<p>This dissertation examines the interplay between school district assignment and reassignment policies and the elementary public school parents select for their children. The sample in all chapters includes the third and fourth grade students in a subset of growing North Carolina school districts from 2003/04 to 2010/11. The data are derived from historical, longitudinal secondary data sources containing student, school, and district records. All chapters employ quantitative longitudinal data analysis methods. Chapter 1 identifies the groups of students who do not comply with their school assignments. Chapter 2 identifies the groups of students who are reassigned to different schools, and to schools of varying quality, when school districts enact reassignment plans. Chapter 3 identifies the groups of students who do not comply with school reassignments. Together, the chapters demonstrate the interplay between residential decisions, school choices, and the resulting educational opportunities of observably different students. Consistent with existing bodies of literature, the findings demonstrate unexplored processes through which advantaged families maintain the most desirable educational opportunities for their children. Policy implications of these findings are also discussed.</p> / Dissertation