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HOBOKEN BOARD OF EDUCATION,

SUPERIOR COURT OF NEW JERSEY


APPELLATE DIVISION

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.

BRIEF OF AMICI CURIAE AMERICAN CIVIL LIBERTIES


UNION OF NEW JERSEY AND EDUCATION LAW CENTER IN
SUPPORT OF APPELLANT

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.

438 U.S. 265

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 .

426 U.S. 229

(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

i o n and B l a c k Dropout Rates,


e v i e w 919 (2004)

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

reverse the decision o f

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

granting HoLa's request,

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

e f f e c t s o f t h e renewal and expansion.


studies

the

statutes,

INTERESTS OF AM/CI CURIAE


The

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

specifically addressed t o issues o f segregation i n general,


I n r e Twp.
of

o f Warren,

Council

segregation),

on

132 N . J .

Affordable

and t o

i n particular,

and

education,

public

i n c l u d i n g t h e Abbott cases, Abbott v . Burke,

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

I n r e Red Bank Charter School,

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

general public school),

town's

2004)

involving

school

Dist.

Div.

f o r educational services provided t o disabled child).

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 ,

Educ. Law C e n t e r v . Bd.

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

education and with

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

t o renew o r expand schools'

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

i n v o l v e m e n t t h a t ACLUNJ a n d ELC r e s p e c t f u l l y s u b m i t t h i s brief.


PROCEDURAL HISTORY
Amici

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 .

("[N]o c h i l d between t h e age o f

(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

forbidding exclusion o f biracial

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

ancestry o r national origin."


N.

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 .

segregation having i t s basis

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

very existence o f safe and decent c i t y l i f e . " ) .


Mount

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:

Economic Imbalance i n New J e r s e y S c h o o l s ,


Rights

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.

students attend these "apartheid schools."


And

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

Nor i s t h i s segregation without r e a l l i f e consequences.


t h e U n i t e d S t a t e s Supreme C o u r t h a s r e c o g n i z e d ,
education

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

accord Regents o f Univ.


31213

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

touting t h e importance o f d i v e r s i t y i n education well

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

without undermining white

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'

better health later i n life,


5758

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

black and Latino students a r e enrolled.

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

are significantly less

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

and experienced teachers

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,

and involvement w i t h t h e criminal

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 . " ) .

schools' problems since


r e s o u r c e f o r schools.").
6

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

and student health and safety

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

o v e r s i g h t a n d h o l d i n g t h a t " t h e Commissioner must a c t t o a v o i d a

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,"

I n r e Red Bank Charter Sch.,

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

I n the i n i t i a l application process,


assess
have

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.

I n r e Red Bank Charter Sch.,

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

w i l l o p e r a t e " a n d "must u s e t h e f u l l panoply o f

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),

t h e c h a r t e r school program," N.J.S.A.

a n evaluation o f the school t h a t addresses,

40

t h e charter school's funding effects,


(3),

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

stage o f a charter school's l i f e cycle,

r a n g i n g t h r o u g h "initial

application,

continued

and

application."

I n r e Red Bank Charter School,

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%;

HoLa's minoritystudent enrollment,

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

Latino population well

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

HoLa e n r o l l e d L a t i n o s t u d e n t s a t 29% a n d 28%

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

d i s t r i c t e n r o l l e d L a t i n o s a t a r a n g e f r o m 5264% a n d 4365% over


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

" o p t i n " " a p p l i c a t i o n program,

But whatever t h e reason,

t h e time o f i t s opening,

AB4647

the facts are clear:

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.

11 An " o p t i n " p r o g r a m i s o n e i n w h i c h s t u d e n t s s e e k i n g admission


b y l o t t e r y must voluntary apply.
T h i s i s i n c o n t r a s t t o an
" o p t o u t " p r o g r a m , i n w h i c h a l l d i s t r i c t s t u d e n t s a r e entered
into the l o t t e r y automatically.
S e e AB50.

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

children attending d i s t r i c t schools,


328.
for

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.

population than t h a t enrolled i n d i s t r i c t schools.

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

Against those percentages,

that

the

57% w h i t e and
H o L a ' s initial

e n r o l l m e n t i n 2 0 1 0 o f 61% w h i t e s t u d e n t s a n d 36% L a t i n o students


does n o t appear harmfully disproportionate.
the

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

the white population

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

which a s previously noted,

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

t h e d i s t r i c t ' s public schools,

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%

decrease i n t h e white population o f the high school.


Haledon

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

b o t h New J e r s e y ' s c o m m i t m e n t t o e r a d i c a t i n g s e g r e g a t i o n a n d its

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

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