Separate and Unequal, by Bob Herbert

Separate and Unequal
by Bob Herbert, New York Times columnist

(from the New York Times online, March 21, 2011)

One of the most powerful tools for improving the educational achievement of poor black and Hispanic public school students is, regrettably, seldom even considered. It has become a political no-no.

Educators know that it is very difficult to get consistently good results in schools characterized by high concentrations of poverty. The best teachers tend to avoid such schools. Expectations regarding student achievement are frequently much lower, and there are lower levels of parental involvement. These, of course, are the very schools in which so many black and Hispanic children are enrolled.

Breaking up these toxic concentrations of poverty would seem to be a logical and worthy goal. Long years of evidence show that poor kids of all ethnic backgrounds do better academically when they go to school with their more affluent — that is, middle class — peers. But when the poor kids are black or Hispanic, that means racial and ethnic integration in the schools. Despite all the babble about a postracial America, that has been off the table for a long time.

More than a half-century after the landmark Brown v. Board of Education school desegregation ruling, we are still trying as a country to validate and justify the discredited concept of separate but equal schools — the very idea supposedly overturned by Brown v. Board when it declared, “Separate educational facilities are inherently unequal.”

(To read the entire article, click here.)