[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-584356-105":59,"doc-detail-584356-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","cowen-institute-brief-the-impact-of-louisianas-new-accountability-standards-on-new-orleans-schools-march-2026","COWEN INSTITUTE BRIEF - THE IMPACT OF LOUISIANA’S NEW ACCOUNTABILITY STANDARDS ON NEW ORLEANS SCHOOLS - March 2026","","Briefing on how Louisiana’s 2025-2026 rollout of the “Grow. Achieve. Thrive.” accountability framework will reshape K-12 school evaluation across the state, with a focus on New Orleans schools. It first explains the prior School Performance Score (SPS) approach, including assessment, growth, and enrichment measures, plus high school readiness components. It then contrasts the new 100-point scorecard and its “Grow” emphasis on year-over-year progress in English and math, highlighting implications for grades and transparency.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/cowen-institute-brief-the-impact-of-louisianas-new-accountability-standards-on-new-orleans-schools-march-2026/584356/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/cowen-institute-brief-the-impact-of-louisianas-new-accountability-standards-on-new-orleans-schools-march-2026/584356.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1786070896","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What changes does Louisiana’s new accountability system introduce for 2025-2026?","Question",{"text":112,"@type":113},"It replaces the prior School Performance Score (SPS) structure with the “Grow. Achieve. Thrive.” framework, designed to simplify evaluation, increase transparency, and measure whether students are prepared for success after graduation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the previous School Performance Score (SPS) evaluate elementary, middle, and high schools?",{"text":117,"@type":113},"Elementary schools used an assessment index (70%), a growth index (25%), and interests and opportunities (5%). Middle schools used a similar structure with an additional dropout/credit component for eighth-grade contexts. High schools added college and career readiness measures such as ACT/WorkKeys, diploma rigor, cohort graduation, and additional assessment and growth components.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the new framework’s core structure and what does the “Grow” expectation measure?",{"text":121,"@type":113},"The new system uses a 100-point scorecard built on three core expectations. “Grow” measures meaningful year-over-year academic progress, emphasizing English and math and tracking the percentage of students who advance at least half an achievement level annually, with special attention to students in the bottom 25%.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584356,1792210865,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},549768072016,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","COWEN INSTITUTE BRIEF:  \nTHE IMPACT OF LOUISIANA’S NEW ACCOUNTABILITY STANDARDS ON NEW ORLEANS SCHOOLS  \nMarch 2026   \nIntroduction   \nIn the 2025-2026 school year, Louisiana is implementing a major overhaul of its school accountability system for K-12 public education that will fundamentally change how schools across the state, including those in New Orleans, are evaluated and graded. Starting this year, the Louisiana Department of Education's new \"Grow. Achieve. Thrive.\" accountability framework will change the state's existing School Performance Score (SPS) system with a streamlined approach designed to raise expectations, enhance transparency, and better measure whether schools are preparing students for success after graduation.  \nThe Cowen Institute is releasing this brief in anticipation of the implementation of this new accountability system. We aim to provide an overview of the new framework, as well as to explain the likely impact it will have on schools in New Orleans specifically.  \n Louisiana’s Previous Accountability Framework   \nBefore examining the new accountability framework, it's essential to understand Louisiana's existing School Performance Score (SPS) system, which had been the foundation of school evaluation in the state for years. Under this previous model, schools were assessed on a 150-point scale and assigned letter grades (A through F) based on their cumulative scores. The formula varied depending on school level and incorporated multiple components.  \n Elementary Schools were evaluated based on three main factors: an assessment index (70% of the total score), which measured student performance on standardized tests; a growth index (25%), which evaluated whether students were making expected progress; and interests and opportunities (5%), which recognized schools offering enrichment programs and extracurricular activities.  \n Middle Schools with eighth grade followed a similar structure: assessment index (65%), growth index (25%), interests and opportunities (5%), and a dropout/credit accumulation index (5%) that tracked whether students were staying in school and earning credits toward graduation in high school.  \n High Schools incorporated additional measures reflecting college and career readiness: ACT or WorkKeys scores (25%), strength of diploma through advanced coursework (25%), cohort graduation rate (20%), assessment index (12. 5%), growth index (12. 5%), and interests and opportunities (5%).  \nMARCH 2026  \nPage 1  \nLouisiana’s New Accountability Standards 2026  \nIn the former system, the state’s progress index factored in student growth in two ways. The first was a student’s progress to mastery, or growth towards an individualized target score that would help them reach the mastery level on state tests. The second was through the use of value-added modeling (VAM) to calculate growth scores, which was used when a student failed to reach their target score. This approach compared each student's performance to that of similar peers across the state, namely students with comparable prior test scores and demographic characteristics. If a student performed better than predicted based on their peer comparison, the school received credit for that growth. This methodology had been particularly advantageous for schools serving high percentages of economically disadvantaged students and those entering school behind grade level on math or reading, such as most schools in New Orleans, as it factored in their success helping students exceed expectations regardless of their starting point.  \nLouisiana defined student proficiency using five achievement levels on LEAP tests: Advanced, Mastery, Basic, Approaching Basic, and Unsatisfactory. In 2015, the state raised the bar for proficiency from Basic to Mastery, which increased expectations, while maintaining the same assessment system. For high school assessments, students took End-of-Course exams and the ACT, with proficiency divided into four performance b","cbCaivVb6NKeGPYE","https://ap.wps.com/l/cbCaivVb6NKeGPYE","pdf",1224230,13,"English","# Introduction\n# Louisiana’s Previous Accountability Framework\n## Elementary schools\n## Middle schools\n## High schools\n# Louisiana’s New Accountability Standards 2026\n# The New \"Grow. Achieve. Thrive.\" System\n## Core scorecard expectations","[{\"question\":\"What changes does Louisiana’s new accountability system introduce for 2025-2026?\",\"answer\":\"It replaces the prior School Performance Score (SPS) structure with the “Grow. Achieve. Thrive.” framework, designed to simplify evaluation, increase transparency, and measure whether students are prepared for success after graduation.\"},{\"question\":\"How did the previous School Performance Score (SPS) evaluate elementary, middle, and high schools?\",\"answer\":\"Elementary schools used an assessment index (70%), a growth index (25%), and interests and opportunities (5%). Middle schools used a similar structure with an additional dropout/credit component for eighth-grade contexts. High schools added college and career readiness measures such as ACT/WorkKeys, diploma rigor, cohort graduation, and additional assessment and growth components.\"},{\"question\":\"What is the new framework’s core structure and what does the “Grow” expectation measure?\",\"answer\":\"The new system uses a 100-point scorecard built on three core expectations. “Grow” measures meaningful year-over-year academic progress, emphasizing English and math and tracking the percentage of students who advance at least half an achievement level annually, with special attention to students in the bottom 25%.\"}]","COWEN INSTITUTE BRIEF - THE IMPACT OF LOUISIANA’S NEW ACCOUNTABILITY STANDARDS ON NEW ORLEANS SCHOOLS - March 2026 | PDF",1792050768,33]