asset report | north dallas feeder pattern, ay 2013-14

Communityof75204+ A story of contrast, challenge, and compassion From a story of families and change

center on communities and education

Presented by

Center on communities and education Regina Nippert, Executive Director

Report compiled by Patricia Baumer and Katherine LoSecco

Published March 4, 2013 Updated October 2013

Thank you We would like to thank the following for their direction and help in making this report possible. Deacon Dorothy Budd, Church of the Incarnation Martha Lang, Church of the Incarnation Erin Pendleton, Church of the Incarnation Patricia Stone, Church of the Incarnation North Texas Food Bank Hunger Busters Uptown Women’s Center Dallas Independent School District (Dallas ISD) Cesar Chavez Elementary School Ben Milam Elementary School J.W. Ray Elementary School Sam Houston Elementary School Ignacio Zaragoza Elementary School John F. Kennedy Learning Center Alex W. Spence T/G Academy North Dallas High School

tableofcontents

3

The purpose 4 The area: 75204+ 5 Census tracts 6-7 The population 8 Ethnicity & citizenship 9 Income & poverty 10 Education & employment 11 Household & transportation 12 Census tracts revisited 13 Early childhood 14-15 The schools 16-17 School demographics 18-19 Reading achievement 20 Academic achievement 21 Schools & homelessness 22 Schools & HUNGER 23 challenges: community 24 challenges: Schools 25 COMPASSION & CARE 26 GREATEST IMPACT 27 Appendix 29 - 48

Thepurpose The 75204+ zip code is an area of Dallas that over the past ten years has become a community of contrasts. Areas of economic need abut areas of prosperity and luxury. Growing populations of Hispanic families live next to neighborhoods of predominantly African American households. With the destabilization of the economy came the rise of transiency within families who could not maintain their current homes. Among these changes also came the realization that many service providers appear to be leaving the area, taking their services to where their targeted populations have moved, such as South Dallas. Remaining a pillar of stability for the community is the Church of the Incarnation. Over the past ten years while witnessing change in the area, the church itself grew and expanded to a congregation of more than 3,700. At a time of uncertainty, the Church of the Incarnation maintained its ability and desire to provide support to its surrounding neighbors. The congregation and its leaders observed how trajectories of children’s lives in this area diverge widely. While there are children whose parents have the means and skills to assure they are educated and prepared for life, there are those whose parents struggle to understand and provide these same opportunities to their families. Without significant and ongoing intervention, children whose parents are among the working poor are all but guaranteed academic struggles and generational poverty. Thus the impetus for the congregation to respond to the challenge, stepping up in a powerful way to meet specific needs in the 75204+ community. The planning process for this project has three phases: data collection, project discernment, and project development. This report is part of the data collection phase, a partnership with Southern Methodist University (SMU), specifically the Center on Communities and Education (CCE). The CCE was asked to conduct an environmental scan of the 75204 zip code, similar to one conducted for the Bachman Lake project. This area designation expanded to be identified as “75204+” when examining the attendance areas of identified schools served by the Church of the Incarnation. This report is the final accumulation of the collection and analysis of data.

4

THEaREA:75204+

5

North Dallas High School

Ben Milam

John F. Kennedy

Ignacio Zaragoza

Cesar Chavez

Alex W. Spence

J.W. Ray

“75204+” refers not only to the 75204 zip code but includes additional areas within the attendance zones of the eight schools of interest for this project:

• Cesar Chavez Learning Center • Sam Houston Elementary School • John F. Kennedy Learning Center • Ben Milam Elementary School • Ignacio Zaragoza Elementary School*

• J.W. Ray Learning Center • Alex W. Spence Talented/Gifted

Academy • North Dallas High School

The 75204+ zip code area is located in East Dallas, in an area sometimes referred to as Short North Dallas. It spans Central Expressway from Gaston Avenue at its southern boundary to Wycliff Lake at its northernmost corner. To the south is the area known as the Arts District. To the east are the “M” streets. Its northern neighbor is the Highland Park area, and to the west is the area of Dallas known as Oak Lawn.

Source: hipcodes.com

*added due to its relationship to schools served by the church of the incarnation.

Sam Houston

SCHOOLS IN RELATION TO CHURCH OF THE INCARNATION

censustracts

6 Source: us census bureau, 2010 census

The tracts Twenty-six census tracts became the targeted areas researched for this data collection project. These tracts represent the attendance zones of the schools served by the Church of the Incarnation:

• 3 • 5 • 6.03 • 6.05 • 6.06

• 7.01 • 7.02 • 8 • 9 • 10.01

• 10.02 • 11.02 • 15.02 • 15.03

• 15.04 • 16 • 17.01 • 17.03

• 17.04 • 18 • 19 • 21

• 22 • 24 • 31.01 • 204

Tract 17.01 anomaly Census tract 17.01 has a considerably smaller population than the surrounding census tracts. At one time, census tract 17.01 and 17.02 were combined as Tract 17. The area was separated into two entities during the 1950s with the construction of Central Expressway. The construction of the Woodall Roger’s Freeway in the 1970s now trapped census tract 17.01 directly between two major highways, dividing the area once again. Living within the boundaries of the tract became difficult, and by the year 1990 Tract 17.01 had a recorded total population of 1, which rose to 75 people as of the 2010 census.

censustracts The table below indicates which school attendance zones correlate with which census tracts, according to the 2010-2011 academic school year. These schools are currently being served by the Church of the Incarnation, with the exception of Ignacio Zaragoza Elementary School.

7

Census tracts by school attendance zone

Sources: U.S. Census Bureau, 2010 CENSUS AND dallasisd.org, AY 2010-11

thePOPULATION

PEOPLE IN zip code 75204

26,279

12,502 Population Age 19 and under

8 Source: U.S. CENSUS Bureau, 2010 CENSUS

Population Census data shows a population of about 86,000 people living within these 26 tracts, a growth of about 16,000 people since 2000. This increase can be attributed to the addition of 5 census tracts that were not part of the 2000 census (6.05, 6.06, 17.03, 17.04, and 204). The population consists of 60% males and 40% females, which is different from the Dallas and Texas average breakdown of 50% males and 50% females. The population specifically for the 75204 zip code is 26,279.

Age groups Median adult age in this area is 33.9 years old, with the ages ranging from 28.2 years at the youngest and 56.1 years at the oldest. This suggests that people of this area are in differing stages: some are young professionals, others are at the family stage of their lives, either starting families or currently being the family’s head of household.

Children Thirteen of the 26 tracts show higher populations of children than the others, with 13% of the populace being children age 19 and under. Percentages range from 13.5% (Tracts 3 and 10.01) to 34.8% (Tract 24). Census tracts with the highest population of children are 8, 9, 15.02, 15.03, and 24. Elementary schools serving these tracts are John F. Kennedy Learning Center and Cesar Chavez Elementary School. The census tracts with the most children ages 5 and under are 8, 9, 11.02, 15.02, and 24.

Median age Of 75204+

33.9

4,359 Population Age 5 and under

ETHNICITY&CITIZENSHIP

9 Sources: U.S. Census Bureau, 2010 CENSUS & 2007-2011 ACS ESTIMATES

Ethnicity The three most dominant ethnicities in the 75204+ area are, in order of size - White, Hispanic, and African American. The demographics shift from tract to tract, at times showing the Hispanic population as the ethnicity with the higher percentage. The five tracts showing the highest populations of Hispanics are Tracts 8, 9, 15.02, 15.03 and 24.

Hispanic, 26%

African American,

9%

White, 58%

Other, 6%

Hispanic, 51%

African American,

14%

White, 30%

Other, 5%

CITIZENSHIP STATUS More than 13,400 non-U.S. citizens live in the 75204+ area. Each census tract has some non-U.S. citizens, with 17 of the 26 tracts having populations of 200 or more non-U.S. citizens. Areas with more than 1,000 self-identified non-U.S. citizens coincide with areas of predominantly Hispanic populations.

LANGUAGE SPOKEN AT HOME The languages spoken at home mirror the population demographics. In areas where the Hispanic population is identified as the predominant ethnicity, Spanish is the language most often spoken at home. In all other areas, English was identified as the primary language.

ETHNICITY (ALL) ETHNICITY (areas of non-white majority)

INCOME&POVERTY

10

income To say that the 75204+ area average household income ($87,755) is significantly higher than the Dallas ($69,557) and Texas ($70,777) average household income does not provide a realistic account of income ranges in the area. Average incomes vary from $33,023 through $156,040. Of the 25 tracts, ten have average incomes greater than $100,000. On the other hand, ten tracts have average incomes less than $65,000. When factoring for only these income areas, the average becomes $49,417. For perspective, the poverty threshold in 2010 for a family of four was $22,054.

FAMILIES LIVING IN POVERTY A similar story can be told regarding percentages of families living below the poverty line. In 2010 the poverty threshold for a family of four was $22,054. Though the area average says that only 14.8% of families live below the poverty line, disaggregation of the information shows a different perspective. Fourteen tracts recorded less than 10% of families in that area living below the poverty line. Excluding those areas, the average percentage of families living below the poverty line becomes 29.4%.

Average Household Income below $65,000 Average Household Income above $65,000

Dallas $69,557

Average Household Income below $65,000 Average Household Income above $65,000

Dallas 19.6%

Poverty Threshold $22,054 $20,000

$40,000 $60,000 $80,000

$100,000 $120,000 $140,000 $160,000 $180,000

3 56.

036.

056.

067.

017.

02 8 910

.01

10.0

211

.01

11.0

215

.02

15.0

315

.04 16

17.0

117

.03

17.0

4 18 19 21 22 2431

.01

204

Average Household Income

4%

39%

0% 6%

0%

12%

21%

30%

51%

0% 7% 5%

0%

27%

38%

21%

39%

0% 0% 0% 0%

22%

0%

19%

35%

9% 10%

0%

10%

20%

30%

40%

50%

3 56.

036.

056.

067.

017.

02 8 910

.01

10.0

211

.01

11.0

215

.02

15.0

315

.04 16

17.0

117

.03

17.0

4 18 19 21 22 2431

.01

204

percentage of Families Below Poverty Line

Sources: U.S. Census Bureau, 2010 CENSUS & 2007-2011 ACS

Education&employment

11

EDUCATIONAL ATTAINMENT 75204+ is an area of mixed educational achievement, which informs on the mixture of incomes within the field. In Tract 24, 60.6% of the population have not completed high school or its equivalent, but across Central Expressway in Tracts 17.03 and 18, more than 80% of the population received a post-secondary diploma.

EMPLOYMENT The state and city unemployment rates fluctuate within the 7% range. Seven particular tracts had unemployment rates higher than the Dallas average (Tracts 5, 7.02, 8, 15.03, 15.04, 16, 24). The average unemployment rate of these areas alone is 10.8%, which means 1 out of 10 adults is not working.

Adults without a high school diploma either did not attend high school at all or attended some high school without completion. Census tracts identified for 1) having the highest percentage of families below the poverty line and 2) having the most households with children under 18 are almost identical to tracts with highest percentage of adults without, or only with, high school diplomas. Parents in these areas are trying to provide for their families with jobs that require limited educational skills. Their earning potentials are curtailed due to their lack of GED or associate’s degree.

7.3% Dallas average

Unemployment rates

5.3% 10.8% 75204+ average 75204+ Tracts above

dallas average

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

3 56.

036.

056.

067.

017.

02 8 910

.01

10.0

211

.01

11.0

215

.02

15.0

315

.04 16

17.0

117

.03

17.0

4 18 19 21 22 2431

.01

204

Dalla

sTe

xas

EDUCATIONAL ATTAINMENT

No HS Diploma HS Diploma or Equivalent College Degree or Higher


Household&transportation

75204+ incomes below $65,000

75204+ incomes Above $65,000

Median home value $335,750 $192,083 Owner occupied/ renter occupied 20/80% 33/67%

Two parent households/single parent households

26/17% 21/5% Average family size 3.51 2.44

No household vehicle available 15.3% 5.8%

12

Regarding housing in 75204+, the greatest disparity lies in the median home value across tracts. The range varies dramatically, with $89,600 being the lowest value to $835,900 cataloguing the highest—a $746,300 difference. Adding to the contrast, housing in the 75204+ area is significantly more renter-occupied than owner-occupied, differing greatly from the Dallas (54.8/45.2%) and Texas rates of (64.5/ 35.5%) owner/renter-occupancy. Comparing households with incomes below and above $65,000 adds to the stark contrast of neighborhoods. Areas with lower income levels have more households with children, larger families, and more single parent households. The majority of the 75204+ population finds transportation to work, whether through owned or borrowed vehicles, public transportation, or walking. However, there are still households without vehicles, prohibiting flexibility of time for either work, school, or family needs.

23.6% Households with children under 18 7.9%


censustractsrevisited Taking another look at the census data in relation to the schools provides a different understanding of the portrait of students and families attending those schools. The 13 categories of most interest for the Church of the Incarnation were the following:

13

Census tracts by school attendance zone

• Most children age 19 and under • Most children age 5 and under • Most Hispanic (40%+) • Most African American (40%+) • Most non-US citizens • Most households with children under 18 • Most households renter occupied

• Highest transiency rate (discussed in Schools section)

• Lowest average household incomes • Most families below the poverty line • Most adults with no high school diploma • Highest unemployment rate • No vehicle for household

Several tracts were identified five or more times in the 13 categories, as seen in the table below. These areas particularly affect Cesar Chavez Elementary School, John F. Kennedy Learning Center, J.W. Ray Elementary School, and Ignacio Zaragoza Elementary School. As part of the feeder pattern, these schools in turn affect Alex W. Spence T/G Academy and North Dallas High School.

Sources: U.S. Census Bureau, 2010 CENSUS & 2007-2011 ACS ESTIMATES; Dallasisd.org AY 2010-11

earlychildhood

14

Early childcare There does not seem to be a shortage of early childcare providers in the 75204+ community. Nearly 1,000 children are currently enrolled in local daycare programs. Though the availability of programming exists, affordability becomes a concern. Some programs cost close to $1,200 dollars monthly, a difficult payment for low-income families to meet while trying to secure or maintain full-time minimum wage jobs. Many providers, such as East Dallas Head Start and Mi Escuelita, provide free services to families who meet certain criteria. Eligibility requirements vary depending on the facility, but usually income is a common determining factor. According to ChildCareGroup, a three person family can receive free childcare if their monthly income is less than $2,943 and both parents are working a minimum of 50 combined hours per week. Many facilities also take into consideration whether or not the person/family applying receives government subsidies, is actively seeking a job, recovering from a layoff, or attending school.

Early childhood education Childcare facilities often provide pre-kindergarten, but the educational quality of these services is unknown. All plan daily enrichment activities, but according to Texas childcare standards an accredited school-type curriculum is not a requirement. Some agencies administer kindergarten readiness assessments; others do not. The six elementary schools highlighted in this report offer early childhood education at their facilities. Curriculums are standardized through the Dallas ISD, as are enrollment requirements. All programs are free for qualifying families.

School Providers (PK4)

Ben Milam Enrollment: 40 of 48 capacity

Cesar Chavez Enrollment: 88 of 90 capacity

John F. Kennedy Enrollment: 92 of 96 capacity

J.W. Ray Enrollment: 48 of 48 capacity

Sam Houston Enrollment: 33 of 48 capacity

Ignacio Zaragoza Enrollment: 51 of 66 capacity

Capacity as of February 22, 2013

earlychildhood

15

Sliding Scale Providers

Dallas Day School (75204) Enrollment: 88 of 135 capacity

Infant, Toddler, PK, School Age

Assessment: Unknown

Landauer Child Care Group Center (75204)

Enrollment: 90 of 90 capacity

Toddler, PK, School Age

Assessment: Yes

Open Door Pre-School (75246) Enrollment: unknown of 55 capacity

Toddler, PK

Assessment: Yes (LAP-3)

Full Pay Providers

Church of the Incarnation (75204)

Enrollment: 220 of 220 capacity Infant, Toddler, PK, School Age $275 per week Assessment: Unknown

City Place Montessori School (75204)

Enrollment: 10 of 12 capacity Infant, Toddler, PK, School Age $145 per week Assessment: Staff observation only

Dallas Can! Early Childhood Development Center (75204)

Enrollment: 90 of 130 capacity Infant, Toddler, PK, School Age $100 per week Assessment: Unknown

Nido Maria Montessori (75206) Enrollment: 9 of 12 capacity Infant, Toddler, PK $120-$145 per week Assessment: None used

Where Kids Connect Academy #2 (75204)

Enrollment: 38 of 65 capacity Infant, Toddler, PK Price varies with age Assessment: Yes

Shepherd’s School (75204) Enrollment: 66 of 71 capacity Infant, Toddler, PK $95-$105 per week Assessment: Unknown

Free for Low-Income Families

Roseland Homes Head Start Center (75204)


PK, School Age

Assessment: Yes

East Dallas Head Start (75246) Enrollment: 80 of 80 capacity

Infant, Toddler, PK

Assessment: Unknown

Mi Escuelita at St. Matthews (75206)


Toddler, PK

Assessment: Yes (LAP-3)

Capacity as of February 22, 2013

theschools The 75204+ schools have caring environments, classrooms full of students, parents that want to help, and faculty and staff that do their best with available resources. However, each school has its share of challenges. This section provides an overview of variables affecting a school’s environment and impacting its decision-making process.

16

NORTH DALLAS HIGH SCHOOL FEEDER PATTERN North Dallas High School (NDHS) is the hub of the Dallas ISD schools in the 75204+ area. Two public middle schools feed into NDHS: Thomas J. Rusk and Alex W. Spence. Nine public elementary schools feed into these two middle schools: Onesimo Hernandez, Sam Houston, Maple Lawn, Hope Medrano, Ben Milam, Cesar Chavez, J.W. Ray, John F. Kennedy, and Ignacio Zaragoza. The schools in green are currently served by the Church of the Incarnation.


Alex W. Spence

Cesar Chavez J.W. Ray

John F. Kennedy

Ignacio Zaragoza

Thomas J. Rusk

Onesimo Hernandez Sam Houston

Maple Lawn Hope Medrano

Ben Milam Source: dallas isd .org, AY 2010-11

North Dallas high school feeder pattern

Academic excellence indicators system (aeis) Each year the Texas Education Agency (TEA) evaluates its public schools with the Academic Excellence Indicator System (AEIS). Schools report various data that inform the TEA how the school has progressed or regressed over the academic year. Most of the information within this section is taken from this report.

Texas assessment of Knowledge and skills (TAKS) TAKS was the Texas public school assessment administered to 3rd-11th grade students from the 2002-2003 through 2010-2011 school years. A “Standard” score and a “Commended” score cutoff were established every year by a TEA committee. Students meeting the standard criterion could be on track to graduate high school; students meeting the commended criterion could be college- and/or career-ready. Achievement scores reported here relate to TAKS scores.

theschools

17

Source: AEIS reportS, AY 2011-12

Cesar Chavez, John F. Kennedy, and Ignacio Zaragoza have almost double the population over the other elementary schools. Alex W. Spence, a middle school, has almost the same enrollment as North Dallas High School. Totals in parentheses show the previous year’s enrollment, and almost all schools show a decrease, except Sam Houston Elementary and Alex W. Spence.

total enrollment

Rating and teacher information

Overall teachers at these schools are experienced, with almost all schools showing average career years of ten or more. With teacher retention rates above 80%, teacher stability is a positive characteristic for these schools. However, other quality indicators are questionable since schools within the Spence-to-North Dallas feeder pattern have not maintained a recognized or exemplary status. J.W. Ray steadily declined from a “Recognized” to “Unacceptable” status within three years. Cesar Chavez dropped from “Exemplary” to “Acceptable” within one year.

Sources: (rating) AEIS reportS, AY 2011-12; (Ave years teaching & Beginning teachers) AEIS reports, AY 2006-07 through 2011-12; (Teacher retention) Campus Data Packets, AY 2010-11 through 2011-12

North dallas Alex w. spence Ben milam Cesar chavez

Rating: Unacceptable Ave Years Teaching: 11.2 Beginning Teachers: 6.2% Teacher Retention: 81.9%

Rating: Acceptable Ave Years Teaching: 11.8 Beginning Teachers: 6.8% Teacher Retention: 86.8%

Rating: Recognized Ave Years Teaching: 11.3 Beginning Teachers: 4.8% Teacher Retention: 85.8%


John f. kennedy j.w. ray Ignacio zaragoza Sam houston


Rating: Unacceptable Ave Years Teaching: 13.3 Beginning Teachers: 4.6% Teacher Retention: 85.7%


Rating: Recognized Ave Years Teaching: 10.6 Beginning Teachers: 9.5% Teacher Retention: 83.1%

schooldemographics

18

LIMITED ENGLISH PROFICIENCY (LEP)

ethnicity

J.W. Ray is the only school with a predominantly African American population versus Hispanic population. For many students in this feeder pattern, their first cross-cultural experience occurs at Alex W. Spence or North Dallas High School. This transition becomes a difficult time for parents and teachers as the children learn to interact regularly with people from other races.

80.6% 76.1% 91.6%

75.8% 91.4%

15.2%

93.7% 91.0%

13.3% 17.8% 4.4%

18.3% 4.8%

80.6%

4.0% 5.9% 6.2% 6.0% 3.7%

6.0% 3.8% 4.2% 2.3% 3.2%

North DallasHS

Alex W.Spence

Ben Milam Cesar Chavez John FKennedy

JW Ray Sam Houston Zaragoza

Hispanic African American OtherSource: AEIS reportS, AY 2011-12

Students are identified as LEP by the TEA Language Proficiency Assessment Committee (LPAC) according to criteria established in the Texas Administrative Code. Not all students identified as LEP receive bilingual or English as a second language instruction. More language supports—such as dual language programs, individualized assistance, and bilingual resources—are available for elementary students than those in the upper grades.

The percentage of ethnicities is one predictor of the varying number of LEP students at each school, as seen by J.W. Ray. As students progress through each grade, they may transition out of LEP status as determined by the LPAC. This partially accounts for the smaller percentages of identified students in the middle and high schools. LEP students initially identified when entering high school are at a disadvantage with less resources available to help with classroom transition.

392 373

159

322

484

20

228

344

North Dallas Alex W.Spence



Number of LEP Students

31% 34% 58% 55% 75% 6% 76%

LEP as percent of

total school population 68%


schooldemographics

19

AT RISK

ECONOMICALLY DISADVANTAGED


81.7% 86.3%

92.7% 95.6% 97.5%

93.7% 97.0%

94.1%




71.5% 61.3%

67.2% 71.8% 82.6%

40.6%

83.1% 78.6%




Students are identified as economically disadvantaged if their family’s income level qualifies them to receive free or reduced-price lunch or are eligible for other public assistance. Schools in the 75204+ area have high percentages of economically disadvantaged students.

A students is identified as being at-risk of dropping out of school if he or she is under 21 years old and meets any of the following criterion:


1. Is held back for one or more years 2. Is in grades 7-12, earning below 70% in two

or more core subjects 3. Did not meet satisfactory requirements on

standardized assessment 4. Is in PK-3 and did not meet readiness

assessment 5. Is pregnant or is a parent 6. Is placed in an alternative education

program

7. Has been expelled 8. Is on parole, probation, or other conditional

release 9. Has previously dropped out of school 10. Is identified as a student of LEP 11. Is in custody, care of, or referred to the

Dept. of Protective and Regulatory Services 12. Is homeless 13. Resides in a placement facility (i.e. shelter,

treatment facility, group home)

For many 75204+ schools, LEP identification accounts for the high numbers of at risk students.

readingachievement

20 Source: AEIS reportS, AY 2006-07 through 2010-11

Reading and social factor progression

5th grade reading met standard

Reading progression starts strong in 3rd grade but shifts downward as students move through the years and transition to different schools. LEP students are most impacted by these transitions. Though level with their peers earlier, LEP students struggle academically in high school.

3rd grade reading met standard 93% 93% 91%

79% 78% 80%

85% 85% 82%

75% 75%

84%

92% 92%

85%

73% 73% 71%

All Economically Disadvantaged LEP

Ben Milam

Cesar Chavez

John F Kennedy

JW Ray

Sam Houston

Zaragoza

86% 83%

75%

80% 79% 75% 77% 77%

66%

71% 70%

54%

73% 73%

54%

78% 77%

65%


Ben Milam

Cesar Chavez

John F Kennedy

JW Ray

Sam Houston

Zaragoza

(Average: 83%) (Average: 83%) (Average: 81%)

(Average: 66%) (Average: 77%) (Average: 77%)

83% 83% 81% 77% 77%

66%

80% 79%

51%

76% 76%

52%


3rd

5th

7th

10th

academicachievement

21

Average sat score

According to the Texas Education Agency, students pass the standardized test if they reach the Met Standard cut off score. For students to be considered college ready, theoretically they should reach the Commended score. For this report, the average Met Standard score is 65%, and the average Commended score is 90%.

Reading Met standard vs commended

4-year graduation rates

92%

81% 84%

78%

91%

83% 85%

78%

32%

18% 23%

19%

44%

23%

33%

8%

Total School Reading

Milam Standard

Chavez Standard

JFK Standard

JW Ray Standard

Houston Standard

Zaragoza Standard

Spence Standard

North Dallas Standard

Milam Commended

Chavez Commended

JFK Commended

JW Ray Commended

Houston Commended

Zaragoza Commended

Spence Commended

North Dallas Commended

College Ready SAT Score: 1110

Percent of NDHS class taking SAT 57.5% 69.1% 65.9% 60.3% 51.8% 58.8%

730 762 761

799 793 815 855 871 856 861 860 863

991 992 987 985 985 976

600

700

800

900

1000

1100

1200

Class of 2006 Class of 2007 Class of 2008 Class of 2009 Class of 2010 Class of 2011

North Dallas

Dallas ISD

TX

60% 48%

56% 55%

67% 77%

64% 52%

60% 68% 79%

83%

42% 28%

30% 41%

52% 64%

69% 63% 65%

68% 75%

80%

Class of 2006 Class of 2007 Class of 2008 Class of 2009 Class of 2010 Class of 2011

All

ED

LEP

Dallas ISD

Schools&homelessness

22 Numbers as of February 22, 2013

Homeless student population For 2012, Metro Dallas Homeless Alliance reported 2,750 included in the homeless population count are children enrolled in the Dallas ISD. More than 300 homeless children attend schools in the 75204+ community. By law, the McKinney-Vento Act states that educational agencies must ensure homeless children are given as equal an opportunity to a public education as their peers.

transiency According to the Dallas ISD, homeless students tend to be transient, especially at the elementary level, due to their families’ lack of permanent housing. The 75204+ area is highly renter-occupied, contributing to its high transiency. The 75204+ area averaged a 66% population stability rate, meaning after one year 34% of the population had moved. Because of this instability, enrolling then dropping out is common behavior affecting the child’s ability to learn, resulting in academic losses.

North dallas homeless drop-in center North Dallas HS, partnering with the Church of the Incarnation, has taken steps to ensure its homeless students have basic needs met to succeed in the classroom. With support of staff members including the principal, community liaison, and social service advisor, a drop-in center was established in November 2012. Students are provided with food, hygiene products, coats and/or sleeping bags as needed.

Ben milam elementary

Cesar chavez elementary

11

70

30 John F. Kennedy elementary

14 J.W. Ray elementary

16 Sam houston elementary

55 Alex w. spence t/g academy

107 North dallas high school

55 zaragoza elementary

Numbers of homeless students at each school

Source: U.S. Census Bureau, 2007-11 ACS

Definition of homelessness The McKinney-Vento Homeless Assistance Act (Title X, Part C of No Child Left Behind) defines homeless children as those without a fixed, regular and adequate nighttime residence. This includes sharing other’s housing due to loss of their housing for any reason, living in motels, hotels, trailer parks, camping grounds, shelters, cars, parks, public spaces, abandoned buildings, substandard housing, bus/train stations, or other similar settings. Homeless youths include those awaiting foster care placement and migratory children.

Source: http://center.serve.org/nche/definition.php

Schools&hunger

23

Food 4 kids Elementary school children on the free and reduced-price school meal program often face hunger when these meals are not available on weekends. The Food 4 Kids program provides backpacks full of nonperishable, kid-friendly food for them to take home on Friday afternoons. Cesar Chavez Elementary School is currently the only participating school in the 75204+ participating in this North Texas Food Bank program. A challenge for some that prevents program participation is the inability to transport prepared backpacks from NTFB to the school.

Source: http://web.ntfb.org

Founded in 1982, the North Texas Food Bank (NTFB) is a Dallas nonprofit hunger relief organization that distributes donated, purchased and prepared foods through a network of more than 250 partner agencies in 13 counties. Including access provided through SNAP (Supplemental Nutrition Assistance Program) application services, it provided 62 million nutritious meals in 2012. Every dollar donated to NTFB provides three meals to hungry North Texans; out of every dollar, 93 cents goes directly to hunger relief programs.

Kids cafe NTFB’s Kids Cafe program began in 1998 as a way to provide nutritious after-school meals to children who may not have enough to eat when they go home from school. Over 257,811 meals were served last year to children in this after-school meal program. Currently NTFB operates two Kids Cafés in East Dallas: • Project Transformation Casa Linda: 1800 Barnes Bridge Road, Dallas, TX • Project Transformation Pleasant Mound: 8301 Bruton Road, Dallas, TX

School pantry This program distributes non-perishable items and fresh produce to students and their families at four schools. Distribution takes place both during and after school for the sake of convenience. Each student who visits the school pantry leaves with more than 40 pounds of food. In 2012, 350,876 meals were distributed through school pantry programs. No schools researched for this report currently utilize this program.

Challenges:community

24

Family engagement • Much of parents’ concerns focus on time: they don’t have time to help with homework

due to work, they don’t have time to help at school due to work or lack of childcare for other children, they can’t work a popular shift because it includes after school hours.

• Parents don’t know what, how, or who to ask for help. Even though schools may have flyers posted or send home notices with students, that does not necessarily mean parents see or can read the information.

These challenges were identified through focus groups and secondary data analysis.

Community strengthening • Parents need assistance following through with opportunities afforded by support

services, i.e. getting to and following up with health service appointments. • Hispanic adults need help mastering English language skills to enable better

communication with neighborhood and professional community members. • The mixture of upper income and lower income neighborhoods create a cultural divide. • There is a historical divide between African American and Hispanic neighborhoods.

Homelessness and hunger • Homeless students do not have a consistent place to sleep at night but want to stay in

school each day. • Children may lose lunch money to older students and miss meals at school.

Academic and school potential • School provides a safe environment for students when it is in session, but after school

and during the summer most neighborhoods do not have a safe, supervised place for children to go.

• Adults wanting education classes for language proficiency, job skills, GED acquirement, etc. are unsure of where to turn for help.

• Parents need academic support for their education, i.e. language skills, technology skills, and studying for the GED.

• Parents need academic support for their children, i.e. how to help with homework.

Economic preparedness • Parents need life support, i.e. job seeking skills, how to raise children, transportation,

providing basic needs for their children. • Families need to know what additional resources can be used when organizations that

provide assistance have limited funds. • Service providers that used to help families have relocated to areas too far away for

continual use of their aid. It is unknown if other providers have filled the void.

Challenges:schools

25

Family engagement • Students have adult responsibilities at home that take priority over education, which

also leads to behavioral concerns and chronic absenteeism. • Parents and school staff have difficulty communicating updated contact information,

homework help.

These challenges were identified through focus groups and secondary data analysis.

Homelessness and hunger • Homeless youth need assistance with basic requirements, such as clean clothes and the

ability to shower. • Homeless youth need counseling and social support services. • Though some schools offer free breakfast, students don’t always arrive in time to

receive it. • Parents are afraid to fill out paperwork to receive free and/or reduced lunch. • Schools wishing to participate in the Backpack Program have difficulty providing

transportation required to pick up the food.

Community strengthening • Funding for maintaining the community liaison position (the school/families go-

between) at schools is limited. • Lack of cultural/racial awareness leads to negative social behaviors, impacting positive

social student interactions, especially in Alex W. Spence and North Dallas High School. • A perception is that Hispanic parents do not see the importance of post-secondary

opportunities for their children.

Academic and school potential • School funding issues have decreased the ability to offer after school programming

across grade levels. • After school offerings lack diversity, consisting mainly of tutoring programs instead of

extended day programming. • Most after school programs do not include opportunities for students from

kindergarten through third grade. • More opportunities are needed to encourage elementary and middle school students

and parents to begin thinking about college. • Schools are unsure of how to motivate high school students and parents to attend

college awareness and college preparation programs (i.e. college fairs, financial aid workshops).

• LEP students need more academic support to become successful in the classroom and the opportunity to achieve a post-secondary education.

• Teachers are unaware of what resources are available to enrich their curriculum or motivate their students.

Economic preparedness • Lack of after school programming impedes parents’ ability to seek employment, since

most cannot afford to pay for childcare services.

COMPASSION&CARE

26

Challenges exist in the 75204+ community, but this context serves to create ties within the neighborhoods and with the many hands of outreach from the Church of the Incarnation. Other agencies and providers have migrated south, and now limited resources have left 75204+ with a sense of abandonment. The Church of the Incarnation becomes the stable source of compassionate response and a primary resource of thoughtful care. This analysis identified five areas with the potential to create the greatest community impact:

An unexpected outcome of conversations with the communities was the considerable testimony of the ongoing and deep work of the Church of the Incarnation. The Church of the Incarnation was there when family members lost their jobs and needed guidance, when children needed help learning to read, when young people were alone and lonely, when the simple acts of planting flowers and painting benches changed the face of their schools and reminded them that they were not alone. The most remarkable reality for 75204+ is that the Church of the Incarnation is here and here to stay, mindful of its mission to be a part of a community reaching beyond its borders to fill needs as they arise.

Church of the Incarnation

Family Involvement

Academic & School

Potential

Economic Preparedness

Homelessness and Hunger

Community Strengthening

AREAS FOR ACTION

GREATESTIMPACT

27

Affordability

• cost

Sustainability

• effort

Engagement

• effect

• Family engagement • Homelessness and hunger • Community strengthening • Academic and school potential • Economic preparedness

These models provide a method for the Church of the Incarnation to measure viability and desirability of their outreach efforts.

Affordability • Financial costs associated with implementing and sustaining opportunities. • Range: Low, Medium, High

sustainability • Efforts required to coordinate time, people, and partnerships to ensure

implementation and maintenance of opportunities. • Range: Low, Medium, High

Engagement • Size of the effect outreach opportunities could have on the community. • Range: Low, Medium, High

Low, Low Low, High

High, Low High, High

VOLUNTEER EFFORT

COMMITMENT

IMPA

CT

Strategic consideration needs to be made to provide various levels of opportunities for volunteers.

For the majority of the Church of the Incarnation efforts, the ideal would be to find low commitment opportunities to attract many volunteers that would still have high impact on the community.

APPENDIXCONTENTS

29

methodology 30-31 FOCUS GROUPS 32 FOCUS GROUP THEMES 33-35 Basic needs providers 36-37 Enrichment program providers 38-39 Social service providers 40-41 Early childhood programs 42 Adult resources 43 School attendance zone maps 44-46 School contact information 47 Report resources 48

methodology Primary data collection Primary information was compiled from various forms of personal contact with service providers, school personnel, and Dallas ISD representatives. This sample included principals, school community liaisons, Mark Pierce (Homeless Director of Dallas ISD), and representatives of organizations such as the North Texas Food Bank and the Uptown Women’s Center. Communication was established through phone calls and email, which led to face-to-face interviews and visits to the identified schools. Focus groups were then formed consisting of various stakeholders in the community: parents, not-for-profit providers, teachers, and school community liaisons. Focus groups were conducted at schools and provider sites in the community. CCE staff members organized the focus groups, while Patricia Stone, a member of the Church of the Incarnation, facilitated each meeting. Meetings ranged from 3-7 representatives in attendance and lasted approximately one hour. CCE staff members documented all responses, the compilation of which is included in the appendix of this report. Follow up interviews, phone calls, and emails were conducted as necessary to verify and enrich learned information.

30

October 2012 •Incarnation contacts SMU CCE to conduct environmental scan.

November 2012 •Preliminary contacting of schools and organizations. Beginning of

primary and secondary data collection.

December 2012 •Focus groups conducted. Information verified with additional contacts

with schools and organizations.

January 2013 •Follow up meeting with Church of the Incarnation for sharing of

preliminary report and findings. More focus groups held as needed.

February 2013 •Presentation of recommendations based on findings by CCE research

team.

Research timeline

methodology Secondary data collection Secondary information was gathered from resources free and available to the public through the Internet. Websites were chosen for their security and trustworthiness. The most up-to-date information was recorded, then verified during focus groups and other follow up contacts to the stakeholders described previously. Community information was gathered mainly from U.S. census data through the Fact Finder website. Two main resources were used: [1] 2010 Census data and [2] the American Communities Survey estimates for 2007-2011. Both sources have documented reliable research methods and have been used for national and local reporting by various agencies. Population demographics, household statistics, income information, transiency, transportation, and other societal pieces of information came from these resources. When looking at census information, it is important to keep several characteristics in mind.

1. Census tracts vary in size. Some tracts only encompass a four-block radius, while others cover fifteen blocks.

2. Census information is mostly collected through survey. The agency follows reliable and valid survey methodology, but still relies on interviewed persons to provide accurate information.

Education information came from three main areas: the Texas Education Agency reports, Dallas Independent School District (Dallas ISD) website, and websites of the identified schools. Most academic information comes from the Academic Excellence Indicator System (AEIS) reports, which gives a comprehensive view of a school’s level of achievement on standardized assessments, school demographics, and financial information. At the time of this report, results of the STAAR exam had still not been released for public viewing so only TAKS scores are reported. Academic achievement, mobility rates, enrollment, ethnic demographics, at-risk identification, LEP identification, school program offerings, and other education related material came from these resources. Provider information documented during primary collection was enhanced by researching sources available through organization websites. This information gave insight into the necessity of providing for the basic needs of students and their families. Websites provided additional contacts, lists of programs, and literature related to their organization’s mission.

31

focusgroups

32

Schools: November 27, 2012 at J.W. Ray Elementary School

TEACHERS: December 13, 2012 at Alex W. Spence T/G Academy

parents: December 17, 2012 at John F. Kennedy Learning Center

Not for profit providers: December 17, 2012 at Uptown Women’s Center

Community liaisons: January 24, 2013 at North Dallas High School

focusgroupthemes

33

focusgroupthemes

34

focusgroupthemes

35

basicneedsproviders

36

basicneedsproviders

37

enrichmentprogramproviders

38

enrichmentprogramproviders

39

socialservicesproviders

40

socialservicesproviders

41

earlychildhoodprograms

42

adultresources

43

Parent education

Health care

Financial assistance

Rehabilitation help

schoolattendancezonemaps

44

North dallas high school

j.w. Ray Learning Center

Alex w. spence t/g academy


45

Cesar chavez elementary school John f. kennedy learning center

Ben Milam elementary school Sam Houston elementary school


46

Ignacio zaragoza elementary school


Ben Milam

John F. Kennedy

Ignacio Zaragoza

Cesar Chavez

Alex W. Spence

J.W. Ray

Sam Houston

Schools in relation to church of the incarnation

schoolcontactinformation

47

School Address Phone Principal School Liaison

Ben Milam Elementary

4200 McKinney Avenue, 75205 972.749.5600 Anna Gamez Connie Calcorta

Cesar Chavez Learning Center

1710 N. Carroll Street, 75204 972.925.1000 Jose Munoz

Kimberly Runnels

John F. Kennedy Learning Center

1802 Moser Avenue, 75206 972.794.7100 Dr. John K. Rice Jesus Guzman

J.W. Ray Learning Center

2211 Caddo Street, 75204 972.794.7700 Onjaleke Brown Brenda Powers

(former)

Sam Houston Elementary

2827 Throckmorton St, 75219

972.749.5800 Oscar Nandayapa

Elizabeth Miller (Counselor)

Alex Spence Talented/Gifted Academy

4001 Capitol Avenue, 75204 972.925.2300 Robert Basurto Marlene Stephens


3120 N. Haskell Avenue, 75204 972.925.1500 Dinnah Escanilla

Sherri Cleaver Rafael Rodriguez

reportsources

48

Census data factfinder2.census.gov

Texas education agency www.tea.state.tx.us

Dallas independent school district www.dallasisd.org

North dallas high school www.dallasisd.org/northdallas

Alex w. spence talented/gifted academy www.dallasisd.org/spence

Ben milam elementary school www.dallasisd.org/milam

Cesar chavez elementary school www.dallasisd.org/chavez

Sam houston elementary school www.dallasisd.org/houston

John f. kennedy learning center www.dallasisd.org/kennedy

J.w. ray learning center www.dallasisd.org/jwray

North texas food bank www.nftb.org

Metro dallas homeless alliance www.mdhadallas.org

North dallas homeless center Rosales, C. (2012). Homeless teens find shelter from stormy lives at North Dallas High School. The Dallas Morning News. Retrieved from http://www.dallasnews.com/news/education/headlines/20121223-homeless-teens-find-shelter-from-stormy-lives-at-north-dallas-high-school.ece

TEXAS CHILDCARE STANDARDS Minimum Standards for Child-Care Centers. Texas Department of Family and Protective Services. Retrieved from http://www.dfps.state.tx.us/documents/Child_Care/Child_Care_Standards_and_Regulations/746_Centers.pdf

Uptown gentrification Prior, M. & Kemper, R. (2005). From Freedman’s town to uptown: Community transformation and gentrification in Dallas, Texas. Retrieved from http://faculty.smu.edu/rKemper/publications/Prior-Kemper_From_Freedmans_Town_to_Uptown.pdf

HOMELESS INFORMATION Metro Dallas Homeless Alliance. (2012). 2012 Point-in-Time Homeless Count and Census Dallas County. Retrieved from http://www.mdhadallas.org/downloads/2012DallasHomelessCountCensusReport%20FINAL.pdf

asset report | north dallas feeder pattern, ay 2013-14

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