Louisiana, now in the third year of implementing the new early care and education accountability system, possesses two full years of data and practitioner experience with CLASS. These data and experiences provide opportunity not only for reflection and analysis, but also modifications to policy and practice that support increased improvement and growth in early care and education. To support these efforts, the Louisiana Policy Institute for Children conducted analyses of the first two years of Louisiana CLASS data, interviews with stakeholders across the state, and a review of national research around improving teacher practice, child outcomes, and CLASS scores. Information and findings from each component are included in this report, along with recommendations based on those findings for state and local policymakers, early care and education providers, and stakeholders. (author abstract)