On Jan. 16, 2024, the Ramsey County Board of Commissioners approved the purchase of a 40-acre plot, Outlot A, to be integrated into the original Rice Creek Commons development area, formerly known as the Twin Cities Army Ammunition Plant (TCAAP).
From a World War II ammunition plant to an upcoming urban development, the land area of Rice Creek Commons, formerly the Twin Cities Army Ammunition Plant (TCAAP), has undergone significant change over the past few decades.
The TCAAP land was first settled by farmers in 1850, according to the city of Arden Hills, and the federal government acquired that land in 1941. TCAAP became fully functional in 1943 as a small arms plant for World War II. The ammunition plant operated until the Vietnam War ended when TCAAP was placed on standby in 1976.
In 1981, solvents from the ammunition plant were discovered in groundwater wells neighboring the land. While the ammunition plant was in use, contaminated water and sewage were discharged into areas neighboring the plant and Round Lake. The U.S. Army began to clean up the contaminated area. To address the groundwater issues, the U.S. Army treats the current groundwater affected by the solvents and supplies residents with alternative well water.
Since the clean-up process started, many development pro-
posals were presented to the city of Arden Hills. The first major development plan was in 2002 with Ryan Companies, known as the “Ryan Plan,” but the development plan was canceled in 2009 due to the Great Recession.
In 2011, the Minnesota Vikings considered the land to create a new stadium. They ultimately decided to develop the stadium in place of the old Metrodome instead, likely due to pushback from city officials to keep the team in Minneapolis.
Ramsey County renamed the land Rice Creek Commons in 2014 after the county purchased the site in 2013 from the U.S. government. In September 2017, Amazon announced their plans to create a new headquarters, known as HQ2, anywhere in the United States. Ramsey County proposed the idea of building the new Amazon headquarters in the newly renamed Rice Creek Commons and downtown St. Paul. In 2023, Amazon decided to build its new headquarters in Arlington, Virginia.
Most recently, the city of Arden Hills made a deal with Ryan Companies to develop Outlot A, a portion of Rice Creek Commons that has been zoned for commercial use. The contaminated groundwater won’t affect the drinking water of future residents at Rice Creek Commons, Sara Thatcher told the Pioneer
Press in 2017. The drinking water will instead come from St. Paul Regional Water Services.
As Rice Creek Commons develops, the increase in housing raises a question regarding Mounds View Public Schools: How would this population spike affect the school sizes?
Rice Creek Commons is included in the district boundaries.
In 2017, Mounds View Public Schools anticipated an increase in students and created a $165 million bond referendum to add classrooms and expand other areas of different schools in the district, such as Pinewood Elementary School and Island Lake Elementary School.
“We have always worked closely with our city partners as they approve and complete housing development across the community. Rice Creek Commons is the one remaining development that was part of the enrollment study and resulting 2017 Facilities Bond additions,” said Superintendent Chris Lennox.
Although Rice Creek Commons has had a long history of development proposals and cancellations, the recent development proposal by Ryan Companies shows promise for the future of the development.
When the city bought Outlot A from Ryan Companies U.S. Inc. for $12.7 million, they also agreed Ryan Companies would act as the primary development partner of the area. Although Outlot A is considered a part of the Rice Creek Commons development area, the development remains separate. The developers of the original Rice Creek Commons, Alatus LLC, are working together with Ryan Companies to meet shared goals. “They are the same development, just simply from different developers,” said Arden Hills Councilmember Tena Monson. Both developers will follow a common thread that includes energy, jobs and affordable housing goals.
Outlot A, in a prime spot with access to highways and metropolitan areas, has garnered significant interest from potential developers. The Joint Development Authority (JDA)
board, which consists of elected officials from Ramsey County and the City of Arden Hills, issued a request for development interest for Outlot A. Six companies created proposals for the area, which included plans for commercial use, such as medical offices, financial institutions, hotels, and a research facility, and plans for a corporate center. “We’ve consistently heard from the Arden Hills community about the importance of creating stable, well-paying job opportunities at Rice Creek Commons,” said JDA Chair Jon Wicklund in a press release. “Ryan Companies’ plan is expected to bring hundreds of quality jobs to the north metro and will set the tone for a vibrant, thriving development.”
Eight days prior to the purchase of Outlot A, the Arden Hills City Council amended the TCAAP Redevelopment Code and Arden Hills 2040 Comprehensive Plan from 1,460 to 1,960 housing units. The developers have committed to a minimum of 20% affordable or not market-price housing. “Our
main goals are to ensure that we have lifecycle housing as well as a variety of price points,” said Monson. Lifecycle housing is tailored towards all age groups, from young professionals to retirees, and will include singlefamily homes, townhomes, condos and apartments.
Despite bordering multiple highways, the city plans to build a nature center that includes cross-country skiing, kayak rentals and integration with existing areas. “The county has a really great vision for that area to extend [The Rice Creek North Regional Trail Corridor] from the north,” said Monson. “We want to make sure people who go to visit can also get there on foot or bike really easily.” They plan to begin construction on the nature center once Rice Creek Commons is completed.
Monsoon is confident that the integration of the newly purchased Outlot A into the Rice Creek Commons will present new opportunities for Arden Hills and the area surrounding the city.
TUESDAY,
In 2019, members of the Professional Women’s Hockey Players Association (PWHPA), the union for players in the National Women’s Hockey League, began to boycott the league due to inadequate salaries. In 2021, the NWHL rebranded and became the Premier Hockey Federation (PHF). Members of the union, still on strike, considered starting their own league.
The PHF and the PWHPA finally came to an agreement last August and joined together to form the Professional Women’s Hockey League. This league includes six teams from
Boston, Montreal, Toronto, Ottawa, New York and Minnesota. Team Minnesota consists of many well-established players including some from the former Minnesota Whitecaps of the NWHL.
The formation of the PWHL brings more representation for female hockey players who now have an opportunity to pursue hockey professionally. “Just seeing how girls can play after college. [...] gives this hope that they can keep playing the sport that they love,” said Paige Friedman, junior hockey player.
The opportunity to make a career of their passion also serves as motivation for young
players to continue playing hockey. “I think it’s really good that they get to play after college and there’s an option for them to make money playing hockey,” said Gabrielle Bullert, senior hockey player.
Empowering women to overcome obstacles and stick with their passions begins early on when young girls have role models to look up to in their areas of interest. “I feel like this league is a big step in the right direction for younger girls growing up, and now we can have those people that we can look up to,” said Lydia Vanderbilt, sophomore hockey player. “The younger generation is really going to thrive on having
leaders.”
In the past, male domination has been very apparent when it comes to engagement, support and success for their professional teams and leagues. “I think it kind of shows what roles society puts women and men in and the differences there. Hopefully, there’ll be more women in sports in the future,” said Bullert. The creation of new spaces for women to succeed, such as the PWHL, brings hope for a future where women can have equal opportunities for success in doing things they are passionate about.
In the short amount of time since its establishment, the
PWHL has served as a source of inspiration for young hockey players in a time where girls hockey sees more participation than ever before. Breaking the world record, Minnesota’s hockey fans became the largest crowd to ever attend a professional women’s hockey game, with more than 13,000 fans packing the Xcel Energy Center Stadium for Team Minnesota’s first game. Groups of young girls showed up wearing their own team jerseys and fans of all ages showed up to games, cheering for players and showing their support for the new league.
Captain of three sports — bowling, ping-pong and boys volleyball — and having competed at the state level in each, senior Jerry Floeder grew up as the second youngest of 10 athletes and with parents who always encouraged him to be active.
From a young age, Floeder and his siblings participated in volleyball, ping pong and bowling recreationally. “My family used to participate in the Flaherty’s Kids Bowl Free Program, so we’d get two free games a day,” he said. “I love these summer bowling sessions because almost every time we went, we’d put a wager on the second game. The person with the lowest score would pay for everyone’s ice cream. I guess one of the reasons I enjoyed it so much is because I wouldn’t lose very often.” His family also had a ping pong table in the base-
ment and a volleyball net outside, which he and his siblings played with often.
Having nine siblings and parents that emphasize excellence means that friendly competition is a large part of Floeder sibling dynamics. “Whether it be the highest ACT score or who can play piano the best, we compete a lot,” said Floeder. He emphasizes that while some of his siblings have had State runs in one sport, he’s the only one who has made State for all three.
Outside of sports, Floeder is vice president of National Honor Society and runs a student-led club to bring music to the elderly and nursing home patients. He’s also captain of Quiz Bowl and works as a student intern at the University of Minnesota aiding in cancer research.
Because Floeder is a threesport athlete and doesn’t participate in athletic clubs outside of school, his training regimen doesn’t resemble most athletes’. “Every season I come in cold turkey. The first few weeks of practice are always super difficult, especially for volleyball, and I’m always slightly behind my teammates,” he said. “I work double hard to catch up, then
continue to work double hard to be the absolute best I can possibly be.”
At the end of last year, Floeder was selected by the coaches of bowling and volleyball and the previous captains of ping pong to be a captain of each sport this year. “As captain [...] my responsibilities are to not only help newer players improve their skills, but to be the rock for the team,” he said.
Floeder has played Mounds View sports since seventh grade. Now, as an upperclassman, he finds that he is transitioning to a mentoring role for his younger teammates. “I started all of these sports when I was really young in high school, so I was the one kind of learning a lot. But, starting last year when I became an upperclassman, it really became clear to me my role was switching,” said Floeder.
While he’ll always love playing sports recreationally, Floeder does not plan to pursue any of his three sports professionally after high school. “I just like having the break from all the academics that I do,” said Floeder.
| Tyler Quattrin PRINT EDITOR-IN-CHIEF
Chief Justice Natalie E. Hudson achieved a historic milestone last fall when she became the third woman and first Black person to lead the state judiciary. Her journey from Mounds View High School, where she graduated in 1975, to her current position as Minnesota Supreme Court chief justice, underscores her groundbreaking legal career.
Appointed to the role of chief justice by Governor Tim Walz last October, Hudson embraces her recently acquired position with immense pride, considering it “the honor of a lifetime.” She said the significance of holding the position as a Black woman is not lost on her. She also highlights how she strongly believes in the importance of representation in society. “It’s so important that people be able to see themselves in positions that they might aspire to and that all people be able to have that opportunity,” she said. “I think it’s important that we as a community recognize that talent and excellence comes in all genders, and all ethnicities, and all abilities, and in all sexual orientations. That’s all important for us as a society, and it
certainly is important that our judiciary reflect the people that it serves.”
Reflecting on her years at Mounds View, Hudson recalls a positive experience but one that was also challenging and lonely at times. Looking through Mounds View yearbooks from the 1970s, the lack of diversity is evident. Hudson remembers only one other student of color in her graduating class. “While sometimes it was isolating, I also had a number of very good friends there, people that I still occasionally talk to to this day. And so, I can’t forget that part of it,” she said. She remarks that she can’t remember any racist incidents and feels the school attempted to create a welcoming environment.
Nevertheless, Hudson said she did not always feel welcomed in school activities, which is why she did not join many. She did, though, participate in the French club and has fond memories of her senior year trip to France.
One aspect of Mounds View’s community that she remembers most is a very spirited environment, which she enjoyed. “I attended a lot of basketball games, a lot of hockey games and I suspect a lot of football games,” she said.
Hudson recalls her math teacher and Mounds View Basketball coach at the time, Ziggy Kauls, who the main gym is now named after. Another memorable teacher for Hudson was her English teacher, Dean Nelson, 82, who reached out to her after she became the chief justice. She considers him her favorite from Mounds View, saying he was incredibly encouraging and supportive of her and all his students.
After graduating high school, Hudson was eager to pursue college out of state. “I had family in Arizona — I still do — and I decided to attend
Arizona State University there to be close to some family,” she said. “One of my good friends from high school was also going that direction, and so we decided to go together.” She was an English major, which she enjoyed and said prepared her well for law school.
Partially inspired by conversations with a relative in law school, Hudson said she decided to pursue law around her sophomore or junior year in college. When searching for a career, she wanted to find a way to make an impact and advocate for the underserved. “As I thought about what I wanted to do and looked at people that make a difference in our communities, it dawned on me that lawyers do that,” Hudson said. She moved back to Minnesota to attend law school at the University of Minnesota and graduated in 1982.
Hudson’s early years after law school were marked by her work with the Southern Minnesota Regional Legal Services. There, she provided civil legal services to impoverished individuals who couldn’t afford legal representation. Her commitment to public service extended to her role as the St. Paul city attorney from 1992 to 1994.
While she briefly worked in private practice, most of her career unfolded in the public sector. She spent eight years at the Attorney General’s office specializing in criminal appellate work and represented the state in cases before the Court of Appeals and the Minnesota Supreme Court. That’s when she found a love for appellate work, and that passion was pivotal for her in becoming a judge.
In 2002, she was appointed to the Court of Appeals. Her decision to transition from advocacy to the bench was driven by a desire to contribute on the defense side, recognizing the underrepresentation of women
and people of color in the judiciary, especially on the appellate bench. After 13 years on the Court of Appeals, she was appointed to the Minnesota Supreme Court and has been an associate justice for the past nine years.
Now, as Chief Justice, she has taken on a role that she describes as challenging and exciting. “I have suddenly taken on a lot of administrative duties that I did not have before because I am actually leading the third branch of government,” said Hudson.
Navigating her career when there were very few female lawyers, let alone a woman of color, Hudson learned to persevere. “Much like I found in high school, I found mentors along the way. Many of them were white men because that’s who was in the practice at the time, but men who saw the potential that I had and were willing to invest time into helping me
as a supervisor during a summer internship and Judge Pamela Alexander, the first Black female judge in the state, who made significant contributions to Hudson’s development during her tenure in Hennepin County, all as her mentors throughout her career. Additionally, Robert Stanich, a supervisor at the Attorney General’s office, played a pivotal role in shaping Hudson’s abilities as an appellate lawyer, teaching her the skills of brief writing and case argumentation.
Outside of work, Hudson enjoys going to the movies with her husband, being outside, spending time with her two grandchildren and reading something other than briefs when she has the time.
As the Chief Justice looks towards her mandatory retirement in three years at age 70, she reflects on her career with contentment. “I can think of no better way to end my career,”
along the way. And then later, as more women came into the profession, I had some female mentors as well.”
Hudson notes Bruce Beneke, her first boss at Legal Aid, Judge Michael J. Davis, a federal court judge who served
she said. “When this is over, I will happily go sit by the lake somewhere and hopefully get a dog […] and walk my dog and know that I was blessed to be able to do something that I love. Because not everybody can say that.”
PHOTO | Tyler Quattrin
| Justin Shao STAFF REPORTER
Many who shop at Mitch’s Vintage on 3999 Rice St. are likely to be greeted by owner Mitch Kalka upon arrival, but few really know who he is and his story. “I’m a Scorpio, I like throwing darts, going to the mall and eating sandwiches […] I believe in aliens, I just do. And I love having a store because my customers are all so great,” he said.
Before entering the vintage clothing business, Kalka managed a furniture business, Odds and Ends Again, where he worked with Joseph’s Coat, a charity that provides clothes and other donated goods to those who need them but have difficulty affording them.
His involvement with the charity is what led him to sell clothing. “They asked me to start selling clothes for them online. I started selling clothes online, and I started doing that at my house,” said Kalka. Joseph’s Coat provided him with donated clothing, which he then sold to support their charity.
“It was becoming overwhelming dealing with how much stuff I had. I kept pushing the rooms I lived in back and back until I was down to one room and going sort of crazy living such a cramped lifestyle,” Kalka said. Before giving up on sell-
ing clothing out of his house, he heard from his friend, the owner of Shop Country Club Vintage, who asked if he wanted to start his own store in one of their locations. “A month later I had moved in and had my own store. Wasn’t very planned but it has been a great learning process and journey so far,” he said. Mitch’s Vintage has been in business for 16 months now.
Kalka always had a passion for art and clothing, and after high school, he studied painting at the Minneapolis College of Art and Design. His background as an artist heavily influenced his approach to vintage clothing. “I’ve always been into art and at one point, I realized how much art actually goes into clothes. And how much, especially [the younger] generation, is turning clothing into art by just making it a form of self-expression,” he said.
This summer, he plans to create many new upcycled and creative pieces. “The end goal would be to start my own fashion brand,” he said. “I want to do really iconic stuff from different decades, like trek shorts for women from the 70s, old school ringer tees and Jersey tees. A lot of different items from different decades that have always been kind of cute or fashionable.”
For Kalka, the most rewarding aspect of owning his store has been the community he has gotten to be a part
of since opening. “When I see somebody come in and get really excited about it, there’s just that kind of a special feeling. Being able to see people’s reaction and building a place that somebody can get excited about — I’m proud that it’s been like that,” he said.
Kalka is also proud of both his store’s offerings and social responsibility. “We offer lots of unique vintage clothes, great things for low prices,” he said. Additionally, half of every purchase made at Mitch’s is given to Joseph’s Coat. “If you buy a shirt here, you’re buying a couple shirts to put on the back of somebody who needs it, so it’s kind of like a free pass for doing something good. You get to do good just by shopping and having fun.”
Since opening, Kalka says the store has been successful. “Business has been really great — it seems to get a little better every single day, and I have the coolest customers. I mean, it seems like everyone who comes in is somebody I would have been friends with when I was in high school,” he said.
He says the biggest challenge he faces owning the store is finding seven hours of good music to play at the shop every day.
Marit Swenson was a freshman at Mounds View High School in 2017. She was a kid who found it easy to make friends with those around her. “She’s just like, really a sweet, sweet girl who was one of those kids that was kind of friends with a lot of different groups in school, [...] so she had orchestra friends, [... and] she had tennis friends,” said Jennifer Swenson, Marit’s mother and founder of the Marit Swenson Shining Light Foundation. Marit is also described by her family as a caring older sister. “She was always there to help and figure out stuff I couldn’t,” said junior Birk Swenson, Marit’s brother.
In early 2017, Marit was diagnosed with Diffuse Midline Glioma (DMG), also known as Diffuse Intrinsic Pontine Glioma (DIPG). According to the Brain Tumor Center, the
University of California San Francisco’s health science page, this is a type of pediatric brain cancer where a tumor is formed in the brain stem. The tumors are grown from the glial cells, which are a type of supportive cell in the brain.
Marit underwent a highrisk 12-hour surgery that removed the tumor initially, but then after she went through several months of radiation therapy, the cancer came back and metastasized. On Aug. 29, 2017, Marit passed away peacefully surrounded by her family.
The Marit Swenson Shining Light Foundation was created in 2020 in order to help fund medical research into the causes and cures of DIPG.
In the past, childhood cancer research funds received approximately 4% of the National Cancer Institute’s budget, with DIPG being a smaller minority. This means that most of DIPG research is funded by private
patrons and donors.
The foundation’s goal last year was to raise $22,000 for Marit’s 22nd birthday. They reached and surpassed that goal by raising about $50,000. Part of the money was donated to the University of Michigan’s Koschmann Lab, where they work on research towards DIPG pediatric brain tumors.
The organization also advocates for government legislation that impacts medical research funding for DIPG. Some of the legislative initiatives consist of the Childhood Cancer Data Initiative and the Childhood Cancer STAR Act, which promote awareness of childhood cancer and support cancer recovery. “[A goal of ours is] just spreading awareness that this rare cancer and a lot of other rare cancers really don’t get the funding that you would think,” said Jennifer Swenson.
In the future, the foundation hopes to support early career researchers and continue helping with the research of less common childhood cancers as they team up with other nonprofit organizations, such as the DIPG Research Funding Alliance.
Overall, the main goal of the foundation is to help and support others dealing with the same problems. “We just decided we wanted to do something to honor Marit and also help kids diagnosed with [cancer] in the future,” said Jennifer Swenson.
Agrowing crisis is evident: declining literacy rates. According to the Minnesota Compass, 57.2% of third graders achieved reading standards in 2013, compared to only 47.4% in 2023, as measured by the MCAs. In Mounds View Public Schools specifically, only 50.8% of 3rd graders reached these standards in 2023, ranking the district at 121 out of 326 in the state.
From basic grammar rules to comprehending texts, several
English teachers have reported that they’ve had to teach things they previously did not. “I find that I have to teach basic comprehension skills in a way that I never used to have to because I think kids don’t read nearly as much as they used to,” said Rebecca Hauth-Schmidt, Mounds View High School English teacher.
The pandemic contributed to a sharp decrease in literacy rates between 2019 to 2021, as students could not receive an education of the same rigor or with the same level of support. Distance and hybrid learning
innesota schools are worst in the nation for our children of color” reads billboards across Minnesota highways. Sponsored by the Ciresi Walburn Foundation, the advert was prompted by large disparities in graduation rates and literacy rates between white students and students of color. In 2019, according to the Minnesota Report Card, the difference in reading scores between white and Black students was 40 percentage points, with over 70%
You may have seen the stereotypical iPad kid with their eyes happily glued to their screen or a flustered mother handing their tantrum-throwing child an iPad to get them to be quiet for one second. Gone are the days when kids would be regularly poring over novels or book series in a
of Black students falling short of reading proficiency.
Historically, literacy disparities between white students and students of color were attributed to gaps in access to education. From the end of the Civil War to desegregation in the 1960s, Black schools were in session fewer days per week and received far less funding than white schools.
Desegregation had profound impacts for Black students. National Assessment of Educational Progress reading scores increased dramatically for Black students in the de-
also significantly hurt students who did not have access to resources at home, which increased disparities in literacy development.
However, literacy rates and general reading and writing abilities have steadily declined for far longer. In this spread, we explore the reasons for these trends — whether that be a distaste towards reading or a clash between teachers and school board members — as well as what disparities and solutions exist.
cades following desegregation policies. Black enrollment increased as well. Yet Black students still trailed behind white students.
Today, some studies, including research from the American Educational Research Association, suggest that most indicators of student achievement, such as teacher education and experience, perpupil expenditures and teacher-pupil ratio, are nearly equal among predominantly white and Black schools.
But even if this is the case — which it may not be, as other
matter of days. Although it is easy to blame teachers for declining literacy rates, several factors at home also contribute to the problem. The advent of electronic devices has made reading less popular than before. It is far easier for parents to use electronics — an immediate and highly stimulating source of entertainment — to occupy their child rather than encourage them to
read. With less early exposure to books, children cannot build a strong foundation for reading and writing.
Even many parents have stopped reading books for fun. A 2022 Gallup survey found that, on average, adults read six fewer books per year in 2021 than in 1999, at 12.6 vs 18.5 books per year respectively. Because children often mirror the actions of their parents, when parents do not read, their kids are less likely to read as well. “Parents who actually read as adults ha[ve] children who then read as adults, because [...] you see that that’s something they enjoy as their pastime, so, therefore, you enjoy it as your pastime,” said Carolynne Ladd, Mounds View High School social studies teacher.
That isn’t to say that all parents do not read books regularly. Many parents who do read have simply switched to digital forms, such as e-books. However, children may interpret digital reading as parents surfing the web, especially when they have already connected elec-
studies have disputed this assertion — it ignores the fact that so-called “universal” measures like per-pupil spending are not necessarily equitably distributed. At predominantly white schools, money may be spent on new lab equipment or books, while at majority-minority schools, money is more likely to be spent on special and remedial education and teacher retention initiatives — teacher turnover is highest in schools with at least 35% minority students. This lack of investment in tangible resources in these schools, students who start out
tronic devices with fast-paced entertainment.
Declining interest in reading is also apparent in high schoolers. According to the Pew Research Center, the percentage of 17 year olds who never read for fun increased from 9% in 1984 to 27% in 2019. “The time I would spend reading, I spend on my phone or watching a show, which I feel like I should be changing, but that’s just how it is,” said Julia Gronert, a junior who used to read 100 books a year but now rarely reads for fun.
Teachers have also noticed this shift in the classroom. “There would always be a group of kids who had a book they were reading, and they couldn’t wait until those free 10 minutes of class where they could pull up their books and start reading,” said Rebecca Hauth-Schmid, Mounds View High School English teacher. “Nowadays, I would say I have maybe two kids in a class who might do that.”
Reading less means that students of all ages have put
with fewer resources and have greater needs outside the classroom continue to fall behind their more well-off peers.
In 2022, the Ciresi Walburn Foundation unveiled their latest billboard campaign: “40% of white kids in MN can’t read either (at grade level).” And while the issue of declining reading proficiency affects all students, it seems necessary to understand why and address the fact that some students are trailing behind others.
less time into improving their comprehension and vocabulary range. “It’s just like playing basketball or playing piano. The more you read, the better you are at it,” said Hauth-Schmid.
Even though students do read thousands of words a day from social media captions or articles, they do not use the same critical thinking or analyzing skills that reading books requires. Short-form content also does not require the same level of reading stamina, which is another skill that takes time to develop and is crucial for reading comprehension and enjoyment. Consequently, many students may not be able to understand advanced texts or focus for longer periods of time like past students could.
Overall, several factors at home have contributed to declining reading proficiency, as the influence of technology makes it difficult for books to take precedence. Whether students can get back to reading as often or long depends not only on teachers but also on parents and students themselves.
Teachers in the United States face growing challenges in curriculum and time constraints regarding how they instruct English. Facing these challenges requires an accurate diagnosis of why students struggle to maintain their interest in reading in order to improve the falling literacy rates widespread across Minnesota and the country.
Some teachers believe that the policy of not penalizing late work is a major factor, diminishing the incentive for students to apply themselves in English classes. “If something was late [two years ago], it was 10% off for each day that it was late […] and we’re not allowed to do that anymore […] I think if we went back to holding kids more accountable, then I think we could get back to teaching at a level and expecting kids to perform at
a level that we used to,” said Rebecca Hauth-Schmid, Mounds View High School English teacher.
The leniency towards late work in English classes is particularly problematic due to fewer traditional tests that are unaffected by the late work policy. In subjects like math, however, where there are typically more frequent assessments, students have fewer chances to turn in work late without facing consequences in the form of reduced grades.
Additionally, teachers, parents and school boards are at odds with each other regarding the literature being taught in school. There is a growing effort by parents across the country to remove literature that touches on subjects that are deemed too “controversial.” “If parents don’t agree with something that’s being taught with something that’s in a book, they can
just say, ‘Oh, I don’t want my students to read that book,’” said Hauth-Schmidt.
Parents have become more influential in curriculum development, especially in English courses. When parents exempt their children from certain books, teachers must come up with a new curriculum that teaches the child the same things, often with very little time to do so, according to Hauth-Schmidt.
Many English teachers also feel that they do not have enough time in one 50-minute class period to help students. “Time constraints make it difficult. There’s a lot more I’d like to teach. And there’s such an abundance of stories out there that I want my students to experience that sometimes that feels a little bit limiting,” said Michelle Sorensen, Chippewa ELA teacher.
Some teachers are experiencing a similar issue at the elementary school level as well.
Even with iPad kids, teacher constraints and disparities among students from different racial backgrounds, hope is not lost for student literacy. There are ways to improve students’ reading and writing abilities, whether it be from parents, elementary school or high school.
Parents can help children improve their reading and writing skills by creating literature-rich environments at home. Simply having books in the home can boost students’ learning outcomes. An analysis from Australia National University showed that adults who had more books at home as children had higher literacy levels. Even though owning books may not be an easy option for every household and does not ensure immediate success, giving children exposure to books from a young age can positively impact their literacy and academic success for years to come.
Shifting to education in schools, some teachers suggest that separating writing and reading classes can improve students’ abilities to learn these important skills. “Because of the shift of focus to focusing on literacy, there just might not be enough time during ELA classes to be able to focus on writing,” said Hannah Kostick, Chippewa Middle School ELA teacher. She notes that teaching separate classes can help students focus on one subject at a time, as the standards for each subject are complex.
At Mounds View, while independent writing and reading classes are offered for upperclassmen, the standards for 9th and 10th grade English classes focus on both. Making separate units for writing and readingrelated skills can build students’ writing skills outside the realm of literary analysis, which often dominates the spotlight in underclassmen English courses.
Furthermore, making English class activities hands-on
by the numbers decline in humanity degrees from 2012 to 2020
30%
can make students understand the diverse applications of the language. “I really enjoyed 10th-Grade English because [...] we were able to do other things outside of English like acting with the Shakespeare novels,” said junior Henry Collins. Adding more units incorporating English in acting, debating or rapping can make students more enthusiastic about applying what they learn to their own lives.
Out-of-classroom activities can also make students more enthusiastic about English. “Incorporating things that aren’t just the reading, like activities with a class [or] field trips […] makes the context of the book more interesting to students,” said junior Julia Gronert. She noted that one activity that nurtured her experience in English was interviewing her grandpa, a Vietnam war veteran, for a project as a sophomore.
When it comes to addressing differences in English education among minor-
“We certainly don’t have enough time to do writing […] and let them try out some of those [phonics skills],” said Kelly Hofmeister, Turtle Lake Elementary School first grade teacher. Phonics is a method that teaches students to associate sounds with letters, which is taught through reading and writing. However, with both grouped into the same course, teachers often cannot adequately cover reading and writing in the allotted time.
“We certainly don’t have enough time to do writing […] and let them try out some of those [phonics skills].”Kelly Hofmeister, first grade
Teachers may also neglect writing due to the pressure of
meeting expectations on standardized tests. According to data from EdWeek, nearly 80% of educators feel moderate to large pressure to have their students perform on these tests. English standardized tests typically consist of multiple choice questions that concentrate on reading comprehension and vocabulary rather than writing skills. With limited time and testing expectations to meet, teachers often prioritize standardized skills in their lesson plans. Consequently, 75% of students across all grades are not proficient in writing according to recent results from the National Assessment of Educational Progress.
As teachers strive to navigate these challenges, it becomes evident that addressing the multi-issued needs of English education requires collaboration between parents, teachers and school boards to ensure a positive impact on students.
ity students, surrounding them with educators from similar backgrounds can improve education outcomes. According to a study published in the National Bureau of Economic Research, Black students who have at least one Black teacher in grades K-3 are 13% more likely to graduate high school and 19% more likely to enroll in college than Black students at schools without Black teachers in those grades. Even though it is difficult, employing a more diverse English teacher body and encouraging students of color to pursue teaching careers can increase success for minorities in English classes.
In the curriculum, incorporating books that cover stories from diverse points of view can also make English classes more appealing to minority students.
“If you are able to see connections in the things that you’re learning to your own life, regardless of the subject area, I think you’re naturally going to want to expand your knowledge
of that area,” said Steve Morrissette, Mounds View High School English teacher. Sharing perspectives from minorities, such as in the book “The Hate U Give” or a Native American literature unit, gives schools the opportunity to share stories that reflect the diversity of their own student bodies. By incorporating books with diverse perspectives, students can learn how to approach discussions about controversial topics instead of administrations and parents seeking to ban books to avoid conflict between beliefs.
Ultimately, whether it be in a student’s home, elementary school or high school, there are several ways educators, students and parents can help increase achievement and interest in English. Finding the right solutions may take time but nonetheless are possible.
English majors are declining due to society’s emphasis on STEM, as many students believe that STEM degrees will give them better job prospects than “less technical” degrees like English. “From my experience in higher ed, rising tuition costs have forced families to expect a more clear return on investment in the form of high-paying jobs,” said Scott Winter, Bethel English professor. However, this financial security only affects entry-level careers and diminishes by age 40, according to the New York Times. The skills from a liberal arts education, such as critical thinking, writing and communication, also benefit students across various professions — humanities-related or not.
“Our students are succeeding in traditional jobs for English majors – creative writing, editing, teaching, journalism, etc. – and they unsurprisingly do well in other careers, from advertising and corporate communication to law and medicine,” said Winter. Changing the stigma around such degrees could increase humanities enrollment.
Social media devalues the importance of college. Yet, influencers never mention the hardships that people will face without a college degree.| Gloria Liu SPORTS EDITOR
fter graduating high school, one might question going through another four years of school. Influencers on social media further feed into this hesitancy by emphasizing crushing student loan debt and by rambling on about how a college degree is not necessary and that all you have to do is “sit down and start the grind.” However, they omit the fact that the chance of success and wealth without a college degree is slim. Sure, schoolwork can be stressful and costly. But the long-term benefits of attending college can uplift a future career and set you apart from others.
In 2023, according to the Education Data Initiative, to complete a bachelor’s degree, the average student borrows over $30,000. With studies showing that there’s a steady increase in college tuition, many students may think twice about attending college as it’s very likely they’ll end up with student debt.
However, the job opportunities that await a student are much greater when they’ve received
Gloria Liu
a college degree. A study from the U.S. Bureau of Labor Statistics showed that, in 2022, the median income of bachelor’s degree recipients was about 68% higher than those with only a high school diploma, which indicates that degrees can help pay back student debt as there are greater chances of a stable income and success in
the future.
Furthermore, people with college degrees tend to be healthier as well. According to the College Board, in 2019, about 64% of college graduates have access to employer-sponsored insurance, while only 52% of people with high school diplomas did. This shows that in addition to higher chances of employment, college degrees can later aid in sustaining individual health and reducing the
economic burden of medical bills.
With influencers pushing the idea that higher education is useless, students may be tempted into not attending college and trying to become successful on their own. But not attending college is a decision that students of high socioeconomic status and a few lucky individuals can make because they have financial help to fall back on. For lower-income stu-
dents who are unable to take such risks, college is essential. It is a safer option that can provide opportunities to better their livelihoods and aid their future careers
Some high schoolers may consider going to college an unappealing option, but getting accepted into college is life-changing for many. In gen-
“Some high schoolers may consider going to college an
but getting accepted into college is lifechanging for many.”
eral, from improving a person’s chance of receiving a wellpaying job to health benefits, college provides a variety of benefits. While the process may seem strenuous, the outcome of a college degree will carry a person much farther in life.
The four-point scale fails to measure student understanding| Lillian Landberg STAFF REPORTER
few years ago, Mounds View underwent the transition from the 100-point scale to the four-point scale after recognizing the devastating effect that zeros have on a student’s grade. The four-point scale, a grading system that scales performance from one to four, was designed to prevent students from receiving a zero. Other high schools, like Mahtomedi High School, Anoka-Hennepin School District and Park High School use the four-point scale as well. But while the impact of zeros is an important consideration, the four-point scale inevitably disadvantages students and teachers in other ways.
and there are variances between teachers in the same department. While some classes feature “.5s,” a grade between the designated numbers, other teachers base their grading on flat points. Grading with or without “.5s” is the greatest inconsistency between teachers and departments.
Lillian Landberg
Each department has a different grading style,
Additionally, since each flat point in the four-point scale corresponds to a flat letter grade, not using those inbetween percentages can move students down whole letter grades, making it difficult to recover from the fall. Although .5s lessen this blow, it is still an anxiety that both myself and other students share. The 100-point scale can be more effective by allowing teachers a wider range of grades to choose from instead of squishing everything
into four points. The difference in the levels of performance is not represented with the fourpoint scale. For example, a onepoint drop from a 4 to 3 results in a B, which limits teachers from providing accurate feedback. With a 100-point scale, teachers have more leeway in assessing a student’s performance. This wider range provides teachers the opportunity
“For example, a onepoint drop from a 4 to 3 results in a B, which limits teachers from providing accurate feedback.”
to grade assignments with more precision on the different levels of achievement.
It’s true that if a student
gets a 0, the four-point scale helps that student recover faster than the 100-point scale would. However, it can also cause an immediate grade drop because a student lost a few points. The 100-point scale solves that problem by its easily interpretable point scale and larger range of percentages, which can aid students rather than punish them.
Schools undergo grade reforms to reduce student failures and to more accurately assess students’ proficiency in learning standards. However, there are issues with the current grading system for both students and teachers. This doesn’t mean that Mounds View should give up on the four-point system. Administrators can address the discrepancies of the grading system by providing a grounded and universal explanation of how to use the four-point grading system and requiring teach-
ers to follow the same system.
Moreover, adding .25, .5 and .75 to every assignment can address large gaps between flat points. With these suggestions, the four-point scale can be easier to use and more dynamic for teachers and students.
Over the past few decades, teachers unions have found themselves under intense scrutiny, particularly from conservative circles. Many will recall when former Wisconsin Gov. Scott Walker signed the legislation known as Act 10 into law in 2011, effectively limiting longheld bargaining rights for teachers, leaving them feeling dismissed and unprotected. Beyond this specific instance, Act 10 symbolizes broader challenges for teacher unions nationwide.
standardized test scores. For example, one examination found that before 2011, the average test scores gradually increased over time. After 2011, however, the marginal increase in test scores either slowed down or somewhat decreased in Wisconsin, suggesting that Act 10, which limited teachers unions, may have contributed to this decline.
Stronger teachers unions mean more funding for schools and resources for students.
The challenges teachers unions have experienced over the past decade emphasize their vital role in ensuring fair treatment, job security and quality education. Through collective efforts, they foster an environment that benefits both educators and students.
While it’s obvious that teachers unions can result in better wages and working conditions for teachers, the immense benefits they bring to students often go unnoticed.
For one, students do better in schools with teachers unions.
According to data from the School and Staffing Survey and the Stanford Education Data Archive, the presence of unions positively impacts student’s
| Maya Gjelhaug PRINT EDITOR-IN-CHIEF
n 2015, South Park introduced their infamous PC Principal, recognizable for his catchphrase, “Check your privilege, bro!” Portrayed as an overzealous, white, Oakleyrocking frat bro, PC Principal aggressively enforces a politically correct environment, often resorting to violence and intimidation.
This includes brutally attacking Cartman, one of the show’s central characters, after he fails to use genderinclusive language. While intended as satire, PC’s fervor for acknowledging biases and un-
A University of Michigan study found that in districts with strong teacher unions, state money allocated for schools went directly towards resources for students and teacher compensation, leading to greater advances in student achievement. In states with weak unions, a significant portion of state funds earmarked for schools went towards cutting local property taxes instead.
Besides benefiting students academically, teachers unions have also advocated for students in many different ways.
On March 8, 2022, Minneapolis teachers went on strike for better mental health resources for students. This teachers’ union sought to reduce caseloads for special education teachers, social workers, school psychologists and counselors to ensure that students who need help
earned advantages sheds light on the ever-persistent debate surrounding privilege.
A significant aspect of the discourse on privilege pertains to envy, as we inherently envy those who possess advantages we do not. Like many children of non-Ivy League alums, I harbor resentment towards legacy admits, despising a system that grants advantages based on entirely uncontrollable circumstances — in the case of legacy admissions, the education of a sibling, parent or grandparent.
But what right do I have to feel anger towards any of these people? Does legacy status, especially if it truly provides only a minimal advantage, really make anyone less deserving of their accomplishments?
Many students I know who have been accepted to prestigious universities or programs, legacy or not, actually express genuine humility. They recognize the impact of their privileges, whether that be special opportunities they received or simply the fact that
receive individualized attention. This proved successful as it resulted in the union reaching a tentative agreement with Minneapolis Public Schools, helping students get the mental support that they need to succeed.
This is not to say that unions are blameless. But attributing the entirety of educational challenges to teachers’ unions oversimplifies the complicated landscape of issues
their parents could help them with math homework, on their success.
Adhering to the saying, they indeed check their privilege. But it still doesn’t take the sting out of the inequality at hand. It’s as if Marie Antoinette said, “The reason that I have cake and you don’t, French peasants, is not because I am definitively superior to you. Rather, it is because of the systematic advantage my noble birth has afforded me, granting me access to social and economic capital that is simply out of reach for the average person.” I’m going to guess that the revolutionaries still would have chopped her head off, but perhaps with more gusto.
Perhaps that example is a little extreme. But suffice to say, even with noble intentions, acknowledging privilege does little more than fan the flames of envy.
Similarly, celebrities face backlash when they check their privilege on social media. Kim Kardashian notably received backlash after she acknowledged her privilege when posting about her exuberant
faced by schools. Financial constraints, outdated teaching methods and societal inequalities all contribute significantly to these challenges observed in our schools. Only focusing on unions hides the need for a more comprehensive approach to address the diverse factors contributing to the struggles in our education system.
While critics emphasize operational challenges, it’s
COVID-era birthday bash on X, formerly Twitter. “40 and feeling so humbled and blessed. There is not a single day that I take for granted, especially during these times when we are all reminded of the things that truly matter,” Kardashian captioned photos of her family and friends celebrating on a private island. As her sister Kourtney puts it, “Come on, Kim, there’s people that are dying.”
The discontent with privilege checking lies in its perceived performative nature. While Kim K identifies and acknowledges her unearned privilege, her delivery appears tone-deaf and fails to contribute anything meaningful to the discussion of privilege.
More critically, merely identifying and acknowledging unearned advantages falls short of addressing the root issue — the imperative need to dismantle systems of privilege. The acknowledgment of privilege often remains a superficial gesture without any tangible relinquishment. If a billionaire attributes his fortune to his wealthy father’s financial support but fails to pay his workers
crucial to place these concerns within a broader context. With all the debate around schools, power and reform, one thing stands clear: Teachers unions do not cause our education system to fail. Instead, we should focus on the persistent nationwide educator shortage which unions may be key to addressing by continuing to protect our nation’s educators.
fair wages, or if a moderately affluent individual acknowledges that his parents helped him make a few debt repayments but rarely contributes to charitable causes, the acknowledgment loses its significance.
The “check your privilege” saying has been part of mainstream discourse since at least 2013, but more than a decade later, the issues surrounding the discussion remain unresolved. Of course, it is necessary to continually check whether our views and attitudes are a product of our experience. But perhaps simply checking our privileges is not enough.
Still, I’m optimistic. Over the past few years, the debates surrounding privilege have diverged from “privilege isn’t real” versus “yes, it is” to “ok, maybe privilege is real, but I can’t do anything about it” versus “yes, you can.”
In the words of PC Principal himself, “That’s the sound of [2024] pulling you over, people.”
| Lale Baylar OPINION EDITOR
The role of artificial intelligence in art has recently solidified with the growth of AI image generators, such as DALL-E, known for generating surreal and sometimes hilarious images. However, despite this newfound popularity, some are starting to fear the loss of creativity and livelihoods of artists.
Artificial intelligence is slowly seeping into many aspects of daily lives, especially daily interaction with different art forms. Now, it’s common to see artificial intelligence generate paintings and photos solely based on keywords input into the program. Moreover, it is possible to search for AI-generated covers of songs featuring an artist of choice or have an artificial intelligence mix and master recordings. And any newfound curiosity is accompanied by developments and drawbacks.
Some, like senior Riley Maurer, argue that AI could be a source of inspiration for artists. “It’s like if they have kind of an idea, but they don’t know exactly what they want to do [with] it, they could probably use it to brainstorm and then create something from that,” she
said. She believes that as long as the AI program is not doing all the work, the artist would still be creating a work of their own because they would still be involved in the process in one way or another.
Although AI can bring about creativity and new inspirations in various art forms, there is a fine line between using AI as an occasional tool and becoming entirely reliant on it, which is why Orchestra Teacher Lucas Shogren is hesitant about its growing popularity. “What I get nervous about is that all of a sudden, the technique of art goes away because people are relying too much on technology to create these things,” Shogren said. Since the U.S. is a society where monetization is the end goal, Shogren worries that AI is starting to shift the focus of art toward quantity instead of quality, which could push AI to become more than just a tool.
“I think my biggest concern is what is the end destination for this? Are people going to lose the ability to think for themselves and actually create something that has more meaning?” said Shogren.
In addition to the potential loss of creativity, these new artificial intelligence programs introduce a threat to the art industry, much like how people think
robots pose a threat to whitecollar workers. And that is something Jim Bias, art teacher, is concerned by. “I don’t like the idea of it being something that is going to replace a lot of people that are in the art industry. So that really makes me nervous. So I think there’s going to be probably more of a movement away from things that are created by hand,” Bias said. Because of this, Bias feels that the physical act of creating art and bringing your ideas and inspirations to life will slowly lose meaning, hence detracting from creativity.
Senior Amelia Lee agrees but believes that the outcomes are not as hopeless as it seems.
“I feel like it might become an issue, but at the same time, art has the human aspect that’s really hard to replicate,” she said.
Also, there is no denying that the use of artificial intelligence is faster and more efficient in the long run, and in some cases, for artists as well.
“You know, as far as what I’ve seen [...] as far as in production, I know there’s AI that can do a mastering for you. I know there’s AI that can do some mixing for you. There’s AI that can take a song and pull out the different instruments from a certain mix,” Shogren said. Shogren believes that, as a pro-
ducer, such tools can be helpful when working with music because of how accessible and immediate the process is.
Despite the varying viewpoints, artificial intelligence is slowly growing in importance. So, much like how society has integrated the shift from CDs and physical albums to online streaming platforms and embraced the ever-changing definition of art, people are starting
to question the role of artificial intelligence in it all. Artificial intelligence could create challenges for artists, pushing them to doubt whether their skill sets or they, as artists, are needed.
Conversely, artificial intelligence can introduce fresh skills and developments to the arts. The key is to find a balance between innate human passion and the evolution of technology.w
In the past few years, chronic absenteeism has nearly doubled in the United States according to data compiled by Thomas Dee, a Stanford University education professor. In the Mounds View school district alone, it has increased by 20% from 2015 to 2021 according to data from the Minnesota Department of Education. In Minnesota, a student is considered chronically absent when
they miss over 10% of their classes a year.
One possible explanation for this increase is that the pandemic caused students to get used to easier school work and skipping classes, breaking study and work habits. Based on Dee’s study, the enrollmentweighted chronic absenteeism rate averaged 14.8% in the 2018-19 school year in schools across the U.S. When students returned to in-person instruction in the 2021-22 school year, the
average percentage increased to 28.3%, suggesting that distance learning factored strongly into the increase in chronic absenteeism.
The pandemic also led to a growth in mental health concerns which is another reason for absenteeism. 56% of students report that their stress about school has increased because of the pandemic, a study by Challenge Success found. Stress buildup has a significant impact on a student’s ability to manage classwork. The more their assignments build up, the greater the toll it has on their
mental health. Many absent students skip to get away from stress. “Students who skip a lot almost always have trouble getting assignments in, doing well in the class. So, therefore, it’s an obvious connection. Poor success in the classroom and absenteeism go hand in hand,” said English Teacher Ted Bennett. Some students have personal circumstances that impact their lives outside of school which lead to becoming chronically absent, such as unstable households or struggles with money. These issues cause difficulty in school as well and factor into stress, but these issues are broader and have their own variety of causes.
Administrative Intern Matthew Scardigli says administrators have trouble solving the problem directly, primarily because chronic absenteeism has a large range of causes. “There’s
so many different factors that impact why a student would be skipping class. It just takes time because you’re working with kids on a case-by-case basis in that situation.”
Highlighting the significance of attendance as a predictor of graduation outcomes, Scardigli said, “Attendance is the number one predictor in graduation. So the more classes that you were to miss, the less likely you are to graduate high school, which then could have a long-term impact.” His first step is having a conversation with the student, he explained. Often, the reason they skip has to do with anxiety about the class, the content or things happening outside of school. “Generally, students aren’t just skipping class because they want to skip, it’s usually because they have some sort of motivation that will keep them from being in class,” Scardigli said.
Released on Jan. 12, 21 Savage’s new album “American Dream,” his first in five years, narrates 21’s tragic early life. 21 was born in London and raised in Atlanta, where he experienced a childhood surrounded by crime and tragedy. Up until this album,
“21 was born in London and raised in Atlanta where he experienced a childhood surrounded by crime and tragedy.”
21’s struggles as an undocumented Black immigrant were neglected in his music. For the past few years, 21 has been trapped in a legal battle over his immigration status, being arrested by ICE agents a week before the 2019 Grammys.
As the album explores these themes, 21 showcases his ability to add significant mean-
ing and thought behind his lyrics, demonstrated through his balance between vivid storytelling and his normal trapping lyricism. Yet, other aspects of the album fell flat.
21 has always been one of my favorite rappers because normally his lyrics are just as impressive and add just as much to his songs as his beats do, while many other rappers rely heavily on their beats to cover up for tasteless lyrics. 21 gives value to his lyrics, and they strongly connect to the themes of his work. But “American Dream” really struggled to match his earlier work, with many of its tracks having basic beats and repetitive lyrics that fail to compare to 21’s earlier work.
The album doesn’t seem to know what it wants to be. Each song feels like it’s from an entirely different album and genuinely feels disorganized. It starts very strong with songs like “all of me” and “redrum” — an ode to his early life in London. They have everything I like: They play to 21’s strengths and include 21’s unique lyricism. The lyrics actually add meaning to the song and mix very well with the beat.
The album really shines with its strong beats and features. Doja Cat and Brent Faiyz
blend seamlessly with 21 and contribute well to their tracks. Doja, featured in “n.h.i.e.,” does a surprisingly good job of keeping 21’s flow, and Faiyaz’s phenomenal vocals were an unexpected but truly welcomed addition to the album.
But as I progressed throughout the tracklist, songs like “pop ur sh*t” and “néenah” really left me disappointed by how stale and repetitive the lyrics felt. They’re very tacky and fail to explore any original ideas or themes, which 21 usually does well. The lyrics to “pop ur sh*t” tries to explore themes of conspicuous consumption, as 21 describes how he measures his success through purchases of luxury goods. While this is a fairly common theme, it still could’ve been an interesting enough topic, but the song struggles to give it any deeper meaning with its basic and unappealing lyrics.
The song “née-nah” is no better. 21 feels like a featured artist despite it being his own song. Travis Scott starts the song by giving a decent performance. His flow throughout the song is solid, and his voice mixes well with the beat. When 21 finally begins, he gives a dull performance; his lyrics sound out of place with the beat, especially compared to how well
“née-nah” has the modern trap beat that 21 usually performs well on.
“The album’s downfall comes from its lack of character in its lyricism. Several tracks suffer from uninspired and dull performances.”
were solid. “Pop ur sh*t” has a fantastic gritty guitar beat, and
The album’s downfall comes from its lack of character in its lyricism. Several tracks suffer from uninspired and dull performances by 21, and the album doesn’t meet the expectations that 21 has set in previous albums — it struggles to follow the theme set in early tracks, leading to a feeling of disorganization and sloppiness. This album has potential, but in the end, it fails to impress.
Many high schoolers grew up watching the cult classic “Mean Girls,” and now it’s been modernized — but don’t waste your time going to watch it. The new movie musical, with a budget of $36 million, follows the plot of the original movie, based on the 2002 book “Queen Bees and Wannabes,” but includes songs based on the 2017 Broadway musical “Mean Girls”.
Samantha Jayne and Arturo Perez Jr. directed the movie. It features Reneé Rapp as Regina George, who also plays her on Broadway, Avantika Vandanapu as Karen, Auli’i Cravalho as Janis and Angourie Rice as Cady Heron.
Right away, the movie begins disappointingly with the song “What Ifs,” where not only is Rice’s singing weak, but it also looks like she was doing a very bad lip sync to the song. On the other hand, Rapp and Cravalho’s singing throughout the movie is more powerful, and overall, the soundtrack is
quite good.
The movie was the first time I heard certain songs like “What’s Wrong With Me” and “Someone Gets Hurt,” and I really enjoyed them. However, the choreography and weird lighting during “Someone Gets Hurt” don’t fit the scene and take away from the song itself.
Yet, “What’s Wrong With Me” was nice, as it foreshadows Gretchen’s character and highlights Regina’s narcissistic personality.
The songs “World Burn” and “I’d Rather Be Me” are also done fairly well, but “Meet The Plastics” is half as long as the Broadway version and very disappointing. Although I hadn’t heard the song “Sexy” before, it wasn’t very good and felt like a
filler song.
In general, the movie is overly dramatic — not in a good way — especially during the songs with “Apex Predator,” which just made me cringe. It felt unnecessary and weird, with everyone acting like animals. Likewise, the bright and colorful “Revenge Party” scene feels out of place and, again, unnecessary. “Stupid With Love” looks and sounds stupid on-screen.
The pacing of the movie is also bad. The whole first hour is really slow and doesn’t pick up until “Revenge Party,” yet the song itself feels rushed. The holiday talent show scene is a disaster; the jingle bell dance is different and more sexualized than before, and Regina’s
subsequent fall from the social hierarchy comes out of the blue. Afterward, the inclusion of TikTok and social media clips is cringe and shows a lack of touch with modern audiences. Then, “World Burn” felt like the climax, and the rest of the movie was boring.
As for the characters, Rapp does a fantastic job playing Regina, bringing in a strong presence — with a noticeable height gap between Rice and Rapp — and an interesting villain bit in the song “World Burn.” I actually like the new Regina more than the 2004 version, although the apology scene in the bathroom at the end seems out of character. I thought Gretchen was well-played and written. I enjoyed the awkwardness that
is Regina’s mom; she made me cringe — but in a good way — and felt realistic. However, I do feel Tina Fey played a more developed Ms. Norbury in the original “Mean Girls” film.
“One thing I thought the movie did well was the wardrobe. It is fun and moderna refreshing twist on the 2004 movie.”
It is nice to see some diversity with Karen, but she’s played as too dumb, with a blank look in her eyes, thereby ruining her character. Both Rice and Briney play unremarkable characters, and I could not feel interested in their romantic storyline.
One thing I thought the movie did well was the wardrobe. It is fun and modern — a refreshing twist on the 2004 movie — without taking away from the plot or the characters.
In the end, my thoughts on the movie are that if you don’t like musicals, don’t watch it; if you do like musicals, you’d probably be better off watching the Broadway show, even though I’ve never seen it.
Travis Scott performs. These disappointing songs only sting worse given the beatsAcross
2. A significant reason for the increase in chronic absenteeism
3. Mitch Kalka’s zodiac sign
6. Jerry Floeder is captain of the bowling team, ping-pong club and this boy’s team
9. State where Chief Justice Hudson attended college
10. What was formerly manufactured using The Rice Creek Commons land
Down
1. State whose governor signed Act 10 into law
4. Acronym for the National Women’s Hockey League players union
5. Avantika Vandanapu’s character in Mean Girls (2024)
7. City where rapper 21 Savage was born
8. Considered a threat to art
11. Test that measures how many students reach reading standards
