Tag: Louisiana Academics

Four Years of Progress Highlight Statewide Academic Improvement

The Louisiana Department of Education released its 2024–2025 School and District Performance Scores, marking the fourth consecutive year of statewide academic improvement. Students across the state reached their highest overall rating since the creation of the current 150-point accountability model. The announcement reflected a statewide commitment to instructional quality, with educators and families contributing to sustained academic progress. As summarized from the remarks of State Superintendent Dr. Cade Brumley, the multiyear gains demonstrated the potential unlocked when schools remain focused on strong instruction and targeted academic outcomes.

Louisiana’s overall statewide score for 2025 reached 80.9, representing an academic improvement and increase of more than five points since 2021 and nearly one point above last year’s rating. All index areas either improved or held steady, indicating widespread progress. Individual School and District Performance Scores were posted publicly through the LDOE data portal, allowing families and educators to examine local results. The Department also released a statewide list recognizing top-performing school systems and campuses for both growth and achievement. Together, these results demonstrated progress across Louisiana’s K-12 education system and across school types, including elementary, middle, and high schools.

This year’s letter-grade distribution also reflected meaningful momentum and academic improvement. Statewide, 21% of schools earned an A, 31% earned a B, and 32% received a C. Only 12% of schools were rated D campuses, and 4% received an F. Elementary and middle schools showed substantial improvement, with 44% earning an A or B. High schools demonstrated even stronger performance, with 70% earning one of the top two letter grades. These gains aligned with ongoing initiatives across Louisiana public schools to strengthen curriculum pathways, expand targeted interventions, and improve instructional supports for educators.

The release also marked the final year of performance scores calculated under the state’s outgoing accountability formula. The existing model has often been viewed as outdated, overly complex, and misaligned with the expectations needed for true career and college readiness. Next year, the state will introduce its redesigned system—Grow. Achieve. Thrive.—which raises expectations, clarifies measures, and places more emphasis on whether students graduate prepared for a career, college, or military service. Schools and districts will receive ratings through a streamlined scorecard centered on three major expectations: Grow, meaning students make meaningful academic progress each year; Achieve, meaning students reach proficiency in core subjects; and Thrive, meaning students graduate on time and prepared for postsecondary pathways.

To support schools ahead of this shift, the LDOE also released simulated 2025 performance scores using the Grow. Achieve. Thrive. model. These simulations were not official results but served as a preview of how the new accountability structure may impact future ratings. Early feedback from districts indicated that the clearer design and increased alignment with readiness expectations would help schools guide long-term planning more effectively.

Alongside K–12 results, the Department published the 2025 Early Childhood Performance Profiles, which applied to publicly funded early learning centers across the state. This included child care centers, Early Head Start/Head Start programs, and school-based pre-K sites. Each location received a rating based on rigorous classroom observations focused on instructional quality, educator-child interactions, and overall learning environments. Community networks responsible for early childhood coordination also received separate performance profiles reflecting system-level quality across Louisiana.

The statewide early childhood rating rose to 5.54, marking a 0.05 increase from the previous year. More than 95% of early childhood sites were rated Proficient or higher, with 73% receiving High Proficient or Excellent status. Community networks showed similar success, with 95% earning top-tier ratings. Additionally, all observation domains increased statewide, reflecting continued improvement across instructional, emotional, and organizational practices. Notably, early language support for infants and toddlers—from birth to age two—met the benchmark for high-quality practice for the first time, as measured within the Engaged Support for Learning domain.

The release of the 2024–2025 performance data underscored steady, statewide growth and signaled the beginning of a new era in Louisiana’s accountability approach. With four consecutive years of rising scores and a redesigned model ahead, Louisiana schools are positioned to continue strengthening academic outcomes and supporting long-term student success.

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From Learning Loss to Learning Gains: Louisiana Education Road to Recovery

A groundbreaking study from Harvard University and Stanford University has revealed that the state is at the forefront of academic recovery in the United States. According to the Education Recovery Scorecard and this news release from the Louisiana Department of Education, Louisiana ranks first in the country for reading recovery and second for math. Notably, Louisiana Education stands as the only state where the average student has fully completed their academic recovery.

The Education Recovery Scorecard is an annual report that measures student growth in reading and mathematics at the school system level across the country. Now in its third year, the report assesses the pace of academic recovery in various districts, providing crucial insights into how students are regaining learning losses experienced during the pandemic.

Louisiana’s impressive academic turnaround is reflected in several critical findings from the Education Recovery Scorecard. Between 2019 and 2024, the state ranked first in reading recovery and second in math recovery. While many states struggled to regain lost academic ground, Louisiana students demonstrated significant gains in both reading and mathematics, standing out as the only state where the average student has fully recovered academically.

An analysis of the data suggests that Louisiana’s strategic allocation of pandemic-related funding played a key role in its success. Investments targeted at academic initiatives such as summer learning programs and tutoring proved particularly effective in accelerating recovery. However, despite these achievements, chronic absenteeism remains a significant challenge. Students who miss more than 10 percent of the school year hinder the progress of overall recovery efforts in several districts, emphasizing the need for continued attention to attendance and student engagement.

State education leaders attribute Louisiana’s progress to a clear focus on foundational academic skills and strong support for educators. Louisiana State Superintendent of Education Dr. Cade Brumley emphasized that the report reflects the state’s commitment to improving student outcomes. He acknowledged the progress but also pointed out that challenges remain, particularly in ensuring that all students can read at grade level, master essential math skills, and maintain consistent school attendance.

The Education Recovery Scorecard serves as a collaborative effort between the Center for Education Policy Research at Harvard University and the Educational Opportunity Project at Stanford University. This latest report provides a detailed and data-driven analysis of where Louisiana students stand in their academic recovery as of spring 2024. Unlike The Nation’s Report Card, which focuses on state-level achievement changes, the Education Recovery Scorecard integrates those results with district-level assessments to provide a more localized view of student progress.

The state’s recent achievements build on its positive performance in the previous year’s Education Recovery Scorecard. The 2023 report highlighted Louisiana as one of only three states where reading achievement had surpassed 2019 levels. Additionally, Louisiana students made exceptional progress in math, recovering nearly half of their initial learning loss. This was particularly notable because, on a national scale, students had only managed to regain about one-third of their original losses.

Although Louisiana has demonstrated remarkable success in academic recovery, state education officials acknowledge that there is still work to be done. The persistence of chronic absenteeism remains a barrier to continued progress, and ensuring that all students achieve proficiency in reading and math is an ongoing challenge. Nevertheless, the strategic initiatives that have contributed to Louisiana’s success—including targeted funding, summer learning opportunities, and tutoring programs—may serve as a model for other states striving to accelerate their own academic recovery efforts.

By focusing on student-centered interventions and maintaining strong support for educators, Louisiana has emerged as a leader in the nation’s education recovery landscape. As the state continues to build on its progress, it sets an example for how deliberate investment and evidence-based strategies can drive meaningful improvements in student learning outcomes.

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