper was authored by a student taking a philanthropic studies course in 2019 at The Lilly School of Philanthropy and a student taking a Philanthropic Studies course taught at Case Western Reserve University.

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Community Needs Assessments seek to gather accurate information representative of the needs of a community. Assessments are performed prior to taking action and are used to determine current situations and identify issues for action. Needs assessments establish the essential foundation for vital planning. A Needs Assessment is an extension of the strategic planning process.

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A community needs assessment identifies the strengths and resources available in the community to meet the needs of children, youth, and families. The assessment focuses on the capabilities of the community, including its citizens, agencies, and organizations. It provides a framework for developing and identifying services and solutions and building communities that support and nurture children and families.

A community assessment may be limited to a compilation of demographic data from census records, results of surveys conducted by others, and informal feedback from community partners. Or, assessments may be expanded to include focus group discussions, town meetings, interviews with stakeholders, and telephone or mailed surveys to partnership members and the community.

Assessing Community Needs and Resources
University of Kansas Community Tool Box
Focuses on community assessment for health promotion programs.

County of San Diego Community Action Plan 2018-2019 (PDF - 6,221 KB)
Community Action Partnership, Office of Strategy and Innovation, County of San Diego Health and Human Service Agency
Provides an overview of the comprehensive community needs assessment collected through surveys, key informant interviews, and a public forum. The plan also explains a model that was used to engage residents of low-income communities to lead the collection of direct feedback regarding the needs and priorities of San Diego's economically disadvantaged individuals, families, and communities.

Planning and Program Development: Community Needs Assessment
Office for Victims of Crime
The HALOS Strategy
Provides an overview of community needs assessments, the challenges to consider when conducting a needs assessment, and some of the lessons learned from HALOS' extensive needs assessment process. The webpage also provides a link to the Office for Victims of Crime's web-based Guide to Conducting a Needs Assessment.

Supporting Early Childhood Success (PDF - 56 KB)
National League of Cities
Designed to help city officials and other community leaders gain a better understanding of how young children and their families are faring and where assistance is needed.

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A community needs assessment identifies the strengths and resources available in the community to meet the needs of children, youth, and families. The assessment focuses on the capabilities of the community, including its citizens, agencies, and organizations. It provides a framework for developing and identifying services and solutions and building communities that support and nurture children and families.

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North Dakota Department of Public Instruction

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Bismarck, North Dakota - The Institute of Education Sciences released a guide in September that is based on the Native American student needs assessment and action plan developed by North Dakota education stakeholders and leaders. The guide, written in part by Lucy Fredericks, North Dakota Department of Public Instruction's director of Indian/multicultural education, will provide other states across the nation with a step-by-step process that incorporates Native stakeholder involvement in the development of questions and resources.

"Through this new guide, I'm hopeful that the great work of North Dakota Native stakeholders and other leaders will help ensure that the needs of all students, including Native Americans, are met across the country," Fredericks said.

The Guide to Conducting a Needs Assessment for American Indian Students, developed in conjunction with the Regional Educational Laboratory (REL) Central, was designed to help state and local education agencies conduct needs assessments to better understand the strengths and challenges unique to schools serving American Indian students. It includes surveys developed collaboratively with communities that serve American Indian students to reflect the most relevant topics. Using results from these surveys, the guide provides examples of how to reduce gaps in outcomes between American Indian students and other students. It also provides methodology to ensure survey, analysis, and action plan results are in line with the culture and goals of the communities for which they are developed.

"REL Central is honored to have had the opportunity to work so closely with ND DPI and stakeholders to develop this culturally responsive guide for states looking to better support their Native American students," said Kerry Englert, REL Central researcher and co-author of the report.

North Dakota's Native student needs assessment and plan is credited in helping to increase Native student graduation rates and improve student outcomes.

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National Guide Developed from ND Native Student Needs Assessment

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Bismarck, North Dakota - The Institute of Education Sciences released a guide in September that is based on the Native American student needs assessment and action plan developed by North Dakota education stakeholders and leaders.

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With such an underserved population and an at-risk community making up a large portion of Dallas ISD students and Dallas County, there are numerous non-profit organizations and Educational Organizations that seek to give back to the community. Though DISD has a long way to go in terms of meeting national standards and averages for education levels and eventually college readiness - the work that these non-profits and organizations are doing from the youngest students up does not go unnoticed and certainly plays a large role in student access and equitable education.

In a 2018 article by CultureMap Dallas, they touch briefly on the importance and purpose of 16 local educational non-profit organizations that impact and serve Dallas ISD: Dallas Afterschool, Educational First Steps, Education Opens Doors, Gill Children's Services, High-tech High Heels, Independence Gardens, Just Say Yes, Love for Kids, National Math & Science Initiative, NBMBAA Leaders of Tomorrow DFW, Reading Partners of North Texas, Team HBCU Foundation, Texans Can Academies, The Commit Partnership, The Concilio.

These Dallas education charities earn straight As for giving back. (2018, September 14). CultureMap Dallas. https://dallas.culturemap.com/news/city-life/09-14-18-best-education-charities-nonprofits-dallas-roundup/

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One of the largest educational organizations that impacts Dallas ISD is Big Thought. According to their website, they are "an impact non profit that closes the opportunity gap by equipping all youth in marginalized communities with the skills and tools they need to imagine and create their best lives and a better world." Currently, they offer a Learning Partners program to every elementary school in Dallas ISD. The program is a digital resource that "provides educators access to thousands of high-quality field trips designed for elementary students". Another program Big Thought has implemented is the Thriving Minds After School Program. It has been implemented at 7 elementary campuses in DISD thus far, and "focuses on social and emotional learning, creative exploration and expression, and an inclusive learning environment, all tied to academic success." For middle and high school students, they created Dallas City of Learning, in partnership from a Dallas ISD study showing the need for "summer learning programs to help close the opportunity gap." Now, this program is offered citywide and in numerous zip codes and neighborhoods to engage students during the summer both online and in person and spanning countless fields of study and interests or activities. Another extremely important Big Thought program is the Dallas County Promise Initiative - which functions by partnering Dallas County Promise, Dallas ISD, and the United Way of Metropolitan Dallas. This initiative "ensures that young people are able to access free college tuition and career pathways" and "matches caring adults with high school seniors to guide their college enrollment journey."

Our Programs - Direct To Youth Programs K-12. (2020, October 31). Big Thought. https://www.bigthought.org/who-we-are/our-programs/

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The Dallas Education Foundation is another extremely important organization that focuses on the Dallas ISD students' success. According to their website, they "exist to serve all 150,000+ Dallas ISD students through the lens of equity, access and inclusion." The DEF serves DISD as the non-profit, philanthropic partner and "partners with the city's business leaders, residents and philanthropic community to raise funds for programs that enrich the lives of students."

About – Dallas Education Foundation. (2021). Dallas Education Foundation. https://futureofdallas.org/about/

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Unlike the others, Teaching Trust is a local educational non-profit designed specifically for teachers and furthering their training. They are a partner with Dallas ISD, and offer multiple programs to DISD faculty and staff that "equip future school leaders to lead effective teams and drive improvement in complex schools." They offer a leadership teams program designed to "build strong teams at the campus level to create a robust plan for school improvement," as well as a community program that allows for faculty and staff of DISD and other partnering schools/districts to "connect, collaborate, and innovate while they participate in programming."

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According to the Dallas Film Commission, there are 5 Dallas Area Daily Newspapers, 6 Weekly Newspapers, and 20 Area Magazines.

KERA 90.1, KFXR 1190, KRLD 1080, KLIF 570 are the local News & Talk Radio stations serving and covering Dallas County.

Dallas Film Commission | Local Newspapers & Magazines. (2020). DallasFilmCommission.Com. https://www.dallasfilmcommission.com/information/local-newspapers-magazines/

Dallas Film Commission | Local Radio Stations. (2020). DallasFilmCommission.Com. https://www.dallasfilmcommission.com/information/local-radio-stations/

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MetroPlex daily states that in 2021, there are 6 local affiliate television stations. All of these stations cover the Dallas County area and report on Dallas ISD happenings and decisions.

MetroplexDaily.com - Radio and Television - Dallas / Fort Worth Metroplex. (2021, March 31). Metroplexdaily.Com. http://www.metroplexdaily.com/media.asp

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Social media is largely becoming the most prominent form of news for many people with access to apps and their smart phones so accessible. Dallas ISD alone has a Twitter, Instagram, Facebook, Facebook Espanol, YouTube and Tik Tok account where they share a variety of information to students, parents, and local constituents and followers.

District Toolkits / Social Media Guidelines. (2021). DallasISD.Org. https://www.dallasisd.org/socialmedia

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When it comes to Dallas ISD specific news, Dallas ISD publishes most press releases and pressing information on their website's homepage - but also has their own DISD only news platform and site - The DISD News Hub. This website is a fantastic resource for the community and all things DISD. From large stories to small, they highlight the good, bad, district decisions, school specific news, and student/faculty stories on the Hub.

Dallas ISD News Hub. (2020). TheHub.DallasISD.Org. https://thehub.dallasisd.org/

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March 11, 2021

DALLAS, TX - March 11, 2021 - The Dallas Education Foundation received a $50,000 donation from Texas Rangers Hall of Famer Michael Young to restore the Reverchon Park Ball Field which will serve as the home field for the North Dallas High School Bulldogs baseball team. Many Dallas residents know Mr. Young as an immensely talented baseball player whose #10 jersey was retired by the Rangers in 2019. In addition to his incredible success on the field, Mr. Young is also a huge advocate for students with his Young Heroes Scholarship Program, the Michael Young Family Hispanic Scholarship Program, and the Michael Young Family Foundation.

Even with deep roots and historic significance to the community, the 1920's era ballpark is in desperate need of repair and restoration including adding seating along the baselines, a reliable scoreboard, and a new concession stand; replacing unsafe bleachers and unusable bathrooms; and modernizing the dugouts, batting cages and press box.

"Keeping the Reverchon mystique intact, the look and feel people remember is a top priority," say Dallas ISD Superintendent Michael Hinojosa. He, too, once graced the field as a young Dallas ISD student, along with many other local residents.

"I'm honored that the Dallas Education Foundation shared the opportunity to support the Reverchon Park renovation project.  I'm a product of community ballparks.  I remember the ways it energized the community, brought people together, and served as a focal point of positivity," said Michael Young. "The young people in our community, and their families, deserve to have a place they can be proud of and call their own.  Dallas has always embraced me and my family, and we are thrilled to be able to support this inclusive project."

"This donation represents a huge kickstart to this campaign to restore Reverchon Park Ball Field," said Principal Katherine Eska of North Dallas High School, by "making it possible for our students to have a ballpark that they're proud of."

Dallas Education Foundation executive director Mita Havlick agreed, "We are so grateful to Mr. Young, as participating in sports often saves kids' lives, and we hope others in our community see this gift as an investment in our students. There is much more fundraising to do to make the restoration of the ball field a reality."

"Growing up I wore number 10 on my back in honor of Michael Young. He was a selfless baseball player that played numerous positions, and he has exemplified himself just as selfless now off the field with this donation to the community," said North Dallas High School Coach Steven De La Cerda. "I cannot thank you enough, Michael Young!"

In addition to Mr. Young's gift, the Sealark Foundation has generously pledged $700,000 towards to restoration effort. To play your part in Dallas baseball history and the renovation of Reverchon Park please contact the Dallas Education Foundation at [email protected] or go to https://futureofdallas.org/donate.

Michael Young (@MikeyY626) is a Texas Rangers Hall of Fame former baseball player and founder of the Michael Young Family Foundation.

About the Dallas Education Foundation

The Dallas Education Foundation is inspired every day by the creativity and innovation we see in our Dallas ISD classrooms. We believe our city and our communities are strengthened by each student who graduates ready to lead a successful life. As a non-profit, philanthropic partner of Dallas ISD, we align with the District's strategic initiatives and partner with our city's business leaders, residents and philanthropic community that enrich the lives of our students. For more information about the Dallas Education Foundation, follow us on Facebook, Twitter, and Instagram (@FutureofDallas), or visit www.futureofdallas.org

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March 11, 2021 DALLAS, TX - March 11, 2021 - The Dallas Education Foundation received a $50,000 donation from Texas Rangers Hall of Famer Michael Young to restore the Reverchon Park Ball Field which will serve as the home field for the North Dallas High School Bulldogs baseball team.

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As a major urban city, there are numerous large companies who headquarter here and thus impact the community, bring jobs, and eventually affect Dallas ISD as well.

According to Destination DFW, Walmart and American Airlines are two companies who bring the most amount of jobs to DFW. AA is the nations largest airline and headquarters out of DFW. Texas Instruments, JP Morgan & Chase, Raytheon, Kroger, and Verizon also have local headquarters or distribution centers that bring numerous jobs to the community.

Dallas is also a large medical hub for many companies and hospitals. Texas Health Resources, Baylor Scott & White, UT Southwestern, HCA North Texas, Parkland Health, and Cook Children's are some of the large medical entities and hospitals in the surrounding area.

Largest Employers in the Dallas Fort Worth Area. (2020, May 19). Destination DFW - Dallas Fort Worth Relocation Guide. https://destinationdfw.com/Largest-Employers-in-Dallas-Fort-Worth-Texas
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Dallas ISD is able to secure a good amount of donations and partnerships with local communities - a large one being that they are named a Verizon Wireless District. According to a February 2021 DISD press release, Siemens partnered with DISD to launch a laptop donation program set up to "bridge digital divide in schools" and "address equity in underserved communities." CBS local news also highlighted a $1 million dollar donation in 2020 to Dallas ISD, made by Central Market Grocery Store (owned by the larger Texas company HEB) to assist with tornado relief.

Community Partners / General Information. (2021). Dallas Community Parters. https://www.dallasisd.org/Page/41659

Smith, C. (2020, December 21). Central Market donates $1M to help Dallas schools a year after tornado destroyed campuses. Dallas News. https://www.dallasnews.com/news/education/2020/10/19/central-market-donates-1m-to-help-dallas-schools-a-year-after-tornado-destroyed-campuses/

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Another large piece of being within a big city is the sports teams and its partners. Dallas is home to the Dallas Mavericks (owned by one of the countries most successful and wealthy business owners, Mark Cuban), the Dallas Cowboys (owned by another massive business and sports tycoon/billionaire, Jerry Jones), the Texas Rangers, and the Dallas Stars. Recently, Texas Rangers former star Michael Young donated $50,000 to DISD in hopes to repair a local baseball field to provide a home field for a DISD high school team.

Dallas Education Foundation receives $50,000 to restore Reverchon Park Ball Field. (2021, March 11). FutureofDallas.Org. https://futureofdallas.org/reverchon/

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According to the Dallas ISD News website, PNC has also been a long standing partner with the district, donating over $150,000 in the last 3 years, not including numerous technology donations and volunteer  groups for their employees to serve DISD.

PNC continues generous tradition of support to Dallas ISD with $30,000 donation to Dallas Education Foundation. (2020, June 15). The Hub Dallas ISD. https://thehub.dallasisd.org/2020/06/15/pnc-continues-generous-tradition-of-support-to-dallas-isd-with-30000-donation-to-dallas-education-foundation/
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In terms of higher education, the DFW metroplex is a hub for a large amount of public and private 4 year and community colleges. As of 2021, there are 6 public 4-year universities, 15 private 4-year institutions, 2 HBCU's, 15 community colleges, and 10 career based institutions. With so many colleges and career-based institutions in their backyard, students should have a leg up with preparedness and accessibility to further their education beyond high school. However, students in DISD consistently fall below the national and state average for college and career readiness.

Wikipedia contributors. (2020, December 19). List of colleges and universities in the Dallas–Fort Worth metroplex. Wikipedia. https://en.wikipedia.org/wiki/List_of_colleges_and_universities_in_the_Dallas%E2%80%93Fort_Worth_metroplex

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Another large stakeholder group is within Dallas ISD itself - the Board of Trustees. The DISD Board of Trustees include 9 individuals who serve 9 individual districts and areas that make up Dallas ISD.

Board of Trustees / Board of Trustees. (2021). Dallas ISD. https://www.dallasisd.org/domain/61

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According to the 19-20 Dallas ISD Report, 48% of total criminal incidents came from African American students, 47.6% from Hispanic/Latino students, 2.4% from White students, 1.5% from students of 2+ races, 0.3% from Asian students, 0.2% from American Indian students, and 0.0% from Hawaiian students.

Dallas ISD Discretionary, Mandatory, and Expellable Offenses by Race/Ethnicity. (2020). DallasISD.Org. https://www.dallasisd.org/cms/lib/TX01001475/Centricity/domain/98/data/reports/2019-20/A.%20Final.%20Discretionary_Mandatory_and_Expellable%20Offenses%202018-19%20and%202019-20.pdf

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Living arrangements, education data

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Population, age & sex, race & origin, housing data

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According to the 19-20 Texas Academic Performance Report, 39.9% of the Class of 2019 graduates were considered "College Ready".

13.8% of graduates took Dual Credit courses, 23.4% of graduates took 1+ AP/IB courses.

31.9% of Class of 2019 graduates were considered "Career or Military Ready".

For the 2018-19 school year, 38.3% of 11 and 12th grade students participated in 1+ AP/IB course.

The average SAT score for the 2019 graduates in Dallas ISD was 928/1600, and the average ACT score was 17.1/36.

From the Class of 2018, 52.3% of Dallas ISD graduates enrolled in a Texas Institution of Higher Education.

2019-20 Texas Academic Performance Report. (2020). DallasISD.Org. https://www.dallasisd.org/cms/lib/TX01001475/Centricity/domain/98/data/reports/2019-20/A.%20%202019%20-%2020%20Texas%20Academic%20Performance%20Report%20TAPR%20Report%20for%20Dallas%20ISD.pdf

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According to the 19-20 Texas Academic Performance Report, only 44% of Dallas ISD students met their necessary grade level in STAAR testing.

Of the DISD Class of 2019 students, 85.4% graduated from high school, 10.3% dropped out, 4.2% continued high school, and  0.1% received TxCHSE. 76.6% of graduates were Economically disadvantaged and 46.8%  of graduates were at-risk.

2019-20 Texas Academic Performance Report. (2020). DallasISD.Org. https://www.dallasisd.org/cms/lib/TX01001475/Centricity/domain/98/data/reports/2019-20/A.%20%202019%20-%2020%20Texas%20Academic%20Performance%20Report%20TAPR%20Report%20for%20Dallas%20ISD.pdf

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According to the 2019 US Census Data, the population of Dallas County is 2,635,516. The data shows that 25.8% of those people are under the age of 18.

The census data shows that in Dallas County, 66.6% are White, 23.6% are African American, 40.8% are part Hispanic, 6.7% are Asian,  2.0% are Multi-Racial, 1.1% are American Indian, and 0.1% are Hawaiian.

According to the census Family and Living Arrangements section, 43.5%  of homes in Dallas county speak a language other than English.

According to the census Education section, 79.3% of households have a high school diploma or higher, and 31.5% of households have a Bachelor's Degree or higher.

The census Income & Poverty section states that 14.0% of Dallas County residents live in poverty.

U.S. Census Bureau QuickFacts: Dallas County, Texas; United States. (2019, July 1). Census Bureau QuickFacts. https://www.census.gov/quickfacts/fact/table/dallascountytexas,US/PST045219
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According to the US Bureau of Labor Statistics, 7.1% of Dallas Country residents are unemployed as of 3/19/21, as compared to the national average of 6.8%.

Dallas-Fort Worth Area Economic Summary. (2021, March 19). U.S. Bureau of Labor Statistics. https://www.bls.gov/regions/southwest/summary/blssummary_dallasfortworth.pdf

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According to TownCharts' Texas Education Data, Dallas County has a 23% high school dropout rate, as compared to 14% for the entire DFW metroplex, and 12% for the United States.

Dallas Texas Education data. (2021). Town Charts. https://www.towncharts.com/Texas/Education/Dallas-city-TX-Education-data.html

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According to Healthy North Texas Data, 49.8% of Dallas County Households are single-family households. Of the 17 North Texas counties, Dallas has the highest percentage, with the lowest being 16.3% and the median value being 22.9%.

The Healthy North Texas Data also shares that 23.3% of children are living below the poverty line in Dallas County, with 21.1% of children falling into the category of Food Insecure. 68.1% of students in Dallas County are eligible for the Free Lunch Program. This data was last pulled by Healthy North Texas in 2019.

Healthy North Texas. (2019). Healthy North Texas :: Dallas County Indicators. Copyright (c) 2021 by Healthy North Texas. http://www.healthyntexas.org/relatedcontent/index/more?filter=topics%255B0%255D%3D26%26topics%255B1%255D%3D8%26keywords%3Dpoverty%252C%2Bpoor%252C%2B%2522Opportunity%2BCouncil%2522%252C%2B%2B%2522childhood%2Bpoverty%2522%26sourceModule%3DIndicators%26id%3D189%26localeId%3D2631%26periodId%3D4523%26localeTypeId%3D2%26backUrl%3D%252Findicators%252Findex%252Fview%253FindicatorId%253D189%2526localeId%253D2631%2526localeTypeId%253D2%2526periodId%253D4523%26backUrlTitle%3DIndicators%26title%3DIndicators%26contentTypeId%3D%26currentModule%3DIndicators

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According to the Dallas ISD MyData site, there are currently 144,814 students enrolled in the district. 70.7% of students are Hispanic, 20.8% are African American, 5.0% are White, 2.3% are Multi-Racial, 1.0% are Asian, 0.1% are American Indian, and 0.1% are Hawaiian.

50.8% of students are Male, 49.2% are Female.

85.2% of their students fall into their "Economically Disadvantaged" category.

Enrollment Statistics (as of 03/30/2021). (2021, March 30). Dallas ISD MyData Portal. https://mydata.dallasisd.org/SL/SD/ENROLLMENT/Enrollment.jsp

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According to the 2019-20 Texas Academic Performance Record, for the 2019-2020 school year, Dallas ISD employed 9,989 teachers. 70.7% of teachers' highest form of degree is a Bachelor's, 25.0% of teachers' highest degree is a Masters, 3.1% of teachers' hold no degree, and 1.3% of teachers hold a Doctorate.

2019-20 Texas Academic Performance Report. (2020). DallasISD.Org. https://www.dallasisd.org/cms/lib/TX01001475/Centricity/domain/98/data/reports/2019-20/A.%20%202019%20-%2020%20Texas%20Academic%20Performance%20Report%20TAPR%20Report%20for%20Dallas%20ISD.pdf

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District Toolkits / Social Media Guidelines

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Barack Obama Male Leadership Academy at A. Maceo Smith

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Dallas / Fort Worth Media -- Television, Radio, etc. back

Newspapers and community-related information:

Television stations and television-related:

KDFW FOX 4 - The Dallas-Fort Worth Fox affiliate.

KDAF WB 33 - The Dallas-Fort Worth WB affiliate.

KTVT CBS -The Dallas-Fort Worth CBS affiliate.

KPXD PAX - The Dallas-Fort Worth PAX affiliate.

KTXA UPN - The Dallas-Fort Worth UPN affiliate.

KXAS NBC (live images) - The Dallas-Fort Worth NBC affiliate.

Texas Filmograhy - A listing of projects filmed in Texas over the years.

TXCN (video) - Texas Cable News.

TV Guide - A listing of television stations and programming.

Zap2It.com - A listing of television stations and programming.

Did we miss a Dallas / Fort Worth radio, television, or magazine website? Submit a Site!

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MetroplexDaily.com - Radio and Television - Dallas / Fort Worth Metroplex

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Dallas / Fort Worth Media -- Television, Radio, etc. back Newspapers and community-related information: Television stations and television-related: KDFW FOX 4 - The Dallas-Fort Worth Fox affiliate. KDAF WB 33 - The Dallas-Fort Worth WB affiliate. KTVT CBS -The Dallas-Fort Worth CBS affiliate. KPXD PAX - The Dallas-Fort Worth PAX affiliate.

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Indicator Legend

Red is bad; green is good; blue is not statistically different/neutral.

Compared to Distribution

the value is in the best half of communities.

the value is in the 2nd worst quarter of communities.

the value is in the worst quarter of communities.

Significantly better than the overall value

Significantly worse than the overall value

No significant difference with the overall value

No data on significance available

More information about the gauges and icons

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Red is bad; green is good; blue is not statistically different/neutral. the value is in the best half of communities. the value is in the 2nd worst quarter of communities. the value is in the worst quarter of communities.

# data[].attributes.attachment_link.readable_text
Indicator Legend

Red is bad; green is good; blue is not statistically different/neutral.

Compared to Distribution

the value is in the best half of communities.

the value is in the 2nd worst quarter of communities.

the value is in the worst quarter of communities.

Significantly better than the overall value

Significantly worse than the overall value

No significant difference with the overall value

No data on significance available

More information about the gauges and icons

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Students Eligible for the Free Lunch Program

# data[].attributes.attachment_link.description
Red is bad; green is good; blue is not statistically different/neutral. the value is in the best half of communities. the value is in the 2nd worst quarter of communities. the value is in the worst quarter of communities.

# data[].attributes.attachment_link.readable_text
Indicator Legend

Red is bad; green is good; blue is not statistically different/neutral.

Compared to Distribution

the value is in the best half of communities.

the value is in the 2nd worst quarter of communities.

the value is in the worst quarter of communities.

Significantly better than the overall value

Significantly worse than the overall value

No significant difference with the overall value

No data on significance available

More information about the gauges and icons

# data[].attributes.attachment_link.description
Red is bad; green is good; blue is not statistically different/neutral. the value is in the best half of communities. the value is in the 2nd worst quarter of communities. the value is in the worst quarter of communities.

# data[].attributes.attachment_link.readable_text
Indicator Legend

Red is bad; green is good; blue is not statistically different/neutral.

Compared to Distribution

the value is in the best half of communities.

the value is in the 2nd worst quarter of communities.

the value is in the worst quarter of communities.

Significantly better than the overall value

Significantly worse than the overall value

No significant difference with the overall value

No data on significance available

More information about the gauges and icons

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Red is bad; green is good; blue is not statistically different/neutral. the value is in the best half of communities. the value is in the 2nd worst quarter of communities. the value is in the worst quarter of communities.

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Teaching Trust is a leadership development organization eliminating the opportunity gap by delivering practical training, coaching, and support to school leaders at all levels to accelerate systemic and sustained change in schools and across school districts.

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Dallas Education Foundation - Dallas Education Foundation

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Supporting our students today prepares them for tomorrow - our future. Through generous contributions from private individuals and our corporate and philanthropic partners, the Dallas Education Foundation drives innovative programming, provides our students with fundamental needs and supports our teachers to ensure the greatest impact possible.

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Closing the opprotunity gap. Big Thought equips youth in marginalized communities to imagine and create their best lives and world.

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There is almost no better way to impact the future of a community than to invest in the education of its children. Dallas has some remarkable nonprofit groups helping to shape kids' lives by providing educational resources, ensuring safe after-school care, and fueling kids' dreams to do great things in the future.

CultureMap's new Dallas Charity Guide, presented in partnership with Frost's Opt for Optimism campaign, is a one-stop resource for locals looking for ways to give back - including to the education of children in the community.

Here's a quick look at some Dallas nonprofits making an impact on children's education, from pre-school to high school and beyond. Know of a group that should be added? Tell us here.

Educational First Steps
Mission: The mission of Educational First Steps is to increase the number of economically disadvantaged children receiving high-quality early childhood education. They do this by transforming daycare centers in impoverished communities into high-quality early childhood education learning centers.
How to get involved: Donations are always welcome, and volunteers help give at-risk children a high-quality early learning environment and the strong educational foundation they need for school readiness. Here are ways you can get involved:

Partner center physical improvement: lead your team in a beautification project at partner center(s), such as playground restoration, painting, creating a garden, and more.

Playground builds: give children their very own place for outdoor learning and play proven to improve their preschool experiences.

Supply drive and backpack stuffing: gather supplies and stuff Educational First Steps backpacks for children at partner center(s). Click here for the list of needed supplies.

Head here to fill out a volunteer application.

Major fundraiser: Dallas and Fort Worth each host the annual ONE Childhood ONE Chance Luncheon, which features local and national celebrity speakers. The annual Early Childhood Education Conference brings together early childhood education professionals and expert trainers from across the nation - typically 700 center directors and teachers across North Texas attend.

Education Opens Doors
Mission: Education Opens Doors and its student manual Roadmap to Success evolved from the passion and efforts of several Teach for America alumni and education pioneers. Roadmap to Succeess is the hands-on evidence of the mission of Education Opens Doors: empowering students to strategically navigate through high school to college. It is every middle and high school student's dream come true: a step-by-step guide full of checklists and resources to get them where they want to go after they graduate.

Today, Education Opens Doors is implementing the Roadmap to Success program in 175 classrooms across the Dallas area. Teachers are utilizing the student handbook to give middle and high school students a chance at success, by giving them a guide to help them be intentional about where they want to go next and strategically navigate their way to college.
How to get involved: Education Opens Doors offers a number of volunteer opportunities, including assisting with fundraising campaigns and helping with special events. For more information on how to get involved, email info@educationopensdoors.org.

Gill Children's Services
Mission: Gill Children's Services is a funding source of last resort that provides a safety net for Tarrant County Children whose medical, dental, physical, social, psychological, and educational needs have not been met by other community resources. It provides kids with medications, hearing aids, eyeglasses, root canals, summer school tuition assistance, therapy, and much more.
How to get involved: Gathering your friends, family, or colleagues and hosting a supply drive for Gill Children's Services is one way to get involved with their mission. While most of their clients need services, many still needed goods like diapers, strollers, and toothbrushes. Contact the Gill Children's Services office for more information about holding a supply drive.

Additionally, Gill's Children's Services is always looking for advocates to help spread the word about their work. There are several ways to do so, including requesting brochures and applications to keep at your school, nonprofit, or medical/dental office, and inviting them to speak at your company or social club.
Major fundraiser: For more than 15 years, the Corvette Club of Texas has generously provided over 200 Gill children with Christmas gifts. Every year, the club works with Gill to identify families who deserve some extra help around the holidays.

High-tech High Heels
Mission: High-Tech High Heels (HTHH) is a nonprofit organization in partnership with the Communities Foundation of Texas. It believes the world will be a better place when there is a diverse, qualified workforce with more opportunities for women in science, technology, engineering, and math (STEM). Having women represented equitably in STEM careers will not only increase innovation and make our nation more competitive, but will also have far-reaching global economic and societal benefits. Their mission is to close the gender gap in STEM professions in the United States, and to increase the number of girls graduating from high school and entering a college-level degree program in STEM.
How to get involved: Join the speakers bureau, which support HTHH's funded programs by enabling counselors, teachers, and other educational staff to find volunteers for their STEM and female-focused events. The primary focus is working with girls of all ages during events where speakers speak directly with a classroom and answer questions students may have about STEM careers, or serving on a panel. You can also donate directly to HTHH through Communities Foundation of Texas, or earn money for HTHH though volunteer matching of your donation hours.
Major fundraiser: The fifth annual High-Tech High Heels Friendraiser will take place on September 27, 2018, at Park City Club from 6-9 pm. Enjoy an evening of cocktails, live auctions, and raffle prizes, and learn more about how you can help level the playing field for more girls starting at an early age. You will be able to meet organizations benefitting from your donation and learn how your contributions are helping more girls pursue careers in STEM fields.

Independence Gardens
Mission: Independence Gardens is a parent-led nonprofit organization founded in 2013. Its overall mission is to connect kids with food through actionable, impactful nutrition education programs. This is accomplished through partnership with schools and the community. It begins with an experiential, edible, outdoor learning space and progresses to a hands-on, student-led (and chef-driven) Come and Eat IT! Campaign. Independence Gardens' programs foster and develop in children life skills such as self esteem, leadership, decision-making, nutrition, and love of community. Since the organization began in 2013, the program has connected thousands of students to the food they are growing and eating, helping them make healthier food choices.
How to get involved: Do you love gardening? Can you work a saw? Do you love food? Then the outdoor learning spaces in Independence Gardens' network need you. There are several volunteer opportunities available. Your generosity provides students in the community with experiential programs that sprout their educational journey. From edible gardening, a student-run farmers market, live cooking activities with chefs, and teaching families that fresh cooked food is as easy as growing peas, it all depends on donations.
Major fundraiser: Come and Eat IT! is Independence Gardens' signature event that connects children to the food they are growing and eating through a chef-driven, student-led cooking event. Held in May, students, chefs, teachers, parents, and community leaders rally for improved nutrition education. Each year, thousands of students in the Dallas-Fort Worth participate in this event. Garden To Table is the group's signature fundraising event. Local chefs rally for improved nutrition education by curating dishes inspired by vegetables grown in the Community School Gardens within the Independence Gardens network.

Just Say Yes helps equip teens to succeed by educating them through student assembly speakers and classroom curriculum. Their goal is empowering students to say yes to their dreams and goals and no to destructive choices. Just Say Yes partners with schools to provide the right speakers, media, and curriculum to help students succeed academically and in life through making positive decisions that will improve their success inside and outside of the classroom. Their speakers and resources cover a variety of topics including bullying, teen pregnancy prevention, teen dating violence, high school drop-out prevention, drug and alcohol abuse, and self image.
How to get involved: Just Say Yes is always looking for volunteer help in a variety of different capacities, from office assistants and photographers to advocates and committee members. For a full list of opportunities, head here.
Major fundraiser: Just Say Yes' annual celebration raises funds to support the Just Say YES mission of equipping today's youth through high-impact student assemblies, peer-to-peer mentoring programs, educator training, and parent programs. Each year, a noteworthy speaker delivers a keynote address. Past speakers have included Jenna Bush Hager and former Dallas police chief David Brown.

The mission of Love for Kids is to ensure that children and their parents have easy access to education and resources.
How to get involved: Love For Kids relies on the generosity of its community to fund critical services for the parents, children, and senior citizens they serve. It engages over 1,000 diverse, multi-generational volunteers that participate as mentors, work at events, and participate in the planning of signature events. Civic groups, school groups, businesses, families, and retirees are welcome, and Love For Kids welcomes the opportunity to form new partnerships. To learn more about individual ways to give, please call 214-426-5683.
Membership: $25 helps pay for brochures to increase community awareness about LFK program, while $150 pays for healthy snacks for clients and their children to eat during parenting classes. $250 provides monthly individualized case management for a client, and $500 provides two buses for clients to get to a special event. $750 provides funding for mandatory background checks for LFK's volunteer and mentor candidates, and $1,000 provides weekly life skills workshops on parenting wellness, relationships, finance, and career planning. $1,500 sponsors 10 children at a Love for Kids special event.
Major fundraiser: Palette to Palate is an evening featuring some of the city's most popular chefs, restaurants, artists, and wines. An extensive collection of food, wine, artisan cheeses, and sweets is provided for a delicious culinary experience. You are able to meet local artists and enjoy their beautiful work, some of which is available for purchase. Live and silent auctions offer a variety of unique items guaranteed to maintain anticipation and keep bidding at an all-time high.

National Math and Science Initiative
Mission: National Math and Science Initiative believes STEM education is the greatest lever to accessing opportunity, and is unmatched in unlocking student potential.​ Thus, its mission is to advance STEM education to ensure all students, especially those furthest from opportunity, thrive and reach their highest potential as problem-solvers and lif​e-long learners who pursue their passions and tackle the world's toughest challenges​.
How to get involved: You can help more students reach their highest potential by donating, or reach out to your school or district administrators to encourage them to bring the program to your schools.

NBMBAA Leaders of Tomorrow DFW
Mission: The LOT program from the DFW chapter of the National Black MBA Association provides leadership development to high school students. The program is driven by mentoring across four developmental areas: leadership, financial literacy, college preparation, and career preparation. The program offers participants resources, knowledge, and opportunities in the way of mentoring relationships, scholarships, and internships.
How to get involved: Contact LOT@dfwmbas.org for opportunities to donate and volunteer. LOT DFW participants pay an annual NBMBAA student membership fee of $15.
Major fundraiser: The NBMBAA Leaders of Tomorrow (LOT) Annual Leadership Summit and National Business Case Competition enables participants to develop critical thinking, problem-solving, and presentation skills by addressing a business case study. The DFW LOT chapter has won first place in the National Business Case Competition in 2018, 2016, 2011, and 2010.

Reading Partners of North Texas
Mission: Reading Partners has been a part of the Dallas educational landscape since 2012, when it launched a program at George W. Truett Elementary School and Roger Q. Mills Elementary School and served 80 students. Since then, they've placed thousands of community volunteers in low-income schools to help kids master basic reading skills. Their one-on-one tutoring empowers students to succeed in reading and in life by engaging community volunteers to provide individualized, personal attention to each student in the program.
How to get involved: Every day, thousands of volunteer reading partners make a lifelong difference for kids who struggle with reading. When kids learn to read, their lives are transformed forever. Your gift will help students in under-resourced schools achieve their dreams. Donate here.
Major fundraiser: Books & Breakfast includes several guest panelists, including Dallas Mayor Mike Rawlings, Fort Worth Mayor Betsy Price, Dallas ISD Superintendent Dr. Hinojosa, Fort Worth ISD Superintendent Dr. Scribner, and other education leaders. Krys Boyd, the host of the critically acclaimed radio show Think moderated a civic-minded conversation.

The Concilio
Mission: The Concilio bridges the gap between parents and the educational system. Its Parents Advocating for Student Excellence (PASE) program teaches parents their role, rights, and responsibilities to empower their children's academic success. In Community Health, they focus on educating parents and their children on obesity, nutrition, and physical activity, then support them as they make changes to their lifestyles. The signature Healthy Kids, Healthy Families program is an interactive program aimed at reducing the risk for obesity through improved nutrition and increased physical activity.
How to get involved: There are several volunteer opportunities, which are outlined in detail here.
Major fundraiser: The Concilio's Big Dreams annual fundraiser helps thousands of families improve their education and health. Your support helps increase graduation rates across Dallas and Fort Worth and prepares more students for success in college and beyond. Expect music, dancing, open bar, and live auction at this cocktail event on October 18, 2018.

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These Dallas education charities earn straight As for giving back

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There is almost no better way to impact the future of a community than to invest in the education of its children. Dallas has some remarkable nonprofit groups helping to shape kids' lives by providing educational resources, ensuring safe after-school care, and fueling kids' dreams to do great things in the future.

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Dallas Film Commission | Local Newspapers & Magazines

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Film Festival - Call for Entries Many local film festivals are currently accepting submisssions - Oak Cliff Film Festival, Asian Film Festival of Dallas, Topaz Film Festival, Pegasus Film Festival, Dallas International Film Festival, Dallas VideoFest & Dallas Medianale

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Thank You,
Dallas Jazz Piano Society,
For Your Continuous Support!

A Dallas Jazz Piano Society sponsored partnership between Booker T Washington Arts Magnet School and Raul Quintanilla Middle School led by Lisa Taylor, QMS After School Clubs Coordinator and originated by Frederick Sanders, recording artist and Director of Jazz Bands at BTW. "

" We are gratefully indebted to Lisa Taylor for leadership and support in launching this innovated program created by Frederick Sanders to provide group/ private instruction to the deserving students of RQMS."

The Students and Teachers of Quintanilla Middle School appreciate
all that you continue to do for our community!!

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Community Partners / General Information

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The Students and Teachers of Quintanilla Middle School appreciate all that you continue to do for our community!!

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Destination DFW - Dallas Fort Worth Relocation Guide

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The Dallas/Fort Worth area is the fastest-growing metro area in Texas, and the nation. The DFW Metroplex is the fourth largest metropolitan area in the country, with a population of 7.1 million people, according to recent data. What brings people to DFW? At least one reason is the jobs. The unemployment rate has been consistently lower than both the Texas and national aver- ages at 3.6 percent as of November 2016.

In addition, 22 DFW companies made the Fortune 500 list in 2018, including American Ai r l ines, E x xon Mobil Corp., and Dallas- based AT&T. There are more than 70,000 firms in the area, with 90,000 physical business establishments. The DFW area is home to over 10,000 corporate headquarters, making it the largest concentration of corporate headquarters in the United States.

Like other areas in Texas, DFW has plenty of employment opportunities for those who choose to relocate here. In addition, CNBC named Texas America's Top State for Business in recent years. The area has also consistently had a low cost of living, around the same as Houston, and considerably lower than Austin. With plenty of opportunity, it's no wonder the Dallas/Fort Worth Metroplex has seen such growth.
The following is a list of the top 25 largest employers in the DFW area, ranked by how many employees they have locally. If you're looking for a job in the DFW area, it's a good place to start:
1. Wal-Mart Stores, Inc.

Headquarters: 702 SW 8th St.

Bentonville, AR 72716

800-331-0085

www.corporate.walmart.com

American Airlines Group, Inc. is the world's largest airline, and serves 350 cities across 50 countries, with thousands of daily flights. The company's main headquarters are in Fort Worth, and include the American, American Eagle, and American Connec- tion lines. American Airlines is part of the oneworld® alliance, a group of the world's leading airlines, committed to providing the hightest level of service. Visit www.aacareers.com for information on employment opportunities with American Airlines.

2. American Airlines Group, Inc.

Headquarters: 4333 Amon Carter Blvd.

Fort Worth TX 76155

800-433-7300

American Airlines Group, Inc. is the world's largest airline, and serves 350 cities across 50 countries, with thousands of daily flights. The company's main headquarters are in Fort Worth, and include the American, American Eagle, and American Connec- tion lines. American Airlines is part of the oneworld® alliance, a group of the world's leading airlines, committed to providing the hightest level of service. Visit www.aacareers.com for information on employment opportunities with American Airlines.

3. Dallas ISD

Headquarters: 3700 Ross Avenue

Dallas TX 75204

972-925-3700

www.dallasisd.org/dallasisd

With schools spread across 384 square miles, Dallas ISD serves 150,000 students in 230 schools in the cities of Dallas, Cockrell Hill, Seagoville, Addison, Wilmer, and parts of other areas, including Carrollton, Cedar Hill, Duncanville, Garland, and others.

4. Texas Health Resources Inc.

19230 employees

Headquarters: 612 E Lamar Blvd.

Arlington TX 76011

682-236-7900

www.texashealth.org/jobs

As one of the largest faith-based, non-profit health care systems in the nation, Texas Health Resources (THR) has 14 hospitals and more than 19,000 employees in the DFW area. Texas Health Resources was named in one of the top places to work in the State of Texas by GreatPlacestoWork.com.

5. Baylor Scott & White

Headquarters: 4005 Crutcher St. #130

Dallas TX 75246

800-422-9567

www.baylorscottandwhite.com

Baylor Scott & White is the largest not-for-profit health care system in Texas and one of the largest in the United States. Baylor Scott & White provides full-range inpatient, outpatient and, rehabilitation and emergency medical services through 48 hospitals and more than 1,000 patient access points. "Great Places To Work" ranked Baylor Scott & White one the "Best Places to Work in Healthcare".

6. Bank of America Corp.

Local base: 901 Main St.

Dallas TX 75202

Headquarters: Charlotte NC

800-432-1000

www.bankofamerica.com

Bank of America is one of the largest financial institutions in the world, and, is the second largest bank in the United States by assets. Bank of America serves small and middle market businesses and individual customers with everything from investing, to asset management, to banking.

7. Lockheed Martin Aeronautics Co.

Local base: 1 Lockheed Blvd.

Fort Worth TX 76108

Headquarters: Bethesda MD

817-777-2000

www.lockheedmartin.com

Lockheed Martin provides innovations in aeronautics, information systems, global solutions, missiles and fire control, mission systems and training, and space systems. The company made $53.8 billion in sales in 2018, and was ranked 64h on the 2018 Fortune 500 list of largest industrial corporations. The Fort Worth facility builds mainly military aircraft, such as the F-16 Fighting Falcon and the F-117 Nighthawk.

8. City of Dallas

Headquarters: 1500 Marilla Street

Dallas TX 75201

www.dallascityhall.com

The City of Dallas has a population of over 1,340,000 people and employs over 13,000 of them. As the third-largest city in Texas, it is located mostly in Dallas county, but small portions are also in Collin, Denton, Kaufman, and Rockwell counties.

9. Texas Instruments Inc.

Headquarters: 12500 TI Blvd.

Dallas TX 75243

972-995-2011

Texas Instruments designs and supplies semiconductors and digital signal processing solutions for the world market. Dallas is home to TI's American opera- tions, which has been on "Fortune's Most Admired Companies List" for over 10 consecutive years

10. JP Morgan Chase & Co.

Local base: 2200 Ross Ave.

Dallas TX 75201

Headquarters: New York NY

800-935-9935

www.chase.com

JP Morgan is one of the largest banks in Texas. It serves 21 million households, services 6 million customers world- wide. JPMorgan Chase Bank has ranked one of America's Best Banks of 2018 by Forbes. Its Dallas headquarters is in the JP Morgan Chase Tower, one of the tallest skyscrapers in the city with over 55 stories.

11. UT-Southwestern Medical Center

Headquarters: 5323 Harry Hines Blvd.

Dallas TX 75390

214-648-3111

www.utsouthwestern.edu

The University of Texas Southwestern Medical Center has three degree- granting institutions which train 4,600 medical, graduate, and health profession students per year. They are one of the world's top academic medical centers, treating more than 60 subspecialties, several of which are consistantly ranked among the nation's best by United States News & World Report.

12. HCA North Texas

Local base: 6565 N. McArthur Blvd. Suite 5350

Irving TX 75039

Headquarters: Nashville TN

972-401-8750

www.hcanorthtexas.com

HCA, Inc. was founded in 1968 and was one of the nation's first hospital companies. The company provides around 4 or 5 percent of all medical care in the nation. HCA North Texas has numerous hospitals, imaging, and surgery centers throughout the DFW area, including the Denton Regional Medical Center, the Medical Center of Lewisville, and the Medical City Dallas Hospital, among others.

13. Fort Worth ISD

Headquarters: 100 N. University Dr.

Fort Worth TX 76107

817-871-2000

www.fwisd.org

The public school system of Fort Worth was founded in 1882, and today employs over 10,000 teachers and staff. All hiring for the Fort Worth ISD is done through their Human Capital Management organization

14. Parkland Health and Hospital

Headquarters: 5201 Harry Hines Blvd.

Dallas TX 75235

214-590-8000

www.parklandhospital.com

For more than a century, Parkland Health and Hospital has served Dallas County with talented medical professionals. Parkland has 12 medical centers in the Dallas area, including the Burn Intensive Care Unit, the Arrhythmia Management Center, and a Diabetes Treatment Center. Parkland also operates 20 community-based clinics, 12 school-based clinics and numerous outreach and education programs.

15. Southwest Airlines

Headquarters: 2702 Lovefield

Dallas TX 75235

214-590-4000

www.southwest.com

Southwest Airlines is currently in its 46th year of service in 2017. They have more than 53,000 employee nationally (with 8,910 of those being in the Dallas-Fort Worth area) and have more than 100 million customers annually. Southwest operates a network of 101 destinations in the United States and eight additional countries with more than 3,900 departures a day during peak travel season.

16. Target Corp.

Local base: 555 Republic Dr.

Plano TX 75074

Headquarters: Minneapolis MN

800-440-0680

www.target.com

The first Target store opened in 1962, and in the very same year it gained the nickname "Tarzhay." The company has 1,700+ stores in the United States and 82 in Canada, supporting 361,000 employees. Target believes in supporting the community and gives 5 percent of their profit to charities.

17. Verizon Communications

Headquarters: 600 Hidden Ridge

Irving TX 75038

800-837-4966

www.verizon.com

Verizon Communications employs more than 8,100 residing right in the Dallas- Fort Worth area. They specialize in 4G and 5G wireless technologies and broadband and fiber. Verizon also offers solutions in managed security In 2017 alone Verizon has been names one of the "Top Corporations for Women's Business Enterprises" by Women's Business Enterprise, and a "Top 50 Employer" by Equal Opportunity Magazine.

18. Raytheon Company

Local base: 2501 W. University Dr.

McKinney TX 75071

Headquarters: Waltham MA

972-952-2000

www.raytheon.com

Established in 1922, Raytheon achieved $27 billion in sales in 2018. The company provides a broad range of mission support systems, including state-of- the-art electronics and mission systems integration for customers around the world. Raytheon employs 8,000 people in 7 different facilities in the DFW area.

19. Garland Independent School District

Headquarters: 501 S. Jupiter

Dallas TX 75042

972-494-8201

www.garlandisd.net

Garland Independent School District educates over 56,000 students across 72 campuses. Garland ISD ranks as the second-largest district in Dallas County and fourth-largest in Dallas-Fort Worth, 13th Largest in Texas and is among the 70-largest in America. The district employs 7,211 teachers and administrative staff.

20. Plano Independent School District

Headquarters: 2700 W. 15th Street

Plano TX 75075

469-752-8100

www.pisd.edu

Plano ISD serves the residents of approximately 100 square miles in southwest Collin County. In the 2016-2017 school year, Plano ISD had 72 total campuses and had a total student enrollment of 54,818. The staff of Plano ISD has grown to 6,854 teachers and administrative staff. Plano ISD also boasts of one the highest performances on college entrance exams in the nation.

21. City of Fort Worth

Headquarters: 1000 Throckmorton St.

Fort Worth TX 76102

817-392-2255

fortworthtexas.gov

The City of Fort Worth is broken into 9 districts, and is located in Tarrant and Denton Counties. As one of the fast- est-growing cities over the last decade, the city is expected to exceed 1 million people by 2030.

22. Dallas County

Headquarters: 509 Main Street #101

Dallas TX 75202

214-653-7668

www.dallascounty.org

Dallas County is the second most populous county in Texas and the ninth-most populous in the United States. Working for Dallas County is a way to make a difference in the community, with jobs available in health and social services, law enforcement, teachers and so many more. They offer challenging oppor- tunities in a diverse and dynamic work environment.

23. Alcon Laboratories Inc.

Headquarters: 6201 South Freeway

Fort Worth TX 76134

817-293-0450

www.alcon.com

Alcon Laboratories Inc. is a cutting-edge company focused on the optical industry with three different businesses offering board spectrum of products: Surgical, Pharmaceutical and Vision Care. Alcon currently has over 5,800 employees within the Dallas-Forth Worth area.

24. Cook Children's Health Care System

Headquarters: 801 7th Avenue

Fort Worth TX 76134

817-293-0450

www.cookchildrens.org

Cook Children's Health Care System provides exceptional healthcare to children every day in the Dallas-Fort Worth area. Recently, Cook Children's Health Care System received five different accolades from U.S. News & World Report for cancer, cardiology and heart surgery, diabetes and endocrinology, neurology and neurosurgery and orthopedics.

25. Kroger Co.

Local base: 1331 E. Airport Fwy.

Irving TX 75062

Headquarters: Cincinnati OH

972-785-6000

www.kroger.com

Kroger is one of the largest retail companies in the United States Kroger operates 2,800 stores in 35 states and two dozen banner stores. There are 211 Kroger- owned supermarkets in Texas, almost half of those are in the Dallas/Fort Worth Metropolitan Area.

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Largest Employers in the Dallas Fort Worth Area - Destination DFW - Dallas Fort Worth Relocation Guide

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The Dallas/Fort Worth area is the fastest-growing metro area in Texas, and the nation. The DFW Metroplex is the fourth largest metropolitan area in the country, with a population of 7.1 million people, according to recent data. What brings people to DFW? At least one reason is the jobs.

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Dallas Texas Education Attainment Charts

This section of charts contains education data for Dallas Texas based mainly on the latest year 2020 American Community Survey census data but also the survey from Common Core Data available for Public Elementary through Secondary Schools. In , the percent of all people aged 25 years or older, who have either graduated from high school or completed the Graduate Equivalency Degree (GED) or some equivalent certification/credential. Dallas indicates it has a High School Grad or higher of 77% which is in the center range of other places in the local area. The city with the highest percent high school graduates or better in the area is University Park which depicts a high school graduates of 100% (28.6% larger).

In , the percentage of people aged 25 years or older who have graduated from college/university with at least a bachelor's degree is provided. Note that the bachelor's degree is also called a four-year degree because it normally takes four years of full-time study to finish the course curriculum required to obtain the degree. This chart portrays the proportion of the population in this region who are college graduates with at least a bachelor degree or higher. In many ways, this analysis alongside the prior chart are very quick measures of the level of education in any particular area. Dallas shows it has a Bachelors Degree or higher of 33% which is the third most of all other places in the local area. The city with the highest percent with a bachelors degree or higher in the area is University Park which depicts a percent with a bachelors degree of 88% (approximately 2.6 times bigger).

shows the percentage of people 25 years of age or older who either have no schooling at all or dropped out of school before being able to complete high school. Additionally, these are people who also do not have a Graduate Equivalency Degree (GED) or some other high school level type credential/student achievement. This analysis, along with the last two charts, provides another high level review and comparative data on the Dallas Texas educational level. Dallas indicates it has a School Dropout Rate of 23% which is in the mid range of other places in the local area. The city with the highest percent who dropped out of school in the area is Cockrell Hill which depicts a percent who dropped out of school of 45% (about twice as large).

The next chart shows a break down of people who have received a bachelor's degree or higher advanced degree generally in a campus learning environment. In particular, Figure 6, provides the proportional breakdown of all the people who have received a postsecondary education along with what the level of advanced degree that was obtained. Note that these categories do not include any type professional development type activities such as those related to maintaining professional credentials in workshop lessons. Note Professional Degree includes medical, dental, lawyers, etc. Dallas has the largest proportion of percent of people with an associate degree at 55% of the total and is ranked #1. Second, it has in the middle range of other places in the local area in order of percent of people with a bachelors degree at 22% of the total.

The chart in Figure 7 shows the broad area of academic concentration or the discipline for people who have received a bachelors degree. This high level classification is essentially the field of study for which a degree was obtained. Dallas has the percentage of percent of people with a degree in a science or engineering related in the mid point range of other places in the local area at 24.5% of the total.

The next chart (Figure 8) provides a more detailed deep dive on the category of major degree obtained for people aged 25 years or older who earned a bachelor's degree or higher. Specifically, this frequency distribution details out what the major field of study was the degree obtained. Dallas has the largest proportion of percent of people with a degree in social sciences at 6.8% of the total and is ranked #1. Second, it has the smallest proportion of percent of people with a degree in literature and languages at 4.3% of the total.

provides comparative data between the places in the greater Dallas Texas region for broad educational attainment. This analysis uses provides five broad education attainment categories including: No Education/No School, Some High School, High School or equivalent, Some college or Associates Degree, and Bachelors Degree or higher. Dallas has the percentage of percent of people with high school (or ged) in the mid range of other places in the local area at 22.4% of the total. The next exhibit () provides detailed cross tabulation analysis that provides education success data broken out or cross tabulated by age group. Please note that the columns add to 100% and you must use the pagination buttons at the bottom of the table to see all the rows. is a cross tabulation analysis that shows large educational success categories and is broken out or cross tabulated by racial group. Please note that the columns add to 100% and you must use the pagination buttons at the bottom of the table to see all the rows.The final cross tabulation analysis is provided in and shows education success broken out by gender. Please note that the columns add to 100% and you must use the pagination buttons at the bottom of the table to see all the rows.

Dallas Texas School Enrollment Charts

The next section of chart resources look at school enrollment by a variety of educational institutions and are categorized into a number of other groupings. Figure 14 provides the overall school enrollment by broad range of school age/level groupings. Dallas has the percentage of percent of children in kindergarten in the mid point range of other places in the greater region at 25.4% of the total. Second, it has the largest proportion of percent of people in undergraduate colleges at 6.4% of the total and is ranked #1.

Figure 15 provides a simple high level comparison of the proportion of students that are enrolled in public schools versus students enrolled in private schools in the Dallas Texas region. Dallas depicts percent enrolled in public schools considerably bigger as the percent enrolled in private schools.

The next comparison provided in Figure 16 shows the proportion of students enrolled in private schools versus students enrolled public schools for students enrolled in Kindergarten through 8th grade (grade 8) or (K through 8). Dallas shows percent of children enrolled in public k-8 grades very much bigger as the percent of children enrolled in private k-8 grades.

Figure 17 provides a comparative analysis all students enrolled in a public high school versus those students who are enrolled in private high school schools. Dallas shows percent enrolled in a public high school substantially bigger as the percent enrolled in a private high school.

The next chart (Figure 18) provides a similar analysis to the last chart but provides the data for public post secondary education versus private higher education colleges. Dallas depicts percent enrolled in a public college approximately 4.2 times bigger as the percent enrolled in a private college.

Figure 19 shows another view of students enrolled in public or private schools-postsecondary schools or colleges/universities. This analysis shows the proportion for all graduate and professional schools (such as law or medical school) and whether those students are enrolled in private or public institutions. Dallas depicts percent enrolled in a public gradudate or professional school 72.9% larger as the percent enrolled in a private gradudate or professional school.

The next chart in this series of resources shown in looks at the total number of students enrolled in any educational institution for each place in the greater Dallas region. (Total enrollment in this case includes all students from preschool all the way through students enrolled in graduate school.) Dallas depicts it has a Total Enrolled of 329,641 which is ranked #1 of all places in the greater Dallas region. Comparing total population enrolled in school to the United States average of 81,084,866, Dallas is only about 0.4% the size. Also, in contrast to the state of Texas, total population enrolled in school of 7,681,758, Dallas is only about 4.3% the size.

The final chart in this series is Figure 22 and provides analysis data for the school year shown. The chart shows the proportion of kids/children that are enrolled in a pre-school public district versus those kids/children who are enrolled in a private pre-school oriented tuition institution (private salary/superintendent/etc.) Dallas Texas has the percentage of public preschool enrollment in the center range of other places in the local area at 31% of the total.

Dallas Texas Area Schools Charts

lists all the schools in the area along with the school district, county location and other program information/credential such as if they are a public charter school or private charter school or magnet school. Some of the Area Schools are: Ignacio Zaragoza El, Uplift Education-Peak Prep Pri, Uplift Education-Peak Prep H S, Uplift Education-Peak Prep Middle, and Reconciliation Academy. The next illustration in shows the total child school enrollment for all grades (through 12th grade) at the school shown using NCES data (Common Core of Data, Public Elementary-Secondary School Universe Survey.) Looking at Enrollment for Area Schools we find that Woodrow Wilson H S ranks the largest with a value of 1,641 enrolled students. The next largest values are for: J L Long Middle (1,236), John F Kennedy Learning Center (772), Cesar Chavez Learning Center (666), and Mount Auburn El (640). The difference between the highest value (Woodrow Wilson H S) and the next highest (J L Long Middle) is that the enrolled students is about 32.8% larger.

Figure 25 show the ratio of the number of students to the number of teachers in the classroom. A good student to teacher ratio should be low because it indicates that there are less students for any one teacher to educate in a class and generally a better learning environment, better success and optimal teaching excellence. Teachers includes all educational staff such as special education teachers and any other educator. Note that distance learning (online learning/remote learning) is not included in these values. Looking at Student to Teacher Ratio for Area Schools we find that Maya Angelou H S ranks the largest with a value of 3.7 student to teacher ratio. The next largest values are for: Uplift Education-Peak Prep Middle (13.1), Uplift Education-Peak Prep H S (13.1), J W Ray Learning Center (14.6), and Ignacio Zaragoza El (15.3). The difference between the lowest value (Maya Angelou H S) and the next lowest (Uplift Education-Peak Prep Middle) is that the student to teacher ratio is approximately 3.5 times bigger.

The next chart, Figure 26, shows the racial mix of students at each location in this district of the state of Texas department of education.

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Dallas Texas Education data, research, analysis, information, statistics and attainment with percent high school and percent college graduates, advanced degree breakdown, higher education attainment, college enrollment, school dropouts, race breakout, gender proportion/ratio, schools, degree earned, gender breakdown, public versus private school enrollment

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Source: U.S. Bureau of Labor Statistics
Note: More data series, including additional geographic areas, are available through the " Databases & Tables" tab at the top of this page.

Geographically based survey data available from BLS:

Employment & Unemployment

Prices & Living Conditions

Compensation & Working Conditions

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Source: U.S. Bureau of Labor Statistics Note: More data series, including additional geographic areas, are available through the " Databases & Tables" tab at the top of this page. Employment & Unemployment Prices & Living Conditions Compensation & Working Conditions

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U.S. Census Bureau QuickFacts: Dallas County, Texas; United States

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Frequently requested statistics for: Dallas County, Texas; United States

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EL Total includes students whose EL program information is missing. Students enrolled in sheltered English/language arts courses ("Shelt") are not included in the counts for bilingual education ("BE") or ESL. Enrollment statistics include students who are reported as district students to the Texas Education Agency (TEA) via the Public Education Information Management System (PEIMS).