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

IF 8.3 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Review of Educational Research Pub Date : 2023-09-08 DOI:10.3102/00346543231195816

Andrene J. Castro, Genevieve Siegel-Hawley, Kimberly Bridges, Shenita E. Williams

{"title":"Drawn Into Policy: A Systematic Review of School Rezoning Rationales, Processes, and Outcomes","authors":"Andrene J. Castro, Genevieve Siegel-Hawley, Kimberly Bridges, Shenita E. Williams","doi":"10.3102/00346543231195816","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":" ","pages":""},"PeriodicalIF":8.3000,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Review of Educational Research","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.3102/00346543231195816","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

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.

查看原文本刊更多论文

纳入政策：对学校重新分区的理性、过程和结果的系统回顾

学校重新分区是绘制和重新划定学校入学边界（SAB）的过程。然而，明确关注通过重新分区或其他机制改变SAB的研究分布在多个文献中。重新分区也是一个由地方学校董事会管理的政治争议问题，将其与教育政治的概念工作联系在一起。这篇关于学校重新分区的系统文献综述汇集了零散但相关的工作机构，以全面了解学校重新划分的理由、其背后的战略和过程及其相关结果。基于有争议的法律环境，调查结果表明，重新分区涉及重叠和相互作用的政策问题，以及使行动理论复杂化的多个利益相关者。现行学生分配计划的限制会影响重新分区在多大程度上破坏学校中的种族和社会经济隔离。这篇综述强调了将重新分区重新定义为一种变革性工具的必要性，而不是复制（或恶化）教育不平等系统的工具。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Review of Educational Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

24.10

自引率

2.70%

发文量

期刊介绍： The Review of Educational Research (RER), a quarterly publication initiated in 1931 with approximately 640 pages per volume year, is dedicated to presenting critical, integrative reviews of research literature relevant to education. These reviews encompass conceptualizations, interpretations, and syntheses of scholarly work across fields broadly pertinent to education and educational research. Welcoming submissions from any discipline, RER encourages research reviews in psychology, sociology, history, philosophy, political science, economics, computer science, statistics, anthropology, and biology, provided the review addresses educational issues. While original empirical research is not published independently, RER incorporates it within broader integrative reviews. The journal may occasionally feature solicited, rigorously refereed analytic reviews of special topics, especially from disciplines underrepresented in educational research.