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The fact that a third of all African Americans now live in suburbs might suggest how far we have come since the pre-Hrown days. But most African Americans live in predominantly Black suburbs, where property values are lower than in neighboring White suburbs, and where the public schools are funded by a lower tax base. After presenting a national picture, the authors draw on the experiences of Plainfield, New Jersey, and Prince George's County, Maryland, to describe how strained resources, a history of racialized conflicts resulting in troubled governance, and a perception of students as “inner city” all contribute to low student achievement in public schools in predominantly Black suburbs.

Many charter schools have arisen in urban areas, and they appear to enroll more students of color and low-income youth. In this article, the authors investigate the implications of charter school choice for equity. Three standards of equity—racial balance, resources, and outcome—are discussed. The authors review (a) the equity provisions of state charter legislation, (b) research on who may be choosing to send their children to charter schools and why, and (c) analyses of the demographics characteristics of charter schools' students. These analyses suggest that charter schools have not overcome racial isolation. The authors conclude the article with a discussion of the complexities of applying the three equity standards to charter schools.