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Quote by Jonathan Kozol

“Research experts want to know what can be done about the values of poor segregated children; and this is a question that needs asking. But they do not ask what can be done about the values of the people who have segregated these communities. There is no academic study of the pathological detachment of the very rich...”

Quote by Jonathan Kozol

Book:Savage Inequalities: Children in America's Schools
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Work

Savage Inequalities: Children in America's Schools

This book delves into the stark contrasts in funding, facilities, and educational quality between affluent and impoverished schools, highlighting the challenges faced by students in underfunded institutions. more

Author

Jonathan Kozol
Jonathan Kozol

Jonathan Kozol (born September 5, 1936) is an American writer, educator, and civil rights activist, best known for his sharp critiques of inequality in the U.S. public education system. Born in Boston and a Harvard graduate, he taught in Chicago public schools, where witnessing racial segregation and resource disparities led him to advocate for educational equity. His seminal works, including 'Savage Inequalities' (1991) and 'Amazing Grace' (1995), expose the struggles of impoverished schools and have sparked national debate. Kozol's writing blends personal narrative with social analysis, emphasizing education as a fundamental human right. He has received awards such as the National Book Award and the Robert F. Kennedy Book Award, and continues to speak and write on educational justice. more

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“Regarde la vie en face, car elle n’hésitera pas à te traverser.”

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Book:Pensées (pas si) Volatiles: Le Petit Livre de Proverbes qui Éveille la Réflexion. Volume 1: Pensées inspirantes et positives pour tous.
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“The principal reason that districts within states often differ markedly in per-pupil expenditures is that school funding is almost always tied to property taxes, which are in turn a direct function of local wealth. Having school funding depend on local wealth creates a situation in which poor districts must tax themselves far more heavily than wealthy ones, yet still may not be able to generate adequate income. For example, Baltimore City is one of the poorest jurisdictions in Maryland, and the Baltimore City Public Schools have the lowest per-pupil instructional expenses of any of Maryland's 24 districts. Yet Baltimore's property tax rate is twice that of the next highest jurisdiction.(FN2) Before the funding equity decision in New Jersey, the impoverished East Orange district had one of the highest tax rates in the state, but spent only $3,000 per pupil, one of the lowest per-pupil expenditures in the state.(FN3) A similar story could be told in almost any state in the U.S.(FN4) Funding formulas work systematically against children who happen to be located in high-poverty districts, but also reflect idiosyncratic local circumstances. For example, a factory closing can bankrupt a small school district. What sense does it make for children's education to suffer based on local accidents of geography or economics? To my knowledge, the U.S. is the only nation to fund elementary and secondary education based on local wealth. Other developed countries either equalize funding or provide extra funding for individuals or groups felt to need it. In the Netherlands, for example, national funding is provided to all schools based on the number of pupils enrolled, but for every guilder allocated to a middle-class Dutch child, 1.25 guilders are allocated for a lower-class child and 1.9 guilders for a minority child, exactly the opposite of the situation in the U.S. where lower-class and minority children typically receive less than middle-class white children.(FN5) Regional differences in per-pupil costs may exist in other countries, but the situation in which underfunded urban or rural districts exist in close proximity to wealthy suburban districts is probably uniquely American. Of course, even equality in per-pupil costs in no way ensures equality in educational services. Not only do poor districts typically have fewer funds, they also have greater needs.”

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Author:Robert E. Slavin
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“I knew, of course, that I should be well paid for my services, but I would gladly have accepted half the sum I expected if I could have had it that night, for our little treasury was wholly exhausted, and we had not sixpence to purchase a breakfast for the following day. When the great hall door shut upon me, and I found myself on the pavement, with all the luxury and splendour on one side, and I and my desolation on the other, the contrast struck me cruelly, for I too, had been rich, and dwelt in illuminated palaces, and had a train of liveried servants at my command, and sweet music had echoed through my halls. I felt desperate, and drawing my hat over my eyes I began pacing the square, forming wild plans for the relief or escape from my misery. ("The Italian's Story")”

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