Savage InequalitiesSavage Inequalities

By: Jonathan KozolBy: Jonathan Kozol

Presentation by: Fred Holt, Blanca Presentation by: Fred Holt, Blanca Fernandez, and Antoinette MillerFernandez, and Antoinette Miller

E6900 Multicultural EducationE6900 Multicultural Education

Jonathan KozolJonathan Kozol

EducatorEducator Civil Rights ActivistsCivil Rights Activists Social ActivistsSocial Activists AuthorAuthor

East St. Louis, Ill.Chicago, Ill.New York City, NY.Camden, NJCincinnati, OH.Washington D.C.

Areas of focus in Savage Areas of focus in Savage InequalitiesInequalities

Chapter 1Chapter 1East St. Louis in 1989 East St. Louis in 1989

98% Black (Kozol p. 7)98% Black (Kozol p. 7) 1/3 of families earn less than $7500 per year 1/3 of families earn less than $7500 per year

(Kozol p. 7)(Kozol p. 7) 75% are on welfare (Kozol p. 7)75% are on welfare (Kozol p. 7)

East St. Louis: Toxic Dumping East St. Louis: Toxic Dumping Ground? Ground?

Contaminated SoilContaminated Soil Toxic industriesToxic industries Hazardous WasteHazardous Waste Sewages in the streets and schoolsSewages in the streets and schools No Waste Management systemNo Waste Management system Lack of viable Health CareLack of viable Health Care

““The development of working sewage The development of working sewage systems made cities livable hundreds of systems made cities livable hundreds of years ago,” she notes. “Sewage systems years ago,” she notes. “Sewage systems separate us from the Third World…” (St separate us from the Third World…” (St Louis Health Official p.10)Louis Health Official p.10)

"You asked a question about Martin Luther King.  All that stuff about "You asked a question about Martin Luther King.  All that stuff about ‘the dream’ means nothing to the kids I know in East St. Louis. So far ‘the dream’ means nothing to the kids I know in East St. Louis. So far as they’re concerned, he died in vain.  He was famous and he lived as they’re concerned, he died in vain.  He was famous and he lived and gave his speeches and he died and now he’s gone.  But we’re and gave his speeches and he died and now he’s gone.  But we’re still here.”  still here.”  - Student, East St. Louis- Student, East St. Louis

““is simply the worst possible place I can imagine to have a child is simply the worst possible place I can imagine to have a child brought up…The community is in desperate circumstances.” -brought up…The community is in desperate circumstances.” -Chairman of the State Board (Kozol p.25)Chairman of the State Board (Kozol p.25)

Poor Environment Promotes Poor Environment Promotes Despair and HopelessnessDespair and Hopelessness

““How do you encourage hope while How do you encourage hope while surrounded by trash burners, surrounded by trash burners, dumpsites, and enormous prisons? dumpsites, and enormous prisons? Why should the children learn when Why should the children learn when their lives are filled with unhappiness, their lives are filled with unhappiness, toxicity and ugliness?”toxicity and ugliness?”- Jonathan Kozol- Jonathan Kozol

Recipe for DisasterRecipe for Disaster

East St. Louis High School, 2004

• Underpaid teachers

• Budget cutbacks

• Layoffs of 280 teachers. 166 cooks, 25 teacher aides, 16 custodians and 18 painters, electrician, engineers and plumbers

• Lack of textbooks, supplies, aids

• Dilapidated infrastructure eats up funding

Despair and DropoutsDespair and Dropouts Such conditions contribute to a high drop out rate, which Such conditions contribute to a high drop out rate, which

Kozol puts at 50% (Kozol p.54). Kozol puts at 50% (Kozol p.54).

10% of school age population dropout before high school, 10% of school age population dropout before high school, which would put the rate around 60%. (Kozol p.54)which would put the rate around 60%. (Kozol p.54)

In some schools, the dropout rate approaches 90% (Kozol In some schools, the dropout rate approaches 90% (Kozol p.58)p.58)

27% percent of high school graduates read at or below an 27% percent of high school graduates read at or below an

eighth grade level (Kozol p.58)eighth grade level (Kozol p.58)

Savage Inequalities TodaySavage Inequalities Today

Chapter 2Chapter 2North Lawndale and South Side ChicagoNorth Lawndale and South Side Chicago

“ “Placing the burden on the individual to break down doors in finding better Placing the burden on the individual to break down doors in finding better education for a child is attractive to conservatives because it reaffirms education for a child is attractive to conservatives because it reaffirms their faith in individual ambition and autonomy. BUT TO ASK AND their faith in individual ambition and autonomy. BUT TO ASK AND INDIVIDUAL TO BREAK DOWN THE DOORS THAT WE HAVE CHAINED AND INDIVIDUAL TO BREAK DOWN THE DOORS THAT WE HAVE CHAINED AND BOLTED IN ADVANCE OF HIS ARRIVAL IS UNFAIR.” (Kozol p.62)BOLTED IN ADVANCE OF HIS ARRIVAL IS UNFAIR.” (Kozol p.62)

•$2,100 for poorest districts $2,100 for poorest districts compared to $10,000 for richest compared to $10,000 for richest districtsdistricts

• Teacher salaries lower in these Teacher salaries lower in these districts compared to richer districts compared to richer districtsdistricts

• Out of date textbooks and Out of date textbooks and curriculum and no funds to curriculum and no funds to replace themreplace them

• Teachers spending their own Teachers spending their own money for classroom necessitiesmoney for classroom necessitiesNew Trier HS

Morgan Park HS

Funding for EducationFunding for Education•Based mainly on property taxesBased mainly on property taxes

•Southside homes in 1990 – average price Southside homes in 1990 – average price $68,000$68,000

•Winnetka, IL homes in 1990 – average price Winnetka, IL homes in 1990 – average price $400,000$400,000

•Fewer students in richer districts but more Fewer students in richer districts but more property tax available per childproperty tax available per child

•More students in poorer districts with much More students in poorer districts with much less in property taxes per childless in property taxes per child

•Average home prices for Southside as of Average home prices for Southside as of Dec 2010 - $400,000Dec 2010 - $400,000

•Average home prices for Winnetka, IL as Average home prices for Winnetka, IL as of Dec 2010 – $1.8 millionof Dec 2010 – $1.8 million

Chicago Urban School v. The Chicago Urban School v. The SuburbsSuburbs

A ComparisonA Comparison Over 13 years - $38,000 spent on inner center children vs. $100,000 on Over 13 years - $38,000 spent on inner center children vs. $100,000 on

children in more affluent areas (Kozol p.73)children in more affluent areas (Kozol p.73)

Du Sable High School Du Sable High School Grad Rate – 25%Grad Rate – 25% Of those only 17% are in college prep classesOf those only 17% are in college prep classes 20% are in General Curriculum20% are in General Curriculum 63% in vocational classes63% in vocational classes

Underpaid teachers – average salary for low income/high risk areas is less Underpaid teachers – average salary for low income/high risk areas is less than $40,000 and that is the high endthan $40,000 and that is the high end

Suburbs salaries average $60,000Suburbs salaries average $60,000

Under trained teachersUnder trained teachers

Poorly equipped librariesPoorly equipped libraries

Mondays and Fridays in May nearly 18,000 children find themselves Mondays and Fridays in May nearly 18,000 children find themselves without a teacher (Kozol p. 53)without a teacher (Kozol p. 53)

On average, 5,700 children in 190 classrooms have no teacher (Kozol p.52)On average, 5,700 children in 190 classrooms have no teacher (Kozol p.52)

A Comparison cont’dA Comparison cont’d

Academic counselor is assigned to Freshmen at New Trier Academic counselor is assigned to Freshmen at New Trier and remain with them until they graduateand remain with them until they graduate

93% of New Trier seniors go on to 4 year colleges93% of New Trier seniors go on to 4 year colleges

New Trier has use of 27 acresNew Trier has use of 27 acres

By the time students from Glencoe and Winnetka reach 6By the time students from Glencoe and Winnetka reach 6thth or 7or 7thth grade their reading level is at or higher than the grade their reading level is at or higher than the seniors in the best Chicago high schools. (Kozol p.65)seniors in the best Chicago high schools. (Kozol p.65)

Savage Inequalities of public Savage Inequalities of public Education in New YorkEducation in New York

Riverdale , in the Northwest section Riverdale , in the Northwest section of the Bronxof the Bronx

Home to many city’s most sophisticated Home to many city’s most sophisticated and well educated families (Kozol, 84)and well educated families (Kozol, 84)

The other section to the south and east is poor,The other section to the south and east is poor,you will not see many white childrenyou will not see many white children

“The contrast between public schools in each of these 2 neighborhoods is obvious to any visitor” (Kozol, 84).

““The elementary school in Riverdale The elementary school in Riverdale has windows that are decorated with has windows that are decorated with attractive brightly colored curtains attractive brightly colored curtains that look out on flowering trees.” that look out on flowering trees.”

(Kozol p. )(Kozol p. )

This can not compare to Public School This can not compare to Public School 79 (PS 79) where the classroom is 79 (PS 79) where the classroom is overly crowded and there are no overly crowded and there are no

windows.windows.

Riverdale has 825 children in Riverdale has 825 children in Kindergarten- 6Kindergarten- 6thth grade, this is only ½ grade, this is only ½

of what you can find in PS 79of what you can find in PS 79

Most children at Most children at Riverdale are Riverdale are white or Asian, if white or Asian, if they are hispanic they are hispanic or black they are or black they are usually placed in usually placed in a “special” class. a “special” class.

In PS 79 children are In PS 79 children are usually all blackusually all black

Israel, small Puerto Rico boy Israel, small Puerto Rico boy said “People on the outside said “People on the outside may think that we don’t know may think that we don’t know what it is like for other what it is like for other students, but we do visit other students, but we do visit other school and we have eyes and school and we have eyes and we have brains. You cannot we have brains. You cannot hide the differences. You see it hide the differences. You see it and compare…” (Kozol, 104)and compare…” (Kozol, 104)

Children of the City Invincible: Children of the City Invincible: Camden, New JerseyCamden, New Jersey

• Is the 4Is the 4thth poorest city of more than poorest city of more than 50,000 people in America.50,000 people in America.

•The City has 200 liquor stores and The City has 200 liquor stores and bars.bars.

•Of the city’s 2,000 public housing units, Of the city’s 2,000 public housing units, 500 are boarded up.500 are boarded up.

The drive from Cherry Hill to Camden is The drive from Cherry Hill to Camden is approximately 5 minutes. It is like a journey approximately 5 minutes. It is like a journey

between different worldsbetween different worlds..

•Half the children in the classroom have no Half the children in the classroom have no textbooks due to the lack of funds.textbooks due to the lack of funds.

• They have to use old books that are sub-They have to use old books that are sub-grade appropriate. grade appropriate.

““So I have to ask …well are they three years So I have to ask …well are they three years smarter? Am I stupid?” (Kozol, 152) smarter? Am I stupid?” (Kozol, 152) (comparing himself to a friend from Cherry (comparing himself to a friend from Cherry Hill who is his age)Hill who is his age)

What is impressing is that “Kids get up at all What is impressing is that “Kids get up at all and come to school. They are old enough to and come to school. They are old enough to know what they are coming into.” (Kozol, know what they are coming into.” (Kozol, 141)141)

600 Children enter 9600 Children enter 9thth grade by 11 grade by 11thth grade grade there are only 300.there are only 300.

““It rains on my city… but I see It rains on my city… but I see rainbows in the puddles.” rainbows in the puddles.” (Kozol, 148)(Kozol, 148)

Chapter 5Chapter 5The Equality of InnocenceThe Equality of Innocence

Washington, D.C.Washington, D.C.

When looking at studies of When looking at studies of school finance, questions to school finance, questions to

consider are:consider are:

How can we achieve more equity in How can we achieve more equity in education in America?education in America?

How can we acheive both equity and How can we acheive both equity and excellence in education? (Kozol p.excellence in education? (Kozol p.175)175)

Fiscal Inequalities Fiscal Inequalities Between School DistrictsBetween School Districts

““In Maryland, for instance, one of several states in which the courts have In Maryland, for instance, one of several states in which the courts have looked at fiscal inequalities between school districts, an equity suit filed in looked at fiscal inequalities between school districts, an equity suit filed in 1978, although unsuccessful, led the state to reexamine the school funding 1978, although unsuccessful, led the state to reexamine the school funding

system. When a task force set up by the governor offered its suggestions five system. When a task force set up by the governor offered its suggestions five years later, it argued that 100 percent equality was too expensive. The goal, years later, it argued that 100 percent equality was too expensive. The goal, it said, was 75 percent equality-meaning that the poorest districts should be it said, was 75 percent equality-meaning that the poorest districts should be

granted no less than three quarters of the funds at the disposal of the granted no less than three quarters of the funds at the disposal of the average district.” (Kozol p.176)average district.” (Kozol p.176)

Washington, D.C.Washington, D.C.Two Different WorldsTwo Different Worlds

““One is the Washington One is the Washington of cherry blossoms, of cherry blossoms, the sparkling white the sparkling white monuments, the monuments, the magisterial buildings magisterial buildings of government…, of of government…, of politics and power” politics and power” (Kozol p. 181)(Kozol p. 181)

Affluent neighborhoodsAffluent neighborhoods Schools that receive more Schools that receive more

money and resources.money and resources.

““Just a mile away, the Just a mile away, the other world is known other world is known as Anacostia.” (Kozol as Anacostia.” (Kozol p. 181)p. 181)

Schools with very little Schools with very little resouces and money.resouces and money.

Schools with holes in the walls Schools with holes in the walls and ceilings.and ceilings.

School flooding and rats in the School flooding and rats in the cafeteria.cafeteria.

DUAL SYSTEMSDUAL SYSTEMS“ But one dual system (city versus suburbs) almost “ But one dual system (city versus suburbs) almost

inevitably creates a second dual system (city-poor versus inevitably creates a second dual system (city-poor versus city-less-than-poor). So it is that inequality, once it is city-less-than-poor). So it is that inequality, once it is

accepted, grows contagious.” (Kozol p.186)accepted, grows contagious.” (Kozol p.186)

The placement of a black person as a The placement of a black person as a city official or public school administrator city official or public school administrator

serves three functions:serves three functions:

SymbolismSymbolismEnforcementEnforcementScapegoatsScapegoats

The Importance of Nonwhite The Importance of Nonwhite Personnel as AdministratorsPersonnel as Administrators

Chapter 6Chapter 6The Dream Deferred, The Dream Deferred, Again, in San AntonioAgain, in San Antonio

“…“…a society in which a family’s wealth has no relation a society in which a family’s wealth has no relation to the probability of future educational attainment to the probability of future educational attainment and wealth and station it affords. By this standard, and wealth and station it affords. By this standard,

education offered to poor children should be at least education offered to poor children should be at least as good as that which is provided to the children of as good as that which is provided to the children of

the upper-middle class.” (Kozol p. 2077)the upper-middle class.” (Kozol p. 2077)

The Foundation ProgramThe Foundation Program

There is a basic formula that is in place for There is a basic formula that is in place for education finance:education finance:

(1)(1) A local tax is raised from the value of homes and A local tax is raised from the value of homes and businesses.businesses.

(2)(2) In affluent areas, this is usually enough to In affluent areas, this is usually enough to operate a school. In less affluent districts, they operate a school. In less affluent districts, they levy a tax which assures that the tax burden on levy a tax which assures that the tax burden on all citizens is equally apportioned..all citizens is equally apportioned..

(3)(3) The state will provided funds to lift the poorer The state will provided funds to lift the poorer districts to a level equal to the richest district.districts to a level equal to the richest district.

Edgewood School DistrictEdgewood School District

Located in San Antonio, TexasLocated in San Antonio, Texas 96% of students are nonwhite.96% of students are nonwhite. Edgewood’s residents pay one the highest tax Edgewood’s residents pay one the highest tax

rates in the area.rates in the area. Edgewood spent $231 for each student whereas, Edgewood spent $231 for each student whereas,

Alamo Heights, the richest section of the city, was Alamo Heights, the richest section of the city, was able to spend $543 on each student.able to spend $543 on each student.

A Class-Action SuitA Class-Action SuitResident Demetrio Rodriguez and other parents Resident Demetrio Rodriguez and other parents filed a class-action suit on behalf of their children.filed a class-action suit on behalf of their children.

“ “ A sample of 110 Texas districts at the time A sample of 110 Texas districts at the time showed that ten wealthiest districts spent an showed that ten wealthiest districts spent an

average of three times as much per pupil as the average of three times as much per pupil as the four poorest districts…” (Kozol p. 214)four poorest districts…” (Kozol p. 214)

The federal district court in San Antonio ruled that The federal district court in San Antonio ruled that Texas was in violation of the equal protection Texas was in violation of the equal protection

clause of the U.S. Constitution. This was appealed clause of the U.S. Constitution. This was appealed and reversed.and reversed.

Twenty-three years later…Twenty-three years later…

Per pupil spending Per pupil spending ranges from ranges from $2,000-$19,000.$2,000-$19,000.

Children still attend Children still attend separate and separate and unequal schools.unequal schools.

Alamo heights is a Alamo heights is a part of San Antonio part of San Antonio but operates as a but operates as a separate system.separate system.

Texas’s school Texas’s school funding system funding system was found to be was found to be unconstitutional unconstitutional under state law.under state law.

““All of our children ought to be allowed a stake in the All of our children ought to be allowed a stake in the enormous richness of America. Whether they were to poor enormous richness of America. Whether they were to poor

white Appalachians or to wealthy Texans, to poor black white Appalachians or to wealthy Texans, to poor black people in the Bronx or to rich people in Manhasset or people in the Bronx or to rich people in Manhasset or

Winnetka, they are all quite wonderful and innocent when Winnetka, they are all quite wonderful and innocent when they are small. We soil them needlessly (Kozol p. 233)they are small. We soil them needlessly (Kozol p. 233)