Atlanta Public Schools (APS) continued to show overall improvement on the College and Career Readiness Index (CCRPI), according to the 2025 CCRPI data, released by the Georgia Department of Education.
The CCRPI includes five components: Content Mastery, Progress, Closing Gaps, Readiness, and – for high schools – Graduation Rate. APS scored 100 on the Closing Gaps component in elementary schools and improved Readiness and Content Mastery scores at all grade bands. Additionally, students with disabilities and who are economically disadvantaged made gains in 11 of 12 areas.
Assistant principal Latoya Howard details how Benjamin E. Mays High School achieved its gains:
Q: What specific strategies or initiatives did your school implement that you believe contributed most to the CCRPI improvement?
A: B.E. Mays High School intentionally aligned its Continuous Improvement Plan (CIP) to CCRPI priorities, ensuring all strategies were directly connected to Content Mastery, Progress, Closing Gaps, Readiness, and Graduation Rate. Clear action steps and monitoring tools were developed to ensure fidelity of implementation across departments.
To improve Achievement and Progress, we strengthened PLC structures by implementing streamlined protocols focused on standards alignment, common assessments, and data analysis. These PLCs informed targeted instructional adjustments and remediation plans. Instructional coaches supported this work through Jim Knight’s Impact Cycle, building teacher capacity in high-impact instructional strategies and data-driven instruction.
For Closing Gaps, we expanded academic supports through morning advisement tutorials, afterschool remediation, Saturday School, and EOC Test Prep Bootcamps. Supports were targeted based on student performance data and focused on reteaching priority standards. Literacy progress was monitored monthly, with celebrations reinforcing growth and engagement.
To support the Graduation Rate, a dedicated Senior Team met monthly to analyze senior-level data including credits, EOC requirements, attendance, and graduation pathway status. The team identified at-risk seniors early and coordinated targeted interventions such as credit recovery, tutoring, mentoring, and family outreach to ensure students remained on track for on-time graduation.
In addition, the Whole Child Intervention Team met weekly to review attendance, behavior, and academic data across all grade levels. Team members maintained caseloads and conducted consistent student check-ins, allowing for early intervention. The opening of the B.E. Mays Wellness Center further strengthened this work by providing restorative conversations, mentorship, and wrap-around services that addressed barriers to student success.
For Readiness, we implemented two mock AP and EOPA exams annually, followed by structured data talks that resulted in reteaching and remediation plans. We also created intentional advanced math pathways to ensure students were prepared for IB and AP coursework.
Strategic hiring and placement practices ensured highly skilled teachers were assigned to advanced courses, strengthening instructional quality and student outcomes.
Q: Can you share examples of how your teachers are driving student growth and achievement, and any practices that have been particularly effective?
A: Teachers at B.E. Mays High School drive student growth and achievement through intentional, data-informed instructional practices and consistent implementation of our instructional framework.
A particularly effective practice has been teachers’ quick and consistent response to student data. After formative and summative assessments, teachers engage in required Data Talk PLCs where they analyze results at both the PLC and individual teacher levels. In addition, teachers regularly use exit tickets as a formative assessment tool to capture real-time evidence of student understanding. Exit ticket data allows teachers to make immediate instructional adjustments, such as re-teaching a concept the next day, adjusting pacing, or grouping students for targeted support. During PLCs, teachers analyze assessment data to identify misconceptions, determine root causes, and develop targeted reteach and remediation plans. These teacher-created plans directly inform instructional adjustments, small-group instruction, tutorials, Saturday School, and EOC Test Prep Bootcamps.
Teachers have also contributed to improved outcomes through the implementation of a streamlined instructional framework that provides a shared, schoolwide understanding of effective instruction. From lesson planning to classroom execution, teachers consistently implement clearly defined learning targets, success criteria, and checks for understanding. This uniform approach has increased instructional coherence across classrooms and allowed students to experience consistent instruction that supports academic growth.
Collectively, these practices empower teachers to take ownership of student data, collaborate around instructional decisions, and implement aligned, research-based strategies that have resulted in increased student achievement and growth.
Q: What is something impactful/innovative happening in the area of teaching and learning at your school that sets your school apart?
A: One impactful and innovative aspect of teaching and learning at B.E. Mays High School is our intentional balance between rigorous academics, authentic learning experiences, and sustained teacher development across all content areas, not just EOC courses.
We have expanded learning opportunities in the Arts through the opening of The Legacy Productions Studio, where students engage in podcasting, music creation, and DJing. This space allows students to apply academic standards through real-world, project-based experiences that build creativity, technical skills, and student voice. In addition, partnerships with organizations such as Georgia Tech and Georgia Power help bring standards to life by connecting classroom instruction to real-world.
What truly sets our school apart is our targeted, in-house professional development model, which is intentionally designed around our students’ and teachers’ needs. Throughout the year, teachers participate in professional learning focused on consistent behavior management expectations through No Nonsense Nurturing, strategies to increase instructional urgency using the Mays Way Matrix, and clear expectations for Do Nows, Exit Tickets, and effective co-teaching models.
This shared understanding has led to greater instructional consistency and stronger classroom culture. Additionally, teachers receive biweekly training to strengthen the implementation of the IB Middle Years Programme (MYP) in 9th and 10th grade classrooms. This ongoing support ensures fidelity to the MYP framework while strengthening inquiry-based instruction, student engagement, and academic rigor.
Q: What are your hopes or expectations for student achievement moving forward, and how do you plan to build on this recent success?
A: Moving forward, our expectation is to see continued growth in student achievement across all CCRPI indicators, with particular emphasis on Achievement, Progress, Readiness, and Graduation Rate. We plan to build on our recent success by sustaining a culture that values consistency, celebration, and continuous improvement.
We will continue to celebrate small wins throughout the year through Attendance, Grades, and Behavior celebrations, which have been streamlined through our PBIS framework. These celebrations reinforce positive habits, increase student motivation, and maintain focus on key academic and behavioral goals.
Our Continuous Improvement Plan (CIP) will remain a living document that anchors our work throughout the school year. The CIP guides instructional priorities, intervention planning, and progress monitoring, allowing us to adjust strategies in real time based on student data. By continuing to unify and strengthen the foundation of effective teaching and learning, we aim to strengthen our advanced programs. When students are equipped with strong foundational skills, they are better positioned to succeed in advanced coursework, including AP, IB, and Dual Enrollment.
To ensure accountability and sustained growth, we progress monitor all major areas of work through monthly administrative meetings where data and reports are reviewed for MTSS, instruction, attendance, and behavior. These meetings allow us to identify trends, address gaps, and provide timely support to teachers and students.
Through ongoing reflection, data-driven decision-making, and a commitment to instructional excellence, we are confident that student achievement at B.E. Mays High School will continue to improve and that our recent gains will be sustained and expanded.
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