By: Dr. Ramon Garner, Benjamin E. Mays High School Principal
At Benjamin E. Mays High School, postsecondary readiness is not a box to be checked at the end of senior year—it is a promise we make to students the moment they walk through our doors. Every class period, conversation, and opportunity is grounded in a single question: Will this prepare our students for the lives they dream of living? While state accountability systems often focus heavily on test scores, graduation rates, and short-term academic outcomes, the true measure of our success is whether students leave Mays prepared to thrive in college, career, and life.
Today, Mays is in a stronger position than ever before to prepare students for what comes next after graduation. Over the past several years, we have intentionally built systems that expand opportunity, increase access, and expose students to a wide range of postsecondary pathways.
One of the clearest examples of this growth is the expansion of our advanced academic programs, including International Baccalaureate (IB), Advanced Placement (AP), Dual Enrollment, and career-connected pathways. These opportunities are not just about access; they are about impact. Students are engaging in rigorous coursework, real-world experiences, and meaningful preparation for life beyond high school.
The power of these systems is best understood through the lived experiences of our students—their growth, their confidence, and their emerging sense of possibility.
For students like Ava Adams, courses like AP Calculus have exposed her to higher levels of rigor, helping her feel more prepared for the academic demands of college. Beyond the classroom, her participation in the Google Scholars program has opened doors she once considered distant—connecting her with industry professionals, internships, and mentorship aligned with her career aspirations. For Ava, these opportunities have made her future feel both tangible and attainable.
Similarly, Adrianna Brightwell described her IB coursework as both challenging and transformative. She emphasized that the program has required her to write extensively, think critically, and dedicate significant time to studying. With access to strong resources and support, she has developed the discipline needed to succeed. Her involvement in ROTC has further shaped her trajectory, introducing her to mentors, expanding her professional network, and providing firsthand insight into military career pathways. Together, these experiences have given Adrianna clarity, confidence, and a strong sense of direction.
For Jamon Allen, learning comes alive through hands-on experiences. As a participant in the sports medicine pathway, Jamon has engaged in meaningful field experiences that connect classroom learning to real-world application. He has stepped into leadership roles, including coordinating school-wide blood drives—opportunities that have taught him responsibility, teamwork, and service. In the classroom, Jamon credits his IB English experience with sharpening his thinking and communication skills, supported by a teacher who challenges students while making learning engaging and accessible. These experiences have helped Jamon see himself not just as a student, but as a leader and professional in the making.
These student experiences reflect the intentional structures we have built at Mays. Programs like IB, AP, Dual Enrollment, Work-Based Learning, and partnerships with organizations such as Georgia Tech, Google, and the Atlanta College and Career Academy provide authentic exposure to college and career expectations. These opportunities help students begin to see themselves in spaces they may not have previously imagined.
As principal, I feel most connected to postsecondary readiness through these systems. We are not simply moving students from one grade level to the next, we are helping them build a plan. Through data analysis and ongoing conversations, we ensure that students understand how their current choices connect to their future opportunities.
Still, there is a tension that exists in high school leadership. While we are responsible for preparing students for life after graduation, we do not always receive consistent feedback about what happens once they leave us. This gap makes it difficult to fully measure long-term impact and is compounded by accountability systems that prioritize short-term outcomes over sustained success.
Looking ahead, the future of postsecondary readiness at Mays must be even more intentional. We must continue to increase early exposure and ensure students experience college campuses, career pathways, and professional environments as early as ninth grade. We must also strengthen partnerships with higher education institutions, industry leaders, and the military so that transitions after graduation feel seamless rather than abrupt.
At the same time, we must be mindful of reducing compliance-driven tasks that do not directly impact readiness for life after high school. Our focus must remain on the experiences that truly prepare students for success.
Ultimately, our work at Benjamin E. Mays High School is anchored in a promise—a promise that when students first step onto our campus, we will do more than guide them toward graduation. We commit to opening doors, widening horizons, and helping them discover what is possible for their lives.
When our students walk across the stage at commencement, we want them to be carrying more than a diploma tucked under their arm. We want them to carry confidence forged through challenge, purpose shaped by experience, and a plan grounded in real exposure to college, careers, and service. They should leave knowing not only where they are headed, but why—and believing deeply that they belong in every space they aspire to enter.