
What’s more important, the ends or the means? Philosophers have grappled with this problem for centuries but, perhaps, nobody experiences this issue in daily life more than the average high schooler.

Seemingly unreasonable deadlines are all too common at PHS and students, overwhelmed by the combination of academic commitments, extracurricular activities, and family obligations, turn to shortcuts to complete their work. While working on homework with friends or using John Green videos can help with difficult assignments, this is still too much to do for some students. As a result, people turn to cheating—copying down math answers from online, asking previous classes for test questions, and more. Yet what unifies all of these actions is the motivation behind them: an effort to get the end result instead of focusing on the means of arriving there.

Before jumping into solutions, let’s first diagnose the problem. To be clear, students aren’t trying to take shortcuts because they’re unethical and emotionless creatures who will do anything to get ahead in life (at least, most aren’t). Rather, their time is being allocated elsewhere. Spending their effort on extracurriculars and after-school jobs, students often lose sleep trying to cram for a test the next day. Students are largely focusing on results because of an incentive to do so; exams and projects make up a large portion of nearly every class’ grades, so failing those leads to an unimpressive transcript, which can harm someone’s chances of achieving their future aspirations. Cheating seems like an easy way out with minimal work and effort. For students who have less time to spend on academics, after-school obligations can cost them important grades on longterm assignments. When a student has to work hours a day to help supplement their family’s income, copying that biology lab from a friend doesn’t seem like such a big deal any more. Instead of emphasizing the process, many classes are designed with a score in mind (AP classes, anyone?). In chasing good grades, high schoolers often sacrifice the lessons learned through the process.

Addressing this pervasive issue isn’t easy, but it’s certainly achievable. In addition to de-emphasizing tests and major projects, teachers can instead focus on participation or effort, which can be equally, if not more, representative of a student’s ability. A letter or number can identify who needs help with taking tests or writing essays, but a more wellrounded evaluation, especially one focused on a student’s thought and work processes, can better help students and teachers identify specific areas of help. Many classes are already moving toward this model, and entire districts are beginning to adopt a holistic mindset. College and university admissions offices, in turn, can decrease emphasis on grades and achievements. While they emphasize extracurricular involvement and personal statements, some prestigious institutions still fixate on yearly grades. Both high schools and colleges nationwide are slowly but surely adopting a more comprehensive understanding of education and student life. Finally, students are not without blame either. For one, we all need to recognize that university is not the end-all be-all of life. Many find successful careers in fields that don’t require an undergraduate degree. Yet even more importantly, results don’t define us as people. A trophy or a 95 isn’t representative of the work we do in a club or in a class, and it doesn’t define our self-worth. The process and the struggle toward these goals, however, is a testament to our resilience and strength. Then, when we’ve finally ended the year with a better grade or well-received essays, we’ll know that we’ve earned it.

Not taking shortcuts sounds easier said than done, and for now, the culture of cheating in the name of “efficiency” will remain at PHS. Through little steps, and compromises from teachers, administration, colleges, students, and others, we’ll slowly reach the end of prioritizing means. One day, we’ll better realize, as the Odyssey taught to those of us who read it (instead of Sparknoting it), that

Cheating in school is cheating ourselves

Pulling up to school in luxury vehicles with five-dollar coffees in hand, many PHS students are a far cry from normal. The opportunity to go to farmers’ markets in our senior parking lot on Thursdays and take courses at Princeton University are symbols of comfort and wealth. Especially compared to the school districts around us, PHS is a pillar of privilege. And while much of this privilege is used for good, it’s still strange in comparison to the districts around us. While we got MacBooks, West Windsor-Plainsboro North got Chromebooks, Monroe got iPads, and some schools got nothing. On top of that, some schools have crumbling infrastructure, an issue that they can’t even afford to solve. Meanwhile, Princeton Public Schools has begun construction on a multipurpose studio for yoga and dance.

Solving this pressing issue of inequity doesn’t completely fall on PPS, though spending millions on construction alone is still quite a contentious choice. Rather, American public school funding is what needs to be scrutinized. Education is supposedly a human right, but the government rarely supports this, chronically neglecting struggling public schools. And, like always, it comes down to the policy. The funding of American education is anything but equitable. A large part of public school funding comes from property taxes, a source of money that varies by location. Low-income areas with low property taxes will have little financial support for their schools. Therefore, quality of education is determined by geographic distribution of wealth. Education is also the foundation of success, yet we withhold quality education from people who need it the most. It’s impossible for low-income Americans to lift themselves up out of poverty without quality education, but our current system almost ensures social stagnation. Unless property taxes in poor neighborhoods radically increase (which they won’t, because living in poor neighborhoods isn’t exactly desirable), these schools will simply never get funding.


graphic by [credit name = "Emily Qian"]
But the United States is one of the only developed nations that relies on property taxes as heavily as it does for public education. Many other countries have similar but more effective mediums of securing money for public schools. For instance, some compensate with national or federal aid; their public school financial support comes from supported legislative acts and federal-level taxation, not just from local sources. In the United States, though, much is left up to individual states. Just by looking around us, we can see the necessity for a policy shift. The property value in Princeton is significantly higher than the surrounding towns (just check Zillow), and as a result, our education is significantly better. Students in under-funded schools often feel that their teachers don’t care; at PHS, however, teachers’ passion for learning is evident. Even the resources we get compared to the surrounding schools is baffling. With some exceptions, PHS activities remain well-supported across the board. From clubs to athletics to the arts, student life is highly funded and prioritized by the school. Being able to open your Instagram and see our orchestra in Italy is typical of Princeton High School; bands in most public schools outside of our district couldn’t feel the same. Access to quality education is directly associated with socioeconomic status, and classism in America underscores nearly every issue discussed in Congress. Representatives tend to focus on the hot-button issues while neglecting substantial reform. It is our responsibility to vote in legislators who genuinely care about righting the wrongs in the education system. If we value our education and the privilege it affords us, we should aim to ensure that everyone has access to an equal and quality experience. Education and democracy go hand in hand because both are emblematic of the human capacity to achieve more. So if we truly value our trips to Italy and our sports resources, we need to vote with education in mind.

Princeton’s privilege: rethinking public school funding



After a year of quarantine, stepping into the school building and seeing all your friends and teachers in person almost seems normal. Yes, precautions like masks and social distancing give the whole situation a touch of surreality, but seeing classmates instead of black boxes, talking freely instead of having to unmute in Zoom, and navigating the ever-tricky hallways of PHS have all been reminders of how much progress has been made in the past year. However, these same “mundanities” are also reminders of what we’ve taken for granted, and if we want to stay in-person, we need to continue being cautious. We also need to recognize that being in person comes with new challenges, both academic and social, that will take time to adjust to. As such, the administration, teachers, and students should all recognize that when things are disorganized or messy, many are due to a result of our adjustment that is slow but steady.

In the past year, many teachers did away with the idea of late work. Of course, there were still deadlines for assignments, but teachers were generally much more lenient and understanding when or if homework was turned in at a later date. Now, however, things are starting to change, with many teachers slowly putting back more expectations on turning in assignments on time (many of us probably got an explanation of late work policies on the very first day.)  is change, though with positive intention and many positive benefits, can be disorienting for many who are more used to getting extensions. Similarly, participating in class may be a different experience for those who are used to not speaking as much on Zoom because of technical issues or other extenuating circumstances. Without the privacy of a screen, it can be more stressful to volunteer ideas, but in-person discussions can also lead to less awkward and more in-depth conversations about the topic at hand.
And in general, it can be difficult to  find the motivation to do work a er a year of staring at computers and sitting in our own rooms. Building up our work ethic again will happen gradually, but it will prepare us better for the future. While there have been several academic changes with the new in-person format, they are largely for the better: We just need to learn how to learn again.

Socially, having spent what seemed like forever on FaceTime, iMessage, and Instagram, talking to friends in person can feel like more of a challenge than it has to be. What used to be fully charged social batteries are now drained power sources, unable to support the demands of in-person interaction. Many students’ once-thriving social groups have dwindled down to merely a few, a number easier to stay connected to online. Simply put, talking to people is hard now, even for the most exuberant extroverts. Dealing with this social fatigue on top of an already grueling high school schedule seems like a daunting feat.  is upcoming year will undoubtedly be characterized by the jarring, yet necessary, transition back to in-person life — both socially and academically. While academic burnout is more commonly discussed, social burnout is an equally real and devastating issue that many students will inevitably face over the next few months. Expecting students to seamlessly ease back into in-person school would be extremely destructive to student wellbeing.

Yet burnout doesn’t just affect students’ lives within school, it also impacts students’ lives as a whole. Emerging from a pandemic, many students have experienced grief, loss, and suffering. Almost everyone knows someone who has been personally impacted by COVID-19. Whether that be a friend quarantining for 2 weeks or witnessing a grandparent in a hospital bed, every student is coming into the school year with baggage, regardless of the size, magnitude, or capacity. Overcoming this hurdle is already a lot for so many students, even before they have to confront the transition back to in-person school.

Saying that this year will be different is an understatement — this year will bring back memories for some of us while being completely new to others. Yet everyone will be facing an adjustment period regardless, and we should recognize that as we navigate the academic and social obstacles and surprises that are to come. Forcing ourselves to adapt suddenly won't happen. Instead, we need to slowly change with the world, and, more importantly, be kind to ourselves.

Christopher Bao's Work