### 1776 - Harvard Bad Butter Rebellion

A rebellion over rancid butter. But the butter left more than just a rancid taste in Harvard’s students’ mouths, quickly turning into the United States’ first student-led protest. These tensions that soon evolved into larger questions about the student body’s relationship with administration have been a defining feature of student-led protests since.

### 1963 - Birmingham Children’s Crusades

Over 1,000 school-age children — ranging all the way from age seven up to age 18 — skipped classes to march on Birmingham’s City Hall to engage the city’s mayor on legalized segregation in Birmingham. Many of the children were arrested, sprayed with fire hoses, and attacked with police dogs. The crusade led President John F. Kennedy to publicly support federal civil rights legislation.

### 2006 - Walkout against immigrant policy

Driven by a proposed bill to make entering the U.S. illegally a felony, these protests in spring of 2006 saw events like “A Day Without Immigrants” bring business as usual to a halt. In Los Angeles county alone, 72,000 middle and high school students stayed home from school to protest immigration policy, and countless Latinx workers across the country stayed home from work, showing solidarity in their economic power.

### 1945 - Protesting McCarthyism and Censorship

Jumping nearly two centuries later, the Cold War has taken its toll on America and fears of the Red Scare abound. Started at Indiana University, the so-called “Green Feather Movement” targeted an attempt to censor a textbook mentioning Robin Hood due to his promotion of communist ideals. The students at Indiana University responded by dying chicken feathers green and spreading them throughout campus to represent the chicken feather in Robin Hood’s hat.

### 1970 - Kent State Protest and Shooting

On May 4, 1970, the Ohio National Guard fired upon students protesting the Vietnam War, killing four and wounding nine. Resulting from President Nixon’s announcement of expanding the war into Cambodia, the demonstration followed days of agitation and the burning of the college’s ROTC building, leading to nationwide divisions about the war.

### 2018 - March for Our Lives – gun control related

This month eight years ago, 17 high school students were killed by a fellow classmate in Parkland, Florida. March for Our Lives was one of the largest youth protests since the Vietnam War, with some 800,000 protestors in Washington, D.C., and nearly two million worldwide. They demanded gun reform, and survivors of the shooting used this platform to call for legislation.

Timeline of American student protests

In 2003, English Language Learner (ELL) teacher Michael Klinger took a simple photograph on his trip to Guatemala:  bare-faced and bare-footed, children stared from their dirt-floor huts. More than 20 years later, he sees the image as a motivator for the work he does everyday for students at PHS that come from realities nearly identical to those in the photograph.

“A Princeton High School diploma for this kid is amazing,” said Klinger. “This really puts your work into perspective as well — the idea that these students become the same students that graduate with high school [diplomas]”.

For decades, the unspoken agreement within ELL classrooms has been simple: if a student sits passively to the side without causing any trouble, they receive a passing grade, regardless of their level of engagement. Klinger described this as an entrenched tradition in line with the “soft bigotry of low expectations,” referencing George W. Bush’s speech addressing an annual NAACP conference in 2000.

“I think that a lot of American schools, including these here, have been guilty of that,” said Klinger.

To dismantle this trap, PHS’s College Counseling and ELL Department are launching a renewed partnership this December to reshape the district’s support of ELL students. By breaking down communication gaps, they hope that their mission to support these students will be fully realized.
“Right now, [we’re] more of a team, which is what we need,”  said Nipurna Shah, PHS’s College Counselor. “We just [need] to communicate and work together. You can’t be successful in a silo or working against each other.” 

Shah’s approach to college counseling is central to the new partnership: she offers individualized support to every student that comes through her doors by upholding the dreams of the students.
“We want to set students up for success,” said Shah. “We want students to have opportunities and open pathways to really reach whatever goal it is that they want to do.”

Back in the classroom, Klinger mirrors Shah’s ambition for the students, but believes that seizing those opportunities requires a fundamental shift in academic expectations.

“I’ve started to give the kids quizzes every week, and they’ve never had quizzes before,” said Klinger. “We had some quizzes today, and the kids did not study, and the results were not good.”

For Klinger, however, these failures are not a reason to retreat to the old, softer standard: instead, they are stepping stones towards building genuine agency. He views his efforts in increased rigor as “growing pains” for students who have rarely been asked to take ownership of their learning in the past.

“You have to have these moments of maybe stumbling and falling on your face for them to get the message of ‘No, I’m serious [about] my expectation that you spend some time studying,’” said Klinger. “That you’re actually committing some of your own personal mental energy. You’re not just sitting there passively, because that’s what’s happening.Too many of our kids are just sitting passively through their days and not learning enough.”

The increased rigor is also paired with an introspection into how material is taught. Klinger explained that, for too long, high school English teachers attempted to teach literary analysis to students who still needed support with foundational literacy. To address this, he has begun to work with experts like Sarah Moore, an elementary school literacy specialist, as well as Dr. Solange Murphy-Lopez at The College of New Jersey to redefine the program’s approach towards phonology and basic reading instruction. 

By aligning the curriculum towards students’ true needs, Klinger hopes that the program moves toward empowerment rather than pity.

“When we’re throwing seven hours of English at these kids a day, and then they don’t understand 90 to 95 percent of it, that’s frustrating ... they’re normalizing tuning it out,” said Klinger.

Raising the bar within the classroom is only half the battle, however. To ensure that students have support beyond their four years at PHS, the College Counseling Office helps students navigate the bureaucracy of the enrollment and scholarship process.  Shah also acknowledged that a four-year university can sometimes be out of reach, especially for students that need to work to support families at home and abroad.

“I want to meet the students where they are, I want to listen to what their goals are and then help them provide the pathways to get to that goal. And that’s the same whether you’re an ESL student or whether you’re a ... student in any population,” said Shah. “I don’t tell them, here’s what you need to do, X, Y, and Z.”

Through the 101: Fund scholarship, PHS students can receive complete tuition support for two years at Mercer County Community College, giving students a stepping stone into higher education as some still try to figure out their future.

“Two free years of college ... Why not take advantage of a unique opportunity that’s only at Princeton High School? There are no other high schools that have this scholarship program,” said Shah.

Even with free tuition on the table, Shah recognizes that immediate employment is a necessity, not a choice, with some students working over 40 hours to support their families. To that end, Shah’s goal is to ensure that bureaucracy is never a hurdle in the scholarship application process, and that every student receives individualized support to set them up for success.

Dr. Andrea Dinan, director of the IDEAS Center, has come to better understand the experiences of students from immigrant communities through her work with first-generation students. For her, helping is walking a fine line between caring and being overbearing.

“We have to respect the kids’ dreams. It’s really easy for anyone that starts working with kids with such sad stories to start feeling bad. They want to be their savior,” said Dinan. “That’s not the way to do it. You got to find out what the kid wants.”

With these challenges in mind, the ultimate goal of the new partnership is to foster agency among students. The staff hopes to replicate the success stories of ELL program graduates like Carolina Soto ’17. After graduating from PHS, she served in the military police through an ROTC program and is now an education major at Dickinson College. Soto plans to return to PHS as a part-time ELL and part-time Spanish teacher.

For now, Klinger is steadfast to a simple goal within the ELL program: help his students learn English. Working single-mindedly to this singular goal then gives students the agency to make the right decision for their own futures.

“We can assist them, and we can encourage them, and we can present options to them,” said Klinger. “But that’s [the] agency. That’s respecting them as autonomous, human beings that have come to this country with a plan, [and] have come to this country with a vision.”


Photo: Michael Klinger

On his 2003 visit to Guatemala, Klinger saw the plight of children in the country. In his classroom today, his work aims to build up students from nearly identical circumstances. 

Beyond the “soft bigotry of low expectations”: Redefining success in PHS’s ELL programs

“The bell doesn’t dismiss you. I do.”

The famous quip from teachers to a class of students too eager to leave. And when the bell rings, the silent hallway instantly fills with the sounds of being pushed back, students grabbing their bags, and filling the hallways in a rush to get out of their class. A rush to what’s next. Never once pausing to savor the current moment. Indeed, our high school’s atmosphere is always about the next thing — and the next, and the one after that. One may call it looking forward, yet it also often seems like looking beyond. Like craning your neck to look beyond the person who you’re conversing with.

Our obsession with what’s next pulls us away from the present. And when there’s a hundred and one things to do, getting to the next item on our evergrowing to-do list may seem like the most important priority in the present. But the here and now is fundamentally special. It is something that never comes back. There will always be tomorrow — and the day after. But never today again. Today is unique. Today, once lost, can only be seen in hindsight.

To value the present moment is not a skill that should be taken lightly. Nor is it cultivated easily. To slow down and think in the moment is something that is often lost upon us. We think of the present as being a task already completed — something already checked off our list — and then we allow our mind to be occupied with what’s next. And the next day, we are torn between the past and the future. We are feeble of mind when it comes to recalling our experiences in just the days past, because we were never really there. We were here — in the future — and now all we can is look back. And as much as we would like to look back fondly and bask in the warmth of our experiences, we find ourselves trapped in a loop. A hamster wheel that goes forth. Because our experiences, in the absence of being experienced, are nothing but time in passing.

Appreciating the moment

A club leader excitedly posts about an upcoming event. A team captain announces a fundraiser. In both of these cases, the student instantly reaches hundreds of views with a click of a button.

And then suddenly — one day — ”BLOCKED DOMAIN.” An orange globe symbol appears that has come to symbolize the source of every student’s technology frustration. One more site — a site more consequential that it may seem to the naked eye — has been blocked. 

All of this frustration results from the new filter placed on school-issued devices: Mosyle, a program which automatically categorizes websites and allows technology officers to block categories deemed unacademic.

Many students have been left reeling and frustrated after Instagram, among other websites, has been blocked. Some feel silenced and unheard. And the path to appealing these blocks seems intentionally obscured.

“I wouldn’t say [the appeals process is] intentionally not out there, but it certainly isn’t a goal to get students to be putting in tickets,” said PPS Chief Technology Officer Todd MacDonald.

The district’s official procedure for appealing blocks is through staff tickets — and it is a process that relies solely on them. This places an undue burden on teachers, as they now need to advocate for students on top of all their other responsibilities. What’s more is that it robs students of a valuable opportunity to articulate their needs and advocate for themselves.

“The approach technology is taking is that if there is a service, an application, or a website, that’s really essential to instruction, then teachers can email technology, then they review it, [and] they approve it,” said Principal Cecilia Birge.

However, in an increasingly digital world, learning to balance freedom with responsible usage is a critical skill — it is critical thinking applied to a very real part of student’s lives. As a school district that emphasizes “learning to live,” learning to make effective decisions about technology are just as important as traditional classroom skills. 
“There’s a lot of research out there that not even adults are good at always maintaining that balance,” said PPS Superintendent Dr. Michael LaSusa.

If even adults struggle, however, it only underscores the importance of teaching healthy online managment early. High school provides a controlled environment to learn how to effectively regulate skills in our formative years. 
To be clear, many of the new restrictions are a result of administration prioritizing student online safety — which is a worthy interest to pursue.

“When it comes to safety, [that is] absolutely top down. There’s just no compromise to that ... adults are trained ... to learn how to manage the safety aspect of [technology],” said Birge.

LaSusa also emphasized that his primary concern was the integrity of the school network.
Aside from clearly dangerous sites (that install spyware, for example), however, students should have free access to the internet, just as they would in a real-world setting outside of school. This provides opportunities for them to grow and learn from failure, becoming effective 21st century citizens. 
Thus, we implore the district to meet us halfway. Proactive communication is key — when sudden blocks are put in place at the mercy of an automated device manager, it is only inevitable that the student body begins to breed resentment. Blocking a tool first and waiting for backlash and appeals — which disrupts student activities and learning — is a poor way to manage technology.

Instead, we invite our technology department to actively seek student voice in implementing technology policies—speak with our student representatives, and bring passionate voices to the table to truly understand the needs of the student body. Only then can we move beyond a mindset of restriction and work towards creating an environment of forward-thinking learning that reflects the changing world we live in.

Analog mindset in a modern world

### Italian — “Life”

Like many other romance languages, Italian stems from Latin. However, there were many local and vernacular forms of the language present throughout Italy. It was not until the unification of Italy in 1861 that the Tuscan dialect was adopted as the official language. As the official language of music, many musicians will be familiar with smatterings of Italian, from piano and fortissimo and to the nimble pizzicato.

**Why do you think people choose to learn Italian?**  
“You can apply [Italian] to music, you can apply it to fashion, you can apply it to medicine, you can apply it to food. You can apply it to technology, you can apply it to any discipline, even for pharmacy, for art, you can apply it to all sorts of things. And Italia is a small country, but it leads in so many things, and it is present in so many different areas that people do not know.” - Laura Francolino, Italian teacher

**85 million speakers**

### Latin — “Beautiful”

The ancestor to all the romance languages, Latin is the sole language offered at PHS that has no native speakers — yet its fundamental nature as the origin of nearly 70% of words in Romance languages has drawn countless PHS students to it. Originating from the lower Tiber River, Latin spread throughout Europe with the rise of the Roman Empire — at its peak, it was spoken across the Roman Empire, with nearly 800 authors and a surviving corpus of 10 million words. Although its lack of native speakers today, Latin still has a variety of uses, including in medicine, law, and science. It is also the official language of Vatican City.

**Why do students choose Latin?**  
“We’re clearly different because we’re the only ancient language ... what we’re trying to do is learn the language to the point where you can access authentic texts. ... I think the thing for a historical exercise, right? It’s accessing a civilization and a culture that’s old, but familiar.” - Nolis Arakoulakis, Latin teacher

**No active speaking population**

### Chinese — “Engaging”

First originating thousands of years ago, Chinese is one of the oldest spoken languages in the world, with hundreds of different dialects and regional varieties. The tonal nature of the language, where changes in pitch define meaning, make it particularly challenging to learn. The language’s writing system is also unique: it uses distinct and complex characters to represent words, rather than an alphabet system. The complexity of traditional Chinese characters led to the creation of simplified Chinese in the 1900s, in an attempt to increase literacy rates. This year marks the 20th year since the founding of the PHS Mandarin program.

**What is the hardest thing to learn in Mandarin?**  
“Mandarin has a totally different alphabet ... So the writing system is very complicated. [When] we design the curriculum, we would like to help the student to develop their understanding about the writing, reading, speaking, and listening, as well as [the] proficiency level.” - Shwu-Fen Lin, Mandarin teacher

**1.3 billion speakers**

### French — “Lyrical”

The language of love. The language of diplomacy. And the language of exchange in over 106 countries and territories. French’s widespread usage stems from imperialistic endeavors in the 19th century, but today the language is the official language of 32 countries. In 88 BC, however, France, then Gaul, was itself the subject of invasion, and the birth of the French language started from a mix of Latin, Celtic, and Germanic languages. Second chances such as the loss of final consonants have led to the unique phonological properties of the language. The usage of French around the world continues to grow: fueled by the growth of African Francophone countries, French may be the third-most spoken language in the world by 2050.

**How does learning French help students later in life?**  
“In later life, I’ve had previous students come back and [they’ve] told me that they’ve continued with French. They’ve done their study abroad and sometimes they’ve moved away and they’ve used French ... They lived in a French-speaking country and they needed French to function in a job.” - Malachi Woolf, French teacher

**321 million speakers**

### Japanese — “Cultural”

Known for having three writing systems, Japanese first started developing their own alphabet based on Chinese characters in the 4th century C.E. The characters, known as Kanji, began as simple pictorial representations of the words they represent, borrowing heavily from Chinese scripts. Modern Japanese is also written in two other scripts that developed during the 9th century: Hiragana and Katakana, both simplified versions of Kanji.

**What are some strategies you have to teach students?**  
“Inside [the] classroom, we do a lot of chanting [and] we [memorize] a lot of folk songs, and then the students learn Japanese through those traditional Japanese folk ... we do a lot of karaoke in the class. So whatever songs we sing, [they have] something to do with Japanese culture.” - Risa Sakakibara, Japanese teacher

**122 million speakers**

### Spanish — “Vibrant”

For many high schoolers across the country, Spanish is the first foreign language they are exposed to. Indeed, the United States is home to the second-largest Spanish-speaking population after Mexico. Unique to Spanish is its influence from Arabic by virtue of its position on the Iberian Peninsula. While Latin has influenced Spanish like other romance languages, the Arabian conquest of the area for over 700 years undoubtedly left its mark.

**What do you enjoy most about teaching Spanish?**  
“I really being able to share my own world, my own language, who I am, my own identity. And honestly, it is seeing when the light turns on, you know, immediately, and I see that the students are able to apply what they’re learning and to use the language ... It’s not just something that they’re learning for the grammar. It’s something that they can use in the real world.” - Idania Rodriguez-Villa, Spanish teacher

**560 million speakers**

A trip around PHS world languages

The Princeton University Art Museum opened its doors
to the public at 5 p.m. on October 31 for the first time since
2021. The new 146,000-square-foot building has been five
years in the making and reopened on Halloween with a
completely new facility, built on the site of the old museum
that was demolished in 2021.

“I’m incredibly excited,” said Juliana Ochs Dweck,
Chief Curator for the museum. “We’ve been working on
this building for years, and I’ve been working on it in my
capacity as the chief curator for over six years now.”

The new building, completed in the fall of 2025, features
Princeton University’s art collection in a completely new
light. Largely designed by the principal architect David
Adjaye, the new museum is almost double the size of the old
museum. Beyond space, however, Dweck shared a vision of
creating a space of belonging for all the museum’s visitors.

“I hope that when the public comes, the building as
a whole meets people where they are,” said Dweck. “I
really hope that people find themselves and find works
that speak to them.”

Given that the collection has an impressive 117,000 pieces
of art, one of the goals for the new museum was more
space to feature the art. According to Stephen Kim, Senior
Associate Director for Communication & Information,
only 2 percent of the entire collection was previously able
to be featured in the old museum’s 2,500-square-foot space.

The new building also provides more than 12,000 square
feet for educational spaces, such as creativity labs, six object
study classrooms, two seminar rooms, and an auditorium.

The old museum’s structure had an upstairs featuring
Western art and a downstairs presenting ancient and nonWestern art. While the galleries upstairs were open and
received an abundance of natural light, the downstairs
galleries lacked these qualities.

“Unconsciously, there was an implied hierarchy as if we
were elevating the art of the West and somehow denigrating
the arts of ancient and non-Western art. [The new building]
radically moves away [from] any presumption of hierarchy,
[putting] every collection… on one floor,” said Dweck.

The new museum launched with a 24-hour open house
from October 31 to November 1. The open house included
events such as a Halloween fair, a costume contest, dance
party, movie screenings, trivia, and more. Additionally, the
new museum features two new inaugural exhibits.

The first, “Princeton Collects,” highlights works from the
over 2,000 artworks donated by alumni for the museum’s
new building. Most notable among them are works from the
artists Gerhard Richter, Mark Rothko, and Hans Hofmann.

“One of the qualities that the exhibition models is the
ways that art from across times and place can be presented
in dialogue with each other,” said Dweck. “We’re… modeling
the ways that we teach and learn with collections, which is
often by comparison and juxtaposition and conversation
across time.”

“Toshiko Takaezu: Dialogues in Clay”, the other opening
exhibit, featured the ceramic pieces of the artist Toshiko
Takaezu. A professor at Princeton University for almost 30
years, Takaezu pioneered the form of closed ceramic pieces,
positioning her as one of the eminent ceramic artists of the
20th century.

“[Takaezu] was able to get away from the sort of divide
that the art world has created between … craft and art,” said
Dweck. “Whereas the ‘Princeton Collects’ is taking this vast
encyclopedic look at collections and the pedagogic work
that they can do, this is a more intimate focus on a single
artist and a celebration of one particular form of materiality”.

The museum will continue to feature new special
exhibitions and galleries, hoping to feature betweensix and
ten special exhibitions each year.

“The installation for day one is set, but it will continue to
evolve and to sort of react like an organism to the people
who use the space,” said Dweck. “The real conversation
with our publics, which includes you and your peers and
students on campus, only begins when we actually open.” 

photo: Katherine Chen

Nine interlocking pavilions make up the structure of the Princeton University Art Museum building.

Princeton University Art Museum reopens after five years

### Lima, Peru

On Friday, October 10, 14 exchange students from a district just outside Lima, Peru 
arrived at PHS, beginning their nearly two-week long visit to Princeton designed to help 
them explore American culture and develop bilingualism. The Peruvians had a packed 
schedule of activities: including trips to destinations within Princeton and to multiple 
attractions within New York City, and the Robbinsville BAPS Swaminarayan Akshardham 
Hindu Temple.


“I think our host [did] things to [help us] have the feeling of home ... I went to Philadelphia 
last Sunday…and I had a lot of fun there ... I [also] spent time with the family ... playing 
some basketball... and some Monopoly,” said Nicholas Bautista, one of the exchange students.


The exchange students, all currently freshmen, call the Surco district of Lima home, an 
urban district with a population of nearly 400,000. The students attend San José Monterrico, 
a small private bilingual school with about 900 students across grades K-12. They are the 
first batch of students at their school to be part of the International Baccalaureate (IB) 
program, a two-year educational program analogous to AP curriculums.


“I’m very excited, but a little bit scared because … our teacher said that it’s very hard to 
do,” said Renzo Ghersi, one of the students from Peru. “I think, personally, I will handle 
that, but I’m kind of scared about the exam because although we do it in two years from 
now...it’s really difficult and not all people get their diplomas."


Luciana Bedregal, Mateo Esterripa, along with Ghersi and Bautista, all showed a 
particular leaning towards STEM fields — noting that physics, math, and chemistry were 
their favorite subjects in school. However, they also pointed out their school offers a wide 
variety of required social science classes which differ from offerings at PHS. Most of the 
classes at their school are taught in Spanish, with the exception of world history, which is 
taught in English.
The exchange trips PHS hosts, in the eyes of PHS Spanish teacher Idania Rodriguez-Mejia, 


are critical to advancing cultural knowledge of the language.
“[There’s] nothing better than learning about other people’s beliefs firsthand. They’re 
coming from Peru and they are bringing with them who they are and their own unique 
identity.” said Rodriguez. “When students go to Peru, they do the same…that alone creates 
community, open-mindedness and learning.”


### Colmar, France


Celeste Lengrand was one of 44 students from Colmar, France who visited Princeton 
this October while staying with a family of a French-learning PHS student. 


“It’s like an American series with the yellow buses ... [and] the lockers,” said Lengrand.


Colmar’s relationship with Princeton as a “sister-city” dates far beyond this exchange 
trip. The connection was initiated in 1986 by late Princeton Mayor Barbara B. Sigmund 
during the celebration of the Statue of Liberty’s 100th anniversary. Since then, the trip 
has been a lasting connection between the two cities.


“The fact that they can develop a rapport, a relationship, a friendship is the most 
valuable thing,” said Malachi Wood, the French teacher responsible for coordinating 
the exchange. “At the very end of the exchange when we’re leaving, it’s nice to see all 
the kids crying and sad because they made a solid connection.”


During their 11-day trip to Princeton, students from Lycée Bartholdi had the chance 
to immerse themselves in the history of Princeton, the United States, and France.


“When they come here, we focus on American history. We’re doing a little presentation 
about Lafayette [and] we’re going to see the local, historical sites in town … we always 
try to hit Morven, Drumthwacket, Updike Farmhouse. And when we go to France, we 
focus on the War of 1870, World War I, World War II, and the aftermath,” said Wood.


Though America and France have long been close political and economic allies, 
Lengrand observed the value of direct interaction between French and American students. 


“I think it’s important to see we are not alone in the world and see different points of 
view, for example [with] politics, because in France, we have a view of politics [of] the 
America, and [we can] see the view[s] of people [who] live in America,” said Lengrand.


PHS students take reciprocal trips to Colmar at the end of October, where they can 
immerse themselves in French culture and schooling. Elif Cam ’26, one of the PHS 
host students, explained how having the chance to attend the trip while learning about 
various aspects of French culture creates a lived experience unparalleled in the classroom. 


“I think it’s such a crucial part of the language learning experience that is just so 
different from everything else you do in class,” said Cam. “You study French culture. 
You study [how] [their] way of life is different…but it’s not the same thing as actually 
interacting with people who are from the culture.”

Photo: Katherine Chen


Peruvian exchange students Brianna Quevedo, Antonella Cayo, and Andrea Rucoba Pedreschi perform traditional Peruvian dance.

PHS French and Spanish students welcome exchange students from France and Peru

You sit down and open your computer, log into Bluebook, and get ready to stare at a computer screen for the next two, three, maybe four hours. It wasn’t always like this. For nearly 100 years, starting in 1926, the SAT has been a paper-and-pencil ritual as a Standard Aptitude Test to students across the country. The Digital SAT has only become the norm starting in March 2024 and the move to digital AP exams is still an ongoing process, with 16 exams becoming fully digital just last year.

The transition from paper to screen in education was accelerated by the pandemic. This year, the NJ Department of Education announced it would be field testing an adaptive version of the New Jersey Graduation Proficiency Assessment.

While these changes have been widely lauded by students and teachers alike, some have been quick to point out drawbacks to a digital medium. For one, a 2025 Oxford Learning study found that reading comprehension is stronger for physical books than screens — and that reading on a screen can lead readers to skim and often miss key details. This outcome could be extremely detrimental for test-takers on standardized tests, which often emphasize close reading and recalling minute details.

The physical test booklet was also a workspace. Students were taught to mark it up, underlining key parts of a passage, crossing out incorrect answers, or writing down formulas and calculations directly next to a question, making it easier to spot silly mistakes. While markup tools do exist on digital assessments, they are often more time-consuming and less intuitive to use.

Digital assessments have been long heralded for their ability to deliver results with less test questions due to their adaptive nature. While shorter test times are undoubtedly a benefit, digital test-taking can exacerbate inequalities and disadvantage students without access to stable internet or a computer at home. Lack of access means students may not be familiarized with the digital testing experience in a similar environment. This digitization systemically creates an uneven playing field based on socioeconomic status.

The issue of access also extends beyond home. Schools may lack the necessary infrastructure to support a shift to all-digital testing, including a sufficient number of computers or a strong enough Wi-Fi network for the volume of students testing simultaneously. This often causes technical difficulties, frequently evident at PHS, thus adding more stress and frustration to both students and staff.

The transition to digital mediums is seen by many as inevitable, especially in an increasingly fast-paced and technology-driven era. However, this format is much less tested and does not hold the centuries of use. So while paper-and-pencil learning may be in its waning stages, the advantages of a tangible medium prove that paper never fully lost its value.

From pages to pixels

Stepping into the Art@Bainbridge exhibit from the busy Nassau Street sidewalks, we are immediately hit with the quiet but profound intensity of the exhibit. Inside the historic Bainbridge building sits Princeton University Art Museum’s “Roberto Lugo / Orange and Black” exhibit, curated by the Associate Curator of Ancient Mediterranean Art Dr. Carolyn Laferrière.

While ancient Greek ceramics, originating from over two thousand years ago, and 21st-century social oppression may seem to have little in common, Lugo’s work finds a way to blend these motifs together into pieces of art.

Based in Philadelphia, Lugo is an artist, ceramicist, and social activist, striving to portray communal stories of oppression and social injustices. The ceramics portray the daily lives of contemporary individuals in an ancient medium, fusing together the past, present, and future. Lugo believes that just as the daily life of ancient Greek civilizations has been crystallized in these ceramics, stories of contemporary injustice also deserve to be preserved in pottery.

“He really sees himself as tasked with archiving the stories of underrepresented peoples and to show his own lived experience and the lived experience of his communities,” said Laferrière. “To bring them into a museum … and to [show] Roberto Clemente or Harriet Tubman or Ruby Bridges, is significant because it’s giving them a place within the history of American art.”

The contrast between modern challenges and the ancient medium of classical Greek pottery is reflected in the arrangement of the “Orange and Black” exhibit. Lugo’s piece “Same Boy, Different Breakfast” is placed adjacent to an ancient Greek column krater from the 5th century B.C., attributed to the Hephaistos Painter.

“That vase then asks you, as the viewer, to walk around it or to manipulate it, and to have this embodied experience of it, where your act of looking is then activating the story,” said Laferrière.

Circling “Same Boy, Different Breakfast,” we see a young man in two starkly different settings: on one side, he sits at a desk, writing; on the other, he sits in a jail cell. The jarring contrast reminds the viewer of the divergent shapes our lives may take. The depiction of a moment of celebration and ritual for a young Greek boy compared to his somber duties of the state highlight how the expression of life’s dualities has evolved across the centuries.

Every vase in this exhibit tells a story of a struggle: a struggle for equality, justice, or just the bare minimum of respect. A particularly resonant example is Lugo’s “What Had Happened Was: Ruby Bridges.” Ruby Bridges, at the age of six, became the first Black American schoolchild to integrate into an all-white elementary school in New Orleans, Louisiana. When her integration was met with violent backlash, she had to be escorted to school by U.S. Marshals. To be on the very same vessels as ancient Greek heroes — heroes revered to this day in grand myths — is to elevate her place in history.

“The visual arts can be such a powerful medium for telling stories and for reflecting on our lived experience, our communities, the issues that we are struggling with,” said Laferrière. “And I think this show, [is] collapsing the temporal distance between the fifth century B.C.E. and 2025, to show that artists across time and in very different spaces and different contexts are still … using this medium to tell these stories.”

Lugo’s exhibit at Art@Bainbridge is a space that invites even the casual viewer to go beyond passive observation and reflect on the state of contemporary America.

 Frozen in time: Roberto Lugo’s “Orange and Black” exhibit

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

When my sixth-grade Science Olympiad coach first assigned us this topic, I accepted it with a grumble. I could barely pronounce it — “Orni,” I called it.

Little did I know ornithology would soon be an all-encompassing passion that made navigating my daily surroundings feel like a treasure hunt.

The hours spent flipping through the Peterson Bird Guide led to me staring out my window, hoping for a glimpse at this new world that had been opened for me. Routine walks became eye-opening moments. Only through birding did I come to appreciate the true biodiversity that surrounded me. I soon set up bird feeders in my backyard, and I was amazed by the variety of birds that lived in the area’s trees. From cardinals and blue jays to an endless array of sparrows, every new sighting amazed me like it was my first.

Every excursion soon turned into a birding expedition. The biggest joy I derive from birding is the puzzle of “ID”: identifying them within a fleeting second. It’s analogous to putting together a puzzle: putting together small clues to find the bigger picture. Whether it is a single streak on a wing or their unique call, birding drives me to challenge myself to look at a challenge from aspects I’d never considered.

Of all the experiences that I’ve acquired from birdwatching, observance is perhaps one that I’ve come to appreciate the most. Birdwatching has taught me to see beyond the surface level. It is an exercise for all the senses; bird calls are the background music of every neighborhood, and their variety leaves me in awe.

Birdwatching is also a humbling experience, and it speaks to how much more there is to learn. More often than not, birds present a living mystery. They aren’t what they initially seem to be. But effective birding is about creating a mindset to think beyond the obvious, and consider every possibility. My birding experience has taught me that no possibility is too outlandish. What might look like a finch could actually be a female cardinal, but how can you tell? Well sometimes, you just can’t. And that’s the beauty of nature. There are no absolutes, only ambiguity and possibility.

For some, exotic birds are the draw — macaws, flamingos, and the like. But my true passion is about backyard birding. Backyard birding shows us that the greenery we take for granted is in reality a privilege, and we ought to enjoy what is in our backyard instead of reaching for increasingly exotic species brought to market by unethical bird breeders. Backyard bird feeders offer us a glimpse of birds in their natural habitats — one nectar feeder was even frequented by a ruby-throated hummingbird last spring!

At the time when the world seems to spin faster than ever, birdwatching connects me with nature and pulls me away from the world of screens and deadlines. Because there is no deadline with a birdwatcher. Nature sets the clock, and nature’s humbling power reigns supreme.

The Accidental Birdwatcher

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. 

On the new physics enrollment policy

Princeton is full of barbershops and salons, all offering their customers unique services. I visited Salon Pure, located in Palmer Square above the bustling Princeton streets, to talk with Samantha Kemler. Kemler is the salon’s curly hair specialist, and she emphasized her value of protecting those luscious locks.

What are the best ways to take care of your hair at home?
Using the right products. Always ask your stylist what products are going to be best suited to answer some of your needs. For taking care of it at home, stay away from box dye. Box dye is going to be your number one worst enemy.

How does box dye treatment differ from getting it at the salon?
Box dye is just fabric dye and fabric softener. The salon’s color [is made of] many different types of hair colors. Here, we’re also able to customize colors. If you want a specific shade, [go] to a hair salon. Some people that even have some clients that come in and ask [to] use henna instead for hair color.

What is the healthiest color to dye hair? Are bright colors more harmful for your hair compared to toned-down shades?
I wouldn’t necessarily say that bright colors aren’t good for your hair. It depends on hair history, what services you’ve had [done], as well as your goals. If you have jet black hair, and you want to go platinum blonde, you’re not going to get that done in one session without your hair being damaged ... you have to do it gradually. You’ll probably get your platinum blonde hair by like two years. And if somebody wants a certain color, like if they want blue, for example, [it’s] going to wash out after some time. Blue [is] what we call [a] fantasy color ... anything that is not like a natural hair color. If you like your hot showers, don’t get a fantasy color because the way to preserve them for longer is using a color safe shampoo and taking cold showers.

For people with different hair textures, what do they ask their stylists for specifically?
Well, I’m a natural ginger, and I have curls ... if somebody has curly hair, they’re probably going to want a deep conditioning. They may want something that’s going to help them with frizz. A lot of times that can also be addressed with a deep conditioning as frizz can result from weather.

What advice would you give to people to help them take care of their hair?
If you want to do highlights, [that’s] perfectly fine, but don’t go to the beach right after. Give your hair some time. If you’re planning on going to the beach, get the highlights the week before. If you’re going to go to the pool ... [which has] chlorine, go to the pool all you want but just make sure you’re protecting your hair.

Interview with Salon Princeton

In an effort to ensure the passage of
the largest referendum Princeton Public
Schools has proposed in over two decades,
PPS officials have begun several initiatives
to share information with voters and
address any resulting concerns. These
include virtual forums, a website devoted
to the referendum, and in-person tours
of issues with school facilities.

The referendum is divided into three
parts called “questions.” The first part, with
an estimated cost of $37.9 million, would
fund improvements to the PHS HVAC
system and an expansion of Community
Park Elementary school. The second part,
with an estimated cost of $38.3 million,
which can only be approved if the first
part is passed, would cover expansions to
PHS and Princeton Middle School. The
final part, contingent on the passage of the
first two parts, would fund expansions to
Littlebrook Elementary School.

In total, the referendum — if passed —
would have an annual tax burden of $532
on the average Princeton home assessed
at $850,000. Thus, PPS officials have been
keen to explain the critical importance
of the referendum and consequences the
district would face if the referendum were
to fail. Business administrator Matthew
Bouldin highlighted the importance of
the referendum’s first section.

“If [question] one doesn’t pass, it’s
definitely going to be an issue. We’re going
to have to really look at our programs and
possibly have to do redistricting more
often,” said Bouldin. “If it’s overcrowded
at one [elementary] school, we would have
to make shifts, and it’s really disruptive
and difficult to do that.”

Kathie Foster, PPS’s Interim
Superintendent, elaborated on the
consequences PPS would face if the overall
referendum were to fail, including larger
class sizes, overcrowded schools, and
reduced programming.

“We would need to repurpose existing
spaces for regular classrooms, making it
harder to provide all the programming
we believe is important in key areas, such
as art and science. [Further], modular
classrooms, or trailers, may be needed,
straining the operating budget,” Foster
wrote in an email to The Tower.

PPS teacher and union leader Renee
Szporn noted that in some instances, the
challenges Foster warns of are already
being faced by teachers.

“In our seventh and eighth period class,
we have 24 to 25 students and we can’t fit
those kids in that room. It is tight, and it
impacts teaching,” said Szporn. “It’s very
difficult to do cooperative teaching.”

However, Szporn believes that the
frequent use of referendums is not the best
way to solve long term district issues. Last
year, the Princeton community passed a
$13 million bond referendum for security
and major maintenance upgrades. Moreover, a referendum in December
2018 helped fund security vestibules at
the middle and elementary schools, as
well as HVAC upgrades.

“I think you always have to plan for
growth ... you just can’t keep asking the
taxpayers to keep paying for things.” said
Szporn. “I think taxpayers are tired. And
I think to keep asking and drawing from
the same well is a little tough.”

To address community concerns
and highlight necessary improvements
to the district buildings, elementary,
middle, and high school tours will be
offered through December and January.
In a December 8 tour to community
members, PHS Principal Cecilia Birge
emphasized the importance of updating
the school’s HVAC, which is the oldest in
the district. Birge also cited the school’s
increasing population as a reason to
support the referendum, which at around
1500 students sits well above the 1200
she believes the school can perfectly
accommodate. PPS officials have also
sought to inform community members
about the importance of the referendum
through more accessible methods.

“We have written letters to the editor
of all local publications explaining the
facilities referendum questions and
offering opportunities to learn more
about our plans,” said Foster. “Members
of the public who attend events at the
schools, such as the fall plays and concerts
at [PHS] and [PMS], will hear brief
announcements about the… referendum
and how to learn more.”

 Beyond advertising the referendum,
PPS officials are also arguing that even
Princeton voters without children in the
district, who, as taxpayers, should also
vote in the district referendum.

“The property values of homes are
definitely related to the quality of the
schools. In that sense, somewhat directly,
people that own properties in Princeton
benefit from the improvement of schools
overall,” said Bouldin.

Foster believes that given the many
efforts of the PPS administration in
promoting the referendum, Princeton
voters will vote to approve it.

“We feel confident that if we effectively
make the case for the referendum,
community members will see that they
are sensible, cost-effective investments in
sustaining the quality of the education we
provide and the experience our students
enjoy,” said Foster.

PPS officials push 2025 referendum approval

In the crowded hallways of PHS, Crocs stand out. Neon orange, pastel blue, or covered in unique Jibbitz charms, these shoes have become as much a fashion statement as they are a choice for comfort. From athletes to artists, it seems everyone has embraced the type of Crocs. But what’s driving this trend?

The rise of Crocs from quirky clogs to an iconic fashion statement owes much to celebrity influence and creative collaborations. Over the years, big names like Post Malone, Justin Bieber, and even high-end brands like Balenciaga have partnered with Crocs, creating exclusive, limited-edition Crocs that instantly sell out. When celebrities started wearing Crocs — not just casually, but on red carpets and in music videos — the brand gained a new level of prestige. These partnerships made Crocs “cool,” transforming them from practical shoes to symbols of self-expression and comfort.

The enduring popularity of Crocs captures the spirit of our ever-changing culture. As society continues to embrace self-expression, individuality, and comfort, Crocs are a prime example of how our views on style have evolved. No longer bound to old notions of traditional style, what may have once been an “ugly” is now reshaping the pop culture landscape. So whether you rock Crocs with a single standout Jibbitz charm, prefer them in sports mode, or just straight-up hate them, there’s no question: Crocs will be here to stay.

Beyond the “coolness” factor, Crocs also owe their popularity to their unique Croslite material, a closed cell resin foam, which makes them both versatile and easy on the feet. With the busy lives of PHS students, it’s no wonder that Crocs have become a top choice for the student body. Whether hurrying between classes, heading to sports practice, or relaxing with friends, these shoes offer unparalleled comfort and versatility to match any pace.

The COVID-19 pandemic was another major turning point for Crocs and the “ugly fashion” trend as a whole. With everyone stuck at home, fashion priorities shifted almost overnight; comfort and ease took center stage, and suddenly the unconventional appeal of Crocs made perfect sense. As people traded formalwear for loungewear and comfy shoes, Crocs became an obvious choice — they are practical, easy to slip on, and surprisingly fun to customize. With the added influence of social media and celebrities who embraced their quirky appeal, Crocs became a symbol of pandemic-era comfort, reflecting both the need for comfort and a playful approach that helped people cope with challenging times. Emily Brayshaw describes this in her 2023 article “Gen Z grew up in a world filled with ugly fashion — no wonder they love their Crocs,” noting that “Crocs are wearable memes for Gen Z,” capturing the humor and authenticity that online culture celebrates.

Beyond their association with pandemic fashion, Crocs have evolved into a powerful way for people to express their style and personality. With Jibbitz charms, each pair tells a story — whether it’s bright colors, symbols of favorite bands, or quirky charms that hint at inside jokes. At PHS, Crocs are not just footwear; they’re a small, fun way to show what you’re into without saying a word. In a world of similar styles, Crocs let students stand out, and that’s what makes them so popular.

What’s the hype with Crocs?

The campus of Westminster Choir College, which sits
adjacent to PHS, is set to be acquired by the Princeton
Town Council following the passage of a $50 million
bond ordinance. The status of the property, which is
currently owned by Rider University, had been uncertain
ever since the university decided to move its well-known
music program from Princeton to their Lawrenceville
campus. The only active organization that remains on the
Princeton campus is the Westminster Conservatory of
Music, which offers music lessons and other programs to
local residents; the remaining 28 acres are largely unused.

In 2018, a Chinese company attempted to purchase the
property, but the deal fell through. According to Princeton
mayor Mark Freda, the town is acquiring the property
in part to prevent the property from being purchased by
similar large developers.

“I don’t think there’s very many people that live in
town that would like to suddenly see 1000 housing units
on that property. I think people hope that there’s some
way to maintain some of what’s there — it’s a beautiful
property,” said Freda.

Because of the campus’s proximity to PHS and Princeton
Middle School, Freda and other town officials also
hope that the property could be used by the Board of
Education in future expansion efforts. However, all plans
are tentative, and the town has not yet had an official
meeting with the full BOE.

“The schools need to determine how they use it,” said
Freda. “Do you put another school there? Do you close
part of Franklin Avenue and put an addition on the middle
school? Do you need more fields?”

The current $50 million ordinance only covers the
acquisition of the property and minor repairs to the
buildings. Any significant capital improvements would
require additional funding from the BOE’s budget. Even
still, the current bond puts an estimated $329 annual tax
burden, over 30 years, on the average Princeton household.
To help lower this cost, the town is planning on potentially
renting out the space to local organizations.

While Freda said that he has not personally heard any
resistance to the plans, he understands that the purchase
could jeopardize the only existing program on site —
Westminster Conservatory. Dr. Ruth Ochs, the current
director of the Westminster Conservatory’s community
orchestra, believes that special care must be taken to
ensure the institution can continue in Princeton.

“The Westminster conservatory is the strongest and
largest musical asset that the Princeton community owns,”
said Ochs. “It is a unique and special opportunity for
accomplished individuals from different backgrounds
[and] generations to come together and unite and learn
from each other.”

The curriculum development and programming
has become challenging due to lack of clarity of the
convseratory’s future, even in the near term, according to
Ochs. She also described the uncertainty that conservatory
faculty have felt because of unclear messaging from the
various parties involved in the acquisition process.

“We have no idea what comes on January 1,” said Ochs.
“We’re hoping that things will just continue through the
end of the year. Beyond that, it’s quite hard to imagine.”

In the long term, Ochs hopes that the conservatory
could potentially partner with existing arts organizations.

“I would hope, if there comes a point when — and this
is 100 percent hypothetical — that if the Westminster
Conservatory somehow needed to find independent
partnership that there are arts organizations in the area
that we might find fruitful partnership with,” said Ochs.

Rider University has said that the
Conservatory will continue to operate
through the end of this academic year.
Beyond that, however, plans are still
uncertain, according to Kristine Brown,
Rider University’s Vice President of
External Affairs.

“The municipality has recognized the
value of the Westminster Conservatory
for the community, and at this time, we
expect the Conservatory will continue to
operate in Princeton through June 2025,”
said Brown. “As the municipality’s process
to acquire the property continues, and any
future decisions regarding operations on
that property are made, we will certainly
keep the community informed as we go
forward.”

Even if the Conservatory stays under
the administration of Rider University,
Ochs has expressed concerns regarding
the business-focused approach the
university has to the music education the
Conservatory offers. The Conservatory is
ostensibly a non-profit, according to Ochs,
which doesn’t align with the way Rider
University views the program.

“There’s a very fundamental conflict at
play ... it’s business versus the cultivation
and the teaching of music, which is in
itself, not a sustainable endeavor,” said
Ochs. “I would love Rider University to
find a way to continue the relationship
with the Conservatory because I really
like continuing to have a relationship with
Westminster Choir College.”

Robert Loughran, the director of the
PHS orchestra program, believes that if
the deal goes through and Rider University
sells the conservatory, the conservatory
could potentially return to its old level
of activity.

“It would be great to see it return to its
vibrancy,” said Loughran. “[The orchestra
performs] there every spring, so I’m all for
[the purchase].”

One of the major barriers to the
acquisition of the land remains the
outstanding legal challenges between
Rider and the Princeton Theological
Seminary. Because the trust that initially
founded Westminster Choir College in the
1930s stipulates that the property must be
used “for the purpose of training ministers
of music for Evangelical churches,” a group
of Westminster Choir College affiliates
are contending that the town cannot use
the land for recreation or building public
schools.

However, the town is planning on
fighting this lawsuit through the concept
known as eminent domain — the power
the government has to seize private
land and convert it for public use. This
power, historically used to facilitate
transportation and create public buildings,
is being considered in this case to facilitate
the potential expansion of the public
schools.

“We assume that the legal hurdles will
be resolved which will allow us to move
forward. But you know, while we’re pretty
confident of that, nothing’s for certain until
it happens,” said Freda.

Princeton Town Council to purchase Westminster campus

Following the resignation of
Carol Kelley on October 30 of
last year, the Board of Education
began the process of finding a
new, permanent superintendent
for Princeton Public Schools.
With interim superintendent
Dr. Kathie Foster’s contract set
to expire on July 1, 2025, the
Board aims to make a decision
before then.

To facilitate the search
process, the district hired
School Leadership LLC, a search
consultant firm based in New
York. As lead consultants on the
search, Dr. Marty Brooks and
Rina Beder are responsible for
advertising the job posting and
recruiting candidates who fit the
profile and specifications sought
by the district. These candidates
would then be reviewed and
interviewed by all ten members
of the new Board formed after
the election on November 5 for
a final decision.

Before recruiting potential
candidates and during the
information gathering stage
of the search process, Brooks
and Beder sought input from
Princeton community members
regarding the ideal qualities of
a new superintendent. From
September 30 to October 10,
they conducted a total of 18
in-person sessions, including
one with PHS students, and six
virtual forums with groups like
the Princeton Parents for Black
Children and the Parents Special
Ed Union Leadership, and a
group of three district unions
representing faculty and staff.
The consultants also made use
of an online survey in which 500
community members responded.

“We were really impressed
with the openness and honesty
of everybody that [we] met with.
There’s a deep commitment to
the district’s schools, and that
came through loud and clear,”
said Brooks.

Through the forums, they saw
recurring patterns in the needs of
the community.
Brooks and Beder
then compiled these needs
and feedback for the new
superintendent into six key
specifications. The qualifications,
as per the School Leadership
LLC’s Specification Development
Report, were categorized as
follows: an experienced teacher
with a strong commitment to the
needs of students, a compassionate
promoter of Princeton Public’s
Schools’ mission, a collaborator
who creates strong relationships
with the community, an effective
communicator who readily
shares and exchanges ideas,
a skilled financial manager
who can maximize the board’s
resources, and a visionary who
plans to lead the community to
a higher level of excellence.
These qualities were assembled
into a draft of the profile for the
job sent to the Board of Education
and approved on October 16. The
2024 Princeton Public Schools
Superintendent job description
reflected the community’s input,
and the LLC started recruiting on
October 17.

In particular, the last
specification in the board’s final
job profile describing a “leader
who is excited about becoming
a member of the Princeton
community” was designed to
promote greater stability, given
the high turnover the district has
seen recently in superintendent
and principal positions.

“There has been a lot of change,
so we’re looking for somebody
who is committed not only
to staying for some period of
time but also embedding him
or herself in the community —
somebody who really loves the
place, wants to sink his or her
roots there, and wants to commit
… for the work that needs to be
done as well,” said Brooks.

The Board will conduct a
rolling search, so as the LLC
pre-interviews candidates, it
will continually send specific
individuals who meet the
superintendent profile to the
Board to interview for the
position. Ideally, the Board hopes
to have a candidate by early 2025
since Foster’s contract requires
PPS to give her a 90 day notice
that a new superintendent will
fill her position.

“[Dr. Foster’s contract
requirements] would take [the
Board] back to March [to find
a superintendent]. And in [NJ],
we have an additional step: the
executive county superintendent
has to approve a superintendent’s
contract. So the ideal timing [to
hire someone] would be that the
board announces in January or
February or even early March that
there is a successful candidate,”
said Betsy Baglio, vice president
of the Board of Education and
chair of the superintendent
search committee.

However, the Board cannot
announce a successful candidate
until after the school board
election on November 5, so
actual voting on a superintendent
cannot happen until 2025.
Despite these challenges, the
July 1 deadline will not deter the
Board from selecting the best
possible candidate for Princeton
Public Schools.

“We are going to make sure
that whoever we choose meets
the criteria we’re looking for. So
if we don’t have someone by July
1, as we get closer to that date,
we’ll have contingencies in place.
There has to be a superintendent
on July 1 ... but if not, there will be
someone in that role,” said Dafna
Kendal, president of the Board of
the Education.

PHS searches for a new superintendent

### Mara Franceschi

> "I want everybody to find the joy in learning."

Mara Franceschi, the race’s only
incumbent, hopes to continue her
work to ensure all students can
reach their fullest potential
in public education.

After receiving an MBA from Columbia, Franceschi has worked in finance for ten years. A mother of three with two children at PHS, she has been actively involved in the schools and town since her move to Princeton 14 years ago.

“In the last 14 years ... I’ve been deeply involved with the school ... I was the treasurer and president of the Parent Teacher Organization (PTO) at Johnson Park and then [the PTO Committee]. I’ve also been [an] assistant treasurer at the library,” Franceschi said.

Franceschi plans to utilize her BOE experience to best support quality education in the school district.

“I do think that it’s important to maintain some of the institutional knowledge and experience [of the Board]. I was surprised at how much there was to learn [after being elected], even though I spent a decade before that really involved with the schools ... It’s quite different from just other nonprofit-kind of board experiences,” Franceschi said.

Franceschi emphasized her focus on the district’s budget. She aims to collaborate with other board members to ensure the district remains financially sound, particularly as the student population continues to grow.

“It’s a very difficult fiscal environment with the inflation rate and … costs that have just been going
through the roof,” Franceschi said.

Franceschi feels her mission, along with the rest of the BOE, is to solve these financial challenges so students and educators are able to focus more on education.

“My overarching reason for joining the board is that I am passionate about public school and public school education for all children, making sure that every child reaches their full potential ... It’s not a sprint. It’s a marathon. And I want everybody to find joy in learning,” Franceschi said.

### Ari Meisel

> "There needs to be more opportunities... for people to connect."

Ari Meisel is a business coach and active member of many organizations in Princeton, including the Princeton First Aid and Rescue Squad, the PMS PTO, and the Princeton Jewish Center. After graduating from The Wharton School of the University of Pennsylvania, Meisel worked in construction, but after a diagnosis with Crohn’s disease, he was forced to develop a new
living philosophy; he has since made these ideas the foundation of his own consulting agency.

“I did a TEDx talk on the entire experience [with Crohn’s disease], and I’ve replicated my results with a whole bunch of other people … Over the last 12 years, I’ve spoken on stages all over the world, consulted hundreds of different companies and individuals ... and published 12 books,” Meisel said.

Meisel hopes to use his experience in the corporate and nonprofit world to address operational inefficiencies in the district.

“[In PPS] there are a lot of staff who are under-resourced, [such as] guidance counselors [with] a 125 student caseload each,” said Meisel. “That’s a New Jersey standard, sure, but there are ways that
we could be supporting that with free tools and systems, processes that aren’t necessarily in place,”

Meisel emphasized the value of transparency, especially following the dismissal of PHS principal Frank Chmiel and the resignation of superintendent Carol Kelly. He hopes that making the BOE more accessible to community members will help mend a purported lack of trust in the board.

“One of the things I’ve tried to propose to the board is social media. The board doesn’t use
it, and the board should. We have a public meeting once a month, [but] not everybody can do that. There needs to be more opportunities ... for people to connect,” said Meisel. “We need to be in a situation where the community trusts the board ... and [their] decisions.”

### Lisa Potter

> "I believe that my background being an Asian is a strength."

After immigrating from Taiwan, Lisa Potter received an MBA from NYU Stern and a master’s in Human Resources from Cornell and has since gained experience in human resources and operations. A mother of two with a junior currently at PHS, she has been involved with the Princeton Chinese Language School and the PHS Football and Cheerleading Booster Club since her move to Princeton 15 years ago.

“I believe that my background being Asian is a strength — Princeton itself is close to 20 percent Asian, and, to date, there has not been a board member who is Asian-American. I do believe in being an inspiration, hopefully, [and] a role model,” Potter said.

The dismissal of former PHS principal Frank Chmiel initially drove Potter to join the board. Potter believes that her background in human resources would still be invaluable in helping fill other vacancies moving forward, including the position of superintendent. Potter feels that careful planning during the hiring process can help solve some of the retention issues the district faces. She added that developing a sense of security among staff will allow them to voice their opinions and create a better learning environment for teachers and students alike.

She aims to be a candidate who has the humility to recognize such complexity and collaborate with all stakeholders to find the best solutions for Princeton’s students and schools.

“I would encourage the voters to vote holistically ... Having that spectrum [of Board members] because they’re going to bring a slightly different perspective and opinion [is] just going to make our decision making so much more holistic,” Potter said.

### Chris Santarpio

> "I'm very active in the PTO at Community Park Elementary."

Christopher Santarpio is the co-chair of the Community Park PTO. Santarpio received an MBA from Rutgers University and a Bachelor of Science degree from Villanova University. He moved with his husband from Cherry Hill to Princeton in 2020 after enrolling his son in kindergarten at Community Park and quickly became involved with the school.

“I’m very active in the PTO at Community Park Elementary,” said Santarpio. “I started out as a room parent, then organized events such as ‘Steam Day’ for the entire school … where the students go [to different rooms] to have a 15–20 minute conversation or presentation [with groups like] the Princeton [University] robotics club and the rocket club.”

As an experienced PTO co-chair, Santarpio understands PPS’s slate of challenges and opportunities. To address these issues, he plans to implement a greater degree of collaboration with outside organizations like Sustainable Princeton.

“Princeton is such an amazing, special town [with] a wealth of organizations that are willing and want to help out,” said Santarpio. “I think a lot of the challenges that the school district faces can tap into [them] for additional help and support.”

As a parent, Santarpio has experienced communications issues firsthand. He plans to use his experience in supply chain operations to bridge communication gaps and ensure the district is running smoothly.

“I think an idea could be … to create a liaison between the district and [its] third party service providers, and that includes after school with the YWCA or the food services or any other outside vendors,” Santarpio said.

However, before putting his plans in action, as a new board member, he wishes to first understand how the board currently operates.

“I think the first thing, if elected, is just [to] observe [the] proven method that [the Board has] found success in … and identify those gaps [in the method] and improve them. And then that’s when we could tap into the local organizations to see if they could [provide] that knowledge base [not] already in the district,” Santarpio said. 

### Erica Snyder

> "It's really important that you find someone who... has a clear vision."

Director of Cherry Hill Nursery School and co-chair of Community Park Elementary’s PTO, Erica Snyder is another first-time candidate for BOE. Snyder holds a bachelor’s degree in education from DePaul University, a master’s in education technology from East Carolina University, as well as a Certificate in eLearning from Texas A&M University. Having frequently moved due to her husband’s army deployment, she wishes to utilize her experience teaching and working with administrators in multiple districts to help Princeton face its current challenges.

One of Snyder’s main focuses is the search for a new permanent superintendent to replace Dr. Kathleen Foster, who has been interim superintendent since October 2023.

“I think it’s really important that you find someone who wants to stay in the district and has a really clear vision on how to make changes and unite the district from pre-K all the way through 12[th grade],” Snyder said.

Additionally, Snyder plans to address a purported communication gap between the district and parents, particularly by making information about the PPS curriculum more available and facilitating contact between parents and relevant district officials.

“Sometimes it’s difficult to really understand [the] scope and sequence of … the middle school to high school pathway,” Snyder said.

Snyder plans to better support students with knowledge gaps that put them below grade level, particularly black and brown students. She would work to create alternative post-secondary pathways to success for students whose plans do not immediately involve college.

### Shenwei Zhao

> "I really want to hear from students."

Shenwei Zhao, a first-generation immigrant and IT professional, is running on a platform of openness and accountability. Zhao received a Bachelor of Business Administration degree from Shandong University, Master of Science degree from Ball State University, Zhao plans to use his backgrounds in both business and IT to help the board.

“I think there are some trust issues ... to be fixed I think the way [the BOE makes] decisions, and then the process they get input from the community, needs to be adjusted,” Zhao said.

Zhao cited the abrupt dismissal of former PHS Principal Frank Chmiel as a reflection of a lack of understanding between administration and students.

“We had a good principal in the school,” said Zhao. “Most people liked him, and nobody really knows what he was punished for. The superintendent left, and most people don’t know [why].”

Zhao believes that the diversity he would bring to the board would improve understanding between the board and Princeton community.

“I’m a first generation immigrant from China. The Asian population in the town and in school … 20 percent or even higher in the school, and I believe there needs to be some representation,” Zhao said. “Even though I don’t really support identity
politics ... I think there are some cultural
values that need to be collected in the decision
making for the board.”

Most importantly, he hopes for increased communication about the student experience. To facilitate this process, he encourages all PHS students to reach out to him.

“One thing that we’re missing as candidates is [recognizing] what [students want] ... The most important thing is the educational goal,” said Zhao. “I really want to hear from students. Regardless if I get elected or not, my message to everyone will be to go back, focus on what our kids need and provide the best environment.

Meet the candidates: 2024 Princeton Public School Board of Education election

Attendance in the state of New Jersey is governed by a simple guideline: every student can be absent up to ten percent of the 180-day school year before experiencing loss of course credit. Out of this simplicity, however, complex nuances can arise. PHS uses a variety of policies to ensure students maximize their time in classrooms and graduate with the required amount of credits. 
“At the high school level, you graduate by accumulation of credits. And if you are absent for more than 10 percent, which is where that 18 absences come from, then the state law says you automatically lose credit,” PHS Principal Cecilia Birge said. 
PHS assistant principals begin reviewing the attendance for every student immediately after graduation to determine who loses credit and who does not. For seniors, this process is especially crucial as New Jersey requires that they earn 120 total credits to graduate. Those who have exceeded the maximum number of absences face the consequence of not earning enough credits to graduate. 
Attendance and chronic absenteeism became a widespread issue following the pandemic, as circumstances caused many students to miss more than the 18 day limit for absences.
“The pandemic has disrupted learning so much. Remote learning was [not previously] considered [as] school days. It required an emergency executive order by the governor to allow remote learning to be a legitimate school day,” said Birge. “And then once school reopened its doors, students and families were reluctant to come back. [Of] the current seniors, more than half of them were not in the building in their freshman year.”
One of the policies PHS has implemented to help seniors recover credit is Saturday Academy, which will be held for two Saturdays during this school year. The academy operates for three hours in the morning and three hours in the afternoon. Since each hour counts for one absence, a senior who stays both times can recover six absences in just one day. As a result, seniors who are just one or two over 18 absences can still gain credit for their classes. 
While Saturday Academy does not have regular classes to accommodate every course each student has been absent in, the assistant principals in charge have planned out a way to incorporate some learning as the seniors study and make up for their missing work. 
“We didn't want it to be just a passive sitting seat recovery time, [so] we paid teachers [to come], like a social studies teacher, ... a math teacher, an ESL [teacher], Spanish language support, ... [and] even I went in there and provided some tutoring,” said Birge, recounting her experience from the Saturday Academy that took place two years ago.
During Saturday Academy, seniors are asked to write an appeal letter explaining their reasons for absences. All appeal letters are then reviewed by an Appeals Committee composed of various teachers and counselors, which then votes on whether or not a senior can receive credit for their classes.
“You leave it up to the people in the room to read your letter to say, ‘yes, this person can get credit in this class’ or ‘no, this person can’t get credit’ ... So at the end of the day, it is easier to just do what you’re supposed to do ... [instead of] leaving your future to the vote of people that might not personally know you,” said PHS Assistant Principal Rashone Johnson. 
Saturday Academy and the appeals process come into play only after students surpass the 18 day absence limit, after which they lose credit. Under current policy, students only receive consequences for attendance once they reach this threshold, so the school is debating the implementation of measures to deter students from missing class before it happens.
“Should we assign consequences like detention? So that [way] the warning is given earlier, rather than [waiting] till the end of the year,” Birge said.
However, the school acknowledges that reasons for absences vary by student.
“Each family is different; each student is different. [Everyone] has very different needs … Some students have school avoidance issues, other students have anxieties. Some students have sports needs, [and] other students [are] international students ... who often travel,” Birge said.
Acknowledging this, PHS accounts for needs or extenuating circumstances of individual students that may lead to extended absence, allowing attendance contracts and attendance meetings with the Assistant Principals. 
“Those [attendance] contracts are drafted to support the students–to be here for them to take charge of their own learning.he assistant principal [then] has the authority to approve the additional absences,” Birge said.
As a result, the PHS administration’s approach to addressing chronic absenteeism stresses individual guidance and monitoring.
“First [we] build that relationship [with our students], continue to monitor them and know their needs, and then navigate, create using different tools, create different programs, [and the continuation of] Saturday Academy,” said Birge. “So far, we're doing extraordinarily well. Our graduation rate is anywhere north of 98 percent each year…  Whatever it takes for us to carry them through that finish line, we do it.” 

Tower Investigates: Attendance at PHS

Beginning on Monday, April 8, at 2:09 p.m., the moon’s shadow darkened the grounds of Princeton High School as a solar eclipse traveled from Texas to Maine. Although Princeton was not in the path of totality, it did experience 90 percent eclipse, with peak totality at 3:24 p.m.. Students gathered outside PHS to experience the celestial event, observing the solar eclipse with viewer cards, thin cards with solar-filter cutouts that block ultraviolet and infrared lights, provided by the school in partnership with the Interstellar Mapping and Acceleration Probe (IMAP) organization at Princeton University.

Dr. Joy Barnes-Johnson, Science Supervisor for Grades 6–12, initiated the process of communicating with teachers earlier this year to plan for the viewing of the solar eclipse as a part of her vision to make this school year more memorable for science students within PPS.

“How are we going to help every child experience science in a meaningful way? This year, we’ve had two celestial events. We had the partial eclipse in October, and then there’s this one,” said Barnes-Johnson. “My primary role as the supervisor is to cast vision in the beginning and make sure that we have a process in place to bring things into alignment with our vision.”

Getting solar eclipse viewers for students across the district was a collective effort between Barnes-Johnson, Littlebrook teacher Martha Friend, Princeton Middle School teacher Dr. Steven Carson, and Princeton University.

“Dr. Carson is a veteran teacher here in Princeton. He’s got ... relationships with the faculty at the university. So, he was already working behind the scenes with Martha Friend over at Littlebrook [to] work with the university ... on getting [solar eclipse] viewers,” Barnes-Johnson said.

Carson, a 7th grade science teacher at Princeton Middle School, has a passion for Earth Science. He was previously a researcher in the U.S. National Oceanic and Atmospheric Administration’s Geophysical Fluid Dynamics Laboratory, and has worked with Princeton University’s Department of Geosciences. Given the two solar eclipses that were set to occur during the school year, Carson began planning early in the year.

“I’ve always been interested in science and ... astronomy. My first eclipse was probably back when I was in middle school ... We watched [it in] my backyard and my dad put together a little screen that we could project the sun onto. It was just such a fun time and I’ve seen other eclipses since that time ... I went to see the total eclipse in 2017 and it was pretty exciting,” said Carson.

He wanted to bring the celestial spectacle to his students, and allow everyone to experience this event, given that the next solar eclipse in mainland United States is in 20 years.

“I contacted the IMAP program and got in touch with people there. They had told me that they had boxes of 1,500 viewers. I didn’t really need that many of them for the middle school but then when I talked to Dr. Barnes-Johnson, I realized that 1,500 would be a good number for [PHS],” Carson said.

The solar eclipse glasses that were provided to PHS were the result of a partnership between the district and Princeton University, specifically the Astrophysics Department and IMAP. Barnes-Johnson hopes to build upon the schools’ connections in order to provide more stem-related opportunities for PPS students in the future.

“[The glasses] were a complete donation, which is just beautiful ... I’m hoping to build on this so that we have several ways in which Princeton Public Schools can benefit from our close proximity with Princeton University, “ said Barnes-Johnson. “Making sure that we are able to capitalize in a meaningful way is key. My goal is to have more outreach opportunities where we can accept the outreach of the university and other organizations who want to support stem engagement.” 

With the university’s donation of the solar eclipse viewers providing a unique experience for students to safely view the eclipse, both Barnes-Johnson and Carson agreed that the opportunity was a chance for students to apply their scientific knowledge to phenomena in the real world.

“We already spent some time modeling eclipses in the classroom but having this event happen makes it more real to [the students]. They could actually see some things we had talked about in the classroom ... which is truly really helpful in our science curriculum,” Carson said.


PHS watches the solar eclipse


   On March 18, 2020, Princeton Public Schools was mandated to close its doors in the wake of the COVID-19 pandemic. Students logged onto virtual classrooms, using a video call platform that seemingly came out of nowhere: Zoom. Although many initially celebrated the “two weeks off school,” the “vacation” transformed into a quagmire of mask restrictions, endless screens, and a lasting health and educational calamity. Four years after the pandemic first began, PHS has returned to relative normalcy while nonetheless retaining significant changes left by the COVID-19 era, including adjustments in teaching methods, approaches to student well-being, and the overall culture of the school.
   Adapting to the virtual classroom during the pandemic, teachers were pushed to find and create new online resources to maintain student learning quality. The pandemic-induced embracement of digital learning tools allowed for online data collection during science classes and helped simulate in-person instruction. Many of these digital tools, including Formative, Gizmos, Pear Deck, and PHET Simulation, are now integrated into the post-COVID-19 classroom. 
   “I've always wanted to bring technology into my classroom. I think that I took the time [from COVID-19] to put a lot of my direct instruction online, and because I had the time to do that, it means that I lecture less in class and I allow for hands-on activities more in class,” said Chemistry teacher Janine Giammanco. “I think that the engagement in my class has really gone up because it's more student driven and it's more hands-on.” 
    However, not all teachers openly embraced technology even after COVID-19. Although online instruction forced teachers to move their classrooms onto Canvas, after this pandemic-led imperative no longer existed, some teachers moved away from online technology and back to traditional classroom teaching methods.
   “There's some teachers of all disciplines that are just in love with technology. You could gamify the Latin classroom. But I just think Latin lends itself to the way it's been learned for millennia,” said Latin teacher Nolis Arkoulakis. “There's also just a desire to make people interact with one another [more]. After COVID, people just wouldn't even speak to me, let alone to their colleagues [and peers].”
   Science teacher Alexander Henderson also finds that while the pandemic-adopted learning tools helped facilitate virtual instruction, the increased reliance on technology and digital communication during and after COVID-19 has made students more reluctant to partake in verbal classroom discussions with other students and teachers. 
   “I use a program called Formative where all my students submit answers as we're going through the lesson … because I've noticed that after the pandemic, a lot of students don't want to talk. They don't want to actually participate anymore … so to have it where everyone can submit their answer without even having to talk … I can assess everyone in general at the same time, which has been a very big benefit,” Henderson said. 
    In addition to increasing academic disengagement, the lack of structural classroom expectations during COVID-19 decreased the level of self-discipline and self-regulation generally expected of high school students. 
   “Students basically figured out that there is only so far we can humanly go to hold them accountable, and some have continued to take advantage of that,” said Gable. “There is a certain suspension of disbelief that is required for school to be a functioning institution, and virtual schooling really stretched that to the breaking point.”
   After students returned to in-person classrooms, the decrease in self-discipline inherited from virtual schooling extended beyond disengagement in core subjects and into disorganization in extracurricular activities, such as band. 
   “When we came back from COVID, [I] had to reintroduce practices and routines that were usually part of the fabric of what a band kid would know before they got [to PHS]. Showing up with your instrument and having your music and being ready to play was not standard practice,” said PHS Band Director Joe Bongiovi. “We had to actually teach a lot of basics that we didn't usually have to teach for band class.”
   As a response to the lack of student organization in the classroom, helping students learn and act on the expectations of a functional classroom has been a primary objective of many teachers. Anna Rose Gable, an ESL teacher at PHS, aims to rebuild the peer connectedness of the post-pandemic classroom through activities that encourage student-to-student interactions. 
   “Within my classrooms, I've really tried to build community not just between myself and my students, but also from student to student,” said Gable. “Even with my native-English-speaking students, I've found that students need a lot more structure now to meaningfully communicate with one another in small groups. I've become quite fond of using the ‘bicycle chain’ (also known as ‘speed-dating’) method of rapid one-on-one conversations about a fairly narrow set of questions.”
   Many teachers also underlined the heightened importance of understanding and supporting students on a personal level. Giammanco noted the increased need for structure in student interactions and highlighted the efforts to be sensitive to students facing challenges. 
   “I think that students want to know that you have their best interests at heart,” said Giammanco. “I've been [trying] to be particularly sensitive to students who may have late assignments or are struggling in class. I always try to contact their guidance counselor, contact home and talk to them personally more than I ever did before COVID, because you just don't know what students may still be struggling with after the pandemic.”
   To more extensively address elevated mental health struggles in students during and after COVID-19, PPS partnered with Effective School Solutions (ESS), a firm in New Jersey that focuses almost exclusively on adolescent mental health, in order to implement mental and behavioral support programs in Princeton Middle School and PHS. 
   “[This] is a level of service that we’ve never had before [the pandemic]. It’s what’s called tier two services. What’s provided by our counselors is basic tier one services, like check ins. If you have something that you are feeling uncomfortable about, you can go into their office and they help you to jump over [that] hurdle,” said PHS Principal Cecilia Birge. “Tier two is elevated in that you are not able to regulate emotions for an extended period of time that it’s creating a negative impact on your academics. That’s when we do more focused and more frequent checkins.”
   The administration has also been actively engaged in implementing initiatives to foster a renewed emphasis on in-person learning.
   “We don’t allow remote learning anymore and we recognize the value of face to face learning. We are creating a lot more opportunities for students to interact with each other in person so I think that we have really jumped through quite a lot of barriers and made significant progress.” said Birge. “[For example], 9th graders have learning labs [so that they] are all sitting together and you are not all sitting separately in the hallway with your devices to yourself; it’s not alone time, you are sitting together and are expected to do your work. There are also even PTO meetings that are all in person.”
   Birge outlines the school’s proactive steps in instilling structured frameworks across various facets of student life, acknowledging the importance of maintaining a balance between academic freedom and a strong sense of personal responsibility as well as ethical decision-making. 
   “[Over] the last two years or so, [PHS] began to build more structures around different activities,” Birge said. “One example [of this] is the student handbook; at the beginning of the school year we asked every student to sign the academic integrity pledge. [Additionally], there [are] more building monitors and teachers on duty. [We are] observing so that we as an administrative team can take that feedback and design programs and really enhance students’ leadership skills to [return to the normalcy of years prior].”
   Building on the commitment to address mental health challenges, the administration's efforts also aim to cultivate an environment where students can thrive not just academically but also engage in meaningful social interactions. 
   “Little by little we hope that students climb up that ladder of appreciating face to face communication, not replaceable by chatting with chat gpt or some bot on the internet, because we can develop trust and relationships when we have personal interactions among all of us,” said Birge. 


Four years after the pandemic began: how PHS has changed

On October 22, the PHS community received an email from the Board of Education stating that Dr. Carol Kelley would be resigning from her role as PPS Superintendent following a nine-month leave of absence. In a later email to parents and guardians, Kelley offered her own words of explanation.

“This week, after much consideration, I made the difficult decision to resign as Superintendent of Princeton Public Schools. For personal and professional reasons, I must take some time to reset and recenter myself so I can later return to public education and continue to positively impact students,” Kelley wrote in an email.

Following Kelley’s announcement, Rebecca Gold stepped in to serve as Acting Superintendent and Dr. Kathleen Foster was appointed as Interim Superintendent ten days later.

Gold and Foster are both long-time administrators, in Princeton and elsewhere. Gold served for more than 25 years in Lawrence Township, serving in various leadership positions, such as the Director of Personnel. She currently serves as the Interim Assistant Superintendent for Human Resources in PPS. The temporary role of Acting Superintendent added to her current responsibilities.

When asked to describe the role of Gold and the Interim Superintendent, Dafna Kendal, President of the Board of Education, said that it was important to have someone to “sign the checks,” or in other words, act as a formal authority in the district decisions made by the administrative team.

“The board wants someone in charge; even though we have a really strong administrative team, we just want that one person,” Kendal said.

Deeply familiar with Princeton’s educational landscape, Foster most recently served as the Interim Principal for Princeton High School following the dismissal of Frank Chmiel. Prior to that, she held a longstanding administrative position in Robbinsville before joining the PPS district in December 2021 as the Interim Assistant Superintendent of Curriculum and Instruction. On November 13, the board approved her appointment as Interim Superintendent, which is expected to last for the rest of Kelley’s contractual term. 

According to Foster’s contract, the Board wants to “enhance administrative stability, financial security, and continuity within the schools while the Superintendent is on a leave of absence.”

Rashone Johnson, the assistant principal at PHS, believes that PHS is used to these types of changes and can adapt well to them.

“[The] high school administration is still going to do everything in our power to make sure that things still run smoothly for all of our students and staff,” Johnson said.

As PPS changes administrators, students and staff have found ways to continue to achieve the goals of the district, namely quality education. Kendal agreed that students and staff are at the core of the district.

“I think what makes our district great is our teaching staff. And, I know there have been a lot of administrative changes … [but] our teachers just continue doing their jobs and focus on teaching and learning. So while I think it’s important who we have as a leader of the district, I think we’re led by … [what is happening] in our buildings,” Kendal said.

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