Power, Public Schools, and Political Attitudes in Post-Katrina New Orleans

• In Event: 63.069 - What Shapes Public Perceptions of Educational Systems?

Abstract

Following Hurricane Katrina in 2005, the city of New Orleans began the largest charter school experiment in the United States. By 2016, over 90 percent of the city’s public school students were attending charter schools. Proponents of the New Orleans reform efforts point to recent studies that connect charter schools to improved test scores in the district. Yet, despite the improved test scores and support from key local officials, including the mayor, surveys show that most Black citizens – which represent the majority of the city and student population – do not perceive that New Orleans schools are better in the post-Katrina period compared to pre-Katrina. In contrast, a majority of White residents perceive that the schools are better post-Katrina. What explains the difference in perceptions between Black and White citizens in New Orleans? Relying on a survey of New Orleans residents, we argue that changes in a group’s level of political power contributes to racial differences in perceptions of public schools post-Katrina. The study’s findings suggest that perceptions of the quality of public goods are shaped by perceptions of “who governs?”

Authors

• Domingo Morel, Rutgers University - Newark

• Sally Nuamah, Princeton University