Dallas, Texas is ranked 66th out of 100 metropolitan areas in the percentage of children living in severely distressed neighborhoods (Clark, 2004). In October 2004, 157,859 students were enrolled in preschool through 12th grade in the Dallas Independent School District. Of these, almost 60 percent were identified as being at-risk of dropping out of school. This means a large portion of our youth face difficulty in navigating the larger societal terrain that thrives on social, political, economic, and educational resources.

The South Dallas/Fair Park community of over 30,000 residents is known for its rich culture, proud historical heritage and strong sense of community. Despite these strengths, the community also faces many challenges. The median household income is about $15,500, which is less than half of the median income of $37,600 for the City of Dallas. Only 50% of South Dallas residents age 25 and over have a high school diploma or G.E.D., which places them at a severe disadvantage in their ability to attain wages and benefits suitable for supporting their family. Because of these realities, measures must be taken to enhance the educational experience of students by increasing their awareness of themselves, their communities and the potential of both.

References

Andrus, L. (2001).
Teaching Urban Children with Special Learning Needs: What We’ve Learned in the Art Partners Preservice Fieldwork Program. Buffalo State College, NY.

Clark, D. (October 2004).
Distressed Neighborhoods: Children and Youth in the City. Foundation for Community Empowerment.

Hare, B.R. & Castenell, L.A. (1985).
No Place to Run, No Place to Hide: Comparative Status and Future Prospects of Black Boys.
In M.B. Spencer, W.R. Allen, W. & G.K. Brookins (Eds.),
Social and affective development of Black children (pp. 201-214). Hillsdale, NJ: Erlbaum.

Hinojosa, Michael. (2004). DISD.

• Evaluation Preservation LINK's initiatives
• Evaluating Point of View
• Evaluating Sight & Sound
• Psychosocial Outcomes
• Feedback