Our Best and Brightest
April 12, 2015
The best two hours of each work year are those spent with the MHSAA Scholar-Athletes and their parents on the last Saturday of the winter tournament season.
This is a happy and pardonably proud group who epitomize the best of what our schools and school sports produce because of the giftedness of the student-athletes and their grit to maximize those gifts with the help of family and the faculty of member schools.
This year’s 32 recipients of $1,000 scholarships represent 22 of the 28 MHSAA tournament sports. The 32 recipients average 2.56 sports per person, and their average GPA is 3.95.
Five of this year’s class have won MHSAA state championships as individuals or members on a team. Nineteen of this year’s class have perfect 4.0 GPAs.
Over the years, 323 MHSAA high schools have been represented with scholarship winners; and this year, 10 students were first-time winners for their schools.
This is the 26th year of this program, underwritten since its inception by Michigan Farm Bureau, which has now invested $652,000 in MHSAA's scholar-athletes. The longevity and generosity of this sponsorship is Michigan at its best.
And these 32 students are among our state’s most precious resources for creating a better future for our state, nation and world.
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.