Full Decade Price Freeze
September 15, 2011
The 2011-12 school year marks the 10th consecutive year of no increase in MHSAA Regional tournament tickets for football and boys and girls basketball; and it’s the ninth consecutive year without increase at the District level of those tournaments. This is noteworthy on at least three levels.
First, it means parents, grandparents, neighbors and friends on fixed incomes or struggling through a fickle economy have experienced no new costs to support their local school teams over the past decade.
Second, it means that what were the MHSAA’s largest revenue sources – gate receipts from District and Regional tournaments of football, boys basketball and girls basketball – have not been used to support the MHSAA’s expanding services.
Finally, when the freeze on ticket prices is combined with the freefall of girls and boys basketball attendance since the change of girls basketball season to the winter (the four-year average total attendance is down 9.3 percent for the girls tournament and down 21.1 percent for the boys tournament), the overall effect on the MHSAA’s operational budget is dramatic.
To compensate, the MHSAA has cut expenses and created new revenue sources. For years, MHSAA tournaments produced more than 90 percent of the MHSAA’s revenue. In 2010-11, it was less than 80 percent. The 2011-12 target is less than 75 percent.
Integrated Learning
July 1, 2016
One of the positive aspects of life that school sports and other after-school activities do better than most everything else is to build a sense of community. Another is to teach teamwork. And both are mostly missing in the world of individualized, online learning.
It sounds good to advocate for personalized, learn-at-your-own-pace “curriculum” (one can hardly call it “instruction”), but that model misses so much of what education is supposed to help a civilized society accomplish.
Benjamin Riley, founder and executive director of Deans for Impact (deansforimpact.org), makes this point in his May 18, 2016, Opinion on EdSurge (edsurge.com), “Bursting the ‘Personalization’ Bubble: An Alternative Vision for Our Public Schools.” Mr. Riley advances four principles:
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Teachers – not technology – should be the primary designers of students’ learning experiences.
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The experiences that teachers design should emphasize the social aspect of learning.
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The experiences that teachers design should be informed by learning science.
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Teachers should primarily use technology to identify social learning opportunities.
Mr. Riley concedes that these four principles are just a sketch – an outline for a different conversation than that which currently dominates education reform. “But there is one point on which I’m unyielding,” Riley writes: “We begin to forge the character of our country in our public schools. At a time when I feel our nation pulling further apart, I hope we start thinking and talking more about how we might move closer together, and promote the integration – rather than the personalization – of our learning experiences in public education.”
It is not Mr. Riley’s point, but it is mine, that school sports – including the requirement that participants be full-time students in the schools they represent on interscholastic sports teams – promotes the integration of the learning experience which is critical to shaping the character of our country.
The integration we speak of is developing the whole child through direct interaction daily with a diverse student body and a wide variety of curricular and extracurricular activities. This builds students, schools and society.