Tag: Louisiana Department of Education

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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Rewarding Excellence: How LEADS Is Changing Teacher Evaluations

The Louisiana Department of Education (LDOE) recently unveiled a significant overhaul of the state’s educator evaluation system, aimed at recognizing and supporting the diverse needs of teachers across the state, as per this news release. The new system, known as the Louisiana Educator Advancement and Development System (LEADS), represents a modern shift from the outdated practices of the past. Designed to both reward effective teachers and provide tailored support to those in need, LEADS is set to transform how teachers are evaluated, ultimately improving recruitment and retention in the education sector.

LEADS emerged from the recognition that the previous evaluation system, COMPASS, no longer served the diverse needs of educators in Louisiana. Under COMPASS, all teachers, regardless of their experience or past performance, were observed twice a year. This one-size-fits-all approach often led to inefficiencies, with little differentiation between seasoned educators and those still finding their footing in the profession. LEADS, on the other hand, introduces a more customized and responsive system that acknowledges the varying levels of experience and effectiveness among teachers.

One of the most notable aspects of the LEADS system is its emphasis on differentiation. Teachers with at least three years of experience who receive a high score on their first observation are given the option to forgo further observations for the rest of the school year. This approach rewards effective educators by reducing the time they spend in mandatory observations, allowing them more freedom to focus on their teaching. In contrast, newer teachers, or those who need additional support, receive more frequent observations—three times a year—to ensure they are getting the guidance necessary to develop their skills.

Louisiana State Superintendent of Education, Dr. Cade Brumley, highlighted the importance of this shift, noting that teachers have a profound impact on student learning. He emphasized that the new system is designed to honor those who excel in their craft while simultaneously providing the necessary support for new teachers to grow within their profession. The ultimate goal is to create an environment where all educators, regardless of experience level, are empowered to succeed.

Another key component of the LEADS system is its focus on providing more timely, useful, and actionable feedback to educators. The previous system often failed to deliver feedback that could genuinely enhance teaching practices. However, LEADS incorporates evidence-based practices and multiple measures to ensure that evaluations are both fair and transparent. Teachers are encouraged to engage in self-reflection and are given a voice in the evaluation process, making it more collaborative than ever before.

Deputy Superintendent Dr. Jenna Chiasson emphasized that these improvements are crucial for fostering the continuous growth and development of educators across the state. By building upon existing initiatives, LEADS aims to create stronger connections between evaluation and professional learning, ensuring that teachers receive the resources and support they need to improve their instructional practices. The expanded five-point rating scale introduced by LEADS offers more room for growth, allowing educators to see a clear path to improvement.

The development of LEADS was a comprehensive process that involved extensive feedback from educators across Louisiana. In 2022, the LDOE conducted a discovery survey involving over 8,000 educators and school leaders. The survey revealed that more than half of the participants did not feel that the existing evaluation system provided feedback that was truly beneficial for improving their instructional quality. Additionally, many educators expressed a strong desire for more opportunities for professional growth and development.

In conclusion, the introduction of LEADS marks a significant step forward for educator evaluation in Louisiana. By prioritizing differentiated support, improved feedback, and professional growth, the LDOE aims to create a system that not only recognizes and rewards effective teaching but also supports the development of all educators. As the state moves towards full implementation in 2025-2026, it is clear that LEADS has the potential to make a lasting impact onthe quality of education in Louisiana.

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The Future of Inclusive Education in Louisiana

In a promising development for education in the state of Louisiana, the Louisiana Department of Education (LDOE) has been granted a $10 million award aimed at creating an inclusive education experience revolutionizing career prospects for students with disabilities, as per this news release. This generous grant is part of a broader initiative called “Pathways to Partnerships,” initiated by the U.S. Department of Education, which spans 20 states and seeks to foster collaborations between various agencies. The primary objective is to facilitate a seamless transition into life beyond high school for individuals with disabilities.

Dr. Cade Brumley, the State Superintendent of Education in Louisiana, expressed his enthusiasm for the inclusive education project, stating, “We are excited about this opportunity to further support students with disabilities as they transition to successful lives beyond high school.” It’s part of a comprehensive plan to improve special education across the stateby enhancing the quality of programming and expanding access to resources and services for both students and their families.

Louisiana’s approach to this inclusive education initiative involves piloting a collaborative framework between high schools and Louisiana Rehabilitation Services (LRS). The central aim of this pilot program is to streamline the transition into careers for individuals with disabilities. Key components include providing thorough training to students in career exploration and job readiness. Moreover, the project will place a strong emphasis on innovative activities that create opportunities for students, such as internships and apprenticeships.

Dr. Brumley’s commitment to transforming the state’s educational landscape extends beyond this grant. In a letter issued to system leaders in August, he outlined several crucial steps that the LDOE is taking to modernize special education systems and processes. These measures include:

Special Education Playbook: This resource, which has already garnered recognition from education experts nationwide, condenses years of research into three best instructional practices to support students with disabilities. It serves as a guide and a call to action, aiming to close achievement gaps for these students. The LDOE is actively engaged in supporting school systems with its implementation through a statewide tour.

Enhanced Family Support: The LDOE is establishing a Special Education Ombudsman who can hold confidential conversations with parents. Additionally, an extra complaint investigator is being added to bolster support.

Enhanced Teacher and Leader Support: This involves providing technical support through statewide access to special education law and compliance training. The LDOE will also deploy staff to support school systems with special education compliance. In more severe cases, a special master with direct oversight authority may be placed within a system to ensure comprehensive program enhancements.

The Pathways to Partnerships program, administered by the ED’s Rehabilitation Services Administration, represents a substantial commitment to the improvement of education and career prospects for individuals with disabilities. As the largest discretionary grant of its kind, it underscores Louisiana’s ongoing commitment to extending access to high school credentials, post-secondary education, and employment opportunities through various graduation pathways.

The path to success is carefully mapped out, with full funding awarded to successful applicants for a five-year project period. This long-term commitment allows recipients to pilot, refine, and implement their proposed projects, all while collecting and analyzing crucial project data.

The $10 million grant awarded to the Louisiana Department of Education signifies a momentous step towards fostering better inclusive educational and career opportunities for students with disabilities. Dr. Cade Brumley’s leadership and the multi-faceted approach taken by the LDOE demonstrate their unwavering commitment to improving special education systems and ensuring a brighter future for these students. In our ever-evolving educational landscape, initiatives like Pathways to Partnerships provide hope for a more inclusive and equitable future. Louisiana’s journey towards improved opportunities for students with disabilities stands as an exemplary model for other states to follow.

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