In the post-Katrina education landscape in New Orleans, teachers in charter schools and district-run schools in the Recovery School District are uniquely situated to provide a direct eyewitness account of the successes and failures of the city's new direction in public education. This narrative presents the opinions of teachers in a critical assessment of recent reforms. This piece is a condensed overview of a qualitative study that took place during the 2010–11 academic year.
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