In 1991, Jonathan Kozol’s Savage Inequalities
forced America to confront a painful truth: our public schools, far from
being the “great equalizer,” were engines of entrenched, racialized
poverty and privilege. Kozol’s stories—of East St. Louis schools
drowning in sewage, of children learning in hallways for lack of
space—were not just reporting, but a moral reckoning with a nation that
had broken its promise of equal opportunity.
More than three decades later, in 2025, the landscape is
both hauntingly familiar and, in crucial ways, even more perilous. The
chasms Kozol exposed remain, but a new, insidious force seeks not just
to ignore, but to erase the very truth of inequality—even as previous
efforts to address that inequality often missed its deeper structural
roots. This is no longer neglect—it is a deliberate assault on justice,
and silence is complicity.
The Unrelenting Grip of Educational Apartheid
Kozol’s later works, The Shame of the Nation (2005) and An End to Inequality
(2024), trace the resurgence of what he called “apartheid schooling.”
Recent federal data confirm his fears: 60% of Black and Latino students
now attend schools where over 75% of their peers are minorities—a
segregation level rivaling the early 1990s (NCES, 2024)
Funding gaps between high-poverty and low-poverty districts have
widened to $1,500 per student, leaving urban schools with outdated
books, no heat, and overcrowded classrooms (Kozol, 2024)
In 2024, Kozol described a Bronx school where students
shared tattered textbooks while, just a few miles away, their affluent
peers enjoyed iPads and gleaming science labs (Kozol, 2024)
The new Civil Rights Data Collection reveals the persisting breadth of this
divide: schools with high Black and Latino enrollment are far less
likely to offer advanced courses—only 35% provide calculus, compared to
54% of whiter schools (EdWeek, 2025; CRDC, 2021–22)
.
The pipeline narrows further in advanced placement courses: Black
students, despite being 15% of high schoolers, represent only 9% of AP
computer science students, 7% in AP science, and 6% in AP math (
EdWeek, 2025)These disparities have remained stubbornly persistent over the past decade.
The discipline gap—suspensions, expulsions, even in
preschool—remains as wide as ever, with Black boys especially targeted
at every stage of schooling (EdWeek, 2025)
Of the approximately 537,700 students nationwide who attend public
schools where fewer than half of the teachers are fully certified, 68%
are Black or Latino (EdWeek, 2025; CRDC 2021–22)
These are not just numbers. In Chicago, as Eve Ewing chronicled in Ghosts in the Schoolyard,
the closure of public schools in Black neighborhoods was not just a
policy—it was an act of “institutional mourning,” a slow erasure of
community memory and hope (Ewing, 2018)
Matthew Desmond’s
Poverty, by America
(2023) reminds us that these patterns are not accidental but the result
of deliberate policy choices, resource hoarding, and a refusal to
confront the intersecting realities of race and class in American
inequality (Desmond, 2023)
A New Phase: Suppression and Retrenchment
The 2020s mark a chilling shift. Where Kozol once
decried neglect, we now face a coordinated campaign to silence the very
fight for equality. The Trump administration’s Project 2025, rolled out
through a barrage of executive orders, weaponizes civil rights law to
dismantle any institutional attempt to address racial inequality—however
flawed or incomplete some of those efforts may have been. Over 60 universities,
including Columbia, now face federal investigations for “race-based
preferences”—claims that diversity programs unfairly disadvantage white
or Asian students (NYT, 2025)
In March 2025, after the Trump administration suspended $400 million in
federal funding and demanded that Columbia place its Middle Eastern,
South Asian, and African Studies department (MESAAS) under academic
receivership, the university instead fired the department’s head and
appointed an outsider, Miguel Urquiola, as senior vice provost to
conduct a sweeping review of regional studies, starting with the Middle
East. While Columbia stopped short of formal receivership, these changes
effectively increased administrative oversight and left faculty and
students in a state of fear and confusion, with the department still
under outside review and faculty lawsuits pending (The Intercept, April 16, 2025 (The
Intercept, 2025; NYT, 2025)
As of June 2025, the department remains under outside review, with
faculty lawsuits pending. Students and faculty describe whiplash, fear,
and confusion. “This is an attack on scholarship, dissent, and critical
thinking,” said a MESAAS graduate student (The Intercept, 2025)
. Conferences have moved online, “more like an underground secret meeting than a public rally” (The Intercept, 2025)
The message is clear: academic freedom is no longer sacrosanct, and the
federal government is willing to use its financial power to enforce
ideological conformity.
Curriculum Censorship: The DoDEA Book Ban
Perhaps the most sweeping example of this new censorship
comes from the Department of Defense Education Activity (DoDEA)
schools. In January 2025, President Trump signed executive orders
banning “gender ideology” and “divisive concepts” from federally funded
K-12 education (ACLU-KY, 2025)
The result? Over 500 books—including
To Kill a Mockingbird,
The Color Purple,
The New Jim Crow, and
Julián Is a Mermaid—have been “quarantined” or removed (Book Riot, 2025)
.
Black History Month, Women’s History Month, and Pride Month
celebrations have been canceled. Teachers have been ordered to strip
classrooms of any reference to race, gender, or American history deemed
“radical.” Even yearbooks are policed for “support for social
transition” (Book Riot, 2025)
The ACLU is now suing on behalf of military families,
arguing these bans violate students’ First Amendment rights and set a
chilling precedent for all American schools (ACLU-KY, 2025)
A military parent put it bluntly: “We make sacrifices so my husband can
defend the Constitution and the rights and freedoms of all Americans.
If our own rights and the rights of our children are at risk, we have a
responsibility to speak out” (
Book Riot, 2025)
.
Students themselves have staged walkouts and protests, risking
discipline to defend their right to learn—including a walkout in South
Korea where students folded the American flag and one dressed as the
Statue of Liberty (Book Riot, 2025)
Federal Retrenchment and the Assault on Opportunity
The assault on educational opportunity does not stop at
censorship. The Trump administration’s proposed 15% cut to the Education
Department’s budget targets Title I, Head Start, and special
education—lifelines for poor and minority students (NPR, 2025; NEA,
2025)
AmeriCorps, which funded thousands of after-school and tutoring
programs for low-income children, has been gutted. In Georgia, a beloved
dropout prevention program lost its tutors overnight. In Brooklyn, the Center for Family Life in Sunset Park—a nonprofit
serving 800 children—lost over $950,000 in AmeriCorps funding,
jeopardizing daily care, after-school programs, and college grants for
neighborhood youth (
Gothamist, 2025)
These cuts hit hardest in communities already struggling with poverty
and underfunded schools, amplifying the very inequalities Kozol decried
more than thirty years ago.
The Data: Inequality by Design
The new Civil Rights Data Collection makes it impossible
to pretend these are isolated incidents. The numbers tell a story of
systematic exclusion: only 48% of high schools offered calculus in
2021–22, and just half offered computer science (EdWeek, 2025)
In predominantly Black and Latino schools, those numbers drop
precipitously—to 35% for calculus and 42% for computer science (
EdWeek, 2025)
.
Nearly one in five high schools has no counselor; Black and Native
American students are 1.3 times more likely than whites to attend a
school with a security guard but no counselor (EdWeek, 2025)
Imagine a Black student in a Detroit school in 2025,
denied calculus while her suburban peers code on laptops—a gap the CRDC
quantifies, but only lived experience can fully reveal.
A new Stanford/USC study, released on the 70th
anniversary of Brown v. Board, finds that racial and economic
segregation among schools has grown steadily in large districts over the
past three decades—driven not by demographic change, but by policy
choices favoring “school choice” over integration. Segregation between
white and Black students has increased by 64% since 1988 in the 100
largest districts, and segregation by economic status has increased by
about 50% since 1991 (USC/Stanford, 2025)
Weaponizing Civil Rights Law
Perhaps the most perverse twist of the current era is
the weaponization of civil rights law itself. The Trump administration
has reinterpreted Title VI of the Civil Rights Act to claim that
diversity initiatives and race-conscious curricula constitute “reverse
racism” against whites and Asians. Universities are under investigation,
funding is threatened or withdrawn, and the very legal architecture
designed to dismantle segregation is now being used to enforce a
“colorblind” agenda that denies the intersecting realities of race and
class disadvantage (NYT, 2025)
.
From Neglect to Erasure
Whereas Kozol’s era could be described as one of neglect
or denial, today’s political climate is marked by active erasure. The
“culture wars” are not a sideshow; they are the main event, serving to
distract from—and in many cases, worsen—the institutional disadvantages
facing poor and minority students. The very act of naming inequality is
now a political risk. Kozol’s enduring insight was that educational
inequality reflected broader patterns of economic and social
disadvantage—patterns that persist regardless of which particular
remedies are attempted or abandoned.
Resistance and the Fight for Truth
Yet, as in Kozol’s time, there is resistance. Students,
parents, and educators are suing, protesting, and organizing. Military
families are challenging the DoDEA bans in court (ACLU-KY, 2025)
Faculty at Columbia and Harvard have spoken out, even as administrations capitulate (The Intercept, 2025)
.
In South Korea, DoDEA students staged walkouts, flag-folding
ceremonies, and protests dressed as the Statue of Liberty (Book Riot,
2025)
. In Texas, teachers have defied book bans by hosting underground reading groups, risking their jobs to preserve access to
The New Jim Crow and other banned works (Book Riot, 2025)
In Chicago, parents rallied in April 2025 to save a South Side school, proving the spirit of resistance lives.
These acts of defiance are reminders that the struggle
for educational equality is also a struggle for the right to tell the
truth—about both the persistence of racial disadvantage and the economic
structures that sustain it.
Conclusion: The Kozolian Imperative
If we apply Kozol’s framework to 2025, the verdict is
grim: the "savage inequalities" of American education have not
disappeared—they have adapted, deepened, and, in some ways, become more
insidious. The challenge now is not only to document the persistence of
injustice, but to resist its erasure from public consciousness. As we
revisit Kozol’s legacy, we must confront the reality that the struggle
for educational equity is not just about funding or policy, but about
the right to bear witness—to insist that honest analysis of structural
inequality in all its forms remains at the center of our national life.
In 2025, time is running out. Every silenced book, every
shuttered school, is a theft of a child’s future. Share a story, join a
protest, demand accountability—because every child deserves a school
that nurtures their dreams, not one that erases their history.
Sources
-
Jonathan Kozol, Savage Inequalities (Crown, 1991); An End to Inequality (The New Press, 2024).
-
The Intercept, “Inside Columbia’s Betrayal of Its Middle Eastern Studies Department,” April 16, 2025.
-
Book Riot, “How The ACLU Is Responding to Book Bans in US Military Schools,” June 6, 2025.
-
Education Week, “What the Latest Civil Rights Data Show About Racial Disparities in Schools,” January 16, 2025.
-
Eve L. Ewing, Ghosts in the Schoolyard (University of Chicago Press, 2018).
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Matthew Desmond, Poverty, by America (Crown, 2023).
-
U.S. Department of Education, Civil Rights Data Collection, 2021–22.
-
New York Times, “Why Trump’s Ultimatum to Columbia Could Upend Higher Education,” March 20, 2025.
-
ACLU of Kentucky, “Defending the First Amendment,” May 8, 2025.
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National Center for Education Statistics, 2024.
-
National Education Association, “Four Ways Trump’s Budget Proposal Slashes Public School Funding,” May 7, 2025.
-
USC/Stanford, “New Segregation Index Shows U.S. Schools
Remain Highly Segregated,” May 17, 2022; American Sociological Review,
“School Segregation is Widening Racial Achievement Gaps,” January 7,
2025.
-
NPR, “Trump’s Budget Calls for 15% Education Department Cut,” June 2, 2025.
14.14. Gothamist, “Sunset Park after-school program upended by Trump’s AmeriCorps cuts,” May 27, 2025