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


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

The annual Black History Month Assembly took place during a 60-minute homeroom on February 27, where students experienced a snapshot into Black culture. Student leaders from the Minority Student Achievement Network (MSAN) and Pride, Unity, Leadership, Sisterhood, and Esteem (PULSE) were heavily involved in the planning for this event, after various concerns about the assembly were brought up to the PHS administration by these students.

“In terms of actually planning for this year, it’s been since the beginning of the school year. The students met with Ms. Birge and had to advocate for it to happen during the school day and we got approval for that in October,” said Bethany Siddiqu, the advisor of PULSE.

The discussion centered around concerns from the administration that previous assemblies had limited educational value and created issues with student attendance. In a response to an email from *The Tower*, Princeton Parents for Black Children (PPBC), a group aiming to advance equity for Black students, criticized PHS administration’s comments about the assembly.

“The administration made unfortunate and inaccurate comments about the relationship of the cultural assemblies to student absences and academic performances,” said the organization. “The comments seemed to be excuses to validate eliminating or diminishing the assemblies... It simply perpetuated the difficult environment students have complained about for years.”

Following negotiations with various student groups, including PULSE and MSAN, PPBC acknowledges the administration’s willingness to work with students.

“We understand that the planning has gone through many ideations and iterations as the PHS administration has become more aware of its importance. We believe PPBC’s meeting with Ms. Birge and vocal student advocacy has helped the administration gain some perspective,” PPBC said in a statement.

As a student organizer of the assembly, Will Ponder ’25 has overseen several changes aimed to make it more interactive.

“[We will add more] scripts and more acting and we’re also adding a little bit of a fashion show, so we’re gonna be able to incorporate more things than last year [because] we have more time,” said Ponder.

President of PULSE, Lena Hamilton ’25, emphasized that continuing to have vibrant cultural assemblies is critical in ensuring students, especially minority students, feel more seen.

“It’s really important that schools have assemblies like the Black History assembly, because especially in our current political climate, it’s important to celebrate our differences and our various cultural values and share that we’re not all the same, [which is] kind of a good thing. [We] can celebrate how we’re different and how we each contribute to the foundation of society,” said Hamilton.

Patricia Manhart, a racial literacy and social studies teacher at PHS, agreed that while the Black History Month assembly celebrates and represents Black history, teachers need to continue to do work within their curriculum to be representative and inclusive.

“There’s way too much history for it to just to be one day, right? It is the job of teachers to make sure that our curriculum is representative, inclusive, and covers all of U.S. history, and it doesn’t just sort of cherry-pick or take a white, Eurocentric approach,” said Manhart.

Siddiqu echoed Manhart’s sentiments for continued and increased representation of Black history in school curricula.

“I think the ... ultimate goal would be for Black history, and any other cultural history, to just be embedded in everything that we do here at the school. I think that’s the long-term goal,” said Siddiqu.


PHS hosts Black History Month Assembly

   On January 14, New Jersey Governor Phil Murphy called for a statewide ban on cell phone use in public schools for students in grades K-12. In his State of the State address, Murphy justified his proposal by declaring that cell phones are fueling a rise in cyberbullying. However, while cyberbullying is a pressing issue, a blanket ban on phones in schools may do more harm than good. Instead, schools should focus on responsible phone usage policies that balance the need for digital tools with classroom engagement.


Phones are not always distractions — they often serve practical purposes that can enhance students’ safety, learning, and mental health. In today’s world, having access to a phone can be a lifesaver. Contacting a parent about an unexpected schedule change, calling for help in an emergency, or receiving alerts about school prompts students to rely on their phones to stay connected and informed. Completely cutting off this form of communication could have unintended negative effects.


Beyond emergencies, responsible phone use offers benefits for education at Princeton High School. During free periods, gym blocks, or even as part of classroom activities, phones can be a valuable tool for learning. With technology at their fingertips, students can quickly research information, use educational apps, and stay organized, all of which may contribute to improved academic performance. As many students at PHS already use their devices for this purpose, a state-wide one-size-fits-all ban unfairly punishes those who have been appropriately using technology for learning and productivity.


Additionally, some students rely on their phones for learning accommodations, like text-to-speech apps, calendar reminders, or translation tools for multilingual learners. A total ban would strip these students of the crucial tools they need to succeed, and in doing so, could create unintended consequences such as increased secrecy and tension between students and teachers. Instead of fostering trust, a harsh ban could create an environment of defiance, making classroom management even more difficult.


Instead of an outright ban, the state should encourage schools to develop responsible phone use policies that promote balance by allowing usage of devices for educational purposes. For Princeton High School, maintaining the current policy — allowance of phone use during lunch, passing, and free periods while restricting them during instructional time with phone pockets — could help along with the additional incorporation of brief, scheduled “tech breaks” during block days, permitting students to check their devices at designated times. Teachers should allow students to use their devices for accommodations and educational assistance upon request, but they should otherwise be kept out of sight during class.Setting clear guidelines for when and how phones can be used helps avoid confusion and frustration, and if students know they can use their phones at specific times, they may be less likely to use them during class for non-school purposes. 


Furthermore, rather than discouraging the use of technology, the New Jersey government should focus their efforts on promoting digital literacy. PHS does not currently have a digital literacy graduation requirement, but such courses could help students understand the dangers of cyberbullying, how to manage screen time, and how to navigate online information critically.
While  Governor Murphy’s proposal aims to address real concerns, a strict ban on phones in all schools would hinder their current purposes of emergency communication and educational support. Instead of banning them outright, the state should encourage adoption of responsible use policies similar to that of PHS in addition to investing in digital literacy resources to address cyberbullying. After all, rather than sheltering students from technology, shouldn’t high school be preparing its students for a tech-driven future?

The consequences of a blanket ban on phones in schools

   Many people love thrifting. This form of retail developed as a way to provide affordable products for the less fortunate. As the most accessible place for affordable clothing, furniture, and other goods, thrift stores are a necessity for many low-income families. However, the recent rise in popularity of secondhand shopping, fueled by trends on social media and growing awareness of the issues with fast fashion, has created a new problem: the gentrification of thrift stores. Higher demand has caused thrift stores to raise their prices; while some thrift store customers are financially capable of accepting such changes, many are not.    


   Thrifting is now viewed as a vintage shopping experience. This shift has led to higher prices in order to reflect the perceived “coolness” of secondhand finds. According to a 2024 report from The Record, “Customers of a generally higher income demographic are buying frequently and in large quantities from their stores. As a method of increasing profits (when the cost of inventory is virtually zero), they mark up products of good quality or of a particular brand that is likely to be sought after, knowing that the inflated cost, although still under the initial cost, will nonetheless be purchased by someone able to afford it.”  


   This new shift has been driven by several factors. According to the ThredUp Resale Report, the global secondhand apparel market will reach $350 billion by 2028, growing three times faster than the overall global apparel market. Thrift shopping faces less stigma, especially since the fast fashion industry has been under more pressure for its unethical practices and unsafe working conditions by activists on social media. Coupled with concerns about negative environmental impacts, thrifting has been presented as the solution to shopping with a clean conscience. This idea spread on social media platforms like Tiktok and Instagram, which display influencers styling thrifted outfits, with unique and vintage pieces as a way to stay on top of trends without breaking the bank. Additionally, there is a growing push back against fast fashion for its negative environmental consequences, causing many consumers to be drawn into thrift stores with the hopes of reducing textile waste. 
   However, such trends have caused evident consequences for low-income families. According to Tacoma Daily Index, the popularity of thrifting among higher-income individuals has led lower income families to be “priced out” in some neighborhoods. Many families across the nation who once relied on thrift stores or second-hand stores are now having to choose between paying the high prices or going without new clothes or household goods. This newfound situation exacerbates economic disparities and inequalities.


  Although thrifting is beneficial for the environment, current thrifting culture perpetuates overconsumption, causing inaccessibility of second hand products for those in need. Purchasing an excess of unnecessary goods, thrifted or not, still creates waste. The most beneficial and sustainable choice is to make intentional and necessary purchases. 

The gentrification of thrifting

Dance has become a powerful, universal way to express culture, history, and personal emotions. Throughout history, varying styles of dance have arisen, each with its own distinct meanings and traditions. Some forms of dance, such as ballet and salsa, have become extremely well known across the world. Other forms, such as the seungmu and dabke, though less known, are still powerful expressions of culture and identity. Despite their differences in technique and meaning, all dances share a common role in storytelling, celebration, and community. 

One of the most renowned forms of dance, ballet started in the courts of Italy in the Renaissance period, where it was performed in courts as a form of entertainment. It was then brought to the French courts following the marriage of Catherine de Médici, an Italian noblewoman, to King Henry II of France, where it evolved into a more formalized style of dance. King Louis XIV of France, a ballet dancer himself, helped promote the dance as an art with the establishment of the Académie Royale de Danse, the first formal ballet school. 

During the 19th century, opera-ballets evolved in Russia, where the combination of dance and classical music tells a story such as “Swan Lake” and “The Nutcracker”. One of the defining characteristics of ballet is pointe work, a technique where dancers perform elaborate movements on the tips of their toes. The complex sequences of turns, jumps, and steps of ballet require years of practice and dedication to achieve full mastery. 
Amanda Lee ’25 has been dancing ballet alongside traditional Chinese dance since she was around five years old. One of her favorite skills is jumping, which is emphasized in the Gamzatti Variation: ballerinas have to leap at just the right moment to capture the burst of bright music.

“I really like the Gamzatti Variation ... it’s really hard but really elegant,” said Lee. 

Seungmu, or the Monk’s Dance, a traditional Korean dance, is said to reflect the philosophy of Korean Buddhism. Many scholars believe that the five main sections of the seungmu dance are representative of the Buddhist understanding of life, overcoming the three evils to achieve the state of nirvana. The dance begins slowly, with a steady rhythm, to represent birth and the start of life’s struggles. As it progresses, the energy of the dancer’s movements increases, to show the challenge of overcoming the three evils. Then, in an extended drumming section, the dance reaches its climax, representing the triumph over these struggles and the achievement of the state of nirvana.
 
Although its exact origins are debated, the dance is said to date back to the seventh century, where it was traditionally performed by monks during temple rituals. During the Japanese colonial period, the dance was stripped of its religious roots and modernized into a strictly secular dance. In 1969, the South Korean government designated the dance as an Intangible Cultural Property, showing its importance to Korean culture and people. 

The name “salsa” is derived from the Spanish word for “sauce,” which symbolizes how its origin comes from a fusion of cultures and dance styles. The dance, whose origins can be traced back to the 1920s, is highly energetic and lively, with upbeat music and rapid dance movements. The salsa dance is meant to bring people together, through its elaborate partner work and dancer lines. It is typically performed in a four-beat rhythm, where dancers only move to three of the four beats in a measure. Dancers usually keep their upper bodies still, and focus on movements involving their hips. In Latin America, dancers engage in group-oriented styles, where they form circles and are led by a caller, who tells them which movements to perform. Due to its fast-paced movements and ability to bring people together, salsa has become one of the most popular forms of dance across the world. 

The dabke is a highly energetic dance that started in the mountains of the Levantine region. The word “dabke” comes from the Arabic word “dabaka,” meaning “to make noise” or “stamping of the feet.” It used to be a work dance, where people in the community would come together and stomp their feet to repair roofs made out of tree branches and mud. From there, it was passed down generations, reminding Arabic people of the importance of family and community. 

The dance is accompanied by songs that have a slow introduction, then gradually speed up. The leader of the dance, or lawweeh, sets the rhythm and keeps up the energy of the dance. Often, they will break out of the dance line to improvise and perform more skilled movements. Today, the dabke is seen as a way of preserving the traditions that were passed down through generations.

   Beyond a form of artistic expression, dance is a way for people to express their culture, connect with others, share their experiences, and express themselves in a way that words cannot. Whether it’s through the refined and graceful movements of ballet, the energetic and dynamic steps of the salsa, the bold and synchronized stomps of dabke, or the graceful and spirited gestures of seungmu, each dance is a unique representation of the various cultures and traditions worldwide. 

Dances throughout the world

The gym falls silent as Blase Mele ’25 squares off with his opponent on the mat, eyes
locked. He shifts his stance, a subtle bounce in his step, tension building in the audience
with every move. He goes for a single leg takedown, causing his opponent to go down,
and the crowd roars. He just won against a top-ten nationally-ranked wrestler, and his
victory is a moment that has encapsulated the years of perseverance and sacrifice that
Mele has offered to wrestling. 

Introduced to the sport at a young age by his father, Mele found his calling early. He
attributed his success to his parents, recalling that they encouraged him to do the right
things and had a great support system throughout his whole career.

“All [my family] talks about is wrestling, so I’m in an environment where it’s easy to stay
focused,” said Mele.

Jess Monzo, the PHS boy’s wrestling team
coach, was immediately impressed when he
saw Mele’s skillset as an incoming freshman.
 “I was excited. I knew he could do really,
really good things by what he brought to the
program and to the team,” said Monzo. 

Despite his success at both the state and
national level, where Mele placed sixth at
the NJSIAA/Rothman Orthopaedic State
Wrestling Championships, making him
the third PHS student to ever place, Mele
constantly strives for improvement. 

“My club coaches are starting to implement
a lot of techniques from foreign wrestlers and stuff that was used at the Olympics,” said
Mele. “I am just trying to focus on getting bigger, getting stronger, getting better.”

Blase is not only able to train hard, but he works hard at school as well. Blase credits his
parents and family for raising him in an environment that worked for him.

“I think being a good student makes me a better wrestler, and I think being a good
wrestler makes me a better student,” said Blase. 

However, his success did not come without adversity. He had faced multiple injuries
over his career that caused him to take time off of practice. 

“I dealt with some knee problems. I had to have two knee surgeries. It was fine in the
long term, but at the time, it was really frustrating,” said Mele. 

Despite a rough setback, Mele believes part of overcoming challenges is to have faith
and recover as diligently as possible, while also taking time off as needed.

“When you sign up to go play sports, you’re not signing up to automatically win. You’re
signing up to test yourself,” said Mele. “You have to be prepared for things to go wrong,
and you have to be ready to put yourself back on track.”

This tenacious mentality has allowed him to rank in the top 20 nationwide while
placing at the state level. Monzo saw Mele grow as both an athlete and person, especially
during his Junior year after Mele won one of his biggest matches.

“He always believed in himself, that he could be that guy ... from that day forward ... he
saw it was true. He believed it into fruition, and he knew he belonged at that level,” said
Monzo. 

During the season, practices are demanding and many students quit the team before
the end of the season. Mele affirms that even though it’s difficult to stay motivated because
of the long season, by the end, those who stuck around are good friends and work even
harder together.

“Blase is always on everyone
about working hard and putting
forth your best,” said Mele’s fellow
teammate Chase Hammerschlag
’25. “He is both assertive and
supportive ... I admire his work
ethic.”

After his strong junior season,
Mele committed to Princeton
University to pursue a degree in
economics while fulfilling his
dream of competing at the Division
I level. His successful career is the
result of long years of consistent
hard work and dedication.

“[Consistency] allowed me to
accomplish a lot of my goals. I do not think I would have done that without wrestling,”
said Mele. “I’ve encountered a lot of failure in my career — both failure and success in my
career. And through it all, I’ve been able to remain consistent and just pursue my goals.

Mele is able to find this consistency for practice because of his love for the journey. 

“The process of achieving a goal is just as fun and just as rewarding as achieving the
goal itself,” said Mele. “When you start to find enjoyment in the [process], then your
performance will increase, and you’ll just feel better about where you are as an athlete.”

Before going to college, Mele has been able to refelect on what wrestling has given him.

“Wrestling taught me the importance of consistency. [Consistency] allowed me to
accomplish my goals,” said Mele. “I don’t think I would have done that without wrestling."

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