Native American, Black and Latino children are 124%, 86% and 43% respectively more likely than their white peers to be educated in classrooms near hazardous sites, according to a newly-released .

Through an analysis of over 75,000 pollution sites aggregated with recent enrollment data from public and private schools, researchers said they were able to paint a nationwide picture of the 鈥渟cale and scope of students鈥� potential exposure to pollution and toxins from hazardous sites in the United States.鈥� 

The report found over 10,000 pre-K through 12 schools are located within a quarter mile, or what’s equivalent to the distance of one lap around a high school track, from a superfund site, brownfield or a Toxic Release Inventory facility. 

About 8% of American schools, with over 3.3 million students and half million educators, are in school buildings within a quarter mile of an inactive or active chemical site, the report found. Expanded to a mile-radius, the number skyrocketed to 44% of schools near hazardous sites that are linked with higher rates of health issues such as childhood brain cancer, , asthma and .

鈥淚t鈥檚 important to remember that students are in school for over 1,230 hours on average [annually], but that just counts the time that they’re in class and eating lunch,鈥� said Matthew Kraft, professor of education and economics at Brown and one of the lead authors of the report. 鈥淲e know that kids often go to school early or stay late for before school and after care programs.鈥�

Schools, Kraft continued, are 鈥渁 critical but often overlooked source of potential exposure to these environmental toxins, which really [raises] a question of educational opportunity and educational equity.鈥�

Across the United States, the report found 12.7% of urban schools are located within a quarter mile of a hazardous site, compared to 6% of suburban and 5% of rural schools. 

Data showed private schools were equally as likely to be located near hazardous sites as public schools, which 鈥渟peaks to the universal nature of this challenge and the way that it will affect all students and families,鈥� Kraft said.

But the disproportionality among children of color exposed to and attending schools within a quarter mile of contaminated sites compared to white children was largest within public school systems, increasing to 135% for Native American children, 92% for Black children and 49% for Latino children.

Most high-need student groups were also more likely to attend schools within a quarter mile of a hazard site, increasing the likelihood by 40% for low-income children and 21% for English language learners. The study said it did not find a 鈥渟izable difference for students with disabilities.鈥�

Students of color, English language learners and low-income children were also more likely to attend schools closer to multiple hazardous sites, which 鈥減oints to another dimension of inequity that affects students’ health and their academic success,鈥� Kraft said, adding the health risks associated with these areas often 鈥渟pills over into more frequent school absences that .鈥�

The Northeast and Midwest had the highest percentages of schools located within a quarter mile of an environmental hazard site, 11.6% and 10.2% respectively, but it varied by state significantly. For example, researchers reported 3.1% of schools in Texas are a few minutes walking distance from a hazard site compared to 26.3% in Rhode Island.

鈥淭he level of risk is going to vary dramatically based on the characteristics of each environmental hazard site, but at least this shines the light on the enormous scale of potential harm students experience while they’re on school grounds,鈥� Kraft said. 鈥淎t a minimum, we should elevate the question about students’ exposure to these hazards as a major topic of education policy.鈥�

The authors of the report called their findings 鈥渃onservative,鈥� explaining the analysis only accounted for 40,000 brownfields, about 10% of the estimated number of sites nationwide. They also said the report did not encompass other 鈥渕ajor pollution sources,鈥� including , lead plumbing in school buildings or natural disasters and the impact those can have on students. 

鈥淢ounting evidence suggests that these are having outsized impacts on schools operations, budgets and ultimately, whether or not schools can keep their doors open and students can benefit from in person learning,鈥� Kraft said. 

A focus on industrial pollution gives a 鈥渟tarting point,鈥� Kraft added, that allows policy makers and advocates to better make decisions on how to respond to growing environmental needs affecting the classroom. 

There are no federal or consistent state guidelines that regulate safe distances for school building planning from environmental hazards, according to a .

Ten years ago, a big crowd of Detroit teachers and their supporters marched down Jefferson Avenue toward Cobo Hall, where the annual auto show was being held, to draw national attention to the substandard conditions inside city schools.

The Detroit Federation of Teachers timed another rally later that afternoon outside Cobo (now Huntington Place) to coincide with the arrival of President Barack Obama at the auto show, whose appearance drew journalists from across the country.

The protests on Jan. 20, 2016, which closed most schools that Friday, produced stunning headlines that explained why teachers in Detroit Public Schools had called in sick en masse multiple times in that month.

鈥淩ats, roaches, mold 鈥� poor conditions lead to teacher sick-out, closure of most Detroit schools,鈥� a Washington Post headline said. 鈥淭hese Photos Will Make You Understand Detroit鈥檚 Education Crisis,鈥� a HuffPost headline read. 鈥淗ow Detroit鈥檚 teacher 鈥榮ickout鈥� cast a spotlight on unsafe school conditions,鈥� was a Guardian headline.

The local and national coverage of the crisis proved instrumental, prompting the mayor to order school inspections and the district to begin repairs. After years of emergency management by the state, the new administration and school board that took over in 2017 ordered an audit of conditions in every building. More than $700 million in federal funds went into renovating and rebuilding schools, helping address needs officials say were created in part by . A decade later, the district is still constructing new schools to replace a handful of buildings that were in the worst condition, as well as addressing the biggest needs in other buildings.

But the scale of the challenges 鈥� both financially and physically 鈥� mean many students still attend school in buildings with significant problems.

鈥淚 am proud of the investments we have made and the improvement we are seeing in our infrastructure, but I am not satisfied with it,鈥� Superintendent Nikolai Vitti wrote in an email to Chalkbeat. 鈥淥ur students and staff deserve EXACTLY and even MORE than suburban districts have.鈥�

The $700 million investment, made during the pandemic with federal COVID relief dollars, addresses a fraction of the $2.1 billion infrastructure needs, according to the district.

鈥淢any buildings still require major modernization, and some remain in deficient or failing condition based on industry standards,鈥� Vitti said. 鈥淎ging systems continue to drive future costs, and without sustained investment, deferred needs will grow.鈥�

Teachers push for change in building conditions, higher pay

The protests happened in the midst of turmoil and division within the Detroit Federation of Teachers.

The union鈥檚 fiery leader, Steve Conn, had been ousted by the union board in August 2015, after a two-day trial that ended with him being convicted of five misconduct charges, .

As part of its attempts to stabilize the union, the American Federation of Teachers, its umbrella organization, asked members to identify the biggest problems facing the district. Building conditions were at the top of the list.

Stories and pictures collected from union members became the basis for the campaign to raise awareness of student and teacher learning and working conditions, said Ivy Bailey, interim president of the DFT at the time. Photos showed ceilings that were caved in and missing tile, vermin infestations, mold, and other troubling conditions.

Contributing to the problems, according to teachers and union officials, were the state-appointed emergency managers who had control of the district. The school board existed but had little power during the years of emergency management, which stretched from 2009 to the end of 2016. Teachers said their complaints about building conditions were often ignored. The emergency managers were tasked with whittling down the district鈥檚 debt, but it rose substantially while they were in control.

Nina Chacker, who organized sick-outs as a union representative at Schulze Academy, said areas of some schools would be closed because of water-logged ceilings, forcing students to cram into classrooms that were usable.

Instead of listening to teachers鈥� pleas to make buildings safe for kids, Chacker said emergency managers sent people into schools 鈥渢elling us how to teach.鈥�

鈥淲e knew things weren鈥檛 going to get better as long as they were left in the state鈥檚 hands to address,鈥� she said. 鈥淲e wanted a school board with power. We wanted the democratic process returned to the district.鈥�

Carrie Russell, now a math teacher at King High School, taught at Cody High School before the sick-outs began. An old boiler made it difficult to maintain temperatures in the building. She remembers a teacher who wore hard hats in her classroom at Cody because she feared falling ceiling tiles. (Russell left to teach in the Oak Park school district before the sick-outs and returned to the Detroit district in 2018.)

Teaching in a building with such problems, Russell said, was 鈥渄emoralizing on so many levels.鈥�

Building conditions were hardly the only issue teachers were concerned about, however. Class sizes were high 鈥� one teacher at a rally held a sign saying her class had 39 first graders. Teachers had not received pay raises in years, and many schools struggled with teacher shortages. Many teachers wanted to see an end to the years of state oversight and more attention from state lawmakers in Lansing.

鈥淓verybody deserves a clean and safe environment to work in,鈥� said Bailey, who retired as a teacher in 2018 but remained as union president until 2019. 鈥淭hey shouldn鈥檛 have to be worried about if they鈥檙e going to get cancer or if it鈥檚 going to affect their lungs. I mean, that should not have been an issue.鈥�

The sick-outs started out small in November 2015, but by Jan. 20 they had increased in size, with nearly every building being closed that day. Most were organized by Detroit Strikes to Win, a group of teachers led by Conn.

Conn, who taught math at Western International High School for many years until he retired in 2023, said images of the roofs caving in, mold, and vermin infestations were the best way to demonstrate the inequities in Detroit schools to the public.

By bringing national attention to Detroit schools, he said the movement sparked a larger conversation around inequities in U.S. education.

鈥淚t was time to fight for justice, and we did that and set an example,鈥� he said. 鈥淚 think it was a high point in the struggle. But the struggle goes on for equity in Detroit schools and America鈥檚 schools.鈥�

Vitti calls for more equitable state funding to keep improving buildings

When Vitti interviewed for the superintendent job in 2017, he said he was shocked by the conditions he saw while touring schools in the district.

鈥淭o actually walk the buildings and see the state of our infrastructure shook me, and in fact enraged me to see that our children have to go to schools where there are holes in the wall, tiles that are not replaced. It鈥檚 unconscionable and it鈥檚 a clear indication of the injustice our children face here,鈥� he said.

The district during emergency management had 鈥渘o vision and no resources consistently invested in infrastructure,鈥� Vitti told Chalkbeat in an email.

Since he took the helm, Vitti has focused on tackling the widespread problem 鈥� and some teachers say they have seen the changes.

Russell, the math teacher at King High School, has seen improvements since she returned to the district in 2018. While she used to be met with silence when trying to get problems in her classroom resolved, the current administration is more responsive, she said.

鈥淭hey do a better job of trying to maintain issues,鈥� she said.

She鈥檚 happy that the district recently broke ground on a new building for Cody High, where she worked a year before the sick-outs began.

Chacker, who now teaches at Bunche Preparatory Academy, is excited to have enough books for her class now, but the lack of air conditioning in her building is still a hindrance.

鈥淭he problem is that we started in such an egregious place,鈥� said Chacker. 鈥淭here鈥檚 a lot of improvement needed and still so far to go as far as getting to the standard our peers in the suburbs are enjoying.鈥�

Funding continues to be an obstacle, Vitti said, because the state funding model doesn鈥檛 earmark dollars for school infrastructure, which 鈥渋ndirectly requires districts to either take funding from the general fund鈥� or apply additional local taxes. Federal funds received by the district cannot be used for that purpose. (The COVID relief dollars used for the $700 million plan were one-time funds.)

Vitti said he wants to see more equitable state funding to help close the gap.

鈥淒PSCD receives $10,050 per pupil as the minimum, other districts have as high as over $13,000 per student,鈥� he said of state funding. 鈥淭his difference results in gaps as large as $168 [million] annually.鈥�

Last week, Vitti presented a new proposal to use $79.4 million in surplus funding to demolish 11 buildings, board up 11 properties, build an athletic complex at the former Cooley High School, re-pave parking lots at 36 schools, improve fencing at 28 schools, and replace the roof at Charles Wright Academy, among other items.

Vitti said the district will continue to recommend shifting unspent funds to one-time building improvements.

鈥淲hen we have extra surplus funding, we know exactly where to invest whether it is in roofs, windows. HVAC, masonry, fences, paving, or football fields,鈥� he said.

Chacker said the protests were an important moment in the history of the district because teachers shared a unified message that the status quo was no longer tenable.

鈥淚t set standards for how students should be treated,鈥� she said. 鈥淏efore that, we got a blatant no when it came to money even if schools weren鈥檛 safe.鈥�

Chalkbeat is a nonprofit news site covering educational change in public schools.

Indianapolis Public Schools will put one closed school building up for lease or sale to charter schools for $1 and will sell another to a local nonprofit, the district announced Friday.

The transfer of the buildings that used to house Raymond Brandes School 65 and Francis Bellamy School 102 stems from an in a lengthy battle over the state鈥檚 so-called $1 law, which requires districts to transfer unused school buildings to charter schools for the sale or lease price of $1. The court ruled in May that IPS must sell School 65.

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The announcement also comes as the , which continues to lose students in its traditional schools every year, and charters, which frequently .

The district said in a statement that , a school for students with developmental and behavioral challenges in Decatur Township, had reached out to IPS to express interest in School 65 鈥� which is located on the southeast side of IPS. The district does not have the power to pick which charter school it will sell a building to 鈥� if more than one charter school is interested, state law requires a committee to decide.

On Monday, Damar confirmed to Chalkbeat that it is interested in School 65.

In the statement, the district said it would prefer to 鈥渕ove forward with disposition鈥� of School 65 through a collaborative community process.

鈥淏ut, we respect the court鈥檚 decision and will proceed in full compliance with that order,鈥� IPS Superintendent Aleesia Johnson said. 鈥淚f the building is claimed by a charter school, we think Damar has a strong record of serving some of the most vulnerable and underserved students in our city and I have confidence that acquiring Raymond Brandes will allow them to expand their operations to serve even more students.鈥�

Meanwhile, the district will sell School 102 to Voices, a nonprofit that works with youth, for $550,000. The district had already leased the school on the Far Eastside to Voices, which also shares the .

鈥淚ndianapolis Public Schools is committed to continuing to engage with our community on thoughtful re-use of our facilities and to being good stewards of our public assets,鈥� Johnson said in a statement. 鈥淲e are excited to move forward with our planned sale of the Francis Bellamy 102 building to VOICES and to see their impact in serving our community continue for many years into the future.鈥�

This was originally published on Chalkbeat. Chalkbeat is a nonprofit news site covering educational change in public schools.