School development in urban gentrifying spaces: Developers supporting schools or schools supporting developers?

Abstract

This article describes the intersection of public and private interests in the context of education in a gentrified urban area. This empirical example demonstrates the ongoing neoliberalization of public education and the ways in which public subsidies and institutions (e.g., charter schools) support private developers in shaping the increasing educational opportunity divide between socioeconomically advantaged and disadvantaged residents. The findings suggest that political incentives, real estate developer interests, and burgeoning demand by advantaged families influence where and which new schools are to be built. In particular, developers’ interests align with schooling options, which serve advantaged populations (namely, private day cares, private schools, and charter schools that serve advantaged residents). The founding and support of these desirable schools aid developers because (a) the “community benefit” provides building rights and incentives for developers, (b) the schools attract and retain families to establish community, and (c) the schools create customers for developers’ retail establishments.