1.Many educators make the argument today that given the demographics of large cities like New York and their suburban areas, our only realistic goal should be the nurturing of strong, empowered, and well-funded schools in segregated neighborhoods.
2.Higher standards, higher expectations, are repeatedly demanded of these urban principals, and of the teachers and students in their schools, but far lower standards—certainly in ethical respects—appear to be expected of the dominant society that isolates these children in unequal institutions.
3.One of the most disheartening experiences for those who grew up in the years when Martin Luther King Jr. and Thurgood Marshall were alive is to visit public schools today that bear their names, or names of other honored leaders of the integration struggles that produced the temporary progress that took place in the three decades after Brown v. Board of Education, and to find out how many of these schools are bastions of contemporary segregation.
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