Scout the High School Program Before Choosing It

An Ask Aaron & EJ Podcast

A high school’s winning record can look like proof that it is the right place for an athlete. But wins alone don’t show whether a program develops players, gives them a fair chance, or helps them move toward their next goal. Coaches Aaron Thigpen and Erik Johnson argue that families should investigate a school’s athletic program before committing—not after an athlete has spent years in the wrong situation.

Look beyond last season’s record

A championship may reflect a strong roster in one particular year, not a program that consistently develops athletes. Rosters change as players graduate or get injured, and a team that wins often may not help athletes advance any more than a less successful one.

Families should consider a program’s history, coaching staff, philosophy, and track record of developing athletes who go on to the next level. Advancement can mean different things, from college divisions to junior college, or simply an opportunity to earn a roster spot. The right questions depend on what the athlete hopes to get from the experience.

Academics remain central, but when comparing schools for sports, families can also investigate the athletic infrastructure for that sport: how many coaches are involved, what support is available, and whether the program appears built for consistent development. A good coach can matter more than a winning record. As Thigpen puts it, “You can still flourish in a losing program if you’re with a good coach.”

Check whether the program works as a whole

In sports with separate freshman, junior varsity, and varsity teams, the experience at one level may not carry through to the next. Families can ask whether coaches share a common approach, whether varsity coaches follow younger teams, and whether players are taught consistent systems and fundamentals.

Staffing and turnover matter, too. Frequent changes among coaches—or a lack of attention to younger teams—can interrupt development. An athlete may progress at one level only to encounter a very different environment after moving up. Track and field may work differently when athletes train together, but the broader question remains: does the program offer a coherent path for development?

The coaches suggest gathering information from multiple sources. Talk with families whose children played in the program, including athletes who graduated and those who left. Ask what they valued, what proved difficult, and why they moved on. Then look beyond what people say: observe the program directly.

Attend practices and games more than once. Visiting near the beginning, middle, and end of a season can help families see how coaches work with athletes over time and whether the program follows through on development. Direct observation offers context that a reputation or a single conversation cannot.

Ask how playing opportunities are decided

One concern raised in the conversation is the relationship between a school team and a coach-led extracurricular team. If the same coaches run both, families may want to find out whether joining the outside program is treated as a condition for getting a fair chance in high school.

The coaches caution against assuming that paying to join an extracurricular team will solve a playing-time problem. Thigpen says that athletes may join and still not receive consideration. Families should ask coaches directly how players are evaluated and whether the best players will have an opportunity regardless of outside-team participation.

That answer matters, but so do the program’s actions. Families can look at how playing time is distributed and whether athletes receive opportunities based on performance. A pattern of limited chances, unexplained delays, or inconsistent treatment may be a warning sign. These are especially important questions to raise before choosing a school, when families still have more room to consider their options.

Investigate early, before time is lost

High school athletes may spend much of their sports season within one program, and changing schools can be difficult. If a situation proves to be a poor fit, an athlete may lose time, face eligibility complications, become discouraged, or leave the sport. That makes early research more useful than waiting until problems become impossible to ignore.

Start exploring options well before the first high school season. Make a list of what matters: academic fit, coaching, development, playing opportunities, program continuity, and the athlete’s longer-term goals. Then use questions, conversations, and visits to build a clearer picture.

Choose with evidence, not reputation

A school’s record is only one part of the decision. Families should examine how its coaches develop athletes, how its teams work together, and whether its approach matches the athlete’s needs. Scout the program early, listen to people with firsthand experience, and verify what you hear by watching for yourself.

Scout the High School Program Before Choosing It