By Noah Peters

Senioritis: A Tale as Old as Time

With the first semester complete and college applications submitted, the Gilman Class of 2024, along with high school seniors across the nation, have the duration of the school year to decompress and soak in the last portion of their high school careers. Seemingly liberated from the constraints of completing schoolwork, students have the opportunity to spend more time hanging out with friends, engaging in extracurricular activities, or basking in the sun.

While the second semester of a Gilman student’s senior year provides some truly unique opportunities, all the emphasis on extracurricular life may result in students’ grades taking a back seat. Jameson Maumenee ‘24 spoke for many stating he’d like to “tie a bow” on his Gilman career by dedicating more time to the Spring musical and building on his current friendships. Chase Pitruzzella ‘24, after declaring that his main second-semester goal was to earn an ROTC scholarship, acknowledged the fact that his “GPA may suffer to some degree.” This situation was not unique to Pitruzzella but rather widespread among seniors. 

When asked in a survey to rate the value they placed on grades during the first semester on a scale of one through five, well over 75% of senior respondents selected either a four or five, viewing grades they were earning as “important” or “very important.” However, when asked to consider how much they cared about grades during the second semester on the same scale, more than half of the same respondents selected either a one or two, viewing grades as of little or no importance. Meanwhile, zero of the 47 senior respondents saw their second-semester grades as “very important.” 

This reduced emphasis on maintaining a strong GPA takes a toll on how students approach (or avoid) assignments. Tyler Axilbund ‘24 admitted that an English teacher, while critiquing his lack of effort on a paper, commented, “This conclusion was clearly written by a second-semester senior.” Motivation also dwindles for the Class of 2024 within the STEM curriculum; a Gilman math teacher had to remind a class that “second-semester homework is not optional for seniors.” 

However, the class of 2024 does not seem to be as responsive to teachers’ expectations. Axilbund shared a popular view upon stating that his principal goal for this semester was merely to “survive academically.” When asked to expand on this notion, Axilbund explained that it was all about “putting forth as minimal effort while maintaining a GPA somewhat in the range of previous years.”

On the other hand, some teachers don’t notice too much of a downward trend in senior effort during the second semester. When asked about this phenomenon, Matt Baum ‘93 stated that he has consistently observed a “very slight” reduction in the effort that was “not nearly as much as people make it out to be” in his U.S. History Since 1960 senior elective. Additionally, Baum pointed out that “Spring is full of distractions for all grades.”  While they may suffer from the phenomenon to a greater extent, dissipating motivation during the later months of the school year is not unique to seniors.

Nonetheless, GPAs are subject to fall more than some students previously anticipated, leading many seniors to wonder “how far they can push it” before their offers of admission are in jeopardy. Indeed, Eddy Kan ‘24 reflected a common sentiment among seniors when he asked, “How many classes can we fail before colleges rescind our offer?” during a senior form meeting. 

In truth, while rescinding an offer of admission is quite rare, it’s certainly not impossible: according to the National Association for College Admissions Counseling, around 20% of schools rescind at least one offer of admission in a given year. While there is no specific grade threshold at which colleges begin to threaten students with rescindment, the consensus is that seniors should prevent numerous Cs from appearing on their final transcripts. Failing a class may also place an offer of admission in jeopardy. Additionally, seniors should avoid academic dishonesty, disciplinary infractions, or committing a crime during the second semester. While misdemeanors are less detrimental to a college acceptance relative to felonies, it’s best to stay away from both.

Recently, senioritis has been a topic of emphasis for the senior class, after hearing Mr. Ledyard ask that we “step forward rather than backward” to leave a positive legacy at the school. As seniors, we have a responsibility to set a model for the younger guys with both our actions and composure. By falling into the temptations of being a “spring semester senior” –- leaving campus after third period, letting our grades slip from a lack of effort, and showing up late to our classes — we would leave Gilman in the wrong way: with bad impressions for everyone looking up to us. While the issue of senioritis might feel like only something that affects seniors, truthfully, it affects the entire school, as Mr. Baum previously noted. Setting a good example for the guys in lower, middle, and upper school is crucial for Gilman’s future, as they look up to us for how to act. 

Senioritis should not happen at all. While a letter of acceptance from college is a big achievement, students should generally aim for high grades and academic achievement with the hopes of intellectual growth and learning, rather than college. Thus, if the motivation behind aiming high in the classroom arises from the desire to simply learn more, students remain immune to senioritis, with this goal still applicable in the spring of our senior year.