33 APS Schools Improve Georgia Accountability Score
ATLANTA – Thirty-three schools in Atlanta Public Schools (APS) showed gains on the state’s latest College and Career Ready Performance Index (CCRPI) results released today by the Georgia Department of Education.
The 10 schools showing the highest improvements include Carver Technology (13.5 points), Whitefoord Elementary (13.1 points), Perkerson Elementary (9.5 points), Atlanta Classical Academy (9.3 points), Dunbar Elementary (9.2 points), Cleveland Avenue Elementary (8.6 points), Miles Intermediate (7.2 points), Burgess-Peterson Academy (6.2 points), Mary Lin Elementary (5.7 points) and Venetian Hills Elementary (5.7 points). A complete list of schools showing gains is attached in the appendix.
As a district, APS experienced a slight decrease of 1.8 points from 67.0 points to 65.2, similar to the state, which dropped 1.9 points to a CCRPI score of 73.6 points.
CCRPI is the statewide education accountability system that measures schools and districts on a 100-point scale based heavily on the Georgia Milestones assessment through a combination of three main components: 1) achievement, 2) progress and 3) closing the achievement gap, with the possibility of 10 additional challenge points. The state index is intended to help parents and the public better understand how schools are performing compared to others in the district and state.
While APS maintained its achievement scores for CCRPI between 2015 and 2016 for all grade bands, it saw some decrease in progress points in all three grade bands.
For 2016, 14 APS schools scored at or above 80 on the CCRPI. These include Mary Lin Elementary (98.9), Carver Early College (97.3), Brandon Elementary (97.0), Morningside Elementary (96.5), Springdale Park Elementary (95.6), Jackson Elementary (95.4), Inman Middle (91.6), Atlanta Neighborhood Charter Elementary (84.5), Sarah Smith Elementary (83.8), Drew Elementary (83.8), West Manor Elementary (82.1), Garden Hills Elementary (82.0), Cleveland Avenue Elementary (80.8) and Burgess-Peterson Academy (80.5).
Schools achieving at least 37 out of 40 progress points include Cleveland Avenue Elementary (40), Inman Middle (39.5), Mary Lin Elementary (39.5), KIPP WAYS (38.5), Parkside Elementary (38), Brandon Elementary (38), Garden Hill Elementary (37.7), Maynard Jackson High (37.4), Carver Early College (37.2) and Burgess-Peterson Academy (37).
For the APS data report, click here. To view detailed score reports for the state and every public school district in Georgia, visit the GADOE CCRPI page.
“With CCRPI dependent primarily on the 2016 Georgia Milestones results released this summer, the scores released today confirmed our assessment of our schools’ academic performance,” said APS Superintendent Meria Carstarphen. “In fact, they offer further reason for the transformation required for APS and make the case that we needed to take bold action.
“But as we strive for full-scale implementation of our transformational framework, we are at a critical juncture,” Carstarphen said. “With the right supports and sufficient resources, the district will be better positioned to improve student achievement.”
The transformation framework for APS synchronizes the district’s mission, vision, strategic plan and other transformation elements, including the recent conversion to a charter system operating model, adoption of Standards-Based Units of Study for all grades, implementation of district-wide instructional practices, the launch of benchmark assessments and a focus on early literacy.
Additionally, the APS Turnaround Strategy that focuses on the district’s lowest-performing schools includes education partnerships, operating-model changes, high-impact tutoring, math and reading specialists to directly support students, a Spring Break Academy, recruitment of respected turnaround school leaders, targeted professional learning for teachers and an accelerated roll-out of social emotional learning in schools. More information is available at www.atlantapublicschools.us/turnaround.
For 2016, 14 APS schools scored at or above 80 on the CCRPI. These include Mary Lin Elementary (98.9), Carver Early College (97.3), Brandon Elementary (97.0), Morningside Elementary (96.5), Springdale Park Elementary (95.6), Jackson Elementary (95.4), Inman Middle (91.6), Atlanta Neighborhood Charter Elementary (84.5), Sarah Smith Elementary (83.8), Drew Elementary (83.8), West Manor Elementary (82.1), Garden Hills Elementary (82.0), Cleveland Avenue Elementary (80.8) and Burgess-Peterson Academy (80.5).
Schools achieving at least 37 out of 40 progress points include Cleveland Avenue Elementary (40), Inman Middle (39.5), Mary Lin Elementary (39.5), KIPP WAYS (38.5), Parkside Elementary (38), Brandon Elementary (38), Garden Hill Elementary (37.7), Maynard Jackson High (37.4), Carver Early College (37.2) and Burgess-Peterson Academy (37).
For the APS data report, click here. To view detailed score reports for the state and every public school district in Georgia, visit the GADOE CCRPI page.
“With CCRPI dependent primarily on the 2016 Georgia Milestones results released this summer, the scores released today confirmed our assessment of our schools’ academic performance,” said APS Superintendent Meria Carstarphen. “In fact, they offer further reason for the transformation required for APS and make the case that we needed to take bold action.
“But as we strive for full-scale implementation of our transformational framework, we are at a critical juncture,” Carstarphen said. “With the right supports and sufficient resources, the district will be better positioned to improve student achievement.”
The transformation framework for APS synchronizes the district’s mission, vision, strategic plan and other transformation elements, including the recent conversion to a charter system operating model, adoption of Standards-Based Units of Study for all grades, implementation of district-wide instructional practices, the launch of benchmark assessments and a focus on early literacy.
Additionally, the APS Turnaround Strategy that focuses on the district’s lowest-performing schools includes education partnerships, operating-model changes, high-impact tutoring, math and reading specialists to directly support students, a Spring Break Academy, recruitment of respected turnaround school leaders, targeted professional learning for teachers and an accelerated roll-out of social emotional learning in schools. More information is available at www.atlantapublicschools.us/turnaround.
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Atlanta Public Schools is one of the largest school districts in the state of Georgia, serving approximately 52,000 students across 88 schools. The district is organized into nine K-12 clusters with 68 traditional schools, 16 charter schools, two citywide single-gender academies and two alternative programs. For more information, visit www.atlantapublicschools.us. Appendix:
Atlanta Public Schools With Gains Over 2015 Scores:
Atlanta Public Schools With Gains Over 2015 Scores:
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The base College and Career Ready Performance Index (CCRPI) score for each school is calculated from four components:
Achievement Points are worth 50 of the 100 CCRPI points and include 2016 student performance on state standardized tests such as the Georgia Milestones End of Grade (EOG) and End of Course (EOC), graduation rates, college admission exams and career pathways.
Progress Points are worth 40 of the 100 CCRPI points and measure the academic growth students achieve from year to year. Schools earn points for the percent of students whose academic performance on state tests in the 2015-2016 school year is considered typical or high compared to other Georgia students with similar test scores from 2014-2015.
Achievement Gap Points are worth 10 of the 100 CCRPI points. Schools earn points based on the average performance of the lowest 25 percent of students compared to the average performance of Georgia students statewide.
Challenge Points may be awarded for schools for performance on specific school-based measures and for meeting annual performance targets for students identified as economically disadvantaged, English learner or a student with a disability or supplemental Exceeding the Bar indicators as defined by the state.
