Brianna Rodriguez

Professor Lookholder

Sociology M01

10-28-18

The book, Savage Inequalities: Children in America's Schools written by author Jonathan

Kozol in 1991, discusses the economical discrepancies in education between schools of different

classes and races. Kozol’s studies are based upon his own observations of various public school

classrooms comparing poor and privileged areas. While observing East St. Louis High School,

Kozol stumbles across history teacher Irl Solomon whom is the “highlight of the school”(Kozol).

East St. Louis High not only has a struggling and impoverished community, but also lacks solid

programs and opportunities for the students. The community is failing as a whole and there is no

sense of urgency to provide for a school with insufficient funds. The highschool has outdated

equipment, textbooks, unsanitary restrooms with a lingering sewage smell and unoccupied

programs. Irl Solomon had a specific desire and longing to work and teach for such a school, so

he tried it out and has remained teaching at one of the toughest schools in a poor area. Irl brings

attention to his students and their struggles, more specifically his underage pregnant female

students. He expresses how these young girls admit that school has nothing to offer them so they

find themselves saying well “there’s no reason not to have a baby”(Kozol). Next, author Kozol

encounters the rich side of education in Rye, New York. The priorities are opposing as it can be,

the principle shares the $400,000 budget (raised by donations from parents) on one single aspect

of the school, the auditorium. The opportunities for schools are endless when they are present in

rich neighborhoods because schools are dependent on local funds or donations. He observes

majority of students are white and belong to AP classes while most speak intellectually and
appear well-mannered. He enters a class where students are ready to academically debate and

one student named Jennifer differs from the group but stands out. Jennifer mentions her parents

come from the Bronx and that the schools “are hell there” and that’s what prompted them to

move. She expresses that it should not be the community’s responsibility in paying property

taxes to provide for run down schools. And that there’s no point in moving to a nice place like

New York only to pay taxes that go back to another place. She then brings up a valuable point in

which an individual must want and strive themselves in order to obtain an education. With the

author’s detailing and extensive imagery of the utterly poor school, East St. Louis, and then the

short and direct description of the rich school, the extreme differences of lifestyle and

opportunity further emphasizes the importance of money on educating students in America.

In my opinion, I really appreciated and enjoyed seeing two opposing sides of the

spectrum for public schools education. In the past 20 years, I believe changes in racial aspect has

changed but changes in equality has not changed much. For instance, I believe society is widely

discussing racism more and deeming racism unacceptable. In today’s society, racism is less

common in an educational environment. But, equality for all students has not changed much

because, as seen in this article, students in poor areas have no opportunity to get out in order to

prosper and grow. I do not see equal opportunities for young students in America because if they

can not work at a young age, they can not get out of the poor education system. In some areas,

schools are seen progressing like usual with the use and presence of new technology in

classrooms, but in other areas schools are struggling to pay for a stable roof structure. I believe

the reliance on local community funds is failing in poor areas, therefore a change for public

education funds is needed. Perhaps more recognition for public schools struggling to financially

provide basic supplies is what’s needed.