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Thursday, August 24, 2023

Economic freedom

From Wikipedia, the free encyclopedia
https://en.wikipedia.org/wiki/Economic_freedom

Economic freedom, or economic liberty, is the ability of people of a society to take economic actions. This is a term used in economic and policy debates as well as in the philosophy of economics. One approach to economic freedom comes from the liberal tradition emphasizing free markets, free trade, and private property under free enterprise. Another approach to economic freedom extends the welfare economics study of individual choice, with greater economic freedom coming from a larger set of possible choices. Other conceptions of economic freedom include freedom from want and the freedom to engage in collective bargaining.

The liberal free-market viewpoint defines economic liberty as the freedom to produce, trade and consume any goods and services acquired without the use of force, fraud, theft or government regulation. This is embodied in the rule of law, property rights and freedom of contract, and characterized by external and internal openness of the markets, the protection of property rights and freedom of economic initiative. There are several indices of economic freedom that attempt to measure free market economic freedom. Based on these rankings, correlative studies have found higher economic growth to be correlated with higher scores on the country rankings. With regards to other measures such as equality, corruption, political and social violence and their correlation to economic freedom, it has been argued that the economic freedom indices conflate unrelated policies and policy outcomes to conceal negative correlations between economic growth and economic freedom in some subcomponents.

Liberal viewpoint

Institutions of economic freedom

Private property rights

In the 1960s, Alan Greenspan argued that economic freedom requires the gold standard for protection of savings from confiscation through inflation

According to the liberal free-market view, a secure system of private property rights is a necessary part of economic freedom. Such systems include two main rights, namely the right to control and benefit from property and the right to transfer property by voluntary means. David A. Harper argues that a system of private property is required for entrepreneurship, because "entrepreneurs would not be able to formulate or carry out their plans unless they were reasonably sure that the people with whom they trade have exclusive control over the relevant resources." Bernard H. Siegan holds that a secure system of property rights also reduces uncertainty and encourages investments, creating favorable conditions for an economy to be successful. According to Hernando de Soto, much of the poverty in Third World countries is caused by a lack of Western systems of laws and well-defined and universally recognized property rights. De Soto argues that because of legal barriers and because it is often unclear who owns what property, poor people in those countries cannot utilize their assets to produce more wealth. David L. Weimer, surveying a series of empirical studies about economic growth, reports that "a number of economic historians have noted the importance of credible property rights, especially in terms of freedom from arbitrary seizures of property by governments, for understanding relative rates of growth in different time periods and regions," and concludes that countries with strong property rights systems have economic growth rates almost twice as high as those of countries with weak property rights systems. At the same time, he notes that the risk of unexpected seizure, and not state ownership in and of itself, is responsible for this outcome, saying: "the degree of state ownership of property does not have a statistically significant effect on growth rates after controlling for the risk of seizure."

Freedom of contract

Freedom of contract is the right to choose one's contracting parties and to trade with them on any terms and conditions one sees fit. Contracts permit individuals to create their own enforceable legal rules, adapted to their unique situations. Disputes arising from contracts are typically resolved by the judiciary branch of government, but not all contracts need to be enforced by the state. For example, in the United States there is a large number of third-party arbitration tribunals which resolve disputes under private commercial law. Negatively understood, freedom of contract is freedom from government interference and from imposed value judgments of fairness. The notion of "freedom of contract" was given one of its most famous legal expressions in 1875 by Sir George Jessel MR:

[I]f there is one thing more than another public policy requires it is that men of full age and competent understanding shall have the utmost liberty of contracting, and that their contracts when entered into freely and voluntarily shall be held sacred and shall be enforced by courts of justice. Therefore, you have this paramount public policy to consider – that you are not lightly to interfere with this freedom of contract.

The doctrine of freedom of contract received one of its strongest expressions in the US Supreme Court case of Lochner v. New York which struck down legal restrictions on the working hours of bakers.

Critics of the classical view of freedom of contract argue that this freedom is illusory when the bargaining power of the parties is highly unequal, most notably in the case of contracts between employers and workers. As in the case of restrictions on working hours, workers as a group may benefit from legal protections that prevent individuals agreeing to contracts that require long working hours. In its West Coast Hotel Co. v. Parrish decision in 1937, overturning Lochner, the Supreme Court cited an earlier decision:

The legislature has also recognized the fact, which the experience of legislators in many States has corroborated, that the proprietors of these establishments and their operatives do not stand upon an equality, and that [p. 394] their interests are, to a certain extent, conflicting. The former naturally desire to obtain as much labor as possible from their employees, while the latter are often induced by the fear of discharge to conform to regulations which their judgment, fairly exercised, would pronounce to be detrimental to their health or strength. In other words, the proprietors lay down the rules and the laborers are practically constrained to obey them. In such cases, self-interest is often an unsafe guide, and the legislature may properly interpose its authority.

From this point on, the Lochner view of freedom of contract has been rejected by US courts.

Economic and political freedom

Some free market advocates argue that political and civil liberties have simultaneously expanded with market-based economies, and present empirical evidence to support the claim that economic and political freedoms are linked.

In Capitalism and Freedom (1962), Friedman further developed Friedrich Hayek's argument that economic freedom, while itself an extremely important component of total freedom, is also a necessary condition for political freedom. He commented that centralized control of economic activities was always accompanied with political repression. In his view, voluntary character of all transactions in a free market economy and wide diversity that it permits are fundamental threats to repressive political leaders and greatly diminish power to coerce. Through elimination of centralized control of economic activities, economic power is separated from political power, and the one can serve as counterbalance to the other. Friedman feels that competitive capitalism is especially important to minority groups, since impersonal market forces protect people from discrimination in their economic activities for reasons unrelated to their productivity.

Austrian School economist Ludwig von Mises argued that economic and political freedom were mutually dependent: "The idea that political freedom can be preserved in the absence of economic freedom, and vice versa, is an illusion. Political freedom is the corollary of economic freedom. It is no accident that the age of capitalism became also the age of government by the people."

In The Road to Serfdom, Hayek argued that "Economic control is not merely control of a sector of human life which can be separated from the rest; it is the control of the means for all our ends." Hayek criticized socialist policies as the slippery slope that can lead to totalitarianism.

Gordon Tullock has argued that "the Hayek-Friedman argument" predicted totalitarian governments in much of Western Europe in the late 20th century – which did not occur. He uses the example of Sweden, in which the government at that time controlled 63 percent of GNP, as an example to support his argument that the basic problem with The Road to Serfdom is "that it offered predictions which turned out to be false. The steady advance of government in places such as Sweden has not led to any loss of non-economic freedoms." While criticizing Hayek, Tullock still praises the classical liberal notion of economic freedom, saying, "Arguments for political freedom are strong, as are the arguments for economic freedom. We needn't make one set of arguments depend on the other."

Indices of economic freedom

The annual surveys Economic Freedom of the World (EFW) and Index of Economic Freedom (IEF) are two indices which attempt to measure the degree of economic freedom in the world's nations. The EFW index, originally developed by Gwartney, Lawson and Block at the Fraser Institute was likely the most used in empirical studies as of 2000.

The Economic Freedom of the World score for the entire world has grown considerably in recent decades. The average score has increased from 5.17 in 1985 to 6.4 in 2005. Of the nations in 1985, 95 nations increased their score, seven saw a decline, and six were unchanged. Using the 2008 Index of Economic Freedom methodology world economic freedom has increased 2.6 points since 1995.

Members of the World Bank Group also use Index of Economic Freedom as the indicator of investment climate, because it covers more aspects relevant to the private sector in wide number of countries.

Criticism

The nature of economic freedom is often in dispute. Robert Lawson, the co-author of EFW, even acknowledges the potential shortcomings of freedom indices: "The purpose of the EFW index is to measure, no doubt imprecisely, the degree of economic freedom that exists." He likens the recent attempts of economists to measure economic freedom to the initial attempts of economists to measure GDP: "They [macroeconomists] were scientists who sat down to design, as best they could with the tools at hand, a measure of the current economic activity of the nation. Economic activity exists and their job was to measure it. Likewise economic freedom exists. It is a thing. We can define and measure it." Thus, it follows that some economists, socialists and anarchists contend that the existing indicators of economic freedom are too narrowly defined and should take into account a broader conception of economic freedoms.

Critics of the indices (e.g. Thom Hartmann) also oppose the inclusion of business-related measures like corporate charters and intellectual property protection. John Miller in Dollars & Sense has stated that the indices are "a poor barometer of either freedom more broadly construed or of prosperity." He argues that the high correlation between living standards and economic freedom as measured by IEF is the result of choices made in the construction of the index that guarantee this result. For example, the treatment of a large informal sector (common in poor countries) as an indicator of restrictive government policy, and the use of the change in the ratio of government spending to national income, rather than the level of this ratio. Hartmann argues that these choices cause the social democratic European countries to rank higher than countries where the government share of the economy is small but growing.

Economists Dani Rodrik and Jeffrey Sachs have separately noted that there appears to be little correlation between measured economic freedom and economic growth when the least free countries are disregarded, as indicated by the strong growth of the Chinese economy in recent years. Morris Altman found that there is a relatively large correlation between economic freedom and both per capita income and per capita growth. He argues that this is especially true when it comes to sub-indices relating to property rights and sound money, while he calls into question the importance of sub-indices relating to labor regulation and government size once certain threshold values are passed. John Miller further observes that Hong Kong and Singapore, both only "partially free" according to Freedom House, are leading countries on both economic freedom indices and casts doubt on the claim that measured economic freedom is associated with political freedom. However, according to the Freedom House, "there is a high and statistically significant correlation between the level of political freedom as measured by Freedom House and economic freedom as measured by the Wall Street Journal/Heritage Foundation survey."

Choice sets and economic freedom

Amartya Sen and other economists consider economic freedom to be measured in terms of the set of economic choices available to individuals. Economic freedom is greater when individuals have more economic choices available – when, in some technical sense, the choice set of individuals expands.

Positive and negative freedom

The differences between alternative views of economic freedom have been expressed in terms of Isaiah Berlin's distinction between positive freedom and negative freedom. Classical liberals favour a focus on negative freedom as did Berlin himself. By contrast Amartya Sen argues for an understanding of freedom in terms of capabilities to pursue a range of goals. One measure which attempts to assess freedom in the positive sense is Goodin, Rice, Parpo, and Eriksson's measure of discretionary time, which is an estimate of how much time people have at their disposal during which they are free to choose the activities in which they participate, after taking into account the time they need to spend acquiring the necessities of life. In his book, Capitalism and Freedom, Milton Friedman explains the preservation of freedom is the reason for limited and decentralized governments. It creates positive freedom within the society allowing for freedom of choice for an individual in a free society.

Freedom from want

Franklin D. Roosevelt included freedom from want in his Four Freedoms speech. Roosevelt stated that freedom from want "translated into world terms, means economic understandings which will secure to every nation a healthy peacetime life for its inhabitants-everywhere in the world". In terms of US policy, Roosevelt's New Deal included economic freedoms such as freedom of trade union organisation, as well as a wide range of policies of government intervention and redistributive taxation aimed at promoting freedom from want. Internationally, Roosevelt favored the policies associated with the Bretton Woods Agreement which fixed exchange rates and established international economic institutions such as the World Bank and International Monetary Fund.

Herbert Hoover saw economic freedom as a fifth freedom, which secures survival of Roosevelt's Four freedoms. He described economic freedom as freedom "for men to choose their own calling, to accumulate property in protection of their children and old age, [and] freedom of enterprise that does not injure others."

Freedom of association and unions

The Philadelphia Declaration (enshrined in the constitution of the International Labour Organization) states that "all human beings, irrespective of race, creed or sex, have the right to pursue both their material well-being and their spiritual development in conditions of freedom and dignity, of economic security and equal opportunity." The ILO further states that "The right of workers and employers to form and join organizations of their own choosing is an integral part of a free and open society."

Socialist views

The socialist view of economic freedom conceives of freedom as a concrete situation as opposed to an abstract or moral concept. This view of freedom is closely related to the socialist view of human creativity and the importance ascribed to creative freedom. Socialists view creativity as an essential aspect of human nature, thus defining freedom as a situation or state of being where individuals are able to express their creativity unhindered by constraints of both material scarcity and coercive social institutions. Marxists stress the importance of freeing the individual from what they view as coercive, exploitative and alienating social relationships of production they are compelled to partake in, as well as the importance of economic development as providing the material basis for the existence of a state of society where there are enough resources to allow for each individual to pursue his or her genuine creative interests.

Socioeconomic impact of economic freedom

One of the ways to measure economic competitiveness is by comparing an extent of economic freedom that countries have, which as surveys show can also largely explain differences in economic well-being across the world. Generally, countries with higher economic freedom have higher gross domestic product per capita and its growth rates, as well as better health care, education quality, environment protection, income equality, and happiness results. These trends of increasing prosperity are confirmed even when we compare these indicators within territories of countries. Nevertheless, despite these benefits societies have to be aware that with increasing economic freedom they will have to face going through a phase of increasing inequality, which basically is a result of decreased redistribution, as well as other negative effects from economic liberalization, i.e., running of local enterprises out of business, takeover of competitive firms, enforcing of interests of foreign companies, dependence on foreign capital, deteriorating work rights, harmful manufacturing for the environment, introducing of commercial practices that are not favorable for consumers, as well as endangerment for survival of national cultures. However, these negative effects from economic freedom tend to be felt in a shorter term, and if countries use the opportunities of economic freedom in our increasingly globalized economy in a right way, as research shows their socioeconomic conditions will be significantly better than in a case of less economic freedom.

Brown v. Board of Education

From Wikipedia, the free encyclopedia
 
Brown v. Board of Education
Argued December 9, 1952
Reargued December 8, 1953
Decided May 17, 1954
Full case nameOliver Brown, et al. v. Board of Education of Topeka, et al.
Citations347 U.S. 483
74 S. Ct. 686; 98 L. Ed. 873; 1954 U.S. LEXIS 2094; 53 Ohio Op. 326; 38 A.L.R.2d 1180
DecisionOpinion
Case history
PriorJudgment for defendants, 98 F. Supp. 797 (D. Kan. 1951); probable jurisdiction noted, 344 U.S. 1 (1952).
SubsequentJudgment on relief, 349 U.S. 294 (1955) (Brown II); on remand, 139 F. Supp. 468 (D. Kan. 1955); motion to intervene granted, 84 F.R.D. 383 (D. Kan. 1979); judgment for defendants, 671 F. Supp. 1290 (D. Kan. 1987); reversed, 892 F.2d 851 (10th Cir. 1989); vacated, 503 U.S. 978 (1992) (Brown III); judgment reinstated, 978 F.2d 585 (10th Cir. 1992); judgment for defendants, 56 F. Supp. 2d 1212 (D. Kan. 1999)
Holding
Segregation of students in public schools violates the Equal Protection Clause of the Fourteenth Amendment, because separate facilities are inherently unequal. District Court of Kansas reversed.
Court membership
Chief Justice
Earl Warren
Associate Justices
Hugo Black · Stanley F. Reed
Felix Frankfurter · William O. Douglas
Robert H. Jackson · Harold H. Burton
Tom C. Clark · Sherman Minton
Case opinion
MajorityWarren, joined by unanimous
Laws applied
U.S. Const. amend. XIV
This case overturned a previous ruling or rulings
Plessy v. Ferguson (1896) (in part)
Cumming v. Richmond County Board of Education (1899)
Berea College v. Kentucky (1908)

Brown v. Board of Education of Topeka, 347 U.S. 483 (1954), was a landmark decision by the U.S. Supreme Court which ruled that U.S. state laws establishing racial segregation in public schools are unconstitutional, even if the segregated schools are otherwise equal in quality. The decision partially overruled the Court's 1896 decision Plessy v. Ferguson, which had held that racial segregation laws did not violate the U.S. Constitution as long as the facilities for each race were equal in quality, a doctrine that had come to be known as "separate but equal". The Court's decision in Brown paved the way for integration and was a major victory of the civil rights movement, and a model for many future impact litigation cases.

The underlying case began in 1951 when the public school system in Topeka, Kansas, refused to enroll local black resident Oliver Brown's daughter at the elementary school closest to their home, instead requiring her to ride a bus to a segregated black school farther away. The Browns and twelve other local black families in similar situations filed a class-action lawsuit in U.S. federal court against the Topeka Board of Education, alleging that its segregation policy was unconstitutional. A special three-judge court of the U.S. District Court for the District of Kansas rendered a verdict against the Browns, relying on the precedent of Plessy and its "separate but equal" doctrine. The Browns, represented by NAACP chief counsel Thurgood Marshall, then appealed the ruling directly to the Supreme Court.

In May 1954, the Supreme Court issued a unanimous 9–0 decision in favor of the Browns. The Court ruled that "separate educational facilities are inherently unequal," and therefore laws that impose them violate the Equal Protection Clause of the Fourteenth Amendment of the U.S. Constitution. However, the decision's 14 pages did not spell out any sort of method for ending racial segregation in schools, and the Court's second decision in Brown II (349 U.S. 294 (1955)) only ordered states to desegregate "with all deliberate speed".

In the Southern United States, especially the "Deep South", where racial segregation was deeply entrenched, the reaction to Brown among most white people was "noisy and stubborn". Many Southern governmental and political leaders embraced a plan known as "massive resistance", created by Senator Harry F. Byrd, in order to frustrate attempts to force them to de-segregate their school systems. Four years later, in the case of Cooper v. Aaron, the Court reaffirmed its ruling in Brown, and explicitly stated that state officials and legislators had no power to nullify its ruling.

Background

Educational segregation in the US prior to Brown

For much of the 60 years preceding the Brown case, race relations in the United States had been dominated by racial segregation. Such state policies had been endorsed by the United States Supreme Court ruling in Plessy v. Ferguson (1896), which held that as long as the separate facilities for separate races were equal, state segregation did not violate the Fourteenth Amendment's Equal Protection Clause ("no State shall ... deny to any person ... the equal protection of the laws"). Racial segregation in education varied widely from the 17 states that required racial segregation to the 16 in which it was prohibited. Beginning in the 1930s, a legal strategy was pursued, led by scholars at Howard University and activists at the NAACP, that sought to undermine states' public education segregation by first focusing on the graduate school setting. This led to success in the cases of Sweatt v. Painter, 339 U.S. 629 (1950) and McLaurin v. Oklahoma State Regents, 339 U.S. 637 (1950), suggesting that racial segregation was inherently unequal (at least in some settings), which paved the way for Brown.

The plaintiffs in Brown asserted that the system of racial separation in all schools, while masquerading as providing separate but equal treatment of both white and black Americans, instead perpetuated inferior accommodations, services, and treatment for black Americans. Brown was influenced by UNESCO's 1950 Statement, signed by a wide variety of internationally renowned scholars, titled The Race Question. This declaration denounced previous attempts at scientifically justifying racism as well as morally condemning racism. Another work that the Supreme Court cited was Gunnar Myrdal's An American Dilemma: The Negro Problem and Modern Democracy (1944). Myrdal had been a signatory of the UNESCO declaration.

The United States and the Soviet Union were both at the height of the Cold War during this time, and U.S. officials, including Supreme Court justices, were highly aware of the harm that segregation and racism were doing to America's international image. When Justice William O. Douglas traveled to India in 1950, the first question he was asked was, "Why does America tolerate the lynching of Negroes?" Douglas later wrote that he had learned from his travels that "the attitude of the United States toward its colored minorities is a powerful factor in our relations with India." Chief Justice Earl Warren, nominated to the Supreme Court by President Dwight D. Eisenhower, echoed Douglas's concerns in a 1954 speech to the American Bar Association, proclaiming that "Our American system like all others is on trial both at home and abroad, ... the extent to which we maintain the spirit of our constitution with its Bill of Rights, will in the long run do more to make it both secure and the object of adulation than the number of hydrogen bombs we stockpile."

District court case

Filing and arguments

In 1951, a class-action lawsuit was filed against the Board of Education of the City of Topeka, Kansas, in the United States District Court for the District of Kansas. The plaintiffs were thirteen Topeka parents on behalf of their 20 children.

The suit called for the school district to reverse its policy of racial segregation. The Topeka Board of Education operated separate elementary schools due to a 1879 Kansas law, which permitted (but did not require) districts to maintain separate elementary school facilities for black and white students in 12 communities with populations over 15,000. The plaintiffs had been recruited by the leadership of the Topeka NAACP. Notable among the Topeka NAACP leaders were the chairman McKinley Burnett; Charles Scott, one of three serving as legal counsel for the chapter; and Lucinda Todd.

The named African-American plaintiff, Oliver Brown, was a parent, a welder in the shops of the Santa Fe Railroad, as well as an assistant pastor at his local church. He was convinced to join the lawsuit by a childhood friend, Charles Scott. Brown's daughter Linda Carol Brown, a third grader, had to walk six blocks to her school bus stop to ride to Monroe Elementary, her segregated black school one mile (1.6 km) away, while Sumner Elementary, a white school, was seven blocks from her house.

As directed by the NAACP leadership, the parents each attempted to enroll their children in the closest neighborhood school in the fall of 1951. They were each refused enrollment and redirected to the segregated schools.

The case "Oliver Brown et al. v. The Board of Education of Topeka, Kansas" was named after Oliver Brown as a legal strategy to have a man at the head of the roster. The lawyers, and the National Chapter of the NAACP, also felt that having Mr. Brown at the head of the roster would be better received by the U.S. Supreme Court justices. The 13 plaintiffs were: Oliver Brown, Darlene Brown, Lena Carper, Sadie Emmanuel, Marguerite Emerson, Shirley Fleming, Zelma Henderson, Shirley Hodison, Maude Lawton, Alma Lewis, Iona Richardson, Vivian Scales, and Lucinda Todd. The last surviving plaintiff, Zelma Henderson, died in Topeka, on May 20, 2008, at age 88.

District court opinion

The District Court ruled in favor of the Board of Education, citing the U.S. Supreme Court precedent set in Plessy v. Ferguson. Judge Walter Huxman wrote the opinion for the three-judge District Court panel, including nine "findings of fact," based on the evidence presented at trial. Although finding number eight stated that segregation in public education has a detrimental effect on negro children, the court denied relief on the ground that the negro and white schools in Topeka were substantially equal with respect to buildings, transportation, curricula, and educational qualifications of teachers. This finding would be specifically cited in the subsequent Supreme Court opinion of this case.

Supreme Court arguments

The case of Brown v. Board of Education as heard before the Supreme Court combined five cases: Brown itself, Briggs v. Elliott (filed in South Carolina), Davis v. County School Board of Prince Edward County (filed in Virginia), Gebhart v. Belton (filed in Delaware), and Bolling v. Sharpe (filed in Washington, D.C.).

All were NAACP-sponsored cases. The Davis case, the only case of the five originating from a student protest, began when 16-year-old Barbara Rose Johns organized and led a 450-student walkout of Moton High School. The Gebhart case was the only one where a trial court, affirmed by the Delaware Supreme Court, found that discrimination was unlawful; in all the other cases the plaintiffs had lost as the original courts had found discrimination to be lawful.

The Kansas case was unique among the group in that there was no contention of gross inferiority of the segregated schools' physical plant, curriculum, or staff. The district court found substantial equality as to all such factors. The lower court, in its opinion, noted that, in Topeka, "the physical facilities, the curricula, courses of study, qualification and quality of teachers, as well as other educational facilities in the two sets of schools [were] comparable." The lower court observed that "colored children in many instances are required to travel much greater distances than they would be required to travel could they attend a white school" but also noted that the school district "transports colored children to and from school free of charge" and that "no such service [was] provided to white children." In the Delaware case the district court judge in Gebhart ordered that the black students be admitted to the white high school due to the substantial harm of segregation and the differences that made the separate schools unequal.

Under the leadership of Walter Reuther, the United Auto Workers donated $75,000 to help pay for the NAACP's efforts at the Supreme Court. The NAACP's chief counsel, Thurgood Marshall—who was later appointed to the U.S. Supreme Court in 1967—argued the case before the Supreme Court for the plaintiffs. Assistant attorney general Paul Wilson—later distinguished emeritus professor of law at the University of Kansas—conducted the state's ambivalent defense in his first appellate argument.

In December 1952, the Justice Department filed a friend of the court brief in the case. The brief was unusual in its heavy emphasis on foreign-policy considerations of the Truman administration in a case ostensibly about domestic issues. Of the seven pages covering "the interest of the United States," five focused on the way school segregation hurt the United States in the Cold War competition for the friendship and allegiance of non-white peoples in countries then gaining independence from colonial rule. Attorney General James P. McGranery noted that "the existence of discrimination against minority groups in the United States has an adverse effect upon our relations with other countries. Racial discrimination furnishes grist for the Communist propaganda mills." The brief also quoted a letter by Secretary of State Dean Acheson lamenting that "the United States is under constant attack in the foreign press, over the foreign radio, and in such international bodies as the United Nations because of various practices of discrimination in this country."

British barrister and parliamentarian Anthony Lester has written that "Although the Court's opinion in Brown made no reference to these considerations of foreign policy, there is no doubt that they significantly influenced the decision."

Consensus building

The members of the U.S. Supreme Court that on May 17, 1954, ruled unanimously that racial segregation in public schools is unconstitutional.

In spring 1953, the court heard the case but was unable to decide the issue and asked to rehear the case in fall 1953, with special attention to whether the Fourteenth Amendment's Equal Protection Clause prohibited the operation of separate public schools for whites and blacks.

The court reargued the case at the behest of Associate Justice Felix Frankfurter, who used reargument as a stalling tactic, to allow the court to gather a consensus around a Brown opinion that would outlaw segregation. The justices in support of desegregation spent much effort convincing those who initially intended to dissent to join a unanimous opinion. Although the legal effect would be same for a majority rather than unanimous decision, it was felt that dissent could be used by segregation supporters as a legitimizing counter-argument.

Conference notes and draft decisions illustrate the division of opinions before the decision was issued. Justices William O. Douglas, Hugo Black, Harold Hitz Burton, and Sherman Minton were predisposed to overturn Plessy. Fred M. Vinson noted that Congress had not adopted desegregation legislation; Stanley F. Reed discussed incomplete cultural assimilation and states' rights, and was inclined to the view that segregation worked to the benefit of the African-American community; Tom C. Clark wrote that "we had led the states on to think segregation is OK and we should let them work it out." Felix Frankfurter and Robert H. Jackson disapproved of segregation, but were also opposed to judicial activism and expressed concerns about the proposed decision's enforceability. Chief Justice Vinson had been a key stumbling block. After Vinson died in September 1953, President Dwight D. Eisenhower appointed Earl Warren as Chief Justice. Warren had supported the integration of Mexican-American students in California school systems following Mendez v. Westminster. However, Eisenhower invited Earl Warren to a White House dinner, where the president told him: "These [southern whites] are not bad people. All they are concerned about is to see that their sweet little girls are not required to sit in school alongside some big overgrown Negroes." Nevertheless, the Justice Department sided with the African-American plaintiffs.

While all but one justice personally rejected segregation, the judicial restraint faction questioned whether the Constitution gave the court the power to order its end. The activist faction believed the Fourteenth Amendment did give the necessary authority and were pushing to go ahead. Warren, who held only a recess appointment, held his tongue until the Senate confirmed his appointment.

Warren convened a meeting of the justices, and presented to them the simple argument that the only reason to sustain segregation was an honest belief in the inferiority of Negroes. Warren further submitted that the court must overrule Plessy to maintain its legitimacy as an institution of liberty, and it must do so unanimously to avoid massive Southern resistance. He began to build a unanimous opinion. Although most justices were immediately convinced, Warren spent some time after this famous speech convincing everyone to sign onto the opinion. Justice Jackson dropped his concurrence and Reed finally decided to drop his dissent. The final decision was unanimous. Warren drafted the basic opinion and kept circulating and revising it until he had an opinion endorsed by all the members of the court. Reed was the last holdout and reportedly cried during the reading of the opinion.

Decision

Chief justice Earl Warren, the author of the Supreme Court's unanimous opinion in Brown

On May 17, 1954, the Supreme Court issued a unanimous 9–0 decision in favor of the Brown family and the other plaintiffs. The decision consists of a single opinion written by chief justice Earl Warren, which all the justices joined.

The Court's opinion began by noting that it had tried to determine whether the Fourteenth Amendment was meant to abolish segregation in public education—even hearing a second round of oral arguments from the parties' lawyers specifically on the historical sources—but to no avail.

Reargument was largely devoted to the circumstances surrounding the adoption of the Fourteenth Amendment in 1868. It covered exhaustively consideration of the Amendment in Congress, ratification by the states, then-existing practices in racial segregation, and the views of proponents and opponents of the Amendment. This discussion and our own investigation convince us that, although these sources cast some light, it is not enough to resolve the problem with which we are faced. At best, they are inconclusive.

— Brown, 347 U.S. at 489.

The Court said that the question was complicated by the major social and governmental changes that had taken place in the late 19th and early 20th centuries. The Court observed that public schools had been uncommon in the American South in the late 1860s, when the Fourteenth Amendment had been adopted. At that time, Southern white children whose families could afford schooling usually attended private schools, while the education of black children was "almost nonexistent" to the point that in some Southern states, any education of black people had been forbidden by law. The Court contrasted this with the situation in 1954: "Today, education is perhaps the most important function of our local and state governments." The Court concluded that, in making its ruling, it would have to "consider public education in light of its full development and its present place in American life throughout the Nation."

During the segregation era, it was common for black schools to have fewer resources and poorer facilities than white schools despite the equality required by the "separate but equal" doctrine. The Brown Court did not address this issue, however, probably because some of the school districts involved in the case had made improvements to their black schools to "equalize" them with the quality of the white schools. This prevented the Court from finding a violation of the Fourteenth Amendment's Equal Protection Clause in "measurable inequalities" between all white and black schools, and instead required it to look to the effects of segregation itself. Thus, the Court framed the case around the more general question of whether the principle of "separate but equal" was constitutional when applied to public education.

We come then to the question presented: Does segregation of children in public schools solely on the basis of race, even though the physical facilities and other "tangible" factors may be equal, deprive the children of the minority group of equal educational opportunities?

— Brown, 397 U.S. at 493.

In answer, the Court held that it did. It ruled that state-mandated segregation, even if implemented in schools of otherwise equal quality, is inherently unequal because of its psychological impact.

To separate [black children] from others of similar age and qualifications solely because of their race generates a feeling of inferiority as to their status in the community that may affect their hearts and minds in a way unlikely to ever be undone.

— Brown, 347 U.S. at 494.

The Court supported this conclusion with citations—in a footnote, not the main text of the opinion—to several psychological studies purporting to show that segregating black children made them feel inferior and interfered with their learning. These studies included those of Kenneth and Mamie Clark, whose experiments in the 1940s had suggested that black American children from segregated environments preferred white dolls over black dolls.

The Court then concluded its relatively short opinion by declaring that segregated public education was inherently unequal, violated the Equal Protection Clause, and therefore was unconstitutional:

We conclude that in the field of public education the doctrine of "separate but equal" has no place. Separate educational facilities are inherently unequal. Therefore, we hold that the plaintiffs and others similarly situated for whom the actions have been brought are, by reason of the segregation complained of, deprived of the equal protection of the laws guaranteed by the Fourteenth Amendment.

— Brown, 397 U.S. at 495.

The Court did not close with an order to implement the integration of the schools of the various jurisdictions. Instead, it requested the parties re-appear before the Court the following Term to hold arguments on what the appropriate remedy should be. This became the case known as Brown II, described below.

Reaction and aftermath

Although Americans generally cheered the Court's decision in Brown, most white Southerners decried it. Many Southern white Americans viewed Brown as "a day of catastrophe—a Black Monday—a day something like Pearl Harbor." In the face of entrenched Southern opposition, progress on integrating American schools moved slowly. The American political historian Robert G. McCloskey described:

The reaction of the white South to this judicial onslaught on its institutions was noisy and stubborn. Certain "border states," which had formerly maintained segregated school systems, did integrate, and others permitted the token admission of a few Negro students to schools that had once been racially unmixed. However, the Deep South made no moves to obey the judicial command, and in some districts there can be no doubt that the Desegregation decision hardened resistance to integration proposals.

In Virginia, Senator Harry F. Byrd organized the Massive Resistance movement that included the closing of schools rather than desegregating them.

For several decades after the Brown decision, African-American teachers, principals, and other school staff who worked in segregated Black schools were fired or laid off as Southerners sought to create a system of integrated schools with White leadership. According to historian Michael Fultz, "In many ways the South moved faster, with more 'deliberate speed' in displacing Black educators than it did in desegregating schools."

Deep South

Texas Attorney General John Ben Shepperd organized a campaign to generate legal obstacles to the implementation of desegregation.

In September 1957, Arkansas governor Orval Faubus called out the Arkansas Army National Guard to block the entry of nine black students, later known as the "Little Rock Nine" after the desegregation of Little Rock Central High School. President Dwight D. Eisenhower responded by asserting federal control over the Arkansas National Guard and deploying troops from the U.S. Army's 101st Airborne Division stationed at Fort Campbell to ensure the black students could safely register for and attend classes.

Also in 1957, Florida's response was mixed. Its legislature passed an Interposition Resolution denouncing the decision and declaring it null and void. But Florida Governor LeRoy Collins, though joining in the protest against the court decision, refused to sign it, arguing that the attempt to overturn the ruling must be done by legal methods.

In Mississippi, fear of violence prevented any plaintiff from bringing a school desegregation suit for the next nine years. When Medgar Evers sued in 1963 to desegregate schools in Jackson, Mississippi, White Citizens Council member Byron De La Beckwith murdered him. Two subsequent trials resulted in hung juries. Beckwith was not convicted of the murder until 1994.

In June 1963, Alabama governor George Wallace personally blocked the door to the University of Alabama's Foster Auditorium to prevent the enrollment of two black students in what became known as the "Stand in the Schoolhouse Door" incident. Wallace sought to uphold his "segregation now, segregation tomorrow, segregation forever" promise he had given in his 1963 inaugural address. Wallace moved aside only when confronted by General Henry V. Graham of the Alabama National Guard, whom President John F. Kennedy had ordered to intervene.

Native American communities were also heavily impacted by segregation laws with native children also being prohibited from attending white institutions. Native American children considered light-complexioned were allowed to ride school buses to previously all white schools, while dark-skinned Native children from the same band were still barred from riding the same buses. Tribal leaders, having learned about Martin Luther King Jr.'s desegregation campaign in Birmingham, Alabama, contacted him for assistance. King promptly responded to the tribal leaders and through his intervention the problem was quickly resolved.

Upper South

In North Carolina, there was often a strategy of nominally accepting Brown, but tacitly resisting it. On May 18, 1954, the Greensboro, North Carolina school board declared that it would abide by the Brown ruling. This was the result of the initiative of D. E. Hudgins Jr., a former Rhodes Scholar and prominent attorney, who chaired the school board. This made Greensboro the first, and for years the only, city in the South, to announce its intent to comply. However, others in the city resisted integration, putting up legal obstacles to the actual implementation of school desegregation for years afterward, and in 1969, the federal government found the city was not in compliance with the 1964 Civil Rights Act. Transition to a fully integrated school system did not begin until 1971, after numerous local lawsuits and both nonviolent and violent demonstrations. Historians have noted the irony that Greensboro, which had heralded itself as such a progressive city, was one of the last holdouts for school desegregation.

In Moberly, Missouri, the schools were desegregated, as ordered. However, after 1955, the African-American teachers from the local "negro school" were not retained; this was ascribed to poor performance. They appealed their dismissal in Naomi Brooks et al., Appellants, v. School District of City of Moberly, Missouri, Etc., et al.; but it was upheld, and SCOTUS declined to hear a further appeal.

Virginia had one of the companion cases in Brown, involving the Prince Edward County schools. Significant opposition to the Brown verdict included U.S. Senator Harry F. Byrd, who led the Byrd Organization and promised a strategy of Massive Resistance. Governor Thomas Stanley, a member of the Byrd Organization, appointed the Gray Commission, 32 Democrats led by state senator Garland Gray, to study the issue and make recommendations. The commission recommended giving localities "broad discretion" in meeting the new judicial requirements. However, in 1956, a special session of the Virginia legislature adopted a legislative package which allowed the governor to simply close all schools under desegregation orders from federal courts. In early 1958, newly elected Governor J. Lindsay Almond closed public schools in Charlottesville, Norfolk, and Warren County rather than comply with desegregation orders, leaving 10,000 children without schools despite efforts of various parent groups. However, he reconsidered when on the Lee-Jackson state holiday, the Virginia Supreme Court ruled the closures violated the state constitution, and a panel of federal judges ruled they violated the U.S. Constitution. In early February 1959, both the Arlington County (also subject to a NAACP lawsuit, and which had lost its elected school board pursuant to other parts of the Stanley Plan) and Norfolk schools desegregated peacefully. Soon all counties reopened and integrated with the exception of Prince Edward County. That took the extreme step of choosing not to appropriate any funding for its school system, thus forcing all its public schools to close, although Prince Edward County provided tuition grants for all students, regardless of their race, to use for private, nonsectarian education. Since no private schools existed for blacks within the county, black children in the county either had to leave the county to receive any education between 1959 and 1963, or received no education. All private schools in the region remained racially segregated. This lasted until 1964, when the U.S. Supreme Court ruled Prince Edward County's decision to provide tuition grants for private schools that only admitted whites violated the Equal Protection Clause of the 14th Amendment, in the case of Griffin v. County School Board of Prince Edward County.

North

Many Northern cities also had de facto segregation policies, which resulted in a vast gulf in educational resources between black and white communities. In Harlem, New York, for example, not a single new school had been built since the turn of the century, nor did a single nursery school exist, even as the Second Great Migration caused overcrowding of existing schools. Existing schools tended to be dilapidated and staffed with inexperienced teachers. Northern officials were in denial of the segregation, but Brown helped stimulate activism among African-American parents like Mae Mallory who, with support of the NAACP, initiated a successful lawsuit against the city and State of New York on Brown's principles. Mallory and thousands of other parents bolstered the pressure of the lawsuit with a school boycott in 1959. During the boycott, some of the first Freedom Schools of the period were established. The city responded to the campaign by permitting more open transfers to high-quality, historically-white schools. (New York's African-American community, and Northern desegregation activists generally, now found themselves contending with the problem of white flight, however.)

Topeka

Judgment and order of the Supreme Court for the case

The Topeka junior high schools had been integrated since 1941. Topeka High School was integrated from its inception in 1871 and its sports teams from 1949 onwards. The Kansas law permitting segregated schools allowed them only "below the high school level".

Soon after the district court decision, election outcomes and the political climate in Topeka changed. The Board of Education of Topeka began to end segregation in the Topeka elementary schools in August 1953, integrating two attendance districts. All the Topeka elementary schools were changed to neighborhood attendance centers in January 1956, although existing students were allowed to continue attending their prior assigned schools at their option. Plaintiff Zelma Henderson, in a 2004 interview, recalled that no demonstrations or tumult accompanied desegregation in Topeka's schools: "They accepted it ... It wasn't too long until they integrated the teachers and principals."

The Topeka Public Schools administration building is named in honor of McKinley Burnett, NAACP chapter president who organized the case.

Monroe Elementary was designated a National Historic Site under the National Park Service on October 26, 1992, and redesignated a National Historical Park on May 12, 2022.

The intellectual roots of Plessy v. Ferguson, the landmark United States Supreme Court decision upholding the constitutionality of racial segregation in 1896 under the doctrine of "separate but equal" were, in part, tied to the scientific racism of the era. However, the popular support for the decision was more likely a result of the racist beliefs held by many whites at the time. In deciding Brown v. Board of Education, the Supreme Court rejected the ideas of scientific racists about the need for segregation, especially in schools. The court buttressed its holding by citing social science research about the harms to black children caused by segregated schools.

Both scholarly and popular ideas of hereditarianism played an important role in the attack and backlash that followed the Brown decision. Mankind Quarterly was founded in 1960, in part in response to the Brown decision.

Legal criticism and praise

U.S. circuit judges (from left to right) Robert A. Katzmann, Damon J. Keith, and Sonia Sotomayor at a 2004 exhibit on the Fourteenth Amendment, Thurgood Marshall, and Brown v. Board of Education

William Rehnquist wrote a memo titled "A Random Thought on the Segregation Cases" when he was a law clerk for Justice Robert H. Jackson in 1952, during early deliberations that led to the Brown v. Board of Education decision. In his memo, Rehnquist argued: "I realize that it is an unpopular and unhumanitarian position, for which I have been excoriated by 'liberal' colleagues but I think Plessy v. Ferguson was right and should be reaffirmed." Rehnquist continued, "To the argument ... that a majority may not deprive a minority of its constitutional right, the answer must be made that while this is sound in theory, in the long run it is the majority who will determine what the constitutional rights of the minorities are." Rehnquist also argued for Plessy with other law clerks.

However, during his 1971 confirmation hearings, Rehnquist said, "I believe that the memorandum was prepared by me as a statement of Justice Jackson's tentative views for his own use." Jackson had initially planned to join a dissent in Brown. Later, at his 1986 hearings for the slot of Chief Justice, Rehnquist put further distance between himself and the 1952 memo: "The bald statement that Plessy was right and should be reaffirmed, was not an accurate reflection of my own views at the time." In any event, while serving on the Supreme Court, Rehnquist made no effort to reverse or undermine the Brown decision, and frequently relied upon it as precedent.

Chief Justice Warren's reasoning was broadly criticized by contemporary legal academics with Judge Learned Hand decrying that the Supreme Court had "assumed the role of a third legislative chamber" and Herbert Wechsler finding Brown impossible to justify based on neutral principles.

Some aspects of the Brown decision are still debated. Notably, Supreme Court Justice Clarence Thomas, himself an African American, wrote in Missouri v. Jenkins (1995) that at the very least, Brown I has been misunderstood by the courts.

Brown I did not say that "racially isolated" schools were inherently inferior; the harm that it identified was tied purely to de jure segregation, not de facto segregation. Indeed, Brown I itself did not need to rely upon any psychological or social-science research in order to announce the simple, yet fundamental truth that the Government cannot discriminate among its citizens on the basis of race. …

Segregation was not unconstitutional because it might have caused psychological feelings of inferiority. Public school systems that separated blacks and provided them with superior educational resources making blacks "feel" superior to whites sent to lesser schools—would violate the Fourteenth Amendment, whether or not the white students felt stigmatized, just as do school systems in which the positions of the races are reversed. Psychological injury or benefit is irrelevant …

Given that desegregation has not produced the predicted leaps forward in black educational achievement, there is no reason to think that black students cannot learn as well when surrounded by members of their own race as when they are in an integrated environment. (…) Because of their "distinctive histories and traditions," black schools can function as the center and symbol of black communities, and provide examples of independent black leadership, success, and achievement.

Some Constitutional originalists, notably Raoul Berger in his influential 1977 book "Government by Judiciary," make the case that Brown cannot be defended by reference to the original understanding of the 14th Amendment. They support this reading of the 14th Amendment by noting that the Civil Rights Act of 1875 did not ban segregated schools and that the same Congress that passed the 14th Amendment also voted to segregate schools in the District of Columbia. Other originalists, including Michael W. McConnell, a federal judge on the United States Court of Appeals for the Tenth Circuit, in his article "Originalism and the Desegregation Decisions," argue that the Radical Reconstructionists who spearheaded the 14th Amendment were in favor of desegregated southern schools. Evidence supporting this interpretation of the 14th Amendment has come from archived Congressional records showing that proposals for federal legislation which would enforce school integration were debated in Congress a few years following the amendment's ratification.

In response to Michael McConnell's research, Raoul Berger argued that the Congressmen and Senators who were advocating in favor of school desegregation in the 1870s were trying to rewrite the 14th Amendment in order to make the 14th Amendment fit their political agenda and that the actual understanding of the 14th Amendment from 1866 to 1868 (which is when the 14th Amendment was actually passed and ratified) does, in fact, permit US states to have segregated schools. Berger criticized McConnell for being unable to find any reference to school segregation—let alone any reference to a desire to prohibit it—among supporters of the 14th Amendment in the congressional history of this amendment (specifically in the recordings of the 39th United States Congress, since that was the US Congress that actually passed the 14th Amendment) and also criticized McConnell's view that the 1954 view of "civil rights" should be decisive in interpreting the 14th Amendment as opposed to the 1866 view of "civil rights." Berger also argues that McConnell failed to provide any evidence that the state legislatures who ratified the 14th Amendment understood it at the time as prohibiting school segregation and that whenever the question of school segregation's compatibility with the US Constitution (as opposed to the separate question of school segregation's compatibility with US state law and/or US state constitutions, where courts have often ruled against school segregation) reached the judiciary in the couple of decades after the passage and ratification of the 14th Amendment (whether in Ohio, Nevada, California, Indiana, or New York), courts have always affirmed the constitutionality of school segregation—as did Michigan Supreme Court Chief Justice Thomas M. Cooley in his 1880 treatise The General Principles of Constitutional Law in the United States of America. In addition, Berger argues that the views of the draftsmen of the 14th Amendment in 1866 are decisive—as opposed to the views of later readers of the 14th Amendment (including the views of supporters of the 14th Amendment after this amendment's passage and ratification due to the fact that even their views and beliefs about the meaning and scope of this Amendment could and sometimes did change over time—like with Nevada U.S. Senator William Morris Stewart, who initially opposed school desegregation but later changed his mind and supported it). To back up his view about original intent being decisive, Berger cites—among other things—an 1871 quote by James A. Garfield to John Bingham where Garfield challenged Bingham's recollection of a statement that Bingham had previously made in 1866—with Garfield telling Bingham that he can make but not unmake history.

The case also has attracted some criticism from more liberal authors, including some who say that Chief Justice Warren's reliance on psychological criteria to find a harm against segregated blacks was unnecessary. For example, Drew S. Days III has written: "we have developed criteria for evaluating the constitutionality of racial classifications that do not depend upon findings of psychic harm or social science evidence. They are based rather on the principle that 'distinctions between citizens solely because of their ancestry are by their very nature odious to a free people whose institutions are founded upon the doctrine of equality,' Hirabayashi v. United States, 320 U.S. 81 (1943). . . ."

In his book The Tempting of America (page 82), Robert Bork endorsed the Brown decision as follows:

By 1954, when Brown came up for decision, it had been apparent for some time that segregation rarely if ever produced equality. Quite aside from any question of psychology, the physical facilities provided for blacks were not as good as those provided for whites. That had been demonstrated in a long series of cases … The Court's realistic choice, therefore, was either to abandon the quest for equality by allowing segregation or to forbid segregation in order to achieve equality. There was no third choice. Either choice would violate one aspect of the original understanding, but there was no possibility of avoiding that. Since equality and segregation were mutually inconsistent, though the ratifiers did not understand that, both could not be honored. When that is seen, it is obvious the Court must choose equality and prohibit state-imposed segregation. The purpose that brought the fourteenth amendment into being was equality before the law, and equality, not separation, was written into the law.

In June 1987, Philip Elman, a civil rights attorney who served as an associate in the Solicitor General's office during Harry Truman's term, claimed he and Associate Justice Felix Frankfurter were mostly responsible for the Supreme Court's decision, and stated that the NAACP's arguments did not present strong evidence. Elman has been criticized for offering a self-aggrandizing history of the case, omitting important facts, and denigrating the work of civil rights attorneys who had laid the groundwork for the decision over many decades. However, Frankfurter was also known for being one of court's most outspoken advocates of the judicial restraint philosophy of basing court rulings on existing law rather than personal or political considerations. Public officials in the United States today are nearly unanimous in lauding the ruling. In May 2004, the fiftieth anniversary of the ruling, President George W. Bush spoke at the opening of the Brown v. Board of Education National Historic Site, calling Brown "a decision that changed America for the better, and forever." Most Senators and Representatives issued press releases hailing the ruling.

In a 2016 article in Townhall.com, an outlet of the Salem Media Group, economist Thomas Sowell argued that when Chief Justice Earl Warren declared in the landmark 1954 case of Brown v. Board of Education that racially separate schools were "inherently unequal," Dunbar High School was a living refutation of that assumption. And it was within walking distance of the Supreme Court." In Sowell's estimation, "Dunbar, which had been accepting outstanding black students from anywhere in the city, could now accept only students from the rough ghetto neighborhood in which it was located" as a detrimental consequence of the SCOTUS decision.

Brown II

In 1955, the Supreme Court considered arguments by the schools requesting relief concerning the task of desegregation. In their decision, which became known as "Brown II" the court delegated the task of carrying out school desegregation to district courts with orders that desegregation occur "with all deliberate speed," a phrase traceable to Francis Thompson's poem "The Hound of Heaven".

Supporters of the earlier decision were displeased with this decision. The language "all deliberate speed" was seen by critics as too ambiguous to ensure reasonable haste for compliance with the court's instruction. Many Southern states and school districts interpreted "Brown II" as legal justification for resisting, delaying, and avoiding significant integration for years—and in some cases for a decade or more—using such tactics as closing down school systems, using state money to finance segregated "private" schools, and "token" integration where a few carefully selected black children were admitted to former white-only schools but the vast majority remained in underfunded, unequal black schools.

For example, based on Brown II, the U.S. District Court ruled that Prince Edward County, Virginia did not have to desegregate immediately. When faced with a court order to finally begin desegregation in 1959 the county board of supervisors stopped appropriating money for public schools, which remained closed for five years, from 1959 to 1964.

White students in the county were given assistance to attend white-only "private academies" that were taught by teachers formerly employed by the public school system, while black students had no education at all unless they moved out of the county. But the public schools reopened after the Supreme Court overturned "Brown II" in Griffin v. County School Board of Prince Edward County, declaring that "...the time for mere 'deliberate speed' has run out" and that the county must provide a public school system for all children regardless of race.

Brown III

In 1978, Topeka attorneys Richard Jones, Joseph Johnson and Charles Scott Jr. (son of the original Brown team member), with assistance from the American Civil Liberties Union, persuaded Linda Brown Smith—who now had her own children in Topeka schools—to be a plaintiff in reopening Brown. They were concerned that the Topeka Public Schools' policy of "open enrollment" had led to and would lead to further segregation. They also believed that with a choice of open enrollment, white parents would shift their children to "preferred" schools that would create both predominantly African-American and predominantly European-American schools within the district. The district court reopened the Brown case after a 25-year hiatus, but denied the plaintiffs' request finding the schools "unitary". In 1989, a three-judge panel of the Tenth Circuit on a 2–1 vote found that the vestiges of segregation remained with respect to student and staff assignment. In 1993, the Supreme Court denied the appellant School District's request for certiorari and returned the case to District Court Judge Richard Rodgers for implementation of the Tenth Circuit's mandate.

After a 1994 plan was approved and a bond issue passed, additional elementary magnet schools were opened and district attendance plans redrawn, which resulted in the Topeka schools meeting court standards of racial balance by 1998. Unified status was eventually granted to Topeka Unified School District No. 501 on July 27, 1999. One of the new magnet schools is named after the Scott family attorneys for their role in the Brown case and civil rights.

Other comments

A PBS film called Simple Justice retells the story of the Brown vs. Board of Education case, beginning with the work of the NAACP's Legal Defense Fund's efforts to combat 'separate but equal' in graduate school education and culminating in the historical 1954 decision.

Linda Brown Thompson later recalled the experience of being refused enrollment:

...we lived in an integrated neighborhood and I had all of these playmates of different nationalities. And so when I found out that day that I might be able to go to their school, I was just thrilled, you know. And I remember walking over to Sumner school with my dad that day and going up the steps of the school and the school looked so big to a smaller child. And I remember going inside and my dad spoke with someone and then he went into the inner office with the principal and they left me out ... to sit outside with the secretary. And while he was in the inner office, I could hear voices and hear his voice raised, you know, as the conversation went on. And then he immediately came out of the office, took me by the hand and we walked home from the school. I just couldn't understand what was happening because I was so sure that I was going to go to school with Mona and Guinevere, Wanda, and all of my playmates.

Linda Brown died on March 25, 2018, at the age of 75.

Romance (love)

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