Much of the educational story of the United States can be summarized by economic status and race. In turn, there is a locational aspect to much of this story. In simplest terms, poverty, race and schooling are very highly correlated with location. Individual economic circumstances combined with the institutional structure of public decision making in the United States lead to a very close link of location, housing, and education. As a result, residential decisions have added implications for households. Moreover, the reliance on the local tax for a large portion of school funding implies that the governmental grant system has an important effect on both locational decisions and educational outcomes. This chapter provides a theoretical and empirical discussion of the interaction of location and schooling.