The South Fort Worth Blues:

A Crowley Public School &

Community Issue
EDU 6304 The School & Multicultural American Society

Amber Wright
Shay Martin

Martina Parker
Barrett Weaver

The South Fort Worth Blues:

Changing Demographics Bring Challenges for Schools and Residents
Along the Fort WorthCrowley Border

Crowley was on the cutting edge of suburbia in

past decades and was an area where families
moved from older neighborhoods in Forth Worth
for better housing, better education, and lower
crime rates
Sycamore Center Villa Apartments are located in
Crowley, just west of I-35 in south Fort Worth,
and were built in 2004 with a large community
center, a community pool, and a controlled
access gate

The South Fort Worth Blues:

Changing Demographics Bring Challenges for Schools and Residents
Along the Fort WorthCrowley Border

47 Apartment units for residents were relocated

to Sycamore Center Villas after their federally
subsidized public housing complex in central
Fort Worth was torn down and the land sold to
make way for the RadioShack headquarters
complex

The South Fort Worth Blues:

Changing Demographics Bring Challenges for Schools and Residents
Along the Fort Worth Crowley Border

In the past decade, proportion of white students

within the Crowley district has dropped from
almost 66% to 30%
African Americans are the largest ethnic group
district-wide making up 39% of students
Hispanic numbers are growing rapidly making
up 25% of district student enrollment

The South Fort Worth Blues:

Changing Demographics Bring Challenges for Schools and Residents
Along the Fort WorthCrowley Border
North Crowley High School 2001/2002
AEIS Report
Students

1,583 (Grades 9-12)

African American

28.20%

Hispanic

10.80%

White

54.10%

Asian/Pacific

6.20%

Native American

0.60%

Economically Disadvantaged

11.30%

Students w/Disciplinary
Placements

3.20%

Teachers
African American

2.50%

Hispanic

1.60%

White

Native American
Dropout Rate (Grades 7-12)

95.10%

0.80%
1.00%

The South Fort Worth Blues:

Changing Demographics Bring Challenges for Schools and Residents
Along the Fort Worth Crowley Border
North Crowley High School 2010/2011
AEIS Report
Students

1,738 (Grades 9-12)

African American

45.50%

Hispanic

17.30%

White

24.50%

Asian/Pacific

5.50%

Native American

6.70%

Economically Disadvantaged

37.90%

At-Risk

44.00%

Teachers

African American
Hispanic

14.30%
2.80%

White

82.00%

Two or More Races

90.00%

Dropout Rate (Grades 9-12)

4.10%

Recognize the Problem

Families who moved to Sycamore Center Villas
have found that many of the social services they
once counted on did not follow them

Low-Income residents struggle to find jobs,

daycare, training, and transportation
Sycamore Center has a larger crime problem
than some older neighborhoods in Crowley

Recognize the Problem

Crowley school district is currently rated
academically unacceptable by the TEA due to
high dropout rates and are in jeopardy of
receiving sanctions if graduation rates are not
significantly improved
Crowley faculty and staff are not diverse enough
and are not use to dealing with kids from a
variety of backgrounds

Recognize the Problem

Low-Income students of Crowley who are
residents of Sycamore Villas are not exposed to
many academic related extracurricular activities
due to strict housing rules and curfew
Many Crowley students who reside at Sycamore
Villas come from broken homes and single
parent involvement with the need for more family
and academic structure

Reframe the Problem

Many of the residents moved from East Fort
Worth believing there would be lower crime
rates and better housing.

Their beliefs were not in vain when it came to

housing, but with locked up community pools
and fewer social services for civilian support and
recreation, idle minds and hands are creating
less appealing activities in the community.

Reframe the Problem

Many long standing residents assume crime and
problems will increase in local schools due to
the socioeconomic changes.

With uprooting 1,000 kids to fill 280 apartment

units, some community supporters believe
Nobody was dealing with the issues that come
with such a concentration of high-risk kids in a
small area.

Reframe the Problem

Because of the influx of low-income
minority students into the Crowley school
district, parents recognize the lack of
diverse teachers as a major issue. The
students are not seeing positive images in
the school system that mirror their own
culture.
This can create a disconnect between
student-teacher relationships in the
classroom and hinder learning.

Search for Alternatives

A more diverse staff population should be
considered for the campus. The more diverse
the staff is the more the diverse student
population will be interested in learning.
Teacher training needs to be provided for the
teachers so that ALL teachers can do their best
to bring EVERY student to success especially
this diverse group of students.

Search for Alternatives

Provide free extra- curricular activities so
that students have something to do and
care about doing it after school.
Tutoring should be provided by the mentor of
that extra- curricular activity.
After -school activities should be done after
tutoring with mentor.

Search for Alternatives

Provide scheduled time after school and
summer outreach activities at the apartments for
these students.
Mentors are there to encourage them and be
there for them and have fun.
Focusing on important life skills such as
teaching them how to apply for school
financial aid, college scholarships, how to fill
out job applications.

Develop and Implement a Plan of Action

Goal 1: Create a more diverse Staff

Hire highly qualified,

professional educators that
represent the race and
ethnicity of the campus.
Hire a Curriculum
Coordinator

Person To Implement
The principal or Assistant
Principal

Timeline

- Before the start of the

2014-2015 school year.

- The curriculum specialist will

need to be hired before the end of
the 2013-2014 school year.

Develop and Implement a Plan of Action

Goal 2: Teacher Training

Person To Implement

Require a minimum Assistant Principal

of 10 hours of training
in cultural diversity
and poverty in the
classroom.

Timeline

- Trainings on all current teachers should be

completed before the start of the 2014-2015
School year.
- New Hires must be in compliance with their
training hours before the start of the spring
term.

Develop and Implement a Plan of Action

Goal 3: Provide Extra Curricular
Activities

Person To Implement

Develop an electives program in The Curriculum Specialist

which each student will be able to
choose a class in a subject of
interest.
Each elective will include an
itinerary that will provide
afterschool activity whether it is
athletic or academic.

Timeline

- Planning and rewriting of these

current programs will begin
before the close of the 2013-2014
school year.
The curriculum will be need to be
in full effect by the 2014-2015
school year.

Develop and Implement a Plan of Action

Goal 4:
After-School and Summer Program

Plan, Write, and Implement a curriculum to be used in

the afterschool and summer program.
Find a location to facilitate the program
Hire a certified teacher to administrate program.
Hire quality staff to assist with care of students.
Enroll students of the school into the program.

Person To
Implement

Curriculum
Specialist, Assistant
Principal, and the
Program
Administrator

Timeline

- Before the start of the

2014-2015 School year.

Summary of Timeline &

Expectations
To raise the performance level of all students we
need to transform the campus into a place the
students want to be.
The plans that we have implemented will create
an environment in which the students will enjoy
learning.

Summary of Timeline &

Expectations
The time line that we are looking at is one in
which we will have our plans implemented and
moving in action by the next school year.
Appropriate staff will be hired, curriculum will be
adjusted, and our after school and summer
program will be in progress.
By the 2015-2016 School year we should be
seeing a major improvement in student
performance.