Racial & Economic Justice

The Town of Chapel Hill and the Town of Carrboro should not authorize their managers to continue with the Gig.U (aka North Carolina Next Generation Network [NCNGN]) initiative at this time. Both elected bodies should direct staff to send the request for proposals (RFP) back to the drawing board for repairs.

The primary reason to reject the current RFP is that local governments could not enforce important parts of agreements that could come from a resulting contract. Municipalities all over North Carolina have been stripped of any legal authority to franchise or regulate either cable or broadband systems. This is important because, as the current RFP is structured, this is how the towns would make sure we all have access to a new fast network.

Mark Dorosin - who is the managing director of the UNC Center for Civil Rights, a father of three, and a recently sworn-in in Orange County Commissioner - has written a letter to the Chapel Hill Carrboro School Board about the current school reassignment discussion. I couldn't agree with him more about the thinly veiled racism in the sudden clamor for "community schools." A term which is still fully tainted by the Republican takeover of the Wake County School Board, and rings hollow in suburban Chapel Hill where almost no schools are realistically walkable.

“Unless our children begin to learn together, there is little hope that our people will learn to live together.”  Thurgood Marshall

Dear Chairperson Brownstein and Members of the Board of Education:

As you begin to discuss the various redistricting options, I urge you to make racial and socio-economic diversity the highest priority in the redistricting criteria under consideration.  As the Chapel Hill-Carrboro School Board, like its peers across the state, continues to work to improve student achievement and close the gap between white and minority students’ test scores, it is critical that every available resource be utilized.  These resources include, in addition to technology, books and high quality teachers, students and families. Extensive social science research demonstrates that students learn from their peers, and that racial and socio-economic diversity among students enhances that learning.   All students, regardless of their individual socio-economic status or race, achieve at higher levels in socio-economically diverse schools.