Virginia Student Awarded Best Delegate at Model UN Conference

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The College of William and Mary High School Model United Nations Conference is a tradition more than a generation old.

For 31 years, high school students from around the country have performed the roles of world leaders and diplomats, tackling issues in step with the real United Nations, or ones lifted from the history books. They have debated and collaborated and think-tanked on issues like climate change, civil rights, disarmament, and peacekeeping. This year, more than two thousand students from over sixty schools participated, more than double their numbers from only seven years ago.

While the conference is not, strictly speaking, a competition, judges do score participants based on diplomacy, debate, and attention to detail, and award delegates and committees during their closing ceremonies each year.

This year, Susanna Maize, a senior from Jamestown High School in Jamestown, Virginia, was awarded Best Delegate. Maize has been attending Model U.N. events around the country since she was in the eighth grade, encouraged by her civics teacher at the time.

“Since then, I’ve just fallen in love with it,” Maize said to the Virginia Gazette.

Maize especially values the way that Model U.N. sticks her in the path of world news. While her team’s issue this year was a 1983 political restructuring in Argentina, for her, it emphasized the all-too-real danger of repeating history out of ignorance. It also has taught her about cooperation and managing her public presence, both of which are skills that will carry her far in any career she chooses.

As for what that career might be, Maize isn’t ready to decide yet. She wants to study international politics in college, and to move her involvement in advocacy from the theoretical to the real, but doesn’t yet have a long-term plan. But wherever she goes, this bright senior is sure to be a step ahead of most of the voting public.


Male High School Student Banned From Participating in Girls Dance Team Competition

A boy's silhouette with a red slash through it. Beneath the image are the words "no boys."

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Superior High School in Superior, Wisconsin, has no problem with a boy on their varsity dance team. Kaiden Johnson, a sophomore, loves to dance and does it very well. But when it came time for his team to compete at the Minnesota State High School League competition, he wasn’t allowed. He was there, in costume, and prepared with his female teammates, when judges told him he could not participate.

The League deems it “Girls Dance Team” on their website. An official of the League said last year (before this incident) that it would be impossible to change the rule because girls-only teams are intended to balance high school sports boys teams, as required by federal law Title IX, which addresses discrimination in educational institutions. But Title IX doesn’t have a separate-but-equal clause, according to the complaint filed on Johnson’s behalf. It specifies that no school or part of a school (such as a team) which receives federal funding can discriminate based on sex.

Johnson and his family enlisted help from the nonprofit Pacific Legal Foundation to intervene with the U.S. Department of Education and the League on his behalf.

“The Minnesota league cannot continue to discriminate by banning boys from competitive dancing. Title IX’s requirement for equal opportunity for all students, regardless of sex, is crystal clear. Schools cannot tell either boys or girls, ‘you’re the wrong sex, therefore, no dancing for you,’” said Joshua Thompson, senior attorney at Pacific Legal Foundation, in a news release.

“I believe everybody should have the right to do what they want and what they love,” the same release quoted Johnson as saying. “I don’t believe it should be based on whether you’re a boy or a girl.” There is no opportunity for boys to compete in intramural dance in either Minnesota or Wisconsin.

Midterm Tips for Teachers

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With winter break only a few weeks away, it’s about that point in the school year when students become stressed and overwhelmed with midterms. It’s time to check in with students on how they’re handling their workload. If they are worried or struggling, here are a few ideas that may help.

1. Create An Even Workload

Assigning lots of homework at the last minute will always be tempting, but it means there’s no time left to course-correct if something goes wrong. Evenly space out study sessions so that it’s an attainable workload. Also, don’t be too rigid with when study sessions have to be. Students have lives outside of school, and they appreciate flexibility.

2. Schedule Breaks

Recharge breaks are important, and with practice can become a a healthy habit. Giving your students a break every half hour or so is vital to retaining focus and attention. Take five, listen to a quick podcast, stretch, or have a snack.

3. Clarify Instructions

This one seems obvious, but it bears reinforcing. Remind your student to make certain that they fully understand their assignment. This is a skill (or perhaps just a habit) that will carry over to test-taking, and will serve your students well into the future.

4. Exercise A Little Leniency 

Students make mistakes; it’s part of learning. But instead of chastising them for it, help them develop a system for learning from those mistakes. Build study guides out of failed tests. Keep a notebook of missed problems and see if your student can track for themselves where they need more work and where they just need to pay more attention. Encourage them to revisit problem topics.

5. Teach Students About Anxiety

Nerves go hand-in-hand with mistakes. American schools are so score-oriented that mistakes can often feel oversized and overwhelming to students. This creates fear, which they’ll carry forward into future tests and assignments. If you notice your student struggling with anxiety, teach them how to develop healthy coping mechanisms. Explain to them how mental health and emotional health can impact academic performance.

Best Art Colleges on the West Coast

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Thinking about attending art school? Here are some of the best art colleges on the West Coast, broken down by state.


Cornish College of the Arts
Smack dab in the center of Seattle’s metropolitan hub is an internationally acclaimed institution known as Cornish College of the Arts. This fully accredited university offers BFA degrees in art, dance, design, music, performance production, and theater. The only downside is that Cornish doesn’t offer MFA degrees.


Pacific Northwest College of Art (PNCA)
Located in downtown Portland, PNCA is a private, accredited institution that specializes in fine arts and design. Distinguished alumni include Mary Mattingly, Logan Lynn, and Julian Voss-Andreae. PNCA is known for its MFA programs, although the college also offers plenty of undergraduate degrees.

University of Oregon
The University of Oregon came in at number 82 in a U.S. News and World Report on best fine arts schools. With experienced faulty and on-campus galleries, the University of Oregon’s Department of Art equips students with the skills and techniques they need to excel in their creative field. Even better, as a public university, it has a much lower tuition cost than its competitors.


California Institute of the Arts (CalArts)
Established in 1961 by Walt and Roy Disney, CalArts is a private university located in Santa Clarita, CA. With alumni like Tim Burton, it’s no wonder that ranked CalArts number one in their list of top 25 animation schools and colleges on the West Coast.

University of Southern California, Los Angeles (USC)
Much like CalArts, USC also boasts an impressive list of alumni. George Lucas, Forest Whitaker, Will Ferrell, John Wayne, and Tom Selleck are just a few of the many famous faces that attended school here. If you have an interest in film, this is where you want to be, as USC has one of the highest rated film departments in the entire country.

Seattle is Lumping All its Homeless Children Into One School

A photo of Lowell Elementary School, located in Seattle's Capitol Hill district.

Lowell Elementary School, located in Seattle’s Capitol Hill district.
Photo credit: Joe Wolf via Flickr Creative Commons.

Seattle students who live in Eastlake mostly go to Tops K-8, a highly rated elementary school with a park-like yard and a lake view. Unless those students’ home address is Peer80 Homeless Shelter, barely four blocks away. For all of the homeless shelters in metropolitan Seattle, the assigned elementary school is Lowell Elementary, up on Capitol Hill.

Seattle’s best estimate is that 7% of the youths in their school district lack a permanent address. At Lowell, it’s slightly over 20%. More than one in five students at this school don’t have stable housing.

Absolutely no one likes it there, it seems. Students report violence, bullying, and apathetic staff. And the staff claims they aren’t adequately supported to take care of students with special needs. The high turnover rate is both a symptom and an exacerbating factor; 15 teachers and staff members have left since the beginning of 2017.

Homeless students are more likely than the average to be in need of special accommodations. There are students with untreated mental and physical disabilities, including PTSD. A large percentage of students barely speak English. But funding matters have prevented the school from having a stable support staff.

“You got to go through the shelter life, and then you go to school with all that stuff inside: ‘Why are we still here? Why do we still have to go through this communal eating? Why don’t we have our own stuff?’ And they’re bitter, and they’re hurt, and they’re angry,” said the mother of several Lowell students.

“And so when they arrive into the classroom, they bring all that angst with them, and for the most part don’t come in with those coping skills to kind of get them to a place where they can access the learning,” said former assistant principal Na’Ceshia Holmes, one of the staff who quit this year.

With more training and a dedicated mental health staff, perhaps this school could be a light for students. But as it is, funneling the city’s growing population of homeless youth into one inadequate school is simply harmful.

Philadelphia Eagles Player Donates Salary to Educational Orgs

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Chris Long, for those who don’t follow football, is the defensive end for the Philadelphia Eagles. He currently enjoys a two year contract worth $4.5 million dollars. It’s more money than any one person needs, and Long seems to realize that. That’s why he pledged to give the earnings from his first six games of this year to fund two scholarships for students from his hometown of Charlottesville, Virginia. Now, he’s giving the rest of this year’s checks to a new campaign founded by himself and his wife (separate from his Chris Long Foundation).

“My wife and I have been passionate about education being a gateway for upward mobility and equality,” said Long in a statement released to the Associated Press. “I think we can all agree that equity in education can help affect change that we all want to see in this country.”

Pledge 10 for Tomorrow, the new campaign, gives funding to organizations that make education more accessible to underserved youth communities. Long has chosen four organizations in three cities: St. Louis, Boston, and Philly (the cities where he’s played). He is pledging 10 game checks to the foundation, and is encouraging fans to join him to “pledge 10” (either ten recurring payments, or simply $10).

So far, Pledge 10 has raised just over $20,000 along with Long’s donation. Donors get to choose which of the four organizations they want their money to go to (one in each city, and a general fund). The organization with the most donations will receive an additional $50,000.

“There’s a lot of opportunities to help out and they’re wonderful organizations,” Long said. “We have such a great platform as football players and hopefully fans get behind it.”

In a world where athletes are paid more than the annual budget of most schools, it is a relief to see someone on Long’s platform not only speaking up for education, but putting his money where his mouth is.

Connecticut School Cuts “Grandma” Program

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For more than twenty years, students in Bridgeport, Connecticut have had a little something special in their schools: a crew of foster grandparents serving as teachers’ aids. The volunteer program, overseen by the Bridgeport Child and Family Guidance Center, has placed volunteers over the age of 55 in classrooms, paying them a small stipend with allowances for lunch and transport.

“They come in to our classrooms and assist three to five students with help in reading or math or even social problems they may have,” said Amelia Perroni, a first-grade teacher in one of the schools within the program. “They’re an extra pair of hands in the classroom.”

But extra hands no more. The first week of October, the “grandmas” as their charges call them, were told by letter that the funding for their program has been cut, effective immediately. The 83 participants, many of whom have volunteered with the program since its inception, weren’t even given time to say goodbye to their students.

“It’s very sudden,” said Audrey Fernandes, a volunteer for more than half a decade and a retired paraprofessional herself. “‘Pack your stuff and get out.’”

Teachers at the school are furious. The volunteers, who made $2 per hour as a stipend, worked one-on-one with students who desperately needed it.

“They get paid a measly amount of money. We have people in the upper echelons (of the public schools) making big bucks, and we’re cutting a program. It doesn’t make sense,” said Mary Krotki, a fifth grade teacher. “It’s very important for urban kids. It’s another connection some of them don’t have at home.”

Michael Patota, president of the Child and Family Guidance Center and the one who made the decision to cut the program, recognized the contributions of the volunteers in their severance letter, but insists that the bottom line makes the program unsustainable.