Walnut Hills High School
Volume CVIII, Issue 9
February 13, 2014
Celebrating diversity in Black History Month Satia Hardy, ‘14 Frank Benjamin Foster III was an American jazz artist who was born on Sept. 23,1928 in Cincinnati. He began his career when he was eleven years old and took up the clarinet. He began to compose and arrange music at age 15, and went on to lead his own 12-piece band while he was a SENIOR. After graduating with the class of ‘46 and attending Wilberforce University, Foster influenced the music of the 1950’s. He was in the music business for over 60 years, during which he received two Grammy Awards, led his band for multiple years and recorded several albums.
DeHart Hubbard was born on Nov. 25, 1903 and grew up in the Walnut Hills area of Cincinnati. He was described as “an incredible athlete and outstanding student” in the 1921 Remembrancer. Aside from keeping his grades above par, Hubbard also participated in baseball, football and track-and-field. After graduating from Walnut, he attended the University of Michigan, where he continued to participate in track-and-field. Hubbard went on to compete in the 1924 and 1928 Olympics. After his long-jump victory in the 1924 Paris Olympics, he became the first black athlete to win an Olympic gold medal for an individual event. Hubbard tied the records for the 60 and the 100-yard dashes. He had a winning jump of 25 ft 5in., but his U.S. teammate John Legendre stole the spotlight by setting the world record at a 25 ft 5.75 in. leap. In his final, Hubbard broke Legendre’s long-jump world record with a leap of 25 ft.10.85 in. In 1957, Hubbard was voted into the National Track Hall of Fame. Mary Danner-Wineberg was born on Jan. 3, 1980 in Brooklyn, NY, the same city where she ran her first race at age four. Through practice and dedication, Danner-Wineberg managed to go from, according to her website, “an average runner” on the Walnut Hills track team to a two-time Olympic gold medalist. Along with her gold medals, Danner-Wineberg also earned one silver medal and one bronze medal from the Olympics. She was also ranked top-10 in the world. After the 2008 Beijing Olympics, DannerWineberg became the mother of Brooklyn Marie on Aug. 3, 2009. Danner-Wineberg is now a volunteer coach at the University of Cincinnati, as well as a motivational speaker for young athletes.
ALISON MCNAIR/CHATTERBOX
Testing inequality prevalent
Caused by race, economics or something in between? Personal Finances
Garretson Oester, ‘14 Ashwini Kamath, ‘17 Money has a direct impact on education, whether through funding-per-pupil or the amount that a student’s family makes. According to recent statistics from the U.S. Department of Education, money can be the difference between completing high school or dropping out. Cincinnati Public Schools spends approximately $14,000 per student per year. However, out of this, only $6,945 is directly spent on instruction, and the remaining money goes to non-instructional spending such as facilities, according to National Public Radio’s StateImpact project.
CPS Allocations
This general funding is not allocated equally. Walnut Hills High School is given less per-pupil than many other Cincinnati Public Schools (CPS) high schools. For instance, Hughes High School is allocated 38% more per student than Walnut, according to educational strategists Karen Hawley Miles, Kathleen Ware and Marguerite Roza in their case study of CPS. They note that CPS shifted
whhscbox.com
GARRETSON OESTER/CHATTERBOX
Students in the same school given the same tests by the same teachers don’t always have the same opportunities. Backgrounds often play a major role in determining a person’s future. to student-need driven funding so that schools with students who have greater need are given more funding. For instance, it costs 236% more to educate a student with a physical disability and 45% more to educate a student who is learning English. That extra funding is then given to the school
through instructional budgets, which can then be allocated as needed by the instructional leadership. WHHS surpasses a principle laid out in the Shanker Institute for Education report by achieving higher academic performance with a lower per-pupil funding than
other CPS schools, in part due to the smaller percentage of students who need to receive more funding. However, the general consensus emphasizes the importance of resources which do cost money, such as smaller class sizes, better trained instructors and materials for specific classes.
Hannah Shaw, Editor-in-Chief
Money not only matters in district-wide expenditures, but also with familial finances. According to research published by the American Federation of Teachers (AFT), U.S. students in districts where the number of families under the poverty line is less than 10% actually outperform students in high-achieving countries with similar poverty rates, like Finland, the Netherlands and Switzerland. However, when the rate of families in a district below the poverty line rises to between 10% and 24%, achievement falls to levels consistent with other countries who share similar poverty rates like Canada and Australia. Proposed fixes from the AFT include prioritizing early childhood education and ensuring that school choice programs do not become “a back-door for resegregation.”
The Data
In statistics released by the College Board, the difference between scores on the Scholastic Aptitude Test (SAT) amongst white and black test takers in... Continued on page 2
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