Dallas Independent School District (DISD) is setting ambitious goals for the upcoming school year, aiming to eliminate all D and F campus ratings in an effort to enhance academic performance across its schools.
With significant strides made this year, 2025 A-F scores indicate that only 16 campuses received a D or F rating, marking the lowest count since the inception of the state’s campus grading system in 2019.
Superintendent Stephanie Elizalde has expressed confidence that the district can reach its goal of having all schools rated A, B, or C.
This year, the number of schools rated F decreased dramatically from 24 to only 2, while D-rated schools fell from 41 to 14.
Currently, only 6% of Dallas students attend campuses with a D or F rating, a sharp decline from 26% in 2023 and 24% in 2024.
Elizalde emphasized the importance of reaching zero D and F schools, stating that this goal can refocus conversations around educational equity.
“With the right approach and research-backed strategies, all kids can succeed,” she said.
She added that achieving this milestone could prompt other districts to rethink their assumptions about educational challenges faced by low-income students.
DISD stands as the second-largest district in Texas, managing 228 campuses that serve nearly 140,000 students, with 90% classified as economically disadvantaged.
While some North Texas districts such as Highland Park ISD and Carroll ISD already boast zero D and F schools, DISD faces unique challenges due to its size and demographics.
Achieving zero D and F ratings would align DISD with peer districts; Houston ISD has managed to eliminate F schools after a two-year state takeover, and Cypress-Fairbanks ISD has no campuses rated lower than a C.
Miguel Solis, president of Commit Partnership and a former DISD trustee, believes that the district’s recent success sets a promising precedent for achieving the goal.
The improvements in DISD’s performance can be attributed to long-term investments, including early childhood education initiatives, high-quality instructional materials, and performance-based pay models for teachers through the Teacher Excellence Initiative.
“Understanding how we achieved these gains will be crucial as we push forward,” Elizalde remarked.
“We’ve seen that it is highly possible for schools to improve their ratings, and we must evaluate exactly what worked for those successful campuses and replicate those strategies.”
The DISD Board, under President Joe Carreón, has developed student outcome goals with community input, focusing on measurable improvements in state assessment scores as well as college and career readiness.
“Our objective is to ensure every student has access to a high-performing campus,” Carreón stated.
“We will maintain our focus on improving achievement in reading, mathematics, and college readiness.”
Solis pointed out the success of DISD’s turnaround model, previously known as Accelerating Campus Excellence, which provides extra resources to struggling schools.
Since its inception in 2015, this model has allowed for extended school days, additional tutoring, and increased student support.
Moreover, the district incentivizes top educators to work at these campuses by offering stipends to retain high-quality teaching staff.
Looking ahead, district leaders plan to enhance support and closely monitor low-performing schools, as well as those at risk of slipping to a D or F rating.
Elizalde aims to ensure that the 16 campuses continuing to receive low ratings maintain full teaching staff by addressing teacher vacancies.
As of the first day of school, DISD reported its lowest number of teacher vacancies since 2014, with only 59 unfilled positions in a district employing nearly 10,000 teachers.
In addition to addressing vacancies, district leaders are evaluating the possibility of reassigning effective teachers from higher-performing schools to support struggling ones.
At Ronald McNair Elementary, which received an F rating, a math specialist will be moved from a high-performing school to assist in improving student outcomes.
The majority of DISD’s low-performing schools have been specifically targeted for its new campus turnaround model, the District Support Initiative.
This three-tiered model builds on the district’s established strategy, directing resources to fewer schools but with greater intensity.
Particular attention is being given to low-performing elementary schools situated in high-poverty communities.
For instance, two D-rated elementary schools, José May Elementary and Julian T. Saldivar Elementary, will receive the highest level of support this school year.
These campuses will benefit from funding to hire two literacy specialists, a math expert, and expanded afterschool programming including a mentoring book club and a home library initiative.
Highly effective teachers at these schools can qualify for stipends ranging from $4,000 to $12,000 to encourage their participation.
Boude Storey Middle School, which also received an F rating, along with five other struggling campuses, will be classified in the second tier of support.
These schools will be assigned literacy acceleration specialists and math interventionists, alongside performance-based stipends for teachers.
Similarly, Wilmer-Hutchins High School, rated D, was selected for third-tier support that includes additional staffing assistance and stipends for selected educators.
Interestingly, despite receiving an F last year and being previously prioritized for support, Ronald McNair Elementary will instead receive a “bridge year stipend” valued at half of its previous amounts due to non-selection for the District Support Initiative.
Elizalde noted that McNair was not initially identified as a priority campus despite its previous success in securing a B rating.
Solis argues that Elizalde’s focused attention on struggling campuses could be a game-changer in driving their improvement.
“With the superintendent so engaged in the performance of these schools, one could reason that this heightened focus will foster a turnaround,” he stated.
Moreover, extra resources allocated to these schools are expected to add value to their educational offerings.
However, the district faces the ongoing challenge of preventing campuses that improved this year from regressing in future ratings, particularly since the accountability system heavily weighs academic growth.
Solis concluded by reminding stakeholders that improving educational outcomes is not just a goal for DISD, but a collective aspiration for the entire community.
“Our students deserve nothing but the best. This endeavor extends beyond the interests of Dallas ISD alone; it is a goal shared by the city of Dallas,” he said.
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