The Hoofprint - Issue 3 - April 2017

8:50. 1850. 20. 46. 0.87. 0.562. 0.124. 3.63. 101. 780. 3:25. That’s us. Our numbers, but numbers without context have no meaning. In this issue, we’re taking our identity back to the numbers and seeing what they really mean. The numbers that define what we are and how we exist in our school. Although we are reporting on numerical findings, it’s important to recognize that a number is not a value that characterizes a whole person: each student has personality that exists independently of how they score on standardized tests; each student holds meaningful relationships that occur regardless of the number of days they are absent from school; each student possesses knowledge from pursuits outside the classroom that cannot be represented by an alphabetical grade. Society evaluates meaning based on how we compare to the “other”, creating standards of what constitutes a “good” or “bad” student. With this evaluation in mind, we conducted a school census and received approximately the 10 percent threshold for responses, reaching across all four grades and without attaching names to the data. In this issue, you’ll see what we found. A number may define a specific aspect of our personality or capabilities, but we cannot attach a specific value to our entirety. We are more than a number.

Expectations and reality are often different when you enter high school. Classes become more difficult and less structured, and this can be troublesome for new students aiming to earn a good GPA. But what, exactly, is a “good” GPA?

As part of the Hoofprint census, students in our school provided answers to assorted survey questions, offering their thoughts on what a good grade-point average is. Based on the responses, BHS students believe the average GPA in BHS to be a 2.99, which is just under the national average of 3.0. However, in actuality, students tend to have a higher GPAs than the national average and consider a “good” GPA to be much greater than the national average. When asked what a good GPA is, 96% of students responded that a “good” GPA is over a 3.0, concluding that students at BHS have higher expectations.

But what do those higher expectations mean? In short, it means that students are shooting beyond what is expected of them. This push for success in our school has caused most students to admit they feel pressured to live up to expectations of a higher GPA. In my years at BHS, I’ve felt pressured to maintain a GPA above a 3.7 due to college admissions and my close friends and family being able to maintain that GPA in this school.

For some, paying attention to current issues is a longstanding habit. Others were dragged into the fray in the wake of the 2016 presidential election. And some just choose to keep their heads down, keeping their opinions to themselves. In any case, with politics seemingly coming up more and more at every turn, the sheer number of issues to deal with can be staggering.

The Hoofprint collected information to help sort through it all. The survey wasn’t about party affiliation or candidates. All it asked was for those surveyed to list the political issues that were most important to them. From there, responses were weighted based on the ranks assigned to each issues (for example, a person’s most important issue was worth five points, while their second was worth four points, and so on).

The results are displayed on the graph to the right. Each issue isn’t broken down by separate stances; all responses indicating concern for the topic, whether for or against, were put into the same category. Abortion was found to be the issue with the most student interest by 52 points, with gun rights coming in second. Concerns about college tuition came in third, which was understandable for high school students soon headed off to college.

Beyond those three issues, 33 others were included in the survey. Everything from the use of the death penalty to political campaign financing made the list somewhere. The results reveal what, exactly, matters to high school students on the brink of heading out into the world, and hopefully can help provide some ideas about where to start conversations between people left exasperated and unsure of what comes next.

Affirmative Action 1 Lobbying/Political Campaign Finance 3 US Education System Reform 3 National Security 5 Cut Spending/Reduce Deficit 5 Environmental Protection 5 Racism 5 US Involvement with NAFTA 6 Congressional Term Limits 10 Voter Fraud 14 Domestic Surveillance 18 Flying of the Confederate Flag 13 Space Exploration 12 Social Security 11 Police Body Cameras 22 Prison Reform 22 Vaccinations 22 Use of Torture 24 Women in Military Combat 25 Dakota Access Pipeline 28 Military Spending 56 Immigration Reform 56 Combating Terrorism 59 Climate Change 59 Marijuana Legalization 60 Flag Burning 66 Foreign Policy 76 Death Penalty 77 Healthcare Reform 79 Minimum Wage 91 Welfare 109 Equal Pay for Men and Women 127 College Tuition 129 Gun Control 136 LGBTQ Rights 176 Abortion 228 Climate Change 250

When students rush to class in the mornings, they are not usually focused on how well the school is performing. However, students should be focused on this – whether the school goes beyond or falls behind other schools will greatly affect the opportunities afforded to them. So, how exactly does the current Buffalo High School compare to the past and to other schools?

One indicator of academic comparison is standardized test scores, like the ACT and MCAs. Buffalo High School is faring reasonably well in the MCAs, and our ACT scores have been on the rise.

“[Comparing] where we were seven years ago to where we are now, we have gone so much higher,” said head principal Mark Mischke. “I believe that is a direct parallel to the success of the building. [Our scores] have never been this high. [As for the MCAs,] we met our goal in math last year; however, we didn’t meet it in reading. There was a huge bubble of kids that opted out last spring, which decreases scores overall. I want your diploma from Buffalo High School to open doors for you, [to be] something that is really valued by employers outside of the school district. If colleges and employers value MCA scores, I have to go around and say, ‘Let’s give this everything we can.’ ”

Test scores are not the whole picture, however. Another factor of comparison is the academic rigor of the courses a school has to offer. Students at BHS can excel with the numerous college in the schools (CIS) classes being taught.

“When you think about our academics, the thing that sticks out to me is the number of CIS classes kids can take, and the number of tough classes that allow our students to earn college credits,” said Mischke. “When I look at the neighboring schools, we have more classes and more options than any other neighboring school district – and to me, that’s success.”

A factor of comparison that goes beyond academia is the relationships present at a school between staff and students. Relationship-building is at the heart of BHS’s strategy for academic success, and these relationships directly affect student satisfaction ratings.

“I think you need the relationship to really get into the learning. A lot of people just want to teach like, ‘I know the content, I am a content specialist, I don’t care if I get to know them or not.’ But I think that can only get you so far. If you feel confident and a teacher believes in you, it is much more likely you will be successful. Teaching without relationships is just presentations, and the kids are not going to get it. That has been the mindset for the past nine years I’ve been here.”

It is hard to compare schools on a spectrum of different factors. Different sources can give you different scores because of the different factors of comparison. One universal factor of comparison is whether a school constantly tries to improve itself. As Mischke said, at Buffalo High School, the goal is “to climb the mountain of proficiency.”

Year: 2010, Buffalo High School: 22.1, State: 22.9 Year: 2011, Buffalo High School: 22.8, State: 22.9 Year: 2012, Buffalo High School: 22.6, State: 22.8 Year: 2013, Buffalo High School: 23.0, State: 23.0 Year: 2014, Buffalo High School: 23.1, State: 22.9 Year: 2015, Buffalo High School: 23.3, State: 22.7

The use of tobacco, e-cigarettes, and alcohol by high school students, whether due to peer- pressure, family issues, or simply just to “have fun,” is an issue that appears quite prevalently at Buffalo High School. Although national rates of teen e-cigarette and tobacco use have fallen in the past year according to the University of Michigan’s survey “Monitoring for the Future”, 26.6 percent of American teenagers reported having used an e-cigarette before, and among Buffalo High School students ranging from 14-year-olds to 18-year-olds, rates are drastically higher. Approximately 46 percent of students claimed to have used an e-cigarette before, and 16.6 percent of students admitted to currently owning an e-cigarette. Patrick Macnab, an employee at the Smokin’ Monkey, a retail vaping shop in Buffalo, claims it is quite common to have minors enter the store to try and purchase products. “I would say about two or three times a week we have a student under 18 try to purchase something, but of course we ID them.”

In the case of underage drinking, however, BHS statistics match the national findings more closely. The national survey conducted by the University of Michigan in 2015 concluded that 47.1 percent of 10th graders and 64 percent of 12th graders had consumed alcohol at least once in their lifetime. In a survey administered to 176 BHS students across all four grades, 55.4 percent of students admitted to having consumed alcohol at least once.

Out of the BHS students participating in the survey, 68.8 percent were involved in extracurricular activities. Among these students, 44.6 percent reported having used an e-cigarette before, and 32.2 percent had used tobacco at least once. Students involved in activities appear to have a slightly higher tendency to consume alcohol - at 56.2 percent - than BHS students overall.

The prevalence of students using these substances who are involved in activities is shocking considering the eligibility requirements for high school students. According to the 2016-2017 Minnesota State High School League Eligibility Brochure, “Twelve (12) months of the year, a student shall not at any time, regardless of the quantity: (1) use or consume, have in possession a beverage containing alcohol; (2) use or consume, have in possession tobacco.” This bylaw applies to instances both on and off school property, and during the 2016-2017 school year, 12 students have been caught using tobacco or e-cigarettes on school property.

Although many seniors are legally allowed to use tobacco at the age of 18, there are still restrictions through the school that many students do not realize. School Resource Officer Josh Erickson of the Buffalo Police Department further explained this issue. “[An 18-year-old student] wouldn’t get a tobacco ticket or get in any legal trouble, because they are 18,” said Erickson. “They would receive a school consequence, because when they engage in an activity, they sign the code of conduct for the State High School League.”

One of the most telling places to observe a school’s culture is in its lunchroom. During the morning, before school starts, sleepy students drift in to the lunchroom to buy breakfast, and now a cup of coffee to go along with it. By 8:45 when the bell rings for first block, the tables are full. Friends sit around laughing, chatting, and drinking coffee to wake up and start the day.

An interesting new addition to breakfast has been the Coffee Bar that was introduced in January. It offers flavors like Jamaican, French Vanilla, Mint, and Costa Rica. The brand being sold is Roasters Mill.

Coffee is an important part of teenage culture. High school is when many people start relying on caffeine to get up and going, integrating it into their daily routine. Coffee shops like Caribou and Starbucks are popular places to hang out, study, or work.

“I drink a lot of coffee,” junior Damon Bates said. “I mean, I kill it with creamer so I can’t really taste it... Caribou is my favorite place to get coffee.”

The school coffee seems to be getting good reviews.

“The new [coffee bar] was a good idea because a lot of people want to use it,” sophomore Trinity Nelson said.

The coffee bar offers a convenient start to the day, something that will surely be taken advantage of at Buffalo High School.

Coffee is more than just a tasty drink for many students, it’s also an energiser. “The more espresso the better,” junior Sophia Strommen said. She drinks 1-2 cups of coffee per day. “I like it because I go to bed late and wake up early. If I don’t drink coffee I’m half asleep by fourth block.”

“I literally get a free coffee every time I work,” senior Joey Patterson said. “I have created a $12 drink and it was free!” Patterson has been working at Caribou for four months. “I think the most popular drink is the caramel cooler. I personally love the apple blast cooler with an extra shot of caramel.”

“I think what makes Starbucks great is the people who work there,” senior Shannon Alavid said. “The majority of the people that work at Starbucks are super friendly and outgoing. It makes the environment a lot more fun for co workers and for the customers! The most popular drink currently is probably the iced caramel macchiato. My favorite is the Starbucks double shot with white mocha.”

“The more fans there are, the more energy in the game and the harder you play,” stated junior Daniel Shefland. “You have to play better football because all eyes are on you.” These same thoughts are shared by the vast majority of student athletes. The experience of having a plethora of cheering fans can make or break the intensity of any sporting event.

Football is amongst the most popular of sporting events to attend at Buffalo High School. Where few sports, like football and basketball, draw flocks of student fans, many of the high school’s sports and activities are lacking in the student fan department. Buffalo High School has twenty-five different sports and activities that take place over the school year, the majority of which have a low amount of student fan attendance. “I wish more students would come to our softball games,” said junior Morgan Demaris, highlighting the lack of sideline support.

The girls’ teams especially see a lack of support, even given that there isn’t much support in general. “There are always more fans at boys’ games than at girls’ games,” Demaris added. Eighty-seven percent of the students surveyed said that they prefer to attend boys’ activities, furthering the claim that students are more likely to go to male sporting activities.

While the fan attendance for different sports continues to vary, the amount of games students attend is increasing. A remarkable 42 percent of students surveyed claimed to have gone to more than ten home games this year. This demonstrates that the support for high school sports is present. However, there is a problem with giving fan and sideline support to all high school activities. Fans help to enhance the sport they attend and bring energy to the games that the athletes so love.

Why do you hold traffic?

Every day there are three busses with students that need to turn left at the first stop sign. What we are trying to do is clear the cars before the busses come so later the busses can go without stopping and waiting. If everyone is turning right, then the parents, other busses, and community vans that pick up kids can’t get out because they have the stop sign. When I hold the traffic at the student parking lot, then they can keep going which allows everyone to get out safer.

The person in the front watches their flow of traffic and if it’s jammed then I hold the traffic until the traffic up there gets clear. We try to have kids go as much as possible because we don’t want to hold them to have them wait. Then then when the busses come again I hold the traffic.

Do you like your job?

I do, ‘cause you know in some way we help the traffic. Sometimes it’s a little sad because people don’t understand and they get angry or upset at you. I’ve gotten yelled at and honked at. I understand, it’s the end of the day, everyone wants to get out. I do too, that’s why we hold the traffic so it can go faster and we can all get out. I have had a few scary moments. There have been at least three times when somebody didn’t want to wait so they kept pushing and pushing and I don’t want to get too close to the road so I have to get out of the way.

What is the worst thing that you have experienced on the job?

“They take pictures of me. I don’t know what it is but I can’t find out what they do with it because I don’t know who it is or who they send it to. It’s very disturbing. One time it happened, they drove by, and I couldn’t miss it. I tried to look at their license because they took a right turn out of the left turn only lane and I see the person in the driver’s side pull out a big phone and take a picture of me. It’s very scary, having someone take your picture like that when you don’t know what they do with it.”

For the people turning right...

I don’t look at faces, I don’t know all of the kids so license plates are what I look at. I can’t find out who you are without your license plate. I don’t do it if you do it once or twice. Some kids try to block their faces and that is really not safe. Please tell him or her to please keep your eyes on the road! I had someone try to skip the line and go on the other side and then another car came and the three almost collided. We don’t want that, that is so scary.