The State of Public Education in New Orleans

72 Pages·2007·1.54 MB·English

Te State of
Public Education
in New Orleans
A Report Prepared by Te Boston Consulting Group for
Te Greater New Orleans Education Foundation
Scott S. Cowen Institute for Public Education Initiatives
June Tfff Te New Orleans City Council Education Committee

SponSorS of the ASSeSSment
the Greater new orleans education foundation
The Greater New Orleans Education Foundation (GNOEF), a nonproft
organization of business, education, civic, and political leaders, was
formed in March 1998 in response to the city’s need to reform its failing
public schools. The purpose of GNOEF is to ensure a high-quality
education for every child in the fve-parish region of New Orleans with a
primary focus on Orleans Parish.
Scott S. Cowen Institute for public education Initiatives
at tulane University
Founded in December 2006, the Scott S. Cowen Institute for Public
Education Initiatives is dedicated to the reform of public education
in New Orleans. As a major research and academic institution,
Tulane University is uniquely qualifed to play a leading role in the
transformation effort. Its ultimate goal is to support the public
education system and turn it into a model of success.
the new orleans City Council education Committee
The New Orleans City Council Education Committee seeks to offer
assistance and input to local agencies and school districts to maximize
the quality of public education throughout Orleans Parish.
the Boston Consulting Group
Since its founding in 1963, The Boston Consulting Group (BCG)
has focused on helping clients achieve competitive advantage. Our
frm believes that best practices or benchmarks are rarely enough to
create lasting value and that positive change requires new insight into
economics and markets and the organizational capabilities to chart
and deliver on winning strategies. We consider every assignment to be
a unique set of opportunities and constraints for which no standard
solution will be adequate. BCG has 64 offces in 38 countries and serves
companies in all industries and markets. For further information, please
visit our Web site at www.bcg.com.

In the nearly two years since Hurricane Katrina devastated
our beloved city, a fundamentally diferent public education system has emerged. Tis
new system, although struggling, ofers New Orleans the opportunity to transform and
improve public education for every student in every public school.
Never before have so much national and local attention and support been focused on
public education in New Orleans. To take full advantage of this support, we must come
together as a city and support actions, initiatives, and plans that will improve education
for all public school students, regardless of race or socioeconomic background.
Te State of Public Education in New Orleans is an assessment that provides a baseline
of information about how the current system is doing and outlines a set of immediately
actionable recommendations for the city that will help achieve the goal of quality education
for all public school students. Tese recommendations are created to support transformation
eforts over the next two to three years with the assumption that during this period the
system’s structure will remain largely unchanged. Although the agenda for the next few
years is ambitious, requiring national, state, and local support, it can be achieved.
We have heard from many community members that the silver lining of Hurricane
Katrina is the opportunity to rebuild and improve our public schools so that all students
are provided a high-quality academic and developmental experience. Te future of
New Orleans rests in its children — therefore, it is our moral, civic, and economic
responsibility to improve education for the next generation. Tis goal will not be achieved
overnight, but with patience and perseverance it is possible.
Tank you for letting us be a part of the ongoing transformation eforts, and thank all
of you who have supported this efort and will continue to support public education
throughout the city.
Sincerely,
Robert “Bob” Reily Scott S. Cowen Cynthia Hedge-Morrell
Chair President Chair, Education Committee
Greater New Orleans Tulane University New Orleans City Council
Education Foundation
pre-hurricane Katrina

Te State of Public Education in New Orleans
EXECUTIVE SUMMARY .....................................................................................2
THE OBJECTIVE OF THE ASSESSMENT ..........................................................4
THE STATE OF PUBLIC EDUCATION
IN NEW ORLEANS BEFORE HURRICANE KATRINA .....................................7
A NEW MODEL FOR PUBLIC EDUCATION
EMERGED AFTER HURRICANE KATRINA .................................................. .10
ASSESSMENT OF THE CURRENT SYSTEM .....................................................15
.1.. Te.new.“system.of.schools”.is.struggling,.but.there.are.some.early.signs.of.progress.... .15
.2.. Some.building.blocks.for.transformation.are.emerging...............................................23
.3.. System-level.coordination.is.currently.limited............................................................ .31
.4.. Te.New.Orleans.community.supports.public.education.and.hopes.it.will.improve.... .36
CALL TO ACTION ........................................................................................... .39
RECOMMENDATIONS ................................................................................... .43
.1.. Ensure.adequate.capacity.for.the.2007–08.school.year...............................................44
.2.. Equip.and.empower.all.families.to.choose.the.best.public.schools..
for.their.children.from.a.range.of.high-quality.school.options....................................45
.3.. Strengthen.the.Recovery.School.District................................................................... .49
.4.. Attract,.develop,.and.retain.high-quality.school.principals,..
teachers,.and.staf.for.all.public.schools.......................................................................52
.5.. Support.school-.and.system-level.excellence.for.all.public.schools............................. .54
.6.. Create.and.endorse.a.short-term.action.plan.and.a.long-term..
strategic.plan.for.public.education............................................................................. .56
CONCLUSION .................................................................................................. .58
APPENDIX ....................................................................................................... .59
. . Endnotes.....................................................................................................................60
. . Public.Schools.in.New.Orleans................................................................................... .62
. . Acknowledgments...................................................................................................... .64
. . Glossary.and.abbreviations.and.acronyms....................................................................66
table of contents

Executive Summary
Before Hurricane Katrina, New Orleans Public Schools ranked as one of the
lowest-performing school districts in the country. Te district faced signifcant fnancial
problems and was on the verge of bankruptcy. Te physical condition of the school
buildings was poor, with many in desperate need of long-overdue repairs and renovations.
In August 2005, Hurricane Katrina physically and fnancially devastated the city of New Orleans and its
public schools. It displaced all 64,000 students and 7,500 public school employees. In the aftermath, a
new “system of schools” emerged. Tis new system, while struggling, has the potential to fundamentally
transform public education in the city. If it can, New Orleans will be able to provide every public student in
every school with the opportunity for a high-quality education.
THE NEW MODEL THE STATE OF enrollment policies, and improved
PUBLIC EDUCATION fnances. Some charter schools initially
Since Hurricane Katrina, a new model
appear strong; others are struggling.
for public education has emerged. Te Te new “system of schools” is
Yet without comparable information
58 public schools in New Orleans are struggling, but there are some
on student academic achievement, it
now governed by two boards. Te early signs of progress. Reopening
is still too early to evaluate how well
Orleans Parish School Board (oPsB), 58 schools in 20 months, after a major
schools are helping students grow
the local governing entity for all natural disaster, has been an enor-
academically and developmentally.
schools before the storm, has retained mous challenge. Operational problems
control of 17 schools: 5 managed by in facilities, transportation, and meal Some building blocks for trans-
the district and 12 charter schools — service continue to plague the schools. formation are emerging. Te
public schools that are given increased School operators have had mixed emergence of public school choice
autonomy in exchange for more success dealing with these issues. is a promising element of the new
accountability for student performance. Te rsD and the schools it operates system, although it is currently
Te state-run Recovery School District have been hampered by operational constrained by a lack of schools,
(rsD) operates 39 schools: 22 district disadvantages, inexperenced leader- inequitable access for students, and
run and 17 charters. New Orleans has ship, and insufcient district staf. Te limited information. For many
57 percent of its students in charter oPsB appears to be doing better than schools, the increased school-level
schools — the largest percentage of before Hurricane Katrina due to its autonomy — the ability to make
any district across the country. signifcantly smaller scope, selective budgeting, stafng, and curriculum
 the state of public education in new orleans

decisions at the school level RECOMMENDATIONS and build the expertise of school
— granted in exchange for greater administrators and teachers. Last, the
Based on these fndings, we make six
accountability appears to have Board of Elementary and Second-
short-term, actionable recommenda-
sharpened the focus on improving ary Education, the rsD’s governing
tions focused on improving educa-
student achievement. In addi- board, should create a process and
tion for all public school students.
tion, the vast majority of public timetable for returning public schools
school operators have shown an 1. Ensure adequate capacity for the in New Orleans to local control.
initial commitment to developing 2007–08 school year. Since the rsD is
4. Attract, develop, and retain high-
the knowledge and skills of both responsible for opening and operat-
quality school principals, teachers,
principals and teachers, which ulti- ing the majority of schools, it should
and staf for all public schools. Pub-
mately should translate into take the lead on creating a team and
lic schools in New Orleans should
improved classroom instruction. plan to ensure enough schools are
work together to create innovative
ready to open in August. Tis plan
System-level coordination is cur- recruitment and retention strategies
should include an aggressive strategy
rently limited. A system with mul- aimed at high-quality principals,
to recruit and retain teachers and staf,
tiple operators can beneft students, teachers, and school staf. In addition,
a process to streamline procurement,
parents, and school leaders by foster- schools should expand professional
and an evaluation of innovative ways
ing innovation and allowing those development opportunities that sup-
to ensure there are enough schools for
closest to the classroom to make key port efective classroom instruction.
all students.
decisions. However, without sufcient
5. Support school- and system-level
support structures, individual schools 2. Equip and empower all families
excellence for all public schools.
are not in a position to overcome the to choose the best public schools
Public education in New Orleans
systemwide challenges that afect for their children from a range
needs a group or groups focused
all of them, notably in the areas of of high-quality school options.
exclusively on supporting initiatives
facilities and fnances. Also, without To make choices available for all
that beneft all public schools. Re-
a single vision, unifed plan, or entity students, families must have easy-
sponsibilities would include securing
guiding the long-term transforma- to-understand information about
and marshalling resources, facilitat-
tion of the system, many measures public schools and all students must
ing collaboration, and building local
that could beneft all public school have access to diverse, high-quality
and national relationships to support
students have not been implemented. options. Enrollment barriers should
school transformation.
be limited, and there should be open-
Te New Orleans community sup-
access schools in every neighborhood. 6. Create and endorse a short-
ports public education and hopes
Additionally, resources must be term action plan and a long-term
it will improve. Te New Orleans
adequately and fairly distributed to strategic plan for public education.
community, nonprofts, and local
all schools. Education and community leaders
universities have become increasingly
should create a short-term action plan
involved and supportive of public 3. Strengthen the RSD. Te rsD
to priortize key systemwide initiatives
education. Individuals and groups must strengthen the capabilities of
that require immediate action. In
have worked tirelessly to rebuild district leadership, develop a 100-day
addition, New Orleans should create
and improve the schools. Although turnaround plan to improve its opera-
a long-term plan for public education
public opinion is mixed on whether tions, and develop and implement
that includes input from the commu-
public schools are currently better plans to improve special education,
nity and builds on previous planning
than before Hurricane Katrina, there student discipline, and student
processes. Tis plan should be widely
is a strong belief that public schools mental health services. In addition, it
endorsed and communicated.
should and will improve. should evaluate ways to engage the
community, create school networks,
executive summary

Te Objective of the Assessment
The PuBlic school system in New Orleans stands at a critical junc-
tion. Since Hurricane Katrina, substantial changes have occurred at both
the system and school levels. Many of these changes have provided New
Orleans with the building blocks to create an excellent public education
system. Yet with change come challenges. Public education has many
substantial obstacles to overcome before it can provide all students with a
high-quality educational and developmental experience.
Te objective of this report is to present an accurate and objective assessment of the prog-
ress made by, and the current challenges facing, the public schools in New Orleans since
Hurricane Katrina. It highlights specifc opportunities and successes as well as identifes
barriers to progress and improvement. Tis report is intended to inform and engage the
New Orleans community; local education, civic, and nonproft leaders; and local, state,
and federal legislators. It should serve as a starting point for a continued conversation
focused on transforming public schools in New Orleans.
Te report provides the New Orleans community and education leaders with a beginning
set of realistic and actionable recommendations that are motivated by a strong desire to
give every student in every public school the opportunity to achieve his or her potential.
Te recommendations focus on building on current system successes and addressing
critical and immediate needs. Te recommendations do not provide a long-term strategy
or vision for New Orleans. Instead, they serve as a roadmap to get the system on the right
path for the next two years.
 the state of public education in new orleans
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
OVERVIEW OF THE ASSESSMENT PROCESS More than 2,000
New Orleanians
Tis report is based on a comprehensive fact base and a thorough analysis of public
Answered Our
education compiled by a team from Te Boston Consulting Group (BcG). Tis assess-
Community Survey
ment captures the views, concerns, and hopes of New Orleans parents, students, teachers,
principals, community members, and education, civic, and business leaders.
Survey respondents
During the assessment process, input from more than 3,000 New Orleanians was used to by affliation
develop the report. More than 2,000 parents, students, teachers, and community mem- Other
bers flled out surveys that were available both online and in paper form through schools, Community respondentsi
members
n
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weeks beginning in March 2007, researchers met with approximately 1,000 community 18%
members through a series of community meetings, including: 33%
 Two communitywide town hall meetings open to the public;
 15 meetings with neighborhood groups and associations across the city; and 21%
 10 school meetings with teachers, parents, and students across the Recovery School 23%
District (rsD), the Orleans Parish School Board (oPsB), and charter schools. Parents
Students
Note: Respondents include
current and former Orleans Parish
residents.
i “Other respondents” include
survey respondents that did not
identify themselves as current or
former Orleans Parish residents.
Source: BCG community survey.
We Engaged Nearly 1,000 Community Members through 25
School and Neighborhood Meetings BAYOU
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In addition to the extensive community engagement process, BcG researchers:
 Created a survey specifcally designed for school leaders and distributed it to all public
schools in New Orleans;
 Conducted in-depth interviews with the Louisiana Department of Education (lDe),
oPsB, rsD, and charter school leaders;
 Heard from more than 50 local education, civic, business, neighborhood, and non-
proft leaders through a series of forums on education and interviews; and
 Reviewed research from focus groups in Treme and Algiers conducted by
Dr. Silas Lee and Associates.
Trough these interviews and meetings, researchers met with a diverse group of
individuals with connections to every reopened public school in the city of New Orleans.
BCG also sought input from locally and nationally recognized experts in such felds as
urban education reform, capacity building, and equity in education. Feedback from these
experts was incorporated into the recommendations to ensure they were supported by
national education best practices.
 the state of public education in new orleans
