Ask any parent with kids in New Orleans how they feel about the school system. Watch them go. They’ll have some thoughts. You may have to cut them off.
The city’s decentralized charter system was born in the aftermath of Hurricane Katrina, when the state took over most of the city’s public schools. But it’s not like schools were thriving before the storm. Only 56% of students graduated on time in 2005.
The current charter system isn’t perfect. But research shows that New Orleans schools have improved under every single measurable metric under the charter system.
One of the challenges of a decentralized system, however, is that kids can fall through the cracks and not have access to services they may need to succeed — especially special education students. Special education services can be expense and hard to find.
And because of the decentralized charter system in the city, schools can’t benefit from economies of scale. Each school must bear the full cost of special education services on its own, without the benefit of sharing resources with other schools. As a result, individual schools may struggle to afford the specialized services that students with disabilities require, leading to gaps in support and uneven access to quality education for these students.
But things may be starting to change. For the first time, a city school board will run a school directly next year, and a new proposal seeks to address one of the most pressing issues in its education system: the provision of special education services. This initiative, aimed at forming an Educational Service Agency (ESA), could transform how students with disabilities are supported across the city’s charter schools.
The Need for a Unified Approach
Special education services are essential, yet notoriously complex and expensive to provide. In New Orleans, these challenges are magnified. Shayla Guidry Hilaire, chief student support officer for NOLA Public Schools, is one of the key advocates for the ESA.
She said NOLA Public Schools’ educational landscape is unique in many ways. For example, most of the city’s charter schools are their own Local Education Agency (LEA). Each LEA is required to develop its own special education program with a full range of services, which may be challenging, but she noted schools work hard each day to ensure they’re meeting the unique needs of each of their students.
“Within our decentralized system, it is increasingly challenging to plan, develop and implement programming and services for the varying and unique needs of every student,” Hilaire said. “It is an unfair burden on each individual Local Education Agency (LEA) to be everything to every child without being able to tap into economies of scale.”
Hilaire said that while students may be presently receiving services as outlined in their Individualized Education Plans (IEPs), the city’s aim is to optimize resources and opportunities to ensure that each student is fully prepared for “civic, social and economic success.”
An ESA would facilitate LEAs in pooling resources and expertise to coordinate necessary services that some LEAs may be too small to provide. By exploring the potential for an ESA, we are keeping equity, sustainability and accessibility at the forefront of the experience for our students, families and schools. The agency, which could launch as early as next year, would allow charter schools to pool resources, coordinate services, and ultimately provide more comprehensive support to students with disabilities.
A Community Effort
The concept of an ESA isn’t new. In fact, it’s a common arrangement in other states and has been used effectively by charter schools elsewhere. However, it’s a novel approach for Louisiana, where no such agency currently exists.
The idea was first pitched to the district by The Center for Learner Equity, a national nonprofit with a presence in New Orleans, in late 2021. From there, the district secured state funding to conduct a multi-phase study, which revealed that while most charter leaders supported the idea of shared services, there were also significant concerns.
Within our decentralized system, it is increasingly challenging to plan, develop and implement programming and services for the varying and unique needs of every student.
– Shayla Guidry Hilaire
One of the main worries expressed by charter leaders was the potential loss of autonomy. Charter schools in New Orleans are known for their independence, and some leaders questioned whether the district had the resources and capability to run an ESA effectively. There were also concerns about the power dynamics involved, with some leaders uncomfortable asking the district for help, given the district’s authority to shut down schools for poor performance.
Voices from the Front Lines
For organizations dedicated to supporting students with disabilities and their families, the formation of an ESA represents both hope and potential challenges. Claire Tibbetts, executive director of the Autism Society of Greater New Orleans, sees the initiative as a step in the right direction but emphasizes the need for ongoing support and resources.
“The state of special education in New Orleans is really difficult for students with disabilities and their caregivers, to put it mildly,” Tibbetts explained.
Tibbetts’ organization has been on the front lines, providing critical support through programs like their free helpline, online support groups, and training for educators. She highlights the widespread issues faced by students with significant support needs, noting that many are not receiving the age-appropriate educational opportunities they are entitled to.
“There’s nowhere near enough support,” Tibbetts said, pointing out that some families are even resorting to homeschooling due to negative experiences in the schools.
Despite these challenges, Tibbetts remains cautiously optimistic about the potential impact of the ESA.
“I want to, and have to, believe that my efforts will be successful,” she said. “If nobody works to improve the system, the supports, and how the schools are teaching the most vulnerable students, things will surely continue to get worse.”
Dale Liuzza, executive director of Families Helping Families of Greater New Orleans, shares this cautious optimism. His organization, which has been providing peer-to-peer support and advocacy training since 1991, plays a crucial role in empowering families to navigate the often-confusing world of special education. Liuzza sees the ESA as a promising development but underscores the importance of maintaining a personalized approach to education.
“Special education is a personalized approach to teaching and supporting students with unique learning needs,” Liuzza said. “It is not a one-size-fits-all approach and should not be considered as such.” He added that he believes with the right implementation the ESA could help ensure that all students thrive, but it will require a collective effort from schools, families and the broader community.
Challenges and Opportunities Ahead
The creation of an ESA in New Orleans represents a significant opportunity to address the long-standing challenges in special education, but it’s not without its hurdles. One of the primary challenges will be ensuring that the agency is equipped with the necessary resources and expertise to effectively support the city’s diverse student population. Additionally, the concerns raised by charter leaders about autonomy and trust will need to be addressed in a transparent and collaborative manner.
Another critical factor will be the involvement of families and advocacy organizations in the development and implementation of the ESA. Both Tibbetts and Liuzza emphasize the importance of empowering families to advocate for their children’s needs and ensuring that their voices are heard in the decision-making process.
Looking ahead, the success of the ESA will depend on the ability of the district and charter schools to work together in a spirit of collaboration and mutual respect. If successful, this initiative could serve as a model for other cities facing similar challenges, demonstrating that when schools unite for a common purpose, they can create a more equitable and inclusive educational environment for all students.
“By exploring the potential for an ESA,” said Hilaire, “we are keeping equity, sustainability, and accessibility at the forefront of the experience for our students, families and schools.”