Twenty-six new replacement schools.
Hundreds of renovated campuses.
Ten thousand students moved out of portable classrooms.
Districtwide technology, security and campus renovations.
New buses, upgraded furniture and repaired athletic facilities.
These are just some of the changes included in Dallas ISD’s historic $6.2 billion bond package, the largest school bond in Texas history. Approved by voters on May 2, the bond will replace aging schools — which are nearly 70 years old, on average — while also modernizing every campus across the district through facility upgrades, safety improvements and expanded student resources.
For many students at the school who are involved in community service programs throughout Dallas, the impact of the bond extends far beyond construction projects. Students who tutor and mentor children in South and West Dallas say the proposal could significantly change the educational environments they encounter through volunteer work.
Sophomore Avi Aggarwal has worked with students through various extracurricular activities, including a Biology Club he started with friends, the Wesley-Rankin Community Center and the Brendan Court summer program. Through those experiences, he has seen firsthand how differences in school resources can shape students’ confidence and engagement.
“One of the biggest things I have learned is how curious and capable these students are when they are given the opportunity,” Aggarwal said. “At the same time, their school environments can vary a lot. Some have strong support systems, while others do not always have access to the same level of resources or enrichment.”
Aggarwal said many students he teaches are eager to participate in hands-on science activities, but limited classroom resources can sometimes restrict those opportunities.
“Some students have talked about overcrowded classrooms or limited access to updated materials and technology,” Aggarwal said. “When they are able to actively participate instead of just listen, their engagement changes completely.”
According to Dallas ISD, the bond includes districtwide technology upgrades and modernized learning spaces. Aggarwal believes those improvements could directly affect how student-led programs operate.
“I definitely notice differences in access to materials and technology — sometimes, we have to simplify activities because certain tools are not available,” Aggarwal said. “(The bond) allows for more interactive and advanced learning experiences.”
For programs like Aggarwal’s, the bond would mean building on what students are already exposed to instead of filling gaps. Aggarwal explained that, because of resource limitations, volunteers often have to adapt lesson plans around what is realistically available to students.
The bond also aims to renovate these aging school facilities by removing hundreds of portable classrooms throughout Dallas ISD. Aggarwal said those physical improvements could influence students’ attitudes toward learning itself.
“Improvements to school buildings would make a real difference,” Aggarwal said. “When students are in a clean, well-maintained and modern environment, it can change how they feel about learning. It shows that their education is valued, which can increase motivation and pride in their work.”
Community service leaders at St. Mark’s say the school’s partnerships with Dallas organizations will likely continue regardless of the district’s improvements, though the role volunteers play may gradually evolve.
Assistant Director of Community Service Isabel Cisneros said students at the school currently support Dallas ISD students through tutoring programs in subjects like math, reading and science, often through after-school organizations such as Wesley-Rankin and Jubilee Park.
“The biggest needs seem to be in math, science and reading,” Cisneros said. “When our St. Mark’s students tutor these students, they can provide more personalized help, with a smaller tutor-to-student ratio than their current classrooms.”
Even with better-funded schools, Cisneros believes many students will still benefit from after-school mentoring and tutoring opportunities.
“Student volunteers will continue to volunteer at Dallas ISD programs,” Cisneros said. “Having better-resourced schools in Dallas is a step in the right direction, but Dallas ISD students may still need after-school help, which our student volunteers can provide.”
Director of Community Service Jorge Correa believes growing community partnerships could also create greater demand for volunteers at the school.
“There are some instances during the school year where people recruit more people, so recruiting would have to go up in order to satisfy the demands of how many people can go to different places,” Correa said.
Correa emphasized that many organizations rely heavily on student volunteers and that maintaining those relationships remains important even as schools receive new funding.
“The problem that I see is how to communicate that to our students in terms of a necessity. This is a need,” Correa said. “When somebody emails us or requests some sort of help, it’s because they actually count on that.”
For Aggarwal, the bond’s significance represents more than merely new buildings or upgraded devices. Rather, it represents a larger question: one about educational opportunity throughout Dallas.
“Access to better facilities, updated technology and stronger learning environments can directly affect students’ confidence, engagement and future options,” Aggarwal said. “It is not just about buildings, but about whether students feel like they have the same chance to succeed and explore their potential as anyone else.”
