In the two decades since Hurricane Katrina devastated New Orleans, the city’s education system has undergone a dramatic transformation. The catastrophic flooding led to the replacement of seasoned educators with new faces, many of whom were fresh graduates and new to both teaching and the city.
Rebuilding Education in New Orleans Post-Katrina
Following the destruction caused by Hurricane Katrina in 2005, New Orleans faced a complete halt in public education. When the schools eventually reopened, the landscape was markedly different. Many veteran teachers did not return to their previous roles, and the educational workforce was rejuvenated with younger individuals, primarily through programs like Teach for America (TFA).
Aubri Juhasz from member station WWNO explored this shift by interviewing educators from both sides of the divide. Stacy Gilbert, who had been teaching special education in New Orleans for nearly 20 years when the storm hit, was among those displaced.
Stacy Gilbert recounted, “I can still remember that particular Friday and just thinking, OK, we’re going to evacuate, but we’ll be back.” However, returning was not straightforward, and many teaching positions, including hers, were filled by a new type of educator.
The Arrival of Teach for America
Lauren Jewett, a TFA recruit, arrived in New Orleans without prior teaching experience. TFA’s model involved a brief training period, attempting to equip new teachers with essential skills in a condensed timeframe.
Jewett expressed skepticism about the program’s ability to prepare educators adequately, saying, “Sessions on, like, sensitivity around working with different communities – like, that’s lifelong work. And how do you fit that in a six-week boot camp that involves many other topics?”
Prior to Hurricane Katrina, the majority of New Orleans teachers were experienced Black women deeply rooted in the community. However, by 2009, a significant demographic shift had occurred, with an increasing number of white, out-of-town teachers entering the system.
Impact on Community and Education Quality
Renee Akbar from Xavier University noted the importance of community ties in education, saying, “The people that did come down – they were well-meaning, but they weren’t trained.” The lack of locally connected educators was felt in the community, impacting student success.
After the hurricane, the state’s intervention led to the conversion of many schools into charter schools. Veteran teachers like Gilbert were required to pass proficiency exams to regain their positions, a process that some found demeaning. “That was really a slap in the face. Like, Wow. To get my job, you want me to take a test?” Gilbert remarked.
Jewett, after two years, found herself as the special education expert at her school, highlighting the challenges faced by new teachers in an environment with minimal experienced mentors.
A Return to Community-Centric Education
By 2013, teacher turnover had doubled, and schools began to recognize the value of certified, community-based teachers. Akbar mentioned that partnerships with local universities have become crucial in rebuilding a stable teaching force.
Today, the teaching demographic in New Orleans has shifted back towards its original makeup. Stacy Gilbert’s son, Ryan Gilbert, reflects this change as he embarks on his 11th year teaching high school science in the city.
Stacy Gilbert shared her pride in her son’s career choice, saying, “I was really proud of him and realized now that is where he should be because the same passion I have about teaching – that’s what he has.”
Lauren Jewett, after 16 years in New Orleans, feels a deep connection to the city, stating, “I think I also feel very rooted to this place because it’s also where I kind of grew up.”
In the present, New Orleans’ educational landscape accommodates both those who came post-Katrina and those who have always called the city home, creating a more balanced and experienced teaching community.
