from the outside looking in COMMUNITY PERCEPTIONS OF OXFORD: It’s the numbers that define Oxford for the general public- 2nd in the nation, 2300 SAT scores, 4.2 GPA’s; it’s the high numbers that set the high standard. Take a moment to analyze the numbers that really matter, however, (only 25.1% of students think Oxford is diverse), you will finally notice details that Newsweek will never recognize. Do students’ opinions about their school align with the faculty’s? Should they? Should we as students care that internal issues are never addressed, while only our scores make national headlines? Does it matter? It’s about time we start breaking past this façade that being 2nd in the nation makes us an ideal haven of learning and start recognizing some of the issues that students, the ones that help the school achieve such prestigious titles, deal with on a daily basis.
The Teaching Life of Oxford Most students see contrasting experiences between their lives on campus and those of students at regular high schools but don’t realize how teachers’ experiences are affected. Teachers, however, are drastically affected by this campus environment due to both the student and staff population. “At my other school it was often easier to make lesson plans because I had other Chemistry teachers to bounce ideas off of,” said Chemistry teacher Stacey Levoit said. “While here I am the only chemistry teacher, so it’s harder for me to know if I’m making a good lesson plan.” While lesson plans present one problem, the mindset of students create a different issue. “Teaching here is probably harder than it was at my past schools because students here get bored a lot easier,” Anatomy and Biology teacher Megan Morrissey said, “It’s hard to keep students interested
and learning.” While students may have a desire to learn more, teachers often don’t know when to extend the depth of a lesson because few questions are asked during class. “Believe it or not, students here seem to ask less questions that at other schools but I still appreciate the students asking questions,” AP Government teacher Jean Christensen said. “I think they aren’t as afraid of authority which allows them to ask more questions.” Despite the different problems that teachers at our school face, most say teaching at Oxford has been an enjoyable experience. “Students at Oxford are a lot more motivated than students at Gilbert, so it has been nice to be able to teach people who are motivated and have long term goals,” new Physical Education teacher Troy Yamaguchi said.
Reaching Beyond Reputation
In name, ranking, and description, Oxford Academy appears to embody the American Dream itself, with students that seem to represent those who are going somewhere and a so-called private education for a public price. Our firsthand experience with the reality of our campus may make us scoff at the misconceptions created by a name that echoes prestige and the alluring sound of “2nd in the Nation.” The melodic flow of reassuring compliments, however, encourages even knowing students
Jessica Lim
Yvonne Nguyen
to sing the song in their heads, perpetuating passivity and our shortcomings. But community misconceptions and student disillusionment are not surprising, considering the administration’s strong emphasis on reputation. While administration gravely reminds students why it’s important to “try [their] best” during state testing week and why they should “look [their] best” during the last Western Association of Schools and Colleges (WASC) accreditation, student social problems remain unaddressed yearlong. With a campus so meticulous in keeping up appearances, students too begin to value reputation over self-improvement. They forget or don’t bother to voice their thoughts about campus issues. Only when students and staff clearly address social problems will Oxford live up to its reputation. Of course, some students and groups have recognized and addressed campus issues. Through stimulating discussion and activities, Gay-Straight Alliance (GSA) has promoted acceptance of different sexual orientations and Youth Philanthropy Worldwide (YPW) has broadened student understanding of the world’s social problems. But even with these efforts, a host of other problems on campus remain unacknowledged. The current scope of clubs may encompass some important issues already, but this only compensates for a portion of our shortcomings. To realize their full potential in creating a more active student body, clubs need to expand their focus over a wider variety of concerns. According to our mission statement, Oxford should not only encourage academic mastery but also “critical thinking, effective communication skills, and character development.” In addressing problems on campus, we not only provide support for the disadvantaged but also apply these critical thinking and communication skills to improve Oxford itself. As students and staff should remind themselves, celebrating academic and athletic achievement brings school spirit, but erasing passivity and acknowledging our flaws through self-criticism brings our mission closer to reality.
Man On The Street “What is your opinion of Oxford and its students?”
Christian
Morgan
Andrew
Katie and Priscilla
Sarah
Simon
Dominique
Kyle
Roy
Oxford
Cypress
Whitney
and super smart.
“Everyone’s too interested in grades.” -- Anonymous
“Oxford students do schoolwork in their freetime.” -- Ashley, 10th grade
“[OA students are] a bunch of little nerdy
some weirdos there too like something
people that try to compete.”
about a shooting.
“You can’t complain about the teachers because if you complain, you get in trouble.” -- Anonymous “You don’t know what is wrong and what is right. Teachers oppose each other.” -- Anonymous
-- Divyesh Patel
“We are considered more as students than as people.” -- Anonymous “There is too much uniformity, literally and figuratively.” -- Anonymous “[It’s] suffocating because we don’t have the time or the means to pursue other [nonacademic] interests.” -- Anonymous “Generally speaking, excessive emphasis upon becoming the ideal, UC cookie-cutter applicant. Less emphasis should be put on numbers and rankings and more on individual growth.” -- David Tran, 12th grade
I heard your tennis
and baseball team is pretty good. I heard about Minh Dang getting kicked out, but
“Whenever I drive past [OA], I see people smoking.” -- Deseraa, 11th grade “[OA students] are hardworking and smart.” -- Alice, 12th grade
“[OA is like Whitney but] a little inferior.”
he has a great voice. I heard that your
-- Christy Connors
choir is a little weird and really different than ours. -- Katie and Priscilla, 10th grade
Anaheim “I heard it was alright. I’ve heard a lot of
“Oxford gives oppurtunities.” “[At Oxford] it is more socially acceptable to do well.” -- Anonymous
I’ve heard there are
Western
-- Jessica Garcia, 12th grade it’s a rich school.”
“Theyre smart, they’re nerdy, they’re all asian with a few white people. But those are just the stereotypes that have been going around. I mean, I’ve heard that from everyone in Orange County.” -- Morgan Jaramillo, 12th grade
“I hear it’s pretty hard and difficult. I heard
-- Vira Diazloth, 10th grade
“It’s a smart school. I know a lot of people there, so I’ve heard that it’s really hard. I’ve heard the dress code is strict.”
Kennedy
-- Roy Kim, 9th grade
you have a lot of summer homework,
“I’ve heard it’s challenging getting in
I pretty much pity you, but it’s okay
and that the curriculum is challenging as
because you guys will probably go to
well. I haven’t heard anything really bad
better colleges and have bigger salaries
about Oxford. We hear about acessibility
than I will after going to this school.”
you guys have that maybe we don’t such
-- Kyle Moore, 12th grade
“It’s a magnet school for all of the super smart people in California…I guess on their free time, they have fun, hang out with friends, stuff like that. The same stuff other kids do.” -- Eric Hipolipo, 9th grade
-- Andrew, 9th grade
“I think it’s a rich school. Everyone says
“Kids there get, like, six hours of work a night, at least. That’s why their basketball team is no good, because they’re always doing work and they never get to practice.” -- Dominique Bomart, 12th grade
“It’s a bunch of rich kids. A bunch a rich, smart kids.” -- Christian Aguilar, 11th grade
positive things.”
as technology, lab materials. Stuff that we have to beg for. It seems to be more
“I hear they’re smart. They have to take a
acessible because the school is ranked.
test, and it’s a good school.”
-- Sarah Wynglarz, senior My
mom’s
friend’s
husband,
Dave
Anderson, works there. I heard it’s hard
-- Mr. Sabala, health, anatomy, and sports medicine teacher
“That it’s hard, sucks, and how your GPA screws you over.” -- Simon Kim, 12th grade