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Classes or Divisions

April 4, 2014

Never is the continuous cycle of school sports more obvious to me than at this time of year. Just as winter tournaments conclude for 2013-14, we post the classifications and divisions for MHSAA tournaments in 2014-15.
Unlike many states which reclassify every two, three or four years, we collect enrollment figures each year and redraw the lines between Classes A, B, C and D each year in late March. And for all sports except basketball and volleyball, we place an almost equal number of schools that actually sponsor the sport into equal divisions – usually four divisions, but fewer for sports that are sponsored by a relatively small number of schools.
This traditional treatment of boys and girls basketball and girls volleyball – continuing with four classes rather than four divisions with an equal number of schools that actually sponsor the sport in each division – reflects that when last considered for change 17 years ago, there wasn’t much difference in the number of schools in the four classes vs. the four equal divisions in these three tournaments.
For 2014-15, of the 749 MHSAA member schools, 724 indicate they sponsor boys basketball, 716 sponsor girls basketball and 704 sponsor girls volleyball. (Among the sports in equal divisions, the most populous is baseball with 630 sponsoring schools.)

Last January, the MHSAA Classification Committee requested that staff provide the Representative Council what the numbers would look like for 2014-15 if these three sports were in “equal divisions” like other sports. The Classification Committee wasn’t recommending any change – just asking that the Representative Council see the numbers again.

  • In boys basketball, the number of schools in Divisions 1, 2, 3 and 4 would be 181, compared to 188, 182, 182 and 172 in Classes A, B, C and D, respectively.
  • In girls basketball, the number of schools in Divisions 1, 2, 3 and 4 would be approximately 179, compared to 186, 181, 182 and 167 in Classes A, B, C and D, respectively.
  • In girls volleyball, the number of schools in Divisions 1, 2, 3 and 4 would be approximately 176, compared to 186, 178, 180 and 160 in Classes A, B, C and D.

Obviously, every time more schools are placed in a division, the enrollment range between the largest and smallest school of that division expands. Therefore, a change to equal divisions places more schools and expands the enrollment range in the division of schools where enrollment spreads have the greatest impact - Division 4. It was our smallest schools that least liked the change to equal divisions in other sports 17 years ago. They would be the dissenters to this change for basketball and volleyball today.

The First Time

April 3, 2018

I remember as clearly as if it were yesterday the first time I had to determine a student was not eligible under rules of the Michigan High School Athletic Association.

At that singular moment, it did not matter that I had been able to advise a dozen previous callers that the students they were inquiring about were eligible under the rules. All I could see in my mind’s eye was this one student who would not be able to participate as a full-fledged member of a team in a sport he enjoyed.

I assumed, as I have in almost every case since, that this was a “good kid,” and one who needed sports more than sports needed him.

But the facts made him ineligible and there were no compelling reasons to look beyond the facts. I knew it would be hard on the student to miss a season, but I also knew this was not in any sense an “undue hardship.” I could see that if the rule was not enforced in this case, I would be undermining its enforcement in other cases, and effectively changing the rule.

And I recognized that I did not have the authority to change a rule which the MHSAA Representative Council and each member school’s board of education had adopted to bring consistency and control to competitive athletics.

Many years have passed, and I’ve had to consider the eligibility of countless students to represent their schools on athletic teams. But I still see each situation as an individual student, balancing his or her individual needs and desires against the need to protect the integrity of the rules and the desire to promote competitive equity within the program.