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The Opportunity School District in Georgia is another in a series of attempts at a state-run school district. This paper examines the rhetoric around the OSD using the theory of democratic justice to examine how these districts interrupt local democratic processes and create injustices that stifle education reform. By examining the language and themes that emerge from the debate about whether or not to pass the OSD, we will demonstrate how these injustices are created and how they damage the very people the OSD seeks to help.