Seventeen high school students in Georgia marked the 70th anniversary of the Brown decision by writing an article calling on the state’s political leaders to fully fund public schools, instead of funding vouchers. They are members of the Georgia Youth Justice Coalition.
They wrote in the Atlanta Journal-Constitution:
As young Georgians, we share the belief that all children should have the freedom to pursue their dreams and that our futures depend on receiving a great education. To get there, we must equip every public school with the resources to deliver a quality education for every child, no matter their color, their ZIP code or how much money their parents make.
Unfortunately, we find ourselves in yet another moment of massive resistance to public education with increasingly aggressive efforts on behalf of the state of Georgia to privatize our public schools and return us to a two-tiered system marked by racial segregation. As public school students in high schools across Georgia, we believe that the 70th anniversary of Brown v. Board of Education is not just a cause for celebration but an invitation to recommit ourselves to the promise of a public education system that affirms an essential truth: Schools separated by race will never be equal.
Even as our country celebrates the anniversary of Brown this month, we know that our state actively worked to obstruct desegregation, which did not meaningfully take place for another 15 years. Seven years after the Supreme Court’s ruling that separating children in public schools on the basis of race was unconstitutional, the Georgia General Assembly revoked its school segregation law in 1961. Another 10 years later, a court-ordered desegregation plan finally took effect — in 1971.
In 2024, educators across Georgia, from Albany to Atlanta, from Valdosta to Vinings, from Dalton to Dublin, and everywhere in between, are working hard to provide students like us with a quality education, empowering us to build a brighter future in Georgia for all. Yet politicians in the Georgia Capitol seem dedicated to resegregating and privatizing our public schools by taking tax dollars meant to support all of the students in our communities and giving it to unaccountable voucher programs that favor the wealthiest few.
The long and shameful history of vouchers is something that politicians who forced them to become law this year don’t want us to know. In many cities, public education funding was funneled to private “segregation academies” where white children received better resources than children of color. Instead of making our public schools stronger and moving us all forward together, these politicians are defunding our public schools by more than $100 million and working to drag us backward to the days when Georgia was still resisting court-ordered desegregation.
We want our leaders to get serious about what works: fully funding our public schools so that we can improve our neighborhood schools. That’s where 1.7 million public school students in Georgia learn and grow, and where we all can have a say. Research all across the country shows that voucher programs will not improve student outcomes in Georgia, but we know what will best serve students.
Young Georgians like us need investments in our public schools so we have the opportunity to learn and thrive. Gov. Brian P. Kemp has $16 billion of unspent public funds — enough to cover the costs of funding our schools and investing in our communities. Georgia has one of the highest overall rates of child poverty in the nation. Yet our state is one of only six states that provides schools with no specific funding to support children living in poverty. By refusing to give our schools what they need, we are setting our schools and our students up for failure.
Politicians brag about Georgia’s teachers being among the highest paid in the South even though they know they have created a crisis around public education that puts our teachers, our parents and students like us in an impossible position. Right now, nearly every school district in Georgia operates with a waiver to avoid adhering to classroom size restrictions because they cannot afford to hire enough teachers. And though the American School Counseling Association recommends a counselor-to-student ratio of 1:250, Georgia mandates a counselor-to-student ratio of 1:450 students. Many schools cannot even meet that ratio because of a lack of funding. All of that is by design because politicians have refused to update Georgia’s school funding formula for nearly 40 years.
This year, as we celebrate 70 years since Brown v. Board of Education, we invite every Georgian to join us in our call for fully funded neighborhood public schools so that every Georgia student has an inviting classroom, a well-rounded curriculum, small class sizes and the freedom to learn.
The writers are members of the Georgia Youth Justice Coalition. Nia G. Batra is a sophomore at Decatur High School. Hunter Buchheit is a senior at Walton High School. Ava Bussey is a senior at Marietta High School. Keara Field is a senior at McDonough High School. Saif Hasan is a junior at Lambert High School. Jessica Huang is a senior at Peachtree Ridge High School. Shivi Mehta is a junior at the Alliance Academy for Innovation. Bryan Nguyen is a senior at the Gwinnett School of Mathematics, Science, and Technology. Rhea Sethi is a senior at North Gwinnett High School. Maariya Sheikh is a senior at Campbell High School. Harrison Tran is a junior at Jenkins High School. Sharmada Venkataramani is a sophomore at South Forsyth High School. Thomas Botero Mendieta is a junior at Archer High School. Kennedy Young is a senior at Campbell High School.

This is the most wonderful thing I have read in many years! Bless these young people!!!! xoxoxoxoxox
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yes, indeed, Bob.
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WOW…Excellent! These students KNOW.
Thank you, for this post, Diane.
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Yes! These beautiful young people give me hope for the future.
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This made my day. The parents of these students need to be very proud. Students standing up for students in a very positive way. What a concept!!!
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What a great idea…public schools…and fully funded! Wow! I did not appreciate at the time, as I grew up in the ’50’s in Michigan and Ohio, that I got to go to school and have art, music, sports, on top of English, math, history, science. Fully funded. My parents, growing up in Kentucky and Southern Ohio didn’t get to go to high school at all.
Then I got to go to The Ohio State University for tuition I could earn by parking cars or working week ends or nights. Further, as a public-school teacher, my tuition was free for grad school.
What luck! Little did we know that “conservative” (read, “reactionary”) politicians–Republicans and Democrats–would gradually take it away. Thus, my daughter, graduating from Ohio State in the 2000’s, would owe–even though she also worked–thousands of dollars in student loans.
America the beautiful–how I miss you!
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Yup. I funded four years of college (1971-1975) with a New York State Regents scholarship, a small National Merit scholarship, and a $1.75/hour job during intercessions and summers. In addition to less than a penny of debt, the pride of not burdening my parents has been a lifelong psychological benefit.
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Awesome! I did the same. Scholarships and minimum-wage jobs and a little bit of work study.
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I attended a typical state university from 1973-1978. I was acutely aware that my $200 a semester tuition was not as much of a contribution toward my education as taxpayer dollars were. After 34 years of teaching, I think their investment paid off.
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It certainly did! You far, far more than gave it back!
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Jack,
Well said. My public schools in Houston offered a full academic curriculum, including French, Spanish, and Latin, the arts, recess, athletics, and lots of extracurricular. No charters or vouchers draining away funding.
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Incalculably uplifting. I admire the writers’ balance of righteous umbrage and even-tonedness, and I love their demographic variation. Many thanks, Diane, with props to the ATL for publishing this op-ed.
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yes yes yes
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Just as Schools separated by race will never be equal, students separated by test scores will never be equal. Calling on the state to “fully fund” (change their tax and transfer policy) doesn’t end the inequality of a system based on inequality. Minds wasted on testing aren’t “fixed” by blaming tax and transfer policies. Separating students on the basis of test scores eclipses racial segregation. Celebrating the symbolic gestures of “desegregation” all but ignores reality. Symbolic gestures of the state jesters didn’t end inequality…
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“Just as Schools separated by race will never be equal, students separated by test scores will never be equal.”
Exactly!
The concluding thoughts of Ch. 7 “Ethics in Education Practices” of the book “Infidelity to Truth-Education Malpractice in American Public Education”
The “Standards of Educational and Psychological Testing” states at the very beginning of Chapter 1-Validity that “validity refers to the degree to which evidence and theory support the interpretations of test scores for the stated proposed uses of tests. Validity is, therefore, the most fundamental consideration in developing tests and evaluating tests”6 (my emphasis) and I would include the standards upon which those tests are supposedly based in that development. Noel Wilson has addressed those validity concerns in his review of the prior version of the “Standards. . .” in “A Little Less than Valid: An Essay Review”7 stating “To the extent that these categorisations are accurate or valid at an individual level, these decisions may be both ethically acceptable to the decision makers, and rationally and emotionally acceptable to the test takersand their advocates. They accept the judgments of their society regarding their mental or emotional capabilities. But to the extent that such categorisations are invalid, they must be deemed unacceptable [and unethical] to all concerned.The brilliance of Wilson’s proofs of the invalidities of educational standards and standardized testing is in his flipping the concept of validity as proposed in the “Standards. . .” into one of invalidity as far as the test taker is concerned.
Taking into account Wilson’s proofs of the invalidities of educational standards and standardized testing we can only conclude that any results are therefore invalid, false, error prone and lacking a fidelity to truth as all the psychometric error factors are kept hidden from all but a select few involved in the promotion and dissemination of those malpractices. As such those malpractices can only be considered unethical and unjust. When have the proponents made explicitly clear those validity (and reliability) concerns? Hardly ever, especially not to the person taking the tests. They can’t! Wilson has proven the fundamental concepts to be epistemologically andontologically bankrupt. All the errors in classification, in labelling, in construction, in slides of frame of reference, etc., which Wilson has identified are never addressed. By not explicitly acknowledging all the errors in the process, proponents of the standards and testing regime are not being honest and therefore lack the fidelity to truth thatshould be the guiding principle for all educators. Their actions must be considered unethical.
Not only that but since these practices cause untold harmthrough false conclusions that result in students being denied certain educational goals and aspirations the process must be deemed unethical as a violation of the ethical principle of “the educator shall make reasonable effort to protect the student from conditions harmful to learning”. False and error filled test results can only insure to produce those harmful conditions and, therefore, rightly should be rejected on ethical grounds. The results of the tests discriminate against some students not only through mis-categorization but also in falsely labeling (grading) some students as beginning, not proficient, average or whatever other terminology is used to describe thevarious categories of results.
Should the state be discriminating against individualstudents through invalid, harmful, unethical and unjustmalpractices that are educational standards and standardized testing? Considering that the fundamental purpose of public education in America can be summarized as “. . . to promote the welfare of the individual so that each person may savor the right to life,liberty, the pursuit of happiness, and the fruits of their ownindustry” there is only one answer:
NO!
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It is going to take organized parent, teacher and community activists to stop the plundering of public funds and the ultimate defunding of the common good. Conservative foundations funded by dark money are leading the war on public schools in southern states and in other parts of the country as well.
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How RED is Georgia?
If Georgia is as RED as Florida, that state is no longer a functioning democracy and no matter what the majority of that state’s citizens think, if the governor and legislature is like Florida’s, forget it.
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a lot of Georgia is blue—two democratic senators. But what mean is what has changed since I’ve lived in Georgia. My wife and I moved from Decatur, which was and still is a blue city in a very large blue county. We moved to Marietta which is in Cobb. At that time it was the reddest of counties in the metro Atlanta region. The 5 member county commission was made up of five white men (1993). In 2020 the commissions included 2 white women and three black women. Cobb voted for Joe Biden in 2020.
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I’ve lived and worked in education for 50 years. Other than young climate change activists that followed the lead of other teen climate activists, this a remarkable action by Georgia’s youth.
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I meant to say that I live in Marietta and was professor of science education at Georgia State. These students are challenging school officials and politicians who want to erase a good part of their education. These students are more progressive, and consequently have realized that a progressive world view is needed to improve education and insist (as Ed Johnson would) that a systems and humanistic model of education characterize public education.
For nearly 20 years I co-lead the Glocal Thinking Project, an Internet-based and people-to-people exchange program initially between US Georgians and Soviets and of course later, Russians. The project expanded to include schools in Australia, Czech Republic, Spain, and many other countries. But the significance here was the research that teens (ages 14-18) did over the Internet and in face to face work in each other’s classrooms. We lead exchages of more than 500 people, mostly students, but their teachers, school administrators and researchers. Like the students that wrote this article the youth that engaged with each others in international environments was phenomenal. Students held conferences and symposia in each country to report on the results of their environmental research.
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Global Thinking Project
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Help!
Louisiana’s governor Laundry (actually Landry… our former attorney general that joined TX’s AG Paxton in election cancelling multi state lawsuit) wants to change state constitution to allow VOUCHERS.
He claims there is plenty of money there, he just needs to change the rules, he will then have 8 years (2 – 4 year terms) to starve our emaciated public schools. Look out Mississippi & Alabama, we are racing to the bottom.
He is part of Louisiana’s UNholy trinity – Steve Scalise, Mike Johnson & Jeff Landry. Heaven help us!
I’m hoping Mercedes Schneider is cooking up a juicy post on our situation.
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I will make sure Mercedes sees your post.
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