Disparate outcomes resulting from economic segregation in public primary schools have been the subject of much debate and litigation. Little research, however, examines whether negative outcomes may be exacerbated by inequities in the distribution of housing across metropolitan areas. This article explores connections between residential land use patterns and educational outcomes for economically disadvantaged students in Texas’s four largest metropolitan areas. Analysis of Texas Education Agency data finds that economically disadvantaged students in schools with low levels of such students perform better on standardized tests. Metropolitan school districts exhibit moderate levels of economic segregation, following patterns similar to the underlying housing market.
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