This fall, the PHS administration has 
increased the number of detention slips 
given to students with unverified absences. 
This practice, once widespread at PHS, was 
carried out at a much smaller scale for the 
past few years due to significant leadership 
changes and a lack of personnel. PHS 
Principal Cecilia Birge describes this change 
as a step to combat the school’s chronic 
absenteeism, defined as students missing 
10 percent or more of the school year.


If a student continues to accumulate 
absences despite repeated detentions and 
emails home, the counselors and assistant 
principals get involved to coordinate 
meetings with both students and parents. 
If all else fails, the school can disenroll or 
expel the student, or their parents can be 
taken to court by the Princeton Public 
Schools District.


“Chronic absenteeism in PHS ... has been 
highlighted at the state level, and that’s 
not a data point I want PHS’s name to be 
associated with,” said Birge.


The most common reason for the 
accumulation of unverified absences is 
cutting class. 


“They just skip. I don’t understand why 
kids skip when they’re in school. You woke 
up, got ready for school, you got on the bus 
[or] you walked here ... and then you just 
skip. You’ve already done so much. Just 
go to class,” said Torie Esposito, a special 
education teacher at PHS, who is in charge 
of running detention.


Though the administration is taking 
attendance seriously, they are also trying 
to destigmatize the concept of these 
administrative actions, like detention.


“We actually do not call [detention] 
detention. We call it progress hour ... 
because like I said, [it] is a space for all of 
us to re-engage with students, for students 
to reflect upon the impact of cutting and 
do homework to make progress. They’re 
not [at school] to party, right? And on 
the other hand, [progress hour] is a good 
negative in the sense that if you know it’s 
bad, don’t get on to the bad. Get on to the 
good,” said Birge.


The detention slips are automatically 
generated if a student is marked present 
in some classes but absent in others. Then, 
that student is required to attend detention, 
which is held on Monday, Tuesday, and 
Thursday after school from 3:30 p.m. to 
4:30 p.m. Although the use of detention 
slips has decreased student absences by 18 
percent compared to last year, some students 
nonetheless see the practice as imperfect in 
its current form.


“I think it’s a little bit too harsh because 
it takes on the assumption [that students 
deliberately missed class], and I’ve heard 
from other students as well [that] they 
weren’t missing class. They just got marked 
absent by accident,” said Olivia Chen ’27, a 
student who accidentally got marked absent 
in gym class and had to attend detention. 


Instead of going through the appeals 
process — contacting her assistant principal 
and providing evidence that she was in class 
— Chen just decided to attend detention 
for an hour. 


“I think detention is fine. It sounds serious 
and all, but all it is is just you stay an hour 
after school in the room. I think it’s fine as 
it is, it’s just you need to be a little bit more 
lenient with how [it’s] implemented because 
you should implement it [for] people that 
have patterns and not just people that 
coincidentally just missed a class and got 
marked absent,” said Chen.


Assistant Principal Lauren Freedman 
encourages students to advocate for 
themselves when they think there’s a 
mistake.


“We always tell the students to go to their 
assigned assistant principal. We think it’s 
best for the student to self-advocate and 
reach out to their teachers if [there’s a 
mistake] and have the teacher email [us], 
‘Oh, yes, they did come to class late, and then 
I changed attendance.’ And it’s an easy fix."

Photo: Julia Li


A student holds a detention slip they received for skipping class. 


PHS Investigates: the increase in detention slips

Decades after the 26th Amendment lowered the voting 
age to 18, a new generation of activists are raising a 
familiar question: should 16 and 17 year olds be allowed 
to vote? At PHS, Carina He ’26 is answering this question 
by starting a chapter of the national Vote16 campaign. 
Vote16 is a national organization that, for over a decade, 
has worked to expand voting rights to 16 and 17 year olds 
in Board of Education elections at local, statewide, and 
national levels. The campaign has seen success in 12 cities 
across the United States, most recently in Newark, New 
Jersey. Through her club, Youth Civic Leaders of America 
(YCLA), He has partnered with co-leader Ash Nieman ’26 
to promote Vote16 and increase civic engagement in the 
Princeton community. 


The Vote16 initiative argues that since students at age 16 
and 17 years olds begin to take on more adult responsibilities 
— such as working a job and driving — they should also be 
granted the right to vote in local elections. This is especially 
relevant in Board of Education elections, since the decisions 
made by the Board primarily impact students. 


“The Board of Education is [like] the government to the 
students, [so] students [will be] able to understand how 
to vote in this ... more controlled environment ... rather 
than just going straight into voting when they’re 18 years 
old in a presidential election where the entire country [is] 
voting — [so] they’re able to see civics education take form 
in their local area,” said He. 


He and Nieman have also cited voting in school board 
elections as a beneficial way for young people to apply 
their knowledge of civics education outside the classroom. 
“[At PHS] we have this baseline of education about U.S. 
history and our teachers stress how important voting is as 
a democratic right. It’s not like we don’t know anything 
about voting, but [when you] start that process younger 
... [you’re] much more likely to turn out for state elections 
[and] representative elections,” said Nieman. 


According to Tufts University’s Center for Information 
and Research on Civic Learning & Engagement, a nonpartisan research organization focused on youth civic 
engagement, young voter turnout dropped from over 
50 percent during the 2020 presidential election to 42 
percent in the 2024 election. The top reasons for youth 
who had not registered to vote were disinterest in the 
election, lack of time, and absence of knowledge about 
registration deadlines. 


“Generally voter turnout is still not that great, especially 
in school board elections, the turnout is only like 10 percent 
— which is terrible. And since we’re in such a dire political 
climate right now, it’s very important that we teach the 
people who will be voting in the next presidential election 
[or] the Senate election ... We have to teach them the habit 
of voting, how important it is, how to vote, [and] how to 
register vote,” said Nieman. 


 YCLA has been working with several members of the 
PPS Board of Education and Brian McDonald, a Princeton 
town councilman, to propose Vote16. On September 8, 
YCLA spoke with the entire Princeton Town Council to 
introduce the initiative. Though the initiative received 
positive feedback from the Town Council, concerns have 
been raised over the rollout of the initiative. 


 “The other opposition we’ve seen comes down to money 
... The ballot for the school board is the same ballot as the 
[ballot] for a state election. So in order for [students] to 
vote ... new ballots have to be printed that only have school 
board members,“ said Nieman. 


The Council also expressed concerns regarding the 
maturity of 16–17 year olds and their eligibility to vote in 
school board elections. Unless the bill is passed through 
state legislation, legal barriers make it harder for 16 year 
olds from being given the right to vote in Princeton.
Unlike Newark, where Vote16 was successfully enacted, 
Princeton is not a Faulkner Act community. The Faulkner 
Act, which is also known as the Optional Municipality 
Charter Law, grants municipalities the right to choose their 
own form of government and gives a significant degree 
of power to the locality. Therefore, in order to get the 
Municipality of Princeton to pass Vote16’s proposal, YCLA 
has to overcome more legal hurdles than they would have 
had to in a municipality operating under the Faulkner Act. 
Despite this, several members of the Board of Education 
and the Town Council have expressed support for Vote16, 
believing it would be beneficial for the youth to express 
what they care about. 


“Youth are the most invested demographic in [the] sort 
of the issues that I think local government needs to be 
taking the most decisive action on, like climate change 
and active transportation ... I think those are issues that are 
the most important issues for society as a whole, but older 
voters don’t always get it. That’s why I think it’s positive 
for society to have, for the community as a whole, to have 
youth engagement,” said Cohen

Photo Courtesy: Carina He

PHS students campaign for 16 and 17 year olds to vote in school board elections


PHS students campaign for 16 and 17 year olds to vote in school board elections

# **Harmony Project**

The Harmony Project is a testament
to the transformative power of music,
fostering artistic skills of students while
simultaneously spreading joy to elders
at senior care centers. The project is also
part of the community service program,
allowing students to earn hours while
enjoying music.

“We’re all really passionate about music
and performing. It’s really nice to see
the people who live at the senior centers
and [how] their faces light up,” said co-
president Sarah Chen ’26.

The project is mainly student-operated,
with orchestra director Robert Loughran
being the advisor. The students reach out
to the care centers and set times for their
performances.

“[The club] is mainly led by myself, my
co-leader Sarah Chen, and our officer Ash
Nieman, though the club itself is supervised
by the orchestra teacher ... we often invite
other PHS musicians groups, such as
acapella groups to perform as well,” said
co-president Daniel Haiduc ’26.

Through the project, the students are
able to make connections not only with
each other but the people at the center.

“Last year, in the spring, we hosted Cat’s
Meow as well as Cloud Nine, which the
seniors at the senior center really enjoyed,”
said Haiduc.

The project currently consists of 10
people, including a guitarist, singers,
pianists, a violinist, a cellist, and flawtists.

“We are trying to incorporate some
chamber music, which is where you play
with people of different instruments and
you play pieces together,” said Chen. “So if
we were to do something like that, we would
probably want to hear people’s musical
levels, to be able to pair them together.”

The goal of the project is to share their
passion for music and give back to their
community in a fun and joyful way.

They meet each Friday to discuss their
plans for the performance that takes place
on Sunday. All students are encouraged to
join, and anyone interested should contact
Chen or Haiduc.

**Music Mentoring**

If you’ve ever seen a group of elementary
schoolers with instruments filing into the
PAC after school, they’re probably a part of
the Music Mentoring program. This long-
standing community service club connects
fourth and fifth grade students from PPS
elementary schools who are beginners at
an instrument with high school mentors.
Each mentor works with a small group of
kids who all play the same instrument.
A typical lesson is 40 to 45 minutes long
and consists of each mentor instructing
the kids, helping them with musical
assignments from school, and, ideally,
getting to work with each kid one on one.

“I like whenever you can actually help
one of the kids and you notice a difference
that you can tell comes from your teaching.
It’s a really cool experience. You help
someone and you know that,” said co-
leader Julian Suozzo ’26.

Both Suozzo and co-leader Seigo Iwata
’26 joined Music Mentoring as elementary
school students and became mentors
themselves once they reached high school.
The leaders agree that the program has
stayed true to its original purpose.

“It’s been providing an opportunity to
both students and also, sophomores and
juniors at the high school,” said Iwata. “It
gives high schoolers a teaching opportunity
— learning how to coach kids, to deal with
younger kids. And then the kids learn from
older and more experienced people.”

This year, Iwata and Suozzo hope to
expand the program by getting more
high school mentors invovled. As more
elementary schoolers have joined the
program in recent years, finding enough
qualified mentors has become an issue.

“There was one point where I was alone
with, like, eight kids. It was terrible. I could
not get to each one individually,” said Iwata.

Music Mentoring is open to all students
who play an instrument and would like to
help elementary schoolers develop their
musical skills. Interested students should
contact Joe Bongiovi, one of the band
directors as well as the club’s staff advisor,
or either Suozzo or Iwata.

photo courtesy: Daniel Haiduc

Sarah Chen ’26 plays the piano at the Carnegie Post Acute Care Center for the senior citizens.

Two clubs using music to serve their community

### The Courtyard

In 2023, Princeton Mayor Mark Freda, Board of Education members, and PHS staff and students gathered in PHS courtyard to celebrate the completion of a multi-year revitalization effort, with new gardens and space for activities such as reading or yoga. However, the project never quite reached the level of engagement that was hoped for.  

Then, in 2024 former PHS Science Supervisor Dr. Joy Barnes-Johnson received a climate literacy grant to revitalize the courtyards. This year, physics teacher Dr. Insu Yi and several other faculty members and PHS students are using the grant to clean up the courtyard and restore the gardens and research activity.

“The greenhouse was used a little bit for the horticulture class, and the courtyard for research. But they weren’t in great shape, let’s put it that way,” said Yi. “I began getting involved in a team that was formed based on our district grant. [The] initiative was to turn the ... courtyards into spaces for everyone — meaning classes, community groups, even outside groups — but most of the time we spent on cleaning up.”

Yi was initially hesitant to include PHS students, though he eventually began recruiting through his research and physics classes. In the future, he hopes to also include ESL and special education classes.

“I’m really interested in turning something as simple as a garden into a science project. For example, we have solar panels, but the solar panel is placed in the wrong way, so it doesn’t get sun[light],” said Yi. “I calculated with students what angle we should [have] from the horizon to the solar panels inclination, which we calculated to be about 30 degrees.”

The project has now grown to include several organizations. This includes a Generation Green team led by Dr. Andrea Dinan, director of the IDEAS center and community service programs at PHS.  The team uses the courtyard as a way to teach elementary school students about sustainability, and the collaboration of the PHS facilities and custodial staff.

“From a logistical standpoint, if you want to transport 60 bags of soil to the courtyard, you have to navigate it through the school building to get into there. The spaces had kind of fallen into a little disrepair, so there was a lot of cleaning that happened,” said Jacqueline Katz, PHS’s current Science Supervisor. “We [worked] with facilities and custodians to help us move some of the trash.” 
Katz hopes that the courtyards can continue to be accessible to PHS students in the future, whether for research projects or educational initiatives.

“We have some students interested in fruit trees, so we’re going to try to bring fruit trees into the space. And we have a student interested in vertical gardening, so he’s going to build some vertical gardens up in the greenhouse,” said Katz. 

PHS students recently celebrated the work they’ve already accomplished at a recent sustainability symposium at Monmouth University.

“It was really exciting. We got a chance to have a conversation with Tammy Murphy, who’s the governor’s wife, and she mentioned us in her speech, which was surprising and exciting,” said Raya Kondakindi ’26, a student involved in the project. “We got to communicate with people with similar sustainability goals, and it was a really engaging experience to talk with people who had experience in areas we’re looking into.” 

### The Lower Basin

As PHS students pass by the lower basin near the tennis courts, the bare patch of land is often overlooked. However, a new restoration project led by the Friends of Herrontown Woods (FOHW) and PHS students aims to bring the  basin back to life. 

The basin was first planted with turf grass to help reduce flooding in the area, and was later overplanted with native upland prairie vegetation in an attempt to transition the basin into a prairie-like ecosystem. However, due to the poor environmental conditions, the prairie system didn’t form, and the basin was instead dominated by invasive species. 

FOHW submitted a project proposal last summer for the wet meadow basin in response to Princeton Public School’s request for plant care in the area. They are now working with the PHS environmental science class to restore the basin and re-establish native species in the wet meadow. 
“We provide support. They provide us with an orderly opportunity to understand that invasive versus native [plants], and what a wet prairie is,” said James Smirk, an environmental science teacher at PHS.

The July contract grants FOHW around $6,000 for upkeep, workshops at PHS , and new signage around the basin.

The restoration process began with the removal of invasive species, including plantain weeds, and in the coming months will proceed to the over planting of native grasses like little bluestem, soft rush, and ironweed, and various wildflowers. Smirk estimates that a self-propagating basin is still around 20 years away.

Until then, the basin will be maintained through a partnership between FOHW and PHS’s environmental science classes, who use it as a resource for learning. 

“Before, I didn’t really know a lot of wetlands and how important they are to nature, and just in general to us,” said Amelie Kraft ’26, a student in Smirk’s environmental science class. “This class has definitely opened me to that, [and] I have a lot more knowledge about wetlands [and] preserves.”

PHS students play an active part in collecting ecological data and conducting their own experiments. This data–including information on native species’ distribution and location–will contribute to a long-term database helping track restoration efforts and biodiversity in the area. 

“[The] student role is always going to be data driven,” said Smirk. “We’re [going to] collect data on invertebrates, because [they] are a good indicator for the overall health of the system.”

The basin project is a smaller part of the large sustainability goal throughout Princeton, which is to build an Emerald necklace made up of interconnected green spaces and trails.

 “We would like to see that [the] emerald necklace has a component that every school is connected to,” said Smirk. “We want to build a green pathway through every property that eventually connects.”

Though vision for the emerald necklace in physical connection between nature in Princeton, Stephen Hiltner, the president of FOHW, emphasized the importance of a connection between nature and people.

“I’m hoping [the project] will spark an interest in students to start getting to know nature and all the tremendous diversity — nature is very complex, and for some people, that’s intimidating, but for me, it’s fascinating. If you love something, you want to find out as much as you can about it. I’m hoping to spark some of that,” said Hiltner.




Photo: Emily Kim

From left to right: Andrew Rivera ’25, Elizabeth Chorba ’25, Julia McGoldrick ’26, Bhavya Yaddanapuddi ’25, and Arnold Zacarias ’26 prepare soil for a garden bed.   

PHS works to bring courtyards and lower basin back to life

As spring unfolded across Princeton, the halls of PHS
choir classes were alive with the sound of preparation.
Singers found their harmony as the choir groups performed
their annual Spring Concert at the Performing Arts Center
on April 24. A total of nine groups participated in the event,
including five choral ensembles and four student-run a
cappella groups.

This year, the program featured a variety of genres and
styles, including pop, folk songs, and musical theater. The
five choir classes performed folk songs in different languages
while each ensemble and a cappella groups presented two
selections. The concert also included international music,
such as an Indian raga, an American spiritual, a Japanese
folk song, an Italian pop, and a British song.

“We do a lot of
experimenting with
different styles, and
that’s what makes it
really interesting,” said
Mia Dunlap ’26.

The singers started
preparing for the
concert around two
months before the
concert. The choir
classes rehearsed for
their performances
during class or solo
work with choir
teachers Vincent
Metallo and Sarah
Pelletier while the
student-run a cappella
groups selected their
own repertoire and
rehearsed outside of
school.

“We started preparing for the concert in mid to late
February, choosing selections for all the groups and
immediately diving into breaking them down and working
on all the components,” said choir director Vincent Metallo.

The diversity among the songs excited the singers as they
rehearsed and performed their musical journey through
their songs.

“Through the preparation for this concert, I’ve learned
variations in singing style that are included in [the] different
signs that we are singing, [and] the different styles that
we’re singing. It [has] expanded my skills in being able to
sing,” said Benjamin Caswell Klein ’27.

The tight schedule and the lack of enough time had
sometimes put the groups into challenges that they had
to overcome.

“Consistency is key,” said Metallo. “Some days they sound
great, and others, their voices are a little raspy or they’re
not as focused. But we encourage them to always strive to
take their performances to the next level.”

With much dedication and hard work, the PHS choir
groups hoped that their audience came away from the
concerte feeling uplifted.

“I’m hoping that they feel inspired to learn more about
the musical traditions that we [sang] for them [and] I hope
they derive some joy from hearing our beautiful singers,”
said Klein.

Besides highlighting the musical range of the PHS choir
program, the concert also offered a space for students across
grade levels and experience levels to perform, collaborate,
and connect through music.

Photo: Julia Li

PHS Choir performs at the Choir Spring Concert in the Performing Arts Center,
accompanied by pianist and choir teacher Sarah Pelletier and conducted by Vincent Metallo.

Musical variety at the spring choir concert

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

Photo: Charley Hu

Sova Fischer analyzes the text of “Le Géant de Zéralda,” a French children’s story,
with her 8th period French IV A class.

PHS Profile: Sova Fisher

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

Photo: Katherine Chen

Maxime DeVico ’27, Julia Scibienski ’27, Noa Zacks ’25, Sebastian Bongiovi ’25, Milania Kapoor ’27, Elena Barreto ’27, Judy Pwee ’27, Sanya Bhatt ’28, Sophie Mueller ’28, Daniel Spitkovsky ’27, Tara Venkatesh ’28, Sylven Waldman ’25, Ash Nieman ’26, and Anna Kaufman ’26 perform the number “Day One — Punxsutawney Phil” in “Groundhog Day.”

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

After months of debate and community discussions, all three parts of Princeton Public School’s $89.1 million referendum were officially approved by Princeton voters on January 28, 2025. The first two parts of the referendum, which will fund infrastructure and educational improvements at PHS and PMS, were passed by a margin of 2,075–1,317 and 1,973–1,410 respectively, while the third part, which will fund expansions at Littlebrook Elementary, passed by a slightly closer margin of 1,890–1,491.

With the referendum approved, the district must now decide how to execute the projects. The money will go towards facility upgrades, including HVAC overhauls, technology improvements, and enhanced security throughout the school district.

“The most important [things] that we’re doing with this referendum [are] adding 23 classrooms and five small group instruction rooms, and we’re going to fix the HVAC at Princeton High School,” said Dafna Kendal, president of the Princeton Board of Education.

PPS has not yet released the details of the contract process, in which the district hires private companies to execute specific projects. PPS Business Administrator Matthew Bouldin noted that while the district aims to keep the public informed, some details can’t be shared immediately.

“We will give periodic financial reports, but we don’t want to be so transparent that we stifle competitive bidding on our projects by telling [contractors] what we think it will cost, or have budgeted,” said Bouldin. “With multiple projects happening at once, we have to leverage our professional consultants — architects, engineers, and construction managers — to keep everything on track.”

Inflation and logistical challenges could affect the construction timeline, with some projects expected to begin this summer and others that may take years to complete. Bouldin emphasized that managing costs will be key as inflation and tariffs impact material prices.

“We have built-in cushions but may have to do value engineering, which [could mean] scope changes and alternate bids,” said Bouldin. “A referendum cannot use interest earnings to expand the dollars spent, [but] the district can augment [costs] through capital reserves.”

That means any interest earned on the referendum’s funds can’t be added to the project budget. However, the district can use its capital reserves, which are funds set aside for long-term projects, to cover unexpected costs or supplement spending if needed.

Despite concerns over inflation and potential high spending, Kendal believes the referendum was the right financial choice for the district.

“Years of planning went into this, and I think that these three questions are the most cost-effective [options] that were available,” said Kendal. “I think that dollar for dollar, we’re going to get the most bang out of our buck, and also the $19.9 million of state aid, which will help to lower the tax burden.”

With the assistance provided through state debt service funding, it is estimated that the three questions passed in the referendum will result in an annual property tax increase of $532 for the average household in Princeton. This has caused some household residents, especially those without children currently in the school district, to speak out against the referendum.

“I am one of those many people whose taxes ballooned more than once in order to support what by now feels like a black hole of need,” said Princeton resident Daniella Bittman in a letter to local newspaper *Town Topics*.

PHS principal Cecilia Birge has a different metaphor to describe the passed referendum.

“For the referendum, it’s like our own house, right? For us at the high school level, we live in a 96-year-old building, and things through wear and tear need updating. Every 10 to 15 years, a lot of these machines need to be replaced. New technology comes in, and they need to be replaced,” said Birge. “As a taxpayer, I may not be here in five years, so it’s more equitable for me to pay my portion over time rather than all up front. It allows the burden to be shared by those who are still here when the improvements last.”


Graphics: Charley Hu

Proposed renovations for PHS under the referendum, including the conversion of the current technology department area into instructional spaces.

Voters approve all three parts of PPS’s $89.1 million referendum

The hills and halls of Italy were alive with the sound of the PHS Choir as the 97 singers embarked on their week-long performance tour this February. In taking the choir overseas, PHS Choir Director Vincent Metallo and Associate Choir Director Sarah Pelletier hoped to give their students the chance to share their music with new audiences, grow as performers and people, and experience Italian culture.

During their time in Italy, the cities of Naples and Rome served as their main hubs for a packed itinerary. They performed six concerts in venues including a medieval castle, churches, high schools, and a university.

“The thing that [excited] me most about visiting Italy [was] the different venues, the different spaces [since] PHS Choir usually only performs in the PAC or at the Princeton Chapel,” said Benjamin Caswell Klein ’27. 

The students performed a diverse repertoire tailored to the different venues. Adhering to the requirements of Italian churches, they prepared programs consisting of only traditional sacred music. On other occasions, they sang gospel and folk music, Italian pop songs, traditional
Italian music, and more. One of their pieces, “Home” by Philip Phillips, also featured choir member Nikolai Margulis ’25 performing on his banjo.

In addition to their three solo performances, the choir collaborated with some local choirs. During these joint concerts, they sang pieces like “Amazing Grace” and “Total Praise” together. 

“[I was excited] to see other performers, and see how we relate to them, how we compare to them,” said Soha Jameel ’26. 

The students had begun learning pieces as early as September and refined them in concerts throughout the semester, including an Italian music-themed concert in October, as well as December’s winter concert.

While the trip was music-centered, the choir immersed themselves in Italy’s rich cultural history. Between concerts, students took a day trip to visit the ruins of Pompeii, attended “gladiator school,” toured the Vatican, and tried their hand at Italian cooking in Rome. These were opportunities for students to create lasting memories together and grow closer as a group.

“I learned how to be a part of a team [on the trip]. We really had to work together as a group, especially with 100 people [and] stick together,” said Lily Berkery ’26.

According to Pelletier, group bonding is just one of many reasons the PHS Choir tour, which has been going on since the 1970s, is such a long-lasting tradition.

“When you ask students what are things they remember from high school, this tour is one of the things that they really remember,” said Pelletier. “Because [tour means] really being an ambassador for our school through music ... and taking our music to other countries and collaborating with other groups in these countries, it’s just so meaningful and really makes an impact for the students in what music can actually be.

Photo Courtesy: Tony Cruz

PHS Choir, directed by Vincent Metallo, performs the American spiritual “Wade in the Water“ in the Basilica San Michele Arcangelo in Sorrento, Italy, in a joint concert with the Grandi High School Choir.

PHS Choir tours Naples, Sorrento, and Rome in Italy 

On December 19, Princeton High School held its 79th
annual winter concert at the Princeton University Chapel.
The event featured performances from the three orchestras,
Repertoire, Sinfonia, and PHS Orchestra, and the five choirs,
Chorale I and II, Cantus, PHS Choir, and Chamber Choir.

The orchestras performed pieces by various composers
from England, Germany, Czechia, Argentina, and Italy.
The Sinfonia and Repertoire Orchestras opened with
pieces by Johann Sebastian Bach and Gustav Mahler,
while the PHS Orchestra played pieces by composers such
as Astor Piazzolla and Ralph Vaughan Williams. Among
the selections, Piazzolla’s works stood out to performers.
“My favorite piece is ‘Oblivion’ by Astor Piazzolla, because
I like how the orchestra is connected [with] each other in
providing the base beat,” said Helen Yu ’27, a violinist from
PHS Orchestra. “The sound of the flute sings above the
orchestra, with the harmonies making the piece delicate
and beautiful.”

The choir groups also performed music from various
languages, styles, and periods, featuring Christmas carols
and unique sacred songs from Italy. Their concert selections
were influenced by their upcoming trip to Italy, where they
will perform music reflecting the country’s rich traditions.

“Many of our songs are in different languages, so they
require some extra time to learn [the] words,” said Chamber
Choir member Maya Halcomb ’25.

To prepare for the winter concert, the choirs and
orchestras started rehearsals in October and practiced four
days a week, in addition to preparations with friends and
individually outside of school.

“There are some extra [rehearsals] here and there when
there is an upcoming event,” said Jessica Carrera ’27, a
member of Cantus. “Overall, practice [ran] smoothly, and
learning new songs is always rewarding.”

While the concert at the chapel is an annual event,
featuring the same format communal compositions every year, each performance still provides a distinctive
experience. 

“It is the different personnel, different repertoires, and
the audience there that evening that make it very special,”
said orchestra director Robert Loughran.

The blending of all of the choir’s voice parts was essential
to the style of music they performed.

“I hope [the audience] appreciated the work we put
in and gained an ear for the style of music we perform,”
said Halcomb. “While it may not be pop music, there is
something to be said about the harmonies and magic of
singing with so many people.”

The winter concert is shaped by the audience. Every year,
these performances aim to create memorable connections
between the music and the listeners.

“I hope the audience enjoyed our performances and came
out with a personal connection, like a new perspective,
inspiration, or curiosity,” said Carrera. 

Choirs and orchestras unite to fill Princeton University Chapel with music

### Connecting through cultures

By Asma Frough

Thanksgiving, the heart and joy of November, is celebrated in the United
States and Canada every fall, when people gather with their families to ap-
preciate the blessings of the past year. The holiday holds a special place in
many people’s hearts, as it is a time for family reunions, celebration,
gratitude, and delicious food. It’s a joyful time of year that symbolizes
the transition from fall to winter, marking the cold weather. For me,
however, the joy of celebrating Thanksgiving always felt empty.

I was born in Kabul, Afghanistan. I grew up there as a Muslim girl,
getting to experience other joyful celebrations such as Eid and
Nawroz (the Muslim New Year). Those occasions, especially
Eid, have a special place in my heart. Every morning of Eid,
I would excitedly wake up and put on the new clothes that
I chose for myself. The scent of my mom’s cooking and freshly
baked pastries would fill the entire house as I waited for guests and
family to arrive so we could enjoy the delicious food together. Getting to
see my cousins and receive gifts from the adults made the celebration
all the more special.

When I moved to the United States in August of 2022, I was introduced
to a whole new culture and society that I was previously unfamiliar with;
I had never celebrated Halloween, Thanksgiving, or Christmas. Although
I knew a little about how people celebrated Halloween and Christmas,
Thanksgiving was completely new to me. What was this celebration that
took up two whole days of school? That year, my family and I were invited
to our first Thanksgiving in a church by some friends. When I went there,
I saw so many people and so many different types of food.
I soon realized the holiday’s true meaning, which led me to dis-
cover that it is actually very similar to what we do during Eid. Even
though Eid is celebrated to end the fasting month of Ramadan for
Muslims, it brings people together, just like Thanksgiving. Since my
first Thanksgiving experience, my family and I have looked forward to this
holiday every year.

On Thanksgiving day, my mom prepares different dishes that mix
our own cultural food with classic Thanksgiving dishes; for instance,
she often serves the Afghan rice dish Qabuli with a turkey. On this day,
we all gather around to enjoy the meal and spend quality time with each
other, appreciating everyone and everything in our lives. My Thanksgiving
celebration connects me back to my country and to the joyful celebrations
of Eid, while helping me create new cherished memories.

### Finding magic in the mess

By Samantha Henderson

A long time ago, my dad and his siblings decided, to keep things fair,
that they would split hosting holidays. My aunt took Easter and my uncle
claimed Christmas Eve, which left arguably the most elaborate holiday,
Thanksgiving, to my family. Every year it sneaks up on us. Only when the
leaves have all fallen to the ground and November has begun are we suddenly
reminded of Thanksgiving.

A week or so into November, my family gathers with a spreadsheet from
the year before, going over all of the things we won’t do again. For example,
we always make way too many sides; every year we say, “This year we won’t
have leftovers for weeks,” and every year we’re still eating stuffing two weeks
after Thanksgiving.

Besides this initial spreadsheet making, for the first few weeks of November,
nobody is really worried about Thanksgiving preparations. As the day creeps
closer, however, this laissez-faire attitude slowly shifts to full-blown panic. I
know the Thanksgiving anxiety has fully set in when my parents struggle to
fit 20 chairs into our dining room. On Thanksgiving morning, the kitchen
quickly becomes a frenzy of activity. My dad and grandma will peer
nervously in the oven at the turkey as my mom stirs the cranberry sauce
on the stove and my brother and I hurriedly set the table.

When people start to arrive, this frenzy soon turns to chaos, as the house
begins to resemble the scene in “Home Alone” when the McCallisters are
leaving for the airport. In my house, football always blares from the den, where
everybody huddles around the TV, yelling at the Giants. I set out the placecards
in the dining room. My uncle uses every spoon in the house to stir canned
cranberry sauce into the pot of homemade sauce that my mom labored over
for hours. My brother and cousin playfully shoot each other with Nerf guns
while my aunt ducks, creamed spinach in hand.

When dinner is finally ready, I breathe a sigh of relief. Everybody drops
what they’re doing and rushes to make themselves plates. Once
we’re all gathered around the table, my grandpa, Big Mac,
begins a toast. “Let’s all go around the table and say what
we’re grateful for,” he’ll say. Every year as I listen to everyone
share what they are thankful for, it hits me all over again what
Thanksgiving is really about: giving thanks. It doesn’t matter if some
spinach got spilled on the floor or if the Giants lost or if there is way too
much cauliflower. Getting to sit around the table with my family is the most
important thing to be thankful for and, ultimately, that’s the reason why Big
Mac has made this same toast every year for as long as I can remember.

Asma Frough's Work