Tag: Louisiana education

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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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 Sets the Standard for Transparent School Accountability

Louisiana’s approach to evaluating schools recently earned national attention after being highlighted as a leading example of education and school accountability in the United States. In the 2026 Education Policy Playbook, released by ExcelinEd, the state’s revised school grading system was praised for its transparency and focus on measurable student outcomes, as per this news release from LDOE. That recognition, also highlighted by the Louisiana Department of Education, positioned Louisiana as a model for other states seeking clearer and more effective ways to evaluate school performance.

Education leaders in Louisiana have spent years refining how school performance is measured. According to State Superintendent of Education Dr. Cade Brumley, the state’s reforms reflect a broader effort to strengthen academic achievement while ensuring families have clear information about school quality. The revised system aligns with the state’s larger education priorities and presents accountability in a way that is easier for the public to understand while still maintaining rigorous expectations.

The recognition came from ExcelinEd, a national education nonprofit known for advising state policymakers on reforms designed to improve student achievement. Its annual Education Policy Playbook outlines accountability ideas and policy strategies that state leaders can use when developing school systems. In that report, Louisiana was identified as the national exemplar for how states can measure and communicate school performance effectively.

The playbook specifically pointed to Louisiana’s accountability framework, Grow. Achieve. Thrive. The system was praised for using a formula that is both rigorous and understandable. Rather than leaning on overly technical measures that can be hard for parents and communities to interpret, the framework centers on three core goals that track student success across multiple stages of schooling.

Louisiana’s revised accountability model focuses on helping students progress academically, reach proficiency in core subjects, and graduate ready for the future. The Louisiana Department of Education describes the framework through three clear priorities that give schools and families a shared understanding of success.

  • Grow focuses on yearly academic progress. Schools are evaluated on whether students demonstrate meaningful improvement in their learning from one year to the next. This part of the framework recognizes that growth matters greatly, especially for students who may begin below grade level.
  • Achieve measures whether students meet grade-level proficiency standards in key academic subjects. By emphasizing proficiency, the system keeps schools focused on helping students master foundational skills in areas such as reading, writing, and mathematics.
  • Thrive looks at long-term outcomes, especially whether students graduate prepared for what comes next. In Louisiana’s model, readiness includes preparation for college, career pathways, or military service. This final category connects school performance to the practical question of whether students are leaving high school with real options and real preparation.

Together, those three priorities create a balanced scorecard designed to measure both immediate academic progress and long-term readiness. That balance is one reason the ExcelinEd playbook held up Louisiana as an example other states may study.

The revised framework will begin generating official school performance scores in late 2026, reflecting data from the 2025–2026 school year. When those scores are released, families, educators, and policymakers will gain a clearer picture of how schools are performing across the state through the lens of Grow. Achieve. Thrive.

Supporters of the system believe the framework will provide a stronger and more useful picture of school quality than older accountability models. By emphasizing growth, proficiency, and readiness after graduation, Louisiana is aiming to show not only how students perform on paper, but also how well schools prepare them for life after high school.

As Louisiana moves toward releasing its first official results under the Grow. Achieve. Thrive. framework, the state’s national recognition suggests these accountability reforms may shape broader conversations about how school quality should be measured in the years ahead.

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