By Harrison Taylor, Staff Writer
Every day between the hours of seven and nine, my 16-year-old brother practices his extra craft: playing varsity football for his school. He plays because he loves the sport. The activity provides him structure, balance, and, most importantly, something to do.
I can remember when he first started playing when he was in fifth grade. A nosy family member asked one day after his practice, “Why do you spend all this time on this? What’s the point?”
Another relative replied, “Well, you must start somewhere.”
While his school, Cuthbertson High School, has dozens of sports and activities, another school in the same county, Monroe High School (A school located in a poorer part of the county), doesn’t even have a baseball field. Students who play must share a field with another school nearby.
While sports at Monroe are bound and plentiful, some may be cancelled due to no adult volunteer to coach the team. Compared with other schools in the area, Monroe has an average of 25 percent less athletic opportunities than the top three schools in Union County.
The lack of funding schools like Monroe receive for athletics and extracurriculars is no secret. According to Union County Public School’s 2017 Individual School Financial Statements, Cuthbertson had a receipt of $212,944 for their athletic programs, while Monroe had a significantly less receipt of $159,286 for their programs.
When a school has less funding for sports, what happens to kids in places like Monroe? Students are left without equipment, volunteers, and without an activity. Activities can be essential in an adolescent or child’s development and can even predict whether that child is going to graduate high school or go to college.
This point is discussed heavily in Robert Putnam’s book, Our Kids: The American Dream in Crisis. Putnam’s research points to the impact sports and activities have for developing social skills, a child’s community involvement, and even their future economic success.
Putnam argues that important adult mentors from outside a child’s family come directly from sports, as these ‘have nots’–which Putnam defines as kids who come from lower income areas that struggle with providing extracurriculars–can be excluded from experiences that kids at more wealthy schools are given on an almost daily basis.
My brother gets to play football just by participating in a local fundraiser and paying for his jersey. This may not be the same for the students at Monroe High School. What are the consequences of such experiences for these students? When a kid wants to play lacrosse and is simply told, “We don’t have a coach or the money.”
A few weeks ago, teachers from around the state of North Carolina gathered in Raleigh to demand more funding for education. Last week, Governor Roy Cooper vetoed the state budget due to small proposed increases education saw in this budget. Just two days ago, the NC General Assembly voted to override his veto as the new budget passed.
But, there is still time to talk about what goes into a future state budget. Just as teachers have become fed up with being underpaid and underappreciated, perhaps this is an opportunity to look at those who have been underfunded and overlooked.
Our state budget shouldn’t just increase teacher pay and funding for their curriculum. The budget should go beyond the classroom and allow the kids who want to play to do so.
This would increase graduation rates, get kids in poor areas off the streets, and allow talented student athletes to shine regardless of their location. Putnam’s ‘have nots’ can have a lot if we choose to help them.
The kids in Monroe deserve a fighting chance. North Carolina should fund all K-12 sports for the same reason they should buy more textbooks: You must start somewhere.
Edited by: Rachael Robinson