Classification Caution
January 25, 2012
The classification of schools on the basis of enrollment for statewide high school athletic tournaments appears to have been born in Michigan in the early 1900s. Since then, there have been two irrepressible trends.
First, tournaments with multiple classifications have spread to every state. And second, the number of classifications expanded in each sport. In other words, once classification begins, requests for more classes or divisions never end.
One can speculate as to the reasons why people request more classes or divisions, but some results of expanding classification do not require any guesswork. For example:
- If the MHSAA Basketball or Volleyball Tournaments were expanded from four to six classifications or divisions, as some people suggest, it would require another day or separate venues for Semifinals, and the Finals would have to begin at 8 a.m. and would end near midnight.
- If the MHSAA Football Playoffs were expanded from eight to ten divisions, as some people suggest, it would require scheduling the first Final game at 8 a.m. each day, and we would anticipate ending after midnight both days.
More divisions means longer travel and later weeknights for teams and their spectators at Districts and Regionals, and longer days with absurdly early starts and late finishes at the Finals.
Classifying tournaments on the basis of enrollment is a good thing. But like many other good things, it is possible to get too much of it.
Wake-Up Call
June 20, 2013
Ken Robinson, the author of Finding Your Element, is quoted in the June 10 issue of TIME saying: “I can’t imagine there’s a student in America who gets up in the morning hoping he can improve the state’s test scores.”
Dr. Robinson – aka Sir Kenneth Robinson – whose TED talk has been watched 17 million times, laments that education is being driven more and more by standardized testing, but less and less by the kind of individualized education that ignites learning. That disturbs me too.
Dropouts, delinquency and discipline problems in our schools are not addressed at all by standardized tests. In fact, the focus on such testing probably adds to each problem.
The job of teachers should not be to teach to the test, but to locate and ignite the different hot buttons of students. That’s a lot tougher, and it’s infinitely better for students, schools and society.
Dynamic classroom teachers matter. And so do those who work after hours with students in music, fine arts and athletics. Nothing matters more in bringing students to schools each morning with a sense that they’re much more than a statistic for bureaucratic measurement and political posturing.