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\u003Cbr>Arizona State University |\n| --- | --- |\n| Volume 33 Number 54 September 9 , 2025 ISSN 1068-2341 |  |\n\nProximity vs. Equity: Policy Actors’Decision-Making on Attendance Zone Boundaries in a Suburban School District  \nDian Mawene  \nUniversity of Wisconsin-Madison  \nUnited States  \nCitation: Mawene, D. (2025). Proximity vs. equity: Policy actors’ decision-making on attendance zone boundaries in a suburban school district. Education Policy Analysis Archives, 33(54) .  \n[https://doi.org/10.14507/epaa.33.8907](https://doi.org/10.14507/epaa.33.8907)  \nAbstract: This study provides a qualitative analysis of how local policy actors in a predominantly White suburban school district engaged in collective decision-making regarding elementary school attendance boundaries. Given the long-standing neighborhood segregation caused by housing policies and practices since the city’s inception, Riverside policy actors faced two competing options:  \nmaintaining the neighborhood school concept or addressing equity issues arising from the imbalanced distribution of students by income and racial groups. Utilizing critical policy analysis (CPA) and critical geography perspectives, the study found that while some community members and members of the rezoning committee challenged race-neutral approaches that influenced the decision-making process, the majority of policy actors ignored the existing spatial segregation. Instead, they positioned their decision-making as neutral and prioritized bureaucratic rationality. The implications for policy actors and future research are discussed.  \nKeywords: critical policy analysis; school attendance zones; education leadership; critical geography  \nProximidad versus equidad: Un estudio de las decisiones políticas sobre expectativas de asistencia escolar en un distrito suburbano  \nResumen: El siguiente estudio presenta un análisis cualitativo sobre cómo los actores locales de política pública deciden de forma colectiva, en un barrio predominantemente blanco y un distrito suburbano, los límites de asistencia a la escuela primaria del barrio. Dado que nos encontramos en  \nun contexto de segregación urbana causada por políticas y prácticas que datan desde los albores de la ciudad, los actores de política pública de Riverside se plantean dos posibilidades opuestas: o bien mantener el modelo educativo actual del vecindario, o bien dar solución a los problemas históricos de equidad que dan pie a desigualdades estudiantiles, a causa de una insuficiente renta familiar o la pertenencia a una etnia racial desfavorecida. Mediante la implementación de un análisis de política crítica y diversas perpectivas geográficas, este estudio demuestra que, aunque algunos miembros dela comunidad y del comité estuvieron en contra de las políticas que no incorporaban la raza como un factor a considerar, la mayoría de los actores de política pública, incluyendo la junta escolar, ignoraron la segregación existente en la actualidad. De esta forma, la mayoría de los actores de política pública se posicionó de forma neutral, priorizando el raciocinio burocrático. Las consecuencias de este posicionamiento se analizarán a continuación.  \nPalabras-clave: análisis crítico de política; zonas de asistencia escolar; liderazgo educativo; geografía crítica  \nProximidade versus equidade: A tomada de decisão de atores políticos sobre os limites de zoneamento escolar em um distrito escolar em área residencial  \nResumo: Este estudo apresenta uma análise qualitativa de como atores políticos locais em um distrito escolar em área residencial de classe média predominantemente branca se envolveram em tomada de decisão coletiva sobre zoneamento escolar. Diante da segregação do bairro, causadapor políticas e práticas habitacionais desde a fundação da cidade, os atores políticos de Riverside enfrentaram opções conflitante","cbCaieNVSyb4iN9u","https://ap.wps.com/l/cbCaieNVSyb4iN9u","pdf",767667,23,"English","# Abstract\n## Method and approach\n## Key findings\n## Implications","[{\"question\":\"What policy decision does the study focus on?\",\"answer\":\"The study examines how local policy actors make collective decisions about elementary school attendance zone boundaries in a suburban district.\"},{\"question\":\"What two competing options did policy actors face?\",\"answer\":\"They weighed maintaining the neighborhood school concept against addressing equity problems tied to uneven income and racial group distributions among students.\"},{\"question\":\"What did the study find about how most actors viewed segregation?\",\"answer\":\"Most policy actors treated their decisions as neutral, prioritizing bureaucratic rationality and largely disregarding existing spatial segregation.\"}]","Proximity vs. Equity: Policy Actors’ Decision-Making on Attendance Zone Boundaries in a Suburban School District | PDF",1792094463,58]