|
News
|
Written by Thea Kindusch
|
|
Wednesday, 10 March 2010 |
|
As the weather warms, as the soggy Northwest winter evaporates into a dewy Eastertide, the heavy, deep stress of applying to colleges dissipates into the cool spring breeze.
It is a refreshing release of a dismally heavy burden, and yet it is bittersweet. Yes, there will be no more bribing teachers for recommendations, no more abstract essays of introspection, self-discovery, and personal achievement (true or not), no more angry outbursts targeted at the sorry technological mess that is commonapp.org — but the sudden end of that love-hate relationship is subtly jarring.
Now, opportunistic and starry-eyed seniors are forced to halt their train to success, and suspend themselves indefinitely upon the precipice of college acceptance. The mounting anticipation of dates like January 15 or February 1 have passed with placid anticlimax, and now we wait. We wait in the mist of expectation, trying to discern a shadow of a result through the impenetrable fog.
But we cannot force that shadow to appear unwillingly — it will only emerge when, and if, college admissions deem it ready. “Will my personal essay stand out? Did I remember to change the school name on the essay I recycled six times? Does each of those schools even have the programs I praised in my essay?” It’s time to let these worries, these interminable inquiries, rest. Put them to sleep, lay them down and let them be. Now is not the time for analysis. Now is the time for patient acceptance and complacency.
This may not be an easy task — there will inevitably be those little things in daily life, those small occurrences that you never really noticed that cast your mind back to the application days — those cute little reminders in your inbox, the packages with handwritten labels and notes telling you just how special you are waiting on your doorstep when you get home after a long day. You’ll miss snuggling up with a college viewbook, looking at the smiling faces and remembering that fall, walking across campus under the maples and oaks, watching the orange leaves gently fall. They made you feel like you’re not like the other applicants they’ve been with, that you’re really unique. And now they won’t even return your calls. It’s okay, it might work out — maybe someday you can visit again and stroll across the quad just like you used to, it’ll just be a little different. Don’t worry. It’s not you, it’s them. You can beat yourself up but it won’t do any good; it’s out of your hands now.
You just learn to move on, go back to your normal life. They might still tease you, sending you notes that you rip open just to find say nothing more than “Your FAFSA is due by the 15th.” Don’t let yourself get caught up in it, it’s nothing personal. Just wait it out and see how things go. And if it doesn’t work out, if they’ve decided they’re looking for something different at this stage, just remember you are special, you are unique — just not as much as the other applicant. So cuddle up with a pint of Chunky Monkey, it’s just a month or so until April 1. |
|
|
Written by Cara Connors
|
|
Wednesday, 10 March 2010 |
|
As a senior in high school I spend a lot of time wondering, worrying, and thinking about what college will be like next year. Will my roommate like heavy metal music and snore when she sleeps? Or wear patchouli oil instead of bathing? Will I end up on the East Coast or West Coast? Will I gain the dreaded freshmen 15 pounds? I recently read an article in the New York Times that posed a problem I had not yet considered. The article, entitled “The New Math on Campus,” profiled several female college students at the University of North Carolina at Chapel Hill. Chapel Hill currently enrolls about 60 percent women and 40 percent men, creating a gender imbalance on its campus. The women profiled discussed how dating and other social interactions on campus were largely dictated by men—and how it was nearly impossible to find a date.
This information was unsettling, for in all my neurotic worrying I had not considered the stress of an oddly imbalanced student population. Clearly I’m not going to college to graduate with a ring on my finger, or to spend my nights at frats hitting on boys, but I have always envisioned my college experience as being largely co-ed. I think of my years in college in terms of both social and academic opportunities—in my mind’s eye the social ones involve interactions with members of the male sex.
Yet as I wait for college acceptance, I realize that this issue of gender inequality on college campuses has created another conundrum for US universities, beyond female students having dates for the winter formal. Over 56 percent of college students in the United States are females, and women are earning 60 percent of the bachelors degrees awarded. This is a victory for women, who for years were not afforded opportunities to attend college. However, this triumph comes at a price. As colleges accept more women it creates skewed gender populations on campuses—such as at Chapel Hill.
It also creates a significant disadvantage for qualified female applicants, as schools treat male applicants more favorably in an effort to balance their student populations. The US Commission of Civil Rights is currently investigating nineteen undisclosed American colleges for allegedly implementing affirmative action-like programs to boost male admission. Vassar College accepted 20 percent of the women who applied last year (nearly two thirds of the applicant pool were women) while it accepted 35 percent of men who applied. Pomona College accepted 13 percent of its female applicants but nearly 21 percent of its male applicants. A 2007 analysis by the US World News and Report found that admissions rates for women were on average 13 percentage points lower than for men’s.
Data and statistics may not tell the full story; it is possible these men were more qualified candidates. But it’s also possible being a male is an inherent advantage when applying to college. Henry Broaddus, the Dean of Admissions at William and Mary College, believes that gender balance is important, stating: “I stand by the assertion that institutions that market themselves as co-ed, and believe that the pedagogical experiences they provide rely in part on a co-ed student body, have a legitimate interest in enrolling a class that is not disproportionately male or female.” Colleges want to continue to appeal to female applicants and this often means having a more equal ratio between the sexes.
This creates a personal moral dilemma. I certainly don’t want to receive the dreaded thin envelope from a university, while a less-qualified boy is accepted. At the same time, I want a co-ed college experience, filled with interactions with both sexes. There seems to be an answer to the question of gender inequality in college admissions: we need more qualified boys. But that in and of itself isn’t really the solution. The solution is how to mold more academically driven male students. Boys in high school need to end a culture of poor study habits, where being smart and receiving good grades is uncool. In my high school experience I have generally found that girls are more supportive of each other’s academic endeavors and it’s possible this plays a role in our success. Girls also tend to be more organized than boys (myself not included) and this influences their ability to stay on top of assignments. We need more academically driven and organized boys so that girls’ success is not at the expense of the other sex. |
|
|
Written by Kaili Kasparek
|
|
Wednesday, 10 March 2010 |
|
As the years go by, Grant’s graduation requirements, as well as those of every other high school in the district, are slowly increasing. This year in particular includes some important changes, such as modifications to the Pathways program, testing demands, and credit requirements. The changes do not stop here: over the next few years, the school district plans to continue to modify credit requirements until they are considered suitable. However, the overall number of credits required will not increase by much; rather, the changes will focus primarily on credit distribution.
While some of the changes have yet to be implemented, others are already going into effect for current underclassmen. This year’s seniors are the last class at Grant who will not be required to complete two years of world language studies: while the class of 2010 has eight required elective credits, next year only six will be mandatory, leaving two credits to go to a world language requirement. Since colleges and universities often ask for two years of study in a world language, this particular change will hopefully help more students meet acceptance requirements when applying for a higher education.
In addition to cutting elective credits, Portland Public Schools no longer requires students to earn three credits in Pathway areas in order to receive a diploma. However, even though these credits are no longer required for the retrieval of a diploma, it is expected that most students will continue completing some of the components of the Pathways program. These components will most likely include developing a Personal Education Plan, which is used to assist students in pursuing their post-high school goals as well as their personal, educational and career interests. The Pathways program also includes participating in Career-Related Learning Experiences (structured educational experiences that connect learning to the world beyond the classroom) and meeting all of the Career-Related Learning Standards, which prepare students for post-high school success.
The seniors graduating this year will not receive any credit for completing a Pathway portfolio. Due to this, the number of total credits necessary to graduate has decreased by one, resulting in completion of 24 credits to graduate. However, students graduating after 2010 still have the option of earning this credit upon completion of their portfolio.
Another topic discussed at a recent district meeting was that of modified and extended diplomas. This year, a 12-credit “extended diploma” will be available to special education students for the first time. The only catch is that the state specifies in which subject the credits must be earned.
The “modified diploma” is available to a wider range of students, but includes similar stipulations as to subject area. While the total number of credits for the modified diploma will stay at 24, 12 of them must consist of English, science, health, social science, PE and math. This option will come into action with this year’s freshmen and sophomores; it is expected that most of this year’s juniors and seniors will graduate with the current requirements.
The school district officials have stated that these revisions make the PPS diploma requirements and those of the state more similar. The revisions also allow PPS to keep working on Pathways as a way to design a new high school system, without risk of the continual changes hindering student progress. Other modifications will also continue. Within the coming months, Xavier Botana, Portland’s chief academic officer, will guide a team to take charge of existing programs, expand a way for requiring the state-mandated Personalized Learning Requirements, study the financial impacts of these options, and inspect how those options could line up with the new high school system.
Students will also see changes in testing requirements: this year’s sophomores will be the first class that must reach a new level of testing proficiency through the OAKS assessment program. “This testing process will be very similar to the one that the district has been using in the past, the only difference being that students must pass all of these new OAKS test in different subject areas in order to graduate,” explains Barbara Baker, who was hired as a school testing coordinator to organize the new system.
This is Baker’s first year at Grant, and she already has a lot on her plate. She deals with the ISM programs as well as with testing, and has noticed that the ISM requirements for graduation are now overlapping with the standard requirements. In addition, her work with the new graduation requirements is a job related to student opportunities after graduation: Baker is what Vice Principal Kim Patterson calls the “Naviance Guru” for the school.
“I support Naviance throughout the entire school district,” explains Baker. As college applications move from a paper world to an electronic one, Naviance is becoming an ever more important tool for each graduating class. This year, for example, it was the only way for seniors to request a transcript or a letter of recommendation. In the future, Naviance will also be used to aid students in career exploration, with Baker to assist other Grant staff members in working with the system. Baker states that she is “delighted to be here, but [needs] to see, as years progress, what is causing difficulty in order to know where [she] will be most helpful.”
One thing is sure: as students and teachers adapt to the changing demands of graduation, her help is likely to be much needed. Patterson, for one, predicts an ongoing process of modification for graduation requirements. “The section of education for the United States is putting an emphasis on the rational graduation standards,” she explains. “As years go by we will most likely continue to evolve to work out the flaws. There will always be a benchmark to be reached, but the tools will change over time.” |
|
|
Written by Ally Bray
|
|
Wednesday, 10 March 2010 |
|
It took just half of an NBC special and a few phone calls for Grant junior Amy Atkinson to spring into action on the behalf of Haiti. “It was so devastating to me,” Atkinson explains. She knew she had to do something to help.
On January 12, 2010, an earthquake with a magnitude of 7.0 struck Haiti, killing nearly 230,000 people and wounding many more. An earthquake of a similar magnitude had not struck the region in more than 200 years. As the poorest country in the Western Hemisphere, Haiti was far from ready to deal with such a tragedy.
In an attempt to aid the country in need, millions of people have donated their money and their services. One such person is Amy Atkinson. First inspired to make a difference in the global community after reading former child soldier Ishmael Beah’s memoir, A Long Way Gone, Atkinson saw the Haitian crisis as an opportunity for Grant students to work together for a cause that everyone could believe in. “With everyone getting involved, we can make a huge difference,” Atkinson enthuses. “It’s a project that everyone can care about.”
With the help of her friends Taylor Elzinga and Haley Pettit, Atkinson spread the word around school, setting up various collection stations and asking teachers to pass around plastic bags in which students could place any loose change or cash they didn’t mind donating. Together, the Grant student body was able to raise over $1,500.
The money the student body has raised will go to an organization called Doctors Without Borders (also known as Médecins Sans Frontières) which is an international group that provides medical care to people “whose survival is threatened by violence, neglect, or catastrophe,” according to their website, www.doctorswithoutborders.org. Doctors Without Borders is fueled almost entirely by individual and private funders from all over the world.
“It was really exciting to see how much we raised,” Atkinson says with a smile. She is, however, adamant that the Grant student body remain involved with the Haitian cause. “It is important to stay really involved, because although the earthquake is over, there are still problems,” Atkinson stresses.
She’s right. Haiti is marred by a history of political corruption, human rights abuses, and poverty. Originally settled by the Spanish in 1492, Haiti was then ceded to France in 1697. The French cultivated sugar, coffee, cotton, and indigo on the island, relying wholly on slave labor. The conditions were cruel, and many of the imported African slaves died quickly. In 1791, however, the slaves managed to successfully overthrow their French masters, and declared independence in 1804. Although the former slaves could now celebrate their freedom, resentment from foreign powers resulted in almost complete economic isolation for Haiti, which severely damaged their internal economy.
The revolt had also landed the majority of the political power in the lap of the Haitian military, which bred a harsh, tyrannical regime. There were great divides between the poor and the wealthy, and those who could not afford to live in towns made their homes in rural areas, without roads, schools, electricity, or running water.
An increasing American trade interest in Haiti led to its occupation by the US Marines, beginning in 1915. For 19 years, the American presence enforced martial law. They essentially reintroduced a slave system, forcing Haitians to work without pay. Resentment of the US quickly spread through the area. When America left Haiti in 1934, the Haitians were more than happy to see them go.
Before their departure, the Americans had supported the election of François Duvalier, who proved to be a selfish, cruel, and corrupt despot. His actions deepened the divides between rich and poor in Haiti, forcing thousands to flee the island in search of a better life. Under Duvalier, Haiti also underwent massive environmental changes. In an attempt to find land that was workable, poor farmers stripped mountainsides of nearly all of their trees, causing devastating amounts of erosion. The US was fully aware of Duvalier’s actions, but because he was anti-communistic, the federal government tolerated his regime.
For the next half-century, a series of political revolts occurred, and power shifted hands several times. Although it rested temporarily in the hands of a priest, Father Jean-Bertrand Aristide, who successfully began to reform Haiti, it eventually wound up back in the hands of the military government, where it resides today.
Restoring the country after the earthquake is only one problem on a list of many Haiti currently faces. It is the continuing efforts of samaritans like Amy Atkinson that provide hope for the Haitian people.
Although Atkinson would love to visit Haiti, she regretfully says that it is not really a possibility. Over spring break, however, she will be building houses for families in Mexico, and she says that she can certainly see herself doing similar work throughout her life. “I can see myself doing some sort of mission work,” she muses. “Maybe I could dedicate my life to something like that.”
For those who would like to donate to Haiti, there is still a collection box in the Student Store. There is also a wide variety of charitable organizations that are hard at work in Haiti and would appreciate donations. A list comprising some of these organizations can be found at www.msmbc.msn.com. Texting donations has also become increasingly popular. With each text sent to a certain number, a monetary donation is made that shows up as an extra charge on the texter’s phone bill. These numbers can also be found online. |
|
|
Written by Maddy Muller
|
|
Wednesday, 10 March 2010 |
|
Students often talk about Constitution Team as more of an institution than just an extracurricular. Con Team is, to those who participate, a legacy. After Grant’s disappointing second-place finish behind Lincoln at the state competition this year, the legacy has been displaced. Eager to reclaim the status of five-time state champions, the advisors, coaches, and members of this year’s team are implementing a new, more rigorous start for next year’s team just a few weeks after the state competition. “Lincoln does it,” says senior and Con Team member Laurel Wolf. “So should we.”
The idea behind the early convention of next year’s team is to better prepare new recruits to become next year’s state champions—in other words, the team that will beat Lincoln. “Time is a resource,” says Con Team advisor David Lickey. “We are interested in using all of our resources.”
The new measures are intended to help members of next year’s team get an early grasp on the fundamentals, give them a head start and allow them to absorb more knowledge. However, routine meetings will not be held until next year because many of the coaches, most of whom are volunteer attorneys, are not ready to embark on the process until the students are well-versed in the basics of the Constitution. The initial application process has already been set in motion, although Lickey has hinted that a more extensive interview process may also be incorporated into the existing system of selection.
Lickey also alluded to a possible book club that may involve last year’s team as leaders. “The kids know more than me!” he says enthusiastically. Many members of this year’s team are disappointed with their results at the state competition, and would like to transfer their knowledge to their apprentices to help bring the title back to Grant.
Lickey, who also teaches four periods of AP US History, also plans to utilize the time in class after the completion of the AP test for more extensive study of the Constitution. The five-week period “after getting to the mountain top,” says Lickey, may be a good time for a research paper or book report of a subject that relates to constitutional theory. Lickey plans to work with Don Gavitte, another AP US History teacher, to create a syllabus that plants constitutional “roots that will bear fruit” in the coming year.
Some other educational possibilities include field trips to the court house, demonstrations from this year’s team, and hearing some topical lectures to “plant those acorns.”
Currently, the Constitution Team coaches and Lickey are deliberating over the applications that they have already received, and are beginning the long process of putting together next year’s team. Lickey emphasized that in order to avoid favoritism, the coaches will read the applications blindly to minimize bias in their deliberation.
Lickey anticipates that next year will be a good one for the Grant Con Team, and sees this year’s team’s disappointing finish as a mixed blessing: even though the loss was painful, everyone wishes to reclaim the title now, more than ever. “[If] we can establish a framework and depth of historical knowledge, the details will fall into place,” says Lickey. Hopefully, next year, the Constitution Team will be able to put all the pieces together for nationals. |
|
| | << Start < Prev 1 2 3 4 5 6 7 8 9 10 Next > End >>
| | Results 1 - 9 of 219 |
|
|
