Drawn Into Policy: A Systematic Review of School Rezoning Inputs, Influences, and Outcomes

• In Event: AERA Roundtable Session 12
  In Roundtable Session: Educational Policies and Reforms: Reactions, Responses, and Adaptations

Abstract

School rezoning is the process of drawing and redrawing school or district attendance boundaries. Rezoning can potentially disrupt or reify inequitable educational outcomes, but existing literature is scattered and evidence on how rezoning impacts racial segregation is mixed. This literature review unpacks school rezoning policy and processes—criteria, goals, discourse, resistance, and engagement. A team of four researchers conducted the review in four phases, following strategic and robust techniques for systematic review. Findings highlight research on the motivating factors, the strategies or methods used to rezone schools, and the outcomes or consequences of rezoning. This review will guide school and district leaders, policymakers, and other educational advocates design race-conscious rezoning policies and plans.

Authors

• Andrene Castro, Virginia Commonwealth University

• Genevieve P. Siegel-Hawley, Virginia Commonwealth University

• Kim Bridges, Virginia Commonwealth University

• Shenita Williams, Virginia Commonwealth University