Desegregated schools are linked to educational and social advantages whereas myriad harms are connected to segregated schools, yet the emphasis on school desegregation has recently receded in two North Carolina city-suburban school districts historically touted for their far-reaching efforts: Charlotte and Raleigh. In this article, we use cross-case analysis to explore segregation outcomes associated with policy changes by analyzing enrollment and segregation trends from 1989 to 2010 in metro Charlotte and metro Raleigh. Both Charlotte-Mecklenburg and Wake County school systems are experiencing a growing share of intensely segregated schools, decreasing exposure of Black and Latino students to White students, disproportionately large exposure of Black and Latino students to poor students, and an increase in segregated charters. Segregation in the districts surrounding Charlotte-Mecklenburg and Wake County is less extreme. An understanding of how policies have contributed to segregation patterns in both metros informs future education reform efforts.

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Background/Context Race and class inequality have long governed patterns of residential and school segregation across America. However, as neighborhoods across the country that have historically been home to residents of color experience an influx of White and middle-class residents, new questions arise as to whether these demographic shifts in neighborhoods correspond to school-level demographic changes. Purpose: This study examines Washington, DC's, most gentrifying areas, and the impact on racial diversity in local public schools. Research Design This quantitative study draws on data from the decennial census, the American Community Survey, and the National Center for Educational Statistics. Findings/ Results: This study finds evidence that school enrollment patterns in Washington, DC's, most rapidly gentrifying areas have seen a reduction in racial segregation, more so in traditional public schools than in charters. Although this trend is promising, a high level of racial segregation remains, and progress is still needed to ensure that newly integrated neighborhoods also mean desegregated schools. Conclusions/Recommendations Given barriers to school desegregation efforts, gentrification is offering a unique opportunity to create racially and economically diverse schools. However, managing the process of gentrification such that it supports school desegregation requires coordinated and targeted policies that underscore the fundamental relationships among housing, communities, and schools.

The passage of ESSA has ushered in a new era of educational governance and leadership, but questions remain regarding how well the new law will protect students’ rights to an equitable education. Lance Fusarelli and Jennifer Ayscue examine key provisions of the law, provide an update of states’ implementation, and speculate about whether ESSA will encourage states to create policies to reduce disparities or whether the return to state and local control will further exacerbate inequities. They encourage educators and policy makers to pay close attention to what is happening in their states and share examples of how states are and are not making equity part of their ESSA plans.