Vol. 88, Issue 1

LAMAR BEACH

Plans under way for a new public park in the local area. Read on p. 6.

BLACK MAGIC

New doughnut shop casts its spell on Austin. Read on p. 22.

OFF CAMPUS

Fun alternatives to earn P.E. credits. Read on p. 28.

THEMAROON STEPHEN F. AUSTIN HIGH SCHOOL

1715 West Cesar Chavez St.

Austin TX 78703

Volume 88

November 23, 2015

SERVING

ACE

AN

Senior Rees Wilson prepares to serve to her Westlake opponent.

Photo by Karen Parsons

CONTENTS News

THE

8/ THE GREAT DEBATE

Join the conversation about the importance of rank.

MAROON

November 2015 • Volume 88 • Issue 1

Life & Arts

Editor-in-Chief Kyra Hernandez Managing Editor Anna Arocha Online Editor-in-Chief Sadira Alvarado News Editor Alexandra Currie-Buckner Life & Arts Editor Natalie Bennett Entertainment Editor Indigo Raetz Sports Editor Victoria Diaz Commentary Editors Tessa Lehman Django Fox Photo Editor Audrey Ashburn Copy Editor Violet Frohlich Ad Managers Abigail Breed

10/ ALL IN THE FAMILY

Read in-depth features on modern families at Austin High.

Entertainment

20/ SCHOOL OF ROCK

Local student bands talk about their upcoming projects.

Sports

26/ RUNNING FOR THEIR LIVES

Cross country season may have finished, but these athletes continue training.

Commentary

37/ GOING THE DISTANCE

Emily Skannal Staff Writers Nicholas Aragon-Maresca Kaylan Berry Mary Blanchard Luca Cendon Chelsea Chase Drew Dowell Ellie Felts Maddie Gaynor Amity Hibler Reagan Jackson Kirk von Kreisler Max Lipton Cezanne Lossing-Cann Tyler Scott Juliana Sink Ian Smith Ireland Tendler Lauren Ward Publications Adviser Isabelle Salazar

SFAMAROON.ORG

College search causes Online Editor-in-Chief to reflect on her journey.

Editorial Policy The Maroon is published every six weeks during the school year by the newspaper students at Stephen F. Austin High School. The publication strives to meet the highest ethical and professional standards for news and advertising. It will strive to be an inclusive publication that will be free of prejudice against race, creed, national origin, handicapping conditions or gender. Information in this publication is deemed reliable but not guaranteed.

Neither the newspaper staff, the adviser, Austin High School administration, nor Austin Independent School District can be held responsible for errors or omissions in content. All editorials are the sole viewpoint of the author and do not necessarily reflect the opinions of the organization. Letters to the editor are welcome for topics of general interest to the readership of The Maroon. Letters must be typed or neatly written in ink and include the writer’s signature, grade and contact phone number. Editors reserve the right to determine which issue the letter goes in, making every effort to print the letter as soon as possible and the right to edit the letter for grammar, length and repetition. All persons are hereby informed that all advertised products/ services or establishments are available on an equal opportunity basis.

Photo by Mary Blanchard

Sophomore Eileen Bishop works in the Publications room on designing and editing her Shakey Graves spread.

TABLE OF CONTENTS

Stephen F. Austin High School Publications Department 1715 West Cesar Chavez Austin, TX 78703 sfamaroon@gmail.com www.SFAMaroon.org

the

LEARNING CURVE Violet Frohlich Copy Editor Cezanne Lossing-Cann Staff Writer Chelsea Chase Staff Writer

P

rincipal Amy Taylor is directing the 21st Century Teaching and Learning Committee which is implementing modern technology into the classroom. The committee, formed at the beginning of the 2015-2016 school year, was open to all applicants and is now focused on bringing the school up to date.

One way the committee is working towards this is by determining what pieces of technology in the school are out of date, needing to be replaced and what new pieces of technology should be implemented.

There is a focus on improving the Wi-Fi connectivity and on bringing new learning tools into the classroom. These new tools could include devices on which projects can be developed, for example, iPads or Chromebooks, outlets for sharing information and submitting work, similar to turnitin.com or Google Classroom, and more up-to-date furniture. Taylor is ordering the decided-upon devices and furniture at the end of November and estimates a delivery time of January 2016, although the implementation will not be immediate.

“Converting classrooms into more robust learning environments

will happen over time, as teachers develop new skills and learn new ways to engage students in technology as a learning tool,” Taylor said.

These new technological improvements will happen in the library and computer labs as well as classrooms.

“Digital learning experiences for students is the most exciting advancement in the coming year,” Taylor said. “I am also very excited about the possibility of creating more digital learning spaces in commons areas as well as the library.”

Improving the technological climate of the school will be a continuous process, emphasizes English teacher and committee member Ralph Miller.

“The thing with technology is that it goes out of date almost as soon as you buy it. So if you do not replace and upgrade your existing stuff, you’re already behind,” Miller said. “I would like to see a system in place where we’re continually planning for and budgeting for upgrades to our technology, so that it doesn’t come in big waves.”

Cont. on page 4

THETHE MAROON • NEWS MAROON • NEWS

35

“The goal is to get a 1-to-3 ratio, one device per 3 students.”

- AGS math teacher Kelly Wroblewski

4 in10 students believe integrating social networks would benefit their education

80% of college professors now use social media for coursework Cont. from page 3 Bringing the school up to date doesn’t just involve improving the tools that teachers work with, it also involves encouraging new modern teaching techniques. Taylor is an advocate for an educating system known as “blended learning:” blended learning involves allowing students to learn at their own pace and encourages them to take initiative with their learning, instead of the traditional lecture-and-listen dynamic that doesn’t work for all learning types.

“If a student is accustomed to learning from one resource, such as a textbook, or working in isolation, blended learning might feel different. However, students today are incredible multi-taskers and blended learning will naturally fit with the way they use technology outside of school,” Taylor said. “Students today have information at their fingertips, and classrooms of the day should be no different. I am proud that AHS is willing to embrace this initiative. [This school] is an amazing place to teach and learn.”

Committee members also want to work in order to help educators understand and incorporate aspects of blended learning into their curriculum.

4

ISSUE 1 • November 23, 2015

“It’s not enough to just give a class a set of iPads and ‘now it’s a 21st century classroom.’” math teacher and committee member Steven Trenfield said. “It’s like, what are we going to do with the iPads? What strategies can we give to teachers to help them use these things effectively?”

The end result, the committee hopes, is that both students and teachers will be adequately capable with technologies and ideas that are emerging in education and in the world in general. This doesn’t necessarily mean knowing how to operate all kinds of technology with absolute skill and knowledge, but having the basis to accurately do what needs to be done, and most importantly acquiring the ability to independently educate themselves in the future.

“We want to be able to train kids to be able to adapt to new technology, because probably what they learned in school today will be outdated, but they will have the skills and the way of thinking to be able to figure out what they need to do later on,” Trenfield said. “Technology is an ever-increasing part of today’s world.”

almost 1/3 of all college students take an online course

Open source textbooks are expected to become 25% of the textbook market in the

65% of education institutions view online learning as critical for long-term educational success

next 10 years

Open Source Textbooks

Online Courses

6 in 10 students have used a digital textbook

Integration of Social Networks

The 21st Century Classroom

Games and Gamification

In one study...

digital games raised average test scores by

12.4%

Project Based Learning (PBL)

Learning Analytics

Help teachers assess concerns and achievements of their students

Real World Education

teaches concepts, organization, articulation, project management, and collaboration Information from Open Colleges

THE MAROON • NEWS

5

LAMAR BEACH City Council proposes controversial transformation of local landscape

T

he Austin Parks and Recreation Department alongside the City of Austin, held a workshop in the cafeteria inviting the public to hear about the Lamar Beach Master Plan on October 14. While the Lamar Beach Master Plan is in the developmental stage, feedback from the general public and stakeholders is essential.

“There are a couple of main goals for a master plan, one of those is to provide a map for the future of the park. It’s a planning exercise,” Austin Parks and Recreation Department Planning Manager Charles Mabry said. “We are looking at concepts and what’s going to be included in the park. The second reason why we do master plan is that it’s an opportunity to listen to the public, not only the general public, but people being affected by the park.”

Stakeholders like West Austin Youth Association, Austin Pets Alive!, and Old West Austin Neighborhood Association are affected the most by this project due to their close proximity to the park. The City of Austin and the Parks Department have made agreements in order to the gain the rights to their properties.

“It is called the license agreement, we have a whole division that writes contracts for these,” Mabry said. “Part of our mission is to provide recreational activities. It allows them to maintain the fields, programs, and it gives them more control over their programs.”

The Lamar Beach Master Plan has been tied to the Pressler Street Extension as both the Parks Department and the Transportation Department have played significant roles in the planning.

“With Pressler Street, there are a lot of concerns with our stakeholders which includes APA and WAYA. They really reached out to the council members for us to do a master plan for this park. City Council wrote up a resolution, and this is for

6

ISSUE 1 • November 23, 2015

8

65.4 acres of parkland comprise the Lamar Beach property

sports fields 100%

City of Austin requires that all the number trees of years the 19” or Town Lake greater Animal Center has must be replaced been at its

50

2016 A final master plan is expected to be ready in May of 2016

location

no.

20140612-060

City Council passed the resolution in June of this year

s

We just want it to be a park for EVERYONE.

Student Opinions

- Austin Parks and Recreation Department Planning Manager Charles Mabry

“We’re encouraging people to voice their concerns.”

Senior Luke Wright

us to initiate the master plan and get going on this park,” Mabry said. “As far as the role Pressler plays, that land is basically taken off the books for parkland and we have to take that into consideration.”

During the planning process, the Parks Department is taking many factors into consideration including how people transport to and from the park, including the Pressler Street Extension.

“But as a Parks Department, we need to recognize that area is planned for a road,” Mabry said. “We also need to think about how Pressler is used, and does that help people get to the park or not.”

Austin Pets Alive is a major stakeholder that the City of Austin has to incorporate into the master plan of the park.

“City Council directed the animal adoption center and us [Austin Parks and Recreation] to keep it,” Mabry said. “People are concerned about us moving the central location of APA, many people believe it will lower the adoption rates of dogs and cats.”

Since the Lamar Beach Master Planning started in August, it takes a couple of months to come up with a final plan to present to various boards including City Council. The projected timeline can change since the plan is a roadmap to the future of the park.

“The actual master plan itself is planned to be done in late spring of next year. It will be a book about what we heard from the public and the analysis that a consultant has done,” Mabry said. “They will come up with different concept plans, then they will come up with a final recommendation.”

There are many future goals for the development of Lamar Beach Metropolitan Park.

“Hopefully, it will be a better park. Right now, the trail is great, very popular, downtown pop is booming, population in Austin in general is booming, this is a metric park, but this one is for the city,” Mabry said. “Metric parks are for the whole city. We want to make this park usable for our existing users, but also for a more general public, for existing Austinites and future Austinites. We just want it to be a park for everyone.”

All students, staff, faculty, parents, and the general public are encouraged to go online and take the vision workshop survey to get their voice heard.

Victoria Diaz Sports Editor Django Fox Co-Commentary Editor

“The students need to be able to have somewhere to practice and play games.”

Junior Simone Maresh

“It’s going to be a slow degradation of Austin culture and it’s going to start with this Mopac extension.”

Senior Caleb Short THE MAROON • NEWS

7

Sleep

Study

College Rank

GPA

Extracurriculars

Alexandra Currie-Buckner News Editor

D

DE GRADING THE SYSTEM Exploring academia without class rank

ebate over the necessity of class ranking has risen after conversation regarding the current ranking system has led to an analysis of the system’s effects. The Campus Advisory Councils have been working to come to a decision on the longstanding issue.

“We discussed it at CAC about a year and a half ago when we discovered that Westlake had gone to non-ranking status and Anderson had,” CAC member and English teacher Kerri Ault said.

“When we started realizing that some of the schools that we compete with were moving there we really wanted to research if it had benefits for our students as well.”

There are hopes that pursuing the omission of class rank will provide students with increased opportunity in their pursuits of higher education.

“I really am hopeful, and what the research tells us, is that the kids who don’t fall in the top 8 or 10 percent will have a better chance of getting looked at by some colleges, because college admissions officers, without having a rank in front of them, will have to look at extracurricular activities, college essays, letters of recommendation, so that they look at the whole child instead of just a number, that in some ways, can be arbitrary and doesn’t really reflect who the kid is,” Ault said. “I think it’s really going to help a lot of the grade-level kids that I teach who don’t have the highest GPA, but are smart and determined and want bigger things for themselves. It’s going to open up some opportunities for them.”

Extensive research has been conducted to analyze the significance of ranking.

“The subcommittee who’s worked on this has researched and gone back and talked again and they have spoken to in-state public schools, out of state private schools, they have looked at all sort of aspects of it. They’ve talked to counselors at the schools who have gone non-ranking, which is actually quite a few even beyond AISD,” Ault said.

The conversation of potential class rank omission is only in its early stages.

“We are just in the discussion phase,” Ault said. “We have talked a lot about the education that will be required if we move to that because we know that there will be a lot of questions and we had a lot of questions as well.”

No decisions have yet been finalized on the subject.

“Part of the process, and I don’t know all of the specific steps, but one piece of it is that the school board has to approve it,” Ault said.

“It’s not something that we can do on our own. It has to go much

8

ISSUE 1 • November 23, 2015

higher than just a campus and so we would have to draw up some kind of document and take it to the school board and have them approve it, so the earliest it would happen would be next year, but that’s a decision that’s still to be made.”

All plans still await approval by the school board.

“It has not already happened,” Ault said. “We are recommending that we move forward on the idea, but it could be that the school board does not approve it or we may go back and decide something different.”

If approved, further decisions would still need to be made concerning the varying availability of class rank.

“The school can decide if they want it published at all and in what circumstances,” Ault said. “So, if you were applying for a scholarship and they asked for your rank, then the registrar, upon that scholarship information, could include your rank and then not include it on your college transcript. It’s not an all or nothing sort of thing.”

The system of class ranking has been considered a reflection of the controversial inclination toward testing-based learning.

“The problem in education is it all comes down to stats and numbers and a test and that’s just not what any of us are really in it for anyway and it’s not what you guys should come to school for, but that’s culturally what it’s become,” Ault said.

The possibility of abandoning ranks has been met with various sentiments within the student body.

“If anything, it would kind of make you focus on all of your classes, rather than just your core classes, but rank is like just another grade, so taking away ranks because you don’t want to be defined as a number is kind of irrelevant because everything, your GPA and just everything, is a number that you’re being represented by,” junior Daniel McCutchen said.

College and Career Counselor Tara Miller welcomes this possibility as a step in the right direction.

“This is your opportunity to develop the person you want to be, to construct the image of yourself that will benefit your life and aspirations, this is the time to build your resume of skills that you define for yourself, not what others define as rank worthy,” Miller said.

Parent Meeting............................December 8 Principal Coffee...........................January 12 Parent Meeting............................January 14 Student & Teacher Meetings......January/February Parent Survey................................January/February

Kyra Hernandez / Editor-in-Chief

ENDING THE SCHOOL TO PRISON PIPELINE Texas legislature takes new approach to truancy

O

ver the summer, the Texas legislature approved a bill that would effectively decriminalize truancy and end the school to prison pipeline that had been sending thousands of students away for years. House Bill 2398, which was proposed by Rep. James White (R-Woodville), will remove the most severe punishments associated with truancy, including excessive fines and jail time.

“I would say it would be an extremely rare case where a kid ended up in juvie because of truancy. Mostly in the past it’s been fines that have to be paid by parents,” AISD Assistant Superintendent Kathy Ryan said. “The law doesn’t say that you [don’t] ever have to go to court if things aren’t working, it says we’re not going to immediately do that.”

Under the new bill, there are now more steps between accumulated unexcused absences and criminal proceedings.

Schools must now implement a truancy prevention program before any legal action can be taken.

“Basically, the law is trying to promote better interventions from the school to correct a student’s lack of attending classes,” Assistant Principal Steve Maddox said. “It is harder to actually file a case with the truancy court until the school documents that they have done several strategies focused on improving the student’s attendance.”

In the state of Texas, a student is considered truant once they have missed three or more days within a four-week period. Now, a school’s first response should be to meet with the student’s parents and come up with a truancy prevention plan in order to curb the behavior. After the plan has been implemented if the student misses 10 or more days in a six-month period, further action may be taken.

“It provides an opportunity for us to really make a difference in what’s happening in some of our students’ lives,” Ryan said.

“The positive thing that I think is going to happen out of this is that it’s going to allow us to catch kids earlier, before whatever it is that’s keeping them truant becomes such a huge issue and get interventions in place.”

Schools are now also responsible for determining whether the student’s absence is due to pregnancy, homelessness, being in the foster system, or being the primary earner for their household. If evidence of any of the circumstances is found, the student cannot be considered truant and no legal action can be taken.

“The good news is that AISD has been really innovative,” Graduation Coach Diana Trimino said. “[They are] one of the school districts in Texas that’s been at the front-line of placing interventions and looking at exactly what we need to do to help that student come to school rather than throwing the book at them.”

Initial pushback against the reform cited a more lenient truancy policy as a potential excuse for students to miss school. Without the threat of legal action, some believe that students will stop fearing the consequences of skipping school.

“I think different kids get motivated to come to school for different reasons,” Trimino said. “I believe in positive reinforcement rather than negative reinforcement, so I think that if a student is going to come to school I would hope they would be motivated for positive reasons.”

It is currently too early to tell how exactly the reform will affect the Austin Independent School District as a whole, but the outlook is generally good.

“Through increased attendance of all students should come increased academic performance of all students,” Maddox said.

“Our teachers work diligently and passionately as a collective team to have engaging and meaningful lessons every day. If you are not in class, you miss out on all the great learning opportunities.”

THE MAROON • NEWS

9

Family

matters

Tem ratiaOr minventibusa volupta volorum sam, quid ute con conseni hiciis ipsus imint qui venist, si Two parents, mother and a father, andesasam fewvelisqui kids, generally a ni berit voommodit aut quaecati officatotatio rectemporum faccum nihillorem qui of boys girls, make the traditional lore niscombination molupicit evenecat escit and eatemo dolo eum up anderciani re prae pe family. nemquoThis moluptaqui si del of luptat a family longer accurately encompasses all of the eium et concept labori renihil fuga.no Ceate conesequos ea sequundit fuga. Itatium rescipsandae escitatem families up our schooltendis community.

Regardless of biological explabo ribust,that eumemake reperferferi ommodi eum rererum, ute as as estemodis plictintorit

ties, gender, or sexuality, each member of the following families adds something special to the lives of the ones they love.

10

ISSUE 1 • November 23, 2015

English teacher Anita Nunez and daughter Alma Nunez take an AHS family photo with visiting student from Chile, Sophie Molina-Sourdat.

Photo by Audrey Ashburn

Worldly Views Kirk von Kreisler Staff Writer Junior Sophie Molina-Sourdat came down the escalator after a 12-hour flight with greetings to a family she had never met in person. Excitement floated around the room with the new beginnings that were ahead.

Sophie, a foreign exchange student from Chile, will be living with English teacher Anita Nuñez. Sophie and Nuñez were paired through the organization Youth For Understanding, a study abroad program. “[YFU is] an international organization that works with volunteers and exchange students to provide opportunities to live in other countries and have the experience of living and experiencing other cultures. Students choose the country they want to live in, and families can search for students,” Sophie said.

Sophie and Nuñez’s experiences together have caused Nuñez to really think about her family actions.

“I think it has caused our family to really think about ourselves like what we do and why,” Nuñez said, as the relationship between herself and Sophie has changed the way her family has lived.

“When you have someone who is really looking at what you do and why you do it, you have to think the same way and tell yourself why and ask yourself why you are doing this,” Nuñez said.

Taking care of a complete stranger was not a daunting task for Nuñez. She and her husband looked forward to the opportunity.

“I thought that it would be a great opportunity for us to learn from another culture while exposing our own culture,” Nuñez said.

To most, opening up your home and personal space to someone you had never met before would be challenging. This would be especially challenging for two parents with a 16-month-old daughter under the same roof. For Nuñez, there have been no significant difficulties or challenges.

“I would say maybe the most difficult thing is adjusting to having a child. She has a lot of different needs and she is growing and going through a lot of different phases,” Nuñez said. However, this hasn’t been anything that they could not overcome. “Sophie has her own area, her own space, her own bedroom and bathroom.

We are all respectful of each other in different ways of our own space and belongings and time,” Nuñez said.

Coming from a private school in Santiago, Chile, Sophie has seen a quick turnaround for her schooling. “[My old school was] much smaller, it’s just girls. I know like everybody in my school. I have been with like the same people,” Sophie said.

Sophie has been very grateful for Nuñez. She believes she has been crucial to her adapting to her new home.

“She helped me out a lot. I didn’t know anything or how everything works so she helped me,” Sophie said.

Sophie’s first day in the United States was a successful typical American day.

“We had Chik-Fil-A and then went to Austin High. After that, we went to the football game. [It was] like a movie scene,” Sophie said.

Her initial reaction in coming to the United States was quite expected from a foreigner.

“Everything is bigger. It’s Texas,” Sophie said.

THE MAROON • LIFE AND ARTS

11

ALL in the

FAMILY Miranda Gershoni Staff Writer

Nicolas Aragon-Maresca Staff Writer

I

have two moms, I have a brother that’s in college, and I have a dad that does not live with me but I see him every once in a while.”

This is how sophomore, Teo, describes his family. His mothers, Seja Rachael and Kalila Homann, are both psychotherapists. His father, Alfonso “Chacho” Carlon, works with the government to help spread awareness about sexually transmitted diseases, and his brother, Gavriel, goes to Rochester Institute of Technology.

Teo’s biological mother Kalila Homann speaks about how the Lesbian Gay Bisexual Transgender and Questioning community is becoming more normalized in society.

“I think that today a lot of people know at least one person as a family member or friend that is gay, and there has been a change towards more awareness as people talk and relate more openly about this,” Kalila said.

Although we’ve come a long way, there still remains groups of extremists who stand firmly against equality for gay individuals.

“In the past, even doing this article might have been dangerous; it was considered a fun sport in some places to go out and beat gay people with baseball bats,” Kalila said.

“Why are they so mad at us?” Five-year-old Teo asked his mother Seja Rachael as a man harassed them.

“As I walked Teo to kindergarten, a man was yelling at us through a bullhorn that gay parents were the devil. It was hard to explain to a five year old. Although there has been much support, there has also been much ignorance that our children have had to deal with.”

Teo avoids being influenced by the hurtful opinions of others.

“I just laugh at them... it doesn’t hurt me at all,” Teo said.

Kalila describes the discrimination that gay people still face.

12

ISSUE1 3• •November December23, 12,2015 2014 ISSUE

“Today, it is still legal for gay people to be fired in Texas and lots of other states simply for being gay. It’s different in Austin, and in states that have anti-discrimination ordinances,” Kalila said. “They are voting about this soon in Houston.”

The Rachael-Homann family values creativity, kindness, compassion, and integrity and have raised their children to respect the differences in others.

“I think both our sons are aware of the complexities of human nature and are able to consider others’ opinions as valid even if they have very different points of view. I don’t know whether that is attributed to being raised by two women or just being brought up in a family that values the diversity of human experience,” Seja said.

“I do think that Teo has a lot of respect for women and girls, and that is an important value. He himself also has strong ‘masculine’ characteristics in that he really enjoys sports. But ideas about gender are changing in today’s society, and that can make more room for everyone to express their own gender in lots of ways,” Kalila said.

This summer’s Supreme Court ruling which legalized same-sex marriage made an impact on their family.

“In some ways it didn’t change that much, since our first wedding was 25 years ago when we got married in 1990 in Massachusetts. We also legally adopted our children years ago which was important for their safety (for example, so that either of us could take our children to the hospital if needed). But it was still meaningful to have that officially recognized, and it will make some things less stressful financially - now we can apply for health insurance as a family,”

“In our family, we believe that love is the most important ingredient in making a family.”

-Kalila Homann

K

s

le f b B o

in im a

a

Teo and his parents smile for a family photo outside their home.

s n y

Photo courtesy of Teo Rachael Homann

, e

n y s n

d e’ r r

x

g e r n at ul ”

Kalila said.

Adoption is one of the major factors that the ruling will affect for same-sex couples.

“When our two sons were born, second parent adoption was not legal. With our eldest son we handpicked the judge and just hoped for the best. With Teo we returned to the same judge with his older brother as witness and the court reporter had balloons to celebrate us.

But it was still not a sure option until the judge signed it. For parents outside of Travis County there was no option,” Seja said.

Along with having two moms, Teo has a father whom he keeps in contact with regularly, a relationship he seems to value as an important part of his family. Seja and Kalila wanted to have children as a married couple, even though they were physically unable to do so.

“I think they met [my father] at like, a workshop and they liked him and wanted him as a surrogate father to me and my brother,” Teo said.

All three parents get along very well.

“Teo’s dad is a good friend and a great guy so it wasn’t a hard choice,” Kalila said. “[My dad] is always there for me. I try to see him as much as I can, but it’s not like I feel like I have to. But he’s always there if I need him. I’ll see him maybe once or twice a month. There’s no conflict or anything in my family,” Teo said.

Teo and his family may be considered “unusual” by some, but they are really no different from the common “nuclear family” image you might have in your head.

“In our family, we believe that love is the most important ingredient in making a family,” Kalila said. “We also understand the hurt that can be created through prejudice in society, so both Teo and his brother have been raised to be open and curious about differences of all kinds and what they mean to people as individuals.”

THETHE MAROON • ENTERTAINMENT MAROON • LIFE AND ARTS

13

George Two Legs stands for the camera in the Patterson’s house. George has been featured on many news outlets.

Photo by Rhyan Patterson

Standing Out Luca Cendon Staff Writer

I

t can be weird having more people know your cat than you, but it’s something that sophomore Rhyan Patterson faces every day. This is no ordinary cat however; it is George Two Legs: a bright orange munchkin cat that can stand on his hind legs and the pet of Rhyan. George is the topic of many conversations she has with people. In addition to schoolwork and editing the yearbook, Rhyan makes sure the fame from George’s 47,100 followers doesn’t go to his head.

“I was obsessed with munchkin cats and then for Christmas (last year) my mom surprised me and got me one... my mom got him from a breeder in Tyler, Texas,” Rhyan said.

Rhyan’s step-dad, who frequently works on the internet, posted the first picture of George on Reddit.

George made Reddit’s front page that same day. The pose that brought George fame is something that he does naturally.

“His legs are so short, so whenever he sits down like a normal cat...his back arches really badly. He has the same posture as a regular cat standing,” Rhyan said.

George’s front legs are so short and cannot support his weight, so he puts all his weight on his back legs.

“My step-dad takes the pictures whenever he actually does it, because he can’t just stand on command,” Rhyan said. “When he’s standing we’re like ‘oh, we have to get this,

14

ISSUE 31 • December November 12, 23, 2014 2015

because it won’t happen again.’”

George is a social media star and has been interviewed by local, national, and foreign TV news stations including KXAN and NBC’s Today Show. Rhyan has been through a number of interviews regarding George and while she doesn’t mind being interviewed, she admits that it is can be an unsettling experience.

“There are a lot of people that know what my house looks like now.

It’s actually really creepy, because on Twitter, an interview in my house and room was retweeted like a million times, so now a bunch of people know what my house looks like.

People are just like, ‘hey, look, that’s your bedroom,’ and I’m just like, ‘yeah, that’s my bedroom,’” Rhyan said.

Even though her cat is famous, Rhyan doesn’t have a mass following like George. Fame hasn’t impacted her as it has George, but she is still recognized by people who follow George.

“Well, it’s not really exciting, but people will go up to me and be like, ‘you’re the girl with the cat,’” Rhyan said.

Rhyan had no idea her obsession with munchkin cats would spread to the rest of the world when she received George for Christmas.

Although owning George hasn’t been the most private experience, George is still treated as a regular cat and is loved as any ordinary pet.

REGISTERED Maddie Gaynor Staff Writer

A

Visually representing a Japanese subculture

FASHIONISTA

s she walks through the halls in her chiffon sack dress, senior Aubrey Register is greeted with many different reactions to her style and outfits. Her standout fashion style has garnered the attention of both staff and students.

“You can go from being super simple to being a goddess,” Register said.

Freshman Monica Cerroblanco is a witness of Aubrey’s different style on a daily basis and has taken interest in her different way of expression.

“I thought she was really unique, that she was very bold…” Cerroblanco said. “She has a really strong personality, and that makes her really unique. She is able to express herself even more than others.”

By dressing in accordance with a Japanese street fashion subculture, she can often be bombarded with criticism. The judgment from peers, teachers, and even strangers makes her feel alienated by the surrounding world.

But Register is surrounded by friends who enjoy the same style and share the feeling of being different from the rest of the students.

“I know a lot of my friends, when they wear it, their friends or their teachers or their peers treat them differently and talk down to them,” Register said. “Take us seriously - don’t harass us. We are just normal people, and there is nothing to be afraid of.”

Register is a member of the Japanese street fashion club at UT - the only club of that type in existence in the United States. This community spreads further than just Austin; it is a worldwide community that many are a part of. This community represents a way for her to make friends from all around whom she knows share her interests.

“I can go to another state, and I can enter their [groups] on Facebook because we are all apart of different Facebook communities.” Register said.

“I can go to another state and visit and meet up with those girls, and I have instant friends no matter where I go in the world.“ Register’s style has developed into a way of life for her. The work that goes into planning her outfit and figuring out her budget takes up a large amount of time.

This, combined with the social aspect of her fashion choice, has led to a transition from simply clothing to a lifestyle.

“It’s transformed from a way of expressing myself to a

way of life. It’s almost like a part-time job,” Register said.

These outfits require planning and can take from just a few days to a few months to assemble depending on the occasion. In addition, they can be costly, but Register has discovered places to find equally suitable outfits for much less money: second-hand stores.

“Any time she puts something on we ask her about it and usually we tell her that she looks amazing,” Cerroblanco said.

Dressing in this way involves assembling unique outfits by taking into consideration different colors and patterns.

“Basically, my method for coordinating is color blocking. As an artist I’m very very picky about my hues, my tones, and everything being balanced,” Register said.

“I want people to know that a lot of these girls and even guys are normal people just like everyone.”

-Senior Aubrey Register Register has often been called “Strawberry Shortcake” or “Little Bo Peep,” or asked why she is wearing a costume or cosplaying. This a common misconception that even Register herself made before she became involved: her outfits are a fashion choice, not a costume.

“It’s really interesting to see how people think automatically if you’re wearing something different that you’re wearing a costume,” Register said. “Or, they think you’re weird.”

Register’s hope is that students see her as just an everyday person.

“I want people to know that a lot of these girls and even guys are normal people just like everyone: we eat, we sleep, we crack jokes with our friends, we eat tacos at two in the morning,” Register said.

“We aren’t weird, we are just normal people - take us seriously.”

Photo by Audrey Ashburn

THE THEMAROON MAROON••COMMENTARY LIFE AND ARTS

15

Junior Max Mills layers ink on a plastic sheet that will later be transferred onto paper as a print.

Photo by Ian Smith

Making Their Mark Printmaking Students Express Creativity Victoria Diaz Sports Editor

T

he sound of scissors, the smell of paint, the print of mono colors, Printmaking allows students to express themselves through a unique way of art. This class provides students the ability to carve into a variety of materials to create different designs and textures, paint, and stamp them on paper to make prints.

“Students who enjoy making art, drawing, carving, and making multiples of their art are encouraged to take printmaking,” Art teacher Emily Banks said. “Printmaking is hands-on and a great opportunity to experiment with unique ideas.”

16

ISSUE 1 • November 23, 2015

Banks has taught printmaking in many different institutions and places other than high schools. This is Banks’ second year teaching printmaking at this school and her eighth year teaching art in public schools. Banks hopes to continue to share the experience she has with printmaking with students and learn more about prints.

“I have demonstrated many lessons on relief prints to high school students, adult classes, and college students as a teaching assistant at the University of Arizona,” Banks said. “I continue to learn more about the printmaking process by taking workshops on

Sophomore Amity Hibler carves a stencil to prepare for her next print. Each print will have individual characteristics.

Photo by Ian Smith

A display of Senior Reuven View’s newest prints in a variety of colors are set to dry.

Photo by Ian Smith

printmaking, experimenting with different mediums and processes.”

Printmaking helps develop different skills and techniques in order to create a neat and artistic print. Technique is an essential part of the course, because the process of printmaking is difficult without prior experience.

“I’ve learned how to use different types of materials that you wouldn’t really know, or wouldn’t really be used in art,” junior Johanna Morales said.

“Just using organic materials as well, or any other type of material like your phone or something else and include in your art, or use it to make art.”

Besides the work in the classroom, students are encouraged to make their work public and receive criticism.

“Competition wise, just people evaluating me, and getting used to not always getting good comments, just them telling me what I should

fix or them telling me how to get better with my artwork,” Morales said. “Just getting used to that.”

Printmaking is a way for students with an interest in art to discover new types of art and express themselves in different ways without the use of pencil drawing. It is hands on and a great opportunity to experiment with unique ideas “We get to make our own art, it’s not like the traditional pencil drawing,” senior Reuven View said. “It’s the print.”

Students who have passed the Art 1 course are eligible to enroll into Printmaking.

Morales encourages those who would like to try a new art form to do so.

“Well, I’ve always really liked art, but I guess what I like about it is you try different things and new things that may seem kind of weird,” Morales said. “In the end you see the outcome of your art, and it looks quite nice.”

Senior Reuven View rolls ink onto a plastic sheet in preparation for a paper print.

Photo by Ian Smith

THE MAROON • LIFE AND ARTS

17

Sophomore Sloan Dudley sings a solo from “Have You Ever Seen the Rain” at the Barton Hills Choir concert. Dudley is in the Glee class run by choir director, T.R. Forrest. “I have been singing forever,” Dudley said, “I’ve been in choir since 4th grade.” She sings to an audience full of parents, friends, and teachers. “Singing in front of an audience makes me nervous,” Dudley said, “but I enjoy it.” Dudley’s love for singing came full circle when she got sing alongside the Barton Hills Choir. “It was fun because I was in the Barton Hills Choir when I was younger,” Dudley said.

“It was cool to be back doing it.”

Director of the Barton Hills Choir, Gavin Tabone, plays the piano while keeping the kids upbeat and lively while performing. He keeps the audience attentive with his feel-good songs.

18

ISSUE 1 • November 23, 2015

The Barton Hills Choir gets into the music and begin to dance along with the entertaining songs they are singing.

Sophomores Eryna Sonoqui (right), Alex Witt-Hurez (left) perform a duet of “Times Like These. accompanied by the Barton Hills Choir.

The Life and Adventures of Nicholas Nickleby

Sophomores Lucia McGehee and Lana Alhakim lead the first song of the show with a duet, “Take a Bow.” Every year, Austin High Glee members help lead the Barton Hills Choir in their annual showcase.

Photo Essay by Audrey Ashburn

JUMPING with Senior, Henry Wheatly-Rutner gets into character as Mr. Squeers during after school rehearsal

GLEE

The Barton Hills Choir looks forward to singing with the Austin High Glee members every year.

They stand on risers and sing to the audience filled with family and friends to showcase the songs they have been working on. Choir and Glee director T.R. Forrest enjoys teaching the younger kids about music and song.

“I always liked working with the elementary school kids,” Forrest said. “That’s the beginning of the vertical team process.” He also enjoys the chance to work outside of traditional choir music. “ I like working with pop music because Glee is the only class that does pop music,” Forrest said.

THE MAROON • PHOTO ESSAY

19

SCHOOL OF ROCK DEVEN IVY from RESIDUAL KID

S

“....We’ve been taking it pretty easy.”

-Senior Deven Ivy

enior Deven Ivy, from the band Residual Kid, is currently working with Sire Records to hopefully record and release a few EPs and an album in the near future. If you haven’t yet heard of this band yet, you will soon.

“I’m pretty sure we will be recording the upcoming EPs and album in Austin, but there’s no telling,” Ivy said. “We are planning on releasing a few EPs with five or six songs each, the first of which will be released early next year. After that, we will put out a compilation of holiday songs.”

Because Ivy is graduating this year, some issues could arise due to the fact that the other members are still in school.

“I expect to see the band struggling with cohesion issues and priority confusion after I get out of high school,” Ivy said.

“I have no plans after high school really.

I might want to be that guy who refuses to accept that he graduated and still eats lunch on campus,” Ivy says.

As of right now the band is focusing on all aspects of their life, not just their music.

“Recently we’ve been taking it pretty easy, taking the precious time to tend to the needs of ourselves, our friends, and our families,” Ivy said.

Residual Kid is well on their way to fame and their friends and family are excited to watch them continue to grow.

The Mohawk on Red River Street is the best place to find the band as it’s one of their favorite places to play.

“I’m excited to see how their stage show has changed,” photojournalism teacher Shelly Hoffman said.

For updates on the band, upcoming shows, and music releases visit their website, http://www.residualkid.com/.

Ireland Tendler Staff Writer Photo by Ireland Tendler

20

ISSUE 1 • November 23, 2015

Photo courtesy of Skyline

The four members of the band (from left to right): Nate West, Max Mercer, Pearl Turner, and Asher Evans. Their debut album is set to release this February, and pre-orders are being taken on their Indiegogo page. Evans is a sophomore who attends Austin High.

bass hero ASHER EVANS from SKYLINE

O

ur school has seen a lot of talent come through our doors over the years; actors, professional golfers, and musicians. In fact, the famous musician Shaky Graves attended here. And, recently, the band “Skyline” has stepped onto the scene. Band members Pearl Turner, Nate West, Max Mercer, and Asher Evans have been creating music for about four years now.

“We’re this blues band and we’ve been playing together for about four years, and lately we’ve been doing a lot of shows

around Austin,” bassist Asher Evans said.

“Last year me and the new singer joined, I met through the drummer and the singer met through the guitarist, and eventually we figured out that, that was the band.”

The band frequently plays at restaurants and bars around Austin, and luckily at one show, they were recruited to play at the South By Southwest festival.

“Some important people happened to be there,” Evans said. “So eventually, show after show, it just built up into SXSW.” The band is no stranger to shows, and will most likely to be more than ready for SXSW. Skyline is always changing and their sound has evolved over the years, proving that they’re always willing to broaden their genre spectrum.

“Once the singer and I came through we wanted to expand the horizon,” Evans

said. “And the drummer and the guitarist saw that as well, and so we kind of just developed into whatever we are now.”

The best way to describe the band’s sound is strong blues-rock with a hint of grunge attitude. They’ve worked on multiple singles and have been putting together a debut album that will be released soon.

“We’ve been working on our album “Good Days,” and this’ll be our first LP,” Evans said.

Skyline is set to begin recording on December 4th, making it seem like next spring is going to be the season that Skyline will really be able to reach out and share their sound with the world.

Ian Smith Staff Writer

THE MAROON • ENTERTAINMENT

21

The Magician’s CONFECTION Reagan Jackson Staff Writer

T

he new hoppin’ business Voodoo Doughnuts is an extravagant doughnut shop. The first thing you feel when you walk in is like being a kid in a candy shop… but really you’re a kid in a doughnut shop. The atmosphere makes you feel like you should bounce off the walls and fall into a Mardi Gras parade.

Originally the business started in Portland, Oregon and the owners decided they wanted their fifth store to be in Austin. The store is open 24/7 from Wednesday to Sunday until they run out of doughnuts. They only accept cash but they have a handy ATM just in case you forget.

The store is only closed on Thanksgiving Day, Christmas Day, New Year’s Day and Groundhog Day. All of the doughnuts are some of the most creative ideas that you can’t even think of, another word for them is unique.

One of the flavors that is most popular is the Maple Bacon Bar which consists of a regular yeast-raised doughnut with maple icing and two strips of bacon stuck to the top with maple syrup.

Photo by Regan Jackson

Some of the art featured in the interior of the shop. Voodoo has created an atmosphere to match their off the wall treats.

The Voodoo Doll is another popular doughnut at the one-of-akind store. It’s a yeast-raised doughnut filled with raspberry jelly topped with chocolate frosting and a pretzel stake. The Voodoo Dolls come in all different colors and designs. Another doughnut is the Bubble Gum Doughnut. It is a yeast-raised doughnut with vanilla frosting, bubble gum dust and in the center, a piece of Dubble Bubble gum.

When you think about getting a doughnut on a late Saturday morning, think about going to Voodoo, you won’t regret it. When I went to the store right after school and got there at about 4:30, there was absolutely no line. They are located on 212 East 6th St.

Top

3

Doughnuts

22

ISSUE 1 • November 23, 2015

Voodoo Doll Their most popular doughnut, the raspberry jelly filled “Voodoo Doll” includes a pretzel stick to practice voodoo with.

Maple Bacon Bar Texas Challenge Although it looks like your average glazed donut, the “Texas Challenge” is as big as six normal doughnuts. If you eat the whole thing in under 80 seconds, it’s on the house!

The “Maple Bacon Bar” is a bar doughnut covered in maple glaze and topped with two large, crispy strips of bacon. Delicious.

SHIFTING THE SPECTRUM On June 26th, 2015, The United States Supreme Court effectively ended state bans on same-sex marriages. This was a victory for all in the LGBTQIA community, but by no means the end of the fight for equal rights. Gender neutral bathrooms and clubs like GSA are helping schools across the country improve how students of every sexuality and gender identity are treated at school. Education about the issues facing the transgender community is helping give a voice to those who are so often silenced.

THE MAROON • SPECIAL REPORTS

23

Proudly Different

Photo by Violet Frohlich

“GSA has established a positive place that is judgment free. The GSA club is not just supporting its members, but wants equality for all and fights against any discrimination.”

Breaking the Mold The trials and tribulations of being a transgender teen

S

Chase Moralez GSA President

enior Rowan Dickey is many things. He is an actor, an athlete, a boyfriend, a son. He also just so happens to be transgender. Being trans is just one piece of the person he is, but it is a piece that he wears proudly. Rowan is very active on social media and in Feminism Club, fighting for and representing trans youth everywhere.

Transgender: to describe people whose gender identity differs from the sex the doctor marked on their birth certificate.

-GLAAD

Photo by Violet Frohlich

“[GSA] creates a space for kids that have identities that traditionally have been marginalized to come together and support each other.”

Kevin Gillion GSA Sponsor

24

ISSUE 1 • November 23, 2015

“People are always nervous to ask questions,” Rowan said. “I’d rather you know. I’d rather speak for everyone who won’t speak about it.”

Being trans affects many things in Rowan’s life, most notably his participation in school activities like basketball and choir.

“I actually don’t play [basketball] because I got paralyzed freshman year by a bully on the team,” Rowan said.

After being verbally and physically bullied during his first year on the team, Rowan was forced to reevaluate his position on the team. Before, in middle school, similar instances had been occurring in the locker rooms as well.

“Sports is kind of weird, because people in middle school didn’t want to change in front of me,” Rowan said.

In choir, he faces a totally different set of obstacles.

“I can’t do men’s [choir] because not being on testosterone at the moment,” Rowan said “My voice range can be a guy’s range, but because men’s vocal cords are naturally just thicker their tones are different, so my tones can’t match in a choir.”

Photo by Audrey Ashburn

Despite these setbacks, Rowan still keeps a positive attitude about participating in other activities like theatre.

“The thing is when I’m acting,” Rowan said. “I can play a part.

I can be a guy, a girl, I can be a dog. I don’t care, that’s why it’s acting.”

“People are always nervous to ask questions. I’d rather you know. I’d rather speak for everyone who won’t speak about it.”

-Senior Rowan Dickey

In school, Rowan sees a need for more authority figures to support trans students, and wants to highlight these issues so they are no longer swept under the rug. “[Teachers] wear the sticker and support gays but they don’t support other parts,” Rowan said. “I think it should be more specific. If they wear a sticker, or whatever they do, they should say they support everything, not just this one part of it.”

He was instrumental in the push for a gender neutral restroom on campus, and cites the need for one from his own experience in high school.

“I get made fun of in the girls bathrooms, but if I walk into the boys bathroom, I’m going to get made fun of in the boys bathroom [too],” Rowan said. “I try not to ever go to the bathroom, and that’s why we need the gender neutral ones.”

While self-discovery can be an exciting and scary process, Rowan implores anyone questioning their gender identity or sexuality to do one thing.

“Don’t be scared to go back on it, because it change[s] everything,” Rowan said. “It changes jobs, it changes friendships, relationships. Relationships to your family too, not just to your friends. You gotta be careful with it, definitely. It’s better safe than sorry.”

Kyra Hernandez Editor-in-Chief

THE MAROON • SPECIAL REPORTS

25

Junior Daniel McCutchen competes in the McNeil Invitational race on the varsity team.

Courtesy of Daniel McCutchen

HEART & SOLE Juliana Sink Staff Writer

J

unior Daniel McCutchen and sophomore Ella Jameson have a passion for running, and it shows through their hard work on the varsity cross country team.

“The best thing about cross country is probably all of the people you meet and become friends with,” Jameson said. “From all of the meets and practices you get to know people, and they begin to become some of your closest friends. We are all striving to get better and they understand the pain of the race with you.”

Jameson and McCutchen both joined the team their freshman year and have truly fallen in love with the sport. While they believe that cross country tests your limits, they also believe that with a little motivation and the will to win, you will succeed.

“What motivates me to run is my love for the sport and the feeling I get from it, competing in college, and the thought that someone is always training harder or better than me,” McCutchen said.

Another driving force in motivating Jameson and McCutchen to run are their goals. They refuse to let not hitting their personal best bring down their spirit.

For Jameson, setting goals after a loss is important for personal improvement.

“I ran at districts and I got 13th in our district.

Which was only three people away from being

26

ISSUE 1 • November 23, 2015

able to go to regionals,” Jameson said. “It was so frustrating but it has just fueled me to go faster for this season. My goals are to make it to state and break the 5k record at our school, maybe even win districts.”

Cross country has given Jameson and McCutchen friends and memories that they will never forget.

“One of my favorite cross country memories is when the boy’s cross country team went to regionals last year. We had a blast on the course, and two of my former teammates (Andrew Crabtree and Ford Smith) pulled me along throughout the race. Another one of my favorite memories was this past summer when I got to go to the Princeton Cross Country Camp. It was an amazing experience.

Everyone there was a great runner and we received quality training by pro athletes. It was also just a great camp experience because of all the games, food, movies, and friends,” McCutchen said.

Jameson and McCutchen are both very strong runners who are dedicated to the cross country team. They emphasize that it doesn’t matter if you’re a good runner, it just matters that you have the will to improve.

“Just try it out, even if you have no running experience at all. It can even be what you do for off season. Invite your friends, you won’t regret it,” Jameson said.

“What motivates me to run is my love for the sport and the feeling I get from it.”

-Junior Daniel McCutchen

MAROONS BEHIND THE JERSEY The Maroon News wants readers to learn more about our athletes. A staff reporter interviews each athlete about what they like to do in their off time when they aren’t playing on the court, on the field, in the pool, or on the track. E-mail sfamaroon@gmail.com if you have a favorite athlete you want featured.

Abraham Vargas

Questions 1. What’s your favorite tv show?

2. Who’s your celebrity crush?

3. If you could go somewhere, where would it be?

4. What’s your spirit animal?

5. What’s your favorite subject?

6. John Machieck is...

Football / Running Back

Jordan Bernard

Volleyball / Right Setter

Breanna Jackson

Annie Kepple

1. I don’t watch tv 2. Drew Dowell 3. The British Virgin Islands 4. A lion 5. Science 6. Cool

1. How to Get Away With Murder 2. Rihanna 3. Hawaii 4. Lion 5. English 6. Quirky

1. American Horror Story 2. Michael Ealy 3. Jamaica 4. Bull 5. Speech 6. Honest

1. Sherlock 2. Vin Diesel 3. Bled, Slovenia 4. Wombat 5. Mathematics 6. Funny

Basketball

Tennis

THE MAROON • SPORTS

27

Reshaping Physical Education Junior Mary Blanchard practices her new boxing skills with a trainer.

Mary Blanchard Staff Writer

F

or students not on sports teams, PE is a requirement, and many aren’t fans of the school-mandated PE. But there are other options to stay healthy and get your credits.

I found out that there is a multitude of irregular PE credits, which are relatively easy to sign up for. You can learn archery, rock climbing, karate, and a bunch of other fun things too. I went undercover to find out what it’s like to be an OCPE student. I signed up for three trial classes from the OCPE approved agencies: yoga, fencing, and boxing. Keep in mind when reading this article, that I’m an unathletic 16 year old with slight asthma.

The first place I visited was the Texas Fencing Academy located in a warehouse on Lamar just north of Hwy. 183. Upon my entrance, I was greeted with enthusiasm by Asst. Coach Michael Hall. The kids there wear a lot of protective clothing to help alleviate the sting of getting hit, and that can be connected to a sensor that turns a light on when a point is scored.

The protective clothing also happens to be very heavy and hot. They had very friendly kids and staff who helped to quickly teach me the basic principles of fencing. Students practice with three types of fencing swords, a pistol grip épée, a foil, or a saber. The night that I went, they were practicing using the épée.

They taught me how to stand, hold the weapon, and some basic rules of fencing. Then, they threw me into the class. The class turned out to be a tremendous amount of fun and if I had the time, I’d happily go back.

Soft relaxing music murmuring in the background, golden candles glowing, and pleasant incense wafting through the air; sounds like the perfect romantic date, right? Think of it as a date for yourself where the whole purpose is to notice the state of your being.

Your Yoga on Brodie Lane begins with gentle but purposeful deep breathing exercises, putting an emphasis on posture, and using your diaphragm like an opera singer. The instructor was very easy to relate to, and helped me to relax into the class. Participants are guided through a series of isolated movements, bending and stretching, without straining. Class members are

28

ISSUE 1 • November 23, 2015

Photo by Katherine Blanchard

“Think of it as a date for yourself where the whole purpose is to notice the state of your being.”

-Junior Mary Blanchard encouraged to participate at whatever level they feel physically comfortable.

Maintaining my balance was the hardest part of the workout, but luckily Your Yoga generously provided me with a yoga mat, foam block, support pillow, and a blanket. The class ended with a gentle peaceful reminder to go forth and live well.

After completing the Candlelight Vinyasa class, I felt warm and had a great night of sleep.

It helped me to relax my muscles, and put me in the right mind. I’ve been to a couple of yoga classes, but this feel much less competitive and friendlier.

Next up was my boxing class at Austin Boxing Babes. My class started at 6 a.m., and I groggily pulled myself out of bed. Upon arriving, I quickly woke up.

The class jumped rope for several minutes, and then started to stretch out. My favorite part was shadow boxing (which can really help you on that Wii Sports left hook!). The teacher taught me how to wrap my hands and to throw some cool punches.

Overall, it was really empowering, a little tiring, and definitely fun. I don’t know if I’d physically be able to keep up with the class, but overall I feel like it challenged me in a good way.

Out of the three classes, this was definitely the most strenuous. I came to school an hour later after taking a cat-nap.

I’ve already received my PE credits required to graduate, but this definitely was way more fun. If any of this sounds like the thing for you, then be sure to turn into the Spring applications for OCPE 2015-2016 by January 4, 2016 at midnight.

Blanchard sets up for her first fencing match with an instructor.

Photo by Katherine Blanchard

T W

n

THREE DIFFERENT WORKOUTS REVIEWED

THE DRIVING FORCE Golf team strengthens bond Juliana Sink Staff Writer

T

he girls and boys golf team is ready to kick off the 2015-16 season. Both teams are working hard to begin the season strong. Recently there was a girls golf tournament on October 6th at the Plum Creek Golf Course.

Varsity boys had a golf tournament on September 26th through the 27th at the Wolfdancer Golf Course. Junior Forrest Miller and sophomore Olivia Stokes are both hardworking varsity golf players who played in these tournaments.

“The tournament was really fun. Seeing all the new players and freshmen play their first tournament was really cool. I also played pretty well.”

-Sophomore Olivia Stokes Blanchard takes some time to relax during her candlelight yoga class.

Photo by Katherine Blanchard

“The tournament was really fun.

Seeing all the new players and freshmen play their first tournament was really cool. I also played pretty well,” Stokes said.

Despite the difficult course and challenging competition, the boys golf tournament was still a success.

“I felt like our team played pretty well but there was a lot of stiff competition. I was happy how I played but the course conditions were very tough so I didn’t

shoot as well as I wanted to,” Miller said.

Stokes and Miller are dedicated to the sport, and are willing to sacrifice their time to become successful players.

The preparation for these tournaments includes practice times that take over their evenings and sometimes even longer. But this hard work pays off at the tournaments.

“I practice every day after school, and usually when I have a tournament, I play eighteen holes to see my score and to see what I need to work on. It’s time consuming, but I know the work will make me a better player,“ Stokes said.

Stokes and Miller are very passionate about golf, and believe that it takes mental strength as well as athletic capability to play.

“I like golf because it builds my character and instills very good values such as patience, good sportsmanship, and honesty. It’s also a great escape and a fun outdoor sport,” Miller said.

Stokes and Miller both have loved being a part of the team, and they emphasize the friendships they’ve developed and memories they’ve made.

“My experience has been really good.

I have made a lot of friends that I would not have met if I wasn’t on the golf team,” Stokes said.

Stokes and Miller believe that Austin Golf is like a family, and encourage anyone to be a part of the team.

“The golf team has a nice laid back atmosphere that’s not too stressful and is a very good experience. I highly recommend Golf for anyone who is interested in the sport,” Miller said.

THE MAROON • SPORTS

29

COURT

Senior Ben Sheridan warms up on the court before the LBJ game.

is in

Photo by Karyn Parsons

SESSION Sadira Alvarado Online Editor-in-Chief

L

Senior Joshua Harris practices making baskets before playing against LBJ. Photo by Karyn Parsons

30

ISSUE 1 • November 23, 2015

eadership and chemistry are the key factors that make a team successful. Though the team is small in numbers, they plan to make up for it in spirit.

“My big key is trying to stay positive and making sure everybody around me is working hard and that I can match their intensity,” senior Joshua Harris said.

As a team, they face many challenges. Their biggest challenge is not only themselves, but also fighting through fatigue and making sure that they don’t get too cocky after a win, or lose their confidence if they suffer a loss. “In this district that’s so competitive, being mentally tough and staying together when adversity does hit: it goes a long way,” head coach Andy Dudney said.

The team is always trying new things as they prepare for each game. “Having multidimensional guys that can play multiple positions allows us to do more things offensively and defensively,” Dudney said. “I think that we’ll be a hybrid of sort because of diversity.”

As long as the team is able to overcome adversity, senior Carson Geyer is confident that district is theirs.

“I know we have enough talent to beat anyone that we play,” Geyer said.

Coach Dudney has been a member of the faculty for eleven years and has been coaching for over twenty years.

“We’ve been very successful in the basketball program and it’s because of boys like Josh and Carson,” Dudney said. “We have been blessed for a long time here with the Runnin’ Maroons.”

This season, the team is introducing a new leadership council that has been instrumental in opening the season and getting the team prepared.

“We’re trying to get a Mad Maroons Group,” Dudney said.

“They’re the lead of our student body and they’re called ‘Mad Maroons’ and we already got a leader that’s going to head that up, but we need more students to join that.”

The team is hoping to have the support of the student body.

“It would be nice to have as many people to come out to the games and show support,” Harris said. “Please keep an ear and eye out for what we are doing for the fans this year.”

Students interested in being part of the Mad Maroons Group can talk to Joshua Harris, Carson Geyer, or Coach Dudney.

The boys’ basketball first home game is November 24 against St. Stephens at 7:00 P.M.

For the Love of the Match Spring semester goals of qualifying for state Victoria Diaz Sports Editor

T

ennis ended their 2015-16 fall season with a series of tournaments, both singles and doubles, and placing 5th place in the district as a team. The team has established many individual and team goals for the upcoming spring season.

“My personal goal for myself is just to have fun. It’s hard to keep up tennis while also managing schoolwork,” varsity player Honus Frohlich said. “So I try not to take it too seriously if I’m stressed. That being said, I’m a competitive person and love to win.”

Players have created new memories from past seasons and enjoy reminiscing about past memories that occurred in their tennis careers.

“My favorite tennis memory is when I won my first tournament two years ago, because of how hard I worked and how long it took,” junior varsity player Jack Norman said.

Varsity player sophomore Annie Kepple described her initial start with tennis, as well as some of her tennis role models.

“I was just really interested in [tennis], I was always trying new sports when I was younger and I guess this one just really stuck to me,” Kepple said. “There are some people I look up to: Serena Williams, she’s awesome. Maria Sharapova too, she has really good form.”

Frohlich also describes how his tennis role models inspired him to play and overcome an injury.

“Rafael Nadal inspired me to play tennis. When I first tried out for the team in middle school, I broke my right hand and couldn’t play... after watching Nadal (a lefty) play, I thought it was really cool and wanted to hit left-handed like he did,” Frohlich said. “I practiced every day hitting balls against my garage door with my left hand, and I got pretty good at it. Even today I still primarily use my left hand to play.”

Players work on maintaining a strong mental attitude before each game, in order not to let the high-pressure atmosphere distract them from doing their best.

“Before a match, I have a go out and get it done attitude,” Norman said. “I want to make sure I’m not distracted and getting pumped up.”

For anyone who participates in a UIL school sponsored sport or activity, grades and prior commitments are two main priorities that are required in order for all players to stay eligible. All of the tennis players have to work to make sure that they’re balancing their sports obligations and academic responsibilities equally.

“It’s really tough to be honest, there have been times where I almost completely have to shut off tennis for a week or two in order to get things straightened out in my academics,” Frohlich said. “I have to recognize my priorities, and school is my top one.

I have to make sure that tennis isn’t taking too much away from the rest of my life.”

In order for the tennis team to maintain their high skill level,

training is the key to success for them.

“I train in a few separate ways. We have tennis practice as a period during school, so I get an hour and a half to hit the ball with the rest of the team and play friendly matches,” Frohlich said.

“Lastly, I’ll drive down to my local courts and hit the ball against the wall… [that] is a fun and relaxing way to practice without the stress of performing well or being extremely focused.”

The tennis team is now working towards qualifying for state.

“For the team, my goal for the spring is for one of us to make it to the state tournament,” Frohlich said. “We have many amazing players so I am confident that we have a shot at making it all the way to state.”

“Before a match, I have a go out and get it done attitude.”

-Junior Jack Norman

Photo by Karyn Parsons

Senior Rees Wilson prepares to launch a serve during the Westlake Dual match.

THE MAROON • SPORTS

31

BELONGING FOR SENIOR SADIRA ALVARADO, THE UNBELIEVABLE PRESSURES THAT COME WITH A COLLEGE SEARCH ARE COMPLICATED BY HER PAST. Sadira Alvarado Online Editor-in-Chief

I

t's kind of hard growing up with a permanent sinking feeling in your chest, the heavy weight of dread. It feels like a burning sensation, like I'm under water and my lungs are about to burst: that's what not belonging feels like.

I've always been conscious of what I am and where I should be. I know I don't belong here; this isn't my country, my race, my heritage, my language. Even though millions of others like me surround me, it's a lonely feeling.

I was forced to cross the border on January 6, 2005. I remember it was dawn and it was cold. My mother and I were smuggled in an inflatable raft, floating past an immigration office. I don't remember exactly what I was feeling; perhaps I was scared, maybe I was sad, or angry. Maybe all of the above. I had just turned seven, so that was ten years ago.

It doesn't seem like a long time in writing but to me it feels like an eternity.

Immigrants come to the United States for many reasons: to work, to escape war, for a better life. It's not that we want to leave our land. I sure didn't. I miss Mexico; I miss my house and the school and my friends. I miss Spanish being the primary language, and I miss marching the Mexican flag proudly early in the mornings for our pledge of allegiance. I miss being welcomed there and I miss being in my own country.

LIVING WITH THE DEVIL

When I was seven, I witnessed my dad try to murder my mom. I remember the day clearly, more than anything. That horrible memory is still fresh in my mind, and I don't think I'll ever forget it. It is the first thing I think of when I wake up and the sun is hitting my eyes; it is the very same memory

32

ISSUE 1 • November 23, 2015

that haunts me in my dreams. I remember seeing my dad with this look in his eyes and a kitchen knife in his hand. I saw the devil for the first time in my life, when I was seven.

My mom had managed to run out of the house when my dad had gone to the kitchen for the knife and when he came back, he spoke to me so gently, "A donde se fue tu mami, chiquita?" Where did your mommy go, baby? I didn't know where she had gone and I told him so; he just nodded very calmly and walked out into the street, screaming for her.

My mom had gone to our neighbors' house to hide there and they called the police, but it was useless because the Mexican police are always corrupt and my dad was friends with them anyway.

For every day that my dad was gone, I went to church and prayed to God that he would bring my dad back, that we would be together again. I got my wish.

A year later my dad still had friends back in my town. Under his death threats, we were being smuggled into the U.S. by a coyote that had charged us $5,000 each.

When we were reunited in Georgia, I made him pinky swear that he wouldn't hurt mommy again and he agreed. He said he loved us and I believed him.

Not too long later, he began again. All I remember up until I was fourteen is the purple and green of my mom's bruises, the crimson of her blood, and the sharpness of her agonized screams. I remember the pain when he pulled my hair and the sting my skin felt from where he would hit me; I remember wearing hoodies in the hot Alabama summer.

The summer before freshman year, my dad came into my room and sat at the edge of my bed. His eyes were bloodshot and his voice was slurred, but this wasn't new; this was a daily occurrence. However, this time

he got more violent than he had ever gotten with me: he threw my tablet across the room, shattering it and when my mom heard it, she came running into my room. She had tears running down her face as she distracted my dad so I could get out of the room. As I was backing out of the room, she handed me phone, a phone call in progress to 911.

She stayed back in the room while I ran outside crying into the phone. The lady kept on telling me to calm down but I was terrified. Luckily, the cops came - about six or seven of them - and they took my dad away. They handcuffed him and as he was being manhandled into the backseat, he glared at me with more hatred than I think I will ever see from anyone. I saw the devil for the second time in my life that night, on June 17, 2011.

From there, my mother and I ran from Alabama to Mt. Pleasant, Texas, a sixteen hour drive. In Mt. Pleasant, I started high school, unable to focus or make friends, fear taking over my mind, because I would see my dad everywhere I went. I would see him on my way to class, on my way home, sitting on the edge of my bed.

HIGH SCHOOL

Needless to say, I started high school on a very bad note. My grades were low, which added to my growing depression, because all my life I had always been an honor student, the perfect attendance, straight-A student. It was something I used to be proud of but now, it was a reminder that I was a failure.

I was consumed with guilt: for the abuse, for feeling sorry for myself, and for not being good enough.

While in Mt. Pleasant, my mom and I lived in a tiny house with holes in the floor, allowing the hot weather to seep in. We were living below the line of poverty, but it was

“ H A

S

s

A c a

e ju u I f a w

y M o n im

n m, e s y s e

n y s ut y e e I r e

m n h r y n n

a h ll t, It w,

e, g

I r, e s

“I MISS MEXICO; I MISS MY HOUSE AND THE SCHOOL AND MY FRIENDS.”

Photo by Audrey Ashburn

SADIRA ALVARADO something. At least we had each other.

After a couple of weeks, my mom decided Austin was the place to go. She had gotten in contact with an old friend who set her up with a woman renting a room in her trailer.

I began attending Austin High School in early October 2012, the second six weeks just beginning. I was shy and reserved. I was unhappy and I was angry, more than anything.

I started going to therapy all throughout freshman year, causing me to miss school a lot. My grades weren't important, nothing was; I wanted to die.

However, there was a moment freshman year that I still remember often. It was in MAPS class and I think it was toward the end of the year. We were writing down on sticky notes things we liked about one another or impressions we got, or something along those

lines. I remember one of the sticky notes I got said: "You're always smiling, always laughing. You're always really happy."

It should have made me feel good, that someone noticed that but instead it made me angry because it meant that no one really saw how utterly miserable I was. I didn't want attention... I wanted someone who understood. Nobody did.

DACA STATUS

Sophomore year came and I was sent to a psychiatrist where I was diagnosed with major depression and anxiety. Sophomore year was also when my mom hired a lawyer and had me apply for Deferred Action for Childhood Arrivals.

To be eligible for DACA, one has to be under the age of 31 as of 2012, have came to

the U.S. before reaching their 16th birthday, have been within the U.S. continuously since then, and have not been convicted of a felony.

My mom has always saved every single document she's received from school, and it was lucky she did, because if she hadn't, we wouldn't have been able to prove our continuous residence within the United States.

She put together an enormous binder with countless Honor Roll and perfect attendance certificates, report cards that demonstrated high grades, and even my Junior National Honor Society certificate.

As for me, I was told to write a plea of sorts, saying why I wanted to be granted DACA. I remember writing something along the lines of wanting to work so I could help my mom pay the bills and so that we would

THE MAROON • COMMENTARY

33

have protection if my dad ever found us.

Immigration services took several months to process my request but on December of 2013, a letter came in the mail. After months of living in constant fear of being thrown back to Mexico, I had been granted Deferred Action.

On January 2014, I got my first job, at fifteen, as a busser in an Italian restaurant where my mom worked. It was a heavy and exhausting job, carrying hot plates from one place to another, but passing out from exhaustion was the only way I could sleep without nightmares. I worked until May of that same year and spent the summer helping my mom when she left her job at the restaurant and began babysitting a newborn baby.

In the beginning of junior year, I still wasn't concerned with academics as much as I should have been. I was a slacker, a habit that had developed freshman year when my depression was at its worst. Two years later, the nasty habit remained.

Junior year was the year of no sleep. I was in dual credit classes and Mr. Nicholls’ History class was the hardest class I had ever taken up to that point. I had also

“I CONSTANTLY ASK MYSELF WHY OTHER KIDS LIKE ME ARE BEING PUNISHED LIKE THIS.” SADIRA ALVARADO joined the Student Council, Link Crew, Hack Club, Feminism Club, you name it.

I wanted something to make me feel like I belonged.

I joined AVID second semester, and meeting Mrs. Windham was the best thing to ever happen to me. She was instantly so welcoming, so happy, so... comforting. I trusted her right away. Being in her AVID class started to finally snap me back into caring about my grades but it was too late.

My GPA at the beginning of the second semester was seriously starting to worry me. I knew that I wasn't good enough, that

34

ISSUE 1 • November 23, 2015

my grades weren't up to par with everyone else's and it made me hate myself so much.

But with Mrs. Windham's support, I began caring and become serious about college.

I wanted a real future. I spent that semester working hard to bring my grades up and when the end of the year came, I was rewarded with a hard-earned boost to my GPA. At the end of junior year, I began looking at colleges I would apply to. I shortened my list to eight choices, among them St. Edward's, the school I wanted to go to so badly. On the last day of school I was printing out an affidavit, a document I had to get signed by a notary in order to prove I had lived in Texas for three years or more so I could be eligible for the TAFSA (the Texas version of the FAFSA, but for undocumented students like me).

COLLEGE

Over the summer, I attended Camp College at Southern Methodist University in Dallas, Texas, and I instantly fell in love with the beautiful campus. The camp was focused on helping students learn the works of applying to college: the different applications, student loans, etc.

We started working on our admissions essays, particularly the one we had used to apply to the camp. As I was re-reading my essay, I had an emotional breakdown, memories overwhelming me.

Camp ended but three days after I returned to Austin, I went away to another camp.

A few weeks after this, I went to a journalism training camp at A&M in College Station with some of the publications girls, Ms. Compian, and Ms. Salazar. I learned how to made multimedia packages and sharpen my social media marketing skills.

The night before we were set to come back home, I decided to work on a college essay, just to look over it and make some changes. I thought being in a college setting would inspire me. I opened one of my essays and it was the same one that had made me cry at Camp College. I had written about my loss of faith in God, about how when I was a child, I used to pray every day to be reunited with my dad and when my wish came true and terrible things happened, I hated God for giving me what I had asked for in the first place.

I wrote how maybe it wasn't loss of faith but... denial and hatred. I couldn't stop crying.

For the rest of the summer, I worked long hours every day, trying to push college out of my mind.

When the Common Application and ApplyTexas became available, I applied right away to eight Texas schools.

Growing up in a small city in Alabama, I had always dreamed of attending the University of Alabama but now that was hopeless because Alabama doesn't allow undocumented students to attend its universities.

Senior year began and I was a ball of nerves and anxiety. While everyone was just starting to apply to colleges, I was anxiously waiting on responses, dread filling me. What if my SAT scores weren’t high enough? What if no school will take me? What if I can’t afford it?

Since this year started, I’ve been constantly reminded that I’m not a citizen and I know that. I’m well aware of it but I prefer not to think about it. I don’t need a reminder every second of my life from other people when my own mind won’t let me stop agonizing over it.

I’ve never allowed myself to hope that my situation will ever change because it is not going to. I will always not belong, I will never be a citizen, and fellow Mexicans like myself will always be discriminated against for things we can’t help.

I constantly ask myself why other kids like me are being punished like this, the Land of the Free wanting to deny us an education because of where we were born.

I don’t think it’s very fair but that’s how it is here and I’ve learned to accept it.

Senior year is also the year of stress and emotional breakdowns. I often feel like a failure because if colleges see I’m not challenging myself, how are they going to accept me? Anxiety is constantly eating at me and right now, I don’t know what to think.

It’s now the third six weeks and my hopes have slowly began to rise. At the beginning of the year I wasn’t sure if I could make it into college. Today is a different story.

I’ve been accepted to three universities so far: Stephen F. Austin State University, Maryville University with a $12,000 scholarship and St. Edward’s University.

Maybe there is hope.

Good at 2308 Lake Austin Blvd. 479-6504

One coupon per customer, free sub must be of equal or lesser value.

02/14/16 Expires 11/15/15

www.facebook/thundercloudsubs

Bi-monthly specials...

BUY ONE GET ONE FREE

SUBS CHIPS COOKIES SMOOTHIES

@THEMAROONNEWS

ThunderCloud Subs is proud to support AHS.

UPDATED STORIES GAME SCORES PHOTOS

THE MAROON NEWS www.sfamaroon.org /THEMAROONNEWS

STAY CONNECTED WITH US

THE MAROON • COMMENTARY

35

“These things are what create a gap between police and civilian trust...”

Justifying Justice

-Junior Ian Smith

T

he actions of police in modern society have gone somewhat unnoticed for decades. We’ve always viewed the police as protectors of the public, and enforcers of the law.

And there has always been a sense of trust between the public and the police. However, there have always been people who are anti-police, and mass riots in protest of the police over the years reflect that. Even some pop culture groups are notably anti-police.

Groups like N.W.A. and Sublime have published songs that portray strong abhorrence towards police. And sadly, there is good reason for such a feeling.

In the past, police activity was rarely documented, and cases of police brutality even less so. It is possible that hundreds, maybe even thousands, of police encounters might have had unnecessary force involved. And, all of them have gone undocumented.

The Rap group N.W.A. really kicked off the new age of the antipolice movement. Their songs feature first-hand accounts of police exploiting their power over civilians, especially minorities. The group had been arrested on multiple occasions, for what were reportedly fraudulent charges. However, N.W.A.’s feelings towards police were still not misplaced. In 1992, a taxi driver by the name of Rodney King was pulled over following a high-speed pursuit.

Four police officers were caught on camera senselessly beating King, who suffered severe head trauma and lacerations.

36

ISSUE 1 • November 23, 2015

Ian Smith Staff Writer When the police were acquitted for this beating, there were riots throughout the city of Los Angeles and a new era of police monitoring was ushered in.

Since then, many unjustified police shootings have taken place, sparking riots of their own. Citizens in Ferguson, Missouri, took to the streets when Officer Darren Wilson shot 18-yearold Michael Brown, an unarmed African-American man. Wilson was indicted for the incident but was eventually acquitted of all charges.

The event saw national news coverage and helped to create the Black Lives Matter campaign, a movement to end systematic racism in law enforcement.

More riots occurred after the death of Freddie Gray in Baltimore, and the death of Eric Garner in New York City.

This raises the question, should we trust the police? Now, in our heightened state of police monitoring we catch more and more questionable behavior from police officers.

Undoubtedly, we are stuck in an inalienable relationship with police officers.

However, certain aspects of law enforcement should adapt to changing times. Recently, the police have become incredibly militarized.

Police officers now have access to

fully automatic assault weapons, and armored vehicles reminiscent of tanks.

I’m surprised civilian officers without proper military training are allowed access to such equipment.

In some cities, the police are allowed to barge into people’s homes without warrants if a “state of emergency” is declared. To me it sounds like a euphemism for martial law. And lastly, unknown laws like civil forfeiture allow police to confiscate anyone’s property under reasonable suspicion.

These things are what create a gap between police and civilian trust, and are the things that will allow that gap to grow. However, we can’t completely dismantle a highly developed law enforcement system. Federal, state, and city laws must adapt in order to make civilians and police safer and more equal in all confrontations. If not, the United States could end up in a police state, where no one is safe.

Ultimately, not all police officers are villainous bad guys. It is the trust between civilians and police officers that makes up the safe environment in communities, and it is up to both police and civilians to cooperate in order to keep their communities safe.

Photo by Kevin Gillion

A memorial remembering some of the victims of police brutality in recent months.

Advanced Peer Pressure Modern high school students and their obligation to AP classes

VIolet Frohlich Copy Editor

A

P stands for “Advanced Placement:” as in, if you’re in there then you’ve made the choice to be advanced.

Grade-level classes are exactly that, classes that are taught at the level of the grade you’re in. However, recently the expectation is that students should only take advanced classes.

Academic performance in high school all hinges on the end result, on whether or not you look good on paper. All the decisions you make -- what you sign up for, what rules you break, what you want to focus on -- determine your options for colleges, and careers. For life. People are encouraged, almost pressured to push themselves to the absolute max. We’re expected to sign up for lots of extracurriculars, sign up for the highest-level classes possible, because “it will look good on your college application.”

I really do see the value in challenging yourself, trying to succeed academically, and especially being involved in new things. But the fact is that it shouldn’t be for the sake of only being able to record it on an application. And for some students, pushing themselves into higher and higher level classes can be actively detrimental to their learning, and (supposedly even worse) their GPA. By the end of the six weeks, cramming for the test stops being about understanding the material and starts being about getting a certain score. I think that’s true of almost everyone, all thanks to this idea of a college “score sheet” hanging over AP students’ heads that’s more pressing to me as I enter junior year.

There’s a sort of stigma against grade-level classes as well, not just from colleges or parents, but also among students themselves.

It seems like all this pressure to succeed has created a poisonous environment where grade-level has somehow become associated with lower level, like you’re less capable if you choose to drop down.

I often feel like I’m way behind where other students are in my Pre-AP pre-calculus class. For me, real understanding of mathematical concepts comes after several in-depth explanations and examples. I don’t want to hold the class back with questions for my teacher, or ask her to repeat herself a million times, so I usually wait until I have an opportunity outside of the class to work on understanding the lesson.

I don’t think that this makes me less capable of precalculus, or less deserving of the acknowledgement for the effort I’m putting in to succeed in that class. Once I can get a grasp on mathematical concepts, I feel very confident about making jumps between lessons and plugging in equations and, I don’t know, throwing around variables and reciprocals. I’m equally capable of doing well on the tests and I’m equally capable of getting the right answer on the confusing real-world problems as my classmates; it just takes me a little longer to get there.

I try to take advantage of tutors and tutorials, and there are lots of YouTube videos detailing the intricacies of cosine graph transformations and inverse tangents. I can use these to finish my

Artwork by Amity Hibler

homework, to catch up, and then I can usually walk into class feeling like I have a great handle on the material (unfortunately, the cycle usually repeats itself, and I end up sitting in class, baffled by the squiggles that our teacher is carefully graphing).

But these tutoring options also take up a considerable chunk of my time; there’s always work from other classes that needs to be done, not to mention responsibilities I have outside of school. Because I have to work so hard to make sure I’m on top of subjects that challenge me, I barely have time to complete the expected workload for other classes.

Honestly, I might be able to learn more successfully in a grade level class. I would probably be able to earn grades equal to the ones I’m earning now without having to spend so much time catching up to the Pre-AP level. But every time that I’ve even considered that option, I decide not to. It’s all part of the earlier outlined stigma (a stigma I’m not immune to) that switching from Pre-AP to grade level is the equivalent of “giving up”. I don’t want to feel like I’m “giving up” on precalculus, because that class is rewarding once I’m able to feel successful.

Beyond my own internal aversion to moving down to grade level, there are the outward consequences: or, more accurately, the judgements from others. It might be viewed by some of my more uptight peers as admitting that I’m less smart or less capable than them. My parents especially, while they might not say it out loud, would probably be disappointed in me if I made the decision to move to a lower-level class than my twin brother. My choice to be in a less rigorous class would be viewed by colleges as not challenging myself enough. The social consequences, while not something I really want to deal with, could be overlooked; but there’s also the chance that that choice could affect my future, which college I get accepted to, and that’s a risk that I’m not really willing to take.

I personally find the emphasis put on every aspect of my academic life -- the PSAT, the level of classes I’m in, my volunteer hours -- extraordinarily stressful, because they all seem to be what will determine where I am in the long run. Your entire academic future, the options that you’re “allowed” to have in terms of careers and opportunities, shouldn’t hinge entirely on the decisions you make in high school. And also, it’s important (for me as well) to remember that switching to a grade-level class isn’t the same thing as choosing to completely abandon “trying hard” at a particular class. It’s important to be able to recognize your own needs and your own capabilities, and to address them.

THE MAROON • COMMENTARY

37

Making the Cut Tessa Lehman Co-Commentary Editor

R

ank is a stress-inducing factor on student’s lives. If it was removed it would teach students to be more well rounded and focus on other aspects of their life rather than just a small number telling how well you are ranked compared to your classmates. If we removed rank from our school, many students would benefit.

Later in life, people aren’t ranked. When applying for a job, you will not be asked what your high school rank was. People won’t be concerned about how well you were ranked in high school, they will be more concerned about what you did. It matters more about how hard you tried and how involved you were in the community.

Rank causes students to doubt themselves. They may think they are not as good as other students because of their position on the ranking scale. This causes doubt and may make a student give up.

They may be more inclined to cheat to work their way up. If they

in favor Kaylan Berry Staff Writer

T

he prospect of having class rank removed and not having to worry about where you fall in the scope is alluring, but it creates just a many problems as it solves. The rank system, while seemingly harsh, is actually useful to students and college admission boards.

If the change to not having class rank was made, only the top ten percent of students would know their rank. This leaves the bottom ninety percent of students not knowing where they stand. Only ranking the top ten percent creates a clear divide between students who are on top and those that are not, creating even more pressure to be in the top percent.

The issue with not having a rank to fall back in is that colleges look more closely at other numbers in student’s transcripts. These include SAT scores and other standardized tests that students might have not done so well on. With these standardized tests, most students only get a couple of chances to obtain the score they want, whereas a GPA and rank can be improved upon in the four year period the student is attending high school.

In addition, without rank to look at, colleges take into account

38

ISSUE 1 • November 23, 2015

believe they are not at the same level or held to the same standard they may see no point in trying to be among the others. Students should all be able to have equal opportunities if they are trying to succeed.

Removing rank causes colleges to have to look at other factors about a student besides their placement. Colleges will have to dig deeper into a student’s history, activities, extracurriculars, etc.

This will make students more well-rounded, as they are no longer only worrying about grades, but getting new experiences in fun things they enjoy. Colleges can see how hard a student worked in a certain organization, and/or how much time they invested into it. Students will start having more real-world experiences with new people.

By removing rank, students will be encouraged to take more challenging courses like Pre-AP/AP or weighted classes. Colleges will look to see if a student did well on admission tests and essays rather than where they are placed on scale.

against what courses the student has taken. While they are not judging students on a number such as rank, they are still judging students based on weather they took harder classes or not. They take a closer look at things like whether a student chose to take Pre-Ap or grade level and specific grades received in those classes. Even without rank, this causes students to feel like they should take harder classes that they might not be suited for.

The rank system is beneficial because it gives students motivation to improve upon their grades. Having a class rank helps students to know where they are in comparison to classmates. It allows them to be aware of the amount progress they have made year-toyear or the amount progress that still needs to be made.

Many schools aren’t ranking students in an effort to alleviate stress levels from the student body. However, students still have stress from working for their GPAs, just because there is no rank, doesn’t mean there is no stress. Students still have tests, projects, and presentations to worry about.

1

Thanksgiving Food

Being with family is great, but nothing compares to the turkey and stuffing.

3

Starbucks Red Cups

These iconic festive coffee cups are a sign the holidays are near.

1

Gaining 5lbs Over the Break

It’s all fun and games until you step back on the scale the morning after.

3

Finals Are Approaching

With the excitement of winter break comes the stress of final exams.

Graphics by Amity Hibler and Anna Arocha

2

Cuddling Weather

Nothing beats cozying up with hot cocoa and Netflix as the temperature drops.

4

Video Game Releases

New games, inclduing Fallout 4 and Call of Duty: Black Ops III, are hitting the market.

2

THUMBS UP Freezing in Class

THUMBS DOWN

It seems the classroom thermostats are stuck at the same chilling temperature.

4

Forgetting it’s Late Start!

Nothing is worse than arriving to school over an hour early.

THE MAROON • COMMENTARY

39

LET SOMEONE ELSE PAY FULL PRICE

t s r i F

Uptown Cheapskate buys the clothes you loved yesterday & sells what you want today. Bring in your gently used clothes shoes & accessories (guys & girls) for cash on the spot. Then find your favorite brands up to 70% off mall prices.

  

SHOW YOUR STUDENT ID FOR A

Free Gift

3005 S Lamar Blvd in Austin | 512.462.4646