The MHSAA Model
December 30, 2015
At the conclusion of every school sports season – fall, winter and spring – I sign stacks of checks to MHSAA member schools for their hosting of or participation in MHSAA season-ending tournaments. Some are very small checks, some are very large amounts, and none is quite enough.
Each time I perform this task, I am reminded how differently school sports operates in Michigan compared to non-school sports.
Unlike most non-school organizations, the MHSAA does not require teams to pay membership dues.
Unlike most non-school organizations, the MHSAA does not require entry fees to its postseason tournaments.
Unlike most non-school organizations, we try to reimburse tournament hosts and participating teams for at least a portion of their necessary tournament expenses.
Parents may shell out hundreds and even thousands of dollars for their children to join non-school teams and to enter non-school events; but that’s not the MHSAA model.
Correctable Error
January 17, 2014
I have written at other times and places that if it had been the stated purpose of our state’s and country’s chief executives and legislators for the past 20 years to weaken public education, they would have done exactly what they have done. They have spoken about strengthening schools and improving education, but their actions have done the opposite.
This is precisely the point of the richly researched Reign of Error, The Hoax of the Privatization Movement and the Danger to America’s Public Schools by Diane Rovitch (Alfred A. Knopf, 2013).
Competition, choice and corporate influence are all attacked, as are the misuse and overuse of standardized testing and the excessive reliance on e-education.
The author’s prescription for schools is not everything new and different, but removal of politicians and profiteers. And, catching my attention most, Rovitch writes:
“As students enter the upper elementary grades and middle school and high school, they should have a balanced curriculum . . . Their school should have a rich arts program where students learn to sing, dance, play an instrument, join an orchestra or band, perform in a play, sculpt, or use technology to design structures, conduct research, or create artworks. Every student should have time for physical education every day . . . Every school should have after-school programs where students may explore their interests, whether in athletics, chess, robotics, history club, dramatics, science club, nature study, scouting or other activities.”
The kinds of programs that the MHSAA promotes and protects are the keys to the type of education students want, need and deserve. And I admire every school that provides these programs in spite of all that has conspired against them for two decades.