Apartheid Schools in New Jersey
Apartheid schools are schools with high patterns of racial segregations especially against Black students. However, these schools were not created by the laws that those that were enforced in South Africa. That is, these schools are not products of the law. However, they have experienced a long history of public decisions that have increased racial segregation (Trachtenberg, Gary, and Greg 5). In this case, New Jersey ranks third in the number of apartheid schools. The defacto cause of apartheid in New Jersey is extreme segregation against Black and Latino students.
On a further note, state and federal accountability policies (NCLB and Race to the Top) aggravated the stresses on low performing urban schools have increased segregation. For instance, when a state classifies schools as poor urban districts depicts that there are high-poverty rates and this increases segregation. Furthermore, 26% of all students from black communities and about 13% of Latino students attend apartheid schools in New Jersey(Trachtenberg, Gary, and Greg 5). This rate is lower than in other major states because New Jersey is a significantly sub-urban, rich, and it is a predominantly a white state. Moreover, the following barriers to apartheid or intensely segregated schools delivering quality education.
First, the lack of experienced teachers and strong curriculum reduces the preparedness of students to achieve academic success. Unfortunately, this situation increases the rates of turnover for both students and teachers (Trachtenberg, Gary, and Greg 14). Secondly, concentration of poverty in minority schools limits high graduation and college going rates. More so, due to fewer resources, students in apartheid schools do not enjoy out-of-school activities like their counterparts in middle-class neighborhoods.
As noted, New Jersey, schools segregation is higher than residential segregation. Secondly, In Essex County, Montclair and South-Orange Maplewood are exceptional among other public schools in terms of integration. They have demonstrated relative success to achieving and maintaining racial, ethical, and even socio-economic diverse schools (Trachtenberg, Gary, and Greg 18). Notably, the “perfect storm” of inequality in America is to look at how continuous cases of racial segregation in many states and schools also increase poverty. Education reforms should be considered to increase the competitiveness of Americans across the globe.
Work cited.
Trachtenberg, Paul, Gary Orfield, and Greg Flaxman. “New Jersey’s Apartheid and Intensely
Segregated Urban Schools.” (2013).