Segregated Schools: Educational Apartheid in Post-Civil Rights America

Segregated Schools: Educational Apartheid in Post-Civil Rights America 2017-04-20T10:32:38+00:00

Purchase “Segregated Schools: Educational Apartheid in Post-Civil Rights America”

What real progress have we made to meaningfully reform America’s schools?

Is the racial make-up of today’s schools, as Paul Street argues, in a state of de facto apartheid? · How do we begin to realize the equality that Brown v. Board of Education envisioned?

With an eye to the historical development of segregated education, Street examines the current state of school funding, disparities in teacher quality, student-teacher ratios, and more. Critical of “No Child Left Behind” and the school vouchers initiative, Street proposes no easy answers for creating equal educational opportunities for every American child. Instead, he offers both theoretical concepts and practical solutions for fulfilling the promise of integrated and equitable schools for all.


Segregated Schools is one of the best accounts we have, not only of the shameless legacy and effects of racism in our nation’s schools, but also of the underlying structural and ideological conditions that make it possible. Every student, teacher, parent, citizen, and all those concerned about racial and class segregation, as well as the fate of democracy in the 21st century, should read this book.


–Henry Giroux Global Television Network Chair in Communication Studies and English, McMaster University


Paul Street sounds the alarm: America’s commitment to racial integration in public education is dead. This stunning acknowledgment coming more than 50 years after the historicBrown decision represents a major reversal in America’s journey toward racial equality. Street helps us to understand how and why this reversal has occurred and what the implications are for allowing the poorest and most disadvantaged students to be concentrated in the worst schools with the least funding. Street’s book is a sobering wake-up call.

–Pedro Noguera Professor, Steinhardt School of Education, New York University