September 2023 Panorama

N A P O

READ MORE: HOW THE CANCELLATION OF

In June 2023, the Supreme Court ruled to overturn affrmative action in college admissions. This means that for the frst time in over 60 years, colleges are not allowed to consider race as a factor in admitting students. This drastically changes the admissions process for students across the country as affrmative action was created for the beneft of minority groups that had been historically ostracized from college admissions.

That is why for this issue’s in-depth, we explore the history of affrmative action in the United States and how the outlawing of race-based admissions will affect students moving forward. We talked to Ladue’s college and career advisors, admissions offcers at Washington University St. Louis and a variety of students to gain more insight on how the outlawing of affrmative action will affect students’ application processes this year.

On the subject of college admissions, our editorial encompasses the necessity for pursuing one’s interests when choosing extracurriculars. Often, students will enter high school with a preconceived notion on what certain high-ranking colleges will be looking for in applicant’s extracurriculars. However, we argue that utilizing high school to explore passions, not prestige, will be of much greater beneft to students. To assist in this process, we feature four new clubs for every type of student.

Read on to see the work of our talented photographers giving us insight on fall sports, the new varsity football kicker, four All-American cheerleaders and the annual Ladue Night Lights

event. Elsewhere, read the (slightly hypocritical) critique on constantly negative news in the media, the best snacks to bring to school and a plethora of fall activities for when the weather gets cooler. With college admissions on the mind of nearly every senior, and a burgeoning fall breeze invading the air, the newest Panorama bridges our transition into the new school year. We hope you enjoy!

Panorama Staf

Editors in Chief

Tarek Al Husseini

Riley Coates

Mimi Zhou

Associate Editors

Luke Lochmoeller

Mac Huffman

Arti Jain

Art Editor in Chief

Olivia Chen

Photo Editor in Chief

Vincent Hsiao

News, Health & Sports Editors

Lathan Levy

Michael Zegel

In-Depth Editor

Katie Myckatyn

Features Editor

Laura Shareshian

Arts & Entertainment Editor

Jay Heintz

Opinions Editor

Emily Liu

Web Editor in Chief

Arti Jain

ID Editors in Chief

Mac Huffman

Annie Zhao

Rory Lustberg

News, Health & Sports

Madeline Awad

Nyla Weathersby

Ryan Snyder

In-Depth Staff

Celina Zhou

Grace Huewe

Maya Mathew

Features Staff

Will Kodner

Marie Demkovitch

Ella Braig

Arts & Entertainment Staff

Josh Devine

Opinions Staff

Aaron Lin

Sara Rohatgi

Web Staff

Frank Chen

A’Mirra Turner

Mason Eastman

Grace Kweon

Ira Rodrigues

Cindy Liu

Ella Bender

ID Staff

Nitya Nara

Kelly Zhang

Alzhraa Mahmoud

Ishaan Pandey

Sylvia Hanes

Advisers

Sarah Kirksey

Abigail Eisenberg

“For some, expressing strong emotions means crying or venting. For sophomore

Cover “Breathe in, breathe out. You close your eyes, fixating on your pounding chest. You’ve been preparing for this moment since you stepped off the bus and

tige on college

19 Opinions The pervasive cycle of overconsuming negative media is not a constructive practice

“The clock winds with persistence, each tick bringing you closer and closer to the moment you’ve been waiting for. Game time...”

diversity as the biggest strength you can possibly have. And so I just needed to be around people who felt the same.” Editorial 14 A CLOSER LOOK AT Affirmative Action

13 4 5 6 8 10 11 12 14 18 19 20 22 24 25 26 28 29 30 @laduepublications Follow us

18 When joining extracurriculars, Sponsors spread design by Tarek Al Husseini 03

students should pursue their passions instead of seeking pres-

Panorama Policy

Our Policy

Panorama is a student-led monthly newsmagazine that strives to inform and entertain Ladue students, staff and community members and to uphold professional standards of accuracy and fairness. The publication hopes to engage the student body by eliciting dialogue among students on important issues. Panorama aims to refect the diversity of the population it serves and to observe the journalistic principle of doing no harm.

All surveys are completely anonymous unless otherwise stated and results cannot be used against respondents. Panorama will not share the names of anonymous sources. Panorama is produced by the newspaper class of Ladue Horton Watkins High School, and students on staff make all content decisions. Panorama operates as a public forum by

practice and is not under prior review by administration. All opinions expressed in the Panorama do not necessarily refect those of the Ladue School District, nor do individual opinion columns necessarily refect those of the rest of the Panorama staff.

Scholastic Journalism Associations

Panorama is a member of the National Scholastic Press Association, Columbia Scholastic Press Association, Quill and Scroll and the Missouri Interscholastic Journalism Association. Panorama earned a Pacemaker in 2021, was a Pacemaker fnalist in 2019 and has been a CSPA crown recipient since 2019.

Credits

Cover illustrations by Celina Zhou. Back cover design by Mimi Zhou. EIC photo by Mac Huffman.

Sponsors

The

News to Know

New activities coming to Ladue this fall

Ladue Ram Shack is introducing credit card payments to boost revenue and manage high demand as it makes its debut this September.

UNICEF

TRICK OR TREAT

Remember to bring the tricks, bring the treats and most importantly, bring cash to the Trick or Treat donation drive all of October.

DANCE MARATHON

Join Dance Marathon Oct. 22 from 12-3 p.m. at Vetta Manchester for an indoor soccer tournament to benefit Children’s Miracle Network.

LEADERSHIP COUNCIL

Look out for an email invite to participate in a monthly leadership program for student athletes and club members.

KEEP UP TO DATE

To read more stories like these from Ladue’s student news site, visit laduepublications.com or scan the QR code.

LADUE UNIDOS

Enjoy a fiesta, sugar skull painting, Spanish cooking and more Sept. 15 - Oct. 15 for National Hispanic Heritage Month.

GLOBAL EATS

The cafeteria is introducing a new program to introduce students to different cultures. Stop by the cafeteria to try food from Mexico, India, Italy and China.

SIDELINE SQUAD

Even more teachers will be showing their support not just in class, but at sports and student events. Look for those familiar faces in neon yellow shirts.

LOVE ON A LEASH

Come have fun with Love on a Leash’s therapy dogs and volunteers at the library during the Oct. 5 seminar. Sign up is required.

RAM SHACK

Light Up the Night

Ladue hosts third annual Ladue Night Lights event

ABOVE: Knox Kennedy runs up the field with a football. This was Kennedy’s third year participating. “It’s an amazing night,” business teacher Jessica Kennedy, Knox’s mother, said. ”It is so heartwarming to see students of all needs come together for a unified community event.”

LEFT: Diori Jones (12) and Carter Reynolds (10) run out of the ram as their names are called. “My favorite part about tonight was definitely making a touchdown,” Reynolds said.

RIGHT: Amalia Frixone (9) and Bianca Marbarger (11) call out a cheer with their buddy Ayanna Ficklin. Ladue cheer partnered with Ladue Night Lights to teach their cheers to the buddies.

Ask the Attendees

Surveying spectators, participants and volunteers

Greg Kendall, Activities Coordinator

“It’s a tremendous event for the community. It’s an awesome example of what we can do for students [who] don’t feel as included as we’d like them to feel.”

Kyra Clatto (9)

“I would like us to continue this [event] because I think it’s really good to help everyone who’s in need, and I think we can expand on who we help like other schools and everyone around St. Louis.”

Carter Reynolds (10)

“My favorite part about being here is the environment; I love giving kids who might not have [the same] chances a chance here at [Ladue Night Lights].”

(Photos by Vincent Hsiao)

TOP: Aman Patney (11) and Jackson Elias (12) go in for a hug. They both ran in for a touchdown and celebrated in the endzone. Ladue Night Lights strives to bring all people together.

MIDDLE: Rhayn Fortner (9) and Mara Felix (10) walk hand in hand on to the field with their buddy, Kendall Jones. The inflatable ram was blown up for participants and their buddies to walk through.

BOTTOM: Eli Lardge (10) and Linden Haynes (11) run in for a touchdown with Lenzell Cole. Each volunteer and their buddy go for a score. “I just want to see the program grow and see more kids out here,” Haynes said. (Photos by Vincent Hsiao)

FAST FACTS

Ladue Night Lights is an annual football event that partners Ladue students with kids that have special needs. The ages range from elementary to highschool age. They can be on the field, cheer or be in the band.

Beau Dolan (12) and his sister, Maria Dolan, worked with Ladue Schools to make the event a reality.

The inspiration for the event came from the Dolan’s cousin who has special needs and watches every Friday night football game.

The first Ladue Night Lights took place September 2021 and was initially inside. This year it took place on Sept. 20 in the stadium with hundreds of spectators.

Linden Haynes (11) Jo Gyawali (10) Mark Williams, teacher

“I liked how all the kids were treated like normal people; they weren’t treated differently because of the disability they had. I felt like they were all equal and had equal opportunity to show what they had.”

“It was super fun seeing everyone that we were supporting and including, and it was really nice being out here with all the kids.”

“Everybody just has a good time. I think the most important thing is just bringing the community together and bringing everybody together and out to celebrate all people in general.”

Club Spotlight

Four no-experience-necessary clubs to check out this school year

STORY BY LAURA SHARESHIAN, FEATURES EDITOR

Women in Science and Engineering

“[WOMEN IN SCIENCE AND ENGINEERING IS] just a fun support group of girls who are interested in STEM,” senior Anna Dalton, the club's president, said. “We just provide opportunities and events for female students interested in STEM at Ladue, and everyone is welcome.” This

semester, club meetings will focus on exploring different types of engineering with the help of guest speakers including engineering students and industry professionals. Club WISE also looks to post scholarship and pre-college program opportunities for juniors and seniors.

Knit & Crochet Club

JTUTTLE@LADUESCHOOLS.NET

"THE PURPOSE [OF THE CLUB IS] TWO things," senior Katie Weber, one of four club leaders, said. "So obviously teaching people how to knit and crochet, but also just giving people an environment to do it." The club's first meetings were designated for teaching members how to

crochet, but help is always available. Later in the year, the club looks to work on charity projects that involve donating knit and crochet pieces. "Whoever wants to be in the club can do it," Weber said. "If they have any interest in learning how to crochet or knit or just like doing it."

What clubs are you in?

WISELADUE G46DDQ2

"I'm in Best Buddies, UNICEF and Dance Marathon."

"I'm in debate, Model U.N., Chemistry Club, Computer Science Club [and DECA]."

"I'm in SAGE, Character Cadre, Roman Culinary Arts Society, Roleplaying Club and theater."

TOP LEFT: Anna Dalton (12) mans the Club Wise stand during the activities fair Aug. 30. The club looked for any interested students. "If you have an interest in STEM or if you just want to go with your friends, everyone is welcome," Dalton said.

BOTTOM LEFT: Club leader Alzhraa Mahmoud (11) arranges the poster for the Knit and Crochet club. The display included examples of projects that could be made. "Anything you can [create] with yarn, you're allowed to do in the club," Katie Weber, another of the club's four leaders, said.

Model United Nations

LADUEMODELUNITEDNATIONS

"[MODEL UNITED NATIONS IS] A CLUB THAT wants to get more people involved in international affairs and diplomacy," club president and junior Akhil Nadithe said. "It's important for everyone to know what's happening around [them] in terms of climate change, environmen-

English Club

BOTTOM CENTER: Sohan Maganty (11) and Jeha Hwang (10) promote Model U.N. at the activities fair. The club looked for members who were interested and hardworking. "You get what you put out of it," club president Akhil Nadithe (11) said.

BOTTOM RIGHT: Jessica Steinberg (12) promotes English Club at the activities fair. Her poster made note of the club's flexible schedule and volunteer opportunities. "[The workload] depends on how active you want to be in [the club]." Steinberg said. (Photos by Mimi Zhou)

tal issues, et cetera." Model U.N. participants, acting as diplomats, debate global issues and promote cooperation among countries. Ladue's club will participate in St. Louis area Model U.N. conferences, where members of all experience levels can participate.

LADUE.ENGLISHCLUB EXFPPFQ

“[ENGLISH CLUB IS] LOOKING FOR PEOPLE that want to have experience working with kids, people that are interested in becoming teachers or students that have learned English as a second language and want to help more students doing the same," senior Jessica Steinberg, the

club's president, said. Members travel to Spoede and Old Bonhomme Elementary School about once a week after school to connect with and guide ESL students. "[English club is] a really fun way to volunteer and help the local communities,” Steinberg said.

Murphy’s Magic

Norah Murphy channels emotions

Friends’ and we paraded it around my church.”

create her own music

STORY BY MARIE DEMKOVITCH, FEATURES STAFF

FOR SOME, EXPRESSing strong emotions means crying or venting. For sophomore and songwriter Norah Murphy, it means spilling her thoughts into a notebook. Eventually, her pages are full of passionate ideas that will later turn into songs.

“I will write a whole page of any thought that comes to mind, and then I’ll pick and choose things to put in lyrics,” Murphy said. “I’ll usually add some chords to it, and then I’ll come upwith the melody.”

When Murphy was younger, she would write songs about personal experiences, such as her friendships.

“ e rst song that I wrote, I wrote with one of my best friends,” Murphy said. “It was called ‘Best

While Murphy discovered her love for songwriting at a young age, she did not have the drive to add meaning into her songs.

“Back when I was younger, I didn’t have as many problems to write songs about, so I struggled with nding a topic that I felt passionate about,” Murphy said. “Sometimes my songs didn’t feel very real.”

Songwriting is not the only thing that Murphy started when she was little. She also found ambition in playing the guitar. Six years ago, she was gi ed her rst guitar from her grandma as a Christmas present.

“A er watching me play eld hockey, she looked over to my mom then said, ‘Liz, I don’t really think this is Norah’s thing. We should get her a guitar for Christmas,’” Murphy said.

Her style of music pulls from many sources of inspiration. From

the technique she learns in music theory class to the music she listens to in her free time, inspiration is a crucial part of Murphy’s cra .

“I really love, obviously, Taylor Swi ,” Murphy said. “Also Lana Del Rey is one of my favorites. Her songs are almost cinematic.”

Murphy has begun sharing her work on social media. For Murphy, feedback from others is the most rewarding part of the process.

“I can remember when I posted [my] rst song on Instagram, the comments were ooded,” Murphy said. “It actually got over 1,000 views on Instagram.”

Murphy now wants to focus on recording her songs and releasing them. She currently has ve songs and hopes to record them.

“Nowadays, there [are] tons of di erent recordings you can do, and you can do it all by yourself just on a website,” Murphy said.

Songwriting helps her express herself in a way she can’t in words.

“On every device, I have notes that are lled with di erent ideas,” Murphy said. “It just feels good to nd a way to say something.”

“

[When I get an idea for a song, I’m like]

‘Oh gosh, I gotta write this down right now.’”

NORAH MURPHY

PHOTO BY VINCENT HSIAO, PHOTO EDITOR IN CHIEF

Norah Murphy (10) plays her guitar in the theater Sept. 21. Murphy started playing guitar and writing songs in fourth grade. “I started because I’ve always wanted to do it after singing songs. It’s just been better now because I think I’m getting better at it,” Murphy said.

An Eye for Design

Fern Wagstaff brings a lifetime of design to Ladue administration

STORY BY TAREK AL HUSSEINI, EDITOR IN CHIEF

RIGHT OUT OF A FASHion magazine, one cannot miss her bright orange heels clicking down the halls. A navy blue dress, large golden earrings and intricate bracelets compliment her leopard-print glasses and bright blue mini purse. As the Executive Assistant to the Superintendent, Board Secretary and Custodian of Records, Fern Wagstaff not only does it all — but looks good doing it.

Wagstaff hasn’t always been the design guru she is now. Prior to being an administrator in the district, she got her start working for the popular furniture and home design company, Crate & Barrel, for 23 years. She began in her home state of Indiana at an outlet store as a salesperson, and after years of hard work, she was offered a designer position. Wagstaff trained for about three months in Chicago and returned to her outlet store with new design skills.

“There is an order to things,” Wagstaff said. “There is structure and one of the big design things

for Crate was left to right, light to dark. And as long as you kept that in mind…you [could] put your own twist to it.”

Eventually, after training further in furniture design in Chicago, Wagstaff moved to St. Louis as the sole designer for the Crate & Barrel in Richmond Heights. She and her husband bought a house, and after a few years of continued hard work she was ready to shift gears and begin her career in education. So with a bachelor’s from Purdue and a master’s from Washington University under her belt, Wagstaff applied for positions within the Ladue District.

“At that point in time, I was at a different place in my life,” Wagstaff said. “I think I was almost 50 and needed to do something that I can at least do for the next 10-20 years.”

However, just because her job changed doesn’t mean her use and understanding of design has been minimized. From organizing sched-

ules to taking minutes in board meetings – Wagstaff still uses elements of design. However, rather than having to follow the structured methodologies of Crate & Barrel, she is able to pull inspiration from important fgures in her life.

“I don’t consider myself a trendy person; I know what trends are,” Wagstaff said. “My dad, when he was alive and when he was working, wore a suit to work and always looked pulled together and nice.”

Having those classic values in mind, she’s done everything from planning a new shed in her midcentury modern home to helping her friends and family decorate their own houses. However, no matter what project she’s tackling, Wagstaff designs her life to match her motivations.

“There’s that saying, ‘Dress for the job that you want,’” Wagstaff said. “I’d like to be a fashion model, but I think when you look good you feel good.”

ILLUSTRATION BY TAREK AL HUSSEINI, EDITOR IN CHIEF

LEFT: Fern Wagstaff talks with visitors at the administrative office. Wagstaff works with Superintendent Jim Wipke. “Someone has called me his boss, but I just manage his calendar which sometimes is a big job in itself,” Wagstaff said.

RIGHT: Wagstaff decorates her office with many different plants. Wagstaff often uses plants as decoration and has learned a lot overtime from taking care of them. “I have over 400 plants,” Wagstaff said. “My house is a jungle.” (Photos by Mac Huffman)

“

The aesthetic is important. It’s about being consistent.”

FERN WAGSTAFF

From Stage to School

Jessica Winingham talks diversity and inclusion in Ladue’s theater department

STORY BY ELLA BRAIG, FEATURES STAFF

FOR DRAMA TEACHER

Jessica Winingham, every professional development day, every meeting and every school-wide event at Lindbergh was the same. While the roster of attendees may have varied from function to function, they were always completely, undeniably white. Many of Winingham’s coworkers brushed her off as an “other,” or simply ignored her entirely. But when a question was brought up about inclusivity efforts, everyone in the room would turn to look at her.

Winingham spent 13 years as one of the few people of color teaching at Lindbergh High School. Now, as the new head of Ladue High School’s theater department, she is taking steps to ensure that no student experiences the same level of isolation.

“I never want anyone to feel

marginalized in my room,” Winingham said. “I always want people to feel like they can be their authentic selves. And that comes from a place of being in positions throughout my life where I was not encouraged to be that way.”

Winingham grew up in a household that embraced the performing arts. In fact, some of her earliest memories involve watching flm adaptations of popular Broadway musicals.

“I was in a play for the frst time when I was 8 or 9 at a community college, and then I was in The Muny when I was 9,” Winingham said. “And then after that, I was kind of obsessed. So I just did theater forever after that, and then all throughout school.”

Winingham pursued the dramatic arts long after high school and graduated from the University of Missouri with a Master’s Degree in Secondary Education in 2011. As of 2020, she is in the process of earning a second Master’s Degree in Theater

WHAT A RESUME!

Studies in Production and Design at Southern Oregon University.

Before Winingham knew she wanted to pursue education, she was a professional actress. Most notably, she headlined the feature flm “Four Color Eulogy” in 2014. However, she describes her transition from exclusively acting to teaching as “really organic.”

“I enjoy watching students grow in their art form much more than I need the validation of being in it,” Winingham said. “I love performing, don’t get me wrong. I’m a performer. I love attention. We all do. But my cup is flled much more from watching students than from me.”

Winingham’s potential as an educator was frst discovered in 2004. At the time, she was performing in William Shakespeare’s “Troilus and Cressida,” with SLIGHTLYaskew Theatre Company, a program that she co-founded.

“Two women, who were seniors [from the Yale theater department],

Roles portrayed by Jessica Winingham include:

Jessica Winingham conducts a group shake-out amongst the “Puffs” cast and crew. Winingham always made sure to begin rehearsals with some form of exercise. “Warm-ups are essential for the cast and crew in order for them to prepare their minds and bodies for rehearsal,” Winingham said. “It also serves as [a] transition from school into the sacred space of rehearsal.”

(Photo by Ella Braig.)

came to see our show, and then came up to myself and Meryl, who is the other woman that created the company with me, and said, ‘We would like you to teach a workshop at Yale,’” Winingham said.

The course in question covered a form of South American theater technique, which Winingham led in winter of 2004 when she was in her 20s. Since then, she has lent her wisdom to performing arts departments such as the Center of Creative Arts and University City High School.

After over a decade spent at Lindbergh, Winingham was hired as the director of Ladue High School’s theater department in 2023. Her frst production at Ladue, “Puffs,” is set to premiere Oct. 26 in the Performing Arts Center.

Winingham cares deeply about creating an environment in which students can feel comfortable. The cast of her most recent play is composed of 25 students, including junior Madison Davidson, who plays various roles that mirror well-known characters from the “Harry Potter” franchise.

“I feel that Ms. Winingham

strives for diversity,” Davidson said. “She makes it clear that she wants a comfortable space for [everyone] and doesn’t want anyone to be [discriminatory] against people.”

For many cast members, it was their frst time auditioning to be a part of a theatrical production. In order to curate a supportive space for newcomers to let go of their nerves, Winingham acted as a warm and encouraging presence in a cold, black room.

“Going into the audition, she made sure everyone felt like they did an amazing job,” senior Jessica Steinberg, who portrays Sally Perks in “Puffs,” said. “That was something that I haven’t felt ever before from a director.”

A lot can change following a show’s fnal performance, but one factor will forever remain consistent in Ladue’s theater department: under Winingham’s jurisdiction, the curtain will never close on community-building.

“I love how theater is so ensemble-based,” Winingham said. I love [how] every show you make a family, and you invest in that family, and then it disappears.” P

Words of Win-sdom

Jessica Winingham’s advice on promoting inclusivity in the classroom

“Focus on human dignity. We all have it innately.”

“When someone gives you feedback about their identity, thank them. That means they care enough to trust you with that information.”

“Don’t make assumptions about anyone.”

SCAN FOR

an interview with theater teacher Jessica Winingham

ABOVE: Jessica Winingham leads the “Puffs” cast and crew in warm-ups. The students practiced vocal and physical excercises in order to create a smooth transition between school and rehearsals. “Warm-ups help me separate school from rehearsal,” Reis Lourie (10), who plays Oliver Rivers, said. “It really helps me relax and unwind from a stressful day at school, and really feel comfortable in a safe environment here in Ladue theater.”

I see diversity as the biggest strength you can possibly have. And so I just needed to be around people who felt the same.”

JESSICA WININGHAM

ABOVE: Jessica Winingham directs the opening scene of “Puffs.” During rehearsals, the rest of the cast watched the actors on stage perform. “[Winingham is] so accepting when [the cast is] making mistakes,” Sarena Singh (11), who plays multiple roles, said. “And she’s super laid-back. She made me want to audition.” (Photos courtesy of Audrey Roberts.)

Afrmative Action

Students and teachers react to the landmark Supreme Court ruling gutting race-based college admissions

STORY BY ARTI JAIN, ASSOCIATE EDITOR, GRACE HUEWE & CELINA ZHOU, IN-DEPTH STAFF

dents from minority backgrounds were not permitted to apply to college,” Redden said.

SEGREGATION, RACIAL quotas and a controversial landmark Supreme Court decision — that is the complex history of affrmative action policies in academia. For decades, these policies have been utilized as a driving force in diversifying college communities and as a tool for leveling the playing feld for students of all backgrounds. But not everyone was satisfed with them, and these grievances were eventually taken to the highest level of justice in the U.S. — a decision that would change the face of college admissions across the country.

History

Affrmative action was established in 1961 with the goal of giving minority groups equal opportunity when applying to college by mandating that universities take racial background into account. Ladue College & Career Counselor Diana Redden recognizes how these policies have decreased racial inequity.

“It helped to right a wrong in history, where stu-

Advanced Expository Writing teacher Cheryl Ogolin believes that affrmative action introduced nuance.

“The natural inequities of the way in which our country is set up will always yield unfair results,” Ogolin said. “There’s always going to be people who would beneft from affrmative action. There will always be people who are going to beneft from their life circumstances, whether it’s their socioeconomic class, their parents’ connections or their own networking.”

Affrmative action resulted in racial variety among schools, but it upset those who perceived it as a fawed system.

“Historically, states that banned affrmative action in college admissions have seen a decrease in enrollment of minority students,”

Ladue College & Career Counselor Chad

Sisk said. “Over time, the numbers of minority students have increased, but not in line with the growth in minority populations.”

teacher

In 2014, Students For Fair Admissions sued Harvard University and the University of North Carolina in court in an attempt to eliminate affrmative action. In June 2023, the Supreme Court ruled to prohibit colleges from implementing it into their admissions process. Some predict that this decision will result in a decrease of minority enrollment and diversity on campus.

“I think that we have lost some specifcity and some nuance in our understanding of how students live their lives,”

“Systems should be able to support folks [who] don’t have resources.”

CHERYL OGOLIN

English

Washington University (WashU) Executive Director of Undergraduate Admissions Grace James said. “And it’s disappointing to me to have lost some of that nuance.”

Admissions Process

As universities may no longer ask specifcally about race, many are altering the structure of their admissions process. Essay prompts, in particular, are a target for these changes. For example, Sarah Lawrence University has a new prompt asking students directly about how the Supreme Court decision affects them.

“Several colleges are asking questions that are trying to get more at ‘life experiences,’” Sisk said. “Colleges want to know about your lived experiences and how that may impact you.”

Some colleges are adding these prompts as supplemental essays. WashU, for example, added the supplemental essay prompt: “Tell us how your identity has impacted the way you view or interact with your community,” among other related prompts.

“We added some optional short answer essay questions that have not previously been part of our application,” James

said. “[It] gives students space to [talk about identity]. I thought it was very important to make sure that students who wanted more time and opportunity to talk about their identity did not have to overtake other portions of their application to make that choice.”

At WashU, if a student does not want to comment on aspects such as race, they are not required to.

“It is completely fne if a student wants to center their Common Application personal statement on their identity,” James said. “But I also think that it’s completely fne that students of color or students of other underrepresented backgrounds can still talk about how much they love to build model trains, or love physics, or enjoy being in an orchestra or have a little brother. That can still be the center of the main narrative sections.”

However, these responses will not be weighed more than other sections of the application.

“The updates I am receiving from selective college admissions offcers state they will continue to review applications through a holistic process, paying close attention to diverse academic records,

high school course rigor, extracurricular activities, essays and letters of recommendation,” Redden said. “Therefore, this is an opportunity for all students to discuss the diverse attributes and backgrounds that they bring to the table.”

Specifcally for minority students, racial breakdown of a university can mean a great deal. It is important for students to be able to see others outside of their norm in order broaden their perspectives.

“I look at the demographics for each school and then that determines whether or not I’m going to apply,” senior Gabby Shafman said. “I want to go to a diverse school so I can have different backgrounds, instead of being stuck in my little bubble.”

With the recent Supreme Court decision, there are fears that selective schools will have lower acceptance rates for minority students.

“While the SCOTUS decision will have an impact on some colleges, it won’t impact admission decisions at a huge percentage of them,” Sisk said. “Some colleges are reviewing applicants based solely on academic factors

spread design by Maya Mathew, Katie Myckatyn & Celina Zhou

Legacy Admissions

STORY BY GRACE HUEWE, IN-DEPTH STAFF

Legacy admissions enable colleges to boost the admittance chances of applicants who have generational connections to the school. According to data published in 2018 by Princeton University, 32% of their legacy applicants were admitted, in comparison to just 5.5% of overall applicants.

Some believe that the system favors white applicants, who make up the majority of legacy admissions. Many people argue that if a rmative action is no longer permitted, legacy admissions shouldn’t be either. e acceptance of legacy admissions is in the hands of individual state governments. In 2021, Colorado became the rst and only state to ban legacy admissions. Many questions remain about whether or not legacy admissions will be the next college-concerning debate taken to the Supreme Court.

such as GPA and standardized test scores. The SCOTUS decision won’t impact their admissions processes at all. The decision will have much more of an impact on selective schools that are looking at students holistically.”

For many Ladue students who aspire to apply to high-ranking schools, the ruling will still have effects on their application season.

“I remember when it happened, I had a lot of friends who were talking to me about it because I have a lot of minority friends, and we were like, ‘Oh my god, this is really going to mess up our chances of getting into college,’” senior Revathy Vishnubhotla said.

a lot of people apply and they have similar stats,” Shafman said. “Affrmative action would have helped me.”

Looking Forward

In the aftermath of the Supreme Court decision, the world of academia is grappling with the effects of the landmark case. Students in particular worry about the shifting landscape of post-admissions college life.

class;

also about a community.”

Shafman believes that affrmative action brings about positive results for minority students like her and she also worries for the future.

“Some institutions that I’m applying to aren’t very diverse and they’re harder to get into because

“Some of my friends are scared to apply to some colleges because of low diversity levels,” Shafman said. “Maybe not this year, but in [the] coming years it’ll defnitely change the level of diversity of each college.”

Shafman is not alone in her worries about potential changes in the culture.

“I do think that some private companies will probably take a little bit more freedom in how they screen candidates for posi-

“

“College is not just about going to

it’s

GRACE JAMES admissions officer

What are you doing to prepare for college?

tions,” Ogolin said. “In general, [the decision] sends the wrong message that our Supreme Court is not encouraging people who have been historically marginalized. It’s just adding to the divisive climate that we’re experiencing.”

Colleges are not the only ones affected by the ruling.

“I think that it’s more of a climate impact than it is an actual policy impact because it’s validating for people who say, ‘You’re on your own, fgure it out on your own,’” Ogolin said. “And that’s not the way it should be.”

Still, even with the growing rift between Americans that the ruling represents, some doors remain open.

“I am optimistic that colleges will continue to look for a diverse student body and that the future for higher education admissions is still obtainable at colleges for nonwhite students,” Redden said.

James wants students to remember that their identity is still a large part of the process.

“I really want to emphasize to students that you should not be afraid to continue participating in organizations that are important to you and talking about things that are important to you,” James said. “Know that we will take it in and analyze it as we can. Don’t be chilled from continuing to talk about that if that’s something that’s a part of your life.”

Students are beginning to understand the politics that affect their lives.

8 states

“Right now the playing feld is not even; if you have a lot of money, you’re going to get into college,” Vishnubhotla said. “But I hope one day they’ll remove legacy admissions, or that they’ll do [admissions] based on total income. Let’s hope for the best.”

Educators are also taking notice of the growing awareness and the response from students.

“Our older generations are very much individualistic, but [the younger generation] seems more community-minded,” Ogolin said. “A lot of people think, ‘This is good for other people. It doesn’t necessarily need to be good for me, but other people should have access to this.’ I’m hopeful that as you grow up, you’ll have an impact on the country.” P

Sources: “Affirmative Action Fast Facts” by CNN Editorial Research, cnn.com, “Princeton University Profile 2018-2019” princeton.edu

“I’m definitely looking at how to get scholarships and ways to get aid, especially out of state.”

“I am taking several different AP courses and trying to maintain a high GPA.”

“I’ve been working on filling out all of the Common App and writing my essays.”

“I’m studying for a biology competition as well as preparing for Viva Voce.”

GRACE AGNEW (11) ANTHONY ZHAO (10) MIRIAM STEINBERG (12) STUTI DASGUPTA (11)

N.H.

IDAHO OKLA. NEB. ARIZ. CALIF.

FLA.

MICH.

banned affirmative action policies pre-ruling

IT’S THE FIRST WEEK OF FRESHMAN year, and your seminar class is being led through winding halls to the annual Clubs and Activities Fair. As your classmates disperse among the various displays and presentations, you fnd yourself at a loss for your next course of action. Where will you ft in? The voice of your college counselor urges you to join honor societies and other prestigious organizations. After all, your sights for the future are high. On the other hand, a cluster of poster boards presenting theater and art clubs have been drawing your attention.

At their core, these types of clubs are an opportunity to explore developing passions and interests. However, in today’s world, the decisions that we make in our early years of high school seem monumental, especially in the context of extracurricular activities. These days, the rationale for deciding what extracurriculars one should join is heavily infuenced by what a panel of admissions offcers would, supposedly, fnd most attractive.

While the inclusion of extracurriculars is widely viewed as an important part of a sound college application, it’s crucial to keep in mind that there is no surefre formula for getting into any school. No combination of clubs will guarantee acceptance, especially if said clubs are joined for the wrong reasons. When a

student joins an organization out of curiosity and genuine interest, it is refected in their engagement within the club and their personal level of involvement and enthusiasm. Being passionate about something, even if it isn’t necessarily associated with prestige or renown, shines far brighter than the dull glow of disinterest. None of this is to say that extracurricular activities, such as debate or National Honor Society, should be shunned. If one gains gratifcation from a certain activity or subject, then they should pursue it by all means. It is those that ignore curiosity and submit themselves to an environment that extinguishes inspiration who forfeit the opportunity to discover new realms of knowledge and creativity. High school students envision college as a space to foster personal growth through the study of varied and individualized interests. In the interest of college preparedness, it is a greater beneft to have experience with unearthing and following interest rather than participating in activities that only serve to check a box. Joining activities with the right intent is extremely important. By frst practicing this expansion of interests at a high school level, one is better equipped to continue this application during their college years.

It is necessary that high school students take into consideration not what is assumed to be most impressive but rather what is most personally inspiring when deciding on their extracurriculars.

When joining extracurriculars, students should pursue their passions instead of seeking prestige on college applications

ILLUSTRATION BY OLIVIA CHEN, ART EDITOR IN CHIEF

12 OUT OF 12 PANORAMA EDITORS AGREE

Negative News

The pervasive cycle of overconsuming negative media is not a constructive practice

STORY BY EMILY LIU, OPINIONS EDITOR

READ THIS IF YOU WANT to be sad,” practically every single news headline seems to say. It’s inescapable, the never-ending cascade of negativity fooding your social media feed, dominating your television screen, infltrating the morning radio and invading your inbox. It’s even here. Right here, right now, you’re reading it.

As a burgeoning student journalist and opinions columnist, I present my case not just as a victim but an instigator. The prevailing image of journalists has been one of perpetual melancholy, and the stories we write often corroborate this. But make no mistake, we aren’t a hauntingly morose group nor do we strive to depress our readers.

In truth, negativity drives online news consumption. In a comprehensive study encompassing a data set of articles with 105,000 headlines and 370 million impressions, or when readers would interact with those headlines, researchers from Upworthy made a chilling revelation: Each negative word increased

the click-through rate of a headline by 2.3 percent.

This comes at no shock; we’ve always been particularly drawn towards the negative. It’s why we’re so swept up over the latest snippets of celebrity drama or the misfortunes of others. The Germans even have a word for this: “schadenfreude,” or “malicious joy,” when one revels in the misfortune of another. However, that may not be the entire part of the negativity equation. We aren’t always overjoyed at exceedingly negative news, but it does elicit a stronger physiological response, triggering us to click that link or fip to that page.

This then begs a fundamental question: why are we so drawn to negativity? Well, it’s largely due to what psychologists call the “Negativity Bias.” The Negativity Bias is the tendency for negative information and experiences to take precedence over positive ones, increasing engagement with negative media.

Negativity Bias casts its shadow on the other side of the news cycle as well. Journalists may feel more inclined to cover negative news knowing that it will garner more click-throughs. Readers are then caught in a double bind, desiring more positive reporting while being

NEWS NUMBERS

subconsciously attracted towards the plethora of negative stories being created.

The result isn’t ideal. Negative news rarely elicits an active or positive response from its viewers, only serving to incite anger and burn energy on issues we aren’t always able to change. It can also drive individuals away from watching or reading on current events, decreasing media literacy. An international survey conducted by Oxford’s Reuters Institute for the Study of Journalism unveiled that across a survey of numerous countries, there seemed to be a greatly reduced level of news engagement and trust in the media as a result of its depressing impact on one’s mood.

As consumers, there are many ways to manage the media we engage with. Through choosing to delve into news centered around topics of interest and being mindful of what and when we consume media, we can stay up to date with current events while avoiding treacherous doom-scrolling. We must shift our focus away from menacing numbers or tragic headlines and instead embrace authentic stories, whether it be a genuinely uplifting article or merely a recount of everyday inspirations.

People who consume negative news in the morning are

Sources: Harvard Business Review, National Center for Biotechnology Information, Reuters Institute for the Study of Journalism.

The Digital Demand

Unblocking Potential

STORY BY SARA ROHATGI, OPINIONS STAFF

BY ALLOWING STUDENTS

to explore the internet within reasonable boundaries, schools can guide students toward responsible decision making. “Tech Trends,” an educational technology journal, shows that students are given an opportunity to exercise their judgment and learn to make advantageous choices.

When students eventually graduate and enter adulthood, they will be expected to navigate the digital landscape without training. Students will eventually encounter the full scope of the internet with its vast information, opinions

and risks. The American Library Association states, “The over-fltering creates barriers to learning and acquiring digital literacry skills that are vital for college and career readiness, as well as for full participation in 21st-century society.” The argument for looser web flters is not about abandoning responsibility, but rather about fostering it in a way that prepares students for the future and to be responsible digital citizens.

Topics like harsh cyberbullying, respectful communication and one’s digital footprint can be better understood by kids if they were able to use the internet with trial and error. To illustrate, in today’s interconnected world, collaboration often happens online for students and employees alike. Therefore, it’s essential for students to know how to safely en-

How do you feel about Ladue’s web filters?

On Web Filters

gage in online projects, social networking and collaborative learning experiences like workshops, which are incredibly common in the modern-day workforce.

Over time, these looser web fters will promote essential critical thinking skills and further allow students to properly traverse the Internet for credible, safe sources. A report by the Stanford History Education Group highlighted how students who encounter unfltered information are forced to evaluate its credibility, prevalence and potential biases, developing critical thinking skills. The essential ability to discern reliable sources from misinformation is an important skill that students need. Having looser web flters on all school computers would help facilitate this.

“Sophomore year when I was researching drugs and gun violence for class, a lot of important websites I needed were blocked.”

“They can be helpful [for] eliminating things like streaming services, but it can be frustrating when you’re trying to do something.”

“A lot of my debate research that is blocked [isn’t] necessarily harmful. If we were educated on most blocked sites, it’d be better.”

The importance of digital literacy is increasing while the implementation is lacking

Eric Fan (11)

Lily Crabtree (9)

Tanvi Genti (12)

J’sAdvice

How do you use Computer Science in your own time?

“In my free time, I worked on building an app that helps me track different household tasks and reminds me of them.”

Coding Your Path

INTRODUCING MORE computer science elements to classrooms, both in technology and non-technology based classes, will provide bene ts to daily life, jobs and future prospects. In our current society, everyone is constantly using technology, and being able to uently speak the language of computers can make daily life much easier.

A computer program can easily sort through junk email, keep track of groceries and other daily tasks. e daily use of technology and computer science has led to a rapid-

How is Computer Science used in today’s society?

“Almost all fields use computer science. It might not be [for] creating things, but keeping track of everything on a day to day basis.”

How can you start coding?

“Block based coding is the best place to start because the code editor is easy to work with: very user friendly. MIT App Inventor and Vexcode are [also] very good. That’s what we use for essentials.”

Beginner Friendly Coding

MIT App Inventor VR

Used to build simple apps to be used with the mobile MIT App Inventor app.

c

Codeacademy

Teaches text-based coding with a variety of languages to learn from.

ly growing need for them in many, many elds, and a noticeable gap has formed between the workforce’s digital skills and the demand for those skills. A September 2021 analysis by the National Foundation for American Policy found that there was a 15 percent increase in the number of job vacancy postings related to computer science and technology in a period of six months. Having a pro cient understanding in computer science opens individuals up to more resources, such as job openings or information on the internet.

Even for non-technology based jobs, there is a need for technology education. According to the Organisation for Economic Co-operation and Development’s “Survey of Adult Skills,” 35 percent of Americans do not have basic digital skills. However, having these basic digital skills can allow one to easily x tech

VEXcode VR

Used with VEX robotics to control a virtual robot that augments reality.

Code.org

Has “Hour of Code,” to learn the basics of block-based coding in an hour.

problems by themselves. For example, once I couldn’t connect to the public library’s wi because it required a login page. However, by using the link 1.1.1.1, I used Cloud are’s public DNS resolver to solve the issue.

ere has become more of a natural need for more computer science classes, computer science elements in other classes and a greater exposure to technology through looser web lters. Physically implementing this also isn’t challenging, as there are many common examples of using computer science in non-computer science related classes, including building a website, using arti cial intelligence tools and automating tedious tasks using computer scripts. ese changes would allow educational establishments to prepare their students for the rapidly approaching digital age which would improve the futures of students everywhere around the globe. P

Jacob Jagodzinski Computer Science Teacher

STORY BY AARON LIN, OPINIONS STAFF

Autumn Athletes

Sports photos of softball, football, boys swimming

August 29. Fink secured five strikeouts in four innings, helping the Rams to

PHOTO EDITOR IN CHIEF

Fortenberry while rushing the ball downfield during a football game Sept. 22, at Parkway North High School. The Rams lost to the North Vikings 24-13.

Quarterback Richard McIntosh (12) receives a snapped ball during the game against Parkway North. McIntosh has been Ladue’s starting QB

LEFT: Marisa Schreiner (10), Arden Busker (12), Emme Shapiro (9) and Camryn Miller (12) celebrate in the dugout after victory over Clayton. It was their first game of the season, as their previous few matchups were canceled because of weather.

MIDDLE LEFT: Colette Brennan (10) embraces Shapiro as they move to the dugout at the end of an inning. Shapiro is among three freshmen new to Ladue softball, and plays as a pitcher and outfielder. “[Emme is] really nice. She has a great energy on the field, and I think she supports everyone out there,” Brennan said.

MIDDLE RIGHT: Amanda Armbruster (11) swings at a ball early into the game. Armbruster scored three runs and RBIs for Ladue, adding to the 18 run final score.

BOTTOM LEFT: Daniel Garza (12) swims the 100 yard breaststroke during the first meet of the season at Clayton High School, August 31. Garza swam a first place 1:02.50 in the event, seconds short from his 59.95 school record achieved at the 2022 Ladue Invite. The Rams beat the Greyhounds 95-87.

BELOW: Erik Marx (12) fist bumps Clayton senior Hunter Wilson after swimming freestyle in the 200 medley relay. Wilson’s relay team beat Marx’s by about three seconds, earning Clayton first in the event and eight points in the meet.

Q&A with Grisham Ravindranath

Q: After play soccer, how did you decide to switch to kicking in football?

A: I wanted to try something different and wanted to accomplish a goal of playing in college. It’s not the same as soccer, but I will say a similarity is [that] you kick a ball.

Q: What’s your ideal distance to kick from?

A: I don’t have a specific place to kick from [when practicing]. I want to gain the confidence from anywhere on the field.

Q: How long have you been playing football for?

A: Two seasons.

Q: What are you working on to improve your kick?

A: I lift and train to gain strength, eat a lot and recover with the school trainer, Kelsey.

Q: How’s the season going so far?

A: [There have been] ups and downs. The support has been great, [I’m] hoping we can go far this year.

Point Breakdown

The Rams are 3-2 as of September 25.

Anatomy of a Kick

Junior Grisham Ravindranath becomes starting kicker for varsity football

PHOTO ILLUSTRATION & STORY BY MAC HUFFMAN

2 TDs: Luke Clatto, Jonathan Nichols & Shaun Roberts

1 TD: Diori Jones, Richard McIntosh, Noah Mitchell & Gavin Via

4 FGs: Grisham Ravindranath

9 1pts: Grisham Ravindranath Kicks 21 pts

Head in the Game

Athletes discuss their process of mental preparation

LEFT: Samantha Hillman (11) dribbles the ball during her field hockey game against University City at Ladue High on Sept. 14. Ladue won the game 6-0. “I feel like the best things to think about [before games] are what you want to focus on and a plan for how you’re going to attack the game,” Hillman said.

MIDDLE: Beau Dolan (12) winds up to throw in a game against Lindbergh at the Ladue High School stadium on Sept. 1. Ladue won the game 17-7. “I’m really hopeful this year we’ll go farther,” Dolan said. “I’m really excited. I like the team and I think we’re capable of doing a lot,”

STORY BY RYAN SNYDER HEALTH & SPORTS STAFF

THE CLOCK WINDS WITH persistence, each tick bringing you closer to the moment you’ve been waiting for. Game time. The clock reads 6:30 p.m., only 30 minutes until the game. Thoughts flter in and out of your brain, tempting you to lose focus. In critical moments like these, being able to stay mentally prepared and vigilant is imperative for student athletes’ success.

For junior feld hockey captain Samantha Hillman, becoming mentally prepared for a game starts with the previous game.

“Every time I play a game... I give myself two pointers for the next game that I want to focus on,” Hillman said.

Having played feld hockey for the last eight years of her life, Hillman has dedicated a great deal of time preparing herself for high school feld hockey games. Because of the time she’s invested, being mentally prepared for her games is a priority.

“I think [mental preparedness] is just as important as how good of a player you are. If you’re not ready for the game, you’re not [going to] perform well,” Hillman said. “You have to be ready to push yourself and you can’t do that if you’re not in a good mindset.”

Hwang

Sophomore and varsity soccer player Jeha Hwang understands just how important the mental side of sports is, and how important it is to be mentally prepared for his soccer games.

“I like imagining myself doing what I’m going to be doing in game to mentally prepare myself,” Hwang said.

For many athletes, music is a crucial part of their pregame routine. This is no different for Hwang.

“I usually listen to hype music before the games,” Hwang said. “So I got [Playboi] Carti going on and all that type of [music]. It helps me get focused and it puts me in a [mental state] of getting ready to play.”

Playing varsity soccer as a sophomore, Hwang is already ahead of the curve compared to most. A large part of that correlates to how Hwang understands the importance of being psychologically prepared and how that translates to success.

“I think [being mentally prepared] helps a lot because if you’re not focused, you’re just all over the feld and you’re playing sloppy,” Hwang said.

Pregame routines are key for all athletes to be mentally prepared for games and it is no different for varsity football team captain Beau Dolan.

“I like to go through each play and see what the defense is going to do,” Dolan said. “I like to just visualize myself throwing touchdowns and stuff like that. Just good visualizations. I feel like it really gives you confdence and helps you in the game.”

As a four-year starting quarterback, Dolan has had an abundance of time to carve out good habits. For Dolan, an important aspect of being mentally prepared for games is consistent habits.

“I always warm up the same way… I’ll usually eat the same things on game days and drink the same things,” Dolan said.

Despite the physical nature of football, Dolan understands how important being mentally prepared is. He has been able to learn how the mental side of sports can directly determine game performance.

“Football is such a physical game, but half of it is completely mental,” Dolan said. “Especially [for a] quarterback. If you’re not in the right mental state, you will fail. After games, my body will hurt and I’ll have a headache, so it just shows you how much thinking and processing there is through the game. If you’re in a bad mental state you won’t succeed.”

Jeha

(Photo illustration by Lathan Levy and Mimi Zhou.)

Samantha Hillman

Beau Dolan spread design by Mac Huffman | Ryan Snyder

ABOVE: Sophomore All-American cheerleader

Evelyn Barcz (10) cheers at Ladue Night Lights Sept.

20. The event featured a football game and a halftime performance imitating a regular Friday Night Lights.

“Being an All-American means showing the hard work and spirit throughout school,” Barcz said. (Photo by Vincent Hsiao)

Going AllAmerican

STORY BY NYLA WEATHERSBY, HEALTH & SPORTS STAFF

BREATHE IN, BREATHE out. You close your eyes, fxating on your pounding chest. You’ve been preparing for this moment since you stepped off the bus and into National Cheerleaders Association (NCA) camp. Now it’s here, All-American tryouts. “I’ve got this,” you reassure yourself. Your eyes open and you know all your hard work has culminated into this moment.

This was the experience of junior Kiyla Ray, sophomores Evelyn Barcz, Cam Cross, Alyssa Eye and hundreds of other cheerleaders trying to achieve the impressive accomplishment of being named an All-American cheerleader.

To even attempt to become an All-American, a cheerleader needs to be nominated during NCA camp

by a staff member. This includes both collegiate athletes and adults that have been in cheer their whole lives. A cheerleader can receive a nomination in the following categories: jumps, motions, tumbling, stunting, dance and leadership. If recognized in any of these categories, the cheerleader will be given a sticker, which can be exchanged for a golden ribbon with the script, “All-American Nominee.”

“I feel that when people understand what All-American is and how hard it is to become an All-American and how anxiety inducing the tryout is, then people will start to respect and understand a little bit more about what cheerleaders do,” Barcz said. “I feel like people need to un-

derstand that we’re not just girls who stand in skirts and shake their pom poms. We are probably one of the most hardworking sports.”

The tryout process for becoming an All-American cheerleader is grueling. It starts with three consecutive jumps, followed by tumbling or a spirited entrance and concluding with the All-American cheer taught that year. A cheerleader must earn 23 points to be named All-American. In addition, whoever earns the most points in the entire camp is named Top All-American.

“[NCA] Camp is defnitely a diffcult experience coming from someone who has really bad social anxiety,” Barcz said. “Being around that many people for that long at a

PHOTO BY VINCENT HSIAO, PHOTO EDITOR IN CHIEF

I feel grateful because everyone of us worked really hard to get All-American.”

Kiyla Ray

All-American Cheerleader

Four varsity cheerleaders are named All-American

time was defnitely kind of hard. But in the end, it’s really fun when you get to spend time with all of your friends. But you have to know that there’s also a really big work aspect of it and [it’s] not just like a summer camp.”

Even the most prepared cheerleaders still feel the intensity of the situation, but it is all about preparation. Cheerleading requires rigorous hours of work outside of practice. This extra work is necessary to continue enhancing their abilities to become a better cheerleader.

Eye’s time spent with Platinum Athletics’ senior 4.2 (level 4 stunting with level 2 tumbling) team, Black Ice, along with senior 4 team, Midnight, helps improve her skill set to bring to the school team.

“Sunday is a crossover; [I do two teams],” Eye said. “So I have three hours on Midnight, three hours on Black Ice, so 12 hours of All-Star and four of Ladue.”

The dedication has not gone unnoticed. With the amount of time dedicated to improving within cheer, it is crucial to establish a balance with all aspects of life.

“You defnitely have to fnd a balance,” Barcz said. “Last year I was so involved with cheer because I was on three teams, it took away a lot from my academics. So I decided I needed to take a step back and focus on myself and school for a little bit. And that’s what I did and I came back and [got] on top of my schoolwork. It’s a lot easier to manage with practices, games and competitions, when you’ve experienced it for at least a year.”

It takes time and effort to fnd the right balance in life, but having the support of your family - in some cases of a second family (their cheer team) - can make all the difference. When you are a part of a team you grow and bond not only on the sidelines, but in other aspects of life.

“The benefts [of being a Ladue cheerleader] are having people to come to, having a second family, people that understand,” Ray said.

AFTER SCHOOL

SCAN HERE for Platinum Athletics

“You have people in your school that you know can be there for you.”

The camaraderie and respect shared amongst teammates is unparalleled. They often celebrate together for both group and individual accomplishments. The title All-American is awarded to the individual athlete, not to the team as a whole, but it is still a reason to celebrate for everyone.

“Hearing my name called was like coming up from diving in water where you can fnally take a breath. I had been so stressed about it all day,” Cross said. “When I heard my name called for Top All-American, I had my eyes closed and I was crying because I was so just happy to be named an All-American again that I didn’t even realize they had called me until my teammates around me started jumping and screaming.”

Earning her second All-American title and the Top All-American title her sophomore year gives Cross has a very promising next few years. This energy of continued improvement radiates through the team, creating an accomplished Varsity team.

“This year, we [have] achieved an incredible feat of having every member of the varsity team nominated [for All-American], which is really rare to happen at a camp, especially a camp with so many people,” Cross said. “And it shows that we’ve improved a lot from last year, especially in our stunting skills, and we have really bonded as a team. We were so excited to be there and to all get nominated together.”

Despite the varsity cheer team’s impressive accomplishments, they still lack recognition from the school population. However, given their most recent success, there is hope for change.

“I think that we’ll be more recognized because we were one of the [teams] at camp that had the most All-Americans in their entire program,” Eye said. “We were the only program that had all of their varsity team nominated even though we’re relatively small. It shows that we have what it takes to be the best and I think if and when we start doing competitions, we will be a force to be reckoned with.” P

ABOVE: All-American cheerleaders: Kiyla Ray (11), Alyssa Eye (10), Evelyn Barcz (10) and Cam Cross (10) stand together before Sept. 14 football game. They were named All-Americans July 27 during NCA camp. “It felt really cool to put the medal back on again, because it kind of just sits on my bag now,” Eye said. (Photo by Lathan Levy)

School Study Spots

Luke Lochmoeller rates top study areas around the school

#1

LIBRARY WORK BOOTHS

Suitable for many friends

Most quiet place in the school

Prime power nap spot if you lay down

#2

STUDENT ENTRANCE STAIRS

Fits more than enough people

Passing periods get noisy, but not super bad Wall has outlets

#3

CAFETERIA STAIRWELL CHAIRS

The chairs are very comfortable

View of the cafeteria, which gets very noisy No outlets nearby

Student Study Spots

Students share favorite local areas to study

I like Lifetime’s study room because it’s very quiet and spacious and I can go work out once my work is done.”

RYAN WOOD (11)

[I like] Starbucks because it’s a good studying environment, has good wi-fi and I like the drinks.”

SWEEYA GANDRA (9)

[I go to] St. Louis County Library because it’s close to where I live and it’s always quiet and calm.

EMILY PAN (9)

I go to Panera because there is always spaces to study, and I can get drinks and a snack while I work.”

LOGAN WALLACE (12)

Snack Attack

Rating the best and worst snacks to bring to school

SUPERB SNACKS

“What is your favorite snack and why?”

CLIF BARS

FRUITS & VEGGIES

“Chocolate chip granola bars; they are portable and I have thousands of them.”

EMMA BANGERT (11)

“Fig bars because they are really yummy; they fill you up and they are healthy.”

Strawberry

Twists

AVA HILLEBRANDT (12)

Clif Bars are nothing short of amazing. The packaging does them justice because every time I eat a Clif Bar I feel like I could climb a mountain. They are just that good. Despite the aftertaste leading me to believe they are made in the same factory as Purina dog food, you can’t go wrong with a Clif Bar. The rush of the first bite mimics the feeling of skydiving off a cliff, so if you want to fly high, then Clif Bars are for you.

CHEEZ-ITS

CHEEZ IT

I finally understand why bunnies are always talking about carrots. The realization I had that fruits and vegetables are tasty and something I should bring to school was astronomical. With produce coming in its own edible packaging, it’s the perfect quick bite to calm your grumbling stomach during W4 Spanish. If you’re looking to channel your inner health nut and try out the school snack of the century, pick up some fruits and vegetables.

“I like to bring pretzels because they are a good snack and easy to carry.”

OWEN BULLOCK (9)

STUDENT SNACKS GO-GURT

Who would have thought that putting cheese into the oven and making it into delightful little squares would create one of the most iconic school snacks of all time? Although there is a chance that your snack will be crushed in your backpack and end up resembling Pompeii after the volcano, you will never be let down by these incredible culinary creations. There is truly nothing in this world that could beat the perfectly-wed mix of cheesy and salty flavors that encapsulate the Cheez-It we all know and love.

SUBPAR SNACKS

CANDY YOGURT

Do you really like candy as a snack, or do you just like the idea of candy? Sure, at first candy is great, but once your class becomes aware you have some, you will never hear the end of: “Can I get a piece?” After consuming the entire bag, you will be left with one of the most heinous, gut-turning stomach aches of your entire life that will fully distract you from your class. It’s best to leave candy as a snack for the movies, not for school.

I’m not sure who decided that we should leave milk out to sit and turn into a slimy snack, but whoever it was belongs in jail. Yogurt is a horrible snack to bring to school and will result in an explosion all over your bag, or a spoiled mess in the heat that will give you food poisoning. There is no good outcome when bringing yogurt to school, so don’t do it. Next time you want a snack for school, leave yogurt in the fridge.

Falling for Autumn

ILLUSTRATION BY

OLIVIA CHEN, ART EDITOR IN CHIEF & JOSH DEVINE, A&E STAFF

STORY BY JAY HEINTZ, A&E EDITOR

Lone Elk Park

Lone Elk Park is a must-see in the fall, being both entertaining and beautiful with only about a 20 minute drive. For free, you can see the bison, elk, deer and turkey roaming in the roads and the forests on either side. Though most people choose to drive through the park, visitors are also allowed to hike on the White Bison Trail Loop. Visitors are welcome to walk on it as long as they are conscious of the surrounding wildlife and do not bring pets.

A rundown on fun fall activities for when the weather cools

Hiking Spots

Pumpkins

Pumpkin carving is a classic fall activity, but there are other things you can do with a pumpkin to spice up your season. You can cook the seeds or even make pumpkin pie out of your own pumpkin. All of these things can be done with just one simple pumpkin! Don’t get me started on pumpkin picking itself. this is such a great activity to do with your family or friends once the fields open, and another great opportunity for a photo-op.

“I like reading on my back porch when it gets cooler outside.”

Fall-time Leisure

What do you like to do in the fall?

“We like watching movies and TV series.”

“In

Fall Festivals

Festivals that are happening in Saint Louis this fall

Stargazing Festival

On Oct. 21, amateur astronomers will be able to have a night dedicated to stargazing at Tower Grove Park. There will also be night hikes and other fun activities for people who don’t enjoy looking at the stars, though you do have to register for them. Bring your blanket, hot cocoa and your camera, and have fun in the park.

Renaissance Festival

The Renaissance Festival is every weekend from September until midOctober. It is a good mix of everything magical and mystical. Some of the events that are held at the Renaissance Festival are jousting, marriages and many other contests and events. Dressing up is very much encouraged for attendees.

Fright Fest

Every October, Six Flags hosts a Halloween-themed festival where the nights are filled with good frights, good food and good rides. Actors are hired to dress in costumes and jump out at random to scare visitors across the park. This is a great place to go with friends, family or your significant other during the Halloween season.

HOLT SCHULER (12)

JO GYAWALI, MAYA VARADACHARI (10)

PAIGE COX (9)

the fall I like to drink apple cider.”

DO DIFFERENT GROUPS APPROVE OR DISAPPROVE OF RACE-BASED COLLEGE ADMISSIONS?

LANDMARK SUPREME COURT RULINGS ON AFFIRMATIVE ACTION

1978

UNIVERSITY OF CALIFORNIA V. BAKKE

8-1 DECISION FOR BAKKE IN SUPPORT OF RACIAL QUOTA SYSTEMS IN COLLEGE ADMISSIONS

2023

HARVARD, UNIVERSITY OF NORTH CAROLINA V. STUDENTS FOR FAIR ADMISSIONS (SFFA)

6-3 DECISION FOR SFFA RULING AFFIRMATIVE ACTION IN COLLEGE ADMISSIONS AS UNCONSTITUTIONAL

Sources: Pew Research Center, Supreme Court of the United States