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As a matter of record, New York City spends a higher portion of its budget on instruction and associated costs within the schools themselves than any of the other 100 largest districts in the nation.

Jonathan Kozol

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Jonathan Kozol
Age: 88
Born: 1936
Born: September 5
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Boston
Massachusetts
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If there are amazing graces on this earth, I believe that they are these good children sent to us by God and not yet soiled by the knowledge that their nation does not love them.
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We know that segregation is evil. We know that the sickest children should not go to the worst hospitals.
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We continue, however, to write about important people, prize-winning people, blacks of grandeur, women of great fire, fame or wit. We do not write about ordinary people.
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I do get scared about the physical danger from drug dealers. But it's not in the same league as the danger I feel eating an $80 lunch with my privileged friends to discuss hunger and poverty. That's when my soul feels imperiled.
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My goal is to connect the young teachers to the old, to reignite their sense of struggle.
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Hypersegregated inner-city schools - in which one finds no more than five or ten white children, at the very most, within a student population of as many as 3,000 - are the norm, not the exception, in most northern urban areas today.
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When I was teaching in the 1960s in Boston, there was a great deal of hope in the air. Martin Luther King Jr. was alive, Malcolm X was alive great, great leaders were emerging from the southern freedom movement.
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There is something deeply hypocritical in a society that holds an inner-city child only eight years old accountable for her performance on a high-stakes standardized exam but does not hold the high officials of our government accountable for robbing her of what they gave their own kids six or seven years before.
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Childhood is not merely basic training for utilitarian adulthood. It should have some claims upon our mercy, not for its future value to the economic interests of competitive societies but for its present value as a perishable piece of life itself.
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Children sometimes understand things that most grown-ups do not see.
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Competitive skills are desperately needed by poor children in America, and realistic recognition of the economic roles that they may someday have an opportunity to fill is obviously important, too. But there is more to life, and there ought to be much more to childhood, than readiness for economic functions.
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You need massive recruitment to tell the poorest of the poor what is possible.
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It is a commonplace by now to say that the urban school systems of America contain a higher percentage of Negro children each year.
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The greatest difference between now and 1964, when I began teaching, is that public policy has pretty much eradicated the dream of Martin Luther King.
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The first goal and primary function of the U.S. public school is not to educate good people, but good citizens. It is the function which we call - in enemy nations - 'state indoctrination.'
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President Obama still places far too much emphasis on relentless testing with standardized exams.
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The ones I pity are the ones who never stick out their neck for something they believe, never know the taste of moral struggle, and never have the thrill of victory.
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False hope is worse than despair.
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The first ten, twelve or fifteen years of life are excavated of inherent moral worth in order to accommodate a regimen of basic training for the adult years that many of the poorest children may not even live to know.
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Nationally, overwhelmingly non-white schools receive $1,000 less per pupil than overwhelmingly white schools.
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