A seismic clash is unfolding in Minneapolis, one that strikes at the heart of American ideals of fairness and opportunity. The Department of Justice has filed a federal lawsuit against Minneapolis Public Schools, alleging a deliberate violation of civil-rights law through race-based employment preferences.
The core of the dispute lies within the district’s collective bargaining agreement with the teachers’ union. Provisions prioritize teachers from “underrepresented populations” during layoffs, reassignments, and recalls – essentially embedding demographic considerations into decisions that should be based on merit. A separate program, “Black Men Teach Fellows,” receives exclusive benefits, further complicating the landscape.
Federal officials argue these policies directly contravene Title VII of the Civil Rights Act, which explicitly prohibits employment discrimination based on race or sex. Attorney General Pamela Bondi framed the case as a vital intervention, asserting that public education must be a “bastion of merit and equal opportunity—not DEI.”
Minneapolis isn’t operating in isolation. The lawsuit exposes a troubling pattern across major public-school systems: a lack of oversight, a prioritization of political agendas, and a disturbing absence of consequences for failing to improve student outcomes. This pattern extends far beyond Minnesota’s borders.
Consider Chicago Public Schools, where a recent investigation revealed a staggering $23.6 million in misspent travel funds. The report detailed lavish hotel stays exceeding $1,000 a night, limousine services, and even extended vacations disguised as “professional development.”
One teacher brazenly transformed a four-day conference into a weeklong Hawaiian resort vacation, charging taxpayers $4,700. A principal booked a Las Vegas suite for a personal anniversary celebration, adding unauthorized days to the trip. The sheer scale of the abuse is breathtaking.
More than $142,000 was squandered on international travel – trips to South Africa, Egypt, Finland, and Estonia – often with little to no connection to classroom instruction. This occurred while Chicago students were still reeling from a 78-week school closure, and federal pandemic funds meant for learning recovery were diverted to these perks.
The consequences are starkly visible in academic performance. Only 40% of Chicago students read at grade level, and a mere 25% meet expectations in math. Chronic absenteeism plagues nearly half the student body, and in some neighborhoods, proficiency rates in reading and math plummet to the single digits.
New York City presents a similar paradox. The city spends over $39,000 per student annually – the highest per-pupil expenditure in the nation – yet nearly half of students fail to meet basic reading benchmarks. Despite this, funding continues to flow towards politically motivated initiatives.
Recent budget proposals included $8 million to “increase teacher diversity,” despite the fact that New York City’s teaching workforce is already disproportionately diverse, representing nearly double the city’s Black population. Millions more were allocated to “racial and cultural inclusivity” programs and conferences for “underrepresented” educators.
Meanwhile, over 154,000 New York City public school students are experiencing homelessness, desperately needing extended instructional time, tutoring, and stability. The misallocation of resources is a damning indictment of misplaced priorities.
The common thread running through Minneapolis, Chicago, and New York is not a lack of funding, but a critical absence of accountability. Bureaucracies operate with impunity, facing minimal pressure to adhere to civil-rights laws, manage taxpayer money responsibly, or deliver tangible academic improvements.
Families are often left with no alternative, trapped in failing systems. This is where school choice emerges as a powerful solution. Charter schools and scholarship programs introduce competition and accountability, empowering families to exit institutions that are not serving their children’s needs.
Charter schools typically offer significantly more instructional time – 30-50% more – a factor demonstrably linked to higher academic achievement. Studies have even shown that students attending charter schools are less likely to engage in criminal activity.
School choice doesn’t weaken public education; it forces improvement. Successful schools attract and retain students, while those prioritizing politics over learning inevitably lose them. The Minneapolis lawsuit serves as a stark reminder: when school districts embrace discrimination, misuse funds, and tolerate academic decline, families deserve a better path forward.
