2026/05/13 by Augusto Riveros, Chenyang Zhou
paper · doi:10.1177/00131245261450112
crossref issued 2026/05/13 · crossref published 2026/05/13 · crossref published-online 2026/05/13 · crossref created 2026/05/13 · crossref deposited 2026/07/31 · crossref indexed 2026/07/31 · crossref published-print 2026/09/01
Due to recent demographic shifts in urban neighborhoods, many public school boards have experienced fluctuations in their enrollment levels. This reconfiguration of school populations is particularly problematic for schools with declining enrollment, as low facility utilization is a commonly used rationale for school closures. This study utilizes census, enrollment, and school achievement data from a large urban school district to explore the academic and socioeconomic characteristics of schools experiencing under-enrollment and under-utilization. The analysis revealed that schools with low utilization rates serve a higher number of marginalized students, are located in areas with higher housing instability, and experience lower achievement rates. We note that underutilization is symptomatic of neighborhood decline, and when combined with the potential for school closures, it reveals compounding challenges for marginalized communities. We argue that greater integration between education and urban development policies is essential to help communities with underutilized schools enhance and balance their educational opportunities.