# data[].attributes.body
Make decisions based on growth or decline in enrollment, not just this year’s snapshot.

__________

Lo que haremos:

Tomar decisiones basadas en el aumento o disminución de la matrícula, no solo en el panorama de este año

# data[].attributes.body
Make boundaries and feeder patterns as simple and clear as possible.

This means trying to keep groups of students together from elementary school all the way to high school.

Do not create “island zones”

These are small areas placed in a different school zone than nearby neighborhoods.

__________

Lo que haremos:

Hacer que los límites de las zonas de asistencia y los patrones de remisión sean tan simples y claros como sea posible

Esto significa tratar de mantener juntos a los grupos de estudiantes desde la primaria hasta la preparatoria.

No crear nuevas "zonas aisladas"

Estas son pequeñas áreas en una zona de asistencia escolar diferente a la de otros vecindarios cercanos.

# data[].attributes.body
Reduce the number of extra seats so that at least 85% of all seats are being used across the district by August 2026

__________

Lo que haremos:

Reducir el número de lugares adicionales para que al menos el 85% de todo el cupo se esté usando en todo el distrito en agosto de 2026

# data[].attributes.body
Make it easy to get to school: Focus on travel distance to new school

__________

Lo que haremos:

Hacer que sea fácil llegar a la escuela: Enfocarnos en la distancia de viaje a la nueva escuela

# data[].attributes.body
Consider who we’re moving - Reduce impact on underserved communities

Minimize disruption and impacts to special programs, resources or special populations (e.g., free-and-reduced lunch programs, economically disadvantaged, special education).

__________

Lo que haremos:

Considerar a quién estamos cambiando: reducir el impacto en las comunidades desatendidas

Minimizar las interrupciones e impacto en los programas especiales, recursos o poblaciones especiales (por ej.: programas de almuerzo gratis y a precio reducido, desventaja económica, educación especial)

# data[].attributes.body
Solutions need to not rely on a future bond project

# data[].attributes.body
Change school boundaries and transfer policies to help make sure schools aren’t too full (107% or higher seats filled) or too empty (64% or below seats filled) by August 2030

Boundary changes affect students who live in the area for that school (called the “reside” students). These would go into effect August 2026.

Transfer policy changes affect students who go to a school but don’t live in that school’s boundary (called “transfer” students). These will help us meet our 2030 goal.

__________

Lo que haremos:

Cambiar los límites de las zonas de asistencia escolar y las normas de traslado para que las escuelas no estén demasiado llenas (con 107% o más del cupo lleno) o demasiado vacías (con 64% o menos del cupo lleno) en agosto de 2030

Los cambios en los límites de las zonas de asistencia afectan a los estudiantes que viven en el área de esa escuela (llamados los estudiantes "residentes"). Esto entraría en efecto en agosto de 2026.

Los cambios en las normas de traslado afectan a los estudiantes que asisten a una escuela pero no viven dentro de los límites de asistencia de esa escuela (llamados estudiantes "de traslado"). Esto nos ayudará a alcanzar nuestra meta para 2030.

# data[].attributes.body
Create a boundary for Marshall Middle school

__________

Lo que haremos:

Crear límites para la Escuela Secundaria Marshall

# data[].attributes.body
Create a phasing plan for new boundaries starting in August 2026

Some students may be able to stay at their current school even if the boundary changes

__________

Lo que haremos:

Crear un plan por fases para los nuevos límites a partir de agosto de 2026

Es posible que algunos estudiantes puedan quedarse en su escuela actual aunque cambien los límites de las zonas de asistencia.

# data[].attributes.body
Make decisions based on changes in where people live.

__________

Lo que haremos:

Tomar decisiones basadas en los cambios de los lugares donde vive la gente

# data[].attributes.body
Being creative and flexible to respond to existing school communities:

Explore new school types (e.g. K-8, EC-2, 3-5, etc.)

Thinking of things regionally

_________

Lo que haremos:

Ser creativos y flexibles al responder a las comunidades escolares actuales:

Explorar nuevos tipos de escuelas (por ej.: K-8.°, Primera Infancia-2.°, 3.°-5.°, etc.)

Pensar en las cosas desde un punto de vista regional

# data[].attributes.body
Special programs may move when boundaries change, but we want them to align from elementary through high school.

__________

Es posible que los programas especiales se muden cuando cambien los límites de las zonas de asistencia, pero queremos que estén alineados desde la primaria hasta la preparatoria.

# data[].attributes.body
We won’t move special programs to a school that doesn’t have room (now or projected in the future).

__________

Lo que haremos:

No mudar programas especiales a una escuela que no tenga espacio (ahora o proyectado en el futuro)

# data[].attributes.body
Set up a regular schedule to review and update school boundaries and transfer policies.

__________

Lo que haremos:

Establecer un calendario regular para analizar y actualizar los límites de las zonas de asistencia escolar y las normas de traslado

# data[].attributes.body
Consider Accountability in our decisions to avoid takeover by the Texas Education Agency (TEA)

These are the A to F grades given by the TEA

There might be TEA rules that guide our ideas about combining schools.

__________

Lo que haremos:

Considerar la responsabilidad en nuestras decisiones para evitar una toma de control de la Agencia de Educación de Texas (TEA, por sus siglas en inglés)

Estas son las clasificaciones de A a F que asigna la TEA.

Podría haber reglas de la TEA que guíen nuestras ideas sobre cómo combinar escuelas.

# data[].attributes.headline
Key considerations: Austin ISD transfer policy

# data[].attributes.subject
Key considerations: Austin ISD transfer policy

# data[].attributes.body
What the community cares about:

Choosing between neighborhood schools and letting students transfer to other schools

How transfers can change what the student population looks like at a school

How special programs that need an application can affect neighborhood schools

How changing school boundaries is connected to how many transfer spots are available

_________

Consideraciones clave: Normas de traslado del Austin ISD

Lo que le importa a la comunidad:

Elegir entre escuelas del vecindario y permitirles a los estudiantes trasladarse a otras escuelas

Cómo los traslados pueden cambiar la población estudiantil de una escuela

Cómo los programas especiales que requieren solicitud de admisión pueden afectar a las escuelas del vecindario

Cómo cambiar los límites de las zonas de asistencia escolar está relacionado con cuántos lugares hay disponibles para traslados

# data[].attributes.body
All students who live in a school’s attendance zone are guaranteed a spot at that school. This school is often called their "home school," and they can go there even if it's full.

Families can ask to move their child to a different school. This could be for general education, special programs, or schools that need an application. They must follow the transfer request dates.

General education transfer requests are looked at based on how much space is available at the new school and what the priority rules are.

Transfers for special programs or application-based schools are reviewed using the specific rules for that program.

Full policy can be found in Austin ISD Board Policy FDB

__________

Resumen de las normas actuales de traslado

Todos los estudiantes que viven en la zona de asistencia de una escuela tienen un lugar garantizado en esa escuela. Esta escuela con frecuencia se llama su "escuela base" y pueden asistir a ella aunque esté llena.

Las familias pueden pedir que cambien a su niño a otra escuela. Esto podría ser para educación general, programas especiales o escuelas que requieran una solicitud de admisión. Se deben respetar las fechas para solicitudes de traslado.

Las solicitudes de traslados para educación general se analizan con base en cuánto espacio hay disponible en la nueva escuela y cuáles son las reglas de priorización.

Los traslados a programas especiales o escuelas con solicitud de admisión se determinan usando las reglas específicas de ese programa.

Las normas completas se pueden encontrar en la Norma FDB de la mesa directiva del Austin ISD

# data[].attributes.body
I believe one of our key objectives should be strengthening and maintaining school and programs that have empirically proven to increase enrollment and generate community enthusiasm, as recovering enrollment is essential to the long-term health of the school district.

# data[].attributes.body
How can we ensure that we retain highly qualified teaching and support staff during this transition plan? How will staffing decisions be made as schools are closed/consolidated?

# data[].attributes.body
Are we being careful about budgeting and planning with DOE funding likely being cut? I hope so!

# data[].attributes.body
Just want to thank all of you for your hard work on this, but I also really truly hope that we’re being careful about planning with long term issues in mind and not just panic planning due to the budget cuts.

# data[].attributes.body
Every Austin ISD student is going to be impacted in some way by the consolidation and closures. There needs to be clear communication from Austin ISD. Honesty and a relational approach will go a long way.

# data[].attributes.body
Need to fundamentally change how we welcome families at our schools. The tone, energy and vibe are completely different from one school to the next. Ex: Car line at some schools, folks are rushing you others, you have a principal welcoming families saying they're happy to see kids/families.

# data[].attributes.body
This is not easy. Thank you for providing this space to discuss the transition.

# data[].attributes.body
I worry about large class sizes and super big schools. Don't want to see teacher to student ratios go up too much.

# data[].attributes.body
Principals hold the power at their school campus and that dictates the school culture. How is Austin ISD going to ensure that Principals are supporting their teachers, students, parents and community?

# data[].attributes.body
As we think of welcoming campuses and what makes us transfer, I'd like to bring up school uniforms. Either make all middle school students wear uniforms and remove them from all campuses. It seems there are only certain schools requiring uniforms and that gives a message.

# data[].attributes.body
How is the district using the Equity Assessment?

Where in the rubric?

What learning (un-learning) is taking place to ensure a this report is not a waste of time?

# data[].attributes.body
Esta unificación de escuelas ayudará a reducir el déficit que tiene el Distrito de Austin aprovechando la capacidad de las Escuelas.

# data[].attributes.body
Yo en lo personal e conocido  exelentes maestros y les doy las  gracias. Pero aveces los niños no camptan rrapido y cuando pasan los años van nececitando mas ayuda. Por eso comente lo de tutoria mas perzonal para los que lo nececiten gracias

# data[].attributes.body
Cuáles son las características de esas escuelas que tienen mas de 100% de demanda?

# data[].attributes.headline
Decisiones entre escuelas en base de los programas

# data[].attributes.subject
Decisiones entre escuelas en base de los programas

# data[].attributes.body
A mi hija le tocaba Bowie por la dirección donde vivimos, pero preferimos Crockett por el Programa de Lenguaje Dual. Ya se graduó y obtuvo su sello de Biliteracidad.

# data[].attributes.body
Solo me gustaria que toquen el tema de las faltas con los padres  que no saven mucho de las reglas,  para que los niños no falten a la escuela, tenerles en cuenta a los padres que tienen que seguir las normas de acistecia para no tener problemas

# data[].attributes.headline
Staff & Campus Support through Transition

# data[].attributes.subject
Staff & Campus Support through Transition

# data[].attributes.body
Please ensure that the leaders, staff, and campuses have the support and resources they need to ease this transition.

# data[].attributes.headline
City of Austin combining with the district

# data[].attributes.subject
City of Austin combining with the district

# data[].attributes.body
I'm not sure where this goes. I have a 1st grade student but I was rezoned when I was in HS and I was forced to change schools because I was a freshman. Our children's social support systems are, in my opinion, more important than what they are learning in HS. I think current HS students should be able to finish at their current school if that is what they and their parents want.

# data[].attributes.headline
Is the goal to close at least one elementary school in each City Council district?  It seems like that might be more fair.

# data[].attributes.subject
Is the goal to close at least one elementary school in each City Council district?  It seems like that might be more fair.

# data[].attributes.body
Ensure that all elementary school students have access to comprehensive afterschool programs, such as Third Base. Include academic enrichment opportunities as well as music, art, and physical education. Additionally, providing robust mental health support is essential given the current social and emotional climate

# data[].attributes.body
One thing that was brought up, we should be looking at which neighborhood school students are coming from when they apply to special programs such as Lasa, then seeing if we can add special programs or classes into those neighborhoods schools to help keeps kids at the neighborhood school.

# data[].attributes.body
Going along with that is there a way to look at general ed transfers where the student ended up needing special education services. We have a lot of students at my school who are on general education transfers but are in special education.

# data[].attributes.body
I know the Third Base Program is trying to offer care at campuses in an equitable way, but will families lose affordable after school care with consolidation?

# data[].attributes.body
If students have previously been accepted into a transfer school how likely is it that they will be able to continue at that school through the rest of their time there (i.e. through all Elementary school) Of course assuming the school they have transferred to is still slated to remain open

# data[].attributes.body
My Sped transfer question is for a student in district but we may need to move out of our current district and want to keep our student where he is - not sure is this makes a difference

# data[].attributes.body
Do all schools have Scores/SBS programs? I believe that they do not... Building these programs at each campus could help minimize disruptions as well as ease work overload on campuses that DO have SBS/Scores programs.

# data[].attributes.body
How clear are we about how transfers are approved and what is the role of the principal in this decision?

# data[].attributes.body
Is it possible for an elementary school to be shut down and have a student move to another campus which will be immediately put into a TEA turn around plan which could end up with that school being shut down or turned into a charter? My understanding is that we will have 17 additional schools that will probably be under turn around plans like Dobie, Webb, and Burnet in 2026.

# data[].attributes.body
I understand that the discussions that we are having are related to changes that would go into effect in 2026, but is there a possibility that modifications to the enrollment/transfer process could be implemented sooner?

# data[].attributes.body
will children of staff continue to be priority?

# data[].attributes.body
How will balancing high school enrollment impact UIL alignment? In recent years our district has been split and this leads to students traveling far for competitions.

# data[].attributes.body
Considering the district is not considering portables when looking at capacity, is the plan to build any new facilities to be able to take portables offline and make space for increased enrollment at consolidated schools?

# data[].attributes.body
Can the past bond money be used for adding onto schools?

# data[].attributes.body
I'm hopeful that this process will really address inequities in enrollment (East Side residents travelling west). I want to see AISD stand firm. That's the only way we can have equitable enrollment and help struggling schools. I'd love to see true diversity on campuses.

# data[].attributes.body
Se deberia conocer mas a esas escuelas que tiene tantos estudiantes hacer ensuestas conocer los programas que se ofrecen

# data[].attributes.headline
One of the additional criteria should be equity-- not of impact, but increasing equity in terms of the outcomes for kids and the quality of education all kids have access to

# data[].attributes.subject
One of the additional criteria should be equity-- not of impact, but increasing equity in terms of the outcomes for kids and the quality of education all kids have access to

# data[].attributes.body
Need to also look at which schools parents don't want to attend and why.

# data[].attributes.body
Analizar porque las escuelas como Bowie son tan solicitadas y ver cómo se puede replicar ese éxito. Creo que Bowie tiene varias ventajas como una distribución socioeconómica que permite que suficientes familias contribuyan más fondos de lo que puede dar el distrito a la escuela. Los programas académicos son muy populares y los estudiantes y las familias sienten que su educación les va servir en esta economía. También, ese campo es muy bonito y acogedor. Los chicos y sus familias se sienten orgullosos de ir a esa escuela. Cómo puede replicarse estas condiciones en otras escuelas—por experiencia tiene que ver mucho con la cultura de la administración y el apoyo que recibe de las familias.

# data[].attributes.headline
Comentario de madre de familia de Austin ISD

# data[].attributes.subject
Comentario de madre de familia de Austin ISD

# data[].attributes.body
Mi estudiante esta por transferencia, y si en la esquina de mi apartamento tengo la escuela IDEA! Pero mi estudiante quiere ir a la escuela a donde fueron sus hermanos!

# data[].attributes.headline
Replicar exitos - Bowie es una escuela maravillosa

# data[].attributes.subject
Replicar exitos - Bowie es una escuela maravillosa

# data[].attributes.body
Analizar porque las escuelas como Bowie son tan solicitadas y ver como se puede replicar ese exito. Creo que Bowie tiene varias ventajas como una distribucion socioeconomica que permite que suficientes familias contribuyan mas fondos de lo que puede dar el distrito a la escuela. Los programas academicos a las escuela. Los programas academicos son muy populares y los estudiantes y las familias sientesn qu su educacion les va servir en esta economia. Tambien ese campi es muy bonito y acodedor. Los chicos y sus familias se sienten orgullosos de is a esa escuela- por experiencia tiene que ver mucho con la cultura de la administracion y el apoyo que recibe de las familias.

# data[].attributes.body
Mi estudiante esta por transferencia, y si en la esquina de mi apartamento tengo la escuelaIDEA! Pero mi estudiante quiere is a las escuela a donde fueron sus hermanos.

# data[].attributes.headline
We're confused about how there can be such a large gap in performance among schools in the district. Is it parent involvement? Is it principals/high level admin. Would like to see more info from aisd about this 

# data[].attributes.subject
We're confused about how there can be such a large gap in performance among schools in the district. Is it parent involvement? Is it principals/high level admin. Would like to see more info from aisd about this 

# data[].attributes.body
I'm concerned about the only option for my child's high school being a F-rated campus. Our zoned elementary and middle schools are B/C rated, but our high school is F-rated. I'm worried that their only option, due to transfer limitations, would be to attend a low-enrolled, F-rated campus with very frequent turnover in leadership. Is the rating a consideration in offering transfer options for students?

# data[].attributes.headline
Estaremos al pendiente de los nuevos limites 

# data[].attributes.subject
Estaremos al pendiente de los nuevos limites 

# data[].attributes.body
No he tenido ninguna experiencia con el tema de transferencias, pero si tenemos pensado para proximos años que mi hijo pase a middle school mudarnos a la zona en la que la escuela se encuentra para que tenga su lugar asegurado, aunque no se si para ese entonces los limites sigan siendo los mismos.

Asi que estaremos muy al pendiente

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Hasta el momento estoy satisfecha con la transferencia que le hice a mi estudiante, y si, a mi me separa una called del sitrito de Del Valle del distrito ASID.

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My neighborhood got very upset by this whole consolidation process because a group of parents made flyers, websites, and community meetings talking about how 3 MS were going to be consolidated into Lamar. I wouldn’t expect the Lamar principal to be responsible in rebutting this particular community dialogue. What it is sounding like is that is not the district’s intent. Is that correct? I see these meetings as a way of addressing these kinds of concerns throughout the whole district, but perhaps a more targeted response to those kind of community groups would also be helpful in. For example putting articles in neighborhood newsletters or having small targeted community meetings. Or something a little more grassroots feeling?

# data[].attributes.body
Is it right that you are spending more on those three schools instead of having a further view for the district and this process?

# data[].attributes.body
How can the current bond funds be used if AISD determines a campus that was slated for full modernization needs to close? Projects have been delayed and I assume those campuses are being reviewed before moving forward.

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It should be acknowledged if we didn't have LASA and Ann Richards the HS enrollment usage numbers would be higher since they aren't being included... So don't penalize schools because you have taken students away from their schools. Think the FAA at McCallum also does the same but it is also a neighborhood school so it is part of the analysis. But you don't look at those schools because they are your shining stars that get funds that could be used at our schools throughout and having the academics available for all/more

You hurt accountability at schools by concentrating many of the highest achievers into these two schools and you aren't counting them.

# data[].attributes.body
This mess was caused by wanting to cater to everything, too many ES and maybe MS. We need to say we need x facilities, make sure they are balanced by area for numbers, distance, etc... accept we don't all live next door to the school zoned to and then take the saved money and truly invest it in bettering things for all students. It would free up $ for spec, esl, etc ...

# data[].attributes.body
If we embrace an ideal of AISD fitting into the lives of our families versus the other way around, eventually that leads to encouraging families to find whichever school is best for them. We can solve the operational challenges more easily than the family challenges that may lead to them feeling like they need to leave the district in search of something right for them

# data[].attributes.body
Look at the pattern of transfers and what home schools certain campuses pull from. Looking at the matrix, there are often standouts of where students are coming from/going to. Also consider this in district boundary mapping but perhaps extending those zoning districts to include where the transfers are coming from (if nearby)

# data[].attributes.body
I'm in a strange physical spot: the front of my school is Crockett, the other side street is Bowie, and the other is Austin High. Participant 2: It's about property. The higher property values go to different schools.

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We know that low income only schools fail nationally and locally. Diverse the schools and do so from a point of view of abundance and resources and how the new/open schools for a diverse group of students are great!!!!

# data[].attributes.body
It should be as liberal as possible and up to families to decide how quickly or slowly as they want to stay.

Participant 2: Might other families move to a charter school.

Question: What amount of years would be palatable for grandfathering? If you've been at the school for 2 years? 5 years? Is it based on the age/grade of the students?

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We know that consistent and persistent Fs are Title I schools (that's national), we have to have school success in the metrics for school success and consider diverse socioeconomic schools. We want to diversify schools. We are in one of the wealthiest communities in the state but they aren't being shared. We need to integrate the schools and do this as abundance and not scarcity. It's all about messaging: You're at Bowie and it's going to be GREAT to combine with Crockett.

# data[].attributes.body
Many of our boundaries are based on historical patterns of segregation or chosen segregation. It's not coincidence that we have all of the low income kids together in the same parts of town. If we change this, we are doing a good thing: being equitable and progressive.

# data[].attributes.body
This question was on the survey. What did the community think? What does the research say about right-sized schools?

# data[].attributes.body
Austin is already unaffordable; in part due to past AISD bonds. Stop using bonds that make it too expensive to live in Austin to "save" AISD.

# data[].attributes.body
I think it is incredibly important to poll the WHY those who have transferred or applied to transfer to a school that is not their home school have done so. What drove that decision? Provide the option to give answers anonymously. What are the driving factors for why such and such school is so popular over another. What is about the school they're transferring to and what deterred them from participating in their home school? This feels like supremely important information.

# data[].attributes.body
Many of our application-based programs prioritize underserved students when considering acceptances. What might it look like if we changed our overall transfer policy to prioritize students with higher need (homeless, first generation college grads, emergent bilinguals).

# data[].attributes.body
It is clear you are charging ahead and thinking with both your hearts and minds to handle this incredibly charged and difficult problem. Thank you so much for your commitment and efforts to do this as well as you have. Your explanations and ability to hold the many opinions, ideas and priorities is admirable. Thank you for what you and your colleagues are doing, in the way you are.

# data[].attributes.body
Before moving smaller programs (like a magnet) into a neighborhood school, we need to look at the research and lived experience of Austin ISD students in these situations. The dynamics between more affluent students in magnet programs and high poverty neighborhood schools were often negative (i.e. LBJ and LASA)

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The policy ignores students receiving special education. Once a parent agrees to a "program" (SCORES, SBS,ECSE, LIFE SKILLS) the district unilaterally decides where that student goes to school. Parents don't know they lose that choice. Schools are not disclosing when there is not a teacher for the program and sometimes the program is a bad fit. ARD committees are telling parents they don't have the authority to make placement (at specific schools) decisions. It is not equitable to only have transfers for magnet students or gen education when these students will rarely, if ever, get the open spot. This policy needs to be transparent and posted. Special education is not a place, it is services and you should not automatically be funneled into a program to get services, or be ineligible for transfers when the experience is bad.

# data[].attributes.body
Some schools have more aggression and fights- that kids don't want to be around. Look at the fights and culture and come up with a solution before making kids go to schools where they may be vulnerable.

# data[].attributes.body
The blurb in academics about Special Education says programs/services are available at all campuses. If this were true/accurate, then the district would not need to place kids at schools and take away their choice. If you are a parent of a kid with an IEP, served by a program, you have no choice.

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If the district places a student with an IEP in a different zone/vertical team, it is not equitable to send that student back to MS or HS with no known peers. They should be allowed to continue in the vertical team the district placed them is, should the family want that. It is harder to make friends/connections.

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Is there curriculum/learning fluidity for students who transfer campuses?

# data[].attributes.subject
Is there curriculum/learning fluidity for students who transfer campuses?

# data[].attributes.body
Will students who transfer from one campus to another have an easy transition in learning? The district curriculum is available for all teachers to follow pacing and resources, is there an emphasis by leaders for that curriculum to be followed at all?

# data[].attributes.body
Why has the process of transfer and boundaries not been systemized in the past at AISD?

# data[].attributes.body
we should have 100% school choice. you'll see where people want to be, put the teachers there.

# data[].attributes.body
There are several bills introduced in the 1st Special Session prefile that may continue negative impacts to the district budget, are those bills and future legislation being taken into account when we consider what sustainability across the district will look like? Can this be reframed in terms of sustainability and resilience instead of efficiency?

# data[].attributes.body
Prioritize elementary school cohort to track together

# data[].attributes.body
We have always been in transfer schools, not choosing the school based on our home's location. We chose our schools for socioeconomic diversity and quality of staff and administration. They also happened to be schools with smaller community which provides a strong sense of parent involvement. More families should be encouraged to transfer based on those needs and not just for sake of local community. That breeds isolationism and hive mentality, while diversity cultivates considerations for other ideas and promotes conversations about assumptions and biases.

# data[].attributes.body
How will the district measure the savings from the consolidations? What kind of data will be tracked? Operational? Infrastructure? Personnel? Other? The school closings that happened in 2020 resulted in effectively no net savings and upset several school communities. Did AISD learn anything from those closures other than getting more community input? Why were there no net savings? What will be different this time that will actually result in savings?

# data[].attributes.body
How would the transfer policy impact academics? Academics are different from magnet programs

# data[].attributes.body
What is leading to the lack of density in the schools?

# data[].attributes.body
What happened to students who were at Sims when it closed?

# data[].attributes.body
Incorporate discipline into the long term efficiency evaluation (restorative practices for kids who attended closed schools)