The latest National Assessment of Educational Progress (NAEP) scores confirm what educators and policymakers have feared: students are struggling in both math and reading at historic levels.
While the decline in student outcomes predates the pandemic, COVID-19 exacerbated these challenges, leaving states searching for solutions. The crisis is particularly evident in the percentage of students reading below the “basic” level—now at an all-time high. More eighth graders than ever before are failing to meet minimum benchmarks, with one-third scoring below NAEP’s “basic” level, while 40% of fourth graders fall below it as well.
Louisiana: An Outlier in a Declining Landscape
Despite these troubling statistics, one state has stood out as an exception to the national decline: Louisiana. It is the only state where fourth-grade reading scores showed a significant increase compared to 2019. Similarly, fourth-grade math scores were also higher, albeit not at a statistically significant level. Even in eighth-grade math and reading, Louisiana’s declines were among the smallest in the country.
Louisiana is the only state where fourth-grade NAEP reading scores showed a significant increase compared to 2019.
What sets Louisiana apart? The answer lies in a long-term, systemic commitment to high-quality instructional materials (HQIM), strong accountability measures, and teacher-led curriculum reform.
A Commitment to Quality Curriculum and Teacher Support
For over a decade, Louisiana has pursued a deliberate strategy to improve student learning by prioritizing evidence-backed curricula and ensuring teachers receive the necessary support to implement it with integrity.
John White, the state’s former superintendent of schools (2012–2020), shared with The 74 that he attributes Louisiana’s progress to three key principles:
- Select evidence-backed curricula.
- Invest in teacher training aligned to those curricula.
- Maintain transparency about student outcomes.
This approach contrasts with national trends. EdReports’ 2023 State of the Market report found that 52% of K–12 English Language Arts (ELA) materials and 49% of math materials meet quality standards. Yet, 65% of teachers report they do not use standards-aligned materials at least once a week.
Teacher-Led Curriculum Reviews: A Key to Success
Louisiana’s rigorous, teacher-led curriculum reviews have been central to its success. The state’s process was among the most intensive in the country and helped shape EdReports’ educator-led review model. Louisiana’s tiered rating system provided districts with clear data while allowing local control. Instead of mandates, the state incentivized the use of Tier 1 curricula through free professional development, state-negotiated contracts, and funding supports.
Rebecca Kockler, former Assistant Superintendent of Academic Content at the Louisiana Department of Education, described the approach: “We had so many teachers fired up about high-quality curriculum, which is why I think Louisiana is now 12 years into high-quality curriculum being used in the state. … It was critical to have the perspective of the people in the schools—because they had expertise that nobody else was going to have.”
EdReports’ educator-led review process similarly empowers teachers and districts by ensuring that districts across the country have access to transparent, independent evaluations of instructional materials. Like Louisiana’s model, EdReports engages expert educator reviewers to assess materials based on alignment to college- and career-ready standards, usability, and other critical factors. Our process not only helps districts select the best available resources but also guides publishers in improving their materials to better meet the needs of students and teachers.
“We had so many teachers fired up about high-quality curriculum, which is why I think Louisiana is now 12 years into high-quality curriculum being used in the state.”
Rebecca Kockler, former Assistant Superintendent of Academic Content at the Louisiana Department of Education
Bridging the Implementation Gap
Adopting high-quality curricula is only the first step. Louisiana’s model highlights that meaningful change requires intentional implementation and ongoing professional learning.
Many districts nationwide struggle not only with a quality adoption process, but also in providing meaningful support once new materials are selected. According to Educators for Excellence’s Voices from the Classroom 2024 survey, only 22% of teachers report having a role in selecting instructional materials, and just 38% receive subject-based professional learning.
A report from the Carnegie Corporation of New York shows that when teachers receive ongoing, curriculum-based training, student test scores improve significantly. Louisiana’s success further validates this research, proving that equipping teachers with the right tools and skills leads to measurable student gains.
Recommendations for Other States
States looking to replicate Louisiana’s success must take proactive steps to bridge the gap between curriculum adoption and effective implementation.
1. Prioritize the Selection of Evidence-Backed HQIM
States should create robust curriculum review processes that rely on independent evaluations, to ensure instructional materials meet quality standards.
2. Engage Educators in the Curriculum Adoption Process
Teachers should have a central role in selecting materials to ensure alignment with real classroom needs.
3. Invest in Comprehensive, Curriculum-Aligned Professional Learning
Ongoing training must be embedded into district strategies to equip educators with the skills necessary for effective implementation.
4. Provide Incentives and Supports to Choose and Use HQIM
States should offer robust incentives and support structures that make it easier for districts to select and effectively use high-quality instructional materials. This includes free state-sponsored professional development, state-negotiated contracts, and funding supports that encourage the adoption of the highest-quality curricula.
5. Publicly Report and Share Materials Used by Districts
States should create transparency by publicly reporting the instructional materials used by districts. This visibility helps educators and administrators learn from each other, identify trends, and support better-informed decisions about curriculum selection.
“If we can blend high-quality instructional materials with confident teachers who are ready to implement them, that’s where the magic happens—particularly when we can also involve parents in that process.”
Dr. Cade Brumley, Louisiana State Superintendent of Education (The 74)
A Call to Action
Louisiana has demonstrated that curriculum can be a powerful lever when paired with strategic investments in teaching and learning. States that have embraced similar approaches are already making progress, and there is hope that they will see meaningful gains in the coming years. Louisiana’s success offers a proven blueprint for improving student outcomes:
- Continue prioritizing high-quality instructional materials as a foundation for student success.
- Expand investments in professional learning to support effective curriculum implementation.
- Encourage transparency by sharing materials used by districts to foster collaboration and improvement.
By building on Louisiana’s approach and leveraging lessons learned, states can create a brighter future for students. More states are beginning to take this path, and with continued commitment, we can expect to see meaningful improvements in student learning outcomes nationwide.
