Date of Award
5-1-2026
Document Type
Thesis
Degree Name
M.C.J. in Criminal Justice
First Advisor
Abigail Novak
Second Advisor
Kimberly A. Kaiser
Third Advisor
D'Andre Walker
School
University of Mississippi
Relational Format
dissertation/thesis
Abstract
This study explores how zoning policies contribute to academic disparities in Florida’s Ten largest urban school districts. This study selected Florida because it operates a large public school system with diverse urban districts that enforce geographic assignment policies within shared statewide policies. These districts serve large populations, manage substantial demographic inequality, and rely heavily on boundary based school assignment, making them significantly important to examine zoning governance in education. To better understand this for Florida districts is significantly important as there is limited research on how zoning policies are enforced across large districts, which serve the majority of urban black students. Despite the fact that zoning laws were originally intended to provide structure for student enrollment based on residential location, they have shifted to become structural mechanisms that may produce racial and socioeconomic segregation. Consequently, students that reside in predominantly Black and low income neighborhoods are likely assigned to under resourced schools with limited access to advanced coursework, high quality teachers, and adequate resources, which are all factors that influence academic outcome measures. This study aims to examine the systemic ways zoning policies have influenced inequality in education, testing whether these policies reinforce racial segregation and contribute to the framework of the School-to-Prison Pipeline, with a particular focus on the disproportionate effects on Black students in Florida's Ten largest urban school districts. By examining how these policies disproportionately affect Black students, particularly in urban areas, the research aims to reveal systemic factors that perpetrate educational stratification and increase the likelihood of juvenile justice involvement. While it is important to recognize there are wider implications of zoning policies, this research primarily focuses on the relationship between zoning, academic achievement, and racial composition within Florida's urban school district. While this research does not examine all proportions of inequality, this study contributes to the understanding of how zoning laws have influenced academic opportunity and reinforces disparities within urban Black communities.
Recommended Citation
Humphries, Jazanae Alize, "The Impact of County School Zone Policies on Retention and Racial Composition in Schools: A Study of Florida's Ten Largest Urban School Districts" (2026). Electronic Theses and Dissertations. 8833.
https://egrove.olemiss.edu/etd/8833