Headmaster's and Associate Headmaster's News

Wow! These first days are filled with enthusiasm – so exciting. To those of you who are new to the Athens Academy community, I extend a special welcome, and to those of you who are continuing your Academy experience, a warm welcome as well. Each school year shares many common aspects with other years, and yet every school year is truly new.

Including all my student years, along with my years of teaching and serving as headmaster, I’ve experienced many, many openings of a school year. After more than a half century, one might think the first day of school would lose some of its excitement – becoming just the start of another year, hardly distinguishable from many that preceded it. On the contrary, if anything, I’m more excited because of the many times I have experienced this beginning – the optimism, the self-discovery that contributes to the joy and reward of learning, the personal growth that strengthens character and promotes self-confidence, and the enjoyment of working together every day with a great group of students, colleagues, and parents. How could one not be inspired by this positive environment!

Although the year will undoubtedly present challenges, it is with hope, hard work, and an assertive, positive attitude, that success will be achieved. The key to individual success will be our ability to work together in a cooperative and supportive atmosphere as we engage in open discussion to inquire, reflect, express creativity in many ways, and seek out the truth. There will be new opportunities that will provide creative teaching and learning experiences for each of us – students, faculty, and parents.

I would be remiss if I didn’t thank students, faculty, staff, and parents for participating in the early phases of the Long Range Planning review. All of you who participated in last year’s survey got us off to a great start. We will continue this year with the review process and begin to develop the strategic plan that will serve 2011-2016. This process has served us well in the past and will continue to move the school into the future.

I look forward to working with each of you to make it a very special year for all of us. As a community we will achieve it by working together with enthusiasm!

As we wind down another very successful school year, we wanted to share with you some of the accomplishments in Fine Arts this year. Participation in the visual and performing arts remains very high. 100% of our students in grades K3 through 8th grade participate in visual art and drama. Once again, the grade-level plays highlight the year for each grade in Preschool and Lower School. The blending of song, art work, creativity and public speaking never cease to amaze the audiences as each grade shares the culmination of their work. 225 students play a musical instrument at school in Orchestra, Band and Jazz Band. 22% of students in grades 7-12 participated this year in the drama productions The Tragedy of Thebes, A Toby Show and Les Miserables. Middle and Upper School students have been recognized in local and regional competitions, with their artwork showcased at OCAF, the High Museum, on Jittery Joe’s coffee cans and in a regional publication for independent schools.

We are excited to announce additional opportunities to support Fine Arts at Athens Academy. Read more...Download file

As a part of the school's membership with the Center for Spiritual and Ethical Education, we would like to share the spring 2010 issue of Parenting for Moral Growth. The focus of this issue in on internet use and how we, as parents, can influence appropriate use of the internet. We hope you find this resource useful.
http://www.csee.org/files/Documents/Newsletters/PMG/PMG_Spring_10.pdf

Academic excellence at Athens Academy is evaluated in many different ways. The Educational Records Bureau Comprehensive Testing Program, better known as the ERB’s, is used each spring to evaluate progress of students in grades 1-9. This particular program was carefully selected by the school for the information it provides concerning academic strengths and weaknesses for each student. This analysis is used by classroom teachers in prescribing individual work for students and is given to parents so that they may have a realistic picture of their child’s potential and performance. Each parent at Athens Academy should schedule a conference with the division director or the guidance counselor at some time during his or her child’s academic career to review the test results and discuss the areas of strength and potential for improvement. An understanding of the ERB scores helps parents support the child’s best efforts and sustain realistic expectations.

There is an additional benefit for the school. As the faculty looks at items missed by several students, curriculum is then analyzed and evaluated, and adjustments are made to insure that material is emphasized and thoroughly taught.

National norms compare the standing of each student to other students in all kinds of schools across the country. Although this is important, Athens Academy is particularly interested in the independent school norms published by the Educational Records Bureau. Parents and the school learn how each student ranks in comparison with students in good independent college preparatory schools, again helping to set realistic goals for programs and college applications.

A word of caution: remember that no single test is definitive—it is simply a snapshot of one particular day’s performance. A child’s not feeling well, being tired, or being distracted in the classroom can create inaccurate test results. Any standardized test results should be studied as indicating a pattern, not a definite category, for a child. We find that studying three consecutive years of test results is the best way to note a child’s progress and to begin to build an academic profile. This will be a valuable tool, used along with classroom evaluations and other records, to guide a child’s progress toward academic excellence.

Across the country and most recently in Atlanta, we have been informed via print media and television of instances of “sexting” by school-age children. Sexting is the process of sending text messages that include sexually-related photos and/or video. In the Atlanta case, authorities of the Atlanta police department said that “every student who passed the inappropriate photo to another could be charged with misdemeanor child pornography.”

All of us must be keenly aware that likely any message or picture that is sent via the web never goes away—it is out there forever. The information can reach way beyond its intended audience. The consequences of one bad decision can last a lifetime.

At home and school, parents and teachers must continuously share with children information about the appropriate and acceptable use of technology. At the beginning of each school year, students and parents sign a form indicating they understand the Athens Academy Technology Acceptable Use Policy. In addition, students are expected to act respectfully and responsibly at all times, as explained in the Policies & Directory handbook. Discussions at home and in the classrooms and school assembly presentations should provide on-going opportunities for students to gain an understanding of the importance of the various issues. One issue is: sexting is inappropriate, irresponsible, and it is illegal.

Technology will continue to evolve in ways we can only imagine. As always, we—home and school—should work together to assure a healthy, productive environment for our children/students. It is our responsibility to stay on top of the good and the bad, and to help students make good decisions regarding their use of technology

According to a USA Today article published in February, 2010, the total number of Advanced Placement (AP) tests taken in 2009 reached an all-time high at approximately 2.9 million. Accompanying that increase, however, was a significant number of students who did not earn a “passing” grade of 3 or higher on the exam’s five-point scale. Across the nation, 41.5% of exams earned scores of 1 or 2; the “failure rate” in the Southern Region was even higher, listed at 48.4%. Researchers and educational leaders alike conclude that unprepared students and unprepared teachers are at the heart of the issue.

The Advanced Placement program of courses was initiated in the early 1950’s by colleges and select independent schools as a way to challenge exceptional students with college-level courses while still in high school. While the College Board has kept this goal in mind over the course of almost 60 years, the push for more students to take AP courses and tests has caused many schools to offer courses that are AP in name but not college-level in practice. This push has led to an increasing number of students taking AP courses and either failing the AP exam or not taking the AP exam at all. Worse yet, instances of students enrolling in AP courses just long enough for them to appear on college application materials are becoming more and more common. When schools are not adequately preparing students for the challenges of college-level courses, the results are not positive.

At Athens Academy, AP courses are all enhanced beyond the prescribed curriculum so that our students will be prepared not only for the AP exam, but also for the challenges they will encounter at the collegiate level. As a result of this approach, we have seen tremendous results over our history of offering AP exams. For more than thirty-five years, the principles guiding Athens Academy’s AP program have been straightforward and effective.

AP courses are not limited to a small group of students at Athens Academy. In the last ten years, more than 50% of graduates (375 out of 748) have taken at least one AP course during their time at Athens Academy.

Athens Academy requires students enrolled in an AP course to take the corresponding AP exam.

Athens Academy focuses on student performance, not simply the number of students enrolled in AP courses or the number of exams taken. Of the 1585 AP exams taken by Athens Academy students in the last ten years:

1517 (95.7%) have earned a score of 3 or higher.

1270 (80.1%) have earned a score of 4 or higher.

719 (45.4%) have earned the top score of 5.

To what do we attribute this success? Athens Academy has a long-standing commitment to working closely with students and their families to devise the most appropriate course of study, one in which students are stretched to achieve at higher and higher levels while being supported throughout the learning process by exceptionally qualified and dedicated teachers.

Within the context of national trends like those identified by the media, Athens Academy is certainly counter-cultural. Our focus on challenging and supporting each student in the classroom and beyond at his or her appropriate level—whether in an AP course or not—is a hallmark of Athens Academy. It is this approach to the academic program that results in achievement for each student at Athens Academy and beyond.

Athens Academy’s mission is to seek excellence with honor in the educational and personal experience of each child. Our goal is to encourage in our students sound scholarship, independent thought, and discriminating judgment, enabling them to examine and evaluate data, deal with concepts, and inquire freely. We focus on the capacity of the individual to make a difference. Personal growth through experience in athletics, fine arts, service, and healthy interpersonal relationships complements the intellectual development of a child. This is the vision that we share in our daily work with the children.

At Athens Academy, we believe that the presence of a diversified student body with members from varied economic and social backgrounds contributes to a better school community. Today's outstanding student body comes from a variety of economic backgrounds, and this diversity has a positive influence on all aspects of our programs. Often parents tell us, “Athens Academy is a good match for my child, but we simply cannot afford it.” They frequently ask whether the school has financial aid for which they may be eligible. We encourage families to apply to the school and to apply for financial aid if needed. Financial information is held in the strictest confidence. Athens Academy uses FAST, the Financial Aid for School Tuition service, to collect and process relevant information to use as a guideline for determining the level of need of a family. Athens Academy uses the guideline along with all available information for making financial awards fairly, equitably, and on the basis of need. Financial aid is reviewed annually to include changes in financial status. We strongly urge families with financial questions to pursue the option of financial aid rather than making assumptions that might prevent a qualified student from receiving an Athens Academy education.

Several other financial aid programs are also available for qualified applicants. The Hampton L. Daughtry Program awards financial support to entering ninth graders who have not been previously enrolled at Athens Academy. This aid is based on financial need with special consideration given to academic promise. The Michael Houser Program awards financial support based on financial need, with special consideration given to musical talent and interest. The Hispanic Scholars Program awards financial support based on financial need to a Hispanic student.

Consistently, the feedback from our alumni indicates that they are well prepared for the college experience. Athens Academy graduates find themselves equipped with the time management, organizational, and study skills necessary for success in college and beyond. They are also well-rounded individuals with a commitment to serving their community. Achieving something as important as a good education isn’t easy and requires sacrifice, and our graduates are grateful to their parents for making these sacrifices and investing in their children’s futures. An Athens Academy education is indeed an investment in a lifetime.

J. Robert Chambers, Jr.
Headmaster

Part III of III

As we enter the height of admissions season for colleges and Athens Academy, it is often a time when families reflect on the value of an Athens Academy education. In the earlier two installments in this series, I shared observations from the college trip and my trip to New England. These observations were from conversations with college and university admissions representatives and our alumni at the various schools. The overwhelming theme coming from those conversations was that our students are being prepared for success at the next level both educationally and personally.

In this final installment in a three part series, I want to take some time to make observations from 1281 Spartan Lane that help focus each of us on the process that takes place through the approaches our faculty engage to enhance the preparation of each of our students.

The traditions of Homecoming and the Holiday Celebration bring us together as an entire school in the fall and early winter. These traditions give us a chance to reflect on the nature of the Academy experience. It isn’t a one-year or one-class experience; it is the culmination of many years of developing habits and attitudes that lead to success.

In early December, I watched our fourth grade put on their annual play. The growth that takes place in these students from their first play as three-year-olds to the time they are researching and writing their own lines as seniors of the Lower School is tremendous. This class educated us on the varied holiday traditions from around the globe while sending a real message of hope and excitement through their words and enjoyment. It was a tangible example of the engagement of our students and their teachers in the writing and production processes.

In the Middle School, students sought a community challenge to assist with during the holiday season. The Coats and Cans Drive was a result of this research, as the eighth grade led their peers in collecting donations for the Sparrow’s Nest in Athens. Not only were they able to use skills learned in the classroom, they were able to apply their knowledge and offer a tangible solution to those in need.

In the Upper School, students organized an incredible nineteen service projects on Service Day. These projects ranged from hosting Special Olympians on campus and at the local bowling alley, to assisting at Extra Special People in Watkinsville, to putting a fresh coat of paint on the Garnett Ridge Boys and Girls Club, to raising money for the Athens Area Homeless Shelter. The impact of these projects was felt most acutely that day in the community, but the true measure of their impact is the number of students who continue to offer solutions throughout our community through their research and actions.

The value of the Academy experience comes in knowing that the school offers opportunity to each of our children. Opportunity to build a foundation that will serve them beyond Spartan Lane. Opportunity to identify and pursue passions in academics, athletics, fine arts, service, and beyond. Opportunity to develop as learners. Opportunity to stretch beyond perceived limitations. Opportunity to become critical thinkers able to participate in their communities.

At admissions time, we are often caught up in looking at the product—SAT average, GPA, club leadership, athletic success, the beauty of a painting. I would encourage each of us to look beyond the product and realize the process is a journey. The process that includes the daily interaction of your child with his or her teachers is what ultimately has the greatest impact on the educational and personal experience of each student. Take the time to write your child’s teachers a note. Make the time to volunteer at school and be a part of the process.

As the parent of a first grader, I have no idea what the final product will look like in twelve years. However, I do know the process will afford her opportunity after opportunity to develop into the critical, analytical thinkers I visited on the road this fall. The liberal arts approach that frames our process and puts tremendous emphasis on the interaction of the teacher with each student continues to produce incredible results. It is that kind of value that each parent continues to seek when choosing Athens Academy.

James P. Watson
Associate Headmaster

Athens Academy lost a longtime friend and supporter on November 18, 2009. Bob Marion served as the chairman of the Annual Fund for over 30 years, working tirelessly to garner the support of our community for Athens Academy. Even though he did not have a child or a grandchild at the school, he believed deeply in Athens Academy’s mission. Bob joined the school’s Board of Trustees in 1982 and was elected a life trustee in 1998. As a volunteer, he was on the job every day, calling friends, donors, trustees, and even people he had never met, to thank them for their generosity. Bob was always ready and willing to do whatever was necessary to help the Academy.

As a person, Bob Marion exemplified the words “courage” and “optimism.” When he was unexpectedly blinded by eye disease at the age of 47, Bob didn’t give up or become bitter. With the help of his loving wife Sue, he took his blindness in stride and never let it slow him down. He maintained his positive outlook on life and devoted himself to his family, friends, and his service to others. Bob worked for Dairypak for 40 years, retiring as executive vice president. He served on many boards, including Recording for the Blind, C&S Bank, the Georgia Student Educational Fund, and the Friends of the State Botanical Garden of Georgia. He was a remarkable man who overcame great personal obstacles to devote himself to the service of others.

At Athens Academy, Bob’s legacy of service is remembered every year at Honors Day with the Robert F. Marion Award, which is “presented to seniors in recognition of their outstanding service to the school and community, as his or her actions reflect the selfless devotion to the ideals and philosophy of Athens Academy as manifest in the spirit of Robert Marion.” Recently, Maddie Dahl, a 2009 recipient of this award, wrote Bob a letter expressing how much the honor meant to her: “[The Robert F. Marion Award] has only motivated me further to continue serving my local community and pursuing a higher education…I have learned that education should be applied in the work one does, and one’s work should have a greater meaning outside of one’s self.”

I have no doubt that Bob Marion’s commitment to service will continue to inspire students, faculty, families, and alumni for many years to come. I am sure you all will join me in thinking of Sue and the rest of their family during this difficult time, including daughter Sally, her husband Jack, and their two children, Lisa and Katherine. Bob was a great friend and leader, and he will be missed by all.

To read Bob Marion’s obituary.

To read Loran Smith’s article about his friend Bob Marion.

Dear Athens Academy Families and Friends,

At its August, 2009 meeting, the Athens Academy Board of Trustees empowered the Education Committee of the Board to assemble an ad-hoc committee comprised of current parents, alumni parents, alumni, and members of the Board of Trustees and administration to study House Bill 1133 that established the Georgia Tuition Tax Credit Scholarship Program. In accordance with Georgia tax law, this program will support financial aid for new eligible students coming from Georgia public schools and beginning pre-K students. After completing its study, the Board of Trustees has chosen for the school to participate in this tax credit program. To implement the program, the Board charged the Headmaster with selecting a state-approved Student Scholarship Organization (SSO) with which to work.

The administration has completed its task to determine the best SSO partner for Athens Academy’s objectives. These objectives are to include a focus on financial aid applicants while maintaining the same admission standards and enrollment objectives, implementing the program with minimal administrative cost, and operating the program without a dependency on the funds. Athens Academy has selected the Apogee Georgia School Choice Scholarship Fund.

Please note that participation in this program is simply a redirection of individual and corporate state tax dollars to Athens Academy. Through the SSO, Apogee, maximum contributions of $2,500 may be made by married couples filing jointly, and $1,000 for individuals, while C-corporations may contribute up to 75% of their corporate tax liability. All of these redirected funds receive a dollar-for-dollar credit on the individual or corporate state of Georgia taxes.

We are pleased that the Academy will also participate in the Georgia Independent School Association (GISA) – GOAL SSO program that is available to GISA member schools.

I appreciate our supporters for their interest in helping us secure additional funding for financial aid.

Please visit the link on our website, “Ga. Tuition Tax Credit,” for further information.

J. Robert Chambers, Jr.
Headmaster