What Should We Really Learn from New Orleans after the Storm? 10 Years after Katrina

Autor/in	Baker, Bruce D.
Institution	Network for Public Education (NPE)
Titel	What Should We Really Learn from New Orleans after the Storm? 10 Years after Katrina
Quelle	(2018), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Natural Disasters; Educational Policy; Educational Change; Academic Achievement; College Attendance; Academic Persistence; Graduation; Program Effectiveness; Poverty; Educational Finance; Financial Support; Resource Allocation; Governance; Educational Needs; Change Strategies; Educational Quality; Equal Education; Low Income Students; At Risk Students; Students with Disabilities; Minority Group Students; English Language Learners; Language Arts; Mathematics Achievement; Public Schools; Elementary Secondary Education; Louisiana (New Orleans) + Suchen Sie Ihr Suchwort? Natural disaster; Naturkatastrophe; Politics of education; Bildungspolitik; Bildungsreform; Schulleistung; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Abschluss; Graduierung; Armut; Bildungsfonds; Finanzielle Förderung; Ressourcenallokation; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Educational need; Bildungsbedarf; Lösungsstrategie; Quality of education; Bildungsqualität; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Sprachkultur; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Public school; Öffentliche Schule
Abstract	In July of 2018, the Education Research Alliance for New Orleans released a comprehensive, summative longitudinal report on the effects on student outcomes of the package of reforms implemented in New Orleans following hurricane Katrina in the fall of 2005. This policy brief reviews the findings of this report by Douglas Harris and Matthew Larsen, offers critique of their methods and interpretation of findings and attempts to provide broader policy context for those findings. In summary, Harris and Larsen find significant positive effects of Post-Katrina New Orleans school reforms on short-term student achievement measures, and longer term college attendance, persistence and completion. They attribute these results to the "market-based" reforms adopted following Katrina, and go to great lengths to dismiss or downplay threats to the validity of this conclusion. But for many reasons, that attribution may be misguided. (ERIC).
Anmerkungen	Network for Public Education. 225 East 36th Street, Apartment 10-O, New York City, New York 10016. Tel: 646-678-4477; e-mail: info@networkforpubliceducation.org; Web site: https://networkforpubliceducation.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01