High School
Maiava attended Baldwin High School in Wailuku, Hawaii on the island of Maui. His junior year, he had 157 tackles, 22 tackles for loss and 8 sacks. Before his senior season, Maiava nearly transferred to Kahuku High School on the island of Oahu, where his uncle was an assistant coach, to get more attention at a program known for its NFL alumni; however, his strong performance in football camps on the mainland influenced him to remain at Baldwin. His senior year, he had 147 tackles, 39 tackles for loss, 8 sacks, 8 forced fumbles and 5 blocked kicks, as well as a punt return for a TD. As a student, he achieved a 3.6 grade point average and an SAT score of 1010 (old scoring system). He modeled himself after Chicago Bears linebacker Brian Urlacher.
Considered the top recruit coming out of Hawaii and one of the top prospects at the linebacker position, Maiava was heavily recruited. A number of major programs offered him scholarships, including UCLA, Washington, Oregon, Utah, BYU, Wisconsin, Colorado, Arizona and UTEP; however, he was not strongly recruited by the University of Hawaii, then under June Jones. His final three choices were USC, UCLA and Colorado. In the summer before his senior year, while attending camps on the mainland, he was invited to make an official visit to UCLA. Impressed by their facilities and coaching staff, he made a soft verbal commitment to UCLA in July 2004. However, Maiava decided to visit other programs and eventually drawn to USC, where he was attracted to the energy of the players and coaches, the program's popularity and the Hollywood atmosphere. He committed to USC on October 11, 2004; he joined the same class as fellow Trojans linebacker Brian Cushing. He is the first player from Maui to play for USC.
In February 2005, the Council of the County of Maui honored him with a resolution congratulating him for all of his high school football achievements.
Read more about this topic: Kaluka Maiava
Famous quotes containing the words high and/or school:
“Parents do not give up their children to strangers lightly. They wait in uncertain anticipation for an expression of awareness and interest in their children that is as genuine as their own. They are subject to ambivalent feelings of trust and competitiveness toward a teacher their child loves and to feelings of resentment and anger when their child suffers at her hands. They place high hopes in their children and struggle with themselves to cope with their children’s failures.”
—Dorothy H. Cohen (20th century)
“After school days are over, the girls ... find no natural connection between their school life and the new one on which they enter, and are apt to be aimless, if not listless, needing external stimulus, and finding it only prepared for them, it may be, in some form of social excitement. ...girls after leaving school need intellectual interests, well regulated and not encroaching on home duties.”
—Ellen Henrietta Swallow Richards (1842–1911)