Archives for category: Segregation , Racial Isolation and Integration

A new study of racial segregation in North Carolina shows that 30% of regular public schools are racially imbalanced, but 60% of charter schools are.

These findings echo the work of the UCLA Civil Rights Project, which has found that charter schools are frequently even more segregated than their surrounding district.

In Georgia, there are charter schools that are overwhelmingly white in districts where there are hardly any white students in the public schools. The Pataula Charter in Calhoun County is 75% white, but the local schools are only 2% white.

The first question is whether charter schools will become the new name for segregation academies?

The second question is why our society has turned its back on racial integration?

There are a number of people who say they are promoting “the civil rights issue of our time” even as they advocate for schools that just happen to be segregated and that have no unions to represent their employees.

Jonathan Pelto reminds us what Martin Luther King Jr. said and did by providing the audio and video clips of his final days.

He died helping black sanitation workers in Memphis organize a union.

Please take the time to watch and listen.

And if you are a teacher, show it to your students and call it “informational text” so it relates to the Common Core.

Reader Mike Dixon commented on a post about Martin Luther King Jr.‘s definition of the purpose of education:

A cynical person might suspect that corporate education reform is intended to promote exactly what MLK warned about.

EduShyster tries to imagine how Martin Luther King, Jr., would react to today’s corporate reform movement in education.

Would he agree with the corporate reformers that poverty is an excuse for bad teachers?

Would he agree that segregation doesn’t matter?

Would he agree that unions are an obstacle to high achievement?

Would he demand privatization as the way to close the achievement gap?

Would he throw in his lot with hedge fund managers and billionaires?

See how EduShyster answers those questions.

To commemorate Dr. Martin Luther King, Jr.’s birthday, I am going to quote from one of his famous speeches. The full text of the speech may be found in an anthology titled A Testament of Hope, edited by James M. Washington. I will quote a speech that he delivered to the AFL-CIO on December 11, 1961 called “If the Negro Wins, Labor Wins.”

 

In this speech, Dr. King shows how closely allied are the labor movement and the movement for civil rights. He shows how the hopes and dreams of working people who have organized into unions for their collective benefit are the same as the hopes and dreams of black people. He called on the labor movement to rid itself of the last vestiges of discrimination within its own ranks and to become partners in fighting for the American dream on behalf of all Americans.

 

The words of Dr. King are astonishingly relevant today. I urge you to read the entire text, which you may find online at various archives. You will be impressed not only by Dr. King’s moral intensity and eloquence, but by the range of his philosophical and historical references. In retrospect, it is startling that some people at the time denounced him as a militant and did their best to ignore him and marginalize him. His critics have long been forgotten. He will be remembered forever as a true American prophet.

 

 

Dr. King said:

 

Less than a century ago the laborer had no rights, little or no respect, and led a life which was socially submerged and barren.

 

He was hired and fired by economic despots whose power over him decreed his life or death. The children of workers had no childhood and no future. They, too, worked for pennies an hour and by the time they reached their teens they were wornout old men, devoid of spirit, devoid of hope and devoid of self-respect….

 

American industry organized work into sweatshops and proclaimed the right of capital to act without restraints and without conscience.

 

Victor Hugo, literary genius of that day, commented bitterly that there was always more misery in the lower classes than there was humanity in the upper classes. The inspiring answer to this intolerable and dehumanizing existence was economic organization through trade unions. The worker became determined not to wait for charitable impulses to grow in his employer. He constructed the means by which a fairer sharing of the fruits of his toil had to be given to him or the wheels of industry, which he alone turned, would halt and wealth for no one would be available.

 

This revolution within industry was fought mercilessly by those who blindly believed their right to uncontrolled profits was a law of the universe, and that without the maintenance of the old order catastrophe faced the nation.

 

History is a great teacher. Now, everyone knows that the labor movement did not diminish the strength of the nation but enlarged it. By raising the living standards of millions, labor miraculously created a market for industry and lifted the whole nation to undreamed of levels of production. Those who today attack labor forget these simple truths, but history remembers them…

Negroes are almost entirely a working people. There are pitifully few Negro millionaires and few Negro employers. Our needs are identical with labor’s needs: decent wages, fair working conditions, livable housing, old age security, health and welfare measures, conditions in which families can grow, have education for their children and respect in the community. That is why Negroes support labor’s demands and fight laws which curb labor. That is why the labor-hater and the labor-baiter is virtually always a twin-headed creature spewing anti-Negro epithets from one mouth and anti-labor propaganda from the other mouth….

And as we struggle to make racial and economic justice a reality, let us maintain faith in the future. We will confront difficulties and frustrating moments in the struggle to make justice a reality, but we must believe somehow that these problems can be solved….

I am convinced that we shall overcome because the arc of the universe is long but it bends toward justice. We shall overcome because Carlyle is right when he says, “No lie can live forever.” We shall overcome because William Cullen Bryant is right when he says, “Truth crushed to earth will rise again”…

 

And so if we will go out with this faith and with this determination to solve these problems, we will bring into being that new day and that new America….Yes, this will be the day when all of God’s children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands all over this nation and sing in the words of the old Negro spiritual, “Free At Last, Free At Last, Thank God Almighty, We Are Free At Last.”

 

A judge in Arkansas ruled that the state must continue to stay involved in desegregation efforts but then ruled that charters skimming white students are okay. Even Arkansas objects vets saw the contradiction.

And not coincidentally, Republicans are moving to strip the state board of education of its power to rule on charter applications. The Walton family wants more privatization, faster.

Says a local commentator:

“Re charter schools: Judge Marshall is a heckuva judge. If he says no reasonable fact-finder could argue that charter schools breach the 1989 agreement, that’s an opinion worth respecting. But no reasonable fact-finder could deny that open enrollment charter schools have skimmed middle income and white students from the Little Rock School District as a whole, particularly at the middle school level, and thus made it harder to desegregate those schools. As a matter of law, that might be irrelevant. His analysis focused on charter schools and the interdistrict magnet schools financed by the 1989 agreement. It IS a matter of fact in daily schoool business, however, though I’d concede a lot of these students would have gone elsewhere (private schools for example) absent the charter schools. Or so it seems to me. The judge, however, concluded that the charters had had very little, if any, impact on desegregation, on the magnet schools or on majority-to-minority transfer programs.

“To the extent that overall racial percentages and magnet enrollment haven’t changed greatly, that’s true. In practical terms, it isn’t. An inner city middle school magnet like Dunbar, which lost many students to charters, is a good example of the direct impact. The judge looked only at direct losses from magnets to charters, not the universe of potential students lost to the charters and the sorts of students those were, though he does note that charter students tend to be better off economically than Little Rock students and the transfer group was whiter than the Little Rock District as a whole. This is particularly true in some coveted, well-financed charter schools with predominant white and middle class enrollments.

“Still, there’s no doubt, as the judge notes, the 1989 agreement didn’t mention charter schools. They didn’t exist then, after all. But he also rejected the argument that creation of charter schools — independent school districts in function and fact under state law — were analogous to the creation of a separate Jacksonville school district, something the court has prohibited until the deseg case is completed with all districts unitary. He said state funding for desegregation wasn’t guaranteed for Little Rock, in any case, but for any school, including the newer charters. The explicit state commitment to six interdistrict magnet schools does not bar open-enrollment charter schools that function as magnets themselves, he said.

“The judge noted that Little Rock went nine years without objecting to the charters in court. It’s irrelevant, he said, that the district HAD protested many of the charter applications at the state Board of Education because of impact on desegregation. He said this was not the same thing as arguing in court that the settlement had been violated. The district should have spoken up sooner, he said. The judge also said the state had an obligation under law to consider desegregation impact; had vowed to do so and failure there was a state issue. This is another sad part of this story. The state Board of Education now takes this responsibility seriously. In the beginning, it did not. Early charters were located in white majority neighborhoods and, unsurprisingly, attracted white majority student bodies, despite promises to seek greater diversity.

“Many more charter school applications are waiting in the wings. And, if the wealthy tycoons financing the charter movement have their way, they’ll soon have control of the state approval process. No matter. Judge Marshall has ruled the charter school issue has been decided for good. It is a day of celebration for the Waltons and charter school advocates. The Little Rock School District now must consider the future and much more than whether to file a pro forma appeal of this decision.”

Here is the latest from Mississippi, which is considering charter legislation.

Running through the comments of advocates for charters is the claim that charters will improve achievement for the lowest performing students.

They need to know three things:

1. There is no evidence that charter schools know how to improve student achievement.

2. If the governor and the legislature truly believe that deregulation improves achievement, why not deregulate all the schools?

3. When they create a charter system to compete with public schools, they risk creating a dual school system. Researchers consistently find that charters are more segregated than district schools. Is Mississippi okay with restoring another dual school system?

Jersey Jazzman connects the dots about school closings.

Do they close in white neighborhoods? No.

Do they close in affluent neighborhoods? No.

Guess where they close? In high-poverty neighborhoods.

My guess: the white and affluent neighborhoods are next.

A group of elected officials trekked to visit a KIPP Charter school in Arkansas and came home very impressed. They saw black children in an almost all-black school engaged in their studies, and they want to replicate what they saw in Arkansas.

In the news article, however, they said repeatedly that no such schools were needed in DeSoto County. They are needed somewhere else in Mississippi, clearly for black kids.

And this was in the article as well:

“Lt. Governor Tate Reeves organized the trip because he believes this type of school could help improve Mississippi education system.

“If it can happen in Helena, Arkansas it can happen right across the river in Clarksdale, Mississippi and all up and down the Mississippi delta and quite frankly throughout our state. And so that is the message we are trying to convey to the members of the legislature. That is the message we are trying to convey to the people of our state. Because that is a message that is worth fighting for,” Reeves said.

Roughly 1-thousand kids attend KIPP, with nearly all graduating and scoring higher on standardized tests.

Reeves used trip to try and build support for expanding the Mississippi’s charter school law to make it easier for schools like KIPP to open.

The school sounds like one of those miracle schools that we hear about so often. I asked Gary Rubinstein if this was truly a miracle school and he checked it out. It’s not. It has very high attrition and many students repeating ninth grade.

Sixty-nine students are in ninth grade, but only 23 in grade 12.

The school is 95% black.

Back in another era, we would also say that it is a segregated school, but these days no one cares about that.

A few more facts about the model that Mississippi Republicans are eager to replicate:

Algebra passing KIPP 50%, State 77%
Bio KIPP 45%, State 43%
Geometry KIPP 77%, State 73%
Literacy KIPP 64%, State 65%
http://normessasweb.uark.edu/schoolperformance/beta/Sdash/index/5440703

In HS, 85 AP exams were taken, but only 13 passed.

19 on ACT is about 40th percentile

http://normessasweb.uark.edu/schoolperformance/beta/src/index/5440703

Remediation rate is 54% which is above state average.

In the HS ‘gains’ index, they are categorized as a ‘level 1 – school in need of immediate improvement’

http://normessasweb.uark.edu/schoolperformance/beta/Sdash/index/5440703

Did the Global Village School Zone in Newark have a chance?

Did it get enough time?

Did it spend enough money?

Does Superintendent Cami Anderson have better ideas?

Doesn’t reform take time?

Stay tuned.