‘Miracle Children’ Exposes Troubling Truths Behind Louisiana School’s Elite College Admissions
BREAUX BRIDGE, Louisiana – For years, T.M. Landry College Prep in Breaux Bridge, Louisiana, garnered national attention for its seemingly miraculous success in sending Black students from disadvantaged backgrounds to Ivy League universities. But a new book, “Miracle Children: Race, Education, and a True Story of False Promises,” by New York Times reporters Katie Benner and Erica L. Green, reveals a far more complex and troubling reality behind the school’s carefully constructed narrative.
The story, initially brought to light in a 2018 New York Times investigation, centers around founder Mike Landry’s claims of transforming students from struggling backgrounds into Ivy League material. Videos of students receiving acceptance letters went viral, attracting praise from figures like Michelle Obama and fueling a lucrative pipeline of new students and donations. However, the book details how Landry often exaggerated students’ circumstances and employed manipulative tactics to secure their admissions.
The authors found that Landry actively coached students to portray themselves as victims in their college applications, emphasizing hardship and disadvantage, even if those narratives weren’t entirely accurate. He reportedly rewrote essays and shamed students who resisted presenting themselves in this light, believing it was the only way to appeal to elite institutions. “Landry coerced students to paint themselves falsely in their college applications — downtrodden, ill-used — telling them that it was the only way elite schools would find them compelling,” the book states, as reported by EdSurge.
The book highlights the case of Alex and Ayrton Little, two exceptionally gifted brothers who attended T.M. Landry after previously excelling at another private school. Their story, featured on “The Ellen DeGeneres Show,” presented them as academic underdogs overcoming immense obstacles. However, the authors reveal that their success was not solely a product of T.M. Landry’s intervention, but rather a continuation of their existing academic strengths.
Beyond the misleading narratives, “Miracle Children” exposes a pattern of abuse and neglect within the school. Students reportedly endured severe physical punishments and emotional abuse, with Landry denying any wrongdoing. The book also details how many students, once enrolled in elite colleges, struggled academically, lacking the foundational skills necessary to succeed despite their high test scores – skills honed through relentless ACT prep drills at T.M. Landry rather than genuine academic development.
The authors spoke with parents who initially trusted Landry’s promises, drawn in by the prospect of a better future for their children. Erica L. Green explained that Landry sold a dream not only to the students but also to their families, offering access to opportunities that seemed unattainable. “He was selling a dream to [the parents], too. He was selling access to places that growing up in Louisiana, [they seemed] to be shut out of,” Green said, according to EdSurge.
The book also reveals a shift in the school’s focus over time. Initially, T.M. Landry served students from elementary school onward, but it increasingly targeted high-achieving students in their junior and senior years, recognizing the greater potential for generating positive publicity and attracting funding. This shift coincided with a decline in the quality of education for younger students, as evidenced by concerns raised by parents like Adam Broussard, who discovered his son was not receiving an adequate education at the school.
“Miracle Children” raises critical questions about the measurement and regulation of educational institutions, particularly those operating outside traditional oversight. Louisiana, with one of the highest illiteracy rates in the country, provided a fertile ground for Landry’s operation, allowing him to operate with minimal scrutiny. The book suggests that the pursuit of impressive college acceptance rates can overshadow genuine educational quality and student well-being.
the book emphasizes the importance of allowing students to reclaim their own narratives. Benner noted that over time, the students themselves were able to process their experiences and articulate their own understanding of what happened at T.M. Landry. “We were able to let the students themselves process what had happened and have them explain how they see their stories and what meaning they import to it,” Benner told EdSurge.
The story of T.M. Landry serves as a cautionary tale, particularly as more states consider diverting public funds to alternative educational models like private academies and microschools. It underscores the need for greater accountability and transparency in the education sector, and a commitment to prioritizing the holistic development and well-being of students above all else.
