Summary jonathan kozol still separate but still unequal

Many Americans who live far from our major cities and who have no firsthand knowledge of the realities to be found in urban public schools seem to have the rather vague and general impression that the great extremes of racial isolation that were matters of grave national significance some thirty-five or forty years ago have gradually but steadily diminished in more recent years.

Summary jonathan kozol still separate but still unequal

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Many Americans who live far from our major cities and who have no firsthand knowledge of the realities to be found in urban public schools seem to have the rather vague and general impression that the great extremes of racial isolation that were matters of grave national significance some thirty-five or forty years ago have gradually but steadily diminished in more recent years.

The truth, unhappily, is that the trend, for well over a decade now, has been precisely the reverse. Schools that were already deeply segregated twenty-five or thirty years ago are no less segregated now, while thousands of other schools around the country that had been integrated either voluntarily or by the force of law have since been rapidly resegregating.

In Chicago, by the academic year87 percent of public-school enrollment was black or Hispanic; less than 10 percent of children in the schools were white. Louis, 82 percent of the student population were black or Hispanic; in Philadelphia and Cleveland, 79 percent; in Los Angeles, 84 percent, in Detroit, 96 percent; in Baltimore, 89 percent.

In New York City, nearly three quarters of the students were black or Hispanic. Even these statistics, as stark as they are, cannot begin to convey how deeply isolated children in the poorest and most segregated sections of these cities have become. In the typically colossal high schools of the Bronx, for instance, more than 90 percent of students in most cases, more than 95 percent are black or Hispanic.

Still Separate, Still Unequal: America's Educational Apartheid: Summary and Analysis

Kennedy High School in93 percent of the enrollment of more than 4, students were black and Hispanic; only 3. Truman High School, black and Hispanic students represented 96 percent of the enrollment of 2, students; 2 percent were white.

At Adlai Stevenson High School, which enrolls 3, students, blacks and Hispanics made up 97 percent of the student population; a mere eight tenths of one percent were white. A teacher at P. His presence in her class was something of a wonderment to the teacher and to the other pupils.

I asked how many white kids she had taught in the South Bronx in her career. Board of Education, and to find out how many of these schools are bastions of contemporary segregation. It is even more disheartening when schools like these are not in deeply segregated inner-city neighborhoods but in racially mixed areas where the integration of a public school would seem to be most natural, and where, indeed, it takes a conscious effort on the part of parents or school officials in these districts to avoid the integration option that is often right at their front door.

In a Seattle neighborhood that I visited infor instance, where approximately half the families were Caucasian, 95 percent of students at the Thurgood Marshall Elementary School were black, Hispanic, Native American, or of Asian origin.

An African-American teacher at the school told me—not with bitterness but wistfully—of seeing clusters of white parents and their children each morning on the corner of a street close to the school, waiting for a bus that took the children to a predominantly white school.

In San Diego there is a school that bears the name of Rosa Parks in which 86 percent of students are black and Hispanic and only some 2 percent are white. In Los Angeles there is a school that bears the name of Dr.

Summary jonathan kozol still separate but still unequal

King that is 99 percent black and Hispanic, and another in Milwaukee in which black and Hispanic children also make up 99 percent of the enrollment. There is a high school in Cleveland that is named for Dr.

King in which black students make up 97 percent of the student body, and the graduation rate is only 35 percent. In Philadelphia, 98 percent of children at a high school named for Dr.

At a middle school named for Dr. King in Boston, black and Hispanic children make up 98 percent of the enrollment.Jun 04,  · In the text Still Separate, Still Unequal by Jonathan Kozol, the segregation in education is discussed and examples are given to prove that the segregation is regressing all around our country.

In Jonathan Kozol’s Still Separate, Still Unequal: America’s Educational Apartheid he discusses the discrepancies between minority education and white education, such as the low funds, the segregation, and the lack of importance and attention the issue attracts.

In Kozol’s article “Still Separate, Still Unequal-America’s educational apartheid,” Kozol speaks of how the American educational system has been trying to diversify the student body in public schools for decades.

"Summary Jonathan Kozol Still Separate But Still Unequal" Essays and Research Papers Summary Jonathan Kozol Still Separate But Still Unequal Still Separate, Still Unequal “ Still Separate, Still Unequal ”, written by Jonathan Kozol, describes the reality of urban public schools and the isolation and segregation the students there face today.

Still Separate, Still Unequal “Still Separate, Still Unequal”, written by Jonathan Kozol, describes the reality of urban public schools and the isolation and segregation the students there face today.

Still Separate, Still Unequal “Still Separate, Still Unequal”, written by Jonathan Kozol, describes the reality of urban public schools and the isolation and segregation the students there face today.

My Class Blog: Talking Point #2: Kozol’s “Still Separate, Still Unequal”