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Stepping Stones to an Anti-Racist FBISD

By: FBISD Equity Coalition

Table of Contents

Section                                                                                        Page #

Letter to FBISD Leadership         3

Demand 1: Actively stand against Anti-Blackness, Racism, and Discrimination within the school district by implementing anti-racist policies and systemic changes.         5

Demand 2: Implement an Anti-Racist and Anti-Discriminatory curriculum to address the disparate impact of racially insensitive literature.        9

Demand 3: Create an inclusive dress code for all races, sizes, religions, genders, and gender expressions.        10

Demand 4: Provide Greater Support and Spaces for BIPOC (Black, Indigenous, People of Color) and LGBTQIA+ students          12

Demand 5:  Re-examine the Relationship with School Police and Security in all FBISD Schools.        14

Signatures        19

Dear FBISD Administration, Board of Trustees, and Superintendent,

We are facing unprecedented times as the world continues to struggle with a physical and social pandemic. As a result of the increased spread of  COVID-19 and the active protesting of human rights for Black lives across the nation, people are understanding the racial injustices and disparities embedded in various systems such as the education system. Though Fort Bend ISD is exceptionally diverse, racism runs rampant among students, faculty, and staff. The following are experiences of Fort Bend ISD students or alumni that have been collected over the past month:

“Her hijab was tugged and a student said ‘this is our country now. ”

“A noose was found in the fine arts practice room.”

“I know this must be hard for you people to keep quiet but you have to.”

“They called us the African Strippers Association.”

These are only a couple of the overwhelming responses we received from across the district. From microaggressions to blatant racism, experiences of a similar nature have affected individuals and fostered a culture of insensitivity within the district. Experiences like these are amplified as we mourn the senseless murders of George Floyd, Breonna Taylor, Ahmaud Arbury, Tony McDade and countless Black lives across this nation. However, after months of advocating, protesting, and petitioning, systems of violence remain unchanged, unhinged, and continue to disparagingly harm Black Americans -- in our nation, our county, our school district.  

Many students and community members have learned this summer that we must actively take a stance to be anti-racist, as diversity are not synonymous with equity and inclusion. We must call for change and combat racism and discrimination in our community and school district. The diversity of our district does not change the inequities deeply woven into the fabric of our education and we can no longer ignore the unsettling parts of our history.

The demands proposed are not radical. They do not align towards any political agenda. This is the bare minimum to ensure an equitable and inclusive education system. Anything less shows current and future students that FBISD is complicit in racism, discrimination, and oppression. We want to improve the livelihood of current and future students/faculty as well as amplify past experiences from alumni and former faculty. The purpose of these demands is not to attack individuals within FBISD, but rather to address the system that has allowed numerous forms of discrimination to be perpetuated and normalized. As Ibram X. Kendi beautifully puts it, “There is no neutrality in the racism struggle. The opposite of ‘racist’ isn’t ‘not racist’, it is ‘antiracist”. If FBISD truly cares for the needs of all of their students, they will take the necessary steps to be anti-racist.

We need to fight for Black Lives. We need to teach for Black Lives. Because Black Lives Matter.

For more information, refer to our website and our document of experiences.  

You can refer to @FBISD_victims and @fortbendsurf on Instagram for further activism and calls for change on survivor justice.

Sincerely,

Fort Bend ISD Equity Coalition

We demand that the district work toward making the following equitable changes as soon as possible:  

1. Actively stand against Anti-Blackness, Racism, and Discrimination within the school district by implementing anti-racist policies and systemic changes. In tandem with the Profile of a Graduate, the district strives to produce compassionate citizens who “are empathetic to their fellow citizens, exhibiting care and concern for others; are inclusive and embrace differences; are culturally aware; actively engage in improving our diverse community; exercise their right to vote; and are dependable, respectful, trustworthy, and self-disciplined.” However, many students and alumni are not “inclusive and embrace differences” and “culturally aware,” as they continue to partake in racist, discriminatory behavior.  In order to foster a group of genuinely empathetic, compassionate students, the district must take an anti-racist, anti-discriminatory stance.

1. In the Student Code of Conduct and the Student/Parent Handbook, explicitly define racism, discrimination, and hate-speech related terms in order to provide more explicit and expansive protections for the district’s staff, faculty, and students.

• In the Student Code of Conduct, one act of student misconduct is defined as, “Engaging in harassment toward another student or a district employee, official, or volunteer, including harassment based on race, color, religion, national origin, disability, sex, gender (including, but not limited to, sexual identity/orientation), or age.”^[1][2] However, there are no explicit guidelines defining racism and discrimination in the glossary of the code of conduct thus part of why we believe such inexcusable behavior goes unresolved and ignored; by creating such ambiguity, the district further undermines the experiences of students from marginalized backgrounds.^[3] Furthermore, we propose that the school board upgrade its nondiscrimination policy as follows,

“Students and parents should be aware that the Fort Bend Independent School District does not discriminate on the basis of age, race, color, ancestry, national origin, sex, handicap or disability, marital status, religion, veteran status, political affiliation, sexual orientation, gender identity and/or gender expression or physical/personal appearance.” (Modeled after HISD Handbook and Code of Conduct)^[4]

• The Student/Parent Handbook fails to explicitly define racism and specific terms surrounding discrimination on the basis of sexuality and gender^[5]. We recommend adding the following terms: Racism, Anti-Blackness, Microaggressions, Xenophobia, Nationalism, Intolerance, Homophobia, and Transphobia. For specific definitions, refer to this document.  

2. Uphold anti-discrimination policies for all extracurricular activities, including UIL participating organizations on campus. This summer, an Austin High school Student was caught perpetually using the n-word. Because of their involvement in two UIL participating activities, students brought it to the attention of their directors. The response from a director defended their racist behavior by saying that the student helped and befriended a Black student, therefore they could not be racist. Furthermore, the teacher allowed the student to unquestionably maintain their leadership position without any form of discourse and restitution to repair the harms they caused to their peers. Cases of unchecked racism can lead to harmful actions such as threats then crimes. Not only does it have psychological effects on BIPOC, but it can result in death^[6][7]. That is why it’s imperative to hold similar behaviors like this accountable to educate and prevent further harm. The 2019-2020 Student Code of Conduct mandates repercussions to such forms of harassment (see pages 12 and 10)^[8]. However, we have seen neither any form of dialogue, nor any course of action aimed at changing such behavior within organizations. Therefore, we call for organization sponsors to be vigilant and proactive in evaluating a member’s behavior and elect officers who don’t have a history of discrimination themselves.  Furthermore, it is vital schools provide intentional consequences that promote accountability and personal growth.
3. Ban offensive symbols associated with White supremacy districtwide. Many individuals voiced their encounters with students and faculty bearing racist symbols. For example, students from Travis High School rallied and waved the confederate and American flags in the school parking lot the day after the 2016 presidential elections. In the parking lot those students yelled at other students. The whole day felt tense at school, visibly discomforting many BIPOC students. Furthermore, they were not held accountable, failed to face any consequences, and did not apologize for their behavior. Additionally, there was no public statement from the school and district condemning the heartbreaking, explicitly offensive event that took place.^[9] Symbols such as the Confederate Flag are rooted in anti-Black, White supremacist values and beliefs; it is popularly used by anti-Black terrorist groups such as the KKK to perpetuate hate speech and crimes further.^[10] Many school districts across the nation such as Carroll County School District, Grand Ledge Public Schools, and Birdville ISD have explicitly removed and banned Confederate flag symbols.^[11][12][13]  As a reminder, validating White supremacy is not the same as valuing differences of opinions. We demand that the symbols in this list are evaluated and explicitly banned from our district.
4. Require Faculty, Staff, and District Leaders to undergo cultural competency and anti-racism training. Cultural Competency Training deepens understanding and sensitivity towards various cultures.^[14] Culturally competent teaching closes students’ achievement gaps and increases students’ awareness and empathy of various cultures. Furthermore, cultural competence is an ongoing, developmental process that will require multiple phases of training but will lead to more culturally proficient individuals and school environments.  Undergoing this training is essential as it prevents instances where students attest to the pejorative and insensitive language and beliefs used by their teachers. There are several studies on how race-related events can cause psychological harm.^[15] Here are some student accounts:

• “A non-Black English teacher at the school had repeatedly said the n-word for the past 2 years. She faced suspension for a few days for each offense, but no real action was taken in order to prevent it. Her defense was that if Kevin Hart could say it, so could she. There was no apology issued to any students who she might've hurt.” - Austin High School
• “One of my teachers told us about a time she was accused of calling a student a terrorist because he was Muslim and she told us it was a joke that people took too seriously, but if you search ‘FBISD Teacher Calls Student a Terrorist,’ multiple stories come up about what happened and it clearly doesn’t sound like a joke.” - First Colony Middle School

5. Reevaluate the role of individuals in leadership who continue to perpetuate discriminatory language and actions, especially after warning or paid leave.  According to a journal article, “Reducing the Effects of Racism in Schools,” “Recognizing racism involves acknowledging beliefs, attitudes, and symbols legitimized by those with cultural/political power.”^[16] In order to truly recognize and take a stance against hate, FBISD should hold those with power readily accountable for discrimination and racism. Faculty, staff, and administrators remaining on campus after multiple warnings and temporary removals and continuing to wield racist, anti-Black, and discriminatory rhetoric, beliefs, and actions are hypocritical and detrimental to the campus environment. These individuals abuse their power to enact harm on fellow faculty, staff, and students and further exacerbates the power imbalance between teacher and student.
6. As recommended by One Houston, FBISD should enact the “Creation and Implementation of Equity Audits and district (and school) level equity statements of practice that serve as the framework for forthcoming policies.”^[17] On July 20th, the Board of Trustees announced the implementation of  “[a] Board Equity Committee, District Equity Oversight Committee, a Board Development Plan on Equity, and a District Equity Audit.” We urge the Board to collaborate with various socioeconomic, racial, ethnic, language, gender, and disability groups, and advocacy groups such as One Houston, Texas Appleseed, and Honey Brown Hope within the community to ensure this audit provides the equitable solutions we need.^[18] Additionally, former and current students and faculty members from underrepresented communities should be selected to be on these committees as they can personally attest to the inequities within the school district. Tools such as focus groups, school climate surveys, and thorough reexaminations of the student code of conduct and school discipline policies are imperative in understanding systemic inequities prevalent in FBISD.^[19]This information, once collected in its entirety, needs to be made public routinely (for ex. on an annual or quarterly basis) in order to ensure this process is truly transparent and the acquired information is readily accessible to the public.
7. Create a separate, district-wide Anti-Racism Policy. In How to be an Anti-Racist, Ibram X. Kendi states, “There is no such thing as a nonracist or race-neutral policy. Every policy in every institution in every community in every nation is producing or sustaining either racial inequity or equity between racial groups.”^[20] Our school district serves a diverse group of individuals, and in order to truly protect and repair harms upon the racially and ethnically diverse communities, students, and faculty it is imperative they adopt a policy that actively combats ongoing racism and discrimination. While FBISD has anti-discrimination policies, they do not have any anti-racism policies. The Board of Trustees should create and implement an anti-racism policy that seeks to eliminate all forms of racism within the District. School leaders alone cannot address racial inequities and need to assemble a team of individuals, preferably BIPOC, with experience centering anti-racist practices in their work (i.e non-profit organizations and community leaders) and individuals directly affected by district policies(i.e students, faculty, etc.). By intentionally including and listening to diverse perspectives, FBISD can acquire a more nuanced and holistic understanding of anti-racist policies and their racial implications for schools.^[21] We believe the policy should include rules addressing policy communication, leadership and administration, curriculum and instruction, faculty and staff training, and policy enforcement. We propose the following added:

• A requirement for all schools to release a public statement against racism in a virtual and physical location visible to students, staff, and visitors entering these schools.^[22] 
• Oversee the implementation of sub-demands 1f and 1g.

2. Implement an anti-racist and anti-discriminatory curriculum to address the disparate impact of racially insensitive literature. With the current wave of movements, many students within Fort Bend ISD are cognizant of how their education was largely eurocentric, especially within social studies classes (i.e World History, Government). While students learn about Black, Indigenous, People of Color’s (BIPOC) history,  it is limited to a whitewashed narrative of slavery and colonization; this narrative is dangerous as it allows teachers and students to rationalize and justify the colonization and destruction of various cultures at the hands of Western and White civilizations.^[23] Furthermore, research finds that the dominance of Eurocentric narratives leads many BIPOC students to disengage from academic learning.^[24]To address the inequities in the curriculum, close the achievement gap, set high expectations, and provide rigorous, culturally responsive curriculum, we propose the following measures be implemented:

1. Increase recognition of the roles BIPOC and LGBTQIA+ individuals had in shaping the history of the United States into what it is now. Many important BIPOC figures and their roles are largely unrecognized by our curricula, such as Marsha P. Johnson and Sylvia Rivera^[25], two transgender women who were prominent pioneers and activists in the Gay Liberation movement, Henrietta Lacks, whose unique cell saves lives to this day, or Shirley Chisholm, the first Black woman to run for president. Although we recognize prominent figures such as MLK and Rosa Parks, their importance and life’s work are sensitized to appeal to White masses.^[26]  When FBISD fails to include these role models, they send a message to BIPOC students that their contributions in history are not as valued as their White and cisgender /heterosexual peers.
2. Dr. Stephen Klineberg said Fort Bend may possibly be “the single most ethnically diverse county in the world.” Based on this fact, Fort Bend ISD needs to hold discussions with all students on the role of race in American society, on an individual and systemic level. The role of race is only featured and emphasized in one of the curriculums that FBISD has, specifically, in the Sociology course.^[27] However, Sociology being an optional course minimizes the imperative discourse surrounding race for all students and race should be integrated into general social studies courses. This will help students achieve the Profile of a Graduate as it helps youth understand their role as changemakers when they are more aware of racial inequities.^[28] 
3. Integrate African American History in general history class curriculums.  While the district announced the implementation of an African American History course, it will serve as a high school elective. This designation implies that eurocentrism is preferred and mandated over BIPOC history which is “optional.” The most notable example is the discovery of the Sugar Land 95 and how Fort Bend County was built off the backs of African Americans; very few FBISD students and alumni are aware of this integral part in Fort Bend History.  While we understand the importance and support of the African American History course, we additionally call for general history classes (i.e Texas History, U.S History, and World History Classes) to adopt African American history within their curriculums. Therefore, it is required and accessible to all FBISD students, regardless of their grade level, not optional and limited to a select few.

1. Encourage interest in cultural elective options.  Help pique students’ interest in the diverse efforts it took to build America and proactively encourage students about opportunities to take cultural elective options. These elective courses should be highlighted during information sessions, school assemblies, open houses, etc. Furthermore, the district should allow students to cross-credit ethnic studies courses to meet graduation requirements; for example, if cross-credited with a core course in an area such as English language arts or social studies, students could take an ethnic studies course and satisfy a core graduation requirement. Cross-crediting will increase accessibility and enrollment for ethnic studies courses^[29].  
2. Provide Convict Leasing and Labor Project’s recent report, “Convict Leasing in America: Unearthing the Truth of the Sugar Land 95” as a core resource.^[30] Contextualize the Sugar Land 95 within the history of convict leasing, criminal justice, the abolitionist movement, and unmarked gravesites. Introduce the students to the rich research and activism surrounding the issue of convict leasing. Additional resources can be found here.

4. Include more literature and authors who represent BIPOC, LGBTQIA+ issues, gender diversity, people with disabilities, and ethnic, cultural, and religious minorities. In most cases, the only book that many FBISD students read that sheds a light on racism in society is “To Kill a Mockingbird” by Harper Lee, a White woman. In a county where more than 80% of the students are BIPOC, diversity in literature is vital to fostering an educational environment that includes more than just White perspectives. According to the Harvard Graduate School of Education, after reading books by majority straight, cisgender, able-bodied White men with White characters,  BIPOC, LGBTQIA+, and minority (religious, ethnic, and cultural) students and students with disabilities are conditioned to believe that storytelling does not include them.^[31] Overall, there needs to be a more inclusive selection of authors and their literature in our curricula; the district should consult BIPOC, LGBTQIA+, and minority English teachers when implementing this much-needed change to the curriculum.
5. Prioritize the hiring of BIPOC teachers.  The demographics of  FTE (full-time employment) teachers within FBISD are 46.2% White, 30.4% African American, 15.1% Hispanic, 5.9% Asian, 2.1% Two or More Races, 0.2% American Indian, and 0.2% Pacific Islander (Texas Tribune, 2019 -- fix citation); in contrast, over 80% of students in the district are BIPOC. In cases where more BIPOC teachers have been hired in other districts, BIPOC students in those schools have had higher academic performance, better attendance, and lower dropout rates.^[32] This is precisely why Fort Bend ISD needs to commit to hiring BIPOC teachers so that every student can be successful and embody the profile of a graduate.

3. Create an inclusive dress code for all races, sizes, religions, genders, and gender expressions. Numerous students have expressed and attested to the unjust, discriminatory treatment by administrators on the basis of attire.^[33] Dress codes across the nation, including our own, pander to White students, specifically White, cisgender males, removing the importance and respect of cultural and ethnic attire worn by many BIPOC students.^[34] This disproportionately targets female students and enforces compliance with arbitrary and rigid gender roles. Specific to our district,  in 2016, an assistant principal within FBISD was recorded using demeaning language towards girls regarding dress code thus reaffirming the stereotypes and prejudices that come with such policy. ^[35] Dress codes convey sexism with a male center gaze and racism with White middle-class norms that serve as a hidden curriculum with inherent biases. 

1. Remove the implications and coded language that culturally Black articles of clothing do not meet the profile of a graduate. The introduction to the FBISD dress code guidelines reads as such: “The District believes the Student Dress Code shall promote the attributes of the District’s Profile of a Graduate… Therefore, students are expected to dress in a way that promotes respect for self and others, a safe learning environment, and honor the diversity of the learning community.” However, several components of the district’s dress code are discriminatory towards students of non-White origin. By describing the dress code policy as one best fit to help students attain “...the attributes of the District’s Profile of a Graduate” while simultaneously banning items such as durags, chains, and mandating vaguely “neat” hair that are a distinct part of Black fashion and culture, the district implies that BIPOC are unable to achieve said profile or “...promote respect for self [and] a safe learning environment…” while expressing themselves culturally. While FBISD claims that their dress code policy seeks to “...honor the diversity of the learning community,” this contradicts that statement and acts as a tool for the marginalization of Black students. Schools perpetuate the notion that Blackness is disruptive and inconsistent with academic achievement. In other words, acting Black on the street in a working-class neighborhood may cause them to lose their lives by a police officer, whereas acting Black at school will most probably cause them to drop out of school with predictable negative consequences for their future lives.^[36] 
2. End the disproportionate policing of BIPOC women. Students have expressed how often clothing worn by a male student or a white female student may be ignored by faculty and administration, but when worn by a Black or Brown female student, it is more likely they would be confronted and required to change. Here are some testimonies from students that were on the received this unequal oversight:

“Short, petite, white passing girls are often out of dress code and they are not called out. I have noticed that black girls and fat girls always get dress coded. It’s completely unfair and the policing and sexualization of young bodies is disgusting. Faculty always dress-coded many of us. It was emotionally draining.” - Elkins High School

“I have seen people of lighter complexion and skinnier body types get away with breaking dress code, while I am constantly harassed by administrators for wearing the same thing. This type of double standards with dress code also occurs between males and females. I think that this urgently needs to be addressed.”

3. Students should not be shamed or required to display their body in front of others in school. “Shaming’ includes but is not limited to kneeling or bending over to check attire fit, measuring skirt length, asking students to account for their attire in the classroom, and directing students to correct a dress code violation during instructional time.”^[37] Human bodies, especially women’s bodies, have been sexualized for generations. We can see that young women are navigating a structural environment, not of their own choosing, but one strongly influenced by the double standards of normative gender and heterosexuality. In "Tank Tops Are Ok but I Don't Want to See Her Thong’: Girls' Engagements With Secondary School Dress Codes,” Researcher Rebecca Raby found that high school girls feel dehumanized when they are treated as mere distractions.^[38]
4. End the removal of students from a learning environment for dress code violations. Though policies state the dress code is in place to create a professional learning environment, many students feel otherwise.^[39] Faculty and administration claim that revealing clothing distracts boys from learning, but the same occurs with removing students from learning environments over minor dress code infractions. Being pulled out of class, or stopped during a passing period is a distractor for young women; furthermore, it’s extremely inequitable to discriminate against the female body for simply existing and wearing what allows young women to be comfortable enough to learn in school. Additionally, this reinforces the stigma that women should be held accountable for how men react simply because of what they are wearing. This lays a foundation for victim-blaming and rape culture.^[40] Here is an example of a dress code the National Organization for Women (Oregon) created for a school.
5. Remove implications that reinforce harmful gender binaries. School dress codes aim to stabilize gender categories as an effect of the power of material and discursive representation by prescribing social practices through which cultural descriptions of gender are produced and reinforced.^[41] School dress codes participate in a repressive strategy that can become harmful for an individual’s gender identity. This plays into another facet of systemic oppression. Furthermore, many enforcements of attire in Fortbend ISD are not aligned with the current culture and practice which promotes inclusivity and diversity in youth, as seen in other school districts. Therefore, FBISD must uphold inclusive policies that are respectful towards all genders or gender non conforming students.

4. Provide Greater Support and Spaces for BIPOC  (Black, Indigenous, People of Color) and LGBTQIA+ students

1. Create a student coalition that focuses on equity and inclusion. Though Student Leadership, Student Councils, and Student Voice Advisory Network exist, they don’t have a direct role in following up on the assurance of equity and inclusion. Across the district, many students can attest to their student council leadership not representing the student body which leads to minority voices falling through the cracks. Though it can be a space to create change, the club is restricted as an afterschool activity and focuses on working within their own school. Although Student Leadership and Student Voice Advisory Network seek to represent schools across the district, they largely focus on the implementation of events such as the Diversity Conference. Both these organizations have broad goals that seek to advocate for numerous student issues; systemic inequity is such an expansive issue that a specific and separate coalition or working group is imperative in truly addressing such problems within the district. The coalition needs to consist of students, faculty, staff, and community members in order to gauge various insights as part of this integral process for lasting change.  
2. Allow the creation and protection of BIPOC and LGBTQIA+ based groups. Even with clubs such as the Muslim Student Association and the African Student Association existing in numerous high schools, membersin these clubs  feel restricted to have these clubs as the only option for BIPOC based groups. At Austin High School, the African Student Association was referred to the “African Strippers Association” by faculty members and students; furthermore, they were strictly required to uphold extracurricular guidelines/rules and consistently monitored by school administration and police officers. Whereas other organizations did not face harsh treatment and were often left unattended further highlighting the double standards, such as the other school dance teams. Creating policies to protect these groups helps promote diversity, amplify all voices, and help facilitate discussion within schools and across the district, recognizing the intersectionality of issues. Groups at a university level have expressed how it does the opposite of dividing students.

5. Re-examine the relationship with School Police and Security in all FBISD Schools. In the wake of the recent murders of African Americans, students across the country call for their campuses to cut ties with police departments. We urge FBISD to re-examine their relationship with the police department.

1. Increase funds for social work services by reducing spending on security and monitoring. According to the 2020-2021 adopted budget, FBISD will spend $9,189,017 on “Security and Monitoring,” but will only spend $1,840,411 on much needed “Social Work Services”.^[42] That is a difference of approximately 9:1. Investing in social programs and services like counselors, therapists, and after school programs significantly reduces the need for police presence in schools. Students need to see that FBISD is committed to ensuring the quality of their futures by providing social support rather than forcing them to feel like criminals and prisoners in their own schools.

• Black students generally have a negative outlook on the police due to years of police brutality. By having officers in school who are more likely to target and discipline Black students, they internalize those stereotypes that Black people are inherently more violent and drawn to criminal activity.^[43]
• The District has (on average) 69 full-time employees for security, and 61.87 full-time employees for safety/security; contrarily, there are only about 18.86 full-time social work employees.^[44] According to the National Association of School Social Workers Standards for School Social Work Services, there should be a ratio of one school social worker per two hundred fifty students to "increase school connectedness and decrease incidents of school violence.”^[45] Social workers are a valuable investment that FBISD needs to make in order to support their students/faculty. By delaying the process of hiring more social workers, the district continues to build roadblocks to success for all students.

2. Appoint third party committees of experts to investigate excessive punishment, police, and security involvement in school.

• Excessive Punishment. The Texas Education Agency’s public data from the year 2018-2019 shows that FBISD has systemically administered disproportionately harsh and excessive punishment on two particular demographics: (A) Black students and (B) Economically Disadvantaged students.^[46] It is important to note that Black students make up 28% of the total number of students enrolled in FBISD,  and Economically Disadvantaged students make up 45%. However, Black students make up 51% of students who receive ISS, 58% of students who receive OSS, 55% of students who receive JJAEP, and 50% of students who receive DAEP. Moreover, Economically Disadvantaged students make up 66% of students who receive ISS, 74% of students who receive OSS, 89% of students who receive JJAEP, and 70% of students who receive DAEP. These statistics show a clear, systemic trend according to which, if a student has been punished, then there is at least a 1 in 2 chance that that student is either Black, or economically disadvantaged, or both. The School District has not done its proper due diligence in investigating why these disproportionate numbers persist. So, it is in the interests and wellbeing of students--particularly Black and Economically disadvantaged students--that a third-party committee is appointed to investigate the causes of these disproportionate numbers so that this systemic problem may be addressed at its root.
• Police Presence. The presence of police in schooling has been associated with some of the worst educational outcomes.  A study conducted in Texas showed that adding police to schools decreased graduation rates/college enrollment and caused a 6% increase in disciplinary actions (suspensions, etc.) for middle school-aged children, the majority of whom were Black. The offenses were low-level, and increased police presence has no clear correlation with decreasing in school crime.^[47] Moreover, existing research suggests that students’ direct contact with police is associated with increased delinquency, even in cases where contact does not result in an arrest.^[48] Existing research also suggests that youth who have vicarious contact with the police have an increased rate of negative attitudes about police and the law more broadly (Brunson, 2007; Brunson & Miller, 2006; Hurst & Frank, 2000; Rosenbaum, Schuck, Costello, Hawkins, & Ring, 2005; Weitzer, 2002)^[49]. Given the negative impact of police presence on educational outcomes, we believe it is imperative that the district appoint a third-party to investigate police presence in schools. We feel that the district owes its students an explanation for why police presence is beneficial, over and against the fact that police presence leads to the worst educational outcomes.
• Conduct IAT (implicit association tests) on the police officers. Existing research shows that discriminatory bias, such as racial bias, is a result of the implicit attitudes individuals carry with them. These attitudes are not explicitly held beliefs, but are more like reflexive responses individuals have to the appearances and identities of others.^[50] Following Prince George’s County,  we suggest that FBISD mandate that its police officers--particularly those maintaining a presence in FBISD schools--undergo implicit association or implicit bias testing.^[51] Once an officer has been shown to have implicit racial biases against Black and indigenous people or people of color more broadly, we suggest that the district remove those officers to ensure the wellbeing of its students.
• Create transparent lines of communication between parents, alumni, and students, and these investigations. FBISD parents, alumni, and current students have been watching the current district policies concerning police presence and in-school discipline shape student experience over the course of many years. These groups have either watched these policies affect other students, or have been directly affected by those policies. Thus, when carrying out the aforementioned third-party investigations, the district owes these demographics a transparent line of communication through which these particular individuals may retrieve and sustain an understanding of the circumstances pertaining to the investigations. This should include creating a public record of the data found, periodic updates on the investigations sent broadly to parents, students and alumni, and public documentation of the conclusions of these investigations.

3.  Remove officers from wellness checks. In October 2019, Atatiana Jefferson, a Black woman, was shot and killed in her own home by a police officer who was responding to a wellness check. Atatiana’s story represents one of many unlawful murders at the hands of police under the guise of mental wellness checks. Within FBISD, students express discomfort and shared upsetting experiences with police officers conducting wellness checks for mental health.^[52] In Houston, officers typically receive 40 hours of mental health training; however, specialized mental health professionals are required 3,000 hours of supervised experience and training.^[53][54] The district needs to provide non-police alternatives to mental health crises to prevent instilling fear and implement a direct way for students to receive the proper services.^[55]

d. Forbid the use of deadly force within the district Currently in Fort Bend ISD, police officers and personnel are allowed to use deadly force when deemed necessary. This is an unacceptable practice. Parents place their children into the care of FBISD, while at the same time unknowingly exposing their children to fatal harm at the hands of school officers. The case of Cornelius Fredericks is one of immense tragedy and preventable death in a school building. The sixteen year old student was harshly restrained and went into Cardiac arrest, he later died from his injuries.^[56] Because of this case and several others highlighting the danger of deadly force in schools, FBISD cannot afford to be negligent with the lives of its students any longer. FBISD needs to remove this clause from its "Safety Program/ Risk Management Security Personnel" district policy.^[57]

Signed By,  

Chinelo Dike, Alumni, Austin High School 2019

Sameeha Rizvi, Alumni, Austin High School 2019

Priyata Chowdhury, Alumni, Bush High School 2017

Momoreoluwa Del-Davidson, Student, Ridge Point High School 2022

Anabiya Momin, Alumni, Clements High School 2020

Ishmam Alam, Alumni, Clements High School 2020

Courtney, Student, Kempner High School,        

Dua Iqbal, Alumni, Travis High School, 2019

Rida Sherwani, Alumni, Kempner High School 2018

Insha Badami, Student, Austin High School  2021

Sanemi Jain, Alumni, Travis High School 2020

Alishba Malik, Student, William B Travis High School 2023

Pamela Arojona, Student, Austin High School 2021

Sui Jin        ,Alumni                

Nimra Niazi ,Alumni, Travis High School        

Aashi Sanchorawala, Alumni                

Duaa Qamar, Alumni and Staff, Austin High School 2017

Makda Wondim, Student, Austin High School 2021

Rameen W., Student, 2021

Alyzeh Hussain, Alumni, Austin High School 2018

Areej Munir, Alumni, Clements High School 2019

Hannah Nguyen, Student, Clements High School 2022

Zeina, Alumni, Travis High School 2019

Abena Boateng, Student, Austin High School 2021

Ayan Dadwani, Alumni, Austin High School 2019

Cristian Robles, Student, Travis High School 2021

Amulya Peri, Alumni, Clements High School, 2020

Iman Jaka, Alumni, Austin High School 2020

Kishan Patel, Student, Kempner High School 2021

Romana Qureshi, Student, Austin High School 2024

Leland Murphy, Concerned Citizen        

Julie Tran, Alumni, Stephen F. Austin High School 2019

Ananya Sharma ,Student, 2022

Sonia Siddiqui, Student, Elkins High School 2022

Meher Syed ,Alumni, Stephen F Austin High School 2020

Hannah Coleman, Alumni, Austin High School 2019

Lorena,        Student, Clements High School 2021

Philia Hsia, Alumni, University of Texas at Austin 2023

Zoha Malik, Alumni, Clements         

Sabrina Tam, Student                

Tiffany Ho, Alumni                

Soufia Ali, Alumni, Travis High School        

Vinit Shah, Concerned Citizen                

Emma Wramsby, Alumni, Austin High School        2019

Ruchi Shah, Student, Austin High School 2021

Seline Qureshi, Student, Stephen F. Austin High School 2021

Zoha Zuberi, Student, Austin High School 2019

Camila Gonzalez , Student, Travis High School         2024

Lauren Yang, Alumni, Dulles High School 2019

Hania khan, Alumni, Austin High School  2020

Mikhaila Reud, Student, Travis High School 2023

Nitya Pakala, Student, Dulles High School 2023

Parnia Razi, Fort bend Community Member                 

Nabeeha Hasan, Alumni, Clements High School        

Braden Dodson, Student, Stephen F. Austin High School 2021

Richa Gadre, Alumni, Dulles High School, 2019

Rabab, Alumni, Hightower  2018

Maleeha Rizvi, Alumni, Austin High School 2020

Alayna Zavala, Student        , Elkins High School 2023

Naila Alam, Student, Sartartia Middle School 2025

Abeeha Raza, Alumni, Austin High School 2019

Hamna Riaz, Alumni, Travis High School 2019

Caitlin Chung, Alumni                

Quynhmai Tran, Alumni, Dulles High School 2019

Saamiya Syed, Student, Austin High School 2021

Raven Douglas, Alumni, Ridge Point High School, 2014

Rachel Tan ,Student, Austin High School, 2021

Abigail Varghese, Alumni, Austin High School        2019

Pavan Motupalli, Alumni, Dulles High School 2019

Rahul Shah, Alumni, Austin High School        

Aysha Saif, Alumni                

Shanzeh Mirza, Student, Austin High School 2021

Zachary Mok, Student, Ridge Point High School 2024

Kylie Chen, Student, Austin High School 2021

Samra Hafeez, Alumni, Travis High School 2020

Sana Akbani, Student, Austin High School 2021

Isabelle Xue, Student, Fort Settlement Middle School        

Emma Babaian        ,Alumni, Austin High School 2020

Sofia Lakhani, Student, Austin High School 2021

Elizabeth Zhang, Alumni, Austin High School        2018

Anjuli Perubhatla, Student, Austin High School 2022

Marie Tashima, Alumni, Clements High School

Anaum Rizvi, Alumni, Travis High School 2019

Tiffany , Student, Austin High School 2021

Annabelle Wu, Alumni                

Zoe Douglas, Alumni, Elkins High School 2011

Dalanah Wafer, Faculty, George Bush High School

Keith Douglas, Parent, Elkins High School & Ridgepoint High School        

Sakita Douglas , Parent,  Sienna Crossing, Baines, Elkins and Ridge Point        

Tanvi Shah, Alumni, Austin High School 2018

Anum , Student, Clements High School, 2021

Nicholas Hao, Alumni, Clements High School        2019

Rania Moin, Alumni, Travis High School 2019

Maira Bokhari, Alumni        , Clements High School        

Nupur Dave, Alumni, Dulles High School 2019

Neha, Student,  Austin High School 2023

Samantha Rudravajhala , Alumni, Austin High School        2020

Ayela Qureshi, Alumni, Austin        High School 2018

Natalie Shipley, Alumni, Austin High School 2018

Janis Bellon, Former Faculty, Austin High School        

Philip Manahan, Student, Austin High School        2021

Sara, Alumni, Clements High School 2019

Chloe Morales, Student, Travis High School  2021

Hibah, Alumni        , Austin High school 2019

Isha Parikh, Alumni, Clements High School 2019

Fatema Kagdi. Alumni, Austin         High School 2019

Dhara Purohit, Student, Ridge Point High School 2021

Victoria Huang        , Student, Sartartia Middle School 2025

Mayank Daruka, Alumni, UT Austin 2023

Afif Amin, Student, Travis High School 2021

Madelyn Leung, Student, Quail Valley Middle School 2025

Jewel Phan, Alumni, Austin High School 2018

Natasha Mosha-Kalemba, Alumni,  Austin High School 2019

Richard Ike, Alumni, Strake Jesuit 2018

Alisha Ali, Student, Austin High School 2021

Francine, Student, Clements High School 2021

Hannah Odewale , Student, Austin High School  2021

Anh Pham, Alumni, Austin High School 2020

Timothy So, Student, Austin High School        

Maleeka Raza, Student        Austin High School 2021

Claire Zhou, Alumni, Clements High School 2019

Riya Karovalia, Alumni, Austin High School  2020

Ema, Student, Travis High School 2021

Rida Khan, Alumni, Austin High School 2019

Akash Mehta, Alumni, Austin        High School 2019

ZC Alumni                

Mia Blackmon, Student, Ridge Point High School 2022

Selah Neal, Student, Austin High School 2023

Niharika Pakala , Alumni                

Darcy Jackson, Alumni        , Austin High School 2019

Riya Patel, Alumni, Austin High School

Renee Alinsug, Alumni, Stephen F Austin High School

Adriel Martes, Student, George Bush High School

Nathan Nelson-Archer, Alumni, Austin High School

Andreana Faucette, Student, Austin High School 2021

Silmi , Student, Austin High School 2021

Emily, Student, Bush High School 2021

Sarah Siddiqui, Alumni, Kempner High School 2019

Ryan Frugie, Student, Travis High School 2023

Roshni Parikh, Student        , Austin High School 2019

Madison English, Student, Ridge Point High School 2022

Radhika Raman, Alumni, Clements High School 2010

Evy, Student, Kempner High School 2022

Nancy, Student , Dulles High School 2021

Precious, Alumni, Clements High School 2020

Krishnendu Sainath, Student, Travis High School 2022

Kendall McKay        , Alumni, Ridge Point High School 2020

Mia Gibbings, Student, Austin High School 2021

Megan Nguyen        , Student, Clements High School 2023

Prionti, Student, Bush High School 2022

Falak Khoja, Alumni, Austin High School  2019

Henna Dasani , Student, Elkins High School 2023

Noor Battla , Alumni, Austin High School 2020

Amarachi Anyanwu, Student, Travis High School 2021

Elen Huang, Student, Clements High School 2021

Brandon Hawkins, Student, Travis High School 2021

Meredith Pack, Alumni        , Ridge Point High School 2020

Femi Adegoke, Student        , Austin High School 2020

An Nguyen, Alumni, Travis High School 2017

Elizabeth Becerra, Alumni, Clements High School 2015

Juo-Lik Tsai, Alumni, Clements High School 2019

Jada Velasquez, Student, Bush High School 2022

Shivani Guha, Student, Dulles High School 2019

Hala Abdalla, Alumni, Austin High School 2020

Jacob Nadeau, Former Staff, Ridge Point High School 2017

Taylor Lowe, Alumni, Ridge Point High School 2014

Crystal , Alumni, Bush High School 2013

Ethan Lobo, Student, Austin high school 2021

Michelle Varghese, Student, Ridge Point High School 2022

Jenna, Alumni, Travis High School        

Lauryn, Student, Kempner High School 2023

Maya Saleh, Student, Austin High School 2021

Dev P, Student, Austin High School 2021

Nabeeha Engineer, Alumni, Clements High School 2018

Humaira Rizvi, Parent, Austin High School

Frances Serylle Inguito, Student, Travis High School 2021

Palwashah Ramiz , Student, Austin High School 2024

Brittney ,Student, Ridge Point High School 2022

Aliza Momin, Student, Austin High School 2024

Valerie ,Student, Elkins High School 2023

Katherine Benton, Student, Ridge Point High School 2023

Megan Tran, Student, Elkins High School 2022

Azra Ercetin, Student, Kempner High School 2022

Joy Jiang, Student, Dulles High School        2022

Alexia Sin, Student, Bush High School         2022

Ziana Sundrani        , Student Clements High School 2023

Zeynep Yaltir, Student, Clements High School

Hariza, Alumni, Austin High School 2019

Greg Huttenhower, Alumni, Ridge Point  2016

Hannah Hawryluk, Student, Austin High School 2021

Som Radia , Alumni, Austin High School 2019

Zoë Barron, Former Student, Ridge Point High School        

Nicole, Student, Clements 2022

Caylie Malina (Dye), Alumni, Travis High School 2017

Hannah Louis, Alumni

Karen, Student, Austin High School

Ilf Kadiwal, Student, Kempner High School 2022        

Delaney Miller        Student, Travis High School 2023

Abriel Brandon        , Former Staff, Sartartia Middle School        

Jacob Aickareth, Alumni, Austin High School 2020        

Moha, Alumni, Austin High School        

Laurissa Gillis, Student, Ridge Point High School 2023

Yesenia, Student, Austin High School 2021

Weston Hawryluk, Student, Austin High School 2022

Zaynah        , Student, Clements High School 2022

Ariana Mehta , Alumni, Clements High School 2020

Jayden Reyna, Student, Travis High School

Brandon Batiste, Alumni, Marshall and Hightower High School 2007

Nene, Alumni, Clements High School 2017

Insiyah Naqvi, Student,Travis High School 2021

Arisha Virani, Alumni, Austin High School 2020

Serena Valdiviezo, Student, Travis High School        2021

Chelsea Nguyen, Alumni, Dulles High School 2019

Jeslin, Student, Elkins High School 2023

Morgan Newton, Alumni, Clements High  School        

Siya , Student, Travis High School 2021

Samantha, Alumni, Kempner highschool 2019

Megan Duzan, Alumni, Kempner High School 2018

Sana Haider, Alumni, Stephen F Austin High School 2020

Valeria Quijano        , Student, Travis High School  2024

Elizabeth Charkalis, Student, Austin High School 2021

Stephanie Hernandez, Alumni, Bush High School  2017

Jasmine Sajimon, Student, Austin High School         2022

Adam Sayed-Mendez, Student, Elkins High School 2023

Jade, Student, Austin High School 2022

Wendy Chopin, Parent, Ridge Point High School        

Maygha Chatram, Student, Austin High School 2020

Julianna Caipang, Student, Dulles High School 2021

Debra L, Alumni, Kempner High School 2016

Jackie Nguyen, Student, Bush High School 2023

Maygha Chatram, Student, Austin High School 2020

Kanika Talwar, Student, Dulles High School 2020

Mukti Patel, Student                

Ellysse, Student, Marshall High School        2024

Sixiao Yu, Alumni, Dulles High School  2023

Ashlin Brown, Student, Travis High School 2022

Nasir Rizvi, Parent, Austin High School

Ruju Shah, Student, Clements High School 2022

Wally Guo, Student, Austin High School 2022

Sarah Savani, Student, Travis High School 2022

Laura Lyle, Parent, Malala Yousafzai Elementary         

Theophilus Anderson, Alumni, Settlers way ES , First Colony MS, Clements HS 2017

Breanna, Student, Kempner High school 2022

Jessica Rebler, Alumni, Travis High School 2019

Michael Ukoha        , Alumni, Austin High School        2019

Nathan Vu, Student, George Bush High School 2021

Kershin, Supporter                

Megan Nguyen        , Student 2021

Amber Ayub, Alumni, Hightower High School 2020

Mercy Ojofeitimi, Student, Stephen F. Austin High School 2022

Leyna Nguyen, Student, Kempner High School 2022

Alishba Malik, Student, William B Travis High School        2023

Abby Nguyen, former student,        Kempner High School        2022

Emaan Vagher, Student        , Kempner High School 2023

Jasmine Sajimon, Student, Stephen F. Austin High School 2022

Mohamad Fattouh, Alumni, Kempner High School 2016

Angel Sojobi, Student, George Bush High School 2021

Arisha Virani, Alumni, Austin High School 2020

Nisha Saif, Alumni, Austin High School 2018

Lauren Dysarz, Student, Kempner High School 2021

Ayo Sanneh, Student, Ridge point high school         2024

Helen Bamgbala, Alumni, Clements High School 2020

Arej, Alumni, William B. Travis Highschool 2017

Elizabeth, Student, Austin High School 2022

Riley, Alumni, Lawrence E Elkins High School        2020

Nathan Brownson, Student, Travis High School 2021

Arfa Momin, Student, Austin High School 2022

Victoria, Student, Ridgepoint Highschool 2022

Arwa Hasnain, Alumni        , Hightower High School  2018

Claudi Russey, Student        , William B Travis High School 2023

Maddy, Student, Kempner High School 2024

Ahmad        , Student, Austin High School 2021

Tahreem Raza, Alumni        , Stephen F. Austin High School 2017

Kirthivel Ramesh, Alumni, Elkins/ Fort Settlement/ Dulles MS/ Highlands 2020

Tracy Wei, Student, Austin High School 2022

Symantha, Student, Hightower High School  2022

Aliza Li        , Alumni, Stephen F. Austin High School 2020

Manisha Shah, Parent, Austin High School 2021

Jewelle Bautista        , Student, George Bush High School 2021

Funa O, Student, Travis High School  2023

Sarah Jewanee, Student , Austin High School 2021

Christine Nwabue, Student, Elkins High School 2023

Lilia Mitra, Student, Clements High School 2022

Raj Ali ,Alumni, Clements High School 2019

Delaney Peterson, Alumni, Austin High School 2021

Leeshia DenHartigh, Student, Fort Settlement Middle School        2025

Mia Lynch , Other                

Emma J Gross, Personal Supporter, 2022

Oliver, Student, Bush High School 2021

Madeleine , Student, Austin High School 2021

Nayani Wickramaratne , Alumni, Kempner High School 2020

Haley Grimland Ford, Alumni, Austin High School 2007

Udit Lal, Alumni, Clements High School 2020

Lizna Wadsaria, Student, Clements 2022

Manvik Chandra, Alumni, Clements High School 2020

Surabhi K, Alumni, Travis High School 2020

Shiv Kumar, Student, Kempner High School 2023

Marium Azeem        , Student, Kempner High School 2021

Amay Bhatnagar, Alumni, Clements High School 2020

Daniel Mock, Alumni, Clements High School 2017

Maison Montemayor, Student, Ridge Point High School 2023

Mia Li, Student, Quail Valley Middle School 2026

Chloe, Student, Elkins High School 2022

Suha, Alumni, Travis High School

Aashna        , Alumni, Clements High School 2019

Madeline Vargas, Student, Ridge Point High School 2021

Shaan Chanchani, Student, Clements High School 2021

Carolin Poey, Student, Bush High School 2022

Aliyah, Alumni        , George Bush High School 2020

Isaac El-Titi, Student, Kempner High School  2022

Sahar Dhukka, Alumni, Clements High School         2020

Maya Saleh, Student, Stephen F Austin        High School 2021

Aubrey Fountain, Student, Stephen F. Austin High School 2021

Alfiya Prasala, Alumni, Stephen F. Austin High School  2019

Ravali Bhavaraju, Alumni, Dulles High School        2019

Ermina Ali, Student, Clements High School 2021

Emmanuel Anowi, Student, Garcia Middle School 2025

Elizabeth McGough, Student, Kempner High School 2023

Naila Alam, Student, Sartartia Middle School 2025

Sahar Dhukka, Alumni, Clements High School         2020

Lily , Student, Elkins High School 2024

Komal Panjwani, Alumni, Stephen F Austin High School 2018

Joshua Peter, Student, Elkins High School 2023

Abigail Wallace        , Student, Dulles High School 2023

Ayman, Student, Clements High School 2023

Inaara, Alumni        , Clements High School 2020

Aila Khan, Student, Elkins High School 2021

Hannah Li, Student, Fort Settlement Middle School 2026

Victoria Celia, Alumni        , Kempner High School 2020

Amir Razvi, Student, Stephen F. Austin High School 2020

Ylanie Gachupin, Student, William B. Travis High School 2023

Kaia Lyon, Student                

Emma, Alumni        , Clements High School 2020

Inaya, Student, Elkins High School 2023

Landon Richie        , Alumni, Dulles High School 2020

Annie Wang, Student, Travis High School 2023

Roxanna Mejia , Student, Kempner High School 2022

Linda Zhu , Alumni, Elkins High School 2018

Chloe, Student, Dulles High School 2023

Naomi Tekleab        , Alumni, Stephen F. Austin High School 2019

Arianna Higgins, Student, Elkins High School 2024

Viana Huynh, Student, William B. Travis High School         

Leah Pachikara, Student, Kempner High School 2022

Mary, Student, Elkins High School 2022

Shreya Chand, Alumni, Clements High School  2020

Genele Hua, Alumni, Austin High School 2019

Nora, Student, Travis High School 2022

Bilal Iqbal, Student, Travis High School 2024

Hisham Iqbal, Alumni, Austin High School 2016

Louis Mora, Student, Hightower High School         2021

Judith Igwilo, Student, George Bush High School 2017

Hafsa Mushtaq        , Alumni                

Daniel Parra, Alumni. Cornerstone ES, Sartartia MS, Kempner HS 2015

Jasmine Aurelio, Alumni, George Bush High School 2020

Jasmine , Alumni, George Bush High School 2017

Loren, Student, Travis High School 2018

Shankar Padmanabhan, Student, Clements High School  2020

Camille Barrientos, Alumni, George Bush High School 2017

Hazel, Alumni, George Bush High School  2017

Christian Olvera, Alumni, George Bush High School  2017

Sarosha Nadeem, Alumni, Bush High School  2017

Camille Barrientos, Alumni, George Bush High School         2017

Maiya Turner, Alumni, George Bush High School 2015

Brandon Benavidez , Student, Hightower High School 2021

Kendall Jones, Student, Hightower High School 2023

Katie Meinen, Alumni, Clements High School        2019

Sriram Padmanabhan, Student, Clements High School        2023

Stephanie, Student, Hightower High School 2021

Natalie , Alumni, George Bush High School 2017

Alejandra , Alumni, George Bush High School        2016

Shalom Akinwunmi, Alumni, Bush High School 2018

Katya, Alumni, George Bush High School 2016

Setareh Memar, Alumni, George Bush High School  2017

Dhanya Thomas , Alumni, Hightower High School  2011

Saumya Thomas, Alumni, Hightower High School 2016

Caleb Whittaker , Alumni, Hightower High School  2019

Vivian Nguyen, Alumni, George Bush High School 2017

Raniya Faulkner, Student, Hightower High School 2024

Amber W., Student, Bush High School 2021

Johara, Alumni        , Hightower High School 2018

Yumna Zahidi, Alumni        , Garcia Middle School        

Sanjani Seetepalli, Student, Travis        

Natalie Dye, Alumni, Elkins High School 2018

Amy Zhou, Student, Clements High School 2021

Alexia L, Alumni, Elkins High School 2017

Athena        , Student, Hodges Bend Middle School        

Lindsay Yan, Student, Elkins High School 2022

Gabby Lawal, Student, Clements High School 2022

Brianna Ekwem, Student, Elkins High School 2021

Halimot Badmus , Student, Travis High School 2022

Anita Vasudevan, Alumni, Hightower High School 2012

Kylie Nicole  Jones, Student, Travis High School 2022

Abby , Student, Austin High School 2023

Carol Baby, Alumni, Hightower High School 2012

Parth Bhateja , Alumni, Hightower High School 2011

Devin, Student, Sugarland Middle School 2026

Christina Lee, Alumni, Clements High School        2008

Ava, Alumni, Ridge Point High School         2019

Nidhi Naveen,        Student, Elkins High School 2023

Kaci , Student, Kempner High School 2021

Lauren, Student, Austin High School 2024

Charlotte Carr, Student, Travis High School 2023

Irene, Alumni                

Iana Sajith, Student, Dulles High School 2024

Michelle Andrade, Student, Bush High School        2021

Britney Thai, Alumni, Austin High School 2020

Josh, Student, Ridge Point High School

Alicia Audu, Student, Ridge Point High School 2023

Christina Valles        , Student, Hightower High School 2021

Derek, Alumni, Elkins High School 2020

Tony Nguyen, Alumni, Kempner High School        2020

Jamie Lindor, Student, Travis High School 2023

Nandita Kumar, Friend                

Michelle Ramirez , Student, Clements High School        

Alexa Grubb, Former student, Ronald Thornton Middle and Baines Middle School 2025

Zoe Foster, Student, Austin High School 2023

Angelee, Student                

Hamza Zaveri, Student, Hightower High School  2022

Olivia Okusanya, Student, Kempner High School 2021

Nikolai Burgardt, Alumni, Clements High School 2020

Karla Moreira, Alumni, Clements High School         2018

Inara Jiwani , Student, Kempner High School 2022

Julia Nwokedi, Student        , Elkins High School 2023

Navika Kumar, Alumn, Austin High School 2020

Maya Saleh, Student                

Fariha Kapadia, Student, Kempner High School 2023

Lara, Student, travis high school 2024

Matangi Patel, Student, Elkins High School, 2024

ac , former student , clements high school 2023

Tumi , Alumni, Travis High School  2019

Lucy Estes, Student, Travis High School 2024

Nora Li, Student, Clements High School2021

Martin Bagadion, Student, Kempner High School 2021

Elise, Student, elkins high school  2022

Ilf Kadiwal, Student, Kempner         2022

Lilian, Student, Kempner High School        

Lauryn , Student, Hightower High School 2022

Evelyn Nguyen        , Student, Clements High School 2022

Nia Harris, Student, Travis High School 2022

Bella Stewart, Student, Elkins High School 2022

Carson Sholar, Student, Travis High School  2021

Christopher Allen, Alumni, Hightower High School 2017

Ananya Gokhale, Alumni, Hightower High School  2019

Aula Haidry, Alumni, Hightower High School        2018

Kimberly Escamilla , Alumni, Marshall High School 2019

Kalon Skaggs, Alumni, Hightower High School 2019

Zoe Bright, Student, Ridge Point High School        2021

Lucinda jean, Student, Ridge point High School 2021

Breanna Colchado, Student, Kempner        2022

Tong Wang  , Student, Elkins High school         

Nathan Tran, Student, Dulles High School        

Lila Lawrence, Student, Dulles High School 2024

Laurice Duan, Student, Dulles High School 2024

Zainab Ahmad        , Friend of alumni

Krisette ,Student, Dulles High School 2022

April Fuentes, Alumni, Marshall High School 2017