Gentrification and the displacement of low-income residents of color from neighborhoods where they have long resided has accelerated over the last 20 years. In some cities, this process has begun to impact school demographics. Although research shows that school districts experiencing gentrification are responding in ways that fuel segregation and inequality, in some contexts gentrification is viewed by administrators as an opportunity to seek racial and economic integration. In our exploratory comparative case study, we examined districts in gentrifying cities pursuing integration in the face of rapid gentrification. Our critical policy analysis illustrates how district leaders’ diversity efforts can be overshadowed by their desire to appease and attract gentrifying families. Although districts are maintaining or increasing diversity in gentrifying contexts, our study raises broader equity questions that call for further inquiry of within-district equity and the displacement of students.

The ethylene absorption capacities of six nonaqueous reactive absorption solutions have been investigated by cyclic voltammetry and equilibrium cell experiments. Validation of the electrochemical method as a novel screening technique for ethylene-absorbing solutions was accomplished by qualitative comparison to equilibrium cell results. Metal salt-ligand pairs included combinations of cuprous chloride and cuprous bromide salts with pyridine, benzylamine, and aniline. The cyclic voltammetry experiments at 0.01 M copper concentration included multiple ligand concentrations over a range of scan rates to identify trends in ethylene complexation. Equilibrium cell experiments near 1 M copper were useful in examining chemical and physical effects as well as quantifying the ethylene capacity of the solutions at higher metal loadings. Results from both techniques suggested that the solution with the best ethylene capacity consisted of cuprous chloride with aniline ligand.

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Background/Context Community colleges are drawing renewed attention from policy makers and advocates seeking to increase college attendance and completion. Nearly half of all students awarded a bachelor's degree attended a community college. However, we know little about how community college students decide where and how to pursue postsecondary education, or how they select a four-year institution—choices that have significant implications for student outcomes. Focus of Study This study examines transfer-intending community college students’ choice sets, or the list of institutions they are selecting from. Specifically, we ask: What kinds of colleges and universities are in transfer-intending students’ choice sets, and how are these choice sets shaped by individual and structural barriers? Setting The research took place in two community college systems in Central Texas. Research Design Drawing on data from 95 interviews with transfer-intending community college students in Texas—the majority of whom are first-generation college-goers, low-income, or students of color—we examine their choice sets, the institutions to which they considered transferring. Conclusions/Recommendations Our findings suggest significant heterogeneity among our sample of community college students seeking transfer to four-year institutions. We find that geography, financial concerns, and quality of institution all play a role in student considerations—though these mechanisms operate differently for groups of students. Students’ choices are bounded, but in different ways. We identify five approaches to choice-set construction among our sample that have differential implications for programs and policies that help students successfully apply and transfer to high-quality four-year institutions.