President Trump’s recent funding cuts to colleges and public schools has hit especially hard here in Princeton, a town internationally recognized for its high standards of education. The government has cut many research grants at Princeton University as well as colleges and universities across the U.S., and it is currently threatening to pull funding immediately from public K-12 schools if they do not eliminate diversity, equity, and inclusion (DEI) programs.

The shutting down of the DOE impacts Princeton in various ways. The DOE enforces the implementation of Section 504 of the Rehabilitation Act of 1973 (commonly referred to as a 504 plan), a federal civil rights law that protects the rights of individuals with disabilities in programs receiving federal funding. In particular, Section 504 formally outlines accommodations and support services for students with disabilities, such as allocating extra time for testing. Without 504 plans, students who need these plans may not be given them, leading to them not succeeding as much as they could because their right to accommodations was taken away.

These decisions have already faced mass pushback from many in the nation, including in Princeton. Hundreds of students, professors, and Princeton community members congregated by the Princeton Public Library on April 5, partaking in the national wave of protests on “Hands Off Day,” with over 1,200 other rallies all over the country. Gatherers protested Elon Musk and Trump’s efforts to pull funding from various government initiatives, such as Medicaid, Social Security, and the Department of Education (DOE).

With these developments, access to education is becoming a privilege and democracy is deprioritized. Since 1979, the DOE has fought for students’ rights, advocating for inclusion of female, disabled, LGBTQ, and all minority students. With the Trump administration slashing 50% of its workforce, the DOE  is likely to fade away as a central authority in maintaining standards for equitable and quality education. Every school is impacted, especially those in rural or under-resourced communities.  

If education is no longer a civil right, high educational standards are now a privilege reserved for the highest tax brackets and the wealthiest zip codes. By trading educational standards in the name of “government efficiency,” we are quickly letting go of the American principle of opportunity and upward mobility.

 Our education system should strive to dismantle systemic barriers. The Trump administration’s policies certainly will make it so that inequality will become institutionalized in the one place that ought to provide an equitable launchpad to the real world. While some students receive shiny, new, updated textbooks and modern labs, others that are less fortunate will be struggling to learn with outdated materials and crumbling infrastructure.

The social inequalities that fester unchecked in society will bleed into schools and dismantle the educational promise of equal opportunity. If we are serious about upholding our ideals of equal opportunity, and if schools are meant to be a stepping stone to our future, education can not be relegated to a gamble. 

To the government: thank you for proving to us that you are willing to jeopardize the education of millions of capable, smart, and ambitious American students. Thank you for proving that you do not care for improving equality. We hear you loud and clear. 

Stop putting education in budget cuts

This summer, many PHS students will go to Harvard (or Yale or UPenn). But they won’t be attending Harvard College — instead, they’ll spend around $5,000 to join Harvard’s pre-college summer school, a two-week program that offers non-credit college level courses for around 2,800 high school students.


Pre-college programs are offered by most elite universities, including all Ivy League schools, with the exception of Princeton University. The programs are marketed as opportunities to explore academic passion and experience life on a college campus, though many students are also swayed by the belief that attendance will help them in the college admission process.


Although attending a pre-college program from a prestigous school sounds alluring, it’s not worth it. In addition to being a waste of both time and money, these programs present serious ethical problems. 


PHS students as is are already in an elite academic environment, just a couple blocks away from one of the most prestigious universities in the world. The last thing we need is even more time in this bubble of exclusive academia. 


First, consider who else is attending: likely wealthy students with the means to spend thousands on programs that generally offer little financial aid, with interests that fall within the limited range of courses offered. Being surrounded with such similar students, in such a similar academic environment, presents little new challenges or experiences. 


This isolationism, or “Ivory Tower” seclusion, has been brought to attention in every recent major election, particularly since the rise of Donald Trump and his crusade against elite institutions for “indoctrinating students” and being “out of touch.” Though not necessarily correct, Trump’s claims do reflect a widening gap between college-educated and non-college-educated voters: in 2024, Trump  secured non-college educated voters by 28 percentage points, but fell short of support from college educated voters by 8 percentage points.


It’s critical that as high school students we don’t continue to revel in this polarization, but instead work to engage with a bigger world — the real world. It’s admittedly difficult to do this in the school year, but the summers present a strong opportunity. 


Further, many of the courses at pre-college programs are simply not effective ways to learn material. This year, Harvard is offering a two-week course called “Happiness and the Meaning of Life.” The topic, while interesting, is simply not something that can meaningfully be covered in such a short time frame. And, though most pre-college programs advertise a rigorous environment similar to what can be expected from an undergraduate course, most programs are taught by graduate students, not professors.


Finally, as an added benefit: not going to pre-college programs, but instead spending the summer engaged in the real world community, will make for a more interesting individual. 
Princeton (and the broader Mercer County) offers so many opportunities for true personal growth. From volunteering at a local organization to working a summer job, there are so many experiences that present a chance to learn in a new way, to face a real challenge, or to encounter a new perspective.


That’s something a pre-college could never teach. 

The echo chamber of elite pre-college programs

One day into the second Trump administration, the U.S. Department of Homeland Security lifted legal protections preventing Immigration and Customs Enforcement (ICE) from conducting immigration raids at “sensitive areas,” including churches, hospitals, and schools. Schools across the country are now bracing for potential ICE raids, threatening the sanctuary that educational institutions are supposed to provide — Princeton is no exception.

The stated purpose of ICE raids is to capture violent criminals, but how often do violent criminals lurk among children? According to a study conducted by professors Jacob Kirksey and Carolyn Sattin-Bajaj, heightened immigration enforcement in schools has a detrimental effect on the learning environment, as it creates a pervasive climate of fear.

Maslow’s hierarchy of needs, a psychological theory that organizes the fulfillment of human needs in a hierarchical order, states that the most basic requirements such as access to food, rest, and safety must be met before any others. As a result, students who constantly fear for their safety are unable to focus on higher learning. This directly leads to student absenteeism, declines in academic performance, and overall physiological distress. Even students not directly impacted by recent immigration regulations can still experience its negative effects — ICE does not just target violent criminals and undocumented immigrants. Three U.S. citizens were recently detained during a raid at Ocean Seafood Depot in Newark. The Trump administration has made it clear that they will stop at nothing to deport as many people as possible. Extending such initiatives to sanctuaries like schools causes an unsafe and unstable learning environment that threatens all students.

Public education should be accessible and welcoming to all students, regardless of immigration status. For people fleeing their home countries, access to these increasingly fleeting educational opportunities is the main reason to immigrate here. The United States is built upon the idea that anyone can achieve success. Equitable access to education lays the foundation for a more prosperous future. Now, this very foundation is being threatened.

Big change starts small — PPS has already taken action to protect its students and their families. Community nights hosted at PMS to help vulnerable communities know their rights in the face of immigration enforcement foster a safer environment. Even simply updating students’ emergency contacts on PowerSchool can be a step towards ensuring safety in dire situations.

However, it is also our responsibility as a community to support our fellow students and families. Princeton residents should reach out to the municipality’s human services to offer help, assist in funding legal counseling, and spread awareness to as many people as possible. Informing people of their right to refuse illegal searches and record evidence of transgressions can help families stay together. The power of community lies in people’s ability to come together and protect their most vulnerable members.

ICE raids are a direct threat to education

   “The educational foundations of our society are presently being eroded by a rising tide of mediocrity that threatens our very future as a nation and as a people,” wrote the authors of the 1983 report “A Nation at Risk.” 
   Since the report’s publication revealed the extent of the United States’ far from exceptional public education, there has been an emphasis on the need to increase rigor in our curriculum and provide for STEM courses to compete with other knowledge economies. With it came an influx of standardized curriculum, like the Common Core and testing in public schools; it also seems more than coincidental that the popularity of AP tests has grown significantly almost every year since the 1980s. While these courses were originally created to challenge high-performing students further, it seems rare to find a student at PHS not taking these Advanced Placement “university-level courses.” On the surface level, we see tremendous progress in the effort and expectation for students at PHS and around the country. But we don’t seem to be better as a nation. 
   The Program for International Student Assessment (PISA) is universally recognized as a benchmark to assess and compare national education systems in different countries, testing 15-year-olds on essential math, reading, and science knowledge and skills. Despite funding for education increasing per pupil every year, the United States’ PISA scores have stagnated or even decreased the past decade. This doesn’t seem to match the fact that alongside millions of students nationwide, PHS students pushed themselves to take a record amount of 1660 AP exams in total this year. 
   Recently, there has been an avalanche of disappointing decisions by College Board, which is continuing to decrease benchmarks in multiple avenues of standardized testing such as the AP, PSAT, and SAT exams. Under the convoluted mess of positive statistics seems to lie an opposite reality, a downward trend in expectation that seems oddly similar to the fears that led to the publication of “A Nation at Risk.” For example, to be considered “extremely well qualified” in the AP Physics C: Electricity and Magnetism Exam, students need to score just above 50 percent of the total points available. Other more subtle changes show up in the difficulty of texts in the AP Language Arts and Composition exam or the complexity of questions given in history exams (not to mention the changes to the rubric). Are we stooping to a lower standard in education? With the powerful influence that College Board wields today in curriculum, it seems undeniable. Considering these developments, the very ideals that define American exceptionalism seem at odds with the direction of our schools. 
   In some ways, the changes are a result of public pressure. The push for self-contentment, relaxation, and work-life boundaries leads us to the conclusion that mediocrity is a far better fate than misery. However, although the US is facing a mental health crisis, especially among young adults, decreasing the expectations and benchmarks of what we can achieve is only further detrimental to education and the self-confidence of the generation most affected by the COVID-19 pandemic. 
   Simply put, students are confused. This confusion is felt frequently on social media, where students are swayed to believe they can prioritize their mental health, half-committing to learning, while working arduously to be somewhat comparable to other students in the “How I got into *insert university*” videos plaguing their screens. The rise of satisficing in education reflects America’s shifting priorities, exacerbated by the “dumbing down” of expectations that were seemingly achievable just a few years ago. One can’t help to feel as if the United States’ education system is shying away from difficult experimentation and implementation to improve education, and instead deciding to acquiesce in a whirlwind of damaged attention spans and complaints. 
   It is human nature to want things to stay easy. But for developing teens, when we ignore the growth that can come from pressure, the successive appeasement in the name of overbearing stress removes conviction when surmounting future obstacles. The comfort we feel in mediocrity right now is only temporary. 
   By definition, only a few are exceptional. But for each individual and as a society, the intense drive to improve upon the previous generation is necessary in order to exceed the stagnation that we currently face. Everyone wants to be the best version of themselves, so let’s put that idea into practice.

A transition to mediocrity

   During vent sessions, these phrases are often echoed through the halls of PHS: 
   “I want to kill myself.” 
   “I want to shoot myself.” 
   “I’m going to throw myself off a cliff.” 
   In this day and age, students set ambitious goals, especially as they prepare to reach major milestones such as sitting down for standardized exams and beginning the college application process. When they discover that they have too much on their plate, many resort to complaining as a means to destress. 
   Too often, the complaints of students have become desensitized to genuine mental health concerns, which creates a situation in which those listening to the rants are subjected to unpleasant and uncomfortable conversations. 
   The problem with the casualty of these phrases is the lack of recognition that some students are genuinely struggling with suicidal thoughts on a daily basis. Humor can be an outlet for stress, but reducing situations as serious as self-harm and suicide to a simple one-liner is destructive and disrespectful. Saying phrases such as “I want to kill myself ” can be insensitive to students with mental health concerns. While they may seem like throwaway phrases to some, they could have serious consequences for others. 
   With the normalization of suicide jokes comes an inevitable side effect: their misinterpretation. Students at PHS have become too comfortable with turning suicide into  a  centerpiece for humor, and this has made it too easy for people to misread their friend’s joke as a simple comment made in passing, when it may be a serious cry for help. 
   Alternatively, it can be misinterpreted as a cry for help when it isn’t. A Journal JAMA study from January 2024 found that globally, 20 percent of teenagers have suicidal thoughts every day, and that suicide continues to be one of the leading causes of death in adolescents today. Evidently, suicide and mental health are serious concerns in our age group, and when a person who struggles with these concerns speaks about it in an unserious and light hearted way, their friend could misinterpret it as a warning sign for a suicide attempt. 
   Suicide jokes also force the student on the receiving end of the statement into an uncomfortable position. Even though PHS has trained guidance counselors and school psychologists to identify and assist with these situations, the student still has to assume the responsibility of discerning whether or not their friend really needs help. 
   For students who are in a good mental state, being more mindful of those struggling around them would not only help make the school environment a safer place, but it would also make the student environment feel more accommodating. For students who may be struggling with mental health or having suicidal thoughts, it may be best to talk to a professional — both those inside or outside of school — or even call the Youth Helpline, the National Suicide Prevention Lifeline, or the Mobile Response and Stabilization Response all located on the back of PHS school ID’s.
   Complaining about school and life is inevitable and understandable, but there are less harmful ways to do so. No matter how challenging our academic or social lives become, suicide should never be joked about.

“I want to kill myself ”

The United States has a history riddled with oppressive institutions and unethical war practices. However, as much as we like to believe that Americans are becoming more aware of our country’s faults, our view on history ignores details from the United States’ complex history that are essential to properly understand broader historical themes.   
Some of the most obvious examples from the classroom exist in the PHS’s AP United States History textbook, The American Pageant. In a particular section, it addresses the government-supported internment camps for Japanese Americans as well as the Holocaust. However, Pageant notably omits America’s pardoning of Unit 731, a unit of the Japanese Imperial Army that conducted lethal human experiments during World War II and the Second Sino-Japanese war. The United States government, which oversaw the rebuilding of Japan post-World War II, granted political immunity to high-ranking officials who were instrumental in perpetrating war crimes in exchange for the data pertaining to the human experiments conducted in China. Instead of disclosing this critical part of the American occupation of Japan, Pageant instead chooses to only focus on praising the American-reformed Japan, championing General Douglas MacArthur’s “stunning success” in introducing “Western-style democratic government” and rebuilding the Japanese economy. Ultimately, the textbook’s negligent approach frames this critical historic event in a way which only showcases the successes of Western paternalism by ignoring the United States’ involvement in condoning atrocious war crimes.
Alongside disregard for international affairs, our textbook consistently misrepresents the United States’ domestic conflicts as well, often at the expense of marginalized groups. For example, Pageant discredits the self-sustaining spirit of Black Americans. Instead of celebrating their feat of self-liberation during the Civil War by abandoning Confederate plantations and fleeing to Union lines, Pageant instead claims that “Blacks found themselves emancipated and then re-enslaved” by Union troop movements, as if they had no agency themselves, and emphasized that many enslaved people “initially responded to news of their emancipation with suspicion and uncertainty.” Through Pageant’s lens, the Emancipation Proclamation caused slaves to rise up, when in reality it was the other way around.   
Additionally, Pageant consistently utilizes the term “mulatto” to describe biracial people of Black and white descent. The term originated from the word “mule,” and was used to compare biracial people to hybrid livestock. Today, it is considered a racial slur, and has no place in being used to describe a demographic of people.   
Pageant misrepresents important parts of history, making it harder for millions of students to resonate with current social justice movements. Even if most textbooks fail to provide this critical information, our understanding of American history should not halt at the AP curriculum. Instead, PHS should strive to universally include supplemental materials to make up for this disparity. 
A true understanding of American history should be the primary objective of participating in a history course, not conforming to a narrow minded AP curriculum. Action needs to be taken — Princeton, a community constantly advocating for the spread of progressive ideas, should not continue to support the American Pageant’s inaccurate, cherry-picked, and whitewashed version of American history.

Addressing our inaccurate history textbook

Every year, dozens of Freshmen, Sophomores, and Juniors all around PHS show interest in becoming members of student council. In some ways, student council is just another riveting feature of school life; the slightly ripped, faded posters that hang around in unexplicably hard to reach places, the faces and names of candidates at every corner, and complicated strings of endorsements pushing their preferred candidates forward, are just pieces of the running-for-office process that every student is all too familiar with. But of the students running for positions in every grade, the question of genuine intention arises. Does every candidate run with the intention of improving their school? Do candidates really strive to “be a voice for everyone” in the student body? Amidst the ever-growing competitive college environment and race to grasp noticeable achievements, student council has lost its traditional meaning and has become yet another supplement on students’ application. 

At PHS, the student council has four positions per grade: President, Vice President, Treasurer, and Secretary—a common practice across the nation. And yet, each of these titles in relation to student government have become superficial, something symbolizing only a seemingly impressive leadership position.

While many people approach these roles with good intentions, their spirits are quashed with patterns of inactivity and insignificant action. At PHS, students solely see the presence of their student council members in event planning, such as prom, dances, and pep rallies. While they also hold fundraisers for school dances and organize events, other student councils across the country are making grand efforts to improve their schools and communities. In November of 2023, Portland Press Herald reported that Maine’s Biddeford High School held a student council-led food basket drive, in which the school collected 100 baskets composed of Thanksgiving foods. The council promptly distributed the food donations among community members experiencing food insecurity. So why is our student council limiting itself to mundane tasks when it has the potential to reach so much further, to impact so many more people?

It’s key to recognize that a student council also exists to give everyone a voice. Thus, it is also essential to strive to communicate with as broad a group of student voices as possible. Through class meetings? Through a Google form? A monthly stand? 

The lack of significant influence and reach that student government currently suffers from doesn’t seem to correlate with the value that is placed upon student council positions; this is especially relevant in college applications, as students often load their resumes with achievements they’ve obtained just for the sake of receiving an Ivy League acceptance come winter or spring. Has holding a student council title become just a checkbox? Has this responsibility — that historically has been linked with student advocacy and community uplifting — been reduced to nothing more than a means to an end? In Harvard’s Class of 2024, 40.2 percent of students self-reported involvement in their high school’s student government. Yet, it is doubtful that they made the same impact as those who tackled community service projects or experienced the personal growth that comes with managing athletics or committing to challenging courses. So what is the value of artificially inflating the perceived societal worth of this title? Unless a change in the ambitions and expectations comes, not much.

*Note: Managing Editor Matthew Chen is PHS '25 Student Council President and recuses himself from any involvement in this editorial.*

Student council can be more than just another extracurricular

	You open Instagram and click on the first story. “Congrats! My bestie got into Harvard!!!”. You swipe to the next “Class of ’28!” post. You swipe to the next “____ bound, so proud!!” Although you’re genuinely proud of everyone for getting into college, being flooded with congratulations while waiting on your own decisions or after being rejected is not a pleasant combination. 
	Instagram stories to congratulate friends on getting into their dream universities are not completely toxic. It is incredibly special to see seniors take the next step in their lives and get into the university they’ve been dreaming of for many years. Furthermore, senior year is when the cliques start to fall apart, walls break down, and peers who have known each other for as long as thirteen years gain more respect for one another because they can recognize the work that it took to get beyond high school. Seeing each other’s posts is another way the senior class becomes more united over a shared experience that has inevitably caused everyone more stress. 
	However, the congratulatory stories are only heartwarming to an extent. After the flooding of stories, a touching action becomes an obligation for friends and an expectation for the college-bound senior. Nowadays, it seems as if the only way for people to know who got into college is to check Instagram stories or the class decisions page. On big decision days, such as Ivy Day, many seniors find themselves continuously refreshing the page attempting to see who did — or didn't — get in. 
	Considering how normalized it is to post about college acceptances, there is an assumption that people who aren’t being posted for did not get in. But shouldn't we be understanding of the fact that not everyone wants to share their future plans? In a perfect world, we would hope that everyone feels comfortable sharing where they are applying because there wouldn’t be that fear of judgment; However, the desire to conceal college applications prior to decision day is a completely valid approach to avoid judgment. 
	Among the posts, there’s a stark disparity between posts about universities with sub-20 percent acceptance rates versus “less selective” universities. The stories that get the most traction and people that get the most posts are those that are going to these sub-20 acceptances. While these universities are incredibly difficult to be accepted into, there’s no reason to feel ashamed to post about going to schools that are as much of an achievement as getting into 1 percent acceptance schools. As cliche as it is, everyone should genuinely be proud of whatever college they get into. —
	Not only are we flooded with college content on students’ personal Instagram stories, but designated class decisions pages on Instagram constantly update with which college decisions are coming out each day. These pages also post daily about who has gotten in where, continuing to put college on our minds when we may have wanted to go on social media as an outlet for stress in the first place. Granted, getting to congratulate someone you love, respect, or even just see in the hallway on their college decision is an incredibly lovely way of joining together for our last year, getting a constant reminder of people’s plans especially when yours are up in the air adds more stress and feelings of inferiority in a time that is already so full of it. 
	While we shouldn’t necessarily stop posting (we should all be proud of our friends!), we could start to de-stigmatize posting about rejections, or just not posting in the first place. It’s not so bad to value celebrating with friends and family in person, and not feel the obligation to bring the celebration to Instagram. 

Don’t follow the Insta-bandwagon: celebrate college decisions offline

Community service is no foreign concept for many students around the nation. Many school districts, including Princeton High School, require their students to fulfill a certain number of community service hours during their time in high school, ticking off the graduation requirement prior to leaving their senior years. While this requirement can be extremely beneficial and helpful for communities and students alike, it also raises many questions pertaining to the ethical aspect of mandating community service hours: Does requiring community service in schools undermine the intrinsic nature of what community service is? Does it instead build a strong foundation for the students while opening new pathways for students to explore their interests? While there is no definite answer, mandating community service for students infringes upon the intrinsic nature of what community service is supposed to be, despite still posing as a pathway for students to explore their interest and give back to their communities.

Community service at its core has been defined and recognized as an act of voluntary help for one’s community. The essence of community service is based on the foundation of volunteering, rather than a mandated requirement. By setting requirements for students to accomplish for the sole purpose of graduating, schools directly infringe upon the very nature of what volunteer work is, thus damaging and reducing the noble act of giving back to your community from the selflessness of your heart, to yet another “assignment” that needs to completed before the end of high school.

Reduction of such sorts can also prove to be harmful to not only students, but communities alike. By mandating community service, students may start to draw parallels by comparing it to schoolwork for classes, assigned homework, or class credits that need to be fulfilled in order to graduate. Such activities that usually carry negative connotations, due to their mundane and stressful natures, may in turn inflict a similar message upon community service. By requiring community service for graduation, students may start to shy away from taking part in any form of community service after they fulfill their hours or even after high school due to the weak first impressions they experienced as it being a requirement. As such, mandating community service may end up damaging the future of community service, rather than fostering one.

However, despite the concerns raised pertaining to ethics of mandated community service, the system can actually be beneficial for some students. The required hours for community service have created many opportunities, both in the school and within the community. Students are exposed to various forms of community service around their towns, and can pursue different passions or interests that they might have, while at the same time fulfilling their hours for graduation. With more than 20 community service clubs in the school and many more outside in the community, students are given a plethora of options to choose from when deciding how they want to complete their hours, and as part of that process, students may find a passion for a service project. They might continue pursuing that passion for the rest of high school, and maybe even carry that passion beyond, building a strong foundation for students to carry with them into the real world.

While the premise of mandated community service infringes upon the intrinsic nature of what community service is meant to be, its positive impacts can be seen reflected upon the school and community. Students can find boxes of canned goods filled to the brim, elementary children refining their musicality after school, and empowering posters to spread awareness on issues in the PHS hallways. These actions of the student body come as a result of a simple graduation requirement, and while the main intention is to tick that box, the process of reaching that point often leaves a positive mark on our school community, expanding our worldview and making new connections.

College apps or kind hearts: the truth behind community service

On October 11, 2023, sophomores and juniors at Princeton High School spent their day taking the PSAT, with many juniors hoping to achieve the honor of National Merit Scholar. But there was one catch: it was digital. While this may not seem so bad at first, a further look into the inner workings of the digital PSAT and digital SAT reveals more than one first imagines. 
Previously, the PSAT was made up of a total of 139 questions with two hours and 45 minutes of testing without breaks. On the other hand, the current DPSAT is made up of two 32-minute modules for reading and writing combined and two 35-minute math (calculator) modules, with one ten-minute break between the reading and math sections. This makes up for a total of 98 questions and two hours and 14 minutes of testing (excluding the break). Both standardized tests are still scored on the same 1520 scale. The difference? The DPSAT is adaptive. 
The DPSAT being adaptive means that your score for your first reading module affects the type of questions you get for your second reading module, and the same for your math modules. It is still yet uncertain if your score for your overall reading section affects the type of first math module you get, though. Overall, the difficulty of your modules places students on different tiers to be eligible for certain scores on the PSAT. There are a multitude of problems with this. First, what if a student needs time to get into the test-taking mode and they improve as time goes on? Should they be penalized for this by no longer being eligible to reach a certain score? Of course not. Second, how can a test be standardized if people are no longer taking the same test? “Standardize” means to conform to a standard, or to make something consistent and comparable. How can we compare students that are answering entirely different questions? 
Aside from this, this also creates a detrimental change to SAT studying. As we all experienced during the era of the COVID-19 pandemic and Zoom, being on the computer for hours on end is detrimental to our eyesight, attention spans, and mental health. Staring at a piece of paper for three hours was bad enough, but at least you could physically bubble, cross things out, and write annotations, which is helpful for the more hands-on learners. Now, not only do you have to focus on a computer screen for over 2 hours while taking the test, but you also have to include the hours of studying and practice tests you take beforehand, adding at least 2 hours a week to your already far-too-high screen time. 
Still, despite its many weaknesses, there are definitely some advantages to the DPSAT. The reading questions have become much more straightforward and easier to understand. Instead of trying to decipher a dense historical or scientific passage, which can often be subjective and left up to interpretation, students are now more tested on their ability to comprehend the meaning of individually isolated paragraphs. 
Overall, a standardized test is, ultimately, a standardized test, meaning whether students take it now or they wait until January to take the SAT, the tests will still be equally comparable. Furthermore, if students still wish to take a standardized test on paper after January 2024, the ACT is still available on paper. And, with many schools going test-optional, the SAT in college decision-making becomes less and less important each year, so remember to keep in mind that standardized tests will not be the final decision-maker and there are plenty of other things in your control to determine your future college. 

Was the Digital PSAT Unfair?

Nerves settle in. A close game against a challenging opponent is coming down to the wire. With the difference only being a single goal, Ellie Naggar ’25 sprints around the field, switches on to open players, and manages to hit a pivotal slide on the opposing team to prevent a goal. The Tigers are able to hold on for a close 8–7 victory, gaining a huge win backed by Naggar’s stellar defense.

Naggar was first introduced to the sport in second grade by following her sister, Winnie Naggar ’20 in her footsteps, leading her to join the Princeton Girls Lacrosse Club. Ever since then, she has loved lacrosse, a love that she still holds with her in what is now her 10th year in the sport. Additionally, Naggar’s defensive style of play was inspired by players that came before her at PHS, such as Eva Petrone ’21, who was also a defender and now plays lacrosse at Fairfield University.

“A lot of my sister’s friends played, and [they were] pretty inspiring ... They looked like they had a lot of fun playing the sport. I did some summer camps and I really liked it,” said Naggar.

As a defender, Naggar is responsible for being an effective communicator and executing key plays to prevent the opposing team from scoring goals, as one mistake can be the difference between a win or a loss.

“Ellie is one of the best communicators on the field. You can always hear her, no matter where she is on the field,” said Head Coach Katherine Federico.

As team captain, Naggar leads the team with her aggressive defensive strategy and optimistic spirit. In a winning game against Hillsborough, Naggar played a key role in helping her team secure the win before going into the state tournament. As a fellow defender, Zoie Reynolds ’26 has known Naggar since second grade and played club lacrosse with her from third to fifth grade.

“Ellie inspires me [to be] a leader and [to be] loud and vocal on defense. She’s actually one of the people I depend on because she’s very vocal,” said Reynolds ’26.

Throughout her time on the team, Naggar has shown tremendous growth from her earlier years to her current role as captain of the team. Despite not making varsity freshman year, Naggar worked hard to improve her game by playing at the Gym and Center Court, which is a winter lacrosse league played during the offseason.

During her career as captain, Naggar learned about the importance of a positive attitude and body language on her team’s performance.

“I can see the [team’s] body language change when we cheer them on versus when we don’t. That’s the part of being captain you enjoy most, empowering your teammates.”

In addition to cheering on teammates, Naggar takes pride in continuing traditions that she took part in as an underclassman. One of these involves surprising new members of the varsity team by going to their home or other places to let them know they have made the team. When she was a sophomore, Naggar remembers this as one of her most memorable moments on this team.

“It was just so much fun, and it was a great team bonding activity. It’s a tradition,” said Naggar. “I literally cried when I made varsity because I was so excited, so doing that for the other kids that made it this year was super fun.”

The girls lacrosse team finished the season 12–9 before falling to Red Bank Regional High School in the first round of the state tournament. While Naggar currently has no official plan to play lacrosse at the next level, she acknowledges the impact it has made on her life.

“I’ll definitely be friends with all of these girls forever, and I might play club and college. I just think it has taught me that sports are super important,” said Naggar.

Outside of gaining lifelong friends because of lacrosse, Naggar also learned that success often comes from constant vigilance.

“You need to always be looking around. You need to watch both the girl and the ball at the same time, and you need to be able to multitask, which a lot of people say is impossible, but I think most defenders have it down pretty well.”

Photo: Charley Hu


Naggar leads her last team practice as varsity captain, bringing an end to her 10-year lacrosse career.

Ellie Naggar ’25: lacrosse

As the school year comes to a close, it can be tempting to sit back and relax, letting the whole summer blur past while you stay indoors and retreat to the online world. While relaxing is crucial, staying physically fit can be just as important.


Exercise has numerous health benefits, but without school sports in the summer, it can be hard to find ways to stay healthy. Fortunately, staying active doesn’t mean you have to do vigorous exercise every day. Even something as simple and small as going outside for a stroll can be beneficial.



Parks are a great place to spend time outside and enjoy the nice summer weather. Whether it’s taking a walk or walking your dog, parks are there for you to get some fresh air. Smoyer Park is a classic, with open fields and ponds, which is a nice and peaceful environment to walk through. Marquand Park offers labelled trees and well-kept trails, perfect for those who love nature. For those sports and skateboard enthusiasts, Hilltop Park contains a soccer field, baseball/softball diamond, basketball courts, and a whole skate park. These parks are perfect for sports lovers that play sports even outside of the school season, like Sebastian Balestri ’28.



“I like playing tennis, so sometimes during the summer I like going to certain parks with tennis courts and just play tennis with my friends,” said Balestri.



The Community Park Pool is also open during the summer, and swimming is a great way to stay active, with your body burning calories to stay warm and swimming itself being a strenuous activity. Pools are the place to go if you just want to spend time with your family, cool off, or just have fun and fool around with your friends.



There are a number of hiking trails in and around Princeton too. The Watershed Reserve, located in Hopewell Valley, has over 10 miles of trails and supports one of the largest nature centers in New Jersey. Within Princeton are the Herrontown Woods, which is open to the public everyday free of charge, and the 5.2 mile Stony Brook trail. For those who are willing to travel the distance, the Sourland Mountain Preserve is 30 minutes away with hiking trails that have amazing views and beautiful rock formations.



“Over the summer I like to hike at the Watershed Reserve because I really like the environment there. I like to go there when the sun is about to rise to get a good view,” said Gavin Macatangay ’27.



As for indoor activities, there are also many options nearby. Gyms such as Planet Fitness offer a traditional gym experience, while places like the Gravity Vault have other options, such as rock climbing.



The key to staying active is keeping consistent while making the most out of your summer, even if the things you do are small and simple. Staying active doesn’t mean missing out on the summer fun, it means making the most out of the time that you have.

Photo: Emily Kim


Lily Berkery ’26, Kalina Tacheva ’26, and Mercy Ebong ’26 walk laps during gym.

Ways to stay active after school ends

“Charlie the Chocolate Factory” takes
a twist at the Odyssey of the Mind World
Finals, as Chef Oopsie Doopsie (an oompa
loompa) overthrows Willy Wonka and
decides to use the factory for a dinner
party instead.


But things soon go awry for Chef Oopsie
Doopsie as his guests begin reacting poorly
to his concoctions (including hair toffee),
and at the last moment Chef Oopsie
Doopsie decides to pursue his true passion
instead: becoming an opera singer.


Joy Chen ’27 , Claire Yang ’27, Viola
Que ’27, and Julia Li ’27 and Luna Xu ’28
competed and performed this skit from
May 21–24 at the Odyssey of the Mind
World Finals in Michigan. Odyssey of
the Mind is an international competition
encouraging students to use creativity in
a theatrical performance that responds to
one of five prompts, while incorporating
STEM or literarature-related topics. This
year, the PHS team chose the prompt
“Classics...Cooking with Books,” where
they were challenged to create a skit based
on “an original chef character inspired by
classic literature.”


 In addition to creating the skit, the team
also had to create props and costumes out
of materials totalling no more than $140,
which led the team to use recycled materials
— using cardboard and construction paper
to make large green wigs for the Oompa
Loompas and a mechanical lazy susan to
present the dishes.


The largest part of the judge’s final score
are the creative aspects of the skit, which
encouraged the team to think in a different
way than usual. Que noted that some of the
most engaging presentations came from
younger competitors in the elementary
and middle school divisions.


“[In] Odyssey of the Mind, you think
in a different way — like [someone] at a
younger age. I think as you get older, in
high school, [you’re] afraid to be judged,”
said Que. “[But] when you do Odyssey of
the Mind, anything goes. If you want to
do something, you can do it, and nobody’s
going to judge you, even if it sounds silly.”


The team began each session with a brain
dump, coming up with ideas, trying out
different possibilities, and dividing up the
work according to the strengths of each
member. Marcus Strum ’27, a member of
a different team in the PHS Odyssey of the
Mind club, noted the strong work ethic of
the team that qualified for Worlds.


“Before the competition, there’s typically
several working sessions at people’s houses
and script writing sessions over FaceTime.
The team that went to worlds this year
worked all day going into a sleepover,”
said Strum.


Throughout the year, the team fundraised
for their event and journey to Worlds
through GoFundMe and chocolate bar
sales, as the trip was not supported
financially by the school.


“It was unfortunate that for all the
hard work we [put in that] we [weren’t]
able to get funded by the school on our
trip, even though we were also going to
be representing Princeton High School
at [an] international competition ... with
thousands of people,” said Que.


Although Que admits that the team
was initially unfamiliar with Odyssey of
the Mind, their experience at Worlds,
where they ultimately placed 25th out of
38 teams in their category, has energized
and motivated the team to perform even
better next year.


“It’s made me excited for next year,
because I [realized that] if I put my mind
to [something], I can make whatever I
want, and it can be a fun experience. If you
want to make something really cool, like,
mechanical gadget, or a robot ... [I realized]
you can do it,” said Que.

Photo Courtesy: Jacqueline Katz

From left to right: Viola Que ’27, Julia Li ’27, Joy Chen ’27, Luna Xu ’28, and Claire
Yang ’27 after their performance of ‘Chef Oopsie’s Revelation’ at World Finals.

PHS Odyssey of the Mind team competes at Worlds

In its first top-five finish since 2022, PHS’s
Euro Challenge team earned fourth place
at the Euro Challenge national competition
on May 7. Euro Challenge, a competition
co-funded by the European Union (EU),
encourages students in the United States
to learn about European Union economic
policies by proposing solutions to realworld economic issues faced by an EU
nation of the team’s choosing.


This year, the PHS team addressed
issues in Lithuania regarding growth and
competitiveness, such as wealth inequality,
economic stagnation, and rural-urban
disparities. Their solutions were evaluated
on their creativity, effectiveness, and
feasibility, criteria the team sought to meet
with a particular solution which used AI
to combat financial corruption.


“We [proposed] implementing ... an AI
system that sifts through large amounts of
data so [the system] can find suspicious
tax filings. This is much faster and more
efficient when it comes to identifying these
false tax filings ... it decreases tax fraud,
and the government is earning more,” said
Helen Yu ’27, a member of the presentation
panel at Nationals.


Euro Challenge consists of three rounds
of competitions held in New York City: a
preliminary round, then a semifinal and
finals round. The team first presented a
15-minute slideshow on the country’s
economic problems and their proposed
solutions to a panel of judges, followed
by a 10-minute Q&A on the team’s
recommendations.


The judges of Euro Challenge are often
leaders in finance and economics fields or
are economic policy workers within the
EU, which helped the team develop their
solutions.


“They were the chief financial officers
or advisors of major investment banks, so
[there were] definitely a lot of people who
were really specialized in this field,” said Yu.
“And it was really interesting to see what
they had to say and what questions they
had, because it’s completely different from
what high school students would tell you.”


The preparation for the competition starts
early in the year, after seven of the applicants
are selected for the team following tryouts
for interested underclassmen. The team
first researched the economic state of
their chosen nation, then categorized the
economic issues in the country under root
causes and proposed solutions for these
issues. Finally, the team heavily practiced
the Q&A portion of the presentation, one
of the most important parts for the team’s
score.


“[The] captains would give me questions,
and we’d have to come up with responses
on the spot. Just having this as a routine
really helped prepare us, because you could
just take whatever question came at us, no
matter if we really knew how to answer it
or not. Having that practice also helped us
be coherent as a group,” said Yu.


The team also had to practice soft
skills like public speaking and effective
communication to help them communicate
their policies to judges.


“I think the most important skill is
being able to speak in a conversational way
because when the judges are asking you
questions – you’re trying to convince them
out of their concerns about your solutions,
but you’re not debating people ... I had a bit
of debate experience, but what Euro taught
me was how to convince people instead of
how to win an argument,” said Sebastian
Balestri ’28, another member of the team.


Through the months that the team
spent for preparation, Euro Challenge
members built connections that will extend
beyond the competition. They were able to
capitalize on each other’s strengths to create
a strong team for the national competion.


 “[Before] becoming a captain, I had a
lot of meaningful experiences interacting
with my captains at the time. I think they
really gave me a lot of insight into not only
econ[omics] and topics pertaining to Euro
Challenge, but also bigger things pertaining
to personal life, especially with school and
future tracks that you could take beyond
that,” said Emma Liu ’26, current co-captain
of the Euro Challenge team.

Photo Courtesy: Elif Cam

Sebastian Balestri ’28, Joshua Huang ’28, Jane Hu ’27, Emma Liu ’26, Aritra Ray ’27, Elif Cam ’26, and Helen Yu ’27 met Jovita Neliupšien, Ambassador of the European Union to the United States

Euro Challenge wins fourth place at Nationals

## Dia Beri

On June 30, less than two weeks after
PHS graduation, Dia Beri ’25 will begin
Cadet Basic Training at the U.S. Military
Academy at West Point, a six week long
program known as “the beast,” designed
to ensure that cadets are prepared for their
next 12 years in the army — four years at
the academy, five years of required activeduty service, and three years in the reserves.


“I’m really excited, but at the same time,
I’m terrified. For six weeks, they take away
our phones, and we’re going to be out in the
field learning how to use rifles for the first
time,” said Beri. “We’re going to be dirty.
We’re going to be stressed. We’re going to be
running on only four hours of sleep every
night. And the upperclassmen are going to
be yelling at us.”


In her four years at West Point, Beri will
train to be an officer in the U.S. military
while earning a Bachelor of Science degree.
Beri first developed an interest in West Point
during freshman year, motivated by a desire
to find satisfaction and fulfillment in life.
“I feel like everyone has their purpose
on earth,” said Beri. “For me, it’s defending
a nation that has given my family and so
many other immigrant families so much
to work with.”


Beri’s high school experience has, in
her words, “revolved around” her goal
of getting into West Point. West Point
requires applicants to not only submit their
GPA, SAT, and essays, but also secure a
recommendation from a U.S. Congress
member (in Beri’s case, Representative
Bonnie Watson Coleman), and complete
a six-part Candidate Fitness Assessment.
For Beri, the intensepreparation leading
up to it required not only physical, but also
mental, growth.


“I’ve never [put] as [much] dedication
in my life as [I did in] preparing for the
West Point fitness test. Then mentally, my
mindset about becoming better at things
completely changed. I thought that there
were some things that you really couldn’t
change about yourself, and then I realized
that if you worked hard enough ... you can
change those things,” said Beri.


West Point requires students to follow a
rigid schedule throughout the school year:
the day begins at 6:30 a.m., includes several
classes, military training, mandatory athletic
activity, and an 11:30 p.m. curfew.


“I don’t really enjoy the athletic part as
much as the academic part, but I know that
there are certain things that I [will] enjoy,
like teamwork with friends,” said Beri. “And
my favorite saying that I learned from this
process is ‘two is one and one is none.’


Because when you have two people, you have
someone that’s always having your back, and
if you have one, you’re alone; there’s no one
that has your back, you’re basically dead.”


Following graduation, Beri will be a
second lieutenant, leading a platoon of
around 30 to 50 soldiers in operations
concerning aspects such as cybersecurity,
military intelligence, or infantry.
However, for now, Beri is focused on what
lies just a few weeks ahead.


“I think one of my goals is to not give up
when the going gets really tough. I feel like
once I tackle that fear of not knowing how
hard something is or what’s lying at the end,
I’ll really be able to do things that I never
thought I could do,” said Beri.

## Yael Dveer


This past year, Yael Dveer ’25 moved
from Israel to Princeton with her family,
following political instability in Israel.
This coming year, Dveer plans on moving
again — this time, taking a gap year for a
backpacking and volunteering trip around
the United States and South America instead
of attending college.


“We moved here, [in] a very quick
decision ... because of the war in Israel.
And when we decided to move, I told my
mom that I’m not going to be ready to go
to college right [after] I finish high school
... [the gap year] will also [give] me more
time to go volunteering ... in South America
— which is something I wanted to do for a
long time — and a few [more] months for
me to live in the U.S. and get more used [to]
American culture,” said Dveer.


In Israel, it’s mandatory for high school
graduates to enlist in the Israeli army for
several years. Following this, it’s common for
Israelis to go on a backpacking trip (literally,
“the big hike”) for several months. Though
Dveer won’t be in Israel, nor serving in the
Israeli army, she still wanted to experience
this Israeli rite of passage.


“For a person to develop and grow, they
have to travel and explore the world not
only in the U.S. or rich countries,” said
Dveer. “I’ve been wanting to travel for [as
long as] I can remember, because in Israel,
backpacking and camping is a really big part
of the culture there. I wanted to continue
that tradition in my own way.”


Though her plans aren’t finalized
yet, Dveer plans on participating in an
environmental volunteer program in
the Amazon region in Peru and then go
backpacking independently, all while
practicing her Spanish.


“[There are] so many countries that I want
to go to ... Chile and Argentina, to Bucha,
to the Patagonia Mountain range, and to
Brazil, because I love Bossa Nova music
and Portuguese,” said Dveer.


Dveer eventually plans on settling
in the United States after a few months
of backpacking, adjusting to American
culture and preparing for her studies in
higher education as a physics major at the
University of Maryland in the fall of 2026.
For now, though, she’s focused on taking
a step back before diving into academics
again.


“There’s no rush to get us a head start
in your career — everything’s going to
be here in 10 years. I think taking some
time after high school, especially [after]
Princeton High School, where everything
is so stressful and unnecessarily competitive
... is a good [way] to discover yourself — at
the end of the day, that’s what’s important.
You’re living your life. You’re learning the
American dream. You’re not living anything
else,” said Dveer.

Photo: Charley Hu

Dia Beri will join West Point as one of 4,500 cadets.

PHS seniors not attending traditional academic institutions this fall

Following 23 years of dedication to her students, colleagues, and community,
veteran PHS teacher and Princeton-Cranbury community member Martha
Hayden is preparing to retire from
teaching. Throughout her career, Hayden
preferred real-world learning over textbook
instruction, developed Spanish exchange
trips to Peru and Cuba, and founded the
Cranbury Arts Council.


Hayden didn’t originally intend to pursue
teaching, but after her husband lost his job,
she started working at PHS to support their
family. For Hayden, teaching was a daunting
task at first, especially given the difficult
courses she was expected to teach.


“In the beginning, I really did not want
to be here ... I [originally] wanted to go to
teach fourth grade and then I was told ‘you
belong in the high school’ ... so the first year
was really hard because I was really nervous
... and I [wasn’t sure] if I could teach kids
that were older,” said Hayden.


However, a powerful personal experience
completely changed her perspective on
teaching. Hayden had a student who
refused to engage in class or with classwork.
But when he mentioned he wrote poetry,
she gave him an alternative assignment
and challenged him to write slam poetry
instead. Hayden was moved by his poetry,
and compiled it into a book for him.


 “Five years later, I was in the library
... and he tapped me on the shoulder. I
said,‘How are you?’ and he said, ‘I’m doing
really well. I’m a DJ for a radio station ...
I just wanted to come by to tell you that
you’re the only person that believed in me
... every time I feel bad about myself, I read
my book, and I know that I can make it,’”
said Hayden. “I think that was the turning
point for me to understand that the reason
why I was here as a teacher was not [just] to
teach Spanish, that there are other reasons
... bigger than ourselves.”


Hayden also founded and organized of
the foreign exchange trips between PHS
students and schools in Peru and Cuba.
Throughout the years, these trips began to
incorporate community service along with
cultural immersion.


“I honestly thought [the Cuba trip]
was really nice [and] it was a really great
experience. A lot of kids didn’t have toys
[and] we also brought supplies to the kids
in the schools — I thought this was a really
nice way to give back to the community,
especially because they need it so much.”
said Valen Roden ’26, Hayden’s former
student who attended the trip to Cuba.


Hayden emphasizes the fact that her
classroom is “textbook-free” and focuses
more on the applications of a language
rather than technical aspects. Instead of
relying on standardized lesson plans, she
designed a unique curriculum exploring
social issues and Latin American history.


“I don’t want to teach something that
they’re not going to like. I always tell the
kids you’re not going to get off a plane and
they’re not going to ask you to conjugate
the verb,” said Hayden. “They’re going to
ask you, what’s your country like? What do
you know about my country?”


Hayden also uses the arts to supplement
her teaching — for example, “Latinoamérica”
by Calle 13 is used to help teach Spanish IV
Advanced students about environmental
destruction in Latin America.


“Senora Hayden prompts us to connect
with Latin American culture outside of class
in various ways. The songs in particular
get me thinking about their origins and
Hispanic history when I’m listening to
them outside of school,” said Thomas
Basso ’27, a student in Hayden’s Spanish
IV Advanced class.


Outside of PHS, Hayden and a friend,
Susan Leson, created the Cranbury
Arts Council around 30 years ago —
a non-profit volunteer organization
dedicated to enriching the cultural and
artistic experiences of the community by
providing arts programs, workshops, and
performances.


“I took a pottery class, and I was so good
at it, I couldn’t believe it. And then I’m
thinking, if I’m good, can you imagine how
many people are good at different arts, but
they don’t know it,” said Hayden. “So we
started taking classes, and I said to [Susan],
‘Imagine how many people don’t know that
they have a gift ... so why don’t we start an
Arts Council in Cranbury?’”


In retirement, she plans to spend time
with her family and continue organizing
exchange trips. Though Hayden is leaving
PHS, her impact on the languages
department and the whole community will
not be forgotten.


 “If I could say one thing to her, I would
say ‘Gracias por todo, Senora Hayden!’”
said Basso. “Your dedication to teaching is
something I will never forget, and I want
to know that each and every one of your
students are extremely fortunate to have
you as their teacher whether they know
it or not.” 

PHS Profile: Martha Hayden

Princeton’s new housing projects have come with
increasing debates about whether the developments
adequately meet Princeton’s affordable housing obligations
while at the same time preserving the town’s unique historic
identity. The projects, most notably the Alice and
Avalon Bay developments surrounding the Princeton
Shopping Center and a proposed development near the
Princeton Theological Seminary, generally include both
market-priced and affordable housing units.


Princeton Council’s strategy, as outlined in their master
plan, is to promote developments that have both affordable
units and market-priced units through PILOT (payment
in lieu of taxes) agreements. PILOTs are designed to
make critical infrastructure developments, like affordable
housing, more financially attractive to developers, while
at the same time providing the town with extra revenue.
On May 12, the Princeton Council approved a resolution
to share surplus funds with PPS from a PILOT agreement
between the 232-unit Avalon Bay development and the
municipality; the additional funds for PPS are expected to
amount to about $300,000 to $500,000 annually.


“[This agreement] comes at a critical time for the PPS,”
said Dafna Kendal, president of the Board of Education,
at the May 12 Town Council meeting. “In April, we were
notified that our state aid will be reduced by 3 percent.
We are also at risk of losing more than a million dollars
in federal funding because we do not want to compromise
our educational programming to accommodate an agenda
that does not reflect our community’s values.”


In New Jersey, housing is classified as “affordable” when
the occupant’s housing costs are no more than 30 percent of
their gross income. Mia Sacks, President of the Princeton
Council, noted that the town’s primary approach to city
development is one of “smart growth.”


“We have a housing crisis and a climate crisis. How
can you address both? Smart Growth: bikeable, walkable,
transit-oriented development close to economically
productive downtown centers where people can walk to
work, bike to schools. The old model of building affordable
housing ... was build it on the outskirts of town ... and
you have to have a car to get anywhere. It’s not genuinely
integrated housing. This is genuinely integrated housing,”
said Mia Sacks, president of the Princeton Council.


However, there exists considerable opposition to these
new developments, especially the proposed developments
near the Princeton Theological Seminary, from the
Princeton Coalition for Responsible Development (PCRD),
who question whether the district and the town can
accommodate a larger population. On April 23, the Ad Hoc
Commitee of Historians in Defense of Historic Princeton,
published a full page letter in the Town Topics which is
now featured on the PCRD website.


The letter alleges that a rapidly expanding Princeton
could threaten downtown Princeton’s historic character.
The proposed Seminary development in particular would
sit a quarter of a mile from the Barracks, a 1684 house
that was the temporary residence of James Madison and
Alexander Hamilton, and the house of former Princeton
resident Albert Einstein. In the past few weeks, a number of
orange and black signs reading “Defend Historic Princeton,”
distributed by the PCRD have gone up around Princeton,
particularly in the historic Mercer Hill neighborhood.


Sean Wilentz, professor of American history at Princeton
University and signee of the letter, argues that the size and
height of the proposed developments, which would be 50
feet— could damage Princeton’s historical character.
“This kind of high density project is an assault on
historical integrity. It’s [important to]find ways to
harmonize development and the preservation of what
make s Princeton, Princeton.” said Wilentz. “It makes it different from any other place, this history
which is unique in all the world ... If you
undo that, if you endanger that, then the
entire town suffers. It’s no longer Princeton.”


In response to the Town Topics letter
by the PCRD and the “Defend Historic
Princeton” signs, the Princeton Town
Councilman Leighton Newlin released a letter in the Town Topics.


“These arguments about PILOT
agreements, density, traffic, walkability,
storm water management and architectural
design are not arguments at all. The surface
looks polite and technical, the core is about
power, privilege and a refusal
refusal to share space,”
read the the letter.


Wilentz argues that the PCRD is not
anti-affordable housing, nor a not-in-myback-yard group, but rather it opposes
large developments with affordable and
market-priced units. The town’s current
strategy is to support developments with
80 percent market-priced units and 20
percent affordable units, with the idea
being that developers will use the revenue
from the market-priced units to support
affordable units.


“You end up ... justifying luxury housing
developments on the basis of affordable
housing ... but it’s a bait and switch. [The
developers] are basically gonna build four
times as much luxury apartment stuff ... as
affordable housing. That’s not gonna help
the social imbalance, it’s only gonna make
it worse,” said Wilentz.


Wilentz instead supports developments
with 100 percent affordable housing.
“We want affordable [housing]. We’re not
objecting to the historical integrity because
they’re gonna be low income people living
here — some people accuse us of that. That’s
not a threat to the historical stuff ... quite
the opposite ... it’s the luxury [development]
that’s going to present a problem to the
historical integrity of the neighborhood —
the height [and] sheer mass of the [luxury
developments],” said Wilentz.


However, Princeton Council officials
have pointed to the financial inviability
of the housing projects PCRD proposes.


“The proposal, for 100 percent affordable
(i.e., municipally-sponsored) housing,
would require the financial backing of the
municipality, including millions of taxpayer
funds to purchase the property, to construct
the housing, and to provide tax subsidies
over time. Further, the low unit count would
make it uncompetitive for state financing,
causing Princeton residents to make up
significant funding shortfalls,” said a letter
from Mayor Mark Freda and the Princeton
Council in response to PCRD’s letter.


The recent surge in housing developments
throughout Princeton is primarily due to
the Mount Laurel Doctrine, a judicial
doctrine in the New Jersey Constitution
that requires towns to use their zoning
powers to provide its share of affordable
housing to those who have lower and
moderate incomes. In 1996, Princeton
fulfilled its affordable housing obligation
by paying $460,000 to build 23 affordable
units in Trenton.


“The housing that’s being built in
Princeton is a result of municipal
compliance with that very critical housing
desegregation case,” said Sacks. “Princeton
[is] making up for 20 years of not fulfilling
its obligation. That’s why there is so much
housing in such a short amount of time.”


The array of proposed developments
is slated to add over 800 units, and it
remains to be seen how both sides of this
debate work to balance the need for new
housing and ensuring that the town and
the school system can accommodate a
growing population.


“You know, we are not the same small
village we were in the 1700s and 1600s
when Europeans began to settle in this
area. However, we can’t stop the growth,
right? We can’t just say no one else can
move into Princeton,” said PHS history
teacher Rick Miller.

 PILOT agreement passed amidst larger debates on housing developments in Princeton

On May 30, students, club leaders, a
cappella groups, and local organizations
gathered on the front lawn for the annual
Pride for PHS day to support and celebrate
the LGBTQ+ community. PHS clubs and
outside organizations including Princeton
Public Library (PPL) and HiTOPS led a
variety of activities, including a pride themed piñata and an LGBTQ+ history
stand.


Pride for PHS was first organized in
2023 through the efforts of PHS art
teacher Bridget Schmidt and PHS special
education teacher Torie Esposito. However,
this year, the event had a special significance.


“In 2025, we’re being told to be quiet —
and not be so out, proud, and loud. We as
adults need to encourage our youth that
we’re educating ... to be proud about who
they are and speak about their experiences,
which are very different [from] mine as a
queer adult,” said Schmidt.


Though Pride for PHS involved many
teachers and outside organizations, PHS
students played a significant role in
managing the booths at the event. Sylven
Waldman ’25, ran the makeup station; Pearl
Agel ’25 ran the pottery booth, a perennial
favorite; and Lilly Tuliszewski ’25, a leader
of the Gender and Sexuality Alliance club,
led an trivia stand on LGBTQ+ history.


“GSA provideed a lot of educational
resources for the community, and then
we made trivia questions based on those
resources. I think this event helps solidify
that there is a place for [LGBTQ+ students]
here in in our community, and that GSA
will advocate for them whenever they need,”
said Tuliszewski.


PHS students who simply participated,
like Olivia Chen ’27, also enjoyed the event.
“I think it’s really nice to have events
organized for you to feel accepted in. I
don’t necessarily need it because I don’t
live in a terribly homophobic community
... but I definitely feel a lot more accepted.
[PHS takes] queer people seriously instead
of ignoring the issue or outwardly opposing
it,” said Chen.


Osbaldo Morales ’25, the president of
Latinos Unidos, emphasized the supportive
nature throughout event. Though not a club
focused on pride-related themes, Latinos
Unidos presented a pride themed piñata.


“Pride Fest is an important event for the
whole community because it just shows
that there’s inclusivity. In this climate … I
feel like everyone should know that they’re
supported. There’s worries that they’re
trying to push down sexuality down people’s
throat, [but] we’re just being supportive,”
said Morales.

Pride for PHS unites local organizations and students in support of LGBTQ+ community

Spring recap

Bouncing the ball against the court, Shaan Zaveri ’25 adjusts his feet as he prepares to serve. Taking a deep breath, he hits a fast flat serve out wide with his racket and rushes to the net as the opponent returns the ball. Angling his racket face, Zaveri hits a volley winner between the opposing players.

Zaveri was introduced to tennis when he was in fifth grade, inspired by his sister. Growing up, Zaveri also played table tennis and soccer, which caused him to take many breaks from tennis. He eventually decided to focus on tennis, choosing to do so because of how much he enjoyed watching his favorite players, especially his role model Novak Djokovic.

“One of my role models is Novak Djokovic. He's a pretty famous tennis player, and I like how he's calm in tense moments,” said Zaveri. “I really like his mental toughness, and that's something I put towards my game whenever I'm down a set, or I'm down a couple games, so I'm not [scared] to make a comeback or hit a shot.”

Mental toughness is especially important in tennis, since while playing, players only have themselves or a partner. Zaveri tries to exemplify this ideal, especially in a tough match.

“I'm a risk taker ... I never back down from the big moments ... and I'm never giving up on a point. Even if the ball looks like it’s going out, I'm still hustling towards the ball,” said Zaveri.

Being strong mentally and emotionally has also helped Zaveri win important matches. One such example was the 2025 Colonial Valley Conference tournament first doubles final, where he and his doubles partner Tacto Yamada ’27 were able to beat the same doubles team they had lost to previously, winning first place. 

“Winning the Mercer County tournament individually with my partner Tacto this year [was a highlight of my season], because the last two years we've been [losing] and [getting] third place,” said Zaveri.

In addition to his skills and mental strategy during matches, Zaveri has also learned to be a leader on the team, understanding the importance of balancing being competitive with having fun on the court, which stood out to PHS boys tennis Head Coach Sarah Hibbert.

“He enjoys the lighter side of things as well. He enjoys having fun on court, and I think that it's important to be able to lighten up the intensity sometimes because it can be an intense sport,” said Hibbert. “There can be a lot of pressure. So being able to find moments of comedy is important.”

In tennis, players also need to be able to grow and adapt their game to play well against stronger opponents. Last year, in the doubles tournament, Zaveri and Yamada nearly beat the number two seeded pair in a close match.

“They really rose to the level [that was needed] and played a great match. [Zaveri]’s improved over the years and I think overall he has really stepped into the role as first doubles this year, and it's been a pleasure watching him grow as a player and as a person,” said Hibbert.

Even with the amount of time and effort Zaveri puts into tennis, he has been able to find a balance between his academic and athletic lives.

“I used to schedule my tennis [according] to my school schedule, I would play right after school, and then I'd go home, and I would rest, like a nap or a snack, and then I'd do my homework, and then it's just a cycle,” said Zaveri.

This season has been his second with Yamada as his partner. After working out the imperfections in their partnership, their chemistry has grown to be stronger, built on their trust and communication.

“Last year I was paired up with Shaan as well, and we were still figuring out what we should do as doubles [partners] but this year, we were able to figure out how to play doubles and talk to each other and stuff like that,” said Yamada.

Zaveri’s tennis journey has also been about personal growth as it is about getting better as a player and being a part of the team, learning lessons along the way that go beyond the court.

“I've made a lot of good buddies that I wouldn't think that I would make just regularly interacting with the high school and the community,” said Zaveri. “[I’ve learned to] never give up and just try to have fun.”


photo: Jasur Agzamov

Zaveri finishes his high school tennis career with many accomplishments, including winning first place at the Mercer County tournament in doubles. 

Shaan Zaveri '25: tennis

2025 FIFA Club World Cup

Millions of soccer fans across the globe look forward to the FIFA Club World Cup every 4 years. This year, the United States will be hosting the tournament, with the final taking place at the MetLife Stadium in East Rutherford, New Jersey. This tournament brings all the action of the well-known FIFA World Cup, which features national teams, but is played by 32 of the strongest club teams in the world; all 63 matches will be mainly broadcasted on DAZN. Follow along with the tournament this summer from June 14 to July 13. “It provides all the fans in America a chance to see some of their favorite clubs,” said Ryan Litvinsky ’27. 

2025 UEFA Women’s Euro

16 European nations will send out their women’s soccer teams to compete in Switzerland this summer in hopes of winning the 2025 UEFA Women’s Euro, a continent-wide soccer event that takes place every four years. The first tournament took place in 1983 and has continued up until present day, Germany winning the most with 8 trophies. The most recent winner in 2021 was England. These countries along with many others spread across Europe look to compete for the trophy this year in hopes of bringing home glory and victory to their country. The tournament will take place from July 2 to July 27, and will mainly be broadcasted on FOX Sports network. “I thought the men’s tournament last year was pretty great so I’m excited to see the women’s tournament this year,” said Charissa Hu ’28

2025 Tennis U.S. Open

A yearly tennis event taking place in New York City is an event many look forward to, especially for fans who live in the area. The U.S. Open is the fourth and final grand slam championship of the tennis season and it is not only known for its phenomenal tennis matches, but also is played at the largest tennis complex in the world, the USTA Billie Jean King National Tennis Center. The area features the two largest stadiums in the world: Arthur Ashe Stadium and Louis Armstrong Stadium. “Tennis is a really cool sport and it’s nice to see a big tournament that's fairly local,” said Alex LeBouef ’27.  


Sports events to watch over the summer

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

While most students are introduced to history through textbooks, few recognize the educational value that historical films can provide. Although these films are not always historically accurate, they offer a captivating way to introduce students to the complexities in the past. By recreating stories, movie directors are able to transform historical events into engaging and entertaining experiences, bringing life to events in ways textbooks cannot. While these films may include slight modifications to the original storyline, they provide a powerful passage for students to learn about history’s most fascinating people and events.

One of the most effective ways films can teach history to students is by humanizing real events by providing personal stories. “Black Hawk Down,” for instance — set during the Somali Civil War — follows the crew of a Black Hawk helicopter which was shot down in the Battle of Mogadishu in 1993. The movie plunges students into the chaos of warfare, with soldiers fighting for their lives and losing their loved ones, showing the dangers and troubles of a soldier at battle. This helps students understand the fear that the soldiers faced during the conflict.

Furthermore, in “Selena,” a movie directed by Gregory Nava about Selena Quintanilla-Perez, one of the most famous Mexican American singers in the 20th century, students are able to learn beyond her fame and into her personal struggles. While a famous singer like Selena may appear jubilant on stage, singing and laughing with a big smile, the film sheds light on the discrimination and challenges Selena faces growing up. For example, when Selena and her sister are shopping to buy Selena a dress, they encounter an unpleasant interaction with the sales associate who discriminates against the two sisters because of their skin color. While issues with discrimination may be taught in classes, historical films like “Selena” provide firsthand experience for students to understand the troubles to a greater extent.

Similarly, “Hacksaw Ridge,” a film about Desmond Doss — a U.S. soldier who saved tens of lives during WWII without carrying a single weapon — also provides a powerful depiction of the war and prompts students to engage with the past. This movie not only teaches facts about the war, but also proposes themes like the complexity of heroism and moral conviction. By focusing on Doss, the film teaches students about conscience, faith, and perseverance.

Films also provide opportunities for students to discuss the complexities in history. Take “Schindler’s List,” for example — while it highlights the horrors of the Holocaust, it also raises important questions about morals, courage, and how power in the hands of one can influence the lives of others. The movie encourages students to consider the deeper implications behind the Holocaust, rather than observing from the surface. Teachers can use certain scenes, such as the burning of thousands of books, to spark conversations about broader historical themes such as propaganda, resistance, and consequences of discrimination. Additionally, students are also encouraged to identify what historical details are included — and left out — developing a stronger understanding of how the media portrays history. This not only enhances students’ critical thinking skill, but also their ability to analyze media literature.

In the end, historical films — while not always 100 percent historically accurate — offer a meaningful and engaging way to revisit the past. Through powerful stories and deeper discussions, movies like “Black Hawk Down” and “Schindler’s List” make historical events more accessible and emotionally resonant. When used in educational settings, these films can spark curiosity and encourage critical thinking, turning entertainment into a valuable learning experience.

Photo: Katherine Chen


After learning about the Holocaust and WWII, Mr. Campbell’s APUSH Period 2 class watches Schindler’s List.

Editorials