Tag: Louisiana education

LSU Expands Its Research Impact From Coastal Science to Cancer Research

Louisiana State University reached another major research milestone, reporting more than $600 million in annual research impact expenditures across its unified flagship campuses, according to this news release from Louisiana State University.  The achievement marked the fifth consecutive year of record-setting research activity for LSU, reflecting continued growth in scientific discovery, academic collaboration, and research investments throughout Louisiana. According to LSU’s research momentum report, the university’s flagship campuses collectively recorded $601 million in research expenditures during fiscal year 2024–2025, an 11% increase from the previous year’s $543 million. The latest figures continued a multiyear expansion that saw LSU’s annual research activity climb from $366 million in fiscal year 2021 to more than $600 million in fiscal year 2025.

Research impact and expenditures represent the money institutions spend conducting research, including funding for scientific equipment, laboratory operations, personnel, and specialized projects. Unlike research awards, which reflect funding commitments, expenditures measure actual research activity during a reporting period. LSU’s figures showed consistent annual increases, with research spending reaching $429 million in 2022, $488 million in 2023, $543 million in 2024, and $601 million in 2025. Each flagship campus contributed to the latest increase.

The university’s expanding research portfolio encompasses several disciplines, including environmental science, agriculture, medicine, and nutrition. At LSU’s main campus in Baton Rouge, researchers have participated in major projects addressing Louisiana’s coastal environment and the future of the Mississippi River Delta. In 2023, LSU and Tulane University received a $22 million award from the National Academies of Sciences, Engineering, and Medicine to lead a research consortium examining the Lower Mississippi River Delta.

The project, co-led by LSU geology professor Sam Bentley, also supports the preparation of emerging coastal scientists. Bentley previously received $3.8 million in 2022 for a collaborative project with the Bureau of Ocean Energy Management to investigate underwater mudslides near the Mississippi River’s entrance into the Gulf. Both initiatives contribute to research involving coastal processes and environmental conditions important to Louisiana’s communities and industries.

Agricultural research has also contributed to LSU’s growing scientific activity. The LSU AgCenter continues its established crop-breeding programs for rice, sugarcane, and sweet potatoes while expanding investigations into invasive species. Its research initiatives include an Invasive Species Consortium and a Center of Research Excellence, which focus on threats such as feral pigs, apple snails, and giant salvinia. These organisms can damage agricultural production, waterways, and natural ecosystems. Nationally, invasive species are estimated to cause $120 billion in annual damage, underscoring the importance of coordinated research extending from the Great Lakes to the Gulf Coast.

Health sciences represent another significant area of collaboration and research impact. Since 2018, LSU has led the Gulf South Clinical Trials Network through the National Cancer Institute’s Community Oncology Research Program. The initiative connects researchers and medical providers to expand cancer clinical trial opportunities throughout Louisiana and Southern Mississippi. The network involves LSU Health New Orleans, LSU Health Shreveport, Ochsner Health, and Mary Bird Perkins Cancer Center. It also supports the LSU-LCMC Health Cancer Center, established in 2022, and its pursuit of National Cancer Institute designation.

Meanwhile, LSU’s Pennington Biomedical Research Center and LSU Health New Orleans are participating in Nutrition for Precision Health, a national study supported by the National Institutes of Health. Launched in 2022, the initiative examines how genetics, metabolism, physiology, behavior, and microorganisms influence individual responses to nutrition. Led locally by researchers Eric Ravussin and Dr. Lucio Miele, the project seeks to advance understanding of personalized dietary recommendations. LSU’s latest milestone highlights the growing scale of research conducted across Louisiana’s flagship university system and its continuing role in addressing regional and national challenges.

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Science, Nursing and MBA Programs Help Drive Enrollment Growth at Nicholls

A larger freshman class, improved student retention and strong growth in several academic programs helped shape the fall 2026 semester at Nicholls State University, even as lower dual-enrollment participation contributed to a modest decline in the university’s overall headcount, according to this news release from the university.

Official fall enrollment figures showed 5,795 students enrolled at Nicholls on the 14th class day. Among them were 1,088 first-time freshmen, representing a 1.4% increase from the previous year. Graduate enrollment also climbed 4.1%, adding to signs of growth in both new undergraduate enrollment and advanced degree programs. Detailed figures are available through the university’s Office of Institutional Research, Effectiveness and Planning, which publishes enrollment reports for the fall, spring and summer semesters.

Nicholls’ overall enrollment decreased by approximately 1.7%, but university officials attributed much of that decline to fewer local high school students participating in dual enrollment. Dual-enrollment programs allow students to take college-level courses while still enrolled in high school, meaning changes in participation can affect a university’s total enrollment without necessarily reflecting a similar shift in its traditional undergraduate population. Once dual-enrollment students were excluded, Nicholls’ year-over-year enrollment remained approximately even.

Another significant measure came from student retention. Nicholls reported a 74.93% first-time freshman retention rate, an increase of 1.5%. Retention generally measures the percentage of first-year students who return for their second year, making it an important indicator for colleges because enrollment growth depends not only on attracting new students but also on supporting those already on campus.

Nicholls President Jay Clune said the combination of freshman growth and improved retention suggested that the university was seeing progress both in recruiting students and keeping them enrolled. He connected the figures to Nicholls’ broader goal of providing students with a strong collegiate experience in Louisiana.

The number of students receiving Taylor Opportunity Program for Students, or TOPS, awards also increased by 3.9%. TOPS is Louisiana’s state scholarship program for qualifying high school graduates and includes several award levels based on academic requirements. For Louisiana institutions such as Nicholls, changes in the number of TOPS recipients can provide another indication of the composition of the incoming and continuing student population.

Growth was especially noticeable within the College of Sciences and Technology, where enrollment rose 5.2%. The college includes programs in areas such as applied sciences, biological sciences, mathematics, petroleum engineering technology and safety management, all of which contributed to the increase. The college offers associate, bachelor’s and master’s degree programs along with pre-professional pathways in scientific and technical fields.

Enrollment at the Thibodaux Regional Health System School of Nursing increased 1.1%. Additional growth could follow the completion of expanded nursing facilities scheduled for later in fall 2026. Nicholls offers several nursing pathways, including a Bachelor of Science in Nursing and graduate-level options designed to prepare students for clinical practice and advanced roles in health care.

One of the university’s largest percentage increases occurred at the graduate level. The Master of Business Administration program recorded a 65.5% enrollment increase. Nicholls offers both evening and online MBA pathways through the Al Danos College of Business, providing options for recent graduates as well as working professionals seeking an advanced business degree.

Taken together, the fall 2026 figures present a more detailed picture than the university’s overall enrollment change alone. While total headcount declined slightly because of lower dual enrollment, gains among first-time freshmen, returning students, graduate students and several academic programs showed areas of continued growth as Nicholls entered the new academic year.

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Louisiana Renews Focus on Classroom Learning Time

Louisiana’s recent academic gains have placed greater attention on what happens inside classrooms each day—and state education leaders say maintaining orderly classroom learning environments is an important part of sustaining that progress, according to this news release from LDOE. State Superintendent of Education Dr. Cade Brumley recently called on Louisiana school systems to protect instructional time by establishing classrooms that are calm, structured, and focused on learning. In a July 27 letter to school system leaders, Brumley emphasized that schools should maintain peaceful and orderly environments while consistently addressing behavior that interferes with teaching and learning.

The message came as Louisiana continued to report some of its strongest academic results in recent years. According to the Louisiana Department of Education, the state climbed from 49th overall in 2019 to 32nd on The Nation’s Report Card, its highest position to date. The national assessment measures fourth- and eighth-grade performance in reading and mathematics and provides states with a common measure for tracking academic achievement over time.

Louisiana also ranked first among states in reading growth and second in mathematics growth on the 2026 Education Scorecard, a report produced by researchers from Harvard University, Stanford University and Dartmouth College. Louisiana was the only state whose average performance exceeded 2019 levels in both subjects. Meanwhile, the state’s latest LEAP assessments produced the highest proficiency rates recorded in Louisiana’s testing program.

That approach builds on several years of state efforts aimed at reducing unnecessary demands on educators. Louisiana’s Let Teachers Teach initiative examined policies and practices that can take teachers away from their central responsibility of instruction. Combined with subsequent state policies and local school-system changes, the recommendations were intended to help educators devote more of the school day to teaching students rather than navigating avoidable administrative or classroom-management obstacles.

Protecting classroom learning and instructional time is especially important because even relatively small disruptions can accumulate across a school year. Classroom management is therefore more than a disciplinary issue. Clear routines, predictable expectations and consistent responses can help teachers maintain the conditions necessary for lessons, discussions, independent practice, assessments and other academic activities.

Brumley also identified bullying as a significant threat to productive learning environments. During Louisiana’s 2026 Regular Legislative Session, lawmakers adopted House Resolution 333, which urged public school governing authorities and employees to comply with and enforce the state’s existing anti-bullying requirements. The measure passed theLouisiana House on June 1 by an 86-0 vote.

Under Louisiana law, public elementary and secondary school governing authorities must incorporate policies prohibiting student bullying into their student codes of conduct. Those policies are intended to operate throughout the school year and work alongside school discipline rules, curriculum and violence-prevention efforts.

State law also requires school systems to maintain procedures for reporting and investigating alleged bullying,appropriately disciplining students found responsible and providing remedies for students who have experienced bullying. These requirements make anti-bullying efforts part of a broader responsibility to create school environments where students can participate in instruction without intimidation or repeated disruption.

Brumley’s message ultimately connected classroom culture with Louisiana’s larger academic goals. The state’s improving national rankings and record LEAP results demonstrate measurable progress, but sustaining those gains requires more than academic standards and instructional materials alone. Teachers also need sufficient time and appropriate conditions to use those resources effectively.

By asking school leaders to reinforce behavioral expectations, consistently address disruptions and fulfill existing anti-bullying responsibilities, Louisiana education officials are emphasizing that school climate and academic instruction are closely connected. As another school year begins, protecting classroom learning time has become part of the state’s broader effort to build on its recent educational progress.

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Strong Teacher Preparation Begins at Nicholls

Preparing future teachers to help children become confident readers begins long before they enter their own classrooms. That preparation starts in university teacher education programs, where aspiring educators develop the instructional knowledge and practical skills needed to teach literacy effectively. Nicholls State University recently earned national recognition for its commitment to this mission after receiving an “A” rating from the National Council on Teacher Quality (NCTQ) for the quality of its elementary teacher preparation program in reading instruction, as per this news release from the school.

The recognition places Nicholls among institutions nationwide that have demonstrated a strong commitment to preparing future elementary educators using evidence-based literacy practices. The university’s elementary education program was highlighted in NCTQ’s national report, Teacher Prep Review: Decoding Progress in Reading Preparation, which evaluated how effectively colleges and universities prepare teacher candidates to teach reading using research-supported instructional methods.

Rather than relying on outdated approaches, the report found that Nicholls fully aligns its curriculum with the science of reading, an evidence-based framework supported by decades of cognitive science, education research, and classroom practice. The science of reading focuses on five essential components that help children develop strong literacy skills: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. Together, these foundational skills help students learn not only how to decode words but also how to understand and analyze what they read.

Faculty within the College of Education and Behavioral Sciences have prioritized building a program that equips graduates with practical instructional strategies they can implement immediately upon entering Louisiana classrooms. Dean Dr. Kimi Reynolds explained that the college has focused on ensuring future educators graduate fully prepared to make an immediate impact on student learning. She noted that the national recognition reflects the faculty’s commitment to addressing literacy challenges by preparing teachers with the knowledge and instructional practices children need to become successful readers from their first day in the classroom.

To determine its ratings, NCTQ conducted a comprehensive review of Nicholls’ elementary education curriculum. Evaluators examined course syllabi, lecture materials, assigned readings, classroom assessments, and student teaching experiences to determine whether future teachers were being trained using instructional methods supported by current literacy research. Programs also were evaluated on their ability to avoid outdated teaching practices that research has shown to be less effective for developing early reading skills.

The university’s recognition also reflects broader efforts occurring across Louisiana to strengthen literacy instruction. In recent years, the state has expanded its focus on evidence-based reading instruction through teacher professional development, literacy screeners, instructional coaching, and high-quality classroom materials. Universities such as Nicholls play an essential role in these statewide initiatives by ensuring newly certified teachers enter the profession already familiar with these instructional practices rather than learning them only after beginning their careers.

For aspiring educators, strong teacher preparation offers benefits that extend well beyond graduation. Programs grounded in research help future teachers develop classroom management skills, effective lesson planning strategies, assessment techniques, and instructional flexibility needed to support learners with diverse backgrounds and abilities. This preparation is particularly important in elementary classrooms, where early literacy instruction influences long-term academic success across every subject area.

As schools continue working to improve reading achievement, the quality of teacher preparation programs will remain a critical factor in student success. By earning national recognition for its reading instruction curriculum, Nicholls State University has demonstrated its commitment to preparing educators who are equipped with the knowledge, practical experience, and evidence-based instructional strategies necessary to help Louisiana’s youngest learners become confident, capable readers.

Readers interested in learning more about the national rankings can explore the full Teacher Prep Review through the National Council on Teacher Quality. Additional information about teacher education programs offered through theNicholls State University College of Education and Behavioral Sciences is also available online.

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Louisiana Students Post Strong Reading Gains in Latest Literacy Report

Louisiana’s youngest learners made significant progress in reading gains during the 2025-2026 school year, according to newly released literacy screener data from the Louisiana Department of Education. Results showed that the percentage of kindergarten through third-grade students reading on or above grade level increased by 16.5 percentage points between the beginning and end of the school year, continuing a multi-year trend of literacy growth across the state.

State education leaders attributed the gains to Louisiana’s continued focus on evidence-based literacy instruction grounded in the science of reading. The latest results represent the third consecutive year of notable improvement since Louisiana implemented mandatory literacy screeners for all public school students in grades K-3. Officials noted that while the progress is encouraging, the state remains focused on building upon these gains and strengthening literacy outcomes for all students.

Louisiana State Superintendent of Education Dr. Cade Brumley emphasized that the results reflect the dedication of teachers across the state and the continued implementation of instructional practices centered on foundational reading skills. Education leaders pointed to the importance of maintaining a consistent approach while continuing to support educators with high-quality instructional materials, professional development opportunities, and targeted intervention strategies.

The most recent literacy screening data revealed growth across every grade level. Kindergarten students experienced the largest increase, nearly doubling their proficiency rates over the course of the school year. First-grade students also posted substantial gains, while second and third graders continued to show steady improvement.

The nearly 40-point increase among kindergarten students stood out as one of the most significant findings in the report. Deputy Superintendent Dr. Jenna Chiasson noted that educators are increasingly using literacy screener data to identify student needs early and provide individualized support before reading difficulties become more challenging to address. She highlighted the strong kindergarten growth as particularly encouraging while pointing to the steady year-over-year gains occurring throughout the elementary grades.

The report also showed continued progress among students with disabilities. During the 2025-2026 school year, students receiving special education services increased their reading proficiency rates by 10.3 percentage points. Education leaders have emphasized the importance of ensuring literacy initiatives reach all student populations, particularly those who may require additional instructional support and intervention.

The latest results represent more than just year-to-year improvement. Compared with spring 2025, Louisiana’s overall end-of-year reading proficiency rate increased by an additional 2.1 percentage points, demonstrating continued upward momentum even after several years of statewide literacy gains.

The state’s emphasis on early literacy has also received national attention. Earlier this year, Louisiana ranked first in the nation for reading growth and became the only state to surpass pre-pandemic achievement levels in both reading and mathematics on the Education Recovery Scorecard, a project developed by researchers from Harvard University,Stanford University, and Dartmouth College. Louisiana fourth graders have also led the nation in reading growth across the past two cycles of The Nation’s Report Card, further highlighting the state’s sustained academic progress.

Additionally, Louisiana recently earned national recognition for implementing a comprehensive early literacy policy that includes universal K-3 screening, targeted intervention programs, and promotion policies designed to ensure students develop strong reading skills before advancing to higher grade levels.

Educational researchers have long emphasized that early literacy is one of the strongest predictors of future academic success. Students who become proficient readers during their elementary years are generally better positioned to succeed in later coursework across all subject areas. Louisiana’s latest literacy results suggest that the state’s sustained focus on evidence-based instruction and early intervention continues to produce measurable gains for young learners.

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Statewide Education Reform Drives Louisiana’s Reading and Math Success

Louisiana continues to gain national recognition for academic improvement and education reform according to the latest Education Scorecard released by researchers from Harvard University, Stanford University, and Dartmouth College. According to this news release from LDOE, the 2026 report ranked Louisiana first among states in reading growth and second among states in math growth, making the state the only one in the country to surpass pre-pandemic achievement levels in both subject areas. The findings marked another major milestone in Louisiana’s ongoing education recovery efforts following the academic disruptions caused by the COVID-19 pandemic.

State education leaders described the rankings as evidence that long-term investments in literacy, mathematics instruction, tutoring, and evidence-based educational strategies are producing measurable academic gains for students across Louisiana. Louisiana State Superintendent of Education Dr. Cade Brumley praised students and teachers for driving the improvements while emphasizing that state leaders intend to continue pushing for stronger academic outcomes. Governor Jeff Landry also credited the state’s instructional reforms and focus on foundational academic skills for helping Louisiana emerge as a national leader in student growth.

The latest report built on strong results from the previous year’s scorecard, which measured recovery between 2019 and 2024. The newest rankings focused on growth from 2022 through 2025 and showed Louisiana maintaining its national momentum. Researchers reported that Louisiana ranked first among states in reading growth and second in math growth while remaining the only state to exceed 2019 achievement levels in both areas. Nationally, most states continue working to recover from pandemic-related learning disruptions, particularly in reading performance.

Researchers involved with the Education Scorecard noted that Louisiana’s recovery stood out because many states have struggled to return students to pre-pandemic achievement levels. Tom Kane, faculty director of the Center for Education Policy Research at Harvard University, explained that the pandemic intensified academic declines that had already been developing in many parts of the country. According to Kane, Louisiana demonstrated what can happen when state leaders consistently implement evidence-based interventions and provide districts with the support needed to carry out instructional improvement efforts effectively.

The report’s national findings further highlighted the significance of Louisiana’s results on education reform. While many states are only beginning to show signs of reading recovery, Louisiana students have already surpassed pre-pandemic performance levels in reading and emerged as one of only two states to exceed pre-pandemic levels in math. Researchers pointed to several strategies that appear to contribute to successful recovery efforts nationwide, including targeted academic support, evidence-based instructional practices, and the sharing of effective local school system strategies.

Several Louisiana school systems also received recognition for education reform as “Districts on the Rise,” a designation awarded to districts demonstrating unusually strong academic growth compared with similar systems in their states. Natchitoches Parish School Board earned recognition for improvement in both reading and math, while West Baton Rouge Schools, St. Martin Parish Schools, and Concordia Parish School Board were recognized for reading gains. Additional honors for math growth went to Lafourche Parish School District, St. John the Baptist Parish Public Schools, and Webster Parish Schools.

The Education Scorecard itself represents a major national research collaboration between the Center for Education Policy Research at Harvard University, Stanford University’s Educational Opportunity Project, and faculty researchers at Dartmouth College. The project combines state assessment results from approximately 35 million students in grades 3 through 8 with national assessment data to provide district-level insight into academic recovery trends across the United States.

Louisiana’s continued academic progress has increasingly positioned the state as a national example of large-scale education recovery efforts. While state leaders acknowledged that challenges such as chronic absenteeism and uneven district performance still remain, the latest scorecard results demonstrated that sustained investments in instructional quality, targeted intervention programs, and teacher support can contribute to measurable student achievement growth. As districts continue implementing literacy, mathematics, and attendance initiatives, Louisiana education leaders hope to build on the momentum reflected in the latest national rankings.

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