Tag Archives: Education

New classes hit Oak Grove curriculum

By: Mary Ryan Karnes

Editor

This year students are being offered new educational options with recently added English, science, and vocational courses. The wide range of new classes covers a broad spectrum of academic interest and is available to all students.

Mrs. Tracy Robertson, who teaches two of Oak Grove’s recently added classes is eager to engage in completely new areas of study with her students. Robertson, who teaches the creative writing and Mississippi writers courses, hopes that new curricula will help students who are seeking a college degree. “Universities have recommended the classes because they see the need,” Robertson said. “My lesson plans consist of reading great samples of writing and incorporating technology for writers, so I would recommend the creative writing class to anyone who enjoys writing and  wants to improve their writing for any situation,” Robertson said. The Mississippi writers course is also gaining popularity. “I recommend the Mississippi writers course to anyone who takes pride in Mississippi and loves reading great authors,” Robertson said. “Mississippi is known as ‘the cradle of creativity’.” Robertson is more than happy to be teaching more individually-based English courses. “When I first dreamed of becoming a teacher, my ideal class to teach was creative writing, so I’m very eager to share that passion with my students,” Robertson said.

In addition to new English classes, Engineering I and Renewable Energy and Technology are being taught by Ms. Theresa Sappington at the Lamar County Technical Center, and Culinary Arts by Ms. Debbie Miller. Culinary Arts is considered a vocational course and takes up two blocks.

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Cynthia Venson: Changing lives one grade at a time

By: Jenny Tran
Staff Reporter

As the end of the first semester draws to a close, many faculty members and students are excited about holiday vacation plans. However, for Cynthia Venson, Oak Grove’s intervention specialist, the school year has just begun. Her role is to creatively develop ways to help students who are struggling academically.

Venson instructs seniors Bryson Rogers and Bria Burkett during advisors. / Photo by Raven Jones

Her nonstop efforts to improve the education and young minds of students are more than inspiring. “Every time I see Mrs. Venson, she is either in a meeting with a student to discuss his or her academics or working in her office,” said senior Bailey Jones, a tutor Venson recruited for U.S. History. When asked about her biggest goal for the school year, Venson said, “I wish to graduate 100% of the students.” To accomplish this goal, she is attempting to oversee those students who are at risk of failing their classes and making sure they have their academics together before the end of the semester. To accomplish her goal, Venson has gathered a small group of students to participate in a peer tutoring program during advisors. Students who need tutoring in any subject from geometry to ACT prep can go to Venson to discuss possible arrangements for tutoring sessions.  Prior to being a faculty member at Oak Grove, Venson was a sixth grade teacher and academic coach in the Hattiesburg Public School District. Venson’s primary goals at Oak Grove do not stop at helping at-risk students reach their full potential. Venson continuously attempts to reach out to any student who needs guidance and direction. “Everybody needs something different, and I’m always interested in knowing what your need is and how to help you,” said Venson. Her best accomplishment at Oak Grove thus far? Venson added, “I see accomplishments differently than most would view them. When I see students who are struggling show some sign of success, that is an accomplishment to me. It doesn’t matter whether he or she has an A or B in the class. If they can survive the class and successfully pass after having a failing average, that is an accomplishment to me.”

Many students see Mrs. Venson as a huge asset to Oak Grove. “Mrs. Venson is a wonderful mentor. She is always helping someone whether it is in the classroom or in the hallways. Her determination to see students succeed is admirable,” said senior Allison Slusher, another tutor Venson recruited for her peer tutoring program. Whether she is in her office working or in a classroom monitoring students, Venson seems to be a role model for all to recognize. Her love and dedication to her career and students reveals her true character: a hero.

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Should abstinence education be taught in schools?

By: Austin Heusser
Staff Reporter

“About 34% of young women in the U.S. become pregnant at least once before age 20,” Henry J. Kaiser of the Family Foundation stated. This unfortunate statistic can be attributed to the failure of sex education programs in public schools that teach young people about sex, pregnancy, and the risks involved because they fail to teach them that remaining pure is a realistic option. Sexual education programs are intended to prepare young people for sex by arming them with the information about sex, contraceptives, STDs, and the potential mental and emotional effects. Oddly enough, “in 2009, 409,840 live births occurred to mothers aged 15-19 years,” the Center for Disease Control and Prevention said. The teen pregnancy rate in South Mississippi is 8.6% which is currently the nation’s highest. Because of this, a new approach may be needed. That approach is teaching students why they should refrain from sexual activity rather than simply teaching them what sex is.  Although some people may believe that abstinence education programs are ineffective, statistics show that such programs reduce the percentage of sexually active teenagers significantly. Georgia, for example, adopted abstinence education as a statewide policy in 1995, and since then, the teen pregnancy rate has dropped 46%. This indicates that abstinence education can make a difference in an adolescent’s decisions. Oak Grove should implement an abstinence program because it has been proven to be successful.

By: Amelia Passer

Staff Reporter

Let’s be honest, we all know about sex. Whether we approve of it or not, sex pops into our everyday lives; it simply cannot be avoided. Yet, sex education is one of the most controversial subjects taught in schools.

This past March, Haley Barbour signed a law giving middle schools the option for either abstinence-only education or abstinence-plus education, making abstinence the primary focus. With Mississippi leading the country in teen pregnancies, and the state spending $154 million a year on those pregnancies, obviously the state’s promotion of abstinence is ineffective. The law promotes abstinence-only, giving no alternative route of action for the majority. There has been no abstinence-only until marriage program that has been shown to help teens delay the initiation of sex or to protect themselves when teens do initiate sex. According to SIECUS (The Sexuality Information and Education Council of the United States), by the age of 18, 70% of teens have had sex, but billions of dollars supporting abstinence are spent every year. Adolescents have the right to accurate sexual health information. As of now, 87% of schools in the U.S. use abstinence as the main form of sexual education. Of the entire federally funded abstinence-only curriculum, over 80% contained false information about contraceptives (SEICUS). Despite what teens are taught in schools, they are going to continue to have sex; they always will. In the 21st century, we need to change our focus from keeping our students pure to keeping our students safe.


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Fourteen seniors jumpstart futures, graduate early

By: Morgan Guess
Staff Reporter
As the semester comes to an end, many seniors are thinking, only five more months until graduation. However, 14 seniors have made the decision to graduate early, including Emilee Asquith, Whitnee Bradford, Nathan Burnett, Savannah Bynum, Zachary Chain, Kaitlyn Haden, Cody Hudson, Shelby Husband, Jr., Zyquona McGill, Lauren (Alee) Odom, Tiffany Poe, Bryson Rogers, Alexander (Alex) Trussell, and Brenden Trussell. To be an early graduate, these students have to meet the following requirements: make an 18 on the ACT, complete all 28 required credits, and sign a form in advance during sophomore year.
Some students may think that, by graduating early, one would miss out on the experiences that go with graduating with their class, such as throwing a cap at graduation and attending the senior prom. The December graduates don’t see giving these experiences up as a sacrifice but instead getting a jumpstart on their futures. Haden commented, “I went to my junior prom. I know what I’m missing, and I’m not too heartbroken about not going to my senior prom. As for graduation, I would love to throw my hat in the air after receiving my diploma, but to me, at this point, it’s not worth sitting at OGHS when I already have gotten all I can get from the school.” Asquith also commented, “The benefit is definitely getting a head start in college because by going in January, there aren’t 1,000 freshmen applying and stealing your chances at everything.” These 14 December graduates plan to receive their diplomas on December 21st.

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Oak Grove High School receives several top honors

By: Kent McCarty

Oak Grove students and teachers have a lot to be proud of after being awarded two PREPS (Program of Research and Evaluation for Public Schools) Value Added Awards and a “high performing” ranking by the state board, just to name a few.  The multiple awards the school has received correlate with high state test scores for the 2008-2009 school year, in addition to other key factors like graduation rates and attendance.

The Value Added awards given by the PREPS Organization are awarded to schools that exhibit exceptionally high state test scores in one or more subjects.  At the 2009 PREPS Conference in Philadelphia, Mississippi, Oak Grove will be presented two of these honors; one for high English II scores and another for high U.S. History scores.  School wide scores ranked at the top among all state schools, with 91% scoring Proficient or Advanced on the U.S. History exam and 75% scoring Proficient or Advanced on the English II exam, compared with 63% and 49% state-wide, respectively.  Biology and Algebra scores were also high, with 78% scoring Proficient or Advanced on the Biology exam and 88% scoring Proficient or Advanced on the Algebra I exam, compared with 63% state-wide on both exams.  Oak Grove’s test scores were also the highest in the Lamar County School District.

As a part of the state’s new school ranking system, OGHS earned a ranking of “high performing” for the 2008-2009 school year.  This ranking is one step below the highest ranking of “star school,” but school administrators feel confident that the highest level is within reach.  “We missed the highest ranking because of one area, and it’s something we’re actively trying to improve on,” Principal Wayne Folkes said. The school earned a QDI (Percent of students scoring Proficient or above) score of 224, placing it in the top eight high schools in the state.  “We’re very proud of these scores, and it’s a big credit to the teachers and students who’ve worked hard over the past year,” Folkes said.  The school also earned the Lantern Award for having a QDI above 180.

With Oak Grove comfortably situated at the top academically state-wide, teachers and staff are focusing on how to retain the schools well-known reputation for academic excellence. “When you apply yourself and work hard, it really pays off and people do notice,” Mrs. Helen Price, Assistant Principal, said.

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PSAT opens doors for juniors

By: Ashley Ricks

Oak Grove High School juniors took the PSAT (Preliminary SAT) on October 14. This is the qualifying test for the National Merit Scholarship, sponsored by the National Merit Corporation. The top three percent of the junior students who take this test will be named high scorers in April, and most will be named semifinalists for the scholarship the following September. But the work doesn’t stop there. The semifinalist will have to submit applications including an essay, transcripts and recommendations. They will also have to take the SAT to confirm their PSAT score. If the student is lacking in any of these areas, the student will not advance to the finalist level. Being a semifinalist or finalist on this test can bring great benefits for any college-bound student. Some colleges, such as Southern Miss, will give full scholarships along with other benefits. Other colleges, mostly out of state, will offer competition packages for National Merit finalists.

Most students don’t simply show up the day of the test their junior year and hope for the best, most start preparation as a freshman. Oak Grove recently discovered that students are allowed to take the test both freshman and sophomore years to get familiar with the format of the test. Another way students have prepared is by enrolling in the Humanities class taught by Andrea Clark. The class has been known to raise scores by 20-50 points. In the class, students take practice tests to identify their problem areas and figure out the best way to work through them. Clark helps students improve test taking skills and overcome any anxieties or obstacles distracting students from doing their best. “As part of my philosophy of teaching, I encourage the students to understand their improvement is a result of their effort, not some lucky accident that just happened to them,” Mrs. Clark said.

A main goal of the PSAT and humanities class is to help students get money for college and broaden their opportunities.

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PSAT: Practice makes perfect for two seniors

By: Sydney Sanders

In early September, about 16,000 students, or approximately one-third of the 50,000 high scorers, were notified that they had qualified as semifinalists for the National Merit Scholarship Program. Oak Grove High School is proud to have two of these semifinalists, seniors Georgia Wyatt and Amanda Hardwick.
“It feels great to be a Semifinalist,” Wyatt said. “Most people don’t even know what [the National Merit Scholarship Program] is.”

The PSAT is a standardized test that provides firsthand practice for the SAT. It also gives students a chance to enter the National Merit Scholarship Corporation (NMSC) scholarship programs and gain access to college and career planning tools.

From submitting transcripts to letters of recommendations to entrance essays and SAT prep, both girls attribute their success to Andrea Clark, humanities teacher.

“Mrs. Clark is the reason I even knew about the PSAT,” Hardwick said. “Her humanities I and II classes helped my test taking skills tremendously.”

“I owe much to Mrs. Clark for sure,” Wyatt agreed. “She helped me tremendously by giving me loads and loads of practice tests. I also credit other helpful teachers like Mrs. Shoemake, Mrs. Daughtry, and Ms. Welch.”
To ensure that academically able young people from all parts of the country are included in this talent pool, Semifinalists are designated on a state representational basis. They are the highest scoring entrants in each state.
NMSC provides scholarship application materials to semifinalists through their high schools. To be considered for a National Merit Scholarship, semifinalists must advance to finalist standing in the competition by meeting high academic standards and all other NMSC requirements.

Wyatt and Hardwick recently took the SAT in early November and are working toward other scholarship requirements. Both say they have worked hard toward this goal since freshman year. “I’ve taken the PSAT every year since 9th grade,” Hardwick said. “I feel good about my accomplishments but know I still have lots of work left to do.”
Clark said she was not surprised that the two young women are semifinalists. “They are intuitive test takers and learn quickly,” Clark said. “They were also both willing to tackle their weaker areas to improve as much as possible. They are both bright and funny students with a strong work ethic.”

At Oak Grove, most students seeking scholarships in the National Merit Program take Mrs. Clark’s humanities I and II courses. During these classes, usually taken during sophomore and junior years, students learn test taking skills and study techniques, and prepare for other standardized tests, such as the ACT. Students on the National Merit path take the PSAT as practice during their freshman and sophomore years. While enrolled in the humanities classes, students take practice test after practice test to prepare for the big day – the third Wednesday in October.
“Humanities is absolutely the way to go,” Wyatt said. “My advice is to take harder math courses, too, which will help you prepare for the math section of the test.”

Because the PSAT is a nationwide test, preparing for the unexpected isn’t easy. “I took practice tests and tried my absolute best,” Hardwick said.

Hardwick has applied to many colleges and has been accepted to LSU and Ole Miss so far. She plans to major in environmental health or biomedical studies. After graduation, Wyatt plans to major in education or English Literature and has applied to Tulane, USM, and BYU. With help from the NMSC, the future looks bright for these senior girls.
In February, 15,000 Semifinalists will be notified that they have advanced to Finalist standing.

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LCSD cuts schools’ budgets

By: Kent McCarty

As state sales tax revenue falls due to the poor economy, the state is cutting back education funds across the board by 5% to compensate. As a result, the Lamar County School District now has to cope with a loss of $1.85 million in state funding; a task that school district officials say will not be easy. The state has also warned of additional cuts slated for the beginning of 2010, giving district officials the added burden of planning for future funding losses.

On the district level, the board is cutting budgets for each school in the district by 5%, as well as delaying bus purchases for this year. “[By doing this] we think we can make the cut we are experiencing now, but my biggest concern is the future,” Superintendent, Dr. Ben Burnett, said. “As one of the fastest-growing districts in the state (we grew by 800 students in the last two years along), we need to begin building more schools in the near future. These cuts are going to make this much more difficult.”

The district has formed a budget committee, comprised of parents, teachers, and administrators, as a way for people in the community to submit budget cutting solutions that will help the school district accommodate for future cuts. The budget committee has its sights set on trimming the 2010-2011 by 10% to alleviate the effects of future shortfalls.
Another way the district plans to meet the budget shortfall is by reducing funds spent on utility costs by $200,000. “Green Teams” were formed this year as a way to take any steps to decrease energy uses throughout the district. Green Teams are each run by an administrator, lead custodian, and school maintenance worker, all of whom take steps to decrease utility costs. To oversee these teams, the school board elevated HVAC technician Nathan Rankin to the position of “energy manager.” By doing this, the school board has filled a position that can be very useful in decreasing energy costs with someone already on the payroll, preventing the need for additional funding during a time when money is tight.

The school board has also begun monitoring energy usage per square foot in every building, and is asking that students and teachers help by being mindful of energy saving measures. “We expect lights to be turned off when not in use,” Burnett said. In addition to monitoring light usage, teachers are also expected to make sure their classroom computers are powered down when not in use. Two copiers have also been removed from OGHS teacher workrooms, and teachers now must buy their own paper, whereas the school previously provided several cases of paper yearly. The new energy managers are also working with each campus in the district to check air conditioner settings after hours and on weekends. With so many buildings throughout the district, the school board thinks they can successfully decrease energy costs by a sizable amount with these changes.

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National 10-point grading system needed

By: Kent McCarty

Moving to a new school during the middle of high school is hard enough for most students, and the last thing a student has on his or her mind when starting at a new school is what type of grading system the new school uses.  That is, until the student realizes his or her GPA has fallen by several tenths of a point because the new school operates on an outdated grading scale with no concrete pattern.  This problem has affected many students throughout the United States, where there is no national standard for calculating grades.  At least one student at Oak Grove has been adversely affected by this flaw in our national education system.  Nolan Johnson, an eleventh grader who recently moved to OGHS from Arkansas, saw his GPA drop several tenths of a point in a matter of the few minutes it took to enroll at our school.  His previous school in Arkansas operated on the much simpler, more widely used 10-point grading scale, which awards A’s for grades 90-100, B’s for grades 80-89, C’s for grades 70-79, D’s for grades 60-69, and F’s for grades below 60, whereas we operate on a complicated system that matches only a handful of other schools outside of our district.  The problem lies in number grades that earn one letter grade in one school and a different letter grade in another.  For example, a 92 would have earned Johnson an A in Arkansas, but only a B here.  This confusion and over-complication could all be eliminated with a simple national change to a 10-point grading system.

The lack of a national 10-point standard for grading not only affects students while they’re in high school.  When applying for college, students who attended a high school that used the 10-point grading system are at an unfair advantage to students who attended a school like Oak Grove that has a stricter grading system.  Many people assume that colleges recalculate GPAs based on a uniform scale, but unfortunately this is not the case.  While a small handful of schools will recalculate a student’s GPA, the vast majority leave the GPA as it is when they receive it.

Convenience is not the only reason for a national 10-point system.  In 2007, the United States Department of Education released a study containing a report card for each of the high schools in the U.S.  The report included a comparison of each of the major grading scales, and placed the 10-point system at number one.  The report also revealed that the vast majority, around 70% of schools, operate on the 10-point grading scale, and that 33 of the top 45 schools in the nation used the 10-point system.

There are many models currently in place on a state level that allow us to see the benefits of an all encompassing grading system.  The state of Florida is one of several states that adopted a statewide grading scale.  Florida officials chose the 10-point grading system for its simplicity and popularity among schools throughout the nation.  Two years after adopting the policy, state officials in Florida released the impact of the statewide system in a detailed report.  The figure drawing many states to consider a statewide mandate similar to that of Florida’s is the sharp decline in the dropout rate; it plummeted 22% in the first two years of the statewide 10-point system mandate.

Clearly, the nation is in need of a uniform grading system, and with all the praise the 10-point system is receiving, it’s the perfect choice for schools across the nation.

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