invisible (as the case of Dequindre Road). With white and black people culturally and physically separated, racial tensions were high in the city. As a result, African American neighborhoods were overrun, high in density, and often poor in health quality. For example, the neighborhood around 12th Street had a population density that was twice the city average. After the riot, respondents to a Detroit Free Press poll listed poor housing as the second most important issue leading up to the riot, behind police brutality. Education Detroit Public Schools suffered from underfunding and racial discrimination before the riots. Underfunding was a function of a decreasing tax base as the population shrank while the numbers of students rose. From 1962 to 1966, enrollment grew from 283,811 to 294,653, but the loss of tax base made less funding available. At the same time, middle-class families were leaving the district, and the number of low-scoring and economically disadvantaged students, mostly black, were increasing. In 1966–67, the funding per pupil in Detroit was $193 compared to $225 per pupil in the suburbs. Exacerbating this inequity were the challenges in educating disadvantaged students. The Detroit Board of Education estimated it cost twice as much to educate a "ghetto child properly as to educate a suburban child." According to Michigan law in 1967, class sizes could not exceed thirty-five students, but in inner city schools they did, sometimes swelling to forty students per teacher. To have the same teacher/student ratio as the rest of the state, Detroit would have to hire 1,650 more teachers for the 1966–67 school year. In 1959, the Detroit School Board passed a bylaw banning discrimination in all school operations and activities. From 1962 to 1966, black organizations continued to work to improve the quality of education of black students. Issues included class size, school boundaries, and how white teachers treated black students. The Citizens Advisory Committee on Equal Educational Opportunities reported a pattern of discrimination in the assignment of teachers and principals in Detroit schools. It also found "grave discrimination" in employment, and in training opportunities in apprenticeship programs. It was dissatisfied with the rate of desegregation in attendance boundaries. The school board accepted the recommendations made by the committee, but faced increasing community pressure. The NAACP demanded affirmative action hiring of school personnel and increased desegregation through an "open schools" policy. Foreshadowing the break between black civil rights groups and black