The Worst Class Ever

Freshman year of college, a time of joy, and frustrations. Thrust into a new world of opportunity and comradery, but also no longer having the guiding hand of a parent or guardian to assist in troubled times. We now are faced to deal with problems our own. Here at Tarleton State University, two major issues that stem from very simple problems are finding a parking spot and also lack of variety in the dining hall. I interviewed several people and discovered that these are small things to the outside world but to those afflicted by these things they can be the thing that makes a difference between doing well in class and being successful, or not being able to focus in class or being able to go to class at all. Naomi Rockler-Gladen wrote a list

Sports in conjunction with academics are capable of creating a balance that makes for a well rounded citizen and healthy, happy employee. Issues in the mix often come from the balance itself. Many students find themselves overcommitted to sport while others find they are not able to compete. I will examine issues in interscholastic and collegiate sport.

The analysis of the data in this study showed that there was a statistically significant difference in the grade point average of high school junior student-athletes when compared to non-athletes. During their participation in an athletic season, the mean GPA of the athletes was 3.11 and the standard deviation was .73, when the athletes were not participating in an athletic season, the mean GPA was 3.20 and the standard deviation was .90.

First of all, student athletes when they leave high school, they will not be able to maintain the grades needed to pass because they were used to low standards in the past. The GPA needed to play sports is right around 2.3 according to NCAA. If you have good grades, you are more likely to be chosen over another student with poor grades, to receive a sports scholarship to college. Some students get good grades for just one quarter. But when they get to college they will not be able to maintain the grade for the entire year. What good does it do if you can’t keep your grades in college? It does you no good! If you

Many high schools and teachers don’t realize the damage they can do to these athletes if they do give them those couple extra points to play. According to a website, “Any student should have good grades to play sports. Even if you are a great athlete, you will probably not get a full-athletic scholarship. Having good grades can lessen your stress about affording college” ( psychologytoday.com ). In this case, what teachers don’t know is not only are they making that athlete happy to play, but at the same time you are hurting that person for future references, when later in their future college sees the kind of grades that athlete is getting he may not be the kind of fit for whichever school that may be. Overall any student that has failed a class and is not able to play that athlete shouldn’t be able to play at all. If an athlete is not able to be responsible to keep his grades up what makes a coach think that he can be

Students are the future of our world, as one generation fades away, the next one steps up and keeps the world turning. In our society, schools are the vital place where many children grow, learn, and adapt. High schools offer athletic programs that keep kids active and teach valuable lessons. While sports have their benefits, they often end up undermining academics and have a shockingly large cost. Schools should preserve athletics yet never prioritize it and sacrifice academics, and if sports negatively impact academics, cut them altogether.

High School has obviously changed since the 1985 movie, The Breakfast Club, which portrayed different school stereotypes through five students, and how this made them reflect on their identity. In a way, this theme of different High School Stereotypes proves to still be evident in High School today when students

Although many institutions host programs and initiatives that foster student interaction through academic and social support activities, much more can be done to enhance students’ awareness and acceptance of anti-classism attitudes and behavior. For institutions that serve large numbers of first-generation students, such as HBCUs, this imperative is especially urgent. An example of an innovative effort to better support first-generation and other underserved populations and to expose the campus to the class concept is Dartmouth’s as implementation of a program call Class Divide (Class Action, n. d.) to teach about class through the arts.

The NCAA states, “Nearly eight million students currently participate in high school athletics in the United States. More than 460,000 compete as NCAA athletes, and just a select few within each sport move on to compete at the professional or Olympic level” (“Estimated Probability”). Everyone agrees that Americans have to improve academic achievement in schools today; however, it is hard to do so with a barrage of athletic activities. Students are focusing more on sports then academics, and this diversion seems to be costly. In order to fix this, high school athletes should be required to maintain a 2.3 grade point average in order to participate in sports because the primary mission of any serious academic institution must be to develop the young person’s intellectual and cognitive skills and help one get recruited; also, there is a very low chance of athletes continuing their careers at the college or professional level.

High school High school is a very crucial part of everybody’s life filled with many learning moments and also times that most would like to never redo. This being said we all go through this time and we can all relate to the stereotypes that come along with high school. Some were on the top and others were on the bottom, but everyone had their specific place.

It is widely agreed upon that one’s High School Grade Point Average is the best forecaster of college achievement. “High school GPA is based on repeated sampling of student performance over a period of years. And college-preparatory classes present many of the same academic challenges that students will face in college, so it should not be surprising that prior performance in such activities would be predictive of later performance” (Atkinson). A student’s application of themselves in high school, as

Wounds of underestimation occur when students face low expectations based on who they are. Students almost as soon as they enter school are classified, tracked, and categorized. They know it and lower expectations become self-perpetuating. These wounds were the most commonly confronted during Olson’s research.

"Everybody feels they are different freshman year from everybody else, when really in at least some ways we are all pretty similar," one older student – a black woman – was quoted as saying. "Since I realized that, my experience . . . has been almost 100 percent positive."

Before I had her class, all I heard my junior year was not to take it. “Her class is hard” and “She gives a lot of work” were the two most common phrases I heard from the seniors. One of my best friends told me to get out of it as soon as possible. I questioned why everyone hated her class

Analysis: The information in the article can be portrayed to support an argument because the author conducts a study on the topic with real evidence and facts from an active college. Evidence that Gaston- Gayles incorporates into her study are the GPA’s and ACT scores of college athletes from eight different varsity sports. ACT scores and ethnicity have been found to have a huge impact on academic success, but athletics have no impact to the success the athletics have in the classroom. The data was taken from transcripts of college students that cannot be manipulated, giving the data credibility to support an argument. The author also includes different races of athletes giving the study diversity and a wider range of data. The author appeal