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 Kimberly Whitfield details how Bunche Middle School achieved its gains:
Q: What specific strategies or initiatives did your school implement that you believe contributed most to the CCRPI improvement?
A: To strengthen our CCRPI readiness, Ralph J. Bunche Middle School implemented a schoolwide commitment to consistent and intentional use of the i-Ready platform for enrichment and intervention. During the first instructional hour each day, all students complete individualized Reading and Math modules that build foundational skills and increase proficiency through targeted, data-driven practice. Additionally, prioritizing a positive school climate through SEL, Restorative Practices, and PBIS significantly reduced disciplinary referrals, increased instructional time, and ensured students remained engaged in learning.
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 Ralph J. Bunche Middle School foster student growth by creating academically safe, inquiry-driven classrooms where students are encouraged to ask questions, take Cornell notes, review their learning daily, and independently research topics of personal or academic interest. Teachers differentiate instruction, embed rigor, and cultivate curiosity, enabling students to think critically and take ownership of their learning. To further accelerate achievement, teachers use a content-specific lesson plan, receive coaching feedback on lesson plans and instruction, and engage in PLCs to internalize their lesson plans, to teach back, analyze student work, and address misconceptions. Every lesson concludes with a standard-aligned exit ticket, graded promptly to identify students needing immediate re-teaching.
Q: What is something impactful/innovative happening in the area of teaching and learning at your school that sets your school apart?
A: One of the most impactful and distinguishing features of teaching and learning at Bunche Middle School is our increased student enrollment in high school credit courses. We have several high school certified teachers which allows our students to take rigorous courses in 6th, 7th and 8th grade for high school credit with a teacher, rather than online. Our students have earned high school credit for Earth Science, Biology, Physical Science, Algebra I, Geometry, Health and Personal Fitness. Teachers regularly provide options for students to integrate technology into tasks, enhancing creativity, collaboration, and multiple modes for demonstrating mastery. This intentional integration of technology has become a defining strength of our instructional model.
Q: What are your hopes or expectations for student achievement moving forward, and how do you plan to build on this recent success?
A: Looking ahead, we aim to deepen students’ confidence in their academic potential and reinforce the belief that excellence is attainable for all learners. We plan to build on our recent growth by celebrating progress, maintaining high expectations, and equipping students with the skills necessary for success in high school and beyond. Moving forward, we will continue tailoring instruction to students’ strengths and needs, empowering them to track their own data, and sustaining strong teacher–student relationships that anchor our culture of continuous improvement.
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