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.
Principal Gerard Latimore details how Benteen Elementary School achieved its gains:
Q: What specific strategies or initiatives did your school implement that you believe contributed most to the CCRPI improvement?
A: The improvement in our CCRPI performance was driven by a continued and intentional focus on instructional priorities that were initially established under the leadership of the prior principal. Early work centered on strengthening small-group instruction, increasing focused inquiry, and elevating science instruction to ensure students were actively engaged in higher-level thinking and standards-aligned learning. Building on this foundation, we improved PLC practices by sharpening the use of data, clarifying instructional goals, and increasing accountability for implementation. These sustained efforts created greater instructional coherence, supported teacher growth, and ultimately contributed to measurable gains in student achievement reflected in our CCRPI results.
Q: Can you share examples of how your teachers are driving student growth and achievement, and any practices that have been particularly effective?
A: Our teachers play a critical role in driving student growth and achievement through consistent, data-informed instructional practices. They actively participate in regular data meetings where assessment results are reviewed to identify which students are performing at or above expectations and which students require additional support. During these meetings, teachers analyze trends, discuss individual student progress, and make intentional adjustments to instruction, including regrouping students, refining small-group instruction, and modifying lesson pacing or strategies. This collaborative approach ensures instruction is responsive and targeted, allowing teachers to address gaps in learning while also extending opportunities for students who are ready for enrichment.
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 practice that sets our school apart is the intentional cross-section between our Dual Language Immersion (DLI) program and the International Baccalaureate (IB) framework. We are placing a stronger focus on strengthening our IB program while leveraging the language development and cultural assets of DLI. This alignment allows students to engage in deeper inquiry, make meaningful connections across content areas, and develop confidence as communicators and thinkers in more than one language. By designing larger, more intentional provocations, students remain engaged in learning for longer periods of time, take greater ownership of their thinking, and demonstrate increased curiosity, reflection, and academic risk-taking.
Q: What are your hopes or expectations for student achievement moving forward, and how do you plan to build on this recent success?
A: Our hope moving forward is to see at least 90 percent of our students demonstrate substantial growth, with the overarching goal of 90 percent of students reaching grade-level mastery. While this goal may be ambitious and aspirational, we believe it is both appropriate and necessary. With a continued focus on high-quality, standards-aligned instruction, strong use of data, targeted interventions, and sustained support for teachers, we are confident that student achievement at Benteen will continue to improve. By building on our recent success and maintaining a clear instructional focus, we believe this goal is attainable within the next few years.
I would be remiss if I did not acknowledge the work of Dr. Andrew Lovett, former principal of Benteen. His instructional framework and leadership practices resulted in continuous growth during his tenure. Building on the strong foundation he established, it is our expectation that the school will continue to move in a positive direction while maintaining high-quality instructional practices and a clear focus on student achievement.
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