
Having been involved in theatrical productions most of her life, from on-stage performances in middle school to now leading the PHS Tech Crew and Spectacle Theatre, Grace Waldman ’25 finds joy in being able to manage and coordinate the technical aspects of plays and musicals, and ultimately watching it all unfold into a stunning final production for the audience. Waldman began as a member of Tech Crew during freshman year, and is now the stage manager for Tech Crew and Spectacle Theatre. Motivated by the excitement of piecing together shows and building community, Waldman plans to study technical theater in college.



**What do you do as a member of Tech Crew?**  
I’m the stage manager for PHS Tech Crew and PHS Spectacle Theater. So that means that I oversee the theater program at PHS. I would say I’m the link between the actors and the crew: it’s my job to communicate what is going on in rehearsal and let the technical designers and all the crew that we have working know what’s going on so that we can have the set work for us.  




**Do you ever encounter any issues with coordinating the theatrical productions?**  
This year is my first year as stage manager, so I stage managed “Rumors,” the fall play, and “Groundhog Day,” the musical, and I’ll probably do the choir cabaret. “Rumors” was not a very tech heavy show at all, kind of park and bark if you will. Once we got to “Groundhog Day,” it’s so technically intense and there’s so much going on at every single moment in the show. It was a lot to process and figure out, “okay, this is how I have to approach this sort of thing and this is how I have to be able to communicate,” and how I have to manage [the time spent on] my work outside of school and my work with the show with my homework and everything else … while being an assistant stage manager is similar and you get a lot of the training … you kind of just have to go in and learn, “okay, this is the way that I have to do it.”



**Did you also do theater in middle school or when you were younger?**  
[In] elementary and middle school, I did a couple of productions that my school offered. I also went to a summer camp and every year they put on a musical, so I would do that, I was an actor. I didn’t get into the tech aspect of it till high school, but I definitely think that it suits me better. I’m not one for performing on the stage. I’ll leave that to them.



**What’s your favorite part of being the stage manager?**  
Especially for the musical … the auditions are so fun because [there are] some people [that] I don’t know. They’re just coming in as freshmen and it’s so exciting to see everybody be so happy and want to join this community because theater is a really big part of my life. I’ve done it forever, and my dad is an actor and so it’s just really in the family. I also really enjoy the end of the process. Once we actually get performing and see it all come together, tech week can be really stressful and it definitely was this year for “Groundhog Day,” but it’s always so beautiful seeing everything just come together.



**Do you plan to continue this in the future?**  
A lot of the schools that I’ve applied to and that I’m thinking about have some kind of programs or the theater scene in the area is really vibrant. So I definitely think about doing it in the future. I’m not sure if I would want to pursue it professionally, although I did apply to some BFA programs. But I’ll see where the wind takes me.


Student artist of the month: Grace Waldman ‘25

### The Courtyard

In 2023, Princeton Mayor Mark Freda, Board of Education members, and PHS staff and students gathered in PHS courtyard to celebrate the completion of a multi-year revitalization effort, with new gardens and space for activities such as reading or yoga. However, the project never quite reached the level of engagement that was hoped for.  

Then, in 2024 former PHS Science Supervisor Dr. Joy Barnes-Johnson received a climate literacy grant to revitalize the courtyards. This year, physics teacher Dr. Insu Yi and several other faculty members and PHS students are using the grant to clean up the courtyard and restore the gardens and research activity.

“The greenhouse was used a little bit for the horticulture class, and the courtyard for research. But they weren’t in great shape, let’s put it that way,” said Yi. “I began getting involved in a team that was formed based on our district grant. [The] initiative was to turn the ... courtyards into spaces for everyone — meaning classes, community groups, even outside groups — but most of the time we spent on cleaning up.”

Yi was initially hesitant to include PHS students, though he eventually began recruiting through his research and physics classes. In the future, he hopes to also include ESL and special education classes.

“I’m really interested in turning something as simple as a garden into a science project. For example, we have solar panels, but the solar panel is placed in the wrong way, so it doesn’t get sun[light],” said Yi. “I calculated with students what angle we should [have] from the horizon to the solar panels inclination, which we calculated to be about 30 degrees.”

The project has now grown to include several organizations. This includes a Generation Green team led by Dr. Andrea Dinan, director of the IDEAS center and community service programs at PHS.  The team uses the courtyard as a way to teach elementary school students about sustainability, and the collaboration of the PHS facilities and custodial staff.

“From a logistical standpoint, if you want to transport 60 bags of soil to the courtyard, you have to navigate it through the school building to get into there. The spaces had kind of fallen into a little disrepair, so there was a lot of cleaning that happened,” said Jacqueline Katz, PHS’s current Science Supervisor. “We [worked] with facilities and custodians to help us move some of the trash.” 
Katz hopes that the courtyards can continue to be accessible to PHS students in the future, whether for research projects or educational initiatives.

“We have some students interested in fruit trees, so we’re going to try to bring fruit trees into the space. And we have a student interested in vertical gardening, so he’s going to build some vertical gardens up in the greenhouse,” said Katz. 

PHS students recently celebrated the work they’ve already accomplished at a recent sustainability symposium at Monmouth University.

“It was really exciting. We got a chance to have a conversation with Tammy Murphy, who’s the governor’s wife, and she mentioned us in her speech, which was surprising and exciting,” said Raya Kondakindi ’26, a student involved in the project. “We got to communicate with people with similar sustainability goals, and it was a really engaging experience to talk with people who had experience in areas we’re looking into.” 

### The Lower Basin

As PHS students pass by the lower basin near the tennis courts, the bare patch of land is often overlooked. However, a new restoration project led by the Friends of Herrontown Woods (FOHW) and PHS students aims to bring the  basin back to life. 

The basin was first planted with turf grass to help reduce flooding in the area, and was later overplanted with native upland prairie vegetation in an attempt to transition the basin into a prairie-like ecosystem. However, due to the poor environmental conditions, the prairie system didn’t form, and the basin was instead dominated by invasive species. 

FOHW submitted a project proposal last summer for the wet meadow basin in response to Princeton Public School’s request for plant care in the area. They are now working with the PHS environmental science class to restore the basin and re-establish native species in the wet meadow. 
“We provide support. They provide us with an orderly opportunity to understand that invasive versus native [plants], and what a wet prairie is,” said James Smirk, an environmental science teacher at PHS.

The July contract grants FOHW around $6,000 for upkeep, workshops at PHS , and new signage around the basin.

The restoration process began with the removal of invasive species, including plantain weeds, and in the coming months will proceed to the over planting of native grasses like little bluestem, soft rush, and ironweed, and various wildflowers. Smirk estimates that a self-propagating basin is still around 20 years away.

Until then, the basin will be maintained through a partnership between FOHW and PHS’s environmental science classes, who use it as a resource for learning. 

“Before, I didn’t really know a lot of wetlands and how important they are to nature, and just in general to us,” said Amelie Kraft ’26, a student in Smirk’s environmental science class. “This class has definitely opened me to that, [and] I have a lot more knowledge about wetlands [and] preserves.”

PHS students play an active part in collecting ecological data and conducting their own experiments. This data–including information on native species’ distribution and location–will contribute to a long-term database helping track restoration efforts and biodiversity in the area. 

“[The] student role is always going to be data driven,” said Smirk. “We’re [going to] collect data on invertebrates, because [they] are a good indicator for the overall health of the system.”

The basin project is a smaller part of the large sustainability goal throughout Princeton, which is to build an Emerald necklace made up of interconnected green spaces and trails.

 “We would like to see that [the] emerald necklace has a component that every school is connected to,” said Smirk. “We want to build a green pathway through every property that eventually connects.”

Though vision for the emerald necklace in physical connection between nature in Princeton, Stephen Hiltner, the president of FOHW, emphasized the importance of a connection between nature and people.

“I’m hoping [the project] will spark an interest in students to start getting to know nature and all the tremendous diversity — nature is very complex, and for some people, that’s intimidating, but for me, it’s fascinating. If you love something, you want to find out as much as you can about it. I’m hoping to spark some of that,” said Hiltner.




Photo: Emily Kim

From left to right: Andrew Rivera ’25, Elizabeth Chorba ’25, Julia McGoldrick ’26, Bhavya Yaddanapuddi ’25, and Arnold Zacarias ’26 prepare soil for a garden bed.   

PHS works to bring courtyards and lower basin back to life

As co-president of the PHS teachers’ union, advisor to the Science Olympiad club, former Hebrew and chemistry teacher, and current special education teacher, Renee Szporn’s résumé spans 40 years and multiple careers. However, education has remained a constant throughout.

“I love learning, and I want to share my love of learning with others,” said Szporn. “I remember from a very young age lining up my dolls and playing school. I always wanted to be a teacher.”

Szporn, at her parents’ request, majored in Chemistry, though she struggled to find jobs after graduation. After brief stints as a chemistry teacher and a Hebrew teacher, Szporn decided to pursue special education.

“At the time that I was looking for work, there weren’t a lot of science [education] jobs. Teachers were treated with a lot more respect — they had a lot more autonomy in their classroom — and [they] weren’t leaving education, so there were no openings,” said Szporn. “All my friends were telling me, ‘Well, if you get certification in special education, you’ll get a job,’ and that’s what happened.”

In New Jersey, special education teachers must receive certification, accommodate students’ Individualized Educational Plans (IEPs), and adapt to students’ varying needs.  
“I’m very glad, but it’s tough. I’ll give an example: here’s Hamlet. I have four different editions. I have kids who need [a larger copy] because of dyslexia. They’ll need a larger print, and then they can rearrange and cut out the letters. Then I have students that have major comprehension problems, so then I’ll have [a translated copy] ... and then I have kids that really can’t read. And then we do stick figures,” said Szporn. 

For Szporn, one of the most rewarding parts of her job is seeing the impact of her efforts. Her special education students have gone on to work on Wall Street, publish books, and attend Harvard Medical School as postdoctoral students.

“I’m making a difference with special education. I’m really helping the kids. I’m glad I made the switch, but it was difficult. I think a lot of people don’t respect special education teachers. I think a lot of people think that we’re less than when we are more than,” said Szporn.

Evan Kang ’25, a student in Szporn’s English IV In-Class Resource Program (ICRP) class, is one student impacted by Szporn. A self-described “introvert,” Kang emphasized how Szporn’s combination of humor and passion has helped him open up.

“[Szporn] makes me laugh every day,” said Kang. “I applied to 26 colleges, and she’s like, ‘You’re crazy.’ I’m like, ‘I’m going to commit somewhere, but I haven’t done it yet.’ And ... she’s like — ‘You’re gonna be the one who makes me want to retire.’ We like to joke around.”

Szporn also serves as one of three co-presidents of the Princeton Regional Educators Association (PREA), a union that represents the interests of all of the  teachers in the Princeton Public School district, including salary, health benefits, working conditions, and teaching policies. Just as with special education, Szporn’s position as union president was not originally planned.

“[I was told] by my father to never volunteer ... but someone came up to me and said, ‘You used to be a debater [and] you speak very well. Would you like to be in the union?’” said Szporn. “And like a fool, I said yes, and I moved up in the ranks. I had no intention of ever being a union president and then I’m co-president.”

Although she has left a career in chemistry behind, Szporn has kept that part of her life alive by serving as the advisor for the PHS Science Olympiad team for the past 20 years.

“I’m with my nerds [at PHS Science Olympiad]. I don’t like to call them that, but I love them. The kids are so inventive and dedicated and driven and we have a good time, and I just adore them. I love it,” said Szporn. 

Throughout PHS, whether in her special education classrooms, at Science Olympiad meetings, or among her colleagues in PREA, Szporn has developed a reputation as a person who is all-in for the causes she believes in.

“[Szporn] is really smart — she cares a lot about her students. She demands a lot of them, but she also gives them the support that they need to reach those goals,” said Jennifer Bigioni, Educational Media Specialist and Szporn’s colleague in PREA. “[Szporn] is flamboyant, she’s funny, she’s a justice warrior — she’s a very dynamic person.”


Photo: Emily Kim

Szporn introduces a video about King Arthur and His Knights of the Round Table.

PHS Profile: Renee Szporn

The month of March is known for many things in the sports world, but by far the most popular is the NCAA Division 1 men’s basketball tournament, or March Madness, a thrilling 68-team tournament full of underdog stories and intense games of college basketball. According to the NCAA, the chance of filling out a perfect bracket is one in approximately 9.2 quintillion. Yet, despite these odds, millions of people fill out their brackets every year for fun, prizes, or glory, including PHS’s very own students.

“I love March Madness because of all the uncertainty. It’s [very] fun,” said Octavio Shank ’27. 

Teams are seeded 1–16 in each of the regions. The bracket will play out until the championship is left with 4 region champions and then a grand champion. Every year, millions watch as small school winners from underfunded conferences come out of nowhere and win against much more seasoned teams, shocking the world and ruining bracket predictions. These unexpected wins are what put the madness in March Madness. 

As an example, the Princeton Tigers won the Ivy League tournament in 2022 and were placed into the bracket as a #15 seed. The Tigers stunned everyone by defeating #2 Arizona then #7 Missouri, advancing to the round of 16 and breaking millions of brackets along the way.

“I remember my brother telling my mom, ‘Hey Mom, we might actually win this.’ We’re up by ten points with only two minutes to go ... the emotions at the end and the feeling of ‘oh my goodness we just won this insane, crazy game’ was so much fun,” said John Staples ’27, a fan that attended the Princeton vs Missouri game in Sacramento back in 2022.

March Madness is a thrilling, unpredictable college basketball tournament that, due to its unique structure and format, consistently produces games where smaller, lower-seeded teams defeat larger, higher-seeded powerhouses. Each year, these underdogs create history and ruin millions of brackets that attempt to predict it.   

“The tournament is amazing. I think it’s a very fun tradition to do,” said Staples. 


March Madness: the science behind the brackets

As the final bell rings on a Tiger Day,
Siddarth Chellapan ’28, along with the rest
of PHS’s freshmen, heads to Peer Group to
meet up with classmates and Peer Group
leaders to discuss various
social and school-related
issues.


“It’s been beneficial for
mental health because we get
to learn more and get advice
from upperclassmen,” said
Chellapan. “It’s helped me
understand how selecting courses work
and understanding how the layout of the
whole school system works.”


In the coming weeks, around 100
current PHS juniors will find out if they
are one of the 63 applicants chosen to be
Peer Group leaders next year. As part of
the application, students have to answer
written questions, attend interviews, and
have teacher recommendations.


“It’s going to be my senior year next year,
and I feel like I’ve done a lot of what the
opportunities there are to offer here,” said
Naomi Lygas ’26, a junior applying to be a
Peer Group leader. “I just want to be able
to provide my advice for the freshmen that
obviously don’t have as much experience.”


If they are selected, the rising seniors will
attend a short leadership retreat and enroll
in a daily, year-long class on how
to be a Peer Group leader.


“We’re looking for things like
self-awareness, problem-solving
ability, compassion and empathy,
moral responsibility, [and]
good active listening skills,” said
Christian Gonzalez, a Peer Group
advisor. “At the same time, in the written
application, we’re looking for authenticity,
commitment, again, self-awareness, and
then leadership potential.”


The activities, called “outreaches,” vary
depending on the week, but are usually
centered around building community and
adapting to the challenges of high school.


“It changes a lot from group to group, but
with our freshmen, you usually have better
outreaches with more serious topics, which
seems like that wouldn’t actually happen,
but it’s like they’re more engaged with the
material. And it makes it worth being there,”
said Ava Tabeart ’25, a Peer Group leader.


The goal for all activities is to develop
a sense of community among freshmen.
“I think the most important thing is that
the freshmen feel like they are connected,
like they have a space here at PHS, which,
although a very welcoming place, is still a
high school … and it can be hard to find a
connection,” said Gonzalez.


Not only does Peer Group help freshmen
adjust to a new school
environment, it’s also a way
for seniors to develop their
leadership skills.


“I think a big part of it
is actually to learn to be
a leader of other people,”
said Hayah Mian ’25, a
current Peer Group leader.
“You’re accommodating how
[freshmen] work and how
you work, and they’re kids, so it takes a
couple of months to understand how they
work and what works best.”


However, some freshmen remain critical
of several aspects of the program.


“There’s a bunch of clubs that overlap
with peer group, so I’m sad that I can’t go
to those”, said John Patrick Aguilar ’28.
“It could [also] be a little more energetic
because most of the topics we approach with
a sort of laziness. But I think that relies on
[us] too, to bring more energy to the group.”


 Mian and other peer group leaders
are actively looking for ways that they
can improve this program
and make sure that PHS
freshmen have the best possible
experience.


“I think the way we talk
about more serious topics
[can be improved]. We talk
about gender, sexuality, race
and things, [which] I feel we
are not completely prepared
to dive deep into,” said Mian.
“[Having] more preparation and more
freedom with what you do with your
students, as not all students are the same
and learn differently, [would improve the
program].

Photo: Emily Kim

Peer Group leaders Tessa Thai ’25 and Ozan Koyluogu ’25 lead Tara Venkatesh ’28, Chloe Wu ’28, Rohan Balasubramanian ’28 , Pranav Shrivastava ’28, and Bram Reynolds ’28 in a reading of an I Am Lovable and Capable story.

Tower Investigates: Peer Group

The PHS community celebrated the
18th annual Asian Fest on March 21, with
performances to showcase the diversity of
Asian culture. Featured events included
Chinese yo-yo, a rendition of the story of
Diwali, and cultural dances. PHS Mandarin
teacher Shwu-Fen Lin and students from
several of PHS’s language programs and
cultural clubs organized the event.
Asian Fest, the result of months of
collaboration and preperation, held
unique significance for each of the student
performers.


Jessica Zhang ’26 performed in both
C-pop (Chinese pop) and K-pop (Korean
pop) dance routines. For Zhang, Asian
Fest was an opportunity to discover how
different cultures express themselves
through the arts.


“I think music is one of the major
art styles that can best express a certain
culture because instruments, music, [and]
lyrics contain deep meanings [about each]
country’s history, [and] how they evolved
into the people they are,” said Zhang.


Lisa Jin ’25, a performer for the Japanese
Club, emphasized that Asian Fest was a way
to challenge stereotypes about the Asian
identity. In covering performances from
anime and K-pop, PHS students showcased
the cultural impact of all Asian traditions,
encouraging a wider understanding and
appreciation for their culture.


“We wanted to highlight how vibrant and
creative the community is,” said Jin. “I know
some people feel a bias [against] people who
watch anime [and] the anime culture[in
general]. After seeing our performance
and dancing, I want to show [people] that
we can actually do something that can be
shown in public.”


While these performances were a
celebration of Asian culture for the entire
PHS community, they also provided an
opportunity for Asian student performers
to connect to their own roots.


“I’m Korean, and so my Korean culture
has always been very important to me,
especially in America,” said Kyuyoung
Chung ’26, a performer for the Asian
American Club and Korean Cover Group
Club. “In Princeton, the Korean community
isn’t very large, so it’s nice [to] have this club
to be able to share that piece of that culture.”


In addition to the performances,
student-led clubs set up cultural stations
across the gym, offering food, lessons, and
traditional activities. Those who attended
could practice calligraphy, create origami,
experiment with musical instruments, and
participate in traditional games to connect
further with Asian cultures.


“I think one of the most important things
about Asian Fest is exploring, especially
since we have so many different stations,
food stalls, [and] game stations,” said Zey
Oral ’25, a performer for the Korean Club.
“You can explore [the] different aspects of
other people’s culture.”


To prepare, students spent hours at
rehearsal, developing activities, and
designing posters. The theme for Asian
Fest is chosen in November, followed by a
poster competition open to all artists at PHS.
Mandarin teacher Shwu-Fen Lin expressed
thanks for all those involved in the event.


“I really appreciate the students who
dedicated their time to this program.
Throughout the 18 years [of Asian Fest],
I’m just very surprised. Our students have
so many talents. They did really wonderful,”
said Lin.

Photo: Emily Kim

William Chen ’26, William Liao ’26, Carson Lew-Williams ’27, and Sebastian Su ’27 perform a traditional Chinese lion dance during the assembly.

PHS students reflect on Asian Fest

   On January 14, New Jersey Governor Phil Murphy called for a statewide ban on cell phone use in public schools for students in grades K-12. In his State of the State address, Murphy justified his proposal by declaring that cell phones are fueling a rise in cyberbullying. However, while cyberbullying is a pressing issue, a blanket ban on phones in schools may do more harm than good. Instead, schools should focus on responsible phone usage policies that balance the need for digital tools with classroom engagement.


Phones are not always distractions — they often serve practical purposes that can enhance students’ safety, learning, and mental health. In today’s world, having access to a phone can be a lifesaver. Contacting a parent about an unexpected schedule change, calling for help in an emergency, or receiving alerts about school prompts students to rely on their phones to stay connected and informed. Completely cutting off this form of communication could have unintended negative effects.


Beyond emergencies, responsible phone use offers benefits for education at Princeton High School. During free periods, gym blocks, or even as part of classroom activities, phones can be a valuable tool for learning. With technology at their fingertips, students can quickly research information, use educational apps, and stay organized, all of which may contribute to improved academic performance. As many students at PHS already use their devices for this purpose, a state-wide one-size-fits-all ban unfairly punishes those who have been appropriately using technology for learning and productivity.


Additionally, some students rely on their phones for learning accommodations, like text-to-speech apps, calendar reminders, or translation tools for multilingual learners. A total ban would strip these students of the crucial tools they need to succeed, and in doing so, could create unintended consequences such as increased secrecy and tension between students and teachers. Instead of fostering trust, a harsh ban could create an environment of defiance, making classroom management even more difficult.


Instead of an outright ban, the state should encourage schools to develop responsible phone use policies that promote balance by allowing usage of devices for educational purposes. For Princeton High School, maintaining the current policy — allowance of phone use during lunch, passing, and free periods while restricting them during instructional time with phone pockets — could help along with the additional incorporation of brief, scheduled “tech breaks” during block days, permitting students to check their devices at designated times. Teachers should allow students to use their devices for accommodations and educational assistance upon request, but they should otherwise be kept out of sight during class.Setting clear guidelines for when and how phones can be used helps avoid confusion and frustration, and if students know they can use their phones at specific times, they may be less likely to use them during class for non-school purposes. 


Furthermore, rather than discouraging the use of technology, the New Jersey government should focus their efforts on promoting digital literacy. PHS does not currently have a digital literacy graduation requirement, but such courses could help students understand the dangers of cyberbullying, how to manage screen time, and how to navigate online information critically.
While  Governor Murphy’s proposal aims to address real concerns, a strict ban on phones in all schools would hinder their current purposes of emergency communication and educational support. Instead of banning them outright, the state should encourage adoption of responsible use policies similar to that of PHS in addition to investing in digital literacy resources to address cyberbullying. After all, rather than sheltering students from technology, shouldn’t high school be preparing its students for a tech-driven future?

Photo: Emily Kim

Taylor Adair-Heyward ’26 places her phone inside a basket upon entering Timothy Campbell’s class.



The consequences of a blanket ban on phones in schools

On January 8, the Princeton Public Schools Board of Education (BOE) appointed Dr. Michael LaSusa as the district’s new superintendent. LaSusa will undergo a six-month transition process before officially replacing current interim superintendent Dr. Kathleen Foster on July 1.

LaSusa is currently superintendent of the Chatham school district, and before that began his career as a history and Spanish teacher at Chatham High School. PHS Principal Cecilia Birge believes that his tenure demonstrates a strong commitment to education.

“When someone stays in the district for that long, especially coming from the teachers ranking, [they] know what our students and teachers feel,” said Birge. “His district respects him and has enjoyed the long tenureship that he has given to Chatham.”

LaSusa’s appointment comes after years of turmoil in the PPS district, with the district going through two superintendents and six PHS principals in the past five years. In making the decision, the Board of Education hired the consulting firm School Leadership LLC and held a series of student and parent forums. In addition, the PPS adinistration distributed a survey designed to provide a platform for the community to request characteristics and prerequisites that they want to be considered for the superintendent.

“The process started with a pretty wide-cast net. The consultants [and the] search firm, hired by the board, opened it up to the several unions in the district,” said Birge. “Each group had a chance to meet with the consultant.”

Throughout the interview process, LaSusa emphasized the importance of providing equal educational opportunities to all, according to Kathleen Foster, the interim superintendent.

“[LaSusa] really talked about the importance of making sure that every student is known and valued,” said Foster. “[He] encouraged [students] to flourish in the way that they choose. Not everyone has to go in the same path. There are lots of [different] paths after graduation.”

LaSusa has received considerable recognition for his work in improving the learning experience for students. In 2019, the New Jersey Association of School Administrators awarded LaSusa New Jersey Region 1 Superintendent of the Year.

“He is [a] very forward-thinking, compassionate leader, he is very student-centered, and actively makes decisions that will benefit the students’ experience,” said Mary Donohue, Chatham’s assistant superintendent. “He wants to create an environment, a learning space where [students] feel supported [and] to help them grow as people and as learners. In an interview with The Tower, LaSusa highlighted his student-centered vision for the district, committing to supporting all students regardless of their background.

“There are students who are underserved or don’t have the [same] resources of some of those higher performing students,” said LaSusa. “I want to do what I can to ensure that every single student, regardless of their background, what their first language might be, or any other challenges they might have, can all thrive and reach their full potential by the time they exit the [education] system.”

LaSusa is now preparing for his transition from the Chatham district to Princeton Public Schools. Over the next six months, he will work to familiarize himself with Princton’s background by meeting with school administrators, the Parent Teacher Organization, and staff members.

“I’m going to interact with as many people as I can,” said LaSusa. “I’ll be listening and absorbing for my first months in the district, and hopefully from there, relationships will form, and I’ll get to have a greater sense of Princeton as each month passes.”

Photo: Emily Kim

Michael LaSusa listens at his confirmation hearing with the PPS Board of Education.

Board of Education approves Michael LaSusa as superintendent 

   When opening up Powerschool to select next year's class, students at PHS are blessed with six language options; the outlier among these offers is doubtlessly Latin, the only dead language. It is natural to wonder if this option should be preserved; not only is Latin the only language you cannot speak, it is arguably the most grammatically complex. After freshman year, I could say little more than “hello,” “goodbye,” and “the farmer killed the emperor.” There are also little to no travel prospects associated with the language, save a trip to the Vatican. Despite this, I and many of my peers still select this dying language at the end of every year, for reasons that go beyond its application in travel and conversation. 


   In eighth grade, I decided not to continue with French, a language I disliked and struggled with due to its pronunciation challenges. Most of the other options like Italian or Spanish were also spoken languages, which would inevitably have the same problems as French. Eager to escape the complexity of living languages, I decided to choose Latin. Many current Latin students have similarly dispassionate reasons for taking the language. Just as I did when I began freshman year, they may wish for an easier language class to fulfill a requirement. Others may see the unweighted course as a break or virtual free period, relieving students overwhelmed by AP classes. Lynda Danvers, one of two Latin teachers at PHS, notes that a common motivation is the language's ability to “help with the SATs.” However, students have many other reasons to take the course. Valen Roden ’26, a student in AP Latin, cited the “really good sense of community,” as a primary reason for taking the course. In the classroom and through Latin-related extracurriculars such as Latin Club and Certamen, students have the opportunity to meet others who appreciate the language as much as they do. Danvers supported this outlook, remarking that pupils of hers have taken Latin after family members “pass down [a] love” for the language and its environment.


   In some cases, a student may choose the course specifically for its content, often to explore the mythological and historical aspects of Latin. According to Danvers, “Latin is the only language in which you can spend a day just reading mythology and talking about the gods and goddesses.” Although this may seem trivial, there is an unfortunate lack of opportunities to study classical myth and history at most schools (although Princeton is blessed to also offer a purely mythology-focused elective, it does not substantially cover history). This focus on ancient texts and cultures is invaluable, especially given the loss of ancient history in broader school curriculums. Indeed, the removal of ancient material from AP World History in 2015 made sixth-grade social studies the only opportunity to pursue this topic in a core class.


   Furthermore, a strong base in this language can lead to a multitude of benefits for students, even after they graduate. Beyond enhancing vocabulary, and potentially leading to a higher SAT verbal score, the roots learned in a Latin classroom are applicable for career fields like medicine and law, or for those seeking a better grasp of the English language. Latin helps native English speakers improve their understanding of words and grammar, which can yield greater reading comprehension and ability to articulate. Additionally, an understanding of Latin makes it easier to learn the many Romance languages based on it, some of which are offered at PHS, like Italian or Spanish, and others, like Romanian, that are not. Since Latin serves as the foundation for the vocabulary, grammar, and sentence structure of such languages, a knowledge of Latin can lay the framework to later learn, or at least have a working knowledge of, other languages. 


   Beyond its linguistic benefits, Latin also improves cognitive skills. Danvers explains that studying Latin and translating texts, a process that is complex and requires deliberate attention to detail, enhances logical skills and problem-solving. Overall, she believes that experiences in a Latin classroom can “help develop skills in solving puzzles which provides a “practical application in every discipline...from English...to math,” thereby yielding both cross-subject applications and analytic skills that can prepare students to tackle problems in a variety of fields.


   Despite its reputation as a “dead language”, Latin proves invaluable to students who choose to breathe life into an ancient culture. Although many of its benefits are not as overt as in other traditional languages, Latin is an integral branch of our world language program that more students should take advantage of. The knowledge and skills gained from studying this ancient language can have a lasting impact on students’ academic and professional lives for years after they leave our school. 

The case for taking Latin

From an early age, music has always been a big part of his life. Surrounded by music from a young age, and especially inspired by his grandmother, Owen Barry '25 started drumming with chopsticks in restaurants to getting his own drum set. He’s been playing for a little over 10 years, having held drumsticks since the age of three. When he got his first drum set at five, Barry decided to start taking his musical passion more seriously. Owen currently plays in Studio Band, and is looking ahead to taking the next step into his musical career. 

**Who or what inspired you to start playing the drums?**

I’d say my grandma, definitely, was a huge inspiration because she was the musician in my family. She was a professional singer and started playing music for me when I was little. She was also the one to get me my first piano and drum set and became the one I looked to as I learned how to play. 

**What drew you to the drums?**

Although I play a little piano, I mostly stick to the drums as it’s what I enjoy most. I used to get chopsticks when I went to restaurants and would play them in the parks of New York City, where I grew up, before transitioning to drumsticks. I just enjoy the different sounds and beats I can make.

**What has been the most challenging song you’ve had to play and how did you overcome it?**

Right now I’m working on this Charles Mingus song — he was a famous bass player — and what makes it so difficult is the need to lock in with all the other musicians of my section. Since I play the drums I have to focus on what the bass player is doing, which has been hard because there are so many fluctuations in the piece’s tempo, but it’s sounding pretty good.

**What’s it like being a drummer in Studio Band?**

I’ve really enjoyed it. It was my goal since middle school and I was able to get in as a freshman. I enjoy the environment which has allowed me to meet new people and make long-lasting relationships that have stuck around even as people have headed to college. I think being able to make music with people is pretty cool.

**What’s your favorite thing about the band program at PHS? Can you share your favorite memory?**

PHS is obviously one of the best band programs in the country and the opportunities we get are amazing. I’d say being able to record an album and tour in London was definitely one of my favorite memories. Last year we won states in the National Jazz Festival, and sharing that with all the seniors that graduated was also really special.

**Where do you see yourself going with music after high school?**

I’ve gotten into a couple music schools and am debating which to choose. After that, I kinda just want to perform and maybe teach, but really focus on trying to tour and get into it professionally. That’s the dream.

**Do you have any tips for aspiring drummers?**

I’d say listen as much as you can and play as much as you can. The advice I always got was take any gig or any opportunity to play that you can. It doesn’t really matter whether it pays or not. You can learn a lot from listening to other people and trying to mimic what they are doing.

Owen Barry ’25 connects his past and future through music

### StuCocoa day

*January 9, 2025 at Tiger Time*

A long day at school can wear down
even the toughest of students. On
January 9 at Tiger Time, you can stop
by at the main intersection for a sweet
pick-me-up! At Student Coucil’s annual
StuCocao fundraiser for PHS’s spring
events, you can buy a delicious cup of
hot chocolate for only $1 each! You can
also add marshmallows and whipped
cream to level up the perfect, limited-edition after-school comfort drink.

### A Cappella Night

*January 10, 2025*

Like singing, harmonies, and catchy
tunes? Attend A Cappella Night
hosted by the Princeton Student
Board on January 10 in the Princeton
Public Library! Featuring a handful
of PHS a cappella groups including
Around 8, Cat’s Meow, and Cloud
Nine, the musical event will leave you
saying “encore!”

### PHS building tours

*January 15 6:15 p.m., January 24 5:30 p.m., January 26 10:00 a.m.*

In one month, Princeton voters will
vote on a $90 million referendum that
would support renovations at PHS.
These tours might be your last chance
to get a sneak-peak at all PHS’s quirks,
including a 20 year old HVAC system!
You will also have the chance to ask Ms.
Birge any of your burning questions
on our heating, air conditioning, and
modular classrooms.

### Planetary alignment

*January 18, 2025*

Join the six planets in a once-in-100-
year event that will dazzle both the
eye and the night sky! On January 18,
Venus, Mars, Jupiter, Saturn, Uranus
and Neptune will look as if they’re
gathered in a small area, appearing
like a bright cluster across the night
sky. Visible anywhere in the Northern
Hemisphere, this celestial gathering
is not something Princeton residents
would want to miss. 

### Big Band Dance

*January 31, 2025 at 7 p.m.–10 p.m.*

Do you feel like dancing when you
hear jazz? Unleash your funk at the Big
Band Dance in the PHS Cafeteria on
January 31. Under bright disco lights,
Studio Band and Jazz Ensemble will
play popular jazz tunes that will get
your feet moving. Bring a friend, your
favorite dancing shoes, and be ready for
a night of nonstop, swinging fun!

January 2025: Save the dates

Picture this: it’s 4:00 p.m., and you’ve just gotten home
from school with a mountain load of assignments on your
to-do list. You make yourself a snack, plug in your phone,
immediately open Instagram or TikTok, and start scrolling.
30 minutes later, you tell yourself, “Just five more minutes.”
When you check the time again, it’s already 5:00 p.m. The
stress of the never-ending pile of work sets in, and you
scramble to make up for lost time.

This scenario isn’t unusual — it’s a daily reality for many
teenagers. Popular social media platforms like Snapchat,
TikTok, and Instagram are designed to grab and hold
your attention, using algorithms that prioritize engaging
and personalized content. While these platforms offer
endless opportunities
for connection,
entertainment, and
self-expression ,
their pervasive and
addictive nature can
be detrimental to
teens. The impact
of a social media
addiction goes far
beyond wasted
time. According
to research by the
Surgeon General
of the United
States, Vivek
Murthy, excessive
social media use
can disrupt sleep
patterns, increase
stress levels, and
contribute to feelings of anxiety and depression. While it’s easy to blame
the platforms, the real problem lies in the ability to take
control through self-regulation. Developing a conscious
digital routine is crucial for teens to be able to protect
their mental health, boost their productivity,
and build long-lasting healthy habits.
> "The real problem
lies in the ability
to take control
through self regulation."

One reason why self-regulation of social
media use isn’t prevalent among teens is
forced parental regulation via daily screen
time limits. Although it effectively reduces the
reported amount of time spent on their phones,
many students feel frustrated when it restricts
communication with friends and see it as an indication of
overall lack of trust
from their parents.
Choosing to take
regulation of screen
time into your own
hands, rather than
relying on rules
imposed by others,
fosters responsibility,
self-discipline,
and independence
— skills that are
necessary for a
successful life down
the road. As teenagers
grow older and move
beyond their parents’
jurisdiction, the
habits they develop
now will shape their
future. Later on,
unhealthy screen use as a teen can snowball into challenges with time
management, focus, and well-being. Learning to selfregulate early on equips teens with the ability to make
intentional, healthy choices and build habits that align
with their goals. And even better, successfully
managing screen time independently brings
that satisfying sense of accomplishment and
control, far more rewarding than simply
following rules set by someone else. It’s
an empowering step toward becoming an
independent, responsible adult.

Of course, getting in the habit of selfregulating screen time is much easier said than done. Setting
app limits with the built-in screen time might work for the
first few weeks, but motivation gradually wanes, making
it far too easy for teenagers to simply tap “Ignore Limit
For Today” and fall right back into their old routine. In
order to combat these common relapses, students should
consider downloading stricter screen time apps that make
it much harder to turn off an app’s limit for the day. In the
time it takes to maneuver through the settings, teenagers
can weigh whether or not five more minutes of Instagram
reels is actually worth it. Additionally, some apps feature a
reward system that can help motivate students to stay on
track with their screen time goals. 

With the endless amounts of entertainment available
at our fingertips and our generation’s cultural emphasis
on online connectivity, it’s not an easy task to resist the
temptation to spend hours glued to our phones. There is
no silver bullet that will destroy our addiction to social
media — rather, we need to develop a healthy relationship
with our devices that starts by taking personal ownership
of our screen usage. Only by assuming the responsibilities
that come with the privilege of using social media can we
truly gain the freedom and independence we all value.

Photo: Emily Kim
Jessica Chen ’26 and Angelica Hu ’27 scroll on their phones
during break.

Self-regulating social media usage

Pollution, climate change, and overpopulation are just
a few of the major global issues that are yet to be solved.
Posts about these issues are omnipresent on social media,
along with comments sections full of people exclaiming
that humanity is doomed. This nihilistic content is
extremely harmful, particularly for teenagers, as they spend
significant time on social media. Moreover, while it is true
that these major global issues have yet to be solved, adopting
a mindset that states these problems are insurmountable
achieves nothing. The constant stream of pessimism
can make people feel
hopeless, deteriorating
their mental well-being
and decreasing their
motivation to enact
change. 

With teenagers’
dependability on
social media comes
the increased risk
of being exposed to
misinformation or
biased content, making
it nearly impossible to
discern what is true
from false. A 2022
study conducted by the
Common Sense Media
found that on average,
teenagers spend around
eight and a half hours on social media platforms each day. Moreover, reports
from the World Press Institute in 2022, found that about
50 percent of teenagers use Facebook or YouTube over
credible news sources to obtain their news. As a result of
engaging with such distorted and inaccurate content, teens
often feel overwhelmed by the negativity, and they see this
feeling reflected in the “doomer,” an internet character
that depicts a man living a life of helplessness and despair.

While it may be convenient to indulge in this doomer
mindset, the more effective approach to combating personal
and global issues
is by embracing
positivity, which
can improve one’s
mental health
as well as their
problem-solving
skills. Focusing
on positivity helps
lower stress levels
and anxiety, which is
important for both
emotional wellbeing and physical
health. For instance,
a study done by
Kansas University
in 2012 found that
smiling and fake
smiling both reduce
heart rate and blood pressure in stressful situations. 

Importantly, students who remain optimistic, rather
than pessimistic, are more confident and creative when
approaching problems, as they’re better at handling their
emotions. Research done by Edward Chang of Oxford
University in 2013 also revealed that individuals exposed
to optimistic thoughts demonstrated significantly better
problem solving skills than those exposed to neutral or
negative thoughts. This means that promoting critical
thinking and problem solving skills starting as teenagers
will take us towards a solution for our global problems
much more effectively.

It is essential to identify what PHS can do to help embrace
optimism. One way to spread positivity is by incorporating
it into our daily lives. The school can recognize and
reward efforts to build a more positive environment, not
just achievements, to build morale. For example, in PHS
Principal Cecilia Birge’s weekly newsletters, there could
be a section dedicated to sharing motivational stories
or uplifting quotes. In a world where negativity is more
prevalent than ever, building a positive mindset is the most
crucial step towards solving our global problems. 

The importance of positivity

At PHS, bathrooms have slowly become
the center of disruptive student activity
during instructional periods. While these
issues have been present in past years, their
increasing frequency has raised concerns
about student behavior and the learning
environment. In response, administrators
have introduced more rigid disciplinary
and preventative measures to reduce
inappropriate behavior.

As of now, vaping is one of the main
issues identified in bathrooms, with
administrators focused on addressing the
health concerns associated with vaping.

“We don’t know who manufactures
those things. We don’t know what’s put in
them [or] if the new things have been out
there long enough for the harmful effects
on our bodies to be fully analyzed and
researched,” said PHS Principal Cecilia
Birge. “[Vapes] can also have marijuana
[and] THC products in [them], and that
clearly is connected to depression, ADHD,
and other kinds of health impacts.”

Beyond vaping, large social gatherings
have become a growing issue. The
main concern is that socializing in the
bathrooms creates overcrowding, making
the space uncomfortable for students who
are trying to use the bathroom.

“Whether you’re a freshman or you’re
in your senior year, [if] you go to the
bathroom and you see 10 to 15 people or
less standing around, it’s a little awkward
and unfortunate. So what we’re trying to
do is to clear out the bathrooms just for
bathroom usage, and not as a [place for]
socializing,” said Scott Goldsmith, one of
PHS’s building monitors.

To solve this issue, PHS staff have
increased the number of bathroom
sweeps, in which building monitors and
administrators routinely inspect the
bathrooms to check for inappropriate
behavior.

“Personally, I usually do it every period.
If not every other period, every day. With
some of the other guys, they do it every
other period or whenever they get a
chance. Same thing with administration,
whenever they get a chance, they pop their
head in,” said Goldsmith.

When students are caught vaping
or inappropriately socializing in the
bathrooms, they are required to meet with
their Assistant Principal and can face a
variety of disciplinary actions, ranging
from detention to suspension.

“If students are using or are in
possession of substances at school,
[then according to] our handbook, it’s
an automatic suspension. Then, [it]
depends on the number of infractions,”
said Birge. “[It’s] three to five days out of
school suspension [for the] first offense.
A second is five to 10 days. And the third
is another five to 10 days. When students
are suspended more than 10 days during
any school year, it raises the question [of]
whether this building is the best fit for
the student.”

But while routine sweeps are performed
to minimize such disciplinary issues,
emphasizing education ensures students
understand its risks and make informed
decisions.

“Our goal is to help students rather
than penalize students,” said Birge.
“Don’t promote the so-called ‘coolness.’
Recognize the harm that it does to your
body and your mind.”

Though the work of the PHS
administration has made progress in
minimizing these activities, student
reports are very useful for the main office
and can help minimize the occurrence
of vaping and other bathroom activities.

“Report it. You don’t have to report
it right away,” said Goldsmith. “But
whether it’s adults, students, staff, visitors,
bathrooms are meant to be used as
bathrooms.”

PHS Investigates: bathrooms

On December 19, Princeton High School held its 79th
annual winter concert at the Princeton University Chapel.
The event featured performances from the three orchestras,
Repertoire, Sinfonia, and PHS Orchestra, and the five choirs,
Chorale I and II, Cantus, PHS Choir, and Chamber Choir.

The orchestras performed pieces by various composers
from England, Germany, Czechia, Argentina, and Italy.
The Sinfonia and Repertoire Orchestras opened with
pieces by Johann Sebastian Bach and Gustav Mahler,
while the PHS Orchestra played pieces by composers such
as Astor Piazzolla and Ralph Vaughan Williams. Among
the selections, Piazzolla’s works stood out to performers.
“My favorite piece is ‘Oblivion’ by Astor Piazzolla, because
I like how the orchestra is connected [with] each other in
providing the base beat,” said Helen Yu ’27, a violinist from
PHS Orchestra. “The sound of the flute sings above the
orchestra, with the harmonies making the piece delicate
and beautiful.”

The choir groups also performed music from various
languages, styles, and periods, featuring Christmas carols
and unique sacred songs from Italy. Their concert selections
were influenced by their upcoming trip to Italy, where they
will perform music reflecting the country’s rich traditions.

“Many of our songs are in different languages, so they
require some extra time to learn [the] words,” said Chamber
Choir member Maya Halcomb ’25.

To prepare for the winter concert, the choirs and
orchestras started rehearsals in October and practiced four
days a week, in addition to preparations with friends and
individually outside of school.

“There are some extra [rehearsals] here and there when
there is an upcoming event,” said Jessica Carrera ’27, a
member of Cantus. “Overall, practice [ran] smoothly, and
learning new songs is always rewarding.”

While the concert at the chapel is an annual event,
featuring the same format communal compositions every year, each performance still provides a distinctive
experience. 

“It is the different personnel, different repertoires, and
the audience there that evening that make it very special,”
said orchestra director Robert Loughran.

The blending of all of the choir’s voice parts was essential
to the style of music they performed.

“I hope [the audience] appreciated the work we put
in and gained an ear for the style of music we perform,”
said Halcomb. “While it may not be pop music, there is
something to be said about the harmonies and magic of
singing with so many people.”

The winter concert is shaped by the audience. Every year,
these performances aim to create memorable connections
between the music and the listeners.

“I hope the audience enjoyed our performances and came
out with a personal connection, like a new perspective,
inspiration, or curiosity,” said Carrera. 

Choirs and orchestras unite to fill Princeton University Chapel with music

Since the moment we first stepped into our elementary
school auditoriums, school assemblies have defined our
educational experience. Whether it’s the lessons of an antibullying assembly, the passion of a motivational speaker,
or the thrill of an interactive game show, these events leave
lasting impressions and play a crucial role in shaping the
character of our school community. Yet this year, this vital
tradition has waned at PHS.

At PHS, traditional school-wide in-person
assemblies have become a thing of the past.
Events like the Hispanic Heritage Month and
Black History Month assemblies, which were
once fully in person, are now being shifted to
a hybrid format. This new approach limits the
assembly to a single period, with half of the
student body viewing in-person, while the other half watches
on Zoom. Additionally, the administration has scaled back
on other annual assemblies, opting in favor of separate Zoom
sessions with students only interacting in their homerooms.

This change undermines the very essence of school
assemblies: bringing unity and fostering a stronger school
community. Students are no longer in the same space together,
sharing collective experiences, and learning with each other.
Furthermore, these fragmented, virtual environments are
much less engaging. During these virtual assemblies I’ve
noticed a recurring pattern: my classmates gradually grow
more disengaged and divert their attention to their phones
as the assembly progresses — this was a less common sight
at in-person assemblies.

In events such as the Hispanic Heritage and Black
History Month celebrations, school assemblies usually
feature different student groups showcasing the many
traditions of their culture. With PHS and Princeton having
a predominantly white population, it is crucial that we make
space for celebrations of diversity and minority groups. In
2022, the American Psychological Association found that
an inclusive classroom where students learn
about diversity is proven to have many benefits,
such as “improved critical thinking,” and higher
achievement “for both majority and minority
group members.” Though there are some classes
at PHS that teach these concepts, in-person
assemblies provide an opportunity for such
lessons to be widely accessible, engaging, and
impactful for the whole student body.

The lack of in-person assemblies this year can be largely
attributed to concerns over students’ class attendance. While
preserving instructional time is important, these assemblies
are another way to gain a nuanced understanding of the
group being highlighted — far surpassing the depth covered
by the PHS curriculum. Many students at PHS do not take
Spanish as a world language, and therefore don’t have the
opportunity to learn about Latin American history. For these
students, the Hispanic Heritage Month Assembly is one of
the only opportunities to gain a thorough understanding of
Latin American history and culture. 

By sidelining the assemblies in favor of a stricter focus on
class time and schedules, PHS is removing vital opportunities to expand and enrich students’ learning. Underrepresented
narratives are at greater risk of not being told, and students
are robbed of an opportunity for a deeper and more inclusive
understanding of the world. The PHS administration needs
to reinstate these events and make sure they are a main focus
of that day, and not a mere afterthought. Assemblies are
much more than routine school events — they are unique
experiences that inspire learning in ways that a traditional
classroom cannot.

Photo: Emily Kim
PHS students showcase West African dance in a school-wide assembly for Black History Month in 2023.

In defense of school assemblies

“If you can recognize these songs, you’re a real fan of Sabrina
Carpenter,” reads an Instagram reel. At the 10 percent mark, a
radio hit like “Espresso” plays, but the songs get progressively
harder to recognize. By the 100 percent mark, an original
fan is expected to know the “Girl Meets World” theme song
from early on in Carpenter’s career. Other videos on social
media made by these self-proclaimed “original fans” claim
that “only true fans deserve tour tickets,” advocating for
Ticketmaster’s Verified Fan system to include
a test of fandom membership in order to
prove “concert eligibility.” In today’s
fandoms, simply enjoying an artist’s
music isn’t enough to be considered
a real fan — you now have to pass
a series of loyalty tests to earn your
place. The pressure to be considered a
“true” fan has turned artists’ fanbases
into exclusive clubs where entirely
random criteria are more important
than genuine appreciation.


In order to be considered a “true”
fan, not only do you have to know
the lyrics, but you have to know the
meaning behind each verse,
every milestone in the artist’s
life, and even the outfits they
wore at a specific concert. This
leads to a contrived hierarchy,
where long-time fans view themselves as superior to newer
ones who may not yet be as familiar with the artist. This
mentality is given the perfect opportunity to thrive on
social media, which teenagers are heavily exposed to and
influenced by. Through videos posted by die-hard fans that
promote standards for belonging to the fandom, such as
being able to understand a niche interview reference or an
obscure childhood fact, students who only recently started
liking an artist’s music
feel as if they must
know every possible
detail in order to
be considered a
real fan.


The idea that
only those who
fit the criteria of a true fan
should be able to join an
artist’s fanbase significantly
undermines the idea that
a fandom should be about
inclusivity and shared love for
the artist’s music. When longtime
fans create arbitrary standards of
worthiness for
newer fans to
gain “entry” into
the fandom, they
cultivate an atmosphere that’s less based on celebrating and
enjoying the artist’s work, and more about separating the true
fans from the fake ones. In a space originally meant to bring
people with a shared passion together, the concept of being
a die-hard fan has become a weapon that pits fans against
one another, creating a toxic space where only a select few
get to claim ownership over the music they love.


The current concept of a “true” fan has significantly
undermined the point of fandoms. By plaguing
fanbases with arbitrary “tests” and pecking orders
to prove worthiness of being part of the fandom,
older fans are shutting out newer ones, stopping
keeping fanbases from being inclusive spaces. This
shift harbors a toxic environment where ownership
over an artist’s work becomes a source of division
that can tear these fan communities apart.


While many teenagers may feel pressured to conform to
this culture, they, as the largest consumers of music, have
the power to realign fandoms with their original value of
unity. Superfans, in particular, have a responsibility to take
a step back and recognize that just because they have been a
fan of an artist longer than their classmates, it doesn’t mean
they are automatically superior. By discouraging demeaning
behavior toward newer fans and offering guidance instead
of judgment, long-time fans can help cultivate a welcoming
and supportive space. In doing so, fandoms can thrive as
the communities of warmth and excitement we all want
them to be.

The pitfalls of “die-hard” fandom

​In a world where AI can be used as an automated thesaurus, grammar checker, editor, and worksheet filler all in one, it is understandable that schools may be hesitant about its ethics; but the benefits of integrating it into education are still hard to ignore. So why are we holding back on a tool that could transform how we learn? Instead of worrying that AI might “spoil” students, maybe it’s time to recognize it as a potential solution for the United States’ deteriorating education system — a tool that empowers students to learn more efficiently.

At PHS,  students constantly juggle rigorous coursework, intense extracurriculars, and ever-looming college prep. So what if AI could step in? Imagine a world where AI tools can keep track of deadlines, create personalized study guides for your hardest classes, or even streamline teacher feedback, leaving you and your teachers more time for critical one-on-one moments.

Instead of sifting through hour-long videos or scouring lengthy research papers for that one idea you need, AI-powered tools such as Otter or NoteGPT are able to categorize information and provide concise summaries. This allows students to allocate more time to absorbing or understanding key ideas instead of spending time searching for them. AI can be an on-demand and cost-effective tutor, with programs like Khan Academy’s Khanmigo that are always available to assist students with difficult concepts by walking them through step-by-step.          
                            
But the benefits of AI go beyond supporting students at PHS; it can also provide valuable assistance to teachers. As the country faces a teacher shortage driven by feelings of being underpaid and overworked, AI can be a valuable tool to ease educators’ stress and retain more teachers in the profession. By using AI to handle some time-consuming and repetitive tasks, such as grading work based on completion, teachers can instead invest that time into providing personalized support or planning engaging lessons that are memorable and valuable. Tasks that previously took hours can now be knocked off of to-do lists in minutes, allowing teachers to destress and prioritize impactful teaching over busy work, creating a stronger and more supportive environment for students.

In a 2023 article titled “New York City Public Schools Ban Access to AI Tool That Could Help Students Cheat,” Jennifer Korn and Samantha Kelly of CNN express concerns about AI’s ability to generate “convincing responses and even essays in response to user prompts, could make it easier for students to cheat.” They also note the worry that tools like ChatGPT could spread inaccurate information. However, misinformation is not unique to AI; it’s a challenge we face daily, whether through the internet, social media, or even word of mouth. Just as students are taught to verify information from these traditional sources, they can also apply this valuable skill to using AI responsibly. Rather than blocking access, teachers at PHS could incorporate lessons on how to use AI effectively into their classes, helping students understand its potential and warn of its ethical concerns. Additionally, PHS teachers have access to School AI, a program that can identify generated AI content, holding students who misuse this privilege accountable while teaching integrity. Restricting access to AI is an ineffective solution; it is more beneficial to equip students with values and critical thinking   skills that help them realize AI is a resource for growth and learning — not just for easy answers. 

Empowering minds: a new era of learning at PHS

If there are laws to protect individuals in marginalized
communities from discrimination in areas like employment,
healthcare, and education, why shouldn’t there be laws to
protect books that reflect their stories and experiences?
Students at PHS and across the country deserve access
to the voices of minority
groups and a chance to
learn about their lives and
beliefs through literature.
According to the American
Library Association
(ALA), censorship of
books has increased by
65 percent from 2022
to 2023, with over 4,000
books containing themes
of racial justice or gender
identity being banned
from public and school
libraries. Recently,
however, the New Jersey
Senate has started to focus
on preventing censorship
to promote diversity.

On October 28, 2024,
the Freedom to Read
Act was passed by the
New Jersey Senate, but is
currently awaiting the approval of Governor Phil Murphy.
This law will prevent books from being banned solely
because of their origin, background, or views in public
and school libraries. It aims to enforce the ALA’s Library
Bill of Rights, which seeks to make libraries inclusive and
diverse environments. This is especially important for
students as access to more diverse literature allows them
to build cultural awareness, empathy, and critical thinking.

In addition, if the Freedom to Read Act is approved, it
will protect librarians. Currently, librarians face pressure
to remove certain books, especially those dealing with
sensitive topics such as race and gender. In 2023, a survey
conducted by the School Library Journal found that 18
percent of elementary
school librarians
reported experiencing
harassment, and the
rate rose to 30 percent
among librarians
in high schools.
Harassment often
comes from parents
who want to protect
their children from
content they consider
harmful. It also often
comes from political
groups who oppose
the representation of
certain ideas, such as
LGBTQ+ themes, in
libraries. As a result,
these people claim that
librarians are spreading
inappropriate content
and pressure them to
remove those books, despite a lack of evidence. With the
Freedom to Read Act in place, librarians will be granted
liability protection, encouraging them to do their jobs
without fear of legal repercussions and harassment from
the public, leading to a less stressful work environment.

The harmful effects of censorship on society are
displayed in Ray Bradbury’s dystopian novel “Fahrenheit
451.” Bradbury’s novel is a direct reference to historical
censorship events like the Nazi book burnings, where
thousands of books, primarily written by Jewish authors
or others considered “un-German,” were destroyed to
control public thought. In the book, everything that goes
against the government’s ideals are censored, leaving
people desensitized and overly reliant on technology,
making them unable to think for themselves. Individuals
also refrain from sharing their opinions due to the fear of
retribution. Today, the novel serves as a reminder of the
importance of protecting individuality and preventing
censorship from enforcing conformity and suppressing
critical thought within individuals.

In a world where the voices of marginalized groups are
suppressed, it is incredibly important to solve the issue of
censorship and be able to connect with all communities.
The Freedom to Read Act is one step towards this, but
censorship still remains a concern: Pen America found
that in the United States, there are over 40 educational gag
orders that have become law in over 22 states, restricting
topics such as race and gender to be taught in schools.
Such policies prevent individuals from developing beliefs
and critical thinking. With the Freedom to Read Act, New
Jersey will set an example for other states to establish laws
that restrain censorship. Now it is time for us to advocate
and promote similar ideas that advocate for freedom of
expression and access to diverse perspectives so that we
can explore our own interests and beliefs without our
rights being infringed by censorship.

Librarians need to be protected

Getting the 3,800 students in the
Princeton district to and from school
would cause a considerable amount
of traffic in Princeton if not for the
district’s transportation system. As the
Transportation Supervisor of PPS, Donna
Bradin ensures that all students are able
to attend school and events safely and
on time.

In order to coordinate transportation for
over 30 other schools in addition to PPS’s
six public schools, Bradin starts months
ahead of the first day of school to prepare
for the upcoming school year. She begins
with private schools, drafting routes in
April and May, before planning routes for
public schools in July, and sending them
to contractors by August.

“We have 26 contracted routes, which
consist of mostly our public schools
and some of our [private] schools. The
challenging part is everybody [has]
basically the same dismissal time, so I have
to be really creative with how I do these
routes,” said Bradin.

Bradin also helps to coordinate athletics
and events. A contract with Irvin Raphael,
a school bus company, allows flexibility in
coordination with Princeton drivers. This
allows Irvin Raphael to do nighttime or
weekend trips when Princeton drivers are
unavailable. She also helps to coordinate
transportation for Princeton events such
as the Princeton High School Marathon,
Community Diversity Day, and even Teen
Travel Camp.

“I’m very busy, always busy. I have a
list of things each month that need to be
done, whether it be reports or not, and I
enjoy doing it all. It’s like a big puzzle, I
have to put it all together,” said Bradin. “I
always say that anybody can come to my
office and visit just to see how we work.”

With nearly 30 years of experience,
Donna Bradin has worked her way through
the transportation ladder, from driving
buses to becoming a trainer for CDL and
a third party tester, before finally landing
in the transportation office of PPS.

“I started doing this almost 30 years ago
as a school bus driver, and I came from
Pennsylvania. And when I started, my
two children were young, and I was like,
‘I gotta get a job.’ Never thought of making
it a career, to be honest with you, but here
I am,” said Bradin.

As a former bus driver, Bradin says that
being a driver is easy for the most part, but
may encounter many challenges, including
traffic, road closures, or bad weather.
Nevertheless, Bradin believes the positives
of her job outweigh the negatives.

“I know from my own experience, you
get to watch kids grow. I try and keep the
same drivers on the same run ... I’m a
firm believer [in that] because you build
a relationship with families and you get to
watch students grow up,” said Bradin. “I’m
a people person ... I’ll run into somebody
that I drove many years ago, and they’ll
have families, and they’ll be like, ‘Hey, you
were my bus driver,’ so that is rewarding
in itself.”

Bradin stresses the importance of being
able to connect with new students and their
families who may not be used to taking a
school bus every morning.

“I know we have a lot of families that
come from other countries and their
children may never have been on a school
bus,” said Bradin. “I’ll say [to them] ‘Why
don’t you come here with your child? We’ll
take them for a bus ride and show them.’
I love doing that.”

PHS Investigates: coordinating transportation

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

### Lauren Fedorko
An avid reader and poet for most of her
life, Lauren Fedorko has taken the next step
in her literary journey by joining the PHS
English department this year. Fedorko, a
former teacher at Rutgers University and
North Hunterdon High School, will be
teaching AP Language and Composition,
English I, and English III at PHS, returning
to the PPS district after almost a decade.

Believing in the reciprocal nature of
teaching, Fedorko loves to learn from
her students through classroom activities.
She often incorporates aspects of history
and art into class activities and lessons,
encouraging her students to find unique
ways to interact with literature.

“One of my most successful moments
as an educator was getting all of my 85 AP
literature students last year to genuinely
love poetry. It got to the point where
they were begging me to have a poetry
festival at the end of the year. It was
just such a beautiful moment of student
empowerment,” Fedorko said.

With over a decade of teaching
experience, Fedoko has taught various
different classes in relation with the English
language arts. At Rutgers, she taught a
research course called Writing for Business
and Profession, while at North Hunterdon
she taught AP Literature and Composition,
Creative Writing, and Public Speaking.

“I decided to teach because I really love
poetry, and I feel like teaching literature
is like helping students learn about
becoming better people. They become
more experienced with the world,”
Fedorko said.

In her free time, Fedorko writes and
publishes her own poetry.

“I think poetry is the key to empathy.
I’m realy passionate about it and I think
it’s the key to being the best version of
ourselves,” Fedorko said.

### Sarah Manto
This fall, the PHS science department
welcomed Sarah Manto to teach Biology I
and Biology I Accelerated, as well Anatomy
and Physiology. Having just graduated
from Seton Hall University with a Bachelor
of Science in education this spring, Manto
is beginning her first year as a teacher at
PHS. While at Seton Hall, she completed
four years of student teaching in various
schools across the state, including in
Livingston and Maplewood.

“I’ve always really liked teaching. I’ve
been a tutor, [and] I’ve taught swimming
for a really long time. I just really enjoy
it. It’s a passion [of mine],” said Manto.
“I think to be a teacher you need to have
that drive and a calling. I truly enjoy the
process of seeing students succeed and
getting the lightbulb moment.”

In order to create a welcoming,
immersive classroom, Manto makes an
effort to customize each students’ learning
experience based on their strengths and
struggles, as well as their feedback.

“I listen to my students, I want to hear
their opinions ... about what were learning
and I change things based on how they
think the class is going and how they felt
[last] year went. In my class ... it’s about
correcting your mistakes and not just
moving on [to the next subject] so we do
a lot of activities to learn what we may
have done wrong on tests, assessments,
or labs and it’s always a continual process
of learning,” Manto said.

Since starting at PHS, Manto has
described the student and faculty
community at PHS as helpful, kind, and
considerate, noting the support she’s
received as she begins her first school year
as a full time teacher. She also stresses
PHS’s unique student body, underlining
the dedication and passion she sees in
her students.

Outside of the classroom, Manto enjoys
ice skating, spending time with her dog,
and swimming, which she hopes to coach
here at PHS as well.

### Robert Dutches
Robert Dutches, the newest addition to
the Princeton High School social studies
department, started working at PHS this
year. Dutches teaches three different
classes in the department: AP World
History, World History, and United States
History I.

Prior to joining PHS, Dutches taught
history for eight years in various schools.
He worked at Newark High School for five
years and then spent a year at American
History High School and another year
at Marion P. Thomas High School. Last
year, he worked at Roosevelt High School.
While Dutches has spent the majority
of his career teaching World History to
ninth grade students, he is working on
adapting his knowledge and experience to
be able to effectively teach an 11th grade
class instead. Dutches also has experience
teaching AP U.S. Government and Politics,
United States History II, and African
American Studies.

One of the reasons Dutches chose to
work at PHS was the strong community
that it offers and vigorous learning
environment.

“Not to disparage the places I [taught at],
but it just seems like the students are much
more involved, not just academically,
but in other areas as well. I thought it
would [be] really interesting to come to a
place [where] students just have so much
interest. It’s almost intimidating because
students are so proficient in so many
things,” Dutches said.

Not only does he find his students
interesting to teach, but he appreciates
what the school has to offer for teachers
as well.

“The culture of the administration is
much better. I’m coming from a place
where there was a lot of micromanagement
of teachers, and here the principal was
very much from the start saying I’m not
going to micromanage you. So I like the
autonomy, I [get],” Dutches said.

As a high school student, Dutches
found his ninth grade World History
teacher, who also ended up teaching his
AP Government class his senior year, very
inspiring. He appreciated what a good
teacher he had, and wanted to do the
same for other people. Dutches wanted
to do his part in increasing college access
in places that have traditionally not had
a lot of academic success. He saw the
education gap in Newark and wanted to
help. However, before starting his teaching
career, Dutches finished his education,
volunteered, and worked other jobs.

“As I was finishing my bachelor’s degree,
I did two terms of AmeriCorps service,
which is the domestic Peace Corps for a
couple of nonprofits. Then I went to grad
school for African American Studies and
became a paralegal for about three years,”
Dutches said.

However, Dutches knew from a young
age that he wanted to be a teacher, but
needed to take care of his son.

“When my son was born, I needed a job
where I could work during the night and
watch him during the day. [So], I worked
at UPS and became a training supervisor
there. Finally, I went back to school for
teaching and became a paralegal again
for about a year while I was getting my
teaching degree.”

Outside of school, Dutches takes care
of his two young sons. Although he does
not have much free time, Dutches enjoys
reading history books, watching movies
and shows, and writing. His favorite show
is “Breaking Bad.” As a self-proclaimed
“history buff,” he enjoys reading about
African American history, which he went
to graduate school for. 

Tower Spotlight: new teachers

Theo Lee ’24 grips the bar, ready to attempt a clean and jerk lift. Lee starts in a squating position then quickly stands up and swings the barbell up onto his chest with his strength and momentum. After a moment to catch his breath, Lee springs into the air, lifting the barbell high above himself. It’s a new personal best.

Lee’s journey to becoming a weightlifter is unique in that he didn’t begin his high school career knowing that it was his passion.

“Originally when I transferred to PHS ... I [played] soccer and basketball, and [ran] track,” said Lee. “I was a full year athlete with different school sanctioned sports,”

After a series of miscommunications with his soccer coach over a foot injury, Lee found himself off of the soccer team and onto the track team. While Lee quickly realized that track wasn’t the sport for him, one
aspect about track did inspire him: the weight room.

“One day, [in track practice], they put in cleans [a type of barbell lift] to the lifts, and I thought [that] was really fun, and [that] maybe I should do weightlifting,” said Lee. “So instead of going to track, I would go to the weight room and lift.”

John Torrey, the head of the strength and conditioning department at PHS, was glad to help Lee out with his Olympic style lifts, which are uncommon among weightlifters at PHS. “Theo had a natural aptitude for the olympic weightlifting, he was just technically very sound and very fast,” said Torrey.

“Theo did a lot of research and coaching on his own, and after picking up some outside coaching, he’s gotten even better.”

While Lee was able to see progress largely due to his own desire to improve, he understands that the opportunities which he was able to obtain through his coaches introduced him into the world of weightlifting outside of PHS.

“[Mr. Torrey] told me about a coach who does weightlifting coaching. [He was] hosting a meet and wanted to know if I could [attend],” Lee said.

At the competition, Lee met Jake Ruch, a fitness coach who has helped Lee with his routines, giving him tips on his form and mental strength. Ruch saw Lee’s potential to compete almost immediately.

“I said to myself, [Lee] has a determining factor and an inner drive that you don’t see a lot,” said Ruch. “He has an ability to cope, to not make excuses.”

At his second competition, Lee was introduced to many more athletes like himself, who were very competitive. Lee feels that this friendly competition has pushed him to work harder. On June 18, Lee will compete at the USA weightlifting competition, with weightlifters on Team USA.

“I’m looking forward to meeting people from different regions,” Lee said.

Although weightlifting has been a recent development in Lee’s life, he feels as though he has really gotten to know the weightlifting community.

“I think that it would be really cool if we could get some kind of get-together for everyone who’s always at the gym,” said Lee. “[Other teams] get their events with cake, but the weight room doesn’t have that ... it doesn’t really matter on paper what you are, it’s really about how you come together as a community.”

Lee understands the nerves of starting a new sport as well as any young athlete. For anyone at any age thinking about entering the world of weightlifting, Lee thinks that PHS is a welcoming and supportive place to develop.

“Even if you are trying to get into the weight room but you don’t really know what you’re doing or what type of lifts you want to do, don’t be afraid to try new stuff out,” said Lee. because everyone is figuring stuff out. People in the gym are really nice and would love to help you out.”

Theo Lee ’24: weightlifting

*The Tower has retracted a previous version of this article that appeared in the issue published on May 1, 2024, headlined “Ishaan Banerjee ’24 prepares to turn a passion for jazz into a career,” and republished a new version. The previous writer fabricated Banerjee’s responses, and The Tower has communicated our sincerest apologies.*

When I met Ishaan Banerjee ’24 for this interview, I found him fixated on one of the practice room pianos, his saxophone in the corner of the room — undoubtedly part of a rehearsal I had just intruded on. Ever since the third grade, Banerjee has been dedicated to jazz and his instrument, the saxophone. He sees band as a team effort, where supporting each other is key to success — Banerjee has twice switched the type of saxophone he plays to cater to the band’s needs. His devotion to jazz has certainly paid off, having given him back a plethora of life experiences. Through his time in high school, he’s toured with the PHS Studio Band and Philadelphia Jazz Orchestra, traveling to Disney, Italy, Monaco, France, and Abbey Road Studios in England. This coming fall, Banerjee is off to Manhattan, where he will study jazz at NYU.

**What first got you into jazz? Or just band in general?**

I was playing piano when I was four years old, and then I got really bored of it. Once I started playing the saxophone in third grade, I had a couple private teachers that got me into jazz. They introduced me to the music, and since I love listening to the music, I figured it’d be great to start playing.

**Do you ever struggle with confidence on stage, and if so, what do you do to deal with it?**

A lot of times in competition, it’s easy to get super nervous and lose confidence, but it’s really nice to have a lot of people around me, just like building me up before a performance and making sure that they know or that I know I can sell it really well.

**What would you say is your favorite memory in band or Philadelphia Jazz Orchestra?**

Going on tour with everyone is super fun. PJO, it's 13 nights of just constant playing and being in a different city all the time. Getting to play in front of a bunch of different diverse groups of people is really cool. And for Studio Band as well, playing in front of really big crowds and seeing crowd reactions is always super fun.

**How was changing from alto saxophone to barry and back to alto? Why did you change?**

I first started playing alto in third grade, and then changed to barry sax in seventh grade because we didn’t have a barry sax player, and I figured I could help out. It was pretty funny, because the instrument was bigger than me at that time. And then I continued throughout high school because they needed a barry sax player in Studio Band. And then this year, because we didn’t have a lead alto saxophone, Mr. Bongiovi thought it’d be a good idea just for me to switch back, and it’s been super helpful, because I think I’m gonna keep playing alto sax in college.

**What are your plans going forward, in relation to jazz?**

I’ll be studying jazz at NYU in the fall, and I don’t know if I’m planning on making it a career yet, but studying jazz was always something I wanted to do so I could get better at my instrument. And yeah, we’ll see where it goes from there.

**Do you think the role of jazz in the has changed over time, and how do you see it’s role in music today?**

You hear a lot of times like the jazz [is] dead thing, but I think that if you look a little deeper, there’s a lot of people that maybe aren’t necessarily doing traditional jazz, but are taking concepts from jazz and incorporating it into popular music.

Ishaan Banerjee ’24 remains resolute in his passion for jazz

Attendance in the state of New Jersey is governed by a simple guideline: every student can be absent up to ten percent of the 180-day school year before experiencing loss of course credit. Out of this simplicity, however, complex nuances can arise. PHS uses a variety of policies to ensure students maximize their time in classrooms and graduate with the required amount of credits. 
“At the high school level, you graduate by accumulation of credits. And if you are absent for more than 10 percent, which is where that 18 absences come from, then the state law says you automatically lose credit,” PHS Principal Cecilia Birge said. 
PHS assistant principals begin reviewing the attendance for every student immediately after graduation to determine who loses credit and who does not. For seniors, this process is especially crucial as New Jersey requires that they earn 120 total credits to graduate. Those who have exceeded the maximum number of absences face the consequence of not earning enough credits to graduate. 
Attendance and chronic absenteeism became a widespread issue following the pandemic, as circumstances caused many students to miss more than the 18 day limit for absences.
“The pandemic has disrupted learning so much. Remote learning was [not previously] considered [as] school days. It required an emergency executive order by the governor to allow remote learning to be a legitimate school day,” said Birge. “And then once school reopened its doors, students and families were reluctant to come back. [Of] the current seniors, more than half of them were not in the building in their freshman year.”
One of the policies PHS has implemented to help seniors recover credit is Saturday Academy, which will be held for two Saturdays during this school year. The academy operates for three hours in the morning and three hours in the afternoon. Since each hour counts for one absence, a senior who stays both times can recover six absences in just one day. As a result, seniors who are just one or two over 18 absences can still gain credit for their classes. 
While Saturday Academy does not have regular classes to accommodate every course each student has been absent in, the assistant principals in charge have planned out a way to incorporate some learning as the seniors study and make up for their missing work. 
“We didn't want it to be just a passive sitting seat recovery time, [so] we paid teachers [to come], like a social studies teacher, ... a math teacher, an ESL [teacher], Spanish language support, ... [and] even I went in there and provided some tutoring,” said Birge, recounting her experience from the Saturday Academy that took place two years ago.
During Saturday Academy, seniors are asked to write an appeal letter explaining their reasons for absences. All appeal letters are then reviewed by an Appeals Committee composed of various teachers and counselors, which then votes on whether or not a senior can receive credit for their classes.
“You leave it up to the people in the room to read your letter to say, ‘yes, this person can get credit in this class’ or ‘no, this person can’t get credit’ ... So at the end of the day, it is easier to just do what you’re supposed to do ... [instead of] leaving your future to the vote of people that might not personally know you,” said PHS Assistant Principal Rashone Johnson. 
Saturday Academy and the appeals process come into play only after students surpass the 18 day absence limit, after which they lose credit. Under current policy, students only receive consequences for attendance once they reach this threshold, so the school is debating the implementation of measures to deter students from missing class before it happens.
“Should we assign consequences like detention? So that [way] the warning is given earlier, rather than [waiting] till the end of the year,” Birge said.
However, the school acknowledges that reasons for absences vary by student.
“Each family is different; each student is different. [Everyone] has very different needs … Some students have school avoidance issues, other students have anxieties. Some students have sports needs, [and] other students [are] international students ... who often travel,” Birge said.
Acknowledging this, PHS accounts for needs or extenuating circumstances of individual students that may lead to extended absence, allowing attendance contracts and attendance meetings with the Assistant Principals. 
“Those [attendance] contracts are drafted to support the students–to be here for them to take charge of their own learning.he assistant principal [then] has the authority to approve the additional absences,” Birge said.
As a result, the PHS administration’s approach to addressing chronic absenteeism stresses individual guidance and monitoring.
“First [we] build that relationship [with our students], continue to monitor them and know their needs, and then navigate, create using different tools, create different programs, [and the continuation of] Saturday Academy,” said Birge. “So far, we're doing extraordinarily well. Our graduation rate is anywhere north of 98 percent each year…  Whatever it takes for us to carry them through that finish line, we do it.” 

Tower Investigates: Attendance at PHS

The world of motorsports reaches far — audiences from all over the world tune in to popular competitions like IndyCars, MotoGP, NASCAR, Esports racing, and the Formula championships. The Formula championships in particular are incredibly popular, with the top Formula competition, Formula 1 (F1), garnering one to two million viewers per race. Although F1 world championship winners like Max Verstappen, Lewis Hamilton, and Fernando Alonso and their impressively fast cars are the emblems of the competition, the sport could not exist without its extremely advanced engineering and mechanic teams. Their ability to both completely rework existing car models and make quick, performance-optimizing changes during race weekends is a big part of what keeps racing relevant and interesting every year.
As some of the fastest vehicles on the planet, F1 cars are constructed in a unique way, with low floors, lightweight carbon fiber chassis, aerodynamic front wings, and Drag Reduction Systems. According to the Engineering Institute of Technology, these elements work together to minimize cars’ drag and increase their downforce, allowing them to go as fast as possible in straight-line sectors and remain close to the ground in corners to avoid spinning out and damaging the car or crashing and endangering the driver. 
However, as the basic elements of every F1 car are the same, specific aspects of their construction are what decide the car’s endurance, speed, and overtaking ability. Handling a complicated combination of sports, science, and statistics, F1 engineers and drivers must work together to understand their team’s car and figure out what to change to give the driver the few tenths of a second they need to win a race. This relationship, one not frequently seen in the sports industry, is an inspiration to many racing fans and engineers who are able to understand the hard work that these engineers do every day, both on and off-screen.  
This admiration is evident in several of PHS’s motorsports and engineering clubs, who, though they partake in different activities, unite in their respect for how innovation in the field has both helped revolutionize many sports and allowed technology to progress at unimaginable speeds. Ben Gitai ’25, co-leader of the Sim Racing and Motorsports Club and long-time car and racing fan, believes that many of the events he watches are able to stay relevant and exciting because of advances in engineering.   
“Engineering is one of ... the most important parts of motorsports. I think the best place to see this is in the [World Endurance Championship], which events like the 24 hours of Le Mans and others are a part of. The new cars in the Le Mans Prototype 2 class are a great example of this, as they just keep getting faster and more reliable each year,” Gitai said.
The Aston Martin F1 team is another example of this, as they, before the Japanese Grand Prix, made several changes to their cars’ sidepods and floor. These adjustments made their car more competitive, and driver Fernando Alonso noted that the changes had improved the car’s performance — his qualifying time went from 1.5 seconds slower than the top teams in 2023 to just 0.4 seconds slower in 2024.
Such engineering victories throughout the field of motorsports and sports in general have not only impressed racing fans like Gitai, but also PHS’s own engineering clubs. One club with a particular focus on sports engineering is the Princeton Soccer Robotics Club. Leaders Jieruei Chang ’24 and Shrey Khetan ’24 spend their time building autonomous robots, with their club’s current main project being a team of small robots that can be programmed to play soccer against other robots. Khetan himself has a strong interest in sports, and although he plans to pursue robotics rather than sports engineering, he still appreciates the growth the field has seen recently and looks forward to its future. 
“I see technology, and especially artificial intelligence, playing a major role in the future, and not only [in] sports, like soccer, but almost every sport, because [it] can [help] capture moments, faster than the human eye,” Khetan said. 
Khetan has also been paying attention to Formula 1, and observes that some advancements in the field beyond just racecar engineering are overlooked, describing innovations in F1 camerawork, another important technical aspect for fans worldwide who tune in to live coverage every grand prix weekend. 
 “When there’s more groundbreaking discoveries in STEM and teams making really interesting devices, [I think they should get more attention]. Recently, I saw a team that made a drone for following F1 cars ... where they could just go, and their acceleration was as fast as an F1 car ... they’ll add a new aspect for F1 fans where you can actually see the car from a bird’s eye view,” Khetan said.
 Chang agrees with Khetan, but also believes that even lesser-known inventions like the car-tracking drone are frequently prioritized over other innovations due to their flashiness, leading to an image of engineering as solely an exciting and active profession rather than one that is mostly based on necessity and effort. 
 For example, according to Weil College Advising, robotics, aerospace, and software engineering, three fields that frequently work on big, acclaimed projects like space rovers or planes, are the most desirable engineering majors. Meanwhile, there is a lack of field service engineers and manufacturing engineers, who have to do much more physical work but are just as necessary to their fields.  
“There’s a lot of engineering that doesn’t sound very glamorous, very flashy, but [is] necessary,” said Chang. “They’ve got every company in the world trying to make an electric car, or [they’ve] got virtual reality ... but what about everything else that’s going on?” 
Although engineering produces beautiful results, it takes months of trial-and-error just to put out a finished product. As the field becomes more prominent across the world, its origins may be overshadowed by its success, just as F1 race-winning engineering marvels overshadow the long hours of failure that brought them about. According to Chang, this real human effort is a part of engineering that cannot easily be replicated and deserves its own acknowledgement. 
  “It’s a real thing that you’re building. It’s a real tangible thing. And that’s ... what separates engineering from more theoretical fields, or even computer science,” Chang said. 


Formula 1: engineering the future

From April 12­–14, PHS’s Ethics Bowl team traveled to UNC-Chapel Hill Campus in North Carolina to compete in the 2024 National High School Ethics Bowl Championships, an annual competition where two teams face each other to discuss and evaluate case studies with moral questions or dilemmas. Facing 24 teams from across the nation, PHS’s Ethics Bowl team engaged in a series of riveting discussions on ethical dilemmas, placing fifth overall and winning the Judges’ Choice Award. 
In order to qualify for nationals, each team had to win their respective regional Ethics Bowl competitions. Back in November, the PHS Ethics Bowl team began preparing for the New Jersey High School Ethics Bowl competition that they won in February. During their preparations for nationals, the Ethics Bowl team scrutinized numerous philosophical topics and practiced employing analytical strategies that they have developed throughout their past meetings. 
Unlike other discussion-based competitions, such as debate, where judges are instructed to discard their biases, ethics bowl judges may bring in outside knowledge or their own opinions during the rounds. As a result, co-captain Amanda Sun ’24 explains that the questions posed by judges and opposing teams during the tournament rounds are idiosyncratic, often making them challenging for the team to answer on the spot. 
“Personal opinions can influence the judges’ decisions when asking us hard questions or giving lower points ... but we just have to try our best and just present what we came to the table with,” Sun said. 
In addition to addressing judges’ varying moral beliefs, the team members also had to discuss differences in their own ethical values in order to reach a consensus on a moral framework to apply to potential cases during the national tournament.
“We [spent] so many hours on the plane, in the hotel rooms, in the classrooms, just talking to each other about the cases and just trying to figure out how to resolve each of our individual beliefs and disagreements,” Sun said. 
While competing with students from across the nation, PHS’s team also noted that the geographical origin of other teams influenced how they approached the same moral questions.
“We got to see other people’s perspectives for the first time on these new cases and be exposed to new ideas, as opposed to just kind of agreeing with ourselves over and over again,” said Sun. “The teams were more diverse geographically. People in the South have different concerns than those in the West and the East for example, so it was interesting to see how philosophy is taught in different areas.”
The geographical diversity of the competing teams was paired with a diverse set of judges with different areas of focus in philosophy. 
“One judge got really detailed with John Locke’s specific language for the social contract, which we hadn’t foreseen,” said Nikolai Margulis ’25. “One of our cases focused on the morality of speculating about Taylor Swift’s sexuality. We were asked if pop stars and politicians should be held to different standards in regard to publicity with their private lives.”
The team not only treated the tournament as a chance to broaden their perspectives on ethical viewpoints but also to explore local eateries and events, attending a bluegrass concert and dining out at fro-yo spots. For Margulis, the highlight of the entire experience was the down-to-earth atmosphere during the competition.
“We were all amazed by the spirit of genuine interest in discussion that seemed to fill every match. There was definitely an air of gratitude and excitement among each team,” Margulis said.

PHS Ethics Bowl competes at nationals

In February, PHS science teachers Jacqueline Katz and Jennifer Smolyn published an article in The Science Teacher, a prestigious peer-reviewed journal of the National Science Teachers Association (NSTA). Within the publication, they outline a novel approach to developing scientific literacy and critical thinking skills in the high school setting, specifically describing a lesson utilized within PHS’s Research Program.
“Essentially, we’re trying to get students to think and act like scientists in the field,” said Katz. “We’re trying to build those thought practices in our students and give them chances to employ those skills.”
To achieve this, Katz and Smolyn emphasize the value of challenging students to read full scientific journal articles and engage in peer mentoring, expectations that are not common in typical high school science classes. Additionally, the lesson seeks to improve certain underlying skills: students’ abilities to extract main ideas from primary source literature, support claims with data, analyze bias, and communicate information clearly. 
“These [skills] are everyday practices in the world of science. But sometimes, they get overlooked as a key focus in the science classroom because we’re worrying about learn[ing] content [rather than developing] the skills that were needed to discover that content,” Katz said. 
Inspired by their own graduate research experiences, Katz and Smolyn introduced the lesson seeking to emulate the research process of scientists. Thus, the lesson will teach students how to better understand and extract information from research articles so that they can form more insightful and complex questions and conclusions that they can then incorporate into their own research projects.
Although the lesson outlined in the article is only taught within the research program, the science teachers stress that these practices are universally applicable to all students, including those in traditional classes.
“Those are skills that translate no matter what field you go into. You will still need to assess information that you [are] exposed to and make decisions about your health, about the climate, or about anything,” said Smolyn. “Even if you’re not a scientist, you can still utilize these skills to help you make decisions for your own life in the future.”
As such, the teachers are integrating some elements of the lesson into regular science classes, namely biology, to ensure students outside of the research program also have exposure to the fundamental skills of scientific literacy.
“With each unit, [instead of] providing students with complete research papers, we take some of the information from journal entries just to give them some initial exposure to how science is communicated when it’s not coming at [them] in a TikTok video or a news blurb,” said Smolyn. “We spend four weeks reading these papers in the research program and in an ideal world, we would love to do it in all our classes.”

Jennifer Smolyn and Jackie Katz published in The Science Teacher

  From back to center stage, Sedona Raphael ’24 has had quite a successful high school acting career. Recently featured on the TV show “Law and Order,” Raphael has played over 15 roles since her debut in middle school. While others are out with friends, Raphael devotes all her time to acting programs and audtitions, often spending long restless nights filming self-tapes. After graduation, Raphael aspires to major in musical theater to continue to master her art. 
What productions have you been in and what roles have you played? 
   I played Katherine in “Newsies” last year, which was super fun; it was a great experience to get to have that role. Some of my favorite roles that I have played [are] Double Zero in “The Wolves,” ... “Mary Poppins,” Bambi Bernet in “Curtains,” and ... about seven different roles in “The Laramie Project.” It was crazy, it was a self-directed show [over three weeks], so our cast was made up of ten actors who basically walked the process ourselves.  
When and how did you start acting?
    I grew up singing in the back of my mom’s car or just for fun, and so music has always been a part of my life. For a long time, I was actually a competitive gymnast, so that was how I performed then; on the floor [and] on the beam. One day I had an injury where I couldn’t go to the gym anymore, so my mom decided to sign me up for an open call at a community theater for a little musical, and I ended up getting the lead ...  once I did that, I did not want to go back to the gym, and then I really started pursuing acting and theater professionally.
Can you describe your acting and training background?
   I take private voice lessons, I have an acting class, and I do a lot of summer intensives. A lot of learning I’ve done though, is from different projects I’ve had the opportunity to be a part of. I’ve always been the biggest supporter of the fact that you watch and you learn. Being around other people, you can always pick up new information. Even just watching a TV show, when someone has a line, I would just pause it and say it back as myself to see how I would say that line. I [am] so grateful to have all these opportunities and the training that I need to get this far.
How do you prepare for auditions under time pressure?
   It’s a bit different for musicals and TV and film. For musicals, I always have an audition binder with all my songs that I sing, and those will be ready to go at any moment. And I have about six monologues in my head at all times, so I can just throw them out any time they are needed. If it’s a musical, I will always do character work and understand the show and the background and why it’s an important story to tell. For TV and film, I’ll get a request for a self tape, which is where you film yourself at home doing the material that they sent you. I’ve had cases where they send you a scene that morning and you have to record it and get it back by that night. So it definitely takes a lot of practice, and I’ve gotten better at it over the years, but it can be a little stressful. There are a lot of great people that will always help you, and it’s really fun.
Do you get any criticism from judges or just being in the public view? How do you deal with that?
  It’s hard because part of being on stage and performing and acting is being vulnerable, which is not something that’s super easy, especially when you’re telling such a truthful and important story. I think some of the best advice I’ve ever been [given] is that you’ve got to do it because you love it. Because it’s such a hard business and artist-subjective, so what I like isn’t going to be the same as what someone else likes, and that’s okay. Sometimes it comes with criticism, and sometimes it’s hard to understand why. The biggest thing is to just keep going and not let anybody get in your head; and know that if you’re doing it because you love it, it’s the right thing. 
What advice would you give to a younger version of yourself or someone who aspires to become an actress?
  Don’t take yourself too seriously, and find the joy in what you are doing. Art is about telling important stories and making change and using your voice to promote kindness and good. Perfect is boring and unattainable, nobody likes perfect. You don’t want to see somebody be perfect, they’re not human. I would just say be yourself and don’t really care about what other people think. Do it because you love it.

From stage to screen: the acting career of Sedona Raphael ’24

On October 22, the PHS community received an email from the Board of Education stating that Dr. Carol Kelley would be resigning from her role as PPS Superintendent following a nine-month leave of absence. In a later email to parents and guardians, Kelley offered her own words of explanation.

“This week, after much consideration, I made the difficult decision to resign as Superintendent of Princeton Public Schools. For personal and professional reasons, I must take some time to reset and recenter myself so I can later return to public education and continue to positively impact students,” Kelley wrote in an email.

Following Kelley’s announcement, Rebecca Gold stepped in to serve as Acting Superintendent and Dr. Kathleen Foster was appointed as Interim Superintendent ten days later.

Gold and Foster are both long-time administrators, in Princeton and elsewhere. Gold served for more than 25 years in Lawrence Township, serving in various leadership positions, such as the Director of Personnel. She currently serves as the Interim Assistant Superintendent for Human Resources in PPS. The temporary role of Acting Superintendent added to her current responsibilities.

When asked to describe the role of Gold and the Interim Superintendent, Dafna Kendal, President of the Board of Education, said that it was important to have someone to “sign the checks,” or in other words, act as a formal authority in the district decisions made by the administrative team.

“The board wants someone in charge; even though we have a really strong administrative team, we just want that one person,” Kendal said.

Deeply familiar with Princeton’s educational landscape, Foster most recently served as the Interim Principal for Princeton High School following the dismissal of Frank Chmiel. Prior to that, she held a longstanding administrative position in Robbinsville before joining the PPS district in December 2021 as the Interim Assistant Superintendent of Curriculum and Instruction. On November 13, the board approved her appointment as Interim Superintendent, which is expected to last for the rest of Kelley’s contractual term. 

According to Foster’s contract, the Board wants to “enhance administrative stability, financial security, and continuity within the schools while the Superintendent is on a leave of absence.”

Rashone Johnson, the assistant principal at PHS, believes that PHS is used to these types of changes and can adapt well to them.

“[The] high school administration is still going to do everything in our power to make sure that things still run smoothly for all of our students and staff,” Johnson said.

As PPS changes administrators, students and staff have found ways to continue to achieve the goals of the district, namely quality education. Kendal agreed that students and staff are at the core of the district.

“I think what makes our district great is our teaching staff. And, I know there have been a lot of administrative changes … [but] our teachers just continue doing their jobs and focus on teaching and learning. So while I think it’s important who we have as a leader of the district, I think we’re led by … [what is happening] in our buildings,” Kendal said.

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