The Greatest Social Experiment in America

by Benjamin T. Greenberg on March 30, 2008

The week before I was going to head to New Orleans for this year's Nonprofit Technology Conference one of my twitter friends who was also going to NTC pointed to Eboo Patel's Washington Post blog post about post-Katrina recovery in New Orleans.

Patel catalogs the devastation pretty well:

My friend Alycia drove me through the lower 9th ward in her four-wheeler, navigating the twisted, pot-holed roads like a pro. It looked basically like abandoned territory, dozens maybe hundreds of blocks of weed-filled vacant lots. Alycia slowed down, pointed out the window at vacant lot after vacant lot and said “Home, home, home, home.” Sure enough, if you looked carefully through the weeds and garbage, you could make out the foundations of what were once houses.

“Holy cow,” I said, suddenly getting it. The people I saw on TV two and a half years ago in the filth of the Superdome … they once lived here. “Where did all these people go?” I asked, absently, stupidly, insultingly.

Alycia just shook her head as if to say, “People who don’t live here just don’t get it.” And she’s right.

But seeing it first-hand at least puts a human face on the familiar litany of statistics. Almost two thousand people dead. Eighty percent of the city under water for an average of fifty-seven days. Four hundred thousand jobs lost. Two hundred and seventy-five thousand homes destroyed.

And a list of intractable problems so long that it gives you a headache. There’s soil contamination, for one, and serious safety problems with some FEMA trailers, for another. And then there’s something that a guy I met called, “the Katrina cough” – a dry heave he said his doctor couldn’t diagnose, but which just got worse and worse for the whole six months he was working in neighborhoods with severe water damage. Finally, he just had to stop. “After a while, you don’t even want to breathe, the cough hurts so much,” he said.

But Patel turns from this to embrace an optimism about proposed solutions that are harming thousands of low-income, predominantly African-American students in New Orleans.

And still, President Scott Cowen of Tulane University, who gave a remarkable afternoon keynote address at the Clinton Global Initiative, said that he’s never been so optimistic about the city. Before Katrina, it had the worst school system in America, serious crime and corruption problems, a profoundly inadequate infrastructure. And now, the city leaders along with common residents are dreaming about what a model 21st century city would look like. What kind of public education system should it have? What kind of health care delivery? And perhaps most daringly, how can all of it be done on an entirely green basis – from working-class parts of town to tourist areas.

“This is the greatest social experiment in America,” President Cowen said.

Yes there is a social experiment going on, but not one that justifies Patel's title, "New Orleans: Recover, Rebuild, Rebirth." New Orleans attorney Bill Quigley writes:

There is a massive experiment being performed on thousands of primarily African American children in New Orleans. No one asked the permission of the children. No one asked permission of their parents. This experiment involves a fight for the education of children.

This is the experiment.

The First Half

Half of the nearly 30,000 children expected to enroll in the fall of 2007 in New Orleans public schools have been enrolled in special public schools, most called charter schools. These schools have been given tens of millions of dollars by the federal government in extra money, over and above their regular state and local money, to set up and operate. These special public schools are not open to every child and do not allow every student who wants to attend to enroll. Some charter schools have special selective academic criteria which allow them to exclude children in need of special academic help. Other charter schools have special admission policies and student and parental requirements which effectively screen out many children. The children in this half of the experiment are taught by accredited teachers in manageable size classes. There are no overcrowded classes because these charter schools have enrollment caps allowing them to turn away students. These schools also educate far fewer students with academic or emotional disabilities. Children in charter schools are in better facilities than the other half of the children. These schools are getting special grants from Laura Bush to rebuild their libraries and grants from other foundations to help them educate. These schools do educate some white children along with African-American children. These are public schools, but they are not available to all public school students.

The Other Half

The other half of public school students, over ten thousand children, have been assigned to a one-year-old experiment in public education run by the State of Louisiana called the "Recovery School District" (RSD) program. The education these children receive will be compared to the education received by the first half in the charter schools. These children are effectively what is called the "control group" of an experiment Ð those against whom the others will be evaluated.

The RSD schools have not been given millions of extra federal dollars to operate. The new RSD has inexperienced leadership. Many critical vacancies exist in their already-insufficient district-wide staff. Many of the teachers are uncertified. In fact, the RSD schools do not yet have enough teachers, even counting the uncertified, to start school in the fall of 2007. Some of the RSD school buildings scheduled to be used for the fall of 2007 have not yet been built.

In the first year of this experiment, the RSD had one security guard for every 37 students. Students at John McDonough High said their RSD school, which employed more guards than teachers, had a "prison atmosphere." In some schools, children spent long stretches of their school days in the gymnasium waiting for teachers to show up to teach them.

There is little academic or emotional counseling in the RSD schools. Children with special needs suffer from lack of qualified staff. College-prep math and science classes and language immersion are rarely offered. Classrooms keep filling up as new children return to New Orleans and are assigned to RSD schools.

Many of the RSD schools do not have working kitchens or water fountains. Bathroom facilities are scandalous. Teachers at one school report there are two bathrooms for the entire school - one for all the male students, faculty and staff and another for all the females in the building.

Danatus King, of the NAACP in New Orleans, said "What happened last year was a tragedy. Many of the city's children were denied an education last year because of a failure to plan on the part of the RSD."

Hardly any white children attend this half of the school experiment.

These are the public schools available to the rest of the public school students.

I first read this passage by Bill Quigley in Steven Miller and Jack Gerson's report, "The Corporate Surge Against Public Schools," which I've posted in full, below the fold. Miller and Gerson discuss what is happening in New Orleans in detail and put in the context a dangerous national trend which is leaving our schools more unequal than ever. I urge you to read it.