In the post-Katrina education landscape in New Orleans, teachers in charter schools and district-run schools in the Recovery School District are uniquely situated to provide a direct eyewitness account of the successes and failures of the city's new direction in public education. This narrative presents the opinions of teachers in a critical assessment of recent reforms. This piece is a condensed overview of a qualitative study that took place during the 2010–11 academic year.
References
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CrutchfieldJ. (2013) The Louisiana Recovery District's Long-Term Relationship to Student Dropout and Achievement. Unpublished PhD thesis, Louisiana State University.
2.
DarderA. & TorresR. (2005) After Race: Racism after multiculturalism. New York: New York University Press.
3.
Holley-WalkerD. (2007) The Accountability Cycle: The Recovery School District Act and New Orleans' charter schools, Connecticut Law Review, 40(1), 125–163.
PerryA. & Schwam-BairdM. (2010) New Orleans Index at Five. School by School: The transformation of New Orleans public education. Washington, DC: Brookings Institution & Greater New Orleans Community Data Center.
