Five Miles Away, a World Apart

University of Virginia Law Professor James Ryan is attracting a lot of attention with his new book, “Five Miles Away, a World Apart,” which looks at the issue of school desegregation through the prism of two schools divided by a municipal boundary: predominantly white Douglas Southall Freeman High School in Henrico County and predominantly black Thomas Jefferson (Tee Jay) High School in the City of Richmond. “The line that separates Tee-Jay and Freeman,” he writes, “represents the most important boundary in public education: the boundary between city and suburban schools.”

A former law clerk for Supreme Court Justice William Rehnquist, Ryan is not easily pigeonholed ideologically. He is deeply concerned about the inequities created by unequal educational opportunity, believes in an integrated society…  and supports vouchers as a means of empowering parents with school choice. He concludes that a lack of money is not what ails inner-city schools — they often are better funded. What low-income students need is to rub elbows with their more affluent peers on the theory that they will absorb the middle-class ethos of higher expectations, parental involvement and harder academic application that leads to educational achievement.

Richard Kahlenburg, a senior fellow with the Century Foundation, writes a mostly positive review for the New Republic. Amy L. Wax, a University of Pennsylvania law professor, writes a mostly critical review for the Hoover Institution. I haven’t read the book so I can’t comment upon it.  Although the book was written for a national audience, I live in the Freeman school district. I also suffer from the historical amnesia — how, exactly, did things get this way? — that most afflicts most Richmonders. Hopefully, I’ll get around to reporting back on this book.

— JAB


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6 responses to “Five Miles Away, a World Apart”

  1. Darrell Avatar

    “What low-income students need is to rub elbows with their more affluent peers on the theory that they will absorb the middle-class ethos of higher expectations, parental involvement and harder academic application that leads to educational achievement.”

    Remember busing? White flight? How did that work out? So are you going to force middle class kids to go to a low income school? What incentive is there for that?

    Let’s say you actually succeed in this benevolent gentrification. What is more likely to happen is the affluent student becomes the customer/victim for the gangs that are an inherent part of the low income life.

    Grades, parents, teachers are fantasy window dressing on a hopium theory with huge downside risk.

  2. how did we get there? it’s pretty simple. Virtually every MLS real estate service clearly shows what the local school is for a given property.

    it don’t take long after that for the parents to figure out where they want to live or not live.

    the awful truth is …that there are awful schools out there – and not even black parents want their kids going to those schools – even though those schools are often run from top to bottom by black administrators.

    I’m not implying anything racial with my comments here – just the awful realities that are present and no conscientious parent – regardless of their color can be blamed for not sending their kid into a bad school.

    the real tragedy perhaps is the kids who have parents who don’t know or don’t care and can’t do anything about it.

  3. Wonder what our rods would look like, if each jurisdiction paid for its own, as Larry suggests?

    Here is a good example of why that is a bad idea.

  4. why Ray – they’d look like they do in every city and town in Va and they’d look like they do in Arlington and Herico… as well as New York, Kansas, Oklahoma, Illinois, etc.

  5. I don;t think so.

    I think they would look like our schools: god in the afluent places and dirt in the poor places. Terrible where the need is greatest.

  6. Jim,

    I’ve got a copy I can loan you. Parts of the book are excellent, especially the local history. Others drag, as you might expect from a policy book. And I’m still mulling over the conclusions, which strike me as very different from what the typical school choicer might embrace.

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