Louisville, Ky., is a city divided between white and black, rich and poor; between the West End of town, where blacks live in camelback shotgun shacks and the East
End, with its leafy neighborhoods of white gentility.
But after decades of court-ordered school integration, Louisville’s Jefferson County Board of Education has one of the most successful voluntary desegregation programs in the country. Schoolchildren take the bus from one end of the city to the other to maintain a broad racial balance, attending schools in both the inner city (black) and the outer suburbs (white).
Two years ago, Crystal D. Meredith, a white mother, sued the school board after her son was refused admittance to his neighborhood school because of his race. The board argued in court that his attendance would have tipped the school’s racial balance, and won. But after the 6th Circuit Court of Appeals upheld the lower courts decision in favor of the board, Meredith’s lawyer, Teddy B. Gordon, a self-made civil rights attorney and a Jewish liberal, believed the new conservative Supreme Court would hear the case, and he was right: After prolonged review, the case is on the Supreme Court docket for December.
The Louisville case may seem far away and far removed, but the outcome will impact hundreds of public school districts in the country if it turns back the clock on voluntary desegregation programs.
For instance, as part of a court-ordered voluntary desegregation plan in 1981, the Los Angeles Unified School District (LAUSD) created its popular magnet programs, using race as one of the determining factors for school assignments. In a city rife with racial tensions, the LAUSD’s aim was for a more diverse student body.
If the Louisville school board fails to win its argument before the Supreme Court, these popular LAUSD programs will be in jeopardy. Magnet assignments, based on points that use race to achieve ethnic balance, would be invalidated by this ruling. Permits With Transportation (PWT), another LAUSD program, which buses minority students, whose resident schools are highly segregated, to more integrated schools outside their neighborhoods, would probably cease to exist.
Why is the Louisville case so important? Why should we, as Jews, care about its outcome, especially if our children may not even attend public schools? Is affirmative action even relevant in 2006, in our schools, in our world? What are the benefits of diversity in education anyway?
To answer these questions, one first needs to look at the repercussions of the decision by the Supreme Court in Dowell v. Oklahoma City in 1991 that ordered a return to neighborhood schools and an end to court-ordered desegregation, replaced by voluntary desegregation plans — such as the one Louisville developed.
For many in fiercely segregated and poor areas, the return to neighborhood schools meant a return to the segregated classrooms of the past. According to Jonathan Kozol in “The Shame of the Nation: The Restoration of Apartheid Schooling in America” (Crown, 2005), inner-city schools are now experiencing levels of segregation that haven’t been seen since 1954, when Brown v. Board of Education declared segregation unlawful.
A look at the 2005-2006 statistics from a few of LAUSD’s urban schools tell the story: Jefferson Continuing High School: 91 percent Latino, 9 percent black, no white students; Fremont High School, 91 percent Latino, 9 percent black, one white student; Locke High School; 65 percent Latino, 35 percent black, .1 percent white; King/Drew Magnet: 67 percent black, 31 percent Latino, .5 percent white; Crenshaw High School: 65 percent black, 35 percent Latino, .1 percent white; Garfield High School: 99 percent Latino, .2 percent black, .2 percent white.
If one looks, it’s not too hard to see the connection between the resegregation of our urban classrooms to the numbers of minorities admitted to our public colleges. Prop 209, the California voter-initiative passed in 1996, that banned consideration of race and gender in admissions to public colleges and hiring, has only added to the problem.
In June, the Los Angeles Times reported a “startling statistic” — that out of 4,800 incoming freshman at UCLA, only 96 were African American, the lowest level of black student enrollment in three decades. Students, professors and administrators mutually blame the school’s admission process and the passage of Prop 209 for the falling numbers of black students — a number that has been slipping for a decade.
If prospective black students were to visit the Westwood campus today expecting to see a reflection of its big-city surroundings, they would be sorely disappointed. The same goes for other UC campuses: UC San Diego counts 52 incoming African Americans this fall; UC Berkeley, 140; UC Merced, 33.
How does a return to segregated LAUSD classrooms and the end of affirmative action at the UC schools reflect upon Jewish concerns? Do we read these statistics and shrug our shoulders? Do we accept a de facto, “separate but equal,” for blacks and Latinos in our public schools and colleges?
Jews have always invested themselves in the fight for fairness and equality in the realm of public school education. After World War II, the American Jewish Congress, the American Jewish Committee and the Anti-Defamation League of B’nai B’rith waged campaigns against discrimination in schools and the workplace.
In the late 1940s, Jewish activist Esther Swirk Brown initiated the case that eventually landed in the Supreme Court as Brown v. Board of Education of Topeka.
That 1954 landmark ruling declared that “separate but equal” has no place in the field of public school education, and is “inherently unequal.”
In 2003, the Supreme Court returned to Brown v. Board of Education when it upheld affirmative action in higher education at the University of Michigan’s law school. Justice Sandra Day O’Connor reflected upon the enduring impact of Brown in America, and expressed the hope that improvements in lower levels of education would make such policies unnecessary in 25 years. Speaking for the majority opinion, she wrote:
“This court has recognized that education … is the very foundation of good citizenship. (Brown v. Board of Education). Effective participation by members of all racial and ethnic groups in the civic life of our nation is essential if the dream of one nation, indivisible, is to be realized…. The skills needed in today’s increasingly global market place can only be developed through exposure to widely diverse people, cultures, ideas and viewpoints.”
For all these reasons — good citizenship, an appreciation of different cultural values, preparation for the future — our children benefit most when they participate in a diverse society. As fully functioning citizens they must learn to sit down and talk to others to appreciate cultural differences.
Without exposure to different viewpoints, races and values, our children will be stuck with their heads in the sand, with impenetrable dunes forming on their backs. A diverse student body is necessary in assuring that all children have equal opportunities, which should be as important to Jews as to any other minority.
In December, the Supreme Court will decide if the same principles for higher education apply to public schools.
Does “race” still matter?
Although Louisville’s desegregation plan may be flawed, as attorney Gordon will try to argue, an end of affirmative action and a return to segregated schools, as we are witnessing in the LAUSD and on the UC campuses, doesn’t bode well for anyone. Affirmative action is not only for the benefit of minorities, but for the benefit of all our children as well.
Charlotte Hildebrand is a freelance writer and editor living in Los Angeles.