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he shift away from school desegregation policies toward market-based reforms necessitates a deeper understanding of the social and institutional forces driving contemporary school segregation. The author conceptualizes school segregation as a mode of monopolistic closure amid status competition, where racial/ethnic groups compete for school-based status and resources. He tests the theory by analyzing primary and secondary school segregation throughout the United States from 1993 to 2010. Findings support the hypotheses that segregation increases with the salience of race/ethnicity and the decentralization of school systems, which fuels differentiation and provides incentives and opportunities to monopolize schools. Parallel findings for black-white, Hispanic-white, and black-Hispanic segregation suggest that a core set of processes drives school segregation as a general phenomenon.
