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Robotics Team Robotics placed in top 10 at last month’s competition. Team members reflect on the benefits of their involvement in this group. See FEATURE page
Volume 47 Edition 20
Weighted grades causing controversy across country
Students, faculty join debate
Students and teachers will continue to struggle with the battle of grading. Consistency between teachers and classes has always differed and will continue into the future. One suggested
Katy Schult Sports Editor
News Analysis
solution to this potential problem is implementing a weighted grading system. Weighted grades are grades adjusted by the addition of a statistical value. The debate is surrounded by the idea that some students take easier courses and therefore excel, while the students that challenge themselves and take harder classes in terms of grade point average may receive a lower GPA. It is no secret that taking challenging classes could ultimately affect students’ grades. Although they are learning just as much, the concepts in AP classes, for instance, are much harder to grasp. This could be part of the explanation for why enrollment in AP classes tends to be lower. To compensate for this tradeoff in GPA risk, some students advocate weighting some courses more than others.
“It would reflect the difficulty of the course, but it doesn’t reflect the difficulty level for the person,” senior Libby Schmadeke said in support of weighted grading. In some schools, “weighting” a grade adds to the grade point value earned. Students earning an A, B or C in a weighted class would receive an extra grade point. So, a student who gets an A in a class under a 4-point grading scale would receive a 5.0, if weighted. In this system, the grades on a student’s report card will not change, just the value of their grade point average. This will ultimately reflect on the student’s rank in class. Schools rank the students in a grade by their GPA’s. Additional points for taking the harder weighted classes would then add to the students’ GPA, moving them up in class rank. By weighting classes, students would have the opportunity to take more rigorous courses. With the classes being more precise and formalized, it offers the students the chance to challenge their ability to tackle difficult concepts. The idea of taking rigorous classes fits in with one part of the CFHS push for the Three R’s: rigor, relevance and relationships. Furthermore, in weighting classes, students are more competitive with other schools with weighted grading for elite college acceptance. Since the students’ GPA’s being increased to reflect their class choices, these students are likely to have a better chance to get accepted into elite colleges and receive more scholarships. Which, in the end could increase students’ self esteem and
help them do better in college and their particular career path in the future. On the other side of the debate, implementing weighted grades could cause a decrease in those classes that are not weighted. Potentially, students will realize that a lower grade in a weighted class will be equivalent to that of a higher grade in a non-weighted class. Elective classes such as music and performing arts, which would not be weighted, may suffer in enrollment. The addition of points for students taking weighted classes may seem unfair to other students, as they may work just as hard in nonweighted classes and earn the same grade, but because they took what the school thinks are more difficult classes, they get bumped down in class rank. Many people do not feel this is fair for everyone, considering all students have the power of choice to take the classes they choose. Another disadvantage in weighting classes is the inconsistency among schools as to which classes will receive weighting and by what increment to weight the classes. Because not all courses, such as honor and AP courses, are equally demanding from school to school, students at different schools may have an easier class for more weight. Students enrolling in AP classes know that the class is going to be much harder than the non-AP class, therefore they should be ready to work harder for the same grade. When they do not have as high of a GPA for getting a lower grade, they have no room to complain; it was their choice to
take that class. This may lead some students to feel that because they are not taking weighted classes, their “regular” classes are not as important, lowering their self esteem and academic work ethic. “It seems like weighted grading creates grades that are more heavy at the top,” John Mullan, social studies teacher, said against weighted grading. “Students already get the opportunity to prepare for college, and giving them heavier grades for this just seems like overkill.” Some students may resort to taking less rigorous classes to get higher grades, because they are afraid of getting a lower grade in a more rigorous class. This can have an effect when applying to colleges, because tracking students could become more common. The admission departments of colleges look more at overall GPA and not which classes are weighted. It is a lot easier for them to sort through college applicants by looking solely at GPA. It takes more time to look at the courses, find out whether or not they are weighted and decide if the student is accepted. “Although being in an AP class, I don’t think that it is fair for the school to decide which classes are more ‘important’ and should be weighted. It could end up badly, with many people being upset,” senior Mike Thuesen said about weighted grading. See page 2 for an opinion on this topic “How much is a GPA worth?”
Teacher connects class content to European trip Kellie Petersen Staff Writer
For those who have ever wanted to visit Italy, Greece or Turkey, now’s your chance. On July 13-29, social studies teacher Kevin Stewart will be accompanying a group of students on a trip to all three of these countries. This trip is open to all students as well as previous graduates, and the cost is $4,959. At just under $5,000, the trip may sound expensive, but for the amount of places that are visited on this trip, not to mention that everything except for lunches and tips are included in the price, “The price is a steal,” Stewart said. Over the 17 days that the trip covers, students will visit a wide variety of locations. Starting out with two days in
Venice, Italy. Several more locations in Italy follow, such as a stop in Verona, two days in Florence, a visit to Assisi, two days in Rome and one day in Sorento, as well as visits to the ancient city of Brindisi and the famous archeological site of Pompeii. From there students will take an overnight ferry ride to reach Patras, Greece. While in Greece, students will visit the city of Tolos, which will include the ancient sites of Epidaurus, Mycenae and Corinth Canal and three days in Athens. Activities in Athens include visiting some of the city’s famous sites such as the Parthenon, the site of the first Olympics, the historic Plaka district, the Acropolis and the Temples of Athena Nike and Olympian Zeus. The trip also includes a three-day
cruise on the Aegean Sea, with stops at Mykonos, Patmos and the Turkish island of Kusadasi. The trip also includes a stop at the ancient site of Delphi, which includes the Temlple of Apollo. “Historically, education wise, there’s a wide variety of educational sites that they could see,” Stewart said about one of the reasons why he was motivated to take students on the trip. Sophomore Jill Girard, who is planning to take this trip, said that it would help her studies to be able to see sites and say she was there. Sophomore Josh Bower agreed that it would be nice to see sites such as the Parthenon that are often discussed in class. “They’re able to connect across the curriculum, it helps to bring to life students’ studies,” Stewart said. The trip will cover a wide variety of historical
periods from Antiquity and Mediaeval periods to modern times, and it offers a wide variety of historical sites. “It is about educating oneself and learning about things that you learn in English class,” Stewart said, citing one way this trip would help students make connections to other classes besides their social studies courses. Besides the educational benefit, students are planning to take the trip out of a genuine interest to travel. Girard, who is looking forward to visiting Athens, said that she chose to go “because I’ve never left the country, and Italy is really cool.” “Each time I go, it’s just so eyeopening to students,” Stewart said, also citing that the life experiences of the trip are wonderful. “As always, I’m looking forward to watching students grow,” Stewart said.
Prom Update The post prom party provides additional late night post-prom fun for the students as well as peace of mind for the parents. Many junior parent volunteers are still needed to help with this event. Call Julie Otte at 277-8197 or jotte@cfu.net if you are able to lend a hand. If you are willing to make a donation in cash or in merchandise for door prizes, call Sandi Emerson at 277-5689, or ske@s-c-law.com. The post prom party will be held at Orchard Hill Church following Saturday night’s prom from 12:30 to 3:30 a.m. on Sunday, May 13. Ticket information will be coming soon.
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OPINION
Our View Recent efforts propel CFHS toward Cambodia school goal This semester, the CFHS branch of Amnesty International has made tremendous headway on their goal of raising $15,000 to build a school in Cambodia. However, this would not have been possible without the help of the many members of the school and community. The Hi-Line editors would like to commend everyone who has donated time, money and effort toward helping our neighbors in the global community. So far over $4,000 has been raised to build a primary school in Cambodia since the group started the project in early February. Last Friday, members of the CFHS community came together for a staff versus student basketball game in the high school gymnasium. Students, staff and their spectators filled the gym for a great community building experience. This would not have been possible without the help of science teacher Jerry Slykhuis, who proposed the idea. Guidance counselor Ryan Flahrety and activities director Gary Koenen also donated a lot of time toward helping organize the project. The men’s and women’ varsity basketball teams, the Tiger cheerleaders and the teachers who participated in the game also deserve praise. The game alone brought in about $1,800. Last Saturday, Senior Leadership and English teacher Diane Flaherty held a skating party at the Black Hawk Roller Dome. All proceeds, which totaled almost $200 in donations, went to the Cambodia Schools project. Several individuals deserve thanks for their work planning a few upcoming events. Science teacher Susan Considine’s idea of working with various homerooms on a May Day basket project with Community Main Street is moving along, and counselor Ryan Flaherty and the members of Student Senate are planning a 5K run/walk on May 5 with all proceeds going toward the Cambodia Schools project. The members of Amnesty International are organizing a garage sale for Tuesday, April 10 and Thursday, April 12 (during parent/teacher conferences). Donations can be dropped off in Room 208. Thanks to anyone who has already donated to the project, including Joan Miller’s sixth grade religious education class from St. Patrick’s Church. On April 27 English teacher Michelle Rathe and the drama students are putting on four student-directed one-act plays with all proceeds going toward Cambodia. It was evident to anyone who attended the basketball game on Friday or the skating party on Saturday that the thrill from the fun activities runs deeper than just another event, and everyone involved deserves applause.
Write the Tiger Hi-Line
The Tiger Hi-Line is a weekly publication of the journalism classes of Cedar Falls High School, 1015 Division St., Cedar Falls, Iowa 50613. Each edition is published on Wednesdays during the school year in The Insider and Waterloo/Cedar Falls Courier, 501 Commercial St., Waterloo, Iowa 50701. Columns and letters do not necessarily reflect the opinion of the HiLine or Cedar Falls Schools. The Hi-Line editorial staff view is presented weekly in the editorial labeled as Our View. Reader opinions on any topic are welcome and should be sent to the Tiger Hi-Line staff or delivered to room 208. All letters must be signed. Letters must be submitted by 3 p.m. on Thursday for publication the following Wednesday. Letters may not exceed 300 words and may be edited to meet space limitations. Include address and phone number for verification.
Editorial Staff Editors-in-Chief-Sheila Moussavi & Kirstin Riggs News Editors-Kelsey Ihde & Audrey Kittrell Opinion Editors-Andrea Huber, Robb Klassen & Willa Simmet Sports Editors-Josh Betts & Katy Schult Feature Editors-Briana McGeough On-Line Editors-David Jacobson & Olivia Schares
How much is a GPA worth? Student shares opinion on impact of weighted grades Many high schools across the nation have implemented a grading system in which certain classes are worth more on the 4.0 grading scale than others, namely elective courses. Core classes like English, science and math would be “heavier,” or worth more than electives like music and Steve Ramsey art. Whether or not a school Staff Writer should have weighted grades with pri- vate lessons from the is a difficult decision to make. This is a trombone professor at UNI. This way, problem for me, and other students like I get much better at the trombone and me, because I’m in band and orchestra. don’t get bored with just my band muUnder a curriculum with weighted sic. Now I have to practice at least two grades, just being in these elective hours a day. classes would essentially lower my I have no doubt that I am now workGPA, even if I earned a high grade. ing harder than the math kid. Under a Some students are just really gifted. curriculum with weighted grades, do Say, for example, there’s a student you really think he should get a higher who is really good at math, so he or GPA than me simply because I’m in she takes an AP math class. He or she band? obviously has an easy time in this class Being in band and orchestra aland gets a good grade. Now, here I am lows me to gain skills that I otherwise in band, also having a pretty easy time. wouldn’t get as easily at school. Not Of course, there is no AP band for me only do I improve my skills with my to take. So this kid is breezing through instruments, but I also improve social math while I’m breezing through band, skills because I have to work with each of us putting forth equal effort. people in ways that I wouldn’t have to So what do I do? I get hooked up in a regular classroom setting.
I have no doubt that I am now working harder than the math kid. Under a curriculum with weighted grades, do you really think he should get a higher GPA than me simply because I’m in band?
Each member of the group, whether it’s a small ensemble or a whole concert band, is dependent on everyone else to learn their music. There can be quite a lot of work outside of class. For some students, like myself, there’s also jazz band to learn music for and sometimes pep band during football and basketball seasons. Being in a music class at school also helps you appreciate music and get exposed to other types of music outside of school. I’ve known many kids who continued doing music in college because they liked it so much in high school. I’m not one those people who would quit band to take an English, math or science class just because I could get a higher GPA. Band is more than just a grade to me.
Video game sparks comedy series Red vs. Blue, originally created as a joke, has public laughing When Halo debuted, it was one of the most popular games that everyone knew about. Soon enough in 2003, a group of comedians decided to record some of their Halo antics while playing the game. More specifically, they used their headsets and moved their characters’ head up and down to make it look like their character was talking. They released the first web episode of the comedy series entitled Red vs. Blue as an April Fools joke, but were soon contacted by Halo creators, Bungie, and they weren’t fooling. The comedians were fearful of a possible lawsuit, but instead, were shocked that Bungie was encouraging them to continue their work with Bungie’s Halo and continue creating
Red Vs. Blue without p a y i n g licensing fees. And from that point forward Red Vs Blue managed to become Adam Zinda a big series, Staff Writer entertaining gamers and non gamers alike. Red vs. Blue started on Halo, a Microsoft Xbox and in a PC version. With the release of Halo 2, the creators kept up the pace with a comedic sketch of the characters getting blasted into the future by a bomb. The main characters of the series are Church, Tucker, Caboose, Tex, Simmons, Sarge, Grif, Doc, O’Mally and Sister. Church, Tucker and Caboose are stationed at the Blue base
in a game level called Blood Gulch, and are sitting on a cliff spying on the Red’s. Sarge, Simmons and Grif are stationed at Red base. From the catch phrase “Bow Chicka Bow Wow” by Tucker in season three, to Sarge constantly abusing and attempting to kill Grif, the series is sure to enduce laughter and have you quoting the characters. So far, this season is defiantly a sure fire comedy, but checking out previous seasons is a must. If you are curious about this show, you can watch it on the group’s website by clicking on “Red Vs. Blue” at www.roosterteeth.com. Red Vs. Blue creators have other comedic shows based off of The Sims and other video games. Red Vs. Blue can also be found on www.youtube.com and through Google Video. This is a series worth watching from beginning to end, and seasons one through four are available at Gamestop and Hot Topic.
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SPORTS
Hoop Dreams... Faculty sneak by students in final minutes of game
Athlete Week of the
Josh Betts Sports Editor
Usually on a Friday night, students and parents would file into the CFHS gym for a basketball game of the MVC variety; however, last Friday over 300 parents, students and staff filed into the gym for a charity basketball game to benefit the CFHS chapter of Amnesty International’s project to build a school in Cambodia. “We became interested in using education to prevent child trafficking after watching the documentary Born Into Brothels,” CFHS Amnesty president Sheila Moussavi said. “Coincidentally, soon after watching the movie, I read a New York Times article by Nicholas Kristof about the Cambodia Schools project. “The Cambodia Schools organization has already built over 300 fully equipped primary schools in Cambodia and provides students with monetary incentives to attend. I was surprised at how well the organization’s mission corresponded with the problems highlighted in the movie.” According to Moussavi, Friday’s event raised over $1,800, and over the last two months, the group has managed to raise almost $4,500 of the $15,000 needed to complete the school. Other fundraisers have included a Pablo’s night, week-long bake sale, and international dinner and a movie night and ’90s skating party hosted by Senior Leadership. “Our upcoming events include a giant garage sale on April 10 and 12 during parent-teacher conferences, a night of one-act plays on April 27 organized by English teacher Michelle Rathe and a 5k walk/run on Saturday, May 5 organized by Student Forum,” Moussavi said. Friday’s student versus faculty game featured four 10-minute quarters, with the male students and faculty playing the first and third quarters, and the female faculty and students playing the second and fourth quarters. In the end, the faculty came out on top 63-60. “It started with Mr. Slykhuis’ homeroom,” guidance counselor Ryan Flaherty said. “We had some Amnesty kids in our
Doug Wilkinson CFHS English teacher
In which activities were you involved in high school? “Golf, basketball, football, government, chorus, plays and musicals.” What made you want to participate in the game? I’ve done faculty vs. student games before, and it is awesome to see students come. Also to get more people on board with the Cambodia project and help raise money. How did you prepare for the game? Just get the word out and get people there. We shot some hoops before the game for a warm-up. What was your favorite part of the experience? Seeing them pick up Ms. Engel and have her dunk the ball, Ms. Valdez shooting her free throws and the students with painted faces. Which student would you take one-on-one for a rematch and why? Mike Schindel, because he is a good athlete and a fun kid. We would both push each other really well.
Tigers
Caitlin Glade photos
Action
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Contesting a bucket from junior Drake Edwards is English teacher Doug Wilkinson at the faculty vs. students fundraiser on Friday night. homeroom, and we talked about it. I sent some e-mails out and got the staff interested, Mr. Slykhuis got the basketball players interested and everyone showed up.” “It’s a real testament to our staff to support it,” CFHS Principal Rich Powers said. “$1,800 in about an hour is a pretty good evening.” In the first quarter, the male faculty and students engaged in a close quarter, with the students holding a 21-19 lead after one quarter. In the second quarter, the female students outscored the female faculty 19-12, giving the students a 40-31 halftime lead.
In the third quarter, the male faculty would outscore the male students 15-12 to cut the student’s lead to six at 52-46 after three quarters. In the fourth and final quarter, the lead would change hands five times, with the faculty taking the lead for good with 2:58 left in the game to seal the 63-60 victory for the faculty. “It was a lot of fun,” junior member of the male student team Mike Schindel said. “We took it seriously, and the staff took it to us. It was a competitive game. It was cool.”
Men’s Track Next Up: Early Bird Invite @ Ankeny 4/5 Women’s Track Next Up: Warrior Invite @ C.R. Washingon 4/5 Men’s Tennis Next Up: Away @ Dubuque Wahlert and Hempstead 4/7
Above, social studies teacher Dianne Engel gets some help from a few members of the male student team to get a slam dunk. Below, junior Abby Conrad leaves social studies teacher Dianne Engel and attendance secretary Jane Carter in the dust.
Women’s Tennis Next Up: Away @Waterloo Columbus 4/5 Men’s Soccer Next Up: Home vs. C.R. Kennedy 4/5 Women’s Soccer Next Up: Away at C.R. Kennedy 4/5
Tiger
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FEATURE
S C I T BO
FIRST
“An Overview”
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National Robotics Participant Future Achievements
Often academic extracurricular activities are deemed dull; this is exactly the stereotype FIRST (For Inspiration and Recognition of Science and Technology) is trying to avoid. FIRST is the organization that coordinates the Robotics Competition. It was founded by Dean Kamen in 1989. According to Kamen it was created to prompt students to pursue science and engineering fields in college. Since the FIRST Robotics Competitions began in 1992 over 130,000 students have participated in the event. This year 1,305 teams and over 32,000 students from all around the world will compete. They have seen tremendous growth over the past decade and expect to see significant growth over the next, hoping to one day reach all high schools with in the United States. Due to the high popularity of the FIRST Robotics Competition, FIRST established the FIRST Lego League (FLL) in 1997, a program where students from the ages of 9 to14 have the opportunity to create minirobots. Students use Legos to compete in a manner similar to that of its predecessor. The Lego League team in Cedar Falls, comprised of students from Lincoln and Hansen Elementary schools, was one of the six teams out of the 5,000 teams competing in the United States that qualified to compete in Norway. In 2005 FIRST unleashed its newest competition; the FIRST Vex Challenge. The Vex Challenge was designed to be a cheaper version of the original FIRST Robotics Competition. The program is still in its initial stages, but has already seen tremendous success in getting more teams with less resources to compete.
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Aspire to PostMajor in Science Major specifically Graduate Degree or Engineering in Engineering David Jacobson and Ellen Wrede Graph Statistics taken from http://www.usfirst.org/
Page Layout and Design by Briana McGeough, David Jacobson and Kirstin Riggs