The Royal Banner from December, 2019

vol. 60, no. 2 // december 2019

HOW WE STRUGGLE WITH INTEGRITY

CONTENTS WHAT’S YOUR POINT?

The system of point-less classes and their effect on education

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LOSING FAITH

Redefining America’s distrust in government

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FAKE IT TILL YOU MAKE IT

Speaking to students, faculty about the prevalence of fake IDs

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DEFINING CHEATING

Differentiating between academic honesty and dishonesty

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COLLEGE ISN’T A GAME

Aidan Tamayo and Julia Frank debate about the athletic college admissions requirments

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SPOT THE DIFFERENCE

See if you can find the 10 differences in the photo for this edition

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COVER PHOTO AND INSIDE PHOTO

BY HENRY LARSON DECEMBER 2019

STUDENT NEWS

ONE IS TOO MANY Sexual violence, assault and harrasment plague even the most promenient members of our community. It impacts our lives in ways we can’t imagine.

Victims of sexual crimes are marginalized, and not given the resources needed to report these crimes.

As journalists, even student ones, we have a moral obligation to try and shed light on these wrongdoings.

The Royal Banner is working on many stories in a special series on sexual harassment and assault. We’ve told you what happens when incidents are reported, the data surrounding Fairview’s history of sexual assault and the stories of people who came forward, tried to protect themselves or took action to prevent this culture from spreading.

We can’t fight to stop this alone. We need your help to shine a light on this under-represented issue, to bring back some power to the powerless.

Our series on sexual assault is available online, at fhsroyalbanner.com We may not be able to stop this issue, but we are sure going to try.

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YOUR POINT IS?

The effects of differing grading systems SARA GEORGE // STUDENT NEWS SECTION EDITOR

Science teacher Dr. Paul Strode works on his laptop during a class.

PHOTO BYCOURTESY IO HARTMAN PHOTO OF Io Hartman

T

he glowing, green IC login screen can invoke a distinct feeling of dread that no student is immune to. Whether students regularly check their progress in a class or attempt to calculate their final grade in December, grades are consistently on students’ minds.

The notification of a graded test or project could fill an individual with relief, or it could inflict anxiety among students as they recognize the work they will have to complete in order to make up for the lost points.

Students rarely question the process of grading, rather, it’s a part of our daily lives. However, some teachers at Fairview are challenging this perspective by implementing differing philosophies concerning the standards students are compared to.

Among these teachers is Social Studies

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teacher Darrell Billington, who has implemented a system in his classes in which students must defend their final grade by offering evidence demonstrating they have learned the material.

"They lose the idea of what really should be the focus of their schooling."

“So many people focus on points

at this school that they lose the idea of what really should be the focus of their schooling and like ‘what am I learning.’

Instead of asking ‘how can I prove that I learned it,’ [...] they ask ‘how do I get the point back,’” said Billington. “[Students] are always going through this idea of loss, and so if you can reframe it and give them something else to focus on where they can provide evidence of what they’ve learned and how they’re doing, then it would be a little easier."

Billington argues that his grading system gives students more flexibility, as their grade is not based upon a test they took in September. However, some students find they do not have a way to gauge where they stand in a class until the final grade.

“I think there certainly are merits to [the system], it’s just important that

STUDENT NEWS students kind of know where they’re at more consistently throughout the semester, and I think if that’s more clearly communicated to them, the system could be made to work a little better,” said senior Brett Reamon.

"It's just important that students [...] know where they're at more consistently."

The systems that science teacher Paul Strode and Billington use contribute to the debate over what education should look like in the US. “Hopefully, [the system is] removing the emphasis on points [...] and it’s putting the emphasis on learning and understanding,” said Strode. “Education,

in part, is viewed as getting the grade over learning the material, [...] getting concepts, the processes, [...] being able to function in this dynamic and always changing landscape called the world.”

Due to the stress of major tests, such as the SAT, and their major role in reflecting on a student’s academic capability, learning institutions are questioning whether they are accurate and reflective ways of testing all students.

“I think [the grading system] is very different and [...] not too representative of how prepared a student is for a test, but maybe that is for the better, because we’re trying to move away from the system where students just study for tests and then forget everything,” said junior Kimberly Marthias.

New approaches to learning recognize that not every student learns in the same way and consider that there may be no possible way to measure a student’s learning.

“If there was a student that has some struggles or some kind of outside of the classroom issues in the course of a semester, test anxiety, things like that, it could help them to get a grade they deserve and not be hung out to dry by the normal grading system,” said Reamon.

The balance between ensuring each student has access to fantastic education and to ensuring they are authentically learning for themselves can be very difficult to reach, and we will likely continue to see discussion over what system is best.

"We're putting people in little boxes."

“By expanding and testing everybody, we’re now focusing on people who need resources allocated their way, but we’ve killed the love of learning, and we’ve killed the love of excitement and exploration,” said Billington. “Because by standardizing everything, we no longer can innovate, create, and we’re putting people in little boxes and I’m not sure if the boxes are right.”

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Wikimedia Commons

LOSING FAITH Redefining America’s distrust in government LAUREN HIRSCHHORN // ASSOCIATE OPINION AND POLITICS SECTION EDITOR

T

he United States House of Representatives just voted to formalize the impeachment of President Donald J. Trump, and has begun public hearings in the House Judiciary Committee.

It’s no surprise that President Trump hopes to find damaging information on his major presidential rival and political opponent, Joe Biden, in the fast approaching 2020 election. The same occurred in 2016: Trump asked Russia to dig up dirt on his 2016 major political rival, Hillary Clinton, through publishing her emails.

In 1958, roughly 75% of Americans trusted the government to always do what was right. By 2015, it dropped to about 15%, according to the Pew Research Center.

Many Americans have lost faith in those in nationally recognized seats of power.

Due to certain judgment calls made by the President, some Americans have begun to look at the government with a skeptical eye.

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According to senior Aparajita Kaphle, “I thought [prior], ‘oh it’s gonna change,’ and now I’ve just started to lose faith because it’s just another day with another headline.”

When exactly did Americans begin losing faith in the government, or at the least question the integrity of the government?

“It’s just another day with another headline.”

Scroll back to 1998, when the House of Representatives voted to impeach President Bill Clinton.

While the subject of his impeachment remains divisive, the House voted to

impeach the President because he faced allegations of perjury and obstruction of justice. The President of the United States had an affair with an intern less than half his age. Clinton lied to the country when he claimed on a televised speech that he did not have a sexual relationship with his intern, Monica Lewinsky.

President Clinton was involved in a sexual harassment case as the Lewinsky affair came about. The Lewinsky affair only kindled the fire within the ongoing sexual harassment case.

In the end, Clinton was acquitted of his impeachment charges, and he was never removed from office. However, Americans began losing faith in the Federal Government even prior to this.

In the early 1970s, a scandal, by the name of Watergate, rocked the country. The President was accused of lying to the American public and for covering up an attempt to sabotage his political opponents in the then-upcoming election.

However, the nation still re-elected him in 1973. As concerned journalists shed a

POLITICS had yet to be absorbed into the union,” said Social Studies teacher Susan EideStensrud.

At this point many Americans began criticizing the Executive Branch. The majority of political influence was in the North, where they tried to uphold Lincoln’s campaign promises and plans for reintegrating the South after the Civil War. But after Lincoln’s assasination, Johnson was able to rise to the role of President and put forth his own Reconstruction plans. Yet his vetoes and violation came at the wrong time and Americans opened their eyes for the first time to realize that they may not have 100% faith in the government.

“People have been skeptical of the Executive Branch ever since Trump was elected, but outside of [Boulder], a lot less people are skeptical,” said junior Bella Weksler.

Junior Sadie Boonin had a slightly different view regarding when Americans became skeptical of the Executive Branch.

“I was thinking Watergate, because that was definitely a big deal,” she said.

Not all students have lost their faith in

the government, however.

“I don’t know if I’d say I’ve lost faith [be]cause I know that like it goes in cycles,” said Hirschland. “We elect new people, so I don’t know if I’ve lost faith in the government as a whole, but maybe just certain people that are in high positions of power that are making bad decisions.”

Don’t let distrust of government turn into apathy. Get out, vote and make the change you want to see.

Percent of Americans who trust the government in 2019 (top) vs 1964 (bottom)

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new light on the story, Richard Nixon’s lies set the public against him. National pressures and overall public disapproval got to him, and he resigned as President in 1974. “[Nixon] was probably one of the first times people realized that the government was not always for us,” said junior Quinn Hirschland.

Yet, this wasn’t the first time the President fell out of favour with American citizens. In fact, the first impeachment trial happened more than a century before Watergate.

Abraham Lincoln was assassinated in 1865 and his Vice President, Andrew Johnson, took control of a nation reeling from war. Johnson was impeached for violating the Tenure of Office Act. This Act prohibited the President from removing any appointed official without Senate approval. Just barely surviving a vote in the Senate, he scraped by to stay in the Oval Office. “[Johnson] lacked support from Congress, who was completely in control because the radical Republicans controlled Congress because all the Southern states

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FAKE FAKE IT TILL YOU MAKE IT

MORGAN HUNT // ARTS AND ENTERTAINMENT SECTION EDITOR MAIA PENUEL // AUDIO EDITOR

T

he only text I get from her is, ‘the cops are coming.’”

On homecoming night, two students, who spoke on the condition of anonymity for fear of further legal action, were out buying alcohol. While one waited in the car, the other went into a liquor store and used a fake ID in order to purchase the alcohol.

The students had already been to a less established liquor store that night and succeeded in purchasing alcohol. They felt confident that the fake ID would again be sufficiently convincing where they were heading next, a nicer, more expensive store.

“We had a decent amount of alcohol in our car already before we went to this really nice liquor store. [Going to that store] was a big mistake,” said the student.

At the store, the student was asked to show her ID. “I took it out and they knew that [my ID] was fake. [The cashier] said, ‘come with me, I’m going to call the cops,’” said

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DECEMBER 2019

the student.

An officer arrived and confiscated the fake ID. The student was given a court date and received punishment for the issue.

“So many people in our grade just “Come with me, I’m going walk into a liquor store to call the and buy stuff, cops.” and no one Nevertheless, that fake ID is only one of dozens around the student body.

Generations of teenagers have used knows.” fake IDs to buy alcohol, tobacco and other age-restricted substances. Using fake IDs is common in Boulder, in part due to the University of Colorado’s (CU) campus in the center of town. The students we interviewed impersonated college-age students to buy such substances.

“When you go [into a store] you have to look like you’re 21, so I would just wear sweatpants and a CU sweatshirt,” said the student. “So many people in our grade just walk into a liquor store and buy stuff, and no one knows.”

STUDENT NEWS According to an employee of a Lazy J’s Smoke Shop, near CU, the lines between college students and high schoolers are becoming increasingly blurred. Because of the shop’s location, where the customer base is mostly composed of college students, the ethics of shops are more questionable than ever.

“I would go in with people who had been there [K & K] before. That way, when I went in by myself, they would recognize me and know I wasn’t a cop or that I wasn’t going to rat them out,” said the student.

“That stuff stopped a long time ago.”

K & K, a smoke shop on the hill, claims that neither fake IDs nor underage purchases are an issue in the store.

“We’re trained professionally, we’ll know. That stuff [fake IDs] stopped a long time ago,” said an employee of K & K. Similar to K & K’s claims that they do not see fake IDs in the store, other adults don’t view fake IDs as a current issue.

Administrators at Fairview are not in a position where they observe fake IDs on a day-to-day basis.

IDs, whether they have one themselves or know those who do.

“If not fake IDs, then people get friends to get things for them, but lots of people have fake IDs,” said one student.

Adult and student narratives contradict each other, and show how perspective affects decisions regarding these issues.

Richard Denig, the alcohol enforcement officer at the Boulder Police Department, made it clear that fake IDs are still a widespread issue in Boulder.

“I’m up to almost 1,100 fake IDs turned in so far, just this year.”

“I’m up to almost 1,100 fake IDs turned in so far, just this year,” said Denig.

Shops are not required by law to seize

or to report fake IDs. Still, our source, who was caught, observed that highend liquor stores and smoke shops are generally more inclined to report fake IDs to the police.

The school administration’s lack of knowledge about fake IDs and local stores’ willingness to sell controlled substances to minors, more than anything, is putting students at risk.

While police take action to discourage students from using fake IDs, the true difficulty, Denig explained, is the accessibility of fake IDs. “We have absolutely no control over a kid getting on their computer and ordering a fake ID,” said Denig. “It would take action at the federal level to try to cut down on the websites that sell [fake IDs].”

“It would take action on a federal level...”

“I don’t know how you would possibly fake it.”

“It really hasn’t been an issue. I remember growing up and knowing kids with fake IDs, but when you look at the new [IDs], I don’t know how you would possibly fake it,” said Principal Don Stensrud.

Many current and former students at Fairview have had experiences with fake

K & K smoke shop on the Hill PHOTO BY MAIA PENUEL

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DEFINING CHEATING

Differentiating between academic honesty and dishonesty ANNA WENZEL// STAFF REPORTER

In an honor council meeting, the group reviews the responses to the survey they conducted.

PHOTO BY ANNA WENZEL

A

lmost every student fears having cheating on their record, whether it be for a small infraction, like copying homework, or something more serious, like cheating on a test. Despite that, one can find cases of cheating minor or major - at almost any school.

A part of the problem of admitting to taking part in cheating is the lack of understanding over what is and isn’t considered academic honesty.

Language Arts teacher Karen Nieb, who also sponsors both Honor Council and National Honor Society, recently did a survey in her AP Language Arts classes to see what her students saw as cheating.

“About 99% said that copying homework and sharing homework [is cheating], so that's one of the biggest

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ways. Another way [...] was getting [...] questions and answers for a test you have in the afternoon from someone that took it in the morning, and so they cited those as the two biggest areas. Coming in not too far third was reading an abridged version, so SparkNotes, for a text,” said Nieb.

“The problem is students don't know what is and isn't considered cheating and probably their teachers aren't explicit about it.”

One of the issues, that is also the hardest to catch, is the sharing of answers on a test outside of class. Friends in a later period will ask if there’s anything tricky on the test, and even though it doesn’t seem significant, it is still cheating.

When Nieb did that survey in her class, her students also explained why sharing

answers could be a problem.

“They didn't think most people went in having done nothing and then expected to get the full test before they walked into that class in the afternoon,” said Nieb, “but they've needed that reassurance that they had studied the right thing or that they were going to be okay, and so it's more kind of support rather than what they would consider blatant cheating.”

Nieb also pointed out a major issue with sharing answers that may be less considered by students.

“If you're in the first period and I'm in the last period and we both are applying to the same college, and you may have a B and I have an A, and maybe it's only a percentage point difference, but it's an A versus a B in our transcripts, the person

STUDENT NEWS that I've shared my answers with is going to look better,” said Nieb.

"The problem is students don't what is and isn't considered cheating."

The Dean of Students, Taryl Smith, deals with any major cheating cases in the school that teachers report, though she’s only dealt with around eight cases since she started this school year. As a former teacher herself, she felt that understanding what cheating is was pretty cut and dry. "f it feels like it's wrong and it feels like you're getting an unfair advantage or you're not doing your work, don't do that...

It's better to go into a test knowing that you're going to get a 50% as opposed to ending up with a zero on it and then having to have that documented on your behavior file - and that can follow you forever,” said Smith.“I think you learn more from not studying for a test and seeing what you do know as opposed

to going the other route of just taking somebody else's work.”

Overall, the leading cause of cheating here seems to be because students are under immense pressure, whether it be from overloading one’s schedule with rigorous courses or from just cracking under the weight of peer pressure.

Nick Shehigian, a senior here, said that as one of the co-chairs of Honor Council, his intent was to help students understand what academic dishonesty means in the student body.

"It's always better to ask for more time."

“Mainly I think in order for people to be more aware of cheating is to be more aware of its causes,” said Shehigian.

“Competition is one of the bad aspects of Fairview. We're a very pressure driven student body.”

Smith thought that the key to curbing this stress lies in the teachers.

“When I taught, it was always important for me to make sure that kids knew that if they needed additional time or if they had a concern about something, that that door was open,” said Smith.

“That they could come talk to me, because

it's always better to ask for more time or ask for help than to feel pressured and

"Competition is one of the bad aspects of Fairview.

We're a very pressure driven student body." stressed.”

Teachers can better outline what their policy is on cheating in their particular classroom so students can best avoid getting into sticky situations. It’s very hard for students to know when they’re doing something wrong, because often they are unsure what is and isn’t wrong.

“I think that it's important for cheating to be outlined in all the different contexts which it could occur, and that's basically just to get the word out there, but just defining what is and is not cheating,” said Shehigian.

What Do Students Consider Academic Dishonesty?

The results from a survey done by the Royal Banner, on 231 students, to understand where the community draws the line with cheating.

CHART BY ANNA WENZEL FHSROYALBANNER.COM

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COLLEGE IS

Athletic ability should come first AIDAN TAMAYO // STAFF REPORTER

P

ut yourself in the shoes of a student athlete, say a hockey player, for example. As a high school hockey player, your rink time is limited; that is to say, many rinks only allow teams to practice at certain times. This means that the players must get up at around 5:00 am or earlier at least once per week. It can be incredibly taxing on the players to have to wake up so early, go to practice and then attend all seven of their classes.

foolproof.

This presents student athletes with a dilemma: they must find time between practices and games to complete the same amount of homework as other students. This leads to another common misconception regarding student athletes: a student athlete does not have to be academically proficient to succeed in either college or high school.

In order to play football at Fairview,

student athletes cannot have more than one F on their transcript. This policy is reflected in college with certain players being deemed academically ineligible.

The University of Alabama — a school associated primarily with football — had an average GPA of 3.66 among incoming Freshmen football recruits in 2016, according to Time Magazine. Alabama’s football team shows that the stereotype of the dumb football player is often

Sure, hockey is a unique sport in that it requires specific times and schedules to utilize an ice rink. However, this timing stress applies to some extent to all sports.

Take football.Varsity football players at Fairview attend four 2-hour practices every week as well as an 8th period class, used primarily for studying film and working out. Football players also get only two to three days off after school ends for summer break and can afford to miss five practices total over the entire summer. If a student athlete misses more than five practices, they must make them up.

According to Stanford’s athletic program, their student athletes have 20 hours of practice a week as well as the normal class schedule. Oftentimes, student athletes must fit their class schedule to their practice schedule, a process that is both time consuming and not necessarily

“Student athletes should be primarily judged on their prowess in their respective sport.”

misleading.

Despite this, student athletes should be primarily judged on their prowess in their respective sport with academics as a bonus rather than a detractor. Would you judge a biology major on their proficiency in a foriegn language?

Student athletes struggle with balancing sports and academics and must maintain a good average GPA just to remain academically eligible. The amount of time a sport requires to remain elite is a huge commitment that should be valued as just as important, if not more, than academics.

Student athletes work more than normal students and must split their time between their sport and their classes, which is a hard task to undertake.

Above: Football players stand on the sidelines watching the game intently.

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PHOTO BY GRACE SCHITTER

N’T A GAME

OPINION

No special treatment for atheletes JULIA FRANK // STAFF REPORTER Students walk to their classes during passing period in the 400 hallway.

N

owadays, it seems as if you see plenty of your classmates headed off to D1 college sport teams with little else than skill in their sport. As a student myself, I see many of my peers get guaranteed athletic scholarships without having to work hard in school.

According to the National Collegiate Athletic Association (NCAA), in order to get into a Division 1 athletics school, student athletes only have to earn a GPA of 2.3. Meanwhile, students who don’t play a sport may have to have a much higher GPA and have plenty of extracurriculars in order to get into the same school. Not only do student athletes have to work less in school than their peers, but also many athletes receive lots of advantages that are unfair and not necessary for them to succeed.

The NCAA regulates and helps student athletes and organizes many athletic programs of colleges. They’re also responsible for enforcing the academic integrity of student athletes. In recent years, the association has charged many schools with academic fraud.

According to Chip Patterson from CBS Sports, there were 20 schools that were investigated for academic fraud by the NCAA in 2015. 18 of those 20 schools had Division one sport teams. The athletes that played for these teams received extra help from professors and academic advisors from outside of the athletic department.

These schools have gotten away with academic fraud for multiple years. The

advantages that student athletes unfairly get are simply ignored and unjust.

“We must not give advantages to student atheletes simply because of their skill in a sport.”

According to ESPN, special admissions can exempt student athletes from specific requirements for their college applications.

These special admission programs waive college requirements for certain students, and student athletes are ten times more likely to benefit from programs like these than students that don’t participate in a sport.

Again, according to ESPN, at Alabama University, 19 student athletes were admitted simply because one of these

PHOTO BY JIVAN WEST

programs waived their requirements.

These advantages handed to athletes are unfair and don’t always properly represent a student to a college. The way that we handle these issues in admissions is a whole other problem.

Coaches at Alabama University have no issues with letting student athletes in through special programs, and a lot of the general public believes that this process is completely respectable. The NCAA says that the special admission programs are for students who don’t meet “standard or normal entrance requirements,” and they agree that these programs are necessary for some students.These programs would be completely adequate if they were offered to all students equally, but unfortunately, they are not. According to the NCAA, these programs are supposed to be available to everyone from student musicians to underrepresented minorities, but according to ESPN, the majority of the help from these programs ends up solely going to student athletes. I find this discriminatory toward other students who work just as hard as athletes in their specific field of interest.

In order to make the college admissions process more fair for everyone, we must not give advantages to student athletes simply because of their skill in a sport.

Everyone deserves an equal chance to get into a college, and a student should be admitted to a school for a variety of factors, rather than just one talent in a sport.

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The senior section cheers at the homecoming assembly.

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SPOT THE DIFFERENCE Can you find the 10 differences in these photos?

PHOTO BY JUSTIN HEIN

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M O ND AY

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ABOUT US The Royal Banner is a 16-page news magazine. The Banner is written primarily for the over 2,400 students attending Fairview High School and is distributed free of charge to all members of the school community.

Accurate reporting of fact is the goal of the staff. Commentaries, opinion columns and letters to the editor are the expressed opinion of the author and not of The Royal Banner and its Editorial Board or its adviser. *Disclaimer: Under Colorado law, no expression made by students in the exercise of free speech or freedom of the press shall be deemed to be an expression of school policy. No school district, employee, legal guardian or official of such a district shall be held liable in any criminal action for any expression made or published by a student. The Royal Banner sells advertisements for publicity and to pay for printing costs. We reserve the right to refuse to run any advertisement deemed inappropriate to the Fairview community.

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