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It also presents trends and themes from state roles, followed by two case studies, and concludes with recommendations to use state influence to advance equity and school diversity.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/state-support-for-local-school-construction-leveraging-equity-and-diversity/586566/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/state-support-for-local-school-construction-leveraging-equity-and-diversity/586566.png","ImageObject",300,407,{"name":42,"@type":43},"Angel","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-11","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",10,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why does the policy brief focus on school construction?","Question",{"text":63,"@type":64},"Because school construction has historically been one of the policies that drives segregation, and states and localities can continue to invest in construction without accounting for its impacts on segregation.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What does the brief say about states’ consideration of equity and diversity?",{"text":68,"@type":64},"Many states address resource equity by distributing capital based on district wealth, but very few require consideration of diversity or segregation in school-construction decision processes.",{"name":70,"@type":61,"acceptedAnswer":71},"How do court cases relate school construction to segregation?",{"text":72,"@type":64},"The brief cites decisions such as Swann v. 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Milliken, which discuss how school siting and expansion choices can shape residential development and create segregative school assignment outcomes.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},586566,1792065073,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":55,"slug":125},"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},687207412472,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Policy Brief  \nAugust 2020  \nState Support for Local School Construction: Leveraging Equity and Diversity 1  \nI. Introduction  \nGovernment policies and actions have created, promoted, and maintained housing and school segregation, and the ways in which they directly and indirectly have perpetuated and continue to perpetuate segregation have been thoroughly documented.2 School construction has historically been one of the policies that drive segregation, and yet today, states and localities continue to invest in school construction without considering its impacts on segregation.  \nA growing number of states have policies that positively address resource equity in school construction, distributing capital resources based on district wealth3 (although as we will address below, these policies are not always implemented with actual funding), but almost no states require any consideration of diversity or segregation in their school construction decisionmaking processes, even though this is a major factor affecting educational equity.  \nThis report/analysis provides an overview of the historical relationship of school construction and school segregation, including evidence of school construction policies in key desegregation court cases. It then describes the state role in local school construction today, highlights key  \n________________________________  \n1 This Policy Brief was authored by Lauren Mittman (PRRAC Law & Policy Intern), Nikhil De (PRRAC Policy Intern), and Philip Tegeler (PRRAC Executive Director) . It was conceived as a further exploration of the school construction recommendations in Model State School Integration Policies (PRRAC and NCSD, May 2020), [https://prrac.org/ncsd-policy-brief-1](https://prrac.org/ncsd-policy-brief-1)1.  \n2 See e.g., Richard Rothstein, The Color of Law: A Forgotten History of How Our Government Segregated America (2017) .  \n3 A 2016 report by the 21st Century Schools Fund thoroughly documents state funding for school construction from 1994-2013, and discusses the close connection between school facilities and equity, but does not discuss the state role in perpetuating inequities through school construction. Mary Filardo, State of Our Schools: America’s K-12 Facilities, 21st Century School Fund, [https://files.eric.ed.gov/fulltext/ED581630.pdf](https://files.eric.ed.gov/fulltext/ED581630.pdf).  \nPoverty & Race Research Action Council Policy Brief August 2020  2  \ntrends and themes of this role,4 and provides two case studies that help to showcase examples of state participation in school construction, including successes and challenges. It ends by providing recommendations for states to better leverage their influence over local school construction to avoid perpetuating school segregation, and actively support school diversity.  \nHistorical Context  \nSchool construction was historically used to create and maintain school and housing segregation throughout the South. In Raleigh, for example, local officials and elites in the 1920s built new schools in white suburbs to serve newly developing subdivisions protected by racial covenants,5 and chose not to build schools for Black children in neighborhoods where middle class Black families had started to move.6 These decisions were strategic, intended to have far-reaching effects on both school and housing segregation – it was understood that Black families would be forced to move back to segregated schools in traditionally Black city neighborhoods, and that White families would flock to the new schools being built in racially restricted, white suburbs.7 These early decisions had lasting impacts on the city’s development,  \n________________________________  \n4 States’ roles and the key trends and themes were identified through the creation of a 50-state matrix that includes data on state funding programs, funding sources, criteria for funding construction projects, and more. This matrix is included in the appendix of this report.  \n5 Karen Benjamin","cbCaiovKpXcXC58x","https://ap.wps.com/l/cbCaiovKpXcXC58x","pdf",737309,13,"English","# Introduction\n# Historical Context","[{\"question\":\"Why does the policy brief focus on school construction?\",\"answer\":\"Because school construction has historically been one of the policies that drives segregation, and states and localities can continue to invest in construction without accounting for its impacts on segregation.\"},{\"question\":\"What does the brief say about states’ consideration of equity and diversity?\",\"answer\":\"Many states address resource equity by distributing capital based on district wealth, but very few require consideration of diversity or segregation in school-construction decision processes.\"},{\"question\":\"How do court cases relate school construction to segregation?\",\"answer\":\"The brief cites decisions such as Swann v. Charlotte-Mecklenberg and Bradley v. Milliken, which discuss how school siting and expansion choices can shape residential development and create segregative school assignment outcomes.\"}]","State Support for Local School Construction - Leveraging Equity and Diversity | PDF",1792058382,33]