Tag: Louisiana education

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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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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