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.…

For the first time since 1968, local education authorities in Washington, D.C. embarked on a contentious process of engaging communities as part of a comprehensive revision of the city's student assignment and school boundary policies in 2013. Despite the potentially divisive nature of the issue, public deliberation went beyond re-drawing school…

This report described the Tri-School Plan initiated by the Board of Education in Washington, D.C. to equalize educational opportunities in an urban renewal area. Under the plan, children attended the Syphax School for grades 1 and 2; the Amidon School for grades 3 and 4; the Bowen School for grades 5 and 6. Children from various socioeconomic…

IN RURAL AREAS, MANY PROBLEMS OF NEGRO YOUTH ORIGINATE IN THE LIMITATIONS WHICH RESULT FROM UNEDUCATED FAMILIES AND THE ENVIRONMENTAL POVERTY OF THE FAMILIES. DISCRIMINATORY PRACTICES REMAIN AS AN EFFECT UPON YOUTH. THE NEGRO'S ADJUSTMENT TO RURAL LIFE AND TO SCHOOL IS NOT GOOD AS A RESULTANT OF FOUNDATIONAL UNREADINESS FOR UNDERSTANDING THE NEED…

This report is a sequel to the Council of Great City Schools' 2004 report "Restoring Excellence to the DC Public Schools" that prompted the district school system to develop a new strategic plan, adopt strong academic standards, recruit new talent and accelerate professional development, and generally overhaul both buildings and…