Transfers 101
September 21, 2011
A recent blog (“Troubling Transfers”) brought us several responses where the writer had student-specific issues, to which we do not respond here. Questions about a particular pupil should first be addressed to the local school’s administration. If the school needs help with the answer or wishes to prepare a request for waiver, MHSAA staff is ready to help.
One writer sought a list of the 15 exceptions to the automatic ineligibility of a transferring student. Here are brief summaries (not the full rule):
Eight Residency Exceptions –
1. Student moves with the people he/she was living with previously (full & complete).
2. Student not living with parents moves back in with them.
3. Ward of the Court, placed with foster parents.
4. Foreign exchange student moves in with host family who resides in district. Two semesters/three trimesters only.
5. Married student moves into school district.
8. Student moves with or to divorced parent.
12. An 18-year-old moves without parents.
13. A student resides in a boarding school.
Five School Status Exceptions –
6. School ceases to operate, not merged.
7. School is reorganized or consolidated.
9. School board orders safety transfer or enrollment shift.
11. Student achieved highest grade available in former school.
15. New school established; student enrolled on first day.
Two Student Status Exceptions –
10. Incoming first-time 9th grader.
14. Expelled student returns under preexisting criteria.
In three cases (exceptions 8, 12 and 13), an Educational Transfer Form must be completed by administrators of both schools and the MHSAA before the student may participate.
In four cases (exceptions 2, 8, 12 and 13), the exception may only be utilized once by a student while enrolled in grades 9 through 12.
There is also a provision where a student may request a waiver at the subvarsity level for a 9th- or 10th-grade student who has never played any MHSAA tournament sport in high school.
I recognize this is all “un-bloglike,” but the topic of transfers brought some basic and general questions that we could answer here.
Nonfaculty Coaches
June 18, 2012
Since the so-called heyday of school sports in the 1950s, when you could count on more talk in a community about its few high school teams than about all the college and professional sports teams in the country combined, some things have improved – diversity and safety, for example; but some things have not met the high ideals hoped for in educational athletics.
During the explosive growth period of school sports in the 1970s and 1980s, when girls programs were introduced or reintroduced to schools and well-established community programs were added to the school sports curriculum, schools in almost every state had to backpedal from the ideal that only trained educators – certified teachers – could coach interscholastic athletic teams. (In Michigan, except for two years in the mid 1950s when certified teachers were required, the rules only urge that coaches be certified teachers.)
While the number of sports and levels of teams have greatly expanded these past five or six decades, the coaching pool within the faculty of a school district has not. Furthermore, teachers’ salaries improved so much that coaching stipends became less necessary to supplement teachers’ incomes, so teachers “volunteered” less readily to serve as coaches for a second and third sport.
Moreover, the coaching demands for one sport increased out of season, interfering with a person’s availability to help coach second and third sports during the school year. This was commonplace in the sports that moved from the community into schools, but the out of season demands have increased significantly for traditional school sports as well.
There is irony that community youth sports programs not only have provided school districts with a pool of informed and interested people to serve as coaches, but they have also increased the demands on coaches so much out of season that coaches must specialize in a single sport and therefore are less available to assist with the many different sports and levels of teams that school districts struggle to provide students.
It is estimated now that more than half of all high school coaches do not work in the school building where they coach, which can create communications challenges for schools. A smaller but growing number of high school coaches do not work at all in the field of education, which can create philosophical problems as well. Not always, of course; in fact, many nonfaculty coaches are a rich and increasingly indispensible blessing for school sports.