Opinion ID: 2995183
Heading Depth: 3
Heading Rank: 2

Heading: Equal Education Opportunities

Text: The Billings also claim that B.B. was denied educational opportunities equal to those of white students. They make two allegations in this regard. First, the Billings claim that Ms. Zabel did not give B.B. individualized instruction in a manner comparable to the assistance she gave to white students with similar academic capabilities. The Billings have provided no evidence that Ms. Zabel gave white students more challenging assignments than B.B. Therefore, because this argument is devoid of supporting evidence in the record, it warrants no further discussion. The Billings’ second claim of denial of equal educational opportunities requires significantly more analysis. They maintain that Ms. Zabel treated B.B. differently because of her race in the classroom seating arrangement: that Ms. Zabel required that African-American and Hispanic students sit in pairs in class. Although Ms. Zabel’s deposition testimony is not without ambiguity, this claim appears supported by both that testimony as well as her student teacher’s testimony. Not only did Ms. Zabel admit that, at an early period in the school year, she arranged for minority students to sit in pairs in her classroom, but she stated that she did so purposefully. Ms. Zabel explained that she utilized the race-conscious seating arrangement because she believed that African- American students need a partner because they view things in a global manner. Zabel Dep., Vol.II, at 33. Racial and ethnic distinctions of any sort are inherently suspect and thus call for the most exacting judicial examination. Regents of Univ. of Cal. v. Bakke, 438 U.S. 265, 291 (1978) (opinion of Powell, J.). Specifically, in the school context, the constitutional obligation of public officials is to assign students without regard to race. Samayoa v. Chicago Bd. of Educ., 807 F.2d 643, 647 (7th Cir. 1986). Ever since the Supreme Court’s landmark decision in Brown v. Board of Education, 347 U.S. 483 (1954), it has been established beyond question that state-imposed racial classifications in the educational environment can have a significant effect on the capacity of the involved children to profit from their education. In Brown, a unanimous Supreme Court pointedly stated that to separate children from others of similar age and qualifications solely because of their race generates a feeling of inferiority as to their status in the community that may affect their hearts and minds in a way unlikely ever to be undone. Id. at 494. The Court emphasized that such discriminatory treatment is of particular concern when it affects children in grade and high schools. Id. Again in Milliken v. Bradley, 433 U.S. 267, 287 (1977), the Court wrote: Children who have been thus educationally and culturally set apart from the larger community will inevitably acquire habits of speech, conduct, and attitudes reflecting their cultural isolation. They are likely to acquire speech habits, for example, which vary from the environment in which they must ultimately function and compete, if they are to enter and be a part of that community. The racial classification that occurred in Ms. Zabel’s class was not the sort of total racial segregation at issue in Brown or in Milliken. It was also of short duration. Yet it did involve setting apart certain students for different treatment solely on account of their race. Although the effect on the student from this relatively minor and transitory discrimination might well have been minimal, especially when compared with the situations in more pervasive and enduring educational discrimination, our faithfulness to constitutional principles does not permit us to overlook it or to declare it a de minimis matter. In requiring that African-American and Hispanic students sit in pairs, Ms. Zabel may have believed that she was acting in their best interest. Nevertheless, her action was based purely on the race of the student, and differences in treatment based on race in the classroom must be regarded as highly suspect. See Adarand Constructors, Inc. v. Pena, 515 U.S. 200, 224-27 (1995); see also Majeske v. City of Chicago, 218 F.3d 816, 819 (7th Cir. 2000), cert. denied, 121 S. Ct. 779 (2001). To survive strict scrutiny, a race-based classification must promote a compelling government interest. See Majeske, 218 F.3d at 820; Wittmer v. Peters, 87 F.3d 916, 918-19 (7th Cir. 1996). The state actor also must present evidence that the race-based classification is narrowly tailored to serve a compelling state interest. See Adarand, 515 U.S. at 227; City of Richmond v. J.A. Croson Co., 488 U.S. 469, 493-94 (1989); United States v. Paradise, 480 U.S. 149, 167 (1987) (plurality opinion); see also DeWalt, 224 F.3d at 618. This beady-eyed review, Chicago Firefighters Local 2 v. City of Chicago, 249 F.3d 649, 654 (7th Cir. 2001), is utilized because race-based classifications threaten to stigmatize individuals by reason of their membership in a racial group and . . . incite racial hostility, Shaw v. Reno, 509 U.S. 630, 643 (1993). It is well-settled that, under very limited circumstances, a governmental entity may employ a racial classification. A governmental entity has a compelling interest in remedying its previous discrimination and the agency may use racial preferencing to rectify that past conduct. Majeske, 218 F.3d at 820; see also McNamara v. City of Chicago, 138 F.3d 1219, 1222 (7th Cir. 1998). Before employing such a remedy, however, the government must show evidence of past discrimination. See McNamara, 138 F.3d at 1222. When officials have violated the obligation to treat students without regard to race, a court may require them to take race into account yet again to undo the racial identities. Samayoa, 807 F.2d at 647. School districts may undertake such a remedy on a voluntary basis to correct past discriminatory practices. See McDaniel v. Barresi, 402 U.S. 39, 41 (1971). Thus, the consideration of racial factors in undoing unconstitutional segregation is permissible. See Swann v. Charlotte-Mecklenburg Bd. of Educ., 402 U.S. 1, 28 (1971); Banks v. Muncie Comm. Schs., 433 F.2d 292, 294 n.4 (7th Cir. 1970); United States v. Sch. Dist. 151 of Cook County, 404 F.2d 1125, 1135 (7th Cir. 1968). This record provides no basis for justifying the racially based seating arrangement other than Ms. Zabel’s reliance on a stereotypical notion that African-American students view things in a global manner. No evidence of record indicates that this arrangement was implemented to rectify past discriminatory conduct that had left its effect on these students. On this record, without any justification other than Ms. Zabel’s stereotypical notion as to how African-American children learn, her action cannot be justified, and, consequently, summary judgment is inappropriate. It may be that, in further proceedings, Ms. Zabel will be able to explain in a more satisfactory manner the reasons for her adoption of the racially based buddy system seating plan. Perhaps her decision was based on her professional assessment that, because of past discriminatory practices, students in this particular school had difficulty in adjusting to a racially diverse educational environment. However, we cannot accept as adequate her conclusory explanation. We must decide the case on the record before us.