ABSTRACT
A few planners have spoken out on the implications of housing location decisions for de facto segregation of schools. Paul Davidoff, writing in the late 1960s, described how government-supported con struction of segregated housing was widening the gulf between white and black residents (Davidoff et al. 1970). A decade later, Gary Orfield examined the connection between housing policy decisions and the racial isolation of students in the public schools (Orfield 1981, 1983). Nonetheless, the effects of public housing, land use, and transportation policy on school segregation have been largely ignored by city planning practitioners and academics alike. School administrators and city plan ners generally have paid little attention to each other-to the detriment of American cities and suburbs and their inhabitants. Despite the oftenstated commitment to comprehensive planning of professional planners and academics, and the call to social justice and equal access that is articulated in the American Institute of Certified Planners (AICP) Code of Ethics, the planners and the public decision process that they influence fail, often deliberately, to meet these ethical commitments (American Institute of Certified Planners [AICP] 1991; American Planning Associa tion [APA] 1987).
