The Urban School Crisis in New Orleans: Pre- and Post-Katrina Perspectives

Mirón, Luis

doi:10.1080/10824660802350193

Cited by 19 publications

(8 citation statements)

References 3 publications

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“…The situation grew so bad that schools, lacking resources, had to literally supply their own toilet paper and classroom supplies such as supplementary teaching materials. Naturally these intolerable working conditions eventually made it to front-page stories in the New Orleans Times-Picayune, ultimately culminating in corruption charges which witnessed school board members convicted of federal crimes for corruption and misuse of public funds (see Mirón, 2008).…”

Section: Introductionmentioning

confidence: 99%

Education in Post-Katrina New Orleans: Where are We Now and Where Might Imagination Take us?

Mirón

2014

Policy Futures in Education

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In the nearly 10 years since Hurricane Katrina, the educational landscape of New Orleans has changed swiftly and dramatically. The educational and social consequences of the storm and subsequent reforms are highlighted in order to better understand the progress and obstacles that define New Orleans in the present moment. From everyday concerns facing students and families to more philosophical and political concerns facing policymakers and scholars, the experiences of New Orleans since 2005 provide fertile ground for imagining better public educational opportunities.

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Section: Introductionmentioning

confidence: 99%

Education in Post-Katrina New Orleans: Where are We Now and Where Might Imagination Take us?

Mirón

2014

Policy Futures in Education

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“…By analyzing the demographic changes in New Orleans schools, this study makes a unique contribution to the literature on urban education, charter schools, and issues of desegregation. Given the unique post-Katrina policy context, New Orleans itself has been extensively studied in terms of district governance, teacher labor, and student outcomes (Author, 2008; Jabbar, 2015; Mirón, 2008). However, though some researchers have documented shifts in racial composition in New Orleans (The Data Center, 2016), these studies have not fully examined the presence or lack thereof of racially integrated schools.…”

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confidence: 99%

A Demographic Paradox: How Public School Students in New Orleans Have Become More Racially Integrated and Isolated Since Hurricane Katrina

Kotok

Beabout

Nelson

et al. 2017

Education and Urban Society

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Following the tragedy of Hurricane Katrina, New Orleans public schools underwent a variety of changes including a mass influx of charter schools as well as a demographic shift in the racial composition of the district. Using school-level data from the Louisiana Department of Education, this study examines the extent that New Orleans public schools are more or less racially integrated, racially segregated, and concentrated by poverty almost a decade after Katrina. The study utilizes exposure indices, inferential statistics, and geospatial analysis to examine how levels of school integration and segregation have changed over time. Our findings indicate that though a greater share of New Orleans schools are considered racially diverse than prior to Katrina, a greater share of minority students are now attending

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“…Rather, Catholic schools in the city are faced with many of the same challenges being faced by Catholic schools across the United States.The first school to open in New Orleans following Hurricane Katrina was St. Andrew the Apostle (Casserly, 2006). As with the first public schools to re-open in the city, St. Andrew the Apostle is located in the West Bank community of Algiers, which was significantly less impacted by the storm and levee breaches that decimated other parts of the city (Mirón, 2008). By November 2005, two months after the storm, and before a single public school re-opened, nearly a quarter of New Orleans Catholic schools had opened (Beabout et al, 2008).…”

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confidence: 99%

Catholic Schools in New Orleans in the Aftermath of Hurricane Katrina

MacGregor

Fitzpatrick

2014

Policy Futures in Education

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Changes in the education system following Hurricane Katrina have received considerable attention from scholars in recent years. However, the role of Catholic schools is often overlooked in such discussions of school reform, which most often concentrate on the dramatic changes in the public school sector. This oversight is significant given that some segments of Catholic schools are devoted to serving populations similar to those targeted by emerging charter schools. At the national level, Catholic schools have struggled with declining enrollments and waves of school closures since the mid-1960s. This article aims to consider how well these national trends map onto the case of New Orleans. The authors discuss both how Catholic schools in New Orleans responded to Katrina and how they have changed in the midst of ongoing educational reforms in the city. They suggest that in spite of the catastrophic effects of Hurricane Katrina on the city as a whole, the storm and ensuing changes in the provision of public education have had, with a few notable exceptions, little independent influence on the organization of Catholic schools in the city. Rather, Catholic schools in the city are faced with many of the same challenges being faced by Catholic schools across the United States.

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The Urban School Crisis in New Orleans: Pre- and Post-Katrina Perspectives

Cited by 19 publications

References 3 publications

Education in Post-Katrina New Orleans: Where are We Now and Where Might Imagination Take us?

Education in Post-Katrina New Orleans: Where are We Now and Where Might Imagination Take us?

A Demographic Paradox: How Public School Students in New Orleans Have Become More Racially Integrated and Isolated Since Hurricane Katrina

Catholic Schools in New Orleans in the Aftermath of Hurricane Katrina

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