Home > Uncategorized > This Just In: Statistics Support Segregation, Inequality In Public Schools

This Just In: Statistics Support Segregation, Inequality In Public Schools

I often write about the trends toward resegregation and inequality, so often I sometimes think that I might be overstating the case for each. But today’s NYTimes article Education by the Numbers by Alice Yin offers hard evidence that, if anything, I might be understating what is transpiring in our public schools. The article features charts showing that students of color are filling our schools more rapidly, that they are attending schools that are increasingly segregated by race, and the schools students of color attend get fewer resources. Unsurprisingly, those schools do worse on achievement tests. In an effort to find something positive to report, Ms. Yin offers this silver lining: “…attendance at specialized high schools in New York almost always leads to on-time graduation, and pre-kindergarten programs have proven to be remarkably beneficial for black children.”

Ms. Yin’s “good news” does nothing to offset the otherwise disheartening findings. Only a small percentage of students of color are accepted into “specialized high schools” and with funding for public schools on the decline one can only wonder how long before recently introduced pre-kindergarten programs fall by the wayside. If evidence mattered, schools serving children of color would be integrated to a greater degree, would receive comparable resources to schools serving white children, and “specialized high schools” would open their doors to more of them. Instead, since some children of color do get into these “elite” schools it is viewed as evidence that any child of color could get in if only they applied themselves and showed sufficient grit. And so the vicious cycle of poverty continues.

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