Starting Your Own Initiative as a High School Student

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A Letter to My Peers

By: Sonia G. 

To all my fellow high schoolers,

Picture by Angelina N.

As we find ourselves preparing for a new school year filled with new adventures, I would like to encourage you to continue to strive for excellence. Continue to push yourself to try new things. Join a new club at your school or better yet, start something that you’ve always wanted to participate in. As a rising junior, I find myself with only a short time left in high school. I have realized that you have to take advantage of every opportunity available. High school is the time to make connections, so take this school year as the time to put yourself out there and meet new people. You should also take this year to experiment in all aspects of your life. Figure out what works for you because the habits that you develop now will influence your physical and mental health in the future. 

While there will be a lot of exciting things to work on this year, I also have some advice for you all. Whatever isn’t working for you, whatever is keeping you from being who you want to be and whatever is holding you back from moving on, push it away. Find what works for you, and eliminate everything else. I always like to refer people to the 90 percent rule, which states that if an item or activity’s rating is less than 90 out of 100, your response should be “no”. I believe that this rule should be used to allow you to purge the negativity from your life. Use this rule to help yourself quit harmful habits and to replace those habits with practices that will help you improve your life. 

When the first day of school arrives, if it hasn’t already, remember to make the most of this year. If you are a rising freshman, know that high school and middle school are vastly different. If you did not enjoy middle school, that does not mean that you won’t enjoy high school. If you didn’t enjoy high school, then try looking at it through a different lens. I believe that with the support from your friends and family, you will be able to make your high school years unforgettable. This school year, eliminate the things that are holding you back, and take advantage of every opportunity that you can to find what gives YOU purpose, a purpose that may be your driving force for long past your high school years. 

Conquering AP Exams

By: Gracie B.

Jtk13 [CC BY-SA 4.0 (https://creativecommons.org/licenses/by-sa/4.0)]

AP exam season can be a difficult time, especially for students taking their first exam or juggling multiple tests. However, like most standardized tests, AP exams are highly predictable in their structure and content. By preparing diligently and employing effective test-taking strategies, you can conquer your AP exams.

Before the Exams

It is crucial to ensure that you have completed all pre-registration materials. If you are taking an exam for a class that is not offered at your face-to-face school, touch base with your school’s testing coordinator to make sure your test has been ordered and is scheduled for administration. Keep track of which of your tests are morning sessions and which are afternoon sessions. Morning exams start at 8:00 a.m., while afternoon exams begin at 12:00 p.m. One notable exception to this schedule is the Physics C: Electricity and Magnetism exam, which begins at 2:00 p.m. Prepare to arrive at your testing center at least thirty minutes before your exams and make sure you have eaten and are well-rested before testing.

One of the most valuable resources to prepare for AP exams is College Board’s AP Central, which contains free response questions from previous years’ tests. It also provides scoring rubrics and sample student responses. You will find that the College Board tends to ask similar types of questions every year, so studying past tests is an invaluable use of your review time. The College Board publishes a limited number of multiple choice questions on their website, but you can find additional practice tests in targeted prep books such as those published by the Princeton Review. These books also review course content. Khan Academy is another useful resource that provides free videos, summaries, and practice questions for AP subjects such as Calculus and Art History.

Study Resources:
College Board’s AP Central: https://apcentral.collegeboard.org/courses
Khan Academy: https://www.khanacademy.org/

During the Exams

As you take your AP exams, keep in mind how the tests are scored. On some exams, students may be able to pass by answering only about 60% of the questions correctly. You can still earn a four or a five on an AP exam without being able to solve every problem. The key to mastering AP tests is to find a way to maximize your score by focusing on your strengths. A Calculus BC student struggling with Taylor Series might skip the last free response question and focus his or her energy on answering the other questions. When you are stuck on one specific question, it is often best to make an educated guess and move forward to ensure that you have enough time to complete the rest of the test.

Another key strategy is to look for patterns throughout AP tests. AP exams, especially those in history and social science, often reinforce a series of overarching themes. For instance, you are almost guaranteed to see questions about race relations, women’s rights, and the expansion of America’s role in international affairs on the AP United States History exam. If you understand these underlying concepts, you can often make deductions that will lead you to correct answers. For example, if you know that Native Americans were treated unfairly throughout U.S. history, you can infer that a specific conflict may have been caused by the displacement of natives from their homelands. While some students scramble to memorize every last piece of information pertaining to a subject, those with a deeper understanding of the material are often most successful on AP tests.

After the Exams

AP scores are released in July. The exact date you will receive your score depends on your state. Your school should have issued you an AP number card with instructions on how to log into College Board to view your scores. A score of three is considered passing, as the College Board recommends that a student who earns this score is qualified to receive college credit. A student who scores a four is well qualified, and a student who scores a five is extremely well qualified to receive credit. College Board offers no credit recommendation for test-takers who score a one but states that those who score a two may qualify for credit, depending on the university they attend. Any AP scholar awards you receive will be added to your account in the days following your initial score release. Remember, while a stellar AP score can allow you to place out of introductory college classes, failing an AP test is not uncommon and will not ruin your prospects for future academic success. Most colleges do not require the submission of AP scores as part of the application process, and students who scored poorly may actually benefit from retaking a course in a university setting.

By applying the strategies and information discussed in this article, you can work to ensure that your AP testing season is successful and stress-free.



Sources:
“About AP Scores.” College Board, apscore.collegeboard.org/scores/about-ap-scores/.
“AP Calendar.” College Board, apstudent.collegeboard.org/takingtheexam/ap-calendar.
Cracking the AP U.S. History Exam. Penguin Random House, 2018.

Creating Your Ultimate College List

By: Gracie B.

Although college application season is coming to an end, now is the perfect time for juniors, sophomores, and even freshmen to begin planning for college. In fact, you can take the first step in the application process today by creating a college list. There is no perfect formula for creating the ultimate college list, but there are several important factors you must consider to create a list best suited to your individual needs and goals. 

"Main Building, University of Notre Dame DDZ_0009" by NDomer73 is

licensed under CC BY-NC-ND 2.0.

 What Exactly is a College List? 

A college list is a plan of which universities you will apply to your senior year of high school. Most students interested in attending a four-year university should apply to at least three colleges. Your list of colleges should include safety, match, and reach schools. Safety schools are colleges that will most likely offer you acceptance. When choosing safety schools, look for colleges that have high acceptance rates (generally over 50%). Your test scores, GPA, and course rigor should significantly exceed those of the average students accepted into your safety schools. For instance, a school with a 70% acceptance rate, an average SAT score of 1200, and an average unweighted GPA of 3.4 would be a great safety for a student with an SAT score of 1450 and a 3.9 unweighted GPA. However, the same school might be a reach for a student with an SAT score of 950 and a 2.5 unweighted GPA. Your test scores, GPA, and course rigor may be below those of the average students accepted into your reach schools. Additionally, schools with acceptance rates under 15% tend to be classified as reach schools for all students because their applicant pools are filled with high-achieving students, making their admissions extremely competitive. Nevertheless, low acceptance rates should not discourage you from applying to reach schools. Keep in mind that colleges also consider your background, extracurricular achievements, and unique personal characteristics. Any one of these factors might impress admissions committees enough to earn you acceptance into one of your reach schools. Due to the unpredictability of admissions decisions at selective colleges, it is also important to apply to match schools. Your test scores, GPA, and course rigor should be roughly equivalent to those of the average students accepted into your match schools, and the schools’ acceptance rates should exceed 15%. Choose these schools carefully, as most students will end up attending one of their match schools.

How to Choose the Right Colleges

Once you understand the basic components of a college list, it is time to start creating your own application plan. A college bound student may have hundreds of potential safety, reach, and match schools. The difficult part is choosing which universities are are best suited to your own needs and interests. One important factor to consider is cost. How much can you afford to pay for college? Do not be deceived by the high sticker prices of some private colleges. For example, Ivy League universities are known for their high tuition and fees, which can be more than double the cost of public state universities. However, these private colleges are also known for their extremely generous financial aid packages, and some qualified low-income students can attend top schools for free. Most universities have official financial aid calculators. You can fill in your family’s financial information to estimate what it will cost you to attend a particular college. Another factor to consider is location. Do you want to attend a college close to home? Do you prefer an urban or a rural environment? Do you prefer cold or warm weather? If you’ve lived at the beach your entire life, you may regret attending a college in a town that receives more than sixty inches of snow per year. Also consider college size. Would you prefer to sit in a large lecture hall or a small classroom? It is important to ask yourself all of these questions when deciding which schools to add to your college list. The next factor is perhaps the most important: you must consider the individual programs each college offers for your intended major or field of study. While one school might have a very prestigious engineering program, it may be lacking in the performing arts department and would be a poor choice for a student interested in majoring in theatre. Some majors, such as financial engineering and actuarial science, are only available at select universities. If you are committed to a specific field of study, it is very important that you apply to colleges with strong programs in your intended major.

 To Apply Early or Not to Apply Early?

Once you have created the ultimate college list, you must decide when to apply to colleges. For four-year colleges in the U.S., there are three main application plans: early action, early decision, and regular decision. Applying to a college early (usually in the fall of your senior year) often increases your chance of admission. Be cautious when applying to a college on an early decision plan. Early decision applications are binding contracts. When you apply to a college under this plan, you make a commitment to attend that school if you are accepted. This means that you can only apply to one college on an early decision plan: you should be sure that this college is your top choice. Note that some early decision programs at selective schools will allow applicants to also apply to public colleges via the early action plan. Early action plans are non-binding. Some early action plans are restrictive and prohibit students from applying early to other schools. Regular decision admission plans are non-binding and are great backup plans for students who have already been released from early decision contracts at other schools via deferrals or rejections. Regular decision applicants apply in the winter of their senior year and receive their admissions decisions after early decisions are released. A general rule of thumb is that non-restrictive early action is usually superior to regular decision. It increases your chance of admission and thus gives you more options. Only apply to a college via early decision if you are sure that particular university is your top choice. Once released from any binding contracts, you may apply to other colleges on your list via regular decision.

As you can see, creating the ultimate college list requires a significant amount of research. However, if you have read this article, you have already taken the first step towards earning admission to your dream college!

Sources:
Pippen, Carolyn. “Early Action, Early Decision, and Regular Decision: What's the Difference?” Vanderbilt University Undergraduate Admissions, 13 Aug. 2013, admissions.vanderbilt.edu/vandybloggers/2013/08/early-action-early-decision-and-regular-decision-whats-the-difference/.

 

Does Your Teacher Give Out Candy? A Look at Reinforcement Principles in the Classroom

Before we can become better students, we must understand how we learn. The following excerpt is an overview of reinforcement principles and the benefits of applying them in the classroom. 

Reinforcement Principles in the Classroom
By: Ryan F.
Abbreviated By: Isabella S.

The following is only an overview of Ryan's research; please read his full paper here. 

   What are Reinforcement Principles?

"[B.F. Skinner] theorized that a behavior increases or decreases in frequency based upon the consequences that follow the behavior. When a behavior is followed by a positive consequence or by the removal of a negative consequence, the behavior will increase in frequency and strength. Thus, reinforcers make a behavior more likely to occur" (Ryan, 1).

Examples

"For example, dog treats would act as positive reinforcers when teaching a dog a new trick. If my dog Wesley is rewarded with a bone every time he sits, his sitting behavior will increase in frequency and strength. Negative reinforcement increases behavior by removing a negative consequence in response to a behavior. For example, getting out of bed in the morning may increase in frequency if it stops parents from nagging their children" (Ryan, 1).

Does It Work?

"Despite the backlash and criticism, research has supported the effectiveness of using reinforcement principles in the classroom. An overwhelming number of studies have shown that reinforcement principles can enhance learning when applied correctly. Lysakowski and Walberg (1981) analyzed the results from 39 studies that examined the relationship between student achievement and reinforcement. These researchers concluded that reinforcement had positive effects on student achievement and that these effects appeared across age, grade, race, public vs. private schools, and community types... Another study conducted by Bear and Richards (1980) delved into the effects of reinforcement on academic performance if students, in grades 5 through 8, were given extra time for recess. It was discovered that student achievement drastically improved over the baseline period. In another study, when tutors were trained in reinforcement and feedback techniques, these strategies impacted first graders’ achievement levels more than tutor skill or tutor expectations (Conrad, 1975). Finally, studies have shown that even IQ scores can be increased using reinforcement principles (Clingman, Auerbach, Bowman & Parrish, 1977). All of these studies provide a good argument for how positive reinforcement can be used effectively in the educational system to improve student performance" (Ryan, 3).

Success

"There are many separate behaviors that make students successful. For example, participation, effort, and achievement are all important but different behaviors. Depending upon which of these behaviors is reinforced, the result will be different. Tobin and Capie reported that junior high students were more engaged and performed better when effort (or motivation) was reinforced (as cited in Cotton, 1988)..." (Ryan, 4).

So What?

"Correctly applying behavioral principles is complicated. One needs to be aware which behaviors need to be reinforced (for example, reinforcing motivation over achievement). But also, one must find what is actually reinforcing to the subject (for example, my dog will not do a trick for pomegranate as he apparently does not find this fruit tasty). Rewards that work with elementary school children are not likely to work with high school students (Kansas)... In order to examine the question about what is actually reinforcing to high school students, [Ryan] conducted [his] own informal survey where a random sa

mple of twenty high school students were given a questionnaire that asked them to rank reinforcers, from least motivating to most motivating" (Ryan, 6). The following is an overview of Ryan's research. 

Standardized Testing

Learn more about standardized testing with an interactive poster about pros and cons! A short video is included for more information and an optional poll at the end to compare stances on this issue. 

For optimal viewing, please use the bar on the far right of the poster to scroll down. 

The Benefits of Learning a Foreign Language

By Natalie M. 

Nearly every higher education facility in the United States sets foreign language requirements for the high school curriculum. Have you ever wondered why? The Prezi below explores the benefits that foreign language learning provides and the positive effects this learning has on the student. 

A note to the viewer: To begin viewing please press the "Start Prezi" button and allow the presentation to fully load on your device. The screen can be maximized with the button located on the bottom right-hand corner of the Prezi. The arrows located on the bottom of the Prezi can be utilized to progress through the presentation. 

Becoming a Leader

By Preethi K.

Leader. It's a big word with a big meaning. In today’s world, leaders are who we need in every field for advancement and solutions to rising problems. I’ve realized that leaders aren’t born- they are made. Leaders need to face a lot of difficulties before they reach their vision. I went through these difficulties and realized what truly makes a leader great.

High school is a time for you to find yourself and how you fit in society. So the summer before I started high school, I contacted the National HOSA to see if I would be able to start a chapter at my school. The National HOSA was difficult to get into contact with because the state advisor was busy with other events during that time, but I kept at it because I really believed I could accomplish my goal.

I contacted many teachers at my future high school to see if they were interested in being the club advisor. My high school had a lot of clubs, and several teachers were already advising other clubs, but I found one teacher who kindly agreed to be my advisor. She was a really busy teacher, advisor to many clubs, and went to college. We agreed that I would take responsibility for most of the dealings of the club.

I set up the first meeting and almost 100 people attended to learn more about the club and the wonderful opportunities the HOSA organization provides. I registered the interested members and collected the fees that needed to be paid to the National HOSA. I knew that I alone would not be able to handle the duties associated with the club, so I created an application for interested students to become board members. Almost every member applied, and I realized I wasn’t the only one trying to make a difference; a lot of people like me wanted to be a leader. I chose 14 people who seemed like they would contribute the most to the club. The people who weren’t chosen expressed the feeling that they wouldn’t have as much to help with if they weren’t given a position, and I came to believe that some people wouldn’t put in an effort if they weren’t given a position or a name. But the thing is, if you work hard, whatever the position you hold, you will move up to the place you want to be. This was my exact reply to the people who felt a little disappointed, and I guess some of them understood because they brought in opportunities for us.

I had another problem as we continued in the year; the fact that I was a freshman led to my board members not taking me seriously. They wouldn’t do their tasks and wouldn’t even give an effort to participate in the board meetings. I thought if I could do some of their responsibilities for them then they might see that it’s a team effort and they would take part too. I eventually realized that they weren’t getting past the fact I was in charge and they weren’t happy about listening to me.

My dad talked to me and told me this was natural. People wouldn’t like the fact that a smaller person seemed to be the boss. I believed that we were all working together to make our school more beneficial. I came to realize that a leader should care about the people they are working for and that they can’t please everyone; they won’t get anywhere if they try.

I began to print out tasks for each board member to complete, and I stood my ground. The club is a team effort, and I ensured it would be. Over the course of the year, we brought in professors and other members involved in the medical field, and we provided volunteer opportunities and connections that the students could use for job shadowing and internships.

I am proud that for the first year, we created a foundation on which the club could grow. More importantly, I realized a leader should believe in their cause and should do what they think is best to reach their goal. Anyone can become a leader, regardless of if they hold a position, by getting involved and showing a genuine interest.