The Best American Magazine Writing 2017 Read online

  “I need to go, to exclude the possibility that they’re there,” Lammertink had said at the Toronto airport, before they left. “It’s too important not to check.”

  “Of course, it’s a real long shot, and probably nothing will happen,” Gallagher had said the same day. “But as in fishing, if you don’t put your fly in the water, there’s no chance you’re gonna catch anything. You could go to some stream and go, This is a terrible-looking stream, or whatever, or unlikely to have trout, but I’ll cast the fly out there. And I’ve caught trout in some really unusual places.” If he can keep that kind of hope up for trout, what can’t he do for birds, with which he’s been in love since he was talking to them out on his grandmother’s porch as a three-year-old while his father, a sailor who was sunk three times in World War II and came back a scary drunk, knocked her around inside. “Someone’s gotta do it, or it’s not gonna get done.”

  The writer and the photographer don’t understand, haven’t understood, the risks the birders take. But one could argue that the writer and photographer do—that they are on this very trip doing—the same for their own work. The birders’ passion does bring maybe balance but certainly conservation successes sometimes to this planet. The sightings in the eighties got the forest they’ve just exited protected, and perhaps not a moment too soon—three of the areas where George Lamb photographed the ivory-bills in the fifties are completely logged and mined out, in a country that is really just now opening up and increasing infrastructure and investment. Gallagher’s alleged 2004 sighting helped get more of a singular and threatened American landscape preserved. It’s hard to argue that it was a bad outcome, regardless of whether there were ivory-bills in it. Back in the day, early explorers did outrageous things to discover the world when it was still wild and unknown. So do their modern counterparts, who are trying to prove it still is, and to keep little pieces of it that way.

  On the way to Farallones, back on the first day, the group stopped by the side of the road for a bathroom break. Though it’s currently the only road connecting all the cities in Cuba’s northeast, they didn’t bother to properly pull over. They climbed out, dusty and jeep-shook. Not a car passed. After they’d all returned from their visits to the surrounding woods, they stood stretching their legs quietly until Gallagher intoned, in his best voiceover impression as he gazed toward the trees, “And they stopped for a bathroom break, and suddenly, there was an ivory-bill!” his face lit brighter than two bottles of prosecco at the possibility.

  New York Times Magazine

  WINNER—PUBLIC INTEREST

  “This category honors magazine journalism that illuminates issues of local, national or international importance.” So reads the description of the National Magazine Award for Public Interest published annually in the call for entries. Rarely is the winner of the Ellie in this category as surprisingly personal as it was in 2017. In “Worlds Apart,” Nikole Hannah-Jones described the effects of modern-day school segregation on her own family as she explored the legacy of decades of misguided policies affecting both housing and education. Hannah-Jones’s story “Segregation Now,” published in The Atlantic, was nominated as a finalist in Public Interest two years ago. She joined the New York Times Magazine as a staff writer in 2015.

  Nikole Hannah-Jones

  Worlds Apart

  In the spring of 2014, when our daughter, Najya, was turning four, my husband and I found ourselves facing our toughest decision since becoming parents. We live in Bedford-Stuyvesant, a low-income, heavily black, rapidly gentrifying neighborhood of brownstones in central Brooklyn. The nearby public schools are named after people intended to evoke black uplift, like Marcus Garvey, a prominent black nationalist in the 1920s, and Carter G. Woodson, the father of Black History Month, but the schools are a disturbing reflection of New York City’s stark racial and socioeconomic divisions. In one of the most diverse cities in the world, the children who attend these schools learn in classrooms where all of their classmates—and I mean, in most cases, every single one—are black and Latino, and nearly every student is poor. Not surprisingly, the test scores of most of Bed-Stuy’s schools reflect the marginalization of their students.

  I didn’t know any of our middle-class neighbors, black or white, who sent their children to one of these schools. They had managed to secure seats in the more diverse and economically advantaged magnet schools or gifted-and-talented programs outside our area or opted to pay hefty tuition to progressive but largely white private institutions. I knew this because from the moment we arrived in New York with our one-year-old, we had many conversations about where we would, should, and definitely should not send our daughter to school when the time came.

  My husband, Faraji, and I wanted to send our daughter to public school. Faraji, the oldest child in a military family, went to public schools that served army bases both in America and abroad. As a result, he had a highly unusual experience for a black American child: He never attended a segregated public school a day of his life. He can now walk into any room and instantly start a conversation with the people there, whether they are young mothers gathered at a housing-project tenants’ meeting or executives eating from small plates at a ritzy cocktail reception.

  I grew up in Waterloo, Iowa, on the wrong side of the river that divided white from black, opportunity from struggle, and started my education in a low-income school that my mother says was distressingly chaotic. I don’t recall it being bad, but I do remember just one white child in my first-grade class, though there may have been more. That summer, my mom and dad enrolled my older sister and me in the school district’s voluntary desegregation program, which allowed some black kids to leave their neighborhood schools for whiter, more well off ones on the west side of town. This was 1982, nearly three decades after the Supreme Court ruled in Brown v. Board of Education that separate schools for black and white children were unconstitutional, and near the height of desegregation in this country. My parents chose one of the whitest, richest schools, thinking it would provide the best opportunities for us. Starting in second grade, I rode the bus an hour each morning across town to the “best” public school my town had to offer, Kingsley Elementary, where I was among the tiny number of working-class children and the even tinier number of black children. We did not walk to school or get dropped off by our parents on their way to work. We showed up in a yellow bus, visitors in someone else’s neighborhood, and were whisked back across the bridge each day as soon as the bell rang.

  I remember those years as emotionally and socially fraught but also as academically stimulating and world-expanding. Aside from the rigorous classes and quality instruction I received, this was the first time I’d shared dinners in the homes of kids whose parents were doctors and lawyers and scientists. My mom was a probation officer, and my dad drove a bus, and most of my family members on both sides worked in factories or meatpacking plants or did other manual labor. I understood, even then, in a way both intuitive and defensive, that my school friends’ parents weren’t better than my neighborhood friends’ parents, who worked hard every day at hourly jobs. But this exposure helped me imagine possibilities, a course for myself that I had not considered before.

  It’s hard to say where any one person would have ended up if a single circumstance were different; our life trajectories are shaped by so many external and internal factors. But I have no doubt my parents’ decision to pull me out of my segregated neighborhood school made the possibility of my getting from there to here—staff writer for the New York Times Magazine—more likely.

  Integration was transformative for my husband and me. Yet the idea of placing our daughter in one of the small number of integrated schools troubled me. These schools are disproportionately white and serve the middle and upper-middle classes, with a smattering of poor black and Latino students to create “diversity.”

  In a city where white children are only 15 percent of the more than one million public-school students, half of them are clustered in just 11 pe
rcent of the schools, which not coincidentally include many of the city’s top performers. Part of what makes those schools desirable to white parents, aside from the academics, is that they have some students of color, but not too many. This carefully curated integration, the kind that allows many white parents to boast that their children’s public schools look like the United Nations, comes at a steep cost for the rest of the city’s black and Latino children.

  The New York City public-school system is 41 percent Latino, 27 percent black, and 16 percent Asian. Three-quarters of all students are low-income. In 2014, the Civil Rights Project at the University of California, Los Angeles, released a report showing that New York City public schools are among the most segregated in the country. Black and Latino children here have become increasingly isolated, with 85 percent of black students and 75 percent of Latino students attending “intensely” segregated schools—schools that are less than 10 percent white.

  This is not just New York’s problem. I’ve spent much of my career as a reporter chronicling rampant school segregation in every region of the country and the ways that segregated schools harm black and Latino children. One study published in 2009 in The Journal of Policy Analysis and Management showed that the academic achievement gap for black children increased as they spent time in segregated schools. Schools with large numbers of black and Latino kids are less likely to have experienced teachers, advanced courses, instructional materials, and adequate facilities, according to the United States Department of Education’s Office for Civil Rights. Most black and Latino students today are segregated by both race and class, a combination that wreaks havoc on the learning environment. Research stretching back fifty years shows that the socioeconomic makeup of a school can play a larger role in achievement than the poverty of an individual student’s family. Getting Najya into one of the disproportionately white schools in the city felt like accepting the inevitability of this two-tiered system: one set of schools with excellent resources for white kids and some black and Latino middle-class kids, a second set of underresourced schools for the rest of the city’s black and Latino kids.

  When the New York City Public Schools catalogue arrived in the mail one day that spring, with information about Mayor Bill de Blasio’s new universal prekindergarten program, I told Faraji that I wanted to enroll Najya in a segregated, low-income school. Faraji’s eyes widened as I explained that if we removed Najya, whose name we chose because it means “liberated” and “free” in Swahili, from the experience of most black and Latino children, we would be part of the problem. Saying my child deserved access to “good” public schools felt like implying that children in “bad” schools deserved the schools they got, too. I understood that so much of school segregation is structural—a result of decades of housing discrimination, of political calculations and the machinations of policy makers, of simple inertia. But I also believed that it is the choices of individual parents that uphold the system, and I was determined not to do what I’d seen so many others do when their values about integration collided with the reality of where to send their own children to school.

  One family, or even a few families, cannot transform a segregated school, but if none of us were willing to go into them, nothing would change. Putting our child into a segregated school would not integrate it racially, but we are middle-class and would, at least, help to integrate it economically. As a reporter, I’d witnessed how the presence of even a handful of middle-class families made it less likely that a school would be neglected. I also knew that we would be able to make up for Najya anything the school was lacking.

  As I told Faraji my plan, he slowly shook his head no. He wanted to look into parochial schools or one of the “good” public schools or even private schools. So we argued, pleading our cases from the living room, up the steps to our office lined with books on slavery and civil rights, and back down, before we came to an impasse and retreated to our respective corners. There is nothing harder than navigating our nation’s racial legacy in this country, and the problem was that we each knew the other was right and wrong at the same time. Faraji couldn’t believe that I was asking him to expose our child to the type of education that the two of us had managed to avoid. He worried that we would be hurting Najya if we put her in a high-poverty, all-black school. “Are we experimenting with our child based on our idealism about public schools?” he asked. “Are we putting her at a disadvantage?”

  At the heart of Faraji’s concern was a fear that grips black families like ours. We each came from working-class roots, fought our way into the middle class, and had no family wealth or safety net to fall back on. Faraji believed that our gains were too tenuous to risk putting our child in anything but a top-notch school. And he was right to be worried. In 2014, the Brookings Institution found that black children are particularly vulnerable to downward mobility—nearly seven of ten black children born into middle-income families don’t maintain that income level as adults. There was no margin for error, and we had to use our relative status to fight to give Najya every advantage. Hadn’t we worked hard, he asked, frustration building in his voice, precisely so that she would not have to go to the types of schools that trapped so many black children?

  Eventually I persuaded him to visit a few schools with me. Before work, we peered into the classrooms of three neighborhood schools, and a fourth, Public School 307, located in the Vinegar Hill section of Brooklyn, near the East River waterfront and a few miles from our home. PS 307’s attendance zone was drawn snugly around five of the ten buildings that make up the Farragut Houses, a public-housing project with 3,200 residents across from the Brooklyn Navy Yard. The school’s population was 91 percent black and Latino. Nine of ten students met federal poverty standards. But what went on inside the school was unlike what goes on in most schools serving the city’s poorest children. This was in large part because of the efforts of a remarkable principal, Roberta Davenport. She grew up in Farragut, and her younger siblings attended PS 307. She became principal five decades later in 2003, to a low-performing school. Davenport commuted from Connecticut, but her car was usually the first one in the parking lot each morning, often because she worked so late into the night that, exhausted, she would sleep at a friend’s nearby instead of making the long drive home. Soft of voice but steely in character, she rejected the spare educational orthodoxy often reserved for poor black and brown children that strips away everything that makes school joyous in order to focus solely on improving test scores. These children from the projects learned Mandarin, took violin lessons and played chess. Thanks to her hard work, the school had recently received money from a federal magnet grant, which funded a science, engineering, and technology program aimed at drawing middle-class children from outside its attendance zone.

  Faraji and I walked the bright halls of PS 307, taking in the reptiles in the science room and the students learning piano during music class. The walls were papered with the precocious musings of elementary children. While touring the schools, Faraji later told me, he started feeling guilty about his instinct to keep Najya out of them. Were these children, he asked himself, worthy of any less than his own child? “These are kids who look like you,” he told me. “Kids like the ones you grew up with. I was being very selfish about it, thinking: I am going to get mine for my child, and that’s it. And I am ashamed of that.”

  When it was time to submit our school choices to the city, we put down all four of the schools we visited. In May 2014, we learned Najya had gotten into our first choice, PS 307. We were excited but also nervous. I’d be lying if I said I didn’t feel pulled in the way other parents with options feel pulled. I had moments when I couldn’t ignore the nagging fear that in my quest for fairness, I was being unfair to my own daughter. I worried—I worry still—about whether I made the right decision for our little girl. But I knew I made the just one.

  • • •

  For many white Americans, millions of black and Latino children attending segregated schools may
seem like a throwback to another era, a problem we solved long ago. And legally, we did. In 1954, the Supreme Court issued its landmark Brown v. Board of Education ruling, striking down laws that forced black and white children to attend separate schools. But while Brown v. Board targeted segregation by state law, we have proved largely unwilling to address segregation that is maintained by other means, resulting from the nation’s long and racist history.

  In the Supreme Court’s decision, the justices responded unanimously to a group of five cases, including that of Linda Brown, a black eight-year-old who was not allowed to go to her white neighborhood school in Topeka, Kan., but was made to ride a bus to a black school much farther away. The court determined that separate schools, even if they had similar resources, were “inherently”—by their nature—unequal, causing profound damage to the children who attended them and hobbling their ability to live as full citizens of their country. The court’s decision hinged on sociological research, including a key study by the psychologists Kenneth Clark and Mamie Phipps Clark, a husband-and-wife team who gave black children in segregated schools in the North and the South black and white dolls and asked questions about how they perceived them. Most students described the white dolls as good and smart and the black dolls as bad and stupid. (The Clarks also found that segregation hurt white children’s development.) Chief Justice Earl Warren felt so passionate about the issue that he read the court’s opinion aloud: “Does segregation of children in public schools solely on the basis of race, even though the physical facilities and other ‘tangible’ factors may be equal, deprive the children of the minority group of equal educational opportunities? We believe that it does.” The ruling made clear that because this nation was founded on a racial caste system, black children would never become equals as long as they were separated from white children.