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The Role of Noncontiguous Attendance Zones in Shaping School Populations: A Case Study of Tucson, Arizona and Fort Bend, Texas

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Title: The Role of Noncontiguous Attendance Zones in Shaping School Populations: A Case Study of Tucson, Arizona and Fort Bend, Texas
Language: English
Authors: Sarah Asson (ORCID 0009-0001-0412-5279), Ruth Krebs Buck, Hope Bodenschatz (ORCID 0009-0005-9776-9928), Erica Frankenberg (ORCID 0000-0002-9224-7734), Christopher S. Fowler (ORCID 0000-0001-8415-0441)
Source: Education Policy Analysis Archives. 2024 32(42).
Availability: Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
Peer Reviewed: Y
Page Count: 28
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Attendance, School Segregation, Diversity (Institutional), Student Diversity, School Desegregation, Desegregation Plans, Racial Distribution, School District Reorganization, Case Studies
Geographic Terms: Arizona (Tucson), Texas
ISSN: 1068-2341
Abstract: Noncontiguous school attendance zone boundaries (AZBs) have a unique, relatively uncommon shape that assign two or more non-adjacent residential areas to the same school. Given their ability to shape school enrollments by taking advantage of residential sorting, noncontiguous AZBs have historically been linked to explicit efforts to both segregate and desegregate schools. In this paper, we use a novel, longitudinal dataset of AZBs and descriptive quantitative and geospatial methods to understand how the relationship between noncontiguous zones, school diversity, and neighborhood demographics changed from 1990-2020 in two southwestern school districts--Tucson Unified School District, Arizona and Fort Bend Independent School District, Texas. Each district has a unique legal history and demographic context that informs their use of noncontiguous AZBs. We find noncontiguous AZBs are more strongly associated with racially diverse schools and are more likely to bring together neighborhoods with different compositions in Tucson compared to Fort Bend. However, the association between Tucson's noncontiguous AZBs and racially diverse schools has waned since 1990, as the district has negotiated the end of its court-ordered desegregation plan. Our findings provide insight into when and how noncontiguous AZBs can effectively contribute to ethnoracially diverse schools.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1437319
Database: ERIC
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  Data: The Role of Noncontiguous Attendance Zones in Shaping School Populations: A Case Study of Tucson, Arizona and Fort Bend, Texas
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  Data: Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
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  Data: Noncontiguous school attendance zone boundaries (AZBs) have a unique, relatively uncommon shape that assign two or more non-adjacent residential areas to the same school. Given their ability to shape school enrollments by taking advantage of residential sorting, noncontiguous AZBs have historically been linked to explicit efforts to both segregate and desegregate schools. In this paper, we use a novel, longitudinal dataset of AZBs and descriptive quantitative and geospatial methods to understand how the relationship between noncontiguous zones, school diversity, and neighborhood demographics changed from 1990-2020 in two southwestern school districts--Tucson Unified School District, Arizona and Fort Bend Independent School District, Texas. Each district has a unique legal history and demographic context that informs their use of noncontiguous AZBs. We find noncontiguous AZBs are more strongly associated with racially diverse schools and are more likely to bring together neighborhoods with different compositions in Tucson compared to Fort Bend. However, the association between Tucson's noncontiguous AZBs and racially diverse schools has waned since 1990, as the district has negotiated the end of its court-ordered desegregation plan. Our findings provide insight into when and how noncontiguous AZBs can effectively contribute to ethnoracially diverse schools.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 28
    Subjects:
      – SubjectFull: Attendance
        Type: general
      – SubjectFull: School Segregation
        Type: general
      – SubjectFull: Diversity (Institutional)
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      – SubjectFull: Student Diversity
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      – SubjectFull: School Desegregation
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      – SubjectFull: Desegregation Plans
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      – SubjectFull: Racial Distribution
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      – SubjectFull: School District Reorganization
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      – SubjectFull: Case Studies
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      – SubjectFull: Arizona (Tucson)
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      – SubjectFull: Texas
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      – TitleFull: The Role of Noncontiguous Attendance Zones in Shaping School Populations: A Case Study of Tucson, Arizona and Fort Bend, Texas
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