Volume 76, Number 2

Tower The Masters School

49 Clinton Avenue Dobbs Ferry, N.Y. 10522

VOLUME 76, NUMBER 2

Editorial Following recent criticism of University of Northwestern student-coverage, the rights and responsibilities of journalists to report the facts and investigate have been challenged. The community should not be denied the truth as a result of those who are unwilling to take ownership for their words and actions in the public sphere.

NOVEMBER 21, 2019

tower.mastersny.org

Students discuss social justice issues at Saturday Summit TyLer Conway Sports Editor

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asters’ third annual Saturday Summit on Social Justice attracted around 200 students and teachers who came eager to discuss issues surrounding social justice and advocacy. The summit was held on Nov. 2, with students and faculty from 11 different schools in New York and Connecticut, including Rye Country Day School (RCDS) and Greenwich Country Day School.

The summit began in the Doc Wilson Hall with opening remarks from Masters’ Director of Equity and Inclusion, Karen Brown, and Ali Morgan, Brown’s counterpart from RCDS. After being briefed on the day’s schedule and sharing some refreshments, students broke into groups and began discussing social justice.

The summit, which lasted from 10 a.m to 6:30 p.m, consisted of two affinity group sessions, two breakout sessions, a plenary session led by Natalie Gillard who led the group in a consciousness-raising game called Factuality, and an all-participatn recap at the end of the day. The day began with the breakout sessions, which were focused on different issues such as privilege, cultural appropriation and gender. Affinity groups met after each workshop.

Participants signed up for their breakout sessions and affinity groups prior to the summit, choosing their groups based on a piece of their identity. The affinity groups featured discussions between people who share common identities, whether it be their race, ethnicity or sexuality.

International senior Sinan Aksu attended the summit for the first time and signed up for the “Understanding Privilege” and “Race, Ethnicity and Nationality” workshops, as well as the Middle Eastern affinity group. “We talked a lot about privilege and how you shouldn’t be scared to talk about privileges you have,” Aksu said. “I really liked the Middle Eastern affinity group because it made me feel more connected with people like me, and we all understood what everyone goes through,” he added.

PHOTO COURTESY OF ISAAC CASS

HANNAH REYNOLDS/TOWER

HANNAH REYNOLDS/TOWER

HANNAH REYNOLDS/TOWER

THE SATURDAY SUMMIT ON SOCIAL Justice was a packed day filled with speakers, activities, and breakout sessions related to various issues surrounding social justice and advocacy. Karen Brown (bottom left), Masters’ director of equity and inclusion, began the morning by adressing the students who came from across Westchester and Fairfield County to attend the summit. Midway through the day, attendees gathered to play Factuality (bottom right): Monopoly that portrays structural imbalance in America.

Halfway through the day, the 200 students and teachers reconvened in Doc Wilson hall to play a game. The game, called Factuality, is best described as Monopoly with a socially-conscious twist. Players were assigned a character who had their own personal story and identity, coming from different racial, religious, sexual and socioeconomic backgrounds.

Each character collected a different amount of money after passing “Go”; the amounts were determined by their race, gender and religion. Every few minutes, the creator of the game, Natalie Gillard, would interrupt and give the players a statistic highlighting a social issue in the United States. The students played

for an hour, learning more about what it is like to live life as people with entirely different privileges and circumstances. Once the game was over, representatives from each game group reflected on what they learned and shared their experiences with the room.

One of the defining aspects of the summit is that it is student-run. Senior Diversity Ambassador Leron Dugan facilitated one of the breakout groups and played a role in the preparations for the summit. “We [the facilitators] have full control over our sessions, which allows us to cover issues that we really care about,” Dugan said. “We do most of the work ourselves, but Ms. Brown was very helpful in providing us with

time to organize the logistics of the event,” he added.

Brown attributes the summit’s success and continued growth to independent work from the diversity ambassadors, as well as some students from RCDS who help plan and facilitate the day. “The students come up with the subject areas for the breakout sessions themselves, as well as the schedule for the day,” Brown said. “It’s really the students who do everything,” In 2016, the student diversity ambassadors proposed the summit after attending the Student Diversity Leadership Conference (SDLC), prompting them to start a social justice conference of their own and spread what they

learned at SDLC. Brown said, “We can only take six students to the annual Student Diversity Leadership Conference, and those who had gone were saying that they would like to have an event where they could share a lot of what they had learned at SDLC with students here as well as other schools.”

Brown and the diversity ambassadors are pleased with how the summit turned out and are looking forward to continuing the event in the future.

“We’d like to expand, but there’s something to be said about keeping it intimate, because there’s a comforting factor of being able to share thoughts with people who come from the same area as you do,” Brown said.

Dean addresses confusion over search policy TikTok: entertainment M. Brody Leo News Editor

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s a large number of Upper School students were pulled out of classrooms three weeks ago to have their persons, bags and lockers searched in Masters’ most recent disciplinary situation, many were fearful, confused, and there was a general feeling of heightened agitation among the students. One source of angst appears to have been the widespread uncertainty surrounding students’ rights in searches conducted by the school.

Junior Tim Cools expressed his unfamiliarity with the protocol., “I don’t feel like I know the Masters search policy at all; I don’t feel like administration ever addresses it, and students never really talk about it.” Many Masters students sympathize with Cools’ sentiment.

Historically, policy for searches of students, even in the public sector, has not been incredibly clear. The first definitive ruling on students’ search rights came in the 1985 case New Jersey v. T.L.O., when the Supreme Court ruled that the Fourth Amendment to the Constitution, which protects “the right of the people to be secure . . . against unreasonable searches and seizures,” extends to all public school students in the United States. However, the intentional ambiguity of the Constitution lends itself once again to a lack of simplicity in this ruling.

Constitutional law allows searches on citizens only under the condition of a

warrant or probable cause. In a school nity. Inspections and searches may be setting, the requirements are slightly conducted on a routine or random basis more lenient: all that is needed is, “rea- or as deemed necessary.” sonable suspicion.”

Masters’ jurisdiction in student It’s easy to come up with clear-cut searches is significantly more extenexamples of when an administrato sive than those in public schools. Acshould have “reasonable suspicion,” for cording to Jeff Carnevale, interim dean instance, if that administrator was told of students, while the handbook gives that one student had drugs on their the administration a great amount of person, but coming up with a solid defi- authority, much of these powers are nition is more difficult. These blurred rarely, if ever, exercised. He said, “We lines of Constitutionality often leave in- do have the right to conduct a search at dividual circumstances up to the judg- any time for any reason without prior ment and interpretation of the school. notification, but in practice, we’ll typiSearch regulations become even cally meet with the student to ask them more unclear for private institutions. if they think there’s anything that we’ll Rather than any national or state laws, find; we always want students to enMasters follows “contract law.” By at- gage with us honestly.” tending Masters, Furthermore, students are not according to protected by the Carnevale, Maslaws that protect ters also tries to public school stuavoid warrantless dents; instead, searches, similar they are bound to the aforemento the contract of tioned idea of which the rules “reasonable susare laid out in picion,” applied the Family Handin public instibook. tutions. He said, The handbook “We try to have states: “The Masa good reason to ter School research any stuserves the right dent and avoid to inspect and random searches. conduct a search We respect the SKYLA CASE/TOWER privacy and indeof any location or item(s) which are SOME STUDENTS’ BACKPACKS, LOCK- pendence of our suspected to be in ERS and persons were checked by ad- students.” violation of school ministrators amidst last month’s situpolicy or other- ation. Many students are unfarmiliar Continued wise pose a risk to with the school’s protocol regarding on page 2 the school commu- student searches.

or espionage?

law, Bytedance cannot refuse a government inquiry about the perCLara KoLKer & CaroL Queiroz sonal information of Tik Tok’s users–including that of students at Contributing Writers the Masters School.

And this all has happened before.

TikTok. Chances are you’ve Musical.ly, a former lip syncheard of it: 99 percent of 156 sur- ing social media platform, vioveyed Masters students have. lated the Children’s Online PriIt has 500 million active users, vacy Act (COPA) in 2018. The some of which attend The Mas- Chinese-American startup had ters School. TikTok’s popularity, to pay the U.S. government a rehowever, has obcord-breakscured an alarming fine of $5.7 ing truth: the inInstagram and Facebook do so million for ilformation of its many sketchy things with our inlegally collectusers could be formation, and we’re all still on it. ing the names, exploited by the I don’t think other people would phone numbers, Chinese governadmit [that they’d keep using emails, phoment.

TikTok] but it’s probably true for tographs and As of Sept. them too. home address2017, ByteDance es of its users (TikTok’s parent -TALIA COHEN, ‘22 under the age company) has of 13. The scanbeen under indal was largely vestigation by the United States swept under the rug in 2018 when Committee on Foreign Investment Musical.ly was bought by ByteDand has been labeled a nation- ance and merged with the already al security threat. U.S. Senators existing TikTok. Chuck Schumer and Tom Cotton TikTok can still be enabled to said in a letter to the Director of collect similar data in the inforNational Intelligence Joseph Ma- mation contained in messages sent guire, “China’s vague patchwork of between users, payment informaintelligence, national security and tion, location, phone book, social cybersecurity laws compel Chinese network provides and more, accompanies to support and coop- cording to TikTok’s February 2019 erate with intelligence work con- privacy statement. trolled by the Chinese Communist Continued on page 2 Party.’’ In other words, by Chinese

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NEWS

TOWER/NOVEMBER 21, 2019

Schools play fee shell games to hide true tuition costs

College counseling switches to Scoir

tiM Mathas Opinion Editor Business Insider recently published a report detailing “The 50 most expensive top boarding schools in America,” with The Masters School, ranked number one on the list with a tuition of $72,000 a year. This is not all that surprising considering that the listed, seven $9,500 for the 2018-2019 school year. That said, this number is still quite misleading due to either a lack of research conducted by the publisher, or a lack of transparency on the part of other boarding schools regarding their fees.

While this may come as a shock to many of the day students at Masters, the boarders saw little to no increase in the amount of money they actually paid to the school last year as compared to this year.

Masters’ Chief Financial Officer Ed Biddle said “We tried to eliminate the fees, which were revenues that we counted on as a school and build them into the tuition, which means that if you look at other schools and their tuition increases against us, ours is naturally going to be bigger last year, because we were actually rolling the fees, that were previously disguised, into the tuition.”

According to Biddle, many of the other boarding schools featured in the report are just as non-transparent regarding their tuition as Masters had

Mitchell FinK Sports Lead Editor

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ELLIE YANG/TOWER

THOUGH MASTERS WAS RANKED as the most expensive boarding school in the United States by Business Insider, other boarding schools may actually cost more when all fees not built into the tuition are included. been in previous years. He went to explain, “The ranking really doesn’t adequately affect where we would be if you included the fees that other schools charge.”

Even if Masters is truly not the most expensive boarding school in the United States, there is no denying that a true tuition fee of $72,000 dollars a year is costly. Biddle contended that given that the school operates in a very expensive place where faculty and staff have to pay to live, it is not that surprising that it is a difficult balance between having a reasonable price and offering a great

program.

In comparison to the other schools listed, Masters is located in the most expensive jurisdiction by any criteria. In addition, Masters is unique in that it is one of the few top-ranked boarding schools with relatively easy access to a major metropolis. Analyzing these components and the fact that the cost of living in New York is 120 percent higher than the national average (according to investopedia. com), the price to attend Masters is not entirely unreasonable.

Sanctuary aims to aid students in need

were under investigation may not have lar tests and check-ups, and then must grasped what that really entailed. He leave school for the amount of time that Kira ratan said, “I think because students are is required of them to complete the reusually not aware of what the process habilitation process. After the student Web Editor and Social Media Manager looks like, in terms of meeting with the has completed their requirements away school, having conversations with peo- from campus they must be reevaluated s stated in the 2019-2020 Up- ple, having to be off campus for a period by the Health Center and cleared to reper School Family Handbook, of time, it can be pretty jarring when turn to school.

“Sanctuary is a non-disciplinary re- students, especially a large number, In order to be granted full amnesty sponse to situations in which student are being impacted.” under the Sanctusafety is compromised.” Sanctuary Other high ary Policy, stuapplies in instances of alcohol or drug schools in the coundents must keep use, overdose or possession, danger due try have adopttheir promise to to physical or psychological distress or ed extensive and get and use the presence in an unsafe environment, but detailed Sanctuhelp they need. is primarily used for drug and alcohol ary Policies very The policy states, use, which have been highlighted more similar to that of “Failure to follow as issues of vaping and smoking mari- Masters. Deerfield through on the juana and nicotine on campus have be- Academy, an inrequirements for come more prevalent, according to the dependent boardevaluation and Center on Addiction. ing and day school treatment after Interim Head of Upper School Pe- like Masters losanctuary has ter Newcomb said during an Executive cated in Deerfield, been granted Committee meeting addressing the MA where only will lead to disdisciplinary one-strike policy for drug roughly 13 perciplinary conseand alcohol use on campus that in any cent of students quences.” There given school year, between 12 and 20 are day students, are students, students request, or other students and has implementhowever, who CREATIVITY103/FLICKR adults request on behalf of another, and ed its own Sancdon’t spend the are granted Sanctuary by administra- tuary Policy that THE MASTERS SANCTUARY POLICY is de- whole sanctuary tion. Details regarding Sanctuary cas- in turn is geared signed to lend a helping hand to students process off cames, including the name of the student(s) more towards their struggling with drug and alcohol problems. pus and return involved and other information regard- boarding commu- Recent events involving over a dozen stu- to school while ing their situation, usually remain con- nity which states, dents impacted by Sanctuary renewed the going through fidential throughout the whole process. “Understanding relevancy of the policy in the student treatment if they However, a recent situation where the reluctance to body’s mind. are not seen as a the Sanctuary Policy came into effect, ask for help when safety hazard to involving a large number of students disciplinary measures could ensue, the themselves or the community. (many of whom were boarders) quickly Sanctuary Policy allows students to do Health Center Counselor Lydia became semi-public. so without invoking a disciplinary re- Whitney has been involved with a variOver a dozen students were tak- sponse. Helping a fellow student who ety of different situations surrounding en out of their classrooms and dorms has been compromised by the effects sanctuary during her three years workon the Thursday and Friday before of alcohol or drugs may be life-saving.” ing at the School. “As a mental health Halloween. On the following Mon- The steps for seeking Sanctuary are provider, my job is to advocate and proday morning, Newcomb, fighting back akin to the policy set in place in the vide support and resources to students tears, spoke at an all-school meeting, Masters’ Family Handbook, and both and families,” she said. hoping to quell any untrue rumors and schools stress the priority of well-being Whitney believes that confidentiala feeling of uncertainty that many peo- and safety before anything else. ity is necessary when working under ple had been carrying with them withThe process of seeking sanctuary sanctuary. She said, “I genuinely feel, out delving into individual cases. outlined in the Masters’ handbook tries as a clinician, that privacy is import“The students who received Sanc- to cover as many situations as possible, ant, and I think in order to establish tuary in this instance, as well as any as the majority of the Sanctuary cases a relationship, trust needs to be there, student in general receiving Sanctuary, are completely different, but all war- which is what confidentiality is for. For must be willing to engage and seek the rant the school’s provision of whatever the majority of cases I’ve worked with, help they need. It’s a requirement of help they need, which they are willing I’ve been supporting students and their sanctuary,” Interim Dean of Students, to give; the policy, as stated, is “de- families, when most of the student body Jeff Carnevale said. Carnevale has signed to promote greater safety for our was unaware of what was happening, been at the students.” as it should be.” Whitney declined to forefront of C a r n e v a l e comment about confidentiality in reladealing with e m p h a s i z e d tion to the recent incident that occurred.

We’re focused on getting our sturecent issues that when a To recap, in a case where sanctuary dents that need it support, and we’re of drug and student asks for has been called, either by the individufocused on following our policy and alcohol use by help either for al themselves or by a concerned friend, doing exactly what we say. students. themselves or a and although the parents or guardians He included peer, and with of the student will be contacted imme-JEFF CARNEVALE, INTERIM DEAN OF STUDENTS that through the expectation diately after Sanctuary is granted, no processes like that the student disciplinary action will be taken, the the recent incident and others in the receiving sanctuary is compliant get- duration a student spends in Sanctuary past, it’s important that the adminis- ting help, their parents will be notified. will not be reported, and if Sanctuary tration strictly follows the policy set in The Health Center will conduct a pre- is needed again and asked for by the place. “We’re really transparent about liminary evaluation with the student student or a friend, it will be granted what the [Sanctuary] Policy is in the and decide what action needs to be tak- without regard to prior requests and/ handbook, and so what was experi- en, including a mandatory evaluation or completion of the program. “We’re foenced was the execution of our policy,” by a professional specialist. cused on getting our students that need he said.

After that, the student meets with it help and support, and we’re focused Carnevale added that during the administrators to discuss the next steps on following our policy and doing exactevents that transpired, many students that can best fulfill their needs, includ- ly what we say,” Carnevale said. who had just heard that their peers ing outside counseling groups and regu-

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he college counseling office recently announced a shift in college and career readiness software, from Naviance, a subsidiary of the multinational conglomerate Hobsons Inc., to Scoir, a startup founded in 2013. The Class of 2021 will be the first to use Scoir, as the Class of 2020 will continue to conclude its college process through Naviance.

Masters has used these types of programs for many years–they assist students in discovering potential colleges and careers that suit their interests and needs. Masters students, who receive access to the software at the start of their sophomore year, have various tools at their fingertips, ranging from tests which evaluate career interest, to infographics that detail admissions history of former Masters students to certain colleges and universities. In addition, this software can also process and submit documents important to the college process, such as letters of recommendation or a student’s Common Application.

According to Adam Gimple, Masters’ director of college counseling, the shift was due to a combination of factors: issues with Naviance as well as the positives of Scoir. “It’s almost like a perfect storm. The timing, and the emergence of a quality competitor that’s been vetted,” Gimple said.

The issues with Naviance have ranged from problems with document submission, to customer service, among other factors; However, one of the largest issues, according to Gimple,

is the fact that the size of Naviance, in terms of the large amount of public schools it serves, does not allow for smaller private schools like Masters to be the priority. Gimple said, “It’s become so big, that [for Naviance] to implement change, unless it betters the majority of the clientele that they have, they’re not going to change it.”

Scoir, a smaller and younger alternative, serves around 110,000 students, and independent schools including The Lawrenceville School and The Pingry School. Scoir’s clientele is significantly less than Naviance, which is used by approximately seven million students.

Scoir is known for its career pathway programs, including an affiliation with a company called YouScience, which provides an aptitude test that can be taken on Scoir.

Another factor in the shift is the financial savings with Scoir, which is significantly less expensive than Naviance. Gimple added, “In terms of institutional investment financially, we are absolutely in a great place.”

The reduced price will also open more doors for college counseling to use the money it saved in the switch from Naviance to Scoir in a variety of other uses, including numerous benefits regarding the college process for financially supported families. “I would use that money [from the shift to Scoir] towards a number of things with college counseling.” Gimple said.

He added, “I would like to potentially focus more dollars on supporting students who are receiving financial aid to receiving test prep at a discounted cost. I would like to see if we could take some dollars to support some families on financial aid in terms of the cost of applying to college.”

TikTok dances around privacy issues Continued from page 1 “With over 110 million downloads in the U.S. alone, TikTok is a potential counterintelligence threat we cannot ignore,” Schumer’s and Cotton’s letter added.

Masters TikTok users received this information with mixed reactions.

“I really wasn’t aware of all this stuff, but I think now I need to stop using Tik Tok,” said freshman Oliva Madkins. “I think we’re educated on what will happen if you put your stuff [data] out there, but people need to be more aware of who is [running the app].”

Sophomore Talia Cohen said that

spreading awareness on this issue will not make much of a difference, also saying “realistically” she probably won’t delete Tik Tok after learning about ByteDance’s actions. “Instagram and Facebook are doing so many sketchy things with our information, and we’re all still on it. I don’t think other people would admit [that they’d keep using TikTok], but it’s probably true for them, too.”

Ultimately, the data and information that goes online is up to the consumer. Yet linked to this decision is an invisible bond to a much larger story, one about privacy vs entertainment, ethics vs efficiency.

Recent events spark confusion on searches nized the importance of the broad search policy, like senior Sophia Herzberg. “I personally find [the Sophomore Lila Paterson is still search policy] a violation of pridisappointed with the school’s vacy, but it’s probably necessary search guidelines. to have it as “I think a policy like a school,” she this creates an envisaid. ronment of fear and The adminisWe try to have a good reason to mistrust [between tration undersearch any student and avoid students and adstands the sturandom searches. We respect the ministrators],” she dents’ worries privacy and independence of our said. of the power students.

Echoing a simigranted to adlar attitude, senior ministration.

-JEFF CARNEVALE, DEAN OF STUDENTS Audrey Corrigan, In response to who is currently atstudent voices, tending the school’s Carnevale said, CITYTerm program said, “It feels “I completely understand where like the policy gives the students the students concerns are coming no control.” She also feared a lack from.” However, Carnevale still of clarity in the guidelines, saying, maintains the importance of the “I feel like it leaves too much room handbook's broad search policy. He for interpretation from adminis- said, “The latitude of the policy is tration. It’s overly subjective.” wide, but this is for the purpose of That said, some students recog- protecting our students.”

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OP-ED

TOWER/NOVEMBER 21, 2019

OpiniOn The truth trumps “trauma porn” In a recent controversy, Northwestern University’s newspaper, The Daily Northwestern, received pushback after reporting at an on-campus protest against former Trump attorney general Jeffrey Sessions, who was speaking at the university. According to The New York Times, in an age with norms of heightened sensitivity, it is increasingly common for school publications and their staff to receive pushback for their coverage. In Northwestern’s case, their publication apologized for the manner in which they reported the protest. Colin Boyle, a photojournalist for The Daily, published photos taken at the protest on his Twitter feed. Other student journalists contacted potential interviewees via cell phone numbers that they found on the school directory. The next day stories about the protest were published. Students pictured in the Twitter feed disagreed with how Boyle took and published the photos, as well as how The Daily’s reporters asked for interviews, claiming that The Daily’s practices were inappropriate and an invasion of pri-

vacy. One student, Ying Dai, called Boyle out on her own Twitter feed, calling Boyle’s photos “trauma porn” and “invasive”. She also wrote, “I was on the ground being shoved and pushed hard by the police. You don’t have to intervene but you also didn’t have to put a camera in front of me top down.”

By Sunday, The Daily published an editorial apologizing. The apology read, in part, “While our goal is to document history and spread information, nothing is more important than ensuring that our fellow students feel safe — and in situations like this, that they are benefitting from our coverage rather than being actively harmed by it.”

However, The Daily should not have apologized for doing their job.

Students who protest in a public space run the risk of being photographed and identified. In fact, more than running the risk, protests are meant to disrupt public spaces.

Forming a public spectacle is only further publicized by media coverage. And if they expect no repercussions, protesters should not protest.

Newspapers should not be blamed for giving them the very publicity they are seeking.

There are times when identities

need to be protected--like in an authoritarian country where expressing dissent of government actions or institutional actions may result in disenfranchisement or death. However, in this recent case, there was no intrusion of “privacy” or “safety” by taking photos and reporting in a public sphere under the First Amendment. The protesters had as much of a right to protest as the reporters had to report in this recent incident. Difficult issues require people, specifically journalists, to ask difficult questions.

The Daily’s reporters, like all reporters, should stand by standard journalistic practice. All journalists have a responsibility to report the truth. Journalists are the eyes, ears and voices of the people. Their jobs often entail putting themselves in danger as they uphold the truth, no matter how much it may be hard to digest or report. When the press is manipulated or restricted, the citizens’ access to information is choked. Thus, when journalists are criticized for doing their jobs, a citizen’s right to know is undercut.

I repeated tenth grade, now I can’t compete in sports Sophie Grand Opinion Editor While I knew the decision to repeat my sophomore year would change my social and educational spheres, I had no idea that it would prevent me from participating in school sports teams.

Mid-way through this year’s fall season, I learned that I would not be eligible to participate in sports for my senior year on account of being a repeat student. I repeated my sophomore year of high school when I transferred to Masters for educational reasons, but the transition was made easier since I was one of the youngest students in my class at Scarsdale High School (SHS).

In previous years, Masters was a member of the New England Preparatory School Athletic Conference (NEPSAC), which allowed fifth-year students to play on their school teams as postgraduates. Masters ultimately chose to switch leagues for a variety of reasons, primarily because of the long distances to and from competition.

The regulation that limits students’ athletic eligibility is imposed

by The New York State Association of Independent Schools (NYSAIS), the organization that now oversees all aspects of Masters’ scholastic competition and sports.

The NYSAIS handbook states, “A pupil shall be eligible for senior high school athletic competition in a sport during each of four consecutive seasons of such sport commencing with the pupil’s entry into the ninth grade and prior to graduation…” Essentially, anyone who has repeated a grade in high school, making them a “fifth year senior,” is ineligible to compete in their final year of high school.

This regulation has a fatal flaw in that it inhibits certain students from engaging in the sports they love.

The main goal of the age and eligibility mandate is to prevent redshirting–the practice of holding a child back for the purpose of gaining strength and size advantages–for athletic purposes. The unfair advantage that a school team can gain from having a fifth-year student can be mon-

umental, and can cause unlevel playing fields.

The inequitable consequences of having fifth-year players skews the successes of teams. Masters’ Athletic Director Logan Condon said, “It’s another year of eligibility, competition and maturity. If you have a 13 or 14 year-old freshman going against that 19 year-old post graduate, it can be a vastly different situation.”

This rule exists to maintain the integrity of the leagues and a balanced level of skill and capability. Condon explained, “I appreciate why the rule is so black and white to keep from those who are trying to gain a competitive advantage. I do sympathize with individuals who really just want to be a part of a team, and are not using it as a competitive advantage, but as a vehicle to have a wonderful experience.”

This objectives of this rule are justifiable and make sense, but it is unSOPHIE GRAND/TOWER intentionally also targeting a group of students who would not provide their FIFTH-YEAR STUDENTS ARE sidelined on the bench of a volleyball game, while a teams with significant advantages fourth year student participates in the competition. Fifth-year athletes are not aland just want to be a part of the ath- lowed to play in league competitions, regardless of their skill level and capability. letic community.

The fact that I am not allowed to developed an avid regard for softball, sports, the regulations should not play next season baffles me. I did not fencing, and volleyball. “I think it is hold you back. You don’t need to parplay any sports for school in either of really sad that people who are really ticipate in the game to show you love my years at SHS, nor did I practice passionate about sports and are will- sports,” Son said. them competitively outside of school. ing to devote their time to their teams By not allowing this select group of Now that I’ve found my passion and cannot participate just because of a students to take part in contests, we friends on the varNYSAIS rule.” Son are losing the camaraderie of playing sity tennis team, continued, “I see for a team in our senior (or junior) this rule stands in a lot of students year. The tight-knit nature of teams the way of my conmeet new people and school spirit are weakened by evtinued enjoyment I think that it is really as they play sports. ery player who is no longer allowed to of the sport. sad that people who are You can meet new partake in matches.

The rule is esreally passionate about people in clubs In such a diverse and unique compecially harmful sports and are willing to and co-curriculars, munity, our teams are a crucial tool to international devote their time to their but sports is dif- for bringing together students across students who are teams cannot participate ferent because you all ages, grades and genders. Maseither repeat stujust because of a NYSAIS actually do need ters’ sports teams foster an incredible dents or are older rule. to work with each sense of leadership and support, so than 18, the max- STELLAR “NOON” SON other to gain team- being unable to participate will unimum age of eligiwork skills and doubtedly take away from a student’s bility. Junior Stelcommunicate with experience at Masters. lar “Noon” Son, each other.”

Like Son, I plan on being with my has repeated two and a half years of Through it all, Son’s affinity for team every step of the way, whether school, one of the years being here at her team remains evident, and her that means managing or just pracMasters, while the other year and a inability to participate does not hold ticing with them on the courts. Even half were in China. Son, currently 19 her back from doing what she loves. though NYSAIS rules state I cannot years-old is prohibited from playing “I will still practice with teams re- play in official matches, they cannot for Masters’ teams. gardless of NYSAIS regulations. If stop me from being a part of the team.

Once a three-season athlete, Son your really passionate about playing

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2019-2020 editors-iN-Chief loGAn schiciAno michelle Wei News Lead editor Annie Rubinson News editor m. bRody leo opiNioN Lead editor noRA FellAs opiNioN editors sophie GRAnd Tim mAThAs features Lead editor kATe sibeRy features editors yAsmine pAscAl oWen sTRieR sports Lead editor miTch Fink sports editors TyleR conWAy GAbe kelleR web editor & soCiaL media maNager kiRA RATAn photography aNd iLLustratioN editor mATTilynn sTone aCCouNtabiLity & aCCuraCy maNager JAcob kRiss Copy editor sophiA VAn beek staff writer eThAn schlApp advertisemeNt & distributioN maNager Reed GilmoRe CoNtributiNg writers clARA kolkeR cARolyn hohl sAbRinA WolFson lexi WAchen Russell Wohl staff photographers boRis beeV Richie boxeR GeoRGe chAnG chARlie coopeR michAel couRi Annie FAbiAn seRA GunGoR hAnnAh Reynolds sunny shi sophiA ViscARello luke Zhu staff iLLustrators skylA cAse AViVi li oliVeR peTeRson JiAyun (ellA) TAnG dosi Weed ellie yAnG faCuLty advisers ellen coWhey mATT iVes oNLiNe media For more information, follow Tower on the following platforms: Website: Tower.MastersNY.org Facebook: MastersTower Twitter: @MastersTower Instagram: @MastersTower d istributioN proCess Tower is hand-delivered on the day of publication to the Upper School. 650 copies are printed. In addition, a copy is sent to each of our advertisers. sChoLastiC press affiLiatioNs, Letters aNd editoriaL poLiCy Tower is the winner of the Pacemaker Award for Overall Excellence, an award-winning member of the National Scholastic Press Association (NSPA), Columbia Scholastic Press Association (CSPA), Journalism Education Association (JEA) and Quill and Scroll. We encourage Letters to the Editor, which can be submitted to the following email address: TowerEditors@MastersNY.org. Published approximately five times a year, Tower, the student newspaper of The Masters School, is a public forum, with its Editorial Board making all decisions concerning content. Commentaries and opinion columns are the expressed opinion of the author and not of Tower and its Editorial Board or its advisers. Furthermore, the opinions conveyed are not those of The Masters School, faculty, or staff. Unsigned editorials express views of the majority of the Editorial Board.

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OP-ED

TOWER/NOVEMBER 21, 2019

Debating the one-strike policy PRO: Zero tolerance keeps us safe Annie Rubinson News Lead Editor

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n 2008, students witnessed a classmate suffer a seizure in the middle of Mandarin class. When his belongings were searched, it was determined that he overdosed on illegal drugs dealt to him by an upperclassman. In response, Masters implemented a zero tolerance drugs and alcohol policy. Recently, however, several students have begun to draft proposals for alternative protocols.

But while the current one-strike policy is not perfect and should certainly be refined, the safety of the broader Masters community depends on its continuation.

Teen experimentation with drugs and alcohol is common–that does not necessarily mean, however, that it should be allowed or encouraged in a school setting. In other words, although experimentation has become normalized, that doesn’t change the fact that drug use is a gateway to addiction, which inherently poses a threat to the health and safety of the entire community.

We must also remember that teenagers and young adults are not the only inhabitants of the Masters campus. At the very least, I’d like to think that creating a drug-free campus via the one-strike policy (or a variation of it) would be a symbol of respect to the parents who trust Masters with their middle schoolaged children–not to mention the staff and faculty members who have chosen to live in the dorms with their young children.

In light of recent incidents, some students have argued that, “If so many students are facing disciplinary action, nobody is getting Sanctuary,” a policy that allows students who discover themselves or others in danger due to the use of drugs or alcohol to ask for help without incurring disciplinary consequences. It is not surprising that students feel this way–after all, confidentiality is the very basis of the Sanctuary policy. So in a way, the fact that students are discussing its lack of presence at all should be indicative of the success of the policy. In fact, the Sanctuary policy is used fairly often, and far more students enter Sanctuary than are expelled for violating the zero tolerance policy.

Interim Dean of Students Jeff Carnevale confirmed that between 12 and 15 students typically utilize Sanctuary each year.

With a one-strike policy, students not struggling with addiction are incentivized against using drugs entirely, so as not to risk disciplinary infraction–and, perhaps more importantly, a zero tolerance policy provides a strong reason for those with substance abuse problems to seek help. True, this is far easier said than done, but it doesn’t necessarily have to be. Rather than implement a two-

strike policy and hide the greater issue of addiction, Masters should work to destigmatize discussions of addiction and rehabilitation. A potential outlet for this could be first-year seminar classes. When I was in ninth grade, my entire grade was briefed by an administrator on the policy in one thirty-minute meeting–perhaps a more detailed discussion in smaller groups would have created a more focused environment in which students would feel more comfortable asking clarifying questions, or having more in-depth discussions about the concept of substance use and addiction as a whole.

I also worry that a transition to a more lenient policy would oversimplify the pain and the complexities of substance addiction. Some have suggested that if under a two-strike policy a student is caught once with illegal substances, they should be sent to rehab the first time and dismissed the next. But the reality is, overcoming addiction requires a serious degree of motivation and commitment that must come from within– and how can we expect students to heal in Sanctuary if they are resistant to receive help in the first place?

Some have also complained that such a strict drug and alcohol policy is administrators’ way of monitoring the personal decisions and behavior of students. This is not the case, as the zero tolerance policy only applies on campus or on school sponsored trips. And with a great deal of privileges and freedom already given to Masters students, asking for a substancefree campus does not seem like too big an ask.

I do not claim to know exactly what policy and what language would most effectively limit the presence of illicit drugs on campus. What I do know is that escorting an overdosed student to the hospital in the middle of the school day is a trauma that no student, faculty or staff member should ever have to endure–and that since the i mplementation of the zero tolerance policy in 2008, to the best of my knowledge, they have not.

CON: We cannot tolerate zero tolerance noRA FellAs Opinion Lead Editor

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his academic year, as of Oct. 25, just two months into the year, six upper school students had been expelled for violating the school’s zero tolerance substance abuse policy. Sixteen others faced the possibility of expulsion for their involvement in substance use on campus, but were diverted into Sanctuary.

While Masters often offers a student the choice to withdraw instead of expulsion, it is a false choice, because if the student does not withdraw, they will be expelled. For this reason, I will be referring to forced-withdrawals as expulsions.

In the opening days of the school year, the administration assured seniors that it had done everything possible to try to find a way not to expel the six students, but that they were required to do so by their own. Head of School Laura Danforth

candidly acknowledged this in a If stamping out substance use speech to seniors on the first day of is so important that zero tolerance school. She said that, at Masters, if is essential, then, to be consistent, we’re going to “talk the talk” by hav- shouldn’t the administration take ing a zero tolerance policy, we must more regular efforts to root it out, “walk the walk” and follow it. She rather than waiting for incidents clarified in a later interview: “We to come to their attention? What have a policy. We need to be firm struck the community in October with that policy. Until that policy was the suddenness with which changes, we need to follow it.” In- over a dozen students disappeared. deed, Danforth made it clear that But, if we are supposed to “walk the precisely because they have followed walk” on zero tolerance, shouldn’t the policy consistently in prior cas- we do so every day, not just on one es, they must continue to follow it in day in October? The administrafuture; it would not be fair to those tion could subject everyone to daiexpelled in the past for an exception ly searches, note an infraction on a to be made now for a student found student’s records, test our urine or to have engaged in substance use. bring in drug dogs. Yet (thankfulWhile I respect the goal of prac- ly) the administration does not do ticing what we preach at Masters, this. My point is not to suggest that if administrators, parents, teach- the administration take a stricter ers and students alike are always approach, but instead to highlight looking for “loopholes” in our policy, that it does not truly follow through it raises the question: isn’t it time on the implications of a zero tolerto consider a new policy? Perhaps ance policy. one that doesn’t discard students, Students are not searched on a but, rather, helps them get back on daily basis. Yet, in October, searchtrack, a policy that rejects a blanket es did take place, based in large rule in favor of one that takes into part on the reports of students alaccount individual circumstances. ready under investigation. And Sometimes a harsh response may because the administration relies be required, but it does not follow on student reports when deciding that it must be imposed in every whom to investigate, it almost feels case. like luck that some students arIn my time at Masters, I have en’t searched when others are sent come to appreciate the practice of packing. assuming good intent, which preI also worry that the zero tolersupposes listening, empathy and a ance policy has a disparate impact commitment to understanding all on students depending on their perspectives. While I do not con- economic circumstances. Because done underage substance use, es- expelled students are almost alpecially on campus (or on school ways given the option to withdraw sponsored trips), I recognize that without a blight on their record, not all substance use is the same. A those with more means are able student who is peer pressured into to transfer to other elite schools, trying a sip of beer at an on campus while those without the means face gathering is not equivalent to a stu- more serious consequences, like dent who deals hard drugs under returning to the schools they had the Harkness table. Yet a school fol- chosen to leave for a reason. lowing a zero tolerance policy must Proponents of the zero tolerance view them as the same. At Masters, policy argue that Masters should we should know better; the Hark- promise a drug-free campus to parness method leads us to seek the ents who entrust the school with most nuanced outcome, and this is their children’s safety. And while at odds with a blanket rule that pri- I agree with this sentiment, the oritizes a hard line over discussion reality is, in spite of the zero toland understanding. erance policy, we are not a drugAdditionally, without the possi- free campus. The zero tolerance bility of making mistakes, with re- policy does not necessarily result spect to substance abuse, students in more safety, but it does result in lose their learnmore expulsions. ing opportunity.

And, in any case, Some may argue wouldn’t those that students can same parents We have a policy. We need learn from their want the school to be firm with that policy. peers’ mistakes. to take into acUntil that policy changBut it is clear count the indies, we need to follow it. that the expulvidual circumsions of last sumstances of the mer did not deter - LAURA DANFORTH, case if it were the students facH EAD OF SCHOOL their child who ing expulsion this was peer presfall. It appears sured into havthat the harsh ing their first sip consequences of the zero tolerance of beer on campus or was turning policy are ineffective in deterring to substance use as a coping mechon campus substance use. anism?

Instead of encouraging growth, Because Masters is a boardthe zero tolerance policy creates a ing and day school, there is conculture of fear and suspicion. The cern that a more lenient policy Sanctuary policy allows students to would deter applicants or hurt the seek help from the school if they or a school’s reputation as a safe camfriend are struggling with substance pus. However, The Taft School, use without fear of punishment, a prestigious boarding and day but in practice, many students, in- school, uses a two-strike policluding myself, are not comfortable cy. Masters should implement a naming a friend to the administra- case-by-case policy that allows for tion. It feels like overstepping, and those struggling with addiction, many students feel like they are or students who made a one-time being disloyal or are “snitching.” mistake, to grow, while maintainAlso, students who are really strug- ing zero tolerance for drug dealgling with addiction may not have a ing, for example. support system of friends who will I keep reflecting on the promise even notice changes in their behav- the administration made on the ior. In these cases, the onus is put first day of school this year: that on the student to seek out help, but they had done everything they for someone who is using unhealthy could to avoid expulsions, but that coping mechanisms, this isn’t a giv- the zero tolerance policy had forced en. It’s unrealistic to suggest that their hands. We keep talking the the existence of the Sanctuary policy talk about finding “loopholes” in negates the harsh damage done by the policy; it’s time we walked the the zero tolerance policy. walk and changed it.

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TOWER/NOVEMBER 21, 2019

OP-ED

5

The internet makes it easier to exploit children Sophia Van Beek Copy Editor

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don’t use Facebook often, but it takes only about two minutes of scrolling through my feed until I see a picture of a baby or a child. Cute?

Maybe. Wrong? Definitely. Whether it’s a photo of a newborn immediately after birth or a post celebrating yet another milestone of the arduous kindergarten year, it feels wrong to me - and that’s because these young children can’t given consent to have their images posted.

There is nothing wrong with creating family videos and commemorating special milestones. My parents have hundreds of videos of my sister and me playing, getting our hair cut, or going to our first days of school; we’re lucky those moments have been recorded.

But there is no reason for parents to post this content to the internet without permission – especially if they profit from it.

Children being professionalized (and too often sexualized) at a young age is not a new problem, it is just more common in the day and age of the internet.

Child beauty pageants have been happening off-line for fifty years. Annually, 250,000 girls, some as young as two, are spray-tanned with makeup caked on, wearing sexualizing dresses and then given numerical ratings in competition categories including talent and swimwear.

In the pageant industry, children are expected to be conventionally attractive. In one episode of Toddlers & Tiaras, five-year-old Ava performs a cage dance in a midriff-baring outfit while being wolf-whistled at by judges and watchers. The message is clear: sexiness is her most valued quality.

JonBenét Ramsey is one of the most well-known child beauty queens. She performed in pageants all over Colora-

do, her home state, starting at the age World. At age seven he has a full-time of five. On Christmas day in 1996, the job. This isn’t innocent fun - this is six-year-old was found dead. There was exploitation. Maybe content on Ryan a ransom note found the night of her ToysReview began as a way to enterdeath, which was ruled a homicide. Al- tain other kids, but because of the chanthough there was no evidence of rape, nel’s immense profit, intentions seem to authorities determined that she had have changed; now that there is an ecobeen sexually abused. nomic stake in the game, ethicacy goes The case brought international at- out the window. Children should not be tention to the inherent flaws of pag- global franchises. They should be chileantry and child performers in gener- dren, free to explore and grow without al - how much of it is their choice? The the constant threat of scrutiny by the Denver Chief Deputy District Attorney media. at the time, Karen Steinhauser, said On Instagram, it has become com“it’s impossible to look at these photos mon for parents to exploit their chiland not see a terribly exploited little dren’s cuteness for “likes” and “follows” girl.” Children in the public eye can - and for money, as they are uploaded only be protected so much; when they as sponsored posts, making money for become famous, their privacy is gone. the posters. The account “@vassylou.

Even if they aren’t sexualized, they lou” uploads professionally-taken phohave their childhood, and all sense of tos and selfies of Vassili, the account normalcy, taken owner, and her from them. daughter, Luna.

It takes a lot of Together, they pose time and effort to in front of mirrors, It’s impossible to look at objectify, sexualoften dressed identhese photos and not see a ize and profit from tically. Sometimes, terribly exploited little girl. non-consenting chilLuna wears dedren on the beauty signer tube-tops, pageant circuit. But -KAREN STEINHAUSER, sleeveless dresses the internet makes ATTORNEY and high-heels (ofit much easier to ten a few sizes too exploit children. big: her heel doesn’t Some of that exploitation can seem as reach the back of the shoe). In a post innocent as fun family videos. In 2018, uploaded on Nov. 13, Luna is staring the highest-paid YouTuber was a sev- into a phone screen that her hands can en-year-old boy named Ryan Kaji, who barely fit around. The selfie was sponfronts Ryan ToysReview. In these vid- sored by a children’s clothes designer, eos, he plays with toys and provides Amy Mode. Vassili’s account, with over commentary; often these are sponsored 60,000 followers, is not an outlier on by toy companies, but the channel fails the platform. She posts under the “kids to adequately disclose this. Although of Instagram” hashtag, which is full of a separate issue, this is an example of child models and baby videos. how children’s content misleads kids.

Beyond the questionable ethics of Ryan ToysReview made $22 million exploiting a child’s image for money in ad revenue, related merchandise without their consent, the seemingly and sponsorships last year alone. The innocent photos that Vassilli uploads channel has amassed over 30 billion also normalize the sexualization of chilviews since he started posting to You- dren, just like beauty pageants. Her Tube at only five years old. He is now posts can be distributed, edited and being used in a television show, Ryan’s encrypted. They can, and do, end up in

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Bring back flex lunch! ethan Schlapp Staff Writer

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hen I first received a copy of the new schedule, I was concerned. No flex lunch, school ending later, the introduction of Masters Hour, and an eight-day rotation were some of the changes I noticed immediately. New goals were outlined by the administration, such as a more consistent class schedule, reduced stress, and increased advisory bonding with the implementation of Masters Hour. And though I was skeptical going into the year, I was told by my classmates and teachers to give it a chance before I formed opinions on the matter–so I did.

However, now two months into the school year, I am back to square one, still trying to understand how the design of this schedule is more effective than the last. The schedule has fallen short of the goals set, yet we as a community are stuck with the repercussions of the introduction of an all-new schedule.

The eight-day schedule was supposed to improve the consistency of class meeting time. However, I find myself constantly checking my schedule to see which class I

have instead of knowing it off the top of my head. The constant rotation adds confusion because there is increased variety instead of consistency. As for the workload, I feel that my homework has increased even though my classes don’t meet as often. In the old schedule, a class would meet three times every week for a total of 220 minutes.

Thus, in a two week rotation, the class would meet six times for a total of 440 minutes. However, with the new schedule’s every-other-day rotation system, (classes only meet five times every two weeks, for a total of five class meetings in 400 minutes during a two week period.)Even though we are meeting less frequently, I have homework for four classes every other night. s for the implementation of Masters Hour, the original goal was to increase community bonding through increased advisory time as well as the addition of an advisory “curriculum.” Don’t get me wrong, I love my advisory, but meeting three times every eight days is a lot, even though there is an advisory lesson plan.

Instead, the time should be used for something more efficient, such as flex lunch, one of the most popular parts of the old schedule.

Speaking of flex lunch, that was

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one of everyone’s favorite parts of the old schedule. Every week we got a full hour for lunch–which allowed for more club meetings and gave students an opportunity to relax. Flex lunch allowed me to participate in flag football club last year, which was one of my favorite activities during the week. This year, without flex lunch, it is impossible for a club like flag football to exist because there’s not enough time to meet. There are more than 50 active clubs at Masters, but there are only two times during the eight-day rotation for clubs to meet, which makes it hard for students in multiple clubs.

Though I don’t necessarily agree with the decision of creating a new schedule, I do think there are some positives, such as X-Band, which allows for a more efficient and effective way of meeting with teachers. believe that the original goals have not been met. There really wasn’t a need for a whole new schedule in the first place. These goals could have been addressed by making changes to the old schedule while keeping the most popular aspects. In other words, “If it ain’t broke, don’t fix it.”

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NORA FELLAS/TOWER

JUNIOR ERIC SOLOMON HOLDS a schedule and tries to make sense of the many blocks in the 8-day rotation. The schedule includes many changes from last year to this year, including no flex lunch, X-band to meet with teachers, an advisory curriculum, a maximum of four classes each day and a later start and end time.

PHOTO CREDIT HUMAN/POSITION

MATT IVES/TOWER

AN INFLUENCER MOM, WITH with over three million Instagram followers, posed her two daughters in dresses mimicking Kylie and Kendall Jenner’s Met Gala dresses. The post amassed over 750,000 likes. the hands of pedophiles. The New York free for anyone to view and distribTimes has reported extensively on the ute. Even if the content is non-sexual, flood of sexual images of children that children can not properly consent to washes unchecked through the inter- being on the internet. net. Images like Luna’s serve as gateQuestion what you endorse on soways to more lurid and illegal content. cial media and remember that childToday, children have legacies on the hood is an innocent, incorruptible internet before they can even say the freedom. Children cannot properly word Google; they are not in control consent to being hyper-sexualized, of their online footprints. Kids should especially for monetary purposes and not be exposed on social media at such social media popularity. That is the young ages, along with its danger and line between okay and not okay: inhate. The moment an image is upload- tention. We cannot post or promote ed of a young kid, their privacy is com- exploitative content; this is our colpromised; once something is posted lective responsibility and we must do to the internet, it is out there forever, better.

INSIDE THE HERRICK ROOM

Senior finals?

Final answer: don’t have them RuSSell Wohl For most of us, final exams dominate the last few weeks of school: they consume the scarce amounts of time and energy we have with the overwhelming amount of preparation they require. This leads to intense levels of stress and fatigue, namely because these assessments usually account for a whole 15-20 percent of a course’s grade.

The rationale behind these exams is that they promote students to synthesize topics and recall units from earlier in the year. It is also an efficient method that teachers use to see how their students have progressed over the year. But for most seniors who will have committed to college by finals week, these tests have become tedious and uncessessary. So this raises the question: why should seniors be forced to take finals?

Senior Class President Michelle Wei raised this issue in Executive Committee this past month.

Her main goal is to find a way to “reduce stress by offloading unnecessary work, while also doing something constructive,” such as community service or an open-ended group project, which would use

the time otherwise reserved for studying.

Wei makes a good point. Seniors should be able to do something more valuable and enjoyable with their time. As a preparatory school, Masters aims to both teach us through content and prepare us for college life and beyond. Since seniors will already be accepted into college by the time of finals week, they are less motivated to study or give their best effort on the exams, diluting the main purpose.

While finals do force students to recall past material and promote the skill of connecting concepts and ideas, for second semester seniors who aren’t worried about their grades, there is less incentive to study for a stressful test.

Their knowledge, energy and time would be better spent in a project that asks them to explore the material further.

As a current junior, I understand the fear that the removal of finals for seniors will lead to animosity among underclassmen.

However, everyone will eventually benefit from this type of change when they become a senior.

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AP

NEWS

NEWS

TOWER/NOVEMBER 21, 2019

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n advanced assessment: weighing the place of

s at Masters and beyond

Written and designed

by Logan Schiciano, Editor-in-Chief

what are APs?

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he Masters School is currently engaging in talks about Advanced Placement (AP) courses and their role within the realm of the school’s academic identity; additionally, many members of the Masters community and beyond have grappled with the benefits and potential downsides of an AP curriculum.

According to the College Board, a “mission-driven not-for-profit organization that connects students to college success,” AP courses, which have been around since the

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ne common argument against APs ceived restrictions of APs in her AP Calcuis that they constrain the ability of lus AB curriculum. “I don’t feel rushed [until teachers to instruct creatively and the very end]. We have time for exploration devise unique course material. Some teach- regularly, doing work on Desmos [an online ers have found ways to work around this, graphing application] and occasional projthough it has proven more difficult for oth- ects. To say that APs don’t dive deep is not ers. correct,” she said.

Dean of Faculty Sam Savage acknowledgDennis, who formerly taught AP Statistics, es that APs require educators to teach to a also argues that teaching to a set curriculum set framework. “They have a different pres- aided her growth. She said, “I would’ve opence than any other curriculum because they erated in a silo trying to teach statistics, but align with something outside of any given instead, I had the AP community as a source school,” he said. APs are designed to prepare of constant professional development.” She students for AP exams, which take place in explained that many of the lesson plans and early May. creative activities that she brought to her Eric Shear, a science teacher and dean class were inspired by other AP professionals for the Class of 2021, who formerly taught outside of Masters.

AP Chemistry, found that the AP curricuAP U.S. History (APUSH) teacher Eric lum restricted his ability to teach the course Shapiro, who is also a grader for the APUSH while upholding the school’s mission: “To exams, recalled an interaction he had with strive, to dare, to do, to be a ‘power for good a fellow grader. “A woman I sat next to for a in the world’–we could do way more of these whole week, told me that one of her APUSH things if we weren’t held to the standards of classes has over 100 students; it’s pure lecan AP.” He provided an example of what sci- ture and each student essentially writes one ence teachers could do essay per semester,” without the limitations he said. However, at of the AP curriculum.

Masters, with smaller “If you were in a biology To strive, to dare, to do, to be a ‘powclasses and an emphaclass, you could go to a er for good in the world’–we could do sis on discussion-based hospital and learn firstway more of these things if we weren’t learning, the APUSH hand from doctors about held to the standards of an AP. teachers have found what they’re doing ways to lead classes in about human systems.

- ERIC SHEAR,SCIENCE TEACHER innovative ways. Earlier Right now, we just don’t AND DEAN OF CLASS OF ‘21 this month, students in have time for that.”

Masters’ APUSH course Schools that have took part in a roundtaeliminated AP courses have taken several ble where they played the roles of characters different paths. One alternative to APs that from the early nineteenth century and dishas been adopted by many schools, including cussed topics relating to social, political and Scarsdale High School (SHS) is Advanced economic reform during the time period. The Topics Classes (ATs), which are considered to roundtable served as a test, covering content be equally as rigorous. SHS senior Charlotte from chapters in their textbook.

Kelson, who is currently enrolled in four ATs The current APUSH curriculum is a broad and took both AT Statistics and AT U.S. His- overview of history in the United States from tory last year, said that her AT classes pro- early settlement in the country to the presvide room for exploration and deviation from ent day. a standard AP curriculum. She said, “Last Shear noted that AT courses could give year in my AT U.S. History class, we had al- students the opportunity to hone in on a parmost a month of students presentations... I ticular topic or area of study. “For example, a don’t think we would’ve had that flexibility student could take an advanced topics class had it been an AP class.” on poetry and an another on creative writMasters’ Math Department Chair Michele ing,” he said.

Dennis has managed to work around the per-

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tackling the test

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MATT IVES/TOWER

1950’s, are an opportunity for students to earn college credit, prepare them for college level courses, develop critical learning skills, and discover a new passion in a subject.

By offering APs worldwide, College Board is presumably providing the most rigorous curriculum for high schools, and in turn, presneting many benefits for students.

APs offer a lot that is positive, but over the past few decades there has been seemingly continual pushback against the courses as schools nationwide consider the validity of offering these courses.

the constraints of APs

any members of the educational community feel that the AP tests are advantageous, though others see them as an inaccurate representation of students’ academic ability.

Shapiro understands the essence of AP tests. “They [AP exams] offer a means of evaluating students on a national basis,” he said.

Both he and Dennis said that the AP tests for their respective subjects are more of an assessment on skills as opposed to pure knowledge. Dennis mentioned that the AP Statistics exam often has word problems that deal with real world situations. Shapiro added that the long essay questions and document-based questions on the APUSH exam require that students not only have their facts straight, but also are proficient writers and critical thinkers.

Junior Rachel Schwartz, who is in APUSH, said that having to learn these skills adds additional pressure to an already challenging course. “On top of having to know all the information, you actu-

SENIORS SARAH FABER, GABRIELA (Gabi) Seguinot, and Owen Pietsch dress as Bishop Bossuet, Fredrick the Great and John Locke (left to right). Each member of the AP European History class played the role of a prominent Englightenment figure during a recent roundtable discussion. The students received extra credit for coming in costume.

ally have to know how to do the test,” she said.

The Hackley School, located in Tarrytown, NY, no longer offers AP classes in English and history. While he could only speak to the elimination of the English APs (AP Literature & Composition and AP Language), English Department Chair Dr. Richard Robinson said that he was, and still is, concerned with the AP’s emphasis on speed because it discourages thoughtful close reading and reflective writing. “The AP exam stresses skills that are about doing things quickly: you need to be able to read quickly, interpret literature quickly, and write quickly,” he said.

While Hackley has always strived to focus on sophisticated process-driven writing about literature, Robinson found that when students took the AP English exams, he was telling them to write simplistically; he said this was because the examiners would only spend 90 seconds reading an essay and would only look for fairly basic comprehension.

After 15 years of no English APs, he

THE ROLE OF ADVANCED placement classes within the Masters curriculum is currently being weighed by the school’s Academic Committee as part of a broader discussion regarding the school’s acadmic identity.

LOGAN SCHICIANO/TOWER

SENIORS SOPHIA FORSTMANN, JONAS Kolker and Lawrence Azzariti (left to right) record measurements in their notebooks during a lab in AP Biology. The student-designed lab tested rates of cellular respiration by adding various sugars, including honey (pictured above), to a yeast solution. They participated in the lab in preparation for a test on cellular respiration later in the week.

Typically, one to two labs are completed per unit, so that the students can better understand the applications of the content they’ve learned.

envisioning academic identity

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hile opinions on the role of Advanced Placement (AP) classes within the Masters curriculum vary, a revitalized discussion on the matter will have potential implications for students and faculty alike. The school’s Academic Committee, which consists of administrators and department chairs, among others, is grappling with the subject “a little more closely,’’ considering the necessity, or lack thereof, for APs at Masters; it is not clear what changes, if any, Masters will be making to its AP program.

Masters’ Academic Committee engages academic leaders from all facets of the school in dialogue regarding important academic issues. Dean of Faculty Sam Savage, who is one of the co-chairs of the committee, explained its purpose. “It’s a place where people can bring ideas to discuss so that they can get a lot of different perspectives before making a decision.

Sometimes the committee votes on things and they will either move forward or not based on committee vote,” he said.

Because Masters is a private institution, the school has the ability to shape the curriculum to align with their academic philosophy and misOLIVER PETERSON/TOWER sion.

Though they have only met for three hours thus far this year, Savage notes that the members have pondered some essential questions. He recalled the basis of the conversation. “What does it mean to have an advanced curriculum? We have the ability to teach anything; why this? Fundamentally it’s about what skills and content does our curriculum offer our students and do we have the best curriculum for our students at this time?”

The talk of potential change is ongoing and Savage explained that this is commonplace at private schools. “For the last 18 years, every school I’ve been at has been having this conversation. Everyone’s always doing this,” he said.

Masters has been around for almost 150 years and the school’s identity is always developing, so determining the direction of the school can be quite difficult, hence the continued conversation.

Though the committee is still in the early stages, Savage hopes that by the spring the school will have more clarity on the AP curriculum; however, with the possibility of change looming, he explained that there will be no immediate alterations. “It [not offering APs next year] is not on the table,” he said.

Science teacher and Dean of Class of 2021 Eric Shear recalled the school’s mission statement and believes that Masters should be fully committed to whatever decision is made with regard to APs. “Either we go all-in on APs and change our ethos, or we get rid of them and stick to our current ethos,” he said.

Editorial Note: While the AP curriculum discussion is one that directly impacts both the admissions and the college counseling offices, neither director was available for interview prior to pulication.

understanding reputation and the college process

A

P classes have long been perceived as the highest level of learning in high school; nevertheless, more and more schools have eliminated AP courses, thus raising questions about their value in fostering a reputable educational environment and in aiding students in the college process.

Junior Carly Grizzaffi said that she thinks some students enroll in AP classes simply to fill up their transcripts in hopes of being admitted to highly competitive colleges.

A proponent for eliminating them, junior Rachel Schwartz believes that APs can put unnecessary stress on people who feel obligated to take them. “APs aren’t for everyone,” she said.

Grizzaffi also understands there is a downside from a health standpoint. “I haven’t been sleeping super well and I think anyone else taking APs can attest to the fact that they don’t get very much sleep,” she said.

Masters’ History & Religion Department looks beyond a student’s desire to take an AP course solely for the purpose of committing to a challenging curriculum. “We look for students who not only want to work really hard, but are also passionate about history,” Shapiro said.

Grizzaffi sees both sides of the coin. “Of course I felt pressure to take them, but I took courses that I felt passionate about and wanted to learn more,” she said.

All students who desire to take APs at Masters must receive departmental approval (in the case of AP English, students must also take a timed essay test), and the school only permits students to take a maximum of three AP classes per year, unless they receive permission from the Dean of Students. hoate Rosemary Hall (Choate), a preparatory boarding school in Wallingford, CT, has been “AP-free” since the 2017-2018 school year. Masters senior Zeynep Ozturk, who attended the school in the midst of the transition, said that students’ perceived motives for taking AP courses had a lot to do with the change. “What usually happens is people take them to look good for colleges and to have them on their résumé, but if you’re really passionate about a course and you’re sitting in a classroom with students who are not as passionate and are just there to get an ‘A’, it starts to become not as extensive and beneficial for learning,” she said.

C

is content with the outcome. “The response has been all positive...

I’ve never had a reason to doubt it,” he said.

Ozturk explained that the school switched to offer- to students who do well on APs were proving detriing honors classes which required students to com- mental to colleges, which is why they are making it plete an extensive application process to be eligible harder for students to take advantage. Sometimes, for admission. In her honors English class at Choate, doing well in an AP means a student is exempt from she noticed a big difference. “This time I actually felt introductory college level courses. Because a student like people wanted to be there,” she said. will have to take fewer classes, it can mean saving he Ethical Culture Fieldston School (Fieldston), money, and graduating earlier. Shear said, “In cola private school located in Bronx, NY, did away lege, you pay by credit hour. When they were grantwith APs 20 years ago for a variety of reasons. An ing APs, they [colleges] were actually admitting stuarticle from the Independent School magazine, writ- dents who over the course of four years, were going ten by Rachel Friis Stettler and Joseph Algrant, both to pay less money.” He continued, “Colleges got wise of whom were at the center of the change, explained to this and have said that APs are important on your that it was justified and based on concerns similar transcript, but they only give credits for certain ones to those raised by various Masters faculty members. or not at all. Basically, they want you to pay for the “Over time, we came to the conclusion that the AP courses at the university, so they can make more program at Fieldston was not only at odds with our money.” educational and social purpose, but it lacked coursAccording to Hackley junior Alex Crispi, the stues with multicultural content… it left little room for dents still have some concerns with the lack of APs divergence. The AP courses encouraged teachers to in English and history at Hackley, where AP classes cover a great breadth of material superficially… time had been weighted more heavily. “When colleges calfor grappling with ideas and synthesizing knowledge culate GPA, it won’t be as high because while some was curtailed,” said the article, which was published people are very capable of getting an ‘A’ in those [Enin the winter of 2003. glish and history] classes, they can’t get a 5.0–they’re The switch was drastic, but applauded by many stuck to a 4.0,” he said. of the top universities nationwide.

Crispi plans to self-study for both Fieldston’s current Assistant Printhe APUSH and AP Language excipal and Director of Studies, Robert Of course I felt pressure to take them, ams and noted that many students Cairo feels that the school has actu- but I took courses that I felt passionate at Hackley do quite well on the Enally gained a great deal. “In the 18 about and wanted to learn more. glish and history AP tests because of years that I have been at Fieldston, the fact that the curriculum, though it is clear to me that colleges are - CARLY GRIZZAFFI, ‘21 not listed as “AP” or “Honors”, is still very comfortable with the decision very difficult. He believes, however, that we made and that not having an AP program that not all Hackley students are thrilled with this. has not put our students at a disadvantage. In fact, Crispi said, “Some students are also upset because it has been viewed positively because the colleges see their English course is so hard. People who are not us as a progressive school, know our program well, that excited about English would rather have a noracknowledge that our junior-senior electives are col- mal English course. There are two sides of the speclege-level courses, and that our students are well pre- trum.” pared for the most competitive colleges,” Cairo said. hether eliminating AP courses would advance hough Hackley’s decision to eliminate APs or compromise Masters reputation for acain English and history was lengthy and well- demic prestige is a question with which the school thought out, according to Hackley English Depart- must wrestle. Junior Aiden Coleman, who is currentment Chair Dr. Richard Robinson, it was made easier ly enrolled in four APs and is also a Gold Key tour due to the fact that many top colleges, at the time, guide, recalled that prospective families often inquire had made it more difficult to earn college credit for about the school’s AP curriculum. “It seems like someperforming well on AP exams. thing people are looking for in a school. I don’t know Shear believes that the financial benefits available necessarily if they should be,” he said.

adding APs

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he College Board offers APs in topics ranging from psychology to art history to macroeconomics; many students are studying to take AP exams regardless of whether or not their school offers the corresponding AP curriculum.

Masters senior Gabriela (Gabi) Seguinot self-studied for AP World History and AP United States Government and Politics, adding to her workload last year. Seguinot, who was disappointed that the school didn’t offer classes for these subjects, said that these APs are very much in line with what she hopes to study in college and would be beneficial for her undertaking of more challenging college courses. “Being someone who wants to get as deeply involved as possible, being able to gain that step up was importELLIE YANG/TOWER ant,” she said Kelson, who was in STUDENTS TAKING AP CLASSES are typically assigned more work than those in standard classes; many AT Statistics at Scarsstudents have said they receive little sleep due to the heavy workload in their AP classes. Additionally, some dale High School as a have elected to study for and take AP exams for which the school does not offer classes.

junior, chose to take the corresponding AP test and noted that many students in AT classes do the same–even seniors, despite already being accepted to college.

At Hackley, Robinson said that he offers “test-strategy sessions” for students who desire to take the AP English exam; this allows them to become more familiar with the format and expectations of the test, first-hand from the department chair, who’s been at Hackley for 22 years.

Dennis fears that if Masters were to switch to similar curriculum (without APs), there wouldn’t be a level playing field for students who desire further instruction. “If they have to prepare themselves for the AP and they can’t afford If they have to prepare themselves tutoring, then sud- for the AP and they can’t afford tudenly that makes toring, then suddenly that makes the divide between the division between the wealthier the wealthier and and the less wealthy even starker. At the less wealthy least in an AP course they’d have a even starker. At chance to be prepared. least in an AP course they’d have - MICHELE DENNIS, MATH DEPARTMENT CHAIR a chance to be prepared,” she said.

“

LOGAN SCHICIANO/TOWER

JUNIORS ALEXIS BROWN AND Rachel Schwartz compare notes in an AP U.S. History (APUSH) class. Occasionally, students in the class will be asked to record important events and central themes from the textbook readings prior to Harkness discussions. According to APUSH teacher Eric Shapiro, students’ notes serve as a study guide for the AP exam which takes place in May. The class covers U.S. history from early settlment through present day and is currently nearing the start of their unit on the Civil War.

6

AP

NEWS

NEWS

TOWER/NOVEMBER 21, 2019

7

n advanced assessment: weighing the place of

s at Masters and beyond

Written and designed

by Logan Schiciano, Editor-in-Chief

what are APs?

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he Masters School is currently engaging in talks about Advanced Placement (AP) courses and their role within the realm of the school’s academic identity; additionally, many members of the Masters community and beyond have grappled with the benefits and potential downsides of an AP curriculum.

According to the College Board, a “mission-driven not-for-profit organization that connects students to college success,” AP courses, which have been around since the

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ne common argument against APs ceived restrictions of APs in her AP Calcuis that they constrain the ability of lus AB curriculum. “I don’t feel rushed [until teachers to instruct creatively and the very end]. We have time for exploration devise unique course material. Some teach- regularly, doing work on Desmos [an online ers have found ways to work around this, graphing application] and occasional projthough it has proven more difficult for oth- ects. To say that APs don’t dive deep is not ers. correct,” she said.

Dean of Faculty Sam Savage acknowledgDennis, who formerly taught AP Statistics, es that APs require educators to teach to a also argues that teaching to a set curriculum set framework. “They have a different pres- aided her growth. She said, “I would’ve opence than any other curriculum because they erated in a silo trying to teach statistics, but align with something outside of any given instead, I had the AP community as a source school,” he said. APs are designed to prepare of constant professional development.” She students for AP exams, which take place in explained that many of the lesson plans and early May. creative activities that she brought to her Eric Shear, a science teacher and dean class were inspired by other AP professionals for the Class of 2021, who formerly taught outside of Masters.

AP Chemistry, found that the AP curricuAP U.S. History (APUSH) teacher Eric lum restricted his ability to teach the course Shapiro, who is also a grader for the APUSH while upholding the school’s mission: “To exams, recalled an interaction he had with strive, to dare, to do, to be a ‘power for good a fellow grader. “A woman I sat next to for a in the world’–we could do way more of these whole week, told me that one of her APUSH things if we weren’t held to the standards of classes has over 100 students; it’s pure lecan AP.” He provided an example of what sci- ture and each student essentially writes one ence teachers could do essay per semester,” without the limitations he said. However, at of the AP curriculum.

Masters, with smaller “If you were in a biology To strive, to dare, to do, to be a ‘powclasses and an emphaclass, you could go to a er for good in the world’–we could do sis on discussion-based hospital and learn firstway more of these things if we weren’t learning, the APUSH hand from doctors about held to the standards of an AP. teachers have found what they’re doing ways to lead classes in about human systems.

- ERIC SHEAR,SCIENCE TEACHER innovative ways. Earlier Right now, we just don’t AND DEAN OF CLASS OF ‘21 this month, students in have time for that.”

Masters’ APUSH course Schools that have took part in a roundtaeliminated AP courses have taken several ble where they played the roles of characters different paths. One alternative to APs that from the early nineteenth century and dishas been adopted by many schools, including cussed topics relating to social, political and Scarsdale High School (SHS) is Advanced economic reform during the time period. The Topics Classes (ATs), which are considered to roundtable served as a test, covering content be equally as rigorous. SHS senior Charlotte from chapters in their textbook.

Kelson, who is currently enrolled in four ATs The current APUSH curriculum is a broad and took both AT Statistics and AT U.S. His- overview of history in the United States from tory last year, said that her AT classes pro- early settlement in the country to the presvide room for exploration and deviation from ent day. a standard AP curriculum. She said, “Last Shear noted that AT courses could give year in my AT U.S. History class, we had al- students the opportunity to hone in on a parmost a month of students presentations... I ticular topic or area of study. “For example, a don’t think we would’ve had that flexibility student could take an advanced topics class had it been an AP class.” on poetry and an another on creative writMasters’ Math Department Chair Michele ing,” he said.

Dennis has managed to work around the per-

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tackling the test

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MATT IVES/TOWER

1950’s, are an opportunity for students to earn college credit, prepare them for college level courses, develop critical learning skills, and discover a new passion in a subject.

By offering APs worldwide, College Board is presumably providing the most rigorous curriculum for high schools, and in turn, presneting many benefits for students.

APs offer a lot that is positive, but over the past few decades there has been seemingly continual pushback against the courses as schools nationwide consider the validity of offering these courses.

the constraints of APs

any members of the educational community feel that the AP tests are advantageous, though others see them as an inaccurate representation of students’ academic ability.

Shapiro understands the essence of AP tests. “They [AP exams] offer a means of evaluating students on a national basis,” he said.

Both he and Dennis said that the AP tests for their respective subjects are more of an assessment on skills as opposed to pure knowledge. Dennis mentioned that the AP Statistics exam often has word problems that deal with real world situations. Shapiro added that the long essay questions and document-based questions on the APUSH exam require that students not only have their facts straight, but also are proficient writers and critical thinkers.

Junior Rachel Schwartz, who is in APUSH, said that having to learn these skills adds additional pressure to an already challenging course. “On top of having to know all the information, you actu-

SENIORS SARAH FABER, GABRIELA (Gabi) Seguinot, and Owen Pietsch dress as Bishop Bossuet, Fredrick the Great and John Locke (left to right). Each member of the AP European History class played the role of a prominent Englightenment figure during a recent roundtable discussion. The students received extra credit for coming in costume.

ally have to know how to do the test,” she said.

The Hackley School, located in Tarrytown, NY, no longer offers AP classes in English and history. While he could only speak to the elimination of the English APs (AP Literature & Composition and AP Language), English Department Chair Dr. Richard Robinson said that he was, and still is, concerned with the AP’s emphasis on speed because it discourages thoughtful close reading and reflective writing. “The AP exam stresses skills that are about doing things quickly: you need to be able to read quickly, interpret literature quickly, and write quickly,” he said.

While Hackley has always strived to focus on sophisticated process-driven writing about literature, Robinson found that when students took the AP English exams, he was telling them to write simplistically; he said this was because the examiners would only spend 90 seconds reading an essay and would only look for fairly basic comprehension.

After 15 years of no English APs, he

THE ROLE OF ADVANCED placement classes within the Masters curriculum is currently being weighed by the school’s Academic Committee as part of a broader discussion regarding the school’s acadmic identity.

LOGAN SCHICIANO/TOWER

SENIORS SOPHIA FORSTMANN, JONAS Kolker and Lawrence Azzariti (left to right) record measurements in their notebooks during a lab in AP Biology. The student-designed lab tested rates of cellular respiration by adding various sugars, including honey (pictured above), to a yeast solution. They participated in the lab in preparation for a test on cellular respiration later in the week.

Typically, one to two labs are completed per unit, so that the students can better understand the applications of the content they’ve learned.

envisioning academic identity

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hile opinions on the role of Advanced Placement (AP) classes within the Masters curriculum vary, a revitalized discussion on the matter will have potential implications for students and faculty alike. The school’s Academic Committee, which consists of administrators and department chairs, among others, is grappling with the subject “a little more closely,’’ considering the necessity, or lack thereof, for APs at Masters; it is not clear what changes, if any, Masters will be making to its AP program.

Masters’ Academic Committee engages academic leaders from all facets of the school in dialogue regarding important academic issues. Dean of Faculty Sam Savage, who is one of the co-chairs of the committee, explained its purpose. “It’s a place where people can bring ideas to discuss so that they can get a lot of different perspectives before making a decision.

Sometimes the committee votes on things and they will either move forward or not based on committee vote,” he said.

Because Masters is a private institution, the school has the ability to shape the curriculum to align with their academic philosophy and misOLIVER PETERSON/TOWER sion.

Though they have only met for three hours thus far this year, Savage notes that the members have pondered some essential questions. He recalled the basis of the conversation. “What does it mean to have an advanced curriculum? We have the ability to teach anything; why this? Fundamentally it’s about what skills and content does our curriculum offer our students and do we have the best curriculum for our students at this time?”

The talk of potential change is ongoing and Savage explained that this is commonplace at private schools. “For the last 18 years, every school I’ve been at has been having this conversation. Everyone’s always doing this,” he said.

Masters has been around for almost 150 years and the school’s identity is always developing, so determining the direction of the school can be quite difficult, hence the continued conversation.

Though the committee is still in the early stages, Savage hopes that by the spring the school will have more clarity on the AP curriculum; however, with the possibility of change looming, he explained that there will be no immediate alterations. “It [not offering APs next year] is not on the table,” he said.

Science teacher and Dean of Class of 2021 Eric Shear recalled the school’s mission statement and believes that Masters should be fully committed to whatever decision is made with regard to APs. “Either we go all-in on APs and change our ethos, or we get rid of them and stick to our current ethos,” he said.

Editorial Note: While the AP curriculum discussion is one that directly impacts both the admissions and the college counseling offices, neither director was available for interview prior to pulication.

understanding reputation and the college process

A

P classes have long been perceived as the highest level of learning in high school; nevertheless, more and more schools have eliminated AP courses, thus raising questions about their value in fostering a reputable educational environment and in aiding students in the college process.

Junior Carly Grizzaffi said that she thinks some students enroll in AP classes simply to fill up their transcripts in hopes of being admitted to highly competitive colleges.

A proponent for eliminating them, junior Rachel Schwartz believes that APs can put unnecessary stress on people who feel obligated to take them. “APs aren’t for everyone,” she said.

Grizzaffi also understands there is a downside from a health standpoint. “I haven’t been sleeping super well and I think anyone else taking APs can attest to the fact that they don’t get very much sleep,” she said.

Masters’ History & Religion Department looks beyond a student’s desire to take an AP course solely for the purpose of committing to a challenging curriculum. “We look for students who not only want to work really hard, but are also passionate about history,” Shapiro said.

Grizzaffi sees both sides of the coin. “Of course I felt pressure to take them, but I took courses that I felt passionate about and wanted to learn more,” she said.

All students who desire to take APs at Masters must receive departmental approval (in the case of AP English, students must also take a timed essay test), and the school only permits students to take a maximum of three AP classes per year, unless they receive permission from the Dean of Students. hoate Rosemary Hall (Choate), a preparatory boarding school in Wallingford, CT, has been “AP-free” since the 2017-2018 school year. Masters senior Zeynep Ozturk, who attended the school in the midst of the transition, said that students’ perceived motives for taking AP courses had a lot to do with the change. “What usually happens is people take them to look good for colleges and to have them on their résumé, but if you’re really passionate about a course and you’re sitting in a classroom with students who are not as passionate and are just there to get an ‘A’, it starts to become not as extensive and beneficial for learning,” she said.

C

is content with the outcome. “The response has been all positive...

I’ve never had a reason to doubt it,” he said.

Ozturk explained that the school switched to offer- to students who do well on APs were proving detriing honors classes which required students to com- mental to colleges, which is why they are making it plete an extensive application process to be eligible harder for students to take advantage. Sometimes, for admission. In her honors English class at Choate, doing well in an AP means a student is exempt from she noticed a big difference. “This time I actually felt introductory college level courses. Because a student like people wanted to be there,” she said. will have to take fewer classes, it can mean saving he Ethical Culture Fieldston School (Fieldston), money, and graduating earlier. Shear said, “In cola private school located in Bronx, NY, did away lege, you pay by credit hour. When they were grantwith APs 20 years ago for a variety of reasons. An ing APs, they [colleges] were actually admitting stuarticle from the Independent School magazine, writ- dents who over the course of four years, were going ten by Rachel Friis Stettler and Joseph Algrant, both to pay less money.” He continued, “Colleges got wise of whom were at the center of the change, explained to this and have said that APs are important on your that it was justified and based on concerns similar transcript, but they only give credits for certain ones to those raised by various Masters faculty members. or not at all. Basically, they want you to pay for the “Over time, we came to the conclusion that the AP courses at the university, so they can make more program at Fieldston was not only at odds with our money.” educational and social purpose, but it lacked coursAccording to Hackley junior Alex Crispi, the stues with multicultural content… it left little room for dents still have some concerns with the lack of APs divergence. The AP courses encouraged teachers to in English and history at Hackley, where AP classes cover a great breadth of material superficially… time had been weighted more heavily. “When colleges calfor grappling with ideas and synthesizing knowledge culate GPA, it won’t be as high because while some was curtailed,” said the article, which was published people are very capable of getting an ‘A’ in those [Enin the winter of 2003. glish and history] classes, they can’t get a 5.0–they’re The switch was drastic, but applauded by many stuck to a 4.0,” he said. of the top universities nationwide.

Crispi plans to self-study for both Fieldston’s current Assistant Printhe APUSH and AP Language excipal and Director of Studies, Robert Of course I felt pressure to take them, ams and noted that many students Cairo feels that the school has actu- but I took courses that I felt passionate at Hackley do quite well on the Enally gained a great deal. “In the 18 about and wanted to learn more. glish and history AP tests because of years that I have been at Fieldston, the fact that the curriculum, though it is clear to me that colleges are - CARLY GRIZZAFFI, ‘21 not listed as “AP” or “Honors”, is still very comfortable with the decision very difficult. He believes, however, that we made and that not having an AP program that not all Hackley students are thrilled with this. has not put our students at a disadvantage. In fact, Crispi said, “Some students are also upset because it has been viewed positively because the colleges see their English course is so hard. People who are not us as a progressive school, know our program well, that excited about English would rather have a noracknowledge that our junior-senior electives are col- mal English course. There are two sides of the speclege-level courses, and that our students are well pre- trum.” pared for the most competitive colleges,” Cairo said. hether eliminating AP courses would advance hough Hackley’s decision to eliminate APs or compromise Masters reputation for acain English and history was lengthy and well- demic prestige is a question with which the school thought out, according to Hackley English Depart- must wrestle. Junior Aiden Coleman, who is currentment Chair Dr. Richard Robinson, it was made easier ly enrolled in four APs and is also a Gold Key tour due to the fact that many top colleges, at the time, guide, recalled that prospective families often inquire had made it more difficult to earn college credit for about the school’s AP curriculum. “It seems like someperforming well on AP exams. thing people are looking for in a school. I don’t know Shear believes that the financial benefits available necessarily if they should be,” he said.

adding APs

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W

T

T

he College Board offers APs in topics ranging from psychology to art history to macroeconomics; many students are studying to take AP exams regardless of whether or not their school offers the corresponding AP curriculum.

Masters senior Gabriela (Gabi) Seguinot self-studied for AP World History and AP United States Government and Politics, adding to her workload last year. Seguinot, who was disappointed that the school didn’t offer classes for these subjects, said that these APs are very much in line with what she hopes to study in college and would be beneficial for her undertaking of more challenging college courses. “Being someone who wants to get as deeply involved as possible, being able to gain that step up was importELLIE YANG/TOWER ant,” she said Kelson, who was in STUDENTS TAKING AP CLASSES are typically assigned more work than those in standard classes; many AT Statistics at Scarsstudents have said they receive little sleep due to the heavy workload in their AP classes. Additionally, some dale High School as a have elected to study for and take AP exams for which the school does not offer classes.

junior, chose to take the corresponding AP test and noted that many students in AT classes do the same–even seniors, despite already being accepted to college.

At Hackley, Robinson said that he offers “test-strategy sessions” for students who desire to take the AP English exam; this allows them to become more familiar with the format and expectations of the test, first-hand from the department chair, who’s been at Hackley for 22 years.

Dennis fears that if Masters were to switch to similar curriculum (without APs), there wouldn’t be a level playing field for students who desire further instruction. “If they have to prepare themselves for the AP and they can’t afford If they have to prepare themselves tutoring, then sud- for the AP and they can’t afford tudenly that makes toring, then suddenly that makes the divide between the division between the wealthier the wealthier and and the less wealthy even starker. At the less wealthy least in an AP course they’d have a even starker. At chance to be prepared. least in an AP course they’d have - MICHELE DENNIS, MATH DEPARTMENT CHAIR a chance to be prepared,” she said.

“

LOGAN SCHICIANO/TOWER

JUNIORS ALEXIS BROWN AND Rachel Schwartz compare notes in an AP U.S. History (APUSH) class. Occasionally, students in the class will be asked to record important events and central themes from the textbook readings prior to Harkness discussions. According to APUSH teacher Eric Shapiro, students’ notes serve as a study guide for the AP exam which takes place in May. The class covers U.S. history from early settlment through present day and is currently nearing the start of their unit on the Civil War.

8

FEATURES AND ARTS

TOWER/NOVEMBER 21, 2019

Features & arts How many people does it take to change 7,000 light bulbs?

Logan Schiciano Editor-in-Chief

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n army of 7,000 lightbulbs has infiltrated the Masters campus in recent weeks and should significantly decrease the school’s electrical bill moving forward; the energy-efficient LED bulbs were granted to the school free-of-charge by Consolidated Edison, Inc (Con Ed).

The project has been facilitated by the Director of Maintenance and Campus Grounds Craig Dunne who worked with a local energy provider, Tri State Energy, to acquire the lights from

Con Ed. Dunne explained why the massive cooperation was so generous. “Even though they’re the electric company, [demand] has increased and they’re having trouble giving everybody service... Their power grids are overtaxed, so they’re trying to reduce electrical use by big facilities,” he said.

Not only will the school save money, but by reducing energy consumption, Dunne believes that Masters is contributing to a reduction in the overall fossil fuel use and carbon emissions prodced by Con Ed. Science teacher Andrew Young, though initially unaware of the installation of LED lights, was pleasantly

surprised. “That’s great!

I’m glad the school is making progress towards being more energy efficient,” he said.

Others, including junior Max Miller, are not so fond of the change. “They hurt!”

Miller said, “They make my eyes feel like they want to jump out of my face.”

The school is not the first to receive such an offer from Con Ed. In 2016, the company launched the Brooklyn Queens Demand Management Program (BQDM) which, as a result of projected increase in energy consumption in parts of the boroughs, provides more efficient alternatives, including free, LED light bulbs, to registered cus-

tomers. Earlier this year, Con Ed announced the implementation of the plan through 2021.

The LED lights were delivered to school at the start of the school year by Tri State Energy and were stored in the basement of the dining hall. They have since then been installed gradually over a 60-day period.

The project has been overseen by Victor Linares, who has worked with two other members of the maintenance staff, Vincent Artale and Luigi “Gino” Raciti. They have been referencing a building-by-building plan which was provided by Con Ed to ensure all the new lights

find their respective homes.

“We’re basically following a road map,” Dunne said.

Masters' new LED bulbs will not only increase energy efficiency by a projected 30 to 40 percent, but should also be more long-lasting than the former fluorescent bulbs. According to Dunne, the LEDs have a seven to ten-year lifespan while the previous lights had to be switched out almost every year.

Although Dunne won’t be able to see the energy savings in numbers until December, when he receives the school’s electrical bill, he anticipates that they are “going to be pretty substantial.”

EFFECT hosts first Fall Festival Kate Sibery Features Lead Editor

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his year marks the first Fall Festival, hosted by EFFECT, Masters’ sustainability initiative.

In the midst of a national movement to encourage discussions surrounding climate change and environmental action, EFFECT is organizing a week of community-wide activities to promote environmental awareness and education.

Following the screening of the documentary “The Biggest Little Farm” on the Friday before the week of the Fall Festival, the festival was set to begin with a “Compost on the Quad” event and school-wide observance of Meatless Monday during which students and faculty would be invited to compost dining hall scraps on the quad after school. However, the event was postponed to the following day due to inclement weather.

The events that followed included a hike and trail cleanup, community garden planting, t-shirt upcycling, a straw campaign and a CARbon day on Friday.

Co-President of EFFECT Sophia Forstmann hopes that the Fall Festival will maintain student activism and action surrounding the environment. She said, “We decided to do the Fall Festival before Thanksgiving break that also touched on climate activism to keep the momentum following the Climate March going and I think we just wanted to broaden the scope of EFFECT.” During the 2019 Green Week in midApril, Brock worked with EFFECT to organize a Meatless Monday. However it wasn’t as expansive as it was during the Fall Festival.

Forstmann said, “This year it’s going to be completely meatless, including the salad bar, and sandwich station, and they [Brock] really embraced the idea which is great because we demonstrated a lot of student interest.”

EFFECT works throughout the year to maintain Masters’ composting program, sustainable community outreach and maintenance’s KATE SIBERY/TOWER use of energy. EF- COMPOST ON THE QUAD was held this past Tuesday, encouraging members FECT’s goal is to of the community to help in composting dining hall scraps. All of Masters' continually engage food waste is composted, preventing any additional methane gas emissions with and excite that most food waste produces. Jake Sloane '21, India Isaacson '20 and Olivia community memSharenow '21 sort through food waste on the quad. bers, as described the holidays approach to think about

by Forstmann. The program’s leaderwhat we're consuming and how we're ship hope that they will soon be able consuming it and our environmental to send out school-wide emails when important environmental events hap- impact. The last day of the Fall Festival (CARbon Day) will give students pen. s the holiday season approachan opportunity to calculate the cares, EFFECT hopes that the Fall bon footprint of their transportation Festival will motivate community to school and travel plans. EFFECT members to learn about the environleadership is also hoping that people mental impacts of their travel habits will make an effort to reduce their and learn about carbon offsets that spending on "fast fashion" which combat emissions of harmful fossil includes items bought during Black fuels. EFFECT Co-President Olivia Friday and Cyber Monday.

Sharenow emphasized this key facet of the Fall Festival. She said, "I think it's important as Thanksgiving and

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TOWER/NOVEMBER 21, 2019

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FEATURES AND ARTS

Boarders and faculty celebrate an FC Thanksgiving Michelle Wei Editor-In-Chief

This Thanksgiving dinner, 16 boarding students and several adult chaperones will be eating in the Fonseca Center’s cafe as part of a new initiative for seven-day boarders. This program provides an option to stay during the 10day Thanksgiving break this year, which was inspired by feedback from international students and their families. According to Dena Torino, dean of residential life, it is rare for a boarding school to have a break program like this.

Initially, Torino planned to have all students move into Cushing Dorm, which is typically used by CityTerm students, during the break, prohibiting students from staying in their own rooms. This changed, however, when the supervisors of the program were chosen.

The faculty team of three: Sydney Kadiyala, Abdoulaye Ngom and Joe DiDonato, will oversee the students during the break.

Kadiyala and Ngom are dorm parents in Ford Dorm and Cole Dorm. Kadiyala and Ngom will stay in their respective dorms and DiDonato, assistant director of student activities, will act as head chaperone of the break program and stay in Thompson Dorm. This specific team coincidentally means

AVIVI LI/TOWER

that there is an adult in each of the dorms, except McCormack, allowing students to stay in their own rooms. The two students from McCormack Dorm will move into Cole Dorm.

When Head of School Laura Danforth proposed the program to faculty last January, DiDonato said he raised his hand right then

and there to volunteer as a chaperone. “It’s going to be a unique experience and opportunity to have a traditional Thanksgiving dinner this way and I like spending time with students,” DiDonato said.

The Thanksgiving break program will be similar to regular weekends in that students are allowed to create leave requests and

spend time off-campus, as long as they are back by 11 p.m. Lunch and dinner check-ins are required and the Fonseca Center will be open at certain times. There will also be an optional trip off-campus each day, including one to the movies, one to the mall, and one to H-mart. However, food will not be served in the Dining Hall.

Students are expected to cook for themselves, aside from the Thanksgiving dinner. Torino said that this is very reasonable because of the proximity of Stop & Shop and accessibility to a kitchen in each dorm. Some students are planning to prepare for this by working together.

Sophomore Mowen Zhao said that there’s a group of 5-10 international students who plan to rotate through cooking, although he himself doesn’t know how to cook. Every day they plan to eat one meal from a restaurant either by ordering delivery or physically sitting down at the restaurant and then have one or two students cook the remaining meal to share with everyone else.

Zhao said, “It’s definitely more convenient to stay in the environment you’re more familiar with and with friends, although there are not too many people. I want to relax and be productive. I might also go to Ridge Hill several times to watch movies.”

Similar programs for winter break and spring break are not planned as of now, according to Torino. “Winter and spring break are longer. For international students who have to fly back home, adjust, then fly back and get to work immediately, the Thanksgiving break can feel too hectic and short. I think it’s going to work out well. It will be convenient for a lot of people.”

Revamped Writing Center attracts customers from all grade levels Kate Sibery Lead Features Editor

The Writing Center is a lot less lonely these days, with a new schedule, a new home—and a lot more customers. The new Writing Center has been completely transformed in an effort to create a warm and mutually beneficial environment for both students seeking guidance as well as the peer tutors sacrificing their time to actively listen to and comment on the work of fellow students.

Upper School English teachers Stacy Van Beek and Lisa Green, the faculty coordinators of the revamped Writing Center, spent a period of several weeks during the latter part of the summer and the beginning of the school year working with peer tutors and faculty to ensure that the new program runs smoothly. The Writing Center operates during the Clinic/Break period as well as every day during X-Band.

As the new schedule has opened

up more windows for extra help, the Writing Center has witnessed a spike in attendance in comparison to past years. Van Beek said, “Now that there are more times when everyone is theoretically free [X-Band, Clinic/Break], more students are able to come and the tutors are less lonely and it feels like a more social experience.”

Tutors and writers are no longer working in a small corner of the library, but rather in rooms 207 and 208 of Masters Hall, which are now dedicated exclusively to the Writing Center during periods of extra help.

Green emphasized that the ethos of the Writing Center has also transformed dramatically, as active listening and engagement are prioritized over simple copy editing. “One of the things we tell the tutors and try to demonstrate is that it’s about listening.

So when the writer comes in, the tutor doesn’t touch the paper or keyboard and the first thing they do is just listen and take notes while the writer reads aloud from the draft, and just that alone, we’ve been told, is really powerful for a writer,” said Green.

Peer tutor Mariano Russo, a

junior, echoed this point. “You’re supposed to guide the student as opposed to just correcting their paper, whereas last year, being on the receiving end, I found myself just being corrected and going there just for grammar issues,” he said.

Following a meeting, tutors and writers work together to fill out a Google Form to record the specifics of the assignment and what the writer’s following steps are in the revision process. This tracking of student attendance and virtual transcription of tutor to student interaction has informed Van Beek and Green of the areas in which they need to train the tutors and how to best enhance the quality of the Writing Center experience.

Sophomore Sameer Tambe sought out the help of the Writing

Congratulations to first year Luca Lorance who was elected to the position of Upper School Secretary on Friday, Nov. 15, 2019.

SOPHIA VISCARELLO/TOWER

MATT IVES/TOWER

Center for one of his analytical essays and said he found beneficial feedback in a warm and encouraging environment. Tambe said, “The Writing Center helped me with my essay and gave me another perspective on it and the tutor I worked with didn’t judge me at all and was super nice.”

Active listening on the part of

tutors has been essential to providing the writers with applicable and personally-tailored feedback.

Van Beek said, “It’s exciting because it’s student to student, peer to peer, and it’s about creating a sense of audience and community which is lacking when the writing is done all by yourself at night on a Google Doc.”

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TOWER/NOVEMBER 21, 2019

Newcomb takes on a new role in the community Lexi Wachen Contributing Writer There is a new but familiar face in the Head of the Upper School’s office.

Peter Newcomb, the dean of students since the fall of 2016, took on a new role as interim head of Upper School for the 2019-2020 school year.

As the dean of students, Newcomb’s previous position demanded him to be an accessible advocate for the student body. Whether that meant praising successes, enforcing disciplinary actions or any other issues students faced, Newcomb dealt with it all. Now as Interim Head of Upper School, Newcomb works with the faculty, administration and parents to ensure the Upper School runs smoothly.

Working as Dean of Students prepared Newcomb for his new role this year. Jeff Carnevale, the current interim dean of students, said, “As the Dean of Students, Newcomb got to know the student body, the needs of the school well and worked with faculty really closely so I think that’s a huge advantage going into the head of school position. He understands Masters and is really connected to the community.”

Before coming to Masters, Newcomb worked in various positions

during his 11 years at King School in Stamford, Connectiut. He spent two years as a middle school English and history teacher and then moved to the high school where he taught Advanced Placement (AP) World History and was also the associate head of college counselling. Three years later, Newcomb worked as the academic dean and associate head of Upper School.

Now beginning his fourth year serving Masters, Newcomb went on stage during morning meeting in early September to announce his new open door policy, where he encourages students to come in and speak with him.

Moving from his previous office in the McKnight Room, where it is often very loud and vibrant with the senior class, Newcomb also adjusted to a new environment. He said, “It’s quieter in this part of the building so I actually have to actively seek out students.

I hope with the new office hours, on Days one and five, kids will stop by in the morning.”

Newcomb shared his insights on what he enjoys most about coming to school each day. He said,“ The best part about coming to work every morning is seeing a lot of joy in the hallways and I think that’s what I appreciate most when coming to school each day.”

Newcomb’s love for the work he does is evident in his dedication and involvement in student lives. Soph-

omore Isabella Shinkar said, “He’s very invested into the school. He cares about everyone and everything. If you see him on a weekend walking with his family, he will always say ‘Hi.’ If you had a sports game, he will ask how it went, despite him being with his family on his own time.”

Newcomb’s presence around Masters has had an impact on some of his colleagues as well, especially Carnevale. When reflecting on what it’s LEXI WACHEN/TOWER been like working with him, he said, FORMER DEAN OF STUDENTS Peter Newcomb becomes the new interim head of Upper School for this 2019“Working with Mr. 2020 school year. As part of his new role, Newcomb works extensively with faculty, parents and administration.

Newcomb is great. He also lives on campus with his wife, math teacher Marianne van Brummelen, and their three children.

We have a really strong partnership. We see eye-eye He has lived on campus for the past strengthened my belief in the power and are on the same page a lot, which 12 years with his wife, Marianne van of idea and community.” helps us support the school and sup- Brummelen, a mathematics teachHe reflected about how his Masport the students really well. He’s er at Masters for 15 years. Together, ters experience has impacted him. also a really great, fun person to work they are raising their three young He said, “Seeing the kids, and their with.” sons, Finn, Cole and Chase. Newcomb incredible sense of kindness and comMasters isn’t just the place where said, “Being at Masters has given me passion has made an incredible imhe works, it is also Newcomb’s home. endless opportunities and has really pact on my time here.”

Counseling Center welcomes a new face

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UPPER SCHOOL WELLNESS COUNSELOR Katya Ostor joined Masters this year.

She is currently filling the position of Stefanie Carbone, who is on sabbatical leave.

Ostor is excited to meet students and start conversations regarding mental health.

caroLyn hohL Contributing Writer Katya Ostor, the new Upper School Wellness counselor, believes that acceptance and awareness are the keys to approaching mental health issues. As a mental health advocate, Ostor takes a holistic approach. “If you aren’t taking care of yourself physically, you can’t take care of yourself mentally,” she said. According to Ostor, due to the day-day stresses of school work and social pressure, students often neglect their mental and physical well-being.

Ostor is currently filling in for

Stefanie Carbone as she takes her one year sabbatical leave. Ostor began her career in social work almost 15 years ago in hospitals in Rhode Island and New York.

During this time, she worked in pediatric psychiatry. “I only saw kids in there for a very brief time and at a very hard time,” she said.

At that time in Ostor’s career, there were no follow-ups to the appointments she had with the young people she was working with, which left her feeling separated from the patients in her care. “[I] would just see them in that last moment in the hospital when it had gotten to the point where it wasn’t [the patient’s] choice anymore to get help,” Ostor said.

Because of this, Ostor decided to

focus her efforts into helping students in school systems. Ostor said her main goal is to make connections with students and to create a space where an open and ongoing conversation towards bettering mental health emerges. She sees her time at Masters as an opportunity to make meaningful connections with students and to promote useful dialogue around mental health education.

Nayoung Ko, one of the co-presidents of SADD, Students Against Destructive Decisions, said that she appreciates how dedicated Ostor is to the club as well as to helping people on campus. Ko emphasized, “She really supports our ideas, and she wants to make sure that we are successful.”

Lila Patterson, one of SADD’s supporting officers noted how Ostor is working to change the way SADD is perceived on campus. “We aren’t just the goody-two-shoes type of students that are running a club to tell people not to drink.

With Ms. Ostor’s help, we are gaining expertise beyond the ‘Masters bubble’.”

Ostor believes that because of the current political and social climate, mental health has come to the forefront of people’s conversations. “It makes people think ‘Wow, why aren’t we paying more attention to mental health issues?’

So I think that as time goes on, it will just be more of a norm,” she said.

Ostor encourages students to visit the Health Center. “We are always here for students, if you want to just stop by and say ‘Hey’ or if you want to learn more skills if you are having a lot of stress.

Anytime, just pop in and if we are free we will meet with you,” Ostor said.

LOGAN SCHICIANO/TOWER

MANDARIN TEACHER MAE JAN is enthusiastic about teaching at Masters. She appreciates the Harkness Method and the bonds created in the classroom.

Bringing the beauty of Mandarin to Masters teaching requires.

In an effort to be closer to her Sabrina WoLfSon family, she moved to north Jersey and taught Chinese at a public Contributing Writer school, which she found to be a poor fit. She said, “I was always inside After teaching at various insti- of a classroom lecturing, unable to tutions, Mae Jan feels overjoyed give any individual attention to to be in an environment where she the children. It felt like there was truly belongs. Newly arrived this always a wall in between me and September, Jan turned her pas- my students.” sion for teaching her native lanFrom the moment she stepped guage, Mandarin, into a reality. onto the Masters campus, Jan Growing up in Shān Dōng, Chi- was excited about the prospect of na, Jan has always had a love for teaching in a Harkness environlanguage. She came to the United ment. Richard Simon, Head of the States at the age of 18 to attend Modern and Classical Language Rutgers University of New Bruns- department said, “I was drawn to wick in New Jersey. However, in- her from the beginning. I particstead of pursuularly loved her ing language, teaching style, she decided I was drawn to her from the and looked forto explore difbeginning. I particulary loved her ward to seeing it ferent topics teaching style, and looked foward throughout her and ended up to seeing it through her classes. classes.” graduating Coming from with a bacha larger public - RICHARD SIMON , elor’s degree school environMODERN & CLASSICAL LANGUAGES in science and ment, she said she D EPARTMENT CHAIR economics. “I appreciates the really loved Harkness method the analysis aspect of economics and the relationships that she has and the knowledge that I now have begun to form with the students in in business and math,” Jan said. her classes. Sophomore Stella ZinAfter college, she went on to be aman, one of her current students, a financial and project analyst for said that her class brings them four years, but realized that she immense joy. Zinaman said, “She was somewhat unfulfilled. “I felt does a nice job of balancing readas though something was missing ing from the textbook and converfrom my life, and it didn’t take me sational learning so that we are very long to realize that I had a never bored in class. I really can’t desire to teach,” revealed Jan. Fol- wait to see what she does next.” lowing that discovery, she decided In addition to spending time to get a degree in teaching Manda- with her students, Jan notes how rin at William Paterson College in she takes time every day to enjoy New Jersey. the beautiful nature at Masters.

Immediately following her “Masters truly has a gorgeous graduation, she taught Chinese campus that is very calming,” Jan at Ranney School in South Jer- observed. She said she looks forsey. She said it helped her explore ward to the springtime and seeing her love for showing students the the flowers bloom. beauty of the Chinese language, as well as learning the patience that

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SPORTS

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Girls’ tennis courts winning season Owen Strier Features Editor

PHOTO COURTESY OF ROBERT GILMARTIN

SENIOR JUDAH FRANCELLA COMPETES in the 4x200 meter relay race during last season’s NYSAIS championship. The indoor track team looks to continue their strong performances under a new coaching staff. The team’s first meet is Dec. 4 at The Armory.

Indoor track passes baton to new upperclass leadership JacOb KriSS Accountability & Accuracy Manager With many new members joining the indoor track team, the squad has aspirations to reach new heights as the winter season is underway.

Senior Judah Francella, who runs the 300 meter, 55 meter hurdle, long jump and 4x200 meter relay events, is hopeful that the new team members will contribute to the team’s successes this season.

He said, “The large number of new team members is going to increase the team’s ability to place higher in competitions and also break team records.” He expects that most of his new teammates will become sprinters, as he feels that, “in the past, most new kids gravitate towards sprinting since it is the least intimidating event.”

This imbalance is not Francella’s primary concern going into the winter track season; he is worried about the new members’ potential lack of commitment, as attendance has been an issue in past years. To combat this dilemma, Francella

hopes to use his status as a senior keep that competitive energy, alon the team to motivate new memways do well and get better.” As bers. “I want to help the new kids older members of the team are tryenjoy track and have a good time ing to promote involvement and so they don’t see it as ‘just running’ dedication, Lovett is playing a key and are instead able to contribute role in motivating his classmates to the team’s success while having and other younger athletes to stay a good time.” invested in the team’s success.

Senior Dorian Gilmartin, who is Lovett also hopes to break his captain of the indoor track team, own personal as well as school realso has high cords during hopes for the the season. “I winter season, hope to run reIt would be incredible and as well as the ally well and a great way to send off our team’s future. “I keep dropping seniors if we can succeed want to prepare times the more during the winter season. the team for I run... This the seniors’ deseason for in-CAMERON LOVETT ‘23 parture as they door it would be have the potential to be better than great if we broke the 4x200 record we ever were,” Gilmartin said. Dethat we got last year,” he said. spite the recent loss of coach StephMany of the team’s top runners anie Van Pelt, the longest standing are seniors, and Lovett wants to coach of the team, Gilmartin feels seem them flourish in their final that this will not deter the team. campaign. “It would be incredible He said, “I want to help the new and a great way to send off our secoaching staff adjust as smoothly niors if we can succeed during the as possible so we can pick up right winter season and also when outwhere we left off.” doors, by getting first during the Freshman Cameron Lovett is Penn Relays [a nationwide relay starting his first season on the incompetition in April] as well as set door track team. Lovett stated that a new school record,” he said. he aspires to “make sure that we

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contributed to the overall success of the team.

Greg Lesser, the team’s head coach, said, “On any team, if you get someone who’s going to come in at the top of the lineup, it helps everybody else. It helps the depth of the team because people are playing opponents who are at their level [of skill], but if all the players are bumped down, then often times they’re playing people who are not as skilled as them.”

Out of the ten matches the team won, six of them were clean sweeps, meaning they won each game at those specific matches. At the final senior match, all four of the singles and doubles matchups won their matches, defeating John F. Kennedy Catholic High 4-0.

After several down years, the Masters girls’ varsity tennis team has recently finished one of their best seasons in a long time. The team ended the year with a 10-5 record. Their success can be attributed to the addition of new players and strong leadership from senior captains Sofia Benson and Alex Batson.

Junior singles player Anastasiia Gorobets said, “I think we did well, partially because we got two really strong players, freshmen Hanna Schiciano and Carolina (Carol) Queiroz.”

Gorobets also mentioned that when the team realized their newfound success, they started to become more committed and excited about the game.

Assistant coach Dr. William Roberts explained the basis for the team’s improvement. “Well, I think there were several reasons for our winning; one was some of our players are getting older and more experienced,” he said. “Each year the team tries very hard and they work well together, but I thought that this year the team had a particularly good chemistry.”

Roberts added, “I think our doubles ability improved some.

We’ve developed several teams that played very well together, and winning some of these doubles matches contributed to our success.”

Kira Ratan, a sophomore who played top spot singles least season, was pushed down to second spot singles because of the new GEORGE CHANG/TOWER player addition, Hanna Schiciano, who took FRESHMAN HANNA SCHICIANO SERVES the ball over the top spot. This during a match. The team ended with a 10-5 record on led to Ratan winning the season. Schiciano is playing top-spot singles this more matches, which season despite being a freshman.

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TOWER/NOVEMBER 21, 2019

Panthers eager to make a splash in first meet Gabriel Keller Sports Editor

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fter breaking multiple team records, and making appearances in both the Fairchester Athletic Association (FAA) and New York State Association of Independent School (NYSAIS) playoffs last season, the varsity swim team looks to find even more success this year, led by a new senior class.

The school’s swim program is entering its fifth year–its beginning marked by the construction of the Fonseca Center.

Senior Lawrence Azzariti, who is entering his fourth and final year with the team, hopes his experience will translate into a leadership role.

“There’s definitely been this environment of ‘we’re all family’. We’re all supporting each other, cheering each other on as teammates,” Azzariti said. “There’s also camaradie, in the sense that we can all relate to this [swimming] and crack jokes with each other afterwards,” he added.

Head Coach Susan Greally, having coached the swim team all five years, has noticed the growth of the team. “Every year, we’ve had a lot of kids come out for the team,” Greally said. “It’s developed in the way that

HANNAH REYNOLDS/TOWER

SWIMMERS PRACTICE IN THE Hamill Natatorium in preparation for the upcoming winter season. This is the swim team’s fifth season, and they are looking to build off of last season’s success. The first home swim meet will be held on Dec.11. kids look at the close-knit nature of the team and want to be part of that.” Greally recognizes that swim may be a solo sport, but the support of others makes it so much of a team effort.

Greally has also seen an upward

trend in the competitiveness of the team as a result of the camaraderie.

“We’re getting more and more yearround swimmers now than just the occasional one or two that we’ve gotten, which is nice,” Greally said. “I’ve coached a lot of teams, and when

Girls’ basketball chases consecutive titles

there’s a team that is very close and bonded even outside of what they are doing, they tend to perform better because there’s more of a sense of community and they trust each other more,” she added.

The group’s ambition and intima-

Condon embraces community ethan Schlapp Staff Writer

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SOPHIE GRAND/TOWER

JUNIOR ALLISON (ALLIE) KOZIARZ practices with an assistant coach, using a blocking pad to simulate a defender. The team won last season’s NYSAIS championchip, and are working toward winning another. Koziarz, along with junior Brooke Tatarian, play for Head Coach Nick Volchok’s Empire State Blue Flames in addition to the Panthers.

Sophie Grand and reed Gilmore Opinion Editor and Ad & Distribution Manager

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n the heels of the Masters girls’ varsity basketball team’s previous success as NYSAIS champions, the squad has been forced to adjust due to a lack of players. The team attempted to expand from its remaining core players from last season but the team’s depth is relatively thin, with only two new players trying out.

Senior Noemia Massingue said, “This year we have less players and we don’t have a lot of height. Last year, we were always relying on Kendra [Cooper-Smith] to get all of our rebounds and this year we do not have that, so it will be harder for us to integrate and connect on the court.” She continued, “We are all guards and all want to play the same spot so it will be difficult to give up that position and start playing something that you are not used to play.”

Massingue recently declared her verbal commitment to the College of Staten Island, a NCAA Division II squad, on a full athletic scholarship. Moreover, fellow senior Gwenn Sabato announced her re-

cruitment by East Stroudsburg University, another NCAA Division II team in Pennsylvania.

The girls are led by Coach Nick Volchok, also a club coach of the Empire State Basketball Club. The five seasoned players, Seniors Noemia Massingue and Gwenn Sabato, Juniors Brooke Tatarian and Allie Koziarz and Freshman Dakota Daniello all have played, or currently play, on Empire State, which competes in the Amateur Athletic Union (AAU).

“All five girls are very balanced and have all played together before, so there is a lot of continuity,” Volchok said.

In addition, due to alterations in the strategy of the Panthers, the positions of the starting lineup are also subject to change. Volchok added, “This year we don’t have any true forwards on the team, so we are going to be playing mostly with five guards. We want to play up-tempo. Hopefully we can turn people over with our press and just speed the game up for other teams.”

Complementing the strong upperclassmen leadership on the team, the underclassmen presence is on the rise. Freshman Dakota Daniello played her first season with the squad last year as an eighth grader and garnered excitement of her own. “Everybody is go-

ing to have to know every position on the floor,” Daniello said.

Incoming first-year student Ana Castillo has proven to be a “promising contender,” according to Massingue. “Ana is a very hard working player. I am looking forward to see how she is going to be playing in February, because she is getting better every day.”

The Panthers, coming off a championship-winning, 2018-2019 campaign, remain optimistic for continued success this season.

Volchok said, “We are a little bit smaller than we have been in the last 2 years, but we are also faster.

We are going to really have to do a good job in pressing teams, trapping teams, and with turnovers and just playing stronger than our opposition.”

Volchok said, “I think rebounding is something that, as a team ,we have always been very inconsistent with. This year it is going to be challenging as well, because we don’t have one girl who can clean up the rebounds. All five girls are going to have to do a good job of boxing out and rebounding as a team.”

Daniello, echoing Volchok, said, “We were a pretty fast team so when we got a rebound we pushed it up the floor and had wide open transition layups.”

cy has had a positive effect on sophomore Oliver Peterson, who joined the team last year and swam in the middle school. “Towards the end of last season, my times got a lot better. The seniors last year were great leaders and helped to motivate me to put more effort into swimming, and I grew much closer with the team,” he said.

Peterson competes in the 100m breaststroke and 100m backstroke, and he was one of the few students that was sent to the NYSAIS playoff meet last season. “This year, I want to improve my times even more and strengthen my connection with the group, along with working to motivate younger swimmers and help them form bonds,” Peterson said.

Carly Grizzaffi, a junior who joined the team in her first year at Masters last year, was a multi-season swimmer before coming to Masters. “Meets can get tiring, swimming event after event, and encouraging each other to do our best can not only make you go faster, but make you more excited to be present at the meet,” she said. Grizzaffi competes in the 200m freestyle and 100m backstroke, along with relays, and she competed at the NYSAIS playoff meet last season.

The team’s first home meet is December 11 against Riverdale.

rriving at Masters with plenty of experience, the school’s new Athletic Director Logan Condon strives to revamp the reputation of the athletic program.

After former Athletic Director Kevin Versen departed at the end of the 2018 school year, it came time for a new person to step into the position.

Although this will be Condon’s first year at Masters, it is certainly not his first job in athletics. Condon, with ten years of experience under his belt, worked first at Sacred Heart School in Greenwich, and then Chase Collegiate School as the athletic director and director of athletics and physical education, respectively.

Growing up in a family of six, Condon realizes how important community is, which is one of the main reasons why he chose to come to Masters. “Wherever I wanted to go, it needed to have a strong foundation built on a very strong community.”

As for the job itself, Condon deals with the logistics for all 59 teams across 15 sports for both the middle and upper school. “My job is to organize and look over all aspects of the athletic program.” he said. “That means hiring coaches, reviewing coaches, making sure all equipment, uniforms, officials and bussing [is

prepared.]” Condon also plays a part in making sure that all the logistics for competitions are set up.

Condon wants to make a meaningful impact during his time at Masters. “I really want to build programs, not just teams,” he said. “You can have a winning team here and there, but to build on the longevity of the success is to really look at it as a

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Wherever I wanted to go, it needed to have a strong foundation built on a very strong community.

- LOGAN CONDON , ATHLETIC DIRECTOR

whole program.”

While winning is important in terms of building programs, Condon is more focused on the big picture for student-athletes at Masters. “I want to make sure that it’s a positive experience for anyone involved, whether you’re new to athletics, or you’re a student looking to play Division I,” he said.

Not only does he want to make sure that athletics are a pleasant experience for all, but as a former threesport varsity athlete in high school, Condon knows the overall importance of athletics. “I truly believe that athletics offers really important life lessons that you may not achieve in the proverbial classroom. It is a great forum to learn very important lessons.”

GEORGE CHANG/TOWER

ATHLETIC DIRECTOR LOGAN CONDON works in his Fonseca Center office.

Condon is responsible for the operation of all 59 sports teams at Masters.