MAKING THE INVISIBLE, VISIBLE: UNVEILING THE DYNAMICS OF BLACK STUDENT MOBILITY IN WASHINGTON, D.C. THROUGH A CRITICAL POLICY ANALYSIS OF NEOLIBERALISM

In Washington, D.C., neoliberal education policies, characterized by market-driven reforms, have significantly reshaped the public-school landscape. This dissertation employed critical policy analysis and qualitative methodologies to investigate how such policies contribute to the mobility of Black and “at-risk” students in this context. Despite the prevalence of student mobility in urban centers affected by neoliberal reforms, such as New Orleans, Detroit, and Washington, D.C., there remains a gap in policy and advocacy that addresses its drivers and consequences. Anchored in critical race theory and sense of community theory, this study revealed the racialized impacts of student mobility, particularly on Black and “at-risk” students, and the policy mechanisms that facilitated their disproportionate movement. By integrating qualitative data from interviews and policy reviews, the research provided insights gleaned from the lived experiences of affected communities. The study’s contribution was the creation of an equity assessment tool, aimed at guiding policymakers in scrutinizing and disrupting racialized mobility patterns to foster antiracist, equity-focused educational policies. It emphasizes a systems-thinking approach to address mobility issues holistically across public charter and traditional schools. The implications extend to the broader education sector, advocating for race-conscious policies and context-specific policymaking. This study not only contributed to understanding mobility in Washington, D.C.’s unique education ecosystem but also provided afoundation for future research and policy interventions aimed at fostering stability and equity for all students.

Keywords: choice, churn, critical race theory, equity assessment, neoliberalism, sense of community theory, student mobility