The task
The two articles below take opposite positions on one question:
Should Ridgeline Public Schools move the high school's first bell from 7:15 to 8:30?
Read both. Then analyze both positions to determine which one is better supported by evidence. Use specific evidence from both articles in your answer.
You are not being asked which side you agree with, and you will not be scored on which one you choose. You are being asked to judge the arguing — and either article can be argued for. Allow about 45 minutes.
Article 1
Let Them Sleep
1At puberty the body's clock moves. Melatonin, the hormone that brings on sleep, begins to be released about two hours later in an adolescent than in a child. This is not a habit, and it is not laziness. A fifteen-year-old sent to bed at ten will lie there. The American Academy of Pediatrics, reviewing this research, recommends that middle and high schools begin no earlier than 8:30 in the morning.
2Ridgeline's high school first bell is 7:15. The buses on the longest routes make their first stop at 6:05. Adolescents need eight to ten hours of sleep. In the district's own health survey last spring, 71 percent of high school students reported getting fewer than seven hours on a school night.
3We do not have to guess at what a later bell would do. Fairmont, one county over, moved its high school start from 7:20 to 8:35 in the fall of 2019. In the two school years that followed, unexcused absences at Fairmont High fell 18 percent. Over the same period, the county reported a 21 percent drop in traffic crashes involving drivers between sixteen and eighteen years old.
4The objection we hear is cost, and buses, and the sports schedule. These are real administrative problems and I do not dismiss the people who have to solve them. But they are schedules. Schedules can be rewritten. The hormone cannot.
5Every morning we wake several thousand young people in the dark and ask them to learn. We know what that costs them. We have known for a decade. The question in front of this board is not whether the research is sound. It is whether we are willing to be inconvenienced by it.
Article 2
The Cost of an Hour
1No one on this board disputes that teenagers need more sleep than they get. I have three of them at home. The question is not whether a later bell would help them. It is what a later bell costs, and who would pay it.
2Ridgeline runs 61 buses. Those 61 buses cover the whole district three times each morning: high school first at 6:05, middle school at 7:00, elementary at 7:55. One fleet, three runs. If the high school moves to 8:30, one of the other two tiers has to go first, which means five- and six-year-olds standing at the corner in the dark. Running all three tiers at once instead would take roughly 40 more buses and the drivers to go with them. The transportation office puts the recurring cost at $3.1 million a year, against a district budget of $94 million.
3Dismissal moves too, to about 4:10. The district emailed a survey to 3,400 families in March and 612 answered. Of those, 58 percent said a 4:10 dismissal would conflict with a student's after-school job, a younger sibling who has to be collected, or a parent's shift that cannot be moved. Our coaches point out that the practice fields have no lights and go dark by 5:30 in November.
4There are smaller things we could do and have not: a free first period for seniors who want it, a hard district cutoff on evening practice, a real limit on homework. None of these require a bus.
5Dr. Reyes calls the buses and the schedules an inconvenience. They are an inconvenience for this board. For a family working two jobs, and for a first-grader waiting at a corner at 6:15 in January, they are something else. A policy that helps teenagers by moving the cost onto younger children and onto the families with the least room to absorb it is not the good deed it looks like.
Your 45 minutes
Stop here if you have not written yet. What follows names the evidence in both articles and shows where each one is weak. Read it before you write and you will not be practicing the thing the test measures — which is finding all of this yourself, in forty-five minutes, with nobody helping.
After the clock — what was actually on the table
What each article put in front of you
Let Them Sleep
- A mechanism, with a professional body behind it. The melatonin shift is an explanation of why teenagers cannot sleep earlier, not just a report that they don't. The AAP recommendation gives it institutional weight.
- A local measurement. The district's own health survey: 71 percent under seven hours.
- An outside comparison, with two numbers. Fairmont's absences down 18 percent; teen-driver crashes in that county down 21 percent.
The Cost of an Hour
- A mechanism of his own. One fleet, three tiers. This explains why the change is not free, and it is the kind of reason a reader can check.
- A cost figure with a denominator. $3.1 million against $94 million — about three cents on the budget dollar. Giving the denominator is a choice; it lets the reader judge the size instead of just feeling it.
- A local measurement. The family survey: 58 percent reporting a conflict at 4:10.
- A seasonal fact. Unlit fields dark by 5:30 in November.
Where each one is thin
Neither article is the better one. Each has evidence a careful reader can push on, and naming that pressure — in specific words, about a specific sentence — is most of what the first scoring trait rewards.
Let Them Sleep
- The Fairmont comparison has nothing to compare against. Two school years, one district, and everything else in those two years is left out — including what happened to school attendance everywhere in 2020 and 2021. Reyes does not say what absences did at schools that kept their old bell.
- The crash figure is the wrong population. It counts drivers aged sixteen to eighteen in the whole county. Not all of them attend Fairmont High; some attend Ridgeline. A number that includes people the policy did not touch cannot measure what the policy did.
- The 71 percent is self-reported. Students saying how much they sleep is evidence, but it is weaker evidence than sleep measured.
- Paragraph 4 sets the objection aside instead of answering it. Calling the buses “schedules” that “can be rewritten” is not a reply to a claim about money and younger children. Watch for this move: a writer who renames an objection has not refuted it.
The Cost of an Hour
- 612 of 3,400 is fewer than one in five. And the families most disrupted by a change are the likeliest to take the time to answer. The 58 percent may be real and still overstate the district.
- The cost estimate comes from the office that would have to carry out the change. Vann ran that office for fifteen years. That makes him qualified and it makes him interested. There is no outside audit here.
- Paragraph 4 has no evidence at all. Free first period, practice cutoffs, homework limits — four proposals, nothing behind any of them. In a piece arguing that the other side's evidence is thin, that is a hole.
- The dark corner is an image, not a finding. He does not say what Fairmont did about its elementary tier, which is exactly the district that would know.
Two essays, either of which could score well
If both of those look like real essays to you, the set is working as intended. On the test you will have two articles built the same way, and no time to find the perfect answer, because there isn't one. Pick the side you can support in forty-five minutes and support it.
Check your own
The Extended Response is scored on three traits. Read your draft against them, one at a time — and then read How the essay is scored, which has the full rubric and two responses to the same task, one earning a 6 and one earning about a 2.
- Analysis of argument and evidence. Did you say which article is better supported, in a sentence, near the beginning? Did you quote or name specific evidence from both articles — not just the one you chose? Did you say what is wrong with the evidence on at least one side, rather than only what is right?
- Development and organization. Does each paragraph do one job? Does a reader who has not seen the articles know what they said? Did you get to the end, or did you run out of clock in the middle of a paragraph?
- Clarity and command of English. Read it aloud. Sentences that you stumble over reading are sentences a scorer stumbles over too. Check that every sentence has a subject and a verb and ends where it should.
One more, which is not on the rubric and costs you the most: did you argue about which side is right instead of which side is better supported? That essay can be beautifully written and still score low, because it answers a question nobody asked.