Louisiana just topped the Education Recovery Scorecard: first in the nation for reading growth, second in math, and the only state to return to prepandemic achievement levels in both. The state’s academic rebound is part of a broader “Southern Surge” in educational outcomes—and the nation is paying attention.
We sat down with Superintendent Brumley to learn more about the state’s return to the fundamentals of teaching and learning, how to retain a sense of urgency while celebrating progress, and what it means for every Louisiana student to grow, achieve, and thrive.
Q: Before you became Louisiana State Superintendent, you were a teacher, coach, and principal, and served as superintendent of DeSoto Parish—a small, rural district—and Jefferson Parish Public Schools, the largest district in the state. How have those on-the-ground experiences shaped how you lead education at the state level?
Brumley: You will struggle to lead this work well from a distance. I’ve been fortunate to serve Louisiana students and parents from many different roles: teacher, coach, principal, school system superintendent, and now state superintendent. I can even drive a school bus. I keep the endorsement on my license, just in case.
Everything that takes place in education, whether local, state, or national, must ultimately positively impact student learning. Anything else is just lagniappe. I have always prioritized time in schools because the people closest to students are usually closest to the truth. They can tell you what is working, what is not, and what is getting in the way.
Those experiences are foundational to how I lead the state. Policy cannot just sound good at the Capitol. It has to work in a classroom on a Monday morning at the kidney tabletop with a teacher. That is why Louisiana has gone back to the basics: reading, math, civics, high-quality instruction, valuing teachers, expanding options for parents, and preparing students for a career, college, or service. We are not chasing shiny things. We are focused on what moves the needle for kids to ensure they’re ready for life beyond K-12.
Q: The Grow, Achieve, Thrive accountability system puts the student’s journey—not just their test scores—at the center of how Louisiana measures school success. What does a student who truly grows, achieves, and thrives in Louisiana look like in your mind, and how far away is that student from the average Louisiana kid today?
Brumley: A student who grows, achieves, and thrives is making meaningful academic progress every year, performing at grade level in core subjects, and graduating high school ready for what is next.
I often say that if a student graduates on May 15, they must be ready for May 16. A high school diploma should tell a student, parent, employer, college, or the military that this young person is prepared for the next step.
Louisiana’s revised accountability system was years in the making, and we had to stay persistent. The nation is taking notice. It was difficult to accomplish, but worth the fight.
How close is the average Louisiana student to growing, achieving, and thriving? We are closer than we were, but not close enough. Louisiana is the most rapidly improving state in the country for academic outcomes, but too many students are still not reading or doing math on grade level. Too many graduates are still leaving high school without a clear next step. This is a higher bar, but it is one worth meeting.
Q: Louisiana just topped the Education Recovery Scorecard—first in reading, second in math. This is exciting growth in student achievement, but you’ve been pretty candid that in Louisiana, scores are still too low and gaps are still too wide. So how do you celebrate a moment like this without losing the urgency that got you here?
Brumley: We are pleased, but not satisfied.
That was my message to the more than 7,400 educators at our annual teacher conference in May. Just after the school year ended, Louisiana teachers were already back together preparing for the next one. That tells you a lot about why our state is improving.
Being first among states for reading growth and second in math growth is significant. We’re also the only state to return to 2019 levels in both subjects. Louisiana has proven we do not have to stay at the bottom of every good list and the top of every bad list. We are leading, and the credit belongs first and foremost to teachers. They have delivered these results.
Louisiana has long been challenged educationally. So we celebrate the progress, but we do not confuse progress with completion.
We keep the urgency by staying focused on what got us here. We have momentum, but we also have more work to do.
Q: You’ve said that when high-quality instructional materials (HQIMs) meet confident, prepared teachers, “magic happens.” How is Louisiana ensuring teachers not only have access to HQIMs, but know how to implement them effectively in their classrooms?
Brumley: Louisiana has a rich history of leading in the curriculum space. Students should be exposed to strong, grade-level content every day. Our state has believed this for a long time.
But materials alone are not enough. We have worked to equip educators and leaders with the tools, resources, training, and support to use those materials effectively. A curriculum does not teach a child. A prepared, confident teacher does.
Louisiana approaches professional development differently. We rely on Louisiana Department of Education staff, many of whom are former teachers, school leaders, and system leaders who understand the work because they have done the work. This school year alone, our team has made more than 2,000 visits to schools and systems. Support has to match the reality of the classroom.
When strong materials, training, and teaching come together, students benefit. That is when the magic happens.
Q: Louisiana was the first state in the country to require FAFSA completion as a graduation requirement, and for years it led the nation in filing rates. When Louisiana’s Board of Elementary and Secondary Education rolled back that policy in 2024-25, they cited not wanting to dissuade students from entering non-college programs. Now that Workforce Pell is on the table, what is Louisiana’s plan for FAFSA going forward?
Brumley: FAFSA should be a tool students can use to open doors, not a compliance barrier that stands between a student and a diploma.
I supported removing FAFSA as a graduation requirement because it had become burdensome and created debt for many students who never finished college. It also placed a heavy thumb on the scale toward one pathway. College is valuable, but it’s not the only path worth taking. Another factor was that many in our state lost faith in the program due to numerous botched federal rollouts.
We continue to help families understand financial aid. Louisiana’s policy still requires school systems to provide students and parents with that information.
Workforce Pell makes that even more important. Students will be able to use Pell Grants for high-quality, short-term workforce programs that prepare them for high-skill, high-wage, in-demand jobs. That aligns with where Louisiana is headed. We want students to understand the full range of opportunities available to them after graduation.
