Utilizing cutting-edge geospatial and redistricting technologies, I investigate the impacts of redistricting at the school district and attendance zone level. First analyzing the existing boundaries then generating alternative districting plans, I explore if current boundaries are giving a specific racial group an educational advantage over another. This “educational gerrymandering” has normative implications as well as empirical realities for student achievement disparities within a state. I focus on educational boundaries within Minnesota, specifically, 79 school districts and 331 attendance zones. Comparing these geographic realities to alternative computer-generated boundaries, I find that, due to histories of red-lining and segregative politics, the existing attendance zones are less racially representative of the underlying population than those computer-generated. A statewide analysis of these educational boundaries allows for data-rich analyses of racial disparities within Minnesota’s education system, including outlier analysis for Congressional Districts with disparate school district and attendance zone demographics. Even in attendance zones which are majority-minority, or majority-white, there are still opportunities for comparative balance across relevant covariates.