In the process of rebuilding public education in this city after Hurricane Katrina, education reformers have successfully hired enthusiastic teachers, started construction on new school buildings, boosted public confidence, and made progress on test scores. However, there are still important questions that need to be addressed as the 2007-08 academic year comes to a close. These questions revolve around the operation and governance of the city’s decentralized mix of regular public schools and charters in the future.
There is a need to determine who will be responsible for costly services like building repairs, how much oversight is necessary for the charters that dominate the education landscape, and who will govern the city schools that are currently operated by the state. Additionally, there is a need to identify whose responsibility it is to provide parents with information about the various school choices available for their children.
Angela W. Daliet, the executive director of Save Our Schools New Orleans, a nonprofit organization established after Katrina, highlights the lack of coordination among the school entities as a real problem. Daliet emphasizes the importance of working together to address these challenges, as the current approach of spending money without sustainability can lead to a situation where some schools have an abundance of resources while others lack the necessary support.
Currently, nearly 60 percent of the city’s 33,000 public school children attend 40 charter schools, making it the district with the highest percentage of charter schools. This number is expected to increase as more charters open in the upcoming fall. Paul G. Vallas, the superintendent of the state-run Recovery School District, plans to grant the 33 schools he manages a level of independence similar to charters. This includes allowing principals to choose their own faculty members, manage budgets, and establish school-based committees to aid in the selection of principals. Only five schools continue to answer to the elected Orleans Parish school board that operated the district before the hurricane.
According to Paul T. Hill, the director of the Center on Reinventing Public Education, the developments in New Orleans are highly significant as they tackle the challenges faced by many other struggling districts. The focus is on improving the quality of schools in a community that lacks resources and talent.
Governance is a key consideration and will play a vital role in shaping the future of public schools in New Orleans. When the state took over underperforming schools in the city after the hurricane, it was established that after five years, the Recovery School District would dissolve, and the schools would be returned to some form of local control. With just over two years left until the fall 2010 deadline, education leaders are starting to grapple with the question of who or what will ultimately govern public schools in the city.
There is no consensus on the most suitable model, as revealed by a survey of education leaders conducted by Tulane University. To address this, Paul G. Pastorek, Louisiana’s state superintendent of education, has established a commission on school governance that will examine different models utilized in other cities, including mayoral control, elected school boards, and appointed boards. The goal is to foster a productive and collaborative discussion focused on what is best for students.
Public perception of the altered education landscape in New Orleans is an important factor. So far, there seems to be optimism among the public regarding the changes. However, state political leaders, including some Democratic lawmakers from New Orleans and Republican Governor Bobby Jindal, are advocating for a voucher program. This program aims to provide funding for 1,500 low- and middle-income New Orleans students to attend nonpublic schools.
One freshman student from Joseph S. Clark Senior High School attests to having teachers this year who have inspired a desire to learn. These teachers actively engage students by posing questions instead of simply delivering information. However, the student’s mother believes that attending Warren Easton, a charter school, would be more beneficial. The student acknowledges that Warren Easton is more strict compared to Clark High School.
I became more dedicated to my education after the storm, mainly because of Ms. Ware and her genuine concern for my success. Throughout the year, she constantly pushed me to complete my assignments and fulfill the necessary requirements to get into college.
Mr. Cowen stated, "Whenever I talk to people in the city about recovery, public education is always a topic of pride, and this year’s test scores support that. However, we should not proclaim victory just yet. We need to demonstrate that our optimism is grounded in reality and show consistent improvements in test scores, attendance, and graduation rates over time." These sentiments are shared by D’André Allen, a parent whose children attend the Dr. Martin Luther King Jr. Charter School for Science and Technology in the Lower Ninth Ward. Ms. Allen, who moved back to New Orleans from Lake Charles, Louisiana, is grateful that her children are in a good school. However, she believes that many parents who have returned to New Orleans cannot say the same. There is a lack of consistency in the quality of education across schools.
In terms of test scores, 4th and 8th graders in the Recovery School District (RSD) made greater gains than their statewide peers this spring, marking the first time since 1999 that New Orleans students have outperformed the rest of Louisiana. The number of 4th graders who passed the test, which is necessary for promotion to 5th grade, increased by 12 percentage points compared to last year. For 8th graders, the increase was 4 percentage points. These improvements, particularly in 4th grade, provide hope that the city’s system of independent charters and public schools will produce well-educated students. However, New Orleans is still facing an academic crisis. Sixty percent of high school students in the recovery district failed both the English and mathematics portions of the state exit exam. Despite progress in 4th and 8th grades, more than half of the city’s students in those grades did not pass the exam. Additionally, the city’s scores remain among the lowest in Louisiana. The RSD expects an improvement in the graduation rate compared to last year, but the final number is yet to be determined.
Efforts are being made to improve school facilities. The state superintendent, Mr. Pastorek, has been actively negotiating with the Federal Emergency Management Agency (FEMA) to secure funding for repairing and rebuilding school buildings. A citywide plan for rebuilding schools is set to be released this summer, causing some controversy and opposition, most notably at Frederick Douglass High School in the Upper Ninth Ward, which may face permanent closure. Construction on five new schools is already underway and is expected to be completed by the 2009-10 school year. Despite the dilapidated state of some buildings, Mr. Vallas, the superintendent, has invested approximately $50 million in new technology, including interactive whiteboards and laptops for high school students. However, the technology has received mixed reviews from teachers and students. Addressing the significant challenges with facilities may take several years, as an estimated $1.7 billion is needed for repairs and replacements citywide, while only $700 million has been pledged by FEMA.
Academic reforms have been a top priority for Mr. Vallas, who has implemented small class sizes and dictated curriculum choices in an effort to improve achievement. These strategies are crucial in schools where approximately 85 percent of students are lagging behind in reading by at least two years.
Despite offering an additional hour of instruction leading up to the state exams, participation in the voluntary program was not as substantial as necessary, according to Mr. Vallas. However, next year the school day will be permanently extended for all grades, which Mr. Vallas believes will greatly benefit students.
As an English Language Arts Teacher at Frederick Douglass High School, I have witnessed some tangible improvements in teaching READ 180 this year. This is especially significant for the students, as many of them may not have previously experienced academic success.
However, providing extra instruction is not enough without a reliable and energized group of teachers. While the RSD and charter schools were able to recruit enough teachers for the 2007-08 school year, many of them were inexperienced. In fact, 60% of RSD teachers have less than two years of experience. A survey conducted earlier this year revealed that 39% of teachers had seriously considered leaving their schools, with an even higher percentage in the RSD. This highlights the significant challenges in supporting and retaining teachers. It is estimated that 15% of teachers will not return in the fall.
Redesigning high schools has been a major initiative this year, with Mr. Vallas leading the way. The changes include assigning career themes to each high school, offering internships, and expanding college-preparatory courses, including Advanced Placement. These changes have sparked discussions about the role of the community in reshaping schools.
Under the Vallas plan, each campus will have a committee consisting of teachers, students, and community members to guide its redesign. While some high schools have already formed these committees and received valuable community input, others are lagging behind.
Furthermore, community engagement has been a challenge due to years of distrust and pessimism. Ms. Daliet of Save Our Schools New Orleans believes that intentional efforts are needed to overcome these challenges. There is also skepticism about the significant changes in high schools, especially considering Mr. Vallas’ likely departure at the end of the next school year. It is widely speculated that he will run for Illinois governor, which has raised concerns about the continuity of his initiatives.
Philanthropic organizations have played a significant role in supporting the RSD and charter schools. Teach For America is expected to bring the largest number of recruits to the city next year. Additionally, philanthropic foundations such as the Bill & Melinda Gates Foundation, the Eli and Edythe Broad Foundation, and the Doris and Donald Fisher Fund have invested $17.5 million in organizations like TFA and New Schools for New Orleans to support the reform efforts.
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