Abstract
Summary This paper examines the supposition that opportunities with respect to a public good such as education are unequally distributed within large Australian cities like Sydney. As a necessary prerequisite, spatial variations in levels of educational achievement and rates of participation are mapped. Then the discussion, supported with some statistical correlates, focuses on the two main environmental components of educational achievement and motivation: place of residence, and the school. It is concluded that, in the context of increasing residential segregation within Sydney, the N.S.W. Department of Education's approach to the ‘zoning’ of secondary school catchment areas is probably counterproductive.
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