Understanding the dynamics associated with race-based educational policy is not easy — every case has its own characteristics and nuances. Despite these differences, there are some underlying dynamics associated with the educational decision-making that can be generalized from one case to another. The case of Davis City is instructive, therefore, not because of its uniqueness but because of the universal elements which it embodies. In particular, it explores the way that individual and group concerns about race and equality can influence school district decision-making. The description of this case, which details the sentiments and actions of various school district stake-holders, attempts to portray the political and symbolic nature of decisions made in the educational arena.