Staff Reports
Over the past week, several high schools across the country decided to dive headfirst into the world of political activism by allowing students to ditch their classes in favor of protesting Immigration and Customs Enforcement (ICE). One might think schools would prioritize ensuring their students can actually read or do basic math before unleashing them onto public streets, but apparently teaching isn’t as en vogue as sending a message. With math and English proficiency scores at these schools more aligned with a race to the bottom than academic excellence, it makes one question the priorities at play here.
Taking a closer look, let’s start with North Central High in Indiana, where just 14% of students can claim proficiency in math and a modest 24% can string a proper English sentence together. Then there’s Roosevelt High in Chicago, where nearly 78% of students fail to meet math proficiency standards and a similarly embarrassing 78% haven’t mastered the English language. One can’t help but wonder if marching in protest is their latest tactic to dodge algebra quizzes.
Traveling to the heartland, in Oklahoma’s Tellson Unit High School, the statistics offer little solace, with only 20% and 25% proficiency in math and English, respectively. Meanwhile, over in California’s Fresno High School, the academic performance is equally dire, with a paltry 10% achieving proficiency in math and a slightly more impressive, yet still troubling, 38% in English. Yet, out the door they march, placards in hand, as if holding a protest sign successfully compensates for failing grades.
Of course, the schools assure us they’ve informed parents and local municipalities about these so-called civic actions. The schools claim they are helpless to restrain students from leaving, particularly when they’re off to save the world one demonstration at a time. While there might be something commendable about exercising one’s First Amendment rights, it begs the question of what will be left to shout about when they can’t compute the percentage of anything without a calculator.
As it’s become increasingly clear, today’s youth possess a certain zest for activism, fired by passion rather than proficiency. Schools seem to encourage this zeal, offering windows of protest time as if it’s another extracurricular activity. However, one might argue the kids could wield more power if they first learned what they’re really protesting and backed it up with facts and logical reasoning—skills presumably taught in the very classes they’re rushing to skip. But hey, who needs statistics when there’s steam to blow off?
In a twist filled with irony, not lost on those who remember their own high school days, this era of activist education forces one to wonder about those students with family working for ICE. What kind of position does it put them in when classmates cast a glance, assuming they must share in the collective condemnation? Protest is one thing, but perhaps a classroom discussion—where complex subjects can be dissected and debated—might serve those eager minds better than holding placards ever could.
