Race and School Rezoning Criteria

Siegel‐Hawley, Genevieve; Castro, Andrene J.; Bridges, Kimberly; Taylor, Kendra

doi:10.1177/15365042211035348

Cited by 3 publications

(4 citation statements)

References 2 publications

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“…8 Future research might explore how trust (or the lack of it) in educational leadership and policy is shaped through a racialized lens. Furthermore, narratives suggest district administrators or key rezoning stakeholders (i.e., committee or school board members) failed to articulate clear policy goals focused on race, segregation, and aims for racial integration (Siegel-Hawley et al, 2021); this potentially legitimated colorblind language and weakened the ability to address racial and economic segregation. As such, we borrow from Ladson-Billings (2004) to suggest that rezoning in Richmond landed on "the wrong note.…”

Section: Discussionmentioning

confidence: 99%

“…Our study of school rezoning draws from a larger comparative rezoning project across two Virginia school districts between 2019 and 2021 (see Castro et al, 2022; Siegel-Hawley et al, 2021). For this article, semistructured interviews conducted with 15 key stakeholders in RPS’s rezoning process were primary data sources, but we also incorporated field-based observations 4 of public meetings to offer contextual details.…”

Section: Methodsmentioning

confidence: 99%

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Narratives of Race in School Rezoning: How the Politics of Whiteness Shape Belonging, Leadership Decisions, and School Attendance Boundaries

et al. 2022

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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.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Narratives of Race in School Rezoning: How the Politics of Whiteness Shape Belonging, Leadership Decisions, and School Attendance Boundaries

et al. 2022

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“…Still, some studies illustrate ways to enhance buy-in among parent and community stakeholders. First, as previously noted, studies advise explicitly defining the criteria or primary objectives of redistricting to minimize disagreement (Lazarus, 2010; Muolo, 2013; Siegel-Hawley et al, 2021). Unclear rezoning goals with the intent to desegregate schools but that fail to explicitly mention race inadvertently uphold advantage for White and wealthy parents.…”

Section: Resultsmentioning

confidence: 99%

“…At the outset, this review outlined race-conscious and/or race-neutral approaches guiding many rezoning studies, stemming from a decades-long push toward colorblind law and policymaking. Although fear of legal and political challenges likely influences districts' sense of caution when approaching rezoning, a general acceptance of race-neutrality encourages vague and elusive policy criteria like "reducing concentrations of poverty" and "increasing diversity of all kinds" as evidenced in recent rezoning efforts (Siegel-Hawley et al, 2021). However, a critical approach to school rezoning resists the notion of policy and race-neutrality, because CPA acknowledges and wrestles with inherent power structures that shape schools and associated neighborhoods.…”

Section: Intentmentioning

confidence: 99%

Drawn Into Policy: A Systematic Review of School Rezoning Rationales, Processes, and Outcomes

Castro,

Siegel-Hawley,

Bridges

et al. 2023

Review of Educational Research

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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.

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Rezoning Educational Opportunities: The Relationship Between School Attendance Zone Boundary Changes and Access to Schools of Varying Quality

Asson

2024

Educational Policy

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U.S. public schools provide substantially different educational opportunities to students—even within school districts, where attendance zone boundaries (AZBs) shape most children’s access to schools. The (re)drawing of AZBs is therefore a highly consequential policy decision. In this paper, I study how AZB changes in the Washington, D.C. metropolitan area affect children of different races between 2000 and 2020, including how they alter children’s travel times to school and access to school-level educational opportunities. Findings are starkly unequal, with rezoning disproportionately negatively affecting Black and Hispanic children. Results highlight the need for educational leaders to explicitly consider how AZB changes will redistribute opportunity within their districts.

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Race and School Rezoning Criteria

Abstract: 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.

Cited by 3 publications

References 2 publications

Narratives of Race in School Rezoning: How the Politics of Whiteness Shape Belonging, Leadership Decisions, and School Attendance Boundaries

Narratives of Race in School Rezoning: How the Politics of Whiteness Shape Belonging, Leadership Decisions, and School Attendance Boundaries

Drawn Into Policy: A Systematic Review of School Rezoning Rationales, Processes, and Outcomes

Rezoning Educational Opportunities: The Relationship Between School Attendance Zone Boundary Changes and Access to Schools of Varying Quality

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