The Competitive Journey to Valedictorian: A Tale of Two Scholars

In her essay "The Joy of Graduating," Kate Stone Lombardi delves into the intense competition for the coveted title of high school valedictorian. Over the years, the pursuit of this prestigious honor has become increasingly fierce. Lombardi quotes Danielle Gorman, an elected valedictorian at Moorestown High School in New Jersey, who highlights the qualifications and standards required to achieve valedictorian status. Gorman emphasizes the common traits shared by valedictorians, including their propensity to take on a heavy workload and their unwavering commitment to success.

Gorman's assessment is both reasonable and accurate. Many aspiring valedictorians often find themselves overwhelmed as they attempt to "bite off more than they can chew." They take on multiple advanced placement (AP) classes and engage in numerous extracurricular activities, both within and outside of school. In my own experience, my senior class was replete with highly competitive individuals vying for positions in the Associated Student Body (ASB) and other student leadership roles. These students were quintessential overachievers, enrolling in multiple AP courses, serving as team captains for sports teams, and acting as public speakers at school events.

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Each student sought to outdo their peers, demonstrating their willingness to shoulder a demanding workload.

The High Stakes of Valedictorian Competition

These ambitious students were well aware that attaining the valedictorian title in high school would set them apart from their peers and enhance their standing in college admissions. The pursuit of this prestigious title often brought with it a significant amount of stress, exacerbating the already rigorous academic demands they faced.

The competitive environment at our school made selecting a single valedictorian a daunting task, as there were two exceptional students who stood out as top contenders.

One of these standout students was Asal, who held the position of senior class president in the ASB. The other was Henock, also an ASB member, serving as the school president. Both individuals boasted exceptional grades, nearly achieving a perfect 5.0 GPA, and were deeply involved in a wide array of on and off-campus school activities. Their responsibilities were numerous, and they both made significant contributions to the school community. They served as role models for their peers, generating enthusiasm and school spirit during athletic events and pep rallies. In addition to these roles, they actively participated in various school projects, tutoring sessions, and fundraising efforts, including blood drives and club activities. They were instrumental in promoting student involvement, creating fun lunchtime activities, and fostering a sense of belonging for students across all grade levels.

The pressure on Asal and Henock was immense. Balancing their academic commitments and their extensive involvement in extracurricular activities was mentally and physically exhausting. They understood that their dedication to these tasks was crucial for gaining admission to their dream colleges, which added further pressure. Remarkably, they managed to fulfill these responsibilities while remaining full-time students. Their hard work and accomplishments did not go unnoticed, and they were held in high esteem by the entire student body.

The Toll of the Competition

Having personal interactions with both Asal and Henock, I witnessed firsthand the toll this competition took on them. As talk circulated throughout the school about who would secure the valedictorian title, their stress levels escalated. They took the initiative to push themselves even harder in their classes, aiming for perfect scores on tests and projects to improve their overall grades and GPAs. Their commitment to maintaining a spotless academic record was unwavering. Unfortunately, their dedication came at the cost of their social lives, as they struggled to keep up with their demanding schedules and extracurricular commitments.

The rivalry between Asal and Henock, two of the most outstanding students in our senior class, intensified as graduation day approached. Our entire class eagerly anticipated the announcement of the valedictorian, seated in our caps and gowns. While scanning the stage, I was unable to spot either Asal or Henock, adding to the suspense. The principal initiated the commencement proceedings with a welcome speech, followed by the presentation of awards and words of wisdom for our graduating class. Finally, he declared the moment of truth, announcing the senior class valedictorian.

Anticipation filled the air as we shifted in our seats, striving for a glimpse of the recipient of this prestigious honor. To our astonishment, the principal made an unexpected revelation—there would be two valedictorians that year, a departure from our school's traditional practice of designating only one. Both Asal and Henock had achieved the top position they had been competing fiercely for. Their dedication to excelling academically and their extensive involvement in extracurricular activities had earned them the esteemed title of valedictorian. It was revealed that the difference in their GPAs was a mere hundredth of a point, making the decision particularly challenging.

The principal's decision to acknowledge both Asal and Henock as valedictorians caught our senior class off guard. Traditionally, our school had always selected a single valedictorian, making this dual honor a unique departure from the norm. It was ironic that these two dedicated students had engaged in such spirited competition, only to share the same accolade in the end.

A Mutual Appreciation

During their valedictory speeches, I had expected Asal and Henock to vie for delivering a more compelling address, considering the traditional rivalry between valedictorians. However, to my surprise, they took a different approach. Instead of competing, they expressed mutual respect and admiration for each other within their speeches.

In his address, Henock acknowledged Asal as a tremendous source of inspiration and motivation. He recounted how he had strived to outperform himself academically, largely because of Asal's exemplary work ethic and performance in their classes. Henock openly admired her, expressing profound respect for her accomplishments and asserting that she deserved the valedictorian title, whether or not he shared it with her.

Asal, in turn, expressed her heartfelt gratitude towards Henock and lauded his hard work and dedication. She acknowledged that her journey to valedictorian would not have been the same without Henock's relentless pursuit of excellence. Her speech was filled with admiration for her co-valedictorian, emphasizing the value of their shared journey and the positive impact they had on each other.

Conclusion

In conclusion, the competitive journey to become a high school valedictorian is marked by a relentless pursuit of excellence, a commitment to academic achievement, and a willingness to shoulder a significant workload. As exemplified by Asal and Henock, the competition for this prestigious title can be mentally and physically exhausting, but it can also yield remarkable results.

While the decision to have two valedictorians may have deviated from tradition, it was a well-deserved recognition of their exceptional dedication and accomplishments. The story of Asal and Henock serves as a testament to the resilience and determination required to excel in high school. Their ability to balance a demanding academic schedule with active participation in extracurricular activities set them apart as exceptional students.