Strengthening Instruction and Student Achievement in Long Beach ISD
Tuesday, July 21, 2026
Key Takeaways
Long Beach ISD’s partnership with NMSI led to significant improvements in teacher instructional practice and student achievement. Teachers reported enhanced content knowledge and practical strategies, resulting in measurable gains in ELA proficiency, growth, and closing achievement gaps.
The district’s ongoing collaboration with NMSI includes regular feedback, targeted workshops, and expansion into math and science. This approach ensures sustained progress, with a focus on college readiness and ACT performance for all students.
Based in Long Beach, Mississippi, the Long Beach School District shows what's possible when instructional coaching, professional development and strong district partnerships come together.
What began as a single contracted day of English Language Arts (ELA) support quickly expanded after teachers expressed overwhelming enthusiasm for the training provided by the National Math and Science Initiative. The district immediately requested additional sessions, leading to multiple rounds of content workshops designed to deepen instructional expertise and strengthen classroom practice.
High-Impact Professional Learning from Day One of Year One with NMSI
In August 2025, NMSI delivered a content workshop for both middle and high school ELA teachers. The session focused on two primary goals:
Strengthening instructional practice
Deepening content knowledge
At the conclusion of the workshop, teachers reported an enhanced understanding of the content and the skills necessary to reach more of their students.
100% of participants agreed that the session improved their understanding of effective pedagogical practices.
100% reported that the workshop included meaningful, hands-on activities that supported real skill-building.
100% agreed that implementing the session's ideas would enhance student achievement.
92% reported increased content knowledge—an impressive result that reflects a strong balance between strategy and subject-area depth.
The results from the final session for each group were even stronger: every teacher gave positive feedback across all measures, including resource usability, instructional practice, content knowledge and hands-on learning. Teachers found the sessions practical, applicable and directly connected to student success—exactly the impact the district envisioned.
Clear Goals, Strong Growth, Promising Trajectories
Throughout the year, the district held monthly meetings focused on the training being provided. This included survey feedback and next steps to ensure teachers incorporated the instructional practices. There were also discussions around what progress and growth should look like around each benchmark, along with any specific work the district was leading to support school leadership and teachers to increase student achievement.
School leadership meetings happened quarterly to get feedback regarding the training sessions, provide awareness around additional resources available to teachers and identify key actions that could further support their teachers.
Here are the ELA goals Long Beach identified to monitor throughout SY 25-26.
Goal 1: Increase ELA Proficiency to 70% by March 30, 2026
Outcome: Average benchmark predictor proficiency of 69.45% across middle and high school campuses.
The district made significant progress toward its proficiency goal, achieving an overall average of 69.45%, just shy of the 70% target. Through collaboration with NMSI, teachers engaged in professional learning focused on rigorous literacy instruction, standards alignment and data-driven decision-making. The implementation of instructional strategies and targeted interventions contributed to increased student achievement and helped move the district closer to its proficiency target.
Goal 2: Increase ELA Growth to 79% by March 30, 2026
Outcome: Average benchmark predictor growth of 79.15% across middle and high school campuses.
The district exceeded its growth target, achieving an average growth rate of 79.15%. NMSI support played a key role in helping educators analyze student performance data, implement effective instructional practices and monitor student progress throughout the year. The emphasis on continuous improvement and responsive instruction contributed to strong academic growth across grade levels.
Goal 3: Increase Scores Among Lowest-Proficiency Students in ELA to 60% by March 30, 2026
Outcome: Average bottom quartile growth rate of 61.5% across middle and high school campuses.
The district surpassed its goal for growth among students in the bottom quartile, demonstrating meaningful progress in closing achievement gaps. Through NMSI-supported strategies focused on differentiation, scaffolding and targeted intervention, teachers were able to provide additional support to students with the greatest academic needs. This growth reflects the district's commitment to ensuring success for all learners.
Goal 4: Increase ACT Performance
Target: Increase the ACT composite score from 20 to 22 and continue progress toward a 25+ ACT superscore
Outcome: ACT composite score of 20.7.
While the district did not meet its ACT composite target, students demonstrated incremental growth from the previous year's score. The NMSI partnership provided valuable resources and instructional support aligned to college readiness standards. ACT performance remains an area of focus for the upcoming year, with plans to strengthen preparation efforts, increase student engagement with ACT-aligned instruction and continue leveraging NMSI resources to improve outcomes.
What’s Next for Long Beach
Superintendent Dr. Talia Locke and Assistant Superintendent Dr. Kelleigh Reynolds have been consistent advocates. “The partnership with NMSI had a positive impact on student achievement and instructional effectiveness across grades 7–12,” Reynolds shared.
Moving into SY 26-27, the district is continuing to work with NMSI to increase teacher capacity and student success in middle and high school English with Content Workshops planned in the Fall and Spring. In addition, they have expanded the work, adding Content Workshops for their middle and high school math teachers, as well as their elementary math and science teachers to support their focus on increasing math proficiency within the district.
As Long Beach ISD moves forward with NMSI, it will continue building these successes while prioritizing college readiness and ACT performance to ensure students are prepared for postsecondary opportunities.
If you’re a school district leader and want to begin the conversation about how NMSI can help achieve your district’s STEM education goals, contact us today.
Frequently Asked Questions
What impact did NMSI’s professional development have on teachers and students in Long Beach ISD? NMSI’s workshops improved teachers’ instructional practices and content knowledge. Teachers found the sessions practical and directly connected to student success, leading to increased ELA proficiency, growth, and achievement among the lowest-performing students.
Did Long Beach ISD meet its ELA goals for the 2025-26 school year? The district nearly met its ELA proficiency goal (69.45% vs. 70%), exceeded its growth goal (79.15% vs. 79%), and surpassed its target for the lowest-proficiency students (61.5% vs. 60%).
How did ACT scores change because of the NMSI partnership? The district’s ACT composite score increased from 20 to 20.7, showing incremental progress. Improving ACT performance remains a priority for the upcoming year.
What are the next steps for Long Beach ISD and NMSI? The district will continue working with NMSI, expanding content workshops to math and science, and prioritizing college readiness and ACT performance to further support student success.
How can other districts partner with NMSI? District leaders interested in NMSI’s support can start the conversation by visiting NMSI’s contact page.