Why don't our schools work? Ewing tackles this question from a new angle- what if they're actually doing what they were built to do? She argues that instead of being the great equalizer, America's classrooms were designed to do the opposite- to maintain our inequalities.

NEW YORK TIMES BESTSELLER . "A fascinating and eye-opening look at how American schools have helped build and reinforce an infrastructure of racial inequality . . . a must-read for every American parent and educator."-Esquire

"Though the argument of this book is bleak, it illuminates a path for a more just future that is nothing short of dazzling."-Oprah Daily

"This book will transform the way you see this country."-Michelle Alexander, author of The New Jim Crow

A BEST BOOK OF THE YEAR- The New Yorker, Esquire, Elle, Chicago Public Library . LONGLISTED FOR THE ANDREW CARNEGIE MEDAL

If all children could just get an education, the logic goes, they would have the same opportunities later in life. But this historical tour de force makes it clear that the opposite is true- The U.S. school system has played an instrumental role in creating and upholding racial hierarchies, preparing children to expect unequal treatment throughout their lives.

In Original Sins, Ewing demonstrates that our schools were designed to propagate the idea of white intellectual superiority, to "civilize" Native students and to prepare Black students for menial labor. Education was not an afterthought for the Founding Fathers; it was envisioned by Thomas Jefferson as an institution that would fortify the country's racial hierarchy. Ewing argues that these dynamics persist in a curriculum that continues to minimize the horrors of American history. The most insidious aspects of this system fall below the radar in the forms of standardized testing, academic tracking, disciplinary policies, and uneven access to resources.

By demonstrating that it's in the DNA of American schools to serve as an effective and underacknowledged mechanism maintaining inequality in this country today, Ewing makes the case that we need a profound reevaluation of what schools are supposed to do, and for whom. This book will change the way people understand the place we send our children for eight hours a day.