npr.org
Post-Katrina College Push in New Orleans: High Enrollment, Low Completion
Following Hurricane Katrina, New Orleans charter schools, especially KIPP, heavily promoted college attendance for low-income Black students; while college enrollment increased, completion rates remained stubbornly low due to financial and personal obstacles, prompting a shift towards more diverse career paths.
- How did socioeconomic factors and personal circumstances contribute to the low college persistence rates among KIPP students?
- The 'college for all' approach, while boosting initial college entry rates, overlooked financial and personal obstacles faced by many low-income students. A Tulane University study showed that college persistence remained low, even a decade after Katrina, indicating systemic issues beyond the high school level.
- What were the immediate and long-term effects of the post-Katrina 'college for all' initiative on New Orleans students, particularly concerning college completion rates?
- In New Orleans, following Hurricane Katrina, charter schools like KIPP emphasized college attendance, impacting mostly low-income Black students. While increasing college enrollment, many students did not complete their degrees, highlighting challenges beyond academics.
- What adjustments are needed in educational systems to better support low-income students' college and career aspirations, considering the limitations of a solely college-focused approach?
- The long-term impact reveals a need for more comprehensive support systems for students from disadvantaged backgrounds transitioning to college. KIPP's adjusted approach, incorporating career counseling and technical fields, acknowledges the limitations of a solely college-focused model, suggesting a broader shift in educational strategies is needed.
Cognitive Concepts
Framing Bias
The framing of the story centers on the challenges faced by students from KIPP schools who did not complete college, which emphasizes the shortcomings of the 'college for all' approach. While the successes of the program are mentioned, the narrative arc focuses more on failures and the limitations of the program. The headline, if provided, likely would also reinforce this negative framing. The introductory sentences focus on the aftermath of Katrina and the subsequent shift to charter schools, hinting at the consequences of this change and setting the tone for the problems that would follow.
Language Bias
The language used is mostly neutral and objective. The reporter uses quotes directly from individuals involved, which allows for varied perspectives. While terms like 'relentless eye on the same prize' in reference to college, might carry some connotation, they are used within the context of describing a specific organizational approach. The tone remains largely factual and avoids inflammatory language.
Bias by Omission
The article focuses heavily on the challenges faced by students who attended KIPP schools and did not persist in college, but it could benefit from including data on students who successfully completed college. Additionally, while the reporter mentions other charter schools, a broader discussion of the overall impact of charter schools in New Orleans post-Katrina would provide more context. The article also omits discussion of the wider economic and social factors affecting college persistence beyond the individual student experiences.
False Dichotomy
The article presents a somewhat false dichotomy by framing the issue as solely 'college or not.' While college is emphasized, the narrative does acknowledge the importance of alternative career paths and the need for broader opportunities. However, the initial framing of the 'college for all' movement and its later modification to 'college if they want to' might be perceived as an oversimplification of the complex factors influencing post-secondary education choices.
Sustainable Development Goals
The article highlights improvements in test scores, high school graduation rates, and college-going rates among students in New Orleans charter schools post-Hurricane Katrina. While college persistence remains a challenge, the initial increase in access to education represents positive progress towards SDG 4 (Quality Education), specifically target 4.1 (reducing the number of out-of-school children). However, the focus solely on college as a pathway overlooks other forms of valuable education and training.