Tag: National Recognition

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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