Generation Z, often referred to as Gen Z, is the demographic cohort following the Millennial generation, typically defined as individuals born between 1997 and 2012. As the first generation to grow up with the internet, social media, and advanced technology from an early age, Gen Z is distinct in its values, behaviors, and interactions with the world. This generation is poised to shape the future in profound ways, especially in terms of digital communication, social justice, and consumer trends.

 

 

To the 11 students in Goucher College associate professor Lana Oweidat’s Theories and Practices in Composing, Tutoring, and Teaching honors course, the opening lines of the essay on Gen Z—and the two pages that followed—were reasonably good. Asked to assess the essay, the students, all tutors-in-training for Goucher’s Writing Center, quickly noted some strengths: The essay presented facts and provided seemingly solid data to back up its assertions. But there were weaknesses, too. There was no thesis and the essay flowed poorly, for starters.

Worse, with a little digging, the students encountered a larger flaw: shoddy sourcing.

“It turns out there was a source, but it was not accurate,” says Oweidat, who is chair of the department of Professional and Creative Writing and director of Goucher’s Writing Center. Despite its problems, the essay earned Cs and Bs from the tutors-in-training. Not bad considering the writer was none other than ChatGPT, the popular generative artificial intelligence tool.

“I think [the students] were surprised that the essay was pretty good,” says Oweidat. “Even I was surprised at what it came up with in five or 10 seconds.”

The essay review was part of a November 2024 class that taught students about AI tools and talked through steps to take when tutors suspect a student has used AI in their work without disclosure. As peer tutors, “They should have that knowledge to be able to tell students what AI is capable of doing and also help students navigate the issue of using AI ethically,” says Oweidat.

Gaining such knowledge and skill is only part of the future tutors’ training, but it’s a vital one at a time when AI tools are easily accessible and poised to be woven into work and life in ways we can only imagine—and some we can’t.

Across the Baltimore region, educators are grappling with a future that is already here. Once a staple of science fiction, generative AI is now a real tool that needs to be understood, harnessed, and, yes, sometimes restricted or even banned.

The educators we spoke to were surprisingly sanguine about the possibilities of—even excited about what it could bring to the classroom—and generally favor a proactive approach that embraces AI. At the same time, they recognize that such tools come with risks and that the development of best practices remains a work in progress.

So what is Generative AI? It’s a transformative type of artificial intelligence capable of creating original content—from essays (everything from the History of Feminism to My Trip to the Grand Canyon) and computer code to modern art, classical music scores, podcasts, and more—and streamlining a variety of tasks. As generative AI tools continue to evolve and gain traction, educators are faced with the challenge of ensuring students have all the skills they will need in an AI enabled future, including how to use AI tools effectively, ethically, and responsibly without becoming overly reliant on them as a replacement for in-depth research, synthesizing information, and critical thinking.

While so-called “adaptive” artificial intelligence tools (those capable of learning and adapting to new information) have been used in education for years, generative AI tools are a more recent development—ChatGPT, for example, became widely available to the public in November 2022.

“Right now, we are still in a place where educators are learning about AI,” says Tara Nattrass, managing director of innovation strategy at ISTE+ASCD, a nonprofit that seeks to help educators in K-12 and higher education use technology to improve education. “They are thinking through opportunities and risks.”

In addition to beginning to develop AI usage guidelines and revisiting their honor codes, many schools are seeking to enhance their digital literacy efforts. Educators are also exploring the ways AI can help streamline their own work—by doing things like assisting with administrative tasks, creating lesson plans, crunching data, or even tailoring learning to a student’s specific needs, which can create a more equitable learning experience for all.

And herein lies the paradox of AI: It has the potential to be simultaneously one of the best and worst things to happen to modern education. It presents tantalizing opportunities to improve the academic experience, enhance efficiency, free up time for higher-order thinking, and open doors for the future success of students. But yes, it also can be a tool for sophisticated cheating and even unintentional misuse by users who don’t understand its limitations and risks.

“I FIND MYSELF USING CHATGPT EVERY DAY. IT’S EXTREMELY USEFUL IN SCHOOL.”

In Maryland schools, colleges, and universities, guidelines for the use of AI vary by district, institution, and even individual educator. Current practices can range from an outright ban on the use of generative AI by students, to allowing its use in specified ways, to a full-throated embrace of the technology. As Oweidat notes, not everyone is comfortable with incorporating AI into the classroom.

“People are still processing and trying to do what’s best for students, of course,” she says.  “But some faculty are still grappling with the complexity of this and they’re not there yet.”

Aware of this complexity, University of Maryland has been proactive. In November 2023, they assembled a President’s Commission on Artificial Intelligence to explore the use of AI at the university. And in April 2024, they officially launched the Artificial Interdisciplinary Institute at Maryland, “focusing on responsible and ethical AI technology.”

Students, meanwhile, are making use of AI tools in and out of school. In a Spring 2024 University of Maryland campus-wide survey, 41 percent of students said they have used generative AI for academic purposes—and usage has almost certainly grown since the survey was conducted. The top three reported uses were for generating ideas, improving content, and summarizing concepts. Students across institutions say they also use AI to help with everything from organizing their work, to writing code, to getting a quick synopsis of a long technical paper. They may use it to get answers to questions they feel silly asking in class or to punch up a paragraph they’ve written but aren’t happy with.

For Towson University sophomore Krishan Patel, AI tools have recently become an invaluable resource. Although he’d used them since high school, “Honestly, before this semester started, I did not [expect to use] AI as often as I do now,” he says. “I find myself using ChatGPT every day. It’s extremely useful in school.”

For his algebra class, Patel found that having an AI tool solve math problems and show its work helped him practice solving similar problems on his own. For a speech class, Patel was able to use AI to brainstorm ideas. In both cases, his professors allowed and even encouraged such use.

And while Patel found his professors have been largely clear on allowable use—all addressed AI on their syllabus, with most prohibiting its use—students using AI for schoolwork can sometimes find themselves faced with tricky ethical questions. Like, is it cheating to ask AI for ideas for a paper you’ve been assigned? Or to summarize a reading for you? What about taking AI-generated editing suggestions that border on rewriting? The answer, for now at least, often is “it depends.”

At Goucher, the honor code prohibits the unauthorized use of generative AI to write papers and essays or to complete other assignments and directs students to ask their instructor and check course policies to determine if AI tools are allowed at any stage of their work. When instructors allow AI use, the rule of thumb is that anything taken from AI and incorporated into texts must be cited, says Oweidat.

Still, “there’s a lot of gray area,” admits Oweidat. “That’s why it’s very hard to come up with, ‘and this is how we do it.’ It’s complicated, and it’s an evolving issue.”

Even for areas that aren’t gray—having AI write large chunks of an essay without disclosure or permission, for example—potential solutions pose problems of their own.

“AI detectors are unreliable and the implicit bias within them will often flag work of multilingual learners and other students as being AI-generated even when it is not,” says Nattrass. “And we are now faced with this environment of distrust sometimes in our schools with teachers asking, was this generated by AI [or] was it not?”

And it’s not just educators who worry about the use and misuse of AI. Students also worry—that their peers will use AI to gain an unfair advantage or that their own use of AI will get them into trouble. In the UMD survey on AI use, a majority of student respondents said they were worried about how to use generative AI while maintaining the university’s code of academic conduct.

In addition to worries about cheating or unethical use, AI presents other challenges. As Oweidat’s students discovered, large language models like ChatGPT sometimes “hallucinate,” or create inaccurate content. That means their output must be verified by the user, says Soheil Feizi, a University of Maryland associate professor of computer science and founder and CEO of RELAI, which provides tools aimed at improving AI reliability.

“One of the main issues we see [is that] when people use AI models, they trust them. And that can obviously have significant consequences,” says Feizi, who is currently on leave from University of Maryland but plans to return to the classroom in the fall.

Educators who use AI in their work also need to be wary of the limitations of some AI tools, which might create content that perpetuates stereotypes or relies on misinformation or disinformation, says Nattrass.

The use of AI in education gives rise to other concerns too: about privacy, equity (not all students may have access to the technology), and the worry that an overreliance on AI will erode students’ skills in crucial areas.

“WE’RE ALSO GOING TO HAVE TO GET THEM READY FOR THEIR FUTURE AND THEIR FUTURE IS GOING TO INCLUDE AI…”

At McDonogh, a private college-preparatory school for students from pre-K through 12th grade in Owings Mills, embracing AI is a logical extension of a long-standing pedagogical approach that seeks to develop subject mastery in students while also fostering the skills to think deeply, explore a range of perspectives, and collaborate.

“There are certain things when you’re talking about a school that value the liberal arts and sciences that’s fundamental, that [students] are always going to have,” says McDonogh Associate Head of School Kate Mueller. “But we’re also going to have to get them ready for their future and their future is going to include AI—and a lot of different technologies for that matter.”

In spring 2023, McDonogh 9th graders worked through a multi-session course with Inspirit AI, an online artificial intelligence education program developed and taught by Stanford and MIT alumni and graduate students. As 10th graders, the students are continuing their AI instruction this year. Programs like this and others seek to help students understand AI’s workings, potential uses and limitations, and ethical considerations.

Taking a proactive approach to technology use, allowing students to use AI in a structured environment, and talking through ethical decision-making creates an environment that should limit the potential negatives, says Aisha Bryant, McDonogh’s director of educational technology. As part of their AI education, students practice creating an AI prompt, evaluating the response, and considering the ethics of using the AI-created content before making a decision about how much or how little of the content to use.

“Sometimes students, with pressure or being up against a deadline, don’t make the right choices,” says Bryant. But exploration and discussion of ethical choices helps them develop as responsible users of technology.

“By the end, they’re not even thinking, ‘Okay, write my essay for me,’” she says. “AI just becomes more like an assistant, because we have shown them how many different ways they can use it and they truly understand how AI works.”

As exciting as the potential for AI is, Mueller points out it’s just one of many tools students may use, none of which replace human-centered learning. “We want good, well rounded citizens to graduate from McDonogh and to make sure they are building relationships and interacting with each other,” she says.

To that end, some educators are redesigning assignments to be more creative and open-ended and are leaning toward tasks like group projects, oral presentations, and interactive learning experiences. The bonus: It’s harder for students to outsource that kind of work to AI and such assignments help build the durable skills that will help them thrive in an AI-integrated future.

As they move toward that future, educators and institutions will need to take steps to ensure all students have equal access to AI tools, says University of Maryland’s Feizi.

“What worries me is that we will have some people that are quite good at using these AI tools—and even better, they can contribute to these tools—and they are the ones who will see the majority of the benefits and that will potentially increase the economic gap and other disparities.”

For Goucher’s Oweidat, the path forward holds more exercises like the essay evaluation her tutors-in-training tackled, plus continued exploration and discussion of AI with faculty and students.

“The more I use the tool,” says Oweidat, “the more I teach about it, learn about it, the more comfortable I become and the more excited I become about the possibilities, which are endless really.”

When the Maryland State Athletic Hall of Fame arrived on the sports scene 60 years ago, it didn’t tiptoe into existence. It jumped in with both feet. The first class of inductees included baseball legends Babe Ruth, Frank “Home Run” Baker, Jimmie Foxx, and Olympic champion Robert Garrett.

Today, as it was in 1956, the MDSAHOF honors the legendary athletes of our state for their widely recognized achievements. Glancing through the 200-person-plus MDSAHOF archive is a trip down memory lane. Gene Shue, Lefty Grove, Chuck Foreman, Cal Ripken Jr., Pam Shriver.

Those who worked tirelessly behind the scenes form an elite group as well. Charley Ellinger, Chester O’Sullivan, Jack Scarbath, John Steadman, Vince Bagli—right on up to legendary high school baseball coach Bernie Walter, who has chaired the MDSAHOF since 2011.

“Our state offers a multi-faceted sports program that includes but is not limited to true amateurs, collegians, and professionals,” says Walter, who points out MDSAHOF inductees range from major sports down to niche sports such as skeet shooting, bowling, and badminton.

In 2012, Walter’s MDSAHOF board revised the rules that had only allowed people born in Maryland to be inducted. Now “adopted Marylanders,” like Johnny Unitas and Brooks Robinson, who not only starred as Maryland athletes, but became a part of the community after retirement, could be elected.

At Walter’s urging, more women were named to the board and a wider selection process saw X Games standout Travis Pastrana inducted in 2011 for action sports and the first four-legged inductee Native Dancer in 2014.

What sets Maryland’s athletes apart?

“For such a small state, the quality and quantity of athletic achievement is incredible,” says Walter. “This was reflected in these past Summer Olympics. If Maryland were a country, it would have ranked second on the gold-medal list.”

Walter and what he calls the “incredible group of doers” who comprise his MDSAHOF board are thrilled to celebrate the organization’s 60th birthday.

This year’s induction class, which will be honored Nov. 3 at Michael’s Eighth Avenue in Glen Burnie, includes the Hall’s first female soccer player and a cross-section of talent:

Brady Anderson

Orioles Hall of Famer, three-time American League All-Star.

Twenty years ago, Anderson hit 50 homers, which was the most by an Oriole until Chris Davis had 53 in 2013. His name still appears all over the Orioles career leader list. Now vice president of baseball operations for the team, Anderson was asked if he aspires to one day run the team. “If I do my job really well, it will help the current GM keep his job,” Anderson says. “If you’re focused on things like that, you would have to be thinking about the current GM not doing well. To me, that would be a very twisted thought.”

Wheeler Baker

Ten-time winner of the American Power Boat Association National Championships.

Five-mile races in hydroplanes weren’t for the faint of heart. “We’d get to the turn and sometimes four or five of us were going at the same time, and you don’t slack up. You slack up, you lose,” recalls Baker, a native of the Eastern Shore. He went on to serve as a county commissioner and in the House of Delegates. He is president of the Kent Narrows Racing Association and chairs the Chesterwye Foundation, which helps adults with developmental disabilities.

Louis Carter

Running back for the University of Maryland and Tampa Bay Buccaneers.

Carter led the Terps in rushing for three seasons in the 1970s, went to the NFL, and threw the first touchdown pass in Tampa Bay Buccaneers’ history. He has gained insight from late wife’s illness, battling cancer himself, and counts his blessings. He recalls life after the NFL playing flag football with his Maryland classmates. “It wasn’t the NFL, but it doesn’t give you brain damage, either.”

Gary Jobson

World-class sailor, television commentator, and author based in Annapolis.

A three-time All-American collegiate sailor, Jobson was part of Ted Turner’s crew (tactician) that won the America’s Cup in 1977 aboard Courageous. He became a sailing analyst for the likes of ESPN and NBC and won two Emmys. Once a sport for the rich, sailing “has done a good job of opening the doors wide,” Jobson says. “Right here in Annapolis, there are eight high schools with sailing teams.”

Laurie Schwoy

Rewrote McDonogh record book in 1990s as four-sport star.

Parade magazine national soccer Player of the Year, Schwoy went on to North Carolina, winning three national soccer titles. Injuries kept her off U.S. national team as peers like Mia Hamm made history by winning the 1999 World Cup. “It was a bitter pill to swallow,” Schwoy admits. “It made me a much better human being because of that heartbreak.”

Jack Thomas

All-time lacrosse great at Hopkins.

On the last freshman team not allowed to play, Thomas made it to the national championship the next three years, finally winning as a senior. He was the only player in JHU history to average more than 70 points per season. At Towson High, he was a three-sport star under his dad, Bill Thomas Sr. Thomas taught in Howard County schools for 40 years and “learned it makes a tremendous impression on kids when you have a Wikipedia page.”

In addition, longtime sportswriter and Camden Yards official scorer Jim Henneman is being honored by the MDSAHOF as winner of the John F. Steadman Lifetime Achievement Award. A former batboy, usher, and more, Henneman confidently says, “I’m pretty sure I’ve seen more Orioles games than anybody alive.”

If it’s March, then it must be time for what should be Maryland’s state sport (could they really pack 40,000 fans into Camden Yards to watch…jousting?)—and that sport, of course, is lacrosse. It’s one of the fastest—and the fastest-growing—sports in America, but that comes as no surprise to the thousands of Baltimore-area families who live and breathe lacrosse every season, all season. For those families, their only goal in life is to see Junior or Sis make varsity in high school, win the state championship, then get the grades to win a scholarship to some lacrosse-loving Division I college like the University of Virginia, Duke University, The Johns Hopkins University, or the University of Notre Dame. After that, there are adult leagues for the unrecovered grownups, and then, for the über-stars, Major League Lacrosse or an LXM Pro team. What next? They can dream of coming full circle and ending up in the National Lacrosse Hall of Fame (on The Johns Hopkins University Homewood Campus).

So who are Baltimore’s rising stars on the high-school level for 2014? We interviewed coaches of all the top-ranked school teams and came up with a handful of young lax masters to watch. And with the help of aficionados like Baltimorean, national lacrosse star, and STX athlete Kyle Harrison, we also dug up lots of fun facts about the lacrosse crowd (i.e., a “yard sale” is not where they buy used lax gear).

And for you lucky laxites who made our list? No pressure, kids.

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Why Lacrosse?

Right now, somewhere in Baltimore, a boy is throwing a lacrosse ball to himself off a brick wall—over and over—hoping to become the next Rob Pannell.

Who? Exactly. The leading scorer in NCAA Division I history is hardly a household name. But in lacrosse circles, the former Cornell University star is a legend. Unlike other major sports in this country, lacrosse does not promise a career of fame and fortune. Even earning a college scholarship for lacrosse is difficult: Major college teams can have rosters as large as 45, with only 12 scholarships to dish out among all players every year.

So why do kids in this region continue to choose a sport with such a seemingly low ceiling?

Shack Stanwick, a senior at The Boys’ Latin School of Maryland, is the youngest of eight kids, all of whom played collegiate lacrosse. And a backyard lacrosse game is to the Stanwicks what football was to the Kennedys. “Lacrosse gives me so many things in return,” says Stanwick, 18, who plans to play at The Johns Hopkins University next year. “I’ve made so many friends through the sport who
I’m still close with today. It’s allowed me to share a special connection with my siblings, and it has also helped me and my dad strengthen our relationship.”

“Some parents are understanding that while there’s not a whole lot of athletic scholarship dollars at the end of the rainbow, lacrosse can help in terms of admission,” says Steve Stenersen, president and CEO of US Lacrosse. “If a child’s academic standing isn’t quite good enough, lacrosse could be a determining factor.”

“It’s just fun,” says Bob Shriver, coach of Boys’ Latin. “It’s a great game to practice; it’s not the drudgery of football. It has more scoring than soccer, more people than basketball. It just gets in your soul.”

Devotees of the game say the lessons learned on the lacrosse field stay with you for a lifetime. To look into that, we tracked down a Baltimore veteran of the sport, Richard Mollett, who was something of a local lacrosse star in his day, playing first at Boys’ Latin, then at Towson State University, where, as a senior, his team won the 1974 college-division national championship. He played or coached club lacrosse for 20 years after that, but is best known as the founder and owner, along with wife Dort, of Antrim 1844, Taneytown’s award-winning historic country inn (and five-star restaurant).

“In business, I’d say lacrosse gave me the ability to know not to ever give up, and to never stop trying to get to the next level,” says Mollett. “And it ingrained in me that once you reach that next level, you can’t be satisfied with that. After you face challenges on the field for so many years, you know you can face challenges in business.”

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HISTORY LESSON

Native Roots

Flash back to the New World, dateline 1636: That’s when a Jesuit missionary first documented the Native American, all-male game of lacrosse. It got its modern name from a French word referring to “a curved stick,” but was known to most Native Americans as “little brother of war.” The first white men to adopt the game were English-speaking Montrealers, who wrote a set of rules, which led to the formation of lacrosse clubs.

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Face Off!

Did somebody say rivalries? Here are the teams to watch in the new season:

GIRLS:

Maryvale vs. Notre Dame Prep

When they meet up, forget the nice-Catholic-girl thing.

Bryn Mawr vs. Roland Park Country

They’re within spitting distance of each other (so to speak).

Anybody vs. McDonogh

They’re the team to beat!

BOYS:

Gilman vs. Boys’ Latin

Both of these teams have deep benches.

Calvert Hall vs. Loyola

Calvert Hall Coach Bryan Kelly: “A healthy rivalry dating way back, but good friends on both teams.”

St. Paul’s vs. Boys’ Latin

“They’re similar in size and compete at the same level in every sport, so it’s a natural rivalry”, says the BL coach.

McDonogh vs. Gilman

There are plenty of Division I candidates on both sides

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LOCAL LEGEND

For local lax intel, we consulted with Kyle Harrison, one of the most recognizable names in the sport. The Baltimore native graduated from Friends School and The Johns Hopkins University, earning just about every lacrosse accolade possible, then played in Major League Lacrosse before co-founding the LXM Pro League. Harrison, 30, also just launched his third-generation STX equipment line called K18.

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OFFICIAL LAXICON

LEARNING THE LINGO ON AND OFF THE FIELD

This sport, like any, has its own slang, and the faithful will find ways to work lacrosse metaphors into ordinary conversation. So, go ahead: Try to make a sentence using all of these.

Illustrations by Peter Mac

Around the world: Taking the stick around your far shoulder and behind your back on a pass or shot.

BTB: Passing or shooting the ball behind your back.

Flow: A term for boy lacrosse players who have hair coming out of their helmet—it is their flow.

Lax bro: Think lacrosse thug, with no other discernible interests or skills.

Phantom check: When a player drops the ball without being touched by a defender.

Popcorn: When a goalie makes an easy save on a high shot.

Put on skates: When a defender gets outwitted and looks like he or she is slipping on ice skates.

Top shelf: When someone scores anywhere in the top portion of the goal.

Turf monster: Usually yelled out when a player trips or stumbles without being touched.

Twig: It would be easier to just call a thing by its real name, right? Wrong—it’s slang for the stick.

Upper 90: When you shoot the ball and it hits the top corners of the goal

Yard sale: When a player’s stick gets checked out of his or her hands.

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INJURY REPORT

The most common mishaps in lacrosse*

1. Separated Shoulders

Common from a sideways fall directly on the tip of the shoulder, injuring the acromioclavicular joint.

2. Broken Wrists

The natural reflex to break a fall is to stretch out your arm so you don’t fall on your head. If the force is too great, the wrist breaks.

About 40% of lacrosse injuries are non-contact.

3. Concussions

Contact sports always include blunt-force injuries to the headthat can cause concussions.

4. Broken Thumbs

Whacks on the hand from a stick can break the thumb and is one of the most common injuries for goalies.

A broken thumb can take up to 3-4 months to heal.

5. Sprained Ankles

Rapid cuts while changing directions and dodging movements commonly cause ankle sprains.

* Courtesy of Baltimore orthopedist Dr. Spiro Antonaides.

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HANGOUTS

Where do the stick kids of Charm City gather to talk shop?

Photography by Amanda White-Iseli

Towson Hot Bagels

Starbucks

Hopkins Game Days

Rita’s Ice

Smoothie King

Orioles (or Ravens) Games

Chipotle

Bill Bateman’s Bistro

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DRAFT

Which Ravens or Orioles would excel in lacrosse?

We asked area high-school coaches to speculate on which pro ballers would tear up the turf——some interesting answers, and one name came up more than any other!

TORREY SMITH
Baltimore Ravens Wide Receiver

“Torrey Smith, with his speed and elusiveness and his ability to control his body, would make a pretty good lacrosse player,” says Brent Ritz, coach of the C. Milton Wright girls’ team.

LARDARIUS WEBB
Baltimore Ravens Cornerback

“Lardarius Webb would be just incredible because of his speed and his ability to break down opponents,” says Calvert Hall coach Bryan Kelly. “The more powerful, explosive speed you have, the better.”

RAY RICE
Baltimore Ravens Running Back

“Ray Rice is pretty shifty,” says Jessica Vitrano Randisi, coach of Maryvale Prep. “Speed is number one, because you can’t teach speed,” says Becky Groves, coach of the Century High girls’ team.

MATT WIETERS
Baltimore Orioles Catcher

“Matt Wieters has unbelievable hands and a cannon for an arm,” Ritz says. “He seems to react and read things quickly, so I think he would be a
great feeder on the team.”

ADAM JONES
Baltimore Orioles Outfielder

Traded to the Orioles from the Seattle Mariners for the 2008 season, outfielder Jones was one of the coaches’ picks as a potential lax star.

CHRIS DAVIS
Baltimore Orioles First Baseman

His 130 career home runs (he surpassed Brady Anderson for the O’s record of most home runs in a single season) would translate well to the lacrosse field, say coaches.

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TEAMS TO WATCH

2014 IT’S THEIRS TO LOSE

Here are some of the teams that did especially well in the past season in various leagues*

GIRLS

• McDonogh School
• Marriotts Ridge High School
• Good Counsel School
• Mt. Hebron High School
• St. Paul’s School
• C. Milton Wright High School
• Broadneck High School
• Century High School
• The Bryn Mawr School
• Maryvale Preparatory School
• North Harford High School

BOYS

• The Boys’ Latin School of Maryland
• Westminster High School
• Gilman School
• Loyola Blakefield
• Hereford High School
• McDonogh School
• St. Paul’s School
• Calvert Hall High School
• Severn School

* According to Baltimore-based US Lacrosse.