s fight against taxes to pay for what the schools need.
Kozol looks at the schools in the Chicago area and then turns to New York to show how these inequalities manifest themselves in New York schools. Here again he finds a huge difference in the expenditures in the wealthier suburbs as opposed to the poorer inner city regions. The wealthier schools have all the advantages--they get the best teachers, the newest equipment, the most books, the finest materials. The inner city schools take what they can get. Kozol cites editorials in newspapers like the Wall Street Journal finding that nothing works to improve the schools and that more spending does nothing to improve education, and Kozol debunks these views and shows how they are only looking in the wrong place for evidence. At every juncture, the poorer schools are forced to play catch-up, and any improvement means improvement across the board, thus leaving these schools behind once more. Kozol describes school in many different regions, ending in San Antonio and showing how everywhere there is a two-tier system that leaves the poor children behind and advances the interests of wealthier, and usually whiter, children on every scale and for every sort of program or feature.
Jonathan Kozol in Savage Inequalities takes the position that the structure of education in American society is based on a two-tiered system which leaves the poorer children behind in terms of the education they can receive. This is a new form of segregation in Kozol's view, a segregation based on race that continues long after the Supreme Court in Brown v. Board of Education ruled that such inequalities in the public schools had to be eliminated. Kozol travels to real schools to observe, and he finds that little has changed:
Most of the urban schools I visited were 95 to 99 percent nonwhite. In no school th
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