The PHS technology department made significant 
changes for the 2025–2026 school year, including issuing 
new MacBooks for all students and with them, a ban on 
several popular sites like ChatGPT.


Towards the end of last school year, students returned 
their old MacBooks and chargers. Then, in August, students 
had to schedule an appointment in the afternoon to pick 
up their new device, the 2022 MacBook Air. PPS Chief 
Technology Officer Todd MacDonald explained that this 
cycle occurs every few years.


“The devices have significant battery deterioration [over 
time which is] the major issue. [And] as you can expect, 
students do beat up the devices over time. These devices 
... require a lot of maintenance as battery life diminishes 
[and] it [eventually] becomes a situation where it’s a lot 
easier for us to replace the whole fleet [of MacBooks] than 
support one type of device over time,” said MacDonald.


The old MacBooks were sold to a third-party vendor, 
and the tech department used money acquired from that 
sale to buy the new devices. However, because the Apple 
brand is costly, the district had little flexibility in which 
model they could buy. In part to account for the cost of 
the MacBooks, the technology department switched device 
managers from a relatively expensive program called Jamf 
to a less costly manager called Mosyle. 


Mosyle gives the technology team a better view of what 
sites are being accessed, and through this, they can decide 
which sites can be whitelisted for students to view. However, 
as MacBook distribution has only recently been finalized, 
the technology team has not had the opportunity to begin 
adjusting the filtering system of the device manager.


“[PHS students] may have experienced that they feel 
like the devices are locked down more. It’s not necessarily 
true. There’s a new filter in place, and some filters have 
different categories ... It hasn’t been tweaked yet based on 
what’s being requested. If students are requesting access 
[to a website] ... they should let us know because we review 
that [request] with the administration, with the curriculum 
office, and we’re in the business of trying to make learning 
accessible,” said MacDonald.


PPS has, however, decided to implement Mosyle’s 
academic dishonesty restrictions, resulting in many AI 
or AI-related sites being banned, including ChatGPT. 
Assistant Principal Rashone Johnson said that the ban is 
a result of complaints and conversations among teachers, 
administrators, and the Board of Education.


“We want you to be able to think critically. We want 
you to know how to do the proper research to be able to 
support whatever it is that you’re writing about or your 
opinion on something. [And] we want those thoughts to 
come from you,” said Johnson.


However, not all students are in complete agreement 
with the decision.


“I think [the new system] is a net positive in the sense 
of security, but it can also ... be used in an oppressive way. 
[Though] banning ChatGPT does stop students from using 
generative AI for school assignments, [it] also ... cuts off 
students’ capabilities for more creative uses of AI, similarly 
to how stopping students from using a calculator [in] math 
class just leaves them not being able to understand the full 
function of a calculator,” said Shriram Joshi ’28.


The PHS administration has installed AI usage posters 
specifying different levels of acceptable AI use, ranging 
from “none” to “AI-generated with editing,” in many 
classrooms, with the vast majority of teachers enforcing the 
“none” category. They administration created the posters 
based on feedback from teachers on AI usage by students.


“It gives us a common language that helps teachers 
discuss what level of AI is acceptable in their class, and 
it allows students to also think about how they’re using 
AI, whether they’re using it as a tool to supplement and 
enhance what they’re doing, or they’re using it as a crutch,” 
said U.S. history teacher Dr. Rick Miller. 


Anna Soriano currently has her English I and English 
III students write essays in class to prevent the usage of 
AI, though she does acknowledge the power of the new 
technology. 


“We use all sorts of assistive technology to help us 
throughout the day. I think that we need to prepare students 
for what’s coming, and they’re going to walk into a world 
where AI is everywhere,” said Soriano.

photo: Katherine Chen

Agatha Patten ‘27 and Benji Caswell Klein ‘27 work 
on their computers during Tiger Time.

PHS tech department distributes new MacBooks, with new restrictions, to students

## Dia Beri

On June 30, less than two weeks after
PHS graduation, Dia Beri ’25 will begin
Cadet Basic Training at the U.S. Military
Academy at West Point, a six week long
program known as “the beast,” designed
to ensure that cadets are prepared for their
next 12 years in the army — four years at
the academy, five years of required activeduty service, and three years in the reserves.


“I’m really excited, but at the same time,
I’m terrified. For six weeks, they take away
our phones, and we’re going to be out in the
field learning how to use rifles for the first
time,” said Beri. “We’re going to be dirty.
We’re going to be stressed. We’re going to be
running on only four hours of sleep every
night. And the upperclassmen are going to
be yelling at us.”


In her four years at West Point, Beri will
train to be an officer in the U.S. military
while earning a Bachelor of Science degree.
Beri first developed an interest in West Point
during freshman year, motivated by a desire
to find satisfaction and fulfillment in life.
“I feel like everyone has their purpose
on earth,” said Beri. “For me, it’s defending
a nation that has given my family and so
many other immigrant families so much
to work with.”


Beri’s high school experience has, in
her words, “revolved around” her goal
of getting into West Point. West Point
requires applicants to not only submit their
GPA, SAT, and essays, but also secure a
recommendation from a U.S. Congress
member (in Beri’s case, Representative
Bonnie Watson Coleman), and complete
a six-part Candidate Fitness Assessment.
For Beri, the intensepreparation leading
up to it required not only physical, but also
mental, growth.


“I’ve never [put] as [much] dedication
in my life as [I did in] preparing for the
West Point fitness test. Then mentally, my
mindset about becoming better at things
completely changed. I thought that there
were some things that you really couldn’t
change about yourself, and then I realized
that if you worked hard enough ... you can
change those things,” said Beri.


West Point requires students to follow a
rigid schedule throughout the school year:
the day begins at 6:30 a.m., includes several
classes, military training, mandatory athletic
activity, and an 11:30 p.m. curfew.


“I don’t really enjoy the athletic part as
much as the academic part, but I know that
there are certain things that I [will] enjoy,
like teamwork with friends,” said Beri. “And
my favorite saying that I learned from this
process is ‘two is one and one is none.’


Because when you have two people, you have
someone that’s always having your back, and
if you have one, you’re alone; there’s no one
that has your back, you’re basically dead.”


Following graduation, Beri will be a
second lieutenant, leading a platoon of
around 30 to 50 soldiers in operations
concerning aspects such as cybersecurity,
military intelligence, or infantry.
However, for now, Beri is focused on what
lies just a few weeks ahead.


“I think one of my goals is to not give up
when the going gets really tough. I feel like
once I tackle that fear of not knowing how
hard something is or what’s lying at the end,
I’ll really be able to do things that I never
thought I could do,” said Beri.

## Yael Dveer


This past year, Yael Dveer ’25 moved
from Israel to Princeton with her family,
following political instability in Israel.
This coming year, Dveer plans on moving
again — this time, taking a gap year for a
backpacking and volunteering trip around
the United States and South America instead
of attending college.


“We moved here, [in] a very quick
decision ... because of the war in Israel.
And when we decided to move, I told my
mom that I’m not going to be ready to go
to college right [after] I finish high school
... [the gap year] will also [give] me more
time to go volunteering ... in South America
— which is something I wanted to do for a
long time — and a few [more] months for
me to live in the U.S. and get more used [to]
American culture,” said Dveer.


In Israel, it’s mandatory for high school
graduates to enlist in the Israeli army for
several years. Following this, it’s common for
Israelis to go on a backpacking trip (literally,
“the big hike”) for several months. Though
Dveer won’t be in Israel, nor serving in the
Israeli army, she still wanted to experience
this Israeli rite of passage.


“For a person to develop and grow, they
have to travel and explore the world not
only in the U.S. or rich countries,” said
Dveer. “I’ve been wanting to travel for [as
long as] I can remember, because in Israel,
backpacking and camping is a really big part
of the culture there. I wanted to continue
that tradition in my own way.”


Though her plans aren’t finalized
yet, Dveer plans on participating in an
environmental volunteer program in
the Amazon region in Peru and then go
backpacking independently, all while
practicing her Spanish.


“[There are] so many countries that I want
to go to ... Chile and Argentina, to Bucha,
to the Patagonia Mountain range, and to
Brazil, because I love Bossa Nova music
and Portuguese,” said Dveer.


Dveer eventually plans on settling
in the United States after a few months
of backpacking, adjusting to American
culture and preparing for her studies in
higher education as a physics major at the
University of Maryland in the fall of 2026.
For now, though, she’s focused on taking
a step back before diving into academics
again.


“There’s no rush to get us a head start
in your career — everything’s going to
be here in 10 years. I think taking some
time after high school, especially [after]
Princeton High School, where everything
is so stressful and unnecessarily competitive
... is a good [way] to discover yourself — at
the end of the day, that’s what’s important.
You’re living your life. You’re learning the
American dream. You’re not living anything
else,” said Dveer.

Photo: Charley Hu

Dia Beri will join West Point as one of 4,500 cadets.

PHS seniors not attending traditional academic institutions this fall

PHS Chemistry I and Accelerated Planetary Science teacher Shefali Mehta has worked to combine her curiosity for the cosmos and chemistry with a love for teaching throughout her career. Mehta was recently one of 30 educators selected to be part of the 2025 Space Foundation’s International Teacher Liaison program.

Mehta had always been interested in teaching in high school but tabled the idea after she decided to major in chemistry at the University of California, Irvine. However, after a couple of negative experiences in college, Mehta realized she couldn’t spend her entire life in the laboratory.

“We don’t always get the results we want, and I [didn’t] know [if] I want[ed] to work with such a small team all the time,” said Mehta. “I kind of thought back again with teaching; that way I could use the chemistry that I’ve learned and do more with it and hopefully inspire other people [with] chemistry.”

Mehta started her teaching career in California, where she taught physical science, chemistry, and environmental science. In 2013, she accepted a job offer at PHS after being drawn to the size of the school and the numerous electives PHS offers.

“Because there’s so much available [here], I’ve been able to grow as a teacher and try new things,” says Mehta. “I have more colleagues that I work with that [teach] the same classes that I teach, whereas before, I’ve been the only one ... and there was only so much stuff we could do with the curriculum.”

At PHS, Mehta has strived to create an environment that encourages curiosity and inquiry and where students are comfortable asking questions.

“Ms. Mehta is a teacher where you feel like you can really, if you have questions, you’re comfortable asking her, and you know that she’ll be able to give you a good answer. And if you still don’t understand it afterwards, she can really give a good explanation of the concept,” said Audrey Wang ’27, a student in Mehta’s chemistry class.

In addition to chemistry, Mehta has a deep interest in astronomy and research. In 2011, Mehta participated in the NASA Teacher Archive Research program, eventually leading to the opportunity to work with satellites for data collection.

“Last year I went to see a launch in Florida for a space satellite ... It was a GOES-U satellite that basically help[s] us track weather and things like that. And so I got access to some things from that ... I feel like now all of a sudden I’ve gotten new ways to access data that is being collected and that nobody’s really using,” said Mehta.

Mehta is also one of 30 recent admits to the Space Foundation International Teacher Liaisons—a program founded in 2004 that provides access to space-related curricula, networking opportunities, and connections to scientific institutions like NASA. This program was founded in order to empower teachers to integrate STEM into their curriculums and enrich students’ experiences in STEM classes.

“I get access to other curriculums that people have done and maybe make things more interesting,” said Mehta. “The last couple of years I’ve been looking at trying to … [do] projects where kids can actually do something that’s of interest to them.”

Even in her limited free time, Mehta continues to pursue her strong passion in science and cosmology, often as entertainment.

“I do enjoy reading, especially with science fiction and fantasy. When I can, I try to do that, but I don’t always get a lot of time. I really liked The Three-Body Problem,” said Mehta.


Photo: Emily 
Mehta teaches both Chemistry I and Planetary Science Accelerated.

PHS Profile: Shefali Mehta

“I don’t like math,” said geometry and
AP Statistics teacher Suzanne Stevens.

For Stevens, the motivation to teach
math instead comes from her enjoyment
of helping others. Stevens found her spark
for teaching while helping her peers in
college understand a subject that she
already knew well. This love of helping
others grasp concepts and do well in
subjects they may not enjoy is what led
her to become a teacher.

“I never liked math. I hated math in
high school. I went to college and said,
‘I’m going to take the easiest math I could
possibly take in my whole life so I can get
it over with,’” said Stevens.

Pursuing her passion for teaching,
Stevens taught at many places before
coming to PHS. Beginning her career in
New York, Stevens went on to teach at
Robbinsville High School, South Brunswick
High School, and the Princeton University
Preparatory Program. Ultimately, PHS
drew Stevens’ attention because of the
freedom that both teachers and students
have in teaching and learning.

“The administration lets you run your
classroom the way you want to run your
classroom. Students are held to a high
standard, but also given some freedom,
which is really nice, and it seems to be a
good blend that works,” said Stevens.

Stevens recognizes that many students
struggle with learning math from equations
written on a board.

“I try to do all hands-on stuff ... My
philosophy of teaching is that I give you
an activity or you try something and figure
it out, and then you get to the main idea ...
there’s exploration and discovery which
translates better into recall and processing,
but ... the actual experience helps in recall
later,” said Stevens.

Learning through exploration allows
students to remember concepts through
hands-on application, rather than
terminology they may have a hard time
remembering.

Stevens believes that though students
may not believe in their own ability to
understand something, they can still learn
it. All they need is someone to put in the
effort to make the content accessible to
them.

“I like helping people recognize they
could do something. If someone took the
time to explain something in a way that
was understandable ... they were able to
get it, and it was amazing to help people
do that,” said Stevens.

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