Unveiling Alabama's Educational Disparities: The Lingering Legacy of Segregation
Augusta Belle Rentenbach - 3 June 2024
Image credit: 2019-2020 Birmingham City Schools Zone and Feeder Pattern
Access to education is an inalienable right granted to every child. However, Alabama’s current school zoning policies, which restrict access to certain schools based on racial discrimination, flagrantly disregard this fundamental right. These children become unwitting casualties of a persistent legacy of racial segregation. Regardless of their background, every child deserves an education that is impartial, just, and comprehensive.
In the 1901 Alabama constitution, Section 256 stated that “separate schools shall be provided for white and colored children.” Following the Supreme Court Case Brown v. Board of Education in 1954, which ruled that racial segregation in public schools was unconstitutional, Alabama’s constitution was invalidated. Consequently, the constitutional amendment Alabama legislators passed in 1956 eliminated the state’s responsibility to guarantee public education. This strategic move aimed to evade desegregation efforts and bolster support for private schools. Regrettably, the amended Section 256 remains intact, perpetuating racial segregation through gerrymandering of school district borders across the state. This has resulted in Alabama schools being both separate and unequal. Regardless of a child’s race or background, they have the right to an equitable and comprehensive education.
Alabama holds a significant place in the history of the Civil Rights Movement. The state’s pivotal role in ending segregation and advancing civil rights across America must not be underestimated. Iconic events such as the Montgomery Bus boycotts, the Freedom Riders’ campaigns, Dr. Martin Luther King Jr.’s letter from Birmingham Jail, the Sixteenth Street Baptist Church bombings, the Children’s Crusade, and Bloody Sunday all contributed to igniting discussions and legal changes regarding discrimination and segregation in the 1950s and 1960s. While these events were monumental in effecting crucial societal changes, they did not fully resolve the underlying racial issues that persist to this day.
Deep-seated racial prejudices persist in Alabama, perpetuating perceptions that reinforce de facto racial segregation in education. Birmingham City Schools, with a 100% minority enrolment and 68.4% economically disadvantaged students, stand in sharp contrast to the Mountain Brook City Schools, less than a five-minute drive away, where 93.7% of students are white, and only 0.4% are economically disadvantaged. A study by the Equal Justice Initiative in 2018 found that 90.34% of students attending Alabama’s 75 “failing” schools were African American. This inequity is evident in dropout rates, literacy rates, high school graduation rates, teacher-to-student ratios, test scores, and other metrics.
Public schools in Alabama rely on funding from various sources, primarily federal, state, and local. Federal funds, comprising 10-14% of the total, are predominantly allocated through Title I, which offers additional support to low-income students. State funding, constituting 55-65% of the budget, is determined by Alabama’s Foundation Program, which dictates the allocation to each district. Meanwhile, local property taxes contribute 21-35% of the funding. However, a pronounced disparity in education quality exists due to lower property tax rates in marginalised districts. For instance, Sumter County schools, with a 100% minority enrolment, serve a population where a quarter is white, underscoring the systemic inequalities. Marginalized communities experience discrimination and exclusion (either social, political and economic) due to unequal power relationships across different dimensions. In Alabama specifically, marginalized school districts are mainly those with higher rates of economically disadvantaged students, along with lower rates of students who identify as white enrolled in their public schools.
This segregation profoundly impacts children and their future prospects by denying them an equitable education. These marginalised children did not choose their race, familial economic status, or the district in which they receive their schooling. Why should they bear the brunt of these legislative practices? What have they done to deserve unequal access to the quality education afforded to their counterparts?
The perpetuation of educational segregation deepens the cycle of poverty prevalent in marginalised communities across Alabama. Without access to a proper, fundamental education, these children face significant disadvantages compared to their peers just a few miles away. Marginalised schools often lack adequate infrastructure, extracurricular activities, funding, school supplies, and counselling resources. As highlighted in an NPR article, a principal from Sumter County lamented, “In the girls restroom, they may have four or five stalls, but only one works, and the funds are limited, so what do you deem necessary? If one is working, that’s what you’re going to allow to continue.”
Teachers are also bearing the brunt of this educational segregation. Educators in marginalised school districts experience higher rates of burnout due to a lack of support and larger class sizes, resulting in less individualised attention for students. Additionally, they contend with increased levels of depression and anxiety as they are frequently confronted with the harrowing experiences their students endure on a daily basis. While teachers across America face numerous challenges, those in marginalised communities are disproportionately affected by the impact of educational disparities.
Image credit: Willem Roper (2021) ‘Renewed Trend in School Segregation’
It is crucial to speak out and raise awareness about the ongoing segregation in schools to drive meaningful change. Numerous organisations in Alabama are actively engaged in addressing these educational issues, shedding light on the systemic inequities rooted in racism. One specific organization, Teach for America, understands that educational inequities in America are deeply rooted in systemic racism so they target their efforts to focus on those who are most directly impacted by injustice and help develop leaders who want to create meaningful change in the American educational system. Their efforts encompass lobbying state legislators, fundraising for educators and staff, offering extracurricular activities, and providing support to students. Dedicated teachers also play a pivotal role in bridging these educational gaps by advocating for their students and highlighting the challenges imposed by school district boundaries. While these collective efforts are making a difference, substantive legislative changes are essential for fostering real and lasting transformation.
In conclusion, the enduring legacy of racial segregation in Alabama’s educational system starkly contravenes the fundamental right to an equitable education for every child. Despite the significant strides made during the Civil Rights Movement, the persistence of discriminatory school zoning policies highlights the need for continued advocacy and reform. Marginalized communities, burdened by systemic inequalities, face substantial challenges in providing quality education to their children. This, in turn, perpetuates cycles of poverty and limits future opportunities for many students based solely on their geographic and racial circumstances.