Tag: Louisiana Department of Education

New College Board Data Shows Louisiana’s Rapid Improvement in AP Exam Scores

Louisiana high school students have made significant gains in college-level academic performance, with new data showing the state recorded the nation’s largest increase in the percentage of Advanced Placement (AP) Exams earning qualifying scores since 2019, according to this news release from the Louisiana Department of Educaiton. .

According to results released by the College Board, Louisiana’s qualifying score rate climbed from 37.4% in 2019 to 69.1% in 2026, representing a 31.7-percentage-point increase. The improvement was more than twice the national rate of growth during the same period, bringing Louisiana within 2.2 percentage points of the national average.

The findings marked an important development for Louisiana’s public education system, particularly as schools continue working to strengthen college readiness and expand opportunities for students to earn college credit before graduation. In 2019, Louisiana’s qualifying AP score rate trailed the national average by 20.5 percentage points. Seven years later, that difference had narrowed to just 2.2 points, reflecting sustained improvement in exam performance.

The number of qualifying scores also increased substantially. Louisiana public school students earned 11,118 qualifying scores in 2019, compared with 21,383 in 2026. State Superintendent of Education Dr. Cade Brumley attributed the progress to the combined efforts of students, teachers, counselors, and school administrators. He emphasized that stronger AP Exam performance demonstrates students’ ability to meet college-level academic expectations while still enrolled in high school.

The improvement is particularly noteworthy because Advanced Placement courses require students to engage with challenging academic material and demonstrate their understanding through standardized examinations. Unlike traditional high school coursework, AP classes are designed around introductory college-level expectations, providing students with opportunities to develop analytical, research, writing, and problem-solving skills.

Louisiana’s latest results also demonstrated substantial year-over-year growth, with more students earning qualifying scores and a greater percentage achieving the highest possible exam ratings. In 2026, students earned 21,383 qualifying scores, an 8.8% increase from the 19,653 recorded in 2025. The percentage of exams receiving a qualifying score increased from 63% in 2025 to 69.1% in 2026, representing a 6.1-percentage-point improvement. Additionally, 13,244 Louisiana students earned a score of 3 or higher on at least one AP Exam, an increase of 6.3% from the previous year.

Deputy Superintendent Dr. Jenna Chiasson credited Louisiana educators’ continued refinement of instructional practices for the improvement. She also highlighted the potential financial and academic benefits of earning college credit before high school graduation.

Administered by the College Board, the AP Exam Program allows high school students to complete college-level coursework across numerous academic disciplines. Available subjects include English, mathematics, science, history, social studies, world languages, computer science, and the arts. At the conclusion of an AP course, students may take a standardized examination scored on a five-point scale. Scores of 3, 4, or 5 are generally considered qualifying results, although individual colleges and universities establish their own AP credit and placement policies.

Students who earn qualifying scores may receive college credit, satisfy introductory course requirements, or qualify for placement into more advanced coursework, depending on the institution. These opportunities can potentially reduce the number of courses students must complete after entering college, offering greater flexibility in their academic schedules and potentially lowering educational expenses.

The Louisiana Department of Education is expected to release school-system and individual-school AP results later in 2026, offering a more detailed picture of performance across the state.

For Louisiana educators and institutions, the results underscore the importance of rigorous academic opportunities, effective instruction, and access to advanced coursework. As Louisiana approaches the national qualifying score average, continued attention to AP participation and performance will remain important in evaluating how effectively high schools prepare students for postsecondary education.

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LDOE Announces Major Investment in Disability Support and Classroom Resources

The Louisiana Department of Education recently announced a major investment aimed at improving instruction and support services, and classroom resources for students with disabilities across the state. Approved by the Louisiana Board of Elementary and Secondary Education (BESE), more than $5.1 million in federal funding will be directed toward educator training, classroom implementation support, and evidence-based instructional practices designed to help schools better serve diverse learners. As per this news release from LDOE, the initiative reflects Louisiana’s continued focus on strengthening academic outcomes through targeted investments in teacher preparation and student support systems.

State education leaders explained that the funding is intended to provide educators with practical resources that can directly improve instruction for students who require specialized support. Louisiana State Superintendent of Education Dr. Cade Brumley emphasized that teachers remain one of the most significant influences on student success, particularly for learners who benefit from individualized instruction and accommodations. According to department leaders, ensuring that teachers receive access to high-quality training and instructional tools can strengthen classroom learning experiences for students across a wide range of academic and developmental needs.

To qualify for the funding, school systems must demonstrate that they are using high-quality instructional materials and evidence-based teaching practices aligned with state and federal expectations. The investment is designed not only to support classroom instruction but also to help schools implement sustainable systems that improve educational access for students with disabilities over the long term. By tying financial support to proven instructional approaches, the state hopes to encourage consistency and accountability in special education services throughout Louisiana school systems.

The initiative will support professional development opportunities focused on specialized instructional strategies for students with disabilities. Educators will receive training related to assistive technology, executive functioning supports, and communication interventions that can help students more effectively engage with classroom content and learning activities. Assistive technology may include tools such as speech-to-text software, adaptive devices, or digital learning supports that help students access instruction in ways tailored to their individual needs. Executive functioning supports can help students improve skills related to organization, planning, self-monitoring, and time management, while communication supports assist learners who may experience challenges with speech, language processing, or social interaction.

The investment in classroom resources also connects to Louisiana’s broader school improvement efforts under the federal Every Student Succeeds Act (ESSA). Through ESSA, states are responsible for identifying schools that require additional support and developing improvement plans that address academic performance gaps and student achievement challenges. The Louisiana Department of Education works with school systems to approve improvement plans, allocate resources, and monitor implementation strategies intended to strengthen educational outcomes for all learners, including students with disabilities.

Educational leaders across the state continue to emphasize that supporting students with disabilities requires more than compliance with legal requirements; it also requires meaningful investment in teacher expertise, instructional quality, and accessible learning environments. Research consistently shows that students benefit when educators receive specialized preparation and ongoing support related to differentiated instruction and inclusive classroom practices. Investments like this one help schools strengthen their capacity to meet individual student needs while creating learning environments where all students have greater opportunities for academic growth and long-term success.

The new funding initiative demonstrates Louisiana’s ongoing effort to align federal resources, state policy, and classroom practice in ways that directly support students and educators. By investing in specialized training, evidence-based instruction, and implementation support, the state continues working toward improving educational outcomes for students with disabilities while strengthening the effectiveness of schools across Louisiana.

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Louisiana’s Reading Revival Gains National Recognition

The Louisiana Department of Education (LDOE) was awarded $15 million to lead a multi-year national study focused on strengthening literacy outcomes through expanded high-dosage tutoring, as per this news release from LDOE. The competitive grant was awarded through the U.S. Department of Education’s Education Innovation and Research (EIR) program, a federal initiative designed to support evidence-based solutions that improve student achievement. The award recognized Louisiana’s sustained leadership in literacy reform (reading revival) and reflected years of strategic investment by state lawmakers and the Board of Elementary and Secondary Education (BESE) to improve early reading instruction.

According to State Superintendent of Education Dr. Cade Brumley, the grant represented national confidence in Louisiana’s approach to literacy improvement. He emphasized that state-led solutions, when paired with research and accountability, can accelerate student outcomes. The EIR award followed a period of steady progress in reading proficiency and positioned Louisiana as a testing ground for scalable, evidence-based tutoring models that could inform policy decisions nationwide.

The $15 million award funded a five-year research study designed to evaluate and expand high-dosage literacy tutoring for first- and second-grade students reading below grade level. Approximately 4,500 students were expected to participate across a diverse mix of rural, suburban, and urban elementary schools. Both traditional public schools and charter schools were included, with LDOE prioritizing campuses with low literacy proficiency rates. At least one-quarter of participating schools were designated as rural, ensuring the study reflected the geographic and demographic diversity of Louisiana’s education system.

LDOE was responsible for coordinating the initiative, selecting participating schools, managing partnerships, tracking student progress, and sharing results publicly. By placing the state education agency at the center of the research effort, the project reinforced Louisiana’s commitment to transparency, data-driven decision-making, and statewide capacity-building rather than isolated pilot programs.

Several key partners supported the implementation and evaluation of the initiative. Air Reading played a central role in delivering high-dosage tutoring and training tutors through its Teacher Academy. Studyville aligned Louisiana-based curriculum resources to ensure tutoring instruction matched classroom expectations and state standards. Johns Hopkins University served as the independent evaluator, providing rigorous research oversight and analysis. Louisiana higher education institutions also participated by recruiting and supporting college students as literacy tutors, strengthening the educator pipeline while expanding instructional capacity.

Leaders from partner organizations highlighted the importance of collaboration in achieving lasting literacy gains with this reading revival. Air Reading CEO Xing Zhang reflected on the organization’s experience supporting tens of thousands of Louisiana students and expressed enthusiasm for expanding access while studying what worked across varied communities. Studyville CEO Amanda Martin emphasized that the partnership built on Louisiana’s recent reading gains and demonstrated how state-specific curriculum alignment could drive national impact. Johns Hopkins University Deputy Director of Evidence Research Amanda Neitzel underscored that aligned partnerships between state agencies, tutoring providers, and districts created conditions where students benefited most.

Louisiana’s selection for the EIR award built upon measurable progress in reading achievement. The state rose to 16th nationally in fourth-grade reading on the National Assessment of Educational Progress, commonly known as The Nation’s Report Card, after ranking 50th in 2019. This improvement reflected a comprehensive literacy strategy grounded in policy alignment, educator training, and targeted student support.

The policy framework supporting these efforts included Acts 520 and 517 of 2022, which established a universal K–3 literacy screener and required high-quality, research-based instructional materials. Bulletin 741 further ensured students were screened three times per year to identify reading gaps early. Over the past two years, Louisiana lawmakers committed approximately $70 million to expand high-dosage tutoring during and beyond the school day, reinforcing the sustainability of the initiative.

As the five-year reading revival study progressed, Louisiana’s work was expected to provide valuable insights into how high-dosage tutoring could be scaled effectively across varied school settings. The initiative not only strengthened literacy instruction for thousands of students but also positioned Louisiana as a national model for state-led, research-driven education reform.

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West Baton Rouge Parish Leads the Way in Tackling Chronic Absenteeism

While school systems across Louisiana—and indeed the nation—continue to grapple with the growing challenge of chronic absenteeism, West Baton Rouge Parish has emerged as a model of progress, as per this article from The Advocate. In contrast to statewide trends, this district has seen measurable improvements in student attendance during the 2024–2025 school year, signaling a promising shift driven by focused leadership, community engagement, and supportive programs.

Over the course of the school year, West Baton Rouge Parish reported a monthly decline of at least 3% in chronic absenteeism. The most dramatic improvement came in December, when the percentage of chronically absent students dropped from 18.7% to just 9.8%. These numbers are particularly noteworthy given the broader state context. In 2024, nearly 25% of Louisiana students were classified as chronically absent—defined as missing 10% or more of the academic year, regardless of whether the absences were excused or unexcused.

Superintendent Chandler Smith attributed this decline in absenteeism to several key strategies that have been implemented across the district. According to Smith, one of the major factors behind the positive trend has been improved communication between schools and families. By strengthening relationships with parents and guardians, schools were better equipped to intervene early and provide necessary support when attendance began to decline.

Another significant contributor has been the district’s collaboration with the Families In Need of Services (FINS) program, operated through the 18th Judicial District Court. FINS connects directly with families to address underlying causes of truancy, such as transportation issues, health concerns, or unstable housing. These proactive interventions have helped address the root of absenteeism, rather than merely its symptoms.

West Baton Rouge Parish also introduced an attendance recovery initiative designed to help students regain lost instructional time. Through this program, students have the opportunity to make up missed class hours after school or on weekends. By offering these recovery options, the district ensures students are not academically penalized for past absences while reinforcing the importance of being present.

Smith emphasized that all of these efforts tie back to a central goal: boosting student achievement. He noted that teachers and school leaders have responded enthusiastically to the improvements, believing that better attendance is directly linked to stronger academic outcomes. “Our teachers are excited, our principals are excited,” Smith said, adding that much of the district’s academic progress is due to the steady reduction in chronic absences.

While West Baton Rouge Parish has taken charge at the local level, the state of Louisiana has also taken steps to address attendance challenges. House Bill 185, proposed by Rep. Barbara Reich Freiberg of Baton Rouge, aimed to connect school funding with daily student attendance. Although the bill ultimately failed to advance out of committee, it highlighted a growing recognition among lawmakers that attendance is a vital part of educational success.

In June, the Louisiana Department of Education unveiled a statewide attendance strategy called The Power of Presence. This initiative provides a clear, tiered framework for preventing and responding to chronic absenteeism. Instead of focusing on punishment, the strategy emphasizes early intervention, family engagement, and community partnership as tools for improvement.

Despite the broader statewide movement, West Baton Rouge leaders are intent on staying the course with the tools that have brought them success. Superintendent Smith expressed support for the state’s efforts while reiterating his commitment to continuing the district’s existing strategies. “We’re going to continue doing what we’re doing,” he stated. “I know that the state has really made a push, which is helpful for us.”

The progress in West Baton Rouge serves as a powerful reminder that solutions to chronic absenteeism are possible when schools prioritize relationships, wraparound services, and student-centered flexibility. As Louisiana’s state leaders seek to replicate these results across more parishes, the work being done in West Baton Rouge stands as both a roadmap and an inspiration.

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Louisiana Education Shines Nationally: Fourth Place in New Study

The Louisiana education system has achieved remarkable progress, ranking fourth nationally in a newly revisited study based on the 2022 National Assessment of Educational Progress (NAEP), often called the Nation’s Report Card, as per this new release from The Louisiana Department of Education. This accomplishment is particularly noteworthy as it represents a significant leap from the state’s 20th-place ranking in a similar analysis from 2019. The report highlights Louisiana’s commitment to improving education outcomes while addressing demographic factors that impact student performance.

The study, conducted by the Urban Institute, adjusts NAEP scores based on demographic variables such as income levels, ethnicity, language barriers, and exceptionalities. This method aims to provide a clearer picture of how well states are supporting their students relative to those with similar challenges. Published since 2015, this analysis offers a nuanced understanding of educational performance across the nation, emphasizing growth and equity.

The 2022 NAEP marked the first time the assessment was administered since 2019, after being paused due to theCOVID-19 pandemic. This return provided a critical opportunity to measure how states have rebounded in key academic areas. Louisiana’s adjusted ranking of fourth overall reflects a strong recovery and targeted efforts to support students and teachers. The results highlight Louisiana’s ability to make strides not only in overall performance but also in closing achievement gaps for underserved populations.

The NAEP results align with other indicators of Louisiana’s educational success. A joint study by Harvard and Stanford noted that Louisiana’s reading scores in 2023 were higher than in 2019, making it one of only three states to achieve this milestone. The study also praised Louisiana’s math recovery, which surpassed national trends.

Additionally, the state moved from 46th to 40th in U.S. News & World Report’s Best States rankings for PK-12 education, reflecting improvements across multiple metrics. Louisiana has also seen three consecutive years of growth in its school performance scores, surpassing pre-pandemic levels and reaching a new statewide high under the current evaluation system.

Dr. Cade Brumley, Louisiana’s State Superintendent of Education, credited a “back-to-basics” approach for these achievements. He explained that the state’s efforts to support teachers and focus on fundamental student outcomes have driven this progress. However, he emphasized that there is still work to be done, noting that Louisiana is committed to making bold decisions to sustain and accelerate its upward trajectory.

One area of focus has been early literacy. Louisiana ranked first in a national list recognizing states with comprehensive policies to promote foundational reading skills. These policies aim to ensure students can achieve academic success and reach their full potential.

The Nation’s Report Card serves as the most comprehensive and representative assessment of student performance in the United States. Administered biennially since 2003, it evaluates fourth and eighth graders in reading and math. As the “gold standard” of student assessments, NAEP provides valuable insights into how well states prepare their students for future academic and professional success.

While the 2022 NAEP showed troubling declines in many states due to the pandemic, Louisiana stood out by avoiding dramatic losses and achieving notable growth. These results highlight the resilience of Louisiana’s students and educators, as well as the effectiveness of targeted policies and interventions. With the next NAEP assessment scheduled for 2024 and results expected in early 2025, Louisiana has an opportunity to build on its recent successes. Continued investment in teacher support, literacy initiatives, and equitable resources will be critical to maintaining this momentum.

Louisiana’s rise in national rankings demonstrates the power of focused, data-driven strategies in transforming education systems. By addressing demographic challenges head-on and prioritizing foundational skills, the state is paving the way for sustained academic growth and opportunity for all students.

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West Feliciana Parish Schools Earns Statewide Acclaim for Tutoring Innovation

The Louisiana Department of Education (LDOE) has honored West Feliciana Parish Schools with the prestigious Models of Excellence designation for its exemplary implementation of high-dosage tutoring, as seen in this new release. This recognition highlights the district’s commitment to bridging learning gaps and preparing students for academic success through innovative and targeted educational strategies. The award was presented to Superintendent Hollis Milton by State Superintendent Dr. Cade Brumley during a ceremony held at Bains Elementary School.

West Feliciana Parish Schools has distinguished itself by significantly increasing student participation in the state’s Accelerate: High-Dosage Tutoring program. This initiative, aimed at addressing gaps in student learning, provides focused support in literacy and mathematics. Superintendent Milton emphasized that this program allowed the district to enhance the quality of its instruction and reach more students than ever before.

Dr. Brumley commended West Feliciana for its leadership in demonstrating how strategic tutoring can drive academic achievement, describing the effort as bold and transformative. He also highlighted the state’s commitment to expanding access to high-dosage tutoring, ensuring students across Louisiana benefit from this critical support.

West Feliciana’s success stems from a comprehensive and well-structured tutoring model, featuring:

The Louisiana Legislature has invested $30 million to support the Accelerate: High-Dosage Tutoring initiative. This funding ensures that tutoring sessions occur during the school day, enabling students to benefit from additional instruction without extending their schedules.

Additionally, Louisiana has launched complementary programs like the Steve Carter Tutoring Program, which offers eligible students $1,500 digital vouchers for tutoring services outside the school day. Since its inception in late 2022, this program has facilitated over 122,000 tutoring sessions, underscoring the high demand for academic support.

The Louisiana Models of Excellence program  celebrates schools and districts that exemplify the state’s educational priorities. By sharing success stories and creating partnerships, the initiative aims to inspire and guide other districts in adopting innovative practices. West Feliciana Parish Schools is now part of an elite group of districts that have received this honor, including East Feliciana Public Schools, Rapides Parish Schools, and others.

West Feliciana Parish Schools’ recognition as a Model of Excellence reflects its unwavering dedication to student success and its commitment to continuous improvement in education. By embracing high-dosage tutoring, the district has created a scalable and effective model for addressing learning gaps and preparing students for academic challenges. This honor not only highlights the innovative strategies used by the district but also serves as a powerful testament to what can be achieved when educators, parents, and students work collaboratively toward shared goals.

The district’s approach demonstrates that with the right tools, training, and focus, it is possible to significantly improve student outcomes even in the face of challenges like pandemic learning gaps. West Feliciana Parish Schools has proven that strategic planning and targeted interventions can transform education for the better, offering a roadmap for other districts across Louisiana to follow. As a shining example of the potential of high-dosage tutoring, the district’s success underscores the importance of investing in programs that prioritize equity and access to quality education.

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