THE MOUNDS VIEW HIGH SCHOOL
Dec. 20, 2019
Arden Hills, MN
Inside this issue Is getting rid of advanced classes really an advancement? See pp. 2 Let’s talk about Tik Tok on pp. 5 Affirmative action: awesome or awful? Check out pp. 9
Musical madness
What do Mounds View athletes listen to before competitions?
2009 Calle Ocho- Pitbull Out Here Grindin’- DJ Khaled Britney Spears Goo Goo Dolls
2019 Jordan Belfort- Wes Walker & Dil Magic at the Hamptons- Social House ft. Lil Yachty Lose yourself- Eminem Dangle, Snipe, and Celly- Sammy Ob Theme from Rocky
Happy holidays!
Vol.LXII Issue No. 4
business@mvviewer.org
IN THE EARLY 2000s, THE VIEWER LOOKED
SOMETHING LIKE THIS.
AND IT’S NOT JUST THE VIEWER
THAT’S CHANGED...
1972 Hiring a minority teacher
or indian. The responsibility to represent their entire race to people who may never mahe met another is too much. Also Ron suggests we seek him out, and let him know if the job is open. MV has no minority teachers on the faculty. This prospective teacher may not appreciate being Ron Adderly, 10, noticed and brought up the issue sought out like a trophy to exhibit and reflect the “liberal of hiring one for MV. attitude” of MV. Ron thinks MV needs a minority teacher to give It’s possible . students a new depth in learning and to expose them to The idea is good - integration has to start someminorities to broaden their minds. where. The answer isn’t easy; but desegregation can’t be He’s right brought about by sacrificing the individual for the cause. But the way it’s being done is wrong. No minority teacher will want to be a token black
by the 1972 Viewer staff editors
2019 Minority faculty today by Samuel Magnuson staff reporter
According to the district, in 2018, Mounds View’s student population was about 71 percent white, 16 percent Asian, 5 percent Hispanic and 5 percent black. The teaching staff appears to be much less diverse. The Minnesota Department of Education’s staffing profile indicates that approximately 95 percent of the staff here at Mounds View is white. This imbalance can negatively impact a student’s learning according to a 2017 study from the IZA Institute of Labor Economics. The results found that “[e] xposure to a black teacher during elementary school raises long-run educational attainment for black male students, especially among those from low-income households.” According to science teacher Donna Andren, the district understands the shortcomings that its current staff may have. “The administration has done a lot of work,” Andren said. “The district level has supported the work in helping teachers throughout the district recognize, what are our shortcomings because of where we come from, and helping us to broaden our viewpoints, and broaden out teaching strategies so we can help students who come from different backgrounds than we do.” A diverse staff could also lead to more parent involvement in education. “I feel like some of the parents of color don’t come [to parent events]; I’ve never met them,” said Joel Brown, Mounds View’s equity specialist. “It’s kind of sad that you are not able to come to the school and talk to your teachers and talk to the administration about anything. You should be welcome.” Associate Principal Gregory Martin said administration has multiple methods of getting parents involved in the community. “We just had our IZI,” Martin said. “IZI is an intentional social conversation event. We host roughly 200 people. Sometimes, those people are people who might not normally be connected in other ways to the schools. Other ways is just reaching out for
parents to be on certain committees. We have a lot of committees where we gain parent input.” On top of the educational benefits, a diverse teaching staff can introduce students to new perspectives that they may not experience elsewhere. “I think it is important for students to have different perspectives, different outlooks, different views,” said math teacher Jon Chhay. “I think it is also important for students to also see that there are people that they can identify with. I think it is also important from a cultural standpoint that you have adults that understand multiple perspectives.” According to Chhay, a lack of diversity among teaching staff is not an issue solely confined to Mounds View. “I would say mathematically, right now, it [Mounds View’s teaching staff] is not diverse,” Chhay said. “I would say that is probably indicative of the teaching profession. I think we are probably going to see an increase [in diversity] in faculties across the country. But I think here, more so just like a lot of other schools, predominantly your staff is going to be white or Caucasian.” Many people believe the solution to this problem is affirmative action hiring practices. “I think it just helps, because our world is still so separated, even socioeconomically, it’s separated, and I think it just needs some kind of system built within that system to make everything work and everything fair,” Brown said. “I just feel like we are talking the talk but not really walking.” Although Mounds View is ranked as one of the best schools in the state, some believe that staff could better connect with students. Even though hiring a passionate, effective and diverse staff is difficult, Mounds View is aware that bringing on a more diverse staff could improve the learning environment. “In an ideal world, we would have teachers of all different heritage because it gives us a better learning environment for all of our kids,” Martin said. “When we do hiring, we try to identify needs and try to get people from all different backgrounds in the building, but if nobody has applied, it’s hard. We go to career fairs and try to recruit people, but it doesn’t always pan out that way.”
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News
Friday, December 20, 2019
District curriculum changes
by Morgan Dalton and Johnny Yue staff reporters
Considered a haven for students to learn, the Mounds View School District upholds a reputation of academic excellence. Classroom sizes, teaching plans, and the motivation of highly skilled students only make up a portion of the puzzle for this academic prosperity. A substantial part of this so-called “jigsaw puzzle” depends on having classes at different levels of rigor. Different difficulties of classes, such as AP and advanced, can facilitate the needs of the different types of learners in the Mounds View School District. However, the district recently discovered a new approach in assisting the wide spectrum of students, making sure that each student feels academically prepared for their future. With Early College, a program allowing the possibility of earning a two-year associate degree for free while still in high school, offered at Mounds View to better prepare students for post-secondary success. According to the district administration, the district has started to implement new learning structures in the elementary and middle schools. They believe that the readiness for rigorous courses at the high school level and post-secondary success stems from elementary and middle school performances. At these earlier levels of education, the district noticed that many students were not developing a flexible image of what type of student they were, leaving them unequipped with the necessary resources for attempting rigorous courses in high school and their post-secondary education. Part of this unpreparedness stemmed from grade-level standards not being met in many regularly-paced classes. Subsequently, the administration found the need to provide more opportunities to achieve these levels of academic competency. Angie Peschel, executive director of curriculum and instruction, finds meeting these standards helps students succeed later on. “If you don’t get gradelevel standards one year, you’re behind,” Peschel said. “If you don’t get them the next year, you would be behind even further.” Rather than continuing to create classes that differentiate students as either advanced or at an on-grade level, the district administration decided on teachers grouping their students within a heterogeneous c l a s s based on the stud e n t ’s
individual skills.Elementary and middle schools across the district are at varying stages of adapting to this new system. For example, students with different levels of understanding of English will be placed into one classroom. Then, teachers can better assess a student’s
“It doesn’t make people have this one single identity of being a gifted kid, an advanced kid, or somebody who needs help.” Angie Peschel, executive director of curriculum and instruction
performance on different learning targets and focus on certain groups of students at varying levels within this heterogeneous class. This aims to allow a larger majority of students to have access to opportunities that will enhance their understanding of certain state and district learning targets. These changes are being made at the lower level schools to better prepare the students for when they enter high school. This change in curriculum holds great promise for administration around the district; Chippewa Principal Molly Hollihan believes that this new system will help students change how they identify themselves as their views on success will change. “It doesn’t make people have this one single identity of being a gifted kid, an advanced kid, or some-
body who needs help,” Hollihan said. “The teacher can group and regroup based on skills and individual learning targets because not everybody does reach the same level at the same pace on every single concept. This allows students to get help when needed and get acceleration when they need it.” This newfound flexibility of thinking will help students receive more immediate instruction that cohesively fits with the kind of learner they are. Peschel says that removing the mindset of students categorizing themselves into being an advanced or regularly-paced student will better encourage students to take rigorous courses like AP, ARCC, and other Early College classes. “What we are trying to do is give access to students to have opportunities for rigorous courses at the high school level,” Peschel said. “We know that if students can take at least one rigorous course at the high school level, their chances of being successful at the college level increase dramatically.” Another main focus of this change in the curriculum is the enhanced personalization of each student’s education. Turtle Lake Principal Darin Johnson hopes the new changes will help individualize a student’s educational experience by focusing on the certain strengths and weaknesses of each learner. “Whole group instruction, sound regular small group instruction, and then individual attention as well, are really going to help us personalize and really meet the needs of each student in the classroom, not just a small group of high performing students in the classroom,” Johnson said. However, providing a new system that will benefit students of all levels of achievement requires new balances. “We’re trying to not focus so much on homework, but [instead] on practice,” Johnson said. “So there’s a time for instruction and there’s a time for practice.” With the new changes, many express concern of whether previous students in advanced classes would lose a sense of academic rigor with this change, and this new configuration has been met with a lot of confusion and misinformation. Many of the staff at Mounds View are either not aware about the new change or are barely informed. Before being clearly informed about the new changes, Mounds View students had a negative opinion on the new curriculum. However, with a clearer explanation of the changes, many students began offering more positive viewpoints. “It for sure would reduce competition between peers and there’s no pressure to do certain classes and that’s good for mental health and overall well-being,” Sruthi Sabramanian, 11 said. According to the district, this new change hopes to better improve education within the district. After years of observation, district staff noticed the need to enhance the learning experience for many students and wanted to make sure that more students had access to opportunities for rigorous courses in high school, making post-secondary success easier. “We were really kind of an outlier in the fact that we were pulling kids for math in grades 1-3,” Peschel said. “In other districts around us that we compare ourselves to, like Wayzata and Mahtomedi, that wasn’t happening and so that was eye-opening for us.” The Mounds View School District administrators recognize the importance of adapting a more personalized education plan and aims to prepare their students for what their post secondary future may hold. illustration by Jenna Stellmack
Friday, December 20, 2019
DMV Drill Down by Amy Binder staff reporter
One defining moment of the high school experience is getting a driver’s license. Learning to drive grants students greater autonomy and prepares them for the freedom of college and beyond. However, after completing weeks of dull classes, passing a written test, and logging 50 driving and six instructional hours, students still face one last obstacle: The four-month wait for the earliest road exam. Many students previously bypassed the long wait for road tests by scheduling driving exams through a driving school instead of the Minnesota Department of Public Safety website. According to a KARE 11 investigation from Sept. 2019, 23 driving schools in the state had standing appointments with DMV centers, or reserved exams each week for their students scheduled in tandem with a two-hour lesson from a driving instructor beforehand. However, the Minnesota Driver and Vehicle Services division ended the practice in November after performing a study of the appointment system. Local driving school, Teens Driving School Inc., confirmed this statement, writing, “We used to have standing appointments, but we no longer do. The state has done away with that program.” Even though the Department of Vehicle Services voluntarily removed standing appointments, the Minnesota Senate still plans to hold hearings for the DMV backlog and system of standing appointments after complaints emerged from driving schools who were refused reserved exam slots. “I first scheduled [my driving exam] in March and they said I couldn’t take it until September, but then I did it through the Teens Driving School [Inc.], and they got me in June 17th,” said Sara Cocchiarella, 11. Scheduling an exam through a driving school could shave months off the wait. Unlike scheduling a test directly through the Department of Public Safety website, however, the standing appointments were not free; students paid a fee of up to $80, depending on the driving school. According to Ducan Loegering, 10, paying to sidestep the DMV line was fair for discouraged wouldbe drivers with obligations like transporting siblings and hospital-bound parents or driving to school in the morning. “If you’re willing to pay the extra money, I believe you should be able to take it earlier,” Loegering said. Travis Tall, 12, agreed, saying, “if someone needs
a job then it would really help if they had their license, so they could drive themselves to work.” Some students, such as Andrew Apel, 10, believe the licensing process is more equitable now because no one can pay to take the exam earlier. “It’s a public service that everyone pays for, so everyone should get the same access to it,” Apel said, who drove 90 minutes to a DMV in Albert Lea to take his driving exam because the local DMVs were booked. Some students, like Marielle Denning, 11, argue that students already pay a lot of driving-related fees, so they should not face another potential charge to get their license. “I already have to pay for my car. I pay for my gas. I pay for my insurance. I already have to pay for the physical license. I don’t want to pay an extra seventy dollars for something that’s worthless. I’m already spending money on driver’s ed, I’m already spending money on behind the wheel [lessons]. Why am I spending more money to take the test?” Denning said. Although several students reported shortening their exam wait time by scheduling a joint lesson and test, Teens Driving School Inc. views the situation differently. “There were consistent spots open for us each week,” a correspondent from the school said. “However, we were booked out about as long as the DMV was. The standing appointment system only eliminated the need to call and schedule an appointment. It wasn’t some type of ‘pay and you’ll get in sooner’ type system.” Teens Driving School Inc. still offers the lesson and test combination for a fee. Students have mixed feelings about the effect of standing appointments on the wait times. I don’t think standing appointments negatively impacted the backup, Denning said, adding, “[students who take the test through standing appointments] are going to have to make an appointment at some time anyway.” Although it is too soon to determine if ending the system of standing appointments will shorten wait times, the closest appointment dates in the Arden Hills area still range from three to four months away, much longer than the two week time required by Minnesota statute 171.13. The lack of change might indicate an issue beyond the standing appointments. “The whole system needs to be revamped for scheduling appointments,” said business teacher Theresa Anderson. “The hours, maybe, are not good enough. Maybe they need to hire more people,
News
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but all of these solutions come at a cost,” especially to taxpayers. Another solution could lie in modifying the DMV’s system of walk-in appointments. Currently, students and parents must arrive at DMV centers early in the morning or late at night in hopes of capturing an unlikely last minute cancellation the next day. Denning thinks the process is time consuming and inefficient. “If [the DMV] has an open spot, they should have a way to contact people and say, ‘hey, we might have an open spot today, would it be possible for you to come in if you can?’ And if they can’t, they can pick a different person and then they can get [the exam] done,” Denning said. Despite stress over scheduling appointments, students can expect the waiting period for road exams to decrease soon: The Minnesota Department of Public Safety added 3,240 weekend appointments from November through the end of the year to alleviate the backup. In the meantime, students can take action against the long wait times by contacting their state senators through email or phone. “It would be cool if a group of students contacted their senator and a whole bunch of letters came pouring in,” Anderson said. “That’s how you influence your government.”
illustrations by Jenna Stellmack
ReFLECT revisions
by Joseph Steil staff reporter
When ReFLECT was first introduced five years ago at Mounds View, it was intended to give students an extra hour in the week to work on whatever they choose to. Students may utilize this time to do homework, study, talk with teachers or simply take an hour-long break. However, several changes have recently been made that impact the way students are able to use this time. Teachers, staff and administration have implemented a new idea that requires students to use green passes to get from class to class or to travel the hallways. Students must also remain in a common space of their choice for the whole duration of ReFLECT, unless allowed to leave by the use of a green pass written by the designated classroom teacher.
Mounds View ILC: a common space during reflect
These new changes have been applied with the purpose of helping students use the time more efficiently than in the past. “The changes were made because while many students used their time wisely, a number of others were abusing the time,” said history teacher Alex Hinseth. “It has increased the incentive for students to use the time wisely, but yes, there is still work to do to make it useful for every student.” Other staff agree, such as Ryan Poepard, Mounds View dean. “The biggest thing was the intent of ReFLECT; the first goal has to be learning, so it’s about trying to get more kids trying to take advantage of that time,” Poepard said. “With more freedom comes less structure; more and more kids not studying.” The hour-long break can be and has been misused by many students, which has prompted these changes. While students cannot be forced to use their time effectively, Mounds View staff hopes that the new change may prompt a positive movement toward more students using the free time provided to them. On the other hand, there are many students who view the changes as unnecessary as well as restricting. Students have spoken out about the supposed negative impact on their opportunities during the ReFLECT hour. “It’s so inconvenient because you can only get to two classes and sometimes you need to go to more, so the changes are holding you back,” said Elizabeth Keillor, 12. Some students believe that this raises an issue, as the ReFLECT hour was intended to give them an opportunity to complete as much schoolwork as possible. Other students raised similar concerns about staying in the common space they initially visit. “Sometimes I want [to work] on stuff with other people in a
Study Zone: a common space utilized during reflect photos by Angie Larson
common space, like a group project or something, but then need to go get help from a teacher, but I can’t because I’m already at a common space,” said Eva Anderson, 11. When students arrive at one of the schools’ common spaces, such as the ILC, they must stay there for the duration of ReFLECT. “ReFLECT was made to give us freedom and help us [get the stuff done] that might be stressing us, and [the administration is] taking our freedom away,” Anderson said. The changes have certainly elicited a variety of responses across the school. While many in the administration believe that the changes to ReFLECT will positively affect Mounds View, many students disagree. However, both students and staff alike will take time to adapt to the new system.
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features
FRIDAY, December 20, 2019
You cannot Rush perfection
by Kaitlynn Badger and Savannah Guiang staff reporters Economics and psychology teacher Martha Rush has taught for a total of 26 years, 23 of which at Mounds View, where she alternates between part-time and full-time. As a coach for Mounds View’s economics team, she has helped several Economics Challenge, Personal Finance Decathlon, and Startup teams compete at a national level. In addition to her work at Mounds View, Rush is the CEO of NeverBore Education Consulting, a College Board consultant, a Chief Educator-in-Residence at Quarter Zero and an accomplished writer. Rush did not start her writing career
Rush poses with the MV Personal Finance Decathalon team photo courtesy of Martha Rush
with books; she had a blog first. After receiving encouragement from her fellow students at the University of Pennsylvania, Rush began writing blogs for teachers and decision-makers in education. “We [my classmates and I] were talking about my ideas and they were like, ‘you need to start writing a blog.’ At that time I had so many pent up ideas that it was not hard at all,” Rush said. These blogs led Rush to write her first book. In 2017, she shared her wisdom in “Beat Boredom,” a book about strategies for motivating and keeping students actively engaged in class. “[The book] was really hard to write because I was writing it constantly with my editor and they definitely had a different view of it than I did and then I had to go back and fix everything,” Rush said. Despite the technical difficulties, Rush persisted. “I just did a ton of work like interviewing other teachers, traveling and observing classrooms, doing research and tons and tons of groundwork,” Rush said. After more than 800 interviews with high school graduates and thousands of sales, “Beat Boredom” has earned a five-star rating on Amazon. Taking her a mere three months to write, Rush’s newest book, “Teen Startup Handbook” is currently in the publishing process. “It’s sort of out of my hands now but I’m hoping it’s really vi-
sual,” Rush said. The student handbook works through the fundamental steps of the startup process and will be helpful for teachers, students and anyone interested in entrepreneurship. According to Rush, “‘Teen Startup Handbook’ is a guidebook deigned to help teenage entrepreneurs learn and use the ‘Learn Startup’ approach to entrepreneurship. It’s written to be very user friendly — it’s not at all like a textbook.” Next summer, an entrepreneurship camp for high schoolers called Quarter Zero will incorporate the handbook into their curriculum in addition to making it available for alumni. Rush has attributed much of her current success to her graduate school experience. “Both [of my books] are clearly tied to my experience in graduate school at Penn,” Rush said. “I was in the education entrepreneurship program. Everything that’s in the handbook, all of the lead startup stuff, everything I’ve written is all thanks to the program. Without it, I don’t think I would have done either book.” Through her research, Rush has applied many of the most engaging teaching styles that she wrote about in “Beat Boredom” into her own classroom. Nevertheless, Rush is aware that it is not always possible to teach flawlessly. “I’ve had to read a lot about our best practices in education, so I try to think about that when I’m teaching,” Rush said. “I’m not perfect; I definitely do some things that I know in an ideal world I wouldn’t do.” She notes that class can still tend to focus on the teacher too much, consequently lacking student-directed learning. Unfortunately, it is difficult to always make engaging lesson plans. “If I had all the time in the world I would plan these amazing and perfect lessons
Rush’s book “Beat Boredom” image courtesy of Martha Rush
Beat Boredom’s 5 Star Reviews
“
photo courtesy of Martha Rush
but you’re always under some time constraint,” Rush said. “You do your best.” Along with time constraints, other challenges concerning priorities and where they should lie inevitably emerge. “Just like you guys [students] have to figure out how much time to spend on homework, studying for a test, doing after school activities, sports, a job, it’s the same [for teachers when balancing their time],” Rush said. “I get home and I think, yeah I should plan this lesson for tomorrow, but I also have this deadline to turn in this chapter. Honestly, some days I get home and I just don’t feel like doing anything and that’s hard.” Rush hoped that after writing a book, she would have more opportunities to speak at various functions and lead workshops. Instead, it has led to even more writing. “People are like, ‘Oh you wrote a book! Write some more stuff,’” Rush said. Apart from her books, she has also written a chapter by chapter teacher’s manual for the 2020 McConnell Brue AP Econ textbook, practice tests for AP Microeconomics and Macroeconomics and even a writing teacher’s manual for Glacier Peak, an interactive business simulator. However, new opportunities, such as working with schools, speaking at or leading teacher workshops and even working on new initiatives, still arise for Rush. Amidst her many qualifications, what exactly creates all of these possibilities is unclear. “I just got hired to work on a project for investing girls where we’re writing activity lessons to get girls interested in going into careers in econ and finance,” Rush said. “I don’t
As a veteran teacher of over thirty years I found this book to speak volumes about engaging student minds.”
- Michael Lampert
“
know why they picked me; they might have picked me because I was a College Board Consultant or maybe just because I’m an econ teacher or maybe because I wrote a book. I don’t know exactly what
Rush helps a student during class image courtesy of Martha Rush
leads people to hire me it’s sort of an overlap.” Rush has worked part-time at Mounds View since 2016, allowing her to take on other projects in addition to teaching; in this time, she has written numerous blogs and even two books. “I’m really busy with writing projects,” Rush said. “I had four writing projects going on this fall in addition to writing that ‘Teen Startup Handbook.’” Overall, Rush holds many accomplishments and is appropriately recognized for them. She has received multiple awards including the Minnesota Economic Educator of Excellence Award in 2012 and the John Morton Excellence in the Teaching of Economics Award in 2013. With her extensive knowledge and unique experiences in education, Rush has educated teachers everywhere.
Rush provides authentic examples from teachers, classrooms, and students, both in her own experiences and in others’.”
- Katherine Miner
features
Friday, December 20, 2019
End of an era by Ben Howlett and Ellis Maloney staff reporters A sense of nostalgia arises as the 2010-2019 decade comes to an end. For Mounds View students, these past 10 years have taken up the majority of their childhood years. No particular event has defined the 2010s, but rather a culmination of future-changing moments. Mind-blowing sporting events went down in the record books this decade, astonishing fans from all over the world. Michael Phelps’ and Simone Biles’ historical performances in the Summer Olympics, three U.S. women’s soccer team World Cup victories and Tom Brady’s Super Bowl wins are just a few of the monumental achievements in athletics. “I think the most significant event of the decade was Ray Allen’s threepointer,” said Justin Kim, 9. Ray Allen’s crucial three pointer is one of many professional basketball memories from this decade that led to Lebron James’ continued historic legacy. Memes have been one result of the rise of social media. “The 2010s have been the best years for memes,” said Amelia Sparks, 11. Many of these iconic memes will be remembered for their light-hearted fun.
“Baby Yoda is my favorite right now,” said Drew DeBacker, 12. Baby Yoda is a recent meme that has surfaced because of The Mandalorian, an original Disney+ television series. “The Thanos’ trucks memes are so funny,” said Kyle Oberriet, 11. Without question, technological advances remained key for innovation this decade, demonstrated by everything from the revolutions of digital media devices to new technologies in everyday objects like cars and refrigerators. Apple devices are arguably one of the most memorable revolutionary products to rise in the 2010s. Phones, in general, have continued to evolve in shape as well as their technological capabilities. For example, the first iPhone had incredibly slow network speeds, whereas the newest smartphones have 5G capability. Phone structure has definitely changed over the years; the first iPhone was almost half an inch thick, compared to the newest iPhone 11 which is 0.32 inches thick. Additionally, phone screens continue to change, with some new Android phones experimenting with bending screens. Politics has also made a mark on the past 10 years. This decade saw important legislation, new political
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leaders and a changing national identity. Many social welfare, political and social movements gained ground, like global aid and efforts to keep harmony between nations. However, many argue that political tension around the world has intensified, especially in America, where Congress is in gridlock between the Senate and the House of Representatives. “I feel like the U.S. has seen more and more political polarity in this decade, especially around the 2016 election,” said Amane Gustafson, 11. One debate that continued to resurface was climate change, as scientists began to report rises in temperatures and changes within the atmosphere. Many have aspirations to work toward a better future. “I hope in the following decade people will take charge to change the environment,” said Finn Sokolowski, 12. With the 2010s almost in the past, it is time to look forward to the next 10 years. Society can learn from both the mistakes and successes of this decade. For many Mounds View students, this new era will bring forth college experiences, the beginning of new careers and the start of a new chapter.
Best song of each year poll from the @mvviewer Instagram
by LMFAO
Closer
by The Chainsmokers
Pompeii
by Bastille
2016 2015 See You Again by Wiz Khalifa
TikTok takeover by Junha Yoo staff reporter “Go Demarcus, go Demarcus.” Sound familiar? How about the name Charli D’Amelio? This may be because TikTok has taken over both the internet and Mounds View with its short comedic videos. Mounds View students Ameera Arshad, 12, and Ashley Voeller, 11, have used this social media platform to grow to fame. TikTok first hit the app store in 2017, and since then, the app’s popularity has grown immensely over the past year, gaining over a billion users. According to Business Insider, TikTok has become the most downloaded app of the year. Users create TikToks by recording clips up to one minute long, then have the option to add sound effects and text boxes over the video. A feature embedded in the app is the “For You Page,” which recommends videos based off of the previous videos you have viewed and liked. Within the app, many users have gained popularity through thousands of followers and likes from their videos. TikToker is a name referring to people that regularly make TikToks. Arshad and Voeller are two famous TikTokers who have both garnered thousands of followers on the app. After initially making TikToks just for fun, they both began their rise to fame by posting comedic and dancing videos on their accounts. Some TikTok trends include “glow-ups,” showcasing friends’ embarrassing and funny moments, cool dances and more. The video that helped Arshad go famous was partly because of her ethnicity. “There was a trend about what [ethnicity] people mistake you for versus what you actually are,” Arshad said. According to Arshad, one of the best things about
Sicko Mode
by Travis Scott
HUMBLE
making TikToks is finally recording it right after many attempts. “When I’m making a TikTok, like a dancing TikTok, it takes me a lot of tries, so I enjoy when I finally get it right,” Arshad said. Making TikToks takes more than just persistence. “If you’re trying to come up with comedy, you have to be creative,” Arshad said. She is still growing in popularity on the app, and has even earned a few dollars from when people gift her “points” during her live streams. Becoming TikTok famous is not an exact science and tends to happen by luck. “I just do it for fun and the stupid videos go viral,” Voeller said. Although Voeller is famous on the platform, she still does not understand why some people become famous. “It’s dumb; for example, attractive guys can sit in the camera and stare at it, and they have over 50,000 [likes] the next morning,” Voeller said. Some of Voeller’s videos include dancing, as well as short comedic reliefs. One of her most famous videos, with 1.2 million views, shows Voeller pretending to crash in a plane by shaking the camera, and overlaying the video with screaming noises. While people may show concern about cyberbullying on the platform through body shaming, insults or inappropriate content, Arshad believes that the platforms guidelines have it under control. “Sometimes, there are some jokes that are made that cross the line, but overall, the humor is very accepting and everyone understands it; it’s diverse,” Arshad said. The community guidelines also ensure that the app sets forth a safe and accepting environment by removing content that does not follow their established guidelines. In addition, users have the option of disabling comments on their TikToks, and may also choose to make their profiles private. This gives them the option to accept and choose who follows their accounts and can see their videos.
by Kendrick Lamar
2019
by Taylor Swift
2013
2011
2010 Party Rock Anthem
Shake it off
2018
by Nicki Minaj
2017
Starships
2012
by Train
2014
Hey, Soul Sister
Old Town Road by Lil Nas X
TikTok has become a global sensation, attracting millions of teens and adults around the world. Though it was recently released, it has become one of the most popular social media platforms to date. The app embodies a new era of communication and technology, where people from all over the world can show off their talents, and users can connect to each other through humor and dances.
Ameera Arshad and Ashley Voeller on TikTok. Above is the TikTok Arshad refrenced about her ethnicity. @ayymeera @ashleymaev
2005 Extra ways to get extra credit by Gina Lin 2005 staff reporter
Since the development of the point based grading system, extra credit has been a not-so-subtle strategy, giving students the ability to raise a test score from Failing to Amazing. There are many ways of obtaining that “A.” One such strategy is spending money. At the beginning of the year, many teachers give a few points to slip in favor of the students for supplying tissues to pacify runny noses in the winter. Their practice has become common enough that some students prepare six boxes for the first day of school. “Every year teachers offer extra credit for Kleenex boxes, so we’ve come to expect it, and buy it with all our other school supplies,” said Irene Saunders, 10. Another method of obtaining extra credit is through kind-hearted teachers who want to promote food drives and other charity organization. Some offer extra credit as an incentive for their students to join in. Although viewed as a good cause, it has no connection with achievement. “Unless we were studying the food drive in class, I wouldn’t give extra credit for donating things,” said English teacher Melissa Nicolas. Charity in Mounds View usually involves some friendly competition between homerooms. Some teachers egg this on by challenging other classes in hopes of generating greater donations -- and offering the extra credit incentive. Some students find this strategy to be biased because most fundraisers occur during first hour. “During the food drive, some first hour classes get extra credit but later classes didn’t. I think it isn’t fair to give extra credit just because they are in first hour,” said Ryan Anderson, 10. Nicolas agreed: “If extra credit is offered it should be consistent. All classes should have an equal opportunity to get extra credit.” Another issue for teachers and students is whether extra credit is used too extravagantly, and whether
it’s awarded for the right things. There are boundaries set by some teachers to prevent the F to A progression. In the social studies department, extra credit cannot raise a student’s grade more than a third of a letter grade. While this limitation ensures that students and teachers won’t abuse the extra credit option, how and if it’s offered is still a decision given to individual teachers. Science teacher Mary Sande has very detailed extra credit guidelines. Every quarter, extra credit is limited to a maximum of 100 points, or a three percent increase. Students can only acquire this extra credit if they are passing the class and have all their assignments in. According to Sande’s syllabus, “Extra credit is not applied as tests, quizzes, labs, or assignments points,” but added as a percentage at the end of the quarter. One of the extra credit choices is to do manual labor around the science department. Although there are other options that are more class-related, extra credit opportunities such as “make a poster explaining a concept discussed in class,” many students choose the option involving less brainwork. Some students doubt the legitimacy of non-classroom related activities. “Extra credit should be restricted to the topic you’re learning so you gain a better understanding, and at the same time you can make up for the points you lost,” said Bryan Houle, 12. Math teacher Dan Butler’s extra credit policy involves constructing large Sierpinski triangles made out of straws. Students are allowed to turn in their creations once a week, earning six points. Although this qualifies as manual work, the triangles are later used to study sequences and area. Eventually, everything leads back to material studied in class. Since life isn’t based on points, students may have to find another way of looking good in front of the boss after graduation. Or, follow social studies teacher John Moore’s advice: “Extra credit is a crutch for those people who don’t get it right the first time. Do it right the first time.”
2019 Credit isn’t extra anymore by Katherine Spence staff reporter
In the past, multiple Mounds View teachers encouraged students to complete tasks for extra credit. These tasks often did not pertain to academic work, such as buying Kleenex for teachers or donating to a food drive. Some teachers enforced stricter policies, limiting the amount of extra credit a student could earn. Despite this, students frequently used extra credit opportunities as an easy way to bump up their grade. Mounds View’s extra credit procedure has changed substantially over the years, as administration works to move away from miscellaneous bonus points. “No extra credit should be given unless it is based on academics and meeting the standards,” said Associate Principal Greg Martin. “It should not be about behavior.” The past practice of rewarding extra credit for buying items created some financial inequalities, Martin continued. To combat this, the school moved toward offering retake options in place of extra credit, in hopes of helping students to learn more effectively and eliminating unequal opportunities among students. In addition, all classes of one subject must maintain a consistent retake procedure to remove advantages based on which teacher students have. Sadie Hazen, 11, sees the improved equal opportunities for all students in her classes. She also expressed the importance of students using retakes and extra credit to better understand the content — not simply to gain points. “It’s a good idea to make sure that the extra
credit has to do with some sort of learning, so that it helps the student understand the topic they’re learning about in school,” Hazen said. Although retake procedures at Mounds View primarily aim to help students improve their understanding, most students have a different motive. As in the past, most students complete relearning assignments to increase their final grade. Kat Nelson, 10, believes the past extra credit opportunities were beneficial to one’s grade, but not to one’s learning. “I don’t think I’ve ever actually done any [extra credit] because the amount of work for the project wasn’t worth the points you got in the grade book,” Nelson said. Both Hazen and Nelson wish for more academically related extra credit opportunities that will boost their grades. Social studies teacher Emily Daggett provides opportunities for students to earn more points in the gradebook without offering extra credit. “The district policy is that you cannot give extra credit. So, because of that, I still think it’s important that students do have different opportunities to improve their grade beyond just the normal classwork, and so, relearning is one component of that. The optional homework assignments are another component,” Daggett said. Extra credit and relearning procedures have seen drastic changes since 2005. Martin believes education as a whole constantly evolves to better fit students’ needs. “It’s an evolving process and we’ve been working on it,” Martin said. “I think we have a pretty good procedure in place, but I think they’re always improving.”
BLA FROM PAS
2008 New technology gets by Kristen Vanderburg 2008 staff reporter
It’s not hard to see that our lives are filled with technologies. People of all ages, genders, and ethnicities are logging on, getting connected, and getting what they want faster than ever. Most have figured out how to use the most basic “new” technologies, like texting or the internet. The problem is that technology is always on the rise. Our society craves the latest, newest, and flashiest forms of technology that we end up getting bombarded by. In the constantly growing world of technology, it’s easy for the average person to get lost. “I have no idea what’s actually new in terms of technology,” said Tara Heck, 12. “It seems there’s so much stuff in stores I’ve never even heard of.” Telephones used to be connected to the wall. Such an inconvenience couldn’t exist any longer so a cordless phone was made. That phone, however, was only available to someone at their house, and people needed a phone with them at all times, so the cell phone was created. Soon, these mobile phones were everywhere, and today they keep becoming more miniature and multifunctional. “I have a Chocolate 2. It’s nice and I like it, but I would rather have a PDA. It’s not exactly necessary, but it’s sweet to have if you can afford it,” said Bret Alexander, 12. “People these days want the best. Why get just a phone when you can have the internet on there too?” The latest technology trend to hit the cell phone market has been touch screens. With the launch of the iPhone in June, 2007, these convenient keyboards began appearing everywhere, and with each new model came more improvements. The LG Glimmer Ax-830 has both a touch screen and a slide-out keyboard, so users can use either based on what they are more comfortable with. Later this year, Sprint will start carrying the Samsung Instinct, a touch screen phone that is much like the iPhone but without being tied to either Apple or a single cell phone carrier.
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“I have an iPod Touch, and I love the touch screen. It’s easier to learn the controls and it’s a lot bigger,” said Katelyn Walsh, 9. Many new cell phones are taking on much more than their normal responsibilities. Besides placing calls and sending texts, people can now connect to the internet, write documents, create spreadsheets, and manage a calendar, all at the push of a button. Having an allin-one phone may seem handy, but some MV students think differently. “I like that cell phones can have music on them because it’s a good substitute for an iPod. You don’t have to buy both. But I don’t like how phones have internet on them. It’s just unnecessary,” said Willis Tibbin, 11. Cell phones aren’t the only new technology on the rise; computer designers are also constantly coming up with improvements. One of the latest laptops available is the Mac Air book. According to Apple, “it isn’t an innovation; it’s a ‘thin-novation.’” Nearly as thin as your index finger, the MacBook Air still holds a 13.3inch widescreen LED display and a full keyboard. “These new laptops are becoming smaller so we can take them more places,” said Kelsey Kilander, 12. “I’d like it because I could bring it on trips with me and to class and stuff, but it’d be annoying if everyone walked around with their laptops all the time. It’d be too much.” TVs have also gotten slimmer, wider, and more high-tech. With an all-in-one remote, you can control a whole system of Hi-Def DVD players, stereos, XM radios…basically anything you can plug in. Soon, all TVs will be displaying crisper, clearer picture as all broadcasts must switch to digital from analog by 2009. Of all the new technologies, this is the one that received almost no negative feedback from students. “I love watching movies on big-screen, HDTVs,” said Solie Stegeman, 10. “It’s awesome that everything is going to be digital next year. I don’t see how having better quality TV can be a bad thing.”
2011 Students take on AP Biology by Tristan Aschittino 2011 staff reporter
Fifty-six highly motivated students, ready for a challenge, added Advanced Placement (AP) Biology to their schedules at the end of the year. These students were to be the first to take the new class at Mounds View. AP Biology was not previously an option at Mounds View for various reasons. “For a long time we felt that we sufficiently challenged students in biology,” said Mark Johnson, teacher of the new class. In the past few years, several students commuted to Irondale in order to take the class. The course was adopted for several reasons, including the realization that it was no longer feasible to bus students to Irondale when the number of students enrolling in the course was sufficient to supply one or more classes at Mounds View. “The primary reason,” said Johnson, “is an increase in student and parent demand for that option.” This new class is mostly structured around reading, and a small quantity of worksheets. The textbook definitely supports this, with its 1,263 pages. “The book is so heavy,” said Josh Yue, 10. Despite its size, Johnson said this textbook is worth reading. “I love it,” said Johnson, “It’s a beautiful, challenging read.” AP Biology is an extremely difficult course in comparison to the honors and regular counterparts,
2019 AP is approachable by Elisa Guo staff reporter
Since the beginning of the decade, Mounds View has experienced many changes. The 2011-2012 school year welcomed an exciting adventure for high-achieving students: Mounds View offered Advanced Placement (AP) Biology for the first time. Originally, only Irondale offered the class. Mounds View students who wanted to take AP Biology needed to travel to the other high school, but as demand for the class increased among Mounds View students, administration decided to offer the course here. Not everything flowed smoothly right away. Mark Johnson was the school’s only AP Biology teacher, and through trial and error, he continued to make adjustments to best fit students’ needs. “Initially, I went too fast through the material,” Johnson said. “The first test had 40 to 50 questions on it.” Compared to now, the tests were beyond the scope of difficulty necessary for the class, and because of the excessive difficulty, seven of 56 students transferred out of the class the first year. Johnson originally planned for classwork to consist of readings and some worksheets. However, he has adapted his teaching style so students can learn more effectively. “I have learned to vary the types of activities we do a lot more as I’ve gained more experience,” Johnson said. “I’ve developed hands-on labs and activities with the help of resources. I wanted to be interactive.” Over the years, the number of students taking the class has dramatically increased, peaking during the 2018-2019 school year at 112 students. Johnson attributes this growth to the school as a whole having more experience with AP Biology. When Johnson first taught the class, students were excited, but somewhat fearful. “There was a fear of the unknown,” Johnson said. Many students worried about how the class would impact their grades or busy schedules. Now, students can ask previous students, adminis-
though, according to Johnson, the level of difficulty between regular biology and honors is greater than the difference between honors and AP. “It is clearly more detailed than honors bio.” he said. Johnson said the amount of reading is approximately the same for both honors and regular biology, although the material is more challenging in AP. Johnson explained that the most challenging part of the class would be “the difficulty of material and the sheer workload.” He also thinks that the labs will be a challenge for students, but enjoyable. The class could be much harder for the large amount of students that have had quite limited biology backgrounds. Most students have only had 7th grade Life Science to prepare them for high school biology. Johnson sees this as an obstacle, but he also said that “it can be done as a first year biology course.” According to Johnson, tests, called “knowledge celebrations” or KCs, in AP Biology, will resemble tests in students’ previous science classes only in format. They will consist of predominantly multiple choice questions with a minimum of one essay question per KC. The amount of free-response questions will be greater than previous knowledge celebrations he has given before. “I think the biggest difference will be the difficulty,” said Johnson. Johnson feels that students that enrolled in the course most likely are interested in what biology has to offer. Christian Oswood, 10, agrees. “This class has the potential to be really interesting.”
tration or Johnson himself for more information on the class before choosing to take it or not, Johnson said. In fact, each year, a handful of freshmen decide to take AP Biology based on older students’ advice. “I felt prepared to take it,” said Sophia Huang, 9. “I heard from older students that physical science was just math.” The College Board, the organization that runs the AP program, has also made adjustments to its curriculum. “It [the AP Exam] used to be around 100 or so multiple choice, and only several FRQs [free response questions],” Johnson said. “In 2013, they made the test half multiple choice and half FRQ.” According to Johnson, this change made students learn to think critically and analyze problems rather than just memorize facts. In addition to this, the College Board aimed to incorporate low-cost labs to make the course less expensive. They did not want cost to prevent a school from choosing to teach an AP class. “For the photosynthesis lab, we would need DPIP, cuvettes and [a spectrophotometer],” Johnson said. “Now, all we need are spinach leaves, lights and baking soda.” Despite all these changes, some aspects of the class have stayed the same. Even before it began, both students and Johnson anticipated that AP Biology would challenge them. The class became known as one of the most difficult classes at Mounds View; even Johnson took time to get used to the content. “It was certainly an adjustment,” Johnson said. “I was kind of winging it.” However, some students today find the rigor worthwhile. “I think it’s challenging, but it’s reasonable if you read the textbook and take notes,” Huang said. Elizabeth Gregory, 10, notes that the difficulty makes the subject more interesting. “I think the fact that we go in deeper makes it more fun,” Gregory said. “The labs we do are more deep.” This reflects why Johnson wants students to take AP Biology. “I hope [people take the class] because [AP Biology] became known as a challenging, but interesting, level of bio,” Johnson said.
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editorials
The district's downfall by Michael Gennaro editor-in-chief Throughout my elementary school years at Island Lake, I was placed in the advanced classes that were offered. However, the key word is placed. I did not sign up for anything extra; it was only the school putting me where they thought I would do best. With this relatively recent set of changes of creating a seemingly “one-size fits all curriculum,” I cannot help but view the implementation with skepticism. During the second, third and fourth grades, I was in a reading class that pushed us as students. Looking back, I can see that the intent was to help develop us at a young age in hopes of improving English mastery and other communication-related skills. The students who were placed in this program were the top reading students of our grade, and we were taught the advanced material because we were capable of completing it. The school discontinued the advanced class program in my fifth grade year, and the school restructured the way reading was taught. There were then five classes: three at a higher level, two regular. Immediately, as an 11-year-old, I felt that the new instruction was not pushing me, as we could not move at the same pace as previously done. That change now resembles, to a lesser extent, the current move of the district. It does not make sense to hoard students into one or two levels while knowing that the range of achievement varies greatly.
Friday, December 20, 2019
If varying tiers of difficulty level are removed, stu- current advanced classes or not take them at all. With dents will most likely face one of two possibilities: one that will come lower ACT scores, a lack of valuation of of them feeling like the instruction is too fast-paced and education and most importantly, a loss of motivation. challenging, and the other being the opposite. While I The district should rethink its decision to scrap the do agree with the move to lessen the influence of el- classes that fit the needs of different groups of students. ementary school class-levels on students’ future class Not only will higher-achieving students be held back, selections, I believe there is a way to make both ends but lower-achieving students will also become forced to meet. Every Mounds View student meets with his or learn with more advanced students leading to a lack of her dean before ninth grade, which would be an excel- cohesion within the classroom. The district’s intentions lent time for deans to plan out the schedules of their appear flawed, and hopefully they can reverse their destudents and encourage them to take a couple of pre- cision. college courses — one of the general reasons for the elimination of homogeneous academic classes. It is no secret that Mounds View prides itself on its reputation as one of the best public schools in the state — ranking fourth this previous year for public, noncharter schools in Minnesota according to U.S. News and World Report. However, I can not view this ranking as a possibility of the future, as a school that does not challenge its top students will most likely see the average academic ability of the school drop. Developing students should be exposed to the idea that not everyone is alike. While some are ahead and others are behind, each group’s ‘skill-level’ is driven by the group above them, which should motivate students to advance themselves. After all, competition is a good thing in almost any scenario — including education. As the current changes are made, I believe students who enter Mounds View will either not be prepared for the infographic by Michael Hu
A new standard for tests by Leon Wang managing copy editor It comes as no surprise to anyone that Mounds View students often enjoy comparing scores on practically any test they and their peers take as much as the administration tries to prevent this. However, the students are not exactly wrong for their demeanor: Scoring high on tests like the ACT and SAT is an achievement that every student hopes for because it supposedly translates into admittance to top-ranked colleges across the country. Despite this belief, there are increasing numbers of high-scoring students who are denied admission to prestigious schools. Many students are finally “cracking” the standardized test, which effectively makes them an outdated measurement of performance. In the context of elite universities, standardized testing is quickly becoming obsolete in the college admissions process due to an overabundance of high test scores. As a result, such institutions should make test score submissions optional or drop the requirement altogether, while simultaneously increasing emphasis on other arguably more important metrics of individual performance and motivation. While the ACT and SAT still have undeniable importance in admission to less selective colleges, scoring within a certain threshold shows little to no noticeable difference. There comes a point in the tests where one or two questions answered incorrectly can instantly knock you out of a perfect score. For example, the differences between students who score in the range of 34-36 on the ACT hardly show any academic disparity because all of these students are already high achieving in this aspect. Although one’s GPA and SAT score
Editor Opinions on the ReFLECT change
seem to correlate with each other positively, it seems questionable that the difference between a perfect SAT and a near-perfect SAT score will show any noticeable discrepancy in one’s GPA or overall work ethic. The large number of high-scoring students further exacerbates this problem with the small difference in scores. When there are so many students receiving stellar scores on standardized tests, it is unfair to assess achievement based on the difference of a couple of points. The standardized test averages at Mounds View are far higher than the national average, and in this year alone, eight students managed to score a perfect ACT. Many others scored 30 or higher, yet both students and admissions offices take such a negligible difference in scores seriously. Furthermore, since many elite schools accept superscoring—combining individual section scores across all taken tests to form the highest composite score on both the ACT and SAT—many students retake the test multiple times to improve their already high score by only one or two points. If a majority of applicants score within the upper limits, high-ranking schools should focus on a different method to gauge student performance. There are already several other facets in a prestigious school application that can be enhanced to show student achievement. Many of the top schools have a massive alumni network and offer interview processes to many applicants. Per the widespread use of technology, schools could formalize this interview process and require one with an alumnus either in person or over a video call. Additionally, these schools usually offer an additional portfolio submission, where students can showcase achievements in their activities, whether through arts, research or a personal project. Yet another
“Some of us are legal adults yet we still have to show a pass to walk in the halls.” -Brock Nelson sports editor
“It's such a hassle to get a pass anytime you want to go anywhere.” -Janae Lee news editor
part of the application is the essay, where students show their writing ability and creativity. All of these factors in an application should be given greater consideration in the admission process. As for standardized testing, if schools are unwilling to drop or make standardized tests optional, they should determine a score requirement for applicants to meet, then prioritize the other pieces of the application mentioned earlier. With standardized test scores quickly rising for students across the country, the uses for them in the admissions process of elite schools are few. Thus, new metrics for achievement must be given greater consideration in the admissions cycle. Putting less impact on test scores alleviates the stress on students and lets them focus on other projects that allow them to show individualism and accomplishment.
infographic by Michael Hu
“It's necessary because I see a lot of students doing nothing and just roaming the hallways.” -Michael Gennaro editor-in-chief
“With this rule, the school is showing us they don't trust us.”
-Alissa Zhao debates editor
DEBATES
Friday, december 20, 2019
9
Affirmative Action
by Isabel Newhouse and Yatharth Sharma staff reporters
Affirmative action strives to establish a fair and authentic representation of the qualified demographics in a workforce environment. When students apply to colleges, they often learn about the conflicting views on affirmative action.The original goal of affirmative action, creating equality for all different ethnic groups in the United States, has resulted in the opposite of the desired effect. The bias of affirmative action causes turmoil for graduating high school seniors applying to their desired college, as the student body knows the advantages certain groups have in the college application process. Many students find it unsettling that with affirmative action, they could perform the same academically as other students, yet disadvantaged groups have a higher chance of acceptance into colleges because of their socioeconomic and racial background. Affirmative action aims to increase equality across races and genders. The law faced a turning point in the Gratz vs. Bollinger (2003) case, which centered around a white female who claimed that the reason behind her denial of admission into the University of Michigan was due to the acceptance of applicants from minority groups. She claimed that these applicants had lower test scores and grades but were accepted due to their race. This case went to the United States Supreme Court, which responded with the verdict that while race can influence college admission, colleges should care more about the quantitative measures of a student’s academic
ability rather than their race. If schools show a disregard for a student’s academic performance because of their race, then it is incredibly unfair to others who have worked hard to achieve those same academics. While the policy allows colleges to benefit normally disadvantaged ethnicities, it creates polarization and stereotypes of ethnic groups. The motivation for implementing affirmative action is actually quite racist in nature. If you boil down the reasoning, it essentially claims that the only way certain racial groups are capable of gaining admissions to elite colleges is through the process of affirmative action When historically underrepresented minorities earn a spot at a top school, detractors claim affirmative action as the reason for entry, disregarding the workload of that underrepresented minority throughout high school. Moreover, those who the law claims to aid, the socially and economically disadvantaged, do not actually reap any of these promised benefits. For example, the United States Census Bureau defines Asian-Americans as “people having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent.” This broad definition results in a wide range of people being grouped as one. A first-generation Chinese student growing up in an affluent neighborhood uses the category of Asia on his application. According to a study done by the Pew Research Center, Chinese households have a poverty rate of 14.4 percent. Meanwhile, Hmong students, who have a household poverty rate of 37.8 percent, use the same Asian category on their application. Though these two types of students come from a drastically different socioeconomic back-
grounds, both students are lumped in the same group through affirmative action. This exemplifies how the policy does not help the students in need if students get associated together. Another flaw of affirmative action lies in the success students will attain in the college environment. When colleges prioritize race over the student’s performance in school, students accepted based on race could be put at a disadvantage because their performance in school has not prepared them for the rigor of top colleges. Colleges strive to help their students succeed in academics, but accepting incapable students can have a polarizing effect on the college and lead to imposter syndrome for the student. Students admitted due to their merits will often find more success while students admitted with the aid of affirmative action will struggle. This also applies to skilled students not challenged enough in their college. If a qualified student hails from a privileged racial group, they then lack the upper hand in enrolling in prestigious colleges because of their racial background rather than their raw capabilities. This side of the story gains no advantage to the latter if a smart student begins to feel under-challenged in their college and unsatisfied with their quality of education. Affirmative action intends to promote equality amongst the racial groups in the United States. However, it has become a racist system that judges students based on their race rather than their merits. It is unfair for students to be judged by anything other than their school related performance in college applications because college is a place to learn, not a place for colleges to meet racial demographic goals.
ent perspectives allow students to have the ability to empathize more with people from all different kinds of backgrounds and have a better understanding of them, which prepares them for future career success. Affirmative action also allows colleges to conduct a holistic review of applicants, according to the Center for American Progress. Holistic review is a process that requires colleges to look at a broad array of factors in their admissions process to get the full picture of the applicant so they are not just looking at test scores and GPA. This practice allows colleges to take into account elements like an applicant’s socio-economic background, passions and extracurriculars; however, those factors alone do not show the full picture of an applicant. Race shapes a person’s experiences and their life, so colleges gain a better understanding of who the applicant is when race is taken into account. The legality of affirmative action is still being debated today as it resembles a racial quota, which is unconstitutional. However, the policy does not promote racial quotas — it simply asks colleges to be more racially conscious about who they are admitting into their schools. If a quota system was in place, people would see that a school only accepts a certain and strict percentage of every race; the percentages of each race would be perfect proportions. Schools that use affirmative action do not have perfect ratios when it comes to
race, as the percentages of each race tend to fluctuate each year. According to the National Center for Education Statistics, since 2000, the number of minorities attending colleges has increased. The number of black students attending college went from 31% in 2000 to 36% in 2017, and the number of Hispanic students attending college went from 22% in 2000 to 36% in 2017. This further demonstrates how much affirmative action has contributed to more racial diversity in schools and workplaces. As great as this progress is, there is still a need for affirmative action in college admissions. If affirmative action was removed, the numbers of historically underrepresented minorities in colleges would drop. For example, when California banned affirmative action in 1996, the number of minority students at the University of California campuses decreased. This demonstrates that without affirmative action, diversity cannot be achieved, which is not a good thing since having a diverse college campus benefits everyone. Affirmative action remains a necessary system that should stay in place, so we can have diverse college campuses, since diversity truly benefits everyone. It also provides certain minority groups an equal chance to further their education, because everyone should have a fair and equal chance to further their education.
Against
by Hanzu Vu-Tran staff reporter
Support
Race-based affirmative action, a policy meant to give historically underrepresented minorities a more level playing field in college admissions, should be continued since it promotes diversity on college campuses and in the workplace. In recent years, the policy has received a lot of backlash due to claims that it has actually hurts minorities, but in reality, this claim is false. Implemented back in 1961 by President Kennedy, affirmative action requires colleges and employers who receive government funding to be more racially conscious of who they are hiring or accepting. This policy intended to combat the racial segregation of the time period and give everyone an equal chance to go to college and find employment. Although the racial segregation that existed in the 1960s is not as prevalent now, racism still exists, which shows why affirmative action policies are still necessary for colleges and the workplace to remain diverse. Diversity on college campuses promotes social development, creative thinking, and prepares students for future career success. When students interact with people from different backgrounds, they will see issues from a wider array of viewpoints. These differ-
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10
Arts & Entertainment
friday, december 20, 2019
Classic Christmas movies It’s A Wonderful Life
by Sterling Hills staff reporter A wholesome tale overflowing with the spirit of Christmas is something everyone enjoys this time of year. People across the country cannot seem to get enough of the 1947 film It’s a Wonderful Life. It is truly a heartfelt movie, and it certainly envelopes the viewer in a warm blanket of Christmas cheer. The most prevalent theme of the film is sacrifice. In the movie, George Bailey makes sacrifice after sacrifice, not once making a selfish decision. His compassionate actions cause him to miss opportunities that would have helped him accomplish his own dreams. When he has a streak of misfortune, starting with the loss of $8,000 which he needed to pay the bank, he almost kills himself until his guardian angel comes along and shows him how repulsive the town he lives in would be if he had never been born. A minor theme that I picked out was how it is important to indulge in one’s self every so often. After spending years doing favors for others and not getting anything in return, Bailey’s content attitude gets tested by the dread of losing his bank payment. When he finds out what happened, he goes home, takes his anger out on his family and eventually tries to end his life. The optimistic and cheerful George Bailey suddenly begins to see the dark side of life. His lack of money and accomplishment comes to mind, and he loses it. This theme really stuck out to me because of how it still applies to our generation. The modern
student is put under all kinds of pressure to push themselves academically. Although this kind of motivation can foster success, it is important to remember to unwind once in a while to keep yourself sane. Overall, the movie is a fun story to follow, but as with most Christmas movies, the plot is not intricate enough to hold the viewer’s attention. It is one of those where you can intermittently glance at the TV and still follow the story as well as someone who watches it intensively. While this makes the movie slightly boring, I definitely appreciated how the characters are depicted. Each of the protagonists’ manner is simple and relatable. They dress, walk and talk like an average American in the mid-1900s, and the excessive politeness and kindness from George’s family piques the viewer’s sympathy toward him. It is easy to feel inclined to keep watching due to one’s investment in the lives of those in Bedford Falls. I would recommend everyone watch this movie at least once during the Christmas season just to refresh the feeling of generosity that should come with Christmas.
image courtesy of Public Domain
The Verdict
8/10
Charlie Brown Christmas by Katelyn Welle staff reporter With Christmas just around the corner, the lovable Peanuts characters return for their 54th anniversary in A Charlie Brown Christmas. This movie brings iconic music and fun, which enlightens the holiday season for many people around the world each year. The movie opens with characters singing “Christmas Time is Here,” a powerful musical introduction to the film. Later on, the group attempts to catch snowflakes on their tongues, which many kids still do today. The plot consists of Charlie Brown feeling hopeless and lacking Christmas spirit. When he becomes director of their school’s Christmas play, it gives Charlie Brown and the audience hope that he will finally feel the happiness brought with this time of year. When Charlie Brown and his friend Linus go to choose a Christmas tree for the play, they find most of the trees are made of metal and there are no “real” Christmas trees. This gives the audience a perspective of how technology and commercialism is taking over the true spirit of Christmas. During this time, Linus gets on to the stage and speaks about the true meaning of Christmas. He explains a heartfelt way of looking at the spirit of the holidays through Christianity. This helps open up the minds of the characters and brings joy to both the audience and the Peanuts characters. The message, which is spread throughout the film, adds a positive ex-
perience that allowed me to enjoy this movie easily. Though Linus’s religious reference of what Christmas is all about may stir controversy in today’s society, I believe it enhances the overall message without taking away the viewer’s experience. The classic ends with the Peanuts characters gathered around the small, yet significant tree. After decorating the tree, the characters sing “Hark the Herald Angels Sing!” along with Charlie Brown being welcomed as the characters exclaim, “Merry Christmas, Charlie Brown!” The film is still relevant today because of the lovable characters it includes. The Peanuts gang has been around since October, 1950, and continue to inspire kids and adults around the world. ABC, which the movie’s rights belong to, continues to partner with stores, parades and other brands, which has helped keep the movie popular for the past half-century. Despite the minor depression displayed by Charlie Brown, this movie encourages kindness and helps kids realize the true spirit of Christmas. All in all, A Charlie Brown Christmas is a classic Christmas tale that is both meaningful and entertaining.
The Verdict
10/10 all illustrations by Jenna Stellmack
Rudolph the Red-Nosed Reindeer
How the Grinch Stole Christmas!
by Lucie Henrich staff reporter
by Isabelle Schrab staff reporter
When this time of year comes around, classic movies like Rudolph the Red-Nosed Reindeer (1964) help revive the Christmas spirit. Sam, a snowman, helps tell the story of a red-nosed reindeer named Rudolph who overcomes the adversities of appearing differently. Rudolph the Red-Nose Reindeer provides a fun and light-hearted feel, along with a fantastic story line. Rudolph is born with a red nose, while all the other reindeer possess black ones. As a result, he is made fun of as a kid, and eventually ventures his way to the land of misfit toys. There, he meets unique toys that hold the same discouraged views as he does. However, conflict ensues back at the North Pole as a major snow storm threatens to postpone Christmas. Before Santa can make the decision, Rudolph and the toys return from the island, which gives Santa the idea that Rudolph’s glowing red nose is bright enough to guide his sleigh through the storm to save Christmas. The story highlights how embracing differences can lead to greater results. Rudolph ends up enjoying his distinc-
tive characteristics after seeing its large utility, and the other misfit toys learn how to love their imperfections and are eventually given to loving children. In today’s society, expressing one’s differences and uniqueness allows them to accept themselves and help improve the surrounding community. These flaws may come with challenges; however, similar to the movie, it is up to individuals to embrace them.
The Verdict
9/10
The 1966 animated film, How the Grinch Stole Christmas!, has become one of the most watched Christmas movies every year. The movie, based on the book written by Dr. Seuss, follows the grumpy Grinch who wants to ruin Christmas for the town of Whoville. He dresses up as Santa Claus and takes his sleigh into town. He then proceeds to steal all of their presents, trees, food and lights. Once he realizes that the Whos, the townspeople of Whoville, are still singing together on Christmas morning, he begins to experience love. He quickly saves the sleigh full of presents and Christmas decorations from falling off the mountain, and rides it back down into Whoville with his trusty dog Max. He returns all the Whos’ gifts, and proceeds to cut the roast beast at Christmas dinner with most of the Whos. How the Grinch Stole Christmas! presents many different lessons for children and adults. One glaring takeaway is that Christmas is not about the presents and other financial-related events, but more about who you are celebrat-
ing with at such an important time. In today’s society, people focus too much on materialistic objects, when the real focus should be appreciating those that influence our lives. The classic has always been a favorite of mine. It does not matter how many times I watch it, the Grinch never fails to leave me in the Christmas spirit. Although only half an hour long, it is full of many important details of what Christmas is actually about.
The Verdict
9/10
sports
friday, December 20, 2019
Look out below As the cold weather crawls in, the start of the basketball season begins. Tons of students gather in the gymnasium to support the Mounds View boys varsity basketball team as they prepare for a winning year. With a dynamic starting five and senior Jack Hentges at the helm, the season looks bright. Hentges, a center for the Mustangs, stands at a towering 6 feet 8 inches and rises above the competition. As a center, he is expected to win battles under the hoop, using his height as an advantage. Hentges strives to help the team by providing motivation and leadership, which are key ingredients when competing in difficult conditions. These challenging conditions could range from playing against a Division I commit to a conference loaded with tough teams. For example, Trejaun Holloman, a Division I recruit playing for Cretin-Derham Hall, is a three-star recruit and will be a tough challenge for the Mustangs. Now a senior, Hentges carries the responsibilities of leadership and motivation. Hentges pushes his teammates so they can improve and make sure they give 100 percent, whether it is practice or a sectional game with the season on the line. “My role is to be a leader,” Hentges said. “I am a senior this year, so I have to lead the team and bring the energy and get the team and everyone in the gym hyped up so we can win most of the
games and have a fun season.” He strives to lead the team by setting an example for his teammates in practice and games. His leadership skills are also on display prior to the game through his motivational pep talks in order to boost the teams’ morale. Other personal goals for Hentges include keeping practices enjoyable and reassuring underclassmen that mistakes easily happen. “He helps lighten the mood during long practices with jokes, and if I mess up he helps me shake it off,” said Cole Sorenson, 11. It is common knowledge that negative reinforcement will lead to negative results for an athlete’s performance, which is why it is so crucial to forget mistakes and move on. The joyful attitude Hentges brings to practice helps his teammates feel like practice is a safe place where they can learn from their miscues. Sports have a unique way of creating bonds with people outside of school. Whether it is toughing out a workout or losing a game that should have been won, teammates quickly become more like a second family. “The most important thing is the friendships that I’ve gained with teammates and the fun moments,” said Hentges. While winning games may be fun, Hentges values the friends he has made over the course of the season more than any individual win. As Hentges continues playing his final season of Mounds View basketball, he sends one simple
message for future players: “Enjoy your moments now because they fly by in the blink of an eye,” Hentges said. The next home game they play is against East Ridge on Jan. 14 at 7 p.m.
calories a day. They also make sure to steer away from sugar, but consume enough protein. However, the complete diet includes much more with a rich diversity of food. “You don’t just need protein,” said Mounds View’s personal trainer Katie Espe. “You need carbs and fat along with that protein. If carbs and fat are taken out of your diet, your body stores the fat because it thinks you’re starving yourself.” According to Cole Stenstrom, 12, earning a spot in the 800-pound club is a huge accomplishment. “If you start lifting freshman year, it probably takes around sophomore or junior year to get into [the 800-pound club],” Stenstrom said. Making it into the club requires years of commitment, which entails lifting year-round and spending a hefty amount of time in the weight room. Weight lifting is strenuous on the body and must be done properly in order to avoid injuries. Espe said that athletes should be trained using correct form before transitioning heavier bars. “90 percent of any back injuries we have are from the weight room,” Espe said. “People put a lot of strain on the lower back when they don’t know how to do it correctly.” To avoid adding more stress than necessary, athletes are advised to keep a straight back while they lift, especially on lower body lifts such as squats and cleans. Similarly, diet regulation has to be done properly. Espe expresses the importance of knowing what
the athletes put into their bodies and how it affects them. “Working out and taking a protein shake isn’t necessarily all you have to do to build muscle,” Espe said. “Some guys even take protein shakes as meals and that is not a meal substitute.” She also stresses the importance of having a balance in the types of food that are consumed by the athletes. “I try to eat all natural foods that benefit my body,” Stenstrom said. Besides carbs, proteins and fats, bringing in other types of food such as fruits and vegetables are just as important in an individual’s diet. The Mounds View weight room is used in both the on and off-season. Student-athletes spend hours in the weight room in hopes of securing advantages in all sports. The 800 and 1000-pound clubs give athletes benchmarks to strive toward. Although weightlifting can be a grind, if athletes stay on a routine and work hard, they will reap the many rewards that follow.
Pound for pound by Arfa Ali and Nicholas Stenlund staff reporters
The Mounds View weight room holds a tradition of different pound clubs that students can enter after lifting a certain amount in three exercises. Joining the club requires students to have the accumulation of their weight lifting numbers in the bench press, power clean and five consecutive squats add up to either 800 or 1000 pounds depending on the club. The pound clubs were created for training athletes to receive recognition for their accomplishments — specifically football players who train on a regular basis. In order to lift numbers large enough to enter, students must be comfortable with a repetitive nature. “You have to be willing to put in the work to accomplish your goals,” said Aaron Moberg, head coach of the football team. Athletes heed that advice often. “I’m in the weight room every day; I make sure I’m not missing any reps and have a solid routine,” said AJ Hunt, 12. Hunt is one of the many athletes who lifts daily. It is typical for students to start and make a training regimen to work toward their goals. Hunt is part of the legendary 1000-pound club, and he works on a consistent basis to strengthen his legs and core. Besides training in the weight room on a regular basis, diet moderation is also a crucial step. The athletes are expected to make sure they consume enough
Mystery Athlete???
Hentges (3rd in row) stands head and shoulders above his teamates during a photo shoot. photo courtesy of Jack Hentges
HINT 1: This athlete plays catcher on the baseball team HINT 2: One of his various nicknames is “Robbie” HINT 3: He had the flu this past weekend
Trivia
Who was the athlete at Mounds View that was recently nominated for the 2019 Minnesota Mr. Football Award?
Answer: Cole stenstrom
by Blake Friedman and Andy Devine staff reporters
11
Answer: Robert Trapnell
12
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