Jacob Nichols

Ms. Cook

Comp 01

September 09, 2017

Should private schools be able to compete against public schools in athletics? An Annotated

Bibliography

Cacabelos, K. (2009). High School Sports: Private vs. Public. Retrieved from

//www.http://bleacherreport.com/articles/113694-high-school-sports-private-vs-public

This article gives an informative look into the debate of whether Private schools have any

athletic advantages over Public schools. By using a league that of 14 of the teams competing in

it 6 are private(Cacabelos, 2009) and it looks into past success for every team in the league to

see if there's any one team is shining above the rest. This article is very well written and

informed me on things I did not even know about. This source is credible because they used only

facts and history to back up their conclusion and not opinions like many other sources. I will use

this source to shed some light on the balance of competitiveness in high school sports today. This

article provides my project with information by someone who attended private schools when he

was younger which allows me to get the info from people that went to both public and private

schools.

James, John T. (2007). Catholic Education: A Journal of Inquiry and Practice. v10 n4 pp.409-432. 24

This article gives a thorough look into the possible effectiveness of the modifier and what states

are implementing it. It also talks about the lack of support for this system in many states and how

some states have went at this issue in very unique ways. From reading this you will also see that
 it speaks about where this system came to be what all states were the first to try to create a more

competitive athletic field for everyone. Further, I believe that this article is well written and

informative and helped me shape my writing. This source is credible because it is a peer

reviewed source so that was look at by others and all of the things John spoke about in this have

been checked and fact checked. The source relates to my topic because it is discussing what

should be done to keep balance in high school athletics. This provides a easy to understand

explanation of what the modifier many states are using and whether or not it works.

According to the student survey by J.S. Nichols. August 31st, 2017.

https://docs.google.com/forms/d/e/1FAIpQLSdKas5PYXFaLiPpa_HUecJcxNue38zcJEjKUJhViyHMWN5t

OA/viewform?usp=sf_link

My survey expresses how people feel about the Public Vs. Private issue and allows them to

explain why they feel one way or another through a short answer response. Those that fill out my

survey will be able to give me an idea of how individuals from my own community and allows

people to express their thoughts on this subject. I believe the quality of my survey to be reliable

and unbiased. This source is credible because a variety of people were asked anonymously

without any outside influence swaying their opinions. This source provides the ideals of others

without making my argument one sided which helps my topic reach a much bigger picture and

see the ideals of each side. This relates to my topic because it is asking others whether they want

to see change or not in our high school athletics. Im going to use this source as a way to gauge

the thoughts of my fellow students and community.

Patsko, S. (2014). Compilation of how all 50 states handle competitive balance. Retrieved from http://

www.highschoolsports.cleveland.com/news/article/-4000324031846785879/ohsaas-competitive-

balance-referendum-the-latest-round-in-a-national-fight-between-public-and-private-schools

The author presents an overview of what Ohio is doing for competitive balance changes along

with what all of the other 49 states are doing if anything. From reading this you will see that

Ohio is voting to possibly implicate a multiplier for private schools like many other states. A

multiplier is a system in which each individual student counts as 1.25 instead of 1 which causes

private schools to play at a higher classification or division. It also goes on to talk about how

Alabama was the first state to add a multiplier in 1999(Patsko, 2014). Out of the 50 states 19

of them have no multiplier in place and have no plan for the future on competitive balance. This

is a helpful source because it gives a review of the efforts made by other states to create balance

in high school athletics. Furthermore, this source is credible because it is valid and well

researched by a respectable publisher. Im going to use this source to show what all 50 states are

doing for this same subject to give a broader outlook on the ongoing debate.

Timmerman Jeremy. Bill would result in problems.Aiken Standard (SC). (2012). 2W63225014309.

This article speaks about a possible bill allowing homeschool kids to play athletics for a high

school that has the sport they are wanting to play. The problem that the author discusses is the

fact that kids are using this, home-schooling angle to their advantage and create a super-team

that practices all day at home during "classes"(Timmerman, 2012, p.1). The quality of this

subject is well done and shows that Public schools have their fair share of recruiting under the

books also which is important to see also. This source is credible because it was reviewed by a

respected publisher in Aiken Standard. This source relates to my topic because it shows that
Private schools are not the bad guys in this subject and this article shows what both sides are

doing that to this point and time is against the rules. I will use this source to back up private

schools in many arguments about why they should have to play at a higher classification in

athletics. It provides my project with an even footing for each type of school.

Rubric rating submitted on: 9/8/2017, 11:31:34 AM by danielle.cook@redstreaks.org

3 = Demonstrated 2 = Attempted to 1 = Attempted to 0 = No attempt
demonstrate, but a demonstrate, but made
couple errors exist multiple errors exist

Annotations: All annotations All annotations All annotations All annotations

Summaries (1) include objective include objective include objective include objective
3 = Demonstrated summaries summaries summaries summaries

Annotations: All annotations All annotations All annotations All annotations

Summaries (2) include objective include objective include objective include objective
3 = Demonstrated summaries summaries summaries summaries

Annotations: Clear explanation of Clear explanation of Clear explanation of Clear explanation of

Explanation (1) how the source is how the source is how the source is how the source is
3 = Demonstrated relevant and useful relevant and useful relevant and useful relevant and useful

Annotations: Clear explanation of Clear explanation of Clear explanation of Clear explanation of

Explanation (2) how the source is how the source is how the source is how the source is
3 = Demonstrated relevant and useful relevant and useful relevant and useful relevant and useful

Annotations: Clarity Annotation Annotation Annotation Annotation

3 = Demonstrated information is information is information is information is
logically and clearly logically and clearly logically and clearly logically and clearly
written written written written

Annotations: All resources are All resources are All resources are All resources are
Attempt annotated annotated annotated annotated
3 = Demonstrated

Bibliography/Works
Cited (1) All resources are All resources are All resources are All resources are
1 = Attempted to correctly cited in correctly cited in correctly cited in correctly cited in
demonstrate, but MLA or APA MLA or APA MLA or APA MLA or APA
multiple errors exist format format format format
 Bibliography/Works
Cited (2) All resources are All resources are All resources are All resources are
1 = Attempted to correctly cited in correctly cited in correctly cited in correctly cited in
demonstrate, but MLA or APA MLA or APA MLA or APA MLA or APA
multiple errors exist format format format format

Content Knowledge: Information Information Information Information

Knowledge provides reader provides reader provides reader provides reader
3 = Demonstrated essential knowledge essential knowledge essential knowledge essential knowledge
of the topic of the topic of the topic of the topic

Content Knowledge: Use of content area Use of content area Use of content area Use of content area
Word Choice vocabulary is vocabulary is vocabulary is vocabulary is
3 = Demonstrated consistently precise consistently precise consistently precise consistently precise
and accurate and accurate and accurate and accurate

Sources: Variety Cited sources Cited sources Cited sources Cited sources
3 = Demonstrated represent various represent various represent various represent various
genres (ex. genres (ex. genres (ex. genres (ex.
literature, scholarly literature, scholarly literature, scholarly literature, scholarly
journal, journal, journal, journal,
encyclopedia, news encyclopedia, news encyclopedia, news encyclopedia, news
article, etc) article, etc) article, etc) article, etc)

Sources: Credibility All cited sources All cited sources All cited sources All cited sources
3 = Demonstrated come from come from come from come from
authoritative authoritative authoritative authoritative
resources resources resources resources

Sources: All resources are All resources are All resources are All resources are
Appropriateness appropriate for appropriate for appropriate for appropriate for
3 = Demonstrated target audience target audience target audience target audience

Quantity of Sources Document cites the Document cites the Document cites the Document cites the
3 = Demonstrated number of sources number of sources number of sources number of sources
outlined in the outlined in the outlined in the outlined in the
assignment assignment assignment assignment

Quality of Sources All sources cited can All sources cited can All sources cited can All sources cited can
3 = Demonstrated be considered be considered be considered be considered
reliable and/or reliable and/or reliable and/or reliable and/or
trustworthy trustworthy trustworthy trustworthy

Comments:
Total: 41/45

Format the citations in alphabetical order. The first couple citations are written correctly, but
then there are errors in the ones after them. Be careful that you are formatting them correctly.
Each annotation thoroughly explains each source, how it is credible, and how you plan to use it.
Good job finding a variety of sources on the subject.
Rubric rating submitted on: 9/20/2017, 9:18:38 AM by danielle.cook@redstreaks.org
3 = Demonstrated 2 = Attempted to 1 = Attempted to 0 = No attempt
demonstrate, but a demonstrate, but made
couple errors exist multiple errors exist

Annotations: All annotations All annotations All annotations All annotations

Summaries (1) include objective include objective include objective include objective
3 = Demonstrated summaries summaries summaries summaries

Annotations: All annotations All annotations All annotations All annotations

Summaries (2) include objective include objective include objective include objective
3 = Demonstrated summaries summaries summaries summaries

Annotations: Clear explanation of Clear explanation of Clear explanation of Clear explanation of

Explanation (1) how the source is how the source is how the source is how the source is
3 = Demonstrated relevant and useful relevant and useful relevant and useful relevant and useful

Annotations: Clear explanation of Clear explanation of Clear explanation of Clear explanation of

Explanation (2) how the source is how the source is how the source is how the source is
3 = Demonstrated relevant and useful relevant and useful relevant and useful relevant and useful

Annotations: Clarity Annotation Annotation Annotation Annotation

3 = Demonstrated information is information is information is information is
logically and clearly logically and clearly logically and clearly logically and clearly
written written written written

Annotations: All resources are All resources are All resources are All resources are
Attempt annotated annotated annotated annotated
3 = Demonstrated

Bibliography/Works
Cited (1) All resources are All resources are All resources are All resources are
3 = Demonstrated correctly cited in correctly cited in correctly cited in correctly cited in
MLA or APA MLA or APA MLA or APA MLA or APA
format format format format

Bibliography/Works
Cited (2) All resources are All resources are All resources are All resources are
3 = Demonstrated correctly cited in correctly cited in correctly cited in correctly cited in
MLA or APA MLA or APA MLA or APA MLA or APA
 format format format format

Content Knowledge: Information Information Information Information

Knowledge provides reader provides reader provides reader provides reader
3 = Demonstrated essential knowledge essential knowledge essential knowledge essential knowledge
of the topic of the topic of the topic of the topic

Content Knowledge: Use of content area Use of content area Use of content area Use of content area
Word Choice vocabulary is vocabulary is vocabulary is vocabulary is
3 = Demonstrated consistently precise consistently precise consistently precise consistently precise
and accurate and accurate and accurate and accurate

Sources: Variety Cited sources Cited sources Cited sources Cited sources
3 = Demonstrated represent various represent various represent various represent various
genres (ex. genres (ex. genres (ex. genres (ex.
literature, scholarly literature, scholarly literature, scholarly literature, scholarly
journal, journal, journal, journal,
encyclopedia, news encyclopedia, news encyclopedia, news encyclopedia, news
article, etc) article, etc) article, etc) article, etc)

Sources: Credibility All cited sources All cited sources All cited sources All cited sources
3 = Demonstrated come from come from come from come from
authoritative authoritative authoritative authoritative
resources resources resources resources

Sources: All resources are All resources are All resources are All resources are
Appropriateness appropriate for appropriate for appropriate for appropriate for
3 = Demonstrated target audience target audience target audience target audience

Quantity of Sources Document cites the Document cites the Document cites the Document cites the
3 = Demonstrated number of sources number of sources number of sources number of sources
outlined in the outlined in the outlined in the outlined in the
assignment assignment assignment assignment

Quality of Sources All sources cited can All sources cited can All sources cited can All sources cited can
3 = Demonstrated be considered be considered be considered be considered
reliable and/or reliable and/or reliable and/or reliable and/or
trustworthy trustworthy trustworthy trustworthy

Comments:
Total: 45/45