Advanced International Journal for Research

E-ISSN: 3048-7641   •   Impact Factor: 9.11

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Modern Segregation of Public Schools through Public School Zoning and Its Effects on Secondary Education

Author(s) Mr. Kesler Andrew Frost, Dr. Danielle Neeley Stewart
Country United States
Abstract This thesis examines the persistence of racial and socioeconomic stratification in Arkansas public schools through the mechanism of school zoning. Despite historical rulings like *Brown v. Board of Education*, modern educational landscapes in districts such as Russellville, Conway, and Pottsville remain deeply divided. Utilizing a mixed-methods approach, the study integrates quantitative demographic and performance data with a 2025 survey of 322 Russellville students to explore how spatial organization impacts secondary education outcomes. The research applies spatial justice theory to demonstrate how municipal zoning ordinances, such as exclusionary housing policies and "rental deserts" intersect with school attendance boundaries to reinforce de facto segregation. Findings indicate that students in higher-income, predominantly white zones perceive significantly greater preparedness and access to advanced academic programs, such as Gifted and Talented tracks and robotics. Conversely, schools in lower-income zones exhibit higher concentrations of English language learners and lower standardized testing proficiency. By situating local practices within national legal precedents like *Shaw v. Reno* and *Milliken v. Bradley*, this work highlights the systemic nature of educational inequality. The study concludes that addressing these disparities requires significant policy reform, including decoupling school assignment from residential addresses and implementing broader municipal zoning changes to ensure equitable access to educational opportunities for all students.
Keywords School Zoning, De Facto Segregation, Educational Equity, Socioeconomic Segregation, Redlining, School Funding Formula, Achievement Gap, Opportunity Hoarding, Secondary Education
Field Sociology > Education
Published In Volume 7, Issue 3, May-June 2026
Published On 2026-05-25
DOI https://doi.org/10.63363/aijfr.2026.v07i03.5944
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