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The Stanford Daily

WEDNESDAY January 25, 2012

An Independent Publication
www.stanforddaily.com

Volume 240 Issue 58

Parents, teachers and officials address stratification in test scores, graduation

By JUDITH PELPOLA and NEEL THAKKAR Palo Alto parents called for a reduction last week of the achievement gap between minority and non-minority students in the Palo Alto Unified School District (PAUSD). Frustrated guardians voiced their complaints to the PAUSD Board of Education at a meeting on Tues., Jan. 17. One of those parents was Michele Dauber, who is also a Stanford law professor and head of the organization We Can Do Better Palo Alto. Dauber cited the teaching and counseling in Palo Alto as a prime factor of the trend, claiming counselors and teachers fail to encourage minority students to take courses beyond current requirements. I think theyre basically steered off the college track, said Dauber in an interview with The Daily. The achievement gap The achievement gap refers to a gap in scores, the number of students matriculating to college and overall academic performance between ethnic and income groups. There has been a long history of such a gap between white and Asian students and black and Hispanic students in Palo Alto and a similar gap between affluent and economically disadvantaged students. Those gaps are embarrassing for the district, which ranks 147th and 114th in California by the percentage of African-American and economically disadvantaged students proficient in Algebra II, according to Stanford education professor Jo Boaler. By contrast, white students are 10th and Asian students are third. The rate of minority Palo Alto students eligible to attend a University of California (UC) or California State University (CSU) school is significantly lower than that of non-minority students. Most minority students in Palo Alto fail to complete an A-G curriculum, the curriculum required by the UC and CSU systems to be eligible to attend. Last year, almost 80 percent of students in the district graduated having met the A-G requirements. But there are vast racial divides. Only 40 percent of Latinos graduated meeting those same requirements. For AfricanAmericans, that number was 15 percent. Thats pretty shocking, Boaler said. Low test scores According to 2011 California Star Test (CST) scores, only 7 percent of black students passed the CST for Algebra II with a proficient or above. The rate among Hispanic students was 33 percent, while white students passed with 65 percent and Asian students passed with 86 percent. Only 33 percent of students classified as economically disadvantaged passed the CST for Algebra II. Compared to the 275 Asian students and 461 white students, only 15 black students and 30 Hispanic students sat for the test. Current PAUSD initiatives to bridge the gap include counseling, intervention classes and expanding preschools for at risk students. Solving these issues is like curing cancer; its going to take a lot of different issues and there are no magic bullets here, said Kevin Skelly, superintendent of PAUSD. Dauber called for more professional development for Palo Alto teachers. They have very low expectations for these kids and thats reflected in the performance that the kids give, so we need to

PA responds to achievement gap

SERENITY NGUYEN/The Stanford Daily

2011 California Star Test data showed only 7 percent of black students, 33 percent of Hispanic students and 33 percent of economically disadvantaged Palo Alto Unified School District students passed the CST for Algebra II. The district is debating how to address the achievment gap.
change the Dauber said. expectations, bifurcation of schools in Palo Alto in December, when they responded to an ongoing debate

Graduation requirements Parents raised the issue of this

Please see GAP, page 2

SPEAKERS & EVENTS

Natl identity from history, says fellow

By CATHERINE ZAW
STAFF WRITER

Our images of other people, of ourselves, reflect the history we are taught as children. This history marks us for life, said Mario Carretero, quoting French historian Marc Ferro before an audience in Levinthal Hall on Tuesday evening. Carretero, a professor of psychology at Autonomous University of Madrid, gave a presentation on Historical Narratives and the Construction of National Identities at the Stanford Humanities Center, where he is currently a research fellow. Carretero is studying how young people develop historical consciousness and how they understand history. Instead of dissecting textbooks to analyze this concept, he conducts interviews with adolescents and observes them in real-life situations to understand the dynamics of cultural transmission and resistance. Our childhood is not like any other period in our life. It is a critical period, and most of our historical education takes

ROGER CHEN/The Stanford Daily Nobel and Pulitzer Prize winners, former gubernatorial and presidential advisers and Hoover Institute fellows were among the Stanford faculty invited to speak in Wilbur Dining following President Barack Obamas State of the Union address on Tuesday night. Roughly 100 freshmen attended the event organized by Otero staff.

SPEAKERS & EVENTS

Faculty react to State of the Union address

By MARWA FARAG
DESK EDITOR

Please see HISTORY, page 2

We can either settle for a country where a shrinking number of people do really well, while a growing number of Americans barely get by. Or we can restore an economy where everyone gets a fair shot, everyone does their fair share and everyone plays by the same set of rules, said President Barack Obama in Tuesdays State of the Union address, identifying income inequality as the defining issue of our time. About 100 freshmen gathered in Wilbur Dining to hear about this defining issue, and others issues President Obama touched upon in his address to Congress, through a panel discussion with Stanford faculty members from various disciplines. The panel, organized by Otero Residential Assistant (RA) Adrienne Pon 12 and supported by Residential Education, followed a viewing of the Presidential address in the Otero lounge.

Among the discussion participants were: Nobel Prize-winning economist and Professor Emeritus Kenneth Arrow; Associate Professor of Political Science Adam Bonica; Visiting Scholar at the Hoover Institution and Assistant Professor of Political Science at the University of North Florida Michael Binder; Director of the Martin Luther King, Jr., Research and Education Institute and Professor of History Clayborne Carson; former Special Adviser to Gov. Schwarzenegger and Lecturer in Public Policy David Crane; Research Fellow at the Hoover Institution and Lecturer in Political Science Tammy Frisby; former Assistant to the President for Economic Policy and Director of the National Economic Council Keith Hennessey; and Pulitzer Prizewinning history and Professor of History David Kennedy. Kennedy opened the discussion by commenting on the high turnout. Your response in these numbers is a powerful antidote to my nagging suspicion that this generation does not care about politics,

Kennedy said. Kennedy moved to frame Obamas speech within the historical framework of the State of the Union address. The speech, delivered by George Washington and John Adams in person later became a written report under Thomas Jefferson, and remained so until Woodrow Wilsons 1913 address. Kennedy also commented on the change in function of the tradition. Virtually everything else in the address was not reportorial about the state of the union it was aspirational about where the president wants to go, Kennedy said. This address has become less a retrospective reflection on the state of the union and more a platform for the president to lay out his program for the future. Carson, who missed the first 15 minutes of the address due to the birth of his first grandson, was not optimistic about the address prospects for change.

Please see FACULTY, page 2

STUDENT GOVERNMENT

ASSU Senate discusses buffer fund inequity

By BRENDAN OBYRNE
DESK EDITOR LUIS AGUILAR/The Stanford Daily

Stanford Humanities Center research fellow Mario Carretero discussed Tuesday how adolescent education affects the formation of national identity.

The ASSU Undergraduate Senate (UGS) held a closed, informal session before an abbreviated formal meeting Tuesday evening. In the informal session, the senators discussed recent money disbursements from the ASSU student fees buffer fund.

Senate chair Rafael Vazquez 12 asked The Daily to leave for the informal meeting, which was attended by senators as well as Nanci Howe, director of Student Activities and Leadership (SAL), Stephen Trusheim 13 and Cameron Henry 12 and Ashley Lyle 13. Trusheim and Henry are both responsible for independently acquiring significant funding from the ASSU buffer fund through Senate bills for a

spring concert series and Blackfest, respectively. Senator Dan DeLong 13 said that the meeting was to discuss the lack of guidelines about how the buffer fund should be used and the perceived inequity between giving the spring concert $35,000 in funding while deciding to loan Blackfest $40,000

Please see ASSU, page 2

Index Features/3 Opinions/4 Sports/6 Classifieds/7

Recycle Me

2 N Wednesday, January 25, 2012

The Stanford Daily

covered by academic history, he said. School history is the material covered in primary and secondary education. School history has a lot to do with everyday history and national identities, Carretero explained. In school, the nation is presented in a very static way, instead of as a changing entity, Carretero said. He found that national narrative in schools is based on a number of factors: 1) a preliminary identification process (using the word we in a sentence such as, We defeated the British during the American Revolution); 2) exclusion-inclusion logical operations (using the word they when talking about other nations or countries); 3) a heroic character (where the problem is when the historical characters become myth); 4) the search for freedom and territory as a main and common theme; and 5) the use of the narratives as moral cues and models. Carreteros research found that there is not much difference in the historical perspective of adolescents between 12 and 18, which is why an understanding of the concept of a nation is so important. If there is no conceptual change, our minds will not change, ment expressed a fear the proposal would stop many students from graduating, or else drastically lower standards in the schools math curriculum. Instead, they suggested requiring three years of math one more than currently needed but not Algebra II. They make the assumption that just by setting the bar up there, the bar will be reached, said Radu Toma, the schools math department head, to the San Jose Mercury News this month. Im not saying its impossible; its a big gamble. Boaler questioned the Palo Alto math departments reasoning about lowered standards. Theres a misconception and a fear that in mixed-achieving groups, higher-achieving kids are held back, Boaler said. Research shows that this isnt true. Poor, black and brown kids can achieve and they can achieve at very high levels if they are given proper instruction and proper support, Dauber said. I think that those concerns are based on distrust of the Palo Alto school system because of the way it has historically treated kids who are not super high achieving, Dauber said. Students are capable of doing more than we expect them, Skelly said. All attempts to interview math teachers at Palo Alto High School were unsuccessful. Moving on [The district] has a responsibility to all the kids who come through their doors, Boaler and there will be no progress, Carretero concluded. Carreteros recent book, Constructing Patriotism: Teaching History and Memories in Global Worlds, discusses the ways in which historical knowledge is understood by students from ages 12 to 18. The book was published in Spanish but has been translated into English, Portuguese and French. Carreteros residency at Stanford will continue through February. Contact Catherine Zaw at czaw13@ stanford.edu. said. [The proposal] is a way to make sure some kids dont fall through the net. Falling through the net leaves a student with few, if any, fouryear college options. Over time, its become clear that a college education is very, very important, Skelly said. According to Skelly, without a push from the district some students are going to take the path of least resistance in high school. Both Skelly and Dauber encourage a college preparatory curriculum catered to all students. We need to build a flexible kind of system, Skelly said. Dauber also stated that the Individual Education Plan (IEP) assigned to special needs students would exempt those students with cognitive disabilities from doing Algebra II, but also encourage those students with other kinds of special needs to take Algebra II. Skelly is currently at work on another version of the proposal to present to the school board this May. If it passes, the proposal could potentially affect underclassmen the following school year. Skelly said he has been in conversation with the math department on the plans details, and is confident in working out a solution. The district will return to the issue of bifurcation at next Tuesdays board meeting. Contact Judith Pelpola at jspelpola@stanford.edu and Neel Thakkar at nthakkar@stanford.edu.

HISTORY

Continued from front page

place when we are children, Carretero said. According to Carretero, history education encompasses more than textbooks; museums, national attractions and even television series are mediums that relay historical information to children. In fact, the history written in school textbooks is not necessarily the history that children and young adults know, Carretero said.

Carretero mentioned the difference between the histories of wars as accounted in various countries. It might seem obvious, but it is actually much more interesting than it first appears, because that means millions and millions of children in the world are getting different narratives for the same historical event. Carretero had three different classifications for history: everyday history, school history and academic history. Everyday history is a collective narrative of common stories from everyday people that are not person I thought he was. He agreed with Frisbee about the strength of Obamas final passage, This Nation is great because we built it together. This Nation is great because we worked as a team. This Nation is great because we get each others backs. Yet Crane returned to his girlfriend metaphor, saying of his internal dialogue, I quickly recovered to say Dont be fooled again! He criticized Obamas introduction of a Financial Crimes Unit as a late fix. Tonights speech was nothing but a reelection speech, Crane said. He pretty much hit every constituency he had to hit . . . he hit a lot of electoral districts in the country, hit Iran, hit Israel, hit the troops, the veterans administration, teachers student loans, outsourcing. The last speaker, Mike Binder, took a forward-looking approach to the speech, expanding on the lessons it gave for the upcoming Presidential election. From a Democrat perspective, the grand vision of American exceptionalism at the end is like fell back in love with my ex-girlfriend, said Binder, borrowing Cranes metaphor. From a Republican perspective, you look and say This guys serious, how are we going to run against this in the fall? Binder added. The lesson to be drawn, he argued, was that Obama is at his best when talking about grand visions, but faltered when it came to the minutiae. If the Republicans can frame this debate on policy, specific policy technical issues then I think the Republicans are in much better shape, Binder said. What does this mean for the republican primary? Who might be best at framing the debate that way? Binder added. It might be worth considering Newt Gingrich. The panel was followed by a Q&A session in which the panelists stressed to the mainly freshman audience the value of taking advantage of opportunities at Stanford to interact with faculty outside the classroom. Otero Residential Fellow (RF) Clifford Nass heaped praise upon organizer Pon and the faculty members for their willingness to engage with the freshman audience. Contact Marwa Farag at mfarag@ stanford.edu.

FACULTY

Continued from front page

I would agree with practically everything he proposed but Im not at all that hopeful that its going to have any dramatic impact, said Carson. Hennessey spoke next, commenting on the phenomenon of a Congressional date night at the address. This recent trend, in which a Republican and a Democrat sit together as a show of bipartisanship, drew his attention during Obamas speech. One thing to remember is that this is an election year and typically in election year state of the union addresses you will hear the word choice a lot, he said. When the president is talking about we can move forward . . . or we can go back to the horrible things that caused the financial crisis he is framing that choice. Hennessey also commented on Obamas signals, singling out taxes on the rich, alternative energy, education and American manufacturing. He [Obama] was prioritizing things that he would argue are important over what I think are the urgent concerns that are facing people right now and that I think is a strategic choice, Hennessey said. Obamas remarks on international trade prompted some disagreement between the panelists. Hennessey held that they were very provocative, dangerous and risked a trade war, whereas Arrow described them as a natural reaction in a time of depression. Frisbee criticized Obamas speechwriters and the clunky nature of some parts of the speech but favorably noted his closing grand narrative about Americans having each others backs. A lot of Republicans are underestimating the challenge that lies ahead in campaigning against President Obama, Frisbee said. This is going to be a tough election, in my view. Against Hennessey and Frisbees Republican backgrounds, Crane compared his relationship with Obama as a devoted Democrat to a relationship with an old girlfriend. I fell in love with him in 2008, I saw in him exactly what I wanted to see, Crane said. It was maddening over the next few years when he didnt turn out to be the

GAP

Continued from front page

over graduation requirements in the district. The current high school graduation requirements in Palo Alto remain below the college preparatory standards set by California public universities. Last April, Skelly proposed to raise math graduation requirements at local Palo Alto and Gunn high schools and ran into some stubborn opposition from many of the math teachers themselves. The proposal, which would require the completion of Algebra II, is one component of the Palo Alto Unified School Districts (PAUSD) plan to bring graduation requirements in line with what are known as the A-G requirements, or the prerequisites demanded for entry by both the University of California and California State University systems. Special education students would likely be able to obtain waivers for the requirements. But last spring, when the districts board of education first considered the proposal, the math department at Palo Alto High School came out strongly against it in a letter, calling the idea well-intended, but bearing unintended devastating consequences. Consequently, the board postponed its decision. In the letter, signed by all but one of the teachers, the depart-

ASSU

Continued from front page

and require repayment. For each of the events, revenue will be used to help fund future concerts at Stanford, DeLong confirmed. Trusheim wanted an assurance from the Senate about the $35,000 grant he received because the concert organizers are currently working on booking artists and need an exact budget. The Senate assured Trusheim that the $35,000 allocation would remain, and also agreed to re-examine the $40,000 loan to Black-

fest in light of the inequity. The official meeting started with a brief update from ASSU Executive Michael Cruz 12. Senator Ben Laufer 12 asked Cruz about how the governing documents commission is progressing. Cruz said he did not feel comfortable sharing details of the provisional plans for the new constitution in a public forum; however, he said he hopes to have a private version available to the Senate and several other individuals in two weeks. When Howe raised concerns about the ASSU elections schedule and how it may conflict with the new constitution, Cruz assured her that the constitution would go into effect after this

years elections. DeLong updated Senators on his recently launched One-onOne Advocacy Program, which he said has already fielded and resolved a few concerns. The only bill passed at the meeting was to approve three representatives to the Vaden Advisory Council. Tara Trujillo 14, Lily Fu 14 and Baffour Kyerematen 15 were approved to the positions. Trujillo and Fu are both Senators, and Kyerematen is a mentee in the Leadership Development Program (LDP), a mentorship program organized by the UGS. Contact Brendan OByrne at bobyrne@stanford.edu.

The Stanford Daily

Wednesday, January 25, 2012 N 3

FEATURES

FLYING THE CO-OP

By CHRIS FREDERICK
Something about communal showering and excessive drug use, she wrote in an email to The Daily. Now, as co-op manager of Hammarskjld House, Heinl has a different perspective. In no other place on campus have I found a group of people so willing to have a conversation about anything or go do wacky things, she said. While each co-op has a unique reputation, they all offer what the Office of Residential Education calls an alternative to Stanford dorm life. On campus, there are seven of them: Columbae, Synergy, Hammarskjld, Terra, Chi Theta Chi (XOX), Kairos and Enchanted Broccoli Forest (EBF). One of the first co-ops, Columbae, was named after the Latin word for dove and was founded in 1970 to promote nonviolence and counter the turbulent temperament that helped spawn massive protests and violence on campus. Non-violence is more a style of life than a theme, Dave DeWolf 71 said to The Daily in May 1970. The central idea of the house is to live at a materially simple level; to reflect beliefs that people shouldnt exploit each other and the natural environment, DeWolf said. We dont want to live off of other peoples backs. Synergy came next, in 1972, inspired by a class on alternative lifestyles. Bringing alternative housing

PROFILE

icole Heinl 13 was turned off by what she heard about coops as a freshman.

LUIS AGUILAR/The Stanford Daily

Kairos, famous for its weekly event Cheese, informally known as Wine and Cheese, moved from being a self-op to being a co-op in 1988.
to Stanford wasnt easy, however, and not all attempts were successful. One early co-op organizer complained to The Daily in May 1970, It has been a long and drawn-out process to get University approval for the house and to hassle out subsequent red tape. Of course, there has always been more to co-ops than peace and love. From the beginning, coops were motivated by a more mundane concern: money. Early co-op organizers sought to save money as much as to achieve a sense of community living by having everyone work together, according to Dan Kent 73, M.A. 74, P.D. 81, one of the first co-op organizers. Today, those savings can be considerable. At UCLA, for example, students save $6,700 on room and board by choosing a coop over a dorm, according to a 2007 U.S. News article. Co-ops have gained popularity among college students in the wake of the economic crisis, and today there are at least 240 cooperative houses near at least 51 United States campuses. However, by the numbers, UC-Berkeley remains the indisputable champion, with 1,300 students housed in the Berkeley Student Cooperative system. Yet not all colleges have such options. This fall, students at the University of Pennsylvania opened Penn Haven, the schools first co-op, where eight members share the rent of an apartment in West Philadelphia. Its tough starting things from scratch, wrote Penn junior Meghna Chandra in an email to The Daily. To get some help, Chandra attended the annual North American Students of Cooperation (NASCO) Institute in Ann Arbor, Mich. The Institute runs dozens of workshops for co-op organizers, including a series called From Roots to Shoots: Developing New Co-ops, which, according to their website, aspires to walk future co-op founders through the process of starting a new housing co-op. Students tend to have similar motivations for joining a co-op. I wanted to cook my own food, wrote Synergy resident Brittany Rymer 13 in an email to The Daily. Clean my own space. Feel independent. You cant really get that in a self-op or a dorm. Steven Crane 12, a Synergy resident and cooperative living peer advisor, described a similar experience. I actually had no idea [co-ops] existed until my drawmate really wanted to live in EBF sophomore year, he said. Now I thrive on the freedom and unconventionality thats possible when you live in a co-op. Although students must perform chores such as cooking and cleaning, the time commitment is relatively small about four to five hours per week. Indeed, most residents find chores to be an enjoyable part of the co-op experience. Theyre actually a really good way to make friends and a nice break from class and studying, Rymer said. Theres something truly satisfying about watching a huge pile of grimy pots and dishes transform into sparkling clean before your eyes, Heinl added. While most Stanford students live on campus, where all seven official co-ops are located, some students seek similar arrangements off campus. For them, the Dead Houses are one option. Rob Levitsky, a wealthy electrical engineer, owns 10 houses in Palo Alto that he rents to Stanford students at below-market rates. Each house is named after a song by the Grateful Dead. As my electronics business was successful, I put money into buying more houses, Levitsky said to Palo Alto Online. Its not necessarily the best investment, but its something I enjoy. Stanfords co-op community members find clear value in the cooperative lifestyle, just as thenfreshman Martin Keogh 80 did in 1977, when his co-op, Columbae, was at risk of termination. Keogh wrote a letter to the editor of this paper, expressing his strong opinion. Columbae offers me all the things this school cannot; thus I hereby state that if Columbae is dropped I will resign from the

Stanford Daily File Photo

The Enchanted Broccoli Forest (EBF), named after one of the first all-vegetarian cookbooks, has functioned as a co-operative house since 1991.

OVER TIME
1941 1945 1970

CO-OPS

1982

SPRING First co-op at Stanford, Walter Thompson House, established, filling the Japanese House, which was emptied by President Franklin D. Roosevelts internment order AUG. 23 The Stanford Daily publishes an op-ed obituary for the termination of the Thompson House: With the passing of the co-opour regrets are deepened that the winds of freedom will blow henceforth less briskly MAY Two co-op experiments undertaken: Jordan House and a nonviolent house later named Columbae

Columbae co-founder David Josephson discusses origin of Synergy House at the 10th Anniversary Synergy Reunion. Attempts to terminate Synergy countered by "Save Synergy" campaign, with a 700-signature petition and alumni support KAIROS, formerly a self-op, is listed as a co-op in the Draw OCT. 17 Loma Prieta earthquake hits Northern California. Residents of Synergy, Columbae, Hammarskjld and Phi Psi are rendered temporarily houseless due to earthquake damage. It looked like Columbae was going to just walk right off the foundation, a Columbae resident comments to The Daily.

1988 1989

OCTOBER Former Chi Psi fraternity house becomes Columbae. The Stanford Daily comments on a trend towards transforming dying fraternities into co-ed houses

It looked like Columbae was going to just walk right off the foundation.

1971 1972

Ecology House established in Cowell Cluster, changed to Terra in 1973 Synergy established as a house for exploring alternatives; Hammarskjld established as a theme house for international understanding

1990

WINTER Lee Altenberg Ph.D. 84 P.D. 85 writes an article in the Stanford Historical Society quarterly journal detailing University founder Leland Stanford's vision of fostering co-ops as a principle purpose of the University Co-op community members design Stanford Workshop on Political and Social Issues (SWOPSI, the predecessor of Student Initiated Courses), titled Cooperative Living and the Current Crisis at Stanford. SWOPSI 146 publishes a report in May stating, At an institution like Stanford today, we run the risk of buying into the myth of the high-status student who should be exempted from the grubbery which those in the real world must face. A senior in Roble responds to survey question on co-op residents, describing them as vegetarian commies.

1991 1994 1973 1977

Fraternity Theta Chi begins functioning as a co-op, but only officially splits from National Chapter and renames itself Chi Theta Chi in late 1980s Phi Kappa Psi, a former fraternity, becomes co-op Phi Psi

Phi Psi moves from Cooksey House to vacated Alpha Delta Phi fraternity house and renames itself Enchanted Broccoli Forest (EBF) Synergy relocates to its current location at Cooksey House, converting the parking lot into an organic garden.

JAN.-FEB. Students write an op-ed in The Daily on need for Androgyny House centered around an awareness of how traditional male/female roles are dehumanizing and oppressive to society. Debate conducted in Daily editorials, op-eds and letters to the editor on new theme house. Synergy resident Richard Korry 77 comments, Theres not much support for alternative lifestyles these days Configuration Advisory Panel on Housing recommends the establishment of a theme house for studying sex roles (Androgyny); Columbae, Synergy and Jordan House considered for replacement

Theres not much support for alternative lifestyles these days.

2009

Atticus Lee 10 writes for The New York Times about the Synergy experience, describing the practice of consensus with the goal of attaining global harmony in house decision-making Photos (clockwise from top left): Synergy in 1986 (Courtesy of Lee Altenberg); Columbae co-founder David Josephson speaks with members of Synergy in 1982 (Courtesy of Lee Altenberg); Synergy resident plays guitar on the house porch in 2011 (Courtesy of Synergy Photo Pool). Words Marwa Farag Design Hiram Duran Alvarez

Satirical letter to the editor of The Daily suggests non-practicing episcopalian, macho, Latvian and theological engineering as possible theme houses in response to the trend toward more theme housing MARCH 2 Androgyny House replaces Jordan House, only to be replaced one year later by German theme house Haus Mitteleuropa

Please see COOP, page 5

4 N Wednesday, January 25, 2012

The Stanford Daily

OPINIONS
E DITORIAL

Restoring the prestige of teaching

Established 1892 Board of Directors Kathleen Chaykowski President and Editor in Chief Anna Schuessler Chief Operating Officer Sam Svoboda Vice President of Advertising Theodore L. Glasser Michael Londgren Robert Michitarian Nate Adams Tenzin Seldon Rich Jaroslovsky

AN INDEPENDENT NEWSPAPER
Managing Editors Nate Adams Deputy Editor Billy Gallagher & Margaret Rawson Managing Editors of News Miles Bennett-Smith Managing Editor of Sports Tyler Brown Managing Editor of Features Lauren Wilson Managing Editor of Intermission Mehmet Inonu Managing Editor of Photography Shane Savitsky Columns Editor Stephanie Weber Head Copy Editor Serenity Nguyen Head Graphics Editor Alex Alifimoff Web and Multimedia Editor Zach Zimmerman,Vivian Wong, Billy Gallagher, Kate Abbott & Caroline Caselli Staff Development

The Stanford Daily

Incorporated 1973 Tonights Desk Editors Kristian Bailey News Editor Caroline Caselli Sports Editor Marwa Farag Features Editor Luis Aguilar Photo Editor Matt Olson Copy Editor

sk the Stanford Class of 2012 what they plan to do next year, and you will receive many impressive responses. There are countless students aspiring to prestigious professions as doctors, lawyers and academics. There are those entering the hightech industries of software, programming and engineering. There are also those choosing to enter the arenas of business, consulting and investment banking. All of these fields are united in their high salaries and resultant prestige, and it is generally no surprise when another bright and high-achieving Stanford student chooses one of these career pathways. One answer you are less likely to hear is that of teacher, a profession that popular opinion does not quite equate with the others mentioned above. Unfortunately, the status afforded to elementary, middle and high school teachers is not very high, both on the Stanford campus as well as around the country. A recent University news article explores the differences between the Finnish school system and U.S. education, noting that teachers in Finland are compared to lawyers and doctors while teachers in the U.S. are perceived to be more on par with nurses and therapists, according to Finnish education expert Pasi Sahlberg. Other authors have also addressed the diminished prestige of teachers. Pulitzer prize-winning New York Times columnist Nicholas Kristof remarked in a March 2011 piece that, We should be elevating teachers, not throwing darts at them. At a time when the U.S. educational system is losing its competitive edge against the schools of other countries, it is lamentable that the choice to enter the teaching profession is not always highly regarded by students graduating from elite colleges. By the teaching profession, we do not mean temporary stints in education, such as those provided by Teach For America (TFA). Skeptics of the program remind us that participation in TFA does not indicate that students seek to be teachers; indeed, last year this Editorial Board highlighted the appeal of TFA as an organization that has turned education reform into a status symbol (Teach for Americas Rise Reveals Need for Options, March 9, 2011). Some

students certainly use TFA as a springboard to either professional schools or different career paths, but one should not generalize the motives of those well-intentioned students admitted to the TFA corps. A study published in October 2011 on Education Week finds that 60.5 percent of TFA teachers continue as public school teachers beyond their two-year commitment. Whether this means that TFA members take up a longterm career in teaching or merely one additional year past their twoyear TFA contract is unclear, but it suggests that they are not necessarily ending their tenure as teachers with their completion of TFA. Still, the popularity of temporary teaching fellowships does not address the root problem of low teacher status in U.S. society. Several means of addressing teachings lack of prestige have been proffered. Kristofs suggested solution, based upon findings of a McKinsey study, calls for an increase in teacher salaries. Sahlberg, referring to teaching qualifications in Finland, points out that candidates must complete a three-year masters degree before teaching. He notes that teachers in Finland are highly coveted, and primary school teaching positions are harder to obtain than entrance to medical school. All of these possibilities more selective admission to teaching positions, more stringent educational requirements for teachers and higher teacher salaries are essentially methods of elevating status.And for better or worse, this may be the most effective way to make the job more appealing to graduates of elite colleges such as Stanford. But if we want results that will not take their toll upon the current educational system, we cannot suddenly restrict admission to masters programs in education or increase the number of years in the program. The current nationwide shortage of qualified teachers renders these options incredibly damaging in the short-term. Nor can schools simply offer higher salaries without cutting costs elsewhere. More important is a shift in mindset, a shift that will hammer home the point to Stanford students that teaching is as noble a profession as any other and certainly one that is crucial at this Please see EDITORIAL, page 5

Contacting The Daily: Section editors can be reached at (650) 721-5815 from 7 p.m. to 12 a.m. The Advertising Department can be reached at (650) 721-5803, and the Classified Advertising Department can be reached at (650) 721-5801 during normal business hours. Send letters to the editor to eic@stanforddaily.com, op-eds to editorial@stanforddaily.com and photos or videos to multimedia@stanforddaily.com. Op-eds are capped at 700 words and letters are capped at 500 words.

JOBBERISH

Back to the futurist

Unsigned editorials in the space above represent the views of the editorial board of The Stanford Daily and do not necessarily reflect the opinions of the Daily staff. The editorial board consists of eight Stanford students led by a chairman and uninvolved in other sections of the paper. Any signed columns in the editorial space represent the views of their authors and do not necessarily represent the views of the entire editorial board. To contact the editorial board chair, e-mail editorial@stanforddaily.com. To submit an op-ed, limited to 700 words, e-mail opinions@stanforddaily.com. To submit a letter to the editor, limited to 500 words, e-mail eic@stanforddaily.com. All are published at the discretion of the editor.

here are many scary things in the world birds, small spaces, the thought of running out of Doritos but the scariest of all might be the future. And coming from me, thats really saying something, because I have a legitimate bird phobia. I think they are terrifying creatures (pigeons especially), and I strongly dislike them. But back to my point the fact of the matter is, the future can be scary. As a senior in college, my future has never been as unclear, and therefore as terrifying, as it is now. For most of my life, Ive pretty much known what was coming next. In kindergarten, it was first grade. In high school, there was college. But now, there are a million options, and as exciting as that is, its also just as scary. As Im sure Ive mentioned many times, I have no idea what I will be doing next year. Right now, it seems like my life is just going to drop off into some kind of a black hole come June, and thats not the most comforting thought. Most of us want to know what life has in store for us, and were not alone. Plenty of people dedicate their lives to knowing the future psychics, fortune-tellers but unfortunately (pun intended), most of these people cant actually see into the future. That is, with one exception: the futurist, which will be this weeks column topic. Im aware that a futurist sounds like a made-up job from a bad sci-fi movie, but its really not. Essentially, the job of a futurist is to analyze data from the present and past to form theories about the future of humanity (no big deal). As a futurist, you would work in a consulting role with companies or the government, helping them prepare for where the human race is headed. One of the great things about a career as a futurist is that because people want to know so many different things about the future, you can focus on almost anything, from population issues and human health to economics and climatechange policy. Anything with potential impact on humanity is fair game. Your job would be to identify the future problems in whatever field youre interested in and sug-

gest ways for humans, companies or the government to adapt that will prevent those problems from arising. This isnt some crystal-ballholding, tarot-card-reading gig its a highly academic discipline. Theres a Twitter account and everything. But in all seriousness, a career as a futurist is both intellectually stimulating and demanding. This means you will need at least an undergraduate degree in a relevant field, and certain concentrations will require even more schooling, such as economics and health-related issues. Given the nature of the job youll be doing, a good futurist will be someone who enjoys creative problem-solving, recognizing patterns in data and seeing both the big and little pictures. Also, some interest in the future of humanity could be considered a bonus. In the end, though, its worth it. Not only will you be making a sixfigure salary within your first few years as a futurist, but you will also be applying all that academic knowledge youve acquired over your years here at Stanford to reallife problems. Its no wonder the field of future-consulting has exploded recently, with literally dozens of future-consulting firms in the United States alone, not to mention several in Europe. This means that if you see yourself as a

Amanda Ach

As a senior in college, my future has never been as unclear,or as terrifying,as it is now.

future futurist (I couldnt help myself), you will have the luxury of choosing not only your focus area but where you want to live as well. Ultimately, being a futurist isnt so much a job title as it is a way of turning an academic interest into a successful career. With the salary and flexibility, not to mention the fields unique growth in this economy, its a great path to pursue. Lastly and this is just a tiny little insignificant side note youll be helping to ensure the future of our species. Want to be a part of Amandas future? Let her know at aach@stanford.edu.

ON THE MARGINS, BETWEEN THE LINES

Combating racism by recognizing privilege

ast Monday was Martin Luther King Jr. Day, a day that never fails to highlight how little progress we have made on racial inequality since the 1960s. Although this is troubling, its hard to know what one person can to do to change things. In some ways, as a white person, its doubly hard for me to figure out how to effect change on this issue because, although I might see racism directed towards my friends, its not something I really experience myself. However, I still recognize that its a problem and, along with a whole number of other isms, its an issue on which I would rather be part of the solution. Over the last few years, Ive become aware of a different way to frame the discussion about racism, one that I have found helpful. This approach situates the white experience fully within the issue and in relation to the experiences of others, giving me a new way to understand both my relationship with racism and the role and responsibility I have in combating it.

This reframing focuses on the idea of understanding ones privilege. Privilege is the acknowledgement that some groups of people get rights and advantages given to them while others are denied the same rights and advantages. These benefits, especially when talking about issues such as race, are unearned, because no one chooses what racial group they are born into. Examples of white privilege might include being perceived by some as more competent and hardworking than people of most other races and the assumption that your admission to college is based on your qualifications instead of the need to fill an affirmative action quota. Although I am discussing this in terms of race, this concept applies to a number of issues such as gender, sexual orientation, age, economic status, educational background, gender expression, physical ability and citizenship status. Your level of privilege is not always simple; it may depend on the context, and your privi-

leges in different categories may intersect in nuanced ways. You may be black and thus unprivileged racially or be heterosexual and thus privileged with regard to sexual orientation. Most people belong to some groups with high privilege and some with low. This does not mean that they cancel each other out; rather, they are facets of an identity to be aware of that intersect and shape the ways in which you are able to move through society. You are probably barely aware of the ways in which your areas of privilege benefit you, because privilege often makes itself invisible to those who have it (on the other hand, it is generally easy to recognize the privilege of others.) If your privilege is in terms of race, part of this is because being white in America is too often considered to be the neutral and universal American experience, when in many ways our society makes it a position of power. This leads to ideas such as white people not having a culture and the ability of whites to

deny the fact that people of different races may not share their experience. Consciously making the effort to recognize privilege and understand how it shapes your life (and the lives of those around you) allows you to combat these invisible assumptions that help to maintain the racial hierarchy that we live in. Recognizing that you are privileged means, in part, becoming aware that your lived experience is not a baseline normality; it is one of heightened advantage. Knowing that we live our lives within a structure of racism refutes the idea that when people of racial privilege do well it is solely because of their personal effort, and also refutes the notion that when people of color do not do as well it is because they didnt try hard enough. And yes, acknowledging your privilege is a hard thing to do. Its hard to admit that in the United States, a country that places so much emphasis on hard work and individuality, structural racism

Jamie Solomon
may have played a greater role in determining where you are in life than your own effort. We all want to believe that we have earned the opportunities weve had. This is why discussions about privilege often inspire guilt or defensiveness; however, recognizing privilege is not about blame. Just as someone born into low privilege did not choose it, neither did someone born into high privilege. But denying and ignoring your own privilege only means that you are further allowing the system of inequality to disenfranchise others. So dont pretend it doesnt exist; instead, acknowledge and embrace the fact that you understand you have privilege. Then it becomes a tool, helping you own your role in combating racism and increasing your ability to play a part in dismantling the racist hierarchy in which we live. Continue the discussion with Jamie at jamiesol@stanford.edu.

The Stanford Daily

Wednesday, January 25, 2012 N 5

EDITORIAL
Continued from page 4 point in time. Reminders from professors to consider teaching as a career; events to showcase the importance of teachers in society these are just some possibilities. Those students pursuing degrees at such programs as STEP, offered

by the Stanford School of Education, should be no less proud than their peers of their interest in a teaching career.And for those students who would raise a questioning eyebrow at a peer who aspires to be a high school teacher this is the attitude holding back the US educational system. The change must begin now, and it certainly must begin at the level of elite institutions such as Stanford.

COOP

Continued from page 3

University to find another such community elsewhere, he said. Today, Columbae and its fellow cooperatives still stand. On an average evening in Heinls Hammarskjld House, student chefs bustle out of the kitchen with

trays of hot food. As an aproned cook announces the menu, students waiting to eat cut conversations short. After the meal begins, the room bursts into applause, speaking to co-op community members devotion to preserving the alternative lifestyle and sense of community that first thrived at Stanford in the 1970s. Contact Chris Frederick at cfred@stanford.edu.

6 N Wednesday, January 25, 2012

SPORTS
Miles

The Stanford Daily

SPORTS BRIEF
Stanford softball opens season as top-10 team
Three weeks before the start of the season, the Stanford softball team earned the No. 9 ranking in the National Coaches Association preseason poll and the No. 10 slot in the ESPN.com/USA Softball Top 25, it was announced on Tuesday. Led by 2011 USA Softball Collegiate Player of the Year Ashley Hansen, the Cardinal has 11 letter-winners returning from last years squad that finished 42-17 and was one win away from a berth in the Womens College World Series. A trio of juniors who were NFCA First Team All-West Region and All-Pac-10 selections last season will look to push Stanford over the top in John Rittmans 16th season as head coach. It wont be easy in a loaded Pac-12. Seven of the conferences nine teams are in the top 15 in the rankings, headlined by defending national champion and near-unanimous No. 1 Arizona State. Rival California comes in at No. 3, with No. 8 Arizona, No. 11 Oregon, No. 13 UCLA and No. 14 Washington the other conference squads expected to contend with the Card. Stanford will get plenty of opportunities to test itself against the countrys top competition, opening the season at the Kajikawa Classic on Feb. 10 and setting up a potential top-10 showdown with No. 5 Oklahoma at the Cathedral City Classic two weeks later on Feb. 24.

Bennett-Smith
Jacoby is my Homeboy

Andrew, please dont go

IAN GARCIA-DOTY/The Stanford Daily

The Stanford mens basketball team had a discouraging weekend in Washington, falling to both schools in double-digit losses. The Cardinal will look to harness its strong defense and rebound this weekend when it takes on cross-bay rival and conference frontrunner California.

PEAKS AND VALLEYS

RECENT LOSSES IN OREGON, WASHINGTON RAISE QUESTIONS
By JACOB JAFFE
DESK EDITOR

t feels more and more like young people today are losing touch with reality. Well, maybe not reality, but we are more and more reliant on the virtual world to communicate and find our news and gossip. Take, for instance, this message I received from one of my roommates earlier this afternoon: Hey bro, did u c prince 2 D-troit? Ur Sox r in trouble lol. This wasnt just a text message, but rather an instant message he sent while Skyping me. While we were on the phone. And he was in his room next door. Like I said, we are losing touch with the physical world. Which is why every week I take a few moments to sit down and put pen to paper with a letter to an athlete I admire, but who I hope will listen to some words of wisdom. The following is what I came up with for this week: Dear Andrew . . . As I write this letter, I am simultaneously watching highlights of these past few glorious seasons on the Farm. There is the strike you threw to Doug Baldwin while being pulled to the ground, followed by the one-handed take-your-breathaway grab you made against UCLA. Who could forget the 51yard touchdown scamper against Washington and 52-yarder against Wake Forest? Ah, there are my personal favorites the absolute beat-downs you handed Cals Sean Cattouse and USCs Shareece Wright (accompanied by a great call from the broadcast team). And of course there are several

Stanfords Ogwumike and Thacher nab Pac-12 Player of the Week awards
On the heels of a pair of impressive weekend performances, womens basketball sophomore forward Chiney Ogwumike joined mens tennis senior Ryan Thacher as Bank of the West Pac-12 Players of the Week in their respective sports. It was the second consecutive honor for Ogwumike, who averaged 17 points and 11.5 rebounds in Stanfords home sweep of the Washington schools over the weekend. She also shot a remarkably efficient 68.4 percent from the field while piling up her seventh and eighth double-doubles on the season for the No. 4 Cardinal. Thacher stepped up big on a different court for Stanford, playing just his second career match at the No. 1 spot for the mens tennis team with two-time All-American Bradley Klahn unavailable due to injury. But the Studio City, Calif. native rallied from a first-set deficit against Japie De Klerk to clinch Stanfords tight 4-3 victory over No. 23 Tulsa on Friday afternoon. And he followed that up with a nice win over Jose Hernandez as the No. 6 Cardinal sent No. 20 North Carolina packing on Saturday.
Miles Bennett-Smith

SIMON WARBY/The Stanford Daily

Please see B-SMITH, page 7

The softball team will enter the season at No. 9 and 10, per the National Coaches Association and ESPN.com/USA Softball Top 25 preseason polls, respectively.

After a 15-3 start, the Stanford mens basketball team appeared to have stepped up into the top tier of the Pac-12, and all signs pointed toward a fight to make the NCAA Tournament. Two games later, and there are suddenly questions of whether the Cardinal has even improved very much since head coach Johnny Dawkins first year on the Farm. That may be a bit of an overreaction, but a come-from-ahead, double-digit loss to mediocre Washington State and an uncompetitive beat down by Washington dont inspire very much confidence. Of course, the 15 wins so far are already as many as the team had last year and more than in 0910, but success in major college basketball is measured by postseason success. And so far, Dawkins has led Stanford to one postseason tournament the lowly CBI three years ago and lost to a conference foe that year. The quick start this year has given Stanford fans hope of making it back to the Big Dance, and that

hope is certainly still there. But the teams struggles in the Evergreen State are worrisome for those chances. For much of the season, the Cardinals calling cards have been defense and rebounding. Against foes from the Pacific Northwest, however, those have been flaws instead of strengths. Case in point: in the 16 games against teams outside Oregon and Washington, the Cardinal allowed 72 points or fewer in every game and outrebounded its opponent in every game but one. Not surprisingly, Stanfords record in those 16 games is 14-2. In Stanfords four contests against Oregon, Oregon State, Washington State and Washington, though, the Cardinal has allowed more than 72 points in every game and has failed to outrebound any of its four opponents. Stanfords record in those four games: 1-3, with the one win coming in quadruple overtime. All this is not to say that the problem is confined to those particular teams. The other trait that those four games share is that all four were on the road, and this

Please see MBBALL, page 7

Q&A

Catching up with Chasson Randle

CAROLINE CASELLI
DESK EDITOR

Chasson Randle, the Class of 2015s lone mens basketball recruit, has comfortably settled into his starting role on the Pac-12 stage. This past summer, the 6foot-1 guard from Rock Island, Ill., received numerous accolades from opposing teams coaches on the squads trip to Spain, and he has been an integral part of the Cardinals 15-5 start. Statistically he has made an instant impact: he currently averages the second-most minutes on the team (30.1 per game, close behind sophomore Aaron Bright with 30.2), leads the team in steals (23), ranks second-best, again to Bright, in both assists (44) and three-pointers made (39) and has taken more shots than any of his teammates (190). In the teams Jan. 7 quadruple-overtime 103-

101 win over Oregon State, Randle was unstoppable; he led all players on the floor with 24 points, including the first five points in the fourth overtime and the game-clinching points with 37 seconds remaining. Randle, a soft-spoken leader, recently sat down with The Stanford Daily to discuss his experiences donning a Cardinal jersey thus far. The Stanford Daily (TSD): What drew you to Stanford over schools closer to home? Chasson Randle (CR): Really I felt that I could get the best of both worlds, both academically and on the basketball court. And I have an opportunity to do something special here as far as basketball goes.

Please see RANDLE, page 8

The Stanford Daily

Wednesday, January 25, 2012 N 7

Cardinal gets to play five games against those teams in its final 10 games, so winning the conference is fully in Stanfords control. And even as bad as the Pac12 has been, the team that wins the regular-season title particularly if its conference record is around 13-5 or 14-4 will almost definitely make the NCAA Tournament in March. Stanford has shown flashes of the ability necessary to win the conference, and its schedule going forward sets up well for a run at the Pac-12 title. In order to have any shot at doing so and making the first major postseason tournament in the Dawkins era, though, the Cardinal desperately needs to become more consistent, particularly on the road. Stanford will get its toughest road test of the year on Sunday, and the teams performance against Cal will be very telling about its postseason chances. Contact Jacob Jaffe at jwjaffe@ stanford.edu.

MBBALL

Continued from page 6

could be the biggest issue. In six road games, Stanford is 3-3, but only one of those wins came against a team with an RPI above 280 (the quadruple-overtime win over OSU). This is particularly notable because the Cardinals next game comes on the road against the likely favorite to win the conference: Cal. The Golden Bears are 13-0 at Haas Pavilion, and Stanford has lost its last three games there by a combined 52 points. With how bad the Pac-12 is this year, the Cardinal cannot afford a poor showing against the conferences current top dog. On the positive side, Stanford sits just a game out of first place in the Pac-12 and has ample opportunity to move up in the standings. Six teams have two or three conference losses, and the

B-SMITH
Continued from page 6
minutes devoted to the masterpiece you painted against Oregon in the 2009 upset and the surgical precision with which you dissected Virginia Techs vaunted defense in the Orange Bowl. That leaves out the incredible comeback you led against USC moments after being picked off, leaving hordes of distraught Stanford fans worried they would once more have to suffer the wrath of the most obnoxious fans and fight song in the land. But enough of singing your praises, because you have plenty of people to do that in the months leading up to your coronation as the NFLs No. 1 pick in April Phil Simms insanity notwithstanding. Actually, thats kind of why Im writing to you, Austen (note how my personal relationship allows me to call you by your uniquely spelled middle name.) I want you to shock the world, make a terrible business decision and suit up a few more times for the Cardinal. I realize that this is, in fact, impossible. You hired an agent, passed the deadline for withdrawing from the draft and by all accounts are knee-deep in workouts to show people why Heisman voters certainly did not pick the better NFL quarterback prospect. But there is so much more work to be done on this campus,Andrew! I am afraid of what the future holds in store for Stanford football. Definitely not next season, when I believe Barry Sanders Jr. and Stepfan Taylor will lead the Cardinals stable of running backs, and a hungry Shayne Skov will leave his mark on players and the program. That should also keep the ball rolling for 2013, when I expect big things from Brett Nottingham. Seriously. And I dont even think there will be an exodus of fans from the games just because there is no No. 12 running around making plays with a beehive on his neck. No, I am afraid because I fear that the greatness of the past three years of Stanford football will fade into obscurity with all the great

things going on at this campus in any one moment. Surrounded by Nobel Prize winners, and amongst the multitude of NCAA championships because of the quantity of quality athletes that bike these streets, Stanford football had a chance to stick it to the SEC, the East Coast haters and the ignorant citizens all across the country who do not realize that Stanford is not just a place for nerds. Sure, #Revengeofthenerds is a great sign to show off on College GameDay, but it feels like we were just one or two wins away from spawning the type of freshmen that flock to USC. We will rarely have the kind of players that normally suit up for Troy or LSU or Alabama. But that is because we do not want them. They would not get in. But I was hoping that a BCS Championship or at least another BCS bowl game win would finish off the job that Harbaugh began cultivating and that you and your crew took to heart in just a few short years on the Farm: make Stanford a perennial power in the most popular college sport in the country. I applaud David Shaw for the job he has done in out-recruiting Harbaugh and setting Stanford on a solid track to try to continue the winning ways of these last seasons. However, I had even bigger dreams for us. Call me Don Quixote, but I dreamt of a campus actually enthralled with college football from September through January. A campus that was able to pack not only the USC and Oregon games but also the San Jose State and Washington State games staying until the final whistle. Which is why I want you to avoid the Colts and all that insanity and sue the NCAA to regain your final year of eligibility. Sure, it didnt work out for Maurice Clarett, but youre a whole lot smarter. Wouldnt it feel good to hoist up that crystal trophy in Miami next January and finally put a Heisman on your mantle? But hey, what do I know? Well, Miles may not know much, but he has the freaking Ink Bowl MVP trophy on his mantel. Email him at milesbs@stanford.edu and check him out on Twitter @smilesbsmith.

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8 N Wednesday, January 25, 2012

The Stanford Daily

RANDLE

Continued from page 6

TSD: What do you mean by something special? CR: Like win championships Pac-12 championships. And make the Tournament and go far. TSD: The team hasnt gone to the NCAA Tournament in four years. What would a Tournament berth mean to you, as a freshman, and to the program as a whole? CR: First of all, I think it would be a great accomplishment for the program, starting up a legacy that we want to build here again. And as a freshman, it would mean a lot because hopefully I can go all four years that Im here and do something special while Im here. TSD: Before the school year had even started, you went to Spain with the team. Can you talk about the entire Spain trip experience? CR: It was a great learning experience, playing against grown men over there they were all in their late twenties and early thirties. Its very physical over there. And also getting a chance to play with these guys, my teammates, and kind of learning how they play and learning about the coaches and how they coach, really becoming acclimated with everything as far as the basketball thing goes. TSD: Was it lonely being the only freshman? CR: During the summer it was a little bit. But my teammates all have helped me out, like Anthony [Brown] and those guys, theyre like my big brothers. TSD: Now that youre well into the conference season, what would you say has been the biggest difference between high school basketball and Pac-12 basketball? CR: Id say everyone is a lot quicker from the big players, the fours and the fives, to the guards everyones a lot quicker. And you have to think about the game a lot more at this level. TSD: Youre the only freshman in the rotation right now, but you are getting the second-most minutes on the team and lead the team in shot attempts. How are you balancing being a freshman with being a team leader already? CR: I feel like a leader, but really, Im just trying to help my team out as best as I can, and grow as a player and person while Im doing it. Its been a great experience so far, and

my teammates are finding me in the right spots, and Im able to get shots off. And then, as far as the minutes go, Im just thankful that my coaches believe in me, and so do my players. TSD: What is Coach Dawkins instructing you to do when you get open looks? CR: Hes not really telling me what to do hes just telling me to stay aggressive whenever Im out there on the floor, just look to make plays, to help either myself or my teammates on both ends of the floor. TSD: A couple of weeks ago, your team won a crazy four-overtime game at Oregon State, and you led everyone in scoring. Whats it like to play in a game like that and to come away with the win? CR: Well, it was my first time in a four-overtime game. The atmosphere was crazy up there. It was very intense. Honestly, I felt like I could have kept playing. I wasnt really tired. You just get caught up in the moment. But it was just a great game and to come out with the win, it means a lot for our team, and it showed that we have a lot of heart and character to stick things out when things get tough especially on the road. TSD: How are road games? CR: [Laughs.] A lot more challenging than home games, I can tell you that.The other crowd, they get into it, the away team. A lot of [personal attacks], things like that. You have to be focused. TSD: Up to this point, the team has struggled with turnovers and free throws. How do you see that turning around as the season progresses? CR: Really, weve been working on that in practice a lot, and really just trying to correct that as best as we can. I think well start seeing better results as we keep playing games. TSD:What has been the highlight of your freshman experience thus far? CR: Where should I start? Its all been a great experience so far, but I have to say the first game that I played was a big moment for me, you know, starting as a freshman. And the game we played against Oregon State, just going into four overtimes, and the way everyone played, it was great for our team, and hopefully we can just build on that and keep playing good basketball. TSD: Well, thanks for sitting down with me. CR: No problem . . . thanks for talking to me. Contact Caroline Caselli at carolinecaselli@stanford.edu.