AI has rapidly seeped through all levels of society, permeating through each layer of academia — and it looks like it’s here to stay. Thus, the district’s ban on ChatGPT is a necessary measure  to protect academic integrity and preserve critical thinking in our education. But this effort isn’t enough to halt the surge in AI usage; instead, it should be extended to other AI tools until there are clearer guidelines and safeguards to combat the innovation of AI humanizers. While the convenience and speed of AI models does offer some benefits, it has increasingly become disruptive in students’ learning. Worse, a solution to this issue is rather difficult to find. 


Although the school restricted ChatGPT this summer, this effort isn’t enough to counteract the harms of AI. ChatGPT is just one of many forms of AI that can be exploited by students with tools such as Copilot and Gemini. Although these tools are admittedly useful, they blur the line between help and dependence. Their  ability to instantly generate responses on seemingly any subject makes them extremely appealing to students and teachers alike. However, this creates an extremely slippery slope. Asking questions to strengthen understanding can turn into generating entire lab reports or papers. More importantly, utilizing AI simply to get the right answer fosters a toxic environment where the end product becomes more important than the learning process to get there. PHS principal Cecilia Birge explains that struggling is part of learning.


“Once you struggle, that learning acquired after the struggle is much deeper,” said Birge.  “I’ve taught long enough to know that’s true, and I witness that every single day, right in our building.”


Forcing students to grapple with a certain topic not only deepens their understanding, but it also distills the topics they don’t know into targeted questions that they can then ask their teachers about the following day. This is especially true given that PHS students now have three days of built-in flexible learning time where they are able to seek out extra help. Hence, building a strong anti-AI narrative that promotes the struggle is imperative to our learning.


On the other hand, effects on education are not the only concern when it comes to generative AI. The usage of AI has been widely debated for its privacy issues, as users often intentionally or unintentionally share private information with it. As a result, ChatGPT requires parental consent for users under 18 to comply with the Children’s Online Privacy Protection Act. Unfortunately, most students probably aren’t aware of this policy and use it regardless. This problem extends beyond ChatGPT, which means students are still vulnerable to privacy breaches. Banning AI in school serves as a stand against careless AI usage for youth and also serves as a solution until students are able to be educated on proper usage ethics and regulation can be passed to enforce said proper usage. 


In short, the district’s ban on ChatGPT is far from enough to stop the ever-growing presence of AI. Instead, the district should look to create a directive that creates a more holistic ban on AI to help combat issues such as decreasing academic integrity, privacy concerns, and environmental issues. While discussions such as this article attempt to create awareness, searching up ChatGPT just to see it banned serves as an ever present reminder of AI’s negative impact.

Photo: Katherine Chen

AI humanizers, such as humanizeai.pro, are sometimes used by students to bypass generative text detectors.

Cons of AI in School

On August 21, Assistant Superintendent for Curriculum and Instruction Kimberely 
Tew released the results of PHS’s New 
Jersey Graduation Proficiency Assessment 
(NJGPA), which revealed disparities in 
pass rates between Asian, White, Black 
and Hispanic students. The NJGPA is a 
graduation requirement administered 
annually to 11th graders, though alternatives 
exist if a student does not pass the test. 


Though PHS has been known for its 
testing disparities since at least 2005, when it 
was the subject of a New York Times article 
titled “The Achievement Gap in Elite High 
Schools,” district officials, teachers, and 
students say they aren’t giving up.


This summer, the Princeton Board 
of Education approved a five-member 
Affirmative Action team tasked with 
updating the Comprehensive Equity Plan, 
a two-part document mandated by the state 
law that outlines the district’s plan to combat 
inequalities within the education system, 
including achievement gaps. 


“The work never ends; we have to explore 
and dive into data all the time. The data 
should help us make decisions about 
[whether] there are more programming 
or services that we can provide, and ... 
when we provide it. I think one of the 
foundational pieces of all of this work is 
building relationships with our students 
and with our families. [And] the more we 
know about our students, the more we can 
... excite them in their learning,” said Angela 
Siso Stentz, Assistant Superintendent for 
Human Resources and a member of the 
district’s Affirmative Action team.


The 2025 NJGPA data showed that 74 
percent of Black students and 50 percent 
of Hispanic students at PHS met the 
graduation requirements — compared 
to Asian, White, and students of other 
ethnicities having a 92 percent pass rate 
or higher. The report did not detail the 
NJGPA scores by income level. However, 
one of the priorities for Dr. Andrea Dinan, 
the director of the IDEAS center, is for all 
students to be able to access free, highquality tutoring — a service that can be 
unaffordable for many families.


“We’re working with the Pace Center 
[for Civic Engagement] at Princeton 
University, and we’re going to have five to 
seven tutors from Princeton University on 
Tuesday, Wednesday and Thursday,” said 
Dinan. “They’re going to provide SAT [and]
ACT help and AP prep, and we’re going to 
target lower-resourced families, but it will 
be open to everyone. I think that’s one of 
the ways that it really works well — if it’s 
open to everyone, but we make sure that ... 
lower income students ... know about the 
opportunities.”


In solving an issue as complex as the 
achievement gap, teachers are playing a 
role in changing the culture within the 
classroom. PHS Social Studies teacher 
Dr. Katie Dineen is an advocate for an 
educational philosophy known as the 
Universal Design for Learning (UDL). First 
designed in the 1990s based on research 
in neuroscience, UDL advocates for a 
curriculum in which students are provided 
with multiple ways to acquire information 
and multiple ways to demonstrate what they 
know. Dineen is also working to make her 
classroom more culturally inclusive.


“You know, regardless of where [students] 
come from, and especially with AP [World 
History] being such a transitory and 
international community, there’s so many 
opportunities for students to bring their 
own family’s artifacts into the classroom, or 
their family’s perspectives or speakers,” said 
Dineen. “I think I [have] created a place for 
each student to feel as though their story 
and their origin are important enough to 
be centered in that curriculum.”


Furthermore, many clubs at PHS are 
also working on fostering a supportive 
community among underprivileged 
students. This includes Generation 1, a club 
focused on helping students who would be 
the first generation within their family to 
pursue higher education.


“I know from my personal experience, 
my mom didn’t get to pursue a further 
education, [so] I struggled a lot trying to 
figure out resources for SATs or college 
[applications] or just finding things in 
general to help me throughout my school 
journey,” said Aimy Solares-Zacarias 
’26, who serves as the co-president of 
Generation 1. “Our main goal is to just 
help provide those resources for kids who 
are [first-generation students] on their 
pathway to [higher education].”


Solares-Zacarias recalls a period of 
academic isolation within her own journey 
where she was afraid to ask for help. Today, 
she encourages her fellow students to follow 
a path similar to her own by contacting 
Generation 1 to find a community of 
academic support. 
“If anyone is reading [this] and they’re a 
[first-generation] student, I want them to be 
able to reach out to us because I know it’s 
not embarrassing or a weakness to want to 
ask for help,” said Solares-Zacarias.

Graphic: Katherine Chen

NJGPA passing versus not passing rates for different races at PHS.

The achievement gap at PHS

The sound of the starting horn reverberates throughout the pool as Jaiden Xu ’25 dives off the block, precisely cutting his way through the water. His rivals struggle to keep up, as he glides through the water in a rhythm and pace that has been meticulously cultivated throughout his years of experience. In an effortless display of his underwater prowess, Xu scores the key points for his team

Xu was introduced to swimming at an early age, with his father kickstarting what would eventually blossom into an 11-year career. His father became one of his inspirations along with 23 time Olympic gold medal winner Michael Phelps.

“My father taught [my brother and I] at a young age ... I really looked up to my father,” said Xu.

Xu explained that his father and Phelps share key traits: dedication, perseverance, and resilience, which played a key role in his decision to stay in the sport, despite facing many challenges.

“There was a period in time where injuries plagued me, and it genuinely made me [think about] quitting,” said Xu. “But I thought about the fact that I’ve put so much effort into this sport I might as well continue and see how far it’ll take me. It’s not like it’s going to be the end of the world if I don’t perform well.”

His commitment and dedication to his team paid off, as Xu’s efforts aided the PHS boys swim team in clinching the Colonial Valley Conference championship this past January, going undefeated in the regular season and individually placing in the top three. Boys swim coach Carly Misiewicz has noticed Xu’s capability ever since his freshman year.

“From his first year he was somebody who was very talented [and] very skilled,” said Misiewicz. “He was a top contributor as a freshman ... but he’s really grown into being able to swim almost any event.”

In between his commitment to the sport, Xu finds time for other aspects of his life, especially his family and his education.

“With my family, I try to spend as much time as I can, especially on the weekends,” said Xu. “[For] school work, I try to finish in school so I don’t have to do it at home. [But], sometimes I do have to miss practice in order to finish work.”

His dedication to excellence is also shown in his leadership. David Xu ’25 has been on the team with Xu for all four years, witness- ing the behind-the-scenes effort he puts into the sport.

“He’s definitely one of the hardest workers out there that I know of,” said Xu. “He’s always there ... helping and pushing teammates to do their best and go their fastest.

Xu’s leadership has been critical to the team’s success this year, especially in an important swim meet against West Windsor High School South when it came down to the final relay where the boys needed first and second place to win the meet. That’s when Jaiden came up with a strategy.

“[He suggested to] split up our best swimmers into both these relays so we could secure these positions, and it ended up helping us win the meet,” said David Xu.

Xu plans to carry his swimming career into the next four years at Hamilton University, where he will continue to compete at a high level in a sport that he has loved since his childhood.

Jaiden Xu ’25: swimming

Ivy Hu '25: "Join the clubs you love and build them into not just clubs but communities."

Felix Patten '25: "The best way to enjoy high school is to do what you like to do, try your best, and be with the people that make you happy."

Sophie Gono '25: "Take a step back, take a breath, it’s not that deep. High school is four years of your life, don’t be stressed out."

Luna Bar-Cohen '25: "I’m too busy watering my own grass to notice yours is greener. Everyone has their own path, don’t compare yourself to others. comparison is the thief of joy."

Advice from PHS Seniors: What is your advice for incoming freshmen?

On May 13, the PHS girls golf team made history by winning this year’s NJSIAA Girls Golf State Championship. This is the team’s first state title ever since its founding in 2023 by player Madeline Zang ’23. Behind this success was a roster of veterans who managed to shine both as a team and individually, with each member hitting under 100 strokes, a display of their consistency.

“They stayed committed to the process, supported one another, and consistently held themselves to a higher standard,” said Head Coach Jess Monzo. “That belief and mindset shift became a turning point that propelled them toward the state championship.”

For the team, this title is more than a trophy; it is proof of the effort and endurance from the team throughout the grueling season. Kyuyoung Chung ’26, one of the five players in the state-winning team, explains that this title was crucial for the team’s confidence — serving as redemption for the team after not doing as well in previous years.

“[The title] definitely adds to our confidence and it’s an accomplishment that we’ve worked towards collectively; so I think that really adds to the bonds between the girls as well,” said Chung. 

Monzo echoes this sentiment, emphasizing that the title means more to the players, who saw themselves overcome various obstacles to achieve this feat, than it might to a spectator.

“For the team, it’s more than just a title — it’s validation that every practice, every tough round, and every challenge they faced was worth it,” said Monzo. “It’s a shared achievement that reflects their growth not just as athletes, but as a unified group.” 

Despite facing numerous challenges, the team managed to not only pull through but also come out stronger than before. Throughout the season, Monzo has seen this team develop into the standout athletes they are now.

“This team has matured tremendously — not just in skill but in leadership, resilience, and their understanding of the game,” said Monzo. “Over the year, they've learned how to handle pressure, support each other, and bounce back from setbacks.”

Monzo cites consistency under pressure as one of the biggest challenges this team faced going into the state championship.
 
“High-stakes rounds can get into your head, especially at a state-level competition,” said Monzo. “Learning how to play one shot at a time and not let a bad hole spiral was something we worked hard on. Staying mentally tough was key — and they rose to that challenge beautifully.”

Individually, Yasna Shahriariana ’27 faced challenges on her way to the title, such as her dissatisfaction with her own playing. 

“In golf it is easy to get caught up on the bad shots that you have hit previously,” said Shahriarian. “But the most important shot is always the next and I often find the need to remind myself of that.” 

According to Monzo, the team showed signs of their capability and skill even before their state championship triumph. Prior to their victory at the state competition, the team also won the Red Devil Invitational and the CVC tournament.

“There was a defining moment mid-season during a tough invitational played in less-than-ideal weather conditions,” said Monzo. “Despite the challenges, the team rose to the occasion and played exceptionally well, taking home the team title against some of the top programs in the state. [Jacqueline Zang ’25] won the tournament individually, and Kyuyoung finished fourth — both incredible performances. That day, the team realized what they were truly capable of.”

Regardless of what happens next year, Monzo has an optimistic outlook for the team and the players individually.

“Every practice, every match, and every moment of support helped push this team forward,” said Monzo. “Their sportsmanship, camaraderie, and relentless work ethic made this journey truly special. This championship is a milestone, but it’s also just the beginning of what this program is capable of achieving.”


Girls golf team wins state championship for the first time

With each precise stroke, Ellie Kovalick ’25 brings her team closer to the finish line. Guided by the rhythmic splash of the oars against the water, the boat inches past the others. In a succinct, combined effort, Kovalick and her teammates secure 15th place out of a total of 90 competitors in the 2024 USRowing National Championships.

Despite doing track in middle school, Kovalick began focusing on rowing as her main sport starting freshman year. She specializes in rowing eights, the largest, fastest, and most competitive type of boat.

“I started rowing the summer before my freshman year, and I kind of just knew that I loved it,” said Kovalick. “And the thing about rowing is that it’s year-round, so it’s hard to do multiple sports at once. So once I discovered that I loved rowing, I looked back. I never really looked back. I’ve never considered doing another sport since I started.”

This commitment has propelled her to find success at the highest level. Kovalick has gone to Nationals during her sophomore and junior year. In addition, her team, Mercer Juniors, was the 13th fastest in the nation last year with this year’s national championships yet to take place. However, the achievement comes with challenges.

Throughout her high school career, Kovalick has seen three changes in coaching, turning what can be a very chaotic, fast-evolving sport into a test of resilience.

“Our team has gone through a lot so there have been rebuilding years in a way, for sure. But one of the athletes has to step up and take a more active role in how we want the team culture around how we want the dynamic of our team to be,” said Kovalick. “But overall, I think we’re a resilient group, and we managed all right, even through coaching changes.”

Despite the stress, Kovalick and her team are still very competitive. Rowers have to row nonstop for races that can be up to three miles long, such as the Head of the Charles in Boston that Kovalick’s team will participate in this fall.

Kovalick’s impact isn’t limited to her contributions on the water. Yita Moss-Wang ’25, Kovalick’s teammate and long-time friend, explained what helps Kovalick set herself apart from the rest.

“What’s really unique about Ellie is … [her] consistency, every day at practice, every day on the water; and you can see that when she rows, she’s very decisive with her stroke,” said Moss-Wang.

Sam Atter, Kovalick’s coach on the girls rowing team, confirmed her dedication.

“I think that’s been a consistent theme for Kovalick from 2023 to now: her ability to be in these hard situations, these hard races, and [being] this kind of a leader, demonstrating and acting on this is just great. If you get the job done, don’t talk under pressure kind of success,” said Atter.

Here at PHS, Kovalick has taken the initiative to expand the sport of rowing to a wider audience, founding the PHS Crew Club from its few year hiatus.

“I’ve definitely been trying to get more PHS kids involved in the sport, because it’s not too good in Princeton right now. And it’s just such an awesome opportunity … I have nothing but good things to say about [Mercer Rowing],” said Kovalick.

Kovalick is now committed to continue rowing at the Division I school of Wisconsin, in addition to serving as the Collegiate Rowing Commitments Intern. As she embarks on the next chapter of her rowing career at the collegiate level, Kovalick reflects on her choice to row.

“There’s people that discover this sport their year and immediately quit [rowing], and then there’s people that stick with it. And I think I [have] just found a passion, and it’s not something I ever want to give up,” said Kovalick.

Photo: Charley Hu

Kovalick, who has commited to the University of Wisconsin, continues her senior rowing season while looking forward to competing at the collegiate level.

Ellie Kovalick '25: rowing

Conversations at PHS are often embedded with strings of expletives, which occasionally result in teachers warning students about their language. This seemingly normal occurrence demonstrates that although profanity has become desensitized for younger generations, it still carries weight for the older population and in professional environments. According to a paper from the International Journal of Literature, Language, and Linguistics (IJLLL), a survey comparing Generations X, Y, and Z reported that only 4 percent of Generation Z respondents reported no use of profanity, contrasting with a larger 43 percent of Generation X participants. Despite this disconnect between profanity and past generations, most popular curse words have deep historic roots and come directly from the Middle Ages.


According to the Saturday Evening Post, profanity in medieval times mostly revolved around religion and eventually became associated with immodesty. These examples allude to a greater trend in profanity — historically, profanity matches the needs and desires of its users and the society it exists in. For example, general profanity revolved around racial slurs in societies where racial discrimination was a norm. Today, what we define as profanity is once again changing, and it will likely cause a rift between Generation Z and older generations such as Generation X. For example, the word “damn” was considered a serious profanity in the 16th century. However, in the modern era, its profane nature has more or less dissipated. For instance, The New York Times and other major print publications have loose regulations surrounding the printing of  “damn” in article titles, but will only include the word “f—” in “highly contentious quotations and interview transcripts”. The IJLLL paper found that Generation Z is more likely to use profanity light-heartedly or in casual conversation. Words currently still generally considered profane, such as “f—” or “s—,” may join “damn” and quickly lose that designation if they continue to be used in normal contexts.


   In contrast to “damn,” certain words have had their profane statuses elevated. The r-slur, which began as a professional medical term for neurodivergent people, quickly became common profane vocabulary. After various social movements pointed out the r-slur’s derogatory nature towards neurodivergency, it began to be considered as a slur. Its slur status was then solidified in 2010 when President Barack Obama signed “Rosa’s Law,” which changed “mental retardation” to “intellectual disability.” It’s likely that the next wave of profanity will not be any new, strange words, but rather a revival of what is currently considered unacceptable. For example, most PHS students have likely heard at least one slur in the hallways. Offensive slurs such as the f-slur and the r-slur that have been phased out of popular vocabulary seem to be making a worrying comeback. Interestingly, this coincides with the rise of conservatism among U.S. youth alongside racism, misogyny, xenophobia, homophobia, etc. These ideas and associated slang spread quickly in the fast-paced digital age, contributing to the loss of meaning for otherwise offensive words.


It is important to recall, though, that these changes in profanity are generally concentrated in younger generations. Older generations are less likely to change their perception of words they have always known as profane. This results in a generational language gap — when younger generations casually use words older generations may still perceive as highly hurtful, it can cause conflict. In the workplace, which many PHS students are only years away from entering, this dissonance could have particularly negative effects. Although curse words being used more casually isn’t inherently negative, it is important for younger people to remember that language does not change at the same rate for everyone.


As we, the younger half of Gen Z, begin to enter the professional sphere and transition into a world where we are not always mostly surrounded by our peers, we should start to be more mindful of our words — we will need to communicate effectively with other people, and profane language, although more casual for young people, is intrinsically divisive.


Traditional curse words are losing their meaning for younger people as they use them as casual terms, not as expressions of significant emotion. These developments should be taken seriously, as they will not only create far-reaching professional and interpersonal consequences, but could also accelerate the use of bigoted slurs in common conversation. Although these linguistic developments seem out of our hands, by consciously making an effort to remove profanity from our vocabularies, we can still make a difference.

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