TEA Data Reveal Discipline Disparities at Two Area Schools

A Shop in Seagoville analysis of Texas Education Agency data found clear discipline gaps at two local high schools. Several student groups were removed from regular classrooms far more often than their classmates during the 2024 to 2025 school year.

The largest racial gap appeared at Seagoville High School. There 11.9% of Black students received a disciplinary alternative education program placement. The corresponding rate was 5.3% for Hispanic students and 7.2% for white students.

At Crandall High School Black students had the highest in school suspension rate. Hispanic students had the highest DAEP placement rate among the three largest racial groups. Boys were substantially more likely than girls to receive both forms of discipline at both schools.

The data do not explain why the differences occurred. They do identify the groups most affected by removals from regular classrooms.

Crandall Recorded More Discipline Actions

TEA counted 398 Crandall High students who received at least one reportable disciplinary action. That represented 18.5% of the school cumulative full year enrollment of 2,153 students. Crandall High reported 997 disciplinary actions in all.

Seagoville High reported 339 disciplined students. That represented 17.2% of its cumulative enrollment of 1,966 students. The school recorded 654 total actions.

The categories overlap and one student can generate multiple actions. A student who received an in school suspension and was later assigned to a DAEP would appear in both categories. That student is counted only once in the campus total for disciplined students.

Black Students Led Crandall Suspension Rate

Black students represented 28.5% of the Crandall High cumulative enrollment. They accounted for 41.9% of students who received an in school suspension.

The in school suspension rate was 21.5% among Black students. The rate was 13% among Hispanic students and 9.9% among white students.

The pattern changed for DAEP placements. Hispanic students recorded the highest rate at 8.1%. The Black student rate was 6.5% and the white student rate was 6.1%.

Hispanic students made up 41.7% of the Crandall High cumulative enrollment. They accounted for 49.3% of students receiving DAEP placements.

TEA masked the Crandall High white out of school suspension count under its student privacy rules.

Seagoville Gap Was Widest in DAEP Placements

Black students represented 20.4% of the Seagoville High cumulative enrollment. They accounted for 30.6% of students receiving in school suspensions and 36.4% of those receiving DAEP placements.

The Black DAEP rate of 11.9% was more than twice the Hispanic rate of 5.3%. Black students also had the highest in school suspension rate at 21.6%. The white student rate was 18.8% and the Hispanic student rate was 12%.

Hispanic students constituted 71.1% of enrollment. They accounted for 59.2% of students receiving in school suspensions and 56.1% of those receiving DAEP placements.

Seagoville High out of school suspension totals were not reported in the TEA campus summary. That gap prevented a comparable subgroup analysis for the category.

Boys Faced Discipline at Higher Rates

Gender produced one of the clearest gaps at both schools. At Crandall High 19.2% of boys received an in school suspension compared with 9.4% of girls. Boys also received DAEP placements at more than twice the rate of girls.

At Seagoville High the in school suspension rate was 18.6% for boys and 10.1% for girls. The DAEP rate was 9.5% for boys and 3.8% for girls.

Economic Gaps Were Wider at Crandall

Economically disadvantaged students represented 57.8% of the Crandall High cumulative enrollment used in the discipline report. Their in school suspension rate was 17.6% compared with 10.6% for students who were not economically disadvantaged. The out of school suspension rates were 10.6% and 4.3%.

The DAEP rate for economically disadvantaged students at Crandall was 8.9%. That figure was more than twice the 4.1% rate for other students.

Seagoville High served a much higher concentration of economically disadvantaged students at 90.7% of its cumulative enrollment. Those students had an in school suspension rate of 14.9% compared with 10.4% for students who were not economically disadvantaged. The Seagoville DAEP difference was smaller at 6.8% and 5.5%.

Special Education Patterns Differed

Crandall High students receiving special education services had higher discipline rates than their classmates. The in school suspension rate was 21.4% for special education students and 13.6% for students outside special education. The out of school suspension rates were 11.2% and 7.4%.

The Crandall DAEP gap was narrower at 8.2% for special education students and 6.7% for other students.

Seagoville High did not show the same pattern. Its special education students had an in school suspension rate of 12.1% and that figure sat below the 14.8% rate among other students. DAEP rates were 6% for special education students and 6.8% for students outside special education.

At Risk Students Faced Higher Rates

Students classified by the state as at risk of failing academically or dropping out represented 52.2% of the Crandall High cumulative enrollment. They accounted for 71.7% of students receiving in school suspensions and 78.4% of students assigned to a DAEP.

Their in school suspension rate was 20.1% compared with 7.6% among students who were not classified as at risk.

At Seagoville High these students constituted 77.9% of enrollment and 82% of students receiving in school suspensions. Their suspension rate was 15.2% and that figure was twice the 7.6% rate for students not classified as at risk. Some DAEP counts for other students were masked and that prevented full rate comparisons.

The Numbers Raise Different Questions

The data show overrepresentation but they do not establish its cause. TEA reports do not disclose the circumstances of individual cases. They also leave out whether students had previous infractions and how administrators exercised discretion.

The DAEP figures also reflect different mixes of cases. At Crandall High 169 of 194 DAEP actions were coded as mandatory placements. At Seagoville High 77 of 161 were mandatory while 84 were discretionary.

That difference makes it especially important to examine mandatory and discretionary discipline separately.

The post Discipline Gaps Emerge at Crandall and Seagoville High Schools appeared first on Shop in Seagoville.

Dallas ISD opened the 2026-27 school year with 128,927 students. That figure comes from the district’s own public data portal and reflects an early September count. A year ago the state recorded 134,308 students in the district.

The seven campuses in the Seagoville High School feeder pattern enrolled 6,099 students in that same early September count. Those campuses enrolled 6,251 students under the state’s official count for last year. Seagoville lost students as well. It simply lost fewer of them.

Two Different Rates of Decline

The district figure represents a drop of about 4.0 percent from the state count. The Seagoville feeder figure represents a drop of about 2.4 percent. That gap of roughly 1.6 percentage points is the real story in these numbers.

The share tells the same story from another angle. Seagoville campuses accounted for about 4.65 percent of district enrollment last year. This fall they account for about 4.73 percent.

How the Numbers Break Down

Seagoville High School enrolled 1,589 students. Seagoville Middle School enrolled 996. Among the elementary campuses Seagoville North led with 814 students, followed by Kleberg with 759 and Seagoville Elementary with 685.

Ebby Halliday Elementary enrolled 637 students. Central Elementary enrolled 619. Together those five elementary campuses carry more than half the feeder pattern.

Why Campus Comparisons Can Mislead

Three feeder elementaries now serve sixth grade. Kleberg has 95 sixth graders. Seagoville Elementary has 66 and Ebby Halliday has 76.

Seagoville Middle School enrolls 208 sixth graders. That is far below its 391 seventh graders and its 397 eighth graders. Comparing any single campus to last year without accounting for that split will produce a misleading result.

The feeder total avoids the problem entirely. Students moved between campuses inside the pattern. They did not leave it.

A Town Growing Faster Than Its Schools

Seagoville recorded 18,446 residents in the 2020 census. The city’s fiscal year 2026 proposed budget describes a population above 20,000 and points to steady residential and commercial growth. Rooftops have continued to go up along the U.S. Highway 175 corridor.

That growth helps explain why the feeder is holding up better than the district as a whole. It does not translate into rising enrollment. It appears to be offsetting losses rather than creating gains.

What the Youngest Grades Suggest

The five feeder elementaries enrolled 425 kindergartners this fall. Those same campuses enrolled 496 fifth graders. The class entering the system is smaller than the class leaving elementary school.

That pattern shows up statewide and tracks with falling birth rates. It also caps how much local housing growth can lift enrollment in the near term. New homes bring families of all ages, not just families with young children.

The District’s Response

Dallas ISD made prekindergarten free this year for children ages three and four regardless of family income. District leaders have said the change is meant in part to draw enrollment back. The district also began a new student identification badge system this fall.

Voters approved a $6.2 billion bond package on May 2, 2026. Enrollment trends drive how districts plan and prioritize facility spending. The Seagoville feeder’s relative stability will factor into that math.

What to Watch

The state’s official count for this year will be taken later in the fall. Enrollment normally climbs between early September and that snapshot. Both the district figure and the Seagoville figure should rise before the state locks in a number.

The question is whether the gap between the two holds. A Seagoville feeder that keeps shrinking more slowly than the district is a different community story than one that starts growing. So far the data supports the first description and not the second.

The post Seagoville Schools Hold Steadier as Dallas ISD Enrollment Slides appeared first on Shop in Seagoville.

The Shop in Seagoville Digital Network is proposing something different. Student organizations can take on a recurring show and receive 60 percent of the sponsorship revenue collected for it.

The network launches Monday, Dec. 7, 2026. Clubhouse, After the Bell and Passing Period were all built with student production teams in mind.

The Equipment Question Is Already Solved

Clubs sometimes assume a video project requires a budget request and a camera the school does not own. It does not.

Students already carry iPhones and Android phones capable of shooting broadcast quality footage. A club with four phones has four cameras and four editing stations.

The remaining costs are small. A tripod, a clip on microphone and a free editing app cover almost everything a monthly show needs.

How the Fundraising Math Works

Sponsorship dollars collected for a club show are split 60/40. The club keeps the larger share and the network handles sales, billing and distribution.

A show drawing $750 per month in collected sponsorship returns $450 to the organization. At $1,500 the club share becomes $900.

Those figures are illustrations rather than guarantees. Sponsorships have to be sold and collected first, and the club has to meet its agreed production schedule. The network announcement lays out what a full school year of that arrangement could look like.

What Students Get Besides Money

The résumé value may outlast the fundraising. Students learn interviewing, scripting, shooting, editing and public speaking on real assignments with real deadlines.

FFA chapters, robotics teams, esports clubs and student councils all have stories nobody outside the building ever hears. Journalism programs, business clubs and fine arts groups are in the same position.

A show gives those groups a permanent channel instead of one announcement in a newsletter. Sponsors get to reach families who live in the same zip code they serve.

Bringing It to a Sponsor

Clubs do not sell the sponsorships themselves. Shop in Seagoville handles that part and manages collections.

The club supplies the concept, the crew and the consistency. Advisors or student leaders who want to stake a claim should review the open franchises well before the December start date.

The post School Clubs Can Turn a Monthly Show Into Fundraising appeared first on Shop in Seagoville.

Opal Smith Elementary School and W.A. Martin Elementary School appear on the preliminary list released by the Texas Education Agency. Both campuses received overall F ratings in the state’s 2026 accountability system.

The designation is not yet final. Crandall ISD can appeal the underlying accountability ratings before TEA publishes its final PEG list. If either school remains on that final list, families assigned to the campus would become eligible to request a transfer for the 2027–28 school year.

The statewide preliminary list contains 274 campuses.

What the designation means for families

The Public Education Grant program gives an eligible student’s parent the right to request a transfer to another campus within the student’s home district or to a public school in another district.

It does not guarantee that the requested school must accept the student.

Receiving districts may approve or reject PEG transfer applications under their established transfer policies. Applications can be denied because of limited space or other neutral policies applied to transfer applicants.

A district cannot base its decision on a student’s race, ethnicity, academic achievement, athletic ability, language proficiency, sex, socioeconomic status, or special education needs.

Students also cannot use the PEG program to move from one PEG-listed campus to another PEG-listed campus.

If an interdistrict transfer is accepted under the program, the receiving district cannot charge tuition or a special transfer fee. Neither the home district nor the receiving district, however, is required to transport the student to the new campus.

The program does not require families to leave Opal Smith or W.A. Martin. Students may remain at their assigned schools, and Crandall ISD remains responsible for educating them.

Parents should wait for final list

Because the new list is preliminary, the transfer rights connected to it have not taken effect for 2027–28.

TEA publishes a final PEG list after accountability appeals are resolved. Districts generally must notify affected families by February 1 before the school year covered by the list.

If Opal Smith or W.A. Martin remains listed, Crandall ISD would be required to notify parents of students assigned to that campus about their eligibility to request a transfer.

Parents would then contact the district or campus they want their child to attend and submit a written application. The receiving district—not TEA—would decide whether to approve the request.

A parent who does not receive or cannot locate the district’s notification letter may use the final PEG list as evidence that the child’s assigned campus qualifies.

Incoming students may also be eligible. For example, a child entering kindergarten could qualify if the child is assigned to a campus appearing on the final list, even if the family did not receive the original notification sent to parents of students already attending the school.

Ratings produced major changes

The preliminary list is based on 2026 accountability results and includes campuses that received overall F ratings.

Opal Smith’s appearance represents a change from the final PEG list covering the 2026–27 school year. That list included Hollis T. Dietz Elementary School as Crandall ISD’s only PEG-designated campus.

The new preliminary list does not include Dietz. Instead, it identifies Opal Smith and W.A. Martin.

That shift demonstrates why parents must look at the list for the specific school year involved. A campus can be added or removed as accountability ratings change, and eligibility is tied to the student’s assigned campus and the applicable annual list.

It also means the preliminary designation should not be interpreted as a permanent label. A campus must improve its overall performance to avoid future PEG identification, but TEA does not impose separate staffing ratios, teacher-training requirements, or other special operating conditions solely because a school appears on the list.

No Seagoville schools listed

No campus in Dallas ISD’s Seagoville feeder pattern appears on the preliminary 2027–28 list.

The feeder pattern includes Seagoville High School, Seagoville Middle School, Central Elementary School, Ebby Halliday Elementary School, Kleberg Elementary School, Seagoville Elementary School, and Seagoville North Elementary School.

Only two Dallas ISD campuses appear on the statewide preliminary list: Edward Titche Elementary School and Harrell Budd Elementary School. Neither is part of the Seagoville feeder pattern.

What happens next

The immediate question for Crandall families is whether Opal Smith and W.A. Martin will remain on the final list.

Until TEA completes the accountability appeal process, the preliminary designation does not guarantee that either campus will carry PEG status into the 2027–28 school year.

If the designations become final, families will gain an additional school-choice option—but not an automatic transfer. Parents would still have to apply, identify a receiving campus or district, and obtain approval.

For now, Opal Smith and W.A. Martin are the two local campuses Crandall families should watch as the state moves toward its final decision.

The post Two Crandall Schools Land on Preliminary PEG List appeared first on Shop in Seagoville.

Seagoville High School reported a chronic absenteeism rate of 42.5%.

By Staff Reports

The results were not a single year anomaly. The high school has stayed above 40% for four consecutive school years. Its peak came in 2021–22 at 54.8%.

Seagoville Middle School moved in the opposite direction. Its rate fell from 29% in 2020–21 to 12.7% in 2024–25. The campus now sits below both the Dallas ISD rate and the statewide rate.

Results among the five elementary schools were mixed. Chronic absenteeism increased at Central Elementary and Kleberg Elementary during the latest reporting year. Rates also rose at Seagoville North Elementary and Ebby Halliday Elementary while Seagoville Elementary recorded a slight decline.

Seven Years of Campus Data

The table below begins with 2018–19. That was the last complete school year before the COVID-19 pandemic disrupted attendance and school operations. The 2019–20 figures cover the year in which Texas campuses closed for in person instruction during the spring.

Those pandemic year numbers should not be read as evidence of a lasting attendance improvement. The final column shows the most recent results for every campus.

*The 2019–20 school year was interrupted by pandemic related campus closures.

Seagoville High Remains the Outlier

The 42.5% rate at Seagoville High means chronic absence affected roughly two out of every five students in 2024–25. The result was an improvement of 2.1 percentage points from the 44.6% posted the previous year. It still stood 15.3 points above the campus mark of 27.2% recorded before the pandemic.

The denominator is not the campus enrollment on a single day. It includes students who met the state minimum enrollment requirement during the reporting year. Some of those students entered or left the campus partway through the year.

The high school has not returned to the attendance level it held before the pandemic. Its lowest mark during the past four years was 41.3% in 2022–23. That figure remained far above the 27.2% posted in 2018–19.

Middle School Records Sustained Improvement

Seagoville Middle produced the strongest long term recovery in the feeder pattern. The campus reached 29% in 2020–21 before falling to 25.4% the following year. It then declined to 19.2% and 16.2% before landing at 12.7% in 2024–25.

Its latest rate was slightly lower than the 13% mark it posted before the pandemic. The 2023–24 records showed 240 chronically absent students at the school. The calculation included 1,485 students that year.

Elementary Results Move in Both Directions

Central Elementary reported the lowest 2024–25 rate in the feeder pattern at 12.3%. That result was nearly double the 6.6% the campus posted a year earlier.

Seagoville Elementary improved slightly and fell from 15.5% to 14.7%. Its latest rate still remained 6.4 percentage points above its 2018–19 level.

Kleberg Elementary increased from 16.5% to 18.5% and finished slightly above the statewide rate. Ebby Halliday Elementary climbed from 13% to 17.5%.

What Chronic Absenteeism Measures

A student is counted as chronically absent in the historical state series after two conditions are met. The student must be enrolled for at least 10 days and must miss 10% or more of those days.

The measure applies to students in kindergarten through 12th grade. It is broader than truancy because it counts missed instructional time rather than unexcused absences alone. In a traditional 180 day school year the threshold works out to about 18 missed days.

Research has consistently linked poor attendance with lower academic performance. It has also tied chronic absence to a greater likelihood of leaving school before graduation. The relationship does not mean every chronically absent student will drop out.

That pattern still makes attendance an important early warning measure. A state law effective September 1, 2025 added chronically absent students to the legal definition of students considered at risk of dropping out. The law also requires chronic absenteeism information to be collected and made public at the campus and district levels.

The Central Question for Seagoville

The feeder pattern results do not show one uniform trend. Seagoville Middle has erased its pandemic era increase. Several elementary schools improved after unusually high rates in 2021–22 while four recorded renewed increases in the latest year.

Seagoville High remains the most urgent concern. Its rate improved slightly but chronic absenteeism still affects more than 40% of the students included in the state calculation.

The data identify where the problem is concentrated. They do not reveal whether the missed time comes mostly from illness or transportation or family circumstances. They also cannot separate disengagement from disciplinary issues or any other barrier.

The post Four in 10 Seagoville High Students Chronically Absent appeared first on Shop in Seagoville.

A New Standard for Every Bus

Senate Bill 546 passed during the 89th Texas Legislature in 2025. The law requires a three point seat belt for every passenger on a school bus. That requirement includes the driver.

The bill was authored by State Sen. José Menéndez of San Antonio. It followed a March 2024 crash involving a Hays CISD school bus and a concrete pump truck. Two people died in that wreck and the National Transportation Safety Board opened an investigation.

Older buses no longer get a pass. The previous standard applied only to buses of model year 2018 or later. Senate Bill 546 removed that exception and applied the rule to the entire fleet.

The Crandall ISD Estimate

Scott Stewart serves as the district’s executive director of transportation and school planning. He presented the seat belt item to trustees at the regular March board meeting. He placed the estimated financial impact at $1,034,956.50.

The district also reported that the Texas Education Agency would gather compliance data through its Sentinel reporting tool. Every Texas district faced a May 29 deadline to submit fleet counts and cost figures. Crandall ISD has not publicly released the bus by bus breakdown behind its own number.

Replace or Retrofit

The law leaves districts two paths for each bus that falls short. Some buses can be retrofitted with new seats and new belts. Others are too old to accept a retrofit and must be replaced outright.

That distinction drives the final bill. Districts across North Texas have reported sharply different totals for the two approaches. Plano ISD estimated about $16 million to replace its noncompliant buses and $6.6 million to retrofit them instead.

Allen ISD reported a similar gap. That district estimated $20.1 million for replacement and $3.5 million for retrofitting. Officials in both districts noted that retrofitting an aging bus rarely makes financial sense when the vehicle is already near retirement.

Crandall ISD has not stated publicly how many of its buses fall into each group. The law requires districts claiming a budget exemption to disclose three specific counts. Those are buses with no seat belts, buses with two point belts and buses already equipped with three point belts.

How the District Could Pay

The Legislature attached no money to Senate Bill 546. Superintendents across Texas have described it as a textbook unfunded mandate. Districts must cover the cost locally or locate another source.

The statute does allow school districts to accept gifts, grants and donations toward compliance. Districts elsewhere have tapped unspent bond authority and state emissions reduction grants. Others are spreading purchases across several budget years to soften the hit.

Crandall ISD has not announced a funding approach for the seat belt work. The district is currently managing a heavy construction cycle. Trustees were told in December that voters have authorized $365 million in bonds and that about $140 million had been issued at that point.

A Deadline Before the Deadline

The May reporting requirement was designed to produce a statewide price tag. TEA must calculate what full compliance would cost every district in Texas. The agency must deliver those findings to the governor and the lieutenant governor and the Legislature by Jan. 1, 2027.

Many district leaders are counting on that report. They hope the total pushes lawmakers to create a funding stream. The timeline leaves room for legislative action well before buses must be compliant in 2029.

What Families Should Watch

Nothing changes on Crandall ISD routes at the moment. Buses currently in service remain legal until the September 2029 deadline arrives. Riders and drivers will see no immediate difference this school year.

The issue will resurface as trustees build future budgets. Board agendas and transportation reports are the places to watch. Any bus purchase or retrofit contract would require board approval before work could begin.

The post Seat Belt Mandate Could Cost Crandall ISD More Than $1 Million appeared first on Shop in Seagoville.

Seagoville Elementary Picture Day

Picture Day is scheduled for Thursday, Sept. 10, at Seagoville Elementary School.

Parents can review the school’s Picture Day information and preorder student portraits online. Families should enter school code SGE when placing an order.

Parents should check with the school for any clothing recommendations, ordering deadlines, or instructions concerning students who are absent on Picture Day.

Seagoville North Hosts Parent Meeting

Seagoville North Elementary School will hold a parent meeting at 5:30 p.m. Thursday, Sept. 10, in the school library.

The meeting will focus on students’ academic progress, STAAR performance, the school’s accountability rating, and ways families can support continued student success.

The school is encouraging parents and guardians to attend, learn more about campus performance, and ask questions about their children’s academic progress.

Uniform Assistance at Ebby Halliday

Ebby Halliday Elementary School is accepting uniform assistance requests from families who need help obtaining school clothing for their children.

Parents and guardians should complete the Uniform Assistance Request Form distributed by the school. A separate form must be submitted for each student needing assistance.

Families with multiple children at the school should not combine their requests into one submission. Parents who cannot access the form should contact the school for assistance.

Central Plans Grandparents Day Dance

Central Elementary School will celebrate its grandparents with a special Grandparents Day Dance on Friday, Sept. 11.

Grandparents who want to attend must register in person at the school office between 8:30 a.m. and 2:30 p.m. Registration is available through Thursday, Sept. 10. No registrations will be accepted on the day of the dance.

Each participating grandparent must present photo identification when registering. Admission is $5 per grandparent, with a limit of two grandparents per child. Payment is due at registration, and the school will accept cash only.

Families should review the school’s event information carefully and complete registration before Thursday afternoon.

Kleberg Fundraiser Begins Friday

Kleberg Elementary School will begin its Niki’s Popcorn fall fundraiser Friday, Sept. 11.

The fundraiser will continue through Friday, Oct. 2. Flyers containing ordering information, product details, and fundraiser instructions are expected to be sent home with students.

Families should watch students’ backpacks and school communications for the fundraiser materials.

Kleberg Elementary also announced that a school book fair is coming soon. The school has not yet released the dates, hours, or purchasing information, but additional details will be shared with families.

The post Local Elementary News Roundup appeared first on Shop in Seagoville.

What Seagoville Students Really Earn Through College and Career Programs

By Staff Reports

SEAGOVILLE — Seagoville High School students can begin college before they graduate. They can also earn workforce credentials or explore a career field while they are still enrolled in high school.

The difficult part for parents is telling the options apart. P-TECH is not simply another elective. Dual credit is not the same as Advanced Placement.

A career course does not automatically lead to a certification. A certification does not always transfer as college credit. Those distinctions decide what a student actually holds on graduation day.

This guide explains the major college and career programs available to Seagoville students. It also explains how families enter them and what the latest published results show students earned.

P-TECH is the most structured college route

Seagoville P-TECH is a four year program operated in partnership with Dallas College at the Eastfield Campus. P-TECH stands for Pathways in Technology Early College High School.

Students work toward a high school diploma while taking college courses tied to one of two pathways.

Tuition and required college textbooks are provided at no cost to the family. Students may earn as many as 60 college hours or complete an associate degree while still in high school.

The words may earn carry weight here. Admission into P-TECH does not guarantee that a student will finish all 60 hours or receive a degree. Students must pass their high school classes and satisfy every college course prerequisite along the way.

How the four year sequence works

Seagoville P-TECH is designed as a cohort program that begins in ninth grade. Students spend ninth and 10th grade at Seagoville High. The program maintains a dedicated learning area on the campus.

The school says students begin preparing for college work immediately. Some students may start taking college level courses as early as their freshman year.

College readiness can affect how quickly a student advances. Dallas ISD says students must meet applicable Texas Success Initiative requirements for college courses. Those requirements are normally met through qualifying scores or approved exemptions.

The district also provides summer bridge preparation. That support includes help with the TSIA2 college readiness assessment.

Parents should ask for the complete four year course crosswalk before accepting a seat. That document should show which high school and college courses a student must finish each semester.

Who can apply for P-TECH

The program is intended for incoming ninth graders who are determined to attend college. It specifically seeks first generation college students. It also seeks students who are historically underrepresented in higher education.

Seagoville says it can accept as many as 125 freshmen each year. Those students then advance through the program together as a cohort.

Families apply through the Choose Dallas ISD system under the current general application rules. P-TECH applicants submit three short written responses and take part in an interview. The district application FAQ says no other documents are required at that first stage.

Parents applying for the 2027 school year should confirm the opening date and notification schedule through the district portal. P-TECH is built to begin with freshmen.

Families should not assume that a student can wait until 10th or 11th grade. A late entry does not allow a student to complete the full four year sequence.

What Seagoville P-TECH students actually earned

The latest Dallas ISD College, Career, and Military Readiness evaluation offers a clearer measure than promotional language. The district reported 83 Seagoville P-TECH seniors in the most recent school year.

Every senior in the reported cohort graduated from high school. Fewer than half reached the district college completion goal for P-TECH.

The results still represent a substantial benefit for the students who finished the college work. Thirty students left high school holding an associate degree. Nine others accumulated the credit total ordinarily tied to two years of full time college study.

The other 44 graduates did not finish a degree or reach 60 college hours. The published report does not show how many college credits those students completed.

Dual credit outside the P-TECH label

Dual credit allows a single course to count toward high school graduation and a college transcript. The current Dallas ISD dual credit matrix lists Seagoville P-TECH under two headings.

One is business and hospitality. The other is engineering, information technology and sciences. The matrix does not publish a separate list of comprehensive dual credit courses open to every Seagoville High student.

Academic dual credit courses in the Texas Core Curriculum are generally designed to transfer to Texas public colleges and universities. Workforce courses attached to an Associate of Applied Science program may not transfer fully into every bachelor degree plan.

That distinction matters for students in Personal Computer Support. An applied science degree is built mainly for technical and occupational preparation. Students planning a four year degree should request a written transfer evaluation from the university they hope to attend.

Career and technical programs on campus

Career and Technical Education programs combine academic instruction with a planned sequence of career courses. The current Dallas ISD matrix identifies three career clusters tied directly to Seagoville High.

The campus website also maintains program information for animal science and welding. Animal science coursework includes subjects such as equine science and small animal management.

Students in those classes study animal care and nutrition. Coursework also covers diseases, breeds, industry practices and workplace safety. FFA provides a related student organization where students compete and pursue leadership awards and scholarships.

Seagoville welding courses are intended to build the knowledge and practical skills used in welding industries. One documented result came in April 2024 at the Wichita Falls Weld Off.

Parents should verify where welding classes will be delivered during the year their child enrolls. The courses may run at Seagoville High or through Career Institute South. Course locations and master schedules can change from year to year.

Career Institute South expands the choices

Seagoville students are also served by the Charmaine and Robert Price Career Institute South. The building sits at 4949 Village Fair Drive in Dallas.

Students remain enrolled at Seagoville High while traveling during the school day for specialized training. Dallas ISD provides transportation between the home campus and the institute.

These programs are free for Dallas ISD students. The district says there are no grade requirements for general Career Institute participation. Students normally select those courses with a counselor while completing course choice forms in January and February.

The daily schedule mixes classes at the home school with training at the institute. Dallas ISD says students return to their home campuses in time for after school activities and neighborhood transportation.

Available certifications depend on the selected program. District examples include OSHA 10 and NCCER construction credentials. Other listed examples include CompTIA Network+, CompTIA Security+, Autodesk credentials, CPR and AED training and aviation certificates.

Parents should request the exact certification sequence for their child pathway. Not every credential is offered in every program.

What the certification numbers show

The district reported 412 graduates at Seagoville High for the most recent school year. That figure covers the entire graduating class and not only P-TECH students.

Of those graduates, 117 obtained at least one industry based certification during the school year. That group represents 28.4% of the class.

Seagoville students attempted 136 industry certification examinations and passed 125 of them. The district also projected that 41 graduates would earn a Level I or Level II college certificate.

What public reports still do not reveal

Dallas ISD publishes useful totals for college hours, degrees and certifications. Important questions still go unanswered at the campus level.

Those omissions matter to families making a decision. Degrees, hours and certifications are measurable accomplishments. Parents also need to know whether students convert those credentials into further education or employment.

A decision checklist for parents

Before selecting a program, parents should request a written four year plan. That plan should show the courses, certifications, college hours and graduation endorsement the student is expected to complete.

Seagoville High offers more college and career choices than a standard course selection sheet suggests. The strongest results are real and documented. Students have earned associate degrees, banked substantial college credit and passed industry certification examinations.

The central lesson for parents is to look past the program name. The right choice depends on what the student wants to hold at graduation.

That target may be a transferable academic foundation or a technical degree. It may also be an industry credential, immediate employment skills or some combination of the four.

The post A Parent Guide to College and Career Options at Seagoville High appeared first on Shop in Seagoville.

Seagoville Feeder Schools Set for Nearly $149 Million

By Staff Reports  |  Shop in Seagoville  |  September 8, 2026

Seven campuses in the Seagoville High School feeder pattern carry proposed renovation budgets totaling $148.98 million under Dallas ISD’s voter approved Bond 2026.

The new Seagoville Academy is a separate Bond 2020 project and is not counted in that total.

Dallas ISD’s $6.2 billion Bond 2026 program directs nearly $149 million in proposed improvements to seven existing campuses in the Seagoville High School feeder pattern. The largest local allocation is $45.7 million for Seagoville High School.

Renovation budgets were also assigned to Seagoville Middle School and to five elementary campuses. Together the seven allocations total $148,980,444.

$148.98MProposed Bond 2026 total for the seven feeder campuses

$45.7MLargest single allocation, at Seagoville High School

5Campuses slated to lose portable buildings

$53MSeparate Bond 2020 authorization for Seagoville Academy

That amount should not be confused with the new Seagoville Academy under construction near Seagoville High School. Dallas ISD identifies the prekindergarten through eighth grade campus as a Bond 2020 project. Much of its planning and construction is taking place across 2025 and 2026 and 2027.

Bond 2026 Campus Improvements

Dallas ISD campus reports describe the following proposed budgets and improvements. The published figures include design costs and construction costs and indirect costs.

Source: Dallas ISD Bond 2026 campus reports. Amounts are proposed budgets and remain subject to program implementation.

Campus	Proposed Budget	Planned Improvements	Timeline
Seagoville High School	$45,725,731	Secure vestibule renovation or addition Portable removal Interior renovations Site and exterior envelope and roofing Mechanical and plumbing and interior systems	Dates not yet published
Seagoville Middle School	$25,242,580	Secure vestibule renovation or addition Portable removal Interior renovations Site and exterior envelope and roofing Mechanical and plumbing and interior systems	Dates not yet published
Kleberg Elementary School	$20,046,164	Secure vestibule renovation or addition Portable removal Interior renovations Site and exterior envelope and roofing Mechanical and electrical and plumbing systems	Dates not yet published
Central Elementary School	$17,635,496	Portable removal Interior renovations Site and exterior envelope and roofing Mechanical and interior systems	Dates not yet published
Seagoville North Elementary	$17,504,977	Interior renovations Site and exterior envelope and roofing Mechanical and plumbing and interior systems	Dates not yet published
Seagoville Elementary School	$15,098,540	Secure vestibule renovation or addition Portable removal Interior renovations Site and exterior envelope and roofing Mechanical and plumbing and interior systems	Dates not yet published
Ebby Halliday Elementary	$7,726,956	Interior renovations Site and exterior envelope and roofing Plumbing and interior systems	Dates not yet published
Seven campus total	$148,980,444	Feeder pattern investment carried out over several years

Four of the seven schools carry the Seagoville name. Their combined proposed budgets total $103,571,828.

Central Elementary sits on Shady Lane in Seagoville and adds another $17.6 million. Kleberg and Ebby Halliday have Dallas addresses. They are counted here because the district places both campuses in the Seagoville High School feeder pattern.

Seagoville High Receives the Largest Allocation

The Seagoville High School allocation of $45.7 million is the largest of the seven. The campus report calls for removing portable buildings and renovating or adding a secure entrance vestibule.

It also identifies interior renovations and upgrades to the site and the building exterior and the roof. Mechanical systems and plumbing and interior systems are included in the same scope.

The report lists the high school at 105% utilization for the current school year. That figure indicates enrollment above the building capacity number used by the district.

Seagoville Middle School would receive a similar package under its $25.2 million allocation. The planned work includes portable removal and a vestibule project and broad building system renovations.

Five Campuses Would Lose Portable Buildings

Portable removal is listed for Seagoville High School and Seagoville Middle School. It is also listed for Seagoville Elementary and Central Elementary and Kleberg Elementary.

Dallas ISD has made eliminating portable classrooms a districtwide priority. The district says Bond 2026 is intended to remove roughly 700 remaining portable classrooms used by nearly 10,000 students.

121.8%Kleberg Elementary

 

107.7%Central Elementary

 

105%Seagoville High School

 

101.8%Seagoville North Elementary

 

Kleberg carries the highest reported utilization rate among the seven Seagoville feeder schools. Its $20 million scope is also the most extensive elementary package. The work adds electrical upgrades to the building and mechanical and plumbing improvements.

Seagoville Academy Is a Bond 2020 Project

The new Seagoville Academy must be counted separately from the seven renovation projects. Dallas ISD broke ground on the campus in June 2026 and identifies it as a 2020 bond project. It is not funded by the $6.2 billion bond approved in May 2026.

The two story campus is being built at 16000 Seagoville Road near Seagoville High School. State project records describe roughly 108,650 square feet of new construction. Plans include exterior site amenities and a gym designed to serve as a storm shelter.

The district has described modern classrooms and collaborative learning areas. Instructional technology and flexible learning environments and enhanced security systems are also planned.

Trustees authorized a construction manager at risk agreement in an amount not to exceed $53 million in Bond 2020 funds. The Texas Department of Licensing and Regulation lists an estimated construction cost of $53 million. The online project page maintained by Dallas ISD still leaves the total budget field blank.

The $53 million figure is best described as a published construction authorization and a state reported estimate. It is not a newly published final project budget.

Seagoville Academy schedule from the district community presentation

1. Design completionFourth quarter of 2025
2. Construction startLate 2025 or the first quarter of 2026
3. Construction completionSecond or third quarter of 2027
4. First day of schoolAugust 2027

The ceremonial groundbreaking took place in June 2026. Schedules remain subject to permitting and weather and labor and material availability.

Renovation Timelines Remain Unpublished

The seven Bond 2026 campus reports provide budgets and scopes of work. They do not assign construction start dates or completion dates or project phases to individual Seagoville campuses.

Dallas ISD says the work will be carried out over several years because every district project cannot begin at once. Voters approved the bond on May 2, 2026. That approval does not mean the full $148.98 million will be spent immediately.

Projects must still move through design and procurement and contracting and permitting and construction. The district has said more detailed timelines will follow as the program is implemented.

Families now know what work is proposed at each campus and how much money has been allocated. They do not yet know when construction will begin.

Bond 2026

$148,980,444 proposed for renovations at seven existing campuses in the Seagoville High School feeder pattern. Campus schedules have not been released.

Bond 2020

Seagoville Academy, with a published construction authorization and estimated cost of up to $53 million and a target opening in August 2027.

Keeping the two programs separate prevents the Academy from being presented as part of the nearly $149 million that Seagoville campuses received from the 2026 bond.

The post Seagoville High Leads Local Bond List With $45.7 Million appeared first on Shop in Seagoville.

Crandall ISD’s campus clinics experienced another increase in demand during the 2025–2026 school year, recording more than 29,000 student visits before the end of February.

District health-services employees documented 29,109 clinic visits through Feb. 19, according to a report presented to the Crandall ISD Board of Trustees on March 9. That was an increase from 26,755 visits during the comparable period of the 2024–2025 school year.

The difference represents 2,354 additional visits, or an increase of approximately 8.8%.

Those totals represent visits rather than individual students. A student who received medication, required repeated monitoring or returned to a clinic multiple times would have generated more than one visit.

Enrollment Explains Part of Increase

The increase occurred as Crandall ISD continued experiencing substantial enrollment growth.

A district enrollment report presented in fall 2025 placed enrollment at 7,449 students, an increase of 525 students—or approximately 7.6%—from the previous year.

Because the enrollment and clinic figures were collected on different reporting schedules, they cannot produce a definitive per-student comparison. However, the numbers indicate that enrollment growth likely explains much, but not necessarily all, of the increase in total clinic traffic.

Clinic visits increased slightly faster than the district’s reported enrollment.

The health-services presentation did not provide campus-by-campus totals, the number of students responsible for the visits or a breakdown showing how many visits involved injuries, illnesses, medications, screenings or ongoing medical care.

Nurses Managing Complex Conditions

Campus nurses are responsible for considerably more than treating headaches, upset stomachs and playground injuries.

Crandall ISD reported growth in the number of students with complex medical conditions requiring services during the school day. Procedures identified in the district’s presentation included tube feedings, frequent diabetes monitoring, seizure management and other specialized care.

Those responsibilities can require scheduled attention throughout the day, detailed documentation, coordination with parents and medical providers, and an immediate response when a student’s condition changes.

The district did not disclose how many students require each type of specialized care or how much staff time those procedures consume. Therefore, the 29,109-visit total alone does not fully measure nurses’ workload.

A five-minute visit for a minor complaint and an extended medical intervention are both counted as clinic visits, despite requiring very different levels of attention.

District Expands Health Programs

Health Services Director Heather Fowler also reported several departmental initiatives during the 2025–2026 school year.

The district launched in-house CPR and first-aid training to increase the number of certified employees and strengthen emergency preparation across its campuses. Emergency respiratory medications were added to campus clinics so breathing treatments could begin immediately when needed.

Crandall ISD also expanded access to vision screenings and vaccination clinics and developed partnerships with the district’s career and technical education certified nursing assistant program and Trinity Valley Community College’s licensed vocational nursing program.

According to the district, those partnerships provide students with hands-on clinical training while supporting clinic operations.

Have Staffing and Space Kept Pace?

The annual report documented rising clinic use and increasing medical complexity, but it did not include a comparison of health-services staffing between the two school years.

Crandall ISD’s current online directory lists a registered nurse at each of the district’s nine operating campuses. It also lists a clinic aide and a certified medical assistant at Crandall High School.

However, the publicly available report did not disclose whether the number of nurses, clinic aides or other health-services employees increased as clinic visits and enrollment grew. It also did not provide information about nurse absences, substitute coverage, average daily caseloads or the availability of backup personnel when a nurse is handling an emergency.

Clinic capacity is another unanswered question.

The report did not identify the size of campus clinics, the number of treatment or observation areas available, or whether existing spaces can accommodate simultaneous illnesses, routine medication visits and students needing complex procedures.

Those omissions do not establish that Crandall ISD’s clinics are understaffed or overcrowded. They do mean the public data are insufficient to determine whether staffing and clinic space have grown at the same pace as student enrollment and demand for medical services.

Future health-services reports would provide a clearer picture by including staffing levels, campus-specific visit totals, complex-care caseloads, clinic capacity and year-to-year comparisons.

The available figures establish one important fact: Crandall ISD’s school clinics are serving more students and recording more visits while nurses assume increasingly complicated responsibilities during the school day.

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