Tag: Louisiana 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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LSU Partnership Positions UNO for a Bold Campus Rebirth

The UNO Lakefront campus, long recognized as a cornerstone of higher education and community engagement in the region, entered a defining moment as it prepared to transition into the LSU System, as per this news release from Louisiana State University. Once home to nearly 17,000 students prior to Hurricane Katrina, the campus’s enrollment had declined to roughly 5,000 students in recent years, prompting an urgent need for fresh investment and renewed strategic direction. Temporary operational stability had been achieved thanks to the Louisiana State Legislature’s allocation of $20 million to the University of Louisiana System during the 2024 legislative session and the efforts of UNO leaders. Still, the spirit of alumni and the strength of the Lakefront community remained steadfast, anchoring hopes for revitalization.

A major milestone will occur on July 1, 2026, when operational oversight of the Lakefront campus officially shifts from the University of Louisiana System to the LSU System. This change signaled far more than a procedural governance update. It represented an opportunity to reimagine the university’s academic mission, rebuild enrollment, and fully activate the value of its remarkable lakefront location. To guide this process, a new transition team composed of alumni, industry specialists, and administrators from both institutions was formed. The group planned to convene on November 5 for a half-day planning session focused on academic priorities, facility improvements, athletics, and community partnerships.

The transition team’s agenda drew inspiration from successful models at LSU Alexandria, LSU Eunice, and LSU Shreveport—campuses that had strengthened enrollment and academic programming by sharing resources across the LSU System and aligning academic offerings with regional workforce needs. Chancellors from these institutions were scheduled to share insights during the planning session, emphasizing strategies that had generated measurable success.

A central focus of the upcoming transition involved reshaping the academic profile of the Lakefront campus to align with Louisiana’s contemporary economic landscape. Proposed enhancements included expanded healthcare education in collaboration with LSU Health, broader engineering pathways that reflect industry demand, and strengthened national-defense and research initiatives leveraging the campus’s unique location. The plan also included growing arts administration programs and elevating hospitality, tourism, and culinary offerings—logical expansions in a city globally renowned for its cultural and gastronomic identity. With New Orleans serving as one of the world’s leading destinations for food, hospitality, and culture, the campus stood well-positioned to become a premier educational hub for these industries.

Athletics also remained a significant part of the UNO Lakefront identity. The transition group included well-known figures such as former head basketball coach Tim Floyd and former athletic director Ron Maestri, both of whom would help ensure that Privateer traditions remained central even as new strategies were introduced. With increased enrollment, intensifying alumni engagement, and collaboration with LSU Athletics, future LSU New Orleans sports programs—such as basketball in the Arena and baseball at Maestri Field—would be poised for competitive and sustainable growth.

Collaboration extended beyond campus boundaries. Leaders from sectors such as tourism, healthcare, technology, real estate, maritime industries, national defense, and finance were expected to provide guidance throughout the transition. Their support aimed to strengthen economic mobility, expand career opportunities, and position the Lakefront campus as an engine for regional growth.

Ultimately, the shift into the LSU System represented more than a structural realignment. It symbolized the renewal of the original vision for the LSU New Orleans Lakefront campus: a thriving, world-class institution where students could innovate, discover, and prepare for meaningful futures. As the transition unfolded, one message echoed clearly—New Orleans deserved a flagship institution fully aligned with its culture, its industries, and its aspirations.

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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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“Career Ready Colonels” to Define Nicholls’ Next Decade

As part of its commitment to academic excellence and community impact, Nicholls State University is preparing to roll out a new initiative called “Career Ready Colonels”. This program, set to begin in 2026, is being developed as part of the university’s 10-year reaffirmation process with its accrediting body, the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). Every decade, institutions such as Nicholls undergo this process to ensure they are continuing to meet standards of quality, accountability, and innovation, as per this news release from Nicholls.

The Quality Enhancement Plan (QEP), which must be created as part of reaffirmation, is deeply connected to Nicholls’ new Strategic Plan. This alignment ensures that the university’s vision for the future remains cohesive, intentional, and student-focused. University leaders have emphasized that “Career Ready Colonels” will serve as the cornerstone of that vision, building on Nicholls’ history of cultivating graduates who are prepared to succeed in an evolving job market.

Although the university experienced a slight decline in overall enrollment for Fall 2025—reporting 5,893 total students—certain programs showed remarkable growth. For example, Management, Marketing, and Business Administrationincreased by 9.4%, while Applied Sciences soared by 37.4%. Graduate Studies also demonstrated significant progress, with programs in Sciences and Technology growing by 36.4% and Nursing by 9.2%. Social Sciences registered a steady rise of 5.5%.

These upward trends highlight areas of academic strength and market demand, demonstrating Nicholls’ ability to adapt to workforce needs. The university also reported that over 75% of students hail from the eight-parish region of south Louisiana, with an impressive 12% increase specifically from Assumption Parish. Additionally, more than half of first-time freshmen—52%—identified as first-generation college students, underscoring Nicholls’ mission to expand access to higher education for families who have not previously pursued college degrees.

The “Career Ready Colonels” QEP will focus on building career competencies across all disciplines. Students will be engaged in curriculum-based, practical experiences designed to sharpen skills in critical and creative thinking, communication, and professionalism. By embedding these proficiencies into academic programs, Nicholls aims to prepare graduates not only for employment but also for leadership roles in their communities.

University officials explained that this plan is designed to bridge the gap between higher education and workforce readiness, ensuring that Nicholls students stand out to employers upon graduation. In today’s competitive market, employers are increasingly seeking graduates who bring not only technical knowledge but also adaptability, problem-solving ability, and strong interpersonal communication. Nicholls’ QEP directly responds to those needs.

Alongside programmatic initiatives, the university is investing in state-of-the-art facilities to support academic growth. Construction is underway for the expansion of the Thibodaux Regional School of Nursing, along with the renovation ofGouaux Hall. Plans are also moving forward to build a new complex housing both the Al Danos College of Business Administration and the Louisiana Maritime Academy.

One of the most innovative programs launched this year is the Student Early Acceptance Track (S.E.A.T.) in Nursing. Introduced in Fall 2025, this initiative allows high school seniors to secure a spot in Nicholls’ competitive Bachelor of Science in Nursing program before graduation. Students who qualify are guaranteed a clinical seat, avoiding the stress of competing for limited spots after enrollment.

With the launch of “Career Ready Colonels,” new construction projects, and innovative recruitment programs like S.E.A.T., Nicholls State University is positioning itself for long-term success. While enrollment numbers fluctuate, the university’s clear focus on academic quality, career readiness, and student opportunity demonstrates its enduring commitment to the region it serves. By equipping students with the knowledge, skills, and confidence to thrive beyond campus, Nicholls continues to solidify its role as a driving force for educational and economic growth in south Louisiana.

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Campus Safety Strengthens Through State Funding at Acadiana Schools

Fourteen schools across the Acadiana region recently secured more than $500,000 in state funding aimed at improving campus safety. These funds, distributed through a competitive program, will allow schools to install upgraded security measures such as modernized cameras, reinforced classroom locks, and mass communication systems, ensuring a stronger safety network for students and staff alike, as per this article from The Advocate.

The school campus safety grant program, now in its third year, has consistently awarded $5 million annually to strengthen security across Louisiana. The initiative covers a wide range of campus needs, from new fencing and doors to enhanced emergency planning and improved training for faculty. This year, out of 575 applicants, 117 schools were selected to receive funding, including the 14 Acadiana-area institutions announced in July.

These grants are managed by the Louisiana Center for Safe Schools, which was established in 2023 following the tragic shooting at Robb Elementary School in Uvalde, Texas. Created through legislation and operating under theLouisiana Governor’s Office of Homeland Security and Emergency Preparedness (GOHSEP), the center is tasked with equipping schools with both the resources and training needed to prevent and respond to emergencies. Awarded schools are reimbursed for eligible costs but must complete their projects within about 12 months.

In Acadia Parish, six schools benefited from this year’s campus safety awards. North Crowley Elementary, Ross Elementary, Crowley Middle, Iota Middle, Crowley High, and Midland High each received $50,000. Their projects include installing classroom locks, adding exterior lighting, placing new security cameras, applying protective security film, and in some cases, integrating mass communication systems to alert staff and students in the event of an emergency. Rayne High School also joined this list, with plans to expand its communication systems alongside other upgrades.

Iberia Parish secured two awards. Iberia Middle School received $30,227 to strengthen its camera network, while New Iberia Senior High gained $49,782 for similar improvements. In Lafayette Parish, St. Cecilia Catholic School and Westminster Christian Academy Lafayette both earned $50,000. St. Cecilia will direct its funds toward an expanded camera system, while Westminster plans to install fencing, gates, and surveillance equipment.

In St. Landry Parish, the Academy of the Sacred Heart received $46,290 for access control measures. Westminster Christian Academy also obtained $50,000, which will be used for doors, security cameras, and a public address system to ensure faster communication during emergencies. Nearby, St. Martin Parish saw St. Bernard Schoolawarded $49,423 to expand its security camera coverage.

Beyond Acadiana, other schools across Louisiana also secured support. The Calcasieu Parish Alternative Site and Johnson Bayou High School in Cameron Parish both earned funding to enhance security. Meanwhile, Jefferson Parish Public Schools, the state’s largest district, received the highest number of grants overall, with 13 schools funded.

These awards reflect a broader statewide effort to address safety concerns in schools. The Louisiana Center for Safe Schools has emphasized that funding is only one piece of the puzzle; schools must also commit to thorough training and preparedness planning. The integration of physical security upgrades, combined with strong communication strategies, is designed to reduce vulnerabilities and ensure that campuses are ready to respond effectively to potential threats.

As Louisiana continues to invest in safety, these grants provide a crucial foundation. They not only supply schools with the necessary technology and infrastructure but also reinforce a larger cultural shift toward prioritizing prevention and preparedness. For Acadiana schools and beyond, this funding marks an important step toward creating more secure learning environments where education can thrive without the shadow of safety concerns.

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New LEAP Data Shows Louisiana Moves Closer to Excellence

The Louisiana Department of Education (LDOE) has released the 2025 results for the Louisiana Educational Assessment Program (LEAP), and the data shows promising signs of academic improvement. According to the latest report, the overall percentage of students in grades 3 through 8 who scored at the Mastery or Advanced levels (referred to as Mastery+) has risen by one percentage point. In the 2024–2025 academic year, 35 percent ofLouisiana students achieved Mastery+, up from 34 percent the previous year, as per this news release from LDOE.

Mathematics saw a particularly encouraging increase. The statewide Mastery+ rate for math among students in grades 3 through 8 climbed two percentage points to reach 33 percent. This improvement aligns with the LDOE’s larger strategy aimed at bolstering mathematics performance throughout the state. Since 2021, Louisiana has experienced a five-point increase in Mastery+ rates for these grade levels, highlighting steady and sustained academic gains.

A closer look at the results reveals that 80 percent of Louisiana’s school systems either maintained or improved their Mastery+ scores for grades 3–8. Similarly, 74 percent of systems saw stable or improved results across grades 3–12. These outcomes suggest that widespread efforts to improve instruction and student achievement are yielding positive results.

Louisiana State Superintendent of Education Dr. Cade Brumley credited teachers for the progress, noting that their dedication and hard work have been central to the state’s continued academic growth. However, he also emphasized that the journey is far from over. Brumley explained that while the upward trend is encouraging, Louisiana must intensify efforts to support its educators, elevate expectations for students, and maintain a clear focus on academic success.

This year’s results will contribute to school performance scores, which the LDOE is expected to release later in 2025. Notably, these will be the final performance scores calculated under Louisiana’s current accountability system. Beginning with the 2025–2026 academic year, LEAP results will feed into a revised accountability framework designed to elevate academic standards and better reflect student readiness.

The new accountability system aims to set higher expectations for schools while also placing a stronger emphasis oncareer readiness and making school performance data more accessible to the public. The first official scores using this revised system will be published in 2026.

One additional development of note is the early release of the LEAP results. For the first time since 2016, statewide LEAP data was made available in early July. On June 30, the LDOE distributed student-level reports to school systems, and system-level results were made public soon after. This earlier release schedule enables schools to prepare more effectively for the upcoming year by aligning instruction and support to meet current student needs.

The LDOE is urging school systems to share LEAP results with families as soon as possible. Parent guides and other resources are available on the department’s official website, offering explanations of test scores and suggestions for how families can support student learning.

LEAP assessments are administered to students in grades 3 through 12 and cover English language arts, math, science, and social studies. Students are evaluated using five performance levels: Unsatisfactory, Approaching Basic, Basic, Mastery, and Advanced. Those scoring at Mastery or Advanced levels are considered proficient, indicating that they are prepared for the next grade level without needing remediation.

As part of its ongoing efforts to enhance assessment quality, the LDOE is also preparing to release new social studies results later this year. These results will be based on updated standards known as the Freedom Framework, and the corresponding test was administered operationally for the first time during the 2024–2025 school year.

Together, these developments signal a critical moment of progress and transition for Louisiana’s public education system—one that blends measurable academic gains with strategic innovation and higher expectations.

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