As much as people try to deny it, labels are everything. They allow us to identify what is important to us and how to align with common interest groups. Thus, the One Big Beautiful Bill Act (OBBBA)’s recent removal of certain degrees from the list of those classified as “professional,” such as nursing, education, and accounting, will have significant negative repercussions. Notably, the act will invalidate many female-dominated fields and create financial barriers to higher education. The ramifications of this reclassification extend to college-bound PHS students, whose chosen majors may be affected by changing loan conditions as well as a skewed perspective of a career path’s “legitimacy.”

The designation of degrees as professional determines the loan ceiling for many graduate programs. The OBBBA gives professional degrees a total limit of $200,000, while the cap is halved for degrees simply classified as graduate — $100,000. Additionally, the bill cuts the Grad PLUS student loan program, further heightening financial barriers for many individuals to access post-secondary education. 

Moreover, many of the reclassified degrees are in female-dominated fields, resulting in a disproportionate impact. For example, AuDs, the degree necessary to become an audiologist or hearing doctor, are among those being reclassified. It is a rigorous four year doctoral degree in addition to a bachelor’s degree. At the end of the program, students gain clinical experience through an externship, which is a short, observational program where a student shadows an experienced individual in order to learn more about a field or industry. Women comprised 82 percent of the audiology field in 2019, and this level of educational experience is the same, if not more, than “professional” fields such as dentistry or law. Restricting financial aid for vital degrees, especially considering that audiology and nursing are facing worsening labor shortages, creates additional barriers for individuals to enter each field.

On a more narrow scale, there is no doubt that this will affect what majors high school students will choose, including students at PHS. Those who once considered pursuing graduate futures in nursing or accounting may have to reconsider due to a hindered ability to cover education costs. Students who are the first in their family to go to college will be especially hard hit—according to Ohio State University in 2022, 72% of first-generation low income students rely on federal student loans to fund higher education. Individuals will be forced to turn to private loans, which require strong credit history and are more difficult to obtain. Instead of attempting to encourage social mobility, the government is only exacerbating an existing socioeconomic education gap.

The OBBBA is not a judicious reform, but rather a careless gamble of progress. As part of the future workforce, we must advocate for the legitimacy of vital career fields. Although the OBBBA is an intimidating piece of federal legislation, there are still ways we can express our opinions about the reclassification. Contacting local government officials and working to raise community awareness about civic engagement always helps. Students can also contact universities about their financial policies to see if they will offer new school-specific loan options considering the recent degree reclassification. No matter the illusions created by a law, our dreams remain legitimate, and we must continue to fight for the everlasting principles of curiosity, integrity, and the enduring pursuit of knowledge.

The domino effects of degree reclassification

#

### Experience the 250th Anniversary of the Battle of Princeton 
*January 4, 2026 - 9:30 am to 12:00 pm*

Celebrate the 250th anniversary of the pivotal Battle of Princeton with the Princeton Battlefield
Society! The event will feature a historically-accurate reenactment of the Battle featuring more
than 350 actors and a memorial ceremony afterwards. Attendees will also have the opportunity to
tour the Thomas Clarke House, one of the most historically important sites in Princeton, and will
be provided with free coffee and hot chocolate. Although registration is required, the
semiquincentennial of this important battle shouldn’t be missed!

### StuCocoa Day
*January 8, 15, 22, and 29, Flex Time and after school*

As the bitter frost of winter sets in, students may find themselves struggling to grapple with the
cold weather, especially after a tiring day at school. Luckily, on the Wednesdays of January,
Student Council will be selling hot chocolate as part of their annual StuCocoa fundraiser outside
the PAC. There will also be toppings like whipped cream and marshmallows for you to add,
creating the ultimate after-school cold-combating combo!

### Winter Club Fair
*January 26*

Clubs are an integral part of the PHS student experience — it's a place to explore passions and
build friendships. On January 26, the club fair will return for clubs and students alike to explore
their interests or sign up for a club that may not have been at the fall club fair. Happy clubbing,
PHS!

### January Big Band Dance
*January 30th, 7–10 p.m.*

Join PHS Studio Band and Jazz Ensemble for a night of music ranging from jazz classics to pop
hits. Refreshments will also be provided by the PHS Band Parent Association. Get ready to
dance in your finest under the bright lights of the PHS Cafeteria!

January 2026: Save the Dates

The most valuable resource in a classroom isn’t any textbook, worksheet, or even the expertise of the teacher. It’s the voices and thoughts of the students, which are often overlooked when students stay silent in class. Your perspective contributes to not only the class discussion, but also your own knowledge.

Simply engaging in the classroom discussion practices the content you have learned and allows you to articulate your ideas. When a student is simply passively listening to the teacher in class, they aren’t actively thinking and putting their knowledge into use. Not doing so means none of this is happening. AP United States History and Accelerated Sociology teacher Elizabeth Taylor has observed this in many of her students.

 “I think many of us, if we’re sitting in a discussion, and we’re sitting passively, we might think, ‘Oh, I had that idea. I could have phrased it that well,’ but until we actually have to phrase it ourselves, we don’t know how we would have phrased it, and we don’t get the actual practice of doing so,” said Taylor. 

According to a 2006 study conducted by New York University, 72 percent of students who started participating more often in class found their grades to be improving, and 75 percent of students who didn’t participate as much felt that their ability in that class was rather lackluster. This is especially true for subjects such as foreign languages, where participation is the most effective way of learning. Without frequent participation, students are far more prone to zoning out and having things go over their head. 

Aside from deeper understanding of the material, participating in class also creates a healthier learning environment, radiating a positive energy and allowing multiple perspectives to be seen. With only a few students chipping in, the classroom feels repetitive and stale. It becomes a routine for only those students to talk. English II teacher Greta Muça recognizes the importance of creating this positive environment in her classroom.

 “You are helping others get new ideas. Those ideas that the students have may be unique or they may not be unique. And other students may see that their thoughts are either mirrored by somebody else or they’re going to complete their thoughts. There’s just something about being able to speak aloud and communicate with others, creating an environment where people want to learn. If you’re not communicating, then learning becomes sort of the thing that you just do on your own, and you’re here to do it with other people,” said Muça. 

Despite these benefits, many students refrain from participating, whether because they’re too shy, or simply are afraid of getting the answer wrong. If you’re one of these students, consider starting from less intimidating settings. Build up your confidence in smaller breakout groups, then slowly ease into larger class discussions. Set a participation goal for yourself every day, and slowly increase it. Even just reflecting upon how much you participated and the reasons why you did can help out greatly. 

It may not seem like much, but simply just expressing your ideas to both yourself and your peers will help you out by a considerable amount. So the next time you find yourself hesitating to participate, raise your hand, and raise the standard of your learning.

Photo:Emily Kim

Melvin Qiu ’27 verbally participates in Dr. Danvers’s AP Latin class by reading out his translation homework.

Pros of participation: How important is class participation 

People love to argue. In recent politics, debates are upheld as the primary arena of resolving disagreements between the parties involved. However, another way to understand disagreement is through political discussions, designed not for winning, but for mutual comprehension and a productive conversation.

Political discussions provide a more non-judgemental and collaborative approach to addressing diverse viewpoints. They prioritize possessing a receptive mindset and encourage listening to an opposing side in order to find common ground. Debates, on the other hand, trap people in a perceived competition and the desire to win, creating division where one side loses and is seen as incorrect.

The core issues surrounding political debates are that they are slowly becoming less productive due to individuals’ unwillingness to understand different perspectives. Debate encourages people to argue that their side is better, and to hopefully influence an audience or an opponent in the process. This incentivizes participants to defend their points at all costs, refusing to budge and grant a “win” to their “opponent.” As a result, what is meant to be a space for civilized disagreement about social issues now transforms into a pointless battleground where both sides refuse to yield an inch of understanding. For example, a survey conducted by Pew Research Center in 2020 revealed that when reflecting on the 2020 presidential campaign, 76 percent of U.S. adults felt that the campaign was too negative. Additionally, 72 percent of participants felt that it was not focused on important policy issues.  

Despite this current trend, it is possible to foster a more open-minded approach to expressing political opinions. Shifting away from divisive political debates and towards discussions can be practiced right here in our classrooms. By building off of ideas instead of tearing them down, students can educate themselves about different perspectives and appreciate nuances to better understand complex issues. Communicating respectfully with those they may not agree with is a valuable life skill, and prioritizing discussion prepares students to become more open and effective leaders in the future.

Students must choose the more productive path of mutual comprehension in political discussions. Moving away from tearing down others’ opinions and instead emphasizing listening is how we will finally find the common ground necessary for genuine progress in our society. 

Our political debates need a makeover

This weekend, PHS Competitive Programming Team 
will hold the first hackPHS hackathon since 2022. This 
event invites students from all over New Jersey to PHS 
to collaborate on computer science projects for 24 hours 
straight.


The hackathon will host mentors and workshops for 
computer science, with topics ranging from Intro to 
Python to Finance in Computer Science. The event also 
contains recreational activities like midnight karaoke and 
spikeball tournaments. But the main goal of the hackathon 
is for students to form teams and create one big project, 
often a software or web application, and compete to be 
the best project. 


“You can come make something cool, learn about 
programming or just, like, solve any type of problem ... 
Our themes this year are like nature and communication 
... we prefer that you’re solving some problem in those 
areas. But honestly, it can be in any area,” said Om Mehta 
’26, one of the organizers of hackPHS.


The top three winners of the hackathon will receive cash 
prize, as well as gaming equipment, a cactus plushie, or a 
Raspberry Pi mini-computer. The Wolfram Award gifts a 
year’s subscription to WolframOne (valued at $1660) and 
eligibility for a $500 scholarship to a Wolfram summer 
program. 


However, organizers say that the purpose of hackPHS 
isn’t to find a winner, but instead to promote computer 
science in an engaging way. 


“It’s really to get people to enjoy [computer science] more. 
The STEM culture of the school is definitely good, but I feel 
like we don’t come to enough events [and] we don’t have 
enough fun things to do. There are hard competitions —we 
have all these Olympiads. We don’t just have fun [events] to 
chill with your friends [and]... make a project,” said Mehta. 
“But also, I think the biggest prize at the end of the day is 
what you learn from the hackathon.”


However, hosting an event at the scale of hackPHS comes 
with many logistical challenges. The competition had been 
on a hiatus since 2022, when the previous computer science 
teacher, Grace Elia, retired from teaching. The club also 
struggled with finding sponsors, and plans to work with 
other schools to host the hackathon had fallen through.


“Having a team from a different school be on task was 
an even more difficult job, and that is one of the reasons 
that we could not effectively execute [hackPHS] ... We were 
relying on students that we did not see as often, or we were 
only corresponding to them over text messages or Discord,” 
said club advisor and computer science teacher Rida Kas.


The organizers of hackPHS hope that the hackathon 
can be continued in future years. However, as many of 
the organizers this year are seniors and will be leaving 
for college next year, organizers hope this year’s hackPHS 
helped revive and spark interest in hackathons and in 
computer science. 


“We’re trying to ... reignite it [this year]. And next year, 
we’re planning on starting the planning early. So it’s going 
to be even bigger, even better than this year,” said Mehta.

Photo: Julia Li

Jonathan Ji ’26, Oscar Huang ’27, and Om Mehta ’26 
advertise hackPHS at club fair.

HackPHS returns after three year hiatus

As a new school year begins at PHS, the 
school administration is taking a different 
approach to the education system. Dubbed 
“Deep Learning” by Principal Cecilia Birge, 
the plan aims to bring a different perspective 
of what it means to learn at PHS. 


The backbone of this approach consists 
of the changes to the bell schedule. At the 
end of each typical Tuesday and Wednesday 
(B2 and B3 days, respectively), the 
administration has added a flexible learning 
lab time dedicated to getting school-related 
tasks done. This change also shortens the 
previously 90-minute instructional blocks 
to help take pressure off of students. 


The root of these changes lies in a 
Grawemeyer Award-winning book, “In 
Search of Deeper Learning: The Quest to 
Remake the American High School” by Jal 
Mehta and Sarah Fine. Assistant Principal 
Lauren Freedman notes the recurring 
themes of the book and relates it to the 
changes made to the bell schedule. 


“One of the things that kept popping up is 
that a lot of students learn through their own 
self-exploration and doing things that they 
love, and it’s not necessarily sitting in your 
class,” said Freedman. “It’s through going 
and meeting with your clubs and learning 
to work with one another and things like 
that actually help people grow more than 
necessarily just sitting in the classroom.”


Newly elected PPS Superintendent, Dr. 
Michael LaSusa, seconds the need for selfsufficient growth outside the classroom.
LaSusa hopes that PHS will provide and 
encourage an environment where students 
can learn to think critically and contribute 
to a wide variety of environments — 
whether it be in the workplace, civic life, 
or family life.


“I think we’re living in a very polarized 
society right now — not just in the United 
States, but all over the world — and it’s 
incredibly important that students develop 
a capacity to listen to people who might not 
share their exact viewpoint, and engage 
meaningfully in conversation and dialogue 
with diverse people [who have] diverse 
perspectives,” said LaSusa. “We want to 
try to provide everyone with experiences 
that create balance and perspective and 
appreciation for others, and, of course, a 
knowledge base and a skill set that prepares 
them to do whatever it is they want to do 
once they leave.”


The administration hopes that these 
changes will be used responsibly and to 
the fullest extent by the students. However, 
if modifications are needed, surveys and 
opinions from the students will be taken 
into account for the future. Birge expresses 
her satisfaction for the bell schedule change, 
but recognizes that the effectiveness will 
depend on students.


“I genuinely think that we reached a sweet 
spot after so many revisions. But having 
said that ... the Tuesday flexible learning 
time was designed with a lot of intention 
for targeted support. If students abuse it, 
then we’re placing that burden for teachers 
to teach more in the instructional blocks 
[of this] bell schedule,” said Birge. 


The PHS administration credits the 
development of the new schedule that fits 
deeper learning to the feedback provided 
by both students and teachers at the end 
of last year. 


“Trust me, we read every single thing 
that students present to us. We may or may 
not be able to modify the schedule or our 
approach for all kinds of reasons, but we do 
read everything. We really value everything 
you present to us. We think it through and 
we try our best to incorporate it so those 
surveys are important,” said Birge. 

Photo: Katherine Chen


Chemistry teacher Janine Giamanco assists Alex Paul ‘27 in making up classwork 
during newly instituted Flex learning times. 


PHS administration envisions “Deep Learning” for upcoming school year 

It’s the first period of the day, and you sit in the classroom, 
waiting for your teacher to arrive. The door swings open, 
and a substitute teacher enters instead. Some students turn 
to each other and start whispering, while others outright 
disregard the substitute’s attempts to regain control of the 
classroom. 

Although it might seem like just another class, the way 
students treat substitutes and TAs matters. These staff 
members take their time to keep the class flowing and 
support students when they need help, often with little 
recognition. Respecting substitutes and TAs keeps the 
classroom organized, helps everyone stay focused, and 
ensures that learning runs smoothly.

The roles of substitutes, teacher assistants, and student 
teachers are to serve as support, whether by assisting the 
lead teacher with a lesson or being an additional source 
of guidance for students. Albert Arwas, a veteran PHS 
substitute teacher, is familiar with the importance of this 
position.

“A substitute teacher, in my opinion, ought to be the 
alter ego. In other words, an extension of the teacher,” said 
Arwas. “I have my way of interpreting exactly what the 
teacher wants me to do, and I carry it out. I walk around 
and make sure that people work and so on. If someone is 
not doing any work, I sort of say, well, is there a problem? 
Basically, to make sure that the class runs smoothly in the 
absence of the teacher.”

While substitutes focus on keeping order in the 
classroom, TAs and student teachers take their role a step 
further. Besides passing out papers and taking attendance, 
they work and learn under the guidance of a more 
experienced teacher to complete their secondary education 
training. Eric Soltys, a new student teacher at PHS, assists 
with a genetics elective as well as two accelerated and AP 
biology courses. As a senior at The College of New Jersey, 
he continues to train to become a full-time teacher while 
already taking on classroom duties. 

“A lot of students expect [a] substitute to come in and 
know all the answers and be perfectly confident and secure, 
but they might still be confused about … classroom routines. 
It’s perfectly okay for a [student teacher] or a substitute to 
come in and learn to adapt to a classroom experience,” 
said Soltys. 

These jobs that substitutes and TAs hold may seem 
simple. Still, they face a variety of challenges daily that 
make their job much tougher than students might realize. 
Specifically, Farzana Ahmad, a substitute teacher at PHS, 
has experienced a variety of issues during her time in the 
classroom.

“Sometimes if students don’t have anything to do, or if 
they don’t want to complete their work ... then they would 
just ... not listen.” said Ahmad. “They’d be throwing papers 
and talking out loud ... sometimes I’ve seen that they would 
video record what other students are doing.” 
Substitutes and TAs may not be present every day, but they 
play a vital role in facilitating our education. We as students 
must work to treat these individuals with the appreciation 
they deserve, and in doing so, make the classroom a better 
learning environment for everyone.

Substitutes deserve our respect

Ivy Hu '25: "Join the clubs you love and build them into not just clubs but communities."

Felix Patten '25: "The best way to enjoy high school is to do what you like to do, try your best, and be with the people that make you happy."

Sophie Gono '25: "Take a step back, take a breath, it’s not that deep. High school is four years of your life, don’t be stressed out."

Luna Bar-Cohen '25: "I’m too busy watering my own grass to notice yours is greener. Everyone has their own path, don’t compare yourself to others. comparison is the thief of joy."

Advice from PHS Seniors: What is your advice for incoming freshmen?

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

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

Ways to stay active after school ends

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

As co-president of the PHS teachers’ union, advisor to the Science Olympiad club, former Hebrew and chemistry teacher, and current special education teacher, Renee Szporn’s résumé spans 40 years and multiple careers. However, education has remained a constant throughout.

“I love learning, and I want to share my love of learning with others,” said Szporn. “I remember from a very young age lining up my dolls and playing school. I always wanted to be a teacher.”

Szporn, at her parents’ request, majored in Chemistry, though she struggled to find jobs after graduation. After brief stints as a chemistry teacher and a Hebrew teacher, Szporn decided to pursue special education.

“At the time that I was looking for work, there weren’t a lot of science [education] jobs. Teachers were treated with a lot more respect — they had a lot more autonomy in their classroom — and [they] weren’t leaving education, so there were no openings,” said Szporn. “All my friends were telling me, ‘Well, if you get certification in special education, you’ll get a job,’ and that’s what happened.”

In New Jersey, special education teachers must receive certification, accommodate students’ Individualized Educational Plans (IEPs), and adapt to students’ varying needs.  
“I’m very glad, but it’s tough. I’ll give an example: here’s Hamlet. I have four different editions. I have kids who need [a larger copy] because of dyslexia. They’ll need a larger print, and then they can rearrange and cut out the letters. Then I have students that have major comprehension problems, so then I’ll have [a translated copy] ... and then I have kids that really can’t read. And then we do stick figures,” said Szporn. 

For Szporn, one of the most rewarding parts of her job is seeing the impact of her efforts. Her special education students have gone on to work on Wall Street, publish books, and attend Harvard Medical School as postdoctoral students.

“I’m making a difference with special education. I’m really helping the kids. I’m glad I made the switch, but it was difficult. I think a lot of people don’t respect special education teachers. I think a lot of people think that we’re less than when we are more than,” said Szporn.

Evan Kang ’25, a student in Szporn’s English IV In-Class Resource Program (ICRP) class, is one student impacted by Szporn. A self-described “introvert,” Kang emphasized how Szporn’s combination of humor and passion has helped him open up.

“[Szporn] makes me laugh every day,” said Kang. “I applied to 26 colleges, and she’s like, ‘You’re crazy.’ I’m like, ‘I’m going to commit somewhere, but I haven’t done it yet.’ And ... she’s like — ‘You’re gonna be the one who makes me want to retire.’ We like to joke around.”

Szporn also serves as one of three co-presidents of the Princeton Regional Educators Association (PREA), a union that represents the interests of all of the  teachers in the Princeton Public School district, including salary, health benefits, working conditions, and teaching policies. Just as with special education, Szporn’s position as union president was not originally planned.

“[I was told] by my father to never volunteer ... but someone came up to me and said, ‘You used to be a debater [and] you speak very well. Would you like to be in the union?’” said Szporn. “And like a fool, I said yes, and I moved up in the ranks. I had no intention of ever being a union president and then I’m co-president.”

Although she has left a career in chemistry behind, Szporn has kept that part of her life alive by serving as the advisor for the PHS Science Olympiad team for the past 20 years.

“I’m with my nerds [at PHS Science Olympiad]. I don’t like to call them that, but I love them. The kids are so inventive and dedicated and driven and we have a good time, and I just adore them. I love it,” said Szporn. 

Throughout PHS, whether in her special education classrooms, at Science Olympiad meetings, or among her colleagues in PREA, Szporn has developed a reputation as a person who is all-in for the causes she believes in.

“[Szporn] is really smart — she cares a lot about her students. She demands a lot of them, but she also gives them the support that they need to reach those goals,” said Jennifer Bigioni, Educational Media Specialist and Szporn’s colleague in PREA. “[Szporn] is flamboyant, she’s funny, she’s a justice warrior — she’s a very dynamic person.”


Photo: Emily Kim

Szporn introduces a video about King Arthur and His Knights of the Round Table.

PHS Profile: Renee Szporn

The crowd holds their breath as Jacqueline Zang ’25, with her driver in hand, steps up into the tee box of the first hole.
She carefully chooses a spot to place her tee and golf ball. Visualizing her shot, Zang takes a confident swing, influenced by her favorite professional golfer, Nelly Korda. Her shot breaks the crowd’s silence as it flies through the sky and lands perfectly on the green.

At age five, Zang began playing golf after her father introduced her to it. She initially only played with her family, but later in her career, she would go on to compete in major tournaments.

“I used to play tennis, and when I was around 11, my parents told me to choose one or the other,” said Zang.
“It’s funny, because I didn’t want to do tennis because my dad told me I’d be running around in the heat. So I chose golf not because I liked one more than the other, [but] just because I didn’t want to run.”

After deciding to pursue golf over tennis, Zang began practicing at her local country club’s driving range with her sister, Madeline Zang ’23. When they practiced, they would help and encourage each other, with coaching from their father as well.

“November through March, I try to do around an hour a day. Sometimes I skip a few days. In the summer, if I’m not playing a tournament that weekend, I’ll be practicing five to seven [hours],” said Zang.

Zang joined the PHS golf team in her freshman year, when golf was still a co-ed sport led by Head Coach Patrick Noone and Assistant Coach Jess Monzo. By her sophomore year, a girls-only team was formed with Monzo as head coach. Over the years, Monzo has witnessed Zang grow both as a player and a person.

“She’s definitely matured a lot. She’s always been very focused, very lights out,” said Monzo.
“[She] knows what she wants to do, but I think as she’s gotten older, she’s developed and kind of matured in the sport and understands that if I don’t make every shot, it’s not going to make or break me.”

Zang’s determination and discipline not only helped her grow into the golfer she is today, but also inspired her teammates—including close friend Kyuyoung Chung ’26.

“She’s definitely very skilled as a golfer, and so I think that’s definitely inspired a lot of the girls to practice more,” said Chung.
“We’ve seen scores go down from last year, so score-wise we’re doing better than we did last year.”

In addition to her skill, Zang, who now captains the team, is known for her leadership.

“She also has this sort of leadership [quality] about her, and so she’s just sort of someone you can look up to, and I certainly look up to her,” said Chung.

Monzo echoed this sentiment, recognizing the impact Zang has had on her teammates.

“Every girl looks up to her,” said Monzo.
“She’s able to kind of help, and she lends a hand, and she’s always available to give girls advice. So she’s been one of a kind.”

Throughout her golf career, Zang has qualified for the National Junior PGA Championship, been inducted into the Rolex Honor Society, and placed in the top five at an American Junior Golf Association tournament in 2022.

Still, she admits that the sport has not always been easy—especially mentally.

“[The most difficult part of] golf for me [is] probably the mental side. Just being in the moment, committing to it, and actually doing what I’m trying to do on the course,” said Zang.

Despite golf often being an individual sport, Zang’s favorite part is when it becomes a team effort.

“[My favorite part] … is team golf because golf is an individual sport, so it can get kind of lonely sometimes,” said Zang.
“Everyone plays their own ball, and then you add up each individual score for a combined team.”

Now committed to Carnegie Mellon University, Zang hopes to contribute to another successful season at the collegiate level. As she prepares to move on from PHS, she reflects on what golf has taught her.

“It’s a lot of ups and downs. It’s never really consistent, so when you’re not playing as well, [be] patient with yourself, and keep your hard work up,” said Zang.


Photo: Charley Hu

Zang is one of the original members of the girls golf team, and is preparing with the rest of the team to gear up for the Mercer County Championships in May. 

Jaqueline Zang ’25: golf

Walk into any grocery store in America, and you’re bound to find shelves full of ultra-processed foods wrapped in shiny plastic packaging. Ultra-processed goods, products that are prepared using industrial methods, are often high in sugar, salt, and fat. For these reasons, many health professionals and critics on social media have taken to advocating for consumption of “whole” foods such as fruits and vegetables. Although reaching for an apple is decidedly healthier than grabbing a bag of chips, both foods can be sources of a less-discussed health threat — microplastics.


Microplastics are defined as small pieces of plastic less than five millimeters long, and result from the natural degradation of plastic products, such as packaging, synthetic textiles, and paint. Since the coinage of the term “microplastics” in a 2004 University of Plymouth study, its negative effects on marine organisms have been well-established. However, microplastics aren’t just a problem for our environment — they have begun to find their way into the foods that we consume on a daily basis.


For example, a 2020 study by Catania University discovered that carrots and apples contained high levels of microplastics, likely due to absorption of microplastic-contaminated water. Additionally, according to a National Institutes of Health study from 2023, tea bags made with certain plastics can release billions of very small microplastics into cups of tea. Marine organisms consumed by humans can also have thousands of larger microplastics, and any foods stored in plastic containers contain thousands of plastic particles of all sizes. When consumed, these microplastics have been shown to mimic hormones, messenger chemicals within the body. One study from the American Chemical Society found that a gene called TRPV4 was over-expressed due to microplastics acting as growth factors, leading to respiratory issues. Microplastics can contribute to an increased risk of cancer, neurological diseases, and respiratory issues. They also exacerbate pre-existing medical issues, or activate latent disease-causing genes in the body. 


In particular, many of the microplastics in humans arise from a process known as biomagnification. Because of pollution, there are many plastic particles floating in the ocean. Small organisms eat these plastics, and they are then consumed by predators. The plastics move up in the food chain, becoming more and more concentrated in the tissue of the apex predators. When a human proceeds to eat this animal, they receive a portion of the many microplastics present in the ocean. Biomagnification occurs in a similar sense for land animals like chickens and cows, which often consume contaminated plants. In all cases, the original source of microplastics are man-made materials that pollute the environment.


This is not a problem that can be solved through selection in what we eat, but instead needs to be solved at its origin. We fill our oceans with trash, destroying the single geographic feature that gave rise to all life. As a society, we need to change to save our planet, our oceans, our marine life, and ourselves. Large societal shift begins with small, personal steps. Right here at PHS, students can make a meaningful impact in the fight against microplastic pollution. From the cafeteria to the vending machines, we make daily choices that either contribute to or help combat this growing health and environmental crisis. 


If you want to stay away from these life-threatening, cancer-causing particles, start by putting your water bottles in the recycling. The next time you go to the cafeteria or Tiger Café, choose items with less plastic packaging. Bring your own reusable water bottle instead of purchasing plastic beverage bottles from the vending machine. Even small changes like using your own reusable utensils or avoiding plastic straws count. These changes may seem insignificant, but together, we can reduce sources of microplastics that end up in our food, and in our bodies.

Photo: Julia Li

Izzah Memon ’27 eats a bag of chips during break.

Microplastics are a macro problem

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

NIH funding cuts hurt innovation

The recent Advanced Spanish trip, from January 19th to January 25th, marked the program’s eighth visit to Cuba since its start in 2015. This trip was designed for students to experience a unique culture, engage in community service, and live through an authentic connection with the local community. PHS Spanish students participated in various activities that ranged from painting murals in Havana to gifting local students donations fundraised by PHS students.


The trips to Cuba began as an assignment in Spanish IV A and Spanish VI A teacher Martha Hayden’s El Cine Hispanohablante class, where students were instructed to write letters to a Cuban artist. One student chose Manuel Lopez Olivia, sparking a lasting friendship between Olivia and Hayden. In 2015, when Obama lifted the travel ban to Cuba, Hayden decided to visit Olivia and give students the opportunity to experience Cuban culture firsthand.


“I said to Manuel, I’m definitely coming now. I really want to go to Cuba. I don’t know why it just felt like it was so important to now actually meet him in person because he kept writing to me for all those years,” said Hayden.


Hayden initially designed the itinerary for the trip with a tour company; however, Olivia disliked it and offered to redesign it from an authentic Cuban perspective with art as the focal point of the trip.  
“He thought that it was a terrible program and ... not really totally Cuban ... And he said ‘I really want it to be through art.’ So they [created] this whole program for me so that we could actually travel there. But I gave it a name, ‘Seeing Cuba through the eyes of the artist,’” said Hayden. 


However, traveling to Cuba required flexibility due to differences in living conditions between Cuba and the United States. For example, essentials such as toilet paper, soap, and even toothbrushes were not always readily available in Cuba. Additionally, limited internet access meant students had to put aside their phones and social media. 


“There was very, very limited WiFi at the homestay, so we could call our parents and maybe send a few texts, but that was about it. But most of us had saved music, and I think it kind of added to the experience ...  like when we were on the bus, the only entertainment was just to talk and listen to music together and stuff,” said Leopoldo Gessner ’27, a student on the trip.  


This year, as in past years, students and teachers alike enjoyed various  activities like bus tours, museum visits, and eye-opening community service events designed to help local kids. 


“We put a lot of effort into collecting and then distributing a lot of the supplies that these people needed … I would say it was a big part of the trip, and it was really amazing to see especially when we were helping out kids … It’s just really nice to see how appreciative they are … and it was so amazing being able to help out,” said Gessner.


Cuban art was an espeically important part of the trip. Cuba has many schools for the arts that were installed by former the communist  dictator Fidel Castro during the Cuban revolution in the 1950s. However,  according to Hayden, Cubans later utilized art to protest against the communist government by creating pieces that resonated with the people, leading to several crackdowns on Cuban artist. 


“The fine arts is just unbelievable. It really is. The history behind it and the talent is so incredible. It’s different than any museum that I’ve seen around the world. And I’ve traveled a lot,” said Hayden.

 
 PHS assistant Principal Lauren Freedman, one of the  chaperones on the trip, said that the many ways the trip was made to be as authentic as possible improved the overall experience, leading to lifelong memories for everyone on the trip. 


“This is like an authentic, real life. We’re going to be with the people, like it’s not a fake touristy trip. And that makes this trip, I think, extra unique and special too, because it’s like you’re going to visit family. It felt like we were with family,” said Assistant Principal Lauren Freedman. 


Photo Courtesy: Oriana Marcano

Paulo Barbosa ’25, Osbaldo Morales ’25, Brian Donis ’25, Juliet Roden ’26, Sabine Ristad ’25, Cecilia Reynolds ’25, Mia Serrano ’25, Tony Perez, Matija Useche ’26 Leopoldo Gessner ’27, Idania Rodriguez, Marina Perez, Maya Wood ’27, and Oriana Marcano
’27 pose together in Cuba.

PHS Spanish students go to Cuba

Getting the 3,800 students in the
Princeton district to and from school
would cause a considerable amount
of traffic in Princeton if not for the
district’s transportation system. As the
Transportation Supervisor of PPS, Donna
Bradin ensures that all students are able
to attend school and events safely and
on time.

In order to coordinate transportation for
over 30 other schools in addition to PPS’s
six public schools, Bradin starts months
ahead of the first day of school to prepare
for the upcoming school year. She begins
with private schools, drafting routes in
April and May, before planning routes for
public schools in July, and sending them
to contractors by August.

“We have 26 contracted routes, which
consist of mostly our public schools
and some of our [private] schools. The
challenging part is everybody [has]
basically the same dismissal time, so I have
to be really creative with how I do these
routes,” said Bradin.

Bradin also helps to coordinate athletics
and events. A contract with Irvin Raphael,
a school bus company, allows flexibility in
coordination with Princeton drivers. This
allows Irvin Raphael to do nighttime or
weekend trips when Princeton drivers are
unavailable. She also helps to coordinate
transportation for Princeton events such
as the Princeton High School Marathon,
Community Diversity Day, and even Teen
Travel Camp.

“I’m very busy, always busy. I have a
list of things each month that need to be
done, whether it be reports or not, and I
enjoy doing it all. It’s like a big puzzle, I
have to put it all together,” said Bradin. “I
always say that anybody can come to my
office and visit just to see how we work.”

With nearly 30 years of experience,
Donna Bradin has worked her way through
the transportation ladder, from driving
buses to becoming a trainer for CDL and
a third party tester, before finally landing
in the transportation office of PPS.

“I started doing this almost 30 years ago
as a school bus driver, and I came from
Pennsylvania. And when I started, my
two children were young, and I was like,
‘I gotta get a job.’ Never thought of making
it a career, to be honest with you, but here
I am,” said Bradin.

As a former bus driver, Bradin says that
being a driver is easy for the most part, but
may encounter many challenges, including
traffic, road closures, or bad weather.
Nevertheless, Bradin believes the positives
of her job outweigh the negatives.

“I know from my own experience, you
get to watch kids grow. I try and keep the
same drivers on the same run ... I’m a
firm believer [in that] because you build
a relationship with families and you get to
watch students grow up,” said Bradin. “I’m
a people person ... I’ll run into somebody
that I drove many years ago, and they’ll
have families, and they’ll be like, ‘Hey, you
were my bus driver,’ so that is rewarding
in itself.”

Bradin stresses the importance of being
able to connect with new students and their
families who may not be used to taking a
school bus every morning.

“I know we have a lot of families that
come from other countries and their
children may never have been on a school
bus,” said Bradin. “I’ll say [to them] ‘Why
don’t you come here with your child? We’ll
take them for a bus ride and show them.’
I love doing that.”

PHS Investigates: coordinating transportation

“Hard times create strong men, strong men create good
times, good times create weak men, and weak men create
hard times,” wrote the postapocalyptic author G. Michael
Hopf. Currently, our country’s education system is in the
“good times” phase in many ways.

However, after the recent relatively calm decades and
the disruptions caused by the COVID-19 pandemic, many
students today face various academic challenges,
one of the most significant being social media’s
increased influence and usage, which has led to
a decline in focus and engagement in learning.
If we want to avoid creating “hard times,” PHS
needs to go beyond our educational standards
and learn from other countries to improve the
present state of our education culture.

What is the current education culture like
in the United States? When compared to
educational systems overseas, the U.S. school system is falling
behind in multiple different aspects. Taking a look at the latest
Programme for International Student Assessment, Trends
in International Mathematics and Science Study, and the
National Assessment of Educational Progress exams held in
the years 2018–2021, the United States regularly doesn’t even
land in the top ten. This is despite being a global superpower
and an extremely well-developed first-world country.
When zooming in on the Princeton area, the case is no
different. According to the official website of the state of New
Jersey, for the 2022–2023 NJSLA and DLM, 71.4 percent
and 61.0 percent of students in the PPS District met or
exceeded expectations in the English Language Arts section
and Mathematics section, respectively. This doesn’t look
good in comparison to other districts, like the Summit
Public School District, which had 81.0 percent and 69.9
percent of students meeting or exceeding expectations
for the same test. In New Jersey, PMS and PHS don’t
even come close to being on top. So what
could PPS do better?

To improve, there are many
ways our school could
take inspiration from
international educational
standards and culture,
specifically when it comes
to respect for teachers. In
China, a 2018 study conducted
by the National Institute of Economic and
Social Research found that 81 percent
of teachers felt that they were respected
by their students, compared to the
international average of 36 percent.

This is not at all the case at PHS, where
it is becoming increasingly common
to see students being distracted during
classes — not participating, talking
during lessons, or ignoring classroom
rules. For teachers, these distractions are
more than just frustrating, but also make them feel insulted
and undervalued. In a study published in 2018 by the
Journal of Educational Psychology, it was found that
teachers who reported that they felt disrespected
by their students were less likely to be engaged in
supporting their students and have enthusiasm in
their teaching. For more teachers to feel like they
are valued, more students need to start listening
to instructions, being curious about lessons, and
engaging with their classes.

Simply put, to improve our current educational
state, there needs to be a change in students’
attitudes and the environment in which they learn.
For PHS to create future leaders, we have to focus
on our education — students need to put in the
effort and show that they care about
school. Being engaged in learning
and academics helps us build
lifelong skills and become more
knowledgeable citizens in the
future. It’s time for PHS to step
away from our current education
culture and follow the lead of
other countries when it comes
to learning, like by increasing
academic rigor, showing respect to
teachers, and showing a genuine
interest in learning

Going beyond our lackluster educational standards

### Bill Urias

Every day, students who enter PHS through the
Tower entrance are greeted by Bill Urias and asked for
their IDs. However, this quick interaction does not
reveal much about his interesting life before PHS or
his adventurous hobbies outside of his work.
After finishing high school in South Jersey, Urias
joined the military for four years before going to college.
He attended both Rutgers University and The College
of New Jersey, where he studied accounting. He then
traveled to California in hopes of pursuing a master’s
degree in business.

While in California, Urias instead worked for a
private company where he cut trees due to his passion
for adventure and nature. However, after eight years
of living in California, his wife’s parents fell ill and the
couple decided to move back to New Jersey.
Although Urias formerly studied accounting, he
decided to become a foreman for the Township of
Princeton.

“I had a crew of 45 men and women, and every
morning we would make the assignments on what
we were going to do. We had crews that took care
of the trees, took care of the signs around the town,
maintained the parks, [and] cut the grass,” said Urias.

Not long after retiring from his position as a
foreman, Urias was recruited to become a part-time
security guard and building monitor at PHS. He has
been working at PHS for the past five years. His job
includes checking student IDs when they enter the
building, pointing visitors in the right direction, and
filling in for other missing staff.

His passion for the outdoors not only influenced
his career choices but also how he spends his time
outside of work. One of his favorite pastimes is riding
motorcycles.

“I have three motorcycles. We do tours [and] take
people up to Lake George and Lake Placid. I don’t
bring [the motorcycles] to work,” said Urias. 

### Tracy Hart

Keeping students fed is an integral yet complex
process at PHS. As one of several cafeteria workers
who make sure this process runs successfully, Tracy
Hart ensures that all students are well-fed and ready
to learn.

Growing up in Hopewell, Hart has been working
with Pomptonian Food Service, PHS’s new food
service provider, for three years. She has worked all
over New Jersey in multiple school districts with
Pomptonian, but started at PHS this July.

“I know that the community is interested in farmto-tray and locally sourced things like that. My father’s also a farmer in the Hopewell area. I was really excited
when we [started at PHS] because I can incorporate
a lot of things that are locally grown that I’m familiar
with from this area into the menu,” said Hart.

 Prior to Pomptonian, Hart worked for several other
food service providers, but she enjoys working with
Pomptonian as the company focuses on delivering
services exclusively in schools, whether K-12 or
community colleges.

“I went to Rutgers, and I have a degree in nutritional
science, and I was hired by Sodexo, a food service
company, right from class. I was with them for 20 years.
I also did country clubs involved in food service, and
started as Grimace at McDonald’s and got involved in
food service, then I went to Strayer [University] for
my Master’s [in] Business Administration,” said Hart.

Outside of work, Hart enjoys taking her four kids
tent camping, going to Hershey Park, and tending to
her backyard chicken. She is also helping her father
as he opens a brewery in Pennington.

### Nick Cream

Armed with a ten-year tenure as a police officer,
Nick Cream now uses the security skills he gained in
his role as PPS’s attendance officer and PHS’s security
officer. With this year marking his 34th in the district,
some of Cream’s responsibilities include maintaining
building security, monitoring the cafeteria during
lunch, breaking up physical confrontations between
students, conducting wellness checks for chronically
absent students, and conducting residency checks.

“If [PPS] suspects that somebody may be living
outside of Princeton, but attending the schools illegally,
I investigate those maps,” said Cream. “And if a kid’s
missing a lot of school, sometimes … I’ll make a home
visit.”

Cream’s interest in pursuing a career relating to public
security stretches back to college. After he graduated
from Lawrence High School in Lawrence Township,
Cream studied criminal justice at The College of New
Jersey. Following his college graduation, he trained to
become a police officer and ultimately joined the
Trenton Police Department.

“I left the police force after I had a couple back
surgeries. I’ve been with this school ever since,”
said Cream.

Cream’s role in the district started as a part-time
job as an attendance officer conducting occasional
residency checks. As the demand for security in
schools increased, Cream’s position evolved into the
full-time job he currently holds, where he serves as
a security officer for PHS on top of his attendance
officer duties.

“I’m fortunate that the students are great here,
which makes my job a lot easier,” said Cream.

Outside of keeping PHS’s security in shape, Cream
likes bike riding and exercising. As big fans of the
shore, Cream and his wife also enjoy visiting their
beach house in Brigantine. Cream enjoys visiting his
grandchildren in Florida and Pennsylvania as well. 

Fangwu Yu's Work