Perhaps one of the most frequently heard concerns or criteria from potential homebuyers, is the issue of the local school system.  Is the Pickens County, Forsyth County, Cherokee County, or ________ county school system a good one?  Which is better?

This is an understandable concern, and one with which I myself as a parent am faced.  The problem however, is in defining a "good" school system.  As I posted in a separate post about the difficulty in determining a "good" neighborhood(particularly when asking someone else's opinion), criteria and opinions vary.  So, in answer to the question I am frequently asked in my capacity as a REALTOR® -- "Are Pickens County Schools or the Pickens County School system part of a good system?" -- I am forced to hedge a little.

Are Pickens County schools the best schools in North Georgia?  I would have to honestly say, no, probably not.  But, are they the worst?  Again I say no, probably not!  Is it an improving school system?  It sure seems that way. 

At least I think these are the right answers???  How can I know?

I talk to other parents and have read Pickens County school reviews posted online in various places.  Some parents complain that the athletic and/or extra-curricular activities leave something to be desired, others brag on how great they are.  Some parents feel the school and/or teachers are lacking in promoting academics, others praise their diligent efforts and achievments.  Within the student body itself, some speak highly of the teachers and schools, while others bash them soundly.  Both Cherokee and Forsyth County schools have good reputations, yet there are opinions expressed by students and parents moving from those systems to Pickens County of having improved their situation by moving here.  There is of course, the opposite sentiment expressed as well. 

In truth, a lot depends on the student, on the particular teacher, on circumstances, and yes, on the parents.  For some, a move to Pickens is an improvement on a previous system, for others, perhaps not -- everything is relative.  One bad experience or report can poison an opinion, as much as a positive experience or feedback can create a rosy outlook.  One person's needs are another's negatives.

I have reviewed test scores to see if the answer somehow lies magically therein.  After all, we all like numbers, right? And, for the most part, Pickens County schools exceeds the state average in test scores. 

I said for the most part. 

There are of course some schools or subject areas for which this is not true, so how do we balance those exceptions to paint an accurate picture of the whole?  A very definite positive is that scores show consistent improvement on a year-on-year basis.  However, I also think many school systems and/or schools now seem to focus a lot of time on "teaching the tests" to make their schools "shine".  So, is forming an opinion strictly on test scores a true reflection of the education being obtained by our children?  And what does "beating the average" really amount to?  What if the average itself is well below what it should be? . . .

Ultimately, "good" really depends to a large extent on the needs and expectations of the individual.  A child with tremendous football ability, but little academic prowess, is likely to flourish in an athletic environment, while floundering in one that places little emphasis on sports.  A brilliant child might suffer in a more athletically focused locale, with little outlet for his or her intellect.  Or then again, perhaps the challenge to achieve outside of their comfort zone is exactly what they need to raise their level of achievement to a new level?  After all, the real world doesn't always cater to our strengths.  For some a system offering excellent special needs services is a must, while others want a soaring musical program, or nurturing of the arts, or strict rules, or more open acceptance of personal and lifestyle choices . . .

In short there is no single yardstick by which to measure all schools for all students.  Each teacher has their own personality and style and methodology, and this is unlikely to work for all equally well.  That's just the way it is.  The bigger issue for me is simply, how much does the teacher / principal / superintendent care?  Is what they do a job, a career . . . or a passion?  Just as you can quickly sense when the real estate professional you are working with has their hands in their pockets and their eyes on a commission check, rather than their hands around the problem and their eyes on your needs, you can tell when a teacher's gaze is on Friday and a paycheck, not on little upturned faces looking for direction.

But too much blame is placed on "schools" for the way our children are and will be.  I ask only that they provide a caring, consistent, safe and supportive framework in which my kids can learn, socialize, and grow, not that they create something that wasn't there to begin with.  Many times the dissatisfaction we direct at schools begins at home.  We just don't see it.  I don't ask that schools define who my children are, or see to it that they are educated in every facet of life, just that they assist me with that task for a few hours a day, a few days a week.  I take upon myself full responsibility for shaping that which I helped bring into the world . . . not some fleeting role model.  I will teach.  I will fill the gaps, strengthen the weakness, and tame the wildness.  That's my job passion. 

There are no good schools in Pickens County.  Only good administrators and teachers.  Schools are buildings; teachers are people.  Naturally, the more good teachers, the better the system.  But this is not proven as much by test scores, touchdowns, reviews and ratings, as it is the laughter and enthusiasm of our children as they walk out the door each morning.  If they are happy and comfortable with where they are, they will learn.  They will run fast.  They will sing loud. 

Schools are merely the baking pan, our kids the cake. We cannot blame the baking pan alone for how the cake emerges . . . there are too many variables. The baking pan only temporarily holds the ingredients we provide, in an environment of our choosing.  It neither creates, nor finishes, the cake.

Each morning,  my daughter has no reluctance or sadness as as she says goodbye.  She bounces out of the car without hesitation, backpack bigger than she is, eager to see what this new day holds.  And my wife or I leave her knowing that in some way the school must be "good" for her.  More tellingly, as we wait in line to pick her up each afternoon, and watch her wrap her little arms around her principal in a giant goodbye hug . . . and see her principal bend down to ruffle her hair and hug her back, that even if she missed one of her spelling words or didn't score a goal that day, she's probably going to be okay.  Seeing that hug to me is worth more than any A-grade on a report card, or state championship trophy.