Do you wonder why lunch feels so short? That’s because it is! Our lunch period lasts about 25 minutes, when you think about how long it takes for students to walk to lunch, wait in long service lines, pay, and then sit, we realistically only have about 13 minutes left to eat a meal. Such a short lunch time keeps us from eating the important nutritional things on our plate, and heavily increases food waste. When students feel rushed, studies from Harvard T.H. Chan School of Public Health shows students tend to eat the easily portable, highly processed foods first, such as french fries or chicken nuggets and throw away the healthy foods like vegetables and fruits that hold most of the nutrition we need. With only 13 minutes of actual eating time students consume 13% less of their entrees and fewer vegetables. Giving students at least a 30 minute lunch period dramatically increases their intake of nutrients and drastically reduces cafeteria food waste. Rushing a meal and eating quickly can be extremely damaging to a developing child’s digestive system, and create bad food habits which could eventually lead to long term childhood obesity. A longer lunch period is also extremely crucial for Academic Focus and Behavior in the classroom. Hungry rushed students create a poorly focused environment in the classroom. Studies published by the National Institutes of Health show that increasing lunch periods can tend to reduce behavioral issues near the end of the day and can increase academic focus. Students going back and forth between difficult classes without a properly timed mental break can lead to burnout, fatigue, and headaches. A 30 minute lunch period would give students more time to refuel and socialize and return to class with a clear focused mind. While some may disagree and say that a longer lunch would take away from crucial learning time, realistically a 5 minute difference wouldn’t affect our learning negatively but would only affect it positively. Overall students would benefit from a longer lunch period in many ways and should advocate on how this issue can cause mental and physical strain long term.

Around the world, many high school seniors report a drop in motivation and focus. This phenomenon is commonly referred to as “senioritis”: a colloquial term used to describe feelings of apathy towards school in high school seniors. “I guess it just gets repetitive for people after a while. I feel like a lot of people are probably tired of school,” said Carter High School senior, Jayke Buck.

Some students experience burnout at this time of their high school career, while others may not; some gain motivation rather than losing it. Another Carter High School senior, Christopher Welch had this to say about the matter: “Me personally, I’d honestly say I’ve experienced the opposite.” He also went on to say that it’s helpful to try to maintain a positive attitude towards school in order to keep a momentum going. This serves as a fitting example of differing experiences. 

Imagine studying for hours, knowing the material, and then watching your grade drop because of one bad test. For many students, tests do not always show what they actually know because stress and anxiety can affect their performance. Teachers should consider classwork, assignments, projects, and participation when grading students instead of relying mostly on test scores.

One reason teachers should not rely mostly on tests is because students can have test anxiety. Which can make it harder for them to show what they know. When students are nervous or stressed it can be harder for them to remember the information. Students might understand something during class but struggle to demonstrate that understanding during the test. Which means that one test grade may not always represent a student’s actual knowledge.

 Another reason is classwork assignments show a student’s effort and understanding. Students have different ways of learning, and some may understand a topic better when they can work through problems, complete projects, or explain their ideas. Looking at classwork also gives teachers more opportunity to see how students are learning and if they truly understand instead of judging them based on one test. Using different types of grades can also give a more accurate picture of a student’s abilities. Tests can be useful, but they should be combined with other forms of assessments. Projects, assignments, class participation, and dailyzxz34 work can all provide important information about a student’s progress.

Some people may argue that tests are important because they show whether students can work independently and remember what they learned. This is true, and tests can be useful for checking understanding. However, tests should not be the main factor in a student’s grade because one test cannot always tell you everything a student knows or how hard they have truly worked

Teachers should give students multiple opportunities to show what they know. By considering classwork, assignments, projects, and participation along with test scores when grading students.This would give students more opportunities to show what they know and would make grades better reflect their overall learning. Student’s grades should show more than how they performed on one test; it should show their learning, effort, and progress.

“As long as you put in the effort, you cannot fail this class.” After a decade of teaching, the determination to better his students still runs strong.

Mr. O is a math teacher at Carter High School who teaches with passion and enthusiasm. He will often check in with the class to make sure they understand the questions being asked, which ensures everybody has a chance to comprehend the material. Originally from Bosnia, he moved to the United States in 1996: “It was nice. There were many coffee shops – good nightlife.” Mr. O wasn’t always a teacher though; he was formerly a software and electrical engineer. However, after working that job for so long, it took a toll on his body, so he began teaching at Carter High in 2015.

This was no problem for Mr. O though; he enjoys his job. When asked why he likes teaching, his response was simple: “I like to help people.” This answer is no surprise to anyone who knows him or has had him in class. Bryan Martinez, one of Mr. O’s students, had this to say: “He’s a chill guy and a helpful teacher.”

Mr. O teaches at Carter High School.

School dress codes are supposed to help students dress appropriately, but sometimes they can be unfair. But sometimes I believe that cater high school’s dress codes are unfair because they often target girls. More than one student should be able to follow the rules without feeling like the rules are only focused on certain students.

My number one reason is that dress codes are unfair because they often target girls more than boys and girls can have different rules about whether they’re allowed to wear them. This can make girls feel like they’re being watched or punished for their clothing. Rules should be applied fairly to everyone.

Another reason is that students may be  unfairly dressed coded for something that other students are allowed to wear. For example, girls can sometimes just get a dress coded for wearing something  that boys can wear without getting in trouble. Students should not feel like the rules are only applied to depending who they are.

Dress codes can often limit students’ freedoms to express themselves and should still be able to show their personality about following the appropriate school rules. Some students may even get caught up and they feel like they did something wrong.

Some people may argue that the dress codes are necessarily to help students stay focused and prevent stress. I understand that school wants students to focus, but the dress code can still be fair to all students to express themselves in school. Should have rules that apply equally to everyone instead of having expectations for boys and girls.

In conclusion schools, dress codes should be fair and respectful of students while also keeping clothing appropriately. These rules should apply to all students regarding what they’re wearing or whether they’re boys and girls. If the school wanted students to follow  the dress code, they should be more clear,  and also applied equally to everyone.

During homecoming Carter High School raises money from selling candy. Chocolate is the best candy to sell. A senior at Carter, Callie Palmer, says “Chocolate is better to sell than other candies because sometimes the sour will make my stomach hurt”. Callie thinks that the options are good for some people but she likes the chocolate better. Another senior, Charity Williams, says “I think the chocolate bars are the best. It’s what I buy the most of. When I get hungry it fills me up more than the other candies do.” In my opinion I would say having options is good but chocolate is the best. You have so many to choose from, such as milk chocolate, dark chocolate, ones with almonds or cameral, peanut butter, and much more. Most of them are packed with sugar in it which can help when you get sleepy during class. Chocolate can be relaxing, too, if you’re stressed. You can eat some during a test to calm your mind and give you a little relaxation. Callie and Charity both agree that chocolate is the best candy to sell during homecoming too.  Other people might like sour candies or even chewy candies but chocolate is the best. In conclusion, chocolate is the best and most selling candy at Carter High during homecoming due to the taste, relaxation and the variety. 

The ACT does not show how smart or unsmart a student is, it shows how well a student can handle overwhelming academic stress. For years students have been told that everything leads up to the ACT which causes mental breakdowns in students. The ACT test shouldn’t be required for high school students because it causes burnout, stress, and anxiety. 

The ACT test shouldn’t be required for high school students because it causes burnout, distress, and anxiety.

The ACT test is stressful for students but also some kids aren’t going to a university so it should only be required for students that are.

I think the issue is important because ACT tests are such a big deal in high school and teachers, principals, and counselors are constantly reminding students about a test that isn’t really that important.

According to this website ( insidehighered.com) it states that “ For many years advocates and scholars have fought against the use of standardized tests like the ACT.”

According to this website (sahsponyexpress.com) it says “ Due to the length and size of the test, many students suffer from fatigue, which can affect their scores.”

Jaqueline Turner class of 27 senior says “The ACT should only be taken if they need it for university.

People might say that the ACT prepares students for college and the real world, some might also say that the scores determine how smart you are.

A student’s four years of high school academic performance shows how smart a student is and the ACT does not.

In conclusion, making the ACT mandatory for high school students does more harm than good to their education. The intense pressure to get a good score on this test triggers severe anxiety and distress which leads to academic burnout. 

Some students already know the career they want to pursue, while others are still figuring it out. For students interested in law, law enforcement, psychology, or the criminal justice system, criminology could give them a chance to explore those interests while they are still in high school. Carter High School should add criminology as a class so students have more opportunities to learn about careers and subjects that interest them. 

Criminology would be useful because it could help students prepare for future careers. Students who are interested in becoming police officers, lawyers, judges, or working in other areas of criminal justice could learn more about the field before entering college or the workforce. Having a class that connects school to possible careers could help students understand what those jobs are actually like. 

Another reason Carter should offer criminology is because students have different interests. Not everyone enjoys the same classes or wants to follow the same career path. Carter makes students choose a pathway like cosmetology, engineering, nutrition, and more but none of which are any bit related to law. Adding criminology would give students another option and allow them to choose a class based on something they are genuinely interested in.

Criminology could also teach students useful information about crime and the justice system. Students could learn about why crimes happen, how investigations work, and how the justice system operates. 

Some people may argue that Carter should not add criminology because there might not be enough students interested in taking it, or because the school has limited resources for new classes. While not everyone would choose criminology, students who are interested in the subject should still have the opportunity to explore it as a pathway.

Adding criminology would give Carter students another way to explore their interests and think about their futures. For students interested in crime, law, or the justice system, criminology could be the beginning of a future career.

CHS is over 100 years old as of writing this. CHS’s Peyton Complex which is the current complex is from 1972 making the building 54 years old which is older than most staff. The Peyton Complex is inefficient compared to today’s standards with walking around, the Peyton Complex is also extremely aged at this point. The Peyton Complex also has multiple bug issues.

An example of the building’s aged, is the heaters. The heaters were manufactured by a company called “Chromalox” in the time between now and when these heaters were installed: “Chromalox’s” heaters were used in the Apollo missions to the moon in the Apollo Lunar Module, “Chromalox” was sold to a private-equity firm twice, and got sold to “Spirax-Sarco Engineering”.

An example of how inefficient the building is, is the pathway to get from The Katelyn Building (main office building) to the The Vocational Education Building; this pathway is extremely long. It’s length makes it take at the regular walking speed (3 MPH), 30 to 40 seconds whilst something like getting from the 1st to 3rd floor in The Katelyn building takes only 10 seconds.

The campus is practically known for having bug problems including, The left side of the gym has an entire ant nest inside of it, this is only one of the buildings, now imagine what the others could be like. This is a serious problem for staff and students because it can distract them from learning and cause sickness.

Now some people may say that the building is cost effective, but this is unfortunately not true. The Peyton Complex relies on outdated HVAC units which require strict maintenance, stretching the limits of their budget. This maintenance requirement is shown by the AC units constantly leaking water out of the sides of the building.

All in all, this shows that Carter High School should be torn down. In the end if it does get torn down a new building can take its place, maybe then kids will feel more happy to be here at school. 

Knox County Schools reports that 93% of its students graduate, but is the implementation of 865 Academies why? The district claims these academies – specialized career-based classes – ensure students become enrolled, enlisted, or employed post-graduation; Carter, following district instruction, enacted the academy structure during the 2023-24 school year. Henceforth, after their freshmen year, students must select a pathway within Carter’s two academies to enroll in for the rest of high school. 

Carter’s academies focus on broad careers, either technical or service-based, yet the pathways within are narrow: marketing, health science, nutrition, cosmetology, welding, automotive, and engineering are the only available choices. Undoubtedly, they are an excellent opportunity for interested students to initiate their careers; however, even uninterested students are mandated to select a pathway. This is not to say that pathways should be eradicated; rather, students should not be forced to select a pathway. 

Students interested in Carter’s academy selections will learn that the extensive titles are merely a mirage: the actual pathways are constrained, with only seven being between both academies. It is completely antithetical to shove disinterested students into specialized classes that require more time and resources when it could be better allocated to attentive students. 

Enforcing a pathway congests student schedules because they are required to take a minimum of three levels. If a student is unhappy with their initial pathway selection and changes it their junior year, they are still expected to complete three levels, which can conflict with classes required for graduation. Similarly, it could prevent students from enrolling in electives that would complement their career choice. Personally, I want to be an author so selecting English-based electives would better refine my skillset as opposed to marketing, my pathway.

Additionally, why is there insistence on every student enrolling in a pathway when there is no evidence to indicate they are successful? I am a part of the 2023-24 trailblazers of Carter academies and we have not yet graduated, so it is too soon to claim academy triumph. Bluntly, academies ensure “graduating students will be… relevant to the… local economy” as stated by the Knoxville Chamber. Subjugating students to a bureaucratic plan to blatantly produce more workers makes them more likely to resent the opportunity, not rejoice. Of course, there is always the argument that students, future adults, must engage with tasks they resent because that is how the ‘real world’ operates, and while students do need to develop discipline from such, we must also consider that adults in the proclaimed ‘real world’ also have the option to simply refuse their task on principle, whereas we do not.

Pathways are an amazing opportunity for genuine students, but their outreach should not require every student’s participation. Before pathways these classes existed because certain students enjoyed them, not all; the same sentiment needs to be applied to the academy model.