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

***Call Me Maybe***

*Written by Jane Hu*

“Call Me Maybe” is the kind of song that gets stuck in my head for hours after listening to it. I first heard this track in 2013, and I still haven’t found a catchier song. Even people who don’t listen to a lot of music are familiar with the song “Call Me Maybe.” This song brings people together, whether I’m at a party or warming up for a sports game.

The lyrics are simple, but that is what makes it so great. They capture the fun and spontaneity of giving someone your number and hoping that they’ll call. The chorus is impossible to not sing along to, and the whole song emits a feeling of excitement and confidence. What makes this song so special to me is the nostalgia I feel when I listen to it. It reminds me of the good old times when life could just be fun and silly, standing out from other more recent pop music.

While listening to the song, the upbeat melody brings a sense of happiness that is easy to follow and sing along. The recognizable and repetitive lyrics makes it very memorable for everyone.

While many songs get their weekly fame, placing top five on the Billboard Hot 100, “Call Me Maybe” will forever be number one in my heart. Pop music doesn’t always have to be serious to be great. Sometimes, a song just has to uplift you, give you motivation, and make you happy. “Call Me Maybe” does a perfect job doing that; it’s a great example of being a constant big hit in the music industry. It’s proof that a “good” pop song can unite people, not because of its
complexity, but because of how it makes people feel.

***A Hard Day’s Night***

*Written by Maeve Walsh*

It’s 1964. The Beatles just announced their first world tour and have released a movie based on their newest album. They are the most famous rock group in the world. In a house in Princeton, New Jersey, their records are well-preserved, with the exception of a few scratches on the vinyls and the paper sleeves slightly deteriorating due to old age. One album in particular is at the top of the stack: “A Hard Day’s Night,” with just 14 songs spanning 34 minutes.

To me, it’s crazy that at the time of the album’s creation, the Beatles were only in their early twenties. But their young age gave them room to develop a sense of humor that makes me feel like I too can take a break and let loose. Their ability to move between lighthearted and meaningful, like in “I’m Happy Just to Dance with You” and “Things We Said Today,” strikes the perfect balance.

Not only is the songwriting complex yet playful, but it evokes feelings of nostalgia that are so comforting. As a young girl, I would listen to this album with my parents in our living room, the turntable spinning the black, shiny vinyl round and round. That was a simpler time, where life was easy, and the world seemed to be at peace. Now, I listen to the songs and let my mind wander to when I would dance on the coffee table, screaming along with Paul McCartney during “Can’t Buy Me Love.” It’s a nice escape from the rest of the world when I don’t feel like dealing with reality.

The album’s final track, “I’ll Be Back,” with John Lennon’s smooth guitar and melodic harmonies, always feels like a hug goodbye. Leaving my imaginary world with the final words “but I’ll be back again” reminds me that this album will always be there for me when I need to be whisked away. As the sounds of the acoustic guitar and drums slowly fade away through the speakers, and the needle picks up off the album, I leave with dopamine filling my brain and even more reasons to love “A
Hard Day’s Night.”

Love letters to...

Fasting is the main tradition observed during the month of Ramadan. During the daylight, Muslims refrain from food and drink while going about their normal activities. Before dawn they eat light breakfast called suhur, and at sunset they break their fast with a special meal called iftar that traditionally consists of just a few dates and water. Finally, after performing the sunset prayers, the
family sits down to eat dinner, the first substantial amount of food they’ve had for the entire day. However, not everyone is expected to fast. Young children, pregnant women, the sick, and the elderly are all exempt from taking part in fasting.

Although forgoing food and water for an entire month seems counterintuitive, fasting has many spiritual meanings for Muslims. Ramadan, the ninth month of the Muslim calendar, is considered the holiest month of the year for Muslims because it is believed that the Holy Quran (the central religious text of Islam) was sent down from heaven as a guidance for all. Therefore, Muslims fast
during Ramadan as a form of spiritual discipline, bringing themselves closer to God, as well as empathizing with the less fortunate. Since Ramadan is a time for charity, mosques also hold food drives and or fundraisers for the less fortunate. During Ramadan, Muslims gather for five daily prayers to God. In addition to these, they also gather in mosques for a special nightly prayer
called Taraweeh, in which the Quran is recited.

This year, Ramadan begins on February 28 and ends on March 29. After Ramadan ends, Muslims celebrate with a day of festivities, known as Eid al-Fitr. During Eid, children traditionally receive many gifts, including new clothes or money from parents and relatives. On the morning of Eid, a special prayer and sermon is held, followed by a large community celebration. Families spend the day socializing, reuniting with old acquaintances, not to mention eating. Though Ramadan is the month of fasting, Eid is the day of celebrations and eating. Many different types of dishes are served during the community gathering, ending the month with a huge feast.

 After a long day, many often look forward to the delicious and traditional Pakistani dish chaat: a dish that consists of a mix of chickpeas, tangy tomatoes, onions, and tamarind, and a variety of spices to add flavor. It’s nourishing, full of protein, warm, just a little spicy, and really hits the spot when you’re hungry. 

Ingredients:  
1 tablespoon of ghee (clarified butter)  
4 cans of chickpeas (drain out preservatives before using)   
1 can of tomato sauce  
2 raw tomatoes, diced  
2 green chilies, diced  
10 fresh curry leaves  
4 cloves of garlic, finely chopped  
1 chopped onion  
1 ½ teaspoon turmeric  
1 teaspoon red chili powder  
1 ½ teaspoon salt  
1 ½ teaspoon ground cumin powder  
1 ½ garam masala powder  
¼ cup tamarind paste, dissolved in water  
1 bunch of cilantro, chopped  
½ onion, finely chopped  
2 green chilies, chopped   

Instructions:  
1.Take a medium sized pot or deep frying pan and let it sit over a medium-heat
flame.  
2. Add in the ghee and let it simmer for 30 seconds.  
3. Add in the onions and curry leaves, and let simmer for three to four minutes.  
4. Add raw tomatoes and fresh garlic, and stir for two minutes.  
5. Add all the spices.  
6. Sautee everything for one minute.  
7. Add tomato sauce and chickpeas, stirring until evenly mixed with the sauce.  
8. Close the lid and let it simmer for around 20 minutes, or until the chickpeas are soft and the sauce is darker.  
9. Garnish with fresh cilantro, onions, and green chilies.  

Ramadan recipe: chickpea chaat

   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. 

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