Not the Critic

February 22, 2014

It is predictable; and it’s petty, not profound. Almost without exception, when a rule is enforced in one situation, the MHSAA will be criticized for not pursuing a similar penalty in other cases.

Of course, the critic is apt to draw parallels where they don’t exist. The critic is likely to assume facts that are not correct, and likely to call for the MHSAA to apply rules that the critic misunderstands, and to assess penalties that are in no one’s authority to impose. The critic can be unbothered by truth, accuracy and accountability. We cannot.

To be honest, MHSAA staff members have often been frustrated that the rules as they are written have no way to stop a particular transfer, or that people will not give testimony to enable a finding of undue influence. The reality is that rules cannot be written to stop everything bad without interfering with very much that is not bad.

And it is equally true that many people who have condemning information do not have the courage to share that information. And that some school administrators are too busy to get involved in such messiness. And that other school administrators are only too happy to have a malcontent athlete or parent move to another school.

Even at risk of irritating member school colleagues, the MHSAA ignores no allegations of violations by its member schools, their personnel or their students, even though we know that very many will be without merit – sometimes an innocent misunderstanding, other times a personal vendetta. And we know there may be just as many situations going unnoticed by or unreported to MHSAA staff.

And we also know that even when we do our job and we get it right – which is almost all the time – we may still be criticized by those who either have a personal agenda or do not have all the facts.

What is also true but unknown to the critic is the frequency with which MHSAA staff works proactively with schools to avoid problems, and how often MHSAA staff works privately with schools which self-report and quickly penalize their own constituents. A high percentage of violations have little publicity because we are intentional in efforts to keep a low profile for the unsavory side of educational athletics, and to keep the spotlight on the achievements of young people.

Newcomer Wisdom

November 20, 2012

A group I work with in my spare time, the Refugee Development Center, sponsored a team in a local youth soccer league.  Appropriately, the team’s nickname is “Newcomers.”

It took the team most of the season to score a goal; and it was in its final game of the season that the team earned its first victory.

After one game, I was enlisted to transport three players to their residences.  All three were Napali.  I used this time to ask their opinions about the education they were receiving in the local public school.

They had no objection to the content of the courses, but criticized the conduct of their classmates.  They cited a lack of respect for teachers, and a lack of discipline.  They had experienced the discipline of the stick in their homeland, and believed it would be helpful to classrooms in the US.

These young newcomers also noted that their instructional day in Nepal was almost two hours longer, plus they were in school a half-day on Saturdays.

From this conversation I was once again impressed that much of what has been done in attempts to improve public education has overlooked the obvious:  stronger discipline and longer days.  Most of what we do in US public education is the envy of the world.  What people from other countries wonder about is the lack of discipline and time on task. 

Empowering and supporting teachers’ discipline and increasing the length of the school day and year are not sexy solutions to what ails public education.  They are just simpler answers mostly overlooked.