STUDENT NEWSPAPER OF AGOURA HIGH SCHOOL WWW.AGOURACHARGER.COM STAR 2012

THE CHARGERby Katie PersonsManaging Editor On April 23, 24, and 25, next Monday, Tuesday, and Wednesday, Agoura High School students will take the annual STAR test. The STAR Program, which stands for Standardized Testing and Reporting, “measures students’ progress toward achieving California’s state-adopted academic content standards” in the core English, math, science, and social science subjects (startest.org). A special bell schedule accompanies STAR testing this year, and which will be administered to freshmen, sophomores, and juniors in their second period classes. The STAR test has been administered to students each academic year since the second grade. Results of STAR not only inform the California Department of Education if students are meeting state standards, but also determine a school’s API score, or Annual Performance Index, which provides a scale of academic rigor among schools. Additionally, individual scores within each subject area allow AHS to see where students excel, and what needs adjusting. Both the API score and the individual STAR results of each student are reflected in a STAR report, which is mailed out to each family over the summer. While the STAR test does not influence a student’s GPA, the individual scores of each student, which categories fall within advanced, proficient, basic, below basic, and far below basic, reflect how well students comprehend each subject. According to AHS Principal Larry Misel, the STAR test “gives us accurate information about the student so we can modify our instruction,” thus providing teachers with a model curriculum. Teachers have brought in sample STAR questions to their classrooms or assigned them for homework, aiming to familiarize students with the test. In addition, there are several STAR “talking points” that teachers have discussed with their second period classrooms which, in cooperation with ASB’s push, and AHS’s general encouragement for a higher API score, to place a greater importance on doing well on the STAR test. According to the California Department of Education, the API score’s purpose is to “measure the academic performance and growth of schools.” The score is a number ranging from 200 to 1000. The API score is calculated with 80% STAR testing results and 20% CAHSEE results, the California High School Exit Exam taken by sophomores. The state’s goal API score is above 800, yet AHS hopes to move the score closer to 900 in the coming years. AHS’s API score has been on an upward trend, with last year’s score topping out at 866. Teachers and administrators have made an effort to show students the importance of a high API score. Misel said nearby Oak Park High School’s consistently high scores can be attributed to a “culture that has always been to do well on state testing” and said he hopes to bring a similar tradition to AHS. AHS Assistant Principal Sherry Bronow said that OPHS

has always “taken the test very seriously,” which is why they were able to score 907 in last year’s STAR testing. AHS’s comparison to surrounding schools is crucial in the college admission decision process, as a college admissions counselor consults a school’s API score to determine which student’s GPAs have more weight in terms of rigor and attainability. Misel said that the API and STAR scores “even

the playing ground” by providing an equal determination of schools’ reputations. “Before the statistical analysis provided by these API scores, schools like ours lived on our reputation. Students were admitted with a lower average GPA because of

our reputation, because of our rigorous curriculum. Now, they look at our STAR scores” said Misel, “when you get down to two evenly-weighted applications and one is from a school that has a 900 and one is at 866, it’s a small, tiny distinction, but if you’ve got one slot, who are you going to look at? It’s unfair, but it’s the world we’re in.” AHS Administrators agreed they have noticed a change in both the student body and the faculty, as they realize the importance of a high API score. Misel said “teachers realize it is a reflection of themselves as well as their students”

Last year, AHS introduced a set of incentives to encourage students to improve their test scores. The first of these incentives, the “June bump up,” is an optional departmental choice that could allow students to increase their GPAs. For a corresponding subject, a participating teacher will review a student’s STAR score to determine if the student is eligible for a bump up. Students can increase their final exam grade by as much as 20% by improving on the STAR test. If this increased final exam score changes a student’s full letter grade (C to a B, B to an A, etc.), then the teacher fills out a grade change form at the beginning of the following school year. A second incentive is for juniors and seniors wishing to obtain an off-campus pass. In addition to the regular off-campus pass requirements of maintaining a 2.0 GPA, students must score Proficient or Advanced, or improve their STAR score by 3% from last year’s score in a designated subject to be announced after the test. If a student does not meet these requirements, or does not take the

STAR test, they must wait until the fall 10-week grade reporting to qualify. Bronow said a common misconception is that the subject will be English each year because every student is tested in that subject, yet this is incorrect. “It does not necessarily have to be the same STAR test that we’re going to look at for each grade level for the off-campus pass. We have other areas we can look at” said Bronow. Additionally, If students wish to be admitted to Honors or AP classes, they must score Advanced on the STAR in the same subject area. If students score Proficient on the STAR test, they have the option of waiving into an advanced class by filling out a waiver packet available in the counseling office. Administration has received an overall positive response to the incentives, as they “are not meant to be punitive, they are meant to encourage students to do their best” said Misel. This push for an improved API score has a lot to do with the upcoming changes taking place in STAR testing. Bronow said “in the next couple of years, after the year 2014, the tests will change to be based upon the Common Core Standards. The states are now looking at how the proficiency exams will be administered. The testing is definitely going to change and our hope is that the tests can be administered on computers

and the students can get more immediate feedback instead of waiting months.” In addition to changes in the administration of the test, the requirements and focus of the tests will also be modified. “According

to California standards, all students need to be proficient in the year 2014 in both math and English. If they are not, that could potentially affect school funding if students are not proficient. It is level of proficiency rather than total API score that could affect school funding in California” said Bronow. As it stands now, a school’s funding does not increase with a higher API score, but a poor performance in upcoming years could negatively affect AHS. Misel said AHS can

also expect to see “testing integration” among the various core subjects, such as historical or informational texts in reading comprehension. To prepare students for this, the faculty plans to increase integration among subjects, creating a greater relationship between math and science, or history and English, such as this year’s “Frusby” team-taught class, instructed by English teacher Deborah Frank and social science teacher Jason Busby. Administration said they hope this year’s efforts will continue AHS’s upwards API score trend. Said Misel, “Kids ought to do their best from the beginning; we want students to just try. We want students to improve each year. Otherwise, why are we in school if you’re not doing better? We still do really well in comparison to other schools throughout California. Do I think [our scores are] the best? No. I think we’re capable of more.”

AHS aims to increase API score to 900

Agoura High School’s API score continues on its upward trend toward a goal of 900.

graph by Katie Persons

Westlake High School Calabasas High SchoolOak Park High SchoolMoorpark High SchoolThousand Oaks High SchoolNewbury Park High School

889863907805853853

scores provided by CDE

“Kids ought to do their best from the beginning; we want students to just try. We want students to improve each year.”

“Schools like ours lived on our reputation. Students were admitted with a lower average GPA because of our reputation, because of our rigorous curriculum. Now, they look at our

STAR scores”

OpinionApril 2012Page 2 www.agouracharger.com

by Kristen BurnsStaff Writer It is widely known among college-bound high school students that the SAT is a major factor in whether or not one will be accepted into his or her dream college. However, in recent years, a new trend of diminishing SAT score importance has arisen. Some may even say that universities are looking less and less at the SAT or ACT scores as a deciding factor in acceptance. After 2005, there has been a decline in SAT scores that had been attributed to a format change. More time was added to the writing section and teachers had more difficulty teaching for the test. According to PJMedia.com, the average score for the reading portion of the test dropped 13 points and 18 points for math. Therefore, many students found that their scores were not as high as those of the prior year, or even as they were their first time taking the test. This, in turn, led to students being discouraged and opting for the “easier” colleges to get into. According to Petersons.com, admission committees use the SAT and ACT scores of an individual along with other admission requirements to determine how fit one may be for the university. In entirety, one’s acceptance depending on test scores depends on the school, but even if your scores are not the deciding factor, they are still going to remain an important part of the process. Another reason for the decline in SAT

score importance has been the cost of the test itself. As some schools require the SAT as part of the administration criteria, many students had to put in the hundred of dollars for SAT prep classes or training. Therefore, people have accused the SAT of becoming a test for the privileged. As a result, over 700 universities in the United States stopped requiring the SAT. Those schools believe that one’s overall high school performance is a more adequate indicator than is a four-hour test. However, supporters of the SAT argue that the test measures the standards of academics from school to school. The National Association for College Admission Counseling has found that the larger universities still look closely at the SAT test scores, and that smaller schools place the same importance on both the test scores and a student’s overall academic record. Some schools in California that do not require the SAT include California Institute of the Arts, California State University, and Pitzer College. After seeing this trend among universities, many students have chosen to take the ACT over the SAT, due to the extra hour needed to take the SAT and the declining scores of the SAT. However, if you are questioning whether or not you should forget the SAT altogether, you might want to do your research. The college that you are looking at may not be one of the schools that has dropped the SAT requirement.

Dearest Boeing Officials: I am writing this letter to urge you to clean up the nuclear contamination that was left after the Rocketdyne meltdown that occurred in 1959. The Santa Susana Field Lab where the accident occurred is not too far from my neighborhood. I understand that you have begun pursuing a lawsuit to rid yourself of the legal responsibility you have to clean up your mess. First of all, let me just say, I get it. I realize that you’re in it for the money; a big company like the one you run has a lot of pressure from shareholders to turn a profit. That $68 billion in revenue you took in last year doesn’t go as far as it used to. Now, please, try and look at it from my point of view. I have to live here, only miles from the contamination site. When my teammates practice lacrosse three times a week at our park, we have to worry about the safety of the air we breathe and the soil we play on. The nuclear accident took place more than 50 years ago, but its effects are only now starting to come to light. A scientific study showed that a group of Field Lab workers who were more exposed to chemicals and radiation had a much higher death rate from cancer than those with less

exposure. One horrible kind of cancer called retinoblastoma that attacks the eyes of young children, has been cropping up around here at an abnormally high rate. I wish I could say the 1959 spill was the only problem that needs addressing, but the damage done at the Rocketdyne facility extends much further. Throughout the 1950s up until the 1980s and possibly beyond, workers used a toxic chemical called Trichloroethylene (TCE) to clean the rockets that were built there. The solvent, a known carcinogen, has harmed the air, water, and soil, some of which can and should be cleaned up. Also, toxic waste has been burned in open air pits and dumped into the ground, causing unforgivable environmental damage. Some people say not enough testing has been done to prove that our cancer clusters are a result of the reactor meltdown and toxic spills that came after it. Is that really a question you feel comfortable living with? All legality aside, you must have some sense of moral obligation to your fellow citizens and neighbors, not to mention your very own workers. Crazy little thing, that human conscience is. Two years ago, my friends and I, the “Teens Against Toxins,” held a bake sale on your

behalf. Our intention was to raise money for your poor, struggling company to aid you in the “clean up Rocketdyne fund” that you may or may not have already started. We raised a whopping $99.31, collecting pocket money and spare change from the children of our neighborhood. It seems silly doesn’t it? Children raising money for a company as big as Boeing? We then proceeded to deliver a check to the Boeing headquarters located near the contamination site, only to be rejected and turned away. We made a YouTube video of the whole thing. Fear not, the money was donated to a local children’s hospital, specializing in cancer treatment. I hope you will reconsider your decision to blow off the clean-up process and leave the dangerous environment for my generation to deal with. Please shed some light on whether you’re on board with this; after all we’re just a bunch of kids trying to take care of some old folks mess.Have a good one, Boeing, you’ll be hearing from us again.Sincerely,Robin EstrinOak Park, CaliforniaTeens Against Toxins

Teens against Toxins and their fight on toxic waste

Do SAT scores matter?by Jessica KovacOp/Ed Editor In the midst of a recession, we have seen our country struggle to maintain many of the expensive yet mandatory programs in society addressing issues such as healthcare, employment, and hunger. Recently, state government has begun taking money away from one of the most, if not the most important program in today’s society—education. Education is the basis for a strong, intelligent, and successful economy. Without it we stand no chance in solving world issues or making a name for ourselves as a nation. Education provides individuals with the knowledge and power to make a difference. Since President Obama’s first campaign speech, he has made it clear education is a number one concern for him. He has said, “Cutting the deficit by gutting our investments in innovation and education is like lightening an overloaded airplane by removing its engine. It may make you feel like you’re flying high at first, but it won’t take long before you feel an impact.” (educationquotes.com) Last week, California State University officials announced plans to freeze enrollment next spring at most campuses and to wait-list all applicants the following fall depending on the decision on a proposed tax initiative on the November ballot. (latimes.blog.com) Months before this, California State Universities as well as community colleges across the state faced and continue to struggle with severe budget cuts in a number of programs, many of them being in the arts. Schools such as Cal-Poly have

spoken out, protesting across campus. College is not mandatory schooling. The students who attend are there because they choose to succeed. By cutting the deficit, a student’s chances to succeed only become more limited. To create a diverse, educated society, developed arts and sciences programs are crucial. They are the most creative classes, and are also the ones that make solutions for the future. Think about it. Science classes and some math classes such as Statistics expose students to real life issues. They not only prepare students for reality but, if the classes have the tools to be successful, they can also inspire a student to get involved and change the world. Think about that one class or that one teacher that makes a student decide his or her major in college. If we could have that passion and drive coming from students and teachers at the college level, the education system and the economy would not be struggling. As a senior who has just completed the college application process, I can vouch for how corrupt the education system has become. It is hard enough to get into college, let alone paying for it. More and more students each year are forced to work through college, take out loans, or, as we are seeing today, disregard the option altogether. People who have passions for the culinary arts, the film industry, or fashion design are left to fend for themselves, because no money is invested into their desires. What is a society with no creativity? Education makes us strong, creative, thinkers, and empowers us to be a stronger nation.

Budget cuts threaten creativity

by Katie PersonsManaging Editor The following is a letter addressed to top Boeing officials regarding the 1959 Rocketdyne meltdown that occurred at the nearby Santa Susana Field lab. The letter, written by Oak Park High School senior Robin Estrin, was published on The Huffington Post and filmmaker Michael Moore’s websites. Estrin, a founding leader of the activist group Teens Against Toxins, wrote the letter on behalf of the group, which aims “to fight causes that create undeniable hazards and barriers in the younger generation’s attempts to fair, just, and healthy lives” (teensagainsttoxins.webs.com). The group is comprised of local students from both Oak Park and Las Virgenes school districts; AHS senior Ryan Moorman is a current member. Teens Against Toxins recognizes the significant changes society has undergone in the last century, and “embraces these changes, both beneficial and destructive, in order to create additional change”

Rocketdyne Santa Susana Field Lab Teens Against Toxins Bakesale

photos courtesy of Teens Against Toxins

Boeing Check Presentation

Opinion April 2012 Page 3www.agouracharger.com

by Alex BersonStaff WriterTenure; n. - the holding or possessing of anything. To have “tenure” as a teacher is not a small ordeal. Tenure, according to 712educators, is “a guaranteed job contract that is given to individuals who have over a period of between two and seven years, proved their skills. After this point, they cannot be fired without just cause.” To the optimist, tenure seems like a great institution. However, if you’re a realist (some people call us pessimists) this institution is a heinous burden on the education system. It allows some underqualified and unsuccessful teachers to stay in the system while highly qualified, new teachers with fresh ideas are pushed out. Many of our nation’s tenured teachers have over 30 years on the job. Consequently, there is a huge generational learning gap. Although items like Kindles, MacBooks, and iPhones have beneficial academic uses (reading, taking notes/recording, calculating, etc.) “old-school” teachers tend to be hesitant to use such items academically because they were raised without them. Not only is this a detriment to the students, but it is also a detriment to the world of education, which has evolved to the point where you can learn an entirely new language via computer, and where 700-odd pages of a book are digitized and compressed into a five inch by eight inch tablet. Furthermore, older teachers with many years of experience we taught long ago to teach specifically for “left-brain” kids. By “left-brain” I mean the side of your brain that is systematic, orderly, and linear. The “left-brain” antagonist is the “right-brain.” The “right-brain” is where the artistic and creative side of a personality comes from. Daniel Pink, an American journalist and novelist who coined the terms “left and right brain thinkers” in his book A Whole New Mind, says “right-brain” thinkers will take over this century. The demise of the “left-brain” thinkers is outsourcing, when companies or people send their products to be made overseas for cheaper and, usually, better quality. The benefit of “right-brain” thinkers is that they have the ability to develop things that are impossible to outsource. Older teachers may not teach students how to grow up in a world where “right-brain” thinkers will dominate, something desperately needed in our society. Our education system should emphasize becoming “right-brain” problem predictors rather than “left-brain” problem solvers, which comes after the problem itself, in order to streamline many of the issues we face today. The evolution of the school system is being held back by the system of tenure. To aid in the transition of our evolving education system, all teachers should either adapt to the evolving world, and schools should make every effort to allow new teachers and new ideas to come forward. An environment where change and adaptation are welcome and encouraged is beneficial for both students and teachers. That is the only way our education system will progress.

Taking the 21st century leapby Lior Ayalon

Newspaper Editor Education can be found in many forms. Most commonly, we associate education with school. We spend most of our young lives in school. We sit at desks, listen to lectures, take notes, and leave when the bell rings. Lather, rinse, repeat. But this isn’t really a comprehensive education. Sure, we can learn the quadratic equation this way. But can we learn to appreciate the subtle beauty of playing around in a puddle of mud? No way. You have to get up, out of your desk to learn that. You have to get out of the classroom, and spend some time in the great outdoors. That’s what’s so great about Outdoor Education- it allows, maybe even forces, 11-year-old kids to actually spend some time in nature. For four and a half days, these kids are torn from their iPhones and given the opportunity to just be kids playing outside. They go hiking, they play games, they might even have a chance to play around in

puddle of mud if it recently rained. Some of them might be reluctant or oppositional at first. One girl in my group refused to wear her hiking shoes because they looked “clunky and stupid.” It wasn’t until the end of the second day that she was finally convinced to wear them, after realizing her Converse simply weren’t going to do the job. For many of these kids, it’s the first time they’ve ever been away from their home; it’s their first taste of independence. They have to learn to coexist with their roommates, which is not always an easy task. They get to decide what and how much to eat. They even get to decide if they want to shower at all (although they are highly encourage to do so by their counselors). For the first time, they are making the decisions, not Mom or Dad. These are real-life skills that kids cannot learn in classrooms. At the end of the day, I learned something too. I learned that given the chance, kids can get really excited about playing in nature. They

can happily spend an entire afternoon playing in a puddle of mud, even if they don’t have a spare pair of shoes. They can be allowed to make some of their own decisions, and actually make the good ones. I also learned the meaning of the word “crepuscular” (it refers to an animal that is active during dawn and dusk). So even though I also missed a week of “real” school (and boy, did I have a lot of homework to make up when I got back!), I didn’t miss out on getting an education. Outdoor Ed. is truly an incredible experience for both the campers and the counselors. It gives us all the opportunity to get out of the classroom for once. I seriously applaud Las Virgenes Unified School District, and any other school district that puts on a program as worthwhile as this. I hope that in the future, more districts are able to integrate programs like this into their curriculum. Hopefully, we are able to integrate even more real-life educational opportunities into our own curriculum.

Outdoor Ed: A real-life educational opportunity

by Lior AyalonNewspaper Editor Let me start off by saying, I know that I’m not skinny. If you’re being nice, I’m curvy. If you’re being honest, I’m overweight. If you’re being mean, I’m fat. But no matter what, I am most definitely not skinny. I don’t look anything close to girls in magazines; I never have and I never will. And I never look even halfway decent in the latest trends, because they are meant for someone half my size. I’ve come to accept this all as truth. I eat too much and exercise too little to expect anything else. But does that mean that I’m doomed to spend all my days despising what I see in the mirror? I certainly don’t think so. Sure, some days I get a bit discouraged or frustrated. I’m only human after all and

I’ve been conditioned my entire life to think that I’m supposed to want to look like a super model. But most days, I go to bed understanding that “beautiful” and “skinny” are not interchangeable terms. And most of the time, when I look in the mirror I remember that I truly have a lot to offer the world. And if some people can’t look past my jiggly thighs or flabby stomach to see that, well, then, they’re missing out on a pretty cool chick. I think the overall problem isn’t how people see me. I learned long ago, what other people think of me isn’t really any of my business. No, I think the bigger problem is how people see themselves. Now, when I say “people,” I’m mostly referring to teenaged girls, as that is where most of my experience in this situation comes from. However, I’ve

been told that boys suffer from just as many insecurities as girls, so I guess this applies to everyone. Well, everyone, it’s time to listen up: each and every single one of you is beautiful. Maybe, like me, you’re not exactly model-esque. That’s alright. Maybe you are actually model-esque, but you’ve always felt insecure about your buck teeth or frizzy hair. That’s alright too; everyone has something to be insecure about. The important part is to not hate ourselves because of a little insecurity. The important part is to realize that imperfections, big or small, make us all human- and being human is a truly beautiful experience. I hope that before you go to bed tonight, you take a good long look in the mirror and are able to love what you see. I know I will.

Am I an anomoly because I don’t hate my body?

My opinion on your opinionsby Katie PersonsManaging Editor In my four years as a member of the Agoura High School Journalism class, I’ve seen my fair share of opinions. Some I’ve read, some I’ve written, but all the while I have come to be quite familiar with the pieces I have produced. There is something quite fulfilling about typing out your closing words to an essay or argument. A well-written paper can be seen as a delicate and unique vessel for carrying an opinion. I have some pride in what I have written. It takes a lot of work to attempt the effortless flow and professionalism of a well-argued and textually-supported opinion. Sure, not every paper is a winner. I’ve rewritten and reworded countless articles and essays over the years, striving for a concluding sentence that packs the perfect punch, or an interesting thesis statement that truly grabs the reader. It is safe to say that any paper of mine is a literal “brain child.” So, when a person ruthlessly debases an article or argument in general, attacking the writer instead of the matter at hand, it is quite hard to silently stand by. Believe me, I am all for free speech. I feel that every person is entitled to his or her opinion and should share it openly. What I cannot support, however, is fighting argument with insult. Let me share just one anecdote with you. In my freshman year, I entered the Journalism class not knowing what to expect. I was quite timid, and it took a bit of convincing for me to open up and freely express my opinions in our publications. I certainly did not want to share my thoughts after what I had seen some of my classmates go

through. One fellow writer felt particularly compelled by what she saw as the intense dedication and determination of many students, at the expense of a simpler, more childlike approach to school. She wanted to express her thoughts on the importance of maintaining good grades without sacrificing the simpler life. In other words, you would think an article celebrating the virtues of macaroni art would be harmless, right? Wrong. The writer received quite a bit of criticism in her classes and in the form of letters to the editor. Constructive criticism is certainly positive, and the writer learned a thing or two in the process. However, not all of the criticism was useful. I have grown out of my timid stage and have written on everything from Twister to the state of our education system. However, I think to claim that someone’s opinion is invalid or “stupid” simply because you do not agree is incredibly irresponsible. I do not believe that “you’re wrong” and “that’s stupid” are sound arguments. Debunk an argument; don’t attack the writer. Now, I’m not saying one should agree with everything one reads; I would actually advocate the opposite. You should question facts, debate with your peers. But, if you want to “win” an argument, you have to understand the rules of the game. Firstly, Op/Ed articles are, in fact, opinions. I know titles can be deceiving, but I assure you that there will be opinions in the Opinion and Editorial section of our newspaper. On that note, if you do not agree with an opinion in our newspaper, then that is your opinion. It does not declare it invalid simply because of a conflicting

opinion. We want to know why you do not agree. “Because” is a beautiful word in the world of debate. However, “because you’re wrong” won’t be winning any debates. There are two very important words when arguing an opinion: textual support. If there is anything I have learned at Agoura High School, it is that in order for your argument to be valid, you need evidence. It is the perfect way to show that you are on top of your game, that you know the topic at hand, and that your words have substance. For that matter, if you see an opinion that lacks factual evidence, go for the gut. There really is no debate if either side is missing valid references. Without it, it ends up being a frivolous competition of who can shout their thoughts the loudest. The Charger is a forum. Our writers have opinions on just about everything under the sun, including the topics that you, as readers, also contribute to the newspaper. We try not to censor the opinions of our writers. Our administration is incredibly supportive on this point. We want to help you get your opinion across. I would truly urge, however, that before you begin to debate any topic you may find, do your research. A healthy, competent argument cannot occur unless the participants are willing to recognize that evidence is needed, everyone is entitled to an opinion, and everyone has a right to share it. If you do not agree, please explain why. If you see a problem, suggest a solution. Convincing someone to change his or her point of view can be rather difficult, but the feeling is just as satisfying as turning in the final draft of your ISP or DCE.

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by Matt SpectorMagazine Editor Old habits die hard. In education today, it is crucial that at a young age, students begin to develop a healthy work ethic, gain a vast understanding of key concepts, and create a sense of determination regarding exams. When it comes to the Standardized Testing and Reporting Exam, otherwise known as STAR, these directives have never been more fitting. Back in the second grade, a time when STAR testing first made its appearance to students, I remember feeling anxious and frightened to take my first STAR exam. This feeling, although deep and stressful, was short-lived. I recall sitting in class one day while my teacher and classmates had a conversation about STAR. “Don’t worry class, STAR is not that important. Try your best and don’t stress.” It’s safe to say that anything said after “STAR is not that important,” went in one ear and out

the other. What she meant, however, was for her students to relax so they could do their best. Ever since that day, the first day STAR had ever been a part of my life, my view on the exam has been “laid back.” Students at Agoura High School do not necessarily view STAR as important or essential to their overall education; our school’s STAR culture is to blame. Old habits really do die hard. I have a hard time trying to comprehend why STAR is looked down upon and discriminated against. No one likes it, everyone makes fun of it, and students do not take it seriously. Compared to the SAT and ACT, students view STAR as unimportant and insignificant. Most people would probably just say that the reason students don’t view STAR as significant is because quite simply they believe it is not. However, these people are misinformed. In fact, a school’s total API score can positively or negatively affect a student’s college application.

The college application process is incredibly competitive, so a school with a higher API score carries more weight in the admissions counselor’s hands. For example, AHS has a slightly lower API score than Oak Park. An applicant from AHS with identical qualifications to an applicant from Oak Park will have less of a chance of getting into top-ranked schools compared to the OPHS student. The API score is one crucial criterion college admission officers take into consideration when reviewing students’ applications. So, at least for the AHS students applying to universities, the argument that “STAR doesn’t matter” needs to be put to rest. In my opinion, it is fair for the sake of this article to compare the SAT and ACT to the STAR exam. All three are standardized tests, and all three affect college admission. One could argue that STAR is more important than the other two tests simply because we take it much more frequently. Another misconception about STAR is that it only helps the school site, not the students themselves or programs that affect us. In reality, schools gain no funding from a high API score. The score is a

measurement of the curriculum and level of rigor the school provides its students. In addition, it determines how much students have been able to comprehend during their academic studies. I feel the problem is that students, like myself, are misinformed. If students knew that STAR was only for our benefit, I believe their outlook would be drastically different.Lack of knowledge about the STAR is the number one concern. A combination of our laid back culture and the misinformation students receive regarding STAR have all contributed to STAR’s negative reputation. With more education, students will no longer need outside incentives to persuade them to try their best on the exam; they will want to because they understand how it benefits them to do so. Eventually, like the SAT and ACT, students will be self-motivated and will want to perform well. Education equals opportunity in a variety of ways. Doing well on the STAR test is just one of these. The more students know about how important STAR actually is, the more they will want to do their very best. It is time to change our view on the STAR exam, and since old habits do die hard, we better start now.

STAR “Woes”: May the force be with you

Want more of The Charger? Check out our online version at

www.agouracharger.com

Three reasons why you should do your best on the STAR test

A high API score at our school makes you a more valuable candidatewhen applying forcollege.

There are many rewards for high scores on the STAR test, such as off-cam-pus pass priveleges, entrance to AP and Honors classes, and bump-ups on June final exam scores.

If students consis-tently score highly on the STAR test, they receieve a golden seal on their graduation diploma.

College Admissions

Incentives Golden Seal

Th

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har

ger

Spe

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How well do you know the STAR test?The Charger’s STAR answers: 1) B; 2) C; 3) E; 4) E