Tag: Louisiana education

How Louisiana Schools Are Improving Graduation Rates

The Louisiana Department of Education (LDOE) has announced a significant milestone in educational achievement with the release of the 2022-2023 graduation data. Overall graduation rates for Louisiana high schools has climbed to 83.2%, marking an upward trend from the 82.7% recorded in the previous year, as per this news release from LDOE. This increase not only underscores the hard work of educators and students but also reflects a larger statewide commitment to advancing educational outcomes.

In his comments on the data, Louisiana State Superintendent of Education Dr. Cade Brumley expressed his gratitude to educators and parents who played a crucial role in reaching this milestone. While he celebrated the rise in graduation rates, Brumley emphasized that the true goal remains preparing students for life beyond high school—whether in a career, college, or community service. He acknowledged the importance of maintaining this upward momentum and adding continued value to Louisiana diplomas by equipping students with skills relevant to their futures.

One of the most promising aspects of the report is the improvement in graduation rates for students with disabilities, which rose by 1.6 percentage points to reach 77.7%. This progress reflects Louisiana’s targeted efforts to provide support and resources that address the specific challenges faced by students with disabilities. For the third consecutive year, overall academic proficiency rates for this group of students have also improved, indicating steady advancement in providing equitable education.

  • Hiring a Special Education Ombudsman: Louisiana’s first special education ombudsman is tasked with improving family support and dispute resolution. This role provides families with a dedicated advocate, helping to resolve issues and build collaborative relationships between parents and schools.
  • Developing the Special Education Playbook for System Leaders: This resource compiles evidence-based strategies and lessons from schools that have successfully reduced learning gaps and accelerated outcomes for students with disabilities. This playbook offers school leaders a framework for creating supportive, inclusive learning environments.
  • On-site Technical Assistance and Professional Learning: To strengthen support across schools and districts, the LDOE has increased on-site technical assistance, allowing educators to receive targeted support that meets the unique needs of their students. Professional learning sessions have also been expanded, giving teachers and administrators the tools they need to foster inclusive and effective classroom environments.

Louisiana high schools collectively graduated 40,930 students in the 2022-2023 school year, an increase from the 40,648 graduates in the previous year. This rise in graduates showcases the growing strength of Louisiana’s education system, and signals the state’s dedication to supporting students in completing their high school education.

In June, Louisiana’s State Board of Education approved a revised accountability system to be implemented in the 2025-2026 school year. This new system aims to raise academic expectations for students, schools, and entire districts. It focuses on core academic subjects and career readiness, creating a pathway for students to gain meaningful work experience before graduating. The system also acknowledges schools that offer robust work-based learning opportunities, which align with the state’s vision of producing graduates who are prepared for both college and the workforce.

The latest graduation and proficiency data provide a snapshot of Louisiana’s progress and challenges in education. With rising graduation rates, improved outcomes for students with disabilities, and steady mastery levels, Louisiana is positioned to continue its upward trajectory in educational performance. The state’s renewed focus on accountability, teacher support, and family engagement highlights its commitment to ensuring that every student has access to a quality education that prepares them for life beyond high school.

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Engineering Program Expands with UNO Partnership

Nicholls State University recently took a transformative step toward advancing its local engineering program by establishing the Wm. Clifford Smith School of Engineering. This initiative, made possible by a generous $1 million donation from the family of Clifford Smith, honors the deep-rooted legacy of Clifford Smith, a respected civil engineer and land surveyor. In partnership with the University of New Orleans (UNO), this new school will enable students to obtain a comprehensive engineering degree, combining advanced academic instruction and hands-on industry experience, right in the Bayou Region, as per this news article from The Nicholls Worth.

The development of the Wm. Clifford Smith School of Engineering aligns with Nicholls’ commitment to providing relevant, career-oriented education to its students and further enhances the region’s educational landscape. Through their partnership with UNO, Nicholls can offer students a streamlined pathway to earn an engineering degree without needing to relocate to other regions, addressing a longstanding challenge for aspiring engineers in the area.

At the core of Nicholls’ vision for the Wm. Clifford Smith School of Engineering is its partnership with the University of New Orleans. This collaboration allows students at Nicholls to pursue an engineering degree through the established program offered by UNO. By bridging academic offerings between the two institutions, students in the Bayou Regiongain access to specialized engineering education that aligns with the current demands of the industry. This partnership empowers students to stay rooted in their community while achieving their professional goals, making it an appealing option for many who may have otherwise faced challenges in obtaining a comprehensive engineering education locally.

Alongside the academic benefits, the new school of engineering at Nicholls also opens doors for meaningful industry experience. Students pursuing an engineering degree will have access to internships with a leading regional engineering firm, allowing them to gain valuable, hands-on knowledge. The internships provide students with the skills and experience essential to their careers and offer local businesses the opportunity to contribute to the next generation of engineers who may eventually strengthen the regional workforce.

Clifford Smith’s family played a pivotal role in the development of the new school, motivated by their desire to honor his contributions to the field and to the Bayou community. Clifford’s son, Kenneth Smith, recounted the profound impact his father had on both the engineering industry and the local community, noting that his father’s career began through his work alongside his own father, T. Baker Smith, at their family business. T. Baker Smith founded the self-named firm in 1913, and following his passing in 1962, the company leadership was entrusted to Clifford. Under Clifford’s guidance, the firm became a mainstay in the Bayou Region’s engineering landscape, gaining a reputation for excellence and integrity.

According to Kenneth, Clifford’s legacy as a civil engineer and land surveyor “left an indelible mark on our profession and community.” Over the years, the T. Baker Smith firm has hired numerous Nicholls graduates, creating a strong bond between the institution and the firm. Kenneth highlighted this connection, expressing that the quality of Nicholls graduates has always been a testament to the value of Nicholls’ educational impact and alignment with industry standards.

Nicholls State University President Jay Clune expressed deep gratitude for the support of the Smith family, noting that this “generous gift” is a tribute not only to Clifford Smith but also to the Bayou Region as a whole. Clune emphasized that Clifford Smith’s name symbolizes “high-quality engineering and land surveying” and his contributions have extended beyond Nicholls to positively influence the entire region.

As the program evolves, Nicholls anticipates that the Wm. Clifford Smith School of Engineering will become a cornerstone of regional engineering excellence. By fostering local talent and maintaining strong connections with regional firms, the school will contribute meaningfully to the Bayou Region’s industry and economy, offering both an academic and economic boost to the local community.

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Louisiana Takes Steps to Reduce Student Standardized Testing Time

In a significant move to alleviate some of the pressure associated with standardized testing, Louisiana’s State Superintendent of Education, Dr. Cade Brumley, announced a major reduction in the amount of time students spend on state assessments. The Louisiana Department of Education (LDOE) is enacting these changes, which will immediately cut testing time by 20% for students taking the LEAP assessments in grades 3 through 8. According to this news release from LDOE, this adjustment will impact both English Language Arts (ELA) and mathematics exams, simplifying the writing portion and eliminating redundant questions. These alterations, which are the first steps in a broader plan to reduce testing time in the future, were made in consultation with testing experts to ensure that the assessments remain effective and reliable.

Dr. Brumley emphasized the careful approach taken to implement these changes. He acknowledged that feedback from parents, teachers, and students had been a driving force behind the decision, stating that reducing testing time has been a constant request. He reassured the public that the modifications would still allow for accurate measurement of student progress, providing valuable insight without unnecessary time spent on redundant tasks.

Starting in April 2025, students in grades 3 through 8 will see shorter testing periods for their annual LEAP assessments. Though the tests will still cover the full scope of Louisiana’s Student Standards for both ELA and math, specific redundancies that had been unnecessarily time-consuming are being removed. The goal is to maintain the same rigor in evaluating student learning, but with more efficient assessments that do not require students to complete tasks that do not add significant value to the overall evaluation.

For ELA, students can expect to spend 40 to 75 minutes less on their exams, depending on their grade level. This reduction is largely due to the removal of one writing prompt from the exam. Previously, each student had been required to complete two writing tasks, but this will be streamlined to just one. In math, students will see a reduction in testing time of about 30 to 40 minutes per exam. This will be achieved by cutting four machine-scored tasks and two constructed-response tasks from the test, which testing experts determined were not necessary for accurately measuring proficiency.

Public school students across the United States are required to take standardized tests to assess whether they have mastered the necessary grade-level skills. State tests play a crucial role in helping educators measure a student’s learning progress. These assessments, combined with grades and other types of evaluations, provide a comprehensive view of where a student excels and where they may need additional support.

In Louisiana, the LEAP (Louisiana Educational Assessment Program) tests have been a key component of the state’s accountability system for many years. While students and parents often express frustration over the amount of time dedicated to testing, the results of these assessments are critical for ensuring students receive the resources they need to succeed academically.

Standardized tests are a long-standing feature of American education, having first been introduced in the early 1900s. Originally used to assess college students and military recruits, standardized testing quickly became a tool used to evaluate students at the elementary and secondary levels. Today, tests like the LEAP exams have become essential in tracking student progress and guiding educational strategies.

The recent changes to Louisiana’s LEAP assessments signify a positive step towards reducing unnecessary testing time, making the process more efficient while still maintaining the integrity of the assessments. By addressing concerns from teachers, students, and parents, and by streamlining the tests themselves, Louisiana is leading the way in ensuring that standardized testing remains a valuable tool for measuring student learning, without overburdening students.

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Louisiana Schools Among 2024 National Blue Ribbon Honorees

The U.S. Department of Education has recently recognized seven schools across Louisiana as 2024 National Blue Ribbon Schools, according to this news release from the Louisiana Department Of Education. This prestigious award is granted to schools that demonstrate academic excellence or make significant progress in closing achievement gaps among various student groups. The schools recognized in Louisiana this year are from six parishes: Calcasieu, East Baton Rouge, Iberia, Ouachita, Rapides, and St. Tammany.

Louisiana State Superintendent of Education Dr. Cade Brumley expressed his admiration for the schools’ achievements, noting that being named a National Blue Ribbon School is a remarkable accomplishment that signifies a steadfast commitment to academic success. He emphasized the role that students, educators, and families play in setting and maintaining these high standards of excellence.

The seven schools honored with the 2024 National Blue Ribbon title are spread across the state and represent a diverse mix of public and non-public institutions. These schools are:

Being awarded the National Blue Ribbon is more than just a badge of honor—it’s a symbol of outstanding teaching and learning practices. The flag, which is often displayed in the school’s entryway or on its flagpole, is recognized across the country as an emblem of exceptional education. This recognition not only honors the achievements of the specific schools but also allows them to serve as role models for others nationwide.

The National Blue Ribbon Schools Program, established in 1982, is one of the longest-running recognition programs of the U.S. Department of Education. Over the decades, it has celebrated outstanding schools across the nation, both public and non-public, at the elementary, middle, and high school levels. The primary goal of the program is to identify schools that stand out due to their academic performance or their success in closing the achievement gap among students from different backgrounds.

The program has not only highlighted the best schools in the country but has also served as a platform for sharing best practices. These Lbest practices help educators and administrators nationwide learn from each other, creating a ripple effect that extends the benefits of the Blue Ribbon recognition far beyond the honored schools.

Each year, the U.S. Department of Education collaborates with state education departments to identify outstanding schools that are worthy of the Blue Ribbon title. Nominations are based on student academic achievement metrics and progress toward closing achievement gaps. After being nominated, schools go through a rigorous review process conducted by the U.S. Department of Education, where several hundred schools nationwide are ultimately awarded this esteemed recognition.

The recognition of these seven Louisiana schools as 2024 National Blue Ribbon Schools is a testament to the quality of education in the state and the commitment of educators, students, and families to achieving excellence. These schools, located across different parishes, have set the bar high, serving as examples of what is possible when communities come together to prioritize education.

By celebrating their successes, the U.S. Department of Education highlights not only the importance of academic performance but also the value of closing achievement gaps and ensuring that all students have access to high-quality education. These schools are models for others to follow, showcasing the impact that dedication and collaboration can have on student outcomes.

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STEM in Louisiana: How Aquaponics Is Transforming Middle School Education

The Louisiana Department of Education (LDOE) recently announced an exciting development for the state’s middle school STEM programs. A grant of $405,000 from the National Academies of Sciences, Engineering, and Medicine’s (NASEM) Gulf Research Program (GRP) has been awarded to establish a pioneering STEM-based aquaponics curriculum at a Louisiana middle school. This initiative, named “Greauxing STEM-Stewards,” is designed to boost scientific and environmental literacy for students in grades 6-8 through practical, hands-on learning, as per this news release from LDOE. The focus of the program is on environmental sustainability and controlled environment agriculture, known as CEA, which introduces students to the integration of technology with agriculture.

The Greauxing STEM-Stewards program represents a significant step in education, being the first of its kind in Louisiana to introduce a Controlled Environment Agriculture (CEA) learning space. CEA systems allow for plants and animals to thrive within a regulated environment, offering a perfect blend of scientific discovery and technological innovation. The pilot program will be launched at Westside Junior High School in Livingston Parish, which will serve as the model for other schools across the state. Once the groundwork is established, the program will be expanded to additional schools statewide.

This new initiative not only teaches students about aquaponics—a sustainable method of farming that combines aquaculture (raising fish) with hydroponics (growing plants without soil)—but also connects them with real-world issues impacting their local Gulf Coast communities. By using aquaponics as the medium for teaching science, students will explore broader topics related to aquaculture, conservation, and environmental responsibility. At Westside Junior High, students will have the opportunity to learn about these environmental issues firsthand, gaining valuable insight into sustainable practices while also building skills that will be useful in future STEM careers.

The program aims to establish a unique learning ecosystem where students can grow plants, manage aquatic life, and monitor the environmental factors influencing their growth—all within a controlled, tech-driven environment. Westside Junior High will not only serve as the location for this innovative aquaponics lab, but it will also be the base for developing curriculum, lesson plans, and a virtual community of practice. Once tested and refined, the program will be expanded to other schools across Louisiana, ensuring that students statewide can benefit from this enriching experience.

Ronnie Morris, the president of the Board of Elementary and Secondary Education (BESE), expressed excitement about the program’s potential, noting that students frequently ask how education can be made more applicable to real-life situations. Morris explained that aquaponics allows STEM disciplines to be applied in ways that students can immediately see and understand. By turning classrooms into self-contained ecosystems, students become more engaged and motivated to learn, as they see the direct impact of their studies on the living organisms they manage. The hands-on nature of the program, combined with the innovative curriculum and virtual community for educators, positions the Greauxing STEM-Stewards program as a game changer in Louisiana’s STEM education landscape. The combination of science literacy, problem-solving, and environmental awareness prepares students not just for academic success but also for future careers in STEM fields, especially those related to agriculture and environmental stewardship.

This partnership with local industries ensures that the program isn’t just theoretical; it aims to create a direct connection between classroom learning and future career opportunities. Students will gain insights into industries that are critical to Louisiana’s economy while also becoming more aware of the environmental challenges facing their communities. One of the program’s goals is to help students see the relevance of their education by linking it to their surroundings and future careers.

This initiative not only highlights the importance of innovative educational methods but also showcases how hands-on learning can bridge the gap between classroom lessons and real-world applications. By integrating place-based learning with cutting-edge agricultural technology, Louisiana is preparing the next generation of environmental stewards and STEM professionals.

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Rewarding Excellence: How LEADS Is Changing Teacher Evaluations

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

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

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

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

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

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

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

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

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