This year-long initiative immerses students in the world of aviation, an industry many had never experienced firsthand despite living just miles from Hartsfield–Jackson Atlanta International Airport. Through hands-on learning and mentorship, including converting the Price Middle School media center into an hands-on airport and flight simulation, students explored careers across the airline industry while integrating math, science, ELA, and social studies into real-world application.

The final presentations were more than just pitches—they were a reflection of growth. Students showcased skills in public speaking, teamwork, critical thinking, and problem-solving, all while imagining themselves in future careers they may not have previously considered.

Now in its seventh year, the partnership between �ڹϳ����� and Virgin Atlantic continues to open doors and expand possibilities. With support from both Virgin Atlantic and Delta Air Lines, students gain exposure to industry professionals who help guide, mentor, and inspire them along the way.

The setting of the Delta Flight Museum added an extra layer of excitement and authenticity, reinforcing just how close these opportunities are—and how attainable they can be.

It was, without a doubt, a great day for Price Middle School and a powerful reminder of what happens when education, community, and industry come together to invest in the next generation.

At �ڹϳ�����, learning goes beyond textbooks and classrooms. It’s connected to real-world challenges, community partnerships, and scholars’ lived experiences. As the K–12 STEAM Project-Based Learning (PBL) Instructional Coach, Laura Peña-Telfer, PhD, works alongside teachers to design learning experiences that are rigorous, relevant, and deeply engaging. Through PBL, she helps scholars see themselves as innovators, problem solvers, and contributors to their communities. We sat down with Dr. Peña-Telfer to learn more about her role, her passion for PBL, and her vision for its future at PBSA.

As a PBL Instructional Coach, how do you describe your role in helping teachers design learning experiences that connect classroom content to real-world challenges?

My role is to leverage the wealth of knowledge our teachers already bring and support them in making meaningful cross-curricular connections that bring learning to life for scholars. I enjoy serving as a sounding board, drawing on my classroom experience, instructional coaching background, and research experience to support teachers in designing authentic PBL units. I also help connect teachers with community and industry partners so learning is grounded in real-world challenges.

What excites you most about the PBL approach, and how have you seen it transform student engagement or confidence across grade levels?

What excites me most about PBL is its potential to disrupt long-standing opportunity gaps, particularly the underrepresentation of communities of color in STEM fields. PBL creates access to high-quality learning experiences that position scholars as active participants in their learning, recognized as innovators, problem solvers, and knowledge producers.

Research consistently shows that well-designed PBL supports deeper understanding of content, strengthens critical thinking, creativity, communication, and collaboration, and increases engagement by connecting learning to authentic, real-world contexts. I’ve seen PBL affirm scholar identity, build agency, and amplify student voice across grade levels. When implemented with fidelity, scholars demonstrate stronger performance on both traditional and performance-based assessments, retain what they learn, and confidently apply their understanding in new situations. Most importantly, PBL makes learning meaningful and relevant.

�ڹϳ����� partners with many community organizations. How do these partnerships influence or enhance the PBL experiences you help support?

Community partners are an essential component of STEAM and PBL. They bring career expertise into the classroom and offer scholars tangible examples of STEM careers and pathways. These partnerships strengthen PBL by helping scholars see how academic content connects to real professions and real-world problem solving. Exposure to community and industry partners supports inspiration and workforce development, helping scholars envision themselves in future careers and understand the relevance of what they are learning.

When you’re collaborating with teachers, what are the key elements you aim to build into a strong PBL unit, regardless of subject or grade?

I begin by listening to teachers’ ideas, questions, and even their trepidations. From there, we establish clear learning goals and meaningful real-world contexts. Strong PBL units are grounded in content standards while centering collaboration, reflection, and relevance. Across all subjects and grade levels, I focus on including an authentic problem or challenge, opportunities for student voice and choice, and multiple ways for scholars to demonstrate their learning.

Looking ahead, what are your hopes or goals for expanding or deepening PBL across �ڹϳ�����? What impact do you envision for students and the wider community?

Looking ahead, my hope is to deepen and expand PBL across all grade levels so it becomes an integral, shared approach to teaching and learning at PBSA. I want PBL to be understood and valued as a way to build bridges between content areas, between school and the real world, and between scholars’ learning and their lived experiences. When that happens, the impact extends beyond the classroom to families, communities, and future pathways for our scholars.

Every student deserves the ability to explore their innate talents and create the blueprint of their future,” said Javan Wyche, community engagement manager at PBSA. “This program was built with immersion, critical thinking, and skill building in mind. We equip our scholars with practical skills, confidence, and clarity needed for life after graduation.”

Serving over 150 scholars in grades 7–12 at Price Middle and Carver STEAM High, the program spans eight specialized pathways and introduces a new Middle School Bridge Program to prepare younger scholars for high school and beyond. Whether it’s hands-on experience in healthcare, engineering, audiovisual production, urban agriculture, or early childhood education, each pathway is built to foster leadership, self-advocacy, and academic success.

“Each pathway includes a blend of certifications, mentorship, hands-on learning, and individualized support, ensuring that scholars are not only career-ready but also empowered to lead and thrive beyond graduation,” said Whyche. “The program’s flexible design allows for tailoring to individual student interests and needs, creating a powerful engine for equity, engagement, and economic mobility.”

Through strategic partnerships with local businesses, community champions, and educational institutions, scholars gain more than knowledge; they gain a network through mentorship, a mastery of skills through certifications, and a defined purpose. Since 2021, PBSA has connected over 140 students to internships and enrichment experiences. This expanded program is empowering even more scholars to discover their strengths and take meaningful steps toward opportunity-rich futures.

The future is bright. And it starts here, with purpose.

From the Classroom to Real Life: Students Share How Pathways Inspired Them

Kayla Hudson

My favorite memory from this internship pathway was being able to see all the girls happy and get along with each other. Working together as a team without anyone getting upset or feeling left out the group.

My biggest takeaway or learning from this internship program growth. I say this because seeing other girls older than me has helped me learn a lot.

Jahmarkus Gilbert

My biggest takeaway from the Internship is that regardless of what your currently going through you have people like you here to help and they’ve probably been through the same or even worse 10x even harder.

Damien Petty

And 1 thing that I’ve learned from my internship is that it takes time to grow but everyday add a positive to your goals.

Goddess Watkins

I would say my favorite has been connecting with others learning new skills and the farming work!!! definitely my favorite. I’ve learned to connect and take time to be patient with others.

Terrance Hall

1. My favorite memory is cooking on the food truck with my team and just hanging out with my friends Brian and Robert.
2. Being in this internship taught me how to make moves for myself because in the future I’ll be my own bios. so that’s why I’m preparing to start my own life before graduating high school.

Jafari West

My favorite memory from this internship was when we gave the new PBSA teachers a tour around the school and made them breakfast. It got me out of my comfort zone and I ended up enjoying it more than I thought I would!!

 

“One of the phenomenal things about working at �ڹϳ����� is the opportunity to collaborate with organizations and do innovative things you might not see in a traditional public school,” said Jovan Miles, principal of Slater Elementary School. “I want every kid in this building to become an independent, confident reader. It’s phenomenal to know we have people here who can provide the exact support our students need.”

ReadSource provides targeted reading interventions, helping students build critical literacy skills that lead to measurable academic gains. The impact of ReadSource is already evident:

• At Slater Elementary, students receiving ReadSource services outgrow their peers in reading achievement by an average of 8 percentage points.
• At Price Middle School, that number rises to 9 percentage points.
• In 7th grade, ReadSource students outgrow their peers by 17 percentage points.
• In 3rd grade, the difference is even more pronounced at 22 percentage points.

“Reading is another form of liberation,” explained Natasha Hogan-Mahan, principal of Price Middle School. “When a child tackles learning with confidence, the world truly unfolds before them. We are immensely thankful for our partnership with ReadSource and for the incredible opportunities it has brought to our Price students.”

As the dedicated computer science and robotics teacher for middle and high school students, Thomas has played a pivotal role in developing a robust STEM curriculum from the ground up. Through hands-on projects, coding challenges, and robotics competitions, she is opening doors to careers in engineering, robotics, and technology for students who might not otherwise have access to these fields.

Expanding Computer Science at Price Middle School

At Price Middle School, computer science is not just an elective—it’s a cornerstone of learning. Every student takes a STEAM or computer science class for at least one semester, ensuring that all students gain exposure to essential tech skills.

To support this initiative, the school boasts a dedicated computer science lab for 7th and 8th graders, a STEAM Vills lab led by a STEAM teacher, and high school-level computer science classes for 8th graders ready for the challenge.

Beyond the classroom, students engage in STEM activities and are introduced to pioneering figures in STEM through a partnership with the . They learn about trailblazers like Dr. Lonnie Johnson, inventor of the Super Soaker with over 100 patents, and Dr. Guion Bluford, the first Black astronaut. These real-world connections inspire students to see themselves as future innovators.

Competing on a Bigger Stage

One of the program’s most significant accomplishments has been increasing student participation in robotics competitions. The after-school robotics club at Price Middle School competes in FIRST Robotics, an international youth program that challenges students to design, build, and program robots to complete complex tasks. Each year, students gain hands-on experience in teamwork, problem-solving, and innovation—critical skills for future success.

Most recently, �ڹϳ����� Built Schools’ robotics teams have expanded their presence at competitions, showcasing their technical skills and determination. Teams have won awards in: Engineering Design, Core Values, Innovation Project, and Robot Design.

A Bold Vision for the Future

For Thomas, this is just the beginning. Her ultimate goal? To establish a fully integrated Pre-K to 12th-grade Computer Science and Robotics pathway that prepares students for college, careers, and innovation in technology-driven industries.

“It is proven that expanding STEM opportunities promotes college, career, and innovation readiness,” said Thomas. “We are creating a pipeline of tech-savvy scholars who are prepared for everything the world has to offer.”

With her passion and dedication, Bethany Thomas is not just teaching computer science—she’s transforming futures, one student at a time.

“We are thrilled to offer this professional development opportunity to outstanding educators who have demonstrated their commitment to �ڹϳ����� Built Schools and our scholars,” said Mike Davis, CEO, �ڹϳ�����. “We are confident that their dedication and participation will significantly contribute to the advancement of STEM education and PBL within PBSA.”

Over the next two semesters, the cohort members will engage in the STEM endorsement, comprising two 18-week courses: “Elements of STEM” and “Intersections of STEM.” Successfully completing the requirements will enable participants to add the STEM field to their existing professional certificates.

“This rigorous endorsement, akin to a graduate course, demands a significant time commitment,” said Anjanette Farrar, PBL & STEAM Coordinator, �ڹϳ�����. “The assignments are designed to support STEM instruction and encompass tasks such as developing integrated and project-based learning lessons and units, writing a grant, creating a professional resource collection, visiting a STEM-certified school, engaging in collaborative discussions with STEM colleagues, and collaborating with STEM partners.”

Congratulations to the educators selected for this cohort:

Meet the Cohort

“This is a major milestone in the trajectory of �ڹϳ����� Built Schools and our mission to turnaround underperforming schools and cultivate students’ skills and agency in pursuit of their unlimited potential,” said Mike Davis, CEO, �ڹϳ�����. “We have had significant growth in student achievement this year across all three of our schools.”

All three schools saw an increase in their content mastery scores in SY2022-23 and two schools – Slater Elementary School and Price Middle School – received a score of 100 on CCRPI’s Closing Gaps metric.

Slater increased its content mastery score by 9 points; Price increased its content mastery score by 5.7 points; and Carver increased its content master score by 2.1 points. Carver also increased the overall graduation rate by 3.4 points, raising it to 80.5 percent.

“Our schools have encountered significant challenges, and our school leaders, teachers, and families have worked diligently to reach this point where our scholars are in an environment where they can thrive,” said Dr. Nikkita Warfield, Chief Academic Officer, �ڹϳ�����. “Our daily task is to ensure our students, regardless of their background, have access to opportunities and experiences that foster growth and success. I couldn’t be prouder of this achievement, and I look forward to sharpening our focus even more to continue on this path.”

Slater, Price and Carver worked directly with the Georgia Department of Education’s Office of School Improvement, which provided assistance to help them improve the educational outcomes of their students. This collaborative effort reflects our commitment to ensuring every student receives the support they need to succeed.

I wanted to become a teacher with a calming presence and a positive attitude — a teacher who could help all students succeed. Unfortunately, becoming the teacher I wanted to be has taken more energy than I thought it would.

After more than two decades in the classroom, supporting students facing intense challenges in their home lives and trying to keep up with the unrealistic expectations set by administrators, I’ve finally hit my breaking point and all the compassion I have for my students and my dedication to the field may not be enough to help me recover.

This story was originally published chronicling diverse educator experiences.

As a School and Community Engagement Manager, the greatest challenges I see aren’t that parents do not care or don’t have time to support their children. To me, it seems that parents are experiencing a lack of connection — with the school, teachers, and the material their students are learning.

It’s easy to assume that there are quick fixes to this issue, but as we all know, building meaningful relationships takes time, and where the relationships parents have with their student’s learning journey can impact their academic progress, we can’t miss the big picture. As we build relationships with students, we must also focus on building relationships with parents and families.

This story was originally published chronicling diverse educator experiences.

Since she started in SY 2022-23, the number of students who participate in school breakfast and lunch has increased significantly, particularly among high schoolers, where the increase went from 20% to 60%.

Children spend a large proportion of their waking hours at school and consume a significant proportion of their daily calories while there. Schools, therefore, have the ability to help shape dietary behaviors and attitudes about food. Moreover, schools that serve students from low-income communities– where access to fresh and healthy food is limited– can impact students’ physical and mental health since poor diets lead to negative health outcomes.

While nearly all students served by PBSA come from low-income households and qualify for free school lunch – which is often synonymous with processed and bad-tasting lunch– at Carver STEAM Academy, students line up for the salad bar stocked with spinach, romaine and an array of vegetables. Chef Nana has to give them tickets so they don’t double up on salad – the cost of fresh food is far more than less nutritious options. The wildly popular new food choices came out of a student-driven initiative to spark widespread cafeteria changes and enhanced nutrition across �ڹϳ�����.

�ڹϳ����� Built Schools’ leadership listened and responded with new menus and a new nutritional program that includes a school breakfast, lunch and snack program that �ڹϳ����� Built Schools operates autonomously under the Atlanta Public Schools umbrella. �ڹϳ����� Built Schools purchases its own food, cooks meals from scratch, and employs staff who are salaried employees with benefits. The organization has been successful in attracting workers who have extensive food service experience and has significantly improved food options for students and staff.

The flexibility and autonomy of that partnership has allowed Chef Nana and her team to create a delicious and nutritious way to get students what they asked for. And it’s working. For instance, at the end of SY22-23, a larger proportion of students attending PBSA schools had participated in school meals (breakfast and lunch) throughout the year compared with the APS participation benchmark average.

Studies show there is a connection between healthy nutrition and academic performance, however healthy food costs much more. For instance, a fresh apple can cost up to $.40/each, whereas a pre-packaged fruit cup, which typically contains both added sugar and corn syrup, costs closer to $.17. �ڹϳ����� Built Schools invests an extra $300 per student each year to give them nourishing food. As noted above, the majority of their students receive nearly all their nutrition at school with most eating at least two meals, plus snacks.

“Our students deserve delicious, nourishing food,” said Pusey-Wade. “I am so proud of the students who helped advocate for changes to our nutrition program and thankful to �ڹϳ����� Built Schools for helping fund such an important initiative. Our deserving children are reaping the rewards of having these new food choices.”