As cities across the country experience an influx of White and middle-to upper-class residents, new opportunities for the integration of urban schools emerge. Yet crucial challenges persist even when equity and inclusion are a focus for new stakeholders. This article explores the story of a largely White group of parents committed to investing in and reforming their gentrifying neighborhood's elementary school. Given the numerous tensions that ensued, fostering leadership, equity, and intercultural awareness remains vital to ensuring that the new urban diversity also produces just and inclusive schools.

Layered with myriad considerations, school closure and rezoning processes in urban school systems are politically fraught with the potential for damaging consequences. This article explores the politics and impacts of a closure and rezoning process in Richmond, Virginia, through the lens of themes applicable to urban school systems and students across the nation. These include the intersection of closure and rezoning with growing White reinvestment in urban school systems, as well as the importance of focusing on diversity and equity during a time of intense pressure to close schools. Research Methods/Approach: Drawing on the case of Richmond, Virginia, we use an explanatory sequential mixed methods research design, employing qualitative methods to examine the political process of a 2013 school closure and elementary school rezoning effort and quantitative and spatial methods to examine its impact on racial composition and segregation in attendance zones and schools. Findings and Implications: We find that the political process of redrawing elementary school attendance

School rezoning, or redistricting, is the process by which school boards draw and redraw school attendance boundaries. These boundaries are key drivers of racial and economic school segregation but can also work to ameliorate it. Using a critical orientation to narrative policy analysis, this study examined the cultural politics of race and whiteness in an urban school district undergoing school rezoning. Drawing on semistructured interviews with 15 school leaders and community stakeholders, findings provide a lens for school leaders and policymakers to better understand how and to what extent race is imposed in school attendance boundary decisions. Our findings expand current literature on school rezoning by shedding new light on racial narratives embedded within the political process. We conclude with policy and practice implications.

This article shines a light on the dialogue around how redrawing school attendance boundaries has played out during an era of rapid racial change and growing inequality in Richmond, VA.