The Chicago Teachers Union issued a report on segregation in the Chicago public schools:


New Report Unravels the Sordid History of Racial Segregation in Chicago Public Schools

On anniversary of Brown v. Board of Education, “Still Separate, Still Unequal” examines continued acceptance of de facto segregation and injustices in district schools


CHICAGO—On was is the 59th anniversary of the U.S. Supreme Court’s landmark Brown v. Board of Education decision, the Chicago Teachers Union (CTU) today released a report on the history of disruptive actions against communities of color by Chicago Public Schools (CPS), exemplified by school closings that intensify the harmful effects of segregated schools and neighborhoods. The study, titled Still Separate, Still Unequal, acknowledges the deep segregation that exists in Chicago, but states that segregation is exacerbated by flawed education reform policies and assaults on communities that have long borne the brunt of its harmful effects.


The 1954 Brown v. Board of Education decision was one of the most successful victories of the modern Civil Rights Movement. The ruling declared segregation in U.S. public schools unconstitutional, saying it violated the “equal protection under the law” clause of the Fourteenth Amendment of the U.S. Constitution.


Now, nearly six decades later, parents of Chicago’s African-American and special education needs students are also seeking court protection against Mayor Rahm Emanuel’s plan to shutter 53 elementary schools. On Wednesday they filed two federal lawsuits seeking a halt closures because these actions are discriminatory and will cause undue harm to their children.


“The mayor and his CPS administration are barreling through the largest round of school closings ever—actions that will once again disproportionately harm students and communities of color,” said CTU President Karen Lewis. “What they’re proposing will set us back to the time before Brown v. Board of Education. This report shows that we are still living in an era of education apartheid and we must do all we can to resist the destruction of our schools and the harming of our vulnerable population.”


Over the past decade, one out of every four intensely segregated African-American schools—schools with a more than 90 percent African-American student population—has been closed, phased out or turned around. Yet segregation has increased and African-American students are now more segregated by race and class than in 1989. At the same time there are far more schools with virtually no Black teachers and no Black students. Schools with fewer than 10 percent African-American students and teachers now make up 28 percent of CPS schools, up from 10 percent in 2001. In CPS, integration has been abandoned as policy and segregation accepted as the norm, rather than as the deliberate and systematic construction that it is. The report addresses, specifically:


  • ·         Intense segregation in CPS
  • ·         Segregation across CPS and the city of Chicago
  • ·         What segregation means for CPS students of color
  • ·         The reproduction of segregation and inequity
  • ·         Segregated access to experienced teachers
  • ·         The increasing segregation of black teachers
  • ·         The segregated harm of school closings
  • ·         Integration and equity, not choice and competition


“CPS seems committed only to deepening the harms of segregation, rather than moving towards an integrated school system,” said Still Separate, Still Unequal author, Pavlyn Jankov. “Segregation has increased, and the associated policies of disinvestment and destabilization are more acute than ever.”


Still Separate, Still Unequal calls for an end to the segregated harm of failed school closings and turnarounds, and a halt to the rapid expansion of private charter operators and other aberrations of “choice” that increase segregation.