While political philosophers have paid a great deal of attention to providing a theory of secession for cases of nations breaking away from nation-states, little has been said about perhaps the most common type of secession--school district secession. I argue that while there is no principled prohibition against school district secession, there are presumptions against the practice. After discussing why justice requires that all children are provided with an education that is autonomy-facilitating and also meets the standards of equality of opportunity, I show that many arguments offered for school district secession do not meet the criteria for justice. Finally, I investigate one policy alternative that concerned parents (at least those with more principled reasons for school district secession) may consider to mitigate their need to secede in cases where they seek more direct participation in the political decisions of their school districts. (Contains 2 notes.)