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Amaka Okechukwu. To Fulfill These Rights: Political Struggle Over Affirmative Action and Open Admissions New York: Columbia University Press, 2019. 328 pp.

structured modern American metropolises. Historians of education such as Jack Dougherty, Karen Benjamin, and Ansley Erickson have also demonstrated how schools both shaped, and were shaped by, their racially inequitable metropolitan contexts. My own book on New Orleans illustrates how the school board there collaborated with real estate professionals and municipal and federal policymakers to construct and institutionalize White supremacy before and after the Brown decision. Drawing upon these other scholars, I frame that story as a process of government creating and maintaining racialized schooling and housing markets. The challenges facing urban schools, this literature reminds us, are not easily disentangled from the challenges facing cities. Harris does broadly acknowledge the racially inequitable conditions in which New Orleans schools operated before and after Hurricane Katrina. He also straightforwardly describes the ways in which the New Orleans reforms undermined democratic participation in public schooling, enabled schools to exclude or push out students they viewed as undesirable, and transferred power and resources from Black to White hands. (The latter was especially notable in terms of the post-Katrina shifts in teaching, administrative, and nonprofit jobs like the one I once held.) Additionally, he finds that “school choice” often failed to give families the options they really wanted, which were neighborhood schools with robust offerings. Harris concludes his book with the lessons Americans can draw from New Orleans. While he identifies five roles that government can play to counteract inequities and provide “Democratic Choice,” his focus strictly on schools suggests—possibly with unwarranted optimism—that meaningful educational reform is feasible within existing social, political, and economic arrangements.