November marks the final month of
college representative visits to PHS in
2024 , concluding three months of
visits from over 200 colleges
and universities from
around the country
and the world.
Students were able to
explore a wide range
of institutions
during school
hours, learning about
the unique features each
college offers.

Nipurna Shah, PHS’s college
counselor begins the planning process
by opening a calendar on Scoir in mid-
August for schools to begin registering
their representatives for visits. This calendar
streamlines the scheduling process,
allowing institutions to coordinate with
other high schools and arrange visits more
efficiently. Currently registered colleges
return year after
year, and many
others show
interest
in visiting
PHS.

“For the most part,
we have a robust
assortment of different
colleges, and many
of them come back
every year,” said
Shah. “They like our
students. They want
our students.”

Adjusting to the bell
schedule each year to squeeze
in college visits requires
a close look at holidays,
professional development
days, and other
school activities.
To minimize
potential scheduling
conflicts, Shah
communicates
with both college
representatives
and the school’s
administration .
However, coordinating
many people’s schedules
is never an easy task.

“Our schedule gets
really full very quickly, and
then some colleges, at the
last minute … decide they
want to come. So I have
to work around existing
colleges to see if I can fit
other ones in,” said Shah.

Shah also considers the
students’ bell schedule,
as seen in her decision to
avoid hosting college visits
on Tiger Day Thursdays
since it is a shortened day
with limited availability.
Unexpected evacuation
and fire drills can also
create complications,
often requiring last-
minute adjustments.

“When we had the
evacuation drill, I had
two colleges scheduled.
The evacuation drill was
scheduled after those
colleges had already
committed to coming, so I
had to figure out another ... time for them
to come,” said Shah.

Despite these logistical challenges,
Shah stresses that visits are a valuable
opportunity for students to learn what
unique programs individual colleges have
to offer. In addition to exploring these
academic options, students gain
insights into how the admissions
teams view applicants. The
representatives who visit PHS
are often the first readers
of students’ applications.
Shah notes that having a
personal connection with a
college representative can be
meaningful in the application
process. Additionally, many U.S.
colleges track demonstrated interest from
prospective students, which can be shown
by attending a college visit.

“It’s a good opportunity
for the students to ask
any specific questions
about programming
or research ... which
they can use ... when
they write their essays
on why [they] want to
go to the school,” said
Shah. “You know they don’t
say that forthcomingly, but they’ll give
you little tidbits on how to support your
application.”

Shah describes college visits as a chance
for students to make more informed
decisions about their future, empowering
them to choose a school or program
that best aligns with their personal and
academic interests.

Behind the scenes: college visits at PHS

“Hard times create strong men, strong men create good
times, good times create weak men, and weak men create
hard times,” wrote the postapocalyptic author G. Michael
Hopf. Currently, our country’s education system is in the
“good times” phase in many ways.

However, after the recent relatively calm decades and
the disruptions caused by the COVID-19 pandemic, many
students today face various academic challenges,
one of the most significant being social media’s
increased influence and usage, which has led to
a decline in focus and engagement in learning.
If we want to avoid creating “hard times,” PHS
needs to go beyond our educational standards
and learn from other countries to improve the
present state of our education culture.

What is the current education culture like
in the United States? When compared to
educational systems overseas, the U.S. school system is falling
behind in multiple different aspects. Taking a look at the latest
Programme for International Student Assessment, Trends
in International Mathematics and Science Study, and the
National Assessment of Educational Progress exams held in
the years 2018–2021, the United States regularly doesn’t even
land in the top ten. This is despite being a global superpower
and an extremely well-developed first-world country.
When zooming in on the Princeton area, the case is no
different. According to the official website of the state of New
Jersey, for the 2022–2023 NJSLA and DLM, 71.4 percent
and 61.0 percent of students in the PPS District met or
exceeded expectations in the English Language Arts section
and Mathematics section, respectively. This doesn’t look
good in comparison to other districts, like the Summit
Public School District, which had 81.0 percent and 69.9
percent of students meeting or exceeding expectations
for the same test. In New Jersey, PMS and PHS don’t
even come close to being on top. So what
could PPS do better?

To improve, there are many
ways our school could
take inspiration from
international educational
standards and culture,
specifically when it comes
to respect for teachers. In
China, a 2018 study conducted
by the National Institute of Economic and
Social Research found that 81 percent
of teachers felt that they were respected
by their students, compared to the
international average of 36 percent.

This is not at all the case at PHS, where
it is becoming increasingly common
to see students being distracted during
classes — not participating, talking
during lessons, or ignoring classroom
rules. For teachers, these distractions are
more than just frustrating, but also make them feel insulted
and undervalued. In a study published in 2018 by the
Journal of Educational Psychology, it was found that
teachers who reported that they felt disrespected
by their students were less likely to be engaged in
supporting their students and have enthusiasm in
their teaching. For more teachers to feel like they
are valued, more students need to start listening
to instructions, being curious about lessons, and
engaging with their classes.

Simply put, to improve our current educational
state, there needs to be a change in students’
attitudes and the environment in which they learn.
For PHS to create future leaders, we have to focus
on our education — students need to put in the
effort and show that they care about
school. Being engaged in learning
and academics helps us build
lifelong skills and become more
knowledgeable citizens in the
future. It’s time for PHS to step
away from our current education
culture and follow the lead of
other countries when it comes
to learning, like by increasing
academic rigor, showing respect to
teachers, and showing a genuine
interest in learning

Going beyond our lackluster educational standards

On October 21, the
international organization
Seeds of Peace held an online
assembly at PHS between 9:40
a.m. and 10:40 a.m. during a
60-minute homeroom day. The
organization aims to cultivate
leaders who work together
across diverse backgrounds
to create more equitable and
inclusive societies. Across the
world, the team works with
students worldwide and engages
in various dialogues designed to
shift attitudes and perceptions,
promote understanding, and
build respect and empathy.

During their presentation at
PHS, two speakers were featured:
Ittay Flescher, from Israel, and
Suma Qawasmi, from Palestine,
who each shared their personal
experiences living in the Middle
East amidst the ongoing conflict.
The event aimed to provide
students with a better ability to
enjoy meaningful dialogue with
others on controversial topics.

“[We are here] to show you
that, [even though] Suma and I
don’t agree on a lot of things, we’re
still friends, we work together,
and we bring children, who are
living this war and are talking to
each other and trying to work out
how to share Jerusalem in peace,”
said Flescher.

During the meeting, Flescher
and Qawasmi shared tools
students can use to help them
navigate through challenging
conversations. In addition,
they also gave insights into a
few activities they do with the
students at their camp and the
importance of having these
dialogues.

“The message is we, who are
living in this conflict — and
we have all the reasons in the
world to not want to meet with
each other — can maybe serve
as role models to you [so that]
you can also find ways to listen
and have difficult conversations,”
said Flescher. “It’s not talking for
the sake of talking, it’s talking
for the sake of building peace.
And building peace means
creating a circumstance where
everyone has freedom, justice,
and equality.”

In May, Princeton University
became a focal point for student
activism like other colleges
nationwide. During the studentled “Gaza Solidarity
Encampment”
protest on Canon
Green, which
lasted for three
weeks, students
led sit-ins, rallies, and speeches,
demanding the university divest
from organizations associated
with Israeli military efforts.
Some students from PHS left
their classes to participate in the
university protests.

After the protests, Principal
Cecilia Birge met with the PHS
Jewish Students Club and the
PHS Muslim Student Union,
both of which shared a desire
to communicate to understand
each other’s perspectives and
seek respect and understanding.
Following her meetings with
the clubs, Birge also organized a
dialogue between some Muslim
and Jewish teachers at PHS
to better understand their
viewpoints and how they handle
and address differences in their
community.

“[They] have been my
intellectual and cultural
support system as I navigated
the complexities surrounding
the encampment at Princeton
University. I spent countless
hours with them — listening
to their stories, engaging in
meaningful discussions,
exploring different perspectives,
and even challenging my own
assumptions,” said Birge.

One of Birge’s major
realizations was that a singular
approach that intends to create
an inclusive environment for
everyone doesn’t always work.

“Both communities contain
diverse viewpoints, which are
often overlooked when issues
are framed in oversimplified
narratives of right versus wrong
or good versus bad. These
conversations highlighted the
need to embrace nuance and
complexity when addressing
sensitive topics. What stood out
most was the shared desire across
both communities for peace,
mutual respect, and dignity for
all.”

With these findings, over the
summer, Birge, Superintendent
Kathie Foster, and Assistant
Superintendent
for Curriculum
and Instruction
Kimberly Tew,
met with other
organizations,
including
Seeds of Peace, that prioritize
peace building. Birge discovered
that the teams’ mission was
similar to the school district’s
goals for education, subsequently
organizing an assembly for
students and a panel meeting
with teachers.

“We found their approach
and philosophy are aligned
with our district’s mission to
‘prepare all of our students to
lead lives of joy and purpose
as knowledgeable, creative and
compassionate citizens of a global
society,’ and that ‘our schools are
places of care where every child is
known, every culture valued, and
where kindness and courage are
modeled,’” said Birge.

In his activism, Flescher puts
emphasis on the importance of
caring about the current conflict
and engaging in productive
dialogue. Through Seeds of
Peace, Flescher and his team
aim to demonstrate to children
that dialogue can foster peace,
and that trust and friendships
with different people can enable
significant positive change.

“What we have been trying to
do is to say that the ... present
reality, which is horrifying,
doesn’t need to be a blueprint
for our future,” said Flescher.
“We have the power to create a
different future, and that starts
with seeing the humanity in
every person, especially those
who differ from us.

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