Friday, Dec. 29, 2006 | 7:23 a.m.
Editor's note: More than 800 students from high schools throughout Southern Nevada participated in the 51st annual Sun Youth Forum on Nov. 21. The students were divided into groups to discuss a variety of topics. A spokesperson was chosen from each group to write a column about the students' findings. Erin Thompson of Centennial High School writes about issues covered by her group.
The mark of maturity is to discuss opposing ideas calmly and rationally, and it is often assumed that teenagers do not possess this trait. My group proved this assumption false and it was obvious that this group of students has what it takes to change problems within our schools.
Many of the issues we addressed received opposing opinions from kids within the group, but it was refreshing to hear both sides of an argument. Diversity played a key role, some students being from out of state, some who have experienced school in different countries, straight-A students, and some with a little less academic determination than the rest, but all offering valid opinions.
School safety was a hot topic. Even if every safety precaution in the world was taken, kids who want to commit crimes will find a way to do so. Therefore, we should address root problems such as teen anger and depression, which may be a more effective plan than simply banning weapons or installing metal detectors. Many of the students seemed to think that cameras and school police are superfluous expenses to the School District, because they don't seem to make a dramatic difference.
High school proficiency exams were also discussed. It was questioned whether the exams should be required to graduate, and what we found out from comparing our exam experiences with one another is that the results from the exam are very inconsistent.
A person with high-level math tests and straight A's had to take the test three times, while another with lower grades passed it on one try. Some students felt that their teachers had not prepared them for the test, which led us to think that we either need to standardize the math curriculum, or else the test needs to incorporate other aspects of material that will more thoroughly judge the students' abilities.
The topic of proficiency exams progressed to question whether school should be mandatory at all. Half thought that the money the School District spends on kids who don't want to be in school is a waste, while the other half believe that required school is a standard that America believes is essential to its people's welfare and economy.
More than one person in the room reported having an experience with a teacher who seems to dread teaching. This unhappy teacher brings with him or her an aura of malcontent and laziness, and we must wonder who can stop this epidemic. The answer lies in the money, or lack thereof, for teachers.
Low salaries and high living expenses are causing a shortage of teachers. But then wouldn't that ensure that the teachers who stay here despite the pay are doing what they are passionate about? Or maybe the low pay is making teachers bitter, hence our aforementioned experiences. Perhaps, but if funding could be found for better teacher salaries, more teachers may want to move here.
It's all a numbers game, and all we know is that we need teachers who want to be here to encourage and motivate students. If we can prove that we value our teachers, it may encourage them to believe in their students when nobody else will.
The problems have been identified and solutions suggested. Now an effort must be made to do something about them. I hope administrators, School Board members and government officials will realize that students are the key to solving problems within our schools.
We are the ones who spend six hours a day, 180 days a year in these public institutions, so we probably know what we're talking about.
I am proud to have been a part of such a vibrant and determined group of students. It was a great experience to be exposed to everyone's opinions and thoughts, because the only way to find a solution to a problem is to examine all sides of it.
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