Transfer Rule Rationale
March 6, 2018
It is certain that the Michigan High School Athletic Association transfer rule is imperfect. However, whatever imperfections exist are effectively remedied through a process by which member school administrators may make application to the MHSAA Executive Committee to waive the rule if, in the committee’s opinion, the rule fails to serve any purpose for which it is intended or, in its sole discretion, the Executive Committee determines that application of the rule creates an undue hardship on the student.
In a typical year, the Executive Committee will receive approximately 290 requests to waive the transfer regulation, approving approximately 60 percent of those requests.
The committee brings to its considerations the following rationale, most recently reviewed and reaffirmed on Aug. 2, 2017:
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The rule tends to insure equality of competition in that each school plays students who have been in that school and established their eligibility in that school.
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The rule tends to prevent students from "jumping" from one school to another.
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The rule prevents the "bumping" of students who have previously gained eligibility in a school system by persons coming from outside the school system.
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The rule tends to prevent interscholastic athletic recruiting.
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The rule tends to prevent or discourage dominance of one sport at one school with a successful program, i.e., the concentration of excellent baseball players at one school to the detriment of surrounding schools through transfers and to the detriment of the natural school population and ability mix.
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The rule tends to create and maintain stability in that age group, i.e., it promotes team stability and teamwork expectation fulfillment.
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The rule is designed to discourage parents from "school shopping" for athletic purposes.
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The rule is consistent with educational philosophy of going to school for academics first and athletics second.
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It eliminates family financial status from becoming a factor on eligibility, thus making a uniform rule for all students across the state of Michigan (i.e., tuition and millage considerations).
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It tends to encourage competition between nonpublic and public schools, rather than discourage that competition.
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It tends to reduce friction or threat of students changing schools because of problems they may have created or because of their misconduct, etc.
Tools of Thought
July 13, 2018
(This blog first appeared on MHSAA.com on May 11, 2012.)
I am famous at home and office for my lack of keyboarding skills. The only “C” grade I received in high school was a summer school course in what was then called “typing.” At Dartmouth I paid a woman who worked at the dining hall to type my college papers. In an early job at the University of Wisconsin I typed the play-by-play of Badger football and basketball games with a clumsy “hunt-and-peck” approach.
Today, with the same lack of style, I pound out dozens of emails daily, hammering the keys like my first manual typewriter required four decades ago.
But for any document of great length or importance, I do as I’ve always done: take up pencil (my software) and legal pad (my hardware). There is no question that, for me, the nature of the equipment I’m using for writing affects the nature of the thinking.
With his eyesight failing late in his life, Freidrich Nietzsche bought his first typewriter, changing from pen and paper to the new technology of the 1800s. According to a 2008 article in Atlantic Monthly by Nichols Carr, a friend wrote to Nietzsche in a letter that, since adapting to the telegraphic style, Nietzsche’s terse prose had become even tighter. To which Nietzsche replied: “You are right, our writing equipment takes part in the forming of our thoughts.”
Which makes one wonder where all today’s tweeting and texting may take us.