For the first time in PHS history, a student-run badminton tournament took place in the Old Gym, where 12 singles players and eight pairs of doubles all tried to claim the championship title.

PHS Badminton Club leaders William Liu ’26, Kaitlyn Bian ’26, and Joseph Hu ’26 took months to plan.

“There were a lot of steps. First, we had to get approved, and then we had to get all the logistics, like the nets, the tournament order as well as [decide] who is going to judge. So there’s a lot of components, and I’m glad that we were able to get it together in the end,” said Bian.

After playing badminton in China, Liu wanted to build a community that shared his passion for the sport with his fellow students. At the club fair, the club got over 200 signups — an eighth of the entire student body.

“I’m trying to find [people] who share the same interest with me in badminton and also trying to encourage others to play this sport,” said Liu.

The co-ed tournament was held in an elimination style format, playing the best out of two sets, with each set only going up to 11 points, unlike the professional standard of 21 points.

Players had the choice to sign up for either doubles or singles, and were required to bring their equipment.

In the finale of the tournament, Akshaj Sama ’26 and Anirudh Kashyap ’25 won the doubles tournament and Yunsheng Xu ’27 took home the singles prize.

Sama initially decided to sign up for the tournament for fun and to compete with fellow students.

“I’m really happy about my win,” said Sama. “I definitely couldn’t have won without my teammate Anirudh … This experience was really fun!”

Club advisor and gym teacher Carlos Salazar remembers badminton being a tradition among the P.E. teachers and wanted to help the students at PHS get involved with the sport outside of their gym class. In his 34 years of teaching, “this is the first time” he’s witnessed such an event.

“As an advisor, my main goal is to make sure that it is a … student-oriented program,” said Salazar. “I make suggestions, support them as much as I can … basically it’s been [the leaders’] ideas [and] their support.”

Although PHS does not have an official badminton team, the tournament served as a way to connect badminton players throughout the school, regardless of their skill level or previous experience.

“I played badminton outside of school, and I think it’s a very fun sport. It’s good exercise as well,” said Bian. “I think [the tournament] positively influenced sports culture [by] getting people who normally don’t participate in sports to participate in some type of activity.”

After seeing the success of their very first tournament, Liu is optimistic about the future of badminton at PHS and even beyond.

“Maybe next time we can have an inter-school tournament. For next year, we’re gonna have the same school [event], hopefully,” said Liu.

PHS holds its first badminton tournament

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

Ellie Kovalick '25: rowing

Pushing past the wall of defenders, Brendan Beatty ’25 shoots the winning goal by flicking his stick forward, allowing the ball to glide into the back of the net as the crowd goes wild. With only thirty seconds left on the clock, Beatty demonstrates perseverance and grit, key skills needed to secure the win for the team. 

Beatty’s lacrosse journey started in third grade after he moved from England to the United States. Following his older brother’s example, Beatty soon picked up the sport as well. Throughout his lacrosse career, Beatty found inspiration from one of the coaches of his club team, CJ Kirst, a senior at Cornell and one of the top players in college lacrosse. Beatty learned that success in lacrosse isn’t only about skill, but patience and dedication as well.

“Hard work and dedication will take you places,” said Beatty. “You have to respect those who’ve been around longer and learn from them. It’s a slow process, and things don’t come right away.”

As a freshman, Beatty stood out to PHS boys lacrosse Head Coach Chip Casto as one the more advanced players, having experience in both hockey and lacrosse. 

“He also brought the other things you want to see in athletes, which is effort, tenacity, intensity, and commitment to getting better at the sport during the off-season, and he really personifies that,” said Casto.

However, at a higher level, it can be difficult to deal with pressures to achieve perfection. 
“There are times when he doesn't feel like he's done enough for the team and he struggles with holding on to that for too long and that might affect the way he plays,” said Casto.

However, as Beatty progressed throughout the years, he has come to understand that mistakes are just part of the process of improvement. 

“As a player he's become better at everything, at playing defense, at figuring out situations so his mental game is much better. He's a better shooter,” said Casto. 

Apart from becoming a better player, he has also grown as a person and a leader, becoming more disciplined, confident in the process of how a game will play out. 

“He’s a great leader. He’s always stepping up to do the right job,” said teammate Peter Pessutti ’27. “He’s always helping out younger kids and teaching us to do respectful things.”

Looking back on his high school career, Brendon’s advice to his freshman self is simple yet telling. 

“Don’t take anything for granted. Always go out to get more reps and work when people aren't watching or listening because that's the biggest thing,” said Beatty.

Beatty’s final season is soon to start, and everyone is looking forward to how much he has grown both on and off the field in the last four years. 

“He’s becoming more vocal and people listen to him. We’re excited to see how he leads us in his senior season,” his coach said. 

Beyond his school career, Beatty is looking forward to playing for the University of Vermont. On September 1st of his junior year, schools began to reach out to him, but Vermont stood out to him the most. 

“Vermont was one of my top schools. When I visited, I saw the campus and met the team. It checked all the boxes, and I knew I wanted to go there,” said Beatty. 


Brendon Beatty '25: lacrosse

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


March Madness: the science behind the brackets

  Throughout history, women have played a significant role in challenging societal norms in the sports world. Efforts to bring attention to women's sports and close the gender pay gap were made possible by women who persevered to create a better future for female athletes.   

As the first woman to run the Boston Marathon, Kathrine Switzer completed the entire course despite efforts by the race director to remove her. With no rules against women competing, Switzer signed up simply because she was a running enthusiast. While running the course, men tried to rip her running bib off and push her off the path, captured in an iconic photo by The Boston Globe. Shaken but determined, she resolved to help other women deprived of opportunities in running. In 1977, she created the Avon International Running Circuit, which paved the way for the women's marathon in the Olympic Games.   

Tennis player Billie Jean King first brought attention to the gender pay gap after she noticed that her prize earnings in the Pacific Southwest Tennis Tournament were only fifteen percent of what her male counterparts earned. Despite the womens’ finals selling more than double the tickets as the mens, the tournament director refused to award the same amount of prize money, leading to King to organize a walk-out.  

This was only the beginning of King’s fight for equal prize money in tennis, which culminated in the famous tennis match, Battle of the Sexes. Bobby Riggs, declaring women’s tennis inferior to men’s, challenged King after he defeated top-ranked women’s player Margaret Court. Knowing the symbolism and weight the match would carry, King accepted and beat Riggs in straight sets with ninety million people watching worldwide.   

Her win inspired the U.S. Open to offer equal prize money for the first time for any major sporting event. Thanks to King’s persistent advocacy, tennis is one of the only sports today that offer the same amount of money to both male and female competitors across all four grand slams. 

Despite these advancements in tennis and Title IX, the landmark legislation preventing sex-based discrimination in sports in an educational setting, the gender pay gap still remains at large for other sports. Yet in 2024, none of the top ten most paid female athletes were included in Sportico’s list of top 100 highest paid athletes. 
However, in team sports, the gap is especially noticeable because of the difference between individual salary compared to the revenue generated as a team. Caitlin Clark, a rising basketball star, signed with Indiana Fever. However, her salary of $338,056 was only a fraction of Victor Wembanyama’s contract of $55 million. Despite generating more revenue than the men’s team, the U.S. women’s soccer team’s maximum salary was $99,000 versus the men’s maximum salary of $263,320. In comparison, the men’s team has never made it to a World Cup finals while the women’s team consistently ranks among the best in the world. 

While the advancements made by iconic women athletes have considerably shaped the sports world for the better, there is more work that needs to be done. Women representation in sports in itself showcases the broader need for change in women’s rights. 


Women's impact on sports

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

Tower Investigates: Peer Group

PHS French teacher Sova Fisher’s journey
to PHS spans multiple continents, cultures,
and careers. Fisher spent her childhood
in England, France, Taiwan, along with
several short periods in Cambodia. After
Cambodia’s collapse to the
Khmer Rouge, Fisher’s family,
who were stranded in Taiwan,
decided to move to the United
States.


Fisher’s relationship with
language and culture has been
important throughout her
journey. She spent much of her
education in French international schools,
though she also spoke English and a bit of
Mandarin.


“I went to French schools until 8th grade,
then to an American high school, and then
to [Dartmouth]. [Though] my parents …
wanted to keep the [Cambodian] culture
and the tradition alive in the house, we
weren’t living in Cambodia most of the
time, so it was very difficult,” said Fisher.


At Dartmouth, Fisher enrolled as a premed student but later switched to a double
major in biology and French. After a brief
stint in sports publishing, she decided to
pursue a PhD in French at her husband’s
recommendation. Fisher was accepted into
a PhD program at Princeton University,
where she worked as a precept for
undergraduate French classes in addition
to her research.


“I was a little intellectually demanding,
[which] was sort of a challenge, and I
learned [after] one of the comments from
an undergrad to try [and] sort ease into the
discussion, rather than [start] with a big
question,” said Fisher.


However, after a while,
Fisher realized that she wasn’t
very excited about the job
prospects in academia if she
were to complete her PhD.


“I wrote one chapter of my
dissertation, and I thought,
‘you know what, I want to
stay here. I don’t really want to, you know,
go teach in Arkansas or Alabama.’ At a
university level, you have to go where the
job is, because there are not that many
posts,” said Fisher.


Fisher decided to apply as a French teacher
to the local Princeton Charter School, where
one of her daughters attended.
“I got hired at the Charter School …
and from the Charter School, I came to
[PHS],” said Fisher. “This is what I think is
my calling: with all this other stuff that I’ve
done in my life, it just never really sort of felt
like I made a difference or that I have the
passion for it, whereas with teaching French
… I love it. I love the culture, the language.
I love teaching it, and I love the students.”


In the classroom, Fisher strives to create
an environment where students feel engaged
with each other and with the language.


“Whenever we do presentations, she
gives us different partners and switches it
up every time, so I know everyone in that
class, and I have a really close bond with
them all,” said Penelope Cardona-Fox ’26,
a student in Fisher’s AP French class.


Fisher’s passion for language and teaching
has been noticed by students and colleagues
alike.


“In her classroom, students are expected
to participate actively. There is a lot of group
work, and the expectation is that everyone
stays in the language throughout the class,”
said Priscilla Russel, PHS’s world language
supervisor. “[Fisher] is a very passionate
teacher, and her enthusiasm is contagious.
She loves teaching French, and this comes
through in her classes.”

PHS Profile: Sova Fisher

The Interfaith Iftar at PHS, led by the
Muslim Student Union (MSU) on March
17, brought together students, staff, and
the local community to celebrate Ramadan
and build connections among people of
all faiths. The Iftar included both Muslim
and non-Muslim students, community
members, and several speakers.


“The Interfaith Iftar is an event for
everyone to come and learn about the
month of Ramadan and how Muslims break
fast. Additionally, it’s for all of us to come
together to embrace [our] similarities and
differences so that we can all connect and
become closer together,” said Asma Qureshi
’25, a leader of the Interfaith Iftar and the
PHS MSU. “I want this to be a glimmer of
hope and light in our very own Princeton.
And I hope that after tonight, our hearts
stay kind and pure to ourselves and to one
another.”


The event began with a land
acknowledgement, followed by several
presenters from the local community.
These speakers included Muslim imams
and members of the Jewish and Christian
communities, who all emphasized the
common beliefs of peace throughout
different religions and cultures.


“This particular time in 2025 is a beautiful
convergence of blessed days, as the month
of Ramadan coincides with Lent, Passover,
and the holiday of Easter and Good Friday,”
said Levon Brown, an imam and one of the
speakers at the Iftar. “It is a time of reflection
and unity amongst our multicultural and
diverse family, and we are in a country of
diversity and multiculturalism. This is the
land of freedom of religion and freedom
of thought, and this is what we celebrate
tonight at this blessed 4th annual Iftar
event.”


The Iftar also had the first-ever crescent
lighting at PHS. An Eid Committee
brought a metal crescent to PHS, which
had previously been lit in over 50 other
communities throughout New Jersey, as a
symbol of unity.


The event comes at a time of considerable
tension in the Muslim community, especially
after college campus protests over Palestine
and divestment from Israel. On March
18, the Trump administration ordered the
Immigration and Customs Enforcement
(ICE) to seize Mahmoud Khalil for his role
in Columbia’s Palestine protests last year.
Though he is not accused of any charges,
he faces potential deportation.


“[It’s easy] to come to a celebration and be
with people who are of like minds, [but] for
me, allyship means standing up for people
when it’s not easy,” said Linda Oppenheim,
a member of Not in Our Town Princeton.
“To some degree these days, it’s within my
own community. This past Saturday, in my
synagogue, when they asked people to stand
to give names of people who are suffering
physically or spiritually, I [said] the names
of Khalil Mahmood and [his wife] Noor
Abdullah.”


Malachi Wood, a French teacher at PHS
and the advisor for the Muslim Union,
noted the two goals of the Interfaith Iftar.
“I hope that non-Muslim students will
have a better insight into Islam and the
Muslim community, and see that it’s a
warm, welcoming community. I hope that
Muslim students will [be able to] feel valued
as members of the community and see that
there’s a place for them here — that they’re
included,” said Wood.


Though students of all backgrounds were
encouraged to attend, the Iftar included
religious ceremonies that celebrate the end
of the daily Muslim fast during the holy
month of Ramadan — one of the five pillars
of Islam, designed to strengthen Muslims’
relationship with God.


“Once everyone [broke] their fast, we
[had] an imam come to lead the prayer,
and whoever needed to pray pray[ed].
Otherwise, people [got] their dinner or
observed if they want to. In the past years,
we’ve usually had a final remark, called a
Dua, which is basically a prayer for … hope
[and] peace in the world,” said Qureshi.


PHS began the tradition of the Iftar in
2017, though did not host it for several
years. Qureshi and Wood began reviving the
Iftar two years ago — this year, around 40
PHS students, administrators, faculty, and
Princeton community members attended
the event.


“I came [in part] to support the students,
and also to learn more about Ramadan and
Iftar,” said Valerie Henry, an administrative
assistant at PHS. “I was happy to see my
very first crescent lighting.” 

Muslim Student Union hosts Interfaith Iftar

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

PHS students reflect on Asian Fest

On March 27, PHS students gathered
in the new gym for a celebration of
Hispanic culture and history. Following
the administration’s postponement of the
assembly, which was originally schedule
for October, students from clubs such as
Latinos Unidos and Generation 1 came
together in January to begin the planning
process. This year’s assembly included
numerous performances, including those
that showcased the many perspectives of
Hispanic people throughout the Princeton
community.


In order to address PHS administration’s
concerns about the event’s educational
value, new performances focused on
teaching various aspects of Hispanic
culture, such as mariachi music and
quinceañera dances, a tradition that
celebrates a girl’s 15th birthday common
in many Latin American countries.
“A new event that we tried out that we
hadn’t done previous years for the assembly
is a quinceañera: we [had] a bunch of
quinceañeras with big dresses, and we [had]
teachers to do a waltz with them,” said Aimy
Solares ’26, one of the board members of
Latinos Unidos.


Latinos Unidos led the preperation for
assembly. As a completely student-led club,
the planning board coordinated with several
outside community groups, as well as club
members from the organization Gen 1, to
ensure all events and rehearsals happened
smoothly.


“[The preparation is] chaotic … we have
to talk to everyone who’s part of it to make
sure they’re up to date with everything,
especially with our other events making sure
everyone’s doing their part,” said Osbaldo
Morales ’25, co-president of Latinos Unidos.
This year’s Hispanic Heritage celebration
was the first to include several other PHS
clubs in its performances. This added an
extra challenge for the organizers, as they
had to schedule rehearsal times that would
work for all the students involved.


“For our assembly, usually we kind of just
plan it out among ourselves, but this year we
tried to get other clubs like PULSE involved
and the PHS Step Team,” said Solares. “We
[also tried] to get other people outside of
Latinos [Unidos] to come in and volunteer
and help with the assembly.”


Though the assembly was intended to
celebrate Hispanic culture, students of all
cultural backgrounds are encouraged to
participate in future events.


“Can you dance? Can you sing? Can
you move furniture around? I could. You
can. Everyone’s invited. Whoever wants to
participate — even the administration — is
invited. The community outside of the PHS
community is also invited,” said Idiana
Mejia-Rodriguez, a Spanish teacher at PHS
and the advisor of Latinos Unidos.


The organizers hope that the assembly
not only succesfully educated others on
Hispanic culture and heritage, but also
brought representation to Princeton’s
large, but often-underrepresented Hispanic
community. The assembly was intended to
serve as a public platform for their voices
and ideas to showcase their diverse culture
and form a sense of community.


“I think we just want them to feel seen
and know that there’s other kids just like
them and just to [provide] representation.
Hopefully [even] if they don’t feel like they
belong somewhere [else] in the school,
they know that they belong in our club,”
said Solares.

Hispanic heritage assembly showcases diversity and culture

From reading Shakespeare and watching plays to playing the lead role in high
school productions, Peter Niforatos ’25 has developed a passion for acting through
years of dedication and hard work. His love began acting in middle school when
he and his sister frequently put on productions at home. This led Niforatos to
pursue theater throughout high school, most recently playing Phil Connors, the
lead role in “Groundhog Day.” With every musical production, he continues
to gain valuable experiences and develop a better understanding of acting,
which he intends to pursue at New York University.

**What was your favorite moment and role in high school acting?**

The most fun I’ve had is between two [different plays]. I really enjoyed
playing Lenny in “Rumors” because he’s a very high energetic character and
... I ended with this massive monologue, and he was such an intense character
to play. [In contrast], I think the exact opposite when I played Nick Carraway
back in “The Great Gatsby.” I remember that was such a meticulous character
and one that I really had to focus on every single detail. [Lenny] was the exact
opposite experience and it was fun to play and really [interesting] to figure
out how I was going to do that.

**What’s the biggest challenge you’ve faced as an actor?**

The most challenging one is “Groundhog Day” because I’ve always been
more of an actor than a singer and dancer ... “Groundhog Day” in particular
is a show about a change in a person. A lot of the characters change from the
beginning [to the end], and that’s one of the most important things. I think
to have somebody completely go from a depressed and pessimistic character
and change to somebody who is more positive and an optimistic person is
really hard to nail, especially because in a lot of shows you change with other
characters. But in “Groundhog Day,” because everybody is repeating the
exact same day, except for Phil, it’s really important to find that change
within yourself, instead of from outside forces.

**What lessons have you learn about acting?**

The biggest thing I’ve learned is to think of less specific elements. I used to always
think about how every single word could mean a specific thing ... and while
that can be useful, I think what I really learned to do is to [bring the right
amount] of energy into a scene based on how I feel. So every single time I
do things now, it’s always different. I think letting yourself be that vulnerable
and convince yourself that you’re the character in that moment, that I think
is really what acting is.

**What advice would you give to someone who wants or plans to become a
lead role in a play, or someone who wants to go into acting in the future?**

The number one thing is dedication. You have to be ready to embrace it
all. It’s a big commitment and it’s similar to people who do sports and want
to be captain. I would say you have to be prepared to put a lot of your time
and effort into it. You have to be able to memorize your lines, your blocking,
and you really have to be able to commit yourself to not just practice when
you’re in school, but make sure you understand things when you’re out of
school ... but maybe if you love it, then I think it’s just gonna come naturally if
you keep doing it.

**What do you do if you ever feel nervous before a performance and how do
you overcome that feeling?**

I always feel nervous before a performance, but it has calmed over the years ...
the problem with those feelings are probably exacerbated, but I think you just have
to learn to embrace them. I think trying to make them go away really will mess
you up. I remember I used to try to push them out and not feel nervous anymore,
but then they would just show up anyway. The biggest thing with nervous energy
is the fact that there’s energy there. You need to use that energy and apply it to
everything, and then it quickly turns into excitement. But, once you start doing
everything and start feeling it and then all of sudden things start happening.

Peter Niforatos ’25 performs from the heart

Jenna Stucky ’25 grew up in a household full of musicians, so music has always been an important part of her life. She discovered her love for singing and performing at a very young age, and soon began singing in choral groups and even combining her singing skills with acting by performing in musicals. Now a senior at PHS, Stucky has immersed herself in the musical community by singing in PHS Choir and co-leading the a cappella group The Cat’s Meow.

**When did you first start singing and why?**

[I started] when I was pretty young because my family is very musical, so I’d often sing with my siblings and with my parents.

**How do you handle performance jitters?**

I think it’s something that gets easier over time. The more practice you get in front of an audience, the easier that it gets. Sometimes you just have to embrace the nerves and do something even if you’re a little nervous.

**What’s it like being in an acapella group?**

I have a lot of fun. My group, we’re really close with each
other, so oftentimes in our rehearsals we’ll be talking more
than we’re singing. But, it’s a really talented group of people
and I love singing with them and we have a lot of fun together.
I love doing performances, too, sometimes in the winter we’ll
get gigs, so that’s a fun experience, and also performing at the
choir concerts. Also, in Italy we actually got to perform as well.

**How was your tour experience in Italy with PHS Choir?**

It was so much fun and I wish that I could go back. The spaces
that we performed in were gorgeous and stunning, and the food
was amazing, and it was just such a fun experience.

**What kind of music do you listen to? Do you have a favorite
band or an artist?**

I listen to a wide range of music, but recently I’ve been listening
to a lot of SZA and some Role Model.

**What are some of your other hobbies?**

I’m very musical, so I like to learn instruments. Recently I’ve been
practicing a lot of guitar.

**If you were stranded on a desert island and could only take
one thing with you, what would it be?**

I would take my kazoo, because I think that would be really
entertaining for me and would help pass the time.

**What are you going to miss most about PHS?**

I’m going to miss the communities here, especially the singing
communities. We’re really close and I’ve got to do a lot with other
artists and musicians at PHS.

**Are you planning on pursuing music in the future?**

Not as a profession, but it’s definitely something that I want to
keep doing when I’m older.

**What’s the best advice you’ve ever been given?**

Don’t be afraid to try new things even if it might be a little
nerve-racking.

**What advice would you give to new singers and musicians?**

Don’t be afraid to put yourself out there and step out of your
comfort zone every now and then. Do things that push you and
help you grow.

Jenna Stucky ’25 finds community through singing

Spring into spring with this crossword

Growing up as a proud Irish-
American, the month of
March has always been a
time for me to celebrate
my identity, my family
history, and all things Irish.
Whether it’s listening
to The Cranberries,
reading Oscar Wilde, or
simply hearing my Irish
grandmother’s charming
accented voice, I lean
into my roots more
than ever. After visiting
Ireland for the first time
last spring, I learned
about the culinary
aspects of my culture
beyond anything my
relatives ever made me.
Granted, the cuisine isn’t the most technical or visually
appealing, but the flavors are extremely comforting and
layered. One dish that has those complex flavors but is
simple to make is Irish apple cake. The cinnamon, ginger,
and nutmeg provide a richness that is perfectly balanced
with the slightly tangy apples, pleasing any crowd,
especially Irish. Sláinte!

**Ingredients**  

Streusel topping:  
4 tablespoons salted butter (cold)  
½ cup flour  
⅓ cup granulated sugar  
Pinch of salt  
1 teaspoon cinnamon   

Apple cake:  
1 stick unsalted butter (room
temperature)  
½ cup granulated sugar  
2 teaspoons vanilla
extract  
2 large eggs  
1 ¼ cups all-purpose
flour  
1 teaspoon baking
powder  
1 teaspoon cinnamon  
½ teaspoon ginger  
¼ teaspoon nutmeg  
⅛ teaspoon salt  
¼ cup heavy cream  
2 Granny Smith apples (peeled and thinly sliced)  
Confectioners’ sugar for serving 

**Instructions**  
1.Preheat the oven to 350 degrees Fahrenheit.
Grease a 9-inch baking dish and line the bottom
with parchment paper.  
2. In a medium bowl, combine the flour,
granulated sugar, salt, and cinnamon. Add the
cold butter and combine until the dry ingredients
have the texture of coarse breadcrumbs and there
are no chunks of butter left. Set aside in the fridge.  
3. In a large bowl, cream the butter and granulated
sugar until light and fluffy. Add the vanilla and
eggs one at a time until fully combined.  
4. In a separate bowl, combine the flour,
bakingpowder, cinnamon, ginger, nutmeg, and
salt. Slowly add the dry ingredients to the wet and fold with a rubber spatula until just combined. Then, add
the heavy cream and combine.  
5. Add the batter to the greased pan, evenly layer the
apples on top, and cover with streusel topping.  
6. Bake for 60 to 70 minutes or until the top is golden
brown and crisp. Remove from the oven and let the cake
cool slightly in the pan before removing and placing
onto a rack. Let it cool completely and then dust with
confectioners’ sugar. Enjoy!

Adapted from Food Network

Irish apple cake recipe

“Hidden Figures” (2016) tells the story of three Black women:
Katherine Johnson, Dorothy Vaughan, and Mary Jackson, who
work at NASA, battling social barriers and scrutiny. In the midst
of the Space Race, the three women act as the brains behind
the launch of astronaut John Glenn, elevating national moral
and changing the future of America. This movie, based on
real-life events, represents one of the many times in American
history where women have had to confront the challenges that
come with being seen as inferior and weaker than men, and
therefore less capable.

This film shows the personal lives of each woman, overcoming
challenges both at work and at home. Johnson is a single mother
of three children who often is unable to play an impactful
role in her children’s lives due to overtime. Jackson, while
discriminated against in her job, also has tensions with her
husband due to their differing opinions on how their children
should be raised, often leading to arguments. Additionally, she
fought for desegregation in education in order to get her degree.
Vaughan faces significant trouble in the workforce when her
hard work gets overlooked due to her race and gender.

“Hidden Figures” is a wonderful movie demonstrating
the hardship that women have had to face in the workforce.
In the mid-1900s, while women were bound to the societal
expectations of being mothers, they were also challenged
at their jobs, receiving less pay than men and being treated
unequally. For example, when Johnson worked at her new
permanent job in the Spacecraft Controls Branch, there was
no women’s bathroom for people of color. If she had to take
a bathroom break, she would be forced to walk at least a mile
to use the closest available bathroom.

One day, Johnson takes longer to use the bathroom due to
heavy rain. Being ignorant of her situation, her supervisor
criticizes her for being lazy, threatening to fire her. Johnson
snaps back in a moment of frustration: “And I work like a
dog day and night, living on coffee from a pot none of you
want to touch! So, excuse me if I have to go to the restroom
a few times a day.” Her words incredibly powerful, showing
that women have the power to push back against societal
standards placed by their oppressors.

Additionally, during NASA’s supervisor applications for
workers of colors, Vaughan, despite being qualified for the job,
is ignored due to her skin color. Rather than shying away from
the multiple rejections by her own boss, Vaughan continues to
prove herself through her work. She works hard and manages
to solve a math problem that her white peers had trouble
solving. Due to her hard work, she showed her capabilities,
earning her the role as the first black supervisor at NASA.

Combining the three women’s eventful and hectic
experiences with the skills of the actresses portraying those
characters, “Hidden Figures” successfully tells a well-thought-
out story. These women prove society wrong. They show the
world that they too, are capable of doing those that men are
expected to do. The title truly speaks for itself, for despite the
impactful roles these women have played, they are hidden
figures of our history.

This movie gives light to the women who have helped
us advance in society while addressing the struggles that
Black Americans faced in the early 1960s. Every scene in
this movie played an important role in building the plot —
characterizing the powerful women and portraying their
willpower. Ultimately, “Hidden Figures” is an inspiring movie
that highlights women’s past contributions, giving them the
recognition they deserve, while leaving the audience with a
sense of fulfillment and pride.

“Hidden Figures” in women’s history

A day of spreading music and bonding with your band
and vocals members: that’s exactly what the National Jazz
Festival (NJF) is about. Every year, the PHS Studio Band
and PHS Studio Vocals compete with high school musicians
from across the country in the NJF in Philadelphia. This year
on March 22, Studio Band and Studio Vocals musicians took
part in a full day of jazz performance at the Pennsylvania
Convention Center in Philadelphia.

This year, Studio Band played three songs: “It Don’t Mean
a Thing” by Ella Fitzgerald, a fast swing song; “Decoupage”
by Stan Kenton and His Orchestra, a slow ballad; and “Heat
of the Day” by Pat Metheny Group, a song with many time
signature changes. By choosing a combination of diverse
genres, Studio Band showed off their range as musicians. The
bands and Studio Vocals began preparations for NJF as far
back as January. After deciding on three songs to play, they
moved on to finalizing and rearranging solos throughout the
song, ensuring that they were able to fit within 20 minutes,
the time alloted to them by the competition.

Joseph Bongiovi, the Studio Band director, led the band
in weekly rehearsals on Wednesdays from 6:30 to 9:30. In
addition to rehearsals each week, Studio Band practiced
by recording hour-long sectionals, where they practice
together to build for coherence and collaboration as a
group. Though the preparation was demanding, it helped
the students grow as musicians.

“The competition kind of forces you to put your best
self forward [and] shows you what [you’re] capable [of]
and what you can actually do if put under pressure,” said
Naomi Carroll ’26, a singer in Studio Vocals.

Aside from providing a platform for competition and
music, NJF also promoted bonds between musicians from
across different schools and between band members.
Competitions like NJF radiate a sense of camaraderie,
creating an atmosphere where band members can enjoy
playing music and pursuing their passions together,
regardless of their preceding relationships.

“There have been times when I’ve seen people [from
other schools] just get into a group and start jamming out
in the instrument storage room. Even though they are from
completely different places, [and] none of them know each
other, they’re just there to have fun,” said Thomas Basso
’27, a clarinet player in Studio Band.

“To me, band is like a big family. I feel like [it’s] a lot more
like a tight knit community, so you see recurring faces at
festivals, and you know certain judges who you’ve seen
over and over again, and certain teachers in certain high
schools. There is a sense of [family and] a big community.”
said Carroll.

Studio Band and Studio Vocals compete in the National Jazz Festival

PHS’s Spectacle Theatre brought a classic comedy to life this year with “Groundhog Day: The Musical” from March 13–15 in the Performing Arts Center. Based on the 1993 film of the same name, the musical follows Phil Connors, a weatherman who finds himself reliving Groundhog Day over and over again in the small town of Punxsutawney. Directed by drama teacher Julianna Krawiecki, the show highlighted the talents of the students involved through acting, music, dancing, and stage management.

“Last year, after we did “Beauty and the Beast,” I sat down and thought about what is a great contrast to this musical ... how do we make sure we give them a very different experience but do something that’s new and challenging and exciting, and “Groundhog Day” [is] very different from anything we’ve done,” said Krawiecki.

Bringing “Groundhog Day” to the stage required months of dedication from the cast, orchestra, and crew. With its fast-paced musical numbers, and intricate technical elements, the show posed unique challenges for everyone involved. From vocal rehearsals with PHS Choir Director
Vincent Metallo to going through scenes under the direction of Krawiecki, students in the cast and PHS Orchestra gave their all to perfect their performances while the tech crew spent hours building the set.

“Basically, as soon as the fall play was over ... we started
building the [set for the] musical because we knew that
it was going to be a huge undertaking. We’ve never done
a turntable before, so there was a lot that we wanted to
get figured out early. So we’ve been working on this [for]
eight to 10, 12, [or]14 weeks at this point,” said Jeffrey Van
Velsor, Set Designer and Technical Director for the show.

Being a member of the musical required dedication and
time management skills, as students spent a lot of time
after school rehearsing.

“The most challenging part [for me was] the amount of
time it [took]. Rehearsals [started] at 5:30 p.m. but they
often [went] past 8 p.m., and while it [was] a lot of fun, it
[could] be really time-consuming,” said cast member Ivy
Cordle ’27.

Music was a key element of the musical, with the orchestra
playing a central role. The PHS Orchestra rehearsed alongside the cast members, ensuring a seamless integration
of live music and performance that brought energy and
excitement to the show.

“Groundhog Day is a contemporary show. The genre
of the music is very upbeat pop [and] rock pop, so it’s [a]
very unique style, and that contemporary musical, more
modern musical, [brought] new challenges,” said Metallo.

PHS Orchestra, which provided a live soundtrack for the
show, faced the challenge of coordinating with the action
on stage as they were playing.

“There’s a lot of effort required ... to keep track of the
actors’ movements and lines. It’s hard to focus on just the
music when there are so many other things to consider,”
said Emily Leng ’27, a flautist in PHS Orchestra.

With months of hard work behind them, the cast, crew,
and orchestra delivered a performance that captivated
audiences over the three-night run. From the high-energy
musical numbers to the emotional character moments,
Groundhog Day was a testament to the dedication and
talent of PHS’s theater community.

Cast, crew, and orchestra shine in “Groundhog Day” musical

Cheers and Jeers

   Having a tutor does not guarantee success. That is the mistake too many students make. The assumption goes like this: if you are struggling in a class, hiring a tutor will fix everything. A tutor will reteach the material, clarify confusion, and help you complete assignments. If you sit through lessons, understanding will come eventually. But that is not how learning works.


Students who rely on tutors as a safety net — thinking they can check out during class because they will “just relearn it later” — are setting themselves up for failure. A tutor is not a replacement for active engagement. They are not an alternative to thinking for yourself.


PHS students know this pattern too well. You can walk into the IDEAS Center on any given afternoon and see tutoring sessions happening at nearly every table. Some students are asking questions, engaging in discussion, and working through problems themselves. Others sit back, listen passively, and nod as if absorption was automatic. Then, they go home, take the test a few days later, and are surprised when their grade does not reflect all those hours with their tutor.


The reality is that success depends on active learning. That means asking questions in the moment, staying engaged with the material, and making an effort before seeking outside help. It means attempting the homework before assuming you need a tutor to walk you through it.


Tutors are not a shortcut. They should be a supplement: a way to refine understanding, clarify difficult concepts, and receive guidance on problem areas. The students who see real results from tutoring are the ones who already engage in class, who struggle first before seeking help, and who come to their tutor with specific questions instead of waiting to be spoon-fed the material. PHS offers plenty of resources for students: teachers who hold office hours, peer tutoring programs, and the IDEAS Center. However, none of it matters if students refuse to take the initiative themselves. The bottom line? If you are zoning out in class, thinking your tutor will handle it later, you are wasting time — yours, your tutor’s, and your teacher’s. The real work happens in the classroom. Tutors can help, but only if you are willing to help yourself first.

Tutors are not shortcuts to success

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

The evolution of profanity

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

NIH funding cuts hurt innovation

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

Princeton High School has introduced significant and jarring changes to its 2025–2026 science curriculum. Placement tests for AP Physics C have been eliminated, Accelerated Physics has replaced AP Physics 1 as a mandatory prerequisite, and students can no longer double up on a lab and non-lab science course. While these changes might seem minor, students wishing to explore their interest in science now face considerable uncertainty.
PHS physics teacher Oren Levi explained that the placement test was originally implemented due to the removal of AP Physics 1. “We wanted to give an opportunity to the students who would have been excluded from taking those classes because of the new requirements,” said Levy. “Now [that] the remaining students who would want to take the class have now had the opportunity to take a physics class …  the test was removed.” Additionally, he added that “the school is trying to … slow down some of the kids that are overextending themselves.”
Since Accelerated Physics has replaced AP Physics 1 as a mandatory prerequisite, students who have finished AP Calculus BC will be forced to start the physics curriculum by taking algebra-based Accelerated Physics.

This isn’t the first time sudden policy changes have derailed course study plans. Last year, eligibility changes preventing sophomores from taking AP Macro/Micro surprised students desiring to take those courses. Policy changes often come from valid concern for students’s well being, but their implementation leaves them flailing. In the current policy-making atmosphere, rising juniors and seniors are given no opportunity for effective high school planning — they have few options to meet new prerequisites put in place near the end of their high school journey.
As a result of this change, the academic goals of students interested in physics have been hindered, requiring them to take Physics 1 Accelerated before AP Physics. For example, if a student desires to take all the AP physics courses before junior year, having to take a prerequisite class  in freshman year can delay these plans.

Many students didn’t know about these changes until they had meetings with their counselors to finalize class schedules. Instead of creating roadblocks with no transparency, the district ought to implement policies with two-year delay periods. A delay period for any new policy shelters current students from the potential changes it brings, while giving standardized effects to future students. As an example, a policy change made in the 2024–2025 school year should only go into effect in the 2026–2027 school year. This allows students to effectively plan and recalibrate their high school journey. Until the district fundamentally changes the methodology of implementing new policies, placement tests can act as a stopgap to minimize the disruption on students’ academic journeys. 

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