Exclusive: Atlanta superintendent wants to take a ‘back to basics’ approach

A: We’ll focus on literacy, we’ll obviously focus on math, we’ll focus on workforce development, college and career readiness, and then within that umbrella, we’ll focus on all the things that are important to reach the goals that those three … legs of the stool support. We also understand that we’re in a(n) ever-changing world. And so when you think about artificial intelligence, for instance, or you think about what’s happening in technology … we know that we have a responsibility to be preparing students to go out and be globally competitive. So it’s not that we’re putting away the things that make us better. But it is this reality that to do this work really well, there’s some tried and true pillars that make a marked difference.

Q: (In your video), you mention that just 36% of APS third graders scored “proficient” or higher on the 2024 state test in English/Language Arts. Subgroups — such as economically disadvantaged students, Black students and English language learners — fared worse (19%, 23% and 23% respectively). What needs to be done to help students who are struggling to meet expectations?

A: The goal is that every child … improves, every child works towards mastery. And so when I think about those subgroups … we’ve got to ensure that we’re not leaving anybody behind. As excited as we are about the (recent) NAEP results … we also know that the (achievement) gaps have become more pronounced, and that’s just a reality, and we need to deal with that for what it is. There’s a ton of opportunity to lean into these individual subgroups and to support them. So when you think about economically disadvantaged (students), it’s not just going to be teaching and learning. There are also things that are happening outside of the school that are really important. Alonzo Crim talked about a ‘community of believers.’ When you think about (a) community of believers, it’s all folks that are within that community locking arms to help us move student achievement forward.

Q: You mentioned (in the video) that enrollment has declined over the last decade, but staffing and capital projects have increased. APS … is in the process of putting its budget together now. Are staff cuts coming?

A: At what level?

Q: The school level.

A: Not so much at the school level. Everybody’s grappling with the 11% (teacher salary) increase. Once you do it, you’ve got to fund it perpetually. So that’s something that I think schools are trying to work into their budgets. This past budget cycle, the district office grew by $100 million. Now that’s not all … people. Frankly speaking, there are some opportunities to drive some efficiency and effectiveness. The district office is a support center and if those who we are supporting don’t feel the support, then we’re not living out our charge. So I think we have an opportunity to really streamline, become more efficient, become more effective, and at the end of the day, we want to drive as many resources to the schools as we possibly can.

Q: You also mentioned in your address that by 2030 you would like … for APS to be able to offer an average teacher salary of $100,000. So tell me about that because you mentioned the district is having a hard time keeping up with the 11% pay increase.

A: But we can (keep up with the increase). So when you look at the median salary for a middle of the scale master’s degree teacher, (the salary is) between $93,000 and $94,000 today. And so it’s reasonable. It’s attainable. The path to getting there will take some difficult decisions. Atlanta Public Schools should be and is a destination school district. This is the place that teachers should want to come to retire. So we should compensate well, (but) we should have also great supports and resources for teachers. People get drawn by this idea of a good $100,000 average salary, but they stay because of the culture you create. So our leaders are key in driving that culture.

Credit: Ziyu Julian Zhu/AJC

Credit: Ziyu Julian Zhu/AJC

Q: APS commissioned an audit on special education around the time when you came into office. (It essentially said the district) needed to tighten up record keeping and comply with special education laws. Have you seen improvements in those areas?

A: I think there’s been progress … around some of the compliance elements, but there’s a ton of work to do in regards to continuing to support teachers and leaders in schools, and, frankly, continuing to raise the rigor and … frankly, there’s a ton of work to do with our support of families and students. The district has a lot of opportunity in that space to be even better.

Q: There was news last week that the U.S. Education Department laid off 50% of its staff. Are you concerned about that and is APS prepared in case some of that funding that would have made its way to the district does not?

A: Obviously we’re concerned. Ever since I’ve been an educator, the agency has been about, in many ways, accountability and supporting the schools and students that needed the most support. So … when you think about Title I dollars, exceptional education, school nutrition … there’s obvious concern. Our advocacy will be around the needs of our students, and our conversations will be around the needs of our students. It’s, it’s a challenging time because you don’t, we don’t have all the answers to how things are going to evolve. You know, I think some of what we hear is potentially that the states (would compensate for some funding gaps), we (would) work in partnership with them to make sure … that our children got exactly what they needed. But, but I think we’re going to kind of have to see how all of this stuff plays out over the next coming weeks and months.

Credit: Ziyu Julian Zhu/AJC

Credit: Ziyu Julian Zhu/AJC