Changes in Louisiana's economics pushed the state to make education a priority. New ideas from the national education reform movement were also critical--high academic standards, systemic improvement, equity, and new approaches to teaching and learning--in helping Louisiana focus on a number of improvement goals. The availability of federal money to support systemic reform brought many leaders together to develop proposals. Kerry Davidson, the deputy commissioner for sponsored programs for the Board of Regents, has been very successful in establishing and maintaining a climate of collaboration, emphasizing a systemic approach to reform, and acquiring federal grants for improving education in the state.

Governor Mike Foster, Republican, elected 1996 Superintendent Cecil J. Picard BESE State Board of Elementary and Secondary Education Glenny Lee Buquet, president BoR State Board of Regents, Mary Ellen Sanders, chairperson LDE Louisiana Department of Education LaSIP Louisiana Systemic Initiatives Project (National Science Foundation-funded Statewide Systemic Initiatives Program), Kerry Davidson, project director LaCEPT Louisiana Collaborative for Excellence in the Preparation of Teachers (NSF-funded project), Kerry Davidson, project director LEARN Louisiana LEARN for the 21st Century (Louisiana Education Achievement and Results Now), Gary Nesbitt, chairperson LEQSF Louisiana Education Quality Support Fund, a fund for education established with money from an oil settlement with the U.S. government Goals 2000 Initiative Grant from U.S. Dept. of Ed. to assist state in meeting National Education Goals, overseen by bipartisan commission Technology Challenge Grant Collaborative Project, includes Louisiana Networking Infrastructure for Education (LaNIE), Goals 2000/LEARN, NSF Kerry Davidson, project director

Louisiana Develops a Vision of Good Practice

In 1979, the legislature voiced the state's vision of good practice with the passage of Act 750, the Louisiana Competency-Based Education Program. Act 750 required LDE to develop state curriculum guides in the core subjects that listed minimum skills and competencies, instructional activities and materials, and minimum instructional time. The legislature also required assessment to be linked with the competencies (1).

LDE established advisory and writing committees that included classroom teachers to develop curriculum guides. The guides, which were revised periodically, were handed to local districts as the state curriculum. They were directive, providing little encouragement or help for teachers to improve classroom teaching. Then in the mid-1980s, the national movement to develop academic standards started with the work by the National Council of Teachers of Mathematics (NCTM). Across the country, educators were taking a close look at drafts of these national mathematics standards and, later, at those for science from the National Research Council. Many educators in Louisiana reviewed the drafts and realized that Louisiana's guidelines were not as academically rigorous as those from the national groups. Standards being drafted by NCTM, for example, emphasized critical thinking, problem solving, and communication, whereas most math teachers in Louisiana and in other states taught computation.

 

Money Is Dedicated to Educational Reform

New money became available for education reform in 1986 when the state established a fund with $550 million received in an oil settlement with the federal government. A constitutional amendment dedicated the interest proceeds from the fund (1997 fund value, $760 million) to the Louisiana Education Quality Support Fund (LEQSF), to be administered by BESE and BoR (4). This was significant because it created a substantial source of discretionary funds for education, money that could be used for trying new things. For example, $33.9 million from the LEQSF was spent on K-12 materials and programs in 1995-96 (10). The Availability of Federal Dollars Leads to Statewide Collaboration Additionally, new money became available through federal initiatives to improve

 

The Availability of Federal Dollars Leads to Statewide Collaboration

Additionally, new money became available through federal initiatives to improve education. Louisiana has been "very successful in attracting federal dollars for systemic education reform" (1, p. 4).

A collaborative spirit of reform began with the development of the Louisiana Systemic Initiatives Program (LaSIP) proposal to the National Science Foundation's (NSF) Statewide Systemic Initiatives Program (SSI).

LaSIP received $10 million from NSF for a five-year statewide effort to reform classroom mathematics and science in 1991, the first year of the SSI awards. The state supported the effort with an additional $10 million--$5 million from BoR and $5 million from the BESE LEQSF. LaSIP was chartered as an independent state agency funded by the consortium of NSF, BoR, and BESE, with its existence tied to continued funding by NSF.

Other federal dollars were secured for improvement of teacher education, development of curriculum frameworks, application of technology, and attention to urban schools. LaSIP took a lead role in fostering cooperation between the various agencies and was able to avoid turf wars and keep the reform efforts on track (1). Appropriate resources were sought and strategies identified for improving each piece of the educational system. The efforts were not considered in isolation, however, as connections between the pieces were recognized and used to foster a systemic approach to reform.

LaSIP actively sought the support of key people at the state level. The funds available to LaSIP were small compared to the Louisiana's K-12 education budget, so LaSIP could not expect to change things on its own. It has been a challenge for LaSIP to accomplish its goals. The metaphor in the following description is apt.

LaSIP brought a new vision of classroom teaching and learning in science and mathematics to educators in the state, a vision derived from the national conversation about educational reform. LaSIP connected Louisiana's education reform to the national reform agenda. This connection worked in both directions; not only did educators within Louisiana become fluent with reform ideas, but leaders around the country began to take notice of Louisiana's strong collaborative approach, as well. Across the country, reform organizations like LaSIP were urging teachers to change their instructional strategies to better benefit student learning. Of course, they had to do more than "urge" teachers, they had to provide training and support so teachers would have the knowledge, skills, and desire to change their practices.

LaSIP Promotes New Ideas about Classroom Teaching and Learning

The mission of LaSIP, which was funded for a second five-year period in 1996, is to "achieve pervasive and enduring standards-based reform of mathematics and science education in Louisiana in light of the increasingly rapid changes required to prepare students for productive life in the 21st century" (4). Approximately 70 percent of LaSIP resources are directed toward professional development programs for mathematics and science teachers to retrain them in the teaching approaches advocated in the national standards. The new methods represent a clear change from the way classes are taught in most schools in Louisiana, and indeed, in the nation.

Rote memorization of facts and formulas, along with mundane paper-and-pencil procedures, will be replaced with a student-centered approach to critical thinking and problem solving, leading to a much broader understanding of the uses of mathematics and science in today's technological age. (5, p. 9, LaSIP's statement on teaching and learning)

LaSIP found that a major, long-term effort is required to change teaching. More than 6,000 teachers have been trained by LaSIP. A case study of LaSIP from 1991 through 1996 found that these teachers were, at that time, more likely to use student-centered teaching approaches and multiple student assessments in their classrooms, but most need more time and practice to incorporate the changes fully into their teaching (1). LaSIP teachers were more aware of reforms and willing to try new things. However, the reform ideas do not appear to have traveled by osmosis to untrained teachers, nor are many teachers in any one school trained, so LaSIP teachers are fairly isolated (1). It is difficult for them to construct a coherent practice based on new reform ideas without support from school administrators and opportunities to collaborate with trained colleagues. School leaders were not originally targeted for training, but LDE and LaSIP have begun to address this by offering leadership courses taught by LaSIP staff. As more administrators embrace the new ideas, it is likely that they will encourage and provide for more teachers to get the professional development necessary to learn new approaches. Also, more teachers are now receiving training offered through LDE and thus the difference between teaching approaches of LaSIP teachers and others is, in many cases, narrowing.

LaSIP has created a climate for educational reform in the state that extends beyond the work of individual teachers. For example, new approaches to assessment that are consistent with LaSIP's reform agenda have been incorporated into the revised state criterion-referenced tests, the Louisiana Educational Assessment Program for the 21st Century (LEAP 21). Fourth-grade students in mathematics are now expected to solve real-world problems, accurately use calculators, understand fractions, construct written responses to problems, justify answers and solution processes. LaSIP has held staff development workshops across the state promoting instructional approaches that enable students to accomplish these complex tasks. Louisiana has taken the plunge in expecting its students to do more than add, subtract, multiply, and divide or to memorize a list of definitions.

The State Develops Frameworks and Standards

In 1993, LDE applied for and received a three-year $900,000 federal grant to develop mathematics and science curriculum frameworks. The project was a collaboration between LDE and LaSIP to "to create state mathematics and science curricula that represent present and emerging world class standards in mathematics and science curricula and assessment" (8, p. 2). LaSIP had already begun the work of developing standards for mathematics and science, but the new funds and collaboration with LDE extended their capacity to successfully complete the project. At the same time, a Goals 2000 grant from the U.S. Department of Education enabled a commission to begin work on a state improvement plan addressing the National Education Goals and provided funding for the reform efforts of local districts.

The frameworks for mathematics and science, which include standards, were completed in 1996, following an extensive review process throughout the state. LDE then focused on developing standards in the other core subjects. These were written for English language arts, social studies, foreign languages, and the arts, with considerable input from teachers around the state. National standards served as models, and the state called on out-of-state experts for advice and review. The guidebooks that accompany the standards include stories of reform strategies and results from several states, showing teachers in Louisiana that they are not alone in these efforts.

The next step, currently under way, is for local districts to develop curricula that reflect the state standards and the priorities of the district. There is concern that "the level of content expertise and leadership at the local level is often not strong enough" to successfully accomplish this task (1, p. 3). A LaSIP educator reported, however, that districts are generally finding that bringing teachers together to do the work is the key to success. For participating teachers, this process breaks down their traditional isolation, and they share their understandings of teaching and learning. Teachers must make sense of the various mandates in order to understand and use new state policies and local priorities to create coherent curricula for their districts and students.

Like LaSIP, LDE supports the efforts of local districts and teachers through training workshops and printed materials. "There are signs that LDE now views its mission as including support, technical assistance, cooperation, and leadership" (1, p. 3). LDE's Resource Guide for Curriculum Development provides information and guidance for local educators on the process of standards-based curriculum planning and implementation. Resource guides have also been developed for the specific subject areas. The guide for mathematics, for example, includes curriculum models that are consistent with the mathematics standards, descriptions of instructional strategies for teaching mathematics, lists of resources, and so on. The development of capacity in local school districts to create and implement local standards-based curricula is critical, especially in light of new standards-based assessments and accountability, to be discussed later.

Reform Requires Changes in Teacher Preparation

The collaborative spirit of reform was further advanced when Louisiana received a five-year $4 million award from NSF in 1993 to establish the Louisiana Collaborative for Excellence in the Preparation of Teachers (LaCEPT). Again, the state added funds ($500,000 per year) from the LEQSF. LaCEPT seeks to reform teacher training programs so new mathematics and science teachers will be well prepared in both content and pedagogy (1).LaCEPT is an integral part of LaSIP, and is directed from the same office, thus increasing the likelihood of connections among these reform efforts.

LaCEPT provides money for colleges to revise mathematics and science teacher training to reflect national standards. Collaboration between education, mathematics, and science professors, college administrators, and local school people is encouraged. College faculty can also become more involved in K-12 education reform by working with LaSIP summer projects. LaSIP and LaCEPT have professionalized teaching, as evidenced by the increasing number of teachers in the state who belong to professional teaching organizations, present at conferences, seek external funding sources, and attend professional development events (1).

Louisiana Increases Availability of Technology for Schools

Most schools in Louisiana, including two-year colleges, currently do not have access to the kind of technology that will help students become competitive in an information-driven marketplace. The state technology plan addresses this problem and helps ensure that all students become technologically literate. The Louisiana Networking Infrastructure for Education (LaNIE) is a joint plan of the Goals 2000 initiative, BESE, Louisiana Public Broad-casting, and LaSIP.Five pilot sites were funded to develop models for integrating Internet resources with K-14 instruction.

Each site involves collaboration between university faculty, district and school administrators, and class- room teachers. LaNIE incorporates access to technology with training for teachers, assistance with curricular integration, and ongoing technical support.

The Foster administration appropriated $38 million in 1997-98 and $25 million in 1998-99 for classroom-based technology--hardware, software, and equipment including modems and scanners. A Technology Challenge Grant from the U.S. Department of Education for $10 million extended the original LaNIE effort to underserved populations in the state. The push for technology education is based on the belief that "Louisiana's long-term social and economic prosperity depends on it" (14). As in all of the reform efforts, there is the theme of bringing Louisiana into the 21st century.

Putting It All Together

The state has been working on many fronts. The reform projects and LDE have addressed teaching practice, frameworks and standards, teacher training and preparation, and technology. Ongoing work on such key policies as school funding and teacher salaries, accountability and assessment, and teacher certification and evaluation, has been influenced by these reforms over the past 15 years. To consolidate the reform efforts, LDE and the Office of the Governor began formal development of a state education plan in 1994 with the support of a Goals 2000: Educate America Act grant. The bipartisan Goals 2000 Committee developed the first drafts of a plan. At the end of its term, the committee was replaced by the LEARN Commission, whose members were selected by the governor and state superintendent.

Based on the groundwork laid by the Goals 2000 Committee, the commission developed the Louisiana LEARN for the 21st Century (Louisiana Education Achievement and Results Now), a comprehensive and ambitious plan that pulls together the state reform efforts and state goals. LEARN subsumes all existing state education initiatives under its umbrella and has one overarching goal: "that all students who exit schools in Louisiana will be knowledgeable, self-reliant, and productive citizens in the 21st century" (1, p. 9). The plan's 11 objectives are "intended to accelerate the trend toward increased local control and increased accountability for results" (1, p. 9).

The commission solicited public input on the state plan through telephone interviews, focus groups, television programs, and mailings. The plan was submitted to BESE and approved in concept in 1996. LEARN is a strategic plan that details the state goals, core beliefs, objectives, and strategies, as well as specifying who is responsible for implementing each strategy. The plan is complemented by a competitive subgrant program that supports local improvement, professional development, and preservice reform efforts. Approximately $14 million in LEARN funds were awarded to local systems by 1997. Of Louisiana's 66 school systems, 59 had been conducting LEARN subgrant projects, including 770 individual teacher projects (10). The LEARN Commission's influence has prompted the Legislature to support the LEARN plan by passing new education policies, including those on funding, teacher evaluation, assessment, and accountability, to be discussed below.

Objectives for Louisiana LEARN for the 21st Century:

• Louisiana will establish high academic standards and administer appropriate assessments.
• Schools and districts will be held accountable for student achievement.
• Districts and schools will have greater control over decision making.
• Resources and funding will be used more effectively.
• Parents and students will help ensure that student learning occurs.
• Teachers and learners will have access to and effectively use technology.
• Schools will be safe, drug- and violence-free, disciplined environments.
  
• Professional growth and development opportunities will be available.
• Parent and community partnerships will be encouraged.
• Children should start school with the skills to be successful learners.
• Students will be encouraged to explore career and educational choices. (6)