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Data Access and the Study of Educational Equity: Implications from a National School Boundary Data Collection Effort

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Title: Data Access and the Study of Educational Equity: Implications from a National School Boundary Data Collection Effort
Language: English
Authors: Asson, Sarah, Frankenberg, Erica, Maselli, Annie, Burfoot-Rochford, Ian, Fowler, Christopher S., Buck, Ruth Krebs
Source: Education Finance and Policy. Sum 2023 18(3):547-563.
Availability: MIT Press. 55 Hayward Street, Cambridge, MA 02142. Tel: 617-253-2889; Fax: 617-253-1709; e-mail: journals-rights@mit.edu; Web site: http://www.mitpressjournals.org/loi/edfp
Peer Reviewed: Y
Page Count: 17
Publication Date: 2023
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Attendance, Zoning, Equal Education, Data Collection, Political Influences, School Segregation, Neighborhoods
DOI: 10.1162/edfp_a_00388
ISSN: 1557-3060
1557-3079
Abstract: School attendance zone boundary (AZB) data remain relatively underdocumented and understudied within the field of education, despite their critical implications for educational (in)equity. AZBs shape student outcomes and residential sorting patterns both by determining the public schools a student is assigned to and by signaling neighborhood characteristics to prospective homebuyers. The limited access, regulation, and review of AZB data to date has left a gap in the knowledge base, having the potential to leave intact (and exacerbate) patterns of segregation that maintain inequities in educational opportunity. Lack of data also limits our ability to know whether and when AZBs may mitigate segregation. In this brief, we examine a novel data collection effort of current and historical AZB data--the Longitudinal School Attendance Boundary System--to explore the contextual and political factors associated with data access and data quality. We aim to show how factors that hinder access to quality AZB data affect the study of educational equity, and we advocate for more comprehensive, top-down governmental efforts to create, maintain, and collect these data.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1394380
Database: ERIC
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  Data: MIT Press. 55 Hayward Street, Cambridge, MA 02142. Tel: 617-253-2889; Fax: 617-253-1709; e-mail: journals-rights@mit.edu; Web site: http://www.mitpressjournals.org/loi/edfp
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  Data: School attendance zone boundary (AZB) data remain relatively underdocumented and understudied within the field of education, despite their critical implications for educational (in)equity. AZBs shape student outcomes and residential sorting patterns both by determining the public schools a student is assigned to and by signaling neighborhood characteristics to prospective homebuyers. The limited access, regulation, and review of AZB data to date has left a gap in the knowledge base, having the potential to leave intact (and exacerbate) patterns of segregation that maintain inequities in educational opportunity. Lack of data also limits our ability to know whether and when AZBs may mitigate segregation. In this brief, we examine a novel data collection effort of current and historical AZB data--the Longitudinal School Attendance Boundary System--to explore the contextual and political factors associated with data access and data quality. We aim to show how factors that hinder access to quality AZB data affect the study of educational equity, and we advocate for more comprehensive, top-down governmental efforts to create, maintain, and collect these data.
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      – SubjectFull: Attendance
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      – SubjectFull: Zoning
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      – SubjectFull: Equal Education
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      – SubjectFull: School Segregation
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      – SubjectFull: Neighborhoods
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      – TitleFull: Data Access and the Study of Educational Equity: Implications from a National School Boundary Data Collection Effort
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