. . . What happens to Mary Jo Kopechne? Would she run for office in Pennsylvania? Go into teaching?
I’ll go with teaching high trajectory.
Let’s say Mary Jo Kopechne uses her organizational skills to set up a program in which children help to tutor math to children two to four years younger than themselves. And let’s say she starts and leads a similar program so that kids with Down Syndrome, for example, aren’t warehoused but instead get extra help which really benefits them.
She’s also involved in the early days of understanding dyslexia, say in the mid- and late-‘70s. In this case, the kids don’t necessarily learn slower, just differently.
And then politically . . . she testifies before a Congressional committee in the 1980s that kids in predominantly minority communities don’t receive the same per capita investment as kids in middle-class and upper middle-class communities. Merely one of a number of people who talk about this. And once it passes a threshold of media attention . . . an “obvious” issue and one the conservative Reagan administration has to answer for.
With Sam Donaldson asking, “Mr. President, how can we say we have equality of opportunity when a child in Houston Independent School District only receives ______ investment per year, whereas a child in ________________ ? And that’s not even the worse example.”
Reagan might reply that it’s a state-level issue.
But the issue has legs and makes a good foil for the conservative administration. Reagan was both a decent man on the here-and-now (not on some foreign policy issues) and at times also a stubborn man.
“Mr. President, why have we not been able to achieve the promise of largely equal schools?”
Several ways this might play out.
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Born on July 26, 1940, Mary Jo Kopechne retires from active leadership of her educational organization the summer of 2000 at age 60.
And devotes herself to writing and travel, and a next chapter of . . .