School rezoning is the process of drawing and redrawing school attendance boundaries (SABs). However, studies explicitly focused on changing SABs through rezoning or other mechanisms are spread across multiple bodies of literature. Rezoning is also a politically contentious issue governed by local school boards, tying it to conceptual work on the politics of education. This systematic literature review on school rezoning brings together fragmented but related bodies of work to develop a comprehensive understanding of the rationales for school rezoning, the strategies and processes underlying it, and its associated outcomes. Grounded in a contested legal landscape, findings indicate that rezoning involves overlapping and interacting policy issues as well as multiple stakeholders that complicate the theory of action. Limitations in prevailing student assignment plans influence the degree to which rezoning can disrupt racial and socioeconomic segregation in schools. This review highlights the need to reconceptualize rezoning as a transformative tool, rather than one that replicates (or worsens) systems of educational inequity.
*AbelR. M. (2012). Drawing the lines: Pushing past Arlington Heights and parents involved in school attendance zone cases. BYU Education & Law Journal, 2012, 369.
AnnammaS.JacksonD.MorrisonD. (2016). Conceptualizing color-evasiveness: Using dis/ability critical race theory to expand a color-blind racial ideology in education and society. Race Ethnicity and Education, 20(2). https://doi.org/10.1080/13613324.2016.1248837
AssonS.FrankenbergE.MaselliA.Burfott-RochfordI.FowlerC.BuckR. (2022). Data access and the study of educational equity: Implications from a national school boundary data collection effort. Education Finance and Policy, online first. https://doi.org/10.1162/edfp_a_00388
6.
*AyscueJ. B.OrfieldG. (2015). School district lines stratify educational opportunity by race and poverty. Race and Social Problems, 7, 5–20. https://doi.org/10.1007/s12552-014-9135-0
7.
BallS. J.1994. Education reform: A critical and post-structural approach. Open University Press.
8.
*BamishigbinT. A. (2017). “Ask not for whom the line is drawn”: How middle-class, African-American parents in an urban California school district socially construct school boundaries [Doctoral dissertation]. UCLA.
9.
*BarronJ. (2009). Amending No Child Left Behind to prevent school rezoning and resegregation: Response to the Tuscaloosa city schools. Columbia Journal of Law and Social Problems, 42(3), 373–414.
10.
*BartelsB.DonatoR. (2009). Unmasking the school re-zoning process: Race and class in a northern Colorado community. Latino Studies, 7(2), 222–249. http://dx.doi.org/10.1057/lst.2009.9
11.
BellD. A.Jr. (1980). Brown v. Board of Education and the interest-convergence dilemma. Harvard Law Review, 93(3), 518–533. https://doi.org/10.2307/1340546
12.
BierbaumA. H.SundermanG. L. (2021). School desegregation, school re-zoning, and growth management in two Maryland counties. Education Policy Analysis Archives, 29(165). https://doi.org/10.14507/epaa.29.6111
13.
BillinghamC. M.HuntM. O. (2016). School racial composition and parental choice: New evidence on the preferences of White parents in the United States. Sociology of Education, 89(2), 99–117. doi:10.1177/0038040716635718
14.
*BillingsS.DemingD.RockoffJ. (2014). School segregation, educational attainment, and crime: Evidence from the end of busing in Charlotte-Mecklenburg. Quarterly Journal of Economics, 129(1), 435–476. https://doi.org/10.1093/qje/qjt026
15.
*BischoffK. (2008). School district fragmentation and racial residential segregation: How do boundaries matter?Urban Affairs Review, 44(2), 182–217. https://doi.org/10.1177/1078087408320651
16.
*BischoffK.TachL. (2018). The racial composition of neighborhoods and local schools: The role of diversity, inequality, and school choice. City & Community, 17(3), 675–701. https://doi.org/10.1111/cico.12323
17.
Bonilla-SilvaE. (2006). Racism without racists: Color-blind racism and the persistence of racial inequality in the United States. Rowman & Littlefield Publishers.
18.
BrazilN. (2016). The effects of social context on youth outcomes: Studying neighborhoods and schools simultaneously. Teachers College Record, 118(7), 1–30.
19.
*BrillS. (2019). The law of school catchment areas. Stanford Law & Policy Review, 30, 349.
20.
Brown v. Board of Education of Topeka, 347 U.S. 483 (1954).
21.
CabreraN. L.FranklinJ. D.WatsonJ. S. (2017). Whiteness in higher education: The invisible missing link in diversity and racial analyses (Association for the Study of Higher Education Monograph Series). Jossey-Bass.
*CarlsonD.BellE.LenardM.CowenJ.MceachinA. (2020). Socioeconomic-based school assignment policy and racial segregation levels: Evidence From the Wake County public school system. American Educational Research Journal, 57(1), 258–304. https://doi.org/10.3102/0002831219851729
24.
CarterP. L.WelnerK. G. (Eds.). (2013). Closing the opportunity gap: What America must do to give every child an even chance. Oxford University Press.
25.
CastroA.ParryM.Siegel-HawleyG. (2022). “All schools are not created equal:” An analysis of public comments on school rezoning. Education Policy Analysis Archives, 30(13). https://doi.org/10.14507/epaa.30.6984
26.
CastroA.Siegel-HawleyG.BridgesK.WilliamsS. (2022). Narratives of school rezoning: How racial storylines shape belonging, leadership decisions, and school boundary lines. AERA Open. https://doi.org/10.1177/23328584221091274
27.
ChettyR.HendrenN.KatzL. F. (2016). The effects of exposure to better neighborhoods on children: New evidence from the Moving to Opportunity experiment. American Economic Review, 106(4), 855–902.
28.
ConchasG. Q.OsegueraL.VigilJ. D. (2012). Acculturation and school success: Understanding the variability of Mexican American youth adaptation across urban and suburban contexts. Urban Review, 44(4), 401–422. https://doi.org/10.1007/s11256-012-0197-2
29.
DelmontM. F. (2016). Why busing failed: Race, media, and the national resistance to school desegregation (Vol. 42). University of California Press.
30.
*DiemS. (2015). Seeking diversity: The challenges of implementing a race- neutral student assignment plan in an urban school district. International Journal of Qualitative Studies in Education, 28(7), 842–867. doi:10.1080/09518398.2015.1023231
31.
*DiemS. (2017). A critical policy analysis of the politics, design, and implementation of student assignment policies. In Critical approaches to education policy analysis (pp. 43–62). Springer.
32.
DiemS.SampsonC.BrowningL. G. (2018). Reorganizing a countywide school district: A critical analysis of politics and policy development toward decentralization. Education Policy Analysis Archives, 26(1), http://dx.doi.org/10.14507/epaa.26.3253
33.
DiemS.YoungM. D.WeltonA. D.MansfieldK. C.LeeP. L. (2014). The intellectual landscape of critical policy analysis. International Journal of Qualitative Studies in Education, 27(9), 1068–1090.
34.
DominaT.Pharris-CiurejN.PennerA. M.PennerE. K.BrummetQ.PorterS. R.SanabriaT. (2018). Is free and reduced-price lunch a valid measure of educational disadvantage?Educational Researcher, 47(9), 539–555.
35.
DornerL. M. (2011). Contested communities in a debate over dual-language education: The import of “public” values on public policies. Education Policy, 25(4), 577–613. https://doi.org/10.1177/0895904810368275
36.
DovidioJ. F.GaertnerS. L. (2004). Aversive racism. In ZannaM. P. (Ed.), Advances in experimental social psychology (Vol. 36, pp. 1–52). Elsevier Academic Press.
37.
DumasM. J. (2016). Against the dark: Antiblackness in education policy and discourse. Theory Into Practice, 55(1), 11–19. doi:10.1080/00405841.2016.1116852
EvansS. A. (2021). “I wanted diversity, but not so much”: Middle-class White parents, school choice, and the persistence of anti-Black stereotypes. Urban Education, first published online. doi:10.1177/00420859211031952
40.
FarleyA. N.LeonardiB.DonnorJ. K. (2021). Perpetuating inequalities: The role of political distraction in education policy. Educational Policy, 35(2), 163–179. https://doi.org/10.1177/0895904820987992
41.
FielJ. (2015). Closing ranks: Closure, status competition, and school segregation. American Journal of Sociology, 121(1), 126–170. https://doi.org/10.1086/682027
42.
FischelW. A. (2009). Neither creatures of the state nor accidents of geography: The consolidation of American public school districts in the twentieth century. In Making the grade: The Economic evolution of American school districts (pp. 80–118). University of Chicago Press.
43.
FrankenbergE. (2017). Assessing segregation under a new generation of controlled choice policies. American Educational Research Journal, 54(1 Suppl.), 219S–250S. doi:10.3102/0002831216634462
44.
*FrankenbergE. (2018). Preferences, proximity, and controlled choice: Examining families’ school choices and enrollment decisions in Louisville, Kentucky. Peabody Journal of Education, 93(4), 378–394. doi:10.1080/0161956X.2018.1488392
*FrankenbergE.DiemS. (2013). School board leadership and policymaking in changing political environments. Urban Review, 45(2), 117–142. https://doi.org/10.1007/s11256-012-0211-8
47.
*FrankenbergE.McDermottK. A.DeBrayE.BlankenshipA. E. (2015). The new politics of diversity: Lessons from a federal technical assistance grant. American Educational Research Journal, 52(3), 440-474. doi:10.3102/0002831215584661
48.
FreidusA. (2022). Segregation, diversity, and pathology: School quality and student demographics in gentrifying New York. Educational Policy, 36(4). https://doi.org/10.1177%2F08959048221087206
FullerB.BathiaS.BridgesM.KimY.GalindoC.LagosF. (2022). Variation in the local segregation of Latino children—Role of place, poverty, and culture. American Journal of Education, 128(2), 245–280. https://doi.org/10.1086/717674
51.
GaroL.Allen-HandyA.LewisC. (2018). Race, poverty, and violence exposure: A critical spatial analysis of African American trauma vulnerability and educational outcomes in Charlotte, North Carolina. Journal of Negro Education, 87(3), 246–269.
52.
GreenT. L.GermainE.CastroA. J.Latham SikesC.SanchezJ.HorneJ. (2020). Gentrifying neighborhoods, gentrifying schools? An emerging typology of school changes in a gentrifying urban school district. Urban Education, 57(1), 3–31. doi:10.1177/0042085920974090
53.
GreenT. L.SánchezJ. D.CastroA. J. (2019). Closed schools, open markets: A hot spot spatial analysis of school closures and charter openings in Detroit. AERA Open, 5(2). doi:10.1177/2332858419850097
54.
*GreshamR. J. (2010). A study of parent perceptions of schools before and after redistricting and implication for leaders [Doctoral dissertation]. Mercer University.
55.
HaileyC. A. (2021). Racial preferences for schools: Evidence from an experiment with White, Black, Latinx, and Asian parents and students. Sociology of Education, 95(2). https://doi.org/10.1177/00380407211065179
56.
HanushekE. A.KainJ. F.RivkinS. G. (2009). New evidence about Brown v. Board of Education: The complex effects of school racial composition on achievement. Journal of Labor Economics, 27, 349–383.
57.
HenigJ. R.HulaR. C.OrrM.PedescleauxD. S. (1999). The color of school reform: Race, politics, and the challenge of urban education. Princeton University Press.
58.
HolmeJ. J. (2002). Buying homes, buying schools: School choice and the social construction of school quality. Harvard Educational Review, 72(2), 177–206. https://doi.org/10.17763/haer.72.2.u6272x676823788r
59.
HolmeJ. J.DiemS.WeltonA. (2014). Suburban school districts and demographic change: The technical, normative, and political dimensions of response. Educational Administration Quarterly, 50(1), 34–66. https://doi.org/10.1177/0013161X13484038
60.
HolmeJ.FinniganK. (2013). School diversity, school district fragmentation, and metropolitan policy. Teachers College Record, 115(11), 1–29.
61.
HolzmanM. (2012). A rotting apple: Education redlining in New York City. Schott Foundation for Public Education.
62.
HorsfordS. D. (2010). Mixed feelings about mixed schools: Superintendents on the complex legacy of school desegregation. Educational Administration Quarterly, 46(3), 287–321. doi:10.1177/0013161X10365825
63.
HorsfordS. D. (2019). School integration in the new Jim Crow: Opportunity or oxymoron?Educational Policy, 33(1), 257–275. doi:10.1177/0895904818810526
64.
JabbarH.CastroA.GermainE. (2019). To switch or not to switch? The influence of school choice and labor market segmentation on teachers’ job searches. Educational Evaluation and Policy Analysis, 41(3), 375–399. https://doi.org/10.3102/01623737198576
65.
JacksonC. K. (2009). Student demographics, teacher sorting, and teacher quality: Evidence from the end of school desegregation. Journal of Labor Economics, 27(2), 213–256.
66.
JacksonC. K.JohnsonR. C.PersicoC. (2016). The effects of school spending on educational and economic outcomes: Evidence from school finance reforms. Quarterly Journal of Economics, 131(1), 157–218.
67.
JohnsonO.Jr. (2010). Assessing neighborhood racial segregation and macroeconomic effects in the education of African Americans. Review of Educational Research, 80(4), 527–575.
68.
JohnsonR. C. (2019). Children of the dream: Why school integration works. Basic Books.
69.
Johnson v. San Francisco Unified School District, 339 F. Supp. 1315 (N.D. Cal. 1971).
70.
KafkaJ.MathenyC. (2021). Boundary matters: Uncovering the hidden history of New York City’s school subdistrict lines. AERA Open, 7, 23328584211038939.
71.
KahlenbergR. D. (2001). Socioeconomic school integration through public school choice: A progressive alternative to vouchers. Howard Law Journal, 45, 247.
72.
KahlenbergR. (2011). Socioeconomic school integration: Preliminary lessons from more than 60 districts. In FrankenbergE.DeBrayE. (Eds.), Integrating schools in a changing society: New policies and legal options for a multiracial generation (pp. 167–186). University of North Carolina Press.
73.
KalogridesD.LoebS.BeteilleT. (2013). Systematic sorting teacher characteristics and class assignments. Sociology of Education, 86(2), 304–316.
74.
Keyes v. School District No. 1, Denver, 413 U.S. 189 (1973).
Ladson-BillingsG. (2006). From the achievement gap to the education debt: Understanding achievement in US schools. Educational Researcher, 35(7), 3–12. https://doi.org/10.3102/0013189X035007003
77.
*LazarusW. (2010). School boundaries: Finding solutions while gaining community support. School Business Affairs, 76(10), 26–28.
78.
LewisA. E.DiamondJ. B. (2015). Despite the best intentions: How racial inequality thrives in good schools. Oxford University Press.
79.
*LingwallJ. (2017). Educational gerrymanders: Creating unequal school districts in North Carolina. North Carolina Central Law Review, 40(1), 1–32. https://archives.law.nccu.edu/ncclr/vol40/iss1/2.
80.
*MaweneD.BalA. (2020). Spatial othering: Examining residential areas, school attendance zones, and school discipline in an urbanizing school district. Education Policy Analysis Archives, 28(91). https://doi.org/10.14507/epaa.28.4676
81.
Mayorga-GalloS. (2019). The White-centering logic of diversity ideology. American Behavioral Scientist, 63(13), 1789–1809.
82.
*McDermottK.FrankenbergE.DiemS. (2015). The “post-racial” politics of race: Student assignment policy in three urban school districts. Educational Policy, 29(3), 504–544. https://doi.org/10.1177/0895904813510775
83.
McMillianM. M.FullerS.HillZ.DuchK.DarityW. A.Jr. (2018). Can class-based substitute for race-based student assignment plans? Evidence from Wake County, North Carolina. Urban Education, 53(7), 843–874. https://doi.org/10.1177/0042085915613554
84.
MendezJ. B.QuarkA.AaronK. (2022). The politics of school rezoning in the “cradle of a nation”: Racial segregation, settler colonialism, and private property in Williamsburg, Virginia. Sociology of Race and Ethnicity, published online. https://doi.org/10.1177/23326492221134707
85.
MickelsonR. A. (2001). Subverting Swann: First- and second-generation segregation in the Charlotte-Mecklenburg schools. American Educational Research Journal, 38(2), 215–252. doi:10.3102/00028312038002215
86.
Milliken v. Bradley, 418 U.S. 717 (1974).
87.
MilnerH. R.IVDelale-O’ConnorL. A.MurrayI. E.FarindeA. A. (2016). Reflections on “Brown” to understand “Milliken v. Bradley”: What if we are focusing on the wrong policy questions?Teachers College Record, 118(3), n3.
88.
MonarrezT. (2023). School attendance boundaries and the segregation of public schools in the US. American Economic Journal: Applied Economics, 15(3), 210–237. doi: 10.1257/app.20200498
89.
MorrisJ. E. (2008). Research, ideology, and the Brown decision: Counter-narratives to the historical and contemporary representation of Black schooling. Teachers College Record, 110, 713–732.
90.
MorrisonD.AnnammaS. A.JacksonD. D. (Eds.). (2017). Critical race spatial analysis: Mapping to understand and address educational inequity. Stylus Publishing, LLC.
91.
*MuoloA. (2013). Not so Black and White: The Third Circuit upholds race-conscious redistricting in DOE ex Rel. DOE v. Lower Merion School District. Villanova Law Review, 58, 797.
92.
NietoS. (2004). Black, White, and us: The meaning of Brown v. Board of Education for Latinos. Multicultural Perspectives, 6(4), 22–25. doi:10.1207/s15327892mcp0604_7
93.
Oliver v. Kalamazoo Board of Education, 346 F. Supp. 766 (W.D. Mich. 1972).
94.
OnwuegbuzieA. J.LeechN. L.CollinsK. M. (2012). Qualitative analysis techniques for the review of the literature. Qualitative Report, 17, 56.
95.
OrfieldG.FrankenbergE. (2013). Conclusion: A theory of choice with equity. In OrfieldG.FrankenbergE. & Associates (Eds.), Educational delusions? Why choice can deepen inequality and how to make schools fair (pp. 255–270). University of California Press.
96.
OrfieldG.FrankenbergE.GarcesL. M. (2008). Statement of American social scientists of research on school desegregation to the US Supreme Court in Parents v. Seattle School District and Meredith v. Jefferson County. Urban Review, 40(1), 96–136.
OwensA.CandipanJ. (2019). Social and spatial inequalities of educational opportunity: A portrait of schools serving high- and low-income neighbourhoods in US metropolitan areas. Urban Studies, 56(15), 3178–3197. https://doi.org/10.1177/0042098018815049
102.
Parents Involved in Community Schools v. Seattle School District No. 1, 551 U.S. 701 (2007).
103.
*PettyL. (2019). The way forward: Permissible and effective race-conscious strategies for avoiding racial segregation in diverse school districts. Fordham Urban Law Journal, 47, 659.
104.
powellj. a. (2005). Towards an “integrated” theory of integration. In BogerJ.OrfieldG. (Eds.), School resegregation: Must the South turn back?University of North Carolina Press.
ReardonS. F.RhodesL. (2011). The effects of socioeconomic school integration plans on racial school desegregation. In FrankenbergE.DeBrayE. (Eds.), Integrating schools in a changing society: New policies and legal options for a multiracial generation. University of North Carolina Press.
107.
*RichardsM. P. (2014). The gerrymandering of school attendance zones and the segregation of public schools: A geospatial analysis. American Educational Research Journal, 51(6), 1119–1157. doi:10.3102/0002831214553652
*RichardsM. P.StroubK. J. (2015). An accident of geography? Assessing the gerrymandering of school attendance zones. Teachers College Record, 117(7), 1–32.
110.
*RichardsM. P.StroubK. J.HeiligJ. V.VolonninoM. R. (2012). Achieving diversity in the Parents Involved era: Evidence for geographic integration plans in metropolitan school districts. Berkeley Journal of African-American Law & Policy, 14, 67. https://doi.org/10.15779/Z38NC9G
111.
RodaA.WellsA. S. (2013). School choice policies and racial segregation: Where White parents’ good intentions, anxiety, and privilege collide. American Journal of Education, 119(2), 261–293. doi.org/10.1086/668753
112.
RodriguezS. (2021). “They let you back in the country?” Racialized inequity and the miseducation of Latinx undocumented students in the new Latino South. Urban Review, 53, 565–590. https://doi.org/10.1007/s11256-020-00594-8
113.
RogersR.SchaenenI.SchottC.O’BrienK.Trigos-CarrilloL.StarkeyK.ChasteenC. C. (2016). Critical discourse analysis in education: A review of the literature, 2004 to 2012. Review of Educational Research, 86(4), 1192–1226. doi:10.3102/0034654316628993
114.
RothsteinR. (2017). The color of law: A forgotten history of how our government segregated America. Liveright.
115.
*SaporitoS. (2017a). Irregularly-shaped school attendance zones and racial integration. Social Science Research, 64, 299–318. http://doi.org/10.1016/j.ssresearch.2016.10.011
116.
*SaporitoS. (2017b). Shaping income segregation in schools: The role of school attendance zone geography. American Educational Research Journal, 54(6), 1345–1377. doi:10.3102/0002831217724116
117.
SaporitoS.SohoniD. (2006). Coloring outside the lines: Racial segregation in public schools and their attendance boundaries. Sociology of Education, 79(2), 81–105.
118.
*SaporitoS.Van RiperD. (2016). Do irregularly shaped school attendance zones contribute to racial segregation or integration?Social Currents, 3(1), 64–83. https://doi.org/10.1177/2329496515604637
119.
SaporitoS.Van RiperD.WakchaureA. (2013). Building the School Attendance Boundary Information System (SABINS): Collecting, processing, and modeling K to 12 educational geography. Journal of the Urban and Regional Information Systems Association, 25(2), 49–62.
120.
SharkeyP.FaberJ. W. (2014). Where, when, why, and for whom do residential contexts matter? Moving away from the dichotomous understanding of neighborhood effects. Annual Review of Sociology, 40, 559–579. https://doi.org/10.1146/annurev-soc-071913-043350
121.
*Siegel-HawleyG. (2011). Is class working? Socioeconomic integration in Wake County, North Carolina and Cambridge, Massachusetts. In FrankenbergE.DeBrayE. (Eds.), Looking to the future: Legal and policy options for racially integrated education (pp. 208–222). University of North Carolina Press. https://doi.org/10.5149/9780807869208_frankenberg.15
122.
*Siegel-HawleyG. (2013). Educational gerrymandering? Race and attendance boundaries in a demographically changing suburb. Harvard Educational Review, 83(4), 580–612. https://doi.org/10.17763/haer.83.4.k385375245677131
123.
*Siegel-HawleyG. (2014). Mitigating Milliken? School district boundary lines and desegregation policy in four southern metropolitan areas, 1990–2010. American Journal of Education, 120(3), 391–433. https://doi.org/10.1086/675570
124.
*Siegel-HawleyG.BridgesK.ShieldsT. J. (2017). Solidifying segregation or promoting diversity? School closure and rezoning in an urban district. Educational Administration Quarterly, 53(1), 107–141. https://doi.org/10.1177/0013161X16659346
Siegel-HawleyG.FrankenbergE.AyscueJ. (2017). Can socioeconomic diversity plans produce racial diversity in K-12 schools? (Research Brief No. 12). National Coalition on School Diversity. https://files.eric.ed.gov/fulltext/ED603710.pdf
127.
Siegel-HawleyG.TaylorK.BridgesK.FrankenbergE.CastroA.WilliamsS.HadenS. (2020). School segregation by boundary line in Virginia: Scope, significance and state policy solutions. Center for Education and Civil Rights, Pennsylvania State University School of Education, and Virginia Commonwealth University School of Education.
128.
SmrekarC.HoneyN. (2015). The desegregation aims and demographic contexts of magnet schools: How parents choose and why siting policies matter. Peabody Journal of Education, 90(1), 128–155. https://doi.org/10.1080/0161956X.2015.988545
129.
*SohoniD.SaporitoS. (2009). Mapping school segregation: Using GIS to explore racial segregation between schools and their corresponding attendance areas. American Journal of Education, 115, 569–600.
130.
*Stuart WellsA.FoxL.Cordova-CoboD.ReadyD. (2018). A shared future: Addressing the patterns of resegregation in urban and suburban contexts: How to stabilize integrated schools and communities amid metro migrations. In HerbertC.SpaderJ.MolinskyJ.RiegerS. (Eds.), A shared future: Fostering communities of inclusion in an era of inequality. The Joint Center for Housing Studies of Harvard University.
131.
Swann v. Charlotte-Mecklenburg Board of Education, 402 U.S. 1 (1971).
132.
TabronL. A. (2019). I pulled up a seat at the table: My journey engaging in critical quantitative inquiry. In StrunkK.LockeL. (Eds.), Research methods for social justice and equity in education (pp. 275–282). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-05900-2_23
133.
*TannenbaumD. (2013). School choice, redistricting, and the distributional consequences of student assignment reform. Becker Friedman Institute, University of Chicago.
134.
TateW. F.IV. (2008). “Geography of opportunity”: Poverty, place, and educational outcomes. Educational Researcher, 37(3), 397–411. https://doi.org/10.3102/0013189X08326409
135.
*TaylorK.AndersonJ.FrankenbergE. (2019). School and residential segregation in school districts with voluntary integration policies. Peabody Journal of Education, 94(4), 371–387. https://doi.org/10.1080/0161956X.2019.1648950
136.
TaylorK.FrankenbergE. (2021). Student assignment policies and racial and income segregation of schools, school attendance zones, and neighborhoods. Educational Administration Quarterly, 57(5), 747–775. doi:10.1177/0013161X211024720
137.
Thompson DorseyD. N. (2013). Segregation 2.0: The new generation of school segregation in the 21st century. Education and Urban Society, 45, 533–547.
138.
TysonK. (Ed.). (2011). Integration interrupted: Tracking, Black students, and acting White after Brown. Oxford University Press.
139.
ValdezV. E.FreireJ. A.DelavanM. G. (2016). The gentrification of dual language education. Urban Review, 48(4), 601–627. doi:10.1007/s11256-016-0370-0
140.
Venzant ChambersT. T. (2019). ROC’ing Brown: Understanding the costs of desegregation using a racial opportunity cost framework. Peabody Journal of Education, 94(5), 535–544. https://doi.org/10.1080/0161956X.2019.1668208
141.
Weaver-HightowerM. B. (2008). An ecology metaphor for educational policy analysis: A call to complexity. Educational Researcher, 37(3), 153–167. doi:10.3102/0013189X08318050
142.
*WeinsteinJ. (2016). The impact of school racial compositions on neighborhood racial compositions: Evidence from school redistricting. Economic Inquiry, 54(3), 1365–1382. https://doi.org/10.1111/ecin.12329
143.
WellsA. S.BaldridgeB.DuranJ.LoftonR.RodaA.WarnerM.WhiteT.GrzesikowskiC. (2009). Why boundaries matter: A study of five separate and unequal Long Island school districts. Center for Understanding Race and Education, Teachers College, Columbia University.
144.
WelnerK. G. (2006). K–12 race-conscious student assignment policies: Law, social science, and diversity. Review of Educational Research, 76(3), 349–382.
145.
WelshR. O. (2019). Ebbs and flows: Revisiting the relationship between student mobility, segregation, and neighborhoods. Peabody Journal of Education, 94(5), 493–520. https://doi.org/10.1080/0161956X.2019.1668210
146.
WeltonA.MansfieldK. C. (2020). More than just an academic exercise: Conjoining critical policy analysis and community-engaged research as an embodiment of political action. Educational Studies, 56(6), 619–635. https://doi.org/10.1080/00131946.2020.1837834
147.
WilliamsS. M.HouckE. A. (2013). The life and death of desegregation policy in Wake County public school system and Charlotte-Mecklenburg schools. Education and Urban Society, 45(5), 571–588.
148.
YoungM. D.DiemS. (2017). Introduction: Critical approaches to education policy analysis. In YoungM.DiemS. (Eds.), Critical approaches to education policy analysis (p. 1–13). Springer. https://doi.org/10.1007/978-3-319-39643-9_1
