This perfect home located in the trendy Brookhaven neighborhood is close to the popular shops and restaurants along Dresden Drive and within walking distance to the neighborhood park with tennis courts and playground. Canmont Drive is a great street surrounded by more expensive new construction and easy access to I-85 and Buckhead. The stately magnolia tree in the front yard provides charming curb appeal which is further accented by the stained front porch. The interior is very open and bright with high end finishes found in more expensive homes. The backyard is fully fenced and professionally landscaped with a stacked stone wall, plenty of grassy area for play, and a spacious deck to relax and entertain. Offered for $519,000. Please contact Dede DeYonker for more details or to view this home at email@example.com or 404-626-1874.
In our sales meeting this week, the main topic of discussion was regarding multiple offers on homes. The attorneys at Campbell and Brannon pointed out challenges and potential pitfalls to avoid when faced with this situation. I don’t think anyone in the real estate industry is ready to say happy days are here again, but the decrease in inventory is certainly causing more buyers to have a sense of urgency that they weren’t feeling over the last couple of years which is resulting in multiple offer scenarios for homes that are well priced and in good condition.
The chart below from Trendgraphix illustrates the decreased number of homes for sale in the Buckhead area in the $500,000 to $1,000,000 price range.
Davis Plan Keeps Buckhead School Districts in Place
Construction of new E. Rivers Elementary to begin in fall 2013
By Louis Mayeux with The Buckhead Patch
Atlanta Public Schools Superintendent Erroll B. Davis Jr. late Sunday night released his preliminary redistricting plan, which said “there will be no boundary changes” for elementary schools in the North Atlanta High cluster.
Along with meeting community demands that no neighborhoods be moved to different schools, Davis’ plan says that construction on a new E. Rivers Elementary will begin in the fall of 2013, also the time when the new North Atlanta High is to open on Northside Parkway. Sutton Middle School students will move to the present North Atlanta building that fall, and E. Rivers students will move to the present Sutton building for 18 months.
Davis also said that the Sutton site may eventually be “repurposed as a sixth grade academy for the cluster.”
In another issue that had drawn neighborhood opposition, Centennial Place Elementary school is not included in the North Atlanta cluster, one of 10 around the city in a proposed new system that will replace the division into four School Reform teams. Centennial Place will be in the Grady cluster.
Here is the link to Davis’ complete report, which will be received by the Atlanta Board of Education at its Monday meeting. The report is also available in the attached PDF. Maps accompanying Davis’ report will be available March 9. A public hearing on Davis’ plan will be March 12 at North Atlanta.
This home in the popular Brookwood Hills neighborhood went under contract in less than two weeks.
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This special property is located in the top rated Cobb County School District of Sope Creek Elementary, Dickerson Middle, and Walton High School.
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While we have many great public schools to choose from in and around Atlanta, many parents choose private schools for a variety of reasons. In the Buckhead area many children will attend public schools through elementary school then choose to attend private schools beginning in middle school through graduation. We’re so fortunate to live in a community where we have many great options to choose from allowing parents to find the right “fit” for their children. When deciding which is best for your family, this article posted on the NAIS (National Association of Independent Schools) pointed out several good points.
Seven Myths About Independent Schools
By: Patrick F. Bassett
Published: August 2, 2009
November 23, 2011
Patrick F. Bassett
We know why families choose independent schools. They value what Tony Jarvis, past-head of Roxbury Latin School, called environments where students “are known and loved,” and they believe what the research documents, that independent schools’ intimacy, manageable size, and universally high expectations for behavior and achievement produce graduates who succeed in college and life.
We know as well why families who can afford independent schools don’t choose them (aside from the “confirmation bias” we all have of preferring what we have chosen to other alternatives). Families who reject independent schools tend to believe in one or more myths about independent schools.
Independent schools are only for the rich.
Fact: While it’s true that independent schools are chosen more often by families from higher income brackets, it’s also true that a significant proportion of independent
schools’ population is comprised of the three lowest socioeconomic quintiles
(students who often receive financial aid) and the fourth quintile, the middle to upper middle class families who find a way (including grandparent contributions) to afford a quality education for their children, seeing it as the best investment they can make in their children’s future, whatever the cost and sacrifice.
Myth #2: Independent Schools are “not the real world.”
Fact: Of course they are not, thank God. The real world is, sad to say, unsafe, unstructured, and — worse than values-neutral — values bereft. The independent school culture is, ironically, counter-cultural in the sense of establishing a values matrix that runs counter to the child-toxic values of the popular culture and amorality and immorality that surrounds us.
While independent schools are “not the real world” themselves, they prepare students exceedingly well for the real world(s) of college, the workplace, and life in general, as the National Education Longitudinal Study from NCES demonstrates: independent school graduates in disproportionate numbers earn college and graduate degrees, report high career satisfaction, vote and engage in civic activities, exercise, and generally contribute to make the real world a better place.
Myth #3: Independent schools are unaffordable.
Fact: Independent schools are expensive but not unaffordable. It’s expensive to hire and support high quality teachers,maintain relatively small classes, offer intimate advisor/advisee counseling groups, provide a full-range of sports and arts programs and activities (and expect everyone to participate, unlike large public schools where only elite athletes and artists are served). With the financial aid packages independent schools offer, the “sticker price” is discounted for a significant proportion of families so that they can afford to send their children to a high quality independent school. Families of even relatively high incomes often qualify for some financial aid.
Myth #4: Independent schools lack diversity.
Fact: To belong to NAIS, an independent school must agree to abide by “Principles of Good Practice,” one of which is related to “equity and justice” practices to assure that NAIS schools commit resources and energy to advancing inclusivity and diversity of all kinds in our schools. These principles are grounded in the knowledge that all students benefit from more diverse environments and that, once they leave school for college and the workplace thereafter, the comfort students have with diversity will serve them well. Because public schools are tied to specific neighborhoods and independent schools are not, the facts belie this myth: Most independent schools tend to be more, rather than less, diverse than local public schools, since too often residential housing patterns remain largely segregated by race and ethnicity.
Independent schools (especially boarding schools) are for kids with social
Fact: In large urban areas throughout the United States and on the East and West Coasts, there are large concentrations of families that send their children to independent day schools or boarding schools, so the practice is seen as normal. For more suburban areas and troughout the Midwest and Southwest, however, there is far less density of independent schools (though this is changing as new schools emerge). Sometimes those not familiar with independent schools assume “something is wrong” if a family chooses anything other than the local public schools. While there are very good private therapeutic schools for students with very serious problems (schools that serve that specific population well), none of those schools belong to NAIS, because our schools are all “college-prep” (even the elementary schools, since all families see them as the first step in the journey to being well-prepared for college).
Myth #6: Independent schools are only for really smart kids.
Fact: It’s true that “really smart” kids graduate from independent schools, but they don’t all come to us that way, and even the ones that do have much “value added” from their
experience. Fundamentally, NAIS schools believe in the “growth mindset” research
that indicates that success comes largely from hard work and optimal conditions; and that emphasizing one’s “native intelligence” is often counter-productive. So independent schools create the optimal conditions for what Malcolm Gladwell, in his book Outliers, describes as formative for highly successful people: they have the capacity for hard work and find themselves in situations that demand hard work. Truth be known, the typical independent school student has average-to-above-average ability, but becomes exceptional from hard work and opportunities to develop multiple intelligences, not just academic and intellectual ones. Truth be known, there is a segment of students with learning differences in many independent schools (and some independent school whose mission is to specifically serve LD children): LD kids in independent schools are virtually all college-bound.
Myth #7: Independent schools are not part of the community.
Fact: Independent schools are very conscious of “community impact” issues and opportunities, especially given the commitment as charitable enterprises to demonstrate “the public purpose of private education.” On the most obvious surface level,
independent schools have multi-million dollar budgets and employ local citizens,
so the multiplier effect is a significant contributor to the local economy. On a
programmatic level, virtually every independent school’s programming includes community service, where students and faculty contribute “sweat equity” in the local community, tutoring in schools, assisting at hospitals and nursing homes, cleaning up parks and rivers, and the like. These programs tend to have a “service learning” dimension where the work in the field becomes the subject of classroom research and discussion towards the end of producing lifelong civic engagement. Finally, independent schools are defining being “part of the community” very broadly, seeking to address global challenges by implementing local solutions.
During January and February, the private schools in Atlanta are hosting open houses for prospective parents and/or students to visit and get a feel for the school. The AAAIS (Atlanta Area Association of Independent Schools) offers a calendar on their website for open houses at each of it’s member schools as well as links to schools and other pertinent information.
I’m looking forward to attending this meeting on Thursday at my son’s school.
Big Picture Parenting
The Lovett School is pleased to bring back Big Picture Parenting for the third consecutive year. Join us on Thursday, January 12, 2012, from 6:30 to 8:30 pm in the Hendrix-Chenault Theater as Dr. Mark Crawford and Tommy Newberry help us explore how to raise healthy, responsible, and high-character kids.
Last March, more than 300 parents and alumni attended Big Picture Parenting at Lovett. If you haven’t experienced these concepts, then please join us on January 12 for this encore presentation by Mark and Tommy. And, if you have participated before, please join us again (and bring a friend) as they present new ways to reinforce this important message.
What is a Big Picture Parent? It’s a parent who asks, and answers, these types of questions:
- What is the goal of my parenting?
- What do I want to make sure I teach, experience, or share with my kids before graduation?
- What do I really, really want for my kids?
- Am I willing to be “unpopular” with my kids and other parents to stick with our family’s values?
Admission to Big Picture Parenting is free and open to the public, but reservations are requested. To R.s.v.p., call (404) 262-3032, ext. 1717, or email firstname.lastname@example.org. Please leave your name and the number in your party with your response. Light refreshments will be served from 6:00 to 6:30 pm.
Big Picture Parenting is sponsored by The Lovett School and the Jack and Anne Glenn Character Education Speakers Series Fund. More information is available at http://www.bigpictureparenting.com/
A couple of mornings a week I head out early to my gym. I drive past Morris Brandon Elementary School and the surrounding neighborhoods passing children walking to school, many with friends, moms and dads, loyal pets, carrying science projects and overloaded bookbags. A friendly crossing guard is safely guiding them across the street with a familiar smile. Older children that were lucky enough to get to raise the flag are performing their duty with great pride. The big yellow buses are bouncing along the streets with little bobbing heads waving goodbye to parents, coffee cup in hand heading home to start their day. It’s such a wholesome sight a good Realtor couldn’t have staged the scene any better. Just beyond the neighborhood near the corner of Collier Road and Howell Mill is a great little hidden secret, Power Circuit Fitness owned by Scott King. He has just come into the technology age with a new website. Most of his clients have been coming to him for several years, some for almost 20 years. It’s somewhat like the Cheers of gyms, “where everybody knows your name”. Instead of perching on a bar stool, grab a stairmaster and catch up with friends. The workouts are a combination of cardio and weight training so every routine is different. It doesn’t have the hyped up beautiful people feel of many Buckhead gyms, yet still delivers a serious workout. Check out Scott’s website and stop by to get started on your New Year’s resolutions.
January 2012: Top 50 High Schools
Which metro Atlanta public high schools best prepare students for college?
Michele Cohen Marill
When high school ends with a flip of the mortarboard tassel, only one question matters: Are the graduates ready for their next step?
The answer varies greatly. About 70 percent of Georgia high school students go on to college. Last year ten students earned perfect scores on the SAT. More than a third took at least one college-level course during high school.
“More and more kids are taking the most rigorous course work we can offer them in high school, and more of them are showing they can do college work and receive college credit,” says Becky Chambers, program manager for college readiness at the Georgia Department of Education.
But too many students find that their high school didn’t prepare them to succeed in college. About one in four need learning support when they enter Georgia colleges, and a similar number drop out of college after their first year.
We decided to take a close look at how metro Atlanta high schools rate on measures of college-readiness. We used nine indicators from the latest report card compiled by the Governor’s Office of Student Achievement, which is for the 2009–2010 school year. Schools were ranked for each indicator, and then rankings were averaged to produce an overall ranking. The top fifty are featured here.*
Ratings often reflect differences in school populations. DeKalb School of the Arts had just 291 students; Brookwood High School in Gwinnett had 3,420. At Crim High School in Atlanta, 97 percent of the students qualified for free or reduced lunch due to low family income; at Northview High School in Fulton, just 5 percent did. Schools with International Baccalaureate programs may not have performed as well on AP indicators, as they had relatively fewer top students participating.
But overall, the rankings show how our high schools are doing at their core mission: graduating students who can meet the challenges of higher education.
We are grateful to Terry Sloope, assistant director for research with the A.L. Burruss Institute at Kennesaw State University, for technical assistance. The mission of the Burruss Institute is to enhance the ability of governmental agencies and nonprofit organizations to make informed decisions for the public good by providing relevant data, technical resources, and skill development.
Source: GOSA Report Card, 2009–2010 (the most recent available).