Staff Reports
High schools across the United States have recently granted students the green light to skip class and protest against Immigration and Customs Enforcement (ICE). That’s right—while students are supposed to be hitting the books and preparing for their future, some schools seem to think it’s a better idea for them to hit the streets instead. The irony? Many of these schools are struggling with dismal academic performance. Take North Central High in Indiana, for example, where a mere 14% of students are proficient in math and only 24% can handle English. The results at Roosevelt High in Chicago aren’t any better, with only 22% showing proficiency in English and a shocking 7% in math.
These numbers are not just concerning; they’re alarming. With such low proficiency rates, one has to wonder how focusing on protests instead of classroom learning is helping these students. Also on the list are Tulsen Union High School in Arizona and Fresno High in California, both of which report similarly dismal statistics. In fact, Fresno High boasts less than 10% proficiency in math and just under 38% in English. These figures come straight from the states’ Department of Education reports, proving that when it comes to academic achievement, there’s a significant gap that needs to be closed before tackling issues like social justice.
While reaching out for comments, representatives from Tulsen Union High stated that they informed parents and locals about the protests ahead of time and emphasized that their teachers are simply not equipped to stop students from leaving class for demonstrations. Meanwhile, the Chicago Public Schools system supports student participation in civic actions, stating that walkouts are allowed during the school day. But when student’s performance in basic subjects is being called into question, one might wonder if this encouragement is a step in the right direction or a huge misstep.
The challenge here is balancing students’ free speech rights with their classroom responsibilities. Students have reasons for their frustrations about ICE, especially when some are directly affected and know individuals who have faced detainment. However, critics argue that allowing a protest won’t magically boost their math or English skills, which are crucial for their future. Let’s face it: showing up for a protest doesn’t necessarily mean they’re ready to tackle calculus or write a five-paragraph essay.
Furthermore, it raises the question of how seriously these students understand the complexities of the issues at hand. All too often, young protesters join the movement for the sake of being a part of something, rather than due to a deep understanding of the cause. After all, a successful life involves more than just passion for a cause; it requires critical thinking and foundational knowledge obtained through education. Sacrificing classroom time for activism might make for a good headline, but it could stall academic progress and future opportunities for these young adults.
Ultimately, while young voices should indeed be heard, striking a balance is key. Education should come first, and passion for social causes should be channeled effectively in the classroom setting rather than temporarily exchanged for activism. Schools should explore ways to integrate these issues into discussions, helping students understand the complexities without resorting to disruptive protests. Teachers should empower students, guiding them from mere participation to informed advocacy. After all, the goal of education is to prepare young people—not only for college but for life.
