This book has sought to explain the origins of the troubles of inner-city schooling that emerged in the 1940s and 1950s, coinciding with the changing urban conditions of the post-World War II era. These problems cannot be attributed to urban change alone. School policies are a critical part of the explanation. There is no question that inner-city schools were handicapped by resource scarcity. The problems of poor facilities, overcrowding, inexperienced teachers, and double-shift schedules were only too plain. These resource deficits did not result from economic and demographic change, however: after 1945, Chicago's public schools had more money, not less, to spend on education. Instead, these deficits reflect decisions made by school officials about how to allocate funds and students. Students were segregated by race, and fewer resources were allocated to black schools.
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