DISD Leaders Support Separate and Unequal Schools
Dallas ISD President Justin Henry and Superintendent Elizalde have repeatedly say they don't believe black students deserve school choice
Dallas ISD has record numbers of failing schools, almost all of them in majority black neighborhoods
Compare to the 95% white Highland Park ISD to minority-majority DISD. Schools are separate and unequal. This is Jim Crow 2.0
In the multi-tiered educational landscape of the Dallas Independent School District (DISD), the echoes of a deeply entrenched and problematic doctrine reverberate through the hallways, classrooms, and policy-making chambers. This doctrine, far from the egalitarian principles the public school system professes to uphold, effectively ensnares low-income families in a cycle of educational deprivation and diminished opportunities.
The Illusion of a Constitutional Right
Education hailed as a constitutional right and a pillar of American democracy, has been contorted into a mechanism for maintaining the status quo. With this privilege, a select few wield control to the detriment of many. This manipulation is not a mere oversight but a calculated endeavor to undermine families, particularly those in vulnerable communities, perpetuating the notion that they are predestined for failure.
In the heart of Texas education finance, the “Robin Hood” approach to property taxes is contentious, symbolic of a system struggling to balance equity with efficiency. Ostensibly designed to redistribute wealth from property-rich districts to those less fortunate, this system, in reality, manifests as a form of oppression, ensnaring taxpayers and students alike in a cycle of inefficiency and unfulfilled promises.
The Delusion of Redistribution
At its core, the Robin Hood scheme promises to level the playing field, ensuring that all children, regardless of zip code, have access to quality education. However, the stark reality is that the funds extracted from property-rich areas rarely trickle down to the students who need them most. Instead, they become trapped in the bureaucratic labyrinth of the educational system, diverted by administrative costs, and diluted by a lack of targeted oversight.
For property owners, the burden is twofold. Not only are they taxed heavily under the guise of supporting education across the state, but those who opt for alternatives—such as government or charter schools—find themselves paying twice for education. First, through their property taxes contributing to the Robin Hood fund, and second, through tuition or additional fees associated with their chosen educational path. This financial strain exacerbates the divide between the promise of equitable education and the grim realities many families face, effectively penalizing those seeking the best educational outcomes for their children.
While noble in intent, the Robin Hood approach to property taxes has proven to be a flawed mechanism in practice, perpetuating systemic oppression against property owners and failing the students it aims to serve. It’s time for a comprehensive reevaluation of how Texas finances education—a move towards a system that benefits students without burdening families seeking the best for their children. Accurate equity in education requires transparency, accountability, and a commitment to ensuring that every dollar earmarked for education directly improves student learning and achievement.
**A History of Systemic Restructuring**
The tenure of Michael Hinojosa marked a significant turning point, with the restructuring of advanced learning centers specifically designed to uplift poor children. Once beacons of hope, these centers were dismantled, not for the lack of success or potential, but because they threatened the established order by offering a way out of the educational dilemma.
Moreover, Hinojosa’s resistance to charter schools gaining a foothold in Dallas speaks volumes about the district’s aversion to alternatives that could empower families with choice and a chance at a better educational outcome for their children.
The needs of the Black community never registered on his radar, yet when it came to the constant influx of migrants making their way to Dallas, he made sure that through this rearrangement, there was a loss of footing for Black families in favor of a buffer class.
Sweeping Changes and Sidestepped Accountability
Miles Morath’s sweeping changes further cemented this doctrine, introducing policies that, while masquerading as reforms, further entrenched the disparities within the system. Then comes Dr. Stephanie Elizalde, who continues this legacy, sidestepping accountability with a finesse that leaves little room for genuine scrutiny or change.
The Cash Cow Mentality
The characterization of students and families as mere cash cows, opportunities for financial gain rather than recipients of a fundamental right to quality education by any means necessary, is the most damning indictment of the leadership’s perspective. This mentality underpins the inflation of grades and the tying of teacher bonuses to student performance—a system that rewards superficial success over genuine learning and development.
The cycle of inequity perpetuated by successive DISD superintendents demands recognition and action. It’s time to dismantle the structures that have kept low-income families in educational limbo and confront the uncomfortable truth that the current system serves the interests of a few at the expense of many. The question is, who will step forward to be of value in setting up parallel economies and opportunities?
The DISD has chosen to monopolize State resources, which favors the administrative class. By obstructing the push for school choice, they have made it abundantly clear that they have no interest in the upliftment or advancement of Black families in these poor, depressed areas. The teachers are chained to a master controller paradigm, which deprives students of adequate learning experiences.
The path forward requires courage, innovation, and a genuine commitment to equity and justice. It necessitates that leadership view education not as a privilege to be gatekept but as a universal right to be upheld. For the families of Dallas and the future of our community, the time for this change is now.
