Student populations across Metro Atlanta vary widely from school to school. In some, more than 90% of students directly certify for free lunch; in others, less than 5% qualify. There are schools with a mobility rate of over 50% and others where less than 5% of students change schools. Regionally and nationally, there is a strong correlation between the factors and student outcomes. 

To help better understand student achievement in the context of a wide range of student populations, we created the Similar Schools score for the Atlanta Schools Data Project (ASDP).This score compares percent proficient on the Georgia Milestones exam in ELA and Math for schools across Georgia. The comparison considers percentages of students in the following categories: 

  • Direct certification for free lunch (a poverty measure)
  • Mobility
  • Students with disabilities
  • English learners
  • Race/ethnicity 

Our analysis shows that poverty and student mobility are especially important in explaining differences in school performance. The other factors—students with disabilities, English learners, and race/ethnicity—also contribute to the statistical model and improve its accuracy. Visit the ASDP methodology page for more information.

The model used to create the Similar Schools score estimates a predicted Milestones percent proficient for each school using the factors listed above. To do this, we estimate a school’s expected proficiency rate based on its student population. We then compare that estimate to the school’s actual proficiency rate. The difference between the two is the Similar Schools score. Use this data visual to view predicted and actual proficiency rates for different school systems in Metro Atlanta.

For anyone who cares about students, schools, and the future of our region, this matters because it helps us look past the surface. It is easy to see test scores and jump to conclusions about a school, but those numbers do not paint a holistic picture. By putting results in context, the Similar Schools score helps us recognize schools with meaningful and intentional support systems for their students, helping them succeed even when the challenges are real. It also helps us notice where students may not be getting what they need, so we can respond with urgency and care. At its core, this is about making sure every child, no matter their circumstances, has a real chance to learn, grow, and thrive.

The Similar Schools Score on ASDP

The Atlanta School Data Project shows each school’s Similar Schools score on the front page and linked to a more detailed page. The example below looks at Resurgence Hall Charter School, which has one of the highest Similar Schools scores in Metro Atlanta.

Resurgence Hall’s Similar Schools score of 34 means that their Milestones proficiency rate is 34 percentage points higher than other Georgia schools with similar student populations. The link for “more” under the score shows more details.

This view shows Resurgence Hall and other schools that have similar student populations. Note that Resurgence Hall has a poverty rate of 49% and a mobility rate of 5%. The other schools on the list have similar rates. Resurgence Hall’s achievement rate of 77% and Similar Schools score of 34 implies that a typical school with a similar student population would have a proficiency rate of about 43% (77 minus 34). We can see in the table that 43% is a more typical achievement score for schools that are similar to Resurgence Hall.

Metrics Like the Similar Schools Score

The Similar Schools score has some similarities to the Governor’s Office of Student Achievement’s Beating the Odds (BTO) score. Both use statistical models to compare schools with similar student populations.

The key difference is the outcome being measured. The BTO score is based on the CCRPI single score, which combines multiple components into one summary measure. The Similar Schools score instead focuses directly on Milestones proficiency rates.

This makes the Similar Schools score easier to understand. A higher score directly reflects stronger test performance relative to similar schools. In contrast, changes in the CCRPI score can be driven by multiple factors, some of which fluctuate from year to year.

As a result, the Similar Schools score offers a more stable and straightforward way for families to understand how a school is performing academically.

Related News & Updates

Part I: What This Year’s GA Milestones Math Results Reveal Across Metro Atlanta

Driving Lasting Change One School at a Time

Looking Beyond Graduation Rates to Better Understand Student Achievement

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Dr. Keith Colbert

Dr. Keith A. Colbert has served in the Clayton County Public Schools (CCPS) system since 1998, starting his career as a fourth-grade teacher at Northcutt Elementary School. After a two-year tenure at Northcutt Elementary, he transferred to Morrow High School, where he served as a math teacher, special education teacher, and assistant head basketball coach. To gain insightful leadership experience, Dr. Colbert shadowed the administrative team, gained useful school leadership experience, and obtained a Master’s degree in Educational Leadership from Troy State University.

Dr. Colbert was selected as assistant principal of Mundy’s Mill High School (MMHS) in 2003 under the leadership of Dr. Anthony W. Smith. During his tenure at MMHS, he was instrumental in preparing the first class to graduate from the newly constructed school.

Dr. Colbert was recognized as a future principal leader in the district and was selected as one of twelve future leaders to participate in the principal preparation program, “A Forward-LEAP.” After completing this program, Dr. Colbert was appointed principal of Lovejoy Middle School in 2006, where he led more than 1,400 students. At the time, Lovejoy Middle School was the largest middle school in the district and considered underperforming. Dr. Colbert and his team led the school to substantial improvements in student achievement and were consequently selected as the 2008 Georgia PTSA Principal of the Year.

Driven to nurture a class of students from 6th grade to graduation, Dr. Colbert was appointed principal of Lovejoy High School in July 2009, where he served for seven years. He is one of the few principals in traditional high schools who is fortunate to have guided sixth graders to graduation with the Class of 2013. During his tenure at Lovejoy High School, the school was recognized as a Title I Rewards school in 2012 and 2013, SAT’s greatest gains school in 2012, and a USA News top high school in 2011. Dr. Colbert’s achievements led to a finalist for Principal of the Year for Clayton County Public Schools in 2011 and 2013.

In June of 2016, Dr. Keith A. Colbert was appointed Assistant Superintendent of Schools for Clayton County Public Schools.

Cayanna Good, Ph.D.

Dr. Cayanna Good serves as Deputy Commissioner for Innovation and Impact at the Technical College System of Georgia (TCSG), where she leads systemwide strategic planning and drives organizational improvement across all institutional pillars.
Previously, she served as Assistant Commissioner for the Office of Adult Education, overseeing statewide literacy initiatives, workforce alignment, and Georgia’s high school equivalency credentialing program.

Before joining TCSG, Dr. Good held leadership roles at the Governor’s Office of Student Achievement, the Georgia Department of Education, Teach For America, and TNTP. Her career began in the classroom in Houston — an experience that continues to ground her unwavering commitment to equity, access, and opportunity for all learners.

Dr. Good earned her bachelor’s degree from Fisk University, her master’s from Georgia State University, and her doctorate from Mercer University. She serves as Chairperson of the State Charter School Commission, she is a member of the Georgia Commission for Service and Volunteerism, a member of Alpha Kappa Alpha Sorority, Inc., and a member of the Brookwood High School Local School Council.