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 Dr. Teruko Dobashi details how M. Agnes Jones 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: Our success came from taking a true systems approach to math improvement, where instruction, coaching, data, and student supports worked together instead of operating separately. We focused on building a shared understanding of strong math instruction and giving teachers clear tools, resources, and expectations that were aligned across the school.
A major driver was our emphasis on math modeling and conceptual understanding. Teachers didn’t just plan lessons; they worked through problems together during PLCs, modeled strategies for one another, clarified expectations, and planned with student thinking in mind. We also used the strength of our team.
Our math instructional coach, Dr. Kiel, and our district support specialist, Adrian Woods, provided targeted support to CUSP-level students twice a week, focused specifically on readiness standards and foundational skills. This layer of intervention gave students both the instruction and the confidence to move. Guided by GaDOE learning plans, supported by Metro RESA, and strengthened by intentional walkthrough feedback and data conversations, our teachers became more reflective and more intentional.
All of these pieces worked together to create a powerful instructional engine that strengthened teacher practice, accelerated student learning, and ignited a culture of math confidence, which directly translated into growth on our CCRPI.
Q: Can you share examples of how your teachers are driving student growth and achievement, and any practices that have been particularly effective?
A: Two of the most effective practices across both ELA and math have been teacher reflection and intentional planning. Teachers engaged in video reflection, walkthrough feedback, and data conversations that helped them analyze their instructional moves and adjust in real time.
A significant shift has been our focus on modeling and conceptual understanding during instruction—not only in classrooms, but during PLCs. Teachers worked through problems and texts together, practiced modeling strategies, discussed vocabulary and misconceptions, and aligned on what mastery looks like for both literacy and math standards.
By planning with clarity, anticipating student thinking, and responding quickly to data, our teachers have been able to elevate instruction across subjects and ensure students are growing in multiple areas.
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 innovative shifts is how we intentionally connect rigorous academics with joyful learning experiences. While our teachers engaged in deep instructional work, our students also participated in a district math competition, a schoolwide Math Bowl, Math Month activities, and weekly fluency challenges.
In ELA, we have started monthly Publishing Parties to celebrate our students as not only readers, but authors. This combination of high expectations and celebratory engagement helped students see themselves as mathematicians and writers with a voice. It has truly changed our culture—students are more confident, teachers are more collaborative, and learning is something students look forward to.
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 goal is to strengthen proficiency and progress in both reading and math while continuing to build collective teacher efficacy and student confidence. We want every teacher to believe they can accelerate student growth, and every student to believe they can be successful across subjects. We hope that in reading, students not only decode and comprehend, but truly see themselves as readers, writers, and thinkers who can engage with complex texts and express original ideas. In math, we want students to confidently explain their reasoning, apply strategies, and persist in tackling challenges.
We will continue deep internalization of units, expand targeted intervention structures, and strengthen instructional reflection cycles so teachers continue to grow together and students continue to achieve at the highest levels.