The Newtonite V95 First Day of School Special by The Newtonite

The Newtonite ◆ Tuesday, Sept. 6, 2016 • Volume 95

Newton North High School, 457 Walnut St., Newtonville, Mass. 02460

Turner promotes respectful dialogue Jacob Sims Speyer Principal Henry Turner is taking the helm of North this fall with bold hopes to bring the community together and learn from troubling incidents during the last school year. This administrative change occurs in the midst of a school-wide discussion on race, diversity, and hate begun last year between student organizations and interim principal Mark Aronson. Aronson stepped down as principal after serving in the one year interim position. He and students began the dialogue following haterelated incidents that took place during the previous school year. As part of his vision for the school, Turner said that he hopes to “reaffirm that we are a school that supports all of our students and all of our differences.” While he added he does not plan to implement any specific policy changes this year, Turner said he aims to maintain a safe environment for discussion and hopes that students will be able to respectfully disagree with each other. “We have to be allies to each other so that all of us feel safe in this school. At the same time, if there are areas where we disagree, it’s important that we learn to develop the skills to disagree and listen to each other,” Turner said. In order to accomplish this task, Turner said he believes that North by

“must have a culture which embraces open communication and gives the benefit of the doubt. “If there is something that I don’t know, and if I disagree with it, I just sort of lead with a question on it, and express my opinion,” he said. “If there’s something that offends me, I let that person know that it offends me.” Ultimately, Turner said he recognizes his responsibility as principal to ensure the safety of all students. He added that he does not see the school solving its problems regarding hate and prejudice within the next year. “These are issues that we’re going to have to talk about over and over and over again to improve in those areas.” Turner also said he intends to draw on experience gained during his time at Bedford High School which also dealt with hate-related incidents. “The solution was to empower the students,” he added. Vice principal Amy Winston called Turner’s past experience “a huge asset to the building.” One way he will work with students is to continue Aronson’s effort to empower groups such as Voices of Inter-Cultural Engagement (VOICE), a student run group which was created following the hate-related incidents of last year in order to provide students with a way to fight prejudice. Junior Sam Kesselman, a co-

Maya Metser

“He listens very carefully and closely,” said superintendent David Fleishman. “He understands that one person doesn’t make change. He knows it’s together, working with students, working with faculty, working with administrators.”

Wendy Li

Preseason: Cheer team warms up with a prep at practice in the SOA Friday, August 26. founder of VOICE, said, “I think Turner’s vision is very similar to Aronson’s. “The biggest problem that I see is that in the months leading up to November, we have a very heated election and a lot of students will get heated at each other either in person or online. I think that might affect our learning environment,” he added. “I hope that [Turner’s] vision actually comes out and I think it will.” Along with preparing students, Turner also recognizes the value of having a faculty that is well equipped to deal with hate incidents. “A school that is addressing bullying and racism and sexism and homophobia and other types of hate is a school where students have at least one adult in the building that they can go to,” he said. According to Winston, Turner “understands that interpersonal relationships are an important foundation for our work in the school.” Turner’s willingness to engage in conversation with both students and faculty stood out to superintendent David Fleishman. “He listens very carefully and closely,” Fleishman said. “He understands that one person

doesn’t make change. He knows it’s together, working with students, working with faculty, working with administrators,” he added. Winston echoed a similar sentiment, describing Turner as a leader who is inclined to work with the community to make changes, rather than someone who arrives in a school and decides on changes by himself. She also noted Turner’s eagerness to get to know the community, explaining how over the summer Turner spent a few minutes talking with every student he met in the hall, asking their name and grade. He “values individual interaction,” said Winston. Turner said his interest in teaching began as a high school student in Melrose, Massachusetts, where a history teacher inspired him to major in history. “I had a real interest for social justice, a real commitment to making a difference, so I thought teaching would be a good way to do that,” Turner said. Turner’s first job after graduating from UMass Amherst was as a teacher in a rural school district in western Massachusetts. “That school is where I got to experience

working with kids who grew up in a very different place than I did,” Turner said. “There was a lot of poverty.” Turner then taught history at Lexington High School, where he worked with “different kids on different paths.” “Lexington is where I started to develop an interest in recognizing the diversity of learners.” During his seven-year employment in Lexington, Turner said he realized that working as an administrator would enable him to interact with a larger number of students. He then became certified to be a principal and in 2008, became Goldrick housemaster (now dean) at South, where he remained until 2012. Following his time at South, Turner accepted the position of principal at Bedford High School. “Bedford seemed like a place that matched what I was looking for in a school,” he said, citing the diversity of the student body. At North, Turner said he is impressed by how diversity is embraced. “I think that [North] has a passion for its diversity and a sense of pride. It really has an unbelievable commitment to supporting all kinds of kids.”

According to Winston, the school suggested various media that relate to the question to guide students in exploring the topic. Resources include podcasts, videos, books, and articles, and all North community members were encouraged to read, listen to, or watch the provided materials. “What I love about the initiative, whatever form it takes, is that it allows the school to have a shared experience and think together as a group,” said English teacher Michele Leong, who is co-advising the project. “The difference between the two initiatives is really that people will have more resources to look at,

all pertaining to a similar topic. Personally, I like the difference because people can find a resource that suits them.” English teacher Charlene Beh, who is also co-advising the project, said, “With only one summer reading book, you had to like reading, first of all, and then you also had to like the text that was chosen.” Beh said there are more choices for students to explore the question, and having everybody think about a single question is a good way to encourage people to focus on the main idea. “I’m curious to see what it will look like in the fall, and how we bring together all of the elements

and things that people looked at. It’s a lot of work on the people who are organizing it,” she added. One of the most difficult things about choosing any resource is finding one that is accessible to all students, said Winston. By providing a range of resources, she hopes that the school is providing better access to this school-wide activity for all students. Leong encourages students to try the maximum number of resources they can. “Hopefully this is an issue that students will think about, talk about, and even do something about.”

One School, One Question encourages compassion

Maya Waldman This summer, the administration initiated One School, One Question in a continued attempt to discuss and explore anti-bias and cultural competency. Students explored the question “Why do people put themselves in other people’s shoes, and what can we learn from that?” North has previously conducted One School, One Book, for which students read one common book and discussed it in the fall. In collaboration with teachers and students, social justice group Voices of Inter-Cultural Engagement (VOICE) redesigned the program to interest 80% more students. by

Previously, departments have chosen a book and connected it to an overall issue or question. The new format allows students to explore the theme more openly. Junior Maya Gomberg, one of the founders of VOICE, said, “We all agreed that the question should be centered around respect for our differences.” According to Gomberg, it will most likely result in more interesting and diverse conversations this fall. The question was initially inspired by former interim principal Mark Aronson and vice principal Amy Winston, and members of VOICE later elaborated on it.

See inside for a feature on cheating at North, stories about the upcoming presidential election, and a feature about AP courses. 64%

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40%

20%

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U.S. Students that admitted to one or more instances of test-cheating

Statistics courtesy of the School Library Journal

U.S. Students that admitted to one or more instances of plagiarism

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opinion

2 ◆ The Newtonite, Newton North

Tuesday, Sept. 6, 2016

Listen with open mind This election year has brought out a climate of extreme and sometimes radical opinions. The degree of that extremity makes it easy to ignore ideas opposed to our own. We all like to talk to people who agree with us. When faced with stepping outside our comfort zones, we become resistant.

editorial There is a lack of healthy political discourse across the country. In order to have productive discussions, it is important to acknowledge that politics is complicated and that other people have valid opinions. The widespread use of social media increases accessibility to political ideas and opinions. On sites such as Facebook, users can like pages that align with their political preferences and choose what type of content they see. However, what appears on this customized feed reinforces personal beliefs instead of challenges them. While users believe themselves to be well-read, a self-controlled environment on social media only exposes them to the opinions they already hold, rather than challenging

them to accept new ideas. When discussing political issues in the classroom, these limited viewpoints make it easy to state an opinion, disagree, and walk away. In this issue’s centerfold, Trump and Johnson supporters express frustration about North’s political climate. In an interview, senior Gina Bellevue, an undecided voter, said that North students are “not open-minded at all” and that “no one changes their views.” Listening to others does not mean surrendering your own opinion. Yet, don’t let preconceived notions fill your field of vision. Don’t assume that someone is wrong just because they have an opposing viewpoint. Don’t assume that you’re right because you’ve held your opinion for so long. Considering different opinions with an open mind allows for progress in our community, which has dealt with multiple instances of hate speech and rancor within the past year. Moving forward in this election season, listen to others and be open to the possibility that you’re not always right.

Josh Shub-Seltzer

Cleaning up: Head custodian Tim Keefe overlooks the cafeteria last week in preparation for the school year.

Education now holds key to informed political decisions in future Adam Clements “I love the poorly educated,” said Republican presidential nominee Donald Trump after winning the Nevada caucus in February. When a campaign openly owes much of its success to the “poorly educated” and takes pride in it, there is a clear issue with the campaign’s integrity. A candidate should be able to attract followers based on a realistic understanding of what they are voting for. For this to happen, individuals need to take responsibility to become politically educated. Young people in particular, even those not yet able to vote, have an enormous responsibility to keep

themselves politically informed. It is the futures of young people that will be most affected by the decisions made today. Trump’s run for office is a perfect example of political unawareness, as it is built on a sea of misinformation. Its success has been possible only with a slew of lies used to manipulate the politically ignorant. Fact-checking organization PolitiFact reports that 70 percent of Trump’s statements they have factchecked are false or mostly false, while only four percent are entirely true. Democratic nominee Hillary Clinton’s fact-checked statements, in comparison, were reported to

The Newtonite

be 27 percent false or mostly false. However, in a CBS News poll, 36 percent of people said they considered Trump honest and trustworthy, while only 34 percent said the same for Clinton.

column While both candidates are imperfect in terms of honesty, Trump’s slightly stronger poll numbers on the subject despite his incomparably horrendous track record show a disconnect with reality among many American voters. Such statistics indicate a need for more political education, which can and should

Editors in chief — Jackie Gong, Maya Metser Managing editors — Rose Bostwick, Blake Krantz, Amy Morrill, Emily Moss, Josh Shub-Seltzer, Jacob Sims Speyer Arts editors — Nour Chahboun, Hannah Liu Features editor — Lucy Lu Freelance editor — Wendy Li News editors — Tali Falk-Judson, Samantha Fredberg, Rose Skylstad Sports editor — Jonathan Cohen, Will Kharfen On Campus editor — Maya Waldman

Opinion/Blogs editor — Adam Clements Talk of the Tiger editor — Laura Schmidt-Hong Photography managers — Wendy Li, Devin Perlo Graphics manager — Valeria Dountcheva Advertising and Business manager — Ophelia Baxter Technology manager — Michael Tang Advisers — Tom Fabian, Derek Knapp, Amanda Mazzola Staff — Alisa Caira, Derek Krantz, Nathan Persampieri, Cate Waters

The Newtonite staff does all its reporting and photography to post content daily to its website, thenewtonite.com. They make all content choices. Sign up for The Newtonite’s weekly email newsletter on its website. In addition to the print graduation special, the Newtonite will publish a special on the first day of school, a club special, and a midyear special. To place an advertisement in the online or print version of The Newtonite or to contact us by phone, please call 617-559-6273. Readers can also reach us at thenewtonite@gmail.com.

Letters The Newtonite serves as a designated forum for student opinion. Readers are invited to submit guest articles and letters to the editor. Letters should be put in The Newtonite box in the main office or emailed to thenewtonite@gmail.com. The Newtonite reserves the right to edit all letters, which must have the writer’s name and a student’s class and homeroom.

access to enough information for a solid level of political understanding. Politics dominate the media, and doing as little as looking at the front page of a newspaper or checking the news on a smartphone every day will keep them somewhat informed. To gain more understanding, being willing to discuss politics and hear the opinions of others is an important step. All young people should make an effort to take whatever steps to keep themselves politically informed, as doing so allows them to play a part in shaping the future, and not be loved only for being “poorly educated.”

One School, One Question shows path to empathy Amy Morrill As school begins again, a regular schedule recommences: going to classes, gossiping with friends in the hallways, beginning to do homework. The one break in routine this year is One School, One Question, replacing one book for everyone to read with one question for all to consider. This year’s question, “Why do people put themselves in other people’s shoes, and what can we learn from that?” is the perfect choice given recent events of hate speech in our school. The question allows students to acknowledge and celebrate the differences of people at North, and offers the first step towards a solution to many of our problems: empathy. At first I was skeptical of the idea. Using many sources to answer one question seemed confusing and ineffective. And last year, Talent is Over-Rated seemed over-rated to me–it came off as pretentious and unrealistic. However, the program this year made me realize for the first time the value of looking at the lives of others in the world. Not only is the question important because it forces students to empathize, but the variety of resources provided–podcasts, articles, graphic novels, videos–allows them

The Newtonite, founded in 1922, is the news source of Newton North High School, 457 Walnut St., Newtonville, Mass. 02460.

begin early in life. To prevent this country from falling into the hands of dangerous leadership, American teenagers should take an interest in politics long before they are able to vote. With an educated electorate, whatever decision the country makes is at least an informed one. To the politically unaware, the vague concept of “making America great again” and an absence of complex political ideas may hold appeal. A strong democracy should not have a presidential candidate who so easily manipulates much of the American public with lies. Young people have relatively easy

to choose a medium that fits their learning style. While all of the resources provided showed instances of empathy, I was particularly moved by an episode of Hidden Brain, a popular NPR podcast, featuring journalist Shankar Vedantam, and “The Danger of a Single Story,” a TED Talk by Chimamanda Ngozi Adichie. They opened my eyes to issues that don’t come up often in my sheltered life in Newton.

column The podcast, entitled “Tribes and Traitors,” told the story of an Israeli soldier joining a group of military veterans who openly discuss their experiences as an occupying force and a Palestinian professor who attempted to teach his students about the Holocaust, a widely ignored and resented topic among Palestinians. This podcast shows two incredible instances of compassion and empathy. While some students in our school may have personal connections to the Israeli-Palestinian conflict, the podcast allowed me to understand both sides of a confusing conflict that’s tearing apart a region in our world and affects some of my classmates personally. “The Danger of a Single Story”

sums up the reason empathizing is important. Drawing from her own childhood experiences, Adichie explained that, in order to fully understand other people, we need to avoid assumptions and see them as individuals. Adichie concluded, “Stories matter. Many stories matter. Stories have been used to dispossess and to malign, but stories can also be used to empower and to humanize.” It’s easy to categorize people when you do not know much about them, but the more we listen to different experiences and stories, the more tolerant North will become as a community. While there is incredible diversity in our school, it is not always acknowledged and celebrated. Important opportunities to do this exist in our school, such as BLAC Culture Day and ToBeGlad Day, but not all teachers and students participate, and those who do don’t always give it the attention it deserves. One School, One Question gives us the opportunity to learn about the lives of people who are different from us. Moreover, it provides us with the chance to become a school in which students and faculty question their assumptions about others and care enough to really ask what it’s like to walk in someone else’s shoes.

Tuesday, Sept. 6, 2016

news

Newton North, The Newtonite ◆ 3

New faculty contribute talents, experience to North Brendan Amedio

Andrew Davis

Jennifer Devlin

Background: Amedio received a bachelor’s in secondary education and history from Emmanuel College and a master’s in psychology/school counseling from Northeastern University. Excited about… working with students on their “post-high school life and career goals.” Fun Fact(s): Amedio is double-jointed.

Background: Davis received a bachelor’s in English and a master’s in education from Northeastern University. Excited about… “teaching and meeting new people.” Fun Fact(s): Davis is “a huge Celtics fan.”

Background: Devlin received a bachelor’s in history and African studies from the University of Wisconsin-Madison and a master’s in geography from The City University of New York - Hunter College. Excited about… “getting to know a new group of incoming freshmen.” Fun Fact(s): Devlin enjoys travel and reading history.

Amanda Fierro

Adam George

Heather Haines

Background: Fierro received a bachelor’s in sociology and a master’s in English from Tufts University. Excited about... “joining the Newton community.” Fun Fact(s): Fierro enjoys trying new recipes and cooking for her friends and family.

Background: George received a bachelor’s in history from Yale University and a master’s in teaching from Boston University. Excited about… “working with a caring and collaborative faculty.” Fun Fact(s): George has been scuba diving in Borneo and hiked through Machu Picchu.

Background: Haines received a bachelor’s in chemistry from Wellesley College and a master’s in secondary science education from Boston College. Excited about... “working with an incredible team of science and engineering teachers whom I have admired for a long time.” Fun Fact(s): Haines has traveled to 44 of the 50 states.

Kate Kennedy

Laura Levin

Guidance counselor

Special education teacher (English)

Librarian

Background: Kennedy received a bachelor’s in English from Cornell University, a master’s in English from Harvard, and a master’s in school library from McDaniel College. Excited about... “working with high school students.” Fun Fact(s): Kennedy participated in a flour fight in a medieval city in Italy.

English teacher

Special education teacher (Math)

Background: Levin received a bachelor’s in education with a focus on English from St. Michael’s College. Currently Levin is working towards a dual master’s in moderate and severe disabilities at Lesley University. Excited about... “joining the Newton North crew, meeting the students, and finishing my dual master’s.” Fun Fact(s): Levin has traveled to over 20 countries.

Kate Mannelly

Melynda Meszko

Background: Mannelly received a bachelor’s in English and secondary education and a master’s in curriculum and instruction from Boston College. Excited about… “getting to know her students and the whole Newton North community.” Fun Fact(s): Mannelly loves playing tennis, has traveled to over 18 countries, and has been skydiving twice.

Background: Meszko received a master’s in special education and a bachelor’s in English education from Lesley University. Excited about... “finally having my own classroom.” Fun Fact(s): Meszko is getting married next fall, has a puppy named Sherlock, and went skydiving over Canyonlands, Utah.

English teacher

Special education teacher

Caitlyn O’Rourke

Melissa Perez

Background: O’Rourke received a dual bachelor’s in art history and French language and literature from Fordham University and a master’s in education from Lesley University. Excited about... “being part of a great community and engaging students in history.” Fun Fact(s): O’Rourke lived in Italy for two years and enjoys baking.

Background: Perez graduated in January 2016 with a bachelor’s in mathematics education from Boston University. Excited about... “my first year of teaching.” Fun Fact(s): Perez is less than 5 feet tall. She enjoys kayaking, iceskating, and crocheting.

History teacher

Math teacher

History teacher

Science department head

Ming Lu

Chinese teacher Background: Lu received a bachelor’s in mechanical engineering from Hefei University of Technology in China. Excited about... “being a member of this great community.” Fun Fact(s): Photography has been Lu’s hobby for more than 30 years.

Rick Michalka Science teacher

Background: Michalka received a bachelor’s in mechanical engineering from Worcester Polytechnic Institute and a master’s in education from UMass Boston and the Boston Teacher Residency. Excited about... “working with a bunch of amazing students and teachers.” Fun Fact(s): Michalka changed his name after he was married this summer.

Nicholas Pfeifer

Special education teacher (History)

Background: Pfeifer received a bachelor’s in psychology from the University of Conneticut and a master’s in special education from Bridgewater State University. Excited about… “returning home to join a faculty I’ve always admired.” Fun Fact(s): Pfeifer graduated from North, and has joined the football staff.

Pamela Pistiner

Brian Reardon

Elizabeth Stahl

Background: Pistiner received a bachelor’s in literature and rhetoric from the State University of New York at Canton and a master’s in education from Syracuse University. Excited about… “all of the different texts I’ll be teaching, and seeing the students I’ve taught in past years.” Fun Fact(s): Pistiner “started acting a couple of years ago” and “can take a nap anytime, anywhere.”

Background: Reardon received a bachelor’s in English Literature from Emory University and a master’s in teaching in English from Tufts University. Excited about… meeting the students and staff at Newton North. Fun Fact(s): Reardon worked at a brokerage firm for six years before becoming a teacher and has taught in both Seattle and Japan.

Background: Stahl received a bachelor’s in English and fine arts from Colgate University and a master’s in English and fine arts from Lesley University. Excited about... “seeing former students from Cabot and Lincoln-Eliot Schools.” Fun Fact(s): Stahl enjoys working with clay, walking her dog, and reading to her grandbaby.

English teacher

ELL teacher

Yen Tieu

Joanna Timmons

Henry Turner

Background: Tieu received a bachelor’s in mathematics from Boston University and a master’s in mathematics from Tufts University. Excited about… “teaching physics for the first time ever.” Fun Fact(s): Tieu went horseback riding in Utah.

Background: Timmons received a bachelor’s in applied psychology and a master’s degree in mental health counseling at Boston College. Excited about... “joining the NNHS team of dedicated staff and getting involved in the school community.” Fun Fact(s): Timmons has two dogs, a yellow lab, and a beagle.

Background: Turner received a bachelor’s from UMass Amherst, a master’s from Framingham State, and a doctorate from Boston College. Excited about… “meeting students, and the energy of hallways coming back.” Fun Fact(s): Turner is the fourth Henry Turner in his family. He enjoys snowboarding and has lived in Massachusetts his whole life.

Science teacher

Laura Schmidt-Hong and Maya Waldman Josh Shub-Seltzer

compiled by photos by

Special education teacher

Principal

4 ◆ The Newtonite, Newton North

Tuesday, Sept. 6, 2016

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feature

Tuesday, Sept. 6, 2016

Newton North, The Newtonite ◆ 5

Students voice concern on academic cheating

Emily Moss We’re all familiar with the timeless tricks: the scribbling of answers on the back of a hand, the frantic copying of a friend’s homework before class, the wandering pair of eyes during an exam. “I feel like no matter what you do, no matter how smart you are about making sure people don’t cheat, people are always going to find ways to get around it,” said junior Sara Buchwald, class of 2018 vice president. “Even ‘good’ or ‘smart’ students cheat,” said senior Sofia PerezDietz, a former member of the Student Faculty Administration (SFA). “Virtually everyone I know has cheated at least once.” According to The Atlantic magazine, “Sixty to 70 percent of highschool students report they have cheated,” and “Ninety percent of students admit to having copied another student’s homework.” The Atlantic and other publications— from the New York Times to the Los Angeles Times to the Huffington Post—have even referred to cheating as an “epidemic”: a problem that is both widespread and viciously contagious. by

Trying to stay immune

A report compiled by the Educational Testing Service and the Ad Council in 1999 states that cheating has a ripple effect: students often “cheat because they see others cheat and they think they will be unfairly disadvantaged.”

senior Sofia Perez-Dietz “Virtually everyone I know has cheated at least once.” Some North students claim that the contagious nature of cheating—and the moral tug-of-war that ensues—can afflict a classroom over an extended period of time. “In one of my classes, kids cheated on nearly every test, and often I felt trapped,” said a student who wished to remain anonymous. “I was punished for being honest, while those who cheated were rewarded, especially in scaled tests. I sometimes felt like I had to cheat in order to keep up—like there was no other option.” A college student cited in an ABC News article titled, “A Cheating Crisis in America’s Schools” expressed a similar sentiment about the gross disadvantages faced by students who refuse to cheat. He admitted that he quickly decided to follow his classmates’ lead: “There’s other people getting better grades than me and they’re cheating,” he said. “Why am I not going to cheat? It’s kind of almost stupid if you don’t.” If cheating is an epidemic, then it’s airborne within the walls of a classroom. But all epidemics have to start somewhere, and here at North, the question of how and why cheating begins remains up for debate.

Causes of cheating

Sources such as the Educational Testing Service and the American Psychological Association (APA) also highlight pressure and stress as causes of cheating. According to the APA, “The increasing amount of pressure on students to succeed academically—in an effort to get into good colleges, graduate schools and eventually to land good jobs—tends to be one of the biggest

drivers of cheating’s proliferation.” Here in Newton, 79 percent of high school students say they feel stressed, according to the Youth Risk Behavior Survey administered during the 2014-15 school year. Several students interviewed offered their own ideas as to why students cheat. Sophomore Maya Mathews, class of 2019 president, proposed that students who struggle in a particular subject or who lack adequate time to study may be especially inclined to cheat. She said that on scattered occasions, classmates who have found a quiz question extremely challenging have asked her for the answer, to which she has declined. She also acknowledged that cheating may occur among students whose grades are threatened merely by busy schedules. Senior Emily Szeto, class of 2017 president, expressed a similar idea about the correlation between time constraints and cheating. “Students may cheat because their workload is too heavy for them to put aside time to study. If we have multiple tests on one day, it is hard to know the material for everything, so we turn to cheating.” In addition, Szeto, Buchwald, and Perez-Dietz all believe that competition and stress are major causes of cheating. “There are so many people who really want to do well,” said Buchwald, “and sometimes studying or doing their best, they [students] don’t think is enough.” “Another thing that goes with the stress is a lot of teachers make tests and quizzes such a huge percentage of our grades,” Buchwald added. “Like for example one of my teachers count[ed] tests as close to 90 percent of our grade, and it makes students much more inclined to cheat because their success in this class is relying on solely tests and quizzes.”

Methods of cheating

Answering the question of why students cheat, however, gives little insight into how the practice occurs. After all, even if students want to cheat, don’t classroom regulations prevent them from doing so? In some cases, the answer is yes. Mathews and Szeto both said that in their experience, teachers may hand out different versions or forms of a test, separate the desks, and require students to put away their cellphones. While students are taking the test, teachers will keep an eye on them and avoid leaving the room, according to Mathews. Yet Perez-Dietz has observed that rules against cheating are “fairly simple to evade in many classes.”

junior Sara Buchwald “There are so many people who really want to do well, and sometimes studying or doing their best, they [students] don’t think is enough.” “I think cheating should be restricted more,” she said. Similarly, a 2012 New York Times article titled, “Studies Find More Students Cheating, With High Achievers No Exception” suggests that American schools and families may have become more permissive of cheating in recent years. A Rutgers University professor and academic cheating researcher quoted in the article says, “I don’t

think there’s any question that students have become more competitive, under more pressure, and, as a result, tend to excuse more from themselves and other students, and that’s abetted by the adults around them.” The anonymous student reported witnessing “a decent amount of cheating” and that the methods and 80% amounts of cheating vary depend-

firsthand about the levels of cheating at North relative to another part of the country, having lived in Dallas, Texas, through eighth grade. “I’d say there’s way less [cheating] here than there was there,” said Mathews. She added that she thinks the majority of North students who cheat are more likely to do so on homework than on tests.

64% 58%

60%

40%

20%

U.S. Students that admitted to one or more instances of test-cheating

U.S. Students that admitted to one or more instances of plagiarism

Statistics courtesy of the School Library Journal

ing on the classroom environment. “In some classes, kids have their phones out and they’re looking up answers or they have packets of information on the ground so they can look at it,” the student said. “In other classes, when teachers tend to be harsher, they are only looking at their friend’s sheet.” The Times article agrees that “Internet access has made cheating easier, enabling students to connect instantly with answers, friends to consult and works to plagiarize,” while the Washington Post cites students copying their peers as the most common method of cheating.

Severity of cheating in Newton vs. elsewhere The cheating methods North students employ may resemble those of their peers across the country, but it remains unclear how the amount of cheating at this school compares to the national average of 60 to 70 percent.

senior Emily Szeto “I believe that if a student wants to cheat, they will find a way to do so without getting caught” Buchwald proposed that the level of cheating at this school might exceed the national average. “I wouldn’t be surprised if it was higher because Newton North is extremely competitive,” she said. “Sometimes it unfortunately gets to be too much, and people have to go to measures that they wouldn’t really want to in other situations.” On a scale of one through 10— with one being no cheating and 10 being a great deal of cheating—Buchwald and Perez-Dietz both estimated that the cheating problem at North falls between a seven and an eight. Mathews and Szeto are more optimistic, with Mathews proposing a range between three and five and Szeto estimating a five. “I definitely believe that there is less cheating at North than there is nationally,” said Szeto. “The national percentage of 60 to 70 percent is absurdly high, and students at our school are aware of how serious an issue cheating is because there are consequences that follow.” Mathews, meanwhile, can speak

Solutions

Understanding the cheating problem is the first step in preparing to combat it. Still, it may take time to identify effective remedies, and one possibility is that solutions will come from the students themselves. Leah Budson ’15 is a sophomore at Haverford College and Co-Chair of the school’s Honor Council, a body that deals with matters related to cheating. Students at Haverford are permitted to take all exams on their own, in unsupervised environments, but must sign an Honor Code before enrolling in courses. “I think of it like… college is to help prepare you for the real world, and to prepare you to make moral decisions,” said Budson, adding that she believes having an Honor Code decreases the amount of cheating. “If you have a teacher staring down your back and really trying to catch you, cheating in that situation somehow seems less bad than when you have the responsibility.” A past survey revealed that roughly 25 percent of Haverford students have cheated at least once—a number Budson found surprisingly high. Still, that number is far lower than the 60 to 70 percent of high school students who have cheated, according to The Atlantic, and the roughly 75 percent of college students, according to the Bos-

ton Globe. Despite her confidence in Haverford’s Honor Code, Budson does not believe a similar system would be as effective at a public high school. “Haverford requires an application, so it’s a self-selecting population,” she said. “The key with the Honor Code is that the entire student body has to be on board.” She suggested that promoting discussion about cheating—even just one day a year—could make a big difference. Mathews had a similar idea. She noted that North already has a number of assemblies devoted to specific causes—from anti-bullying to environmental awareness to women in business—and that the school could consider holding another day devoted to the problem of cheating. As an alternative, Mathews proposed using homeroom as a time to educate students on the issue. Buchwald emphasized the importance of discussing student stress. “We spend a lot of time on other emotional aspects of school, like bullying and mental illness,” she said, adding, “We need to talk about stress more, because I think most students in one way or another experience it, and it really takes a toll on people’s academics.” In Buchwald’s eyes, ensuring that students’ grades do not rely on assessments alone would be one way of reducing both stress and cheating. “There are other beneficial parts of class, like homework and participation, that should count more and in turn reward hardworking students with good grades,” she said. “Hard work is a huge part of school, and tests don’t always reflect that.” Perez-Dietz made a similar point: “I think that testing is not an accurate measure of a student’s abilities.” Mathews also suggested cutting down on busy work in any way possible, and teaching time-management strategies. Szeto, on the other hand, believes North may already do everything in its power to reduce cheating. “I think it is important to take measures to prevent cheating, but I’m not sure how the school can go beyond what they already do,” said Szeto. “In all honesty, I believe that if a student wants to cheat, they will find a way to do so without getting caught. It’s difficult to prevent every student from any form of cheating.”

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2 0 1 6 Pr e s id e nti a l E l e c ti o n: the Stude nt Voi c e Students’ engagement with politics creates discussion The upcoming presidential elections have generated excitement, concern, and perhaps frustration for the past year and a half. In these final weeks before the votes are tallied, students will discuss opinions among friends and in their classes. The various student perspectives in this issue give voice to the political concerns of young adults.

From the thoughts of club officers to first-time voters to supporters of each candidate running for president, students are experiencing the complex dynamics of this tense political climate. For North students who will participate in their first election this November, this exercise of their right gives them a chance to have a say in the future of their

“High school students are the future leaders, the future teachers, the future workers of America.”

High school voters

Is it important for students to be politically informed? “It’s not just important but crucial.”

Wendy Li While their peers may have different ways to support their preferred candidates, only a small group of North students who are over 18 will have a chance to cast their ballots on Election Day. Although eligible voter senior Gregory Brumberg sees his eligibility as “just a function of [his] birthday and has little to do with merit or character,” he admits that “the real power is in the ballot, not in a bumper sticker.” Despite the limiting voting age, Congressman Joe Kennedy (D-Mass) said all students can voice their political opinions by participating in meaningful conversations with eligible voters. Kennedy said that while students may feel frustrated about their inability to vote, it “doesn’t mean that there aren’t ways that you can contribute back to either to the cause or the candidate that you support.” Kennedy added that students “can have a really important impact on the elections” through “their questions of their parents and engagement to their community.” According to Kennedy, eligible students should take time to conduct research and vote. “If you decide that you’re not going to give the time to read up a little bit about the issues, then there’s a pretty good chance that somebody will get elected that if you had read up, you wouldn’t agree with,” said Kennedy. “High school students are smart,” Kennedy said,“they know how to get an awful amount of information at their fingertips much better than the older generation. And I would certainly urge you to take advantage of it.” For many students, this prox-

imity to information also provides young voters with opinions from their underaged peers. “A lot of people have been expressing opinions through social media, and then other people can comment on the posts, which tends to generate a pretty interesting conversation,” said senior Isabel Joyce, an eligible voter. Although Joyce rarely participates in these online conversations herself, she finds them interesting to read. Senior Ben Lublin will also be able to vote this year, and he feels his eligibility involuntarily puts him “at the center of attention when a political debate is started up.” Although many of his friends are jealous of his opportunity to voice his political opinions through a vote, Lublin said he thinks his vote will have little impact. “Hillary will win Massachusetts regardless if I vote for her or not,” said Lublin. According to Senior Camila Neves, however, her vote will have impact regardless of the political atmosphere in Massachusetts. “My parents are both from Brazil. Both of them have always been legal residents here, but I believe Trump has made it seem like all immigrants are uneducated” said Neves, “If everybody believed their vote didn’t matter then nobody would vote and there would be no election. What if I don’t vote and Trump wins by one vote? I worked very hard to learn English and have worked very hard to prove to my parents that all their sacrifices in this country were worth it, so it would be an extreme honor to vote—and thankfully this year I have the chance.”

“There are really no downsides to knowing what’s up.”

“It is important to know who is running the country we are growing up in.”

country. Within the North community, organizations dedicated to a specific cause can advocate for issues at stake in this election. Given opposing points of view at North, an opportunity exists for civil conversation and respectful disagreement among all of us.

“Although most of us cannot vote currently, when the time comes that we can, we should be informed.”

“A habit of indifference can be deadly if we lack the context to understand the world around us.”

Organized student support Rose Bostwick and Wendy Li Although most high school students are not yet of voting age, many are educated and passionate about the various issues being discussed in the current presidential election. Students provide support for those candidates who reflect the views on the issues that affect them personally as well as the world on a larger scale. Clubs within this school discuss many of the same largescale issues as the presidential candidates. In many cases, students have taken their support of their favored candidates into their own hands. Junior Abby Richmond, a junior officer of Feminism Club, has been extremely vocal about her support for Hillary Clinton, even starting the online platform Teens4Hillary.com, a space for teen writers to share their opinions related to Clinton. Richmond is passionate about women’s rights and named Clinton’s feminist platform as one of “the strongest points of her campaign.” “Feminism and Hillary’s campaign are important to me and should be important to other students because they show that the world should have opportunities open for everyone and that equality is a positive and beneficial thing for society,” said Richmond. Senior Luna Zhang, an officer of Future Business Leaders of America, expressed concern for small businesses after the upcoming election as well as for the rights of workers. “Republicans are pro ‘right to work’ meaning that businesses can make workers promise they will or will not join a union,” Zhang said. According to Zhang, this thinking can benefit businesses and can hurt workers. “Personally, I think if you’re going to own a business you should protect your employees and treat them right,” Zhang added. “But on the other hand, with all the rising taxes and union benefits for employees, some small businesses will have trouble staying afloat.” Zhang predicted that in the future, business leaders will have to make some tough decisions, saying that they will “have to choose between making money and treating their workers like humans.” While current candidates have made some effort to discuss the issues of some racial minorities, according to junior Sheil Mehta, an officer of Asian Culture Club, Asian-American issues in politics are by

Conflicting viewpoints

“basically invisible.” “Rarely do people talk about discrimination to the Asian demographic in mainstream politics,” said Mehta, adding that in his opinion, Donald Trump is “doing the worst possible job a candidate could possibly do appealing to minorities and respecting racial differences.” Although Mehta believes that Clinton handles racial relations better, he added that in his opinion neither candidate has adequately discussed Asian-American issues. “When you hear Trump talk about Asian-Americans in any way, it’s usually about China and it’s about getting the power back from China in an economic sense. There’s not a lot being said about the people themselves, or the way that our society integrates Asian-Americans,” Mehta said. Mehta added that Clinton is also guilty of this. “She talks about taking power back and big Asian trading, but in regards to the people themselves, not much is said. It’s really looked over in the grand scheme of things.” Like Mehta, senior Zoe Jasper, an officer of Feminism Club, supports Clinton but does not view her campaign as absolutely ideal, recognizing various intersectional issues that she believes Clinton could address. “I want to see Clinton acknowledge how the wage gap has an even more dire effect on women of color,” Jasper said. “I want to see her address discrimination against queer people, and fight for the many women affected by police brutality. I want to see her defend the Muslim women and refugees who are unfairly blamed for terrorism. There are so many issues that people don’t think of as encompassed by feminism that are and should be.” However, Jasper also cited Clinton’s support for issues within the LGBTQ community, reproductive freedom, “gender neutral bathrooms, health care coverage for trans people, and the acceptance of non-binary identities” as reasons she stands behind Clinton. Although likely not yet eligible to vote, the efforts of high school students to raise awareness of the issues they are passionate about may influence older voters and the election as a whole. “I would think really carefully about who you’re voting for because this election is probably one of the most important things that will happen for a long time,” said Mehta.

Nour Chahboun In this year’s Massachusetts state primary election, 80 percent of votes in Newton were cast as democratic ballots. In a community that also routinely elects democratic candidates into local office, North students with more conservative political viewpoints often feel their beliefs unfairly challenged from teachers and peers alike. Senior Noah Stonehill, who supports Libertarian candidate Gary Johnson, has experienced both positive and negative feedback from classmates and teachers. Stonehill supports the former New Mexico governor due to his conservative and libertarian views, his strong belief in a small government with fewer regulations on the economy, and his belief in the second amendment. He also said he admires Johnson’s social policies, free trade stance, and advances to end the war on drugs. “Johnson would end centralized healthcare and secularize [sic] many social programs of the government to balance the deficit, and hopefully slow the rapid rate that it is increasing,” said Stonehill. In the classroom, Stonehill has had teachers express political biases. According to Stonehill, since most teachers are “very obviously liberal,” it can be difficult expressing a contrasting political viewpoint. Stonehill calls the prejudice he faces with his support of a third party “pointless.” Despite some negative feedback, Stonehill said that he has “received some praise from classmates” about how he is “not supporting Donald Trump while being

a Republican.” Undecided students, such as senior Gina Bellevue, can also find it difficult to place their support in a generally pro-Democrat school atmosphere. “I don’t listen to the people at North,” she said. “They’re all very left-wing and try to shove it on everyone. No one changes their views.” However, supporting Trump as a student at North often causes ridicule as well as pushback from the political majority. Junior Jack Pomper, a Trump supporter, said his views have also been challenged by teachers “singling him out” and have been used to make him appear “unintelligent for having different political views.” “I personally feel that if someone disagrees with another person’s political standpoint, they can disagree respectfully and say how they feel,” he said. But at North, “most of the time that is not the case.” Senior Maddie Cloran, a Trump supporter as well, supports the Republican nominee for his ability to “create jobs for thousands of people,” his knowledge on “how to be successful, and what the first steps are to bringing this country back.” Cloran also said that “teachers have biases for the most part.” In some situations, Cloran said that she has “felt uncomfortable” due to her peers’ and teachers’ negative comments regarding Trump. “I know exactly who all of my teachers are voting for,” she said.

8 â&#x2014;&#x2020; The Newtonite, Newton North

Tuesday, Sept. 6, 2016

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Tuesday, Sept. 6, 2016

Newton North, The Newtonite ◆ 9

Tiger Word Search: Back to School

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Word List: Word Search: Theatre Entrance, Athletic Entrance, Tiger Drive, House Offices, 7+($75((175$1&( $7+/(7,&(175$1&( 7,*(5'5,9( /,%5$5< ,17(51$7,21$/&$)( Main Office, Main Street, Tiger’s Loft Bistro, SOA, Little0$,12)),&( Theatre, Cafeteria 7,*(56/2)7%,6752 62$ /,77/(7+($75(

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NNHS Survival Guide Busing and Transportation • Forgot the bus schedule? It’s posted in the theater entrance! • Buses leave at 2:30 p.m. Monday and Friday, 2:45 p.m. Tuesday, and 3:40 p.m. Wednesday and Thursday. • Ride the late buses that are scheduled to leave at 4:15 p.m. • Grab a Student Charlie Card from a house office in order to ride the MBTA after adding money to the card. N-rule • In a class that meets four times per week, nine excused absences, nine tardies, or three unexcused absences result in an N. Four excused absences, four tardies, or two unexcused absences in classes that meet twice per week will also result in an N. • Two or more Ns in the same course may result in the loss of credit for that course.

• If your teacher is late to class, wait ten minutes before sending a class member to the dean. Library Learning Commons • Ask a librarian for a pass if your teacher is absent. The earlier you visit, the better; passes run out quickly. • The library opens at 7:30 a.m. Monday through Friday. On Mondays, Wednesdays, and Thursdays it closes at 4:20 p.m., and on Tuesdays and Fridays, it closes when school ends.

1. For Freshmen: “You have to stay strong and tough it out. Even if it’s terrible now, it’s going to be okay, and next year is going to get better.” — sophomore Arianna Azadzoi “Join a club, make friends you can trust, and take electives you will enjoy.” — sophomore Michael Bickford “My biggest piece of advice is to use X-block to meet with teachers if you don’t understand something. Teachers are always on your side and are there to help you do well, especially if you’ve shown that doing well in their class is important to you. My second piece of advice is to get involved. The easiest ways to do that are to try a new activity, club, or class, or to look further into an activity or subject that you’ve enjoyed in the past.” — sophomore Lauren Gobler “Make sure you pay attention in class.” — sophomore T ara Eldredge

4. For Seniors: “Let yourself be comfortable in your own skin. Rather than living in fear of judgement and stepping in the wrong way, live up to your flaws and own them. The world is your stomping ground, so make the most of it.” — Katherine Gao ‘16 “Leave North a better place than you found it. Whether you change the greater North community or a more nuanced aspect of it, I urge you to make an effort to make a positive change in this school, or in any community you are a part of, for its future members.” — Nadav Konforty ‘16 “I can’t stress enough the importance of living in the moment. We’re not going to be any younger than we are currently, and more and more challenges will be heading our way, but don’t let that discourage you from being adventurous.” — Sophia Ly ‘16 “Don’t waste your time hating high school; instead, take advantage of the opportunities given to you…Step out of your comfort zone and challenge the norms.” — Roxann Wint ‘16

3. For Juniors: “Don’t procrastinate, and do what you feel is right.” — senior Rebecca Bianchi “Just don’t listen to what others say about how hard it is. Focus

Sudoku Puzzle 8

Meeting with teachers • Go to X-block if you need help from your teachers! • To find a teacher’s office, visit North’s online staff directory and search with the teacher’s first name, last name, or department.

after a vacation. • A designated No Homework Weekend, during which no homework, essays, or assessments may be due or held on the first block of each class, occurs twice during the year.

on what you’re doing in the moment.” — senior Kim Lannery “Stay organized because it can get stressful.” — senior Sayawni Lassiter “It’s only one year, so just plow through it. You’ll get through it, and you’ll do fine.” — senior Rachel Leighton “I’d definitely say plan out your time well; assignments can really sneak up on you. And the junior thesis isn’t really a big deal.” — senior Lincoln Sung

2. For Sophomores: “Make sure you stay on top of the work that matters the most. There are a few big projects in sophomore year, so staying on top of them is important.” — junior Kyle Bloom “You can still try new things like clubs, sports, and arts. It’s definitely not too late.” — junior Jessica Chen “Good luck. It’s not as bad as you think.” — junior Sarah Chen

Tiger’s Loft Bistro • The Tiger’s Loft Bistro serves student-made food during second and third lunch, as well as in the morning Tuesday through Friday.

Tardies • If you are more than 25 minutes late, you will be considered absent. • If you are aware that you will be tardy, have Nurse’s office • To go to the nurse’s office, ask for a pass a parent or guardian call the house office. from a teacher. Absences and Dismissals • Visit Bailey, a comfort dog, Tuesdays and • If you will be absent, have your parent call Thursdays in the nurse’s office. the house office before 10 a.m. • If you must leave school early, have a parent Lost-and-found or guardian contact the house office. Go to • North’s main lost-and-found area is located the house office to receive a pass if you leave in the cafeteria. in the middle of class. Homework policies • Upon returning to school after being • Teachers are not allowed to assign homedismissed, check in at the house office to work over religious holidays or vacations, receive a pass. and no major assignments should be due Cancelled classes • Every morning, a list of absent teachers is posted outside the cafeteria and house offices. Freshmen and sophomores must sign in at the cafeteria during the block that their teacher is absent.

Student advice:

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Compiled by Laura Schmidt-Hong

feature

10 ◆ The Newtonite, Newton North

Tuesday, Sept. 6, 2016

North students question value of AP courses Lucy Lu Despite the popularity of Advanced Placement classes at North, many students and teachers alike hold an underlying perception that AP classes create a stressful atmosphere at this school and are even perhaps outdated. At a school like North that offers a wide range of AP courses, some students claim they often find themselves drawn into a culture of the pressure of high stakes classes. “There’s a stigma at North that if you’re not taking a certain number of APs, you’re dumb, which isn’t true, nor should anyone think that, but it exists,” said senior Ryan Steele. He added, “A lot of people feel the need to compete with these wizards.” For some students, this feeling of competition creates a sense of peer pressure in everyday discussion. “When you’re in that friend group where everyone is taking four or five APs, it is definitely stressful in that you’re worried about being judged,” added senior Winnie Chan. “Students put a lot of pressure not only on themselves but also on each other.” With some students feeling the pressure to accumulate courses that look good on transcripts and resumés, unconventional or unleveled classes that interest them are often overlooked. “In considering classes like forensics and oceanography that happen to be at the advanced college preparation (ACP) level, students are often concerned with the level of the course and often turn them down for a boost in their grade point average (GPA) and flashy AP titles.” said science teacher Ann Dannenberg, Expressing a similar sentiment, junior Jessica Chen noted that some students avoid ACP electives such as Organic Chemistry and Science in Society in favor of AP courses, which are more likely to boost their GPA. “Students are no longer interested in the material being taught,” Chen said. “In the halls, people are by

common pro-AP justification. “The traditional monetary argument for AP courses—that they can enable an ambitious and hardworking student to avoid a semester or even a year of college tuition through the early accumulation of credits—often no longer holds,” wrote Tierney. Along with the shrinking need for students to take APs for the title on a transcript or college credit, problems with the classes, such as the burdensome financial demands, can limit students from taking the classes, according to Dannenberg. Fees reach up to nearly $100 per exam, and there are additional costs for study materials. “I see no reason why we should continue to fill the coffers of the College Board,” said Dannenberg. “The AP exam itself is expensive for students, and it is expensive for the district in both money and manpower.” Students may also feel disadvantaged due to differences between the way teachers teach the same class. Steele said his AP experiences have been “entirely dependent on the teacher.” “I’ve heard people threatening to drop AP U.S. History if they get the wrong teacher, which is bad because it’s kind of like everyone trying to win the lottery to get into a certain AP class,” Steele added. Science teacher David Bennett acknowledges the challenge of AP courses but refutes the claim of discrepancies between teachers. “In theory, each AP course has its own standards set by the College Board, which should keep expectations consistent,” he said. “For our specific course, Mr. Hamel and I work together on a regular basis and keep in lock step with each other,” Bennett added. “Students can ask questions of either of us because the problem sets, labs, tests, and quizzes are all the same for any student taking the course.” The Atlantic’s Tierney argues that the APs uncompromising curriculum stunts the free minds of high school students. He said they

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“I see no reason why we should continue to fill the coffers of the College Board,” said science teacher Ann Dannenberg. “lead to rigid stultification—a kind of mindless genuflection to a prescribed plan of study that squelches creativity and free inquiry. “The courses cover too much material and do so too quickly and superficially,” he added. “AP courses are a forced march through a preordained subject, leaving no time for a high-school teacher to take her or his students down some path of mutual interest.” Chen disagrees. “Personally I like AP curricula,” she said. “They are well designed and give a more universal structure to the whole public school system.” Moving at a rapid pace, AP curricula is apparently difficult to retain in the long term. The National Educational Longitudinal Study, a nationwide survey representative of nearly 25,000 students beginning in 1988, revealed that successes in

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fast-paced high school courses including APs did not necessarily reflect good grades in college. Dannenberg did add that in her AP biology class, a rigid curriculum with inflexible timing denies students and teachers alike the true spirit of the learning process. “It is much more fun to teach to teacher and student interest, than to a checklist of exam topics,” she said. “But due to the AP curricula, teachers don’t have the luxury of taking time to go into more depth or breadth when there is interest in the class to do so because so many topics need to be covered, and thus students lose assimilation time.” She added, “Students learn more, and learn better, when they are taking a course for the development of their own interest than when they are taking a course for the grade or the score.”

always asking how many APs others are taking rather than the subjects, as if the actual classes ceased to matter and only the number did.” Although thousands of colleges participate in the AP system, the high-level classes may not be the key to standing out to college admissions officers, according to Massachusetts Institute of Technology director of admissions Matt McGann writing in the MIT admissions blog. “What makes me sad is when students focus on their studies to the detriment of everything else because they think it is what we want,” wrote McGann. “We believe that balance in life is important: balance between formal and informal studies, balance between work and play, balance between the work of the textbook and the work of the imagination.” Tara Lindros, associate dean of admissions at Wesleyan University also said that balance is important in curriculum. “We mostly look for breadth in curriculum and students to immerse and challenge themselves broadly, and there are different ways to achieve that,” she said. “Our approach is to view each student in a different context based on their school statistics and environment.” In the past, APs have appealed to students because they fulfilled college credit requirements and in turn saved students money on college classes. College students used to be able to graduate early by taking fewer classes or even spend more time studying abroad. According to a USA Today College article in 2011, the College Board reported that students have saved up to $19,000 on college costs by scoring sufficiently on AP exams. However, in recent years, more and more prestigious colleges, including many Ivy League schools, have stopped offering such credit, according to a Marketplace report in 2013. In an Atlantic article entitled, “AP Classes Are a Scam,” Josh Tierney used these changes in awarding credit to challenge the

Tuesday, Sept. 6, 2016