Summary: A brief book about the problems of education reform.
I picked this up because it was by Jonathan Kozol. I read several of his books in the 1990s and was a bit surprised that he had a new book out. Kozol turns 88 in Sept 2024 and his work on social justice and education should be celebrated. I am glad I read this because it was by Jonathan Kozol, but at the same time, if you are interested in the problems of education reform and especially how it negatively impacts Black or other racial minorities or poor students of all races, I would recommend Bettina Love’s recent book Punished for Dreaming: How School Reform Harms Black Children and How We Heal. I read it last year but did not write up my thoughts at the time because I was in a busy season. But it is a very helpful book that I think should be more widely read, not just among educators, but also among politically active people of all types of backgrounds.
An End to Inequality covers a number of different problems with public education from the physical environment (lead in water or paint, poor air circulation, heating, air, etc.) to curriculum to problematic reforms. I think one of the main themes of Bettina Love’s book is handled well here. Generally, testing of educational reform programs is done at poor or minority schools. Any testing of educational reform at predominately white and higher income public schools are reforms that give students more options or freedom. While the reforms at lower-income and minority schools are reforms that are focused on more highly structured teaching models, narrower academic ranges of subjects, or economic efficiencies. Said another way, reforms at predominantly white and upper-income schools are designed to help students have more enjoyment at learning and reforms at lower-income and predominately minority schools tend to reduce educational enjoyment.
The main problem with this first third of the book is that the examples are presented anecdotally, not systemically. I completely believe that everything that he reports happened, but there isn’t a structure to tell the reader how widespread these problems are or if they really are disproportionately impacting low-income and minority students. I think they are, I think there is plenty of evidence available in other sources to show that they are, but Kozol’s standard format is to tell stories of particular students or teachers and that story-oriented structure tends to lack statistical underpinnings.