Dallas School District Considers Changes to Equity Policy

Students in a Dallas school participating in inclusive educational activities.

News Summary

The Dallas Independent School District (ISD) is planning to revise its educational equity policy, potentially removing the term ‘equity’ amidst increasing pressure from Texas lawmakers. Originally adopted in 2018 to promote racial equity, proposed changes could roll back commitments made in response to social justice movements. A board vote on these significant revisions is scheduled soon, raising concerns about the district’s ability to maintain its commitment to inclusive education for its diverse student population.

Dallas – The Dallas Independent School District (ISD) is considering significant changes to its educational equity policy, potentially removing the term “equity” entirely. This proposal, driven by pressure from Texas lawmakers and political forces, reflects concerns about legal compliance and funding rather than a retreat from the district’s long-standing values. A vote on these proposed changes is scheduled for June 26 during the next board meeting.

Originally adopted in 2018, the equity policy aimed at creating and sustaining racial equity within the educational system. In response to George Floyd’s murder in 2020, this policy was amended to underscore particular support for Black students. However, as of 2025, the proposed revisions may roll back some of these commitments amid a broader backlash against diversity, equity, and inclusion (DEI) initiatives across Texas.

During a recent board briefing, Deputy Superintendent Pam Lear articulated that the proposed revisions seek to ensure compliance with legal standards, despite indicating the potential removal of critical equity-related language. This plan also reflects the district’s ongoing commitment to the achievement of all students while acknowledging their individual circumstances.

Education officials have highlighted recent operational shifts, including the alteration of employment practices that remove references to DEI, in a response to escalating national conversations questioning the effectiveness and safety of such programs. Additionally, the district’s Racial Equity Office webpage is currently unavailable, suggesting that access to previously shared metrics on Black student performance has been affected by these changes.

Despite the proposed modifications, Superintendent Stephanie Elizalde has reassured that the district’s mission remains unaltered: prioritizing student needs and providing essential support. While the language embedded in the policy may change, the objective of monitoring student performance based on demographic data will continue in compliance with the state’s public school accountability framework.

Dallas ISD, which serves a student population that is 70% Hispanic and 20% Black, has historically focused on addressing educational disparities that have persisted over decades. The current discussions surrounding the equity policy are occurring against a backdrop of increased criticism from Republican lawmakers regarding DEI initiatives, which they argue could disadvantage white students. Consequently, legislative proposals to ban DEI practices in educational settings have gained traction.

Worries exist that limiting DEI initiatives may obstruct necessary efforts to rectify historical inequalities within the school system. Among the proposed changes, the board is considering adopting a “race-neutral” approach for policies related to purchasing and acquisitions, moving away from diversity-focused initiatives. Educational advocates are urging that transparency in the decision-making process be prioritized as the district navigates these proposed adjustments to its equity framework.

Trustee Byron Sanders has stressed the importance of clearly communicating with families to reassure them that the district remains steadfast in its commitment to equity, while Trustee Maxie Johnson has called for active engagement with stakeholders similar to community meetings held during the development of the original equity policy.

The board conversely expressed an expectation for actionable recommendations to ensure effective policy implementation. Furthermore, the Racial Equity Office is anticipated to continue its role in providing data analysis to support efforts aimed at addressing educational gaps. The context for these proposed changes can be traced back to Dallas ISD’s lengthy journey towards desegregation, officially recognized in 2003 after more than 30 years of litigation.

As the Dallas ISD moves towards its scheduled vote on the proposed changes, the implications of these adjustments loom large, raising critical questions about the future of equity initiatives and the district’s ability to foster an inclusive educational environment.