Dallas College: A Village of Support for Student Success
Dallas College, a sprawling educational institution comprised of seven campuses-Brookhaven, Cedar Valley, Eastfield, El Centro, Mountain View, North Lake, and Richland-along with a dozen centers across Dallas County, stands as a testament to the evolving landscape of higher education. Celebrating its 60th anniversary in 2025, the college offers a diverse array of associate degrees, career and technical certificate programs in over 100 areas of study, and bachelor's degrees in education and nursing. Beyond its academic offerings, Dallas College is increasingly recognized for its robust network of support services designed to dismantle barriers and foster student success, particularly for those facing significant socio-economic challenges.
Addressing the Pervasive Issue of Food Insecurity
A critical challenge confronting higher education institutions nationwide, and particularly acute at Dallas College, is food insecurity. College officials estimate that approximately 20,000 students grapple with this issue, a figure that aligns with broader trends. A recent report by the National Center for Education Statistics (NCES) at the Department of Education confirmed that students in higher education are struggling to meet their basic needs. In Texas, Feeding Texas reports that 38% of students in two-year colleges experience hunger, a statistic that rises to nearly 59% at Dallas College.
This pervasive issue has tangible impacts on students' academic journeys. Cathy Edwards, dean of the college’s Student Care Network, notes that the struggle with well-being can extend the time it takes for some students to complete a two-year degree to eight years. To combat this, Dallas College has implemented a comprehensive "Student Care Network," which serves as a vital hub of resources. Students can access "grab and go" snacks, often including a drink, and can also pick up weekly groceries from food pantries located across all college campuses. These pantries are accessible during their operating hours, offering students a reliable source of sustenance. The impact of food insecurity on a student's ability to achieve their educational and professional goals is significant, as highlighted by Feeding America.
Lacresha Chukwuemeka, a nursing student and single mother, exemplifies the challenges faced by many. She shared how the college has been her "anchor," providing essential support that allowed her to continue her education. "Being the primary parent, it has taken a village, and Dallas College has been that village," she stated. The college assisted her in finding childcare and provided support with obtaining essential groceries, which had previously been a challenge. Despite her initial concerns about the stigma associated with seeking aid, Chukwuemeka now encourages other students: "If you’re in need, don’t be too proud to ask for help. I can still go to school and focus on my classes. I can keep my grades up. That’s a plan for success." Her dedication is evident as she works at the Eastfield Campus while attending classes at North Lake.
Brandon Griffith, who recently earned two workforce certificates from Dallas College’s Lancaster Workforce Development Center, also found himself benefiting from the college's support systems. He utilized the food pantry, recalling with a laugh, "The food pantry helped me a lot. I got some ramen noodles," a staple for many college students. He acknowledges the demand, noting, "People would bring food and in minutes it was gone." Griffith is now enrolled for the Spring semester, with free food and counseling services having played a crucial role in helping him achieve his educational goals.
Read also: Guide to Dallas Cosmetology Programs
The Learner Care Network: A Holistic Approach to Student Support
Beyond immediate food needs, Dallas College’s Learner Care Network offers a multifaceted approach to student well-being. This network provides case management, connects students with on- and off-campus social service resources, offers transportation options, and dispenses emergency aid. In some instances, short-term emergency housing is also available. Student parents, like Chukwuemeka, are particularly vulnerable, facing a complex web of challenges that impact not only themselves but also their children.
The college's commitment to supporting student families is further evidenced by the Family Care Program, established with a $250,000 grant from the Texas Higher Education Coordinating Board. This program provides essential safety products, including baby monitors, car seats, and headgear for bikes. It also includes two full-time care coordinators dedicated to case management support and a counseling program that offers parenting classes and support care for students. Dr. Harris emphasizes the profound impact of such initiatives: “There’s something very special about being able to change a system in a way that is equitable, sees the individual needs of our students and makes them feel whole and valued. We want everyone to have a fair chance at self-sufficiency.”
A significant partnership with the YMCA of Metropolitan Dallas has led to the launch of a new Child Watch Program at the Health Science Center on the El Centro Campus. This initiative leverages the YMCA's extensive experience in child care services. While initially launched at El Centro, plans are in place to extend this free offering to all seven campuses, demonstrating Dallas College's dedication to collaborating with community partners to address student needs effectively.
Understanding and Enhancing Student Retention
Student retention is a critical challenge for community colleges, where the objective extends beyond enrollment to guiding students toward successful completion or transfer. Early departure can result in students accumulating debt and facing limited access to labor market opportunities, while the institution experiences a decline in enrollment and diminished student outcomes. Predicting which students are most at risk of attrition remains a complex issue, as retention is influenced by a dynamic interplay of academic, environmental, and behavioral factors.
To gain a deeper understanding of these dynamics, Dallas College has utilized student-level data to estimate retention rates. A linear probability model was applied to data from nearly 100,000 first-time-in-college students who enrolled between 2014 and 2023. The study examined ten cohorts to identify variables significantly associated with retention, defined as re-enrollment during the fall of the following academic year.
Read also: DCS Tuition Information
The analysis revealed significant gaps in retention rates when comparing different racial and ethnic groups, even after controlling for factors such as courseload, program of study, prior achievement, and other demographic variables. International students and Asian students demonstrated significantly higher likelihoods of being retained compared to their White peers. Conversely, Hispanic students, students identifying with multiple races, and Black students exhibited lower predicted retention rates. These disparities may stem from systemic barriers, including financial pressures and limited access to academic support. Research on Hispanic students, for instance, indicates that financial pressures, insufficient institutional support, and systemic inequities contribute to lower persistence and degree attainment rates. While international students may retain at higher rates due to visa requirements and financial commitments, challenges with English remediation or limited social integration can still negatively affect their persistence.
The study also highlighted the importance of "early momentum" strategies. Students who began college in the summer or fall immediately following high school showed higher retention rates. Enrolling in summer courses allows students to earn credits early, acclimate to the college environment with smaller class sizes, and familiarize themselves with support services before the busier fall term. This aligns with research indicating that continuous enrollment, particularly through summer terms, is associated with higher retention and degree completion.
Furthermore, the credit completion in a student's first term emerged as a strong predictor of retention. Students completing fewer than 12 credit hours had a significantly lower predicted retention rate compared to those who completed 12 credit hours. This suggests that completing more credits in the first term accelerates progress toward a degree, builds confidence, and helps students stay on track.
Another crucial factor identified is the attempt to complete core courses, such as English and math, in the first semester. Taking these gateway courses early increases the probability of retention significantly. This finding underscores the importance of academic preparedness, structured course planning, proactive advising, and guided pathways that encourage students to enroll in foundational courses during their initial term. Strategies like early alert systems, corequisite support courses, and tutoring can aid in identifying and assisting students at risk of delaying these key courses.
Dallas College's renewed commitment to enhancing the first-year experience, as exemplified by its "Smart Start" plan, is well-aligned with these findings. Smart Start focuses on five key strategies: a redesigned new student orientation, English and math support, early career exploration and program of study selection, expanded first-year course offerings, and opportunities to build meaningful connections that foster a sense of belonging and community. Once students are retained, their probability of completing a credential increases substantially.
Read also: Internship Opportunities with the Cowboys
Fostering Critical Thinking and Ethical Fluency
In an era of rapidly changing job markets, Dallas College emphasizes the development of critical thinking and ethical fluency. Dr. Paul Benson, a long-time English professor at Mountain View Campus, has observed over 50 years of evolution at the college, stating, "Everyone gets in, which means everyone has opportunities at Dallas College. The opportunity for students to excel is there." Dr. Morris notes that jobs are changing on a nearly monthly basis, suggesting a need for individuals deeply grounded in critical thinking and ethics to guide the next generation of work. Employers, he predicts, will increasingly seek broad critical thinking skills, advanced communication abilities, and ethical fluency, particularly in emerging technology sectors.
Expanding Access Through Early College Centers
Dallas College is actively expanding opportunities for dual credit programs through initiatives like the Early College Center at its Brookhaven campus. The official opening of this center on April 23rd, marked by a special ribbon-cutting ceremony, signifies a commitment to enhancing existing dual credit programs in partnership with CFBISD and Dallas ISD. Dr. Christa Slejko, President of Dallas College, along with distinguished speakers like Dr. Wendy Eldredge, Superintendent of CFBISD, and Mr. , celebrated this significant expansion. “It is truly amazing to see such an incredible space designed so intentionally to benefit our students,” stated Eldredge. The new facilities offer attendees the chance to explore the expansive new spaces through self-guided or group tours, further underscoring Dallas College's dedication to fostering a supportive learning environment for students pursuing dual credit opportunities.
Addressing Domestic Violence: A Campus Initiative
In acknowledgment of Domestic Violence Awareness Month, Dallas College hosted a seminar at Brookhaven featuring Johnetta Davis-Banks, the Campus Title IX Coordinator for North Lake Campus, and Danyeil Townzen, a former Brookhaven student, both survivors of domestic violence. The event aimed to raise awareness and provide support. Townzen shared her personal journey, which included experiences with homelessness and drug addiction, before finding hope that tragically turned into abuse. She detailed her escape and subsequent enrollment at Brookhaven, advising students to seek help and report perpetrators.
Davis-Banks recounted three powerful stories illustrating different forms of abuse. Her narratives highlighted manipulative behavior, physical assault, and controlling dynamics. She described an incident where her former partner attempted to stab her, and later, manipulated hospital staff and her family into believing she had made a suicide attempt, forcing her to quit her job. The emotional toll was evident as she shared her journey toward healing, including finding support through an attorney who assisted her in taking legal action and eventually meeting her current husband. The seminar also focused on identifying "red flags" in relationships, with Townzen and Davis-Banks elaborating on signs such as highly charismatic individuals, attempts at isolation, and manipulative tendencies.
tags: #dallas #college #brookhaven #informational #article
