by: Davin Abraham

In the US, students traditionally pledge allegiance to the flag as a way to show respect and honor for their country. It’s been an American tradition for over 132 years. However, I have noticed that some of my fellow classmates weren’t interested in standing up during the pledge of allegiance. During homeroom, some would sit, fixated on something else, clearly ignoring the announcement. This would then cause my homeroom teacher to insist on having the students stand. 

To understand this seeming conflict, I decided to investigate and interview students and teachers about their perspectives on the pledge of allegiance to better understand why some students do not stand up for the pledge while others do.

Before I begin, the first Amendment of the United States Constitution declares, “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.” Therefore, students do have a right to withhold their participation in the Pledge of Allegiance. 

I began my investigation by interviewing High Tech history teacher Mr. Ronald Kliesh. Mr. Kliesh asks his homeroom students to stand for the flag salute each morning. He discussed the importance of the pledge of allegiance and what it means while also commenting on youth culture. He said that, although he respects student individuality, he also believes there is a need to have a sense of solidarity. For Mr. Kliesh, students “need to see themselves as part of a bigger picture, not just as individuals. They can have their own ideas, they can have their own beliefs. But they also have to understand that there is some sort of unity here because if we don't have unity in the United States. What do we have?”

Meanwhile, another teacher who wished to remain anonymous saw things differently. She did not insist that her students stand during the pledge of allegiance. For this teacher, the main thing influencing her perspective on America was her experience visiting other countries and witnessing how national pride was established there versus our country. She shared, “From my travels, I've noticed a contrast in national pride compared to other countries, which may contribute to [my] relaxed attitude towards reciting the Pledge of Allegiance.” This teacher also acknowledged that it’s not school policy for the students to stand, and she finds using the time in homeroom for school-related tasks to be more beneficial for both the students and herself. 

She then went on to express her feelings more towards the Pledge and the importance of intellectuality, saying: “I think repeatedly saying words doesn't necessarily lead to understanding or respect for them. Knowing the history and meaning of the Pledge of Allegiance is more important than simply reciting it daily. It's about fostering a deeper understanding of what it means to be American, rather than just going through the motions. Talk is cheap.”

As I continued my investigation, I crossed paths with HTHS English teacher Mr. Robert Dillon. Similar to history teacher Mr. Kliesh, Mr. Dillon also asks his students to stand up during the pledge of allegiance. However, he doesn’t mind if his students refuse. He stated, “As a teacher, I wish students were better educated on the purpose and reasons behind standing for the pledge. Schools seem to neglect teaching good citizenship, leaving students unaware of why they should participate. And part of it is because the school systems over the years, from what I understand, have stopped teaching what good citizenship is and what it means to be part of a community. You could be part of an organization and still disagree with it, but also respect it.”

I found a similar viewpoint in High Tech junior Manuel Pereira, who chooses to stand up during the pledge of allegiance. He stated, “Part of it is tradition—I've always done it. But I've also always believed in respecting the flag and its principles. Despite our shortcomings as humans and countrymen, I salute the people that have fought for this country, giving opportunities for my Cuban immigrant parents to establish a life here, providing me with a comfortable upbringing. That’s why I stand for the flag.”

Another student, who wished to remain anonymous, shared a similar perspective with Manuel. This student who stated that standing for the pledge is similar to military duty, saying “I believe [standing for the flag] resembles the army. I think of it from that perspective. So I feel like it's just a sign of respect and a sign of unity for the country.” He added, “I don't feel pressured [to stand]. So I do it out of my own free will.”

I also spoke with several students who chose not to stand for the flag. One student, speaking anonymously, revealed how her perspective on the pledge of allegiance was just something she never noticed. She stated, “I don't do it out of protest or because I have anything against the country. I don't participate because I never connected with it in middle school, and now none of us in my homeroom do it. And it's not because of any specific reason. We just don't want to. And I feel it's okay to do that.”

HTHS senior Kanaan Guilford also does not stand during the pledge of allegiance, stating that his “allegiance to this country doesn't need to be proven every single morning.” He went on to explain: “I enjoy being an American. I enjoy living in America. But I don't feel that I need to pledge that every morning.” When asked what he felt would represent honorable allegiance to this country,  he replied, “I don't really commit treason, I am a law-abiding citizen, and I feel that currently, now, I think that's enough to say that I've pledged my allegiance to this country.”

Throughout this journey, one thing I learned was everyone’s experiences as individuals influenced their attitudes towards America. In the end, even though some students chose to stand while others do not, they still seemed unified. The Pledge Of Allegiance represents unification among the citizens of the United States, yet the students still stay unified even without pledging. They’re able to still show respect and honesty no matter what the duality appears to be, as pledging allegiance also means recognizing the freedoms to not do so. 

by: Minnah Khan

Could teens rule the Board of Education in Jersey City? Well, not necessarily, but we as citizens vote for leaders that we believe will truly help execute the visions of our best interests, making it a vital component of civic engagement and a fundamental right.  

However, in today’s day and age, we need fresh views on the education system. Who better to ask than the older range of students to construct the daily and foundational educational experience for the aspiring leaders, or youth, of Jersey City?

Furthermore, the discussions on lowering the voting age from 18 to 16 for the next local Board of Education election has been introduced by a newfound organization called Vote@16. Advising this project, former BOE President Mussab Ali is working alongside students of the Ali Leadership Institute. In an attempt to attract attention, they have organized rallies in Jersey City and have spoken at BOE meetings in efforts to achieve their goal of lowering the voting age.  

Advocates contend that this new policy would not only be relevant to the educational system, but also essential to unlocking the expansion of civic involvement, and bridging the generational divide in order to advance a more inclusive democracy. But what do parents, teachers, and qualified teenagers think of this?

Vote@16 prevailed the following argument: In the state of New Jersey, 16-year-olds have the right to drive, work, and be taxed. Moreover, why don’t they have the right to vote in local Board of Education elections?

One parent of three current elementary students enrolled at a local public school in Jersey City answered, “The crowd they are trying to open this voting opportunity to essentially may not have the decision-making skills to do so.” Additionally, High Tech High School sophomore Raya Mhajan asserts, “Peer influence or other parties trying to take advantage of people our age can definitely negatively impact the outcome of these elections.” Some parents and students may have the concern that the election will be an inaccurate portrayal of the general consensus, and furthermore establish weaker policies and voter suppression from other parties. However, others believe this will be a great opportunity for students to cultivate civic-engagement habits from an early age. 

Some students and educators argue that younger voters can, in turn, benefit from having this right. Rabiya Chaudhry, a Senior at High Tech High School from Jersey City, states “It would be good if students can get exposure to these processes from an early age. And I also think students in Jersey City have a lot to offer to the JCBOE and will help with learning how to vote earlier on.” As students ourselves, we have a lot of feedback to offer as stakeholders in the education system. 

As the future leaders of our community, it is our job to maneuver the pre-existing policies to cater to the general interest of the present day, and serve to further aid students in adjusting to the real world. Furthermore, CTE Educator of High Tech High School, Lauren Cabrera, asserts, “I would agree with it [vote@16] because there’s no one who can comment on the student climate more than students themselves.” 

Upon speaking with the three primary crowds, it’s evident that identifying common ground among the controversy can better help this initiative gain insight into opposing views. Advocating for a progressive voting age in educational governance is a crucial factor of Jersey City’s future. Therefore, this generational gap-filler can offer leeway into promoting a balanced and holistic approach to education policies, and reflecting the diverse needs of a community, especially in a populated melting-pot like Jersey City. However, it’s important to also consider that although lowering the voting age to 16 can offer greater insight into student-feedback, some parents may not think we are as prepared as we believe we are. 

In the end, if this goes through, will this influence more towns, counties, or even states to adopt similar laws? Will there be a visible reflection of youth-domination in educational policies? Will high school Sophomores, Juniors, and Seniors vote in the next BOE election? But more importantly, what is next for Vote@16?

by: Cassandra Booker

The COVID-19 pandemic swept the nation in 2020, shutting down establishments, creating countless setbacks, and, more importantly, shutting down schools. The education system was incredibly compromised during this time of chaos, leaving children, young adults, and teachers across the country needing help handling education online. According to research done by the Brookings Institution, they found that the "Average fall 2021 math test scores in grades 3-8 were 0.20-0.27 standard deviations (SDs) lower relative to same-grade peers in fall 2019 while reading test scores were 0.09-0.18 SDs lower." Since the pandemic lockdowns, people have been curious about why children fell behind, what kind of solutions local school boards are doing to support struggling students, and how this will be corrected if something like the pandemic happens again. To clarify this developing issue, I turned to Rosemary Booker, a preschool teacher working for the Jersey City Board of Education, to get a first-hand recount of what the pandemic was like and how it has affected her teaching and classroom management. 

When asked about any initial feelings surrounding the pandemic, Booker admitted to feeling anxious about the uprooting of her classroom, explaining, "I was having lots of anxiety because I have all of my resources at school, but then had to find some way to do it from home, while still giving the kids that same experience." She further explained that there were mornings when it was challenging to show up on the computer daily, considering the less-than-ideal circumstances. "Some days you do not want to go to work, but you just do, but I feel like it was harder to do on the computer because you had the kids' energy, and their smiles, and their innocence that kind of puts you in a better mood. But when you're on the computer, you don't have that."

Changing channels, I then asked about the average daily routine and how she retooled her teaching style to suit an online environment. She expressed that keeping the parents in check, using visual symbols to keep the children engaged, and holding both the children and adults in their lives accountable was the name of the game during her time online. Booker expressed, "Since the pandemic, now I use email as a resource to communicate with parents, sending reminders and flyers, which has kept the parents more engaged than they were pre-pandemic." She continued by explaining how her sense of community between the students and parents stayed the same and how she was grateful she did not lose that aspect of keeping everyone engaged and giving the children what they needed. 

Although the pandemic had its setbacks, there was much learning for the teachers to do as well. Before the pandemic, preschool classrooms stayed relatively the same for years. Looking at an average American preschool classroom, they usually look the same as they did decades ago. However, the pandemic has inspired a new change in learning for young students. "I didn't use Google at all before, and YouTube was a big thing for me. Now I can use it to show kids stories I do not have access to, play music, or even do things like yoga, which I never thought of doing before." 

When looking into the life of early childhood education, there were not many differences in how classrooms were formatted, even if they were changed for the better. To wrap up our interview, I asked Rosemary Booker if there were any lessons to be learned from the pandemic for the future. She explains, "I think for me, I have learned more about Google and the importance of creating a positive environment in the classroom. Furthermore, the kids now need the knowledge of technology that they learned during the pandemic. Now, in the future, I believe we can give them that. That is just so cool."

by Hanna Wilson

As senior year came to a rushing start, I began searching for an escape from the overwhelming nature of college and thoughts of settling on my future career. This stress would end up leading me towards the mindless void of scrolling on social media for hours. To escape this guilt of not being productive, I searched for a way to decompress, still in the comfort of my phone, but also while working on narrowing down my interests. I started to question the connection between the media we consume and the rest of life we choose to pursue. To try and gain a different perspective on this topic, I thought it would be interesting to interview someone of another age range to hear their response to the reality of today's world and question how their career-finding experience contrasted.

I decided to interview my mother, Aimee, as she has 3 children currently in or entering the college realm at the same time and who has already earned a bachelor's degree. To start I asked her how she got involved in her current career, to which she responded, “I stumbled upon my current job while I was doing a similar job. When I discovered that I could work a job coaching people on using an electronic system, I felt very interested in exploring related careers.” Her experience of finding a job path was somewhat different than what I would expect to come from teens today. She had the luck of experiencing many different careers and combining elements she loved from each into one.

I followed up by asking her if she could imagine being a young adult in this day and age using the resources we have now. She thought about this for a while, then responded, “I think for some things, it makes life a little bit easier. But I think we're also regurgitating information from sources that may not be 100% correct, or that could be censored. Sometimes I go, 'wow, everything, all this information is at my fingertips'. And other times I'm unsure of the validity of the information, and it bothers me.” She finds there is a lack of trust between the reader and almost all sources, which is unlike anything we have experienced in humanity before. A true disconnect between reality and society where we can’t believe the things we produce. When I questioned how she felt about how this would affect our generation in the long run she replied, “I find there is an information overload with too many sources of information, too many places to look. And I don't always believe that all of these sources of information are a good source of truth. So I think it's a little bit disconcerting to have so much different information and a plethora of information in general.” Not only is there this overwhelming abundance of information, but the same level of distrust is embedded in every piece, constantly surrounding us, and inevitably haunting our certainty in knowledge.

After discussing her thoughts on the effects of media as a whole, I refocused on one of the main topics: the effect on careers. I asked her if she felt it’s a good thing that traditional methods of creating your future are changing. She said, “I think, maybe in today's world, there's a little bit more time put into experimentation with a career. So a little bit more time to test the waters in internships or volunteer-work related to a career. I think I see more of that today than when I started looking for a job but changed as I got to where I am today.” This was interesting to hear as she acknowledged the ease of accessibility in trying out any of your interests in today's world. With a click you can find an endless array of opportunities to grow and change your life. YouTube videos on how to excel in areas you may not be strong in, inspiring posts to keep you going, online job offerings and media related careers, the list goes on.

While I have felt that the affirmative algorithms we are surrounded by on all platforms might be constricting our perception of the world, it seemed my mother believed you just have to be curious enough to search for it. We then went into a discussion on how the media we intake should be limited and combined with real-world experiences. We cannot rely on what we see in these perfectly crafted and purposefully selected segments of life, we have to try things ourselves and see that life isn’t perfect, it's messy. What seems like a perfect path for you to follow online, may not be as intriguing to you in person.

To conclude our interview, I questioned her on affirmative algorithms, wondering how she felt about repetitive indulgence into the same ideas and if she feels there is no expansion of thought. “I think the algorithms are set in a way that leads young people in a direction towards what's a monetized source of information like pay-per-click and views that people have learned how to manage. And I think that is a negative factor on the way media works is that it's monetized and not generic knowledge.” She brings in the notions of clickbait and drawing audiences in for little avail to themselves. Generally, she appears to believe this new way of approaching the job search will place more enthusiastic people in their passions as careers. Yet, this should not be another reason to hide away in our phones rather than endure the journey of finding ourselves through real-life experiences. A mother like mine is more worried about the misinformation and bias of another person's experiences that might take away from a person's own opinion of it.

Overall, I have personally felt that my consumption of media has made my college search a lot easier. I discovered exactly what I am looking for in a college and found the things/topics that make me happiest. I find that this idea of an “affirmative algorithm” that surrounds you with your interests has been a positive thing for me. While some may think it limits your opportunity for growth and knowledge, I think it has enhanced my clarity on it. I  believe the media can, and should, be used as a tool for any incoming college freshman or any person looking to find what they want from their future.

by Alexandra DeVita

We all know that SAT season can be a stressful time, but the good news is that NJ colleges are offering the option of submitting your applications with the choice of going SAT-test optional. This rule was implemented in the fall of 2018, but became more known throughout colleges around 2020 and is still in place today. This alternative is effective because students including myself believe that a test shouldn't reflect one's academic abilities or worthiness to succeed in the real world. It is also evident that some individuals are better test takers than others, therefore scoring better in the test. This story is local and relevant to seniors who are applying to colleges right now. It is important to know about this option and how it applies to numerous colleges, varying one's options on where to apply. 

Some might argue that opting out of submitting test scores isn’t a good idea, because colleges have an easier time picking students from different high schools based on their scores on the test. The reality is that most schools became SAT optional purely out of necessity during COVID. Just because so many kids couldn’t take the test, it wasn’t moral or feasible to require the SATs. Jacquelynn Leiras, a former student at High Tech High School, gave her intake on applying to colleges whilst having this choice. She said, “Although I had really good grades in high school, my test scores were very low so I did not send in my scores. Honestly, that choice has benefited me a lot, personally I feel that it would have been a lot harder for me to get into college if they were mandatory.” When asked if she believed that it is fair for colleges to accept a student who chooses not to include their test scores, she said “I believe that it is fair that colleges accept students who choose not to include their test score because a test doesn’t make a student. You can be a great student and just not be a good test taker. I feel that a test doesn’t define someone so it shouldn’t affect someone from continuing their education.” Many students and educators can agree with this statement, that a test or grade shouldnt define one’s abilities.

Jacquelynn loved her time at High Tech High School, and when it came to applying to college, she had trouble adjusting to the change. Knowing that she didn't have to submit scores eased her worries. I then asked what she thinks a student's chances of getting into a college are weighted on beyond academics. Jaquelynn said, “I believe that a student's chances of getting into a college is weighted by their extracurricular activities and their college essay to help the college understand what type of student you are.” Being the good student that she was, through academics, activism within school clubs, and external activities, she was more than able to have numerous opportunities.

There can be some disadvantages to applying test-optional too. When I ask Jaquelynn if she thinks that there are any disadvantages when submitting test-optional to colleges, she says “Yes, I believe that the disadvantage of submitting an application test optional is that some colleges that have a great reputation will sometimes not even consider your application if you don’t provide your test scores because it makes the acceptance process a lot easier for them.” Some colleges want test scores because it can give them guidance and help them narrow down who they want to accept, especially if the acceptance rate for said college is lower, like for Ivy Leagues such as Harvard or Yale.

Lastly, I asked Jacquelynn about her experience with applying test-optional last year. She told me “My experience with test optional last year was relieving. I wouldn't have as much of a chance of getting into the colleges that I did if test optional wasn’t a course of action. I am really grateful that test optional was an option while applying to college." The test-optional dilemma reflects a broader shift in the philosophy of college admissions. While some argue that such policies promote fairness and diversity, critics contend that they may sacrifice the credentials of the admissions process.