Cause for alarm?

“Across the Washington Area as a whole, black students are two to five times more likely to be suspended or expelled than white students” (Washington Post).

Reading this statistic, what is the first thing that comes to mind? For me, it is discrimination. For a country that is long past the Civil Rights Movement and that has supposedly stepped into a new era of equality, this fact is rather startling, and certainly cause for concern. 

Studies conducted in and around the Washington area reveal shocking numbers of their own. Last year in St. Mary’s county, Maryland, one in seven black students were suspended from school compared with one in twenty white students (Washington Post). In Alexandria, Virginia, black students were almost six times as likely to be suspended as white students (Washington Post). Similarly, in Fairfax County, Virginia, black students were four times as likely to be suspended as white students and overall 7% of black students were suspended compared to only 1.5% of white students  (Washington Post). Last year in Montgomery County, Maryland, almost 6% of black students were suspended compared with 1.2% of white students. Finally, in the Washington suburbs, of the more than 35,000 students that were suspended or expelled from school at some point during the 2010/2011 school year, over than half were black.

Why so many suspensions in the first place? Since the 1970s, disciplinary policies have become increasingly stricter, especially due to the surge of a zero-tolerance culture. Across the past few years in Maryland and Virginia, discretionary infractions such as disrespect, defiance, insubordination, disruption, and inappropriate language have been leading causes for suspension. Now, in my mind, this information is the first issue. Although unacceptable, this kind of behavior does not warrant a suspension, especially if only for a one-time offense.

The high number of suspensions, however, brings an eerie legitimacy to the above suspension statistics. The percentages and ratios are not made from a small group of students. Rather, the large pools of suspended students suggest that there is significant truth behind the racial discrepancy evident in the figures, begging the question, why?

Maybe these statistics are expose the fact that certain underlying prejudices still exist, that the United States has not yet truly stepped into the 21^st century with regard to racism. Although the Civil Rights Movement managed to attain legal equality, achieving true social equality is a process. It is not easy to change longstanding discriminatory attitudes. Though at the surface level society appears to have, for the most part, left racism in the past, statistics such as those above suggest that deep rooted and even subconscious individual prejudices still linger. Lea Colins-Lee, an African American parent in Prince George’s county agrees with this theory, saying, “I really do think it’s harder for black kids. If they get into a fight, it’s a gang fight. If white kids get into a fight, it’s a disagreement” (Washington Post). She worries about her children in school, having had first hand experience with this entire issue when her son was suspended for placing an extra dessert on his cafeteria tray.

There is a chance, however, that that these statistics have nothing to do with racism at all, at least directly. There are many factors that affect disciplinary patterns. According to experts, the fact that a disproportionate number of black students live below the poverty line or with a single parent in the Washington Area increases the chance of certain disciplinary patterns. However, these same experts acknowledge that this fact alone does not completely explain the racial discrepancy in the suspension numbers. Still, these circumstances limit student’s access to highly effective teachers and schools, putting them at a significant disadvantage.  Karyn Lynch, chief of student services in Prince George’s County agrees that the racial discrepancy does not necessarily point to racism, saying, “I think some of it is culture sensitivity, believe it or not” (Washington Post). Could it be that as Americans we are trained to look for discrimination in any situation that involves race? Should racism be the first thing on my mind when I see those statistics? Could it be that we are jumping to conclusions and that we are, in fact, just hyper sensitive?

One thing is certain; the statistics show that for whatever reason, a problem exists. The U.S Justice and Education departments teamed up last July to examine the numbers and work towards effective reform. Schools across the metropolitan area have instigated cultural sensitivity training and positive behavior initiatives to take on a more proactive approach towards discipline in general. This February, the district is scheduled to begin a formal evaluation of disciplinary systems to identify disciplinary patterns and attempt to understand the cause for suspensions in general. Carlesa Finney, the school districts director of assurance and human relations says that one of the major focuses will be equalizing and legitimizing suspension criteria. Will these initiatives truly solve the problem? Is this even an issue that can be solved through administrative action? We will find out.

FOOD FIGHT!

FOOD FIGHT!

By Amanda Corwin

When I think of food fights, I tend to envision an assortment of cold cuts, pastas, soups, and vegetables flying through the air to the sound of loud shrieks and screeches. The key word is envisioned. I have never actually experienced a food fight. In fact, I did not even think they existed outside fictional movies and TV shows.

I was wrong. Food fights that erupted last spring in the Fairfax County public schools of Robert E. Lee High School and Centerville High School have sparked heated debates over the installation of surveillance cameras. On Monday, November 14, 2011, Fairfax County school principles returned to the board to request that the cameras be installed. The request was originally denied in September of this year, yet continued concern caused the issue to re-emerge.

The food fights, aside from creating a huge mess, were unsafe. Students and faculty were struck to the ground by flying food, bottles, and running students. A few ambulances were even called to tend to those who fell or were hyperventilating as a result of the chaos. Luckily, no one was severely injured. However, the fact that the instigators of these situations were not caught does not seem like reason enough to infringe on the privacy of the students.

When school principles first presented the camera proposal, it was rejected for two reasons. The first issue was, in fact, privacy. Fairfax County schools have always rejected the idea of surveillance cameras for fear that they would lend an unwanted and unnecessary “Big-Brotherish” feel to high school campuses. The board permitted cameras be installed outside and on busses, but not indoors. School officials and faculty thought that the cameras would change the atmosphere around the school and imply an absence of trust between them and the students. As a student myself, this is the way I perceive surveillance cameras. I view them more as a symbol of distrust and insecurity than a precautionary measure to keep students safe.

The second reason that the original proposal was denied is cost. Originally, the installation of security cameras was expected to cost an estimated $120,00 per school. This would add up to about $3 million for all Fairfax county schools. Considering the already tight school budgets, are the cameras really worth 3 million dollars? Board members certainly did not think so. The new proposal addresses this issue, reducing costs to a total of $885,000 by only installing the cameras in “hotspots” or common areas most subject to trouble such as the cafeteria.

Now, besides adjusting the cost of this project, what is the difference between the first proposal and second proposal? Support. Since September, principles have been rallying parent and board member support for the initiative. However, as retired board member, Tina Hone, pointed out the means by which principles have been rallying support is not exactly fair. She acknowledges the parental discomfort when parents are asked for their opinion on the project by principles that already clearly favor a certain view. Nevertheless, recent polling of parent groups across the majority of Fairfax County high schools revealed that 17 out of 25 groups supported changing the rules to allow cameras.

In terms of the proposal itself, nothing more than the cost has changed. Supporters of the cameras still want them for the same reasons, to ensure safety and catch troublemakers that jeopardize the security of the students and faculty. However, I still have yet to be convinced that a few food fights are substantive merit for such a project. According to data from the Virginia Department of Education, disciplinary infractions in Fairfax schools has decreased in the past five years leading up to the food fights last spring.

The fact is, every high school has a few incidents each year. Drastic action, such as the installation of security cameras, should not be taken solely based on a few mishaps. Given the heated debate that already surrounds this topic, it currently looks like the board will postpone the vote until 2012. Although this outcome is not ideal, it remains better than rushing to the wrong conclusion. Based on the county’s recent disciplinary data, there is no reason to believe that cameras in Fairfax County high schools are a necessity. Furthermore, the proposal was already denied once. To dwell on the issue is a waste of time that would be better spent on bettering the student’s actual education.

Fans Gone Wild

Fans Gone Wild

By Amanda Corwin

Imagine playing the final minutes of a championship game on your home field to the sound of opposing fans singing their alma mater and chanting “this is are house.” For the Flint Hill husky’s football team, this scenario was no imagination. On Saturday afternoon, the Potomac Panthers claimed the MAC football championship when they beat Flint Hill 19-14. Unfortunately, although the celebrations may have been a bit harsh, I have little sympathy for the huskies. In fact, if anything, we let them off easy. However, this mentality prompts me to think that cheering in general has gone to far, and that sporting events are becoming more about the fans than the actual players.

Flint Hill is known for their particularly severe, and sometimes-inappropriate cheers. Given that they consider The Potomac School to be a top rival in all sports, we often take the most blows. For example, at Saturday’s game, the Flint Hill fans proudly displayed a poster-sized photo of the Potomac football team’s seniors making funny faces at the beach. The sign read; “This is Potomac Football,” and had clearly been professionally made. Flint Hill students also showcased a picture of a group of juniors from Potomac’s football team, wearing their comical Pokémon Halloween costumes from last year. Every time the huskies made a good play, their fans waved these signs toward our side of the field. Yes, Flint Hill paid money to get these posters made for the game.

Along with the posters came, as always, the individual taunting and obnoxious cheers. Now, the comments made this Saturday by their fans were not nearly as crude as they have been in the past, most likely because of the huskies humbling defeat at last year’s football game when the panthers won 36-0. The Flint Hill fans still called out certain players such as Ryan Eckert, but overall, once we started winning, they kept their mouths shut. Nevertheless, they proved just how nasty they could be during last year’s male basketball games. Two of the standout cheers were “Whoopi Goldberg,” directed at one of our players, and “ugly chicks” referring to our student body in general.

The heckling, however, is not limited to just the games themselves. In fact, the worst of it is done online via Facebook or other networking sites. The most recent example of this is a rap that Flint Hill students made to “diss” Potomac football. The track, like the posters, is fairly high quality, requiring some serious effort to complete. This just goes to show how dedicated Flint Hill fans are to publically harassing the Potomac School students.

We Potomac fans are not innocent in all this. The Potomac School athletic department does their best to instill a “first class” mentality in athletes and students when it comes to opponents such as Flint Hill. However, the Flint Hill rap does reference one of our harsher go-to cheers, “Safety school” and “SAT scores.” These phrases refer to the fact that The Potomac School is typically considered more academically rigorous than Flint Hill. We also are not shy about heckling the players nearest to our sideline, and even engaging with Flint Hill fans from across the field or court. I have to admit, it is hard to resist after all the particularly insulting comments thrown our way.

In the midst of our banter, both on and off the field, one must begin question how much attention is actually being paid to the game. Furthermore, what kind of environment does it create for the players themselves? Teams are already under a lot of pressure to perform, especially in rivalry games. Yes, heckling individuals from the sideline could potentially serve as a distraction, but it could also prompt anger that is redirected at our own players. These personal attacks also motivate the other team’s fans to do the same, creating a disadvantage for our own players.

Ultimately, it seems as though Flint Hill expends more effort on insulting our team than supporting their own players. Compared to the posters, rap, and personal insults, the effort they put into cheering on their own players is next to nothing. In contrast, the panthers do a fairly good job of focusing on our players and the game, rather than the opposing team. We pride ourselves on the fact that we do not trash talk over the Internet, and remain, for the most part, first class at all our sporting events. Although we may sometimes get carried away, the athletic department, seniors, and our players do a good job of keeping us in check, creating a favorable atmosphere for both players and spectators.

Mom I Need the Credit Card…Again

Mom I Need the Credit Card…Again

By Amanda Corwin

This past Tuesday, November 1st, was the first major deadline for early college applications. The passing of this date lifted a huge weight from the backs of many high school seniors, and an even bigger weight from their pockets. Everyone complains about the increasingly outrageous costs of college tuition, but what about the cost of getting in? Many people fail to acknowledge the hundreds of dollars they are paying just to apply to college. They fail to realize that we applicants are held at the mercy of the College Board and college monopolies.

Now because application payments are not made at one time, the College Board and the colleges themselves do a fairly good job at essentially hiding the overall cost. There are reasonable fees here and there, but certainly nothing outrageous. However, what seems like an occasional small fee can amount to hundreds of dollars when added together. Let’s break it down.

Most colleges and universities still require standardized testing. This could includes an SAT, ACT, SAT II, or some combination of the three. It costs $47 to take the SAT, $49.50 to take the ACT, and between $26 and $36 to take one SAT II. Individually, these fees are not too bad, but how many colleges request just one subject test? How many colleges request an ACT or SAT and subject tests? And aren’t we encouraged to take the reasoning tests at least twice? This adds up—fast. According to data from 2008, students spend an average of $200 on mandatory admissions exams. However, with the number of schools that super score, or take the highest score of each section across all the tests one takes, increasing, the pressure to take the test multiple times has only gone up. For example, I have spent over $250 on standardized testing thus far in my own application process.

As if the cost of taking the tests were not enough, there is an additional fee to actually send the scores to colleges. This is not a blanket payment either. It costs about $10 per school to send scores. Depending on the number of schools an applicant applies too, this fee can get unreasonable fairly quickly. It is recommended that students apply to between five and eight colleges. That means we are spending between $50 and $80 just to send tests that we have already paid a couple hundred take. And what about the 10-15% of students that apply to more than eight colleges? I know that I am certainly in that percentage, and the price just keeps climbing.

Unfortunately, the fees do not end once the tests are taken and the scores are sent. The majority of colleges and universities make us pay just to apply. The average application fee across all schools for the 2010-2011 academic year was $37.64. This average means that if a student applied to eight colleges, they would pay about $300 in total. However, remember that this number is just the average. Many national universities have fees high above this number. Numerous schools, ranging from Harvard University to College of New Jersey, charge between $75-$85. The maximum fee in the United States, however, is $100 per application, generously requested by George Mason University. Obviously this total has a fairly large range depending on how many schools an applicant applies to and what they are. At least for me, the ultimate cost to apply to all the schools I would like is upwards of $600. Remember, this is just to apply.

Altogether, using the average amount spent on testing per student from 2008 and the average application fee, students applying to between five and eight colleges will spend between $440 and $580 dollars on the application process. However, as seen from my own personal totals, given the drastic fluctuations in college application fees, number of schools applied to, and number of tests taken, this total could be significantly higher or lower than this estimation. Furthermore, these numbers do not take into account the money that goes into test prep, college counseling, and college visits, all of which are strongly encouraged and can add hundreds to the total composite cost of application.

So what is wrong with this picture? Considering what exactly we are paying for, there are a couple of big issues. Firstly, these figures are only the cost of applying to college. Essentially, we pay hundreds of dollars to either, one, get rejected, or two, get invited to pay thousands of dollars more in yearly tuition. Secondly, the worst part about the entire situation is that we applicants do not really have a choice. Unless you qualify for a fee waiver or you are not planning on going to college, these payments are inevitable. There is no other standardized test to take, no other way to send an official score report, and no other way to submit an application. This is the reason that colleges and the College Board can get away with such hefty fees. Until we applicants can find a way to appeal to these organizations, the fees will continue to rise and become more numerous.

 

Tis the Season

Tis the Season

By Amanda Corwin

Homecoming season. You know it by the evening dresses draped elaborately over mannequins in the windows of stores and boutiques. You know it by the absurd amount of coupons and fliers delivered to your door each day advertising attractive formal wear on equally attractive models. You know it by the dinner for two specials at restaurants across town. Finally, you know it from the party busses and limos that fly by you on a Friday or Saturday night.
Each year, from the last week of September to about the first week of November, high schools nation wide gear up for homecoming weekend. Sports practices get longer in preparation for the big games. Posters are hung around school, advocating school spirit and encouraging students to come to the dance. Administrators remind students of the school’s behavioral expectations. All in all, homecoming is the topic on every students mind.

Although the concept of homecoming was not initially developed for high schools, it remains an important part of the high school experience at every grade level. For freshman, homecoming is the unofficial inauguration into the high school social scene. For sophomores, it is the first time they feel a sense of superiority after a year of being at the bottom of the social heap. For juniors, homecoming is their debut as upperclassman. Finally, for seniors, homecoming is the beginning of the end, carrying with it a certain nostalgia for the years that have passed.

But what exactly is homecoming? Homecoming originated on college campuses in the early 1900s. The real question, however, is where. The University of Missouri is the first of three schools that claim to be the founder. In 1911, athletic director Chester Brewer invited alumni to “come home” for the annual game against the University of Kansas and inaugurate the new football field. Brewer planned a number of celebratory events around the game, including parades, parties, and a pep rally. Over 10,000 alumni and fans attended the festivities and game, commencing a tradition that other schools would soon follow.

The University of Illinois disagrees with this version of the story. They believe that seniors Clarence Williams and Elmer Ekblaw founded the concept of homecoming when they planned a series of events surrounding the annual football game against the University of Chicago in 1910. After losing to this rival seven years in a row, Williams and Ekblaw thought that these events would rally enough school spirit to break the losing streak. The school’s Council of Administration supported their efforts, setting aside October 14th as an official day of homecoming. The day was a huge success as 12,000 students, alumni, and faculty turned out to see the University of Illinois beat the University of Chicago. The school even had to put 5,000 extra seats in the football stadium to accommodate all the fans. From then on, homecoming became an annual series of events at the University of Illinois and quickly spread to other campuses (such as the University of Missouri).

There is one final perspective on the origin of Homecoming. Baylor University, a top Christian university in Texas, claims that they were the originators of homecoming when, in 1909, the school invited alumni to return to campus, reunite with old friends, and celebrate their alma mater. Baylor University planned a series of evens on Thanksgiving weekend, including a dance, parade, and football game to welcome back their alumns. These festivities, originally titled “Good Will Week,” were a huge success, attracting almost the entire town of Waco, Texas (where the school is located) along with 5,000 alumni and fans. Although these events may have been the first resemblance of Homecoming in the United States, Baylor did not host another “Good Will Week” until 1915, and it was not until 1934 that homecoming became an annual event on campus.

Putting aside this tri-school debate over the true origin of homecoming, the University of Missouri, the University of Illinois, and Baylor University all initially began the tradition to celebrate the school and their alumni. The parades, football games, and other events were intended to enhance school spirit and welcome back previous students, hence the title, home-coming. Now, this concept makes sense for colleges and universities, but what about for high schools? Homecoming weekend tends to center on the dance more than anything else, even more than the football game. Furthermore, there are few, if any, alumni events that occur during homecoming weekend. In this sense, the concept of a literal home-coming is lost at the high school level.

However, even in high schools, school spirit remains a primary aspect of homecoming. Often, schools will have a spirit week, consisting of themed dress days that conclude with a school spirit day. The campus is usually decorated, and some schools will even host a pep rally. Although some people still may question the relevance and validity of a high school homecoming, it remains a memorable and exciting experience for all participants, a highlight of the school year.

Excused From School: A Question of Equality

Excused From School: A Question of Equality

By Amanda Corwin

This past Friday, October 7, marked the beginning of the Jewish holiday Yom Kippur. Also known as the Day of Atonement, Yom Kippur is the holiest holiday of the year in the Jewish faith. Following Rosh Hashanah, the Jewish New Year, Yom Kippur is the day that God decides one’s fate, prompting individuals to reflect on the past year and repent any sins committed. The holiday involves 25 hours of fasting beginning Friday, as well as lengthy services at synagogue. As a result, Jewish students observing the holiday are excused from classes to attend synagogue, fast, and spend the day celebrating with their families.

Although the idea of missing school is generally appealing, making up the work is absolutely not. Yes, technically students are excused from homework and class work, but more often than not this just means they have extra time to get it done, not that they don’t have to do it at all. Failing to do missed work potentially puts them at a disadvantage for future assessments. Furthermore, for students taking honors or AP courses, missing just one day of classes means falling significantly behind on the new material taught that day. Consequently, students must give up free periods that could otherwise be used to catch up on homework or to meet with teachers. For these reasons, many students avoid missing school at all costs, whether it means pushing through an illness or even arguing with family about going to school on a holy day. As important as Yom Kippur is, the idea of falling behind poses a significant incentive to stay in school for many students. Because of this, the school has an obligation to find a more effective way to accommodate students forced to miss school.

On The Potomac School’s calendar, Yom Kippur, along with other Jewish holidays, are clearly indicated on their respective days. Also noted are Muslim holidays, Christian holidays, and universal holidays such as Valentines Day and Thanksgiving. However, on this same calendar, one would notice the “winter break” and “spring break” that conveniently coincide with Christmas, Kwanza, Hanukkah, and Easter. These breaks, along with the fact that Easter always falls on Sunday, allow Christian families to gather for their holidays without having to miss so much as a day of school. In contrast, Muslim, Jewish, and Hindu students, must miss at least a few days of school each year to observe their holy days.

Is this a coincidence? This school calendar is fairly standard among all non-affiliated high schools across the country. Every school typically has a winter break that includes Christmas and extends through New Years, as well as a spring break that falls around the time of Easter. But what about the rest of us? Coming from a family who celebrates Muslim holidays, I understand first hand what it is like to miss school for prayer. However, as my work has increased throughout my high school years, I have found myself less inclined to miss school for holy days, and instead wanting to wait until the weekend to celebrate with family. Although it is my decision whether or not to take the day off, is it fair for the school to put minority students in the position where they have to make this type of decision? Where they feel pressured not to miss school?

Now, because of the “non-affiliated” title that The Potomac School and thousands of other schools carry, they cannot technically cancel school for specific religious holidays. Even if they could, some still may question whether it is worth cancelling an entire school day so a handful of students can participate in their religious holidays stress-free. At The Potomac School, the majority of students do not identify with Islam, Judaism, or any other religion that would cause them to miss school. This distribution of students is fairly standard among non-affiliated high schools nationwide, especially due to the amount of affiliated high school options available to American families. Therefore, given the small amount of students affected, the issue does not appear to be that prevalent or blaring. However, all students should be subject to the same experience and same opportunities, so, my question is, could administrators not find a way to make an accommodation for these rare holy days? On these days, could they not schedule a teacher appreciation day? A conference day? Even a community service day? These days already exist throughout the school year; it is simply a matter of shuffling them around to coincide with at least a couple of religious holy days such as Yom Kippur. By making this small gesture, administrators would relieve a significant amount of pressure and stress that surround these holidays, allowing students to completely dedicate themselves to their families and faith.

A Perfect Score or a Perfect Bank Account?

A Perfect Score or a Perfect Bank Account?

By Amanda Corwin

This past Saturday, October 1st, was the first fall testing date for the SAT. For those students applying early decision, this was the last chance to take or retake a subject test or the reasoning test before early decision and early action application deadlines. With almost every college and university requiring some sort of standardized testing, whether it be the SAT or ACT, the pressure to do well is overwhelming, turning testing centers into realms filled with competition and stress rather than comfort and confidence.

“You have ten minutes remaining.” With these words, the room goes into a frenzy. The scratching of pencils against the bubble filled answer sheets becomes increasingly more violent as the students fight for every point, and the furious clicking of calculators intensifies with each tick of the second hand on the clock. “You have 5 minutes remaining.” The words hang suspended in the heavy air that is saturated with tension. The weight of the future, of college, that rests on this test getting heavier with every moment. As the minutes run down, the deliberately audible sound of a pencils being put down, sometimes accompanied by a sigh, is evermore frequent, heightening the panic for those still at work. “Times up.” The proctor’s voice tears aggressively through the room, silencing the clicking of calculators and scratching of pencils. A few students scramble to bubble in their last few answers, or make a last minute calculation, but are quickly shut down by the proctor’s glare that carries with it the danger of score cancellation.

Why all the tension? The SAT is designed to be an assessment of how well an individual will do at a college level. In theory, students should approach it as they do any other test. Unfortunately, this is not the case. Students spend months, even years preparing to take the SAT, spending thousands of dollars on a variety of different methods. This includes tutors, classes, and practice tests, all designed to help students “beat the system” by providing tricks, useful short cuts, and calculator programs. Consequently, students with sufficient economic means are given the advantage when it comes to the test.

The increase in test prep has simultaneously resulted in the increase of good scores. This past spring, Harvard turned down 1,100 students with perfect 800 scores on the math section of the SAT, and Yale University rejected several students with a perfect 2400. This is the result of more and more applicants being able to achieve adequate test scores as a result of tutors or prep classes. However, surprisingly enough the average test scores across the entire United States have actually gone down in the past few years. In 2003 and 2004, the average national score on the critical reading section was a 508, and the average national score on the math section was a 520. Since then, scores have steadily declined, with the national averages for the 2009 and 2010 critical reading and math sections being 501 and 516 respectively.

So why is it that Harvard University and Yale University, two of the most prestigious schools in the country (and arguably the world), are turning down such impressive test scores as the national average decreases? The answer is money. With the economic plunge of the past few years, most Americans have taken a significant financial hit that prevents them from spending money on “luxuries” such as SAT prep. In contrast, those families that not drastically effected by the economic crisis can still provide tutoring for their children. As a result, aside from the kids who test especially well with or without preparation, the SAT has become less a predictor of collegiate success and more a predictor of economic status. In general, those students who do well are the ones receiving some sort of previous aid, whereas the ones bringing the average down are the students who may be seeing the test and its format for the first time on the day they go into take it.

With all this in mind, we must question the validity of the SAT as a whole. Is it fair to consider a test in the college process that is not necessarily an accurate predictor of someone’s academic capabilities? That does not provide each student with an equal opportunity to do well? Some colleges and universities have already addressed this issue by either becoming “score optional” or putting less emphasis on test scores in the admissions process. Still, we must question whether such a test should be a factor in undergraduate admission at all. Its elimination could not only even the playing field for college admissions but also relieve some of the unnecessary tension surrounding the SAT itself.

I Just Can’t Wait To Be King, Again

I Just Can’t Wait To Be King, Again

By Amanda Corwin

With the increasingly disappointing movies consuming the children’s entertainment industry, the success of the 2011 re-release of The Lion King in both 3D and 2D should come as no surprise. The film that was originally expected to yield only between $12 and $13 million its second time around is now ranked as the “top grossing, hand-drawn animated film of all time.” It has grossed $328.5 million domestically and $788.2 million worldwide. Furthermore, because The Lion King currently claims the number one spot on the charts, producers are debating whether to extend the two-week period scheduled for the movie to play in theaters.

The success of The Lion King is no accident; its charm uniquely extends across a variety of age groups. On the surface, the pure concept of talking animals is one that many children can identify with, and a common fantasy among toddlers especially. The adventurous Simba and comical duo, Timone and Pumba, further hold the attention of younger children. Beneath the entertainment factors, the plot of the story is slightly dark and sophisticated, paralleling that of William Shakespeare’s Hamlet. The contrived death of Simba’s father, devastating familial betrayal, and sophisticated relationship between Nali and Simba are all elements of the movie that separate it from the typical “happy-go-lucky” children’s movie. In this sense, the story appeals to older audiences, making it more than tolerable for parents and older siblings.

The movie is currently impacting children in the same way it was when it first hit theaters. Twelve years ago, it was not unusual to find a five-year-old girl and a three-year-old boy crawling around my house, roaring at the top of their lungs, and pretending to be The Lion King characters of Simba and Mufasa. Sadly, that three-year-old boy was my brother, and that five-year-old girl was me. Re-enacting scenes from The Lion King with my brother was a reoccurring pass-time during my early childhood years. Growing up, I was one of those kids who knew every word to the song, “I just can’t wait to be king.” In fact, I was that kid who knew every word to every song in the movie and insisted on singing along, regardless of who was watching with me. Of all the early Disney movies, I’d say The Lion King was in the top three, second maybe toSleeping Beauty or The Little Mermaid.

As it turns out, thousands of children world wide were singing along with me. In 1994, when The Lion King was released, the movie grossed more than 200 million dollars after just the first month of being in United States’ theaters. Ultimately, that year the movie boosted Disney’s income by 3%. However, this phenomenon was not limited to the United States. The Lion King was released in 31 different theaters worldwide over the course of 1994 and 1995. Once out of theaters, the movie continued to be sold on VHS (old school right?) until 2004. In fact, Disney still reports it to be “the most successful title in home entertainment history.” In other words, The Lion King should be a household name.

Sadly, over the years, the movie has faded to the background as modern cartoons capture the attention of younger generations. Instead of crawling around the house acting like lions, I have found my youngest two brothers pretending to be ninjas and warriors, faking punches and kicks as they recreate scenes from power rangers, Pokémon, or spy kids. Movies and programs like these have come to dominate children’s media. To this day, theaters and television channels are littered with short-lived spectacles that are, for the most part, un-amusing to anyone above the age of maybe twelve. However, following the movie’s overwhelming success, a few questions emerge. Why is a movie released for the second time in seventeen years more successful than its successors? What does this mean for the children’s TV and movie industry as a whole? Based on the popularity of The Lion King’s re-release, Disney is now preparing to remake other classics such as Aladdin and The Little Mermaid. These movies, along with a few others, carry a legacy yet to be matched by newer films. What is the source of this legacy? Maybe it is the engaging characters, maybe it is the mutli-dimensional plots, or maybe it is simply the Disney charm that has remained constant over the years. Regardless, a new movie of the same caliber has yet to be seen, allowing Disney movies such as The Lion King to, once again, be crowned “king” of the children’s movie industry.

Time Will Heal, Not Tell

Time Will Heal, Not Tell

By Amanda Corwin

Ten years ago, on September 11, 2001, my second grade class was suddenly ushered to the center of the school, the “green room” as we referred to it. We walked amidst flustered parents searching for their kids, and teachers briskly walking from room to room, eyes red and blood shot. A sense of exhilarating urgency enveloped the school. The green room was pulsing with the sound of chattering children, and my seven-year-old self laughed along with everyone, enjoying this unprecedented break in the school day (and just a few days in). Together we sat there, making guesses about what was going on. A fire drill perhaps? But then why would parents be taking their kids home? Was my mom going to come get me? All these questions only added to the already high energy. Chaos. Chaos is what it was, and my friends and I just sat back, taking in the view, wrapped up in the excitement of the moment.

We were not alone in the chaos that day. Thousands of other people were experiencing chaos. Thousands of people heard the cacophony of sirens, screams, and crashes as they watched the towers fall or the pentagon burn. Thousands of other people witnessed frantic parents, friends, and strangers, desperately clinging to any sense of hope or faith as they looked for loved ones or simply looked for a way to survive. All these people were struggling with the same questions my second grade class was simultaneously asking; what is going on? Will I make it home? For those trapped on the higher floors of the buildings, or those on board flight 93, the answer was clear. There was no mom, dad, or babysitter coming to get them. No one to tell them what was going on, or that everything was going to be okay. No calm, collected teacher to reassure them that things were under control. These Americans faced the chaos on their own, faced their final hours with coworkers and strangers, trying to accept their fate.

Ten years later, the chaos of that early September day has transformed to an eerie state of peaceful acceptance. Despite the ever-present sense of humiliation, loss, and fear, the nation has spent the last decade the way those trapped people spent their final minutes; grappling wit reality, attempting to accept reality. Although my seven-year-old self did not understand the events going on around me, in truth neither did anyone else. To this day we ask ourselves the same questions. Why us? What did we ever do?

As the nation gathers once again, at ground zero in New York, at the pentagon, or in a living room in front of a television or radio, we choose to accept the fact that these questions will forever remain unanswered. We instead turn our energy towards remembering the fallen, towards those who never made it home that day, towards those who did not have ten years to make peace with what happened. We honor the bravery displayed, not only by the firemen, the policemen, the EMTs, and those trapped aboard airplanes or in burning buildings, but also by the teachers, parents, bosses, and coworkers, whose strength inspired others to remain calm despite, themselves, unsure of the outcome. On Sunday September 11, 2011, we choose to detach the memories of fallen loved ones and friends from the anger and humiliation that marked this same day ten years ago, refusing to all their death to define their entire life.

With the passing of this ten-year anniversary, another issue makes its way to the surface. This catastrophe occurred at not only the turn of a decade, and not just the turn of a century, but the turn of a millennium. In light of this rarity, we cannot help but ask ourselves; does this event mark the beginning of a new era? Has 9/11 set the tone for years to come? With the increasing threat of terrorism and advancement of weaponry, it seems as though September 11, 2001 has foreshadowed the dangers of our expanding technological power. What does this mean for the future of America? What does this mean for the future of our world in general? These are the questions that hauntingly linger in our minds as we say a final goodbye to the dead. In some ways these questions have already been acknowledged and addressed. Every school, office, and government building now has a “green room” ready, and there are drills and plans intended to prepare people for another attack. For now, we must stop asking questions and allow the chaos to settle. We must be thankful for making it home that day, thankful simply for our lives.