67 11.3 Issues and Problems in Elementary and Secondary Education

Schools and Inequality

Earlier we mentioned that schools differ greatly in their funding, their conditions, and other aspects. Noted author and education critic Jonathan Kozol refers to these differences as “savage inequalities,” to quote the title of one of his books (Kozol, 1991). Kozol’s concern over inequality in the schools stemmed from his experience as a young teacher in a public elementary school in a Boston inner-city neighborhood in the 1960s. Kozol was shocked to see that his school was literally falling apart. The building itself was decrepit, with plaster falling off the walls and bathrooms and other facilities substandard. Classes were large, and the school was so overcrowded that Kozol’s fourth-grade class had to meet in an auditorium, which it shared with another class, the school choir, and, for a time, a group of students practicing for the Christmas play. Kozol’s observations led to the writing of his first award-winning book, Death at an Early Age (Kozol, 1967).

Kozol (1991) later traveled around the United States and systematically compared public schools in several cities’ inner-city neighborhoods to those in the cities’ suburbs. Everywhere he went, he found great discrepancies in school spending and in the quality of instruction. In schools in Camden, New Jersey, for example, spending per pupil was less than half the amount spent in the nearby, much wealthier town of Princeton. Chicago and New York City schools spent only about half the amount that some of the schools in nearby suburbs spent.

These numbers were reflected in other differences Kozol found when he visited city and suburban schools. In East St. Louis, Illinois, where most of the residents are poor and almost all are African American, schools had to shut down once because of sewage backups. The high school’s science labs were thirty to fifty years out of date when Kozol visited them; the biology lab had no dissecting kits. A history teacher had 110 students but only twenty-six textbooks, some of which were missing their first one hundred pages. At one of the city’s junior high schools, many window frames lacked any glass, and the hallways were dark because light bulbs were missing or not working. Visitors could smell urinals one hundred feet from the bathroom.

Contrast these conditions with those Kozol observed in suburban schools. A high school in a Chicago suburb had seven gyms and an Olympic-sized swimming pool. Students there could take classes in seven foreign languages. A suburban New Jersey high school offered fourteen AP courses, fencing, golf, ice hockey, and lacrosse, and the school district there had ten music teachers and an extensive music program.

From his observations, Kozol concluded that the United States is shortchanging its children in poor rural and urban areas. As we saw in Chapter 2 “Poverty”, poor children start out in life with many strikes against them. The schools they attend compound their problems and help ensure that the American ideal of equal opportunity for all remains just that—an ideal—rather than a reality. As Kozol (1991, p. 233) observed, “All our children ought to be allowed a stake in the enormous richness of America. Whether they were born to poor white Appalachians or to wealthy Texans, to poor black people in the Bronx or to rich people in Manhasset or Winnetka, they are all quite wonderful and innocent when they are small. We soil them needlessly.”

Although the book in which Kozol reported these conditions was published more than twenty years ago, ample evidence (including the news story about Baltimore’s schools that began this chapter) shows these conditions persist today. A recent news report discussed public schools in Washington, DC. More than 75 percent of the schools in the city had a leaking roof at the time the report was published, and 87 percent had electrical problems, some of which involved shocks or sparks. Most of the schools’ cafeterias—85 percent—had health violations, including peeling paint near food and rodent and roach infestation. Thousands of requests for building repairs, including 1,100 labeled “urgent” or “dangerous,” had been waiting more than a year to be addressed. More than one-third of the schools had a mouse infestation, and in one elementary school, there were so many mice that the students gave them names and drew their pictures. An official with the city’s school system said, “I don’t know if anybody knows the magnitude of problems at D.C. public schools. It’s mind-boggling” (Keating & Haynes, 2007).

Large funding differences in the nation’s schools also endure. In Philadelphia, Pennsylvania, for example, annual per-pupil expenditure was $10,878 in 2010; in nearby suburban Lower Merion Township, it was $21,110, or 95 percent higher than Philadelphia’s expenditure (Federal Education Budget Project, 2012).

Teacher salaries are related to these funding differences. Salaries in urban schools in low-income neighborhoods are markedly lower than those in schools in wealthier neighborhoods (Dillon, 2011). As a result, teachers at the low-income schools tend to be inexperienced teachers just out of college. All things equal, they are less likely than their counterparts at wealthier schools to be effective teachers.

Jonathan Kozol has written movingly of “savage inequalities” in American schools arising from large differences in their funding and in the condition of their physical facilities.

Thomas Hawk – El Paso High School – CC BY-NC 2.0; Nitram242 – Detroit School – CC BY 2.0.

School Segregation

A related issue to school inequality is school racial segregation. Before 1954, schools in the South were racially segregated by law (de jure segregation). Communities and states had laws that dictated which schools white children attended and which schools African American children attended. Schools were either all white or all African American, and, inevitably, white schools were much better funded than African American schools. Then in 1954, the US Supreme Court outlawed de jure school segregation in its famous Brown v. Board of Education decision. Southern school districts fought this decision with legal machinations, and de jure school segregation did not really end in the South until the civil rights movement won its major victories a decade later.

Meanwhile, northern schools were also segregated; decades after the Brown decision, they have become even more segregated. School segregation in the North stemmed, both then and now, not from the law but from neighborhood residential patterns. Because children usually go to schools near their homes, if adjacent neighborhoods are all white or all African American, then the schools for these neighborhoods will also be all white or all African American, or mostly so. This type of segregation is called de facto segregation.

Many children today attend schools that are racially segregated because of neighborhood residential patterns.

halfrain – Swings – CC BY-SA 2.0.

Today many children continue to go to schools that are segregated because of neighborhood residential patterns, a situation that Kozol (2005) calls “apartheid schooling.” About 40 percent of African American and Latino children attend schools that are very segregated (at least 90 percent of their students are of color); this level of segregation is higher than it was four decades ago. Although such segregation is legal, it still results in schools that are all African American and/or all Latino and that suffer severely from lack of funding, poor physical facilities, and poorly paid teachers (Orfield, Siegel-Hawley, & Kucsera, 2011).

During the 1960s and 1970s, states, municipalities, and federal courts tried to reduce de facto segregation by busing urban African American children to suburban white schools and, less often, by busing white suburban children to African American urban schools. Busing inflamed passions as perhaps few other issues did during those decades (Lukas, 1985). White parents opposed it because they did not want their children bused to urban schools, where, they feared, the children would be unsafe and receive an inferior education. The racial prejudice that many white parents shared heightened their concerns over these issues. African American parents were more likely to see the need for busing, but they, too, wondered about its merits, especially because it was their children who were bused most often and faced racial hostility when they entered formerly all-white schools.

As one possible solution to reduce school segregation, some cities have established magnet schools, schools for high-achieving students of all races to which the students and their families apply for admission (Vopat, 2011). Although these schools do help some students whose families are poor and of color, their impact on school segregation has been minimal because the number of magnet schools is low and because they are open only to the very best students who, by definition, are also few in number. Some critics also say that magnet schools siphon needed resources from public school systems and that their reliance on standardized tests makes it difficult for African American and Latino students to gain admission.

School Choice: Education Vouchers and Charter Schools

Children who attend a public school ordinarily attend the school that is designated for the neighborhood in which they live, and they and their parents normally have little choice in the matter. One of the most popular but also controversial components of the school reform movement today is school choice, in which parents and their children, primarily from low-income families in urban areas, receive public funds to attend a school different from their neighborhood’s school. School choice has two components. The first component involves education vouchers, which parents can use as tuition at private or parochial (religious) schools. The second component involves charter schools, which are public schools (because public funds pay for students’ tuition) built and operated by for-profit companies. Students normally apply for admission to these schools; sometimes they are accepted based on their merit and potential, and sometimes they are accepted by lottery. Both components have strong advocates and fierce critics. We examine each component in turn.

Single-Sex Schools and Classes

Before the late 1960s and early 1970s, many colleges and universities, including several highly selective campuses, were single-sex institutions. Since that time, almost all the male colleges and many of the female colleges have gone coed. A few women’s colleges still remain, as their administrators and alumnae say that women can achieve much more in a women’s college than in a coed institution. The issue of single-sex institutions has been more muted at the secondary school level, as most public schools have been coeducational since the advent of free, compulsory education during the nineteenth century. However, several private schools were single-sex ones from their outset, and many of these remain today. Still, the trend throughout the educational world was toward coeducation.

Single-sex schools and classes have become more popular for several reasons. The research so far indicates that single-sex education may be beneficial in certain respects for the students experiencing it.

Wikimedia Commons – CC BY 3.0.

Since the 1990s, however, some education specialists have argued that single-sex secondary schools, or at least single-sex classes, might make sense for girls or for boys. In response, single-sex classes and single-sex schools have arisen in at least seventeen US cities. The argument for single-sex learning for girls rests on the same reasons advanced by advocates for women’s colleges: Girls can do better academically, and perhaps especially in math and science classes, when they are by themselves. The argument for boys rests on a different set of reasons (National Association for Single Sex Public Education, 2011). Boys in classes with girls are more likely to act “macho” and thus to engage in disruptive behavior; in single-sex classes, boys thus behave better and are more committed to their studies. They also feel freer to exhibit an interest in music, the arts, and other subjects not usually thought of as “macho” topics. Furthermore, because the best students in coed schools are often girls, many boys tend to devalue academic success in coed settings and are more likely to value it in single-sex settings. Finally, in a boys-only setting, teachers can use examples and certain teaching techniques that boys may find especially interesting, such as the use of snakes to teach biology. To the extent that single-sex education may benefit boys for any of these reasons, these benefits are often thought to be highest for boys from families living in poverty or near poverty.

What does the research evidence say about single-sex schooling’s benefits? A review of several dozen studies concluded that the results of single-sex schooling are mixed overall but that there are slightly more favorable outcomes for single-sex schools compared to coeducational schools (US Department of Education, 2005). However, the review noted that methodological problems limited the value of the studies it examined. For example, none of the studies involved random assignment of students to single-sex or coeducational schooling. Further, all the studies involved high school students and a majority involved students in Catholic schools. This limited scope prompted the call for additional studies of younger students and those in public schools.

Another review of the research evidence was more critical of single-sex schooling (Halpern et al., 2011). This review concluded that such schooling does not benefit girls or boys and in fact does them harm by reinforcing gender-role stereotypes. Boys in all-boy classes become more aggressive, the review said, and girls in all-girl classes become more feminine. The review also argued that single-sex schooling is based on a faulty, outdated understanding of how girls and boys learn and function. Drawing on this review and other evidence, two critics of single-sex education recently concluded, “So there is a veritable mountain of evidence, growing every day, that the single-sex classroom is not a magic bullet to save American education. And scant evidence that it heightens the academic achievement of girls and boys” (Barnett & Rivers, 2012).

School Violence

The issue of school violence won major headlines during the 1990s, when many children, teachers, and other individuals died in the nation’s schools. From 1992 until 1999, 248 students, teachers, and other people died from violent acts (including suicide) on school property, during travel to and from school, or at a school-related event, for an average of about thirty-five violent deaths per year (Zuckoff, 1999).

Several of these deaths occurred in mass shootings. In just a few examples, in December 1997, a student in a Kentucky high school shot and killed three students in a before-school prayer group. In March 1998, two middle school students in Arkansas pulled a fire alarm to evacuate their school and then shot and killed four students and one teacher as they emerged. Two months later, an Oregon high school student killed his parents and then went to his school cafeteria, where he killed two students and wounded twenty-two others. Against this backdrop, the infamous April 1999 school shootings at Columbine High School in Littleton, Colorado, where two students murdered twelve other students and one teacher before killing themselves, seemed like the last straw. Within days, school after school across the nation installed metal detectors, located police at building entrances and in hallways, and began questioning or suspending students joking about committing violence. People everywhere wondered why the schools were becoming so violent and what could be done about it. A newspaper headline summarized their concern: “fear is spread around nation” (Zuckoff, 1999).

Fortunately, school violence has declined since the 1990s, with fewer students and other people dying in the nation’s schools or being physically attacked. As this trend indicates, the risk of school violence should not be exaggerated: Statistically speaking, schools are very safe, especially in regard to fatal violence. Two kinds of statistics illustrate this point. First, less than 1 percent of all homicides involving school-aged children take place in or near school; virtually all children’s homicides occur in or near a child’s home. Second, an average of seventeen students are killed at school yearly; because about 56 million students attend US elementary and secondary schools, the chances are less than one in 3 million that a student will be killed at school. The annual rate of other serious school violence (rape and sexual assault, aggravated assault, and robbery) is only three crimes per one hundred students; although this is still three too many, it does indicate that 97 percent of students do not suffer these crimes (National Center for Injury Prevention and Control, 2010).

Eric Harris and Dylan Klebold killed thirteen people at Columbine High School in 1999 before killing themselves. Their massacre led people across the nation to question why violence was occurring in the schools and to wonder what could be done to reduce it.