Background/Context: In New Orleans, Louisiana, in the years following Hurricane Katrina, predominantly white education reformers have used entrepreneurial support to dismantle the predominantly Black city's public education system. Using racial domination without community approval, these education reformers have educationally disenfranchised the…

Louisiana's relatively new Compass teacher observation and evaluation system is used to evaluate teacher quality or effectiveness in P-12 public schools. Secondary school administrators in one district were interviewed about their perceptions of the system and, especially, an iteration of the Danielson rubric used for teacher evaluation. Findings…

Charter schools have become the hegemonic "solution" for urban educational reform initiatives aimed at curtailing longstanding race-based educational inequities. The "common sense" of neoliberal charter schools as the cure to persistent inequality is best illustrated in the post-Katrina New Orleans educational reforms. This…

In light of the increasing racial diversity in American schools and the consistently homogenous teacher workforce in the United States, understanding the ways white teachers consider and attend to racial issues is of crucial importance to the educational landscape. This paper, based on a qualitative study, explores five white American teachers'…

Before Hurricane Katrina hit New Orleans on August 29, 2005, one hundred and twenty one schools in the New Orleans Public Schools (NOPS) system were in the process of being transferred to the newly created, state run Recovery School District (RSD). On September 29, 2005, the New Orleans Parish School Board fired all 7500 employees, including every…