The resegregation of public schools? Examining Parents Involved in practice


  • Craig De Voto University of Illinois at Chicago
  • Meredith L. Wronowski Miami University



federal courts, race, school desegregation, school resegregation, selective admission, student diversity


This study investigated the efficacy of race-neutral student assignment policies following the 2007 Supreme Court decision in Parents Involved. Highlighting one urban school district—Chicago Public Schools—we examined differences in racial composition at their elite, “selective enrollment” high schools before and after voluntary race-based policies became unconstitutional. Using repeated measures ANOVA, we found the transition from racial to socioeconomic criteria have resegregated these schools— significantly reducing African- and Asian-American enrollment. We argue the Supreme Court’s decision to strike down voluntary race-based student assignment policies has contributed to local policy changes for urban districts like Chicago, reducing minority access and opportunity.


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Author Biographies

Craig De Voto, University of Illinois at Chicago

Craig De Voto is a doctoral candidate in the Dependent of Educational Policy Studies at University of Illinois at Chicago. His research examines the intersection of law and policy in several areas, including school resegregation, education leadership, the ESEA, and the edTPA.

Meredith L. Wronowski, Miami University

Dr. Meredith Wronowski is a Visiting Assistant Professor of Educational Leadership at Miami University. Her research interests include teachers’ perceptions of their work in the accountability policy era, the relationship of law and policy to the resegregation of schools, and leadership for school improvement.




How to Cite

De Voto, C., & Wronowski, M. L. (2019). The resegregation of public schools? Examining Parents Involved in practice. Education Policy Analysis Archives, 27, 4.