Atlanta Public Schools (APS) has reported continued progress in its performance on the 2025 College and Career Readiness Index (CCRPI), according to data released by the Georgia Department of Education.
The CCRPI evaluates schools based on five components: Content Mastery, Progress, Closing Gaps, Readiness, and Graduation Rate for high schools. APS achieved a score of 100 in the Closing Gaps category at the elementary school level and showed improvement in Readiness and Content Mastery across all grade bands. Gains were also noted among students with disabilities and those who are economically disadvantaged in most measured areas.
Dr. Quentina Pruitt, principal of Peyton Forest Elementary School, explained how her school contributed to these improvements. When asked about key strategies that led to higher CCRPI scores, Dr. Pruitt stated:
“Our CCRPI improvement was driven by a laser-focused, data-driven instructional support plan anchored in Winter-to-Spring Measures of Academic Progress (MAP) growth and Georgia Milestones Assessment System (GMAS) readiness. Key strategies included:
A schoolwide MAP & GMAS Countdown Initiative with daily tracking posters and visible goals across all grade levels.
Targeted small-group instruction implemented beginning January 7, based on real-time proficiency and RIT data.
A continuous spiral of prioritized standards, ensuring students received repeated exposure to critical skills.
Implementation of Thinking Routines, 3 Reads, Reading Progress monitoring, and mock GMAS assessments housed in Formative.
Instructional WIN Time rotations, where students rotated through ELA and Math small groups on a 2-day cycle.
Monthly student data meetings and one-on-one data talks, helping students take ownership of their learning.”
Dr. Pruitt highlighted the role teachers played in driving student achievement:
“Teachers drove growth through intentional instructional alignment, collaboration, and results-driven decision-making. Effective practices included:
Daily targeted small groups aligned to MAP proficiency goals and GMAS priority standards.
Strong coach-teacher partnerships, with job-embedded planning, classroom small-group support, and WIN guidance.
Special Education teachers grouping students by IEP and RIT bands, prioritizing Key Ideas & Details, Vocabulary, and Numerical Reasoning.
Interventionists facilitating Breakfast Club, After-School Tutoring, and bi-weekly lesson planning for small groups.
ESOL co-taught and pull-out instruction focused on language and vocabulary acquisition.
Media and Specials supporting Lexile readiness and AR reading challenges, reinforcing literacy across all content areas.”
Regarding what distinguishes Peyton Forest Elementary’s approach to teaching and learning from others in the district or state, Dr. Pruitt said:
“What sets our school apart is our integrated, schoolwide instructional pathways model that blends:
K–5 prioritized NWEA-aligned pathways using IXL
Standards mastery monitored in real time through Formative
Embedded WIN time rotations supported by content-specific intervention teachers and instructional coaches
Targeted Whole Child supports, including MAP data talks
Additionally, we created a high-capacity instructional culture where teachers operate as data analysts, not just lesson planners. Instruction is continuously adjusted based on standard-level performance thresholds, not just test scores.”
Looking ahead at future goals for student achievement at Peyton Forest Elementary School following recent gains in CCRPI results, Dr. Pruitt shared:
“Our goal is not only to improve CCRPI scores but to institutionalize high-impact systems that make accelerated growth the norm—not the exception. Additionally we intend to do the following:
Expand mock assessment cycles with rapid instructional response.
Increase SWD [students with disabilities] and developing-level student growth through enhanced co-teaching and targeted intervention blocks.
Deepen teacher content expertise through job-embedded professional learning and coaching cycles.
Strengthen student ownership through consistent data talks goal setting,and progress monitoring.
Maintain schoolwide instructional pathway alignment across ELA Math,and Science.”
The district plans to continue these initiatives with an aim toward sustainable academic progress among all student groups.
