How Atlanta Public Schools Raised Key Student Outcomes

Measuring success is one of the most important—and most difficult—parts of being an educator. Test scores and GPAs can tell us a lot about student progress, but they’re only part of the bigger story. Data relating to attendance, behavior, teacher retention, and student satisfaction is crucially important as well.

When educators have well-rounded data, they’re better equipped to continue doing the things that are leading to positive outcomes and to seek solutions in areas that aren’t. The goal in sharing these stories is to help educators, school communities, and families understand how Second Step® programs are a catalyst for positive, measurable outcomes in various environments across the country—and to help others achieve these outcomes as well.

Atlanta Public Schools (APS) is an instructive and inspiring example of what it looks like when a district makes a strategic commitment to improving student well-being, academic performance, and school climate through comprehensive human skills instruction with Second Step programs. This case study documents their program implementation methods and resulting student outcomes, based on a thorough study by Hanover Research.

What Atlanta Public Schools needed

Serving nearly 50,000 students, the needs of Atlanta Public Schools are both unique to their community and similar to many others across the country. Students in APS needed greater behavioral, social, and academic support. They needed resources to help them become socially connected, emotionally supported, and academically engaged. Above all, APS needed a holistic, strategic approach to supporting student well-being and performance that could be implemented across their large and diverse district.

The district’s goals were ambitious but realistic: reduce disciplinary incidents, improve attendance, and promote academic performance, especially in key areas like reading and math in statewide assessments.

The approach
Atlanta Public Schools has been implementing Second Step programs in PreK through Grade 8 for over a decade. In 2025, the district began implementing the all-new Second Step® High School program, building toward a unified PreK–12 approach. Broadly, their objective was to increase implementation fidelity across the entire district by leveraging high-quality data and greater support from leadership.

Data-driven, districtwide

Using the data monitoring tools in Second Step programs, APS leaders track program data in tandem with academic achievement, behavioral, and attendance data. This allows school and district leaders to make holistic and data-driven decisions and to understand the links between Second Step implementation and other key metrics. “We trust that the program works, so we just have to show up for our leaders and support them with data and guidance,” explains Dr. Lindsay Wyczalkowski, Social and Emotional Learning Coordinator for APS elementary schools.

Tiered human skills leadership

APS designates three social and emotional learning coordinators to oversee Second Step instruction and program data across the district. Additionally, key on-the-ground leaders—such as assistant principals, counselors, and restorative practices coaches—strengthen classroom implementation and engagement at individual school sites. The combination of districtwide oversight and on-site leadership is one of the keys to comprehensive, consistent implementation.

The outcomes

Student outcomes by the numbers

APS schools that completed 75% or more of Second Step lessons showed incredible improvements, including:

• 32% fewer chronically absent students
• 61% more students meeting academic proficiency standards on key academic benchmarks (MAP and GMAS)
• Nearly 20% fewer behavioral referrals

Schools with higher lesson completion rates demonstrated stronger results in student referrals, attendance, and academic achievement. “If you teach the lessons with fidelity, not only will it change the students, it will also change you,” observes Dennis Toliver, Social and Emotional Learning Coordinator for APS middle schools.

On a qualitative level, a separate study echoed these findings. Students demonstrated greater academic readiness, and educators reported remarkable improvements in student attitudes, communication skills, and overall well-being. “It’s not just that their behavior changes,” explains Dr. Lindsay Wyczalkowski. “It’s that they actually have the skills and the language to make different decisions and choices.”

Boosting teacher ownership

Teachers also feel more ownership of their Second Step programs. They’re more satisfied in their classrooms and in their work. This is a familiar pattern. When student well-being improves, their behavior, attendance, and academic readiness are likely to improve as well. Consequently, educator well-being improves, leading to greater buy-in, enthusiasm, and satisfaction. Together, these mutual improvements represent a better school climate. While difficult to quantify, Atlanta Public Schools is an example of what a healthier climate looks like in the day-to-day: safer, more engaged, and more successful students, alongside enthusiastic and satisfied educators.

Celebrating districtwide success

“I celebrate what’s next for our students because I know that they have a toolkit of resources and skills that they’ll carry with them in the next chapter,” reflects Dr. Veneschia Bryant, Social and Emotional Learning Coordinator for APS high schools.

Through a data-driven, people-focused approach to Second Step implementation, Atlanta Public Schools has made significant improvements in student behavior, attendance, and academic performance. That’s certainly worth celebrating.

You can read the full case study to learn more about how Atlanta Public Schools transformed student outcomes with the help of Second Step programs. To take the next step toward transformation in your own district, schedule a consultation with one of our team members today.