The Implementation of the School Zoning Policy on Equitable Access to Education in Urban Areas
Keywords:
Educational equity, Policy implementation, School zoning, Spatial justice, Urban educationAbstract
Purpose – This study examined how the school zoning policy shaped equitable access to urban public education, with attention to geographical proximity, school capacity, administrative procedures, educational quality, stakeholder responses, and perceived fairness.
Methodology – An interpretive qualitative approach and embedded single-case study design were used. Data were generated from 27 informants in three public junior high schools in Surabaya between February and July 2026 through semi-structured interviews, non-participant observations, and document analysis. Reflexive thematic analysis was supported by triangulation, member reflection, peer debriefing, and an audit trail.
Findings – Five themes emerged: proximity provided practical but incomplete access; school capacity did not match demand; digital admission increased transparency but created administrative barriers; family strategies reflected unequal resources and trust; and student diversity increased faster than institutional readiness.
Implications – Local governments should combine zoning with demographic mapping, capacity planning, teacher redistribution, infrastructure improvement, digital assistance, and support for heterogeneous classrooms.
Originality – The study connects policy implementation with distributive and spatial justice by defining equitable access through geographical, administrative, institutional, and educational dimensions.
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