v36 Issue 6

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Long lunch lines prompt discussion, servery efficiency needed

19 sports

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School aims to educate students on consent with guest speaker, more activities

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INSIDE 3

Choir, dance and theatre seniors reflect on ISAS, critiques in competition

life

A LOOK

Junior varsity baseball team added to roster after more athletes try out for sport

TIME OUT. ACT/SAT extended time approval process exposes inequities, proves unstandardized, pages 12-13

Eagle Edition • Episcopal School of Dallas • April 18, 2019 • Vol. 36 • Issue 6

photo by Riley Breaux

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news

EAGLE EDITION

APRIL 18, 2019

CHIT CHAT During ISAS, seniors Maggie Lipscomb, Mackenzie Fain-Parish and Ella Varel take a break in-between activities and discuss their day. “ISAS is my favorite event of the year,” Lipscomb said. “Performing at ISAS is really fun because of how complimentary and supportive everyone is whether they know you or not.” photo by Jiaying Fu

Fourth time’s the charm ISAS festival gives seniors one last critique, opportunity to watch other fine arts programs BY | LIESL SMALL

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Art can evoke so much emotion that is different for every person, even when they don’t expect it. My job as a performer is to create that emotion.

Alexandra Everbach Senior

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hile struggling to wheel a dead character offstage during seniors Alexandra Everbach and Ella Varel’s sophomore year performance at an Independent Schools Association of the Southwest Arts festival, alum Saheel Junaghare ‘17 unintentionally unplugged wires, leading to two full minutes of improv and acapella from the two main characters. That was the last time the theater program ever took a musical to ISAS. Everbach and Varel have attended ISAS, an arts festival that celebrates the visual and performing arts of independent high schools in the area, all four years. The two performing arts students grew up with supportive parents who surrounded them with arts summer camps.

Everbach is a theater, dance and choir student while Varel participates in choir and dance.

“Because we’ve been going [to ISAS] since freshman year, we know what to expect,” Varel said.

“ISAS always has the same vibe, which is why we’ve been going for four years. It’s a very relaxed and chill environment.”

In preparation for ISAS, Everbach and Varel dedicated much of their time in order to perfect their choir and dance performances. Everbach’s theater class brought to life the “Complete Works of William

Shakespeare (Abridged)” for the festival.

“In the second semester, almost all of our class time is used to perfect our scenes, monologues and one-act plays,” Everbach said.

“For choir, we use songs we’ve been learning all year, as well as add one or two songs.”

CURTAIN CALL In a performance of “The Complete Works of William Shakespeare (Abridged)” on April 12, senior Alexandra Everbach, sophomore Madison Although managing hours of McCoy and junior Gracey Thomas run lines at ISAS. The play was a rehearsal is difficult, Everbach comedic take on the works of the famous author. “It was my first time in my and Varel make time for it high school theatre career that we had done a one-act at ISAS,” Everbach because it’s what they love to do said. “I’ve been wanting to do one the past three years.” photo by Jiaying and has had an impact on their Fu time on campus. where there is such an emphasis it worked, surprisingly.”

“Art can evoke so much on athletics, some of the art When the art students weren’t emotion that is different for every students feel like they are the performing, they attended other person, even when they don’t oddball.” student’s performances, as well as expect it,” Everbach said. “My job Although the ISAS festival exhibits and workshops. as a performer is to create that is non-competitive, it provides “Being able to meet up with emotion, and when the audience encouraging and constructive people from other schools reacts to what I’m doing, I critiques from experienced around Dallas and Texas is know I’ve done well.” professionals. really interesting because we get Strings teacher Adrian “The choir to see what other students have Demian puts hours critiques are done creatively,” Varel said. “We of time inside always really usually go to Electric Coffee and outside of House, which is a rock class into his concert where a student from BEING ABLE TO MEET UP WITH PEOPLE FROM OTHER SCHOOLS student’s another school DJ’s.” performances AROUND DALLAS AND TEXAS IS REALLY INTERESTING BECAUSE WE As seniors, Everbach and in order for Varel had been looking GET TO SEE WHAT OTHER STUDENTS HAVE DONE CREATIVELY. his students forward to their last festival to feel with their classmates. prepared.

“It was our last get“Besides performing or together with all of the art interesting because they tell us showcasing their art, they have students, so it was really nice to different ways to enhance our the opportunity to see and meet hang out with them for one final sound,” Varel said. “During my like-minded people from other time,” Varel said. “It’s also a great sophomore year at ISAS, the schools and see that they are not time to de-stress from school and judge made us push on our arm alone,” Demian said. “Sometimes, while we were singing to create a be in a creative element with especially in a school like ours, fuller sound. It was random, but everyone else.”

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ELLA VAREL

news

Eagle Edition | April 18, 2019

GRAPHIC BY | LUKE MCCABE

Parent to speak at graduation in a break from tradition BY | GARDINER VOSE Former AT&T executive Pete Heldman was announced as the commencement speaker for the graduating class of 2019 by Head of School David Baad on March 22. This marks a shift in the speaker selection– which was typically an alum or professional speaker–to a parent.

Heldman is the father of senior John Heldman and freshman Annie Heldman.

The process of making this decision was different from previous years when students had a say in the graduation speaker.

“It has been my experience in listening to probably 45 or 50 graduation speeches that the most effective speeches are when the speaker has some sort of real connection with the graduates,” Baad said.

“I have found that it is most effective when it is a parent of the graduates because they understand the graduates, and they know their experience, and often know many members of the class well, which allows for a deeper connection.”

Although Heldman has a personal connection with some members of the senior class, others feel that the decision will not make the speech any more intimate.

“I honestly don’t like that the speaker is going to be a parent,” senior Luke Stanford said. “It should be the same as how it has been in the past, where we get to elect the speaker—it should be an outside person like a speaker that the senior class is able to vote on.”

Though not a professional speaker, Heldman has experience in the field, and Baad selectively chose him based on the principles that he embodies. Baad hopes that the class of 2019 can learn some of the skills that Heldman has gained throughout his life.

“Mr. Heldman was very interesting to me because I really want people to think, and I want to graduate thinkers and people who are intellectually alive and lead a

life of intellectual achievement,” Baad said. “[Heldman] is in a line of work in which critical and analytical thinking are very important. I also like that his line of work has to do with public service and politics. So to me, he really embodies what the school is about, so I think I made a good choice.”

For some of the seniors, the decision to make the speaker a parent is not a big deal.

“For some people, the past year’s speakers have been controversial, so it is fine that we did not get a vote in the decision this year,” senior Danny Kung said. “Some people have been saying that it will make it more personal, and I know Mr. Heldman pretty well, but it’s only probably like 15 or 20 kids that know him well, so it will only be personal for a small percentage of the class.”

Heldman’s speech is directed to relate to the entire senior class.

“Mr. Heldman and I are in complete agreement that the importance of his address is to try to capture everyone and to try to deliver a message that is going to be meaningful to the entire senior class,” Baad said.

“I am confident that he will be able to do that.”

Many seniors wanted to vote on who the speaker should be.

“It would have been nice to have a vote because we could have had the option to make it an actual speaker or a famous person,” Stanford said. “Mr. Heldman will do a great job though.”

For some years seniors have had a chance to vote on the commencement speaker–but not all. Baad did not want seniors voting on each other’s parents.

“It was my understanding that the seniors voting on the speaker is not a tradition,” Baad said. “It has happened once or twice, but it’s not a tradition. I thought that once I had made the decision that I wanted to have a parent do it, it created a difficult dynamic because I didn’t want to have students voting for each other’s parents.”

SPEAK UP Pete Heldman is the first parent chosen by Head of School David Baad to deliver the commencement address at graduation. Heldman had a number of high-level positions with large companies such as AT&T. “I find it more personal to hear a farewell speech from someone who knows me, who knows all of us and has gotten to see us develop into who we are today,” senior Mason Goslee said. “We should get to listen to somebody who knows what we as a community need to hear.” photo courtesy of ESD

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New block schedule makes room for Lower School integration BY | LAUREN EGGER

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ith the Lower School Fahrenbrook has worked with tenets and is important.” opening this August, the Boberg to ensure that M period The other major change to the block schedule will change doesn’t impact advisory times. schedule is the placement of flex. to accommodate every grade’s Moving the Middle School After the three morning classes access to facilities and allow schedule to a seven-day rotation comes Chapel, a small break, teachers to crossover between will increase alignment and allow then lunch, then another class Middle and Upper School classes. for Middle School students to and finally, flex. The benefit of take classes in the Upper School.

Through a two-year process having flex later in the day is involving teachers from all three “This is a much easier most athletes won’t miss as much divisions and administrators, six transition [to high school], and it school when they are dismissed variations of Middle and Upper allows middle school students to early.

School schedules emerged. Each take a high school class without Junior Ty Johnson plays schedule moved activities like impacting their other middle varsity baseball and is affected by Chapel, lunch and flex. school classes,” Fahrenbrook said. early release times for athletes, “With the new building coming “It’s just easier organizationally making him miss classes. for teachers, students and to this campus, we had to start “It seems like the [new] parents.” a review process last year to schedule will help with not make sure that facilities would In order to align M period, missing as much school,” not conflict,” Academic Dean high schoolers will now have Johnson said. “Usually if we Dr. Eric Boberg said. “Things three classes in a row before leave after lunch we are going to like the Dining Commons, the chapel. miss both classes at the end of Chapel, P.E. spaces and carpool “We thought about starting at 8 the day, and now it looks like we arrival and departure times [were a.m. but thought will only miss the last class.” looked at].” students would Junior Class Dean Claire Those involved in the process be pretty upset Mrozek is troubled about how provided feedback about a twoabout that,” students will use their time period crossover schedule, Boberg during breaks, but she recognizes which impacted the said. that the school must work to class rotation too ensure all students severely, largely are accommodated.

WITH THE NEW BUILDING COMING TO THIS CAMPUS, WE agreeing that the have concerns DEFINITELY HAD TO START A REVIEW PROCESS LAST YEAR TO that“I the crossover period, breaks or “M” period, MAKE SURE THAT FACILITIES WOULD NOT CONFLICT. aren’t spread needed to move to throughout the day, accommodate which no offense to Middle School students that I know teachers in their role as advisors.

“The reason we really like 8:45 and love, but I don’t see [them] is [so we can] stagger the number “[We asked] how we [should] using [the breaks] as productively of cars coming to campus at the open up some opportunities for as [they] do now,” Mrozek said. middle school teachers to do high same time. If we had all three “Even when [they] have 20 levels trying to come to school school work while also being minutes, a lot of [students] can at the same time, that would be able to be an advisor,” Assistant get a great deal done. Bottom difficult.”

Head of Middle School Meg line is we are going to have to Fahrenbrook said. “The way it Another reason there are three figure it out, and if everybody is works right now is if they teach classes in the morning is because flexible, we will be fine.” in the crossover period, it keeps those making the schedule agreed While the new schedule has them from being able to be in that upper schoolers shouldn’t its benefits and drawbacks, every the advisory period, so we lose start their day with Chapel. other option did as well and an advisor, and we always need “We are going to be getting the school chose the one that strong advisors.” the message out that you can’t will work well with the Lower, M period is the only period miss Chapel,” Boberg said. “If Middle and Upper School. that is at the same time every you want to go somewhere right “We are one school—it’s not day and currently runs through after Chapel, that’s okay, but just one group in the Dining Chapel and advisory in Middle you are not allowed to go to a Commons—so we need to be open School, which inhibits any tutor during Chapel. If there minded and patient as we grow middle school teacher with is a pattern of behavior [from a into this new experience of all of a class in middle and high student], we will talk to them. us on one campus,” Fahrenbrook school from being an advisor.

Chapel is a part of our founding said.

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DR. ERIC BOBERG, ACADEMIC DEAN

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news

Eagle Edition | April 18, 2019

THAT’S A WRAP Yale Professor and Director of the screenwriting program, Marc Lapadula, lectures to a class in the Bray Theater about analyzing films on March 21.

Lapadula’s lecture focused on the details of the film, “I Am a Fugitive from a Chain Gang.” “Mr. Lapadula is extremely wellversed in his film theory and film history,” film teacher Bobby Weiss said. “He showed the enthusiasm, eagerness and willingness to look at films in a critical manner.” photo courtesy of Cary Porter

Yale professor visits campus, lectures classes

Marc Lapadula shares film theory, history to junior and fine arts courses BY | GRACE KNUDSON

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ale University professor Marc Lapadula taught four lectures about film rhetoric to history, English and film classes in the Zachary Bell Theater on March 21.

Lapadula, a playwright, head of the screenwriting program and senior lecturer in Film Studies at Yale University, offered lectures all based around the famous movies “The Godfather,” “The Graduate,” “Citizen Kane,” “2001: A Space Odyssey,” “Psycho,” “Rebel Without a Cause” and “I Am a Fugitive from a Chain

Gang.” As a Yale graduate and former student of Lapadula, Band Director Cary Porter was able to arrange the visit to campus.

“While I was a music major at Yale, I was able to sit in on Mr. Lapadula’s class,” Porter said.

“He is such a smart and in-demand speaker. He stayed the whole day, which is very generous. I knew he was special and would be amazing to come

speak here—he proved to be just as special as I thought he was.”

Coincidentally, a junior AP English Language and Composition class was studying the

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MR. LAPADULA IS AN IMPRESSIVE TEACHER, AND THE STUDENTS SAID THAT AS WELL—HE KNOWS HOW TO KEEP YOU ENGAGED AND KEEP YOUR INTEREST.

GREG RANDALL, AP ENGLISH TEACHER rhetoric of film and persuasion techniques to make a thematic

point. Because of Lapadula’s lectures, the juniors were able to receive an example before turning in their assignment.

“One of the offshoots of my assignment, which Mr. Lapadula helped to enforce, is that once students realize they can analyze film, they can analyze literature,” junior AP English teacher Greg Randall said. “Mr. Lapadula is an impressive teacher, and the students said that as well—he knows how to keep you engaged and keep your interest.”

Film teacher Bobby Weiss’

classes also benefited from Lapadula’s lectures. The lectures shared the common techniques of cinematic masters and their visual storytelling by using symbolic imagery and dialogue in films.

“Mr. Lapadula’s presentation really encouraged me to start thinking about how each shot in my films should have meaning and significance to the story and theme, rather than simply being aesthetically pleasing,” sophomore Sam Curtis said. “The next film I create, I definitely want to implement ideas he shared with us.”

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Eagle Edition | April 18, 2019

in

BRIEF National Honor Society holds blood drive

Dance recital showcases semester’s work Middle and upper school students performed together at their final dance recital on April 16.

Recitals are held every year to showcase what the dancers have learned each semester. The middle and upper school dancers have performed together since 2013.

“You get a buddy system [with the middle schoolers], and you get to really know them,” senior Alexandra Everbach said. “We get to be their mentors and teach them about high school.”

Seniors Maggie Lipscomb, Ella Varel, Mackenzie Fain-Parish and Everbach have performed in the annual dance recitals for all four years of high school. Dance teacher Glen Dawson and the students choreographed the dances together.

“Middle schoolers seeing the upper schoolers enjoying dance inspires them to join dance in high school,” Lipscomb said. “Our last performance was special because [our] group is entirely seniors this year, and it’s our last time working with the ESD dance program.”

RALEIGH TOLEDO

The National Honor Society hosted their bi-annual blood drive on March 22 with students, faculty and staff donating to Carter BloodCare.

The requirements to be a donor are: you must be at least 16 years old and receive parental permission, weigh at least 110 pounds and present a valid identification before donating.

Donors should also maintain a healthy diet the day before and the morning of and not currently be on any sort of medication. Staying hydrated and eating a good meal prior to donating is also important.

This year, over 80 donations were made.

“Each semester it’s different,” NHS sponsor Lauren Redmond said. “This past year [between both blood drives] we had over 80 successful donations, with many more who tried to donate but were unsuccessful or unable to, and then we have a number of studentvolunteers that help us as well.”

NHS members earned points for donating. Students used to receive community service hours for donating, but this practice was discontinued in 2017.

“Any participation is a success when it comes to the blood drive,” NHS president senior Jay Browne said.

MELISSA RIVERA

Two publications bring home Gold Crowns

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ON POINTE Senior Alexandra Everbach practices her performance for the spring recital on April 15. The spring recital was Everbach’s last performance with the program.

“The dance team forms a really tight bond, especially when there are people who have been part of the team for four years,” Everbach said. “Even though most of us will likely continue to do some kind of dance in college, it’s sad that we wont be dancing with each other again.” photo by Blair Batson

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GO WITH THE FLOW Senior Will Minnis donates blood at the National Honor Society blood drive on Feb. 26. This was the second blood drive NHS held this year, and over 80 students participated. “We are always happy to see people donating just because they want to,” NHS sponsor Lauren Redmond said. “It helps so many people.” photo courtesy of Lauren Redmond

National Honor Society welcomes new members

Thirty-one students attended the Columbia Scholastic Press Association convention from March 20-23.

Students from yearbook, Itinerary and the Eagle Edition, along with sponsors DiAngelea Millar and Heather Cernoch, attended classes to learn how to improve their publications for the upcoming school year.

“We are excited for next year’s book, and we’re going to try to make a memorable, award-winning book,” yearbook Editor-In-Chief Caroline Massey said. “We’re going to experiment with a lot of things next year.”

The Eagle Edition and Itinerary both won Gold Crowns for their 2018 publications. It was both advisers’ first time receiving a Gold Crown.

“We were all really proud when it was announced we won a Gold Crown,” newspaper Editor-In-Chief Madison Willox said. ”A lot of us that were at the conference worked on the paper.”

In New York, the group took a tour of NBC studios, saw “Dear Evan Hansen” on Broadway and visited Times Square.

“The New York trip was very fun,” communications coordinator for Itinerary Susanna Newsom said.

The National Honor Society added 62 new members at the induction ceremony on April 8.

Students who met the requirements, which included three leadership positions, a GPA of 3.5 or above and 100 community service hours were officially initiated into NHS. Alum TJ Frank ‘01 was invited as a guest speaker for the induction to speak on his high school experience in NHS. “It’s not just [the students] who get the best grades and who has the most club participation, it’s about the whole package,” NHS Sponsor Lauren Redmond said. “[NHS] is something that we can [use] to celebrate the whole student, somebody who’s active in all areas.”

The NHS inductees will receive their blue stoles for graduation their senior year if they complete the point requirements by volunteering at events such as the bake sale and blood drives.

“It gives people a good opportunity for community service, which I’m excited about,” junior Grace Judin said. “I’ve always looked [up to] the older girls and the guys doing [the bake sale]. I’m excited for the chance to be part of it.”

MELISSA RIVERA

RALEIGH TOLEDO

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EYES ON THE PRIZE Newspaper, yearbook and itinerary students pose at Penn Station on March 22 in New York. The Eagle Edition and Itinerary both took home Gold Crowns from the Columbia Scholastic Press Association. “It was incredible receiving our award,” junior Emily Delgado said. “Having our hard work acknowledged made it all worth it.” photo courtesy of Mark Mrozek

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WITH HONOR Head of Upper School Henry Heil shakes junior Ned Dockery’s hand as he presents to him a pin and certificate on April 8. Dockery was inducted into the National Honor Society.

“I was so excited to be inducted into NHS,” Dockery said. “I hope to make a positive impact on the community though tutoring, fundraisers and service.“ photo by Blair Batson

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EAGLE EDITION

APRIL 18, 2019

Overuse of tutors can result in honor code violations

More than a WORD

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Community service trips provide unique experiences

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Best smoothies across Dallas tested, Nekter takes the crown

life

Consent misunderstood among students, special programming day aims to facilitate conversation

STORY & GRAPHIC BY | EMILY DELGADO

GRAPHIC BY | SUMNER WOOLDRIDGE

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I don’t want my former students to be the ones that are brought up on charges. I don’t want my former students to be the ones that are being assaulted.

I don’t want our community to be making mistakes out of ignorance.

Claire Mrozek U.S. History teacher & junior class dean

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’m going to make sure that never happens again.”

After being sexually assaulted while on a run at the age of 18, Athena’s Strategies founder Meg Hinkley dedicated her life to teaching high school and college students sexual assault education, prevention and self defense.

Hinkley worked with the seniors during a special programming day on April 5 to teach proper self defense methods in case of assault.

“Sexual assault and consent can be very confusing,” Hinkley said. “It’s really important to talk about it and be aware of their own thoughts and assumptions that may be incorrect.”

On the Feb. 5 special programming day, Director of Violence Prevention and Support Services at Southern Methodist University Tawny Alonzo discussed consent, sexual assault statistics and bystanders with the junior and senior classes.

“The word sex is going to come up a couple of times and let’s get the laughter out now if you have to,” Alonzo said at the start of her presentation. “I would make the joke that it’s going to get really uncomfortable here, but I am going to challenge that idea and say we are actually going to get really comfortable.”

U.S. History teacher and junior class dean Claire Mrozek felt an obligation to inform students about consent and sexual assault after it became evident in a class discussion that many students did not fully understand the two topics.

“I didn’t say a word [in class], but it was clear to me that the males and females had absolutely no idea of the other’s perspective,” Mrozek said. “I thought it was productive for those few minutes to let them

hear each other. It exposed some real gaps in [the students’] understanding. One of my biggest takeaways, especially from the guys, was that they didn’t know what terms meant.”

Upper School counselor Merredith Stuelpe assisted in planning the special programming day and reached out to Alonzo after hearing about her work informing students at SMU. “We as a school have the responsibility to teach our students not just about academics but also social-emotional wellness,” Stuelpe said. “I reached out to several college campuses and found out that SMU has a program that is specifically violence prevention. Ms. Alonzo goes to sororities and fraternities and is very active on campus at SMU in terms of preventing or responding to situations involving sexual violence. We had never really done anything that was schoolwide and sponsored by the school.”

Because this was the first time ESD has brought in a professional to speak on consent, only juniors and seniors received the presentation.

“We wanted to see how it went with juniors and seniors first,” Head of Upper School Henry Heil said. “We thought they would be more receptive and more mature about it. After reading the feedback, we would agree that everyone would benefit from what the juniors and seniors had. It was a good start, but we still have a lot of work to do.”

According to a survey of 240

students taken on Feb. 27, 82 percent of the student body believed that the presentation was necessary to have.

“I had a former student come back and she said, ‘I was sexually assaulted when I was a student here,’” Mrozek said. “I don’t want my former students to be the ones that are brought up on charges. I don’t want my former students to be the ones that are being assaulted. I don’t want our community to be making mistakes out of ignorance.”

Although many believe the conversation was necessary, 52 percent said it was ineffective.

Following Alonzo’s presentation, the students separated into advisory

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to have the conversation start sooner because maybe the juniors and seniors are more receptive about learning about it, but it doesn’t mean [sexual assault] doesn’t happen before. Assaults can happen before junior year, and it is important for people to know how to help their friends or themselves if they are in a situation like that.”

According to another survey of 250 students taken on April 11, 25 percent of girls and 33 percent of boys believe that if two individuals are in a relationship, consent is already established.

“We need to have more education about what consent is because we need to have consent every time before a physical or sexual interaction with somebody,” Stuelpe said.

“When we hear about consent, what we need to understand is that it is every time and that consent can change.

You can withdraw consent at any time.

Just because you were okay with something one day or at one part of the evening, doesn’t mean that you’re okay with it at another part of the evening or the next day.”

According to the same April survey, 96 percent of girls and 91 percent of boys believe that consent is important to discuss in high school.

“No matter how people received it, if it educated one person or made someone feel more equipped to help a friend or help themselves in a later situation then it was worth it,” Boyd said.

“The most important part is starting the conversation. Even if the talk or the activity wasn’t that effective,it caused people to talk about consent more, so it served a purpose.”

WE NEED TO HAVE MORE EDUCATION ABOUT WHAT CONSENT IS BECAUSE WE NEED TO HAVE CONSENT EVERY TIME BEFORE A PHYSICAL OR SEXUAL INTERACTION WITH SOMEBODY.

MERREDITH STUELPE, UPPER SCHOOL COUNSELOR groups to do an activity which involved handshaking to represent consent. This activity did not have the impact some students hoped it would.

“I felt that it made a mockery of consent,” junior Jose Portella said. “Our group devolved into a joking game when shaking people’s hands. Consent is a much larger issue than shaking people’s hands and mimicking that as sexual consent.”

According to the survey, many students believe that discussing consent needs to begin earlier than junior and senior year.

“The basic topic of consent can be taught to younger kids, and it could be really helpful in terms of relationships,” senior Grace Boyd said. “It would be better

life

Eagle Edition | April 18, 2019

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Tutoring

crutch STORY & GRAPHIC BY | EVELYN ZHAO

School questions if private tutors provide too much help, prevent teens from forming relationships with teachers

2 3 out of

students think ESD has an excessive tutoring culture*

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eventy percent of students say the school has an excessive tutoring culture. According to an April 11 poll of 250 students, 72 percent of students have sought private tutoring guidance with roughly half, spending $100-300 per month.

Students seek tutors to improve their grades and writing skills or to better understand classroom material. The most popular courses students are tutored in is math, with 67 percent of students receiving tutoring, science, with 35 percent and foreign languages, with 20 percent of students using private tutors.

Tutoring can be held off or on-campus during a students’ study hall period with tutors who specialize in a variety of subjects. It is encouraged for students to work with their teachers, but some students prefer the one-on-one time that private tutoring offers.

“I don’t feel very comfortable meeting with my teacher and asking him or her to explain everything we learned in class that day again,” sophomore Neely Krispin said. “I learn better when it’s one-on-one because it’s harder for me to learn in a classroom when you can’t ask all of your questions, especially because there are so many other people that need to meet [with teachers.] I have a close relationship with my English tutor because we’ve known each other for so long, so it’s an easier interaction compared to a teacher you have for one year.”

However, while tutors have proven effective at increasing academic success, some teachers believe that for certain challenging classes, tutors are unable to properly prepare students because they cannot anticipate a teacher’s lesson plan.

“Humanities classes are a little bit different because the writing and the assignments are more idiosyncratic, and the best person to explain how to do

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percent of students have had their tutor do their homework for them*

the assignment is the person who made the assignment,” U.S. History teacher Claire Mrozek said. “There are students who work with tutors in my classes, but they will touch base with me. It’s hard for a tutor in a history class to know what [questions] I’m going to ask. The tutor can drill a kid, and they can help them understand the content but not necessarily the larger ideas.”

A frequent issue that can arise from the long-term use of a tutor is a student’s continual reliance and excessive dependence on them. Mrozek encourages students to seek other alternatives, such as teachers, as a helpful resource for outside help.

“One of the issues and problems with the school’s tutor culture is the tremendous unfairness, where some people have access to the help and some people don’t,” Mrozek said. “Students who do not have unlimited access to tutoring are at a disadvantage.

Tutors are really helpful for short term, fundamental study skill issues and for kids who have substantial learning challenges, where they need someone with some level of expertise. [However,] my job is to work with students outside of class, and that should be an expectation at a school like this. ” In some cases, students have used tutors inappropriately to their own advantage, with tutors helping more than they’re allowed to, resulting in honor code violations.

“We have had honor council cases that arise when tutors have been too helpful, but it’s difficult because teachers have to be clear with their students about how much help they can receive on assignments,” Head of Upper School

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students spend $300-500 per month on tutoring* Henry Heil said. “Tutors are in a tough spot because that’s their livelihood— they’re getting paid for it, so they’re interested in what the customer wants.

It’s more on the parents and the students to communicate what they need and what they should be asking for.”

In the eighth grade, Krispin noticed that her grades were dropping, so she sought a private tutor. Currently, she works with two tutors who specialize in helping students with English and Geometry. She meets with them twice a week.

“Normally, the routine goes like this: my math tutor teaches me all the sections that we’re learning, again, and then, if we have extra time, he helps me with my homework,”

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* according to an April 11 poll of 250 students “I want my students to become focused, independent thinkers, and with high school students today, there is so much stress, so my goal is to help students put things in increments that are not overwhelming,” Charber said. “For a student to feel comfortable enough with me to know that I’m not judgmental, they can [properly] get the help that they need.”

Those who don’t use private tutors believe the high price attached to tutoring is not worth it. According to the same poll, 12 percent of students have needed a private tutor but could not afford one.

“I’m doing fine in most of classes, so I don’t really need [a tutor,] but it’s cheaper to just use a teacher because I don’t want to have to pay someone for help,” junior Frank Colton* said.

“It’s just easier to go talk to your teacher.”

In the end, Heil believes having a private tutor puts pressure on many students to attain higher grades and he wants students to become independent individuals who are capable of managing their own time and developing study habits without a tutor.

“I worry about our students who are going to college who have relied heavily upon [tutoring] and how they’re going to fare in college and beyond,” Heil said.

“If you’re being tutored, there’s a lot of pressure and expectation to get better grades. Probably unfairly, students are putting a lot of pressure on themselves by thinking, ‘I’m being tutored, I better do well.’ As a parent, if you can imagine having the ability to help your child and choosing not to, that’s a very hard decision, so it comes down to what’s best for your child.” *Name has been changed to protect the identity of the person interviewed

I WORRY ABOUT OUR STUDENTS WHO ARE GOING TO COLLEGE WHO HAVE RELIED HEAVILY UPON [TUTORING] AND HOW THEY’RE GOING TO FARE IN COLLEGE AND BEYOND.

HENRY HEIL, HEAD OF UPPER SCHOOL

Krispin said. “My English tutor, [Charlene Charber,] will proofread or help me brainstorm ideas for any papers. It rarely happens, but if [they’re unavailable,] I just struggle through and attempt to do my homework myself, but it forces me to meet with my teachers more to help me understand assignments.”

Charber has been tutoring at ESD for over 30 years and is a certified academic language therapist. Because both her children had dyslexia and also attended ESD, she decided to go back to school for her certification as an academic coach. She believes support from a tutor provides students with the confidence they need to succeed.

percent of students have never had a private tutor *

8

life

Eagle Edition | April 18, 2019

injection

GRAPHIC BY | LUKE MCCABE

fever

With outbreaks of formerly eradicated diseases popping up nationally, private school vaccination policies raise concern BY | VICTORIA WILLOX

T

he growing anti-vaccination vaccinators have the right to movement recently choose what they want, but they perpetuated a nationwide really need to do the right thing, measles epidemic, threatening vaccinate their children and the weakest members of society listen to doctors.” and putting private schools in a Texas is one of 18 states tough spot. that allow parents to decline In 2000, the Centers for vaccinating their children.

Disease Control and Prevention According to the Texas declared measles eradicated.

Department of State Health Since then, outbreaks across the Services, all but three out of United States have continued the 30 schools with the highest to plague citizens. In 2014, a vaccination rates are private total of 667 cases were recorded schools. nationwide, the largest number “Not taking medications and since 1994. As of April endangering the population 4, 465 cases of measles is most definitely hazardous,” have surfaced. freshman Paco Gómez said.

According to “The main argument the Washington against Post, if vaccines I DON’T UNDERSTAND WHY YOU WOULDN’T GET this trend VACCINATED. THESE VACCINES HAVE BEEN AROUND should continues, be FOR YEARS AND YEARS. IT’S NOT NEW. the [about] number possible of cases health this year will surpass those in side effects. Regardless, I would 2014 by June. rather have my child get a minor “I don’t understand why health side effect than contract you wouldn’t get vaccinated,” an easily preventable disease and nurse Marcia Biggs said. “These die.” vaccines have been around for The anti-vaccination movement years and years and years. It’s not promotes that vaccinating new. My mom had polio. It is children can lead to autism and devastating, she almost died. So other brain related diseases. why would I not want to protect However, there is no scientific myself from that if I can?” evidence backing up these claims.

This year ESD’s policy A survey issued by the American on vaccinations changed.

Academy of Pediatrics reported Previously, students could get a 13 percent increase in doctors a waiver for “conscientious experiencing vaccine refusals exemptions.” From now on, the from 2006 to 2013.

“A lot of the risks aren’t proven only exception will be given to and they lack a solid medical students who have a medical data background that says ‘If you waiver from a doctor because do this, then that will happen,’ they have had a transplant or are instead, it’s a lot of maybes,” immunocompromised.

Forensics and Biology teacher “Vaccines should be mandatory Dr. Donna Hull said. “When because while vaccinations it’s your child, you don’t want are a choice for parents, the to risk anything.

That makes sickness resulting from not being [vaccinations] an emotional vaccinated can really affect kids decision instead of a practical, in the long run,” sophomore logical decision as it should be.”

Christopher Hess said. “Anti-

“

MARCIA BIGGS, NURSE

Among the Texas private schools with high vaccine exemption rates is a Waldorf school where they believe in “non denominational spiritual development” and a holistic education. According to the Texas DSHS, the Austin Waldorf School has the highest Although the percentage of unvaccinated anti-vaccination students in Texas, which totals 41 movement doesn’t percent. have any scientific “My mom is not into backing to support their vaccinations but that doesn’t accusations of the harmful mean I think that,” senior Chloe nature of vaccines, there are still Raines said. “For health reasons some risks. there should be set requirements “You can be allergic to about getting vaccinations [to something inside the vaccine, protect] against really dangerous which is very often the case with diseases like smallpox. However, the flu vaccine,” Biggs said. “It at the same time you should not is usually a preservative in the be able to force someone to do vaccine that people are allergic to something [they don’t want to as opposed to the actual vaccine do].” itself, which is attenuated, which In New York, the center means it’s dead. For example, of the current measles with the chickenpox vaccine, outbreak, public health we aren’t injecting you officials have banned with live chickenpox.” unvaccinated Measles is a children from attending WHEN IT’S YOUR CHILD YOU DON’T WANT TO RISK ANYTHING. school. This THAT MAKES [VACCINATIONS] AN EMOTIONAL DECISION INSTEAD prompted 42 OF A PRACTICAL, LOGICAL DECISION AS IT SHOULD BE. parents of DR. DONNA HULL, UPPER SCHOOL SCIENCE TEACHER the Green Meadow Waldorf School to sue the highly contagious disease that Rockland County health includes a rash, fever, runny department for a junction nose and red eyes. According to allowing their students to return the CDC, children under five to campus. years are at an increased risk for “Vaccines should absolutely not complications, which include be mandatory,” senior Walker pneumonia and brain swelling.

Lay said. “However, I am a This can lead to deafness, mental strong supporter of schools and disabilities and death for every [public places] refusing service one to two children out of 1000. to unvaccinated people. People “Vaccinations are a risk worth should have every right to do taking,” Hull said. “As a person whatever they want, but they who has lived overseas, I had to have to face the consequences. take a lot of vaccinations for a lot If you refuse an anti-vaccination of crazy stuff. Some of it is risky. mom entry to her favorite I know that up front, but I also liquor store, she’ll get her kid know what the risk is to myself vaccinated real quick.” and to others if I become sick.”

“

97 97 79

percent of students do not support the anti-vaccination movement * percent of parents do not support the anti-vaccination movement* percent of students think vaccinations should be mandatory* * according to an April 11 poll of 250 students

GRAPHIC BY | EVELYN ZHAO

life

Eagle Edition | April 18, 2019

culture

ON VACATION? After leaving the hospital, junior Brooks and freshman Gabbi Butler continued their vacation, hiked and kayaked.

Because of his condition, the family drove rather than flew around Alaska. “When we ziplined, we drove nine hours to get into the back country of Denali National Park,” Brooks said. “I was away from civilization for four days, and help was several hours away.” photo courtesy of Brooks Butler

CRASH

CULTURE CRASH is a compilation of significant pop culture events made by life editors Emily Delgado and Victoria Willox that highlight tech news & other short snippets of info regarding important people and events from around the globe.

1 2 3 4

PHOTO OF A LIFETIME Astronomers revealed the first picture captured of a black hole on April 10. The Event Horizon telescope captured the picture of the phenomena. Computer scientist Katie Bouman developed the key algorithm that allowed the photo to be taken.

BABY ON THE WAY Amber Rose and her boyfriend Alexander “AE” Edwards announced that they are expecting their first child together on April 3. The couple have been together since October of 2018. The baby boy is expected in October.

HEART OF STONE The Rolling Stones announced on March 30 that their North American tour would be postponed due to their lead singer Mick Jagger’s emergency heart surgery. Jagger received heart valve replacement surgery in New York and is expected to make a full recovery before the tour begins. The tour, originally scheduled to start in April, will begin in July.

TOP OF THE CHARTS Billie Eilish released her new album “When We All Fall Asleep, Where Do We Go?” on March 29. The album quickly skyrocketed to No. 1 on the Billboard 200. At the age of 17, she is the first artist born in the 2000s and the youngest woman to achieve this milestone.

BABY BACKLASH

5 6

Justin Bieber received criticism after joking that his wife, Hailey Baldwin, was pregnant on April Fools’ Day. Bieber posted a picture of an ultrasound before posting a picture on Instagram of Baldwin in a doctor’s office with the caption: “If U thought it was April fools.”

Many believe that the prank was insensitive to couples dealing with infertility.

DOUBLE INDUCTION

Stevie Nicks is now the first woman to be inducted twice into the Rock and Roll Hall of Fame. Nicks was inducted as a solo artist on March 29 and was previously inducted in 1998 as a member of Fleetwood Mac.

9

Near death experience forces student to reflect on life

Junior Brooks Butler rushed to hospital after lung collapses on plane BY | LAUREN EGGER

U

my mom went with [Brooks] to the nable to breathe, junior Brooks hospital,” Gabbi said. “It was scary not Butler fights rising panic as his being with him at the time. I didn’t hands and feet go numb during the last 15 minutes of his flight from Seattle, even know if he was okay because it all happened so quickly, and he was just Washington, to Anchorage, Alaska. It’s gone with my mom at the hospital.”

Aug. 10: his 17th birthday.

In Anchorage, there was only one Arriving at the terminal, he feels too pulmonologist—a respiratory systems weak to walk and is transported in a doctor.

The doctor decided to put a wheelchair to the paramedics, who were 12-inch tube through Brooks’ rib cage actually police officers with certified to inflate the lung.

He was awake when Emergency Medical Services training. the doctor cut a hole big enough for Unable to wait for the ambulance, the tube to go through.

Because of the Brooks and his mother take a cab to the procedure, he could not fly for 14 days. hospital.

“I was in the hospital for two days, “[The hospital] checked me in and so I eventually got [the] tube out of me, checked my vitals, but they had no idea and then we did the rest of our trip,” what was going on,” Brooks said. “[The Brooks said. “Alaska is big, so we had doctors] then did a CT scan, and they planned to fly in small planes to all saw my entire left lung had fallen from these different places, but we had to my shoulder all the way down to the drive and ride the train [instead].” bottom of my stomach.”

The family continued their trip and Brooks’ condition was diagnosed as a participated in activities like mountain spontaneous pneumothorax, which he biking, hiking and kayaking. learned was a result of a growth spurt he However, the thought of being at a had when he was around 13 years old. high altitude location caused Brooks to His organs, specifically his lungs, didn’t panic. have enough time to develop, and the “When I got out [of the hospital] I felt pressure on his lungs during his flight weak, but then the day after that, I caused his left lung to collapse. felt normal,” Brooks said. “I was “It felt like a stomach worried that if I pulled the cramp, but instead of tube out too early, my in my stomach, it was in my chest,” Brooks said.

AFTER THE CT SCAN, THE DOCTOR STARTED PUTTING ME ON “After the CT OXYGEN, AND I WAS FREAKING OUT. I [SAID], ‘WHAT’S GOING scan, the doctor ON?’ AND HE SAID, ‘YOU HAVE A 43 PERCENT CHANCE OF LIVING.’ started putting me on oxygen, and I was freaking out. lung was going to collapse again. There I [said], ‘What’s going on?’ and he said, ‘You have a 43 percent chance of living.’” was a hotel [that we stayed at] where you had to take a lift up to a restaurant, Freshman Gabbi Butler was with and it was 1000 feet up, and I was Brooks when the incident occurred. freaking out because I didn’t want my Watching her older brother in pain was lung to collapse.” terrifying.

Brooks, an advanced open-water “I was with my dad because we had scuba diver, was scared that the to get the luggage to the hotel, and collapsed lung would keep him from

“

BROOKS BUTLER

BREATHTAKING Junior Brooks Butler poses with a tube in the side of his body, which inflates his collapsed lung. Brooks was rushed to the hospital after leaving the airport. “I was happy to finally be in the hospital and felt safe as I was with my family,” Brooks said. “But I was also uncomfortable with the tube and was upset that I could ruin a trip of a lifetime in less than an hour.” photo courtesy of Brooks Butler

doing what he loved. He wanted to be able to carry on with his normal life and be able to travel and dive.

“Now, I have a fear of going anywhere [with an] elevated altitude,” Brooks said. “I was very nervous [that] I [wouldn’t be able to] scuba dive because of the pressure, but since I have gotten to Dallas, I [have gone] to a pediatric pulmonologist, and I have been cleared [to scuba dive].”

Brooks feels changed by the experience.

“It is a crazy thing to think that you could die in a matter of minutes, and you don’t even realize it,” Brooks said.

“You have no idea if [there could be an incident] that could be detrimental to your life and prevent you from doing what you absolutely love.”

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life

Eagle Edition | April 18, 2019

COMPARE & CONTRAST:

Summer community service trips teach valuable lessons Erika Batson, freshman Moondance Adventures

What was the most challenging part of the trip?

It was the language barrier, but most of the guides and leaders of the trip knew Spanish, so they could help us communicate with [the locals].

Why did you decide to go on a trip with Moondance Adventures rather than another organization?

I researched online. [Moondance Adventures is] more intimate than [other organizations] with trips that [allow] a wider age range. I liked the service that we were doing. There are these families living in a small town called El Humo De Turrialba, and we helped refurbish their houses [that] haven’t been worked on in 30 years.

School credit received for international programs, feedback gives insight into organizations STORY & PAGE DESIGN BY | JIAYING FU

Stella Foreman, sophomore Kellermann Foundation

What was your favorite part of the trip?

Half of the time, we played with the kids. We brought five soccer balls and volleyballs. It was awesome to see how happy they were.

What did you do on the trip?

Every day, we had a different agenda.

We rebuilt a school garden so [the students] were able to eat at school.

The primary thing we built was a bonda, which is a meeting place that can be used as a school house, a church or a place where the women can sell their jewelry. We raised the money for it in Dallas, and broke ground on the project.

percent of students have been on a community service trip *according to an April 11 poll of 250 students

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Austin Russell, junior Orphan Outreach

What did you do on the trip?

Each day, we would do something different. We went to two different orphanages, and we played with the kids and donated stuff we brought from Dallas.

Why did you decide to go on a trip with Orphan Outreach rather than another organization?

One of my friends told me about it, and I thought it was really cool. I love playing with kids and I like being social, so it seemed like a really good opportunity.

What was the most challenging part of the trip?

One day, we went to the town dump.

There were people living there. They would work there and pick out trash to sell for pennies every day. It was tough to see that because you don’t really think about that—in Dallas, that doesn’t really happen.

Who would you recommend this program to?

I would recommend this program to anybody that wants to help outside of the community. It’s a really good opportunity to help kids and families that are in need and learn more about the culture there and how people are impoverished.

Will Beck, senior Students Shoulder-toShoulder

What was your favorite part of the trip?

My favorite part were the evenings.

After we had finished work for the day because of the earthquake, we stayed in guest rooms at the Hope Home instead of with locals, which allowed us to spend the time to play games and build friendships with the girls. At the end of every day, after all the girls got back from school, they always looked forward to dancing or playing games with us. It was a highlight for everyone in my group each day.

Why did you decide to go on a trip with Shoulder-to-Shoulder rather than another organization?

I chose to go with Shoulder-toShoulder because of what Mrs. Fahrenbrook said about what a great experience it was. I like that they concentrate on learning about the culture. You spend time working alongside the locals.

What did you do on the trip?

On my trip, we spent nine days working on a new building at the Hope Home, which is an all-girls orphanage. We cleared debris from the 2015 earthquake. It was a great experience to feel what it’s like to build without common machinery.

life

Eagle Edition | April 18, 2019

the

BUZZ

LUKE MOOTY

Dress to impress

From punk rock to pajamas, students and faculty share their quirky outfits for themed student body week BY | GRACE KNUDSON

STELLA FOREMAN freshman

“Each grade had a travel location theme, and I knew for the freshmen, it was jungle day.

I definitely wanted to wear a onesie. I either wanted to be a zebra or a cow—I looked it up, and a cow can be in the jungle.

People told me a cow wasn’t a jungle animal, so I had to prove to them that it was. It’s important to dress up during student body week because it’s for the school, and [it’s] fun.”

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sophomore

“I decided for PJ day to aim for comfort. I had my comfy t-shirt and my fluffy pajama pants that are Christmasthemed because why not?

And to top it all off, I went with ducky slippers that I took from my sister. It felt like I was being wrapped up in a blanket. I’m going to be honest, being in my pajamas made me sleepy, and I almost fell asleep in class.”

KATE FLANAGAN

junior

“I love the U.S. and how interactive our democracy is. I chose to dress as Election Day because it’s such an important day for our country. Plus, I love Joe Biden, so having an excuse to make a Biden 2020 shirt was a plus. Overall, people liked my outfit. I got a lot of compliments, only a few glares and shared a nod of mutual respect with a student in a Make America Great Again hoodie.”

WILLIAM TURNER

LAILA KHARRAT

“I decided, since it was my last student body dress day for school, I should go all out. I put the most effort into punk rock day, but I had decent costumes all week. I already had some of the outfit such as the denim vest and the black jeans, but I then had to buy accessories. The only problem was that most of the accessories were spiky, and I kept stabbing myself with them.”

“I’m obsessed with school spirit. Being a part of a school community, everyone should to some degree get into it when we have special things like student body week. We had a dodgeball tournament, and all students and faculty were welcome to play. I feel like for a faculty member like myself to play dodgeball, it shows the kids that we care about being here. I try to get other teachers to dress up as well because the more, the better.”

senior

French, Arabic teacher

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center spread

Eagle Edition | April 18, 2019

Testing the limits ACT, College Board determine need for extended time on college entrance exams, standardization comes into question

47

STORY BY | LIESL SMALL, AVA BRENNAN & BLAIR BATSON GRAPHICS BY | BLAIR BATSON & KARA DROSS

S

itting in a loud, distracting classroom, senior Jenna Conn scrambles to finish her math test sophomore year. The clock strikes 10:45 a.m. She has to finish the test by 10:50 a.m., but she still has two entire pages left.

This incident led Conn to take a learning specialty test her junior year, where she discovered that she had dyslexia and was eligible for extended time—an accommodation that allows a student usually around 50 percent more time to take tests.

“Junior year is the hardest year at [this school],” Conn said. “Because I got extended time, my grades junior year were the best they’ve ever been.”

Conn found it necessary to apply for extended time accommodations for the ACT to perform to the best of her abilities. Conn was solely preparing for the ACT, but she applied for extended time on the SAT, too. She later found out that she was declined for extended time on the ACT. “I felt very neglected,” Conn said. “When I submitted the application to get extended time for the ACT, I applied for dyslexia and mild ADHD. When they

declined [my request], they told me that test anxiety doesn’t qualify [me] for extended time. I never mentioned test anxiety in my report, so it was as if they never even read my application.”

While 39 percent of the student body has extended time for schoolwork, only 30 percent of students have it for standardized tests, such as the SAT and ACT, according to an April 11 poll of 250 students. Receiving extended time on standardized tests requires a separate, additional process.

In order for students to be eligible for extended time on school assessments, they must receive a diagnosis from a doctor after taking an eight-hour learning assessment administered by a qualified professional, such as a psychologist or educational diagnostician. Students must present their results to their Learning Support Counselor— Ashlyn Hudson for freshmen and sophomores and Dr. Hilary Hodgson for juniors and seniors—who, after consulting with teachers and administrators, either approve or deny their request for extended time.

When the SAT or ACT comes around, Hodgson submits a report to the College Board or the ACT. “It is imperative that accommodations, including extra time, be made on high-stakes testing for children with disabilities impacting their performance,” pediatric psychologist Alexis Clyde said. “This is the equivalent of building a wheelchair ramp to allow a student access to a building on campus in order to learn.”

It is seemingly more difficult to receive extended time for the SAT or the ACT because it is up to the College Board or the ACT to determine one’s need for extended time.

Their decisions are based on multiple factors, such as when a student received their diagnosis and prior standardized test scores.

“The main issue is documentation,” Hodgson said. “Finding the proof and documentation that a student needs [extended time] is hard.

It’s easier if the student grew up [at ESD] because we have all of the documentation, such as standardized tests and teacher’s comments, that we can go back and look at.”

When a student is denied for extended time on the SAT or ACT, the College Board or the ACT reports back to the family and the school’s Learning Support Counselors to let them know why they denied the student’s request and what they need to see more of, whether it be teacher feedback, history of the student’s diagnosis or a certain test score.

“For the ACT, it seemed that the people who really need extended time couldn’t get it, which I found really weird,” Conn said. “It’s just a matter of timing because I found out my learning

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Eagle Edition | April 18, 2019

students believe the process of receiving extended time for the SAT & ACT is unfair*

specialty test results later than I should have.”

Similar to Conn, junior Biz Newsom received extended ime for school work at the beginning of junior year, got denied extended time for the ACT and received extended ime for the SAT. “If I could redo [the process of getting extended time], I would probably try to get extra time earlier,” Newsom said.

“I have had problems with time management since the beginning of high school but didn’t do anything about it until this year. Applying for extended time [on standardized ests] takes a lot of time, and a year was too little time. I am taking the SAT now since I got extra time for that, so hopefully, it’ll be okay.”

Senior Ale De La Cruz also got denied extended time for he ACT and approved for the SAT. “I thought [getting denied] was unfair because the questions on the ACT seemed easier than the SAT, but I didn’t get to finish the ACT,” De La Cruz said. “If I had more time, I would’ve gotten a higher score on my ACT. It’s unfair how [the ACT and College Board] call who gets extended time] and who doesn’t because if you’ve been using extended time] throughout high school, you’re used to it.”

Though extended time is essential for some students with learning impairments, such as dyslexia, ADD or ADHD, the process of testing s costly, ranging from $1,500 to $3,000 for a private psychoeducational evaluation.

“The purpose of standardized esting is so students have an equal opportunity to perform,” senior Annie Sawers said. “When having money can increase your time limit, this purpose s lost.”

There are inexpensive alternatives to a private evaluator. Public school districts perform free evaluations for students who ive in their district, regardless of whether they attend the public school or not. What draws many to a private evaluator s higher quality customer service and the fact that public school evaluations take longer.

“Finding an evaluator that fits your needs is what is most mportant,” Hudson said. “It is not about if they are a private hire or work at an agency.”

According to Hodgson, the number of students receiving extended time for schoolwork has increased by 20 percent in he past three years. “[The numbers have increased because] people are more concerned about their scores and their ability to get into college,” Hodgson said. “Anxiety about [test scores] is rising, so families are pursuing testing more frequently. The kinds of difficulties that students are having are unchanged from the kinds of difficulties] students had in the past.”

Senior Clayton Mulford got approved for extended time on school work the summer following his sophomore year.

Mulford’s ACT tutor told him that he had a chance of getting approved for extended time because he was having trouble finishing the math portion of the test. Mulford got approved or extended time on the ACT. “I don’t actually have ADD or anything like that,” Mulford said. “I had not finished tests in mainly math and science or all of high school, but the thing that was weird was hat they gave me extended time for every subject—not just math. I never had trouble with writing essays, but I still got extended time for it. It gave me a huge advantage. I did well on the PSAT without extended time, but [ACT] still gave me extended time, so I guess they thought I needed it.”

“

15

Mulford doesn’t view the ACT or SAT as a truly standardized test because of extended time.

“For tests like the ACT, [extended time] is such an advantage,” Mulford said. “The hardest part about the ACT is finishing on time, so when you have extended time, it’s like you’re taking a different test. Some people need it more than others, but it definitely is an unfair advantage.

Still, it’s not bad for a student to apply if there’s a chance of them getting a possible advantage.”

The ACT and College Board evaluate student’s extended time applications based on different criteria, which is why many students get accepted to one agency and denied from the other. According to Hodgson, the ACT is more accepting of a diagnosis that is over a year old while the College Board will accept a recent diagnosis. In certain cases, the ACT will accept a more recent diagnosis, such as ADHD if there is earlier evidence indicating hardship.

“ADHD is a developmental disorder, and there should be signs of struggles before the age of 12,” Hodgson said. “You may not have needed accommodations because other things were allowing you to compensate. For example, when you were younger, teachers being more actively involved in letting you manage your time, but as you get older, you find that you’re having difficulty. That would be a case where you suddenly got accommodations because you may not have actually had the diagnosis, but if you go back and look at report card comments, they were always there.”

Though she was diagnosed with ADHD and a reading rate disorder, senior Anisa Noor was declined extended time from the ACT after applying four times because the ACT claimed she did not have enough evidence supporting her need for more time.

“When I was in kindergarten, all of my teachers did not write in my report card that I have ADHD, so I guess [the ACT] was implying [that I faked it] by saying I have no proof from my childhood,” Noor said. “However, my teachers would write stuff like I was distracted, so I don’t know what [my teachers] would have had to write except ‘this person has ADHD.’” Noor did not officially receive extended time for school work until the middle of her junior year. “[Before receiving extended time], I never finished tests,” Noor said. “My teachers would always either pity me and let me finish later, or I would just fail. My teachers had been saying ever since I was little that I definitely had ADHD, but my parents didn’t really want to [get me tested] because they don’t really believe in that stuff. However, ADHD was badly affecting my grades junior year, so my advisor told my mom that I needed to get tested for extended time.”

Noor agrees with Mulford in that extended time discredits the ACT and SAT as being a truly standardized test.

“I’m lucky because since I go to this school, I had a lot of adults trying to help [me] and tell my parents I needed to be tested,” Noor said. “But a bunch of people [outside of ESD] don’t even know [testing for extended time] is a thing.

There’s so many more people that need it and don’t have it than people who don’t need it and have it. Because of the bubble that we’re in, it seems different.”

[EXTENDED TIME] IS THE EQUIVALENT OF BUILDING A WHEELCHAIR RAMP TO ALLOW A STUDENT ACCESS TO A BUILDING ON CAMPUS IN ORDER TO LEARN.

ALEXIS CLYDE, PEDIATRIC PSYCHOLOGIST

percent of students with extended time believe they probably don’t need it more than regular time students*

“

The purpose of standardized testing is so students have an equal opportunity to learn. When having money can increase your time limit, the purpose is lost.

“

1 in 3

percent of students believe extended time makes the SAT & ACT somewhat unstandardized*

13

Annie Sawers senior

*Statistics are from an April 11 poll of 250 students.

Mix

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life

Eagle Edition | April 18, 2019

Smoothie spots offer cool treat as spring heats up, but some juices fall short BY | SYDNEY REZAIE PHOTOS & DESIGN BY | SYDNEY REZAIE

it up

Strawberries Wild

Pink Flamingo

Jamba Juice

Nekter Juice Bar

The Cameo

The Gem

Purple Haze

The Juice Bar

18204 Preston Road #E2, Dallas, TX 75252

8403 Pickwick Lane, Dallas, TX 75225

5915 Forest Lane #360, Dallas, TX 75230

12050 Inwood Road, Dallas, TX 75244

Jamba Juice makes over-processed smoothies that are sugary, but they’re okay. There are too few “low sugar” options, yet Jamba Juice advertised to people that drinking their “juice” will help with weight loss. If you are into the taste of artificial sugar, then this is the place for you. Personally, if I was going to eat something with this many calories, I would choose a Ben and Jerry’s ice cream carton instead.

Their Strawberries Wild smoothie mixes a juice blend, nonfat frozen yogurt, strawberries, ice and bananas to make a disaster of a smoothie. I will never be back here again.

Nekter is a great place to stop for a quick, healthy snack or meal— whether you need an acai bowl, smoothie or a juice to detox. My first time trying a real smoothie was here, and I feel like my life has truly been changed. The Pink Flamingo is something special. The texture of the smoothie with the taste of coconut water and fresh fruit really compliment each other. Made with pitaya, strawberry, pineapple, agave nectar and coconut water, it is blended together to make an immaculate combination. Unlike the other smoothies, this smoothie did not taste overly sweet.

I’ve finally found a “gem” in Dallas where fresh organic juices and smoothies are made to tasty perfection. Although the parking is awful, I don’t mind stopping my car in the middle of the street and running inside–trust me it’s worth it. I ordered their Cameo smoothie made with kale, spinach, strawberry, coconut water, orange and coconut manna, which was a perfect combination of fruits and greens. Although the consistency was thick, the smoothie had a lighter taste. After drinking it, I felt amazing because of all of the healthy and allnatural ingredients.

Although The Juice Bar clearly specializes in juice, they also make decent smoothies that are fresh and low in added nonsense. The facility is nice but small, so I would recommend grabbing your smoothie and leaving because there is not a lot of space to sit down. I ordered the Purple Haze with blueberries, Greek yogurt, almond milk and protein powder.

Overall, the smoothie is average.

Compared to the other juice spots in town, The Juice Bar is expensive. My smoothie was $9, and it wasn’t worth it. Would I come back? Yes, maybe to try a different flavor but definitely not on a regular basis.

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The democratic presidential primary is too crowded

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STAFF STANCE |

S editors-in-chief Anastasia Sotiropoulos & Madison Willox assistant editor-in-chief Sydney Rezaie copy editors Jiaying Fu & Evelyn Zhao design & photo editor Melissa Rivera news editors Blair Batson & Grace Knudson life editors Emily Delgado & Victoria Willox sports editors Lauren Egger & Lauren Weber views editor Alan Benítez business manager John Calvert digital relations Blair Batson staff writers Ava Brennan, Smith Cochran, Luke McCabe, Liesl Small, Raleigh Toledo, Gardiner Vose photographer Riley Breaux cartoonist Sumner Wooldridge adviser DiAngelea Millar MISSION STATEMENT

The Eagle Edition is a student-produced newspaper published seven times a year with the intent to educate in a professional manner and provide a voice for the Community. The Eagle Edition has earned Gold and Silver Crowns from the Columbia Scholastic Press Association, Pacemaker Awards from the National Scholastic Press Association and Gold Stars from the Interscholastic League Press Conference.

Circulation is 1000 copies, and the student population is 782.

ADVERTISING POLICY

The Eagle Edition is partially funded through advertising. The editorial board reserves the right to refuse ads not in the best interest of our readers. Ads are sold in 1/8 page increments. Please contact the Business Manager: calvertj@esdallas.org.

chool lunch has a plethora of pressing problems, but lunch lines are at the top of the list. From the swarm of students cutting the line to the crowds of people taking their sweet time, the lunch servery is a battleground. When over 400 hungry high schoolers are let into a cafeteria at the same time, the result is catastrophic. However, this problem isn’t difficult to solve.

First of all, why are there only four lines in the cafeteria for the entire school, and why is one whole line devoted to faculty? Is adding one more line so difficult?

One would think the school could afford to make the experience in lunch lines less stressful for all.

With the creation of a new block schedule for next year, now is the perfect time to change the lunch times for high schoolers and fix this problem. We all know that the school lunch system has been a concern for a few years.

Everyone would benefit from having separate, set lunch times.

We know that many faculty value their line greatly because it makes getting their lunch quicker, but many do not even utilize it. And, if only a handful of faculty and staff use the line at any given moment, is it really beneficial? Every day, students see an almost empty faculty line overflowing with food, yet they still have to wait a long time for a plate. We believe the benefits of opening the faculty line up to students outweigh the costs.

According to an April 11 poll of 250 students, 34 percent of students agree, despite the fact that it may disappoint some teachers, that the faculty should

The benefits of more freshmen honors courses sparks discussion

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International, domestic influence leads to political corruption

EAGLE EDITION APRIL 18, 2019

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Long lunch lines cause chaos, servery needs expansion

GRAPHIC BY | SUMNER WOOLDRIDGE not have their own lunch line.

At the very least, the faculty could have a smaller, separate line so that students can have a larger line. This could ensure that students spend the maximum amount of time in advisory lunch, bonding with each other.

Eighty-six percent of students, according to the Eagle Edition poll, believe the lines are too long and need improvement.

Long lines discourage kids from eating, and many skip lunch because of the long wait time.

Seventy-two percent of students have not eaten because the lines were too long, and they could not get food in time. Additionally, many students with gluten allergies are left hungry when others become impatient and take

soundoff

the food prepared for those with dietary restrictions. Especially with mandatory exercise, eating lunch balances metabolism and is crucial to maintain steady energy levels. Not eating because of a poorly-managed system is disastrous and a concern that should be prioritized, particularly at a school with more-thanadequate resources to finance a solution.

We believe a long school lunch line is not something that should warrant a dispute, but this problem has grown steadily worse. The solutions are manageable, and can easily be solved by opening up the teacher’s line, changing lunch periods for different grades or even adding an additional line.

34

percent of students believe that teachers should not have their own lunch line*

72

percent of students have not eaten lunch because the lunch lines were too long* *according to an April 11 poll of 250 students

Five overheard conversations, five funny statements

EDITORIAL POLICY

The staff abides by the Society of Professional Journalists’ Code of Ethics.

The opinions expressed in this newspaper do not necessarily reflect the views of the adviser, faculty or staff. This is a student-run publication and a forum for student voices.

All images in the Eagle Edition are student produced, republished with permission, are in the public domain or fall within fair-use practices for criticism and news reporting.

BYLINE POLICY

All articles, graphics, photos, art, columns, page design, reviews or other material produced by Advanced Journalism students carry the creator’s byline with the exception of the Staff Stance, which is the official, collective voice of the Eagle Edition.

Eagle Edition | vol. 36, issue 5 The Episcopal School of Dallas 4100 Merrell Rd. Dallas, TX 75229 eagleedition@esdallas.org (214) 358-4368

“I bought $2 lashes from CVS and I wanted to put them on but they didn’t come with glue.”

– Anna Baranski, freshman

“I’m spitting into toilet paper right now.”

“Anyone have my blazer? Big Boi Size.

Please return.”

“You’re not allowed to question me. I am sensitive.”

– Charlotte Esping, sophomore

– Jesús De Santiago, junior

– Will Minnis, senior

“A pair of silver, high heel shoes were left at the prom. They really don’t go with any of my outfits, so if they are yours, please come and claim them.”

– Jeff Laba, Assistant Head of Upper School

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Eagle Edition | April 18, 2019

letter from the

letters to the

EDITORS

EDITORS Dear Eagle Edition,

Lunch is an essential meal that fuels every student with nutrients and energy to perform to the best of their abilities. Skipping lunch would be equivalent to not refueling ones car with gas. It’s as silly as trying to paint a large painting without ever dipping your brush back in your paint. What’s the outcome? A finished product that doesn’t reflect the full capacity each person could achieve. So why are more and more students lingering in the Cook, courtyard, commons and library instead of venturing to the dining room for a scrumptious lunch?

They either are studying or finishing homework, or the lunch lines are just too long for food–much of which doesn’t sound appealing to most. If a student needs to study for a test last minute and has to decide whether or not to wait in a line for food they don’t even like, many usually choose to just not eat at all. Students shouldn’t be forced to make that decision. If more attention were given to fix these problems, more students would eat lunch, creating a healthier and more energized student body.

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ext up, we have the Eagle Edition, a print newspaper from Dallas, Texas—Gold Crown.”

Walking into the journalism room, the first thing you may notice are the carefully lined up Macs or the scattered, grey-blue chairs and the giant table in a constant state of disarray. However, the first thing we notice when we enter this crowded classroom is the long wall lined with frames— frames filled with 13 years worth of awards.

Most of you have a pretty good idea of what we do up here in room 235. In room 235, we spend hours frantically typing stories, silently screaming at our computer screens as the “death spiral” appears in place of our mouse cursor and eating a dinner meant to sustain us until every page is sent to press.

Until deadline nights are over, we are prisoners to room 235.

What sometimes isn’t clear is why we spend so many hours trapped in this room, staring at screens and turning the space into a cesspool of germs everyone on staff has fallen victim to. Yes, we do strive to inform the student body about important issues and events going on around campus—we are a newspaper, after all—but that’s not all that drives us.

There is something addicting about holding an award in your hands, knowing that all those long hours of hard work have finally been recognized. When you join a sports team, you spend weeks practicing together, preparing to win future games. Winning takes dedication—not just from one person or the captains but the whole team. Each individual plays an integral role in the formation of one cohesive unit—a team.

Although we don’t run around

on a field together each day after school or get in tight, sweaty group huddles, the Eagle Edition staff is as much a team as any other.

We practice writing by crafting stories and submitting them to editors, graphic design by challenging ourselves to create original layouts—many of which fail before they’re halfway finished—leadership by holding each other accountable for our work and business management by selling ads and subscriptions to patrons in the greater Dallas community.

When the Columbia Scholastic Press Association presenter announced our Gold Crown award in March, we rushed to the stage together—as a team—because we all respect the amount of work it has taken each person on staff to make this a possibility. Each person is a writer, designer and leader in

The classic “I have too much homework” excuse is used too often by those skipping lunch.

Considering we only have about an hour of lunch and flex combined, if you need to finish homework or study, there isn’t that much time to do it. If we were to make flex longer, maybe take out our morning break and add it to flex or shorten chapel, people would have plenty of time to get lunch, enjoy it and then complete unfinished work.

But we also can’t ignore the problem we have with our lunch lines. They’re too long.

The reason people have little time for lunch is mainly attributed to a twenty-minute wait to eat, if you play by the rules, which means no cutting. On days where seniors and juniors don’t have off campus, the lines are even longer, if that’s even possible. Many people just skip lunch all together instead of waiting.

Students beg teachers to let them out early the period before lunch in desperate attempts to evade the dreaded lines. What’s the solution? Add more lines, either by making the teacher line a student line and creating a new teacher line somewhere else or provide more premade sandwiches and wraps that students can simply grab and go.

Something needs to change.

Whether that be adding more lines, extending breaks or improving food so that students actually have a reason to eat, this is a dire situation that needs attention.

Sophomore Lucy Sinwell

their own way.

When explaining this award to people who have never heard of it— which most people haven’t, since high school journalism awards are not widely publicized—our adviser describes it as the Pulitzer Prize of high school journalism, the pride in her voice clear. Sure, that may be a slightly dramatic way to put it, but she’s not wrong.

In this school, isn’t winning the Southwest Preparatory Conference about equivalent to winning the Super Bowl? As journalists, our wins can sometimes be questionable. No story is ever perfect; a well-written story usually displeases at least one person.

However, this time, we know we won. We didn’t just win the game, we won the entire conference. We won as a team—and we’re proud.

Anastasia & Madison, Editors-in-Chief

GRAPHIC BY | SUMNER WOOLDRIDGE

Too many Democrats are running in the primaries Blair Batson News Editor

The 2020 presidential race has already seen a plethora of democratic candidates, 17 in total, while the only declared republican candidate is Donald Trump.

This number has already surpassed the amount of democratic candidates in the 2016 election, six, and is only going to increase, raising a crucial question: when is enough, enough?

With all of the policies Trump has implemented regarding the environment, taxes, military and immigration, it comes at no surprise that a mass of

Democrats are eager to take over. However, having a horde of them run is not the answer.

A similar incident happened in the 2016 election, which at its highest point saw 17 Republican candidates.

This makes sense because Democrats had a hold on the presidency for eight years.

But our current situation is different. If the Democrats really want to take back the presidency, they can’t have a sea of candidates. What they need are a few strong, qualified candidates that people can focus their time and energy on by volunteering for and donating to their campaigns. The party needs to avoid turning on each other.

A crowd of candidates creates many issues. Firstly, it is harder for the people to decide who to vote for.

Secondly, it takes votes away from the most qualified

candidate and might possibly even impact their ability to receive the nomination even if they are the best person for the job. We saw this in 2016, and Trump, who wasn’t the most qualified or dignified won.

On top of the controversy a crowded Democratic Party creates, not all of the candidates have experience in politics. While it is a great freedom of America that one is not required to come from a political background in order to run for president, I would prefer the person who possesses the most powerful role in our country to have experience. You can’t ride a bike without first practicing on training wheels.

For example, entrepreneur and democratic candidate Andrew Yang admits on his campaign’s website that he does not have a career as

a politician, but rather, he is “an entrepreneur who understands the economy.”

The economy is not the only crucial aspect of American politics.

Trump jumped into the presidency with no political background and has demonstrated to the public countless times that he is immature and unfit to be president; do we really want to repeat this?

As someone who is going to be able to vote in the next election, it’s too early for me to determine if I will swing right or left. However, I do know that I want a qualified individual as president, and in order for that to become a reality, both parties need to band together and show at least some degree of support for each other rather than create division amongst themselves.

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Eagle Edition | April 18, 2019

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GRAPHIC BY | VICTORIA WILLOX

PRO: More honors courses would benefit freshmen College admissions grow increasingly competitive Victoria Willox every year, which means it is more important than

CON: Regular courses create an even playing field English and world language honors classes were Luke McCabe removed from the course selections for incoming

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Life Editor

ever for students to demonstrate their strengths and set themselves apart from the crowd as soon as possible.

Cutting back freshman honors classes to include only math and science puts students geared toward literacy at a disadvantage.

When applying to college, the university looks at the courses the high school offered and the ones the student elected to take. Providing only honors-level math and science courses excludes students who excel in world languages and English courses, highlighting their weaknesses in math and science instead of their strengths like a literary honors class would. Students gifted in literacy could also feel pressured to take an honors-level course to stay competitive with their peers in honors math or science courses. Since there is no option suitable for them, they may opt to take a honors math or science course they are unprepared for and do not stand out in. This choice early on could harm them come college.

Because all freshmen have to take the same level English and world language class, many students thrown in a class with accelerated individuals could feel behind, and their thoughts may go unheard. In contrast, higher-level students won’t be given material to challenge them and will be put in a class that seems monotonous, thus, creating a disadvantageous learning environment.

Students who are put in classes that are able to challenge their intellectual skills are given the opportunity to grow and learn to contribute thoughtfully as a member of their high school classes and beyond.

Giving only math and science-focused students the option to challenge themselves is unacceptable and unjustly treats linguistically-gifted students whose learning paths are hindered by being forced into classes that are unengaging and by pressuring them to take honors math and science classes they are unfit for. Reincorporating honors English and world language courses into the schedule would remedy this injustice and allow all students to participate in a learning environment that showcases their strengths.

percent of students believe that freshmen honors courses should be available, according to an April 11 poll of 250 students

Staff Writer

freshman, sparking debate over whether or not these classes truly benefit students. Especially in subjects like these where classroom progress is much less statistically measurable, separating students into classes based on ability is difficult.

Also, with risks of misevaluation and diminishing student confidence, the maintenance of these honors-level courses is simply not worth it.

Both English and world languages are complex in the way that they cover a wide variety of topics: speaking, grammar, reading comprehension and more. Unlike math and sciences, language classes include more material that includes analytical thinking of broad concepts and subjective material. A student who struggles with a simple idea in math, like exponents, for example, simply cannot continue before mastering this concept because math classes build upon each concept and eventually integrates the culmination of years of math work. However, in an English class, students can struggle with the concept of complex sentences and still excel in reading and writing, despite their grammar mistakes.

These courses are more destructive than constructive because they create an academic rift between students. Giving all students a year in the same courses gives everyone the opportunity to eventually challenge themselves and become AP ready, especially with the influx of new students with a less measurable academic record.

The removal of these courses was meant to raise the overall rigor in the courses for all students rather than just a portion, which provides many with the confidence that they can succeed in higher-level courses. According to Academic Dean Dr. Eric Boberg, with these removals, more students are choosing to take more honors and AP classes by their senior year.

Freshman year is too early for students to take a full load of honors courses. With issues concerning scheduling, how to assess progress and balancing academic rigor, freshman honors courses are not the move.

percent of students do not believe that freshmen honors courses should be available, according to an April 11 poll of 250 students

Insurance coverage of contraceptives benefits women, shouldn’t be revoked for “religious convictions”

BY | EMILY DELGADO In Nov. 2018, the Trump administration proposed a policy allowing employers to exclude contraceptives, such as birth control, from being covered by former president Barack Obama’s Affordable Care Act if it went against the employer’s “religious beliefs or moral convictions.” Although these efforts were set back in Jan. 2019, the possibility of birth control not being covered has raised concern among women across the U.S. Under the Affordable Care Act, birth control and other contraceptives are covered

by insurance, making them more easily available to women.

After Donald Trump’s election in 2016, women became concerned after he promised to overturn the Affordable Care Act. Women feared the inability of receiving contraceptives, leading many of them to rush to obtain them before they became unavailable.

According to a research letter published in JAMA Internal Medicine, the demand for long-acting birth control, such as intrauterine devices, increased by 22 percent and appointments for IUD insertions by Planned Parenthood increased by 900 percent after the election.

Although one of the most common reasons why women take birth control is to prevent unwanted pregnancies, many use it for other reasons. According to the

Guttmacher Institute, approximately 1.5 million women rely on birth control for non-contraceptive reasons.

Women use birth control to treat serious illnesses and disorders, such as polycystic ovarian syndrome, endometriosis, amenorrhea and primary ovarian insufficiency.

These are medical conditions that should not be taken lightly. They can cause extreme pain in the abdominal region and take a toll on women mentally and physically.

In many cases, women have been prescribed birth control, not for its contraceptive properties but rather, for its ability to relieve hormone imbalances and symptoms such as pelvic pain and excessive bleeding.

Birth control can also be used to relieve excruciating menstrual cramps and treat

hormonal acne for thousands of women.

According to the Guttmacher Institute, 33 percent of teenage girls in the U.S. take birth control for non-contraceptive purposes.

Teen pregnancy reached its peak in 1994, but under Obama’s Affordable Care Act, it decreased by 44 percent according to the Pew Research Center.

If the Trump administration’s proposal had gone through, more than 70,500 women would have lost coverage.

The ability to have birth control insured should not be denied because of one person’s beliefs. Just because it is a contraceptive does not mean it is less important or relevant than other medications. Birth control should not be taken away from women. Women should not be judged because of the medicine that their body requires to remain healthy.

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HIGHS A+

In it to win it On March 27, students redeemed their basketball loss last semester against the faculty team by winning a dodge-ball game during student body week. Other student body week activities included bubble soccer, a school wide rock, paper scissors tournament and snack shack.

A

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Eagle Edition | April 18, 2019

Better late than never After a three year losing streak, the varsity softball team won 21-14 against St. Augustine on March 25. If the team wins another game, they are guaranteed a spot at the Southwest Preparatory Conference tournament, which they haven’t gone to in four years.

The best and worst of the month, graded

LOWS

C+

Construction madness These past few weeks have caused confusion and traffic issues. Part of the walkway to the Swann Athletics Wellness Center was blocked off. Part of Merrell Road was also blocked, making it difficult to leave campus.

D

You don’t even go here This year’s prom theme “Rock the Night” was very random and didn’t surpass last year’s. Not only did the theme not fit with the venue, but two students that don’t attend our school won raffle prizes, which isn’t fair.

A-

D-

B

F

Alumni advice Four alumni spoke to juniors and seniors on April 12, giving advice on work ethic and how to be successful after high school. The alumni’s careers varied from lawyer to professional MMA fighter. This is the second alumni panel this school year.

The first panel in the fall consisted of alumni from the class of 2018.

Boxed water is better The environmental club gave a chapel talk about ways to save our environment.

That same day, the Eagle’s Nest began selling boxed water, which is better for the environment–a change requested by the club to improve the school’s environmental impact.

Leave it to the adults On April 3, juniors led a grade-wide talk about relationship abuse.

Although those who led the discussion were said to have had a presentation on the topic, some students felt that adults should have led it instead because of the serious nature of the conversation.

Call security NetRef, a program that allows teachers to monitor what students have open on their browser, caused concern amongst students after some began to worry that their activity could be monitored at home, which isn’t true. Some also have concerns about their data being shared with third parties.

We need to look at international interference with a critical eye Countries, including the U.S., have overstepped boundaries

CALVERT’S

CORNER

BY | JOHN CALVERT

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hile President Trump was cleared on all charges of “collusion,” we now know for a fact that the Russian government did attempt to influence the results of the 2016 presidential election.

This should not be a surprise— since the start of the Cold War, Russia has consistently meddled in our affairs. That being said, as far as the public can tell, this interference in the last election was limited to buying Facebook ads and such, despite conspiracy theories regarding WikiLeaks and voting machines.

In an attempt to criticize Trump, some jumped on the chance to attack any Russian who had any opinion of or influence on American politics, screaming that they threaten “our democracy” and are turning us all into Putin’s slaves. In their fervor, the media dangerously overlooked the tremendous sway other nations have on our government.

And if one country’s influence is criticized, all countries’ influence must be criticized.

China is incredibly unscrupulous in its dealings with the U.S. The country is notorious for copying American patents and intellectual

SOCIAL STUDIES |cultural commentary

properties, its factories churning out millions of bootleg products every year.

Many Chinese operatives have been caught stealing business and government secrets. In fact, according to the Washington Post, one of Senator Dianne Feinstein’s key office staffers had been sending information to Beijing for over 20 years. The Chinese government puts considerable time and resources in global public opinion campaigns, influencing mainstream media sources and, at times, even donating to political parties. For example, a recent investigation into Chinese interference in the Australian government revealed that Beijing was trying to, in the words of Prime Minister Malcolm Turnbull, “infiltrate all levels of government.”

Saudi Arabia has given millions and millions of dollars to political campaigns and lobbyist organizations. During the 2018 midterm election, Saudi interests paid over $24 million to influence policy and public opinion, according to the Center for Responsive Politics. Since the end of World War II, the U.S. and Saudi Arabia have been fairly close for one reason alone: oil.

We receive oil at a consistent

and fair price, and in turn both willfully ignore the kingdom’s human rights abuses and help pursue its various aims. This rather unpleasant setup inevitably encourages corruption.

And don’t get me started on Israel. The American Israel Public Affairs Committee, or AIPAC, is arguably the most influential and successful lobbyist organization in Washington today. There have been countless cases of Israeli spies caught stealing business, government and even nuclear secrets. The most famous of these is former intelligence analyst Jonathan Pollard, who in 1987 was convicted by the U.S. after giving Israel copious amounts of top-secret, classified information. According to the BBC, he is considered a national hero in Israel, and Prime Minister Benjamin Netanyahu spent years personally lobbying the U.S. government for his release.

I do appreciate the news media’s coverage of Russia’s interference, for it gave me the opportunity to talk about other nations.’ Perhaps, in the future, we can supersede our emotions and begin looking at all our relationships with other countries with a more critical eye.

sketching it out

BY | SUMNER WOOLDRIDGE

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sports

Security guard becomes junior varsity womens lacrosse coach

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Mens tennis breaks records, heads to SPC

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Freshmen balance two spring sports concurrently

EAGLE EDITION APRIL 18, 2019

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Baseball throws curveball With ten more players, baseball adds junior varsity team BY | LAUREN WEBER

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“

The good thing about that is that next year, we will be able to have a full [junior varsity] and varsity team without having to have players back and forth, unless we want to.

Albert Najera

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Head Varsity Baseball Coach

ith ten freshmen playing baseball this season, the baseball program has expanded to incorporate a junior varsity team for the first time.

The JV baseball team is composed entirely of freshmen, six of whom also play on varsity occasionally.

“Everyone was really excited that we were able to have two teams,” freshman and first baseman James Click said. “It allows the varsity team to get work done without less-developed players hindering their practices, so it’s been really helpful.”

The JV team has players with varying levels of experience. Freshman captain Adam Russell plays at a competitive level on a select baseball team outside of school.

“My role as captain is to make sure that the rest of the players are doing everything they can to get better and grow as baseball players,” Russell said.

Russell was elected as captain by his teammates.

“Whenever we are confused or don’t really know what to do, we all resort to Adam [for] help,” freshman and second baseman Mason Link said.

Link has played with Russell for four years on a select baseball club team called “Thunder.” Freshmen James Wharton and Click also play select baseball. “[The team has] interesting dynamic because you have all different backgrounds of baseball players,” Click said. “The more-experienced guys help the lessexperienced guys improve their skills by giving them some pointers. It’s easier to be coached by a fellow player than a coach because [when] players [give you advice], it’s seems like they are looking out for you, but coaches sometimes come across like they are disappointed in you.”

There are six coaches overall for the middle school and high school baseball programs. The coaching staff is led by head varsity baseball coach Albert Najera. Once a week, Head of Upper School, Henry Heil, also plays with the team.

“All of our coaches are willing to help everywhere, so it really helps us,” Najera said.

“There’s times when we’ll have four coaches in the dugout during a game, which is really good because some can focus on the game and others on players. At the end of the day, it’s all about teaching and helping them grow.”

Najera believes that one-on-one interaction with players is extremely beneficial, and the program is interconnected with all coaches lending a hand to each other. “[The coaches] have been extremely influential to us because in the past, baseball hasn’t been looked at the same way as other sports, such as lacrosse,” Click said. “Building up the program and hopefully increasing the popularity of the sport is our mission.”

The high school program will expand further next season with eight incoming freshman joining the squad.

“I’m even more excited about the years to come,” Najera said. “The good thing about that is that next year, we will be able to have a full [junior varsity] and varsity team without having to have players back and forth, unless we want to.”

THREE STRIKES, YOU’RE OUT Junior Brodie Burke pitches in a game against the Shelton School on March 8. The Eagles lost 7-11. “[As a pitcher], you have to have the ball in your hands at the start of every play,” Burke said. “For better or worse, what happens is determined by you and nobody else.” photo by Riley Breaux

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sports

Eagle Edition | April 18, 2019

LAX ON, LAX OFF Junior varsity womens lacrosse coach Crystal Wiley gives feedback to sophomore Charlotte Esping during a game on April 9.

The Eagles beat Ursuline Academy 10-3. “This was one of our strongest games,” Esping said. “Our offense did really well, and we were able to score several goals as a team.” photo by Lauren Weber

TAKING A SHOT

Security guard, Crystal Wiley, begins coaching junior varsity womens lacrosse BY | AVA BRENNAN

A

fter playing lacrosse at Sam Houston State University during college, security guard Crystal Wiley never expected that she would coach the junior varsity womens lacrosse team this year.

She began playing lacrosse in college because the sport wasn’t offered at her high school and she wanted to try something new.

“I like the way lacrosse exercises different muscles of your body when you play,” Wiley said.

“Lacrosse works out different parts of the body [because] you are running and using your arms at the same time. It is a different workout and game than other sports.”

Wiley wanted to coach the junior varsity lacrosse team in order to bridge the gap between security guards and students. The athletics department has encouraged faculty and staff to coach so that athletic coaches are on campus full-time, making it easier to communicate

and built rapport.

“I am a security guard, [and] we are a little disconnected from everyone,” Wiley said. “This job allows me to show [students] that I’m human too, and I enjoy sports just like them. I knew that coaching would help me build a better relationship with the students.”

While helping players improve their lacrosse technique, she has also learned a few things about herself.

“Coaching this sport has taught me a lot about patience,” Wiley said. “It has also taught me how to [become more] mature. I’m a lot younger than most people who work here, and in a sense, I’m a lot less mature than they are. [I’ve learned] how to teach

and deal with different situations in different ways.”

Sophomore Charlotte Esping has seen Wiley’s love for lacrosse first-hand.

“She is very engaged in our practices and encourages and pushes us all to reach our full potential,” Esping said. “She has changed lacrosse for me because I’ve learned many

“

team and the school’s junior varsity team.

“These students are what make [the school’s team] different than any other teams out there,” Wiley said. “The rapport between the kids [makes the team] different.

Watching these students play lacrosse is one of the best things— they remind me of my team in college.”

Wiley hopes to continue coaching next year and forming new relationships with the players.

“I hope I can impart some wisdom onto the [students] because I’m not much older than any of them,” Wiley said. “I also hope they learn what it is like to really work as a team, support each other and create new friendships.”

I AM A SECURITY GUARD, [AND] WE ARE A LITTLE DISCONNECTED FROM EVERYONE. THIS JOB ALLOWS ME TO SHOW [STUDENTS] THAT I’M HUMAN TOO, AND I ENJOY SPORTS JUST LIKE THEM. CRYSTAL WILEY, JV COACH new plays and more stick skills.”

Although Wiley misses playing lacrosse in college, she sees a lot of similarities between her college

19

players on the junior varsity team

12

games this season

1

junior varsity coach

NCAA transfer portal benefits college athletes Smith Cochran Staff Writer

Picture this—you’re the best high school dual-threat quarterback in the nation and can play football at the college of your choice. You narrow down your choices to two schools.

One of them has a sophomore quarterback that has led the team to a national championship but lost, and he has three more years of eligibility. The other school has a loaded roster, but they’re

missing a solid quarterback.

Common sense would tell you to go to school number two.

Former University of Georgia quarterback Justin Fields committed to play in Athens, Georgia. However, the problem was that they already had a young, solid quarterback. Fields played in five games in 2018. He went from the top player in the country to a backup, forgettable player. The solution­—to transfer.

The NCAA transfer portal became his savior. After he announced he was planning to transfer, his college recruitment began again. Powerhouse football schools got in touch with him, and just like that, he was out of the University of Georgia and on his way to Ohio State University.

The transfer rule has received criticism because it is seen as a

solution to avoid competition—but that’s not the point. If a former five star recruit is not seeing the field but has an opportunity to play elsewhere, why stay?

Oklahoma State University head coach Mike Gundy strongly condemns the transfer portal.

According to him, the mindset of possible transfer players should be “let’s bear down, and let’s fight through this.” Getting through adversity is a part of life if you’re a DI athlete, but is it better to fight through adversity on the bench or head-on, by receiving a chance to beat your old team?

A college athlete’s goal is to get better all the time. Taking half the reps as the first and second string and watching practices doesn’t help any player get better.

I get that football is about competition, and shying away

from competition is seen as weak, but what good is a potentiallygreat player doing if he’s on the sidelines every game? Sometimes you have to do what’s best for you, and college football is no exception.

Fields is just one of the many top players to transfer recently.

Jalen Hurts transferred from the University of Alabama to the University of Oklahoma after Tua Tagovailoa took over the quarterback position for the Crimson Tide. Tate Marshall transferred from Ohio State University to the University of Miami. Former Clemson quarterback Kelly Bryant decided to leave and go to the University of Missouri after freshman star quarterback Trevor Lawrence established his greatness.

The problem for transfers

is being eligible to play immediately. All the players above are deemed eligible to play in 2019, but that’s not always the case. The normal NCAA rule requires transfers to sit out for one year—and this rule needs to be changed. Changing this rule is not a hard process, but it makes it easier for unhappy players to move schools. Making them sit out a year doesn’t make sense anymore, and the NCAA needs to recognize that.

Overall, the transfer portal has very likely saved several players’ careers and given them an opportunity to play in the NFL. It has provided frustrated players an outlet for change, and even though the coaches may not like it, the NCAA transfer portal is making the athletes happy for a change.

sports

Eagle Edition | April 18, 2019

CAUSING A RAQUET Preparing to hit the ball, freshman Rider Yeaman plays in the mens tennis match against St. Marks. He made varsity his first year. "I joined [tennis] this year because I've never really gotten to play on a team for tennis since it is an individual sport," Rider said. "We have a lot of amazing players with great team spirit." photo by Jiaying Fu

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EAGLE

EYE

Senior varsity lacrosse player Scott Bower commands the field. He has played on the team all four years of high school.

interviewed by Ava Brennan

Q A

Mens tennis undefeated for the first time in years

Team could break school record at SPC with a possible first-place trophy at stake, players work to defend current ranking in conference BY | LAUREN EGGER

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unning back and forth, SMACK hadn’t shown before.” really there, and nobody cared as much SMACK, as the ball flies back over The team has two games until the about winning,” Chabria said. “This the net, sophomore Josh Chabria Southwest Preparatory Conference, year is different, almost completely refuses to be the player that lets down which starts on May 2. Captains Jones, thanks to our captains. The team his team and ends their winning senior Cameron Goldstein and junior chemistry is great, and our captains streak.

Callaway Clark aim to keep up the help with the energy and level of Chabria and junior captain Brian winning streak. competition.”

Jones were in the final match of their “T.E.A.M.—together, everyone The team has turned their thinking third set. Their win would make the achieves more—that is to me what around, and is determined to succeed mens tennis team undefeated 10-0. team stands for, and these guys have and continue to break records.

“So far, the St. Marks match has bought into it,” Oglesby "This team is probably the best ESD been the most fun because it is our said. “Jones, captain and mens tennis team in the history of the biggest rivalry,” Jones said. “All of returning player, is a school," Oglesby said. "We have a goal our people went in and were really hard worker with to be playing for a trophy on the final positive, cheering and supporting great work day. This is something that hasn't been each other.” ethic. Our done at ESD and the players would like Mens varsity tennis coach to be the first to do so."

Mark Oglesby says the With two more counter THIS IS THE STRONGEST TEAM I HAVE EVER COACHED IN THREE players have grown in games, the largest being STATES AND 20-PLUS YEARS OF COACHING. THESE ARE GOOD ability since last season, Greenhill on April 18, the during which the team team is striving to keep their TENNIS PLAYERS, AND WE HAVE GREAT LEADERSHIP. finished 6-8. record.

“This is the strongest “We have some really team I have ever serious players that are coached in three states and 20-plus other two captains, Goldstein and Clark willing to show up to the matches and years of coaching,” Oglesby said. are new to the team, but they work just the practices and really just bring a “These are good tennis players, and we as hard. They fight for each other and certain intensity and skill level that we have great leadership. Chabria stepped have had great attitudes.” previously didn’t have,” Jones said. up against St. Marks with the emotion Two years ago, the tennis team made The team is focusing on becoming that he put into that third set, I told it to SPC after a decade of missing out. the number one seed of the north him afterwards, ‘I haven’t seen you However, the team has not received a division for SPC. like this, and this was the best you first or second place trophy at SPC in "We are looking to go as far into the have ever played.’ He played with a lot all of the school’s history. tournament as we can and perhaps win of energy and a lot of emotion that he “In the past years, the energy wasn’t it," Jones said.

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MARK OGLESBY, TENNIS COACH

Q A

Q A Q A

SENIOR CAPTAIN CAMERON GOLDSTEIN

JUNIOR CAPTAIN CALLAWAY CLARK

JUNIOR CAPTAIN BRIAN JONES

What made you interested in lacrosse?

In first grade, my parents threw me into all sports. I was a big soccer kid, but I hated basketball. I only wanted to play soccer, but they made me play football and [go to] these soccer camps. I [went to] a lacrosse camp, and I had no idea what it was, but I loved it.

What has your experience on the school’s lacrosse team been like?

[Lacrosse season] is definitely my favorite time of the year.

I love the lacrosse team—it means everything to me. We practice together and spend so much time together, so we are a really tight family. I love all of [my teammates].

What is the most challenging aspect of lacrosse?

[The most challenging part] is playing together as a team. That is—by far—the most important part [of lacrosse,] since it’s a team game. Once everyone starts clicking, that’s when [the team] gets good, but the team has to get that chemistry— sometimes, it can be hard.

What will be different about lacrosse in college?

The all-around skill and pace [will be different]. In college, [playing lacrosse is] hard because everyone is good. In high school, some [athletes] are good, and some are not that good, but in college, every [athlete] is good.

What will you miss most about lacrosse at school?

[I will miss] being with my [friends]. I have been playing lacrosse with some of these kids since the third grade, and this is my last year doing it. I [have spent] 10 years playing sports with these guys and forming a team. In college, you only get four years, so you don't have that same bond. It’s the last time I have to spend time with certain people that I’m going to miss.

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sports

Eagle Edition | April 18, 2019

Bracket breakdown March Madness gives staffer a chance to test his best guesses in tournament matchups

Duke

75

Michigan St.

Virginia Tech

Virginia Tech Duke

80

U V A

Texas Tech

63

Texas Tech

75 Michigan

Smith Cochran Staff Writer

E

very March, wide-eyed groups of individuals compete for a chance to attain money and eternal fame. It’s the season of frustration, loss, glory and straight-up sadness. The people of America have a special, love-hate relationship with the NCAA bracket challenge.

When the 64-team bracket was created in 1984, the Internet wasn’t the massive abyss of information and anonymity that it is today. When the Internet became a part of daily lives, the bracket challenge took off. Now almost anyone in the world can make a bracket and have a chance to

99

Purdue

94

Tennessee

80

N. Carolina

97

Auburn

58

Houston

44

62

Kentucky

win money in a challenge between friends, family or strangers.

This year saw one of the most perfect brackets in history, when a man in Ohio picked every game correctly up to the Sweet 16. I was not as smart. My pitiful bracket was 35 percent correct and close to last in all my groups. I picked 13 out of 16 correct Sweet 16 teams, but my champion lost that same round.

Picking the University of Tennessee to win it all may have been a stretch, but I’d pick them again if I could do it over.

Being a fan of a good team during bracket season is risky. It worked out for Texas Tech University and Auburn University fans because both of those teams made it further in the tournament than professional analysts had predicted. I never expected Tech to break into the Final Four and win a division with Michigan and Gonzaga. I mean, it’s Texas Tech. Their athletics are mediocre at best.

The disappointing aspect of this year’s March Madness was that there was no Cinderella story like we’ve seen in years

62 Kentucky

Texas Tech

61

85

Auburn

58

Oregon

77 Auburn

Florida St.

Gonzaga

69

49

75

77

72

Gonzaga

Purdue

68

63

Virginia

63

51

Virginia

Louisiana St.

73

Virginia

80

67 Virginia Tech

53

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past. Last year, the basketball world was stunned by the Ramblers of Loyola Chicago, stretching their run into the Final Four. A team led by a school nun took out the University of Nevada and the University of Tennessee, which was embarrassing as a volunteer fan.

Not only was this year’s tournament lacking a successful underdog, it was also missing a number of upsets. Everyone wanted to see a No. 16 seed beat a No. 1 seed, since that headlined March last year. Although there were mild upsets, all teams in the elite eight were a No. 5 seed or better besides the University of Oregon, who lost that round.

In terms of superstars, two were watched closely. Ja Morant from Murray State and Zion Williamson from Duke both were fun to watch before they lost. Both are predicted to be top picks in the NBA draft, and being able to watch them dominate in the tournament was a privilege.

Like thousands of others, I put Duke in my championship, only to have them lose early on. Even though the Blue Devils

have only made it to two Final Fours in the past 15 years, every year, they remain a top pick to win the championship. Let me make something clear­—I don’t like Duke. I don’t like Duke’s players that stay one year then leave. I don’t like Duke’s players that stay too long like Grayson Allen. The 20182019 Duke basketball team was the most over-hyped team, and seeing them lose brought me great joy. I’m sure the exact same thing will happen next year as well.

Disregarding my bracket, I was surprised Texas Tech made it to the Final Four.

They’re the closest any Texas basketball team has come to winning a championship since 2011. The state of Texas isn’t known for their championship teams in our generation. Nevertheless, I was wrong, and I applaud anyone who believed Texas Tech was going to almost win the championship.

Bracketology has become a part of millions of people’s lives every year in early March, luring many bandwagon fans.

Hopefully, next year, I’ll choose more wisely, but in reality, my bracket will end up around 55 percent correct as always.

sports

Eagle Edition | April 18, 2019

23

Athletes play two spring sports simultaneously

Freshmen Mary Lou McMillan, Isabella Custard double up on lacrosse, golf and tennis BY | LAUREN WEBER

R

unning from her golf lift in students’ commitment to both the weight room to the tennis sports. courts, freshman Mary Lou “When McMillan said she McMillan rushes to make the wanted to do both, I reached second half of tennis practice. out to [Schiller], and we looked McMillan and freshman at both the golf and tennis Isabella Custard are playing two schedules [to create a more sports this season. McMillan convenient practice schedule for plays tennis and golf while McMillan],” Tollison said. “We Custard plays tennis and lacrosse. just want her to be the most Committed to both sports for successful at both sports.” eight years, McMillan was McMillan attends golf practices unwilling to give up either. three times a week and tennis At her previous school, St. practices five times a week.

John’s Episcopal School, she “It’s a lot of emailing,” also balanced two sports during McMillan said. “We’ll set up the spring season and played schedules for the week, and I’ll both sports for two years at the tell the [coaches] what I can Lakewood Country Club. and cannot go to. They’ve “It’s actually not that hard also been really [to manage my time] understanding of between the sports,” me [missing McMillan said.

“The coaches I DEFINITELY [RECOMMEND THIS TO OTHER don’t really STUDENTS] BECAUSE YOU GET TO BECOME mind if I miss REALLY CLOSE WITH BOTH OF THE TEAMS. practices. I’ve only had one actual issue where I needed to choose to go to one of practice for] after-school testing the tournaments, but it ended up because for both sports, we miss a being totally fine.” lot of school.”

Their coaches are essential in Likewise, Custard believes helping the two athletes manage that managing time is imperative their time. Varsity golf coach when participating in two sports.

David Tollison, varsity womens “It is [hard] scheduling-wise tennis coach Julie Schiller and because [for example], one week varsity womens lacrosse coach I had all tennis matches and Maggie Koch understand the lacrosse games,” Custard said. “I

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MARY LOU MCMILLAN

didn’t go to a single practice, and it was stressful.”

Like McMillan, Custard has been playing tennis from a young age and started playing competitively in sixth grade.

“Tennis is my main sport, but I’ve always [enjoyed] lacrosse,” Custard said. “The skills [for both sports are similar], like hand eye [coordination], so I thought maybe I could do [both], so I asked.”

Both athletes are unsure if they want to do two sports again next year.

“If you really want to do it, then go for it, but you don’t want to spread yourself too thin,” Custard said. “I don’t feel like I’m doing too much, but [to be honest], I am kind of treading water right now. Later on, I’m probably going to have to pick one sport, but I’ll cross that bridge when I get there.”

McMillan suggests that students who are passionate about two sports to participate in both of them.

“I definitely [recommend this to other students] because you get to become really close with both of the teams,” McMillan said.

“It’s a good social opportunity, but it’s also really fun because you’re always getting to compete.

I’m a really competitive person, so it’s really fun to get to do that with different groups.”

FURNITURE & DECOR

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life

Eagle Edition | April 18, 2019

I N T HE

H

EAT OTS

ELEANOR ARNOLD Q Q A

Q A

Have you had other jobs in the past?

I did a lot of political work when I was younger. In my 10-year break from here, I went to law school at the University of Chicago and I ended up being Dean of Students there for several years. I realized I wanted to get back into secondary education, so I moved to Baltimore and taught at an all girls school for a few years and then [came] back here.

What brought you to ESD? It was in 1988, and I was looking for a beginning level teaching job, and I had a really good friend who was a friend of the head of the middle school then. [I was] introduced, and we hit it off and then here I was. I’ve taught here 20 years, but it hasn’t been continuous. I took a 10-year break between 2000 and 2010.

A

Q A

What made you decide to take a break from ESD? Well, my children call it my midlife crisis, but it really wasn’t. I’ve always wanted to go to law school, and I just saw it as an opportunity. My kids were out of high school, and it was a time that I could pick up and move, and I took advantage of it. It was in some ways the most exciting three years of my life. I loved every minute of it. I missed secondary school, so I ended up working my way back.

Q A

What have you learned from your students?

I’ve learned different things from different kinds of students. The best students are those who are intellectually engaged, interested and have really good questions, and they may or may not have the best grades. That’s one of the things from my perspective that has really changed.

BY | ALAN BENÍTEZ

Q A

What are your plans for your retirement?

I am going to move to Washington D.C. this summer.

Two of [my daughters] live there, three of my five grandchildren live there and I’ve always wanted to retire there. I lived there for awhile back in the ‘70s and just loved the city, so I’m getting a condo in D.C. [to] live the urban life, go to museums, do something political and read a lot of books.

What are your favorite subjects to teach?

I love almost anything History and anything English. I’ve taught both. One of the courses that I’ve taught that I’ve enjoyed the most doesn’t exist anymore. It was a sophomore level humanities course. I taught it with another teacher who is retired now, Suzette Carona. We had a double period and met every day, so it was one of the best teaching experiences I’ve ever had.

JOT IT DOWN History teacher Eleanor Arnold takes notes during her Race in America course as a guest speaker presents to the class on April 9. Sophomore English teacher Phil Bryan spoke about his experience with jazz music, and the class discussed the influence of music on American culture. “I’ve really enjoyed teaching the Race in America class with Mrs. Mrozek,” Arnold said. “Both of my favorite classes have been working with a colleague in the classroom. I love that approach.” photo by Emily Delgado

Philanthropic partners JUNIORS VISIT EIGHT NONPROFIT ORGANIZATIONS ACROSS DALLAS BY | EMILY DELGADO

PHOTOS COURTESY OF ESD ADVISORIES

Separated by advisories, the junior class visited eight different nonprofit organizations on April 3 as part of the annual, junior philanthropy project.

This project was started in 2011 and was designed to encourage students to serve local nonprofits.

Students visited the Rise School of Dallas, the Ronald McDonald House, Hunger Busters, Brother Bill’s Helping Hand, the North Texas Food Bank, Operation Kindness, Wesley Rankin Community Center and City Square.

“My advisory went to Operation Kindness,” junior Abby Brand said. “I really enjoyed the different aspects of the day. We learned about how their nonprofit works, and we also got to interact with the animals. There were two sets of puppies that we played with, and along the way, our guide introduced us to Operation Kindness’ areas of potential growth such as the new animal hospital.”