The Geography of School Communities: How Land Use and Neighborhood Form Shape Elementary Attendance Zones

Abstract

School attendance zones are often treated as administrative boundaries, yet they contain distinct neighborhood histories, housing patterns, and socioeconomic conditions that shape the lived experiences of students and families. This article analyzes demographic and parcel level land use patterns across four elementary school attendance zones in Chillum, Maryland (Carole Highlands, Lewisdale, Ridgecrest, and Rosa L. Parks) to examine how built environment characteristics align with social vulnerability. Using area weighted allocation of Census indicators and parcel level land use classification, the analysis reveals substantial variation in poverty, linguistic isolation, housing typologies, and land use composition across zones. Carole Highlands exhibits the highest poverty rate and the most mixed residential–commercial environment, while Lewisdale is dominated by single family housing and has the lowest poverty rate. Ridgecrest and Rosa L. Parks fall between these extremes, each with unique built environment signatures. These findings highlight the importance of treating attendance zones as meaningful planning geographies and illustrate how spatial analysis can support community school planning under Maryland’s Blueprint for the Future. By integrating demographic and physical landscape data, the article offers a place based narrative that connects neighborhood form to educational equity and community well being.