More than a half-century after the U.S. Supreme Court ordered schools desegregated, districts are still grappling with how best to create the kind of demographically diverse public schools that many experts believe improve outcomes for disadvantaged students. This article reports on the recent decision by a North Carolina district to move from a nationally recognized student-assignment policy that promoted socioeconomic diversity to one centered around community-based schools which has alarmed advocates of greater integration in the schools. School district leaders elsewhere, including in San Francisco and Louisville, Kentucky, continue to work on crafting student-assignment plans that allow them to make demographic diversity a priority. In Wake County, North Carolina, the school board of the 140,000-student school system, which includes Raleigh, voted 5-4 last month to stop busing students for diversity purposes. The district's move has fueled passionate arguments within the state and beyond. The head of the state's chapter of the National Association for the Advancement of Colored People vowed to take legal action if necessary to keep socioeconomic diversity a part of the assignment plan.