Equity and representation

In order to best serve a community as unique as Spring Branch ISD, school board trustees must be representative of the population as a whole. Students thrive when taught by diverse educators, and this diversity must also be reflected within district leadership.. A school board tasked with ensuring the best possible education for every child must be able to understand the plethora of backgrounds comprising their district, and how to best empower every child to achieve their fullest potential.  

SBISD is a beautifully diverse district. In terms of ethnicity, students are 59.3% Hispanic, 26.6% white, 6.5% Asian, 4.8% African American, 0.3% Native American, and 2.5% other ethnicities. Leadership must therefore be able to comprehend the cultural perspectives and needs in order to best support every child. Conversely, 100% of the current board trustees are white. In fact, not once since its founding in 1956 has any ethnic minority held a trusteeship on the SBISD board. This homogeneity is subsequently reflected in hiring practices, as 57% of SBISD teachers are non Hispanic white, a distinct variance from population metrics. Equally concerning, there are schools that do not have a single non-white teacher among their ranks.

SBISD is a beautifully diverse district. In terms of ethnicity, students are 59.3% Hispanic, 26.6% white, 6.5% Asian, 4.8% African American, 0.3% Native American, and 2.5% other ethnicities. Leadership must therefore be able to comprehend the cultural perspectives and needs in order to best support every child. Conversely, 100% of the current board trustees are white. In fact, not once since its founding in 1956 has any ethnic minority held a trusteeship on the SBISD board. This homogeneity is subsequently reflected in hiring practices, as 57% of SBISD teachers are non Hispanic white, a distinct variance from population metrics. Equally concerning, there are schools that do not have a single non-white teacher among their ranks.

School boards must also comprehend socioeconomic disparities within their district and how this affects educational success. In SBISD, affluence differs drastically from one area of the district to another. Driving only a mile can take an individual from a neighborhood with multimillion-dollar homes to an area where families must choose between a meal and a utility bill. In fact, 59% of SBISD students come from families that are considered economically disadvantaged. Furthermore, 57% of students are considered at-risk for dropping out before they graduate (per state defined criteria).  As a point of contrast, the average home appraisal value of the board is $1.4 million. If the board has no experience or exposure to financial hardships, or to individuals that are at high risk for a variety of other factors, then they are ineffective in applying measures that would be successful in ensuring student retention and academic achievement.

Lastly, board members will always be inclined to prioritize their own geographic region, regardless of how well-intended they may be, as their own children would most likely have attended local schools. This is why it is crucial that the board hails from all areas of the district, so that various perspectives can be considered in determining what truly is the best approach for every child. There are four zoned high schools in SBISD: Spring Woods, Northbrook, Memorial, and Stratford. In the current SBISD Board, five trustees are zoned to Memorial High School. Spring Woods and Stratford are each represented by only one board member, and there are no trustees at all zoned to Northbrook.

How can a school board tasked with considering every child even begin to understand the dynamics of regions as diverse as those seen in SBISD if there is little to no diversity among the trustees themselves? The disconnect that exists between the board and their constituents can ultimately hinder a school board from being effective, as critical issues may be missed due to trustees’ lack of relevant experience or understanding. In order to best serve every child, a board must be reflective of the community they serve.

Lastly, board members will always be inclined to prioritize their own geographic region, regardless of how well-intended they may be, as their own children would most likely have attended local schools. This is why it is crucial that the board hails from all areas of the district, so that various perspectives can be considered in determining what truly is the best approach for every child. There are four zoned high schools in SBISD: Spring Woods, Northbrook, Memorial, and Stratford. In the current SBISD Board, five trustees are zoned to Memorial High School. Spring Woods and Stratford are each represented by only one board member, and there are no trustees at all zoned to Northbrook.

How can a school board tasked with considering every child even begin to understand the dynamics of regions as diverse as those seen in SBISD if there is little to no diversity among the trustees themselves? The disconnect that exists between the board and their constituents can ultimately hinder a school board from being effective, as critical issues may be missed due to trustees’ lack of relevant experience or understanding. In order to best serve every child, a board must be reflective of the community they serve.