Elizalde’s DISD: Separate and Unequal Treatment for Black Students

-DISD Superintendent Gets $350K Reward for Keeping Black Kids in Failing Schools

-Elizalde and Trustee President Justin Henry reward overpaid failing administrators at the expense of Black students

-Elizalde says she does not believe Black students deserve school choice

Superintendent Elizalde has made it clear how she sees students and teachers of Dallas ISD; she sees them as belonging to her. She profits so much from their suffering; why would she feel any other way? At this moment, we stand on the precipice of a significant societal shift. This is about the essence of education and its actual realization, particularly within the context of organizations like the Dallas Independent School District (DISD). Our beloved community - our children and teachers - have been reduced to mere commodities in the eyes of certain administrative elements. We’re here to firmly establish that these lives, teeming with potential, are not mere trinkets to be traded. If left in a failing school environment, this is the equivalent of leaving them on a school-to-prison pipeline.

Dallas, a city of boundless potential, invests billions each year in an education system that continues to display glaring disparities, notably within Black neighborhood schools. These communities find themselves held back, their right to self-determination impeded, and they remain tethered to a system that repeatedly falls short.

The often-voiced notion that charter schools yield poorer results is tainted by bias. It overlooks a critical contrast in accountability: a struggling public school can continue to operate while a charter school if found ineffective, is shut down. This disparity underscores the need for a genuine conversation about school choice.

When we propose community-driven charter options for each failing school, we envision a landscape of educational innovation and competition. We aim to foster smaller, community-centric educational environments, emphasizing practical skills over identity politics and integrating religious institutions to promote a solid moral foundation.

An education system that prioritizes its survival over the well-being of its students and teachers is a profound misalignment of priorities. This circumstance is strikingly apparent in the DISD, where resources are increasingly directed towards the administration rather than the students they were intended to uplift. At the heart of this discourse is how public tax dollars is allocated.

We refuse to be sidetracked by demands for more government funding or finger-pointing. Our focus remains on the glaring wage disparity between high-ranking officials and hardworking teachers.

Without school choice, a fundamental human right, we insist on comprehensive audits of all ISDs harboring failing schools. This vigilance ensures the appropriate allocation of public tax dollars. It prevents monopolization by regional systems from failing the very students they are obligated to serve.

Ultimately, the solutions must be community-driven. Each failing public school deserves a solution tailored to its unique context, which can lead to reduced class sizes, stable student bodies, and minimized teacher burnout. We can reshape our educational environment, acknowledging each participant as an individual, not a statistic.

As we unite for change, we stand for more than just the children of Dallas; we represent all disadvantaged children across the nation. We advocate for their right to education, their right to choose, and above all, their right to a future unhindered by the shortcomings of a system that has lost its way.

This does not imply we wish to dissolve public schools. We support public schools that deliver effective outcomes. However, we firmly stand for diverse educational environments that genuinely give our children a fair shot at a brighter future. If a system is not providing that, we must demand change for the sake of our children because our children deserve nothing less.