Princeton High School’s volleyball program has historically been successful in past seasons, claiming the 2016, 2017, 2018, and 2019 league titles in succession. This season’s team is no exception, boasting an unmatched 23–1 record, conceding only five sets across all 24 games played — a feat that hasn’t been achieved in over ten years. Now ranked second in the state, the Little Tigers continue their charge as they make their way further into the season, shooting for not only the conference title, but the state championship as well. 
Last year’s season saw many of the current key varsity players as underclassmen, who have since become sophomores and juniors. But despite their younger age, these talented athletes set themselves apart from the rest.
“Last year, we had mostly freshmen and sophomores starting on a varsity team playing much older squads,” said the girls volleyball varsity assistant coach Kate Dineen. “They have just come into their own more [this year], feel more comfortable playing together, [and] have grown stronger because they train year-round, so they’re just a little more powerful.”
 While the younger age range of these players may at first seem to be a disadvantage, the reality is that their team chemistry built throughout past years serves as a crucial part to their dominance this season.
“We have such a young team … and we have so much potential underneath us, especially all the sophomores,” said Pearl Agel ’25, a starting libero and co-captain of the varsity team. “I feel like it's really helped us, especially from last year, knowing that we have a lot to build off on, and so that's helping us improve each year, so we're hoping to get farther.”
While the team has demonstrated their ability to control every game they play, the results don’t just happen without hard work. Even during off-season months, many of the athletes go back to their club teams and continue training year-round, preparing themselves for the upcoming season for the PHS team as well as for their own teams outside of school. This preparation that these individuals dedicate themselves to ensures that their skills and coordination are sharpened for the following season. 
“We have a lot of players on our varsity squad this year who play year round both indoor and beach,” said Dineen. “The beach skills in particular translate really well to indoor because they're able to find spots to put the ball and end rallies at really opportune times … and they really act together as one cohesive unit.”
Beyond just the technical skills gained through off-season training, club teams also give players the chance to bond and build relationships with one another, creating an even stronger link within this already close-knit team. 
“A lot of the girls on the team I've played with since I was 12. We used to be on the same club team, so I really have strong relationships with them because I've known them for so long,” said co-captain Lois Matsukawa ’25, starting setter on the varsity team. “[Playing on club teams] is a really big factor in our success this year and last year.”
There’s no doubt that the team puts in a tremendous amount of work and effort on the court during their games, but what’s often overlooked is the effort put in by team members off the court, which can boost the team’s performance just as much. 
“Pearl [and I] really made it a big deal to do the psyches this year, because it's really fun and we even got JV to do it too. … I think that people just enjoyed it a lot,” said Matsukawa. “I just think it just helps our team bond more and just stay more connected.”
On paper, the Little Tigers seem to have little if any problems at all, beating every opponent they come across. However, it hasn’t always been smooth sailing for this team. 
“We're learning to trust each other, which is kind of a big issue that we're getting through over this season,” said Agel. “There have been some internal struggles [between] teammates and disagreements . . . but over the season, we’ve kind of worked it out, which has also helped us move stronger.”
The team, like most teams do, have experienced and overcome certain difficulties that they’ve come across as a group. However, there are certain pieces to the puzzle that they can’t control, one of which being the tight and demanding schedule.
“One of the biggest challenges that we’ve faced this season has been just the rigor of our schedule,” says Charlotte Woods ’26, one of the three starting hitters on the varsity roster. “We've been playing a lot of games back to back, which means we don't get a ton of time to practice new things . . . [but it] makes us better players in that I feel our stamina has been a lot higher and we get a lot of in-game experience, which helps . . . in future games that we play later on.”
In spite of these adversities, the results that the team produces speak for themselves. The team has not only topped their group, but climbed to second in the state all within just over a month. With a near perfect record and an unstoppable group, the team heads further into the season with high hopes and expectations.
“The hope and expectation for us is that we continue to try and win as many games as possible, and hopefully make it to and past the same point that we made it last year,” says Woods. “We're hoping just to do as well as we can and bring home some records for the school and for our program that really just reflect all the work that's gone into our season.”

Girls Volleyball Team Storm Past Competition En Route to State Title

The Princeton High School football team is off to an amazing start, boasting an impressive record of 2-1 to kick their season off. The team already has two shutouts under their belt heading into their fourth game, an achievement that hasn’t been reached in over ten years. With dominant performances over opponents Lawrence and Haddon Township, the Little Tigers have proven that they mean business and are ready to play. 
The team’s sudden change in momentum in comparison to previous seasons can be attributed to a handful of different factors, one of which being the turnout of athletes heading into the summer pre-season and fall regular season.
“It really is about the sheer number of kids that we have here,” said Head varsity football Coach Charles Gallagher. “Last year we had  42 kids altogether . . . This year, we're sitting right now at about 63. All those kids I feel like have embraced what we're trying to do.”
While sheer numbers may seem to make the biggest impact, the hard work, motivation, and — most importantly — dedication of these athletes during and before the season cannot be overlooked. The preparation for this season began last December, and for some carried on towards the end of the summer. Gym sessions, team scrimmages, and team bonding have all been the core of this team’s exciting start so far. 
“We've had a couple informal practices in June, which helped to get the freshmen going so we could focus more on the varsity during the summer,” says Joseph George ’25, a fullback on offense and middle linebacker on defense on varsity. “Throughout the whole summer we spent everyday with each other [and the] chemistry is definitely there . . . we all work well together, we all talk and that's played a big factor so far this season, and hopefully we'll continue on.”
Compared to previous years, this year’s team is much more experienced as many veterans returned to play their third or fourth years and a strong class of freshman and sophomores joined the team. The upperclassmen, with more game time and experience from previous years, are now able to guide the new members of the team. As for the underclassmen, there could not be a more suitable time for them to grow, develop, and eventually lead the team themselves.
“We had to start a lot of sophomores and juniors last year, just because we didn't have the numbers of the senior class,” said Sean Wilton ’25, a left tackle for the varsity team. “Now that we all have one [more] year of experience, we're a lot better.”
While the off-season work for the Little Tigers has immensely improved their performance so far, the mindset and mentality that the team carried entering the season has played a prominent role in establishing a precedent for upcoming games. 
“I have high expectations for the guys, so I expect us to win the division,” said Co-Captain Tyler Goldberg ’24. “I set the highest expectations for everyone on the team, so we should get there.”
This high bar is set by not only the captains, but also the team themselves. As a result, the change in mentality and approach heading into their games has had significant impacts on the results that the team can achieve.
“For this year, in particular, our goal, and something I really never talked about at all in my 11 years, is, at the end of the week, we want to be 1-0. That's it,” said Gallagher. “For high school kids, right, short term success is important, they're not thinking long term . . . let's not think about a 7-3 record, let's not think about 2-9. Let's just think about being 1-0 at the end of the week.”
The team has demonstrated that it will take more than just brute strength to beat them, as they continue their season with high morale and unbreakable drive. The little tigers came ready to play this season, and are keen on finishing what they started. 
“We [have] the heart . . . we care more, we want to win, we know that we can win,” said Wilton. “So let's do it.”

Football Team Off to Record Start

  In the past few months, PHS boys varsity soccer team Head Coach Wayne Sutcliffe made the decision to step down after more than 25 years. Leading the PHS boys varsity team in past years to 19 division titles, seven Mercer County Tournament titles, and two state titles, Sutcliffe’s career as the head coach is considered by many as legendary. 
   Sutcliffe has led the team to numerous victories and titles, and as such, his decision to step down has initiated reflection and recognition from the team. The decision ultimately came down to timing and setting the groundwork for future coaches and athletes to succeed. 
    “There was never a day in the 26 years that I've coached that I didn't enjoy ... [but] to do something for 26 years is a long time and I felt as though I gave everything I could,” said Sutcliffe. “The team and the program overall, are in really good shape right now in terms of health and we have a lot of good players. ... It's important to me to leave the team in a better place than it was, even when I became a coach, for the rest of the staff.”
   With Sutcliffe stepping down, there will be a new head coach the following season, but despite the change in staff, there should be little to no change in the way the team is run.
   “I get the same question from a few people that I've talked to, … asking what I'm going to change about the program,” said former Assistant Coach Ryan Walsh, who will be succeeding Sutcliffe’s role as head coach the upcoming fall. “Coach Sutcliffe has won 19 division titles, seven MCTs, [and] two state tournament titles. So what am I supposed to change? My goal is to keep doing and keep practicing his beliefs.”
   As the team bid farewell to their esteemed coach, players on the team, including co-captain of the boys varsity team Nick Matese ’24, , reflected on the transformative impact that Sutcliffe has had on their soccer journey. 
   “Throughout three years of being on his teams, Coach Sutcliffe has helped me improve a lot as a player through his encouragement and constructive criticism, which he was always able to deliver in an effective and positive way,” said Matese. “He created a team culture that really focused on support and togetherness." 
   Beyond the tactical elements of the game, Sutcliffe's team has succeeded because of his capacity to inspire and motivate them at crucial times. 
   “Looking back, I can remember some of his team talks before overtime periods in games such as Hightstown this season or Notre Dame and Steinert the year before,” said Matese. “He had a great ability to fire up the team when we needed it the most.”
   The team mentality that Sutcliffe has cultivated is one in which each player feels empowered to accept criticism and use it as a springboard for improvement. In addition, Sutcliffe's emphasis on efficient communication, which he views as one of the most important components of the game, has helped the players feel more united and cohesive.
   “He's always been there. He's always been pretty vocal, just taking control,” said Matthew Chao ’25, one of the players on Sutcliffe’s varsity team. “[We’ve] had some problems this past season, but he still did his best to show up to be there for us every step of the way.”
   Although Sutcliffe’s coaching journey has been filled with numerous victories, he recognizes that the most rewarding aspect of leading a team lies in the strong connections he’s formed with his players and watching them grow in the face of new challenges. 
   “[I will] never forget what it was like to win a state title. But next to those are the most important things,” said Sutcliffe. “In games, these moments [in my memory] about how young players develop, grow, and mature into different [people] than they might have been when they got here... those are the really important things [to me].”
   These connections that are made, starting as early as freshman or later as seniors, have remained strong even after the players graduate from high school. 
   “I think it's pretty clear to see the connections he's established with all these players throughout the years, because if you just look at the captain's practice[s], you have these alumni who were on the team five, six, seven, eight years ago, and still coming back,” said Chao. “The fact that he was able to establish these connections with other players really helped build a pretty tight team and … established a good team culture.”
   Sutcliffe’s impact and influence on the players are undeniable, inspiring many young athletes to push themselves into becoming better, not just as soccer players, but as people as well. Sutcliffe has not only had an impact on the athletes, but he has also guided and mentored his co-workers into becoming better versions of themselves, setting an example for them to build off of when it is eventually their turn to take over. 
   “[Sutcliffe] has taught me so much about being a coach, and a player's coach, really,” said Walsh. “When I came out of college, I loved soccer, I was good at soccer, but I wasn't a good coach …[Sutcliffe] really taught me how to properly manage a team. He was really good at making connections with all of the players … and he really helps players improve every day.”
   Returning players are excitedly anticipating the next chapter under Walsh's guidance as the team looks to the future. With a strong foundation built by Sutcliffe, the team is ready to embrace the challenges and triumphs that lie ahead. 
   “I'm looking forward to next season as we have a lot of returning guys with experience, and Coach Walsh is a really great coach to lead us,” Matese said.
   Together, Sutcliffe and Walsh have been able to work together as a cohesive team to foster success over the course of multiple seasons. Their combined efforts have created a positive and nurturing environment for the players that Walsh will carry on, allowing them to flourish on and off the field. 
  “I hope that the next 26 years, [Coach Walsh will have] the same opportunities that he can do that for the next coach,” said Sutcliffe. “That will be my hope for a legacy.”



Legendary PHS boys soccer Head Coach Sutcliffe leaves a lasting legacy

   Andrew Kenny ’23 lines up at the starting line alongside the other racers, scrambling to their positions before the shot of the starting pistol. For a brief moment, silence falls upon the track. Everyone’s hearts stop. Bang! The race is on. 
   Kenny’s track career so far has been extremely successful, including his qualification for the states tournament last year, captaincy of the team which led them to a Mercer County Tournament title, and commitment to Northeastern University for track. However, Kenny’s commitment to track almost halted early in his life when he was at a crossroads between two sports.
   “We always ran the mile at Cranbury . . . and I would always do pretty well, but I didn’t really enjoy it,” said Kenny. “I wanted to play soccer, but my mom . . . convinced me to do cross country, and I’ve just gotten good at it.”
   Kenny’s commitment to track is evident not only in his results, but also in the eyes of his teammates and coaches. PHS track team Co-Captain Marty Brophy ’23 witnesses Kenny’s dedication, commitment, and personality every day at practice. 
   “He sets a great example. He’s always warming up correctly, doing everything right, and he pushes people to be better than . . . they are,” said Brophy. “He’s been a great leader no matter what the circumstances were.”
   Kenny’s journey to reach where he is now has been a long one, and accompanying him through it is longtime teammate and friend Akshay Patel ’23, who used to train and compete with Kenny on the same team in middle school. Patel has seen Kenny grow as both an athlete and a person and has seen the important role he plays in keeping the team together and organized. 
   “He is very vocal . . . usually, I would say, of the three [captains], probably the loudest voice,” said Patel. “If the group isn’t in line or something, he will sort of yell out and get them.”
   Despite encountering setbacks due to a hip injury last summer, Kenny’s drive to recover and keep racing has allowed him to be in top shape towards the end of the spring track season, maintaining his consistently successful career. 
   “He had a little difficulty over the summer . . .  so we made the deliberate choice to extend his recovery,” said PHS track team Coach James Smirk. “That’s not an easy place to be in, but he’s handled it with grace and focus. And really, if you look back at someone who has really given themselves the greatest opportunity to be as successful as they can be, he’s done it.”
   Kenny’s hard work has allowed him to excel in his sport, and the dedication and perseverance has allowed him to pursue track at a collegiate level. He has committed to Northeastern University’s Division I track and field program for his freshman year. 
   “I was gonna go to a school that was also a good academic school,” said Kenny. “I wouldn’t say I was keen on going to Northeastern or Boston or anything from the start, but it’s kind of just how I ended up and I’m happy.”
   While Kenny’s role as captain enforces a strong work ethic and hard work, he also keeps practices lighthearted and fun. 
    “He has this really easy demeanor when it comes to balancing having a good time, but also being focused and deliberate,” said Smirk. “Sometimes we take ourselves a little too seriously in track and field, and having him be able to lighten the mood while also showing an elite level of performance is something that has really kind of catalyzed our performances over the years.”
   Kenny’s journey up to this point, fueled by his never-ending determination and hard work, has also made him an inspiration to those younger than him who aspire to pursue the same path.
   “I’d say the biggest thing is just staying consistent,” said Kenny. “Running’s a lot different than a lot of other sports, so you’re not going to see results day in and day out. The best thing you can do is just stay consistent.”


Andrew Kenny '23: track

Silence falls across the green as Madeleine Zang ’23 lines up a putt to finish her
round. A step back from the ball, a deep breath, and a smooth stroke. Fi!een feet,
ten feet, five feet, and in. It’s a new course record at Rossmoor Golf Course.
 Zang was introduced to golf early in her life, when her dad took both her and
her sister out to their local country club. There, Zang found a passion for the game.
 “I started playing golf when I was six years old,” said Zang. “From there, afer
playing the weekends, it started to become a more serious extracurricular, that [I]
kind of just chose to continue with it.”
 Despite Zang’s full commitment to golf, she was originally on the fence with what
sport she most wanted to pursue. However, Zang’s decision ultimately came down
to the difference in the nature of golf that set it apart from the others.
 “I’ve tried soccer and I played tennis for a while, and then it was just kind of
choosing between tennis and golf,” said Zang. “I just really liked the individual,
patient nature of golf. Basically, the only person I’m competing
against is myself on the golf course, so I just really like that aspect
of it.”
 Following Zang’s final decision to pursue golf was an
unmatchable focus and determination that got her to where she
is today. Despite getting off to a slow start, she eventually caught
on and hasn’t looked back since.
“Before freshman year . . . I wasn’t that great
at golf. But I worked really hard . . . to just
kind of get to where I am now,” said Zang.
 Zang’s game speaks for itself, and certainly
leaves lasting impressions. Coach Patrick
Noone of the PHS Golf Team noticed her
commitment, talent, and personality first hand
the first time he saw her on the course.
 “I mean, obviously the first impression would be how good of a
golfer [she] was, but it’s more than that,” said Noone. “It’s how good
of a kid she was, and how friendly and how enjoyable she was to
be around, and how she was with all the other teammates on the
team. She’s a great golfer, but an even better person.”
 Zang’s career in golf took a turn in the summer of 2022 when
she committed to the University of Pennsylvania for golf, a
huge step further into her career not only as an athlete, but as a
person as well.
 “It was just really cool [to] be able to talk with coaches [and]
talk with my coach about how to go about pursuing coaches
[and] seeing what schools even want me on their team,”
Zang said. “It was kind of stressful at times, but you
know, [it was] super fun ... I’m really excited.”
While Zang’s high school career in golf may
seem completed, there’s one thing that she has been
chasing since her first season: starting a girls golf
team at PHS. When she joined the golf team her
junior year, she noticed that the school team for golf was
co-ed, and since then, she’s been pushing hard to start up
an individual girls team.
“She’s been the spearhead, me and her have
been a spearhead for getting a girls program
here, and this would be the first year for it,” said
Noone. “So from her hard work [and] by sticking together, [we’ve] been able to get
a girls program her senior year.”
 Starting a golf team is no small feat, but Zang is properly equipped with both the
experience and skills necessary to captain the team.
 “I just definitely think she’s a good leader. She’s very organized, she knows what
she’s doing. She’s also really wanted to start a [girl’s] golf golf team, since we haven’t
had one yet,” said Jacqueline Zang ’25, Zang’s sister and teammate. “She’s definitely
been very proactive in getting everything organized, and having matches, getting
uniforms, [and] making sure it could actually work, because it’s been a work in
progress for a couple of years.”
 With the start of a new season, Zang is hopeful in creating a fun yet competitive
team that can build bonds that last.
 “It’s just a really good opportunity for them to come into the sport,” Zang said. “I
mean, as long as you’re interested and you’re willing to try. I think that’s honestly the
best thing that could happen.” 

Madeleine Zang ’23: golf

What is Formula 1?
 Formula 1 is widely considered to be the pinnacle of motorsport
racing. Ten teams with two drivers each compete against one another
every season in a neck to neck race to the finish line. F1 cars can reach
up to speeds of 200 miles per hour, and are the foundation for the
iconic race car roars . From the tropical Singapore street race to the
iconic Monza race track in Italy, F1’s influence, history, and culture has
been growing around the globe.

How do the races work?
 Races usually take place on multiple consecutive weekends, starting with practice on Fridays,
qualifying on Saturdays, and the race on Sundays. Drivers are given Fridays to practice on the track,
as well as a final chance to fine tune their cars for qualifying and the race. On Saturday, the drivers
compete in a qualifying format that determines their starting positions for the race, which can either
make or break their weekend depending on where they start. Starting towards the front usually gives
the driver an advantage, as there are less cars they need to overtake in order to climb towards the
top. Starting further back in the group places the racer at a major disadvantage as it puts the driver
behind more cars, which consequently means more overtakes. Finally, Sunday is the big race, where
the drivers head onto the track and race for as many points as possible. Only the top ten drivers earn
points, however, setting everyone on the grid, even teammates, against one another.

What is the strategy to winning?
 With 20 drivers on the grid, competition flares high when the race arrives. Teams have to use all their
resources to their advantage in order to gain points, which accumulate to their final standing at the end of
the year. Typically, teams will play both of their drivers to their advantage, using various strategies to give
them the edge. Some strategies include using one driver to stall the opposing team while their teammate
who is behind catches up, or giving each other “slipstreams,” which allow for less air resistance, allowing
the car to move faster. Pit stops, used to change tires, also play a big part in determining the rankings.
Formula 1 has three types of tire compounds that the drivers and their teams can choose to use. They
range from soft tires, which allow the car to drive the fastest but last the shortest amount of time, to hard
tires, which drive the slowest but have the longest life-span. In between the two are medium tires, which
is a mix between both the soft and hard tires. Which tires the driver decides to use comes down to the
strategy they choose to play when race day comes around.

Beginners guide to Formula 1

As the spring season begins, the PHS girls
golf team sets off in full swing for the first time.
The team had made an impressive start to their
first year as a PHS sports team, carrying a 3–0
record so far as they aim to maintain their peak
form heading further into the season. The team
dominated the Lady Bombers Tee Off Classic
Tournament on April 19, achieving first place.
 “We’re gonna have three home matches this
season, which is a lot fewer than we’ve had in the
past. But that’s super exciting, especially because
we get to go on . . . a much nicer course to play with
in the past,” said Madeleine Zang’s ’23, PHS girls
golf team captain.
 This year, the team has seven new additions,
ranging from new players to experienced golfers,
who weren’t on the co-ed team the previous
season.
 “We have a bunch of seniors and a lot of
freshmen I think that signed up. So I think [that
is a] really interesting district team dynamic,”
Zang said.
 Despite the changes in the team roster, they have
developed a strong, dynamic, and supportive
atmosphere, contributing to a tight knit team
culture both on and off the course.
 “I think that [the team has] a really positive vibe,”
said Shreya Gaekwad ’25, one of the new members
of the girls team. “Everyone’s supportive [of] each
other and [we] play as a team.”
 The team practices allow the players to improve
their golf game in an encouraging, yet competitive
atmosphere that motivates the golfers to record
lower scores on the course.
 “I believe I have become more consistent on the
course and I can definitely see that coming from
the fact that I am basically playing on the course
everyday,” said Raima Srivastava ’25, one of the
golfers on the girls golf team. “I can see my score
improving everyday.
Prior to this year, the PHS Golf Team had been coed. Efforts from Zang, as well as the current boys
golf team Coach Patrick Noone, were the backbone
for the start of a separate team.
 “[After the 2021 county tournaments], more girls
showed interest, and the boys golf coach, Patrick
Noone, met with the superintendent over multiple
years to institute a Princeton High School girls golf
team, which was finally approved for this school
year,” said Zang. “I know that I, along with all of
the other members of the golf team, were ecstatic
about having our very own team.”
 Girls golf Coach Jess Monzo is eagerly anticipating
stepping into this new role due to his background
in coaching wrestling, as well as guiding the players
with an encouraging mood.
 “It is extremely polar opposite from the other sport
I coach at PHS. Golf is very laid back and relaxing,
but the mental aspect is very much similar,” said
Monzo. “The truth is in golf you have to continue
to stay positive.”
 While the journey to getting the program into
play has been challenging, the players are making
the most out of this opportunity. As they strive to
level up their game, at the same time, they also look
forward to making valuable memories through
their commitment to golf.
 “A memorable time with the team was playing
‘best ball’ on the course, where you play golf and
play from the best shot,” said Srivastava. “It’s always
such a fun game and we don’t have to worry about
our scores, [since] it’s mostly for practice and fun.”
 What originally started out as a dream has become
a reality for Zang’s senior year season.
 “So far this season, our team has been playing
amazing, and everyone has shown immense team
spirit,” said Zang. “For the future, I hope the
Princeton High School girls golf team continues to
thrive; I know that we are all excited to see how far
our team can go in the game of golf!”

PHS girls golf team kicks off their first season

  The PHS boys and girls swim team has dominated the competition this season, winning the Mercer County Championships for the second year in a row, followed by the girls winning sectionals. With a record that leaves the competition treading water, the PHS girls swim team is looking strong as they head further into the season, while the boys had an outstanding season themselves heading into sectional finals.

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    The team was on a remarkable winning streak, with a perfect 12-0 record leading up to the Mercer County Championships. This impeccable record set a high bar for the team and fueled their determination to succeed heading into sectional finals. 
    “It was really good last year, and we hope to win next year,” said Zachary Guan ’24. “We think [it] is definitely a possibility.”    
     The Little Tigers’ success can partially be credited to their talented roster. Ranging from the new swimmers to the swim team veterans, everyone has played their part in fighting for both their impressive record and county championship win. 

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    “We have a really strong lineup this year, especially from freshmen to seniors across the board,” said girls swim team Co-Captain Beatrice Cai ’23. “With a lot of strong swimmers … we can definitely get far.”
  While the team’s success is a collective effort, certain athletes put on an impressive performance at the MCTs. Kyleigh Tangen ’24 put on an impressive individual performance, winning both the 50 and 100-meter freestyle events and helping the girls team to their victory. 
      “She’s very strong in sprint freestyle,” said Cai. “You can always count on her for performing well in those events.”
    While Cai and Tangen helped lead the girls swim team towards their impressive county victory for a second time running, Daniel Baytin ’23, tournament MVP and the boys team Co-Captain, led the charge for the boys swim team towards their second counties victory in two years. Baytin also broke the county record while while competing at the prelim semi-finals.           
       “[Breaking the county record is] definitely new,” said Baytin. “It’s been great.”
   Baytin’s monumental achievement played an immense factor towards the team’s comfortable victory at the finals, but despite his integral contribution, Baytin accredits their success to the overall team dynamic, hard work, and support that his teammates demonstrated. 
     “Everybody on the team is very chill … it’s a lot of fun to just be swimming on it,” said Baytin. “We all support each other … It’s great seeing everybody push themselves. You gotta cheer on your teammates. It’s essential. I think a lot of people take that for granted.”
     The success of both the boys and girls swim teams is not without its downsides, though, as it placed a lot of pressure on both teams heading further into the season. Their undefeated streak heading into their successful run at counties placed an immense expectation on their heads, and the swimmers recognize it. 
   “We were county champions last year with boys and girls, we kind of had an expectation to hold up,” said Cai. “Obviously we did, so that was a really great surprise and we’re obviously really proud of the team as well.” 
     While the team’s success may appear to come easy to the swimmers, a lot of hard work was put in behind the scenes, which gave this undefeated team their edge against the competition. The team practices Monday through Friday after school for two and a half hours, as well as on Saturday mornings. Many of the swimmers also practice at their individual clubs, adding on to the rigor and hard work that the athletes put in. The fruits of their labor are evident in the team’s undefeated record heading into their recent win at the Mercer County Championships, as well as the girls’ team going on to win sectionals.
    “If you want to have those desired outcomes, you have to be willing to put the time and effort into it,” said Head Swimming Coach Carly Misiewicz. “I think we’ve always just kind of established a pretty strong culture from the very beginning of you know, this is what we’re about.”
     Misiewicz’s passion and experience for the sport, as well as her commitment to the team, is evident in her coaching philosophy which prioritizes hard work and dedication. Her role in the team dynamic was essential in establishing good habits early on, as well keeping the team members grounded.
   “What I always tell them [is that] states is a completely different beast,” said Miziewicz. “It’s to the point where if you win you move on, if you lose a meet, you’re out and it’s over … I like to kind of tread this fine line of having confidence.”
   While Misiewicz plays an important role as the head coach in keeping the team’s expectations in check, she also pulls the team closer together, establishing a strong team community.
    “Keeping the importance of team spirit...is something our coach emphasized,” said Cai. “[We] win as a team [and] lose as a team.”
   What sets the PHS swim teams apart from other sports teams at the school is their unbeatable record, dominance, and most importantly, their sense of team bonding and support. 
   “We did bonding earlier in the season,” said Cai. “Those kinds of events, as well as the support, made us a very cohesive team.”
   The teams’ commitment to hard work and dedication, combined with their winning attitude and support for one another, make them a force to be reckoned with in the pool. 
     “[We] have high hopes, high expectations,” said Misiewicz. “For both teams to win [the] Mercer County tournament again, was huge ... we’re definitely confident after seeing what [we are] capable of.”

Undefeated PHS Swim Teams on Fire After Back-to-back Victories at Counties

   With the holiday season approaching fast, the Princeton Public Schools district has announced an early gift for its students. A four-month-old Goldendoodle puppy, named “Tiger'' by students at the elementary schools, is currently in the process of becoming a certified therapy dog. Rotating through the elementary schools and visiting the middle and high school occasionally, Tiger hopes to positively benefit the Princeton Public School students through mental engagement and emotional support. 
   “Tiger is going to be able to come in and visit students at the elementary, middle, and high schools,” said Sarah Moore, the PPS Supervisor of Elementary Education. “Therapy pets help lower our cortisol levels and help us feel less stressed out. For younger students, it can help with reading engagement.”
   Growing up as a single child on a farm, Moore had spent much of her childhood around animals, whether it be the dogs and cats in the house or the horses she rode. The environment filled with animals had allowed her to see all of the positive benefits that animals can bring, and has been a huge factor in her initiative to bring Tiger to the district.
   “I have spent a lot of my childhood around animals and saw the therapeutic benefits they had,” said Moore. “So I wanted to be able to bring some of that benefit to Princeton!”
   Although Tiger is her first official therapy dog, fostering dogs is no foreign concept for Moore. Currently, she helps take in foster dogs for the Trenton Animal Shelter and has been doing so for years. Her previous experiences have allowed for a smoother transition as she takes on the new initiative. 
   “We have dogs pretty frequently that come in for some short-term fosters,” said Moore. “So the idea of training is not new to me, but Tiger is my first official therapy dog.” 

   Despite Tiger’s training being far from over, he has already made progress. His friendly demeanor and calm temperament make him perfect for an elementary school. Though adjusting to his new, busy environment takes time, Tiger is already doing some on-site training. 
   “[Tiger] comes into Valley Road on Fridays to work on some training in buildings,” said Moore. “There aren’t any students … so he can get used to the different textures of floors and being in and out of buildings. He’s done really well with that.”
   While Moore is taking on a current initiative to help the students of the Princeton Public Schools District, her journey started long ago. After studying English as well as deaf and hard of hearing education at The College of New Jersey, as well as participating frequently in the deaf-blind project there, she saw an opportunity to combine her two areas of expertise. 
   Moore was able to use her experience with animals and the deaf-blind community to bring in Tiger who, although not specifically trained for blind or deaf service, still requires similar training when going through certification to be able to positively interact with elementary school children. 
   “I have worked with some people who are deaf-blind who sometimes used seeing eye dogs. A therapy dog is a little different in its purpose, but still falls under that umbrella of service animal,”Moore said. 
   When Tiger isn’t busy visiting schools and helping students, he enjoys napping on the couch, eating peanut butter, and playing with his favorite toy: a stuffed animal Hedwig from Harry Potter. 
   Although Tiger will be spending most of his time at the elementary schools, his visits to the middle and high schools on Fridays will be something to look forward to for all PPS students. Andre Penn ’23, a student school board representative who was able to meet Tiger at a board meeting, believes that Tiger is going to really help out the district as a whole. 
   “Dogs are very comforting … and I think it’ll be good for the district and good for people’s mental health to have access to a dog,” said Penn. “We’re trying to make sure that the dog is coming to PHS on a regular basis.” 

PPS welcomes a new therapy dog, named “Tiger” by students


Rita Rafalovsky:
Why are you interested in running for the school board?
I'm interested in running for the school board for the most important reason: to improve the quality of education that we have here. 

What issues do you believe the district needs to address for education?
If you look at the proficiency scores at the state level before and after COVID, our scores are, in math in particular, well below our neighboring schools, which are Montgomery and West Windsor. I refuse to think that our kids are any less smart than the kids that are in the neighboring schools. There's something else that's going on and we need to figure out what that is to address it, not just for math but well-rounded education.  

What are your top priorities for the school?
In addition to education, mental health is no less important. We need to bring in psychiatrists or psychologists who are experts in this area to create an assessment for us and also some goals about where we need to be [in mental health] and how we will actually make sure that our kids are doing well.

What differentiates you from other candidates?
I am a first-generation immigrant. I came here when I was eight years old. I learned English here and I was definitely below the poverty line for quite a few years. I went through the whole ESL experience and was put in some of the worst classes because I didn’t speak the language. So I definitely have a lot of sympathy and understanding towards the kids that have been there. I feel like we are not leveraging the intellectual capital of the community that we have here. I would love that we create some kind of metrics around it, and to create these champions so that we sort of have a pipeline of kids in our school district. 

Susan Kanter:
Why are you interested in running for the school board?
I ran the first time after I retired from work and I was involved with a lot of nonprofits. But I was PTO president at PHS for seven years. I wanted to run for a second term, maybe one that’s not as dominated by the pandemic.

What are your top priorities for the school?
The most important issue is to have the supports in place for health and wellness. I feel that even more so because I want to make sure kids are making those connections that they lost during the pandemic. The new movement space that they’re going to incorporate into the gym and into the learning classes, alongside the new schedule, really gives people time to both have physical wellness and to relax their brain. [The new space and schedule] make people happy and more productive. 

What experiences prepared you to serve as the school board member?
I saw the work with thBll Committee, which changed the start time and the schedule for student wellness. Student Wellness was one of my big issues. I also had been involved in the facilities and the development of the referendum. And I had become interested and gone to a lot of meetings for the board and committees. So I felt like I had a lot of knowledge to bring.

What issues do you believe the district needs to address for education?
We want to put in support so that every student feels they have someone that they can talk to. [For students with challenging academic schedules], they need to do it in a healthy way so that they can sleep while participating in extracurriculars that they might enjoy. We have to find that balance for each student between academic challenges  and finding courses that they're just interested in. Bringing them joy and taking care of themselves is equally important to me.

Dafna Kendal:
Why are you interested in running for the school board?
I think the most important thing that I can do with my time is help to see that the school district is well-run. I'm really proud of some of the things I’ve done. For example, I was on the board when we moved the start time at the high school back to 8:20. Andonly 12% of high schools in the country start later than that. [Being on the school board] means having the opportunity to do things that really affect students. That brings me a lot of joy and makes me want to continue to serve on the board.

What are your top priorities for the school?
We're a very well regarded school district and I want to ensure that continues. I want to make sure that all kids have the opportunities they need. 

Experiences that prepared you to serve as the school board member?
I have six years of experience as a board member. I'm currently the board president. I've served as board vice president and I have been on every board committee. So I have a lot of experience. With all the turnover and administration, I think it's important to have board members who know how we have done things so that we continue the traditions that are very important here in Princeton.

What issues do you believe the district needs to address for education?
One thing I like to do is just make sure there's more representation of kids of color and kids with special needs in higher level classes. We just reviewed the data from last year and there were only three black kids who took AP exams. And that's not representative of the student body and we have to do better. I think we have to look at the prerequisites [for courses], for example and just make sure they are not too burdensome to limit students from choosing courses that they want to take. 


Deborah Bronfeld:
Why are you interested in running for the school board?
I feel like I'm anything but status quo. I just want to keep improving [the district]. The pandemic definitely changed the direction of what we wanted to do, and what we could focus on. There’s a lot more that I want to work on. 

Experiences that prepared you to serve as the school board member?
I went to public school. I’ve worked a lot in nonprofits and I feel a lot of nonprofit work is helping people and listening. I worked for an organization called Dress for Success, where we gave women business attire to go on interviews, and we set up a lot of interviewing. I’ve worked for a couple of food banks. So I feel that my past with these nonprofits is a big part of me and I always want to help. Being on the board, I can speak for those that maybe cannot. 

What issues do you believe the district needs to address for education?
We just need to make sure we have the teachers that are really there to teach you. I do know a couple people that stopped me and said they were just so impressed with the teachers on back to school night.  I remember [parents from back to school night] saying that these teachers really want to teach their kids. Teachers just have this breadth of what they want to teach and they’re here to teach. 

What differentiates you from other candidates?
I really speak my mind. I have voted no a lot. I know many of my board members never vote no. You know what, I'm not afraid to speak my mind. I'm really not and I'm not afraid to say ‘I don't think this is the right direction.’ And I will always tell you why I'm voting a certain way. 


Meet the candidates! Princeton Public Schools school board election

   On the first day of school, while many students were trying to get back into the rhythm of school, they might have noticed one small change: that lunch break had been pushed up a period. On top of a changed schedule, the start of this year also brought with it a modified lunch menu as well as the end of the free lunch program which ran through the majority of the 2021-2022 school year.
   While these changes might seem minor, they were done to improve the quality of life while students are at school. The change in the lunch time is a result of the new schedule, which has only four classes in the morning as opposed to five. This schedule also extended the time between classes by a minute for more flexibility in crowded hallways with the tradeoff being a reduced morning break. 
   “The idea behind the schedule change was to provide a more predictable schedule for the entire year. In a collection of surveys we gave [to staff and students], there were repeat comments about [fewer] schedule changes,” said PHS Principal Frank Chmiel. 
   The timing of lunch, according to Chmiel, was not one of the reasons behind the schedule change. Instead, it was focused more on benefiting PHS students who take classes at Princeton University as well as those who attend the Mercer County Technical School. 
   While this may not be a drastic change, the earlier lunch has had a positive effect on some students. 
   “I like the new lunch because it splits up the day evenly between the eight classes. It took a second to get used to having four classes after lunch, but I think it works well because I always tend to be hungry by fourth period,” said Rowan Gilmore ’23.
   Not all of the changes to lunch were positive though. The school lunches, which were free during the pandemic, now require students to pay for them. While the intention of the free school lunch was to help food-insecure families provide for their children under the stresses of COVID-19, they are no longer available, and students have to pay for their school lunches individually.
   “I think it would be great if lunch could be free again,” said Gilmore. “It’s hard for a lot of students to bring their own lunch or buy it at school.”
   One upside of the change however, has been that it has allowed the school to introduce a number of new options to the lunch menu. For example, previously popular lunch options such as different types of fries are now back in the cafeteria. Thankfully, this has allowed the new changes to the school lunch to go over well with students. 
   “The new lunch is great! I love the options it has created for us as opposed to last year’s lunch. It isn’t free [anymore], so that is obviously a downside, but it sure keeps us fueled for the afternoon classes,” said Jaiden Jain-Edwards ’25. 
   



PHS debuts lunch changes


Ever since high school, Janine Giammanco knew that she had an interest in chemistry. Now, as a chemistry teacher at Princeton High School, she uses her passion for education in order to try and push her students to be the best they can be.  

   “I had an excellent chemistry teacher in high school who really sparked my interest in science, to the point where I started as a chemistry major in college,” said Giammanco.

   Her passion for chemistry didn’t translate in a lab setting, so she decided to pursue a job with a more social aspect. 

   “When I started working in a lab, in a college, I just decided it wasn't for me,” said Giammanco. “I wanted to be with people, and I really enjoyed working with kids.”

   Giammanco strives to make her class as engaging as possible. Yuyi Liu ‘24, a student in her Chemistry I Accelerated class, appreciates her teaching style.

   “There are many interactive discussions and demonstrations during class, which engages students in the content. Giammanco extends class contents in applying it to the real world. During our studies of the chemical elements, we conducted further research on where the materials in cell phones come from…Then we put our research into a project, where we explained why constantly upgrading cell phones is harmful to the environment, connecting our research and studies of chemical elements,” Liu said. 

   ​​While many teachers found the pandemic to have a negative impact on their teaching, Giammanco remained optimistic. For example, posting instructional videos online allowed her to focus on projects and group work instead of instruction at the board. The new free time was then focused towards group work, projects, labs, all of which had been removed in the last couple of years, leading to a more student-centered learning environment. With her passion to push her students, Giammanco wants to truly understand what each student needs in order to have an optimal learning environment. 

   “I have a well run classroom and set high expectations so that students can push themselves, but at the same time, making sure that you're treating them fairly in terms of what is going on in their life. The hardest part is striking that balance between setting high standards and meeting individual needs.”

   “She really understands things in general…if you're really stressed about something, she's really patient with you,” said Lauren Girouard ‘24, a student in Giammanco’s Chemistry I class. 

   While the job can be hard, it comes with benefits that make it all worthwhile in the end. Through her relationships and connections with her students, Giammanco was able to build one of her most memorable experiences. At her wedding, she invited Cat’s Meow, an a cappella group at PHS, to sing at her service.  

   “My favorite part of being a teacher is getting to know the students and I love to see them grow from the beginning of the school year,” Giammanco said. “I really do love my interactions with the kids every day.”

Janine Giammanco shares her passion for chemistry with students

On January 25, Princeton Public Schools passed a $17.5 million facilities referendum with many goals, including the repairing and refurbishing of the current roofing at Princeton High School as well as the roofs of other schools across the district.

“Most [roofs] have a life of usually around 20 to 25 years,” said Matthew Bouldin, PPS Business Administrator.

“One of the best ways to fund projects like [repairing them] is through referendums.”

The referendum also aims to help the school become more eco-friendly moving into the future.“Hopefully, [the referendum would] also lay the groundwork to make [the roofs] solar panels ready,” said Frank Chmiel, PHS Principle.The current referendum is aimed specifically at roofing across the district. However, repairing heating, ventilation, and air conditioning equipment is also of concern for the district.

“On the roof, equipment takes a lot of wear and tear,” said Bouldin. “In general, any kind of mechanical system like that doesn’t have an endless life, unfortunately.”

While past referendum projects such as the fitness center have been more oriented towards students than teachers, the current referendum aims to help both groups. By fixing the roofs of the high school, teachers will be able to teach without having to worry about inconveniences such as water leaks during rainfalls.“

Because we have flat roofs, snow collects up there, [and] rain could collect up there,” said Chmiel. “So, there are just spots where our custodial staff [expects] leaks to happen.”

Unlike past facilities projects, completing the current roofing project will be no small task. This is because roofs are very difficult to repair, and require that all construction will have to be completed when students aren’t in class. Matthew Chen and Anika Hadap,CONTRIBUTING WRITERS“Roofs are uniquely difficult, and that work has to be done in the summer,” said Bouldin. “It’s going to be at least three summers, at least, maybe possibly four summers.”

Difficulty in repairing roofs was not the only challenge facing this referendum, though. Like most activities and projects over the past few years, the pandemic has hindered facilities repairs. Multiple hired contractors getting COVID-19 was an obstacle, causing a setback in both construction and equipment supply. Luckily though, the construction was not significantly slowed by these setbacks.“

Roofing installation has been under a little bit of short supply over the last 12 months,” said Bouldin. “But COVID luckily hasn’t had a huge negative impact, at least on the work we have been doing.”

Despite the obstacles and setbacks that will inevitably come, in the end, the referendum will benefit both the district and the school community. Bouldin believes the final result will be worth the wait for the students and teachers.“

[The referendum] will help students live and learn in a better environment,” Bouldin said.

$17.5 million referendum prepares PHS for the future


Known by her students as “Ms. Swagner,” Katelyn Wagner has been teaching economics at PHS for three years. Before becoming a teacher, Wagner worked in marketing for a year before realizing she wanted to pursue an alternative route in the business field. Since she enjoyed marketing’s interactive and communicative aspects, she was drawn to teaching. Wagner’s own experience in education also inspired her to become a teacher. As she reflected on her past teachers, she realized she never had an educator who had deeply impacted her. This empowered Wagner’s aspiration to not only give students a memorable learning experience but also to be a supportive figure throughout high school.

“Maybe I can be a teacher that ... students remember and help them figure out what they want to do,” said Wagner. “I love teaching, [it’s] something new every day, and I get to talk to everybody. [It’s] a lot better than sitting in a cubicle.”

Wagner’s first teaching job was in the two courses Law and Honors Personal Finance at South Brunswick High School and later on, at both South and North Middletown High School. With backgrounds in finance, economics, and law, Wagner enjoys exploring the intersections of these three topics with her students.

“I like economics, because it is so closely related [to] law,” said Wagner. “If you understand economics, how the economy works, and making policies, [you can] use those policies to make things more fair [and] more equitable.”

Bringing her experiences to PHS, Wagner currently teaches AP Macroeconomics, AP Microeconomics, and the Advanced Contemporary Economics Issues elective. She assumed the role of economics teacher in the middle of the year after the departure of Lisa Bergman. With a short period of adjustment, Wagner described taking over Bergman’s position as one which came with challenges.

“It was hard. I mean, she was such a great teacher. To ... take over for somebody like that was intimidating,” said Wagner. “Also, never having taught economics, at least at the AP level before, was also difficult. But I mean, you kind of buckle down and you do the best you possibly can.”

After Wagner finally found a routine for class, the pandemic moved students to remote learning, and she had to adapt her lesson plans again. Many of the skills necessary in AP economics including graphing and creating data tables were a main concern with virtual learning. However, through platforms such as Kahoot, online whiteboards, and breakout rooms, Wagner gave her students the chance to collaboratively practice these skills in class.

“It’s definitely a lot of tweaking and adjusting and like, ‘How do I do this online?’ and ‘How do I make this something interesting online?’” said Wagner. “But we really made it work.”

When PHS returned to in-person learning again, Wagner was excited to incorporate engaging and interactive activities into her lessons again. She hopes that past students look back on her course fondly and that current students look forward to class.

“I try to make [class] challenging, but I don’t want it to be a subject or a course that students are afraid [of ] or intimidated by. I love economics, and I want students to love economics,” said Wagner. “I want to be more approachable and have a more hands-on [learning experience] and less intimidating environment.”

Some examples of these activities include scenario cards for classifying different types of unemployment in AP Macroeconomics, the paper chain demonstration to show the law of diminishing marginal returns in AP Microeconomics, and the egg drop project to simulate inequality and contemporary issues for Advanced Contemporary Economics Issues.

Zeynep Uzun ’22, a student in Advanced Contemporary Economics Issues, chose to continue studying economics as a result of her newfound interests after taking AP Macroeconomics and AP Microeconomics. She attributes part of her interest to Wagner’s teaching style and encouraging learning environment. “

She’s very friendly and approachable. She’ll pop in debates or conversations on an article and give us a pointer, like a new definition or something. And I think that’s really helpful,” Uzun said.

Towards the end of the year, Wagner also teaches topics such as filling out tax forms and student loans. She hopes that her students will take away skills beyond the curriculum.

“Obviously, I’m thrilled when students are interested in economics, but even if they’re not, if they could use [these skills] in their everyday life, I’m happy,” Wagner said.

In addition to being a teacher, Wagner is also the advisor for the National Economics Challenge club. During the pandemic, Wagner and the club held virtual mock competitions to prepare. Despite 2020 being their first year competing, the members of the club’s top team placed 12th in the state. It was a memorable and interesting experience for the students.

“Having students that are interested in economics and want to practice economics is awesome. [NEC] is a lot more fun and laid back approach to economics, versus in class, when we’re on a deadline,” Wagner said.

Outside of the classroom, Wagner loves spending time with her friends and family at the beach in Spring Lake, baking on weekends, and doing yoga. She also enjoys listening to live music and sharing her music with her classes through Pandora playlists.

At the end of the day, Wagner hopes that she can help students in some way, whether it’s related to economics or their personal lives.

“If I can help somebody out and make their [lives] a little bit better, or have something that they remember and will help them either in college or elsewhere, that’s my hope,” said Wagner. “It’s the smaller things that really matter.”

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