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首页> 外文期刊>Journal of Education for Students Placed at Risk (JESPAR) >Effects of Student Displacement in Louisiana During the First Academic Year After the Hurricanes of 2005
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Effects of Student Displacement in Louisiana During the First Academic Year After the Hurricanes of 2005

机译：2005年飓风过后的第一学年路易斯安那州学生流离失所的影响

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The combined impact of Hurricanes Katrina and Rita in 2005 left the education system in the Gulf Coast region of the United States with tremendous challenges to rebuild infrastructure, reestablish services, and accommodate the movements of students that occurred as result of the storms. This article focuses on Louisiana's public school students, of whom 1/4 were displaced as a result of the storms. It explores the experiences of students and the effects of student movements on student achievement and on the state's public education system during the first academic year following the hurricanes. Results suggest that, overall, the education system handled the disruptions of the disaster relatively well. However, more detailed examinations show that some displaced students had problems such as nonenrollment or poor attendance, mental health or behavioral problems, and academic setbacks. Negative achievement effects, which were small overall, were most pronounced among students who remained displaced for the duration of the academic year, and appeared to be mitigated by students' tendency to enroll in schools with higher student performance than their original schools. Additional results show that the negative effects were associated with both the number of schools attended and the amount of school time lost. However, these analyses do not include the displaced students who did not reenroll in a Louisiana public school. These students constitute more than a 1/4 of displaced students and tended to be those who are most at risk for poor academic outcomes.
机译：卡特里娜飓风和丽塔飓风在2005年的综合影响使美国墨西哥湾沿岸地区的教育系统面临巨大挑战，需要重建基础设施，重建服务并容纳因暴风雨而发生的学生活动。本文重点关注路易斯安那州的公立学校学生，其中有1/4因暴风雨而流离失所。它探讨了飓风过后的第一学年中学生的经历以及学生运动对学生成绩和国家公共教育系统的影响。结果表明，总体而言，教育系统对灾难的破坏处理得相对较好。但是，更详细的检查显示，一些流离失所的学生有入学率或出勤率低，心理健康或行为问题以及学业挫折等问题。总体而言，负面的成就影响在整个学年期间仍处于流离失所的学生中最为明显，并且似乎因学生倾向于就读表现较其原始学校更高的学校而减轻了。其他结果表明，负面影响与就读学校的数量和损失的上学时间都有关系。但是，这些分析不包括那些没有重新注册路易斯安那州公立学校的流离失所学生。这些学生占流离失所学生的1/4以上，并且往往是学习成绩不佳风险最大的人。

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