Teachers’ Perspectives on the Learning and Work Environments Under the New Orleans School Reforms

Abstract

New Orleans schools experienced drastic reforms after Hurricane Katrina in 2005. To examine teachers’ perspectives on these reforms, we surveyed 323 teachers who taught in New Orleans public schools before 2005 and in 2013–2014. Teachers directly compared the learning and work environments and student and teacher outcomes of their current schools to those of their pre-Katrina schools. Returning teachers perceived significant and generally positive changes in learning environments and student outcomes but mixed positive and negative changes in work environments. Despite improvements in school environments, the net result is that teachers became less satisfied with their jobs. These results show that intensive, sustained school reform can lead to significant changes, but these changes can have negative impacts on teachers.

Keywords

accountability education policy education reform learning environments regression analyses survey research urban education

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