The crowd holds their breath as Jacqueline Zang ’25, with her driver in hand, steps
up into the tee box of the first hole. She carefully chooses a spot to place her tee and
golf ball. Visualizing her shot, Zang takes a confident swing, influenced by her favorite
professional golfer, Nelly Korda. Her shot breaks the crowd’s silence as it flies through
the sky and lands perfectly on the green.
At age five, Zang began playing golf after her father introduced her to it. She initially
only played golf with her family, but later in her career, she would compete in big
tournaments.
“I used to play tennis, and
when I was around 11, my
parents told me to choose one
or the other,” said Zang. “It’s
funny, because I didn’t want
to do tennis because my dad
told me I’d be running around
in the heat. So I chose golf not
because I liked one more than
the other, [but] just because I
didn’t want to run.”
After deciding to pursue
golf over tennis, Zang went to
her local country club’s driving
range and practiced with her
sister, Madeline Zang ’23. When they practiced, they would mutually help and encourage
one another, along with the additional coaching from their father.
“November through March, I try to do around an hour a day. Sometimes, I skip a few
days. In the summer, if I’m not playing a tournament that weekend, I’ll be practicing
five to seven [hours],” said Zang.
Zang joined the PHS golf team in her freshman year, when golf was a co-ed sport
led by Head Coach Patrick Noone and Assistant Coach Jess Monzo. During Zang’s
sophomore year, a girls-only golf team was formed with Monzo as head coach. Over
the course of the past few years, Monzo has been able to see Zang grow as a player
and a person.
“She’s definitely matured a lot. She’s always been very focused, very lights out,” said
Monzo. “[She] knows what she wants to do, but I think as she’s gotten older, she’s
developed and kind of matured in the sport and understands that if I don’t make every
shot, it’s not going to make or break me.”
Zang’s determination and dedication not only helped her reach her current level
but also inspired the rest of her team, including teammate and close friend Kyuyoung
Chung ’26.
“She’s definitely very skilled as a golfer, and so I think that’s definitely inspired a lot
of the girls to practice more,” said Chung. “We’ve seen scores go down from last year,
so score-wise we’re doing better than we did last year.”
In addition to being a skilled golfer, Zang, who is captain of the team, serves as a
leader and role model to her teammates.
“She also has this sort of leadership [quality] about her, and so she’s just sort of
someone you can look up to, [and]
I certainly look up to her,” said
Chung.
Monzo witnessed the effect of
Zang’s leadership on the team and
how she serves as a role model for
her teammates.
“Every girl looks up to her,” said
Monzo. “She’s able to kind of help,
and she lends a hand, and she’s
always available to give girls advice.
So she’s been one of a kind.”
Throughout her career, Zang
qualified for the National Junior
PGA championship, the highest
level of junior golf, being inducted
into the Rolex Honor Society, and
placing in the top five in an American Junior Golf Association tournament in 2022.
Despite this, there were challenges that Zang had to overcome. Staying calm under
pressure and controlling emotions are both aspects of the sport that Zang has learned
to play with.
“[The most difficult part of] golf for me [is] probably the mental side. Just being
in the moment, committing to it, and actually doing what I’m trying to do on the
course,” said Zang.
While individual golf can be mentally challenging and stressful, Zang’s favorite part
of golf is a more enjoyable and less stressful way of playing it.
“[My favorite part] ... is team golf because golf is an individual sport, so it can get
kind of lonely sometimes,” said Zang. “Everyone plays their own ball, and then you
add up each individual sport for a combined team.”
Committed to Carnegie Mellon University, Zang hopes to contribute to another
season as one of their best players. As she prepares to leave PHS and start college, Zang
reflects on the valuable lessons golf has taught her throughout her years of playing.
“It’s a lot of ups and downs. It’s never really consistent, so when you’re not playing
as well, [be] patient with yourself, and keep your hard work up,” said Zang.

Photo: Charley Hu

Zang is one of the original members of the girls golf team, and is preparing with the
rest of the team to gear up for the Mercer County Championships in May. 

Jaqueline Zang ’25: golf

Walk into any grocery store in America, and you’re bound to find shelves full of ultra-processed foods wrapped in shiny plastic packaging. Ultra-processed goods, products that are prepared using industrial methods, are often high in sugar, salt, and fat. For these reasons, many health professionals and critics on social media have taken to advocating for consumption of “whole” foods such as fruits and vegetables. Although reaching for an apple is decidedly healthier than grabbing a bag of chips, both foods can be sources of a less-discussed health threat — microplastics.


Microplastics are defined as small pieces of plastic less than five millimeters long, and result from the natural degradation of plastic products, such as packaging, synthetic textiles, and paint. Since the coinage of the term “microplastics” in a 2004 University of Plymouth study, its negative effects on marine organisms have been well-established. However, microplastics aren’t just a problem for our environment — they have begun to find their way into the foods that we consume on a daily basis.


For example, a 2020 study by Catania University discovered that carrots and apples contained high levels of microplastics, likely due to absorption of microplastic-contaminated water. Additionally, according to a National Institutes of Health study from 2023, tea bags made with certain plastics can release billions of very small microplastics into cups of tea. Marine organisms consumed by humans can also have thousands of larger microplastics, and any foods stored in plastic containers contain thousands of plastic particles of all sizes. When consumed, these microplastics have been shown to mimic hormones, messenger chemicals within the body. One study from the American Chemical Society found that a gene called TRPV4 was over-expressed due to microplastics acting as growth factors, leading to respiratory issues. Microplastics can contribute to an increased risk of cancer, neurological diseases, and respiratory issues. They also exacerbate pre-existing medical issues, or activate latent disease-causing genes in the body. 


In particular, many of the microplastics in humans arise from a process known as biomagnification. Because of pollution, there are many plastic particles floating in the ocean. Small organisms eat these plastics, and they are then consumed by predators. The plastics move up in the food chain, becoming more and more concentrated in the tissue of the apex predators. When a human proceeds to eat this animal, they receive a portion of the many microplastics present in the ocean. Biomagnification occurs in a similar sense for land animals like chickens and cows, which often consume contaminated plants. In all cases, the original source of microplastics are man-made materials that pollute the environment.


This is not a problem that can be solved through selection in what we eat, but instead needs to be solved at its origin. We fill our oceans with trash, destroying the single geographic feature that gave rise to all life. As a society, we need to change to save our planet, our oceans, our marine life, and ourselves. Large societal shift begins with small, personal steps. Right here at PHS, students can make a meaningful impact in the fight against microplastic pollution. From the cafeteria to the vending machines, we make daily choices that either contribute to or help combat this growing health and environmental crisis. 


If you want to stay away from these life-threatening, cancer-causing particles, start by putting your water bottles in the recycling. The next time you go to the cafeteria or Tiger Café, choose items with less plastic packaging. Bring your own reusable water bottle instead of purchasing plastic beverage bottles from the vending machine. Even small changes like using your own reusable utensils or avoiding plastic straws count. These changes may seem insignificant, but together, we can reduce sources of microplastics that end up in our food, and in our bodies.

Photo: Julia Li

Izzah Memon ’27 eats a bag of chips during break.

Microplastics are a macro problem

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

Within two months of taking office, President Donald Trump has already cut funding for many departments within the federal government through the Department of Government Efficiency (DOGE), headed by Elon Musk. The cuts to the National Institute of Health (NIH) hit especially hard, removing funding from many research institutions. 


The NIH is the federal agency responsible for conducting and supporting medical research. Their mission statement is to “seek fundamental knowledge about the nature and behavior of living systems and the application of that knowledge to enhance health, lengthen life, and reduce illness and disability.” 


According to the New York Times, in 2024, $32 billion was spent on grants, with $23 billion going to direct costs and $9 billion going to overhead costs. These overhead costs are what the Trump administration attempts to target, but what they’re missing is that overhead costs are incredibly important to research. Without them, the United States will fall behind in the scope of worldwide research progress. 


The NIH has served an essential role in the development of medications in the U.S. A data assessment from the JAMA Health Forum found that the NIH funded the creation of 99% of drugs approved between 2010 and 2019, ranging from cancer treatments to advancements in gene editing. With funding being frozen for some institutions, these developments are bound to grind to a halt. This means that the United States simply will not be able to research as quickly as other countries. This inevitably leads to less innovation, as the funds for the backend operations required aren’t being provided.


Biology teacher and PHS Research Program head Jennifer Smolyn relied on government funding for the multiple research programs and labs that she participated in during her college years.
“I think colleges and universities are going to have to think about who gets to do research. They’ll probably shift the focus more towards graduate students, and there will be fewer opportunities for undergraduates, is what I would guess is kind of the easiest fix,” said Smolyn. “But they will definitely need to think about where the funding is going, how they’re allocating resources, and to whom.”


Smolyn says that she is trying to be optimistic about the situation, but reading the news about these funding cuts is alarming and discouraging. However, she is still positive about the fact that the U.S. will remain a world leader in scientific research and progress despite these cuts. “I don’t know that I would say we’ll lose our position entirely, but I do think it will be more of a challenge to … hold the standard of academic research that we do,” says Smolyn. 


Although the funding cuts only directly affect the NIH, PHS will also inevitably feel its tremors. As the student Research Program relies on money from the New Jersey State Department of Education, which gets its money from taxpayers, this funding cut will likely affect PHS’s ability to support particularly resource-heavy student projects. Research is an integral part of PHS’s academic culture, and PHS students should be aware of these far reaching policies when casting their votes in the future.

NIH funding cuts hurt innovation

The recent Advanced Spanish trip, from January 19th to January 25th, marked the program’s eighth visit to Cuba since its start in 2015. This trip was designed for students to experience a unique culture, engage in community service, and live through an authentic connection with the local community. PHS Spanish students participated in various activities that ranged from painting murals in Havana to gifting local students donations fundraised by PHS students.


The trips to Cuba began as an assignment in Spanish IV A and Spanish VI A teacher Martha Hayden’s El Cine Hispanohablante class, where students were instructed to write letters to a Cuban artist. One student chose Manuel Lopez Olivia, sparking a lasting friendship between Olivia and Hayden. In 2015, when Obama lifted the travel ban to Cuba, Hayden decided to visit Olivia and give students the opportunity to experience Cuban culture firsthand.


“I said to Manuel, I’m definitely coming now. I really want to go to Cuba. I don’t know why it just felt like it was so important to now actually meet him in person because he kept writing to me for all those years,” said Hayden.


Hayden initially designed the itinerary for the trip with a tour company; however, Olivia disliked it and offered to redesign it from an authentic Cuban perspective with art as the focal point of the trip.  
“He thought that it was a terrible program and ... not really totally Cuban ... And he said ‘I really want it to be through art.’ So they [created] this whole program for me so that we could actually travel there. But I gave it a name, ‘Seeing Cuba through the eyes of the artist,’” said Hayden. 


However, traveling to Cuba required flexibility due to differences in living conditions between Cuba and the United States. For example, essentials such as toilet paper, soap, and even toothbrushes were not always readily available in Cuba. Additionally, limited internet access meant students had to put aside their phones and social media. 


“There was very, very limited WiFi at the homestay, so we could call our parents and maybe send a few texts, but that was about it. But most of us had saved music, and I think it kind of added to the experience ...  like when we were on the bus, the only entertainment was just to talk and listen to music together and stuff,” said Leopoldo Gessner ’27, a student on the trip.  


This year, as in past years, students and teachers alike enjoyed various  activities like bus tours, museum visits, and eye-opening community service events designed to help local kids. 


“We put a lot of effort into collecting and then distributing a lot of the supplies that these people needed … I would say it was a big part of the trip, and it was really amazing to see especially when we were helping out kids … It’s just really nice to see how appreciative they are … and it was so amazing being able to help out,” said Gessner.


Cuban art was an espeically important part of the trip. Cuba has many schools for the arts that were installed by former the communist  dictator Fidel Castro during the Cuban revolution in the 1950s. However,  according to Hayden, Cubans later utilized art to protest against the communist government by creating pieces that resonated with the people, leading to several crackdowns on Cuban artist. 


“The fine arts is just unbelievable. It really is. The history behind it and the talent is so incredible. It’s different than any museum that I’ve seen around the world. And I’ve traveled a lot,” said Hayden.

 
 PHS assistant Principal Lauren Freedman, one of the  chaperones on the trip, said that the many ways the trip was made to be as authentic as possible improved the overall experience, leading to lifelong memories for everyone on the trip. 


“This is like an authentic, real life. We’re going to be with the people, like it’s not a fake touristy trip. And that makes this trip, I think, extra unique and special too, because it’s like you’re going to visit family. It felt like we were with family,” said Assistant Principal Lauren Freedman. 


Photo Courtesy: Oriana Marcano

Paulo Barbosa ’25, Osbaldo Morales ’25, Brian Donis ’25, Juliet Roden ’26, Sabine Ristad ’25, Cecilia Reynolds ’25, Mia Serrano ’25, Tony Perez, Matija Useche ’26 Leopoldo Gessner ’27, Idania Rodriguez, Marina Perez, Maya Wood ’27, and Oriana Marcano
’27 pose together in Cuba.

PHS Spanish students go to Cuba

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

### Bill Urias

Every day, students who enter PHS through the
Tower entrance are greeted by Bill Urias and asked for
their IDs. However, this quick interaction does not
reveal much about his interesting life before PHS or
his adventurous hobbies outside of his work.
After finishing high school in South Jersey, Urias
joined the military for four years before going to college.
He attended both Rutgers University and The College
of New Jersey, where he studied accounting. He then
traveled to California in hopes of pursuing a master’s
degree in business.

While in California, Urias instead worked for a
private company where he cut trees due to his passion
for adventure and nature. However, after eight years
of living in California, his wife’s parents fell ill and the
couple decided to move back to New Jersey.
Although Urias formerly studied accounting, he
decided to become a foreman for the Township of
Princeton.

“I had a crew of 45 men and women, and every
morning we would make the assignments on what
we were going to do. We had crews that took care
of the trees, took care of the signs around the town,
maintained the parks, [and] cut the grass,” said Urias.

Not long after retiring from his position as a
foreman, Urias was recruited to become a part-time
security guard and building monitor at PHS. He has
been working at PHS for the past five years. His job
includes checking student IDs when they enter the
building, pointing visitors in the right direction, and
filling in for other missing staff.

His passion for the outdoors not only influenced
his career choices but also how he spends his time
outside of work. One of his favorite pastimes is riding
motorcycles.

“I have three motorcycles. We do tours [and] take
people up to Lake George and Lake Placid. I don’t
bring [the motorcycles] to work,” said Urias. 

### Tracy Hart

Keeping students fed is an integral yet complex
process at PHS. As one of several cafeteria workers
who make sure this process runs successfully, Tracy
Hart ensures that all students are well-fed and ready
to learn.

Growing up in Hopewell, Hart has been working
with Pomptonian Food Service, PHS’s new food
service provider, for three years. She has worked all
over New Jersey in multiple school districts with
Pomptonian, but started at PHS this July.

“I know that the community is interested in farmto-tray and locally sourced things like that. My father’s also a farmer in the Hopewell area. I was really excited
when we [started at PHS] because I can incorporate
a lot of things that are locally grown that I’m familiar
with from this area into the menu,” said Hart.

 Prior to Pomptonian, Hart worked for several other
food service providers, but she enjoys working with
Pomptonian as the company focuses on delivering
services exclusively in schools, whether K-12 or
community colleges.

“I went to Rutgers, and I have a degree in nutritional
science, and I was hired by Sodexo, a food service
company, right from class. I was with them for 20 years.
I also did country clubs involved in food service, and
started as Grimace at McDonald’s and got involved in
food service, then I went to Strayer [University] for
my Master’s [in] Business Administration,” said Hart.

Outside of work, Hart enjoys taking her four kids
tent camping, going to Hershey Park, and tending to
her backyard chicken. She is also helping her father
as he opens a brewery in Pennington.

### Nick Cream

Armed with a ten-year tenure as a police officer,
Nick Cream now uses the security skills he gained in
his role as PPS’s attendance officer and PHS’s security
officer. With this year marking his 34th in the district,
some of Cream’s responsibilities include maintaining
building security, monitoring the cafeteria during
lunch, breaking up physical confrontations between
students, conducting wellness checks for chronically
absent students, and conducting residency checks.

“If [PPS] suspects that somebody may be living
outside of Princeton, but attending the schools illegally,
I investigate those maps,” said Cream. “And if a kid’s
missing a lot of school, sometimes … I’ll make a home
visit.”

Cream’s interest in pursuing a career relating to public
security stretches back to college. After he graduated
from Lawrence High School in Lawrence Township,
Cream studied criminal justice at The College of New
Jersey. Following his college graduation, he trained to
become a police officer and ultimately joined the
Trenton Police Department.

“I left the police force after I had a couple back
surgeries. I’ve been with this school ever since,”
said Cream.

Cream’s role in the district started as a part-time
job as an attendance officer conducting occasional
residency checks. As the demand for security in
schools increased, Cream’s position evolved into the
full-time job he currently holds, where he serves as
a security officer for PHS on top of his attendance
officer duties.

“I’m fortunate that the students are great here,
which makes my job a lot easier,” said Cream.

Outside of keeping PHS’s security in shape, Cream
likes bike riding and exercising. As big fans of the
shore, Cream and his wife also enjoy visiting their
beach house in Brigantine. Cream enjoys visiting his
grandchildren in Florida and Pennsylvania as well. 

PHS behind the scenes workers

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

The Tower

Fangwu Yu's Work

The Tower