Connor Martin ’14: Whether we like it or not, Episcopal will always be compared to the likes of other Inter-Ac schools in both academic and athletic prowess. When students think about coming to Episcopal, it is almost a certainty that they are considering schools like Haverford, Malvern, Notre Dame, or Agnes Irwin as well. Many students have close connections with peers at these other schools, and compare the quality and overall challenge that each institution presents. Because of this competition, many questions have been raised regarding the high expectations at EA, and if they’re really fair in comparison to other schools.
Although kids elsewhere experience a similar type of transition into harder academics and more demanding athletic practices that ultimately make up a ten or eleven-hour school day, the requirements are almost unreasonable at EA. As Junior Evan Butts proposed, “It is really hard to focus on school work and sports when your school day starts at eight and ends at six. There just isn’t enough time to get everything done athletically, academically, and socially without stepping back and taking a breather.”
What is it about Episcopal that is supposedly more difficult for assimilation of these student athletes? Does our faculty maintain unrealistic standards for some kids who might struggle academically? Are all teachers understanding and nurturing throughout the process? Although it has always been a significant issue, in the past couple of years it seems like more and more students have been contemplating withdrawing from the school during their freshman or sophomore years. Not only do they find it too difficult, they feel as though they don’t fit in, that they aren’t good enough for a prestigious institution like EA.
Perhaps it is the fact that EA doesn’t have three different academic levels or “tracks,” like most other schools do. Many kids come in from public and other grade schools already at a huge disadvantage than those who were here in middle school and even before. It takes a lot of time before they can integrate themselves into the community one way or another and feel comfortable in their own skin, whether it be academics, athletics, or the arts. Maybe teachers don’t really venture beyond the classroom, unable to see other areas of school life in which their kids are excelling. By doing this, they can see kids from a different perspective, appreciating them not only as students, but also as members of our EA family.
On the other hand, some kids just don’t have any motivation. When they come to Episcopal, particularly as an athlete, there is a significant amount of pressure put on them to perform for our athletic program. There is a level of expectations that they have never experienced before as they are expected to be successful on the field, in the classroom, and still find social time with friends and family. In some cases, students go from the very top of their 8th grade classes in academics and athletics to the bottom in one or the other. Kids start with a clean slate and they have to prove themselves in order to gain respect of their new classmates.
In comparison to some of the catholic and public schools that many incoming freshmen come from, EA is a completely different world. The school day runs later and sports take up a good amount of their nights, as they are required to participate in three seasons that keep them on school grounds typically until six PM. In middle school, kids are accustomed to having some practices and games but for the most part having a free schedule every night to get work done and relax. To make the problem even worse, new students who are struggling generally use their free periods to meet with teachers and catch up on work. It is this constant vicious cycle of freshman year transition that presents a truly overwhelming challenge to many incoming students.