New Orleans School Research Articles

The Effects of Unified School Enrollment Systems on School Demographics and Outcomes: Evidence From New Orleans’ Transition to a Centralized School Lottery

Unified enrollment (UE) systems were designed to improve efficiency, equity, and transparency in school choice processes, but research has focused on efficiency gains. This study examines whether moving from decentralized enrollment processes to UE mitigates or exacerbates racial segregation that often occurs in choice systems. Specifically, we examine a subset of charter schools in New Orleans that had enrolled disproportionately high numbers of White students prior to entering UE. We find that UE entry was associated with increased enrollment of non-White students in these schools without offsetting declines in White enrollment, facilitated by schools also increasing total enrollment after entering UE. We find no meaningful impacts of UE on school accountability measures, student or teacher mobility, or student discipline.

Promoting physical activity and youth development in schools: the case for near-peer coaches.

Sports-based youth development (SBYD) programs provide an inclusive, supportive environment for promoting physical activity as well as nurturing the development of life skills which, in combination, promote physical, mental, and emotional health in youth. The Up2Us Sports SBYD program was implemented in six schools in New Orleans, Louisiana in 2020-2022, where near-peer coaches from the community were placed in schools and present throughout the school day. The intervention period straddled the COVID-19 pandemic as well as extreme weather events, modifying program delivery. An exploratory case study was conducted to understand participant experience amid program disruptions and modifications, as well as their perceptions of program impact on physical activity and health. Interviews with coaches (n = 7), focus groups with youth (n = 14) and program observation data were triangulated to provide a description of the case. The major theme that emerged from the case study was the centrality of the near-peer mentorship relationships between coaches and youth. Participants believed near-peer relationships facilitated life skill development and increased opportunity for physical activity in schools, but pressures on coaches' time and external challenges in the community were limiting factors to the extent of program impact. This community case study demonstrates the potential role for near-peer mentors in influencing the health and wellbeing of youth from under-resourced communities and highlights the opportunity for school-based SBYD programming to provide youth with a consistent source of both relational and physical activity support.

Prevalence of undiagnosed dyslexia in African-American primary school children

Dyslexia is among the most common neurodevelopmental disorders in children, yet despite its high prevalence all too frequently goes undiagnosed. Consequently dyslexic children all too often fail to receive effective reading interventions. Here we report our findings from a study using a teacher completed evidence-based dyslexia screener to first screen then test predominantly African-American children in grades kindergarten through second grade in two inner city public charter schools in New Orleans. Almost half (49.2%) of the children screened as at risk for dyslexia and of these the majority were found to be dyslexic on more detailed testing. Our results suggest that large numbers of African-American students with dyslexia may be overlooked in schools.

The Plantation “All Charter” Model and the Long Durée of Resistance for Black Public High Schools in New Orleans

Education research has often overlooked how the long durée of resistance for Black education has shaped current educational policy. We complicate notions of Black public school closures in two case studies from extensive ethnographic research in post-Katrina New Orleans through our reading of the plantation. Findings suggest these institutions have served as linchpins for the transferal of the blues. Data analysis also indicates that traditional public school closures have functioned as a plantation management device. We encourage future inquiries into portfolio governance models, school “choice,” and school closures to consider the plantation complex and to recognize that post-Katrina education reforms were not isolated policy enactments.

The effects of performance-based school closure and restart on student performance

We study the effects of closing and restarting low-performing schools as charter schools in New Orleans and Baton Rouge. Using matched difference-in-differences identification with students in Louisiana, we estimate effects for the students who attended the treated schools at the time of treatment. We find positive and precise effects of closure/restart on elementary/middle school test scores, but no clear effects on high school graduation or college entry in New Orleans. However, in Baton Rouge high schools, the interventions reduced high school graduation by 11–15 percentage points. We also provide evidence about how and why these effects emerge. The variation in test score effects within and across cities is positively related to the increase in school value-added that treated students experienced and negatively related to student age/grade and the extent of student disruption. The effects of school closure and restart therefore depend, predictably, on policy design and implementation. This work builds on prior closure/restart research and helps explain the positive effects of the post-Katrina school reforms in New Orleans.

Understanding Teacher Self-Efficacy to Address Students’ Social-Emotional Needs in the COVID-19 Pandemic

Teachers are returning to schools during the COVID-19 pandemic under the weight of unprecedented stressors to engage a student body that has also experienced stress and trauma. In this study, we examined how confident 454 teachers (55% Black) from 41 charter schools in New Orleans, Louisiana, were in their ability to address students’ social-emotional needs upon their return to school. Results showed that Black teachers were more likely to report a greater sense of efficacy in addressing students’ needs. Both Black and White teachers identified the top three resources needed to assist students: mental health supports, trainings, and in-class resources.

Impact Of The Covid-19 Pandemic On Youth Physical Activity And Well-being: Findings From The Coaches Study

Promotion of physical activity (PA) by family, peers, and mentors is critical for a variety of health outcomes among at-risk youth. The COACHES Study (Creating Opportunities for Adolescents through Coaching, Healthy Eating, and Sports) is assessing the impact of a sports-based youth development program on PA and other health outcomes of middle school youth within lower-income urban schools. PURPOSE: Given COVID-19 disruptions and the inability to examine objectively measured PA in schools, this study investigated perceptions of changes in PA and mental well-being among at-risk middle school youth during this time of significant disruption to schooling and daily routines. METHODS: Sixth and seventh grade students were recruited from five schools in New Orleans, LA. Students completed an adapted version of the CoRonavIrus Health Impact Survey (CRISIS) for Youth (V0.3) to assess students’ self-reported PA and mental well-being during the pandemic compared to pre-pandemic. Logistic regression was used to test associations between current and change in PA and mental well-being controlling for sex, body mass index, and return-to-school status. RESULTS: Among the students who completed the CRISIS questionnaire (n = 69, 11.7 ± 0.73 yrs, 56% female, 100% African-American, 43.5% overweight/obese), 49.3% reported an overall physical health decrease along with 41.2% reporting a decrease in PA during the pandemic. Moreover, 33% did not engage in >30 minutes of PA on any day in the last two weeks and only 12% of students engaged in >30 minutes of PA daily. Overall mental health decreased among 42.4% of the students where 33.3% reported fair or poor mental health currently compared to 19.7% prior to the pandemic. Neither current nor changes in PA were associated with students’ reported overall mental health, stress, worry, anxiety, concentration, or irritability. CONCLUSIONS: Urban youth reported declines in PA as a result of the disruptions from the COVID-19 pandemic. There were no detectable associations between PA with mental well-being. However, declines in PA warrant further study and continued prioritization of promoting physical activities that facilitate students’ physical and mental well-being.

Changes in Dietary Intake During COVID-19 Among Youth in Urban Communities: Insights From the COACHES Study

ObjectivesDisruption to nutrition education and school meal programs and widespread reports of increased food insecurity due to COVID-19 have raised concerns about the potential effect on the dietary quality of youth. Accordingly, this study sought to examine the impact of the pandemic on the dietary intake of youth participating in the Creating Opportunities for Adolescents through Coaching, Healthy Eating, and Sports (COACHES) program, an intervention using coaches trained in trauma-informed coaching strategies to improve health of youth from at-risk communities.MethodsThe COACHES program recruited 6th and 7th grade students from five schools in New Orleans, LA. Students (n = 67) completed an adapted version of the CoRonavIrus Health Impact Survey (CRISIS) for Youth (V0.3) to assess dietary intake and perception of health during the pandemic. Descriptive statistics were used to examine self-reported impact of the pandemic on eating behaviors.ResultsAmong the students who completed the CRISIS questionnaire (n = 67, 11.7+/−0.73 yrs, 55.2% female, 41.8% overweight/obese), 49.3% reported an overall physical health decrease during the pandemic, 65.6% were not meeting recommendations for daily fruit and vegetable intake, and 72.7% consumed sugary beverages two or more times daily. However, more than one-third actually reported increasing fruit and vegetable consumption during the pandemic, and more than one-quarter reduced their sugary beverage intake. Boys were more likely than girls to report increased fruit and vegetable intake, and youth who were overweight or obese were more likely to report maintaining or improving their overall diet, though results were only significant at the 90% level (P = 0.065).ConclusionsDespite challenges due to COVID-19, urban youth report improved dietary intake during the pandemic. These results highlight the importance of school-based intervention programs in meeting the nutrition needs of at-risk youth.Funding SourcesDepartment of Health and Human Services, Office of Minority Health.

Diet Quality Is Lower for Those Who Skip Lunch Among a Sample of Predominantly Black Adolescents.

To compare the dietary quality among adolescents who skip lunch and those who do not and explore associations between school-level variables, demographic variables and lunch skipping. Cross-sectional. Public schools in New Orleans, Louisiana (n = 21). 718 adolescents. Adolescents participated in a 24-hour dietary recall using the Automated Self-Administered 24-Hour (ASA24) Dietary Assessment Tool early in 2013. Data were converted into Healthy Eating Index (HEI-2010) scores. Mean scores were compared between students who skipped lunch and those who did not. A multilevel analysis was conducted to assess relationships between school environment, demographics, and lunch skipping. Of the 718 respondents, 88.3% were Black and 15.3% skipped lunch. Students who ate lunch had a mean HEI score of 46.6 compared to a mean score of 41.7 for students who skipped lunch (p < .001). Students who skipped lunch also had significantly lower intake of total vegetables (p = .02), whole fruits (p < .001), total dairy (p = .003), total protein (p < .001). Skipping lunch was associated with lower quality diet, though diet quality was low among all students. Considering over 15% of the sample did not eat lunch in a closed-campus school setting, further research should consider how to encourage students to participate in the National School Lunch Program, which has the ability to increase diet quality in adolescents.

Abstract P206: Diet Quality is Lower Among Adolescents Who Skip Lunch

Introduction: A healthy diet is key in preventing chronic diseases and black adults have higher rates of hypertension, obesity, and heart disease death rates compared to their white counterparts. Because dietary habits track from adolescence to adulthood, it is important to understand dietary habits of adolescents. This study aimed to examine the dietary quality among adolescents who skip lunch compared to those who do not. Methods: Data were collected in 2012 from 718 adolescents attending schools in New Orleans, Louisiana. Schools were high-poverty and closed-campus. Adolescents participated in a 24-hour dietary recall using the Automated Self-Administered 24-Hour (ASA24) Dietary Assessment Tool and data were converted into Healthy Eating Index (HEI-10) scores (range 0-100; higher scores reflect higher quality diet). Mean scores were compared between students who skipped lunch and those who did not. Results: Of the 718 respondents, 88.3% were black and 15.3% of students skipped lunch. Students who ate lunch had a mean HEI score of 46.6 compared to a mean score of 41.7 for students who skipped lunch (p&lt;0.001). Students who skipped lunch also had significantly lower intake of total vegetables, whole fruits, total dairy, total protein, and higher intake of empty calories (Solid fats, alcohols, and added sugars (SoFASS)). Conclusions: Skipping lunch was associated with lower quality diet, though diet quality was low among all students. Students who skip lunch are less likely to consume vegetables, whole fruits, whole grains, and proteins and have higher intake of SoFASS. Considering over 15% of the sample did not eat lunch in a closed-campus school setting, further research should consider how to encourage students to participate in the National School Lunch Program. Table 1. HEI score comparisons between those who skip and do not skip lunch.

“Who Do These People Want Teaching Their Children?” White Saviorism, Colorblind Racism, and Anti-Blackness in “No Excuses” Charter Schools

In this article, we explore how White supremacist ideologies operate in “no excuses” charter schools. Drawing on critical race frameworks and qualitative data collected in two “no excuses” charter schools in New Orleans, we illustrate how anti-Blackness, White saviorism, and colorblind racism are taken up through hiring practices, discipline policies, and school culture. Collectively, these constructs are used in efforts to justify the mistreatment of Black students. We argue that it is the presence of an elite network of entrepreneurial organizations that have gained power over schools through corporate reform that allows for this unbridled racism.

William Frantz Public School: One School, One Century, Many Stories

William Frantz Public School (WFPS) in New Orleans, Louisiana, played a significant role in the story of desegregation in public K-12 education in the United States. This story began in 1960 when first-grader, Ruby Bridges, surrounded by federal marshals, climbed the steps to enroll as the school’s first Black student. Yet many subsequent stories unfolded within WFPS and offer an opportunity to open the discourse regarding systemic questions facing present-day United States public education - racial integration, accountability, and increasing support for charter schools. In this article, these stories are told first in the context of WFPS and then are connected to parallels found in other schools in New Orleans as well as other urban areas in the United States.

Perceptions of School-Based Kitchen Garden Programs in Low-Income, African American Communities.

Introduction. While school-based kitchen garden programs are shown to improve fruit and vegetable consumption and knowledge among children, there has been little research on participant perceptions of these programs, specifically among minority populations that are disproportionately affected by and at high risk for overweight and obesity. This qualitative study examined the perceptions of and values associated with participation in school-based kitchen garden programs implemented through Edible Schoolyard New Orleans in low-income, predominantly African American schools in New Orleans, Louisiana. Method. Qualitative data were collected through semistructured focus group discussions with key stakeholder groups at schools offering Edible Schoolyard New Orleans. Results. A total of 10 focus groups were conducted across 4 middle schools with students (n = 27), parents (n = 17), and teachers (n = 17). Four primary themes emerged during data analysis: development of life skills, food and health, family and community, and experiential and participatory learning. Conclusions. To strengthen the sustainability and potential impact of school-based kitchen garden programs, future intervention strategies should place specific emphasis on the themes that emerged from this study. School-based kitchen garden programs may be a promising strategy to positively influence the individual, social, and physical environmental factors that contribute to overweight and obesity in low-income, African American communities.

The Role of Accreditation in Supporting Educational Quality During Difficult Circumstances.

This article was migrated. The article was marked as recommended. Accreditation aims to ensure that generally-accepted standards of educational program quality are being met. The Liaison Committee on Medical Education (LCME), the accrediting body for medical education programs leading to the MD degree, has a process to address circumstances at medical schools arising from acute emergency situations. This involves consultation with faculty and administration at the affected school and collection of data related to compliance with accreditation standards through written reports and on-site visits. The actions of both the medical schools in New Orleans and the LCME following Hurricane Katrina in 2005 illustrate this process. While the need to respond to requests for information from an accrediting body places additional burdens on a medical school's faculty and administration during an emergency, such oversight also ensures that the medical education program continues to meet standards. This provides assurance of educational quality to school personnel and students, as well as to the school's publics. Accreditation agencies should consider how their standards and processes support a timely and flexible response to disaster situations that occur at accredited schools.

Public Schools and Ghetto Formation in Interwar New Orleans

In New Orleans, racially segregated schools played a central role in the creation of racially distinct neighborhoods beginning with the school building boom that followed World War I. Focusing on the Tremé, Central City, and Broadmoor neighborhoods, this article demonstrates that schools figured prominently in debates over the future of racially mixed neighborhoods, in the formation of isolated black ghettoes, and in the development of white enclaves. In doing so, the article addresses a gap in the historiography of American metropolitan change, which generally overlooks the impact of schools and school policies upon urban development and residential settlement patterns.

Sources of Help for Dating Violence Victims: A Qualitative Inquiry Into the Perceptions of African American Teens.

Although teen dating violence victims' reticence in seeking help from adults is well documented, little is known about youths' comparative perceptions of the types of help offered by and effectiveness of various sources. This qualitative study solicited teens' perceptions of sources of help for victims using in-depth interviews with African American youth (ages 13-18) in two public high schools in New Orleans (N = 38). Participants were recruited purposively by researchers during lunchtime and via referral by school personnel. Interviews were transcribed verbatim and coded independently by two study team members. Thematic content analyses were conducted. Teens reported that victims were most likely to seek help from friends, who were largely expected to provide advice and comfort. Nearly half reported that teens would be likely to seek help from family, who would provide more active responses to dating violence (i.e., reporting to authorities, confronting the abuser). Fewer respondents believed teens would seek help from other adults, such as school personnel, who were also perceived as likely to enlist outside authorities. Fears about lack of confidentiality and over-reaction were the main perceived barriers to accessing help from adults. Furthermore, although respondents believed teens would be less likely to seek help from adults, adults were perceived as more effective at stopping abuse compared with peers. Interventions that train peer helpers, explain confidentiality to teens, increase school personnel's ability to provide confidential counseling, and promote use of health services may improve access to help for teen dating violence victims.

“No Excuses” in New Orleans: The Silent Passivity of Neoliberal Schooling

Drawing on ethnographic data, this article critically analyzes pedagogy in “no excuses” charter schools in New Orleans. Employing Ladson-Billings's framework for culturally relevant pedagogy, the author describes the level of academic rigor, cultural competence, and critical consciousness development across classrooms. This study provides empirical evidence that within a market-based system, the purpose of schooling shifts toward the production of assessment data at the expense of culturally relevant practices.

Selling Schools: Marketing and Recruitment Strategies in New Orleans

Under new school-choice policies, schools feel increasing pressure to market their schools to parents and students. I examine how school leaders in New Orleans used different marketing strategies based on their positions in the market hierarchy and the ways in which they used formal and informal processes to recruit students. This study relied on qualitative interviews, observations of board meetings, and board-meeting minutes from a random sample of 30 schools in New Orleans. Findings indicate that marketing was a very common strategy. Yet even though choice policies were meant to give parents, not schools, power in selecting where their children attend school, some schools found ways to avoid enrolling disadvantaged students, often by not marketing. Faced with the pressure of accountability and charter renewal, these schools traded greater funding for potentially greater averages in student achievement. At the same time, some schools that were oversubscribed invested in marketing and recruitment anyway to draw less affluent parents to the school, who might not be aware of the open application and enrollment process. I discuss the implications of these marketing strategies.

“Every Kid Is Money”

One of the primary aims of choice policies is to introduce competition between schools. When parents can choose where to send their children, there is pressure on schools to improve to attract and retain students. However, do school leaders recognize market pressures? What strategies do they use in response? This study examines how choice creates school-level actions using qualitative data from 30 schools in New Orleans. Findings suggest that school leaders did experience market pressures, yet their responses to such pressures varied, depending in part on their perceptions of competition and their status in the market hierarchy. Some took steps toward school improvement, by making academic and operational changes, whereas others engaged in marketing or cream skimming.

Connecting the Disconnected

When Hurricane Katrina slammed into New Orleans on August 29, 2005, the failure of the levees resulted in the largest single human-made disaster in the United States. In addition to the physical devastation of the city, the landscape of public schools in New Orleans was permanently altered, as was the national dialogue about school reform in the United States. The contested terrain of urban school reform in post-Katrina New Orleans led to the establishment of the National Coalition for Quality Education in New Orleans, an ad hoc group of New Orleans and national scholars who believe that New Orleans education, if rebuilt with thoughtful attention, can become a model for improving urban education in the nation. Drawing on data from two coalition-sponsored equity forums held during the summers of 2006 and 2007, this article discusses findings from the work of the coalition that deepen our understanding of how scholars can work with communities around education reform in three ways. First, it is crucial for scholars to focus work on the expressed needs of the community rather than from the imposed authority of the research community. Second, making use of academic research expertise requires acknowledging the diversity within the communities where the reform is being implemented. Finally, sustainable relationships between researchers and communities must be supported with mechanisms that facilitate clear expectations and communication. It is my hope that readers come away with a sense that working with marginalized communities to shape educational reform agendas is an important aspect of sustainable reforms.