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The Potential for Land Use and Housing Reform to Address School Segregation and Educational Opportunity

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Bibliographic Details
Title: The Potential for Land Use and Housing Reform to Address School Segregation and Educational Opportunity
Language: English
Authors: Genevieve Siegel-Hawley, University of Colorado at Boulder, National Education Policy Center (NEPC)
Source: National Education Policy Center. 2024.
Availability: National Education Policy Center. School of Education 249 UCB University of Colorado, Boulder, CO 80309. Tel: 303-735-5290; e-mail: nepc@colorado.edu; Web site: http://nepc.colorado.edu
Peer Reviewed: Y
Page Count: 26
Publication Date: 2024
Intended Audience: Policymakers
Document Type: Reports - Descriptive
Descriptors: Land Use, Zoning, Housing, Social Discrimination, School Desegregation, Racial Segregation, Equal Education, Community Planning
Abstract: Housing, land use, and zoning policies are often siloed in such a way that they are considered and addressed separately from school segregation and students' opportunities to learn. But these policy areas can interact in powerful ways. This policy brief attempts to break down those siloes. Drawing on multiple bodies of literature, it explores what we know about the potential of housing and land use policy reform to address school segregation--and why doing so matters. The research reviewed here illuminates the close historical and legal relationship between school and housing segregation and the clear links between land use policy and school and housing segregation. Studies also show that where land use or housing reforms have enabled greater access to less segregated schools, historically marginalized students' outcomes have improved. The brief concludes with recommendations for policymakers to offer pathways to diverse, well-resourced schools for historically marginalized families, along with oversight and enforcement that considers school-housing interrelationships.
Abstractor: As Provided
Entry Date: 2024
Accession Number: ED653011
Database: ERIC
Description
Abstract:Housing, land use, and zoning policies are often siloed in such a way that they are considered and addressed separately from school segregation and students' opportunities to learn. But these policy areas can interact in powerful ways. This policy brief attempts to break down those siloes. Drawing on multiple bodies of literature, it explores what we know about the potential of housing and land use policy reform to address school segregation--and why doing so matters. The research reviewed here illuminates the close historical and legal relationship between school and housing segregation and the clear links between land use policy and school and housing segregation. Studies also show that where land use or housing reforms have enabled greater access to less segregated schools, historically marginalized students' outcomes have improved. The brief concludes with recommendations for policymakers to offer pathways to diverse, well-resourced schools for historically marginalized families, along with oversight and enforcement that considers school-housing interrelationships.