Interrogating the Color-Blind Justifications for State Takeover of School Districts

Joshua Bleiberg

This study interrogates the color blind justifications for state takeover of school districts, by testing whether the avowed reasons for takeover align with districts' actual conditions and whether structural racism predicts takeover. Takeover proponents argue state intervention is necessary in cases of persistently low test scores or weak fiscal condition. However, prior research has found that districts serving large proportions of Black students are disproportionately targeted for state takeover. Using comprehensive national data that includes every state takeover from 1987-88 to 2025-26, this project asks two research questions: (1) To what extent are the avowed justifications of takeover predicted by test scores and fiscal condition? (2) To what extent does structural racism and lack of representation account for state takeover? The analysis employs district-level data on test scores from the Stanford Education Data Archive, fiscal measures from the Common Core of Data, measures of structural racism across five domains (i.e., economics, education, healthcare, housing, policing), and novel data on Black political representation among local and state elected officials (i.e., school boards, state legislators, city councils, local executives). This research contributes critical evidence about whether state takeover perpetuates racism by systematically removing democratic control from Black communities.

About Joshua Bleiberg

Joshua Bleiberg is an Assistant Professor of Education Policy at the University of Pittsburgh School of Education. He uses quantitative methods to examine education policies and governance structures that are purported to promote equity. A primary focus of his work is interrogating accountability policy, including state takeover of schools and Standards-Based Reforms. He also analyzes the connection between education policy and teacher labor markets. Additionally, he explores how intergovernmental relations promote inequitable educational systems. He received the Emerging Scholar Award from the AERA Innovative School Transformation and Reform SIG. His work has been published in the American Education Research Journal, Journal of Policy Analysis and Management, Journal of Political Economy Microeconomics, Education Finance and Policy, AERA Open, Harvard Educational Review, and Educational Policy. His research has been covered in the media by the New York Times, National Public Radio, ABC News, Education Week, and Vox. Joshua received his Ph.D. in Leadership, Policy, and Organization at Vanderbilt University's Peabody College. He was a Post-Doctoral Research Associate in School Reform at the Annenberg Institution at Brown University. He has a Master's Degree in Education Policy and Management from Harvard University in Cambridge, MA, and a Bachelor of Arts in Political Science from Vassar College in Poughkeepsie, NY. Joshua also earned a Childhood education teacher certification in New York.