Central Focus February 2016 Issue

2

FEB.5 , 2016

staff

staff members

letters to the editor

digital media

Print Executive Editor

Have a letter for the editor or a question for us?

Online

Cadence Bippen

Multimedia Executive Editor Jared McClellan

Design Editor Morgan Brader

Discover Editor

If something we wrote demands your voice, please e-mail us at fhcpub@gmail.com or drop your handwritten letter off with Mr. Schott in Room 139. The Central Focus staff will print the entirety of your letter, providing it meets the standards of publication laid out in the FHC Publications editorial policy, which is available in Room 139 or at www.fhctoday.com for your perusal.

Emily Mann

FHCtoday.com is the online home of FHC Publications and serves as a hub for all of our breaking news, photography and video work. For all you need to know about the FHC community, head to FHCtoday.com @fhcpublications francis howell central publications @fhcpublications

Feature Editor Olivia Biondo

fhcpublications

Move Editor Bri Shatto

Voice Editor Becca Abrams

Entertain Editor Elisa Swanson

Photo Editor Taylor Tinnes

Staff Reporters

Abram Cutshall, Elizabeth Gerger, Dulci Hedges, Jack Hiegel, Skylar Laird, Elaine Mallon, Mackenzie Morris, Will Sills, Leslie Sutton, Kaleigh Zehnle

Photographers

Belle Herrera, Josephene Julien, Morgan West

Adviser/for advertising inquiries Matthew Schott matthew.schott@fhsdschools.com

letter from the editor

T

obacco. Alcohol. Diet soda. Vaping. It’s just one more thing to be added to the list of potential killers. In the six years E-cigs have existed in the US, a stigma has already been created about the item and those who use it. We know high schoolers vape, but here at the Central Focus, we wanted to know why. Not many of us know much about vaping, so we wanted to find Cadence Bippen out what it is about these electronic cigarettes that is so appealing to some and repulsive to others. Our generation print executive is the one that will be either lighting the path for E-cigs editor

or stopping them right away, so it is important for us to be informed. As more and more answers become clear, we must stay updated and in the know of what we are putting into our bodies, in our culture, and in our planet.

Because not much is known about the effects of E-cigs, many teens are keeping their vaping in the dark — not everyone wants to be a “Vape God.” These items are mysterious, but, here at the Central Focus, we wanted to shed some factual light on the smoke.

Contents

3 FEB.5 , 2016

FEBRUARY 5

More money, better results?

An examination of poverty and test results shows that those with more, perform better once in school.

8 The weight

Textbooks, short passing periods contribute to students carrying too much in their backpacks, leading to health issues.

page 22 Next level players

Six athletic stars have signed to play their sport at the next level after graduation.

27 Finding your place As funds tighten, often the arts find themselves in peril. Vivian Scott tells of the value of these places students go to find themselves.

Senior Emma Farley is one of two girls soccer players who have signed to play Division I soccer in college. Six seniors have signed letters of intent to play sports once the graduate in June.

Photo by Zach Grau

4 FEB. 5, 2016

discover Photo by Quentin Webert

Substitute Robert Dagenais teaches a class of French 2 students. Mr. Dagenais grew up in Quebec, Canada, and he is bilingual, speaking both English and French.

World language anguish With teacher gone, French students anxious about this semester

By Kaleigh Zehnle Staff reporter he World Language department began this school year with almost all new teachers, and both teachers and students had to get used to the changes in their world language classes. One of these new teachers included French teacher Darren Brewington. French students were confused when they returned from Christmas break and Mr. Brewington wasn’t there.

Now, students are told that Mr. Brewington isn’t coming back, and they are unsure how this will affect their second semester.

According to the head of the world language department, Dr. Jennifer Miller, the current substitute for Mr. Brewington’s classes, Monsieur Robert Dagenais, will be good for the students.

Mr. Dagenais is a certified French teacher and was the substitute for former French teacher Lauren Breite last year during her maternity leave, so many of the students already know him.

“The students know his style, and he knows the curriculum, so I’m hoping we can make it as seamless of a transition as possible,” Dr. Miller said. “If anything, Monsieur Dagenais might help them more because he’s familiar with the curriculum. That’ll make him more comfortable and the kids might learn something new.”

T

Though Mr. Dagenais is a good substitute for the time being, there has been a post on the district website for an opening for a French teacher.

“We’ll be accepting applications, and then at the end of this month [January], Mrs. Davis and Dr. Arnel and I will interview them, and we’ll make a decision after that,” Dr. Miller said. “I think it’s up to Dagenais if he decides to apply or not.”

Dr. Miller knows many students have already dropped the class, and many others were trying to decide whether or not they should. Many were just waiting for an official word about who their teacher would be.

“All this up in the air about Mr. Brewington definitely hurt our French program,” Dr. Miller said. “Now that we’re committed to making it more stable for them, I think that that will help it grow back again.”

Junior Chelsea Varone wanted to drop the class at semester because of how hard it had become, but she also wanted to attain her goal of going all the way to French 5.

“I didn’t want one teacher that I’d had for half a year to ruin my goal,” Varone said. “I took it eighth grade, freshman year, and sophomore year, and I didn’t want to not make it to my goal.”

Varone ended up staying in the class, but some students dropped before they were told Mr. Brewington wasn’t returning.

Though he was planning on dropping French in order to take care of some other credits, junior Jon Evans regrets not being able to learn French from Mr. Dagenais.

“I heard Mr. Dagenais is pretty okay, and they’re probably going to get a cool teacher,” Evans said.

“I would like to get back into French in college, maybe as a hobby.”

Senior Geoffrey Tibbles was planning on staying in French no matter who the teacher ended up being, and he is happy with the current substitute.

“Mr. Dagenais is the dude who took Mr. Brewington’s place,” Tibbles said. “He subbed for Madame Breite last year, so I already knew this guy and he was a homie too.”

According to Tibbles, Dagenais will better prepare him and the other French 5 kids for the AP test in May, and he will also improve the students’ grades in general.

“I would rather get a five on the AP test, so I never have to take French again,” Tibbles said.

“Dagenais will help me get my five.”

Though Mr. Dagenais will be beneficial to the French students, a transition between teachers is never easy, not for the students or the department.

“It’s always bad for the rest of us not to have a French person in the building at all times to help us out,” Dr. Miller said. “We’re sad to see him go.”

DISCOVER

5

Dollar$ get degree$ FEB. 5, 2016

Finding the correlation between financial status and test scores

Jack Hiegel Staff reporter As most of us already know, there are several factors that affect how well we perform in school.

In addition to intelligence and effort, the teachers we have, where we go to school, and who we have as classmates all have some impact on our test scores. However, as Francis Howell Superintendent Pam Sloan knows, the relative financial status of the district also plays a factor in students’ test performances.

Dr. Sloan says that there is a definite link between the two, and it can be seen in statistics from various schools in the St. Louis area, from FHC to Rockwood and Riverview Gardens.

“I think that there is often that relationship in schools, especially those in districts high in poverty. This can create a learning gap between students with different socioeconomic statuses,” Dr. Sloan said.

An informative study done by the St. Louis PostDispatch backs this point up. This data, which is shown on the chart accompanying this article, shows the percentage of students receiving free or reduced lunches in each district as well as the percentage of students who scored advanced or proficient on state exams. As this graph demonstrates, school districts with less students receiving free or reduced lunches like Francis

School

Percentage on free/reduced lunch

Riverview Gardens

94%

Normandy Schools

Howell scored higher on tests while school districts with more students receiving those kinds of lunches like Normandy scored lower on exams.

There are several theories as to why this correlation exists. Rockwood School District Superintendent Eric Knost believes that financial status affects test scores so profoundly because it represents the different environments that the students grow up in.

“Children in poverty and those living in a lower socioeconomic status deal with many barriers that their counterparts do not experience,” Dr. Knost said. “These barriers can be and often are detrimental to their success in school.”

Financial status can affect students in other ways as well. Dr. Knost says that when it comes to those on the high end of the economic scale, wealth can provide a few notable benefits.

“As stated, the same barriers do not exist for more affluent students. These students have significant supports in and outside of their school environment to help them succeed,” Dr. Knost said.

However, this means that those on the lower ends suffer quite a few negative effects from the correlation between financial status and school performance. According to Dr. Sloan, these include various academic issues.

“Poverty can to lead to being behind in school.

If you’re burdened financially and can’t afford to go to Pre-K, then you may not learn your alphabet,” Dr. Sloan said. “Then, when you go to school, you’re surrounded by kids who already know their alphabet, and you’re behind. The same goes for reading.”

For those students who are put at a disadvantage due to this relationship, there are a few ways to reduce the effects of the correlation.

Dr. Knost believes that there is one very simple solution to this problem.

“We need to alter how schools in poverty are funded and supported,” Dr. Knost said.

Dr. Sloan agrees with this answer and provides a few more specifics that may help less fortunate students even more and put them on a more level playing field.

“We need to provide them with additional supports,” Dr. Sloan said. “For example, some of these older kids have to look after younger siblings before or after school because their parents have to work. Providing day care programs can take care of younger kids and allow older students to focus on their school work. Breakfast programs can provide students with food, which they need to function. Finally, we can provide them with leadership opportunities and a vision of what their future could be like in order to motivate them to excel.”

School

Percentage on free/reduced lunch

22.7%

Pattonville

49.3%

65.5%

91.5%

23.8%

Fort Zumwalt

21.7%

72.7%

Jennings

90.8%

40%

Francis Howell

19.4%

75.5%

Hazelwood

62.5%

54.4%

Rockwood

15%

Percentage of students passing state exams

Percentage of students passing state exams

79.3% Source: St. Louis Post-Dispatch

6 discover FEB. 5, 2016

‘The

AP test

loves ...’

By Becca Abrams and Olivia Biondo Voice editor and Feature editor

Another year is in its final stretch and teachers are planning out the rest of their curriculum. Most teachers base that curriculum off of the upcoming AP exams.

For those who have had Mr. Kozlowski, who teaches AP Chemistry, knows the infamous line, “the AP test loves…”

From day one, students are preparing for the exam and they await the moment they go into a room for what seems like an eternity after cramming their brains with information.

A couple of hours are dedicated to an exam that will determine whether college

credit will be awarded.

“It sounds intimidating,” senior Sydney Lechner said. “I wouldn’t know what to do if I didn’t pass; I would feel like all of my hard work was for nothing.”

The question is, what makes the AP exam so intimidating and even frustrating for students? Plain and simple, it’s the difficulty level. There is a reason, believe it or not, why AP exams are so demanding, or even strenuous, for those that take it. The exam itself is built on challenging the students, according to principal Dr. Sonny Arnel.

Some students, those who have taken another AP test previously, may not be as

A breakdown of the challenging AP exams and how they are scored

worried as others, considering that they know what to expect. Mrs. Patti Shockley, the AP Literature teacher, has seen this case several times.

“Because I have seniors who are familiar with the AP English tests, I am able to focus more on a variety of literature,” Mrs. Shockley said. “There are several variables involved, but everything the AP teachers do hopefully prepares students to take the test.”

For most students, the AP curve is their best friend and not many students tend to question a good thing.

“I like it because it’s based on how

DISCOVER

7 FEB. 5, 2016

Your AP score is a weighted combination of your scores on the multiple-choice and on the free response section.

5: extremely well qualified 4: well qualified 3: qualified 2: possibly qualified 1: no recommendation

Photo by Elisa Swanson

Mrs. Dennigmann’s 6th hour AP Psychology class concentrates hard while taking their unit 9 test. Their AP will fall on 2nd of May.

everyone did so it makes you not feel bad about how you did,” senior Alexa Diehl said.

But how is it possible to miss so many questions on the exam, yet still get a passing score of 3-5? The answer to that question lies within the makeup of the AP exam itself.

It is not like other assessments, it’s intention is to challenge; therefore, making it not how many you get wrong, but how many you get right.

According to Dr. Arnel, “Often times, it’s more than you can learn in a school year.

I think the thought is that they understand the depth and the vast amount of curriculum they are covering, so there is a curve

applied to allow and demonstrate success.”

That entails some wiggle room because students can’t be held at the expectation to perform well on something they didn’t have the opportunity to cover in class.

Overall, the exam is meant to challenge, and that is taken into account when scoring them.

“I think they try to balance all of the expectations on students and they provide you with a very strong academic challenge, but at the same time they understand the realities of the difference between high school and college,” Arnel said.

Although AP exams are stressful, and the

difficulty level is already known by students, teachers of the AP curriculum teach the course based on what will be on the exam.

There is a lot of preparation time from now until the first week of AP testing begins, which is, mark your calendars ladies and gentleman, the first of May. In that time, students can get a head start and begin studying on their own at www.apstudent. collegeboard.org.

“If you prepare yourself then I think most students will perform well,” Lechner said.

So, If the time and effort is put towards performing well on AP exams, then the score will reflect that.

Photo by Taylor Tinnes

8 Discover FEB. 5, 2016

Slicing into science

File photo by Katie Crank

Sophomore Nina Siefert learns more about the human heart by dissecting a sheep’s heart in her Biomedical Sciences class last year. Science classes use dissections as a way to give students an appreciation for their particular type of science.

Dissections present students with a new way of learning

By Skylar Laird Staff reporter The science hallway is filled with the smell of formaldehyde. For the students walking past on their way to classes, this can only mean one thing: dissections have begun.

In Biology, ZoBot, and Anatomy, it’s nearing the time of year when students cut open dead animals in the name of science. As sophomore Teegan Winkeler approaches the ZoBot room, her stomach twists in dread over the prospect of cutting open innocent animals. For years, she’s been forced into the corner of the room to avoid throwing up over the sight of frogs, squids, and pigs laid out in front of her, ready to be sliced open. However, the benefits of this hands-on experience outweigh the drawbacks.

Beginning in mid-February for ZoBot and Biology and fourth quarter for Anatomy, students begin their work on dissecting animals, one of the most beneficial and exciting units for students in all three classes.

“I am serious when I say that zero students have been disappointed that they participated in this activity. It is the hallmark of the course and the majority refer to it as the greatest extended activity they have been a part of at FHC,” Biology and ZoBot teacher Patrick Reed said.

This is due mainly to the fact that dissections are a unique experience for students, as opposed

to the lectures and notes they are presented with in other classes.

“You get to see something three-dimensional,” Biology and Anatomy teacher Scott Dauve said. “Everything that we teach is either off the Smartboard or a xerox-copied piece of paper, but [during dissections], you get to see the texture, location, and size differential of organs and tissues. With other units, you look at a picture and you move on, but here, you get to see the whole thing put together.”

Mr. Reed agrees that dissections are a very new and exciting experience for students. Although he offers alternatives, Mr. Reed believes that they can’t compare to looking inside a real animal.

“Online simulations are unreliable and unrealistic.

Technology is great, and it has made many advancements. However, models, simulations, and tutorials are incredibly poor substitutes for the real thing,” Mr. Reed said. “[Using them] would really ruin the potential academic pursuits and career potentials of my students, plain and simple.

The course truly prepares students for the reality of their future. Simulations at the next level are not close to being the current reality.”

Even Winkeler, whose advocacy for animal rights extends so far she hasn’t eaten meat in years, agrees that dissections present a more beneficial way of learning she doesn’t get to experience in other classes, which has caused

her to sign up for these courses despite her disgust towards dissections.

“I don’t like dead animals,” she said, “but [dissections] are definitely a very hands-on way to learn about animals, and, by extension, humans, and for kinesthetic learners like me, that’s the best way to learn.”

Mr. Reed and Mr. Dauve both share Winkeler’s love of animals, but both teachers believe their adoration towards animals supports their agreement with dissection.

“I want it to enhance [students’] education, not hinder it,” Mr. Dauve said. “I have two cats at home. I love animals. I’m a biology major. But it’s a way to gain appreciation.”

Mr. Reed agreed that doing dissections is ultimately a necessity not only for the course but for students’ futures, rendering them worth losing the lives of a few animals, especially since it’s in an ethical way.

“I understand the opposition, but the animals are treated with respect and care in the lab, and the learning is impossible to replicate,” he said.

“I would be doing harm to my students if I were to remove it from the course. It’s because I love animals that I want my students to be prepared to ultimately be a force for helping, understanding, and benefiting them and the rest of our society with their knowledge. All benefits have ultimate costs. The benefits here outweigh the costs.”

9

DISCOVER

Keys to success

By Haley Mills

Staff reporter It’s no secret that college is told to be the years that you find out who you are and what you want to do in the world. While that may be the case, what if predispositions are starting to decide those things even earlier? Imagine if courses taken in high school helped predict how successful people would be later in life.

Many parents tend to push the accelerated courses involving higher-level thinking, like math and science, over those in the practical and fine arts area, like art and choir.

“Technology is math and science based and technology is what drives the world forward, therefore our teachers and counselors tend to encourage those classes over art classes,” junior Olivia Doll said. Doll said this explains why students are far more reluctant to sign up for art classes than they are for AP and honors math and science.

While some students may take classes because they are what interest them, sophomore Talia Thambyrajah take classes simply to put themselves ahead of the game when it comes to college and scholarships.

“I take the honors classes I do because when the time comes I want to be able to get the best scholarships,” Thambyrajah said. However, with one of the up and coming American values being self-fulfilment, some are still encouraging students to take courses they think they would enjoy.

“I usually try to help students figure out what interests them and what they enjoy and then kind of do a little bit extra in that direction while still meeting the requirements needed for graduation,” counselor and A+ director Dustin Bailey said.

Junior year, which is debatably the hardest year of high school, claims junior Michael Lippincott, is a year where classes begin to reflect what students wish to do after high school and after college. ”I choose to take science and math classes which require analytical thinking which is a huge tool used in today’s world. I want to be a doctor after college, so I picked these science and math classes because I will need the foundation to further my education,” Lippincott said.

Those who tend to value money over happiness

are going to take the courses that they believe will earn them the most money in the long run, hence science, engineering, math, and technology classes.

“I define success by money, so I take the challenging courses I do to fulfill my aspirations of becoming a biologist,” sophomore Alex Juan said.

Others agreed that they believe most Americans have the same mindset as Juan.

“Americans tend to value money over happiness I think, for example people will settle for a higher paying career then doing something they enjoy” Thambyrajah said.

Although people see America as money hungry, some still do find their success in line with the happiness. “I think someone who I would consider successful is someone who is happy and comfortable with what they are doing regardless of money,” senior Amy Warner said.

What does success mean to you?

“The amount

of money someone makes and how they use it.”

FEB. 5, 2016

What do you think America values more?

What do you value more?

sophomore Alex Juan

“Being happy and living the way I want to.” senior Kristy Eslinger

“Being able to say you are happy where you are at.” junior Olivia Doll

The Central Focus conducted a survey of 110 students from varying grades to get their viewpoints on what they think makes someone successful.

10

FEB. 5, 2016

Feature

“Stereotypes get in the way of appreciating all the quality music there is out there.

There’s millions of musicians out there and everyone can appreciate at least some of it.”

Bill Sanders, freshman

“I don’t think your music should define who you are I just think it’s whatever you’re into.

If you want to listen to that, so be it. If you don’t, so be it.”

“People shouldn’t make assumptions based on the type of music people like. It’s not what they identity with, just what they like to listen to.”

Abby Dwyer, senior

Bailey Kolkmeier, freshman

‘If you have to abide by some stereotypes of music then

what’s the point?’

“Its not the image [of the genre] for me. Its what I like about the music... what you look like or what you do doesn’t have to reflect the music you listen to.”

“I feel like [people] should let anyone listen to what they want to listen to and they shouldn’t be judgmental like they are... because the music you like doesn’t define you as a person”

Molly Ebert, sophomore

Samantha Taplin, senior

“I don’t dress like a [cheerleader], besides uniform.

[I wear] the boyfriend jeans, the high tops, the big sweaters.

But then when I’m in uniform people say oh you’re that girl?”

Riley Walsh, senior

feature

11 FEB. 5, 2016

By Emily Mann

One’s opinions a lot of times are based on one’s Discover Ediitor perception, over an actual analysis of the genre ophomore Gillian Pendel, a Korean Pop Sophomore Molly Ebert has experienced listener, has troubles with judgmental people have a presumption towards her, being a thoughts from those around her who do listener of pop music. not understand why someone of her background, “When you say you listen to pop people kind age, and ethnicity would listen to K-pop. of think of you like more like mainstream like kind “They just think it’s weird at first...they don’t of like a follower not like a leader, but this isn’t really understand what it is. They usually ask ‘Why always true,” Ebert said. do you listen to it if you can’t understand it?’ and [I One does not have to analyze every detail that say] I just really like it,” Pendel said. goes into, let’s say pop music, but just because it There is no denying the abundance of is not pleasing to you does not mean it is garbage. stereotypes that are implemented everyday with It is popular, and that’s got to say something. certain music genres, and after a while it starts Pendel has found herself restricted and to work like a broken record. Not only are the cautious because of stereotypes and the possible stereotypes associated with genres, but musical reactions she could get if she was open about her stereotypes can be targeted towards certain music, because of the stereotypes of K-pop and individuals as well. the possible reactions.

For instance, if someone were to say they listen “Not really. I don’t have any merchandise or to heavy metal, and they are not wearing black, anything of the sort, and even if I did I wouldn’t or spiky piercings, there would be a tendency to wear it out because I don’t want people to make doubt them. If someone fun of me,” Pendel said. covered from head to For most, music allows “Stereotypes are a slippery toe in tattoos said they expression, an outlet, slope. They have to develop and through that outlet are into religious music, from somewhere, therefore one would definitely you find and spark other there’s always some truth take a double take. interests and people.

With music “It’s just fun to listen to them. When people base stereotypes, comes to...it’s really upbeat…,” every single thing about a the presumption that Pendel said.

“I have person on their music, it someone’s taste in met a lot of good friends becomes an issue.” tunes determines their through it on Twitter personality, fashion because we all have the Bill Sanders, freshman choices, and mentality, similar interest... I don’t and that there is think any of them would no possible way they can go outside of the fit that [stereotype], [they are] a lot of different stereotype. In addition to this narrow minded people who are like into K-Pop.” thinking, that seems to be pre-programmed into In most cases those who listen to certain genres our minds, comes the ability to drown out anything that are typically stereotyped are told they do that is not our “norm” and what we do hear, just not fit the mold, and this can be very annoying. sounds like garbage.

As music is about expression, and one should be Freshman Bill Sanders, pop rock and grunge able to dress and think how they please, not how listener believes stereotypes can be a bit much their genre depicts them. at times.

“People should be a lot more accepting of it like “I definitely think people get pretty intense if someone says they listen to a certain genre you about stereotypes,” Sanders said. “A lot of should be like ‘Oh, I never would have expected people just aren’t open to accepting new things that.’ ‘You don’t look at all like someone who would musically which kinda blows.” listen to that.’ You should just be like ‘Oh, that’s If someone hates rap music, they might never cool, I dont really listen to that,’” Pendel. give any rap song a chance, and any rap they hear Senior Abby Dwyer, religion and contemporary they will say is terrible. Their opinion will not stay listener, realizes that most associate her genre only within them, in fact, they will probably talk with the stereotypical ‘crazy church kid’ and about it all the time, and their peers, teachers, and ‘Jesus freak’; however, she would not describe siblings may inherit or be influenced by this belief. herself in this manner, and feels that one’s genre

S

shouldn’t make or break ones appearance.

“Whatever is going through your headphones doesn’t determine your personality, I just think it influences some choices you will make,” Dwyer said.

In regards to the stereotype credibility, many of them tend to not be true in any way shape or form, of course in every situation there is an outlier, but relatively speaking the stereotypes are entirely fictional, and it is always important to put everything into perspective.

Dwyer deems that for her genre the stereotype reigns true in most cases, but only certain aspects of the stereotype.

“Well I would say if you’re listening to religious music you’re probably religious so that is true, but I wouldn’t take it to the extreme, that like you are crazy,” Dwyer said.

Senior Riley Walsh, also struggles with stereotypical image, but in her case the stereotype is not pinned on her because of her genre, but because of her hobbies. Walsh is a cheerleader here at FHC and finds herself often stereotyped because of it.

“When you think of someone who cheers they have to be peppy, ‘Oh they listen to top 40’…[but] I listen to the alternative/indie underground things, I find interests in the bands that no one really hears about,” Walsh said..

Senior Samantha Taplin is well aware of the hate, judgement, and stereotypes that go around with music, and believes that she could be classified under multiple, as she listens to justin bieber, heavy metal, and showtunes. When asked if stereotypes can be broken, she believed yes, as she is living proof.

“I think I kind of break [stereotypes] by listening to justin bieber heavy metal and then going to listen to some like hamilton on broadway like thats really wierd but I do that so,” Taplin said.

Within many music listeners, the opinion seems clear, musical stereotypes should be stomped out completely.

Sophomore Alex Juan, rap listener, is one who believes strongly that musical stereotypes should be broken.

“Breaking a stereotype takes years and decades to do, you have to shift an entire public’s opinion. Should some stereotypes be broken?

Duh, that’s not a question,” Juan said. “Can they? Maybe, a lot of people would have to get behind the movement. In the absence, however, of controlled stereotype shifting, society will shift itself, as it is constantly doing.”

12 FEATURE

ew year,

NEW ME… MAYBE

Students welcome in the new year with goals to change, while some students find resolutions unnecessary Steps to a successful

resolution 1. “Desire. you have to make an action plan. What do I want to do? Why do I want to do it? If you can’t justify it, it’s not a good goal.”

Switzer says. You have to want to make something happen. The best way to know if you really want to change something is to ask yourself why you want to change it. And like Ms. Switzer said, if you can’t justify it, then it’s not a good idea.

2.“Make an action plan. What do I need to make it happen?” Switzer adds. You have to know what you're doing. If you go into your New Year’s Resolution blind, you’ll fail really quickly because you get to a point where you don't know what to do next, so you quit.

3.Another helpful hint is to involve a friend. Have someone there to keep you accountable with your goal. If you have someone keeping you accountable, it’s much harder to fail or quit. And, like Files said, you don’t have to wait for the New Year to bring about a new you.

4. Keep trying! You have to want to reach your goal. If you arent motivated or dont care, you arent going to reach your goal.So try try and try again!

By Abram Cutshall

want to commit to long term goals. Short term Staff reporter goals are easier to do,” Kunzer said.

“New Year, new me.”This is heard every But Junior Gea Henry has another opinion on year around January 1. People make a public why people don’t like new year’s resolutions. announcement that, with the new year, they plan “They think resolutions are stupid and they don’t on bringing in a new attitude. But why do people want to make them because they don’t want to make resolutions? What is so appealing about a stress about them when they don’t keep them,” New Year that spurs on this desire for change? Henry said. However, Henry does believe that Why do we think that we NEED to there are positives to new year’s change? resolutions.

“I’m always Senior Jenny Files feels that new “They [students] have something setting year doesn’t necessarily mean that to look forward to in the upcoming goals and that’s the only time for a new you. year and they can set a goal for She thinks that people see the new challenging themselves. Then they can feel myself year as an excuse to change. good about themselves when they “I think you should always be throughout the reach it,” Henry said. trying to improve yourself and year,” Switzer Maybe these reasons are you shouldn’t have to wait for the accurate, maybe not. But the reason says, “and I new year. It’s important to make for doing or not doing New Year’s don’t think you Resolutions is different for every improvements and goals for have to reserve person. yourself at anytime,” Files said.

Files believes that people set January 1 as Francis Howell Central art teacher unrealistic goals and, because of the only day to Mrs. Switzer enjoys challenging this, end up quitting. herself and making steps to help do that.”

“They expect to change overnight Mrs. Judy Switzer achieve her resolution. and they quit something and have “I’m always setting goals and trouble adapting,” Files said. “They challenging myself throughout the feel the pressure of everyone doing the same year,” Switzer says, “and I don’t think you have to thing around them.” reserve January 1 as the only day to do that.”

Freshman Ansley Kunzer disagrees with Files’ Another helpful hint is to involve a friend. Have view on why people don’t make resolutions. She someone there to keep you accountable with argues that the reason people can’t handle goals your goal. If you have someone keeping you is because they are too long-term. accountable, it’s much harder to fail or quit. And, “In the past they’ve tried long term goals and like Files said, you don’t have to wait for the New they realize that they are difficult and they don’t Year to bring about a new you.

feature

13 FEB. 5, 2016

College visit calendar

To visit with a college, be sure to visit the Guidance Office to get a pass for the school of your choice.

Feb. 8, 1st hour: Truman State Feb. 8, 2nd hour: Columbia College Feb. 17, 3rd hour: Western Illinois Feb. 25, 2nd hour: Ranken Tech Feb. 25, 3rd hour: SEMO Feb. 29, Lunch periods: Missouri Western March 3: ASVAB Test March 7, 2nd hour: Fontbonne

20% off in-stock Long Sleeve Simply Southern & Southern Couture t-shirts New men’s t-shirts & short sleeve styles arriving soon!

Only at Christine’s Hallmark 6069 Mid Rivers Mall Drive Cottleville, Mo. 636-926-3373

in the Schnuck’s & Office Max shopping center

www.christineshallmark.com

If you miss a big game, we’re going to try to be there to livestream it for Spartan Nation. Streams will stay on FHCtoday.com for one month after an event, so check the site frequently to catch up on what’s happening at our school.

LIVESTREAM! Leo loves it.

You should, too.

UPCOMING EVENTS: Feb. 9: Victoria Aveyard & Sophie Jordan in the Learning Commons Feb. 9: Girls basketball vs. Rockwood Summitt Feb. 9: Boys basketball vs. Pattonville Feb. 19: Boys basketball vs. Troy Feb. 23: Girls basketball vs. Troy Feb. 26: Boys and girls basketball vs. Howell You can watch streams on desktop, laptop, tablet or mobile phone.

14 FEB. 5, 2016

focus

focus

15 FEB. 5, 2016

Behind the

smoke

We get it, you vape.

But do we really get it?

E-cigs are taking the country by storm, but little is known for sure about this new technology and the effects it can have.

18

focus

FEB. 5, 2016

The

passion

By Cadence Bippen

Print Executive Editor To some, E-cigs aren’t just a hobby, but a passion. Senior Chris Bernal truly feels E-cigs have the capability to save lives. He works at an E-cigarette store in St. Charles where he sells and works with E-cigs.

“E cigarettes can either be an alternative to smoking, or a means to quit smoking altogether,” Bernal said. Bernal assembles and fixes broken E-cigs for people, as well as makes the juice people would purchase. He knows what he puts into e-cig juice, and states that it is very simple.

“Propylene glycol, vegetable glycerin, and flavoring. That’s it,” Bernal said. “Nicotine can be added if that is what you want, but there are no harmful effects of heating up any of those elements and inhaling it.”

Bernal acknowledges that nicotine can be addictive, which can be dangerous, but compares the way a nicotine addiction can be harmful to the way a coffee addiction can be.

The bottom line, according to Bernal, is that E-cigs are safe.

E-cigs do not contain tobacco, but according to drugabuse.gov, E-cigs contain “potentially harmful chemicals.” E-cigs were invented relatively recently, in 2003 (casaa. org), and didn’t make it to the US until 2006, just 10 years ago.

Due to the fact that they are new technology, much reliable research on the effects of vaping hasn’t been conducted yet, and there really isn’t a definitive answer to what makes E-cigs harmful.

Although Bernal advocates the use of E-cigs over regular cigarettes, he has recently quit vaping because it can take up time out of the day that could be used for something else, especially if he is not vaping to end a previous cigarette addiction. “[E-cigs are] saving people’s lives every day,” Bernal said, “and I feel every single person that smokes cigarettes should try out an E-cig for a week and notice the benefits, and possibly make the permanent switch that may save their life.”

focus

19 FEB. 5, 2016

The stats Sales in Millions of $

E-cig sales in millions of dollars

10000 9000 8000 7000 6000 5000 4000 3000 2000 1000 0

2008 2009 2010 2011

2012 2013 2014 2015 2017(Projected) Year

Graphic by Olivia Biondo, graph from newhere.com

By Bri Shatto Move Editor Most teens would be able to identify an e-cigarette if mentioned or if they saw one, yet some may not know what actually lurks within these distant cousins of traditional cigarettes.

Since their appearance in the United States in 2006, e-cigs have grown more and more popular, especially in teens.

However, the problem with this rapid popularization is that they seem to grow faster than the research on them has. Scientists have started research on the effects of E-cigarettes and there vapor, but, while science is fast, it is not fast enough to keep up with the new fad.

According to drugabuse.gov, students who have used e-cigs by ninth grade are more likely to start smoking cigarettes within the next year.

500 brands and 7,700 flavors are on the market without FDA regulation, meaning there is no way to know what chemicals are in the liquids, according the American Lung Association.

According to Center for Disease Control, use for e-cigarettes tripled, from 4.5 percent to 13.4 percent of teens, from 2013 and 2014.

According to Tobacco Related Disease Research Program, a main ingredient in the cigarette fluid is propylene glycol for vapor. A chemical found in antifreeze and deicing agents in cars. They also say nicotine concentration is not always labeled accurately.

Diacetyl, according to Harvard Chan School, is a chemical found in more than 75 percent of flavored electronic cigarettes and linked to severe respiratory disease.

20

FEB. 5, 2016

move

‘Backpack plague’ Students carry weight of mountains on their backs for an education

Some students may carry more than 15% of their body weight in their backpacks, causing future back problems. This can be due to the amount of textbooks, notebooks, pens, pencils, hilighters, planners, and more students carry with them every day.

Photo illustration by Taylor Tinnes

move

21 FEB. 5, 2016

By Leslie Sutton Staff reporter tudents every day walk these halls, carrying everything on their shoulders.

From their emotions to their struggles, and specifically, their backpacks, students carry far more than the body can hold.

Senior Mary Halloran is a strong fighter against the backpack plague. Halloran has invested years into the fight for something better and less damaging for students.

“In eighth grade I hurt my back and since then, I have been fighting the urge to go back to physical therapy…” Halloran said. “But, you know, the backpack issue is not helping.”

Backpacks have been known to cause several back issues, and even irritate preexisting ones.

However, the issue is not the backpack itself, but rather how much students need to carry every single day, as required by classes.

Calculus and Statistics teacher Mark Schneider teaches the highest level maths in the building. With higher level math classes, there’s more expected of students, and therefore more materials. He has had first hand encounters with the back pain issues.

“I have had students with back pain concerns who have requested two copies of their text; one to leave at home, and one to leave in the classroom. Unfortunately, the school district does not have the resources to provide this option to all students, and so this should be reserved for those with a medical need.” Schneider said.

Halloran struggles with the amount of weight she carries on the daily.

“Throughout my school year I find myself having four to five to six books in my backpack at a time.

That makes a backpack weigh, I don’t know how much, but a textbook is heavy,” Halloran said.

“Multiply that by five, and it’s a little bit ridiculous.

And then, you have binders, and god only knows what else you have in your backpack; pencils, pens, highlighters, calculators, notebooks, planners, it’s just ridiculous.”

Many classes require students to bring their textbooks to class daily due to the amount of work done in them. Not only textbooks, but classes that require binders and physically check them once or twice a month cause students to add more to the ever-growing mountains of papers and text upon their backs.

When asked if he requires students to bring their textbooks daily, his response was no.

S

“Bad posture mixed with heavy backpacks is not a good combination. I fear for the people who are taking care of us once we’re old, because by the time we’re old, we’re all going to be hunchbacks.”

Senior Mary Halloran

15 percent rule

According to Kidshealth.org, a student should carry no more than 10-15 percent of their body weight in their backpack. A 150 pound kid should carry no more than 22.5 pounds in their backpack.

Student Weight (lbs) 100 125 150 175 200 225 250 275 300

Backpack Weight (lbs) 15 18.75 22.5 26.25 30 33.75 37.5 41.25 45

“It would be a logistical quagmire to differentiate between days in which students would and would not benefit from having their book with them.” Mr. Schneider said.

Senior Mason Schneier is known for his dedication to his endless amounts of AP work.

Each year he’s pushed himself to take higher level classes, and each year he’s dealt with the pain the backpacks bring.

“My backpack weighs, if I have to carry some textbooks in there, upwards of twenty pounds,” Schneier said.

Most people think the solution is easy. A simple stop at a locker between classes solves all

problems, right? Actually, a large percentage of students use their lockers as much as they like to, and even some have no chance to stop. Whether it be a personal choice, or a time constraint, lockers are going unused, adding to the backpack problem.

“My classes are on opposite sides of the school, my locker is downstairs, most of my classes are upstairs, I have no time to use my locker,” Halloran said.

When students try to stop at their lockers, they find themselves short on time. With the construction of the school building and location of classes in relevance to lockers, sometimes a stop is impossible. “[I can’t stop at my locker] during all the classes that I need to, but I do have time for some of them, so I don’t have to carry my calc textbook every hour,” Schneier said.

Some people may suggest longer passing periods, but there’s no guarantee that students will use these extra minutes for stopping at their lockers. So, how else can the problem be fixed?

“One of the best suggestions I can give is a class set of textbooks and give the students textbooks to have at home,” Schneier said.

“Online textbooks are a great way; I remember in Algebra II we had an online textbook, which was fantastic because I wouldn’t have to take it to and from school every day.”

Halloran had a similar idea, and began to mention other schools ways of dealing with this issue.

“St. Dominic also uses all online textbooks, every student has an iPad, and all they do is carry around the iPad and a couple notebooks,” Halloran said.

“There are obvious alternatives, but we’re a public school so it’s a bit harder to do stuff like that.”

With recent budget cuts, there may not be an easy way to heal the damage caused by backpacks.

Mr. Schneider also had some perspective on the topic of online books.

“I see a future in which students will be issued an e-reader pre-loaded with all their texts in digital form. Until that day, oh bother.” Mr. Schneider said.

However small, there are some resolutions a student can apply to their daily life. Simple adjustments may not fix the problem entirely, but they can help with manageability.

“A good way to protect yourself is to wear both straps, don’t wear just one, trying to be cool or anything, because you’re going to look a lot less cool when you’re like forty and hunched over like an eighty year old,” Schneier said.

22

MOVE

To the next level FEB. 5, 2016

Six seniors will continue their athletic careers in college

By Elizabeth Gerger Staff reporter

Baseball

Volleyball

Soccer

Erik Webb, a baseball player for 14 years, let the sport take the reins on his future. Although he is still undecided what he wants to study at the University of Central Missouri, he is happy he gets to play the sport while he’s there.

“I always wanted to play baseball in college,” said Webb. “My plan is to just focus on baseball for now.”

Unlike Webb, Collin Herdt knows what he will be studying and was hoping to go to Drury University before he received the scholarship. He didn’t rely on baseball to help him decide where to go to college.

“They offered me and it was a school I had already visited and l was interested in because of their business program as well,” said Herdt. “It’s a good fit for me.”

The volleyball girls, Claire Maupin and Eva Mich, are more focused on being close to home and staying with family.

Maupin’s sister, Shelby Maupin, goes to HannibalLaGrange University, which helped her choose the college other than the fact that she really wanted to play in college.

Mich chose Missouri S&T because it’s close to home and has an excellent engineering program.

“I decided that I’d rather stay home and play D2 because I was not wanting to make that intense commitment to a D1 school,” said Mich.

Emma Farley and Sydney Chalcraft have both been playing soccer since they were young.

Farley will be attending Saint Louis University and is looking to study something in the medical field.

Different from the baseball boys and volleyball girls, Farley based her decision on the soccer coaches at the university.

“Just their style of coaching and how they care about the program and the individuals all together,” Farley said.

Chalcraft, who will be at Middle Tennessee State University next year, agrees that the coaches helped her decision when choosing between offers.

“The coaches were a big part,” said Chalcraft.

“And Nashville, Tenn. is where I’ve always wanted to go to school and it’s right outside Nashville.”

Ashley Marlo

Erik Webb waits for a pitch during a home game last season. Webb had 107 at bats in the 2015 season.

Ashley Marlo

Collin Herdt rears back during the district championship victory against Pattonville. In the previous season, Herdt was one of two top pitchers.

Deairra Williams

Claire Maupin jumps up to set the ball over the net.

Maupin had six aces in the 2015 season.

Deairra Williams

Eva Mich overhand serving the ball during a game against Fort Zummwalt South. Mich served 244 times in the last season.

Ashley Marlo

Emma Farley attacks the goal during the state semifinals against Lee’s Summit. Farley scored 14 goals in the 2015 season.

Ashley Marlo

Sydney Chalcraft, the goalkeeper, drop kicks the ball. She defended the goal through the 2015 state semifinals.

move 23 FEB. 5, 2016

Location, location, location Commuting, scheduling, expense affects attendance

By Haley Mills

sponsorship from the school.”

Staff reporter Hockey differs from other sports in many ways, Obviously not all sports games can be home but the main way high school hockey differs is games, and attendance at away games is because the school doesn’t sponsor them. significantly lower than those of home games.

“Midstate is an organization that sponsors hockey.

But what if every meet was an away meet and So we have adapted all the same requirements no meets, or practices for that matter, were held as other sports have to be on the team, such at school. Well that is the reality for the swim and as attendance and grade point averages, and dive team and the hockey team this season. as long as we meet those requirements we can With all practices and games use the team name and logo. being away from school, senior Technically, we are a high Upcoming girls swimmer Lydia Koehler said school team but it feels like swim meets: school has failed to properly we are a club team because Today: Ft. Zumwalt East @ recognize these winter sports we have to pay and don’t get Rex Plex @3:30pm and all the hard work and effort recognition in school,” Gregg Tuesday: GAC swimming put into making their season’s said. prelims @ Rex Plex @ 3:30 successful.

Another reason that can Wednesday: GAC diving @ Rec Plex @ 3:30 “I think people don’t ever be pinpointed for the low Thursday: GAC want to come to swim meets attendance rates at hockey Championship @ Rec Plex because they are late at night games and swim meets are @ 3:30 and the days of meets overlap the costs. Not all swim meets Feb. 20: MESHA State @ Rex Plex @ 9:00 a.m. with other games for more cost, but occasionally they popular sports,” Koehler said. will get you with a ticket fee Upcoming hockey Swim coach Robin Hussey between $2-5, especially near games: said meets are scheduled due GAC time and hockey games To see upcoming to few pools in area. always cost $5. hockey games go to “Swim meets are late “People love watching high fhcspartanhockey.com for this week’s schedule. because of the limited amount school hockey, but its $5 per of pools in St. Charles county. game to get in. I think if the price Since we have to share the was $2 or even if we could use Rex Plex with all the St. Charles schools as well our activities passes more people would be willing as with Lindenwood and the Sharks, time and to come to the games,” Gregg said. space are very limited,” Hussey said.

Not getting proper recognition from your own Low attendance rates isn’t the end for these school can be tough, but Koehler has some sports being unnoticed. suggestions.

“Inside of school hockey most definitely goes “Petition to get Harris to treat all sports equally unnoticed because we don’t get announcements,” and cover all of them, or even have team bonding senior Matthew Gregg said. “ I believe the main by making and putting up posters in the hallway at reason for that is because we don’t have school school,” Koehler said.

Photo by Dayna Susek

On Jan. 15 , senior swimmer Emma Steo competes in the 100 breast stroke in the meet against Holt. Swim meets typically don’t start until at least 9 p.m. “My friends and family want to support and see me, but their minds change when I tell them the time,” Steo said.

Photo by Melissa Wyas

On Jan. 18, FHC hockey takes on CBC at the Rec Plex South. This particular hockey game started at 9:30 p.m.. Senior player Nathan Hendrix protects the puck.

“What makes hockey unappreciated I think is the ridiculous price fans have to pay to get into the games.

The price makes no one want to go and watch,” Hendrix said.

24 connect FEB. 5, 2016

The Spotlight Players held auditions for “The Wizard of Oz� and students were saying there is no place like home. Use this QR code to read about how auditions went.

Have you bought your yearbook?

Now is the time to buy your copy of the 2015-2016 Odyssey. Stop by Room 139 to order your copy today!

Only $65 The wrestlers took on the Timberland Wolves on Jan. 7 and eked out a 37-36 victory. Use this QR code to view a photo gallery of this meet.

books are available until the last day of school

publications 25

2

nd

9

th

focus CENTRAL

CENTRAL

focus

9

th

FEB. 5, 2016

Volume 19, Issue 2 Nov. 6, 2015 Francis Howell Central High School

Volume 18, Issue 2 Oct. 30, 2014 Francis Howell Central High School

The

Pressure to be PERFECT

Three students ditch their phones to experience digital darkness for a week

Students face the challenge of balancing the pressures of achieving perfection in apperance, academics, athletics, and social life.

BE A PART OF SOME OF THE BEST PUBLICATIONS IN THE COUNTRY!

FHC Publications students earn national and state recognition each year. At our most recent national competition, one student took second place in a national design contest. FHCToday and the newspaper you’re reading, took ninth place in the Publication Website and Newsmagazine categories.

In students own words: “I like the freedom we have to do as we wish and have responsibility.”

“I like that we get to share the memories we make with our student body and that we tell the story of our year through our pictures.”

“Everyone has a story, and every story is worth being heard. It is so fun to get to know people and then take their words, face, drawings, and turn them into a medium on a page in a book that they can look back on and remember.”

“The class gets to run itself and be responsible for their work and deadlines.”

“Nothing is better than seeing something that is in your mind come to life through the web, newspaper or yearbook.”

“I love the atmosphere of room 139.”

APPLY NOW!

Stop by Room 139 to talk with Mr. Schott about how you can become the next great journalist at FHC. Get an application to join either the newspaper or yearbook classes at the semester.

We’re looking for the following people: WRITERS. PHOTOGRAPHERS. VIDEOGRAPHERS. EDITORS. SOCIAL MEDIA MAVENS. GRAPHIC DESIGNERS. Come be a part of the best!

26

ad

FEB. 5, 2016

CUSTOM SCREENPRINTING & EMBROIDERY

Nearly

ONE IN FIVE St. Charles County high school graduates chooses SCC.

Earning a degree from St. Charles Community College makes perfect sense. Compared to the universities where most of our students transfer, SCC’s TUITION is typically ONE-THIRD the cost.

SCC accepts admissions applications year-round. Apply now for fall 2016.

Registration for classes begins April 18. | stchas.edu/discoverSCC

Trevor Nemnich SCC student Francis Howell Central alum

voice

27 FEB. 5, 2016

Always second best Cuts in funding threaten the arts existence in FHSD schools

By Vivian Scott Staff reporter igh school can easily swallow up any student who doesn’t find their place.

Every student needs that group of people or that activity that gives them a home in the whirlwind of high school. For some, it’s the rush of a football game and the roar of the crowd. For some, it’s the smell of books and the comfy feel of the library. But for many at every school, it’s the sound of music and the notes on the page that make them feel at home. Having a feeling of security somewhere is vital, and to take that away from someone is just brutal.

Programs like band and choir may not be the most popular activities at school, but for some, it’s all they’ve got. Without it, they feel as though they would be no one. In today’s society, it’s almost required to have some sort of identity or label. Students feel as though without a group to define them, they’re just someone else wandering the hallways, forgotten as soon as they leave the building.

People outside of the school don’t understand that. All they see is a list of money in front of them and stereotypes filling their head. Cuts are made left and right, and before they know it, the music programs are left with nothing. All those kids no longer have a place to go.

Perhaps to board officials, this is totally fine. No one will care if there’s no choir, right? It’s not like anyone actually wanted the band to play at all the

H

games or anything.

But to people like me who started out as a nobody and found all their best relationships through music, it’s heartbreaking. To think that someone might someday not have the same opportunities that I was given through band is awful.

People like me don’t expect to be recognized for anything. They feel as though they’re only at school to receive a diploma and move on.

Then, miraculously, they realize they can play an instrument and a world of opportunity is opened up to them. They join every group they can and by their junior year, they’re surrounded with people who make them feel like perhaps they are worth something.

It’s honestly terrifying to think that one day, people might not be able to do that. They’ll be stuck on their own without a true family. Funds to keep music programs going have been cut in 80 percent of schools in America since 2008, and that number is only going to keep growing. That’s 66.4 million students who have less of a chance to enjoy something as beautiful and as pure as music.

Even I thought for the longest time that there wasn’t an immediate concern with funding. It’s always a clear topic, but no one ever really notices the lack of money that the arts have. All the students are used to working with very little.

However, this past year in the Francis Howell School District, the issue became a harsh reality when Prop Y didn’t pass. For the first time, my

fellow band students and I were suddenly aware that cuts were being made right at that moment.

For a split second, the horror that there could no longer be music programs at FHC struck everyone. We eventually learned that we wouldn’t be too affected, but for that one second, my whole world was spinning around me. Everyone wanted to know what would happen — no one wanted to lose the foundation they had built.

Music programs might not be number one on the list of things being cut, but it is certainly on there. It could only be a matter of years before all that money is gone and given to something deemed more important.

Funding for the arts goes beyond just taking opportunities from innocent students. It’s the fact that the marching band just swept first in everything, and the school is still only cheering on the soccer team.

It’s the fact that the jazz ensemble was the only jazz group in the state to get to perform at the annual music conference, and the people at the school care more about the basketball game they’re going to tonight.

It’s the fact nobody has heard the choir sing anything beyond the national anthem, but they’re more interested in attending the football game.

It’s the fact that the music programs are disappearing, and if nothing is done soon, all hope could soon be lost for people in the future who are just like me: only looking for a place to stay.

28

VOICE

FEB. 5, 2016

Eyes on the prize

photo illustration by Erica Swanson

As the buzzer counts down, let’s remember what matters

Elisa Swanson

Entertain Editor The phrase has been reiterated many times: I am a student-athlete. This means my full-time job right now is to be at school and to be in the classroom learning, not worrying about what happens on the field or the court. Yet all around me, I am reminded that my focus on academics is not shared.

I mean, a few weeks ago was a pep rally, or school-wide dentist/doctor/orthodontistappointment-day. Trust me, I get it; pep rallies are supposed to be fun and rad and all, but academics are fun sometimes too. We have three per year and one is for academics, or so we are told.

How many people at our school are aware our school awards a varsity academic letter? Yet how many people know how many football games our

varsity team won?

I think the point is: I am tired of this idolization of sports when academics are just as important.

About four percent of female high school basketball players will go on to play in college, with or without a scholarship.

An article the US News ran stated the percentage of players who receive any kind of athletic scholarship, not just a full ride, is even lower, closer to .7 of a percent. Compare that to the average 9.6 percent acceptance rate into Harvard, Columbia, Dartmouth, or Cornell and it’s literally easier to get into an Ivy league than to receive a college scholarship for any major sport.

On top of that, there are only a handful of sports allowed to give out full rides. What do most college advisors say to athletes? Go for a Division III school and hope to get the merit and academic

scholarships and play a sport because they love it. Even if the athlete is serious about their sport, spend time with the textbooks, because colleges are looking for good students as well as good athletes. If high school is going to prepare us for our futures, why not focus on one that isn’t just about who shoots the most at Friday night’s basketball game?

This is not a hit on school spirit or even athletes.

I play sports, I’ve stood in the stands with my face painted. I’ve come home with my throat sore from yelling, I am merely asking that we remember that after the ball’s gone in, after the buzzer has gone off, we remember why we attend school in the first place. I beg that we just reflect on what will pay off. My love for calculus isn’t competing with Friday night games, I just think it’s time to think of what will pay off, what comes first in our student-athletes.

VOICE

29 FEB. 5, 2016

Barely passing

Teachers paid a fraction of administrators, making it difficult for teachers to improve lives

By Bri Shatto Move Editor Chrissy Young wakes up every morning, gets her morning coffee and heads to her classroom where she teaches SPED students six hours a day. She works hard, grading papers and is even a coach in the spring for girls soccer and an assistant coach for the speech and debate team. However, despite her hard work, like many other teachers, she receives very little on her paychecks.

Despite the constant asking for increases in taxes for school, with Prop Y and tax levies, it does not seem to make sense that our teachers, the people who spend eight hours a day with moody teenagers and work hard to educate us as we move into the real world, still do not make enough to adequately support themselves and a family.

The only way to raise the wages as a teacher is to get a master’s degree; however, this requires time and money on top of a low paying full-time job.

Even though a higher education could mean a better pay for teachers, our district, like many others, will not pay for their teachers to go back to school and earn their master’s degree, yet really do not pay them enough to cover it without taking out costly student loans.

“It is pretty difficult because, you know, you get

paid more if you have a higher education and I don’t have my master’s yet because I don’t want to be in debt,” Ms. Young said, “Like, you have to pay more to make more but then you’re in debt then you’re struggling to pay that debt so it’s hindering me from going back to get my master’s.

The student loan aspect is going to stress me out and then having to pay for student loans on top of everything else I have to pay for on a teacher’s salary, that’s terrifying.”

Having the time to go get a master’s degree may be nearly impossible for some teachers anyway because some have second jobs — usually with the school, like coaching — in order to cover the bills. Even then, the paycheck is not what may be expected for people who spend eight hours a pay in the classroom, planning lessons, and working at home grading papers.

“It’s definitely more stressful in the spring when I coach soccer,” Ms. Young said. “Because I am a SPED teacher I have to write IEPs on top of planning lessons and grading papers, so the spring semester is extremely stressful for me because I’m trying to balance those extra hours of coaching, where your paycheck comes out to probably a dollar an hour, but it’s 200 extra dollars each paycheck for the time of soccer which is really not that much in the grand scheme of bills.”

Our teachers work very hard and yet seem to

illustration by Brianna Shatto

be the last ones considered when it comes to money. Administrators in our district receive six figures yearly for their hard work, why then, do our teachers only start, according to the 2015-16 salary schedule, at around $41,000?

I am not saying that the solution is to raise taxes, and it’s not that I think administrators should take pay cuts, but I think the priorities for money should be rearranged. The district keeps asking for more money, but for what? Our money seems to go to new football fields and administrators before it goes to our teachers. And maybe this isn’t the fault of our district, but instead of the fault of our society as a whole.

“I believe you get what you work for, I don’t think anything should be handed to anyone,” Ms. Young said. “People are always like ‘Well you knew, what it was going to be like when you became a teacher.’”

We have convinced ourselves that teachers should be okay with a low pay because they are doing a community service, but why? That is like saying doctors are doing a community service by saving lives. Teachers are responsible for the minds of the future, they have such a strong hand in the early experiences of an individual and a heavy influence on one on the most important things a person can have: education. Society puts such an emphasis on education, yet we do not reward those who make a career out of teaching.

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This is a bring your own crayons page

Color in this page by Feb. 10 and bring it to Room 139. The three best entries will get a super comfy Publications t-shirt in our third school color, maroon. Winners will be announced Feb. 12. FHC Publications students are not eligible to win.

Skylar Laird

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Staff reporter ince teenagers are being pushed so quickly into adulthood, they grab onto any bit of childhood left. Coloring is an obvious choice because, in the midst of teenagers’ busy lives, it’s a simple task, involving virtually no decision-making besides which colored pencil to use, Their popularity tends to spike during finals week because coloring is a good outlet for stress; it focuses busy minds in a positive way. Plus, it’s super easy to do, with no talent necessary. There are no feelings of inadequacy because there’s no need to compete, something teenagers aren’t used to as they’re pitted against each other in everything from academics to popularity. In a way, coloring is a type of rebellion against time itself and the inevitability of becoming adults.

Drawing done by Morgan Brader

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HIRING W O

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Elizabeth Gerger Staff reporter

A job in the fast food industry is just for you!

Even if you’re not a people person or don’t know how to work a cashier, you can still cook or do dishes. Many fast food restaurants are flexible with hours. There are more than 16 fast food restaurants off Mid Rivers Mall Drive.

Retail is your calling! Being a people person, selling clothes or products, and working a cash register is where you shine (Plus the discount on products is nice). A lot of retail stores around St. Peter's and St. Charles are hiring now!

Tutoring is one of the most rewarding jobs of all. You choose when you can work and who it is with, sometimes you can even work from your home (online tutoring). The extra time with the textbooks pays off nice, sometimes $15-20 an hour. Can’t get much better, right?

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Thanks to Main Street Books and Harper Collins!

See Mrs. Hauquitz or Mrs. Head in the Learning Commons for more info