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Nationally, overwhelmingly non-white schools receive $1,000 less per pupil than overwhelmingly white schools.

Jonathan Kozol

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Jonathan Kozol
Age: 88
Born: 1936
Born: September 5
Author
Writer
Boston
Massachusetts
Schools
Receive
Less
White
School
Nationally
Overwhelmingly
Pupil
Pupils

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You need massive recruitment to tell the poorest of the poor what is possible.
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In the book, I write about children in first grade who were taught to read by reading want ads. They learned to write by writing job applications. Imagine what would happen if anyone tried to do that to children in a predominantly white suburban school.
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I am opposed to the use of public funds for private education.
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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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Instead of seeing these children for the blessings that they are, we are measuring them only by the standard of whether they will be future deficits or assets for our nation's competitive needs.
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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.
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More money is put into prisons than into schools. That, in itself, is the description of a nation bent on suicide. I mean, what is more precious to us than our own children? We are going to build a lot more prisons if we do not deal with the schools and their inequalities.
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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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Charity isn't a good substitute for justice.
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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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On Mondays and Fridays in early May, nearly 18,000 children-the equivalent of all the elementary students in suburban Glencoe, Wilmette, Glenview, Kenilworth, Winnetka, Deerfield, Highland Park and Evanston-are assigned to classes with no teacher.
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The primary victims of Katrina, those who were given the least help by the government, those rescued last or not at all, were overwhelmingly people of color largely hidden from the mainstream of society.
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But when I went to Harvard, it kind of got washed out of me, partly because people made fun of you in college. If you said you believed in God, they would look at you clinically, you know, suggest that you needed a referral.
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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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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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Unlike these powerful grown-ups, children have no ideologies to reinforce, no superstructure of political opinion to promote, no civic equanimity or image to defend, no personal reputation to secure.
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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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The cause of homelessness is lack of housing.
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There has been so much recent talk of progress in the areas of curriculum innovation and textbook revision that few people outside the field of teaching understand how bad most of our elementary school materials still are.
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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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