Issue 4 2014-15

The Eagle George Washington High School 600 32nd Ave, San Francisco, CA 94121 Issue IV. March 25th, 2015 Website: gwhs.co Instagram: gwhsofficial Twitter: gwhs_official

Grading Disparity Leaves Students in Despair

BY JOYCE MA AND WINNY HUANG

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rades could mean life or death, or at least they can in the eyes of a high school student. It may be an exaggeration to place grades within this context, but in the world of a high school student, this is ultimately the reality. A single ”B” on one’s transcript could drastically narrow a student’s opportunity to attend notable and highranked colleges. The mere letters on a piece of paper ultimately dictate a student’s academic future, yet the definition of each letter grade can vary tremendously from teacher to teacher, resulting in a problem that has long tainted George Washington High School: grading disparity.

Grading disparity, in which, for example, an “A” in one class fails to equate to an “A” in another class of the same course, has long been a problem at Washington. According to 2014 fall semester grades, the difference between the percentage of A’s achieved within each department is vast, with the largest gap occurring in the English department - in the 9th grade English course, one teacher gave 77% A’s while another gave 14% A’s, a 63% difference.

From the beginning of principal Ericka Lovrin’s eight years at Washington, she has noted the need for a conversation about grading. Approximately five years ago, Lovrin began her attempt to combat this problem of grading disparity within Washington and brought it into discussion with the leadership team, which consists of the department heads.

According to Lovrin, grading disparity stems from a difference in philosophies and the lack of a common focus among teachers. As a result, she strives to, with the departments, move towards a framework of ideas and philosophies

Soc Stu ial dies

graphic by Stephanie Tam

that will create a universal understanding of the goals and what dictates each letter grade within identical courses.

“Then students can actually be grading themselves so there’s no real surprises. Everybody’s on the same page: parents, students, teachers.

So when future teachers receive those students, they can’t really tell which teacher taught them the year before,” states Lovrin.

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And the department with the most grading disparity is...

English!

What’s Inside Bathroom Graffiti

Graffiti is found in virtually every stall in the bathrooms of George Washington High School. There are those who get a great laugh out of it. And there are others who frown upon the act. for more, see page 12

Grading Disparity

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Last year, each department’s teachers began to establish common syllabi, qualifications for each letter grade, and the definition of the weight placed on each letter grade (such as what percent of students’ grades come from classwork versus tests).

This year, the departments have focused on determining a common definition of a zero, whether it means the student was in the class and they didn’t participate or do the work, or that the student was absent. In addition,

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Lovrin states that she has introduced to departments the idea of standards-based grading system, in which grades are determined by the understanding and application of the skills necessary to meet the standards of the course. Teachers are supposed to consider the standards and ultimately shape their curriculum and assignments with the goal of meeting the criteria.

“Teachers would look at the standards they need to cover and they’re going to figure out the assignments based on those skills.

So when you’re looking at a student’s grades, you can figure out what skills they’re missing versus what assignments they’re missing,” Lovrin says.

Likewise to Lovrin, teachers who support the efforts for common grading policies agree with the need for consistency within identical courses.

“I hope that someday we can achieve enough alignment so that students with the same level of mastery will end up receiving the same grade, no matter who they have for a teacher,” comments Math Department Head Jean Nanjo.

The ideas of common grading policies, that is, universal definitions of letter grades, shared rubrics and common syllabi, have been brought into discussion. However, there are currently no requirements that force teachers to adopt these policies. According to Nanjo, administration, department heads, and other teacher leaders in the district meet weekly and are occasionally given articles regarding progressive grading policies meant to “inspire” teachers to “challenge their assumptions about grading.”

“There are teachers who are working on continued on page 3...

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Some teachers grade fairly lenient; others grade fairly harsh. Whether it be the former or the latter, all teachers believe they have the correct grading method. Students, on the other hand, feel otherwise. for more, see pages 8 -9

Teenagers Are Not Getting the Amount of Sleep That They Should Be

As teenagers, we are known to be night owls. We should be getting 8-10 hours of sleep per night, but many fail to do so. for more, see page 13

2 News

QUALIFICATIONS CHECKLIST Teaching Credential

Newspaper Editor-in-Chief:

Experience in teaching the subject

Winny Huang

Website Editor-in-Chief: Talia Moore

Page Editors/ Designers:

Jhoselene Alvarado Nicole Bergelson Carolyn Hanson Lee Annie Lei Joyce Ma Donna Mo Maki O’Bryan Katie Whitmire Allison Wu Photographer: Andrew Chew Graphic Designer: Stephanie Tam

Staff Writers:

Marie Baker Granger Balestrieri Anna Bernick Mary Cage Agnes Chen Young Cho Zoe Driver Samantha Lau Kevin Li Elis Lipinski Jesse Matthews Vivian Ouyang Erica Pan Cheyenne Rooker Hanaki Sato Deavon Smith Kevin Truong Kenneth Wong Melody Yan Jennifer Yip Mandy Yu Advisor: David Cary Awards: First Class Newspaper - the National Scholastic Press Association (2013-2014)

March 25th, 2015

The Eagle

There are no other qualifications necessary to become an AP teacher.

graphics by Stephanie Tam

What Defines an AP Teacher?

BY JOYCE MA

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ut of the 60 Washington ad­ vanced placement students who were surveyed, 41.67%, nearly half of the students, do not feel that they are being effectively prepared for the standardized exams.

Although a student’s readiness for the AP exams is no doubt impacted by their personal ability to understand the academic concepts, it cannot be deemphasized that a teacher’s ability to effectively teach the course is also a key factor.

At Washington, the decision of AP teachers is determined by the individual departments. According to AP Coordinator Tracy Thompson, in order for teachers to qualify as a teacher for an AP course, they are required to have several years of teaching experience in the subject. If it is their first year teaching AP, they must attend a one week summer workshop where they become familiar with the curriculum that is created by The College Board. In addition, teachers must submit their syllabi to The College Board for a panel review to ensure that it is AP compatible. In the case that it isn’t, they are then required to revise their syllabi.

While the decisions take into account a teacher’s knowledge and understanding on the subject, there are no required evaluations or any other requirements that ensure the effectivity of their teaching abilities.

“We have meetings once every month or two where we have discus-

sions of how students are doing. I don’t have the ability to directly go in and check their teaching effectiveness,” says Thompson.

However, 70% of the AP students surveyed believe that the qualifications to become an AP teacher should encompass not only their understanding and knowledge of the topic and their college credentials but also their teaching ability.

“I don’t think it’s fair to the students to have any teacher become an AP teacher because they may not necessarily be ready,” says senior Emma Yee. “They don’t know what they’re putting their students through. They’re putting them through more work. And if they’re not putting them through the correct work and preparation [or teaching] the correct skills, then the students aren’t going to be ready for the test.”

A teacher certainly requires a level of competency in order to attain a credential. But, if, as stated by Thompson, the effectivity of their teaching is only “assume[d]” due to the “the credential they hold,” students are left to an unfair disadvantage. Students subject themselves to a year of a college-level class with the hopes of achieving college credits by passing the AP exam. But, without the proper preparation, their chance of passing the exam can be drastically lessened.

“If you have a really bad AP teacher and they don’t teach you what’s going to be on the test, then you’re not going to get the AP credit. You just spent a year

[working] harder than you would in any other class and you’re not getting any extra benefit,” states Yee. “Somebody shouldn’t even be a teacher if they’re not going to be effective with kids period,” states AP Economics teacher Karl Seyer-Ochi. “We have an obligation to teach what the kids are going to be expected to know. What’s true of good teaching in AP is largely true of good teaching across the board. It’s just that in AP, you’re held to it and you have to be accountable because somebody’s going to test it.”

Furthermore, Seyer-Ochi shares the students’ perspective on the qualifications necessary to become an AP teacher, that a “the teacher’s performance, the satisfaction of students, pass rates, grades, content knowledge, teaching ability, and curriculum development ability” should all be taken into account when determining whether they are suitable to teach an AP course.

Thus, in addition to the current process for prospective AP teachers, SeyerOchi suggests the implement of a procedure likewise to an “apprenticeship mentoring model,” where new AP teachers must work closely with experienced AP teachers before instructing classes of their own.

“We have to rely on the experiences of successful AP veterans [who have] taught AP, where kids learned and they do well on the test. Those people need to mentor new people, and that should be the requirement,” comments SeyerOchi.

Limitations on APs Mean Tough Choices There are no exceptions for high achieving students, either. Walker says students who wish ith the fourth grading period over, to take three AP’s and one honors class have to it’s officially the season of choosing choose, and then stick with it. This can be trounext year’s classes. For many, the debling for students who wish to excel by signing cision of choosing next year’s Advanced Placeup for a fourth AP class. ments, honors, electives, and required classes is Junior Teresia Chen was faced with this tough the ultimate struggle. The spectrum of decision as she was forced to choose which classes to choose from is very wide and of her four AP classes she should to drop although it could be considered a blessfrom her schedule. Chen was persuaded A nd fer s I n c a ing to have so many options, it may also by her counselor that taking a fourth AP mo ’t tr se re t an’t ta make you want to pull your hair out. was not a good idea, although her parents k I can of the h at a an th e out sses! r When signing up for AP classes in came in to fight it. tim ee cla e ! particular, a student must take into con“I feel restricted, yet safe at the same sideration the fact that there’s a limit of time,” says Chen. “I respect the counselthree AP classes per year, and once you’re or’s reasons due to what has happened in in, there’s absolutely no switching out or the past with students attempting to take switching teachers. This means if you’re more than three APs. But if one actually half way through the year with a 55% in incessantly pushes his/her counselor to do the class, you are not allowed to transfer out. more, I believe that should be accepted.”

According to counselor Teyana Walker, there Students like Chen can feel restricted by all is actually a logical reason for all the restrictions of these sign up regulations, but as Walker has and regulations on AP classes. explained, it protects the students as well as the “Historically, students have not done well system. For students who are still unsure about when they take more than 3 AP classes [in a what classes to take next year, Walker recomyear],” explains Walker about the 3 AP class limi- lish class at Washington was overly populated mends asking friends, AP teachers, and countation. “They get overwhelmed and/or try to due to an over balance of the master schedule. selors. Counselors have all of the AP course dedrop the class or just fail the class.”

“It’s not fair to the teacher or to the students. scriptions and would be willing to go over them Even if a student is failing an AP class, it’s im- That’s why we cap it,” she clarifies. with students. She also says a very helpful appossible to drop out.

Walker also busts the myth that AP and regu- proach would be to ask AP teachers how much “The AP class shows that you have dedica- lar teachers can request students to be placed homework they assign in order to predict how tion and it prepares you for college. And so, we into their classes. And unless students have an many hours will be spent on homework every do not allow students to leave APs and honors,” actual medical reason for why he or she cannot night. Then the student could judge the homeWalker admits. “It keeps the integrity of the pro- continue an AP class, everyone will be expected work load versus any extracurricular activities gram and we do not want to have many students to remain in the class for the entire year. that may interfere.

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BY CAROLYN HANSON LEE

select honors and AP courses and then have half of them leave the courses. If and when that does happen, it puts too many kids in the ‘regular level’, and that overbalances the entire master schedule.”

Allegedly, a mishap like the situation Walker describes actually happened last year. One Eng-

March 25th, 2015

News 3

The Eagle

Grading Disparity Frustrates GWHS Students ...continued from page 1

A

fter two years of anticipation, seniors Vienna Chen, Holly Poon, and Grecielle Bustos had their dream turned reality when Wash became an official competing team in the girls flag football league this year. They had thoughts of creating a team when they found out that other schools such as Galileo and Lincoln had it. Wanting to have one as well, they proposed the idea to the Athletic Director Larry Chan during their sophomore year. In order for a team to be actually created, they had to get enough signatures from people, and surprisingly enough, numerous girls signed up for it. Even though many girls had signed up, there was still a possibility that it wouldn’t be enough to form a team since the signatures were from previous year. There was doubt about whether the girls who had given signatures would show up to try out. However, when tryouts came around, over 20 attended, and now there are about 25 players on the team.

Flag football is a growing high school sport for girls, and is offered at five other schools in the city. Girls who have always wanted to play football or try something new can now do so with this newly established team.

The tryouts for flag football is similar to that of lacrosse;

any person can join, experienced or not, and learn the game. There were no cuts to the team, but each player has brought something new to the table regardless of their skill and amount of playing time.

Having already played a few games against schools like Galileo and Balboa, the season is looking optimistic for these girls. Although they lost their first game against Gal 25-0, they redeemed themselves by beating Lincoln 30-12. “We came into the season with barely any knowledge on how to actually play it,” says Poon.

“But as we’re progressing into the season, we’re improving exponentially at this point.” As of Sunday, March 22nd, they had a record of 2-2. There’s a determination these girls have to beat other teams, especially since they’ve already played against their top competitors.

“I’ve never played before, and I love how things are going because girls are now be able to play in their own league,” sophomore Angely Zheng says.

Besides Galileo, Lincoln, and Balboa, other schools that offer flag football include Mission and Burton.

Despite this being flag football’s first season, it’s evident that the team has improved ever since their first game, and will proceed to do so. “We just have to work out the kinks and details,” Poon says. “But all the skills and fundamentals we need to win are here.”

to Washington High

Flag Football Comes

BY MELODY YAN

photos by Mandy Yu

this. But have I mandated it? Has the district mandated it? No. It would blow up in our faces. None of this is ‘you must do this.’ I can’t just say, ‘You, change your grading policy.’ That would be anarchy.

They’ve got to take it on themselves,” says Lovrin.

But despite the fact that the issue has been brought to the staff ’s attention, and endeavors for resolvement have commenced, the end to grading disparity continues to remain far in the future. There has been more awareness regarding the issue and some teachers’ practices have changed, but, according to English Department Head Ernesto Gonzalez, grading disparity remains a “glaring issue” within all departments.

The flawed system of equality among identical courses continues to largely impact students. During the process of choosing classes, students’ focus has deviated from the academics of a course to the course’s teachers.

“When we received our AP forms recently, it was depressing that my classmates and friends questioned each other about class teachers and grading technique/system, rather than focusing on the important part - the course itself. This shouldn’t be an issue. School should not be a game of avoiding inconsistent systems of grading,” said junior Cindy Quach.

With the rigor of courses dependent on the teacher rather than the actual course itself, grades fail to fulfill their initial purpose, to accurately portray a student’s academic achievement. Due to the lack of identical expectations and high academic standards within courses, two students may end up receiving completely contrasting grades despite their equal understanding of the material. In the end, what grades become based upon is a student’s luck in this game of chance, that is, “the teacher you get, not by how well you know the subject,” states a Washington student.

As a result, grading inequality flaws the educational system that is supposed to provide an equal opportunity for achievement for all students, leaving many students with additional stress regarding future college potential. In a survey of 124 Washington students, 70% feel that grading disparity will affect where they will get accepted into college. Now, grades are based on a student’s understanding or application of the course objectives, but it is also shaped by the varying grading systems among teachers, leaving students, according to the survey, “unnerved” and “victimized.”

“Each teacher should be an unique experience, but it’s also important for students to be aware of what their expectations are and that if a student transfers into another class, that those expectations be consistent because otherwise it’s just the luck of the draw. What student ends up in what teachers class should not determine whether they get an A or a C. It’s just not fair,” comments Science Department Head Rachael Spillard.

For more on grading disparity, check out pages 8 and 9

4 Features

Student of the Issue

The Eagle

March 25th, 2015

David Orellana: The NICEST Person You’ll Ever Meet

BY HANAKI SATO

W

alking onto the backfield of George Washington High School, I’m led by two of my peers to meet senior David Orellana, whom I have only heard good things about, with the most consistent comment being that he’s “like THE NICEST person ever.” I spot a young man in a purple hoodie and red track pants practicing his discus skills (a sport in which you throw a round metal disc). I’m greeted with a gentle handshake, and the brightest, most genuine smile that you wouldn’t catch on any other student’s face on a cold, foggy Monday after school.

Orellana is very active in the Washington community and is involved in many activities: track and field, cross country, and choir. Previously he was involved in football and wrestling.

“I’m Latino, first of all,” Orellana proclaims to me. “I just wanted to say that because I know that it’s not really a big thing but everyone mistakes me for just white,” said Orellana. Known as the “white kid” of the family, many seem to mistake Orellana for being “white” instead of Latino because of his skin tone.

At this point, Orellana puts aside his discus discs and we talk about a range of different things: from school to family, and some obstacles he has had to overcome throughout his life.

Teacher Teresa Camajani, who had Orellana in her 11th grade U.S. History class, says Orellana was one of the sharpest students she has taught in a long time. “He’s very insightful.

He was in my U.S. History class; and he looked very deeply into the documents that we studied. He’s really intellectual about stuff and I think a lot of people don’t know that about him because he’s such a nice guy that people think like that’s who he is. Which he is, not to

photos by Andrew Chew

argue, but he is also really really really intellectually sharp; and that was one of the things that I always loved about having him in class.”

School was not always easy for Orellana.

“When I was a boy,” explains Orellana, “my teachers noticed that I had trouble paying attention in class because my mind was always somewhere else, and I usually sat in the back of the class so they thought, ‘Why not put him in the front?’” They put Orellana in the front, but his mind would still be somewhere else, and that’s when they had began to do some tests.

Around elementary school is when Orellana was diagnosed with mild Aspergers.

Aspergers is a developmental disorder, affecting the ability to effectively socialize and communicate, something far from Orellana’s character. In fact, Orellana describes himself as very social: “I love to talk to people and get to know them. I have a deep intuitive understanding of their feelings, I think. I try to empathize with people.” In regards to Aspergers he says, “It’s not a major thing, it’s a minor thing, my father has it and so it’s just a little piece of me that makes up a lot of my personality, so I’m very grateful.”

Orellana and his father have a very loving father-son relationship. “He’s the type of guy if I’m interested in something -- when I was younger it was paleontology, I love dinosaurs -- my dad would get me books on dinosaurs.

We just had a very tender relationship; there wasn’t really any talk of Aspergers at all.” But because they both have Aspergers, he says, “my dad and I can connect on it. My dad is not severe either.”

Among his family, Orellana having Aspergers is not something that is often discussed.

Instead, Orellana says, his family teaches him “strong values of understanding things like respecting women, loving yourself for who you are, accepting other people for who they are, and just like understanding yourself and other

people on a deeper level. And if anything, they know that sometimes I get angry a lot and so they talk to me about dealing with it.”

Sometimes finding a balance between things can be hard for Orellana because of his Aspergers. His emotions can go from extremely happy to extremely sad. But he doesn’t have any hate toward having it. “It’s not really a disability to me because [it has] always been a part of my personality.”

Having Aspergers as a young boy, Orellana would, at times, take out his frustrations on his friends. “I would get into arguments with my friends and I would kind of be a jerk afterwards,” said Orellana, but he says that it doesn’t really happen now. “Now that I’m maturing, I have a much better way of handling things. I don’t think I’m much different than the next person.”

Orellana was embarrassed in middle school because of his classification as “Special Ed.” “I was embarrassed to be labeled ‘Special Ed’ or as ‘inclusion’ because I saw the way people treated people like that. A lot of people in Special Ed and in inclusion were my friends and I didn’t like the way they were being treated so I didn’t tell anyone I was there, so I would keep it to myself... I’ve learned a lot; one of the things that I’ve learned is that I shouldn’t be embarrassed of who I am, or what I do in the morning to get to school. If you got a problem with that, well you can move along, because it’s not gonna bother me.”

When Orellana sees kids with special needs being bullied, that’s when he gets upset.

“It really pisses me off. It makes me upset because a lot of people at this school, you don’t really see them bullying or punching a kid that has special needs but… they treat them like they’re a ‘them’ and we’re an ‘us’ and we’re kind of like two different species almost and like they should be moved to special classes or they do things because they’re Special Ed.

It’s not fair. They need extra support because they have other struggles that another person doesn’t have and instead of being sympathetic towards them, they’re not. They’re just like, ‘they’re in my way, like leave me alone,’ and it just upsets me. And I realized that I used to be like that and in time I learned it’s not fair, and so I’m very friendly, very open,” said Orellana.

Even though I only talked to him for 20 minutes, I felt like I was having a casual conversation with a long time friend. He projects a very comfortable vibe; allowing me to not feel awkward about any questions I had. I can tell that he has been raised well and has been instilled with a set of good morals.

Orellana is generally letting fate decide determine his life after high school and his life 10, 20, and 50 years from now. “I think that no one really has a life plan. You can pick what you want to get into, but things are gonna happen and life’s gonna knock you down a lot of times. You just gotta get back up and keep going,” said Orellana. That aside, Orellana would like to continue singing, and in college he plans on joining a choir program. He also plans on starting a family one day.

Orellana also enjoys making people laugh along with his close friend Reggie Stewart, whom he is considering going on tour with, as a comedy duo. Stewart, a senior, says, “He’s too nice. There are gentlemen and then there’s David.”

If you ever need someone to talk to, or just someone to be your friend, David Orellana is the person to go to. Before our conversation came to an end, Orellana had one last thing to say to the readers out there: “I am a very understanding person. I’m more loving than I am hateful, if anything. I like to give off love, I think that’s something that is not found easily now.

When I’m your friend, I’m your friend, for real.

I will love you for who you are and I just hope that you will accept me the same way.”

March 25th, 2015

Features 5

The Eagle

Teacher of the Issue

Nina Mayer: Plié, Chassé, Jeté Every Day

BY MAKI O’BRYAN

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ina Mayer’s e-mails to the Dance Company are never absent of exclamation points, caps lock, smiley faces, and of course, the beloved sign off from “Mama Mayer.” In class you can always find her chuckling under her breath or muttering furiously to herself. She has an impressive array of yoga pants and the squeaking of her sneakers can be heard from down the hall. Mayer’s unique personality makes her one of the most distinguishable and loved teachers at the school.

Her students describe her as active, supportive, and dedicated.

Her colleagues say she is passionate, organized, and responsible. To me, she is exceptional. She is always willing to give guidance, whether school-related or not, and shows compassion for and a deep understanding of her students.

A commonly used word in Mayer’s classes is “professionalism.” Her goal as a teacher is to prepare her students for the outside world so that they may face whatever challenges that come their way head on. She wants her students to be well-rounded and ready to handle the opportunities available after high school. “Mama Mayer often lectures us about how we need to be responsible, stay on top of our activities, and plan ahead of time.

It seems harsh at times, but it’s for our own good,” says Jennifer Yip, a junior in Dance Company.

It is no secret that Mayer wants the best from her students and every other student at school. It is apparent when she chases kids down in the hallways to nab their hats and headphones, and when she tells loitering students to get back to class.

Like Yip said, it may seem harsh, but it’s for our own good. Mayer wants to make sure students take high school seriously. In a world where you can’t get a job at McDonald’s without a high school diploma, we are lucky to have teachers looking out for us as Mayer does.

Mayer works her students hard

and pushes them to the extent of their abilities. “Ms. Mayer is very demanding. She knows what she wants and knows how to get students to deliver. Some students are not prepared for that and struggle to succeed with expectations that are higher than many of their other classes. Most soar and excel, though,” says John Propster, a veteran VAPA teacher.

In Dance Company, Mayer’s expectations also come with freedom.

“My favorite thing about Ms. Mayer,” says Alyssa Gordon, a junior in Dance Company, “is that she gives us artistic freedom to choreograph, which hardly any other studios or schools allow dancers to do, and helps us to succeed.” Because she is so confident in her students’ abilities to perform, she gives her students many opportunities to act on their own. 90 percent of what you see at Dance Concert is student directed, all with the help and support of Mayer.

Despite the rigor of dance, it is not as highlycompetitive an atmosphere as it may seem.

Mayer’s favorite part of Dance Company is the family atmosphere.

From taking classes together, performing together, and exchanging gifts with our “Secret Holiday Buddies,” there is a special bond that forms in Company whether you’re a part of it for three years, or just one.

Mayer’s path to becoming director of dance at Washington was a winding one. Her journey started as a young girl in a pink tutu taking ballet classes, but she eventually became bored with the monotony of the style and the idea that everyone had to look the same to be success-

ful. As a middle and high schooler in Cupertino she branched out into playing sports and competing as a gymnast.

In high school Mayer was also part of the dance team. The team competed and travelled, and per-

Mayer was pre-med at the University of California, Los Angeles and graduated with a Bachelor of Science in kinesiology. When she was not dissecting a human cadaver, Mayer enjoyed studio dance classes. Although she loved to dance, she did not major in it because she did not think a degree in dance would get her anywhere. After UCLA Mayer worked in a physical therapy clinic. She danced and performed at a local community college, but felt that something was still missing.

After realizing that she did not want to be a physical therapist, Mayer went back to school and received her teaching credentials for health science, physical education and dance from San Francisco State University. She became a student teacher at Mission High School and taught there for a few years. She also worked with the school’s dance troupe. What she attributes to “fabulous timing” is the job opening at Washington High School. Mayer inherited the already strong dance program here at Washington 17 years ago.

Mayer says she left a life in medicine to “try to give students the opportunities [she] had in high school and give even more.”

Mayer has the same high expectations for her own children. Being a working mother is challenging, but Mayer has spearheaded it with diligence and compassion. Mayer is

formed at football halftime shows for Friday night games with a 200 member marching band. In her junior and senior year she became captain of the team and helped choreograph the routines. As captain, Mayer wanted to push the dance team in a more artistic and creative direction, introducing them to more contemporary styles of dance.

The twist in her path is college.

a proud mother and being a parent brings a unique perspective to her teaching. “Having two teenagers gives me another perspective when working with high school students, and I feel I have an open mind when addressing each student as an individual. My son and daughter each have their own personality and respond differently to school and to life in general. I have had to adapt as a parent to different situations, and

I think it has helped me to find success as a teacher as well.”

In addition to the jobs of director of dance and of loving mother, Mayer has gained a new position.

This year, Mayer has assumed the role of department head for VAPA. Mayer’s favorite aspect of her new role is being a part of the school’s leadership team, consisting of the department heads, Principal Lovrin, and representative from the library and Beacon. She says being part of the team, “lets me puts my finger on the pulse of Washington High School that much more because of that interdepartmental experience.”

The one aspect of the VAPA department Mayer wishes was improved is student enrollment. The fact that students are only required to take one year of VAPA means they are “just getting a taste,” explains Mayer. “VAPA classes instill in students invaluable life skills that you don’t learn in any other class.”

She believes that in VAPA classes students learn to collaborate, build leadership skills, and gain practice in presenting and performing. Future colleges and employers want to see in students well-roundedness, self-direction, creativity, and the ability think outside the box.

Mayer wants teachers in the academic departments to encourage students to stay in their VAPA classes for more than just the required year and advocate more for the arts. VAPA classes give you a chance to “work the left and right side of your brain at the same time,” and that’s why she thinks it is so important that students continue to explore their artistic sides.

Whether you pursue a career in art, science, government, or math, Mayer’s final message is applicable to all: “the more you dedicate yourself to whatever you are doing, the more opportunities will exist after that.” And judging by everything she has accomplished in life, I think she knows what’s she’s talking about.

photo by Talia Moore and photos courtesy of Nina Mayer

Features

March 25th, 2015

The Eagle

Albert Einstein and Isaac Newton Fistfighting An Interview with Rachel Spillard

BY KATIE WHITMIRE

Every issue, we ask different teachers out of the box questions and record their responses. The teacher chosen this issue is Science Department Head Rachel Spillard. Here’s what she has to say!

Would you rather fight 100 duck-sized horses or one horsesized duck?

There is a hydrochloric-acid spitting frog and an ebola spreading jackalope. Which would cause more damage to our world?

I think I would have to go with 100 duck-sized horses because a giant horse-sized duck would still be able to fly. It hurts when a horse bites you, but it also hurts when a duck bites, and the horse-sized duck would be able to fly.

I think… oh gosh.... What is the molarity of the hydrochloric acid?

High?

I think the ebola spreading jackalope would cause more damage because even if you could slay the jackalope the ebola is still out there and people are still contagious, but if you have a frog that spits hydrochloric acid, frogs are easy to kill.

If Albert Einstein and Isaac Newton came back from the dead, who would win in a fist fight?

I think Einstein would definitely snatch Newton’s wig. So that might give him the edge. If I was in a fight with Newton I would snatch his wig.

Einstein was pretty scrappy. He used to ride his bike everywhere and he was probably in good shape. Newton definitely has the reach; he was real tall and skinny. I think Einstein would have the advantage there.

If a venus fly trap was big enough could it swallow a human?

They don’t really swallow so much because they don’t have throats, but if it was big enough, what it could do is trap you and have digestive juices break down your body and then it would absorb all your nutrients.

Wow, lovely.

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8 Grading Disparity

The E

Equal Opportunities Lost Due t

BY JOYCE MA AND WINNY HUANG

I don’t like lenient teachers.

We shouldn’t give D’s to students who are trying. A “B”, you have to earn a “B.” And you have to earn an “A.” It corrupts the system when students aren’t earning that.

22% of A’s given

42% of A’s given

I think teachers should have a guideline, like say, what can be graded, what’s the range, and what the parameters are. But I don’t think you should tell teachers how to grade because it’s going to limit their creativity.

And a lot of teachers will get upset when you start telling them how to grade.

o d, ] go s i re ng ra di it’s mo n g n o he ike omm eems l nfair w your c [ ink lu ts ith I th ause i st fee ork w n d it c be It mu omew dersta but h . fair your you un or she, u do o d yo d e n you en d, a ll as h st an d bedo te fri as we e a n they teach k t s a t u t j u ?I ha en n yo on it t differ th that ore e h t m ve wi se wor you ha t’s up d have We a h s. ul se cau Like, w rs sho ractice e’re w e p . h s t er teac gra ding re tha o dy. k n u i b th ke s er y mon com to ma r to ev t i wan eing fa b

17% of A’s given

14% of A’s given

52% of A’s given

I don’t think [common grading is] true in college. I don’t think that’s true anywhere, that the same anything gives you the same anything. It’s hard to establish common grading because everyone would have to share the same philosophies and beliefs. It wouldn’t be possible because teachers have a right to a certain amount of autonomy. I can be told what curriculum I have to cover, but no one can come in and tell me how I have to teach this subject.

Teachers have different philosophies on grading. If we were in a common grading system, I probably would not be doing my one point credit for attempting a problem.

I do believe in [common grading], but giving that extra point for attempting a problem benefits the culture and the community of the classroom. [However, common grading] may be justifiable within the context of making classes the same level of difficulty so that when you are applying to college, you can say, ‘This GPA means more than just some grades that someone gave me.’

Teachers need to be pro to know what’s go ing o dents an d to wor k toget responsibility to work tog sure we’re giving our st level of educatio n on the I think that is tr emen do should have a sim ilar wa think an A is. An d then [ as an in divi dual, they dec nu mbers becaus e, essent what’s go ing on in their cla they ’ve taught. Th at’s the fair. But it’s [also] super d ever yone is diff

to es e m o h it c e s en eel lik or ex s h w f F on ure ause I ffort. uesti n’t c e q id e c l ns ry i ng] be te my on the hat I d n we e v i el cia g id t am the ch “I fe r [tea appre orkin he sa but d get he sn’t as w nd s n it, rs to et.” doe le, I w ok, a ugh o 5 hou can g p o o am r a b rd en over that I ht fo ha ed er taug ifk k w e r r s s d r wo e wo st an cou emely ged e r I’v be am xt beg w

s e the an be literally t the lo ly r o f c t n s s as a imp r dard eache a stude he w . And s e got n a t t n r, h n’t de e s nt he se, “Th differe ne ca up w ter gra teache He did by nt. In o grade ent let g the unfair. .” n fere letter is curr esteri redibly t grade a of h ly p inc tha r o s f int u e as po ontinuo that w deserv c lt r by p. I fe arn o e it u

Quotes in the book pile are student quotes explaining their views on grading disparity or their experiences in the above teachers’ classes. graphics by Stephanie Tam

“Grading disparity between identical classes definitely causes other students and I unnecessary stress.”

e mor ferd n f i xpe h d in o e ds wit ourse the t d I ha rien e c of ike n my f he sam grasp .” l t l “I fe gy tha rs in t same cepts n r e e ene teach ttain th and co t en r to a terials e ma ord

d “Stu te the e R st te

er in h m ’ nI ere whe lass wh t her d re c u t essu e in a here, b doesn’ d r p b n p ry e l ve nt to tmos e sh seco I“ fee ss. I wa ood a ecaus in our arned cla e’s a g dull b e’re n’t le e y W ther is ver much. still hav s I s cla h that r and uch.” m teac meste se

Grading Disparity 9

Eagle

possible ra ding is] im g on m om [c u man I think aling w ith h de re u’ yo se nt perbecau has a differe e on ry ve E ry stubeing s. tion an d eve ca du e on e approach spectiv in how they nt re e ff di dent is n have a think yo u ca or a B e ducation. I a of how n A t en nm ig al co m mon certain but overall, e, lik ok lo cult to might e really diffi b ld ou w ng urses. g ra di r identical co fo en ev e, g mana

“M

phy By

61% of A’s given

Disclaimer: Most of the students and teachers are kept anonymous for privacy purposes.

hiloso

y mother had a great vocabulary so I had a great vocab. ulary. I didn’t have a great vocabulary because I opened up a dictionary everyday, but it was because of the academic language that got spoken at my house. Now, that was cool for me, but I cannot assume that everyone else does. They don’t have the vocabulary not because they’re stupid, but because in some cases their parents don’t speak English.

That’s why public schools are here, to level the playing field to make sure whether you have an educated parent or not, that you all have the same chance. Well, when we give homework, we’re sending kids off into two different directions and we’re expecting the same results. And I don’t think we can get that and I think it’s discriminatory.

When I was new to teaching and not very skilled, I encountered this kid who hadn’t done his homework and I started getting on this kid about not doing homework. And the kid started talking back to me. And I said to him, “go to the dean I’m gonna write a referral.” And as he walked out of the room, Michael Mendoza-a good student who adored me-said to him, “Don’t be who they want you to be, be who you are.”

I was shocked, and said to him, “How could you say that?”.

And he said to me, “You don’t know what he’s going through, you don’t know what kind of a circumstances he walks into every night. You don’t know anything about him and you’re judging him like you do.” And these light bulbs went off in my head.

er

Teach

Many 11th g times, there ra d ar gra de, e, who’ve go e ki ds, espe ne thr cially an d th in the o an d w riting ey don’t hav ugh ninth a s e n k d well in ills th the cr tenth at t itic m in my y regular Am hey nee d in al rea ding A e These P class, so t rican Lit cla order to do hat’s a ki ds co ss let when they ’r me to me a big huge pr alone e gett the ha ing a C n d they ’re s oblem. urpris . [Then an d th rd teacher; ed ]I n is is w hat yo o, these are ’m consi der ed u sho u t he st ld be able t an dards gra de o do a level. t this

ington

a Wash

5% of A’s given

9% of A’s given

ovided the flexibi lity on w ith their stuther. It’s a teache r’s gether an d to m ake students the sam e e particular subj ect. ously important.

We ay in what we al l [as a teacher] an d ci de how to co un t ntially, they know assroo ms an d wha t e only way to be difficult because ferent.

P ching ue Tea

A Uniq

to Grading Disparity

Quotes directly above and below the EKG represent individual teachers from the Social Studies, Science, Math, and English departments. Quotes above the EKG are from the easy graders in that department. Quotes below the EKG are from the hard graders in that department. Each pair of teachers has a class in common and the percentage given is the percentage of “A’s” each teacher issued in the shared class.

“He was super nice and he was always willing to help, but the class was too easy. There was a lot that you could get away with and the level of difficulty was probably at a 6th grade level. I have friends who had another teacher and they had to do a lot more work.

They had homework and binder checks and their tests were also harder.”

We’re teaching human beings and we’re not programing computers.

ajani Terri Cam

t bou elf. a d s orrie ss it e w the cla level, r o m are er than ademic t which a s t n de er rath the ac d abou T be O f h eac dless o worrie hould N g s r ega ts bein ill get .” n w lem tude r they prob he eac

We have to be careful that we don’t fool ourselves into thinking that we are inventing a cure for cancer in a classroom. I get it that we’re teaching subject matter and that chemistry, biology, math, history and all these things have very rigorous standards about what should be taught. But we also need to remember that we teach subject matter and we also teach students.

r y teacher ds of histo in the wor

I still think about it as one of the worst things that I ever did, to talk to him like that, to treat him like that. That was a big deal to me.

Maybe I’m too easy, maybe, and the damage getting done by that is what? People aren’t being prepared for college? I think people learn to write in my class. I think people learn US history in my class. I think it’s okay.

We’re teaching people and people come with all kinds of baggage. And with that being said, if someone’s taking a math class or a science class and really wants to make sure they can get into med school, I think those people need to be taught at an incredibly high level and I don’t know how to teach those subjects.

I think those teachers need to be able to do it the way they think is right to do it. But, we need to have a balance. We need to remember that students have more than just our class to go home to study for. And I totally get that they need to know all this, they need to know all that, but I worry about the price we’re willing to have them pay, staying up all night, not getting enough sleep, being exhausted, falling asleep in class, and missing stuff then having to cram more. Some students take first period through seventh period, you know teachers don’t teach 1 through 7. The teachers should consider these circumstances.”

10 Opinion

March 25th, 2015

The Eagle

White Chocolate Privilege:

“A

nd the Grammy for Best Rap Album goes to… Macklemore & Ryan Lewis!” The day the hip hop world stood still. Macklemore and his band of merry men beat out Kanye West, Kendrick Lamar, Drake, and Jay-Z at the 2014 Grammy Awards for Best Rap Album. Even Macklemore was surprised, evidenced by a text he sent fellow nominee Kendrick Lamar a few hours later: “You got robbed. I wanted you to win. You should have. It’s weird and it sucks that I robbed you.” As a white male, I firmly believe that white rappers get more credit in the mainstream compared to rappers of minority descent. This stems from either a larger population of white listeners or a wider acceptance of white rappers due to the color of their skin.

White Rappers Get More Credit Than They Deserve

When rap and hip hop, a predominantly African-American genre, made its way into mainstream culture during the late 80’s and early 90’s, it also began to be more accepting of white artists.

Previously, white rappers were a rare sight; The Beastie Boys were about all you were going to get. Nowadays, it isn’t uncommon to see white rappers. In fact, sometimes these white rappers get more credit than rappers of other races.

And more often than not, it’s unwarranted.

The United States is approximately 77.7% white. This means that there is a wider audience for rappers like Eminem, Iggy Azalea and Macklemore to appeal to. Not every cookie-cutter white family in Idaho will be willing to let a rapper called “The Notorious B.I.G.” or “Lil Wayne” into their household, but songs sung by white folk about thrift shopping and being fancy are no problem.

Thus, popularity and fame come with acknowledgment. Macklemore & Ryan Lewis have won more Grammys in one year than Tupac, The Notorious B.I.G., Busta Rhymes, Snoop Dogg, Public

New Macbooks Come At A Costly Price

graphics by Stephanie Tam

Enemy and Run DMC… combined.

Eminem has won six Grammy Awards for Best Rap Album, the most recent of which was in 2015. Eminem went through his own struggle to end up where he is today. As depicted in the movie 8 Mile, Eminem’s ride to fame was a challenging one, but it is not necessarily unique compared to others in the rap game. For example, The Notorious B.I.G. sold drugs and was a high school dropout. Yet, Eminem has six Grammy Awards, and Biggie has zero.

I’m not going to lie: I love Macklemore. I’ve seen him perform live twice. But I can also recite every lyric to Kendrick Lamar’s 2012 release “Good Kid M.A.A.D City.” I own every album put out by Kanye West. I go on Datpiff monthly to download a fresh crop of 8mixtapes. In my mind, Macklemore is just another rapper, who has clever melodies and a sometimes repetitive flow. He’s an excellent performing artist, but he deserves no more recognition than any of the other acts listed previously, nor does any rapper, just because the color of their skin.

BY JHOSELENE ALVARADO

W

BY GRANGER BALESTRIERI

hen it comes to important decision making at Washington High, students opinions are not really valued. This often happens with dress codes, class schedules, events such as our school rallies, and even teaching supplies. Back in December, teachers at Wash received MacBook Pro’s to use to take attendance. This cost the school district approximately $100,000. Essentially, we spent all this money just to try out a new method of taking attendance. Students were not even consulted on this decision and only found out the day teachers actually got the computers.

Previously, the district used attendance strips, and although there were often many glitches in the system, it still got the job done. The attendance strips were always available, unlike the website where, “If there are problems with our district logins, we can’t do attendance. We can’t do atten-

dance the following day if we forget,” teacher David Ko says. Therefore nothing is really solved.

Teachers at Wash got the chance to vote for either a used MacBook Pro or a brand new MacBook Air that would arrive in March. They ended up getting a slightly used, older model of the MacBook Pro’s.

The computers came with a downside. “Any time we want/need to install something, change settings, update software, etc. we have to put in a request and wait,” Ko explains.

The wait can take days, leaving teachers unable to move forward with the lesson they originally planned, and preventing them from incorporating technology into their teaching methods. “It’s like having a great, new car that is artificially limited to 15 miles an hour,” Ko expresses.

Since most teachers already have their own computer, they find themselves not using the laptops as often.

Computer science teacher John Hajel says, “I have mine locked up since I’m

already in a computer lab all day.” To him, only giving laptops to teachers who didn’t already have computers would have been more reasonable and would have saved SFUSD a lot of money. “[The decision] wasn’t terrible, but we could’ve thought about this a little bit better.”

Hajel also has a plan to help get students more involved in the decision making at Washington. He is in the works of creating a Tech Advisory Council, which will consist of a group of students and faculty that would help advise Ms. Lovrin where the tech budget should go.

This council will probably be around starting next year.

“It is [interesting] that we got the laptops the same year the contract was being negotiated. If we could have had another 1% added to our salary schedules instead of laptops, that could have been discussed during negotiations. Unfortunately, I can’t pay rent with my work laptop,” jokes Ko.

March 25th, 2015

Opinion 11

The Eagle

Taking an AP Class is Synonymous to Falling into Quicksand

A

BY ANNIE LEI

dvanced Placement and honors classes can be the key to getting an extra edge for college admissions and college credits. However, AP classes are also notorious for being overly exhausting and causing 17 year olds to cry. The problem lies in the fact that although AP/honors classes can provide a more challenging environment for students, if the classes become too challenging, the students may be setting themselves up for failure. If students were given the ability to transfer out of an AP/honors class, their educations could be improved.

Within the first weeks of school, students get to familiarize themselves with the classroom standards, as well as the AP teacher. In those first few weeks, students should have the opportunity to decide whether or not they are capable of taking the class. Then instead of having to stay in the AP class and ending up losing motivation to do work because it’s “too hard,” students can be given a chance to transfer out and go to a regular class. When students have the option of opting out of an AP class, they can be placed in a class that is more suited to their needs.

Since everyone learns in a different way, counselors should approve students’ transfer requests. If students could be placed with their desired teachers when they take an AP class, it is more likely that they will be able to process and understand new, more chal-

lenging material. There’s no point of students taking advanced courses if they feel like they won’t do well in the classes.

AP classes are known to have teachers who expect students to be more independent, but we still need some amount of guidance from our teachers. The way students absorb information can be affected by conflicts with our teachers. We should be able to transfer out of an AP class if we do not get along with our teacher because it results in a lose-lose situation. Not being able to transfer out of an AP class when you don’t get along with your teacher makes it difficult for the student as well as the teacher. Negative feelings toward someone who is supposed to guide you throughout the year and teach you new concepts results in failing and disappointing grades.

The main point of high school is to prepare students to succeed in life, but if students’ GPAs are hindered by AP/honors classes they were unable to transfer out of, it results in their transcripts looking “undesirable” to others that are just a few points above them. I know of many students who have had their GPAs impeded by the fact that they were unable to transfer out of an AP/honors class and ended up getting a lower grade than they wanted.

Transferring out of AP/honors classes gives students the opportunity to succeed.

graphics by Stephanie Tam

Letter to the Editor

BY MALIA JENKINS

To the Editor of The Eagle: I am taken aback by your recent article, “Should Transgender Athletes Be Able to Play?” printed in Issue III (February 13, 2015) of your newspaper. The “No” section of the article is transphobic, cissexist, and transmisogynistic.

This article is on the mild end of the spectrum, and this stems from The Eagle’s lack of knowledge on the subject, not aggressive intent - however, that does not excuse it at all.

Like other discriminations (such as racism, sexism, ableism, or homophobia), transphobia comes in many different forms: from hate crimes, to prejudice, to segregation, to misunderstanding. There are also more subtle forms of transphobia, such as the ones found in this article. They include misgendering trans individuals, not respecting their gender identities, and treating trans and cis people of the same gender unequally. Cissexism is a subtle form of transphobia, in which someone will assume another’s gender based on their genitalia and body. Transmisogyny is transphobia geared towards transgender women - hence the ‘trans,’ and ‘misogyny.’

The article argues the opinion that “transgender students should not be allowed to choose what gender sports team they play on.”

To say that transgender women should not be grouped with cisgender women and that transgender men should not be grouped with cisgender men is transphobic, in the fact that it segregates trans people from cis people. It is implying that transgender people of a gender are somehow different from cisgender people of the same gender, and that transgender people of that gender should

be restricted from using the same facilities that cisgender people of that gender do.

As well as the fact that cisgender people have no place in debating the rights of transgender people, the article uses incorrect and to some, offensive terms, invalidates transgender people, and constantly misgenders hypothetical trans individuals. The issue of the newspaper does contain both sides to this ‘debate’ - however, there is no argument here. A California Law concerning this issue allows transgender individuals to choose their bathrooms and the sports teams that they wish to be grouped with. Transgender people have this right in San Francisco.

The article refers to a hypothetical transgender woman as “the transgender” in one part of it.

However, I learned that the word “person” not being included in the phrase was an editing error in print after talking with the staff of The Eagle (but the other problematic lines found in the article were not). Referring to a transgender person as “the transgender,” “a transgender,” or “transgendered” is very dehumanizing and disrespectful, because it strips them of their identity as a human being and as a person. When discussing this and similar topics, you should always refer to marginalized peoples as just that – people! “The transgender person,” never “the transgender.”

The article constantly mistakes transgender people for having the opposite gender’s body (e.x.; “trans men for having women’s bodies.”) This is completely incorrect. It gives the impression that transgender people are ‘not really the gender they identify as’, and uses the genitalia they were born with to invalidate them. This derives from the mistaken belief

that “a transgender person was previously a [their assigned gender at birth], but switched.” This is a common yet harmful misconception of transgender people. If a person has any genitalia/body, and they identify as a gender, then it is that gender’s body. (For example, if they have a vagina, XX chromosomes, and breasts, and they identify as a boy, then it is a boy’s vagina, a boy’s XX chromosomes, and a boy’s breasts.)

The article refers to hypothetical transgender men and women to explain various situations, but in doing so, it constantly misgenders them. This is very hurtful and disrespectful to not just the theoretical characters mentioned, but to real-life transgender people’s identities. To misgender and invalidate a transgender person and their gender on purpose is a rude and disrespectful thing to do, even when it is unintentional, like in the article. Constant invalidation of transgender peoples’ genders is liable to cause them to have anxiety or panic attacks and other effects because of gender dysphoria, as well as making them feel uncomfortable in general. In one instance, the article states, “if a male high school student was to one day realize that she’s actually a woman…” This hypothetical trans woman is not a male. She is 100%, without a doubt, never to question, a woman. Do not call her post-transition self a man. Do not call her pre-transition self a man. She is not a man. Transgender women are not men any more than cisgender women are, and transgender men are not women any more than cisgender men are.

This way of thinking presented, that transgender people ‘realize’ their ‘true’ gender in an “Aha!” moment, greatly harms the trans community. Some transgender people know from their early

childhood. Some transgender people take years to figure themselves out. But not all transgender people ‘realize’ their gender as quick as the article describes. It makes it sound like she said, “Oh! I’m a woman, when all this time, I thought I was a man! Silly me!”

Figuring out your gender identity is almost never like that, and it is a different experience for everyone. It’s a windy road full of twists, turns, and forks that you don’t have the map to.

This article generalizes transgender people and their bodies.

In one example, the article states, “This student [a trans woman] could possibly put other teammates [cisgender women] at risk for unintentional injuries.” Not all trans women are “largely built, 6 foot.” Exactly as is the case with cisgender people, no two transgender people are alike. Many trans women are short, lean, and do not have much muscle mass.

Trans women are not hulking, giant men. They are not intimidating giants that can “injure people”.

The article’s antagonization of transgender women, declaring that they can injure fellow teammates, is dismaying. Trans women are human beings. Trans women are people. Trans women are women.

This article also erases nonbinary genders (genders that are neither boy nor girl). It constantly states, “men and women,” “him/ herself,” “girls and boys,” which all contribute to the misconception of the gender binary. Gender is a spectrum, and there are infinitely more genders than just male or female. This article fails to mention anything on non-binary students and people who identify as non-binary, who are also included underneath the transgender umbrella.

The invalidation of transgen-

der people, general lack of knowledge, and erasure of non-binary people found in this article from The Eagle is disturbing and disappointing. As a non-binary student myself, I am constantly misgendered, misunderstood, discriminated against, and overlooked.

There is no gender-neutral bathroom in the main building; there is no gender-neutral locker room, no gender neutral team. People do not understand, nor respect, my identity. There is not one shred of non-binary awareness in this school. However, I can live with the daily frustrations of this.

Humans revolve around the concept of two genders, I know this.

It’s what I have to face. I cannot change who I am.

What I can change are the views brought forth by this issue of The Eagle. I felt very unsafe and voiceless while reading it. To begin creating a safe space for MOGAI/ LGBTQ+ people, we will need to start with taking down harmful views and misinformation about transgender people, as in the ones that The Eagle published.

In the end, this is not about the article’s subject, “Should Transgender People Be Able to Play?” or its debate on it, for that matter.

I have no qualms with the writer, the article, or the newspaper, for that matter. They are very intelligent and trustworthy people, and they did not have any malicious intent in publishing this article. It is the published misinformation about transgender people that is the villain here. I hope that we can move on from this fault, and make The Eagle a MOGAI/LGBTQ+ friendly newspaper. This is about creating a safe learning environment for all students of all genders at George Washington High School.

Sincerely, Malia Jenkins (they/them, ze/zir)

12 Opinion

March 25th, 2015

The Eagle

Bathroom Graffiti: Comic Relief or Vandalism?

Vandalism

T

BY ALLISON WU

hroughout the years, grafitti has transformed from an eyesore to a valued aesthetic that expresses a strong message used to inspire others. Graffiti has flourished throughout San Francisco, and many graffiti artists are recognized for their creative and talented perspectives on our changing world.

Unfortunately, in the George Washington High School bathrooms, the “graffiti” strays far from its expressive roots and artistic talents. Instead, the graffiti at our high school expresses the immaturity in students, encourages bullying, and gives an unappealing appearance. For these reasons, our bathroom graffiti should be wiped down and removed to improve the lives of students.

Recently, lists such as the “F*ckboy list and “THOT walls” #1 and #2, featured in the boys’ and girls’ bathrooms, respectively, have become very popular.

Although the F*ckboy lists and THOT walls were a small joke among friends, the graffiti in our stalls has no artistic talent nor holds positive messages; therefore, it should be removed.

As we walk into the bathroom stalls, we see nothing but immature high school judgements.

There are, of course, some positive comments that occasionally pop up in random stalls; however, the number of hateful comments heavily outweigh the positive ones. Comments like “Rot in hell ______, you filthy wh*re,” or “Dear ______, you back-stabbing b*tch who stole my BF, I hope you die in a hole,” scatter the fecescovered stalls. These invalidating

photos by Mandy Yu and Winny Huang

comments are not something that you should have to read over and over again. To create a more positive and welcoming environment for students, the bathroom stalls should be wiped blank.

The mentions on the wall are indeed forms of bullying. Beyond the “F*ckboy lists and THOT walls” posted in our bathroom stalls, there are harsh and several unforgivable comments written about teachers, staff members, and even our close friends. As if verbal, cyber, and physical forms of bullying are not mean enough, we do not need the bathroom community forum to further initiate bullying.

Furthermore, students complain endlessly of how unsanitary, abhorrent, and uninviting our school bathrooms are. I agree that measures should be taken to improve the hygiene and appearance of our bathrooms. However, vandalizing and filling stalls with “THOT walls” and “F*ckboy lists” does not show our administration that we are responsible enough to to keep our bathrooms vandalism-free. If vandalism were to stop, we could build the administration’s trust and get the new bathrooms that are so long overdue.

Let us not undervalue the journey artists have endured to pursue the message that graffiti holds, as it has since become an expressive art that influences and inspires others. The “graffiti” in the bathrooms, as many have named it, is far from art. Instead, it induces bullying and further damages the appearance of our bathrooms.

The bathroom stalls should be scrubbed down and cleared, effective immediately.

Comic Relief

B

BY CAROLYN HANSON LEE

athroom graffiti at George Washington is not just nonsense and scribbles written on stalls. It isn’t a form of gangrelated vandalism or bullying either. Rather, the graffiti in our school bathrooms are expressive, humorous, and entertaining.

There will always be old-fashioned and conservative elderly folk that hate on graffiti and consider it vandalism of private property, but graffiti contains a much deeper message than portrayed to the naked eye. In another perspective, graffiti can be a unique form of art that allows individuals to express themselves through word and picture.

Some people may not like messages that graffiti portrays, or how it is exhibited, but that does not mean the message doesn’t have value. By writing on the walls of the stalls in bathrooms, students are provided with a chance to anonymously convey opinions without prejudice.

Graffiti is not all bad. In one girls’ bathroom stall on the second floor, someone once wrote “I hate my life” in bold letters.

Rather than kicking that girl down, other female students replied saying “Don’t give up,” and “Keep your head up.” Despite the criticism that our bathroom graffiti receives, the stalls can actually create a safe space for students to anonymously write down their darkest feelings and emotions. It then allows other students to anonymously reply with encouraging comments. The best medicine doesn’t always have to be a counselor from wellness, but a couple of uplifting messages on bathroom stalls from your own peers. These kinds of heart warming messages other girls have written in response to someone writing that they hate themselves can be empowering to students with low self esteem. It’s entirely possible that bathroom graffiti can change students’ lives.

Graffiti in our bathrooms can be very entertaining and stimulating as well. One of the newest and most popular forms graffiti in Washington’s bathrooms would have to be the “Thot Wall” and “F**k Boy List” featured in the boys’ and girls’ bathrooms respectively. It’s sad that many have taken offense to these lists when it’s obvious that

they were created as a joke. The lists do not bully students, because a closer look reveals the intentional humor. The only reason students’ names have ended up on the wall is because close friends have been writing down others’ names for fun. The lists are supposed to be laughed at, not taken literally. Of course there are some things written on the walls that are just vulgar and inappropriate, but overall, the graffiti is not a major problem at Washington.

The First Amendment of the Constitution protects freedom of speech and it’s only fair that students have the ability to retain this right. Students should be able to use the stalls like chat rooms and create conversations with others, as it encourages students to voice their thoughts in new ways. Bathroom graffiti is not always harmful or insulting, as it can also be a method of anonymous and meaningful opinions and commentary.

I once used a stall with a sign hung up telling girls to stop flushing their tampons and pads down the toilet. Another student replied in pen on that same wall saying, “Oh yeah? Well the trash cans aren’t even lined.”

In this case, the bathroom graffiti was exposing one of many serious sanitation issues in our school. It’s quite ironic that the same faculty that allows our school to overflow with trash and filth is condemning all aspects of bathroom graffiti. Students are forced to walk in hallways filled with moldy garbage and sulfuric smells, yet harmless graffiti is considered a first class offense.

With all the taxes the government collects toward public school funding, you would assume that our faculty and staff would spend less time scrubbing graffiti and more time scrubbing the floors.

I, for one, enjoy reading all of the silly comments and drawings on the sides of the stall to brighten up my day or crack a smile.

It allows students to be creative in ways that schoolwork cannot provide. The bathroom graffiti at Washington is a public good, even if it is not technically allowed under San Francisco Unified guidelines. Thirty years ago hip-hop music was labeled “noise,” and my hope is that someday people will accept graffiti as an authentic form of art as well.

March 25th, 2015

Sleep 13

The Eagle

What are the sleeping habits of GWHS students?

We surveyed 121 students about their sleeping habits. Here are the results (

=10%):

77% of Washington students get less than 8 hours of sleep on a school night.

47% of Washington students get less than 7 hours of sleep on a school night.

50% of Washington students get less than 8 hours of sleep due to a large quantities of homework.

88% of Washington students would like to sleep for at least 8 hours on a school night.

47% of Washington students believe they’d be able to sleep more if they had less homework.

54% of Washington students take naps (most commonly ranging from 30 minutes to 2 hours).

46% of Washington students have fallen asleep (or has come close to it) during class because of the lack of sleep the night before.

66% of Washington students do not think they get enough sleep.

According to the National Sleep Foundation, teenagers (ages 14-17) need 8-10 hours of sleep per night. Young adults (ages 18-25) need 7-9 hours of sleep per night.

Interview with the school nurse: ms. Boyer chu Why is sleep so important?

Science is still researching all of the ways that sleep benefits our bodies.

The main benefits of sleep have to do with the BRAIN. Sleep enhances learning and memory, both of which are essential to do well in school and life.

What are the effects of not getting enough sleep?

In the short term, a lack of adequate sleep can affect judgment, mood, ability to learn and retain information, and may increase the risk of serious accidents and injury.

In the long term, chronic sleep deprivation may lead to a host of health problems including obesity, diabetes, cardiovascular disease, and even early mortality.

What do you think teenagers can do to get more sleep?

Set good sleep habits: try to have a routine before bedtime, e.g. getting clothes ready for the next day, preparing your lunch (packed lunches are generally healthier than bought food), brushing your teeth, reading a book that’s not too exciting. These preparatory activities are not only healthy, they train your body to start getting ready for sleep.

Then, go to bed at approximately the same time every night, especially on school nights (Sundays through Thursday nights). Avoid screen-related distractions, e.g. bringing your cell phone to bed.

Are naps good for you?

Depends. If it’s a short “power nap,” e.g. 30 minutes, that’s OK. But naps over an hour are going to disrupt your routine. Your body might not crave sleep until 1 or 2 in the morning. Getting too few consecutive hours of sleep through the night deprives your body of the deep quality of sleep needed to maintain learning and memory.

The SLeep Epidemic As workloads become heavier, sleep becomes scarcer

BY NICOLE BERGELSON AND WINNY HUANG photos by Winny Huang

March 25th, 2015

Sports 15

The Eagle

Too Many Spring Sports Teams, Not Enough Space

BY TALIA MOORE

3

0 yards; that’s the amount of space the soccer team is given for after school practices. When I first heard the news that a girl’s flag football team was starting up in the Spring of 2015, I was baffled. Never would I have thought that a hypothetical football team would get the benefit of the doubt and become an official team within it’s first year.

I have been playing varsity soccer since my freshman year and for the past three years I have practiced on barely half of a field. Field space has always been an issue in San Francisco. Since I was little, I have played on fields with numerous teams practicing at the same time, so I have grown accustomed to it. However, all of the teams practicing on the same field played the same sport. When I heard that flag football would become a new addition to the front field, I was infuriated. The grand total consists of four different teams on one field: boys and girls lacrosse, flag football, and girls soccer. Is the school out of its mind? That is over 100 athletes sharing a

high school field. Not only is this a serious safety hazard, but it is not fair to any team to have less than 50 yards of field space. One would think a logical solution would be to make a team practice down in Golden Gate Park. Unfortunately, we are not allowed access to a field permit because San Francisco Parks and Recreation claims we have our own field space at school. This reality crosses out one solution to the problem of creating another team during the spring season.

Without any questions asked, flag football was designated as a team, not a club due to Title lX. Title IX in respect to the flag football team prohibits discrimination on the basis of sex, thus allowing for the formation of a girls team since a boys team already exists.

I completely agree that girls should have an equal opportunity when it comes to sports, but a new team should have to trial as a club first before becoming a permanent team just like lacrosse did several years ago. Since some flag football teams already exist in the district, Washington was granted the right to an official team rather than a club.

At the start of the season around 30 girls

attended tryouts. This number is very high for a fresh squad. Several girls who joined quit their varsity squads to come out and play flag football. Individual decisions such as quitting your team to join another do affect those around you, even though it may seem like a personal choice. When one is to quit something that he or she has put so much effort and time during years past, it not only takes away from the invaluable life lesson of finishing what you started, but it also lets your prior coaches and teammates down.

Adding a fourth team to the football field at Washington has created many logistical problems. With all four teams playing home games, the field space is even more limited.

There are only five days in a school week and if each team has at least one home game a week, that leaves a limited amount of time for a decent practice. Not only is flag football hurting their own training time, but also the productivity of everyone else’s practice.

In addition to logistical mayhem, four sports playing all at once is a huge safety concern. People have been hit with equipment

of the opposite sport on numerous accounts.

A misplaced loft of the soccer ball or toss of a football could land another athlete participating in their sport in the hospital. Far too many teams reside in the proximity of a single field.

A reasonable solution to the field space inequality would be to install field lights. This way teams could have evening practices just as all the gymnasium sports do. The installation of new lights would benefit many. Sports games could be scheduled later allowing for more fans to attend and later games would also ensure that students would not need to leave class early. It’s a win-win situation.

I’m all for equality and girls should have a right to play football, but the creation of the team seems to be at the wrong place and the wrong time. It would make sense to move flag football to the fall or winter season. There are 15 teams in session during the spring and far fewer during the other seasons. With six flag football teams in the league switching their season should not be a large issue. Why not make everyone happy and let the girls put on their flags during a less impacted season.

Flag Football: Yay or Nay? graphics by Stephanie Tam

Flag Football Brings Equality to Wash

BY HANAKI SATO

Y

es, flag football is happening this year. Personally I think this is great. It gives girls an opportunity to play football. It gives girls that haven’t taken a liking to any other sports, or are just interested in the game, an opportunity to play. Being on a team is like having a second family. You begin to create bonds, friendships, and really awesome memories that last with you forever. Now why would you ever want to strip that away from anyone?

Field space is a problem as there are many sports going on at once on the football field during the spring season, but flag football can’t simply just play during another season. Should all flag football teams change their season to accommodate Washington’s field space issue? No, if spring season is when girls play flag football, then spring season is when girls play flag football. We can’t always make everyone happy, and in this situation, we can’t just say “let girls put on their flags during a less impacted season,” as Moore says in her article. It seems that the boys lacrosse, girls lacrosse, girls soccer, and the flag football team are handling this situation well and trying to figure out what works best.

And for the meantime sharing a football field amongst all four sports will have to do.

To me, flag football becoming a team first without having to be a club isn’t unfair, but rather it should be seen as a great opportunity for flag football. What is the issue with going straight into the league? That’s a great thing; flag football at Washington will have the chance to play other teams in the city, like the flag football teams at Balboa, Mission, or Galileo.

Talia Moore mentions in her article that “Several girls who joined quit their varsity squads to come out and play

flag football. Individual decisions such as quitting your team to join another do affect those around you... it not only takes away from the invaluable life lesson of finishing what you started, but it also lets your prior coaches and teammates down. ” My problem with this is that sometimes you have to put yourself first; you can’t always think about everyone else and how things you do will affect them, because in the end it’s your life. You have to do what makes you happy. What’s wrong with girls wanting to do something they want to? If they quit their varsity squad to join flag football, maybe they didn’t enjoy playing the sport they played? High school is about trying new things and finding what you like and don’t like. It may disappoint others on the team but they should understand that you want to try something new, or do something different. And they are finishing what they started. Maybe they decided whatever sport they played has come to an end for them; and it was time they moved on. Should doing something until your senior year be the only way to finish what you started?

It seems as though all sports teams that started with males only have been met with a girls team, except for football, and finally we have flag football. Yes, it is different from tackle football, but it’s still football. And what a great thing that a girl would want to start a team; the fact that someone would want to open the door of girls flag football, not only to themselves, but to plenty of other girls that probably would’ve never got the chance elsewhere. That’s a big responsibility to have: to gather people to play, to get people to coach it, and to make it here to stay. So to all of the people on the flag football team, GO YOU!!! I think it’s amazing that here at George Washington High School we have some sort of girls team equivalent to football now, and I only hope that the sport continues to grow.

“The guy with the mohawk” is probably what you know him as, because when you see sophomore Taylor Tran, his mohawk is the first thing you notice. There is more to Tran than just a unique haircut, but it does explain a lot about him.

Tran didn’t always have a mohawk; when he was younger, he had a bowl cut. In fourth grade, he decided to make a hair change by using gel to create a tiny mohawk. As time passed, it grew in height and eventually he no longer needed gel for it because it would naturally stay in place. “It became my symbol,” he says.

Tran’s mohawk also has a distinct bleached color that only a swimmer could get. Over 20 hours in the pool each week will do that to you.

Tran has been swimming for a total of 11 years. As a sophomore at Washington, Tran has been on the school’s swim team for one complete season. However, one season was all it took for Tran to win two medals at the All City Championship swim meet last year.

During All Citys, Tran was competing against someone he looked up to. Tran says beating him was a “great accomplishment.” That day, he took home first place medals for the individual medley 200 and the 100 breast events. Tran considers All City to be his best meet yet. “[Tran] is the defending champ in the 200 IM, 100 Breast, both varsity events which is tough to do as a freshman,” Washington swim coach Danny Camacho explains. “This year he is stronger and more determined to repeat. There is always room for improvement so if he works harder I believe he could accomplish his goals.”

Swimming for Washington has been a good experience for Tran. “It’s good; we’re a big team,” Tran says. Everyone helps each other by giving advice on how to improve, and by motivating each other.

Tran was first introduced to competitive swimming when he joined the San Francisco Rec and Park Rays at eight years old. Since then, competitive swimming has been the only he knows. “The more time you spend in the pool the more you grow as a swimmer,” Tran says.

BY JHOSELENE ALVARADO

Swimming is a very time consuming sport. Tran practices before school at 5:30 AM for two hours, goes to school, and practices again after school for an additional two hours. “We do this because we just want to get better,” Tran says.

Despite being super busy with swimming, Tran still manages to get all of his school work done and a decent amount of sleep. Sleep is one of the most important things for swimmers he says.

Tran’s practices aren’t easy either. Endurance sets are something he does often and they’re challenging. There is only one lane for varsity swimmers and since he often leads the lane, the pressure doubles. “I have to keep up with the time, how many times [I’ve done it], and how hard [I’m] going with each set. It’s very difficult for me,” Tran explains.

Aside from difficult daily practices, Tran has to deal with finding a way to stay motivated. Tran uses the goals he’s already accomplished as ways to help push himself to become an even better swimmer. Swimming is a “sport that if you are really motivated to do it, and you show up to practice everyday, it’ll show up [during] meet[s],” Tran explains. Since swimming is an individual sport, Tran also has to handle self criticism. “I can’t blame anybody if I fail,” he says.

According to Tran, the competition isn’t always the hardest thing during swim meets. Staying warm during meets is also a challenge. “You’re outside; it’s cold and windy and you’re only in a swimsuit,” Tran explains. He also says that remaining focused is a huge factor during swim meets. “If your mindisn’tinthe swimmeetyou’renotgoing to do well,” Tran elaborates.

As a sophomore, college is still far away, but Tran already has two universities in mind. UCLA and UC Berkeley are two schools Tran is looking into because they have what he wants: good academics and swim teams. After college, Tran wants to continue pursuing his passion of swimming by either coaching a team or becoming a personal trainer.

Tran has two main goals in life. The first is to compete in Nationals, and the second is to go to the Olympics. “I [remember watching] Michael Phelps win all of his events; it was crazy. I just want do the same thing,” he says. All the hard work he puts in to swimming now helps Tran get one step closer to reaching his goals. “I swim because it’s just something I really love,” Tran says.

Taylor Tran: The Man Behind the Mohawk

Athlete of the Issue

The Eagle

photo by Andrew Chew

16 Sports March 25th, 2015