A Quote by Jonathan Kozol
An awful lot of people come to college with this strange idea that there's no longer segregation in America's schools, that our schools are basically equal; neither of these things is true.
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Often times, when we talk about improving our public schools, it is easy to come back to the question of money. Are schools basically fine, just underfunded? Millennials say no - more funding isn't the cure-all for what ails our schools.
This kind of 'separate but equal,' I've seen what it's done in the history here in America, and it didn't work. And it still hasn't worked, I mean, even in continued segregation of our schools, which has increased with the privatization of our school system.
In America our public schools are intended to be religiously neutral. Our teachers and schools are neither to endorse nor to inhibit religion. I believe this is a very good thing.
You [ Peter R. Breggin] have basically implied that they've turned our schools into something other than schools. What do you think the government has in mind by turning our schools into little clinics?
We're now segregating our schools based on economics; we're segregating our schools based on where a child's parents live. And it has the same corrosive effect of destroying people's opportunity as racial segregation did.
Everybody wants to have sex - you don't have to have a baby when you're 16. You don't have to do drugs. I think our Sunday schools should be turned into Black history schools and computer schools on the weekend, just like Hebrew schools for Jewish people, or my Asian friends who send their kids to schools on the weekend to learn Chinese or Korean.
The path to a better future goes directly through our public schools. I have nothing against private schools, parochial schools and home schooling, and I think that parents with the means and inclination should choose whatever they believe is best for their children. But those choices cannot compete, and cannot come at the expense of what has been -- and what must always be -- the great equalizer in our society, a free and equal public education.
We come then to the question presented: Does segregation of children in public schools solely on the basis of race, even though the physical facilities and other "tangible" factors may be equal, deprive the children of the minority group of equal education opportunities? We believe that it does.
There's a bias on hiring the best engineers wherever they come from. It does seem like a lot of the non-engineering execs come from Ivy League schools, as is true in much of corporate America and government.
A lot of charter schools are non-union schools that take a lot of teachers from alternative tracks, like Teach For America. They do this in part because a lot of charter schools have very strong ideologies around how they want teachers to teach. And they find that starting with a younger or more inexperienced teacher allows them to more effectively inculcate those ideas.
We must recover the element of quality in our traditional pursuit of equality. We must not, in opening our schools to everyone, confuse the idea that all should have equal chance with the notion that all have equal endowments.
90 percent of American schoolchildren are in public schools. And the emphasis on private schools and charter schools and parochial schools is not unimportant.
The public education landscape is enriched by having many options - neighborhood public schools, magnet schools, community schools, schools that focus on career and technical education, and even charter schools.
If more people got involved with their local schools, if more companies donated money, a lot of the problems that are plaguing our schools and our youth would disappear.
Three things are needed to educate the peasantry: schools, schools, and schools.
If entrepreneurs were running schools, instead of bureaucrats, schools would be teaching a lot more of the skills and mindsets found in this book. Since they're not, this book is a necessary antidote to a traditional college education.
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