A worthy investigation into the root cause of public education failures in the United States.
A probing look at the inequalities that plague American schools.
From the start, the book is clear on its aim to call “attention to those laws and policies that prevent most American kids from having equal access to the best public schools.” DeRoche, a consultant who’s advised nonprofit organizations on K-12 education reform, makes his case patiently and carefully, but his frustration is palpable at the outset as he addresses why schools located so close together can be so far apart in performance. In the book’s opening section, he shows how institutional problems have led to the betrayal of “the American promise of public education.” According to him, the public education problem is primarily a problem of access, and he blames educational redlining. It’s a form of systemic discrimination that creates “attendance zones,” and these, “as drawn by district bureaucrats,” give school administrators a policy tool to exclude children who live in certain neighborhoods—particularly black and brown communities. The book presents a series of maps of attendance zones in several major metropolitan areas to show how many school districts can be mapped onto their redlined boundaries from 1939. “Today’s geographic discrimination,” he writes, “still reflects the patterns of racial and geographic discrimination of the mid-1900s.” Attendance zones, he says, also drive some parents to take desperate measures such as address fraud, in which a parent pretends to live in a different zone to gain access to its schools. In later chapters, the author enumerates the ways in which attendance zones are illegal and what litigation battles might look like in state courts.
DeRoche, who previously wrote The Ballad of Huck & Miguel (2018), writes with purpose and clarity, and he makes a strong, decisive case against current attendance-zoning practices. He draws most of his examples from populous cities: New York, Los Angeles, Chicago, Atlanta. The sheer number of students in these systems leads to a pressurized, ruthless environment, he asserts, in which parents will do anything for the few open spots at high-achieving schools. The book capably integrates statistics and data with visual representations, including maps, charts, and graphs, which help support the author’s arguments. Its 12 chapters in three sections are further subdivided with headings and bullet points, which makes information easy to digest. Although there’s plenty of blame to go around, DeRoche is more interested in working to reform the current dysfunctional state. He takes a forgiving approach to parents who manipulate the system: “They’re all working within the system that exists now,” he writes, and they’re “just doing what they think is best for their kids.” However, he doesn’t shy away from the root of the problem—institutionalized racism. He writes especially well when articulating a rallying cry for change: “We should all be troubled when we see that long-standing educational policies seem to work at cross-purposes to the core constitutional promises of our democracy.” Overall, this book diagnoses far more than it prescribes, but that’s to be expected when dealing with thorny and intricate issues.
A worthy investigation into the root cause of public education failures in the United States.Pub Date: May 17, 2020
ISBN: 978-0-9992776-2-1
Page Count: 280
Publisher: Redtail Press
Review Posted Online: April 10, 2020
Kirkus Reviews Issue: May 15, 2020
Review Program: Kirkus Indie
BOOK REVIEW
BOOK REVIEW
The benefit of slavery is but one of the firebombs lobbed within a book that more are likely to find infuriating than...
A conservative professor of economics and public policy argues that conventional attitudes about racism and social injustice are not only wrong, but harmful as well, in an analysis that will spark outrage among the liberal intellectuals that he targets.
Sowell (The Housing Boom and Bust, 2009, etc.) understates the case when he writes that he has arrived at “many conclusions very different from those currently prevailing in the media, in politics or in academia.” The result of that common liberal consensus, he charges, “has been a steady drumbeat of grievance and victimhood ideologies, from the media, from educational institutions and from other institutions permeated by the vision of the intelligentsia.” As a member of the media, an educator, an intellectual and a black man (who often writes about racial issues from a conservative perspective), Sowell relishes his role as provocateur. Of course, the author’s version of truth serves an agenda suggesting that the black community might have been better off before initiatives such as civil rights and affirmative action and that blaming society for the inequities suffered by minorities represents “a long tradition of intellectuals who more or less automatically transform differences into inequities and inequities into the evils or shortcomings of society.” Even if blacks have less opportunity than whites, achieve less and commit more crime, he writes, these are not the results of oppression, and they can’t be resolved by “a lifestyle of dependency.” Instead, “those who lag, for whatever reasons, face a daunting task of bringing themselves up to the rest of society in knowledge, skills and experience—and in the attitudes necessary to acquire this knowledge and these skills and experience.” In other words, the problem isn’t white racism but black attitudes.
The benefit of slavery is but one of the firebombs lobbed within a book that more are likely to find infuriating than enlightening.Pub Date: March 12, 2013
ISBN: 978-0-465-05872-3
Page Count: 192
Publisher: Basic Books
Review Posted Online: Feb. 3, 2013
Kirkus Reviews Issue: Feb. 15, 2013
BOOK REVIEW
BOOK REVIEW
BOOK REVIEW
An excellent look at lived experiences of Black Americans that should be required reading for all Americans.
A perfect follow-up to the authors’ You’ll Never Believe What Happened to Lacey.
Ruffin and her sister, Lamar, describe their second collaboration as a collection of stories not just about the two of them, as in their previous book, but “about our whole family, all our siblings and even some friends.” Here, the tone is heavier than You’ll Never Believe; the authors note that the text is roughly “50/50 silly/scary racist stories.” Their tales range widely—someone using a ridiculous racist phrase at work that required research to understand; a jaw-dropping example of “why we need diversity training at diversity training”; and a heartbreaking yet poignant account of Lamar leading a Zoom-based Q&A session regarding the first book with several “boys and girls homes across the US”—and offer a pleasingly diverse array of different generations, occupations, and environments. As in the previous book, the banter between the sisters is consistently funny, but the underlying social commentary remains incisive. Among countless others, standout pieces include Lamar’s description of an incredibly awkward first date and a story about a Black mother who was informed that when her children registered at a new school, they would need their pictures taken and “show it to all the students so they don't get scared.” Though obviously upset, the mother made the pictures because, as the authors write, “if these people need to see Black people in order to not feel scared, then there’s no telling what the fuck these little monsters are capable of.” Ultimately, Ruffin and Lamar provide a much-needed wake-up call for anyone who still doesn’t believe the severity of anti-Black racism in America. “What is a racist?,” they ask at the beginning. “Is it just a confused person who means well but blah blah blah? No. A racist is a turd.” Well said.
An excellent look at lived experiences of Black Americans that should be required reading for all Americans.Pub Date: Nov. 22, 2022
ISBN: 978-1-5387-2455-2
Page Count: 240
Publisher: Grand Central Publishing
Review Posted Online: July 22, 2022
Kirkus Reviews Issue: Aug. 15, 2022
BOOK REVIEW
PERSPECTIVES
SEEN & HEARD
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