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Using a sequential mixed-methods study of the District of Columbia’s charter reform, the research examines how equity is defined by stakeholders and how students are spatially redistributed. Findings show equity is framed as uniform process, while persistent disparities remain between where students live and where they learn. 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Bulkley3 and Julie A. Marsh2  \nAbstract  \nAdvocates often predict that school choice policies will expand access to high-quality schools, particularly for marginalized communities. To interrogate this assumption, we employed a sequential mixed-methods analysis examining the state of charter reform in the District of Columbia. We observed that stakeholders consistently defined equity as uniform processes, evident in data distribution and enrollment practices. We also uncovered persistent disparities in where students live versus learn. We conclude that race-neutral conceptions of equity may hinder attempts to improve school access by ignoring structural inequalities tied to race, place, and income and by overlooking privileged households’ efforts to remain separate.  \nKeywords  \ncharter schools, educational equity, education reform, policy implementation, segregation, urban schools  \nBy their very nature, school choice policies weaken the foundational relationship that undergirds America’s traditional public schooling system: the link between where students live and where they learn. When housing is highly segregated, choice policies can theoretically produce more integrated student bodies that are also more representative of communities’ sociodemographic compositions. Given this potential, many policymakers and scholars  \n1 University of the District of Columbia, Washington, USA 2University of Southern California, Los Angeles, USA 3Montclair State University, Montclair, USA  \nCorresponding Author:  \nAndrew Eisenlohr, 1350 Pennsylvania Ave NW, Washington, DC 20004, USA. Email: [eisenloh@usc.edu](eisenloh@usc.edu)  \nhave characterized choice policies as instruments of equity, especially in districts that exhibit severe segregation by race or income (Coons & Sugarman, 1978; Forman, 2004; Kahlenberg, 2016; McCluskey, 2019; Senator Tim Scott, 2021) .  \nStill, legislating the right to choose does not mean that households will exercise choice equally or that student bodies will become more diverse. Infact, various studies have concluded that school choice policies can cement or worsen the segregation of students compared to traditional neighborhood schools (e.g., Kotok et al., 2017) . Yet this literature is limited in scope. It fails to answer how the design and implementation of choice policies themselves may shape progress toward goals of equitable access.  \nTo help address that gap, we examined charter school reform in the District of Columbia. The District is a salient study area for a few reasons. First, it has an established sector of charter schools that have operated in the city since 1996 and now enroll about half of all K-12 public students. Second, it continues to suffer from stark residential segregation by race and income, helping illuminate whether charter students are more equitably distributed than if they attended traditional neighborhood schools. Third, more equitable access to schools was an explicit goal of the Congressional architects behind District charter reform (Gunderson, 1995a) . Evaluating the policy through a lens attending to questions of access can illuminate important tensions between political rhetoric and practical outcomes.  \nTo conduct our analysis, we employed a sequential mixed-methods design (Creswell & Plano Clark, 2018) drawing upon two primary datasets. We used qualitative data gathered via interviews with District policymakers, administrators, and other relevant stakeholders. We also leveraged quanti","cbCain8Sv06EpFTk","https://ap.wps.com/l/cbCain8Sv06EpFTk","pdf",922855,"English","# Abstract\n# Keywords\n# Introduction\n## School choice and equity\n## Research gap and study approach\n# Study Context: District of Columbia\n## Charter sector overview\n## Residential segregation and policy goals\n# Methodology\n## Sequential mixed-methods design\n## Data sources and equity concepts\n# Findings and Interpretation\n## Stakeholder definitions of equity\n## Spatial and racial disparities\n# Conclusion","[{\"question\":\"What assumption do the authors challenge about school choice policies?\",\"answer\":\"The authors challenge the assumption that school choice policies will expand access to high-quality schools equally, especially for marginalized communities.\"},{\"question\":\"How do stakeholders in the study define educational equity?\",\"answer\":\"Stakeholders consistently define equity as uniform processes, visible in how data are distributed and how enrollment practices are carried out.\"},{\"question\":\"What disparities persist despite charter reform in the District of Columbia?\",\"answer\":\"Persistent disparities remain in where students live versus where they learn, including spatial and racial differences in charter students’ distribution.\"}]","A Tale of Two Systems: Choice and Equity in the District of Columbia’s Charter Schools | PDF",1792095847,101]