Every Student Deserves Opportunity.

No decisions about school closures have been made. But closure is a possibility for some schools in the future.

This process is focused on ensuring every student has access to strong academic programs, resources, and opportunities, regardless of which school they attend. 

In some parts of the district, schools are significantly underenrolled, while others are overcrowded. These conditions can impact the quality of student experience in different ways. 

Any future recommendations, of any kind, will only come after meaningful community engagement and will be shaped by what we hear from families, staff, and stakeholders. 

While Round 1 and Round 2 scenarios focused on potential school closings, consolidations, or repurposing, especially in areas where enrollment has declined, at this time, no decisions have been made. These conversations will continue through the fall and spring as outlined on this page. 

That question is valid, and it’s exactly why this process has changed. 

What you’re seeing now is not a continuation of the same approach. It is a direct response to what communities told us needed to be different. 

What has changed: 

• Community conversations happen before any proposals are created 
• Independent, local facilitators lead each cluster’s discussions 
• Each community’s process is tailored—not one-size-fits-all 
• No recommendation goes to the Board without community input first 

This isn’t about asking for trust. It’s about earning it through a different process, one that is visible, accountable, and shaped by you. 

At this stage, no attendance boundary changes or school transition decisions have been finalized. 

What has been determined: 

• New and expanded schools will open beginning in Fall 2027 through 2029 
• A new cluster will be introduced (Sequoyah High School)
• Boundary reviews will be required to support those changes 

What has not been decided: 

• Specific boundary lines 
• Student reassignment plans 
• Program changes 
• Schools to be closed, consolidated, or repurposed  

Those decisions will be shaped through upcoming community conversations. 

Summer 2026 is focused on preparation so that fall engagement is meaningful and productive. 

Work includes: 

• Reviewing feedback from previous engagement rounds 
• Identifying gaps in participation and outreach 
• Designing community-led engagement structures 
• Preparing data and materials for boundary discussions 

No community decisions are being made during this time. 

Beginning in Fall 2026, community conversations will take place in clusters impacted by new and expanded schools opening from August 2027 through 2029, which also includes a new cluster with the opening of Sequoyah High School. 

You can expect: 

• Conversations you help shape—not presentations you sit through 
• Multiple opportunities to participate 
• Independent facilitators from your community 
• Discussions that connect buildings, boundaries, and programs 
• A clear timeline leading to Board consideration in December 2026 

Fall 2026 engagement will focus on clusters impacted by new and expanded schools opening in August 2027 through 2029 (which includes a new cluster with the opening of Sequoyah HS) including: 

• Lakeside 
• Cross Keys 
• Chamblee 
• Tucker 
• Dunwoody 
• Druid Hills 
• The new Sequoyah cluster 

If your cluster is not part of Fall 2026 engagement, it does not mean it will be excluded. 

In Spring 2027, a new phase of conversations will begin, focused on clusters experiencing under-enrollment. It will include Towers, Columbia, McNair, Cedar Grove, Martin Luther King Jr. (MLK), and Miller Grove Clusters. 

This phased approach allows for: 

• More focused, meaningful conversations 
• Better use of community input 
• A process that reflects the unique needs of each cluster 

For clusters impacted by over-enrollment involved in Fall 2026 engagement: 

• Community conversations: Fall 2026 
• Final Board action: December 2026 

Your input is not collected after decisions are made, it is used to shape them. 

Here’s how it works: 

• Community conversations generate ideas and priorities 
• Facilitators document and synthesize feedback 
• The district uses that input to develop recommendations 
• Recommendations are shared publicly before Board consideration 

No recommendation moves to the Board of Education without community engagement. 

No. This work is about aligning resources so that all students have access to opportunity. 

While enrollment patterns do affect how resources are distributed, the goal is not cost-cutting. The goal is ensuring that: 

• Students have access to strong academic programs 
• Schools are appropriately resourced 
• Learning environments support student success 

The Student Assignment Project Committee remains actively engaged and met as recently as last week. Moving forward, the Student Assignment Project will continue to evolve with the active involvement of committee members and ongoing community engagement at its core. 

There are several ways to participate: 

• Attend a community meeting in your cluster 
• Sign up for updates and meeting notifications 
• Submit a question or comment at any time 

Your participation is not just encouraged; it is essential to how this process works.