Late Start
August 11, 2015
Business took me to Indianapolis for a meeting on Thursday, July 30. Of the eight other meeting participants, four lived in Indiana, three lived in Georgia and one in Montana.
I learned that school was already in session for many schools of both Indiana and Georgia, four weeks prior to the start of classes for most Montana schools ... and six weeks before state law allows public schools to commence classes for students in Michigan.
These dramatic differences undermine any seriousness or sense of urgency in this state’s efforts to improve public education.
The scene that replays in my memory is of an all-district in-service day at a Michigan school district where the staff was busy in the cafeteria, while the students lounged outside the school and milled about the school halls, bored.
“Our kids are already here and ready to be in class,” the school superintendent told me; “but state law penalizes us if we dare to begin teaching them.”
I think of this as school sports teams and marching bands and cheerleaders are already hard at work this week honing their skills in extracurricular activities. Wouldn’t it be great if lawmakers would allow our students to be doing the same in academic classrooms?
If our students are lagging behind academically, it might have something to do with the fact that they start each year two or three laps behind kids in other states.
Well-Roundedness
January 5, 2018
Editor's Note: This blog originally was posted November 22, 2013, and the topic rings true today.
As high school seniors are scrambling to complete their college applications, I’ve reflected on how what is valued is changing.
I was accepted to both of the Ivy League schools to which I applied. This was at a time when evidence of being well-balanced, middle class and Midwestern were seen as strengths on an application. I don’t think I would be admitted to those institutions on the basis of those strengths today.
It appears that our so-called “elite” institutions are now looking for the outlier:
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Not participation in three different sports, each in its own season; but participation in one sport, year-around; and the more non-traditional the sport, the better.
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Not committed involvement in activities of the local school; but involvement away from school; maybe the invention of a product or electronic program or the founding of some nonprofit organization that improves the human condition of people in other places.
When we list all the factors that entice high school students to specialize in a single sport, we need to include that society today has made “well-roundedness” less worthy of praise than being “one-of-a-kind,” and that’s diminishing the value of being a team member unless one is the star on that team.
It is highly doubtful that either high schools or colleges are strengthened by these trends. More importantly, it is equally doubtful that single-focus childhood is the strongest way for young people to become good neighbors and community citizens.
What I continue to encourage for most students is that they sample the broad buffet of opportunities that a full-service school offers. To participate in both athletic and non-athletic activities. In both individual and team sports. To be a starter in one sport and a substitute in another. To participate in solo and ensemble. To be onstage and backstage. To taste winning and losing, and both in ample proportion.