Kozol realized that wealthier white families moved from the cities and settled in the suburbs, with the minorities remaining in the city where they were part of the public school system. Kozol uses a quote from Gary Orefield to summarize his findings: ‘American public schools have reverted back to the method of segregation, during the 1990s, the ratio of black to white students had decreased to a lower level in comparison to 1968’. (Charles, 2009) Kozol’s earlier book, ‘Amazing Grace’, was based on an outlook of the schools in the South Bronx, which were under the methodology of segregation. The author stated that he ‘noticed the drastic change on a national scale, and the fear witnessed from the media to publicize the change.’ He noted that the newspapers had ‘refused to see or reveal something that was clear to them.’ Media feared using the term segregation, even ‘98% of some schools had students or black and Latino races’. (Kozol, 2005) Kozol uses this book to attack the inequality of allocation of school funds between the schools in the cities and the wealthier suburbs. There was disparity in the tax system (on property) which would adversely affect public schools depending on the related states for funding. Kozol demonstrates his anger in his writing using facts to emphasize his points, such as New York City spending $11,627 on each child for schooling in 2002-3, while Nassau County spent $22,311, and the Great Neck spent $19, 705. Kozol determined that the comparisons were relevant to other metropolitan locations, because the funding of the schools was locally based. For instance, a primary white school would offer drama club classes, while a nearby black school would require more funding for a hairdressing class. The evidence that he provides in the book serves to justify his displeasure in the segregation and blatant disregard for racial equality, and the media are unwilling to ‘shed some light’ on the matter. (Sarat, 1997) In the first chapter, Kozol examines the situation in the urban school system, where the case of segregation is a serious matter. One of the disheartening experiences for the generation that grew up in the era of Martin Luther King, as well as Thurgood Marshall, would be to visit public schools today that have been named after them and see just how segregation has plagued the schools and their development’ (Kozol, 2005, p. 22). He discusses the irony of the quote, explaining how the same individuals who fought for equality would realize that their passing on has served to return segregation into the public schools, and it has become worse in some cases. Places such as San Diego, Seattle and Washington, where over 85% of the public school student are of the minority, are not even aware of the accomplishments or the ideologies that the schools that are named after activists strived to accomplish (Ravitch, 2000). It is a clear indication of how segregation has been used even as a medium for poisoning or depriving students from the nature of students in the schools. It is a clear neglect of parts of US history. Chapter 2 is based on looking at the manner in which children are targeted as a manner of changing US history by excluding its important parts, such as the acts of Martin Luther King, Rosa Parks and Thurgood Marshall. It demonstrates the level of school disparity between urban and suburban populations regarding formal education.