The State of Public Schools in Post-Katrina New Orleans

Gumus-Dawes, Baris; Luce, Thomas; Orfield, Myron

doi:10.1525/california/9780520274730.003.0008

Cited by 6 publications

(3 citation statements)

References 6 publications

(7 reference statements)

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“…That a greater percentage of African American students in New Orleans are proficient on state high-stakes tests than their peers across the state does not appear to be a contested fact. However, researchers such as Barus Gumus-Dawes et al (2013) contend that the modest performance advantages seen in the New Orleans community may be the result of student selection and overall demographic changes since the hurricane, rather than the portfolio model itself. Therefore, while the audience is led to assume that the improvements are due to the portfolio-related educational reforms post-Katrina, other researchers have agreed with Gumus-Dawes et al that it is not possible to make causal claims with these data.…”

Section: The Role Of Research In Debates About Charter Schoolsmentioning

confidence: 99%

Intermediary Organizations in Charter School Policy Coalitions

et al. 2014

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This article develops a framework for investigating research use, using an “advocacy coalition framework” and the concepts of a “supply side” (mainly organizations) and “demand side” (policymakers). Drawing on interview data and documents from New Orleans about the charter school reforms that have developed there since 2005, the authors examine (a) the role of intermediaries in producing information and research syntheses for local, state, and/or federal policymakers; (b) the extent of policymakers’ demand for such research and information; and (c) the extent to which local and national coalitions of organizations appear to be influential in research use. The article concludes that there are two coalitions in New Orleans that differ in their interpretations of charter school performance, equity, and access; that there is overall very low research capacity within the intermediary sector; and that there is little evidence of demand from state policymakers for research findings. There was agreement across both coalitions that there is a lack of a credible and non-partisan research group studying the reforms, that is, one that produces data analyses that are not merely descriptive. The authors map preliminary findings about how intermediary organizations are connected to national groups, as well as how research is shared within coalitions.

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Section: The Role Of Research In Debates About Charter Schoolsmentioning

confidence: 99%

Intermediary Organizations in Charter School Policy Coalitions

et al. 2014

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“…The reinvesting parents, guided by school- and district-level leadership, bought into a whole-school reform concept rather than smaller programmatic initiatives (Cucchiara, 2013; Kimmelberg & Billingham, 2012) that can exacerbate within-school segregation. They also chose not to pursue a charter school model, which could have exacerbated within-district segregation (Gumis-Dawes, Luce, & Orfield, 2013).…”

Section: Discussionmentioning

confidence: 99%

Reform With Reinvestment: Values and Tensions in Gentrifying Urban Schools

Siegel‐Hawley

Thachik

Bridges

2016

Education and Urban Society

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As cities across the country experience an influx of White and middle-to upper-class residents, new opportunities for the integration of urban schools emerge. Yet crucial challenges persist even when equity and inclusion are a focus for new stakeholders. This article explores the story of a largely White group of parents committed to investing in and reforming their gentrifying neighborhood's elementary school. Given the numerous tensions that ensued, fostering leadership, equity, and intercultural awareness remains vital to ensuring that the new urban diversity also produces just and inclusive schools.

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“…Charters and traditional public schools are different in several ways. First, charters are free from most state government regulation that traditional public schools must follow (Gumus-Dawes, Luce, & Orfield, 2013). Second, charter schools can become profit-making entities: although the charters use public dollars, they are independently managed, often by for-profit organizations.…”

Section: Charter Schoolsmentioning

confidence: 99%

Do magnet and charter schools exacerbate or ameliorate inequality?

et al. 2018

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School choice typically refers to opportunities to enroll youth in public and/or private educational alternatives to traditional neighborhood public schools. While these options continue to grow in the United States under the umbrella of school choice, magnet and charter schools are the most common forms of public school choice. In this article, we review the development of school choice and the differing historical and philosophical origins of magnet and charter schools. We then summarize what we know about the extent to which these public choice options exacerbate or ameliorate two forms of inequality—academic achievement and school segregation by race and class. Research suggests that magnet schools often encourage racial and class diversity, while charters contribute to racial and socioeconomic isolation. While low‐income minority students may benefit academically from attending magnet schools, it is unclear whether charter schools have any effect on achievement when comparing charter school students to their counterparts in traditional public school. We expect that continued growth of magnet schools will likely promote school diversity both within and between districts, though some types of magnets may also inadvertently promote segregation. However, expansion of the charter school sector will heighten school segregation and exacerbate racial and socioeconomic isolation.

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The State of Public Schools in Post-Katrina New Orleans

Cited by 6 publications

References 6 publications

Intermediary Organizations in Charter School Policy Coalitions

Intermediary Organizations in Charter School Policy Coalitions

Reform With Reinvestment: Values and Tensions in Gentrifying Urban Schools

Do magnet and charter schools exacerbate or ameliorate inequality?

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