The Waiver Process
August 21, 2015
Last school year, over the course of 12 meetings, the MHSAA Executive Committee received 467 requests from member schools to waive either a minimum standard for student eligibility or a maximum limitation on competition. Three hundred sixty-two of these requests for waiver were approved. That’s 78 percent.
This was a typical year – neither a record high nor record low in the number of requests, or of waivers approved.
Under the MHSAA Constitution, to at least some degree, every Handbook regulation may be waived by the Executive Committee. However, it is an abuse of authority if there is not a compelling reason for the waiver – that is, a clear case where the rule works an undue hardship (not just any hardship) on a student or school, or the rule fails to perform its intended purpose in the particular and unique circumstances documented.
There are times when school administrators will disagree with an Executive Committee determination, and more times when parents will disagree – and sometimes the difference of opinion leads to unjustified attacks on the MHSAA or individuals. This is unfortunate, but inevitable when critics see their situation alone and not in the context of past and future precedent.
Nevertheless, in recent years, fewer than one in 400 waiver requests that is not approved has been appealed to the full MHSAA Representative Council. I believe this reflects not only that the Executive Committee has been getting the decisions right, but also that those who are making the requests have felt well heard and served.
We work hard to create that atmosphere, even in the presence of emotional, invested parents who are advocating for their children. From a real live receptionist who greets every telephone caller, to our associate director who helps administrators prepare each request to the Executive Committee, we strive to present every request for waiver in its best factual light and every rule involved in its complete educational and historical context.
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.