Professional Documents
Culture Documents
PetitionerAppellant,
DOCKET N O . : A00359413
V.
Acting
appeal
from:
STATE OF NEW JERSEY DEPARTMENT OF On
Commissioner
Education,
of
EDUCATION, HOBOKEN DUAL LANGUAGE
D a v i d H e s p e ' s M a r c h 2 0 , 2015
CHARTER SCHOOL,
Determination
Respondents.
L a w r e n c e S . Lustberg
A v r a m D. Frey.
GIBBONS P.C.
O n e G a t e w a y Center
N e w a r k , New J e r s e y 07102
( 9 7 3 ) 5964500
D a v i d Sciarra
E l i z a b e t h Athos
E d u c a t i o n L a w Center
6 0 P a r k P l a c e , S u i t e 300
N e w a r k , New J e r s e y 07102
( 9 7 3 ) 6241815
E d w a r d Barocas
A l e x a n d e r Shalom
A m e r i c a n C i v i l L i b e r t i e s Union
O f New J e r s e y Foundation
P . O . B o x 32159
N e w a r k , New J e r s e y 07102
( 9 7 3 ) 8541714
C o u n s e l f o r Amid i Curiae
TABLE OF CONTENTS
Page
ii
TABLE OF A U T H O R I T I E S
40
PRELIMINARY STATEMENT
I N T E R E S T S OF A M I C I C U R I A E
PROCEDURAL H I S T O R Y
ARGUMENT
I .
New J e r s e y A b h o r s R a c i a l S e g r e g a t i o n
I I .
N e w J e r s e y N o n e t h e l e s s F a c e s a D e v a s t a t i n g R e a l i t y of
Racial Segregation i n I t s Schools
I I I .
IV.
V.
411
10
R a c i a l S e g r e g a t i o n i n N e w J e r s e y ' s P u b l i c Schools
C a u s e s M y r i a d Harms
13
A g a i n s t t h i s B a c k d r o p , N e w J e r s e y H a s T a k e n a Cautious
A p p r o a c h t o t h e A p p r o v a l o f C h a r t e r S c h o o l s , Tasking
t h e C o m m i s s i o n e r o f E d u c a t i o n w i t h P r e v e n t i n g Racial
Segregation
20
I n T h i s C a s e , t h e C o m m i s s i o n e r D i d N o t F u l f i l l His
L a w f u l D u t i e s , T h r e a t e n i n g R a c i a l S e g r e g a t i o n in
C o n t r a v e n t i o n o f N e w J e r s e y S t a t u t o r y and
Constitutional Principles
25
CONCLUSION
31
TABLE OF AUTHORITIES
Page(s)
CASES
A b b o t t v . Burke,
100 N . J . 269 (1985)
A b b o t t v . Burke,
119 N . J . 287 (1990)
2, 3
A b b o t t v . Burke,
196 N . J . 544 (2008)
A b b o t t v . Burke,
199 N . J . 140 (2009)
40
B d . o f E d u c . o f E n g l e w o o d C l i f f s v . B d . o f E d u c . of
C i t y o f Englewood,
2 5 7 N . J . S u p e r . 413 (App. D i v . 1992)
9,
1 4 , 19
B d . o f E d u c . o f M e r c h a n t v i l l e v . B d . o f E d u c . of
Pennsauken,
9 3 N . J . A . R . 2 d (EDEI) 4 6 4 , 4 9 5 9 6 ( C o m m ' r o f Educ.
S e p t . 16, 1992)
16
B d . o f E d u c , o f M e r c h a n t v i l l e v . B d . o f E d u c . of
Pennsauken,
S t a t e B o a r d D o c k e t N o . 4 8 9 2 , s l i p o p . a t 1 5 (State
Bd. o f Educ. J a n . 7 , 1998)
16
B o a r d o f E d u c a t i o n o f t h e B o r o u g h o f E n g l e w o o d Cliffs
v . B o a r d o f E d u c a t i o n o f t h e C i t y o f E n g l e w o o d V.
B o a r d o f E d u c a t i o n o f t h e B o r o u g h o f Tenafly,
333 N . J . S u p e r . 370 (App. D i v . 2002)
B o o k e r v . B d . O f E d u c . O f Plainfield,
45 N . J . 161 (1965)
5,
B r o w n v . B o a r d o f Education,
347 U . S . 483 (1954)
8,
1 0 , 14
6 , 19
E d u c . L a w C e n t e r v . B d . o f Educ.,
4 3 8 N . J . S u p e r . 1 0 8 (App. D i v . 2 0 1 4 )
E s t a t e o f J e f f r e y s v . S t a t e o f N e w Jersey,
1996 U.S. D i s t . LEKIS 21360 (D.N.J. J a n . 29,
1996)
40
F r e e m a n v . Pitts,
503 U . S . 467 (1992)
G r u t t e r V . Bollinger,
539 U . S . 3 0 6 (2003)
13
I n r e A d o p t i o n o f 2 0 0 3 L o w I n c o m e H O u s . T a x Credit
Q u a l i f i e d A l l o c a t i o n Plan,
369 N . J . S u p e r . 2 (App. D i v . 2004)
I n r e G r a n t o f C h a r t e r S c h . A p p l i c a t i o n o f Englewood
o n P a l i s a d e s C h a r t e r Sch.,
164 N . J . 316 (2000)
I n r e N . H a l e d o n S c h . Dist.,
363 N . J . S u p e r . 1 3 0 (App. D i v . ) , a f f ' d ,
(2003)
passim
1 8 1 N . J . 161
I n r e R e d B a n k C h a r t e r School,
3 6 7 N . J . S u p e r . 462 (App. D i v . 2004)
31
2 , 2 2 , 24
I n r e T w p . o f Warren,
132 N . J . 1 (1993)
I n t h e h a t t e r o f P r o p o s e d Q u e s t A c a d e m y C h a r t e r School
o f M o n t c l a i r F o u n d e r s Group,
216 N . J . 370 (2013)
J e n k i n s v . M o r r i s S c h . Dist.,
58 N . J . 483 (1971)
23
7,
J o y e v . H u n terdon,
176 N . J . 568 (2003)
L.W. e x r e l . L . G . V . T o m s R i v e r R e g i o n a l S c h o o l s Bd.
o f Educ.,
3 8 1 N . J . S u p e r . 4 6 5 (App. D i v . 2005)
M o r e a n v . B d . o f E d u c . o f Montclair,
42 N . J . 237 (1964)
P a r e n t s I n v o l v e d i n C m t y . S c h s . v . S e a t t l e S c h . Dist.
N o . /,
551 U . S . 701 (2007)
P e t i t i o n f o r A u t h o r i z a t i o n t o C o n d u c t a R e f e r e n d u m on
W i t h d r a w a l o f N . H a l e d o n S c h . D i s t . v . P a s s a i c Cnty.
M a n c h e s t e r R e g ' l H i g h S c h . Dist.,
181 N . J . 161 (2004)
passim
Pierce v.
Union D i s t .
46 N . J . L . 76
Sch.
Trs.,
(Sup. C t . 1884)
Regents o f Univ.
o f California v.
Bakke,
(1978)
13,
14
9,
10
S o u t h B u r l i n g t o n C o u n t y N A A C P v . M o u n t Laurel
Township,
61 N . J . 1 5 1
(1975)
S t a t e v . Best,
201 N . J . 100
Washington v .
(2010)
Davis,
(1976)
STATUTES
2 0 U.S.C. 6301
18
2 0 U . S . C . 6 3 1 6 ( b ) (7)
18
N.J.S.A.
18A:36A16(a)
23
N . J . S . A . 1 8 A : 3 6 A 1 t o 18
I
4,
21
N.J.S.A.
18A:36A11 (a)
21
N.J.S.A.
18A:36A16(3)(5)
24
N.J.S.A.
18A:36A16 (d)
24
N.J.S.A.
18A:36A16(e) (1)(3)
24
N.J.S.A.
18A:36A4
21
N.J.S.A.
18A:36A5
21
N.J.S.A.
18A:36A7
22
N.J.S.A.
18A:36A8 ( a )
22
N.J.S.A.
18A:36A8 ( e )
22
OTHER AUTHORITIES
B r o o k i n g s Institute,
H o w W i t h i n D i s t r i c t S p e n d i n g I n e q u i t i e s H e l p Some
S c h o o l s t o F a i l (2011)
i v
17
C h a r l e s T . C l o t f e l t e r , e t al.,
T e a c h e r o b i l i t y , S c h o o l S e g r e g a t i o n , a n d PayBased
P o l i c i e s t o L e v e l t h e P l a y i n g F i e l d , 6 Education,
Finance
P o l i c y 399 (2010)
17
C h a r l e s T . C l o t f e l t e r , e t al.,
Who T e a c h e s Whom? R a c e a n d t h e D i s t r i b u t i o n o f Novice
T e a c h e r s , 24 E c o n o m i c s o f E d u c a t i o n R e v i e w 377 (2005)
17
4 , 2 1 , 22
C h a r t e r Sc o o l Program A c t o f 1995
C i v i l R i g h s Project,
A d v a n c e m e t P r o j e c t , O p p o r t u n i t i e s S u s p e n d e d : The
D e v a s t a t i g C o n s e q u e n c e s o f Z e r o T o l e r a n c e a n d School
D i s c i p l i n P o l i c i e s (2000)
41
19
G a r y Orfiel.,
F o r e w o r d o J a e k y u n g L e e , T r a c k i n g A c h i e v e m e n t Gaps
a n d A s s e s i n g t h e I m p a c t o f NCLB o n t h e G a p s : A n In
d e p t h L o o i n t o N a t i o n a l a n d S t a t e R e a d i n g a n d Math
O u t c o m e T e n d s , T h e C i v i l R i g h t s P r o j e c t a t Harvard
Universit
a t 7 (2006)
,
Greg Flaxma
e t al.,
,
A S t a t u s f u o o f S e g r e g a t i o n : R a c i a l a n d Economic
I m b a l a n c e i n N e w J e r s e y Schools,
1 9 8 9 2 0 1 0 , UCLA C i v i l R i g h t s P r o j e c t , a t 7 (October
2013)
J . Guryan,
Desegrega
Economic
18
passim
9 4 American
15
J u l i a S a s s Rubin,
Mark Weber
N e w J e r s e C h a r t e r S c h o o l s : A D a t a D r i v e n V i e w , Part
I E n r o l l a n t s a n d S t u d e n t D e m o g r a p h i c s 5 (October
2014)
6,
Const. a r t . I , p a r a . 5
Const. a r t . V I I I ,
41
20
4, para. 1
8
7
N i r a j C h o k s 1,
T h e M o s t S g r e g a t e d S c h o o l s M a y N o t B e i n t h e States
Y o u ' d E x p e t , W a s h . P o s t , May 1 5 , 2 0 1 4
12
Paul Tracte
New J e r s e y
Schools, I
5 (October
11
e r g , e t al.,
s A p a r t h e i d a n d I n t e n s e l y S e g r e g a t e d Urban
s t i t u t e o f E d u c a t i o n a n d P o l i c y Rutgers
2013)
R a j C h e t t y , e t al.,
T h e L o n g T e r m I m p a c t s o f T e a c h e r s : T e a c h e r Value
A d d e d a n d S t u d e n t O u t c o m e s i n A d u l t h o o d , NBER Working
P a p e r No. 17699 (December 2011)
18
R o b e r t J . Martin,
C h a r t e r S c h o o l A c c e s s i b i l i t y f o r Historically
D i s a d v a n t a g e d S t u d e n t s : T h e E x p e r i e n c e i n N e w Jersey,
78 S t . J o h n ' s L . R e v . 3 2 7 , 36061 (2004)
20
RULES
R u l e 1:139
REGULATIONS
N . j . A . C . 6A:112.2(c)
22
6A:112.3(b)(7)
23
v i
PRELIMINARY STATEMENT
American C i v i l
The
a n d E d u c a t i o n Law C e n t e r
NJ")
b r i e f a s amici
Liberties
Union
of
("ACLU
New J e r s e y
respectfully submit
("ELC")
this
c u r i a e p u r s u a n t t o N e w J e r s e y C o u r t R u l e 1:139.
A p p e l l a n t B o a r d o f E d u c a t i o n o f t h e C i t y o f H o b o k e n challenges
d e c i s i o n s b y t h e C o m m i s s i o n e r o f E d u c a t i o n e x t e n d i n g t h e charter
of
the
Hoboken
Dual
Language
School
Charter
by
("HoLa")
five
years,
and
grades.
expanding
HoLa
t o
the
include
seventh
and
eighth
A m i c i h e r e j o i n i n A p p e l l a n t ' s r e q u e s t t h a t t h e Court
t h e C o m m i s s i o n e r o f E d u c a t i o n granting
t h e a p p l i c a t i o n f o r t h e r e n e w a l a n d e x p a n s i o n o f t h e c h a r t e r in
with
accordance
Administrative
was
required,
New
Code,
but
and
Jersey
controlling
failed,
t o
case
fully
and
segregation
40
students,
review,
as
recognized
i n academic
the
settings
which
the
Commissioner
consider
That
the
Jersey
New
inflicts
b u t particularly students
by
law.
decision
segregative
of
l a s t i n g harms
color.
failed
Supreme
t o
Court,
o n all
A comprehensive
undertake
before
i s c r i t i c a l t o e n s u r i n g t h a t HoLa does
n o t e x a c e r b a t e t h e a l r e a d y s e v e r e r a c i a l i m b a l a n c e s i n Hoboken's
p u b l i c s c h o o l s i n p a r t i c u l a r , a n d New J e r s e y ' s i n general.
Jersey
New
A s d o c u m e n t e d i n repeated
the
statutes,
i s
ACLUNJ
nonprofit,
private,
nonpartisan
m e m b e r s h i p o r g a n i z a t i o n d e d i c a t e d t o t h e p r i n c i p l e o f individual
40
liberty
embodied
Constitutions.
i n
the
New
and
Jersey
Founded i n 1960,
t h e ACLUNJ h a s
1 5 , 5 0 0 m e m b e r s i n t h e S t a t e o f New J e r s e y .
40
the
supports
right
e f f i c i e n t education,
specifically
cases
students
the
I);
(Abbott
119
thorough
involving
the
participated
has
ACLUNJ
right
t o
287
N.J.
(1990)
i n
100 N . J .
(Abbott
numerous
II),
269
(1985)
and
cases
o f Warren,
Council
segregation),
on
132 N . J .
Affordable
and t o
i n particular,
and
education,
public
40
approximately
T h e ACLUNJ strongly
obtain
t o
States
i n s c h o o l s t h a t a r e n o t s e g r e g a t e d b a s e d on
Accordingly,
race.
a l l
of
United
( a d d r e s s i n g t h e effect
(1993)
regulation
Housing
the segregative
see
effect
of
housing
on
c h a r t e r schools
367
N.J.
Super.
462
(App.
(challenge
racial
issues,
recertification
between
as well
as
charter
LEXIS 21360
(D.N.J.
Jan.
29,
1996)
of
charter
school
and
t o o t h e r educational
s e e E s t a t e o f J e f f r e y s v . S t a t e o f New j e r s e y ,
1 9 9 6 U.S.
( r e s o l v i n g u n d e r IDEA
t h e q u e s t i o n w h e t h e r l o c a l o r s t a t e e d u c a t i o n a l a g e n c y w o u l d pay
t o
disparity
town's
2004)
involving
school
Dist.
Div.
T h e ACLU
N J h a s a d d i t i o n a l l y p a r t i c i p a t e d i n n u m e r o u s c a s e s r e g a r d i n g the
rights o f schoolchildren i n general.
201 N . J .
100
principal
school
school
property);
(raising
State v.
e.g.,
Best,
(addressing t h e a p p l i c a b l e s t a n d a r d where a
(2010)
public
See,
seeks
joye
students'
search
to
176
Hunterdon,
v.
student's
568
N.J.
constitutional
state
car
rights
on
(2003)
against
suspicionless
Regional
testing);
S c h o o l s Bd.
ex rel.
L . W.
o f Educ.,
381 N . J .
L . G.
v.
465
Super.
River
Toms
Div.
(App.
( i n v o l v i n g t h e Law A g a i n s t D i s c r i m i n a t i o n ' s a p p l i c a t i o n to
2005)
drug
right
student's
to
be
protected
from
discriminationbased
s c h o o l bullying).
ELC w o r k s
million public
and
state
school
federal
Jersey's
atrisk
students
of
school
(1990),
ensure
have
litigation,
effective
"enabled
ELC
has
the
with
students
rights
landmark Abbott
v.
of
disabilities,
represented
long
implementation
of
i n Abbott
improvement."
Abbott
the
the
Burke,
Abbott
districts
v.
(quoting Abbott v .
1.3
119
New
and
plaintiff
N.J.
287
a n d c o n t i n u e s t o a d v o c a t e o n t h e i r b e h a l f to
children
( A b b o t t XX)
o f New J e r s e y ' s
particularly
and
students,
color.
rights
legal
c h i l d r e n t o h i g h q u a l i t y e d u c a t i o n under
laws,
children i n the
educational
(2009)
secure t h e
to
Burke,
Burke,
remedies,
t o
199
which
s h o w measurable
N.J.
140,
150
196 N . J .
544,
549
40
40
(2008)
(Abbott
curiae
i n
Colorado,
X72)).
Connecticut,
South Carolina.
41
opportunity
educational
state
Indiana,
i t s
Through
participated
also
has
ELC
cases
California,
i n
Maryland,
Kansas,
amicus
as
and
Oregon,
a n d n a t i o n a l w o r k , ELC has
state
s u b s t a n t i a l e x p e r t i s e i n t h e a r e a s o f s c h o o l f u n d i n g a n d student
rights,
as well as a
significant
interest
educational
i n equal
o p p o r t u n i t y a n d e d u c a t i o n j u s t i c e f o r p u b l i c s c h o o l students.
ELC a l s o h a s s p e c i f i c f a m i l i a r i t y w i t h a n d i n t e r e s t i n the
Charter
41
School
Program
18A:36A1
N.J.S.A.
party
i n
prior
Grant
o f
Charter
Charter
Sch.,
18,
t o
charter
N.J.
approving
on
charter
district
2014)
(addressing
P i s c a t a w a y Twp.
No
decision
denying
o f Educ.,
validity
Bd.
A00589013T4
of
o f Educ.
v.
transfer
underfunded school d i s t r i c t )
special
expertise
issues,
h a v i n g s e r v e d i n 2005
and
of
challenge
interest
strong
as
108
( A p p . Div.
under
t o
charter
(ELC a s amicus).
i n
to
amicus);
as
Camm'r o f E d u c . ,
excess
re
Palisades
on
(ELC
regulations
(currently pending
residence)
Hespe,
In
e c o n o m i c i m p a c t of
438 N . J . S u p e r .
of
case,
Commissioner
(requiring
(2000)
e.g.,
Englewood
where r a i s e d b y d i s t r i c t ,
316
o f
this
b o t h amicus and a
See,
assess r a c i a l and,
litigation.
school
i n
issue
a t
having served a s
Application
Sch.
164
("CSPAff)
Act
Docket
Commissioner
surplus
Further,
racial
CSPA);
to
ELC has
segregation
a m i c u s b e f o r e t h e S t a t e Board
o f E d u c a t i o n a n d t h e A p p e l l a t e D i v i s i o n i n B o a r d o f E d u c a t i o n of
t h e Borough
City
o f
o f Englewood
Englewood
Cliffs
Board
v.
T e n a f l y , 333 N . J . S u p e r . 370
o f
o f Education
Board
v.
Education
the
o f
o f
the
Borough
of
( A p p . D i v . 2002).
As o r g a n i z a t i o n s s u p p o r t i n g t h e r i g h t o f a l l s t u d e n t s t o a
thorough and
efficient
extensive
experience
i n e d u c a t i o n c a s e s i n v o l v i n g t h e r i g h t s o f s c h o o l c h i l d r e n , ACLU
NJ
and
requests
have
ELC
i n
interests
particular
ensuring
that
any
a r e s u b j e c t e d to
charters
t h e r e q u i r e d r i g o r o u s r e v i e w p r o c e s s e s d e m a n d e d b y s t a t u t e and,
i n
particular,
requirement
constitutional
the
that
any
s e g r e g a t i v e e f f e c t o f g r a n t i n g o r e x t e n d i n g a c h a r t e r b e weighed
i n
the
balance.
I t
i s
with
special
this
interest
and
curiae
adopt
history
procedural
the
i n
the
A p p e l l a n t ' s brief.
ARGUMENT
I .
New J e r s e y A b h o r s R a c i a l Segregation.
This
State
eradicate racial
Bd.
O f Educ.
has
long been
a t
the
segregation i n a l l
Of Plainfield,
forefront
i t s
45 N . J .
161,
forms.
173
of
efforts
to
S e e B o o k e r v.
(1965)
( " O u r own
S t a t e ' s p o l i c y a g a i n s t r a c i a l d i s c r i m i n a t i o n a n d s e g r e g a t i o n in
the
public
schools
has
been
long
5
4D
standing
and
vigorous[.]").
Thus,
t h e New J e r s e y S u p r e m e C o u r t b a n n e d s e g r e g a t i o n i n schools
over
7 0 y e a r s b e f o r e t h e U n i t e d S t a t e s S u p r e m e C o u r t d i d s o in
Board o f Education,
Brown v .
c.
149
483
347 U . S .
(1954).
1881,
See L.
f i v e a n d e i g h t e e n years
o f a g e s h a l l b e e x c l u d e d f r o m a n y p u b l i c s c h o o l i n t h i s s t a t e on
of
her
religion,
Union D i s t .
Sch.
Trs.,
account
nationality
46 N . J . L . 76
Pierce
color.");
or
(upholding L
1884)
(Sup. C t .
v.
0
1881,
c.
149
as
neighborhood school);
Manchester R e g ' l
(2004)
0
s e e Petition f o r Authorization
a Referendum o n Withdrawal
Cnty.
("N.
students
o f N.
High
lialedon Sch.
Sch.
Dist..,
(discussing
Haledonff)
181
Dist.
Jersey's
New
t o Conduct
Passaic
v.
17678
161,
N.J.
from
prohibition
of
s e g r e g a t i o n i n p u b l i c s c h o o l i n g p r e c e d i n g Brown).
1947,
I n
decision,
New
seven
years
Jersey's
new
i n
schools,
because
of
Haledon,
181 N . J .
C o n s t . a r t I , p a r a . 5).
a t
176
religious
N.J.
n.5
of
the
federal
Constitution
State
command t h a t ' I [ n ] o p e r s o n s h a l l
public
advance
b e segregated
principles,
Const. a r t .
Brown
included
.
race,
I , para.
( d i s c u s s i n g amendment
the
i n the
color,
5.
See
o f N.J.
while
And,
segregation,'
New
"abhorrence
federal
law bars
has
Jersey
and
formal,
further
gone
discrimination
of
only
jure
de
school
declared
and
segregation i n
the
its
public
s c h o o l s , " a n d c o m m i t t e d t h e S t a t e t o s t a m p i n g i t o u t regardless
of
i t
whether
discrimination,
the
was
or
result
official
of
sociological patterns.
action,
private
of
S e e I n r e Grant
C h a r t e r S c h . A p p l i c a t i o n o f E n g l e w o o d o n P a l i s a d e s C h a r t e r Sch.,
164 N . J .
316,
N.J.
177
a t
resulting
("We
education.")
Jenkins v.
(2000)
jure,
denies
form
inimical
of
thorough
guarantee
N.J.
Const. a r t .
D i s t . , 58 N . J .
o f segregation,
"educational
advantages
VIII,
483,
499
4,
are
the
efficient
para.
(1971)
whether de
which
t o
and
181
imbalance
that racial
i s
Morris Sch.
any
held
facto segregation
(citing
that
( " E n g l e w o o d " ) ; s e e a l s o N. H a l e d o n ,
consistently have
from d e
constitutional
41
324
1);
(stating
f a c t o o r de
[students']
S e e P a r e n t s I n v o l v e d i n C m t y . S c h s . v . S e a t t l e S c h . D i s t . No.
distinction
1,
between
551
701,
736
(2007)
("The
U.S.
s e g r e g a t i o n b y s t a t e a c t i o n a n d r a c i a l i m b a l a n c e c a u s e d b y other
f a c t o r s h a s b e e n c e n t r a l t o o u r j u r i s p r u d e n c e i n t h i s a r e a for
g e n e r a t i o n s . " ) ; F r e e m a n v . P i t t s , 5 0 3 U . S . 4 6 7 , 4 9 6 ( 1 9 9 2 ) ("The
vestiges o f segregation t h a t a r e t h e concern o f t h e law i n a
school case.
h a v e a c a u s a l l i n k t o t h e d e jure
. . must . . .
v i o l a t i o n b e i n g r e m e d i e d . " ) ; W a s h i n g t o n v . D a v i s , 4 2 6 U . S . 229,
2 4 0 ( 1 9 7 6 ) ( " T h e s c h o o l d e s e g r e g a t i o n c a s e s h a v e a l s o a d h e r e d to
t h e b a s i c e q u a l p r o t e c t i o n p r i n c i p l e t h a t t h e i n v i d i o u s quality
of
l a w c l a i m e d t o b e r a c i a l l y d i s c r i m i n a t o r y m u s t u l t i m a t e l y be
traced t o a r a c i a l l y discriminatory purpose.
['}The
.
.
.
d i f f e r e n t i a t i n g f a c t o r b e t w e e n De j u r e s e g r e g a t i o n a n d socalled
Defacto
segregation
intent
i s
[p]urpose
to
or
.
.
.
s e g r e g a t e . ' " ) ( i n t e r n a l c i t a t i o n s omitted).
due");
Booker,
t o proscribe
45 N . J .
action while a t
segregation
time
t h e same
which
42 N . J .
schools
though f o r t u i t o u s
243
237,
discrimination
factors.");
Montclair,
i n a f f i r m a t i v e state
failing t o provide a
of
out
grows
o t h e r economic o r s o c i a l
[]
( " I t i s n e i t h e r j u s t n o r sensible
a t 170
Morean v .
i n origin,
i n
housing,
or
Bd.
o f Educ.
of
imbalance i n
("racial
(1964)
r e m e d y for
p r e s e n t s m u c h t h e same
d i s a d v a n t a g e s a s a r e p r e s e n t e d b y s e g r e g a t e d schools").
Indeed,
"Commissioner
prevent
of
racial
Adoption
411
under
Const.
vigorous
required
segregation
i n
the
Income
Low
369 N . J .
art.
i n
Constitution,
Jersey
i s
A l l o c a t i o n Plan,
N.J.
New
Education
2003
o f
the
I,
para.
ensuring
New
the
State
Jersey
In
Commissioner
(citing
2004)
courts
re
Qualified
Credit
Div.
(App.
to
measures
schools."
Tax
21
2,
5).
that
public
Hous.
Super.
take
to
the
have
fulfills
been
this
responsibility.
held
410
that
Court
t o
a t 17374.
has
held,
i n Booker,
Commissioner
effect
had
racial
broad
i n public
real
schools.
t h e New J e r s e y Supreme
Commissioner
the
empowers
and
power
integration
This responsibility,
antisegregation
(upholding
priorities.
Commissioner
of
See
Education's
t h e New J e r s e y S u p r e m e Court
to
affirmatively
r e g u l a t e t h e e d u c a t i o n d e c i s i o n s o f m u n i c i p a l i t i e s i n accordance
with
the
responsibility
45 N . J .
Thus,
Jenkins,
58
injunction
N.J.
483
against
withdrawing
township
authorized
t o
students
segregative
prevent
Education o f Englewood C l i f f s v .
Englewood,
257
N.J.
Commissioner's
municipalities
pursuant
effect).
school
as
Board
of
i n
And
this
his
upheld
Court
schooling
regulate
t o
to
high
B o a r d o f E d u c a t i o n o f C i t y of
413,
Super
authority
municipal
from
duty
the
across
prioritize
to
the
e r a d i c a t i o n o f s e g r e g a t i o n i n e l e m e n t a r y a n d s e c o n d a r y schools.
Id.
41
462
a t
negative
(holding
positive
and
Commissioner's
that
impacts
school
proposed
from
balance
to
power
system
c h a n g e s w a s l i m i t e d b y r e q u i r e m e n t t h a t n o c h a n g e r e s u l t i n the
" s u b s t a n t i a l n e g a t i v e i m p a c t " o f r a c i a l segregation).
New J e r s e y h a s a l s o b e e n a t t h e f o r e f r o n t o f c o m b a t i n g the
41
residential
economic,
segregated
411
41
In
19697
(1975),
across
the
example,
process
"fair
could not
State
parochial
under
and
equal
of
concerns
Mount L a u r e l
Court
for
protection,
low
contributes
i n
South
61 N . J .
151,
municipalities
that
values,
guarantees
and middle
racially
l a n d u s e b a s e d upon,
property
each
to
decision
Township,
declared
regulate
constitutional
State
share"
Supreme
our
that
groundbreaking
i t s
B u r l i n g t o n C o u n t y NAACP v .
that
schools.
segregation
would
income
of
need
housing.
but
instead,
substantive
to
assume
Id.
for
a t
due
its
174.
T h i s d e c i s i o n r e f l e c t e d c o n c e r n f o r " t h e i n e v i t a b l e alternative
to
assumption
by
suburban
communities
of
an
obligation
to
provide
40
slums
fair
their
with
a l l
consequences o f
Id.
40
220
a t
(noting
share[:].
their
[1
economic,
the
miseries{,
size
of
i.e.,]
the
a n d r a c i a l segregation[.]"
social,
(Pashman,
J.,
concurring);
absence
of
economic
that
i n
increase
an
attendant
h o u s i n g i n t h e c i t y o f Camden,
critical
id.
accord
integration
f o r example,
meant
i n
17273
a t
municipal
" a consequent
e r o s i o n o f t h e c i t y t a x b a s e a n d i n a b i l i t y t o provide
t h e a m o u n t a n d q u a l i t y o f t h o s e g o v e r n m e n t a l serviceseducation,
police,
health,
41
h o u s i n g a n d t h e l i k e s o n e c e s s a r y t o the
A n d e v e n before
Laurel,
segregation
40
fire,
i s
the
Court
itself
an
recognized
had
evil"
that
"[r]esidential
that
will
be
reflected
and
i n t e n s i f i e d i n t h e c l a s s r o o m i f s c h o o l a t t e n d a n c e i s determined
on a geographic b a s i s without corrective measures."
N.J.
a t
17172.
Mount
Laurel,
then,
i s
also
Booker,
evidence
45
o f New
Jersey's
longstanding
commitment
t o
eradicate
segregation,
i n c l u d i n g i n education.
40
II.
New J e r s e y N o n e t h e l e s s F a c e s a D e v a s t a t i n g R e a l i t y of
R a c i a l S e g r e g a t i o n i n I t s Schools.
A s a r e c e n t r e p o r t a s t u t e l y observed:
40
regarding
school
curious
has
New
Jersey
status
a
desegregation.
I t h a s h a d t h e n a t i o n ' s m o s t v e n e r a b l e and
prohibiting
racially
segregated
law
strongest
state
s c h o o l i n g a n d r e q u i r i n g r a c i a l b a l a n c e i n t h e schools
whenever f e a s i b l e .
Y e t , i t s i m u l t a n e o u s l y h a s h a d o n e of
t h e w o r s t r e c o r d s o f r a c i a l l y i m b a l a n c e d schools.
10
G r e g Flaxman,
41
e t al.,
Project,
S t a t u s Quo") 2
As
Chief
North
i n
19892010,
UCLA Civil
"Flaxman,
(hereinafter,
2013)
writing
observed,
lip
paid
have
schools,
i n
but
according t o a
Tractenberg,
"[w]e
our
student
Rutgers
Poritz
socalled
are
Segregated
(October
and
for
service
real
the
the majority
in
idea
of
to
the
w o r l d we
have
not
1 8 1 N . J . a t 179.
Indeed,
Jersey
Racial
T h i s f a c t h a s b e e n e c h o e d i n t h e S t a t e ' s courts.
Haledon,
succeeded."
with
a t
Justice
diversity
o f Segregation:
41
S t a t u s Quo
bodies
e t
Urban
"apartheid
schools,"
that
less
al.,
are
New
Schools,
(October
8% o f s c h o o l s
recent study,
2013).
These
than
1%
Apartheid
Jersey's
Institute
defined
Education
of
schools
as
white.
and
Paul
Intensely
and
h o l d more
schools
i n New
Policy
than
one
f o u r t h o f a l l b l a c k s t u d e n t s a n d a l m o s t 13% o f L a t i n o students;
41
o n l y t w o o t h e r s t a t e s i n t h e c o u n t r y h a v e a h i g h e r p r o p o r t i o n of
black students i n such "apartheid schools."
that
"(bilack
likely as
I n essence,
students
those
i n
the
i n
New
South
Jersey
to
are
attend
than
(noting
twice
as
schools").
" c u r r e n t l y m o r e t h a n o n e i n f o u r b l a c k s t u d e n t s and
A v a i l a b l e a t http://civilrightsproject.ucla.edu/research/k12
education/integrationanddiversity/astatusquoofsegregation
racialandeconomicimbalanceinnewjerseyschools1989
2010/Norflet_NJ_Final_101013_POSTb.pdf.
11
more
a t 56
[apartheid]
Id.
o n e i n e i g h t L a t i n o s t u d e n t s " a r e i n e d u c a t i o n a l s e t t i n g s "where
basically
they
have
Id.
students."
contact
no
6.
a t
I d . a t 13.
New
problems
Jersey's
schools:"
another
21.4%
black
students
attend
"intensely
of
deeper
go
a n d 29.2%
students
segregated
since
worsened:
(i.e.,
1989,
of
the
same
Id.
constitutional
State
Jersey
a t
where
schools"
Id.
"apartheid
of
percentage
the
segregation has
25 y e a r s ,
state
period,
(i.e.,
only
schools"
has
risen
the
percentage
f r o m 4.8%
of
t o
8.0%;
intensely
s c h o o l s w h e r e o v e r 90% o f t h e student
students
21.
protections
judiciary,
public
the
time
composed o f
18.7%.
the
i n
color)
segregated schools
body i s
the
Latino
of
s c h o o l s w h e r e 99100% o f t h e s t u d e n t b o d y i s c o m p o s e d of
students
during
the past
over
"apartheid
than
p e r c e n t a g e o f m i n o r i t y s t u d e n t s i s g r e a t e r t h a n 90%.
Furthermore,
white
o n l y 314
o f New J e r s e y ,
In a l l
white
with
interaction
o r
schools.
short,
In
and
racial
color)
of
the
has
despite
i s
fact,
the
to
Jersey's
New
assertiveness
historical
segregation
I n
f r o m 11.4%
gone
the
norm
extent
of
i n
of
New
racial
s e g r e g a t i o n i n New J e r s e y s c h o o l s p l a c e s i t a m o n g t h e w o r s t in
the nation.
Be
i n
the
N i r a j Chokshi,
States
You'd
T h e M o s t S e g r e g a t e d S c h o o l s M a y Not
Expect,
Wash.
https://www.washingtonpost.com/blogs/govbeat/wp/2014/05/15/the
12
Post,
May
15,
2014,
m o s t s e g r e g a t e d s c h o o l s m a y n o t b e i n t h e s t a t e s y o u d e x p e c t 2 I;
40
Flaxman,
ranked
Status
A
as
one
Quo,
the
of
a t
most
13
("New
Jersey
has
states
i n
segregated
consistently
the
union
in
t e r m s o f d e s e g r e g a t e d s c h o o l i n g f o r t h e l a s t 3 0 years.").
I I / . Racial Segregation
C a u s e s M y r i a d Harms.
i n
New
Public
Jersey's
Schools
i n
capacity
t o
understanding,
i s
break
and
V.
306,
Bakke,
reality,
40
time,
330332
down
prepare
leadership positions
U.S.
compelling
promote
a l l
for
students
(1978).
t h e New J e r s e y
Supreme
Court
In
was
crossracial
and
Bollinger,
539
U.S.
its
of
professional
Grutter v .
265,
438
because
stereotypes,
i n the future.
(2003);
r a c i a l diversity
interest
state
As
o f California
recognizing
again
ahead
this
of
its
in
a d v a n c e o f t h e f e d e r a l d e c i s i o n i n Bakke:
I n a s o c i e t y s u c h a s o u r s , i t i s n o t enough t h a t t h e 3
R ' s a r e b e i n g t a u g h t p r o p e r l y f o r t h e r e a r e o t h e r vital
considerations.
T h e c h i l d r e n m u s t l e a r n t o r e s p e c t and
l i v e w i t h o n e a n o t h e r i n m u l t i r a c i a l a n d multicultural
communities and t h e e a r l i e r t h e y do s o t h e b e t t e r .
I t is
d u r i n g t h e i r f o r m a t i v e s c h o o l y e a r s t h a t f i r m foundations
m a y b e l a i d f o r g o o d c i t i z e n s h i p a n d b r o a d participation
affairs.
i n
mainstream
the
of
https://advance.lexis.com/search/?pdmfid=1000516&crid=e7d
5e4fd4e314cc8960c
24412141792f&pdsearchterms=58+N.J.+at+499&pdstartin=h1ct%
3A1%3A1&pdpsf=jur%3A1%3A53&ecomp=qk3g&prid=b3edf90e8e84
4 1 3 4 8 3 e 9 0 7 0 a 2 b f d c f 7 5 R e c o g n i z i n g t h i s , l e a d i n g educators
t h e d e m o c r a t i c a n d e d u c a t i o n a l a d v a n t a g e s of
stress
13
heterogeneous
student populations
a n d point
t 6 the
disadvantages
studeant
o f
homogeneous
populations,
p a r t i c u l a r l y w h e n t h e y a r e composed o f
a r a c i a l minority
whose s e p a r a t i o n g e n e r a t e s f e e l i n g s o f i i i n f e r i o r i t y .
. . .
T h e s t a t e s m a y n o t j u s t l y d e p r i v e t h e o n t r i c o m i n g generation
o f t h e e d u c a t i o n a l a d v a n t a g e s w h i c h a t a r e i t s d u e , and
i n d e e d , a s a n a t i o n , w e c a n n o t a f f o r d s t a n d i n g by.
40
41
Booker,
Bakke
noted
41
i n
the
1978).
And
students
Hal edon,
181
o f
N.J.
schools
commitment
t o
i s
the
that
these
178
the
root
out
heart
of
Court
seegregation
that
means
i n
pu J o l i c
from
come
Indeed,
Jersev,s
N.
racially
%s t u d e n t s
.
has
See
attending
cultures.")
segregation
y e a r s before
Supreme
benefits
New
13
d i v aersity.
of
with
and
races,
the
racial
("Students
associating
a t
State
benefits
denied
a r e
d i f f e r e n t backgrounds,
understanding
(decision i n 1965,
course,
a t
and
learning
41
o f
contrapositive
depriving
imbalanced
17071
161,
45 N . J .
from
this
longstanding
education,
d i s c u s s e d supra.3
40
40
40
S e e , e . g . , N . B a l e d o n , 1 8 1 N . J . a t 1 8 3 ( " T h e B o a r d a l s o failed
t o c o n s i d e r t h e ' m u l t i r a c i a l a n d m u l t i c u l t u r a l , opportunities
students
the
f r o m N o r t h H a l e d o n S h o u l d t h e Borough
lost
t o
s u c c e e d i n i t s p e t i t i o n . " ) ; Bd. o f Educ. o f Engaewood c l i f f s
v.
B d . o f E d u c . o f C i t y o f E n g l e w o o d , 2 5 7 N . J . S u p e r . 4 1 3 , 461
( A p p . D i v . 1 9 9 2 ) ( n o t i n g t h e p r i o r i t y o f r a c i a l i n t e g r a t i o n in
education a s r o o t e d i n " t h e considerable v a l u e which
w e have
social
educational
and
development
long placed
on
i n
an
a t m o s p h e r e i n w h i c h c h i l d r e n w i t h d i f f e r e n c e s l e e r n t o celebrate
a n d n o t f e a r t h e m " ) ; B o o k e r , 4 5 N . J . a t 17071 ( " [ C ] h i l d r e n
must
l e a r n t o r e s p e c t a n d l i v e w i t h o n e a n o t h e r i n Al u l t i r a c i a l and
multicultural communities a n d t h e e a r l i e r t h e y do
s o the
better.
I t i s d u r i n g t h e i r f o r m a t i v e s c h o o l Y e a r s t h a t firm
laid
c i t i z e n s h i p a n d broad
foundations
be
for
good
may
participation i n t h e mainstream o f a f f a i r s .
R e c o g n i z i n g this,
14
The
40
40
social
importance
diversity
of
higher
academic
schools
results
students
Flaxman,
(citing
Status
o f
Quo
studies).
s u p p o r t e d by
S t u d i e s h a v e s h o w n t h a t desegregating
science research.
i n
i s
education
i n
Black
achievement
1718
a t
&
attend
who
students
minority
performance.
students'
Segregation,
for
See
nn.5354
desegregated
s c h o o l s a r e a l s o s i g n i f i c a n t l y m o r e l i k e l y t o g r a d u a t e f r o m high
school and college.
effects
racially
of
manifest
schools
(citing studies),
id. a t n.56,
make
across
courts
have
segregation thus
homogenous,
lives:
Flaxman,
those
schooling
who
attend
and
enjoy
far
A S t a t u s Quo,
a t 18,
nn.
significantly
more
h a v e a h i g h e r l e v e l o f c i v i c engagement,
racial
lines,"
noted,
the
harms
suboptimal
o f Merchantv i l l e v .
id.
a t
absence
students
of
a l l
of
Bd.
o f
Educ.
o f
17,
n.52.
diversity
As
New
i.e.,
races by providing a
l e a r n i n g environment.
S e e Bd.
Pennsauken,
o f Educ.
State
Board
leading
educators
democratic
and
educational
the
stress
a d v a n t a g e s o f h e t e r o g e n e o u s s t u d e n t p o p u l a t i o n s a n d p o i n t t o the
d i s a d v a n t a g e s o f h o m o g e n o u s s t u d e n t p o p u l a t i o n s , particularly
w h e n t h e y a r e c o m p o s e d o f a r a c i a l m i n o r i t y w h o s e separation
g e n e r a t e s f e e l i n g s o f inferiority.").
15
mixed
a n d " r e p o r t a h e i g h t e n e d a b i l i t y t o c o m m u n i c a t e and
friends
Jersey
earn
And t h e positive
(2004).
socioeconomically
students'
40
and
throughout
desegregated
40
D e s e g r e g a t i o n a n d B l a c k Dropout
94 A m e r i c a n E c o n o m i c R e v i e w 919
Rates,
40
Guryan,
J .
4892,
slip
op.
(explaining
that
when
D o c k e t No.
1998)
of
"group
homogenous
opportunity
variety
of
t o
racial
to
ethnic
and
o f Pennsauken,
students
and
Educ.
people
from
49596
(EDU)
464,
that
"[t]he
school
o f M e r c h a n t v i l l e v . Bd.
o f Educ.
educational
attending
by
7,
Jan.
placed with
"the
respect
backgrounds
93 A r . j . A . R . 2 d
are
lose
they
with
live
w i t h s u c h i n d i v i d u a l s " ) ; Bd.
Educ.
white
students,"
learn
of
( S t a t e Bd.
15
a t
of
( C o m m ' r of
Educ.
Sept.
racial
16,
1992)
imbalance
i s
imbalance
because
(asserting
not
t o b e sought
stands
as
as
deterrent
elimination
of
a n e n d i n i t s e l f but
handicap
and
the
to
i m p r o v e m e n t o f e d u c a t i o n f o r all").
B u t t h e r e c a n b e n o m i s t a k i n g t h a t s e g r e g a t i o n i n education
i s
devastating
most
racial
for
minority
This
students.
is
b e c a u s e o f t h e p e r v a s i v e o v e r l a p b e t w e e n r a c i a l m i n o r i t y status
a n d p o v e r t y i n New J e r s e y ' s m o s t s e g r e g a t e d schools:
T h e t y p i c a l New J e r s e y w h i t e s t u d e n t a t t e n d s a s c h o o l where
17.6%
of
children
qualify
lowincome,
as
whereas
the
typical
b l a c k s t u d e n t a t t e n d s a s c h o o l w h e r e 5 5 . 4 % o f h i s / h e r classmates
come
lowincome
from
attends
school
income.
This
families.
The
i n w h i c h 57.6%
figure
of his/her
emphasizes
d i s t r i b u t i o n o f lowincome s t u d e n t s ,
of
students
i n
New
Jersey
as
of
16
typical
the
Latino
classmates
extremely
student
are
disparate
who m a k e u p n e a r l y a
20102011,
to
low
schools
third
where
T h i s p a t t e r n indicates
t h e p r e s e n c e o f d o u b l e s e g r e g a t i o n t h a t b l a c k a n d L a t i n o youth
experience
class.
'
by
attending
Flaxman,
racial
Status
segregation
and
educational outcomes.
significantly
high
and
poverty
Brookings
F o r example,
Institute,
t o Fail
or
40
remain
i n
Clotfelter,
PayBased
Policies
minority
Level
t o
F i n a n c e & P o l i c y 399
the
(2010);
Spending
Playing
See
Inequities
h i g h l y qualified
likely to
take
Charles
See
School
Charles T.
concentrated
students.
schools.
Teacher Mobility,
al.,
of
areas
Relatedly,
such
a t
detrimental
most
positions
e t
of
(2011).
of
t e a c h e r p a y a n d t r a i n i n g are
WithinDistrict
How
the
serving
schools
concentrations
H e l p Some S c h o o l s
yields
and
race
combination
This
28.
a t
poverty
i n
worse
Quo,
both
by
segregated
schools
Segregation,
Field,
Clotfelter,
T.
and
Education,
e t al.,
Who
Teaches
Whom? R a c e a n d t h e D i s t r i b u t i o n o f N o v i c e T e a c h e r s ,
E c o n o m i c s o f E d u c a t i o n R e v i e w 377
40
teachers
i s
devastating
T h e a b s e n c e o f strong
(2005).
lowincome
t o
24
students
of
color:
one
r e c e n t l o n g i t u d i n a l s t u d y s h o w e d t h a t h a v i n g a s t r o n g t e a c h e r in
the
elementary
students'
grades
lives,
higher
levels
Chetty,
e t
of
al.,
had
measured
a
i n
longlasting,
reduced
collegegoing,
The
LongTerm
17
positive
teenage
and higher
Impacts
o f
impact
rates,
pregnancy
job earnings.
Teachers:
on
Raj
Teacher
ValueAdded
and
P a p e r No. 17699
In
less
level
Student
challenging
bodies.
studies).
i n
Adulthood,
NBER
Working
( D e c e m b e r 2011).4
addition,
courses
Outcomes
studies
show t h a t
curricula,
than do
S e e Flaxman,
and
s e g r e g a t e d s c h o o l s provide
provide
fewer
AP
and
honors
s c h o o l s w i t h p r e d o m i n a n t l y w h i t e student
A
Status
Quo,
a t
16
& n.42,
44
(citing
A s a r e s u l t o f t h e p r e s s u r e s i m p o s e d u p o n s c h o o l s by
s t a n d a r d i z e d t e s t i n g , 5 s e g r e g a t e d s c h o o l s a l s o t e n d t o f o c u s more
4 A v a i l a b l e a t h t t p : / / o b s . r c . f a s .harvard.edu/chetty/value
.added.pdf.
5
T h e No C h i l d L e f t B e h i n d A c t , 2 0 U . S . C . 6 3 0 1 e t s e q . , applies
e s c a l a t i n g s a n c t i o n s a g a i n s t s c h o o l s w h o s e s t u d e n t s d o n o t show
a n n u a l improvement on s t a n d a r d i z e d t e s t s .
I d . a t 6316(b)(7).
These sanctions include decreased funding,
r e s t r u c t u r i n g of
s c h o o l c u r r i c u l a , t e r m i n a t i o n a n d r e p l a c e m e n t o f s c h o o l staff,
a n d s c h o o l c l o s u r e a n d s u b s e q u e n t r e p l a c e m e n t w i t h a charter
P a r t i c u l a r l y i n l o w e r i n c o m e s c h o o l s where
school.
Id.
standardized t e s t performance i s depressed,
t h e s e sanctions
e x e r t t r e m e n d o u s p r e s s u r e a n d f o r c e s c h o o l s t o t e a c h t o the
t e s t , w h i c h i n t u r n d r i v e s o u t t h e b e s t t e a c h e r s a n d reinforces
t h e achievement gap.
S e e G a r y O r f i e l d , F o r e w o r d t o Jaekyung
T
r
a
c
k
i
n
g
A
c
h
i
e
v
e
m
e
n
t G a p s a n d A s s e s s i n g t h e I m p a c t o f NCLB
Lee,
o n t h e G a p s : A n I n d e p t h L o o k i n t o N a t i o n a l a n d S t a t e Reading
a n d m a t h O u t c o m e T r e n d s , T h e C i v i l R i g h t s P r o j e c t a t Harvard
University,
available
(2006),
7
a t
at
http://civilrightsproject.ucla.edu/research/k12
education/integrationanddiversity/trackingachievementgaps
andassessingtheimpactofnclbonthegaps/leetracking
a c h i e v e m e n t g a p s 2 0 0 6 . p d f ( " P a r t i c u l a r l y i n l o w i n c o m e schools
j u d g e d a s f a i l u r e s , t h e r e o f t e n i s a t e n d e n c y t o m o v e into
h i g h l y f o r m u l a i c a n d r i g i d l y p r o g r a m m e d c u r r i c u l u m , b o r i n g to
b o t h s t u d e n t s a n d t e a c h e r s , a n d , w o r s e y e t , t o s p e n d t i m e n o t on
teaching
their
subjects
drilling
testtaking
but
on
on
s t r a t e g i e s . T e a c h e r s h a v e l o n g t e n d e d t o t r a n s f e r o u t o f low
i n c o m e m i n o r i t y s c h o o l s a s t h e y g a i n e x p e r i e n c e . E x c e s s i v e test
c o m p o u n d i n g the
pressure tends t o accelerate t h i s process,
18
on
skills
rote
thinking.
Id.
and memorization
a t
exhibit
schools
16
higher
discipline policies
expulsion,
that
Opportunities
draconian
of
rate
segregated
tolerance"
"zero
i n higher rates
result
creative
of
troubling,
Even more
Civil
Rights
Project,
Suspended:
The
Devastating
See
detriment
of
suspension,
drop out,
system.
& n.43.
the
t o
justice
Advancement
Project,
Consequences
o f
Zero
T o l e r a n c e a n d S c h o o l D i s c i p l i n e P o l i c i e s (2000).6
T h i s i s n o t t o m e n t i o n w h a t s o c i a l s c i e n c e h a s l o n g known:
a s t h e Supreme C o u r t r e c o g n i z e d i n Brown,
itself,
i s
symbolically harmful
psychiatric
damage.
them
others
from
because o f
i n a
347
S e e Brown,
of
similar
their status
that
way
U.S.
and
age
t h e i r race generates
segregation,
a t
i n a n d of
lasting
creates
494
( " T o separate
qualifications
solely
feeling of inferiority as
to
i n t h e c o m m u n i t y t h a t m a y a f f e c t t h e i r h e a r t s and
minds
i n a
Educ.
o f Englewood,
way u n l i k e l y e v e r t o b e undone.");
257 N . J .
Super.
a t 422
s e e a l s o Bd.
of
( " R e e m e r g e n c e o f the
s t i g m a o f i n f e r i o r i t y a s s o c i a t e d w i t h s e g r e g a t e d s c h o o l systems
would b e
Jersey
and
r e g r e s s i v e development
would
have
serious
for public
education
repercussions
far
i n New
beyond
the
immediate p a r t i e s t o t h i s c a s e . " ) .
experienced
teachers
A v a i l a b l e a t http://escholarship.org/uc/item/99v051v1#page1.
19
As a r e s u l t ,
s e g r e g a t i o n in
are
precious
education stands
racial
minority poor
systematically
limited
b u t its
t o h a r m a l l o f New J e r s e y ' s s t u d e n t s ,
a r e most
inferior
instruction,
with
resources,
injured.
i n
result
the
Such s t u d e n t s
w i t h more
institutions
they
that
receive
internalize
f e e l i n g s o f l e s s e r v a l u e a n d r e a l i z e l e s s s u c c e s s i n t h e i r adult
lives.
IV.
41
A g a i n s t t h i s B a c k d r o p , New J e r s e y H a s T a k e n a Cautious
A p p r o a c h t o t h e A p p r o v a l o f C h a r t e r S c h o o l s , Tasking
t h e C o m m i s s i o n e r o f E d u c a t i o n w i t h P r e v e n t i n g Racial
Segregation.
C h a r t e r s c h o o l s c o n t r i b u t e t o t h e d e v e l o p m e n t o f innovative
41
e d u c a t i o n a l programming,
important
National
alternative
t o
Charter School
41
failing public
schools,
(2013).7
o f f e r an
generally
see
Stanford University:
Study,
R e s e a r c h o n E d u c a t i o n Outcomes
has
i n some c a s e s ,
a n d t h e y may,
for
Center
B u t t h e i r proliferation
c o n t r i b u t e d b o t h n a t i o n a l l y a n d w i t h i n New J e r s e y to
S e e M a r k W e b e r & J u l i a Sass
racial
segregation i n education.
Rubin,
New J e r s e y C h a r t e r S c h o o l s : A E t a D r i v e n View,
E n r o l l m e n t s a n d S t u d e n t Demographics 5
Part I
( O c t o b e r 2 0 1 4 ) ; 8 R o b e r t J.
Martin,
Charter
Disadvantaged
John's
L.
Rev.
School
Students:
327,
The
36061
Accessibility
Experience
(2004)
i n
(citing
for
New J e r s e y ,
studies
A v a i l a b l e a t http://credo.stanford.edu/documents/NCSS%202013500
Final%20Draft.pdf.
A v a i l a b l e a t http://www.saveourschoolsnj.org/save/corefiles/wp
content/uploads/2014/10/NJCharterSchoolReport_10.29.2014.pdf.
20
Historically
78
St.
documenting
charter
40
their
schools
41
a t 14
S t a t u s Quo,
and
segregative
schools'
nationally);
effect
("An a n a l y s i s o f
located
were
communities,
isolated
and
primarily
the
schools,
their
than
i n
black
racially
more
were
citation
(internal
neighborhoods.")
these
isolated
racially
average,
on
that
revealed
c h a r t e r schools
[New J e r s e y ]
surrounding neighborhoods
Flaxman,
omitted).
The
41
New
charter
schools
("CSPA"
or
compromise
40
with
"the
allowing
application
charter
i n
f o r charter); N.J.S.A.
of
the
exempt
40
schools,
rights
trustees
except
t o
fewer
t o
growth
Act
of
t o
18,
remain
free
from
undergoing
for
submitting
annual
of
1995
careful
some
rigorous
review.
See
( s e t t i n g f o r t h r e q u i r e m e n t s f o r applying
18A:36A11(a)
a
from
charter
State
those pertaining
164 N . J .
to
the
to
Program
18A:36A1
a t 320
( " [ U ] p o n t h e r e q u e s t o f the
school,
the
regulations
t o
Englewood,
subject
school
of
School
schools
exchange
and
process
responded
Charter
N.J.S.A.
1 8 A : 3 6 A 4 & 5
N.J.S.A.
board
the
Act"),
regulation
State
Legislature
Jersey
commissioner
concerning
assessment,
.
public
testing,
.n);
may
civil
s e e generally
( d e s c r i b i n g h o w c h a r t e r s c h o o l s are
regulations
but
must
submit
t o
greater
21
f a i l u r e t o p r o v i d e a t h o r o u g h a n d e f f i c i e n t e d u c a t i o n threatened
i n a d i s t r i c t b e c a u s e o f t h e a p p r o v a l o f a c h a r t e r school").
With
public
regard
schools
particular,
i n
schools
the
"seek
threat posed t o
the
t o
the
enrollment
i n t e g r a t i o n in
racial
CSPA m a n d a t e s
of
cross
that
charter
section
the
of
c o m m u n i t y ' s s c h o o l a g e p o p u l a t i o n i n c l u d i n g r a c i a l a n d academic
N . J . S . A . 18A:36A8(e).
factors."
from
discriminating
selection process"
than space.
Of
CSPA
interpreted
requires
"random
of
by
New
Education
the
t o
present
Jersey
of
duty
courts
litigation,
assigns
initially
have
The
seek
to
the
application."
"assess
charter
i t s
the
school's
"continued
school
that
district's
the
district
racial/ethnic
initial
operation,
student
6A:112.2(c)
composition
22
of
i n
Commissioner
which
it
first
balance"
charter
and
charter
"vigilantly
application,"
accord N.j.A.C.
the
public
law mandates
protect
throughout
47172;
on
the
assessing,
school
may
the
to
a n d remedying a n y s e g r e g a t i v e e f f e c t t h a t a
"during
410
admission
monitoring,
operates.
40
i n the
w h e n e v e r t h e r e a r e m o r e applicants
importance
particular
as
i t
And
schools
charter
N . J . S . A . 18A:36A8(a).
Commissioner
40
(lottery)
basis
illegal
any
N . J " , S . A . 18A:36A7.
process.
40
on
forbids
I t
367 N . J .
and
then
renewal
Super.
at
( C o m m i s s i o n e r m u s t annually
a
charter
school
and
the
s e g r e g a t i v e e f f e c t t h a t t h e l o s s o f t h e s t u d e n t s m a y h a v e o n its
district
(requiring
2.3(b)(7)
also
see
Commissioner
the
review,
to
6A:11
.N.J.A.C.
other
among
" [ t ] h e a n n u a l a s s e s s m e n t s o f s t u d e n t c o m p o s i t i o n o f the
things,
residence.");
of
c h a r t e r school").
" t h e C o m m i s s i o n e r must
racial
the
impact
on the d i s t r i c t
of
that
charter
i n which
residence
applicant
school
avoid"
In
Englewood,
Commissioner must,
charter
school
maintained
Englewood,
i n
164
N.J.
were
to
charter
In
370,
this
377
(2013)
regard,
the
racial
b a l a n c e precariously
district
of
residence."
1 6 4 N . J . a t 328.
has
be
Commissioner
granted,
the
similar
must
t o e n s u r e among o t h e r t h i n g s ,
operation
will
18A: 3 6 A 1 6 ( a ) ;
not
duty
before a
during
the
charter
r e n e w a l a p p l i c a t i o n may
conduct
"a
comprehensive
t h a t t h e c h a r t e r school's
exacerbate
racial
segregation.
23
school's
Accordingly,
continued
N.J.
329).
a t
affect
renewal process.
review"
216
Group,
" b e p r e p a r e d t o a c t i f t h e d e f a c t o e f f e c t of
Commissioner
The
t h e M a t t e r o f P r o p o s e d Q u e s t A c a d e m y Charter
o f Montclair Pounders
(quoting
[ h i s ] p o w e r s to
s e g r e g a t i o n r e s u l t i n g f r o m t h e g r a n t o f a c h a r t e r school
application.
School
c h a r t e r school
the
will
3 6 7 N.J.
Super. 462,
(App. D i v .
469
As a p a r t o f t h a t r e v i e w ,
2004).
the
C o m m i s s i o n e r m u s t c o n d u c t a n " i n d e p e n d e n t s t u d y o f t h e s c h o o l of
18A:36A16(d),
40
and
"the
socioeconomic
18A:36A16(e)(1)
N.J.S.A.
[including
Englishlanguage
and
status,
a m o n g o t h e r factors,
demographics
comparative
a n d submit
race,
proficiency]
of
student
enrollments
charter
schools
i n
districts
school
within
located
those
of
residence
and
the
districts."
18A:36A16(3)(5).
I n
this
manner,
the
New
legislative
Jersey
judicial
and
b r a n c h e s h a v e a s s i g n e d t o t h e C o m m i s s i o n e r o f E d u c a t i o n t h e role
40
of
evaluating
within
thus
the
the
school
embraces
the
impact
of
districts
benefits
charter
schools
i n which
of
on racial
balance
they operate.
T h e State
schools,
expressly
charter
but
40
conditions
and
40
their
searching
approval
analysis
of
upon
their
Commissioner's
segregative
independent
effect
a t
every
r a n g i n g t h r o u g h "initial
application,
continued
and
application."
operation,
472.
24
the
charter
renewal
3 6 7 N . J . S u p e r . at
I n T h i s Case, t h e Commissioner D i d
Duties,
Racial
Threatening
Lawful
Contravention
o f
Jersey
New
C o n s t i t u t i o n a l Principles.
V.
S
School
15,
October
On
2013,
submitted
("HoLa")
Charter
Language
renewal
charter
Dual
Hoboken
the
N o t F u l f i l l His
in
Segregation
and
Statutory
expansion
and
a p p l i c a t i o n t o t h e New J e r s e y C o m m i s s i o n e r o f E d u c a t i o n .
On M a r c h 5 ,
of
2014,
fiveyear
t h e C h i e f I n n o v a t i o n O f f i c e r o f t h e Department
issued
Education
period
PA187.
decision
renewing
and
granting
an
charter
HoLa's
amendment
t o
the
for
charter
p e r m i t t i n g a n e x p a n s i o n o f t h e s c h o o l t o t h e s e v e n t h a n d eighth
grades
for
respectively.
Appellate
properly
address
more
2,
fully,
and
20162017
school
years,
On a n a p p e a l b r o u g h t b y t h e D i s t r i c t ,
PA24.
Division
expansion.9
20152016
the
recognized
the
PA1037.
that
segregative
the
Commissioner
impact
of
this
the
failed
renewal
to
and
T o i n s u r e t h a t t h e i s s u e w o u l d b e addressed
t h e A p p e l l a t e D i v i s i o n i s s u e d a n o r d e r o n December
2 0 1 4 r e m a n d i n g t h e m a t t e r t o t h e D e p a r t m e n t o f E d u c a t i o n for
further consideration.
Id.
Nonetheless,
t h e C o m m i s s i o n e r again
g r a n t e d HoLa's
20,
2015.
application
PA1105.
This
for
renewal
appeal
and
followed.
expansion
For
the
o n March
reasons
T h e S t a t e D e p a r t m e n t o f E d u c a t i o n c o n c e d e d a s m u c h o n appeal,
w r i t i n g i n i t s b r i e f t h a t " a r e m a n d h e r e w i l l a f f o r d the
C o m m i s s i o n e r t h e o p p o r t u n i t y t o c o n s i d e r a d d i t i o n a l d a t a in
l i g h t o f t h e c o n c e r n s r a i s e d b y H o b o k e n a n d t o r e e v a l u a t e the
g r a n t i n g o f H o L a ' s c h a r t e r r e n e w a l a n d e x p a n s i o n application."
PA 1030.
25
t h e C o m m i s s i o n e r s h o u l d a g a i n b e r e v e r s e d a n d the
s t a t e d below,
c h a r t e r denied.
Initially,
duty
by
effect
t h e C o m m i s s i o n e r f a i l e d t o p e r f o r m h i s statutory
overlooking
and
by
Specifically,
relevant
relying
instead
suggestive
data
on
flawed
t h e r e l e v a n t d a t a shows
segregative
of
analytical
t h a t HoLa's
methods.
s t u d e n t body
i s n o t a n d h a s n e v e r b e e n r e m o t e l y r e p r e s e n t a t i v e o f Hoboken's
demographics:
i n
the past
Hoboken's p u b l i c
five years,
minoritystudent
have
had a
78%;
s u r p a s s e d 39%.
enrollment
PA111620.1
PA1049,
schools
ranging between
by contrast,
Likewise,
69
and
h a s never
L a t i n o students
c o m p r i s e a s i g n i f i c a n t p o r t i o n o f t h e p o p u l a t i o n i n H o b o k e n , but
HoLa
has
consistently
enrolled
t h a t o f comparable d i s t r i c t schools:
2014 s c h o o l y e a r s ,
below
i n t h e 2 0 1 2 2 0 1 3 a n d 2013
o f i t s t o t a l enrollment,
respectively;
c o m p a r a b l e s c h o o l s i n the
10
same
Economic
time
period.
PA10441049;
PA11161120.
See
W h i l e a n a v e r a g e of
a s stark.
72% o f s t u d e n t s i n t h e p u b l i c s c h o o l s q u a l i f i e d a s economically
d i s a d v a n t a g e d b e t w e e n 2 0 1 0 a n d 2 0 1 3 , o n l y b e t w e e n 1116% o f HoLa
students did.
P A 9 8 9 9 , 6 5 2 , 7 1 2 , 7 3 0 , 7 4 8 , 7 6 8 , 7 8 6 , 11161120.
H o L a a l s o e n r o l l s a s m a l l e r p e r c e n t a g e o f d i s a b i l i t y students
t h a n a n y d i s t r i c t o r c h a r t e r s c h o o l ( b e t w e e n 05% f r o m 2010
2013, w h i l e o t h e r c h a r t e r a n d d i s t r i c t s c h o o l s f a l l w i t h i n a
r a n g e b e t w e e n 2 1 6 % ) , a n d h a s 0% s t u d e n t s o f l i m i t e d English
proficiency.
PA786.
segregation
i s
j u s t
26
40
Appellant's
Wallace,
(hereinafter
Brief
Calabro,
"AB")
26
( c o m p a r i n g HoLa t o
a n d Hoboken J r . / S r .
Connors,
the
schools).
And
HoLa e n r o l l s d r a m a t i c a l l y m o r e w h i t e s t u d e n t s t h a n i t s p e e r s in
the
district.
In
rising slightly t o
the
two
same
20122013,
i t s
body was
student
district
span,
white,
PA11161120.
63% t h e f o l l o w i n g y e a r .
year
61%
schools
enrolled
Over
anywhere
b e t w e e n 4% a n d 35% w h i t e s t u d e n t s f o r t h e f i r s t y e a r a n d between
4% a n d 43% w h i t e s t u d e n t s i n t h e s e c o n d .
Appellant's
brief,
there
are
indications
troubling
that
this
d i s p a r i t y i s t h e r e s u l t o f H o L a ' s p o l i c y o f g i v i n g p r e f e r e n c e to
siblings o f currently enrolled students,
historical
income
underenrollment
PA104748,
(citing
As e x p l a i n e d in
Id.
students
PA9799),
HoLa's
PA11211122),
id.
a t 50.
lowincome
of
PA11161120),
and
students
fundraising
limited
( c i t i n g PA256),
students,
id.
recruitment
a t
of
10
low
color,
id.
a t
4748
(citing
practices,
id.
a t
4849
(citing
of
and t h e use o f an
t h e time o f i t s opening,
AB4647
HoLa h a s e n r o l l e d a
from
s t u d e n t b o d y that
i s a n e a r e x a c t i n v e r s i o n o f t h e r a c i a l c o m p o s i t i o n o f students
i n t h e d i s t r i c t a s a whole.
27
Commissioner
The
discrepancy,
i n
this
case.
did
this
confront
however,
not,
glaring
f a c t w h i c h i s a t t h e c o r e o f a m i c i ' s involvement
sidestep
t h e Commissioner a t t e m p t e d t o
Instead,
f i r s t b y a n a l y z i n g i m p r o p e r d a t a t h a t c r e a t e a flawed
the facts:
i m p r e s s i o n o f r a c i a l p a r i t y b e t w e e n HoLa a n d t h e d i s t r i c t ;
focusing
by
second,
narrowly
changes
on
HoLa's
t o
and
population
w i t h o u t r e g a r d t o i t s h i g h l y s e g r e g a t i v e i n i t i a l enrollment.
First,
t h e C o m m i s s i o n e r d e t e r m i n e d t h a t HoLa d i d n o t enroll
students
i n a
District
as
manner t h a t was
whole b y
racially disproportionate t o
comparing
demographics
HoLa
d a t a f o r a l l c h i l d r e n a g e s 0 17 d i s t r i c t w i d e .
was
legal
law,
By
error.
comparison
proper
comparison
throughout
by
the
but
Hoboken
proportionally
relative
white,
164 N . J .
age
a t 325,
PA785,
as
prekindergarten
than
age
the
itself
population
national
i n
groups
PA11161120.
HoLa
school
i n l i e u o f d i s t r i c t schools.
larger
other
t o
population,
has
of
are
average,
Hoboken,
Similarly,
implies,
has
age
are
but
S e e A332
that
AB34,
is
and
disproportionately
the
017
ages
c h i l d r e n who
only
not
who
those
28
school
children
a l l
includes
also
attend p r i v a t e schools
35.
Commissioner
the
district
prekindergarten,
t o
This
T h e d i s t i n c t i o n i s s i g n i f i c a n t b e c a u s e t h e p o p u l a t i o n used
40
40
census
PA1107.
i s
Englewood,
t o
the
private
much
larger
school
white
S e e PA 1076.
41
Indeed,
HoLa c a l l s
district's
t h e H o b o k e n school
"highly unlikely t h a t
i t
demographics
represent
section
cross
of
the
c o m m u n i t y ' s s c h o o l a g e p o p u l a t i o n s i n c e t h e r e a r e f o u r private,
tuitionbased
Hoboken(.3"
As
K8
in
elementary schools
Id.
result,
40
$16,000 a year)
(up t o
comparison
Commissioner's
the
of
HoLa's
d e m o g r a p h i c s t o c e n s u s d a t a f o r a l l c h i l d r e n i n t h e d i s t r i c t age
017
41
introduced
Commissioner
relied on
population o f
26% L a t i n o .
serious
children
PA1107.
Specifically,
distortion.
data
census
i n Hoboken a g e s
017 w a s
that
the
57% w h i t e and
H o L a ' s initial
proper
picture:
over
baseline
when o n l y
considered,
percentages
children
60% L a t i n o .
p o p u l a t i o n was
whole
a t
changed
78%.
over
Commissioner
i n
results
i n district
PA1116.
a
schools
B u t u s e of
different
very
f r o m K12
are
t h e r e l e v a n t d a t a s h o w s t h a t o n l y 19% a r e w h i t e and
Id.
s t a t i s t i c a l backdrop,
More g e n e r a l l y ,
i n HoLa's
almost
exactly
half that
PA11161120.
the
never
length
That
of
addressed
considering
f i r s t year,
this
of
rough
HoLa's
29
showing
f r o m 2010
the
t h e proper
i t s r a c i a l minority
the
district
proportion
charter.
uncomfortable
has
as
not
Id.
The
reality,
but
circumvented
rather
40
i.e.,
census data,
i t
t h e wrong d a t a s e t .
segregative e f f e c t because,
more
40
i s
concluded
that
percentage
of
schoolage
population.
HoLa
t h e w h i t e p o p u l a t i o n of
i n essence,
PA1107.
constant.
From
Id.
this
But
remains
HoLa
Commissioner
the
disproportionate
relative
students
of
this,
enrolling
not
was
nonwhite
district
the
to
fails
comparison
to
c o n s i d e r t h e a p p r o p r i a t e s t a r t i n g p o i n t f o r t h e a n a l y s i s : HoLa's
i n i t i a l enrollment,
inversion o f
to
growing while
less
or
demographics
HoLa's
t h e C o m m i s s i o n e r i m p r o p e r l y f o u n d t h a t HoLa h a s no
Second,
Hoboken
comparing
by
That
not,
the district's
demographic
worse
i n
of
charter
course,
(and,
I d . a t 3031.
i n
changes
of
terms
racial
the
segregative
answer
indeed
the
district
question
it)
PA11161120.
demographics.
effect
expanding
w a s a n effective
suggest
i t
t h a n when
of
has
whether
a
i s
HoLa
began
does
renewing
segregative
no
the
effect.
A n d t h e r e i s n o e v i d e n c e t o s u p p o r t t h e i d e a that
t h e d i s t r i c t s c h o o l a g e p o p u l a t i o n h a s c h a n g e d s o d r a s t i c a l l y as
t o make HoLa's
e n r o l l m e n t now p r o p o r t i o n a l
to district
student
demographics.
The
data
that
Commissioner
emerged
has
from
thus
first
HoLa's
population double t h a t o f
addressed
enrolled
the
class:
troubling
a
30
never
white
and a
m i n o r i t y p o p u l a t i o n h a l f t h a t o f t h e d i s t r i c t ' s p u b l i c schools.
41
This
i s
an
enormous
intolerable
i n
proposal
permit
t o
district,
North
disparity,
far
greater
Haledon,
where
this
Haledon
North
than
from
aff'd,
school
i n p a r t b e c a u s e w i t h d r a w a l w o u l d r e s u l t i n a m e r e 9%
found
rejected
Court
withdraw
to
that
Sch.
Dist.,
181 N . J .
161
363
N.J.
Super.
130,
13738
Viewed i n t h i s
(2003).
I n r e N.
(App.
context,
Div.),
a n d with
41
h i s t o r i c a l f a i l u r e t o do s o i n mind,
permitted
t o
ignore
the
realities
t h e C o m m i s s i o n e r c a n n o t be
that
present
in
themselves
Hoboken.
41
For
these
reasons,
consistent
with not
principles
that
only
Amici
the
law,
31
but
u n d e r g i r d New J e r s e y ' s
C o m m i s s i o n e r ' s d e c i s i o n c a n n o t stand.
submit
respectfully
also
deeply held
system
of
justice,
that,
legal
the
CONCLUSION
For
the
request that
the
reasons
stated
above,
amici
curiae
2 0 1 5 d e c i s i o n of
t h i s C o u r t r e v e r s e t h e March 20,
Commissioner
of
granting
Education
the
respectfully
requests
r e n e w a l a n d e x p a n s i o n o f t h e c h a r t e r o f HoLa,
for
the
u n l e s s a n d until
i t c a n b e s h o w n t h a t s u c h r e n e w a l a n d e x p a n s i o n w i l l n o t result
i n
the
continuation
or
exacerbation
of
school
segregation
in
Hoboken.
Respectfu
Submitted,
stberg
Law
e
GIBBONS P.C.
O n e G a t e w a y Center
N e w a r k , New J e r s e y 07102
( 9 7 3 ) 5964500
A t t o r n e y s f o r A m i c i C u r i a e American
C i v i l L i b e r t i e s U n i o n o f New J e r s e y and
E d u c a t i o n Law Center
Dated:
November 30,
2015
32