The Islander February Issue 2016

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February 4, 2016

mihsislander.org

Rampant cheating at MIHS remains unchecked by

Jonathan Perr staff writer

Beneath MIHS’ shining reputation of academic and extracurricular excellence lies a less attractive truth: social pressure, getting into college, and time shortages caused by ambitious schedules lead many students to take the “easy way out� and cheat to attain high grades.

The Educational Testing Service and the Ad Council found that “while about 20 percent of college students admitted to cheating in high school during the 1940s, today, between 75 and 98 percent of college students surveyed each year report having cheated in high school.�

Sadly, Mercer Island serves as a case study for the nationwide cheating epidemic.

Of eight MIHS students interviewed, each admitted to copying a friend’s homework assignment in the past month. Additionally, half of those students confessed to informing peers of test questions in the past month. Even this small sample size depicts a strong trend of what the MIHS Student Handbook defines as academic dishonesty: plagiarism, sharing test answers between periods, and

completing another’s work.

The reasoning for these Machiavellian study habits at MIHS lies not in a complete disregard for morality but rather an insatiable demand for stellar grades. One MIHS junior said, “Honestly, I’d have a C in [AP] Calc if not for getting help from other people, which I guess is cheating but ‌ college!â€? With the college admissions process becoming more competitive every year, good grades are in high demand, seemingly justifying any means by which MIHS students can attain those grades. Additionally, the stigma behind not getting accepted to a brand-name college further reinforces the ruthless mindset many students have taken in their schooling. “Pretty much your whole future is based off the grades you get in high school. You do whatever it takes to get the A and go to a nice college so you can live a happy life; a lot of the time, that means stealing an answer from the person next to you just for that 100 percent on a test or copying the homework from your friend,â€? said one MIHS sophomore.

Additionally, students’ personal interests and extracurricular activities of-

ten consume time necessary for honestly earning high marks. “Students at Mercer Island are very overscheduled. When their backs are against the wall and they’re overcommitted, it’s easier to justify a little cheating when there’s no other [perceivable] option,� said MIHS AP Chemistry teacher Shannon Sue. Students who cheat do so at the risk of getting caught and facing serious repercussions. “A first offense is usually handled by a teacher, and they call the parents and the parents know that the student is going to get an F on their assignment or project. The second offense is that the kid gets a referral to the main office, and one of the associate principals handles it. They work with the student, the parent, and the teacher,� said MIHS Principal Vicki Puckett, “typically, the student gets some kind of community service, Saturday school, or in-house suspension. The third offense is a suspension on the student’s record that could be reported to colleges.�

Despite widespread cheating, all of the MIHS students interviewed believed cheating to be an immoral practice. One senior said, “Cheating is generally wrong but is

usually admissible as long as the person cheating realizes that they will not learn or be successful if they don’t work hard on their own.�

Ironically, some students find bypassing learning in school to be admissible, an altogether counterproductive idea given that learning is the central purpose of schooling. “At some point it’s going to get them,� said MIHS AP Comparative Government teacher Dino Annest. Puckett agreed that cheating early in life prevents students from developing the integrity necessary for success later in life.

The culture of learning and bettering one’s knowledge has been jaded by numbers, percentages, resumes, and prestige. Until MIHS and the community implement new measures to prevent students from overcommitting themselves and avoiding the actual learning by taking the path of least resistance, MIHS’ academic success will remain tainted. Although the current mentality will produce a student body capable of earning good grades, some of those students will graduate with as much knowledge on methods of cheating as on core curriculum.

fined by MISD, staff members from each school will supplement some of the vacancies at Northwood. “We have four teachers in a school that was really built for three teachers at each grade level,� said Batliner-Gillette. “The simplest way to explain it is it’s like taking one teacher from each grade level team at each building and putting them in the new building.�

The addition of Northwood also raises the question of which children will attend the school instead of one of the other three elementaries next school year. The Boundary Committee, established in the fall of 2014

by Superintendent Dr. Gary Plano, reconfigured MISD’s boundary lines to determine which students attend each school based on geographic proximity and practical bus routes. “We are planning to use the boundary guidelines as the determiner of what your home school is,� said Batliner-Gillette. However, the committee’s proposal also includes a plan for students who struggle transitioning that enables them to stay in their current

school as long as space exists.

Unlike the other MISD schools, Northwood will be in a two-story building. Inside, each two adjacent classrooms face a larger shared learning room on the opposite side of the hall. Sketching the design on a piece of paper, BatlinerGillette explained, “In that shared learning area, there’s a small, enclosed small-group room, and then just a lot more learning space. So the idea is that it allows for kids and teachers to be a little more flexible with how and where they do their learning, so they won’t always be contained in a classroom.�

Although Northwood alleviates much of the overcrowding within the elementary schools, its proximity to MIHS poses some potential conflicts, specifically regarding transportation. “All of the elementary routes will need to be re-looked at and re-pathed and reloaded and rebalanced for next year,� said MISD Director of Transportation David Bynum. Additionally, the District looks to potentially shift high school and elementary school start times to prevent over-

lap between the two schools.

The District has also worked to resolve the issue of start times by completing community traffic studies and other surveys to determine an appropriate solution. Most likely, Northwood’s opening will call for a change in start times and the transportation system given that the District must provide bus services to each of the four elementary schools and Islander Middle School. “In fact, we feel we probably need about a halfhour window break in between in order to let the traffic get out of the way from the high school,� said Bynum.

Northwood’s opening, although a change for many MI families and students, will help reduce overcrowding, shorten bus routes, and provide many students with the opportunity to learn in a conducive environment nearby their homes. Batliner-Gillette said, “I think what we’re really hoping for is that at the end of that first year, we feel like we’re a part of the community, that it’s not the new school but...it becomes one of our four really excellent [elementary] schools on the Island.�

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Volume V, Edition 4

Inside The negative effects of coffee consumption Features > Page 2

An inside look into college sports recruitment at MIHS Sports > Page 3

The dangers of anti-vaxxers Spread > Page 4/5

Northwood: coming soon to an island near you by

Hanna Puetz staff writer

As construction of Northwood Elementary School progresses, the Mercer Island School District works to finalize plans for the Fall 2016 opening of the city’s fourth elementary school.

Because of the overflow of students in the MISD at all grade levels, Mercer Island voters passed a $98.9 million bond in 2014 to expand the school district, which included the addition of a fourth elementary school, Northwood.

With construction approaching an end this summer, Northwood prepares for the upcoming school year. “We’re anticipating somewhere in the 400 to 425 [students] range,� said Northwood Elementary School Principal Aimee Batliner-Gillette. “With our predictions for what our enrollment will be, we’re planning right now for there to be three teachers per grade level, K-5.�

These teachers, however, will not all be new hires.

Because Island Park, West Mercer, and Lakeridge are over their capacities, as de-

What to consider before signing up for AP classes Opinions > Page 6

The backlash over white privilege over the Oscars Campus Life > Page 7

Make sure to check out our new website at mihsislander.org!

2

FEATURES

2015 Year in Review

www.mihsislander.org

Compiled by Jamie Cartwright

First photos of Pluto On Jan. 19, 2006 NASA launched their New Horizons project from Cape Canaveral. The aim of the project was to send a probe to Pluto to capture a view of the dwarf planet. The Probe arrived on July 14, 2015 and an amazing event took place: the first photos of the surface of Pluto. The photos showed the dwarf planet in amazing context and have given us an abundance of new information such as a view of its geography as well as its precise size and mass.

Donald Trump Donald Trump dominated the political headlines in 2015.

During his presidential campaign, Trump has become an icon for his strong views on immigration. He has staged his opinions on several issues including abortion, corporations, and illegal substances, causing uproar around the country. Despite his questionable views, Trump will continue his campaign for President in 2016.

Terrorist attacks During 2015 there were many attacks from the terrorist group, Islamic State, better know as ISIS. The terrorist group was responsible for many disastrous shootings, bombings and executions. The most outrageous of these attacks took place on the evening of November 13th: the Paris bombings. There has been retaliation from France, Russia, UK, and the United States, but the war against ISIS is far from over.

Baltimore riots At the beginning of the year a young African American man, Freddie Gray, was arrested in Baltimore, Maryland charged with possessing an illegal switchblade. On his way to the police station, he fell into a coma and was taken to a nearby trauma center, where he died just a few days later. Gray’s death was thought to be caused by unnecessary police brutality which ignited the Baltimore riots. 486 people were arrested during the riots that lasted throughout March and April.

Supreme Court ruling In June, 2016, the Supreme Court ruled 5-4 to legalize same sex marriage in the United States.

The argument was sparked in 2013 when a man wanted his name on his husband’s death certificate. The majority of Supreme Court judges argued that the 14th Ammendment stated that same sex marriage is under its equal protection clause and can be practiced nation wide. The controversy triggered nationwide arguments and protests until the issue was properly addressed last June.

FIFA scandal In May, 2015 members of the soccer association FIFA were charged with fraud, bribery, and money laundering. This investigation, led by the FBI, spanned the entire year. The case was triggered by suspected bribery from countries who sought the World Cup, mainly Russia and Qatar. The investigation was widened to inspect FIFAs dealings in the last 20 years. During the scandal FIFA President Sepp Blatter resigned, stating that he had lost the consent of the soccer community.

Caffeine high for finals low: the coffee conundrum at MIHS by

Georgia Mattox staff writer

Students at MIHS rely heavily on coffee to get through school work, or even just to get through a class period, without realizing coffee’s detrimental consequences on their health.

Coffee consumption correlates directly with the hours of homework and late nights high school students must endure. “I am tired from staying up and doing my homework and I need coffee just to get me through the day,” said junior Emma Gottlieb. Students use the caffeine boost to stay awake and focus in class without realizing the health consequences that this overconsumption spurs.

On most nights, getting enough sleep is difficult for high school students who participate in after school activities and must complete hours of homework.

“Teens need eight-ten hours of sleep,” said pediatrician Meta Lee. Because students are so busy after school, they do not get enough sleep and therefore compensate

with coffee. Students rarely have the energy and time for both homework and extracurricular activities. It comes down to deciding what is really more important – grades or extracurriculars?

cholesterol. Any kind of coffee that has not gone through a paper filter, including espresso, boiled coffee, and decaf coffee, will raise cholesterol levels. In severe cases, high cholesterol levels can lead

acid reflux, or ulcers, but most commonly it will result in an upset stomach. High amounts of caffeine in coffee trigger migraines as well.

The good news is that there are healthier alternatives to coffee. Caffeinated tea is one of the most popular options; with thousands of flavors and types to choose from, tea can provide a smaller amount of caffeine with healthier ingredients. Many teas are a great source of antioxidants, B vitamins, and minerals.

Tea is a convenient drink and there are many different flavors offered here at MIHS that students can buy to replace Photo by Georgia Mattox Students drink excessive amounts of coffee to stay alert during finals week. their morning coffee.

Another alternaDespite the energy high to stroke or heart attack as tive option is coconut water. that students receive from it reduces normal blood flow. Coconut water is a clear and coffee, the negative effects The caffeine in coffee is milky liquid that comes from of consumption include high what raises blood pressure green coconuts. The refreshcholesterol levels, high blood and high consumption levels ing drink contains bioactive pressure, upset stomach, and can easily upset the stomach. enzymes and is filled with reheadaches. Coffee contains Coffee increases acid pro- hydrating electrolytes. This cafestol and kahweol, two duction in the stomach that drink will provide students substances that raise total can even lead to heartburn, with sought after energy, but

in a more natural and refreshing way. Green tea, black tea, white tea, and oolong tea all have caffeine, but not an overwhelming amount, and heighten mental alertness.

When looking for a cold drink, smoothies, especially those that include nuts, are a great source of both protein and fiber. Easily transportable and quick to make, smoothies are perfect for rushed school mornings.

Smoothies made with cashew milk, protein powder, and nut butter will help elevate blood sugar levels, helping you keep your energy throughout the school day.

This type of energy is better than the brief energy high that coffee induces.

Students rely on coffee because they feel it gives them energy and forces them to focus and concentrate in class. This reliance is a consequence of school-related stress and over-scheduling that almost every high school student is faced with. The reality, though, is that with a little research and experimentation, students can replace coffee with healthy and nourishing alternatives.

February 4, 2016

Boys basketball team plays in LA tournament over winter break by

Jamie Shannon

staff writer

Over winter break, the MIHS boys basketball team took its annual trip to Palm Springs, Calif. to play in the tournament that is held there yearly. Featured in this tournament were many talented individuals and teams. The Islanders faced four different college-recruited athletes during their tournament run and played the defending Utah state champions.

The boys played their first game against Bountiful High School from Utah. The Islanders played exceptionally in this game, winning 60-40. Senior guard Josh Stenberg led the Islanders with 22 points, six rebounds, four assists, two steals, and went 4-6 from 3-point range. Senior Sam Nordale added ten points.

After the win against Bountiful, the boys advanced to the next round where they faced a tough match up against JW North, from Riverside, Calif.

In this game, the team fought hard and squeaked out a win in double overtime by a score of 87-86. Nordale led the team with 25 points, along with eight rebounds and five assists. Senior forward Andrew Pickles helped in this win too, scoring 19 points and bringing down nine rebounds.

Alongside Nordale and Pickles, Stenberg scored 15 points with six rebounds and three assists.

In the next match up, the team played in the semi-finals against Desert Pines, a team from Las Vegas. In this tough match up, the Islanders had to play against two college recruits, one senior committed to University of Nevada and one junior who had an offer from the University of Arizona. After a hard fight in regulation, the boys found themselves in another overtime situation. Once again, the Islanders were able to

SPORTS

3

An inside look into college sports recruitment at MIHS

extend their lead in overtime and win 58-52. Stenberg led the Islanders in scoring again with 19 points and had three steals. Though, the whole team contributed by shooting 79 percent from the freethrow line.

After these three victories, the Islanders earned their place in the championship game against Santa Monica High School. In their toughest match up yet, the Islanders faced a talented Santa Monica team and an even more talented player named Jonah Matthews, a senior committed to USC. Nordale and Stenberg played well, each putting up 16 points.

Unfortunately though, the team was too overwhelmed with Matthews, who drew a lot of attention from the Islanders defense; going only 31 percent from the field, and turning over the ball 20 times, the Islanders couldn’t pull out a win. The final score was 53-43, Santa Monica.

After what could be seen as a very successful trip for the Islander boys basketball team, senior Sam Nordale reflected on the team’s performance. “Our performance proved to ourselves that we can beat anybody when we are playing our best basketball and that we have the potential to be a special team if we can address the issues we’re dealing with,” said Nordale. Nordale was very confident in the team’s play and believes the team can have a very successful season.

The team’s trip to Palm Springs did a good job of allowing the players to find problems in their play against unfamiliar teams. With an overall record of 15-4 and a KingCo record of 8-3, the Islanders currently sit in second place in KingCo (accurate through 2/4) and hope to finish the season on a positive note and enter the KingCo tournament strong.

verbally committed. When Mark Jergens-Zmuda shared Smith was noticed by Wash- the various types of scholarby staff writer ington State, the scout was ships available. “Students 82 percent of MIHS stu- actually watching one of can play sports for example dents participate in high Smith’s teammates. Accord- at Division 1, 2, or 3 universchool sports.

However, ing to Smith, he played one of sities. They can be full qualionly a select few are skilled his best games, and the coach fier participants that often enough to catch colleges’ at- took note. “Getting recruited getting scholarships, red tention. Talented athletes a n d shirt, who are recruited for sports getting or nonhave the opportunity play for noticed quala competitive team in college r e i f i e r and to confirm where they ally reparticiwill attend college before v o l v e s pants. their peers. around DependMIHS senior Jemma b e i n g ing on Yeadon has committed to at the t h e play volleyball at Notre r i g h t sport Dame next fall. In order p l a c e and the to reach recruitment level, in the school, Photo courtesy Jack Smith scholarYeadon started to train very r i g h t hard in the second grade. “I t i m e , ” Jack Smith slides into third base in a game last year. ships would normally have a two said Smith. can range to cover just books, hour practice twice a week, Therefore, being recruited or a lucky few even may get a one hour private session can be as simple as getting full rides.” twice a week, and then vari- noticed on a whim. RegardFinally, students who ous workouts the rest of the ing his experience, Smith wish to be recruited for athweek,” said Yeadon. said, “always play or prac- letics must work hard to Although her dedication tice like someone is watch- maintain good grades and was key, Yeadon believes ing, because you never know test scores. Although grade that recruitment skill level when someone watching you level requirements vary for requires a passion for the will make an impact in your schools of different selectivsport as future, like the ity, all colleges inquire about well as inWashington State grades. “NCAA has strict tensive University coach requirements for admistraining. “I will for me.” sion so they definitely look definitely Skill alone can- at student grades and some think it not guarantee schools have strict course, takes a lot college scouts’ at- test scores, and grade reof determitention. Students quirements,” said Jergensnation and must contact Zmuda. love for the coaches, a long and Jergens-Zmuda’s advice to sport.” difficult process students is to talk to players Yeadon with many regu- and coaches at the universiwas relations. “A coach ties that appeal to you, and cruited on cannot call you or to make an appointment and the basis of communicate with visit several schools to make continuous you over phone or an informed decision.

Photo courtesy John Fisk Internet until the excellence Although college sports throughout JemmaYeadon blocks a tip in game vs. Interlake. beginning of your recruitment is a difficult her high school career. How- junior year in high school. I process, and there are ever, getting noticed by col- found myself having to call many talented high school leges does not always require coaches every week just to athletes, it is important to unique skill, but often gen- get my name out there so continue to train hard, as it eral talent and some luck. that they possibly had the will pay off. As Yeadon said, MIHS junior Jack Smith ex- chance to come watch me, “be diligent, mindful, and plained how he was recruited which they rarely did,” said dedicated. If you love the to Washington State Univer- Smith. sport enough, then anything sity for baseball, where he MIHS Athletic Director is possible.”

of their final seven games, and making the playoffs as the sixth seed at 10-6. The Seahawks ranked tied for fourth in points, and first in points allowed.

Quarterback: A Starting quarterback Russell Wilson started the season a little slowly, but over the final seven games of the season, he played as well as any quarterback ever. Wilson set franchise records in passing yards (4024), passing touchdowns (34), completion percentage (68.1; min. 50 attempts), and passer rating (110.1; min. 50 attempts), leading the NFL in the final category.

Running Back: B+ The normally dominant Marshawn Lynch disap-

peared this season, logging just 3.8 yards per attempt.

Playing in just seven games due to an abdominal surgery, Lynch amassed his lowest total yards (417) since joining the team in 2010.

Undrafted rookie backup Thomas Rawls was sensational in his absence, leading the NFL with 5.6 yards per carry before suffering a broken ankle in Week 14. After having been released prior to the season, Christine Michael was re-signed after Rawls’ injury. He provided hard running at the end of the season and averaged 4.9 yards per carry. Overall, the position performed admirably, but would have been bolstered by healthy seasons from Lynch and Rawls.

Zoe Levin

Seattle Seahawks’ season comes to a saddening close with loss to Carolina Panthers by

Nate Sigmon staff writer

On Sunday, Jan. 17, the Seattle Seahawks’ season ended in North Carolina at the hands of the Panthers, 31-24. Coming into a season where anything short of a Super Bowl victory would be a disappointment, the Seahawks now head into an offseason full of optimism.

With a long offseason ahead, it’s time to take a look back at the season, highlighting some key positions, and the outlook for next season.

Season Grade: B Although the team failed to win the NFC West or make the Super Bowl, as many expected, they finished strong, winning six

Defense: AAlthough the Seahawks’ defensive unit led the NFL in fewest points allowed for the fourth consecutive year, they often disappeared in big moments. During Week 12 versus Pittsburgh, they allowed 30 points, and 456 passing yards to Steelers quarterback Ben Roethlisberger. The unit allowed 39 points to Arizona in Week 10, and 31 to Carolina in the Divisional Round of the playoffs. They also allowed a potential game winning drive in Minnesota in the Wild Card Round. However, they could lock down when they needed too. They allowed zero points in the second half of that divisional game, and allowed only six points to Arizona in their next meeting. The unit

showed once again that it is one of the NFL’s best.

Heading into the offseason, the team will look to shore up the weaknesses on the offensive line. A good start would be re-signing left tackle Russell Okung and right guard J.R. Sweezy, the longest tenured members of the line. Reshuffling, like this past season, only creates instability.

Also, the team should lock up free agent cornerback Jeremy Lane, who helped stabilize the secondary after returning from injury in Week 12.

Already, the Seahawks are a favorite for next year’s Super Bowl, and a strong offseason can only bring them closer to that goal.

All stats courtesy of profootball-reference.com

Community Immunity

The importance of Mass Vaccination

, by

Christine Lee staff writer

In recent years, an alarming number of parents are “opting out” of vaccinating their children out of fear for its correlation to autism.

These parents not only leave their children vulnerable to contracting dangerous diseases, but also run the risk of their children transmitting illness to the general public.

According to a recent study by Public Health Inform, nearly 1 in 4 children have not received all recommended vaccinations. Although there are many contributing factors to this statistic such as young age and religious objectifications, some parents are refusing the vaccination of their children because of the powerful influence of celebrity endorsed conspiracy theories.

A growing anti-vaccine movement has emerged from concerns that the measles vaccine increases risk for autism. Even though the one study that supported the theory was proven false by hundreds of scientific studies and reputable health organizations such as the Center for Disease Control (CDC) and the World Health Organization, the movement has continued to grow due to support by celebrities in particular Jenny McCarthy, Gweneth Paltrow, Mayim Bialik, and even GOP candidate Ben Carson.

The influence celebrities hold should be kept in the realm of their expertise of entertainment, not in the consequential vaccination of our youth. Celebrity “pseudo-scientists” need to withhold their medical revelations and let professional medical societies like the CDC spread true facts.

The measles outbreak of 2014 is a notorious example of how necessary vaccinations are. In 2014, the United States experienced its largest measles outbreak since its elimination from the country in 2000 with 667 cases from 27 states reported to the CDC. “Measles are highly preventable with the MMR (measles, mumps, and rubella) vaccine,” said Pediatrician Meta Lee. One dose of MMR vaccine is about 93 percent effective at preventing measles if exposed to the virus, and two doses are about 97 percent effective. In 2000, widespread use of the measles vaccine led to a greater than 99 percent reduction in measles cases when compared to the number of measles cases reported in previous years. It is estimated that 10.5

million cases of infectious diseases are prevented each year by vaccinations.

Lee believes it is imperative for children to receive all of their vaccinations within a timely matter. “If you refuse to vaccinate, you put yourself at risk for getting very serious preventable illness[es].”

The idea of living naturally without the foreign pathogen in your immune system is appealing to many, but it is also incredibly harmful to public health. Perhaps opting out of vaccinations could have passed as safe last century, but we live in a crowded, fast moving society where disease travels quickly. By leaving your child vulnerable to contracting dangerous diseases, you not only run the risk of his illness, but the illness of other people who cannot receive vaccinations. If unvaccinated children come in contact with someone who is not protected against a certain illness, that can set off a chain of disease.

According to a recent study by Hubert Global Health, the U.S. population needs about a 94 percent vaccination rate to protect those who cannot be vaccinated and are at the highest risk of adverse effects of a measles infection. Those effects include pneumonia, encephalitis, hospitalization, and sometimes death. The new research shows the United States teetering between 92 and 94 percent coverage. Researchers estimate that if current vaccination levels drop by 2 percent, 14 percent of children would be vulnerable to measles.

“It’s unfortunate because the people who are not vaccinated by choice put people who cannot get vaccinations at great risk,” said Lee. Children under 12 years old or who have compromised immune systems, such as those undergoing cancer treatments, cannot receive vaccinations. By opting out of protecting your child from a 99 percent preventable disease, you risk compromising the health of children who are unable to receive vaccines.

The benefits far outweigh the risks: a few people getting side effects is worth eradicating an infectious disease. As the number of children vaccinated against serious disease falls, the risk to public health increases.

6

Opinions

mihsislander.org

It’s time to ACT on the SAT To AP or not to AP, that is the question by

Marissa Look staff writer

Forcing students to take standardized tests as a way to demonstrate their potential is unfair because tests only measure memorization capabilities and test-taking skills, instead of real growth and capability.

Not all students can accurately show their learning through a test. This unfairness does not make standardized testing equal for every student. MJ Hillstrom, a college counselor at Mercer Island High School, said, “This is far too much for our kids; they are learning how to test, they’re not learning curriculum, they’re not learning fundamentals. And that’s what they need to have a solid college education.” Standardized tests lead to pressure for students and teachers who desperately want to perform well, causing a shift in priorities. Teachers resort to only teaching their class the information they need to succeed on a test. For students, their priorities change drastically as they stress about test scores and grades which can lead to cheating and plagiarism.

For more than a decade, students have relied on these society-imposed grades to judge their worth. Many students grow depressed, frustrated, and disappointed towards school and themselves for their scores, despite working hard and studying for hours. Even if students recognize that standardized test scores do not accurately measure intelligence or knowledge, it becomes dif-

ficult to separate the two because of pressure from society - to get the top grade, to get a perfect GPA, and to be the best.

Numerous colleges and universities across the United States are changing their admission process and going “test-optional.” After years of research, colleges have realized that SAT and ACT scores do not directly display a student’s capabilities. Colleges that switch to test-optional admission have witnessed various positive outcomes: more diversity and more opportunities for otherwise qualified students within the school. Going test-optional also puts more emphasis on high school performance and less importance on SAT/ACT scores. Hillstrom believes students should reflect on the idea that “the test scores matter less than they’re thinking, but more than they want in a college admission decision...what carries a lot more weight is what courses a student takes, and what grades they have earned.” Colleges that weigh in high school grades more can accurately see a student’s progress and abilities, instead of judging a student’s capabilities on one test score.

SAT, ACT, and other test scores in general, do not calculate what colleges really care about – growth and potential. Instead of measuring the worth of a student through an arduous test, colleges and universities should go test-optional, which will decrease stress for students and allow colleges to view their applicants more holistically.

by

Georgis Mattox staff writer

The amount of academic obstacles and challenges students face in high school correlates directly with their ambition and the amount of work they are willing to put in. But at what point does this ambition become too much for a student to handle?

On Mercer Island especially, there is ever-present pressure that blinds high school students from what is really important in life. Days filled with hours of homework, long nights spent pouring over textbooks, and the early morning scramble to finish the work left over. For what?

In most cases it is the appeal to colleges that is the motivating factor. Students are willing to sacrifice huge parts of their lives for school and at the same time they are losing parts of their identity.

When high school students were asked how much time they spend on homework a night, the answers ranged from two to six hours. The amount of work correlated to the amount of AP or honors courses they were taking which spanned from two to five. And the motive for this stress-filled, rigorous schedule? In every student’s answer college was a primary motive.

Most Islanders choose to enroll in honors and AP classes for the appeal to colleges rather than pure interest. Motives are no longer based on education and learning but college

and competition. Students take honors classes in subject they aren’t even remotely interested in and struggle to keep up as a result. “I have seen it over and over again, it [taking too many AP classes] ends up hindering their success in classes they do like, because they’re spending so much extra time and effort in a class they think looks good but they don’t care about,” said MIHS counselor Susan

Photo by Helena Shield

The number of AP classes a student takes can range from two to five.

Sutherin. Many high-schoolers present themselves as seemingly perfect students taking all advanced subjects, when in reality, this is not an honest representation of who they are. “It is really about the quality of education. What colleges are looking for is what area of interest or specialty do you have and that is where they want to see the challenge,” said Sutherin.

Getting in to a good college is only a good thing when that college is the right fit for the student. How can the school be a good fit when students inaccurately representing their interests through advanced course loads filled with subjects they have no passion for?

A teenager’s life should be balanced with family, friends,

and activities rather than dominated by hours of incessant work. “It is about balance, balance in your life as an individual and proper placement in classes,” said Sutherin. School is important and necessary but it should not be all-consuming. “I find that most students will commit to more than they can handle because of other commitments in their lives and they end up doing subpar work and getting subpar grades that don’t represent who they are,” said Sutherin. So to the student who loves the arts, or enjoys history and literature, think twice about enrolling in honors chemistry. And to the kid who wants to grow up and be an engineer, AP history may not be the best choice. Students must learn to focus on their interests, there is no need to excel in every subject, it is simply not possible.

“Students all the time, 8 out of 10 times will chose classes that are not appropriate for them, because they think it looks good and then they end up doing subpar work, getting stressed out, and burning out and they don’t have the energy for college,” said Sutherin.

High school is an experimental time, so students should not waste that time spending endless hours on advanced classes in subjects they have no true passion for. “This perception that students have to do certain things to even qualify for college, I feel like we can’t talk about that enough,” said Sutherin, “It is an ongoing and vicious belief.”

Benefits of grade sharing not shared by all at MIHS by

Zoe Levin staff writer

It’s no secret that the students of MIHS care about their grades. A lot. MIHS is an incredibly competitive high school, and is ranked #10 in Washington state, according to US News. However, the competitive atmosphere at MIHS leads to grade comparison. As a result, students on the Island who have always felt pressure to succeed in school from parents, teachers, and college counsellors, have to deal with the constant anxiety that comes with the omnipresent feeling of not matching up.

While many students believe that knowing their peers’ grades is motivational, the stress that results is not worthwhile. MIHS students must stop comparing grades with one another to reduce the already high levels of grade anxiety at school.

MIHS’ environment is intensely competitive, especially in academics. The High School’s AP participation rate is 55 percent, and during the 2006-07 school

year, MIHS was recognized with the Blue Ribbon School Award of Excellence by the United States Department of Education, the highest award an American school can receive. MIHS’ cumulative score in the Washington Assessment of Student Learning is the highest in the state.

With an atmosphere of such success, the high school students feel more pressure to continue to achieve high academic accomplishment.

“I often feel stressed out and like I need to do better, even if my grades aren’t bad,” said MIHS junior Leah Henry.

The penchant for grade sharing at MIHS creates a large and unnecessary amount of additional stress for students. “Since there are a lot of intelligent people on Mercer Island, the bar for excellence is set extremely high,” said MIHS junior Heather Robinson.

Many students justify their grade comparing as a tool for motivation. An anonymous interactive website for college students called College Confidential discussed the topic of sharing grades.

Many students divulged that they use grade comparing as an incentive to work harder academically.

“Definitely a motivational factor for me,” said one College Confidential user. However, the majority of the responses were against grade sharing. Numerous MIHS students agreed that grade sharing is stressful. “I feel more pressure to do well because I know people will find out my scores. Sometimes I feel the need to do well solely because my classmates expect me to,” said MIHS sophomore Leah Wootton.

Grade sharing, which is an intense form of comparison, adds to student stress and leads to long term unhappiness. Marya Gwadz, a senior research scientist at the New York University College of Nursing who was quoted by the Atlantic, said “these experiences can cause kids to burn out by the time they get to college, or to feel the psychological and physical effects of stress for much of their adult lives.”

Susan Sutherin, a counselor at MIHS, backed up Gwadz’s general research

with her own experiences with the high school students on Mercer Island. First, Sutherin mentioned the immediate effects of stress for students. “They’re in our counseling office crying about all the stress that they’re under,” said Sutherin.

However, the constant anxiety greatly affects students in the long run, and can damage their futures. “They lose their love of learning, they lose any kind of direction, passion that they have, because they’re too busy trying to keep up with whoever they’re trying to keep up with. I see students having mental illness issues, and a rise in the usual things like depression as they get close to graduation,” said Sutherin.

Grade sharing can never be totally eradicated, but there are a few things that the school can do to minimize the practice. MIHS students use their school iPads to check their grades on Skyward. Skyward is a student information system where teachers upload grades, sometimes before passing the graded material

back. It should be a blocked website and app on school premises, as it is how MIHS students check their grades and makes grade comparing easy.

Students also share their grades with each other when teachers pass assignments back in class. It has become common at MIHS for students to receive their graded assignment and immediately look to see how they measured up compared to their peers.

To reduce this practice, teachers can keep student folders containing graded assignments in their offices, that students can view upon appointment. Student grades must be more difficult to access at school, so that in turn grade sharing will become onerous.

High school has become much more stressful for teenagers, and it is vital that a competitive school like MIHS limits factors that add to student anxiety. To reduce the competitive and tense atmosphere that currently envelopes MIHS, students at MIHS must minimize grade sharing.

February 4, 2016

CAMPUS LIFE

7

White privilege at the Oscars Playing for Time recruitment. Hopefully, a more proportional representation of different ethnicities within the Academy will help with diversification of the Oscar nominees.

An all-white ceremony is a small part of a larger problem. In general, Hollywood produces fewer movies featuring minorities as leads, making it more difficult for people of color to rise to fame in the movie industry.

Since 1939, there have been around 1,400 white actors nominated for an Oscar in acting, whereas only around

directing, writing, and starring, the Oscars are going staff writer to be so white because that’s For the second year in a who the studios and even the row, the Academy Award indies are putting on screen,” nominees include no people said Thelma Adams, a film of color, causing immense critic. backlash. While there is no Other awards, such as doubt that all 20 actors nomthe Emmys and the Golden inated for the four major actGlobes, have been better at ing categories deserve their honoring people of color. Adnominations, the recurrence ams suggests that awards of a completely white list of celebrating television are nominees points to flaws in more diversified because the way the Academy honors “[television’s] structure can diversity and inclusion. appeal to niche markets.”

Actors of a minority who This past year, Viola Davis could have been nominatand Taraji P. Henson were ed this year include: nominated Will Smith for his for Outstandrole in “Concussion,” ing Lead AcIdris Elba for “Beasts tress at the of No Nation,” OsEmmys for car Isaac for “Ex their Machina,” as well as performancthe casts of “Creed” es in televiand “Straight Outta sion dramas.

Compton.” The racial Regardcomposition of the less, the OsAcademy’s members cars must may be the source of move probias. A 2012 study gressively conducted by the Los towards Photo courtesy The Atlantic Angeles Times found Despite “Straight Outta Compton’s” high ratings, the entire cast was not invited to the Oscars. adopting a that 94 percent of less prejuOscar voters are white, only 50 black actors nominated. diced system. “[The Oscars 2 percent of the Academy is The numbers are even lower are] the height of celebration black, and less than 2 per- for Asian, American Indian, of artistic endeavor within cent are Latino. and Latino actors. the filmmaking community,” Five days after the 2016 Whitewashing, or casting said David Oyelowo, star of nominees were announced, white actors in roles that are “Selma.” “I would like to walk Cheryl Boone Isaacs, the originally meant for minori- away and say it doesn’t matpresident of the Academy, of- ties, is also a persisting con- ter, but it does, because that ficially addressed the lack of troversy. For example, white acknowledgement changes diversity in the nominations. actress Rooney Mara was the trajectory of your life, “I am both heartbroken and cast as Tiger Lily, an Amer- your career, and the culture frustrated about the lack of ican Indian character. Not of the world we live in.” inclusion,” she said. “This is only is whitewashing incredThe lack of diverse racial a difficult but important con- ibly culturally insensitive, it representation in Hollywood versation, and it’s time for makes it harder for minori- is a vicious cycle that can big changes. The Academy is ties to land leading roles. only be ended by internal taking dramatic steps to al- Writers and directors still changes within the industry. ter the makeup of our mem- believe that predominantly People of color deserve more bership.” She also said that white films are more suc- than just supporting roles the Academy would soon be cessful. “The central issue is and Oscar snubs. reviewing their membership until you get people of color

by

Jasmine Zou

On Jan. 28, the Mercer Island Drama Department debuted its winter musical production, “Playing for Time,” a real-life Holocaust story set inside the Auschwitz concentration camp. The drama centers on the character Fania Fenelon, played by senior Hannah Conradt, a French opera singer who joins The Women’s Orchestra of Auschwitz upon arriving at the camp. Fenelon’s musical talent enables her, along with the other female musicians, to avoid the exacting manual labor in the camp and survive longer by entertaining the Nazi soldiers.

“Playing for Time,” initially broadcasted as a 1980 CBS film, was co-written by Fania Fenelon, the film’s protagonist, and Arthur Miller, an award-winning American playwright. The movie, based on Fenelon’s personal account as a Jewish female prisoner in Auschwitz, was adapted from her autobiography “The Musicians of Auschwitz.”

The MIHS drama class has been working since the closing of “Hello Dolly!” to transform Miller’s script and Fenelon’s narrative into a captivating, action-packed production. Although the story takes place during a horrific time in world history, MIHS drama teacher Daniela Melgar said, “I just hope people come see the show because while it is heavy at times, it’s also about hope and sisterhood…and…the power of music for some of these women.”

Despite containing some musical renditions, “Playing

for Time” is a drama, not a musical. Melgar explained that in the Drama 2 class, she attempts to pursue plays in a variety of genres for her students to perform, including a comedy, a musical, and a drama. “[“Playing for Time”] is definitely the drama. There is singing and music in it because of the nature of the show, but it’s not a musical,” said Melgar.

In addition to rehearsals, there are many other undertakings that go into making the show successful. Hannah Conradt, who plays the lead character, designed all of the costumes with the help of senior Maeve O’Briant. The theater tech class helped design the set. Conradt even decided to cut her hair to better fit the role of Fenelon. “I felt that it was necessary in order to tell the story truthfully,” said Conradt. “I felt that having my hair covered or under a bald cap would be distracting to those watching and…with a play as serious as this, you have to go all or nothing.”

Although many cast members find it challenging to embody the characters in the play, they also express excitement and eagerness for the upcoming performances.

Lily Froio, who plays Frau Schmidt, a Nazi soldier, said that she is most looking forward to, “sharing these women’s stories,” with the audience. As for Conradt, she is “looking forward to everyone coming together and feeling like it’s just a solid piece.”

For those interested in attending the performances, “Playing for Time” shows Jan. 28-30 and Feb. 4-6 at 7 p.m. in the MIHS Performing Arts Center.

put it in a sock. Or they can put objects in socks, or they can bring their own socks with things in it and pin it up.”

She wants to use her interactive display as an opportunity for people to put themselves in others’ perspectives and relate to each other.

“I feel like a lot of us have busy lives right now --- we’re stressed out about our lives, but it’s a good thing to think about that there are lots of other people who are going through the same thing and I think it’ll form a good sense of community and diversity.”

O’Briant said that the “art part” of her project is not the display itself, but how the people interact with the display. “If there aren’t people, and there aren’t more socks, and there aren’t ideas still being put in the socks, then it isn’t the artwork.”

Regardless of how many socks O’Briant receives, she intends to install her piece

by February. “It’s interactive, so we’ll keep building as it opens because people will come in and pin up their own [socks] or the ones on the floor, people can pin up,” said O’Briant. “I want it to be something that --- as a group collectively --- everyone contributes to… It won’t ever be finished because people will keep going in and out and adding notes and stuff, and it really doesn’t exist without the interactiveness.”

O’Briant is still currently collecting socks. Those who want to contribute can drop them off in the bin at the MIHS Attendance Office or give them directly to O’Briant. All the socks she will use for the installation will be donated to charity after the project is completed.

by

Hanna Puetz staff writer

This is what Maeve is doing with your old socks by

Cassey Yabes staff writer

Since January, Maeve O’Briant has been working on an independent art project that requires about 1000 socks. Her display will be installed in the Commons Meeting Room in mid-February.

O’Briant and her friend, senior Iris Beatondoyle, created the idea after mid-winter break. The pair decided to use socks because they were inexpensive and “more personal.” O’Briant explained that socks are like people’s lives: “You don’t see socks…

You don’t necessarily see what’s going on in people’s lives.” In other words, people usually do not see each others’ socks or personal lives unless they chose to share them with others.

O’Briant started her sock

exhibit project for her independent art class, supervised

by MIHS photography teacher, Laura Totten, and helped her talk to administrators about the display and organize the art installation.

Throughout January, O’Briant used Facebook and school announcements to publicize her project and ask peers to donate their socks to her. “I’m hoping to collect as many as I can,” said O’Briant. So far, O’Briant has received many types of socks --- new and old socks alike, both in singles and in pairs --- from several MIHS students and family members.

Additionally, class Facebook groups have helped her advertise her project. O’Briant announced via Facebook that she had collected over 400 socks.

In addition to the socks, O’Briant and Beatondoyle

plan to install blue and purple lights on the display and play mood music in the background.

O’Briant described her upcoming exhibition as a twist

Photo courtesy Maeve O’Briant

An advertisement for Maeve O’Briant’s project

to the idea of stepping into another person’s shoes. “The idea is that people are going to walk in and they’re going to be handed a little slip of paper and they can [anonymously] write something about their identity or their lives or their socks --- whatever they want --- and they

Reflections Art Contest Winners Visual Art and Photograpy category winners pictured below

Grace Zhang A Brighter Future 1st Place Visual Arts

Elan Ma Underwater Fantasy 3rd Place Visual Arts Abby Zhong To Live and Continue On With Our Imagination 1st Place Photography

Ren Jaecks Ice Crystals 2nd Place Photography

Peyton Skall Turn Your Imagination On 2nd Place Photography

Andrea Agrella Cracks in our imagination 3rd Place Photography

A celebration honoring all of Mercer Island’s Reflections winners and participants from grades K-12 will take place from 6:30-7:30 p.m., on Feb. 10, 2015, in the MIHS Commons.

Not pictured: Octavia Behnke 2nd Place Visual Arts

Recently, four students from MIHS were selected to advance to the state-level competition of the National PTA Reflections arts recognition competition, which allows students to express themselves in Film, Visual Arts, Literature, Photography, Music Composition and Dance Choreography.

The MIHS students advancing to the Washington state competition are Garrett Dubofsky for his film production titled “The Roots of Innovation”; Jessica Waller for her music composition titled “Adventures in a Faraway Land”; Mengdan Abby Zhong with her photograph titled “To Live and Continue on with Our Imagination”; Grace Zhang with her Visual Art titled “A Brighter Future”; and Jessica Waller with her Literature titled “Dashed Hopes.”

Reflections is America’s oldest and largest arts program of its kind. Since this competition started in 1969, more than ten million students across the nation have participated by creating an original artwork inspired by a specific theme. This year’s theme was “Let Your Imagination Fly.” The winner of each category receives a $50 award from the MIHS PTSA. State winners will advance to the National PTA Reflections competition, where they will compete for a cash prize of $800, plus an all-expense-paid trip for two to the National PTA Convention in Orlando, Fla. Last year, students from Washington state won more awards at the national level than any other state except Utah.

ISLANDER

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