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Essay on Creating A Plan To End Inequity Among Public Schools
In any given metropolitan area a person could tell a tale of two different schools, a tale in which inequality closely mirrors the race and class of the students attending the school. Many parents stake their decisions about where to live and where to send their kids to school on such inequality that is, they assiduously avoid the bad schools, which typically are minority or are heavily poor and they work overtime to get their children into the good schools, which typically are predominately white and middle class.
This month, May 2004 we commemorate the 50th anniversary of the Supreme Court's promise in Brown v. Board of Education: a public school system available to all on equal terms. However, findings from a recent survey of California teachers, together with other evidence, it is clear that California schools remain both very separate and very unequal.
UCLA’s Institute for Democracy, Education and Access (IDEA) was asked by the William and Flora Hewlett Foundation to conduct additional analyses of the survey data. The goal of these further analyses was to provide a better understanding of the relationship among racial segregation, unequal conditions, and students’ educational chances in California’s schools.
Through this survey it was found out that many Californians have permitted many schools to become both racially “isolated and extraordinarily deficient in the most basic educational conditions and opportunities” (Boykin, 2004). The result is a state system that has not made good on the promise of Brown. For example: Californians confine huge numbers of students to racially isolated schools, and California’s schools segregate Latino and African American students more than nearly every other state.
Even as the percentage of white students shrinks in the state, most white students remain in schools where Whites are the majority. In 2003-2004, more than “63% of white students attend majority white schools...............
