The Shame of the Nation by Jonathan Kozol

Chapter 1

The first chapter is dubbed ‘'Dishonoring the Dead'' which examines the state of segregation in the current urban school system. Despite the efforts made by the likes of Dr. King and landmark cases such as Brown vs. Board of Education, segregation remains a reality in the schools. The composition of many schools is either majority white or consisting of a minority group. It remains a difficult task to find schools that are composed of students from mixed or diverse racial and ethnic backgrounds. Therefore, in this chapter, the author acknowledges the fact that segregation is still a major issue affecting the education system in America approximately three quarters of black and Latino students attend schools that are majorly minority. It is imperative to understand that Kozol also appreciates the fact that little has been done to improve the state of segregation over the years. The author presents an ironical situation when he asserts that Dr. King, a person who fought to eliminate segregation, has a school that practices segregation named after him. Kozol, in this chapter, presents the negative effects of segregation by asserting that ‘'segregated schools like Martin Luther King are often disorderly, tense, and places regarded as socially unhappy.

Chapter 2

In the second chapter of the book, Kozol attempts to give insights on the hardships experienced by the students of color in the segregated schools. Money is a major problem in the schools and not every student is treated with equality. The author airs out the discrepancies between the private and the public schools. It is obvious that private schools get more funding than the public schools. Students attending the private schools are held in high regard compared to those attending the public schools. He asserts that such are the kids that are not valued while referring to the public school students. He further states that there exist cheap children as well as expensive children. The author appreciates that the students of color have limited support and resources compared to their white counterparts. Programs that promote education are only available for people who can pay for them hence creating socio-economic segregation in the education sector.

Chapter 3

The third chapter of the book mainly focuses on how the city schools compare to those found in the suburban areas. In this chapter dubbed the ‘'ordering Regime,'' it is a continuation of what Kozol discusses in the first two chapters on segregation. More specifically, he attempts to discuss how re-segregation plays a critical role in affecting many school environments. The school boards and the governments enforce what is known as the ‘'Success for All'' curriculum which is meant to ensure that all goals and standards are met. Such a curriculum was mainly designed for low-income urban schools so that they could meet state requirements and other standard testing requirements. The ‘'Success for All'' curriculum also required the teachers to follow theatrical script and guidance, therefore, denying the teachers any chance to accommodate any necessary changes that might arise in different schools. The classes are timed to ensure that both teachers and students can cover the material content in the required time. Kozol asserts that the classes normally achieve this requirement as a result of low student participation rates in the classes. Whereas the teachers might disagree with the curriculum, they are compelled to abide by its objectives for the sake of the learner. It is imperative to note that Kozol further highlights the issue of curriculum policing which is particularly done by the drafters of the curriculum who attend the classroom sessions to ensure compliance.

Chapter 4

The section presented in the fourth chapter is about the preparation of minds for the market. The author states that a teaching method, known as ‘’Practice Active Listening’’ is used in the Kindergarten composed of 93% blacks and Hispanics in Columbus Ohio. The training programs employed in training young children is aimed at preparing the learners for the modern market. Kozol is cognizant of the fact that the use of business jargon has since increased in schools through the use of words such as ‘'negotiating,'' ‘'taking ownership,'' and ‘'contracts'' among others. Therefore, this means that successful business ventures are employed as models for learners, something which is not healthy for the children.

Chapter 5

The fifth chapter dubbed as ‘’The Road to Rome’’ the author criticizes the scenario whereby test preparations and controls take more than a quarter of a year in the school. In a bid to explain why this happens, administrators assert that the reason for giving out the test in elementary years is that it will ensure that the teachers identify the student's areas of weakness hence enabling them to take corrective measures. However, Kozol gives a different point of view because he feels that this procedure does not normally work in real life situation because sitting for the tests and waiting for the scores normally takes a long time the student's chances of graduating anytime in the future is markedly reduced. Kozol asserts that teachers have for a long time focused on their scripts which focus on tests scores at the expense of the learner's holistic education. Test-taking, according to the author, is inconsequential and therefore should not be a point of focus in children's education.

Chapter 6

Known as ‘’A Hardening of Lines’’ the author attempts to analyze the gap between the privileged and minority children. The privileged parents in the society are doing all that is in their ability to ensure that they separate their children from the minorities. It is important to appreciate that in this chapter, Kozol analyzes a situation where the middle-class whites in some cities pressured the school boards to isolate provinces of education so that their kids do not attend the same schools with the minorities. Kozol also takes note of the fact that several inner city schools are in a dilapidated and in a state of disrepair. In proving this, the author gives an example of a school in Bronx which was built to have a capacity of 1000 learners but ended up enrolling 3400 students. Therefore the school did not have space and even the addition of more teachers would have proven to be of less value due to lack of a proper environment for teaching. The chapter also highlights how girls worked better in their lesson as compared to their male counterparts. 

Chapter 7

The chapter referred to as ‘'Excluding Beauty'' is a continuation of the author's explanation of poor conditions of the segregated schools. The physical appearance of these institutions is a negative influence on their desire to attend school. The classrooms are also in wanting conditions, and the author describes as being in morbid-looking classrooms. The author takes notes of the fact that the issue with the appearance of the schools is almost a national problem because despite being witnessed in New York City schools, the same case is witnessed in Los Angeles where schools are heavily infested with rodents which disrupt learning and cause diseases, especially by the dead rats. Most schools composed of Hispanic and black students are facilitated by uncertified staff teachers, who are on the verge of leaving for employment in other schools that have better conditions. Kozol also asserts that some of these schools have fewer basic facilities such as in Freemont High School located in Los Angeles. The institution has 15 bathrooms less than what is required by the law, and also those existing lack basic supplies. Kozol goes ahead to identify other problems facing these schools including problems with library access, low staffing, inferior equipment’s, and lack of space among others.

Chapter 8

The chapter, highlighted as ‘’False Promises’’ gives insights on Kozol experience working as a teacher in the New York a time when a policy known as the Higher Horizons was on implementation. The aim of the program was to increase spending per child in schools that faced segregation and secondly, training the teachers so that their expectation increases. The chapter is critical of the struggles that have been endured since the 60s to correct the racial inequalities witnessed in the country’s schools. However, years later, it was found out through a study that the Higher Horizon program did not do much to change the life of the students who were in the segregated schools. The main reason why the program flopped was because of the reduction in funding after the initial enactment of the program. In page 191, the author describes the program as having experienced ‘’dismal failures.’’ 

Chapter 9

The ninth chapter which is dubbed ‘’Invitations to Resistance’’ is cognizant of the fact that there is a need for a broad political movement. Kozol gives the reader a perspective of what needs to be done in a bid to change these glaring realities (221). Through the example of Jack White, he asserts that the nation should have tried on integration before giving up on it. The author goes ahead to postulate certain remedies that can bring about change. Some of the main suggestions given include asking the federal, state, and local governments to give home builders enough funds so that they can provide enough housing to the school zones. Another movement called the ‘’Fair-Minded Citizens’’ sought to pressure local authorities to rezone school districts a move that would help the school district prevent the segregated housing system. Other solutions suggested by the movements regarding segregation include improving the dissemination of information regarding school choices and eliminating exclusion that is based on behavior, disability, and achievement levels. In his conclusion, he notes that the ‘'Brown vs. the Board of Education'' landmark decision achieved in 1954 was not about anything else but improving the educational opportunities of the majority children in the country.

Chapter 10

In this chapter, the author attempts to analyze the legal systems in the United States and their suitability in solving the issue of segregation in the schools. The author also notes that the inner city schools which are mainly composed of the minority students are not subjected to equal funding as the case with other schools that have majority white children. On page 246, Kozol illustrates how this issue is a major problem by asserting that the minority schools receive up to $65,000 lesser than the majority white schools. The author further asserts that the spending per child is also higher in the schools where the whites are dominant as opposed to the other schools which are predominantly occupied by the minorities. Therefore, Kozol adds that for the student to meet the ‘'No Child Left Behind'' law, the federal government must provide enough money so that people can adhere to that law. He also calls upon the nation to question the segregation of schools based on economic standards because it is a violation of the basic ethics of the country. 

Chapter 11

The chapter talks about ‘’Deadly Lies.’’ It refers to the sense of optimism that the country’s education is doing well especially after President Bush initiated the ‘’No Child Left behind’’ policy in the country. Kozol in his mind doubts if the testing that comes with this system is the best way to solve the education crisis in the country. Most people, according to the author, feel that the best answer will involve building smaller schools and secure them in a small neighborhood and cities so that both the teachers and students can have a sense of security. Whereas Kozol acknowledges that there it is easier for people to ignore the crisis facing the schools in the nation, it is imperative to note that some schools are doing well in terms of appearance, teaching, and giving the students the best. Kozol further warns that if the deadly lies are allowed to continue, then there is a likelihood that the nation will find it harder to get a place of common ground.

Chapter 12

The chapter focuses on highlighting some instances of success witnessed in some of the most segregated schools in America. He further gives an impression that schools can survive without necessarily having standardized listings and rubric charts hanging on the wall. On the contrary he appreciates that schools cannot survive without the presence of good teachers. He exemplifies his assertions by his experience when he visited a school in Durham and found the students studying worms. It is imperative to understand that it is the view of the author in this last chapter that there is still hope even in the worst situations. 

Implications for Criminal Justice

The book is premised on the Brown v. Board of Education ruling that focused on desegregating the schools and ensuring that there is an equal opportunity given to all children irrespective of their racial, ethnic, and economic background. However, many years after this landmark ruling, segregation in an educational institution is still a reality hence reneging on what was widely considered the turning point of the American education. It is important to understand that practicing segregation in schools as highlighted by the author is in contempt of the Supreme Court's decision on the concept of ‘'separate and equal.'' Therefore, this is an indication to the administrators of justice that criminal action needs to be taken on schools that continue violating the principles of equality as enshrined in the constitution under the Bill of Rights. As identified by Kozol, funding continues to be a major problem for the minority school and is upon the legislators to make policies that are cognizant of the importance of education for all. The criminal justice administrations should make follow-ups on these policies to ensure strict compliance.

The book is successful in covering a number of serious problems facing the education in the United States many years after the Brown vs. the Board of Education. Kozol identifies that racial discrimination and inequalities due to economic standards are the main basis on which segregation in the schools is carried out. It is also important to appreciate the author's effort in identifying all the levels of government as major stakeholders who have failed in ensuring that equality in the schools is achieved. However, Kozol goes ahead and gives various solutions that aim at ensuring that the education promises outlined by the major landmark court decisions become a reality in the near future. He is also critical of the level of education in the minority school and partly blames the government for initiating poor policies that do not take notice of the interests of both teachers and students.