Oops!...We did it again: we made an iconic Mark. What you are holding in your hands is the result of our longin-the-making vision a loud, bright, Y2K-esque magazine that highlights M-A’s culture, style, and artistry.
We’ve pulled inspiration from the excess of magazines like Seventeen, Teen Vogue, and J-14. So put on your lowwaisted jeans, pause Mean Girls, press shuffle on your iPod, and enjoy The Mark
With gratitude, The M-A Chronicle
Winter Date Ideas
Doing too much for your significant other is in.
1
Cafes
Don’t bring your special someone to a random Starbucks and call it a day! Downtown Palo Alto is filled to the brim with trendy cafes, each with their own distinctive qualities. Check out Coupa Cafe on Ramona Street for cozy seating options and a delectable lunch menu. Their Spicy Maya Hot Chocolate will warm you right up and is perfect for a rainy day. You could also drop by the beau tiful Oklava Cafe on University Ave. for sweet treats, top-tier service, and the perfect Turkish coffee. Or, walk a couple blocks to pair house-made pastries with the finest coffee that money can buy, all while soaking in the Italian-style ambiance at Cafe Venetia.
Cooking
If you’re on a budget, making winter-themed food is a great way to connect over something delicious. Try picking up a gingerbread house kit at your local supermarket and holding a competition to see who can whip up the most delectable design. A fun way to personalize your holiday treats is by setting up a charcuterie board with different toppings like nuts, sprinkles, and sauces. Then, dip apple slices into the mix to create homemade caramel apples, a perfect treat while the fruit is in season.
Rain Walks
With all the beautiful spots nearby, a cozy walk in the rain might be the way to go. The Stanford Dish, Arastradero Creek, and Bedwell all offer great trail systems and are within 15 minutes of M-A. So open up a colorful umbrella, flip on your raincoat, and pull up your fuzzy socks for a free and romantic experience.
4 Movie Nights
With some buttered popcorn and calming chamomile tea, you can enjoy a more relaxed date from the comfort of your own home. If you’re in the mood for a lighthearted comedy, Wes Anderson’s Fantastic Mr. Fox is a phenomenal choice. This claymation film follows Mr. Fox’s conflicts with local farmers and pursuit of a better life for his family.
7
Cat
Lounges
Cat lounges are criminally underrated considering the fact that they might be the closest we can get to heaven on Earth. KitTea Cat Lounge and Cafe in San Francisco is home to dozens of cats you can visit while enjoying a complimentary beverage. KitTea also hosts unique seasonal events such as cat yoga and movie nights. The Dancing Cat in San Jose also welcomes visitors with its colorful environfurry friends. When visiting cat lounges, make sure to respect establishment policies and treat the cats with care.
2 Co-op Games
Hop on a call with your partner with these multiplayer games that you can play even when apart. Feeling cozy? Try your hand at Stardew Valley, a relaxing farming simulator where you and your date take care of a farm and build friendships with charming villagers. Pop in your headphones for this, as the soundtrack shouldn’t be missed. For something more skill-oriented, consider It Takes Two, the critically acclaimed multiplayer action-adventure platformer. The game was specifically designed to be played in pairs, making it perfect for couples. Overcome trials and tribulations with your partner as you unfold the game’s heartwarming narrative on the nature of human relationships.
5
Art Museums
Transcend space and time by visiting one of the many fine art mu-
seums in San Francisco, such as the San Francisco Museum of Modern Art (SFMOMA) where Yayoi Kusama’s famed Infinity Mirror Rooms are currently on exhibition. The SFMOMA also displays works by Henri Matisse, Pablo Picasso, and Frida Kahlo.
8
Ice Skating
You can’t fully enjoy the magic of a suburban winter wonderland without going ice skating. Grab your scarves and gloves and head down to Winter Lodge in Palo Alto to glide (or stumble) your afternoon away.
written by Sonia Freedman and Leehan Kim • designed by Tessa Goldman
On September 16th, in Berkeley’s Gilman Theater, people from all over the Bay Area gathered to celebrate one thing: zines. Back for its sixth year, the 2023 Bay Area Queer Zine Fest (BAQZF) took on a hybrid model. From the 13th to the 20th, the event’s website held links to the websites of artists and zine makers, or “zinesters.” On the 16th, the fest hosted an in-person event where people gathered to buy everything from zines to stickers to patches from a variety of tablers.
A zine is a self-published, non-commercially-printed work of literature, art, or anything else. Typically, they take the form of small booklets or books filled with words, art, or both. Like with all art, there are many interpretations of zines, and no right way to make them. There are zines filled with art, ‘fanzines’ made for or by fans of a piece of media, mini-comic zines, political zines, and countless more.
In the ‘90s, Riot Grrrl zines—which combined feminism, punk music, and politics—and online zines—like digital magazines or blogs—began to appear.
BAQZF is one of many zine celebrations in the Bay Area, and it uniquely focuses on both zines and the queer experience. Founder Maira McDermott said, “I organized at the East Bay Alternative Book & Zine Fest, and I thought, ‘What if this was gayer?’ I love zines and I love the queer community, so I wanted to bridge those because the Bay Area, despite its history as a queer location, didn’t have a queer zine fest.” McDermott founded the fest six years ago and has been organizing it ever since. “My favorite thing about the fest is seeing everyone come together and enjoy themselves.
Zines have been around for decades. The Comet, a science fiction fanzine from the 1930s, is believed to have been the first. In the ‘60s, zines featuring political commentary, music reviews, and literary experimentation began to become more popular. These were followed by the punk rock zines that started appearing in the ‘70s, along
I take a lot of pride in that,” they said.
“It’s a really wonderful space where you can feel included with a ton of people who also defy the status quo or have unconventional interests,” added co-organizer Kavya Jolly. “We have a lot of tablers who are people of color and a lot of tablers who are disabled, and I think that’s extra important in terms of spaces like this.” At the fest, inspiring art was everywhere. “A lot of the art I make is based around catharsis. I pull from personal experiences and making
written and designed by Logan Greenbaum
art is a therapeutic practice,” said organizer Elyse Carley.
Co-organizer Sophia Sobko said, “If I could only use two words to describe Bay Area Queer Zine Fest, they’d be ‘connection’ and ‘af firming.’ Especially right now, there is so much anti-trans and anti-gay legislation and rhetoric, so hav ing a space that is so beautiful is really special.”
Carley said, “When I lived in Florida, the queer spaces I would see were often dominated by white people. This space is very unique to me in the sense that I can look around and see a lot of faces that look like mine.” They went on to say, “I think this space in particular is really important because it provides queer people with a space to publish and put art out in a way that is much more easily accessible.”
With BAQZF offering such a creative and supportive community, it’s hard to not want to get involved. While the next BAQZF isn’t for another year, it’s never too early to reach out. “Send us an email and I will get you involved,” said McDermott. “We could always use more hands on deck.”
Mara Cavallaro
Chris Rubin
written by Tessa Ellingson and Celeste Zucker designed by Isabel Habibi
Carlos Aguilar
Mara Cavallaro ‘18 always had an acute awareness of how she was being taught history. “In my tenth-grade Western Civilization class, we were taught that the U.S. was justified in bombing Hiroshima and Nagasaki. I was the only person who disagreed. That was my pattern of education.”
Cavallaro attended Brown University and double-majored in Ethnic Studies and International & Public Affairs. There, she was first introduced to Ethnic Studies, and learned a curriculum that spotlighted all students’ histories.
In 2020, the summer after her sophomore year at Brown, Cavallaro and a small group of M-A ‘18 alumni wrote a petition for a mandatory Ethnic Studies class at M-A. “Students of color deserve
Chris Rubin ‘97 went from student to staff, coming back to M-A as the girls water polo coach and an Academy teacher.
Rubin played water polo at UC San Diego and majored in psychology and philosophy. Rubin then returned to the Bay Area, where he coached water polo in the summers.
Carlos Aguilar ‘73, inducted into M-A’s Hall of Fame in 1994, has made a mark on M-A through his success in tennis and years of coaching.
Growing up, Aguilar played tennis with his dad at the local tennis club. One day, an ex-Marine approached them and offered to give him a lesson. He said, “In one hour, I went through two grocery carts full of tennis balls. From then on, I was hooked.”
Rubin found his way back to M-A in 2002. “I really had no intention of coming back to be a teacher. When I was at M-A, I didn’t think a lot about what my career was going to be, so it’s exciting helping students feel like there is an emphasis on topics of interest and potential careers,” he said.
He is now the Academy coordinator and runs the Computer Academy program: “the Academy was here when I was a student, but since then, the program has been revamped. The goal of our program is to support a small group of students to be college-eligible, have success in their classes, and get exposure to different careers in the area.”
Rubin’s advice for students trying to figure out their career path: “When you’re looking into your post-high school options, expose yourself to topics and careers that spark your interest. Don’t just look at what everyone else is doing; find your personal path.”
Aguilar played on the varsity tennis team during his four years at UC Berkeley. He said, “I think, because I took it up so late, tennis stayed brand new to me.”
After college, Aguilar played on the Tennis Tour from 1970 to 1979 and played in the qualifiers for Wimbledon. Tennis has had a lasting impact on Aguilar, even in his job as a real estate agent: “I’m very competitive and I hate to lose more than I like to win. That translates to my business in real estate because you’re always competing to get a listing or a buyer.”
Aguilar’s advice to current student-athletes: “A lot of players trying to decide on colleges have their eyes set on a top school for their sport, but the most important thing is your degree and quality of education, because that’s with you for the rest of your life. In terms of competing, leave it all on the court.”
Making a Splash!
BOYS WATER POLO
The Bears seeded fifth overall in the CCS Di vision I Championships, finishing the regular season with an overall record of 13-8. In the quarterfinals, they beat the fourth seed, Woodside High School, but fell to first-seed Archbishop Mit ty High School in the semifinals.
GIRLS TENNIS
The Bears did not seed in the CCS Playoffs and were elim inated in the second round, losing 6-1 to the Saint Francis Lancers. The Bears entered one team into the doubles play offs—returning champions junior Tessa Ellingson and sophomore Eva Chow—who were seeded first. They lost in the finals to the Cupertino Pioneers in three sets.
Seeded fourth overall in the CCS Division I Championships, M-A lost in the quarterfinals to Gunn High School and completed the regular season with a record of 14-6.
OVERALL RECORDS
FOOTBALL
Seeded first in the CCS Division III Championships, M-A finished the regular season with an overall record of 4-6. They defeated the Hillsdale Knights 49-37 in the quarterfinals but lost 28-21 to the fourth-seeded Palma Chieftains in the semifinals.
GIRLS CROSS COUNTRY
The Bears finished second, qualifying for the state championships. Senior Tatum Olesen placed first in the race, beating the second-place runner by thirty seconds. Senior Annie Pflaum placed third.
BOYS CROSS COUNTRY
The team finished fourth, ending their season. However, seniors Aidan Doherty and Timothy Rousseau finished second and ninth respectively, qualifying for the state championships as individuals.
GIRLS VOLLEYBALL
M-A seeded seventh in the CCS Open Division Championships, finishing the regular season with an overall record of 20-6. In the quarterfinals, they lost 3-0 to the second-seeded Saint Francis Lancers.
GIRLS WATER POLO
written by Ameya Nori designed by Celine Chien
photos courtesy of Bob Dahlberg, John Hale, and Patrick Lam
STUDENT BUSINESSES AROUND CAMPUS!
Students in need of shirts, necklaces, beanies, and even saris should go to junior Zoe Gostyla. Gostyla started out making clothes from household materials into gifts for her friends and family. “I come from a neighbor- hood that’s very communal. If anyone has something they’re getting rid of, they hand it off to me. I’ve gotten quilts from neighbors and have turned them into jackets and bags,” she said. Gostyla also upcycles old clothes into dresses. She said, “I hope people hear about me through word of mouth, because I’ve fixed a lot of people’s clothes at school.”
Sophomore Brea Trujillo started making jewelry for her fam ily and friends when she was twelve and soon expanded her hobby into a larger business, Rose Jewelry. Trujillo promotes her business on social media and through friends. “It’s really fun and very therapeutic. I love the feeling of finishing a bracelet or necklace and giving it to someone,” she said.
Sophomore Casey St. Clair is known for his thrift-flips and upcycled clothing. St. Clair began his business two years ago sharing his thrifted upcycles with his friends. “I’ve been doing creative stuff—whether it’s making clothes or creating music—since the third grade,” St. Clair explained. He promotes his small business through word of mouth and at the Burgess skatepark, where he spends his time outside of school. “A lot of publicity has to do with skateboarding because it’s a pretty close knit group,” St. Clair said.
Senior James Polly is the founder of Despite, a skateboarding-influenced cloth ing brand. Polly promotes his business by selling screen-printed T-shirts and playing his skateboarding videos for the community to enjoy at local events. “The videos take a while to make, but once we finish them, we do a premiere at the park and have local bands play while we sell our shirts,” Polly explained. By advertising on Instagram, Polly has expanded his business to reach other parts of the Bay Area, such as Palo Alto, Redwood City, and Woodside.
recently launched a small business called Balthyzart that sells hoodies, T-shirts, beanies, socks, bucket hats, and more. He partners with Street Life Ministries, a non-profit organization that assists homeless people overcoming struggles with addiction and substance abuse. “For every order above $20, a pair of socks are donated to the non-profit,” Sauquet explained.
written by Isabel Habibi designed by Becca Koenig and Jenna Lee
handwritten cards
English teacher Lisa Otsuka said, “I love a good handwritten card. In my estimation, it trumps any gift.”
clay crafts
“I think a pair of shoes is a nice gift. There are lots of different types of shoes you can choose for someone depending on what they like,” said freshman Salvador Fernandez.
stylish shoes
cozy blankets
gift giving
written by Isabel Habibi
cute mugs
Testing Center supervisor Nicole Ho said, “Mugs are quite useful for a lot of people. It’s a cute little go-to gift because anybody can use them.”
Junior Addy McCombs said, “I love getting my friends big, comfy, and cozy blankets because they are so useful and warm in the winter. Also. they’re not too expensive.”
designed by Celine Chien and Isabel Habibi
The Era of Songwriting in pop music
In the past decade, mainstream pop music has seen a growing trend of artists writing their own songs. On Billboard’s annual Year-End Hot 100 Singles chart, 61% of the songs in 2000 credited the artist as a songwriter, whereas 95% of the songs in 2020 credited the artist as a songwriter.
Until the 2010s, pop singers—especially those promoted to stardom by labels or previous Disney fame like Rihanna, Miley Cyrus, Usher, Ariana Grande, and Selena Gomez—rarely wrote their own music. But in the past few years, those artists have
And it’s not just veteran artists; many of today’s rising stars, like Olivia Rodrigo, prioritize songwriting.
Ryann Barnes, an M-A ‘23 graduate and rising pop singer-songwriter, said, “Nowadays, artists have to be their own everything because it’s so accessible to release your own music. Everyone is just trying to find what makes them different to stand out, and writing your own music is a great way to have individuality. I feel like people are looking for authenticity and freshness in new music. I also think it’s just so common now that it’s the new
written and designed by Ben Siegel
“Everyone is just trying to find what makes them different to stand out, and writing your own music is a great way to have individuality.”
And, as it seems to be with everything these days, Taylor Swift has made a large impact. Pop singer-songwriter Conan Gray told GQ, “Taylor raised an entire generation of songwriters. She taught a lot of people how to write pop songs.”
Part of Swift’s popularity, for better or for worse, is a result of widespread gossip about her private life, much of which is stirred by songs detailing personal relationships. People love to speculate about the meaning and stories behind her lyrics, a key selling point of her work. Thus, if speculation about the singer’s life is important to some listeners, sharing personal stories can bring in a large audience.
The importance of personal storytelling is also relevant in terms of relatability. Artists who share their own experiences
can be relatable to listeners who see themselves in the lyrics. Junior Ayla Karadogan said, “I feel like so much of music is about connecting to the lyrics. So, when you find out that what you’ve been listening to and relating to isn’t really written by the singer, you’re like, ‘Who am I relating to?’ and it creates a rift with how you relate to the song.”
From an artist’s perspective, writing your own music facilitates a greater connection with your audience and makes you unique within the industry. From a listener’s perspective, an artist who writes their own music often seems more personable, artistic, and authentic than one who doesn’t. As writing your own songs continues to become an industry norm, this trend shows no sign of stopping.
BAILE FOLKLORicO Heart and Heritage at the
written by Penelope Chapman and Isabel Habibi
translated by Celine Chien and Collin Goel designed by Penelope Chapman
This year, sophomore Ashley Arellano restarted Baile Folklórico, a Latin American dancing club. She explained, “I restarted it because I wanted to show people our culture, what we do as dancers, and how we support each other as friends.” Baile Folkórico, or “folkloric dance,” is inspired by folk culture in Latin America.
The club meets at Flextime and lunch to prepare performances for upcoming events, like M-A’s Día de Los Muertos festival or the Homecoming Rally. They also sometimes perform outside of M-A at community events: “We were asked to collaborate with the Boys and Girls Club at the East Palo Alto clubhouse for their Multicultural Day,” Arellano explained.
The club existed at M-A a few years ago but faded out of use. Arellano said, “Last year, I didn’t feel very involved with my culture, but this year, when I restarted Baile Folklórico, I was able to
first performance, so it’s one that will always be very special to me. I danced with two other girls that night, and it was not only a memorable experience for us, but also a spe cial moment for the rebirth of the club.”
Sophomore club member Zoe Medina said, “If we have an upcoming performance or fund raising event, we have a lot of practice, so I have to stay really organized with my other commit ments like homework and family.”
Medina would also like to advise anyone interested in joining the club that “you should never be scared to try new things, and especially don’t be hesitant if you don’t have much dancing experience because a lot of us didn’t actually have dance experi ence until we joined Baile Folklórico. It’s not just about representing our culture, but also making new friends.”
“We always encourage and welcome people that don’t have experience,” Arellano said. “Everyone starts with the basics and then improves their way up. We always make sure everyone is at a consistent pace where everyone feels like they could easily catch on with the
El club se reúne los jueves durante Flextime para preparar las actuaciones, por ejemplo el festival de Día de los Muertos en M-A o el rally de bienveni da. También bailan en eventos afuera de M-A. “El Boys & Girls en EPA club nos invitaron a colaborar con ellos en su día de multiculturalidad,” explicó Arellano. Arellano dijo, “Especialmente disfru to el sentimiento de libertad cuando mi falda chasquea durante las actua ciones.” Su memoria favorita de estar en el club era su actuación del Día de los Muertos el año pasado: “Era la primera actuación del club desde que estaba reinstado y siempre será muy especial para mi. Bailé con dos otras chicas, y fue una para nosotras sino también un
año y miembro del club
Zoe Medina dijo, “Si tenemos una actuación o evento de recolectar los fondos, practicamos mucho, y necesito ser organizada con mis otras obligaciones como mi tarea y pasar tiempo con mi Medina también dijo, “Para cualquier estudiante que quiera unirse al club, no debe tener miedo de probar cosas nuevas, y especialmente no te sientas vacilante si no tienes mucha experiencia de bailar, porque muchas de nosotras no tuvimos experiencia hasta que nos unimos a el Baile Folklórico. No solo es sobre representar nuestra cultura, sino que hacer
“Todos empiezan con los básicos y mejoran en el camino. Siempre aseguramos que todos pasan por un paso consistente hasta que todos se sientan que puedan alcanzar facilmente con las
El club existió en M-A en los años pasados pero se desvanisío. Arellano dijo, “El año pasado, no me sentí involucrada en mi cultura, pero este año, cuando reinicie el Baile Folklórico, pude formar una connexión fuerte.”
Mascara: Racoon or Runway?
written by Karen Martinez • designed by Natalie Fishman
Telescopic Waterproof Mascara 10/10
This mascara does a good job of not smearing after crying, naps, and swimming. It’s both a blessing and a curse that it’s so incredibly hard to wipe off. It works extremely well when combined with other mascaras. It’s thin, simple, and the cheapest one (only $13), so I’d recommend it.
Lash Idôle Lengthening & Volumizing Mascara 10/10
This mascara applies easily and evenly across lashes, making them look full, long, and straight. A little goes a long way—even when the tube is practically empty, it still works well. Although it’s more expensive—$13 for the mini version and $24 for the full version—it’s worth the money.
Ilia Limitless Mascara 3/10
At $30, this mascara was unsatisfactory and overpriced. It was so fast-drying that it was difficult to apply, and while it initially made my lashes appear longer, they began to droop over time. This popular mascara is overhyped.
MakeWaves Lengthening & Volumizing Mascara 2/10
This mascara smells like new tires. Initially, there definitely was a lot of lengthening, but it was too heavy and made it seem like I was missing lashes. After 10 hours, though, my eyes itched and I looked like a raccoon. I paid $20—not bad but still a waste.
Which Barbie Character are You?
created by Damian Boye, Celine Chien, and Ellen Forte
BEÅR BITES
written by Damian Boye and Ellen Forte designed by Celine Chien photos
by
Ellen Forte, Logan Greenbaum, and Damian Boye
Just off the 101 lies a ridiculously large parking lot and a giant blue box marked with behemoth yellow letters that read “IKEA.” While most people go to IKEA for the highest quality “wood” furniture you can find, we went for an authentic Swedish dining experience.
As the resident Swede of The Mark, I can confirm the restaurant was dark, cold, and bureaucratic enough to count as properly Swedish. The great blue box reminded me of my homeland, bearing a stunning resemblance to the beautiful Sylan mountains. We headed up to the “Swedish Restaurant” to eat. From a smorgåsbord of options, we decided to feast upon Swedish meatballs, cured salmon salad, two drinks, and a chocolate cake.
($11.99)
First, the meatballs (köttbullar—however you think it’s pronounced, you’re probably wrong). The dish comes with ten meatballs, peas, lingonberry jam, and mashed potatoes doused in gravy. Despite being sold at IKEA, the meatballs do not taste bland, mass-produced, or furniture-esque. Instead, they are hearty and tender, contrasting well with the tartness of the lingonberry jam. The mashed potatoes are delicious, with a creamy consistency, and are well-complemented by the sauces. The peas look and taste like peas! Overall, the meal was delicious and filling. In the wise words of my accomplice, senior Logan Greenbaum, “It feels like Thanksgiving, but not Thanksgiving, because it has meatballs.”
CURED SALMON SALAD
($6.49)
Next, we tried the salmon salad (gravlax). It has the perfect amount of dill and spices, creating a nice tang. It’s paired with a light onion cream on a bed of arugula and frisee; clearly somebody has read the directions on how to assemble a well-balanced meal.
BEVERAGES
($2.00 each)
IKEA provides a wide selec tion of beverages, from which we tried the raspberry, pear, and lingonberry sodas.
CHOCOLATE CAKE
($5.49)
After our delicious meal, we discovered that the escalator to the restaurant only went up. Luckily our dear companion, the IKEA bear (Djungelskog), guided us through the lab yrinth of staged kitchens and bickering couples.
The cake itself is dense, seemingly flourless. The richness of the cake is offset by an airy chocolate buttercream frosting and deep chocolate ganache. While the buttercream is sweet, it’s not overtly so. The sharp contrast in its dense texture and leavening taste creates an enticing paradox, a word we never thought could be used to describe a cake, least of all a cake bought in the upper floor of a Swedish furniture store.
This dish reminded me a lot of the Swedish holiday season. Despite the difficulty of preserving my culture, my family (and this is true!) goes to IKEA every winter to buy Glögg (mulled wine) for Jul, which is basically Christmas but less Danish.
The pear soda is as bright as the burning hay buck in Gävle and more refreshing than the glacier melt of the Scandes. It’s also unique, given that America has essentially forgotten the pear flavor. But, luckily for us, the Swedes have not. America, take note.
The lingonberry (lingonbär, I swear it exists) is a rather peculiar fruit (and somewhat enigmatic, as we discovered when most of us needed to Google what it was). It tastes like a sweeter version of the more celebrated cranberry. Combined with light carbon ation, its flavor is reminiscent of chilly winter days and nights spent by the fireplace. Yet an other thing that America should take note of.
The simulated medical bills were the only thing in the store foreign to my Swedish mind.
Style
Fashion-Foward Fits Around M-A
Junior Abigail MacLeod rocks a ‘70s inspired outfit with brightlycolored floral print pants from Amazon and white platform Converse. The outfit is perfectly complemented by her whitetank-top-and-jacket combo that she got from her cousin and Brandy Melville respectively.
Watch
ESSENTIALS
Basic, comfortable, and trendy. ESSENTIALS is the affordable sister label to luxury streetwear brand Fear of God, and they come in first place for most popular hoodie of the year. These neutral-toned tracksuits are a staple in many M-A students’ closets.
STANLEY
CUPS
Hottest ofTrends Fall ‘23
STATEMENT HEADPHONES
The Hydro Flask craze of 2019 has resurfaced in the form of 40-ounce tumblers. Look at any M-A lunch table to see an array of these pastel cups on display. Junior Ava Chansari said, “My Stanley is basically my best friend. I take her everywhere I go!”
BIRKENSTOCKS
The infamous shoes that rose to fame in the ‘70s resurged in popularity in 2019 and have kept a strong hold on our closets. Junior Tatiola Sobomehin said, “My Birkenstocks are always laying by the front door and I can quickly throw them on every morning, regardless of what I’m wearing.”
Ranging anywhere from Apple’s sleek AirPods Maxes to a simple pair off of Amazon, headphones have always been used for more than just listening to music. Sophomore Richie Dunn said, “I love my headphones because I can tune everybody out, and also
ADIDAS
Adidas Superstars took the world by storm in 2016. Their 2023 counterpart, the Samba, had the same effect, sported by celebrities and teenagers alike. Pride Hall is full of students walking to class in these three-striped shoes, coming in countless colors.
written by Huraman Orujov designed by Riona Faruqi
“America is a society that is addicted to violence,” said English teacher James Nelson.
Indeed, from the mass market of guns to constant exposure to movies glorifying death and dismemberment, violence is ingrained in our culture.
Unfortunately, M-A is no exception to the glorification of violence, both in-person at fight scenes and on social media. For instance, the infamous “hammer fight” video taken this past May was reposted on Instagram, TikTok, X (formerly known as Twitter), and Reddit, accru-
Opinion: Stop
Center explains that innocent individuals engage with violent content because it is what social media algorithms promote. Platforms feed users content based on what they have liked, shared, or commented on in the past.
Sophomore Toa Walker confirmed the attention that fight pages get from M-A students. He said, “The fight videos quickly got a lot of likes. People were commenting on them saying, ‘We want more videos.’”
A 2010 study by the University of Michigan found that virtual environments allow people to create a buffer between themselves and others, making it easier to ignore and inflict pain and suffering. Social media’s accessibility clearly intensifies the glorification of violence. Campus aide Julena Alvarez stated that, last year, there were weekly fights at school. Instead of breaking up a fight, the majority of M-A students would film on their phones. Alvarez said, “Kids would rather just watch people have their faces eaten
these events are likely to be traumatic to the people in the videos when they are posted without their consent. Some therapists have even stated that students whose fights have been posted online suffer intense shame and embarrassment from their worst childhood moments remaining online forever.
By filming fights, students are unknowingly exploiting their peers during an extremely vulnerable moment.
Alvarez said, “Kids would rather just watch people have their faces eaten gladiator-style.”
According to psychiatrist Charles M. Johnson, people feel an adrenaline rush when viewing violent situations, which fills them with a sense of excitement. Watching fight videos is a way for people to live vicariously through those fighting and release some of their anger without consequence. Nelson said, “The violence is now a real possibility for us, and we can now envision ourselves engaging in that activity. It makes it both more real
While it can be exciting for the viewer,
By filming fights, then, students are unknowingly exploiting their peers during an extremely vulnerable moment. Nelson added, “Most of the fights that I see are not between two people who want to fight. They are between two or more people who are pushed beyond their limits and can find no other outlet besides fighting. Because they are pushed too far, they make bad decisions like bringing weapons to school, and then they use them and are filmed. In some cases, they are filmed being badly beaten, having their hair ripped out, and publicly disgraced.”
Filming Fights
“In some cases, they are filmed being badly beaten, having their hair ripped out, and are publicly disgraced.”
Alvarez commented on how students would rather watch a fight than help out, saying, “They don’t realize that if someone were to really get hurt and it leads to a death, everyone’s involved because no one decided to stop it when it got bad.” Assistant Vice-Principal Nicholas Muys added, “Being a bystander in a fight just feels kind of voyeuristic, gross, and unhelpful. It’s contrary to our community values of empathy and looking out for each other.”
In addition to harming the students in the videos, filming fights also damages the school’s reputation. Muys said, “Fight videos make M-A look like an unsafe place, which it’s not, and it creates the sense that there’s stuff like this happening constantly here, which is not the case. Social media feeds on itself and then creates this kind of unhealthy and unrealistic narrative of what we are as a school.”
Alvarez added, “Last year was the year we got famous shen Snooki [TV personality Nicole Polizzi] came in and commented on one of the M-A fights.” However, this attention does more harm than good. “Having a celebrity come in and
say something brings down the value of the school and also the community around it,” said Alvarez.
Not only does recording fight videos have repercussions for students, but it can also harm teachers. Nelson explained, “Videos of fights [often] involve teachers breaking up the fight, which could be taken out of context and defame the teacher. If the videos don’t involve teachers, they could be presented as evidence of negligence on the part of the school for not getting involved.”
Instead of filming, campus aide Victor Jimenez Cocio advises students to help out the people involved in the fight. He said, “Try to de-escalate the situation. If it’s your friends, just try to calm them down. Or walk away from the situation.”
Muys encouraged students to let a staff member know if a fight is happening. He added, “We don’t want to tell students to get into the fight and try to stop it. But if there’s something that they can do to verbally de-escalate and discourage the fight, then they should do that.”
As seen through the popularity of fight pages, students are willing to ignore the severity and implications of school violence in the pursuit of fame and an adrenaline rush. Supporting fights is un empathetic and inhumane, as we are essentially finding entertainment in suf fering and pain. We should learn to use technology responsibly instead of abus ing its ability to spread and circulate hor rifying moments.
As Muys said, “If getting the phone out is students’ first impulse, I urge them to really think about why they’re doing that and what they hope to accomplish through that.”
written and designed by Jolene Chu
We should
learn to use technology re sponsibly instead of abusing its ability to spread and circulate horrifying
moments.
ating Chronic Abseenteism: ue with Missing Students
Where did they go?
tium on School Research Director Elaine Allensworth.
“Our research shows over and over again that student attendance is an incredibly strong predictor of pretty much every outcome you care about.”
ing absent, and it goes across the board in terms of race, economics, and neighborhoods post-pandemic.”
Multiple studies corroborate that attendance is the number one indicator of student success. “Our research shows over and over again that student attendance is an incredibly strong predictor of pretty much every outcome you care about: high school graduation, college ready, college enrollment, college graduation. It’s vital that students actually come to school every day,” said UChicago Consor-
In a recent presentation to the District’s Board of Trustees, the district’s subcontractor for attendance, School Innovations & Achievement (SIA), highlighted the key factors affecting our district. The report also reported that student attendance is the number one predictor of student success—the more time a student spends in a classroom the more likely they are to succeed in school.
According to a recent study conducted by Stanford professor Thomas Dee, an average day in the 2022-2023 school year had roughly 10% of K-12 students na tionwide absent. By the end of the year, 25% of students last year were considered chronically absent.
Carson continued, “The new class of freshmen and sophomores were middle schoolers in the pandemic so they didn’t attend middle school, which is where most kids start going to school inde pendently, so we cannot be shocked that kids are not able to get up and get ready to go to school.”
Attendance numbers simply have not recovered from the COVID-19 pandemic, particularly for socio-economically dis advantaged, Hispanic, and Black youth. Chronic absenteeism can severely hinder students’ learning, particularly in the crucial early years. Kindergarten was the grade level with the most chronically ab sent students during the 2021-2022 school year.
ically absent in the 2022-2023 school year, 27% in the 2021-22 school year, and 17% in the 2019-20 school year.
Carson attributes this increase to messaging from the state and District. “Our messaging when we returned back from the pandemic was: ‘Don’t come to school if you don’t feel good, don’t go to school if you need a mental health break.’ As a result, some parents and kids decided school was optional. When we actively use online programs like Canvas, there are kids who say, ‘Why do I have to be in class?’ which undermines the learning done in a classroom.”
“When we actively use online programs like Canvas, there are kids who say, ‘Why do I have to be in class?’ which undermines the learning done in a classroom.”
Furthermore, according to the SIA pre sentation, youth of color, English language learners, and youth with disabilities had the highest rates of chronic absenteeism.
In the district, M-A is second only to East Palo Alto Academy in the percentage of students who are chronically absent, with 23% of students considered chron
Did
you know?
Kindergarten was the grade level with the most chronically absent students during the 2021-2022 school year.
Chronic Rate by Race/Ethnicity
A truant is a student who is absent from school for three full days in one school year without a valid excuse, or someone who is tardy or absent for more than any 30-minute period during the school day on three occasions in one school year, also without a valid excuse.
Chronic Rate by Grade
Pacific Islanders were the racial group with the largest percentage of chronical ly absent students, with 51% of students considered to be chronically absent.
SIA also reported the disproportion ate representation of Hispanic students among the severely chronically absent— students who missed more than 15% of the school year. Despite only accounting for 42% of the total student population, 78% of students who were severely chron ically absent were Hispanic.
The District’s attendance handbook and California Education Code describe a truant as a student who is absent from school for three full days in one school year without a valid excuse, or someone who is tardy or absent for more than any 30-minute period during the school day on three occasions in one school year, also without a valid excuse.
“I’ve been doing home visits for 20 years, and when you knock on the door and say ‘We care about you and want you at school,’ it’s very impactful.”
Upon the first-truancy violation, a first-truancy letter will be sent to the student’s parents. In the 2022-2023 school year, the district sent 3,219 first truancy letters to parents. After the second-truancy violation, a second-truancy letter
will be sent to the parents. In the 20222023 school year, the District sent 1,932 second-truancy letters. The district also requires a parent conference to be scheduled after the second violation.
After the third truancy violation, a student is officially categorized as habitually truant, meaning that student was reported as truant three or more times within the same school year. The school then sends out a third truancy letter, and the student is referred to a truancy mediation program. In the 2022-2023 school year, 323 third-truancy letters were sent out.
The District’s conference improvement rate is 14.5%, slightly lower than the 17% average rate for the high school districts SIA serves.
School counselors and teachers can also request a home visit, in which a school staff member will visit the home of a student that staff has concerns about, or whose parents are unresponsive to communication by school staff. “I’ve been doing home visits for 20 years, and when you knock on the door and say ‘We care about you and want you at school,’ it’s very impactful,” said Carson.
She continued, “Working with students who are absent takes nuance along with straightforward actions. We need to have blunt instruments like sending a letter, but also every case is independent. It takes time and empathy, and sometimes it just takes a good solid push into the door.”
written by Ameya Nori and Tessa Ellingson designed by Tessa Ellingson
Dear Pro-Tracking Parents a letter from a former tracking advocate
DETRACKING: the removal of some honors classes in an effort to diversify classrooms and make education more equitable. M-A has detracked by removing AS Biology, AS Chemistry, AS Physics, and AS English I.
When I first came to M-A I was like you: starkly against detracking, concerned for my future, and disappointed with my school.
But as I learned more about the issue, my opinion shifted.
tentioned, were uninformed, offensive to teachers, or outright false.
I was not an active advocate, however, until recent events at board meetings, where parents and students alike made claims and assumptions that, though well-in-
Sometime in the last two years, the detracking initiative has, to many, become synonymous with scheming administrators and teachers determined to hurt M-A students’ education. I want to address many of the points parents and students made at board meetings and explain why I— someone who used to think detracking was the greatest threat to my education—have reversed my perspective.
“Detracking robs high-achieving students of opportunity and prevents them from pursuing their passions”
I understand how it can feel like your child who loves Chemistry or English will lose out if they don’t have access to AS Chemistry or AS English.
In reality, though, AS classes don’t differ much from regular classes. Students in Multicultural Literature and Voice (MCLV) read the same texts that students in AS English I did. The only difference is that AS classes typically have more homework and move faster, so they are either able to cover more topics or explore topics in slightly more depth. For example, AS English I students read the entirety of the Odyssey, while in MCLV students read 17 out of 24 chapters. Though there is technically “loss,” it is insubstantial.
Detracked classes are not a barrier between your child and their passions.
If your child feels unchallenged in MCLV, nothing is stopping them from asking their teacher for additional reading recommendations. Multiple MCLV teachers offer additional assignments for extra practice, but regularly report that nobody takes advantage of that opportunity. The idea that a student needs a teacher guiding them every step of the way to challenge themselves is damaging as it is both limiting and untrue.
Further, removing two AS classes does not take away the opportunity for students to take a rigorous course load. M-A offers over 20 AP classes. Most high schools only offer 8.
written by Sarah Weintraut • designed by Ben Siegel
“Detracking will hurt my student’s chances of college acceptance”
When admissions officers examine course rigor, they compare your transcript to the courses your school offers. If your school doesn’t offer AS English I or AS Chemistry, they will not fault your student for not taking those classes.
Two M-A teachers with pro-detracking posters!
“Detracking will make my student less prepared for AP classes”
Detracked classes teach the same skills as AS classes do. Hence, it prepares students just as well as, or similarly to, AS classes for AP classes.
Many coming from La Entrada and Hillview are already on the path to being successful in their AP English and Science classes. Multiple data points outlined in the district’s September report on detracking showed that detracking has little to no effect on high-achievers.
Likewise, recent data shows that students who took AP Chemistry without taking AS Chemistry received similar scores on the AP exam than those who had taken AP Chemistry with AS Chemistry.
This data also revealed that detracking has increased course enrollment in AP classes, so, detracking actually increases the number of students who feel prepared for AP courses and opt to take them.
Separately, I’d argue that high-achievers benefit from detracking in an unquantifiable way. Equally important to textbook education is learning how to appreciate and forge relationships with those who lead different lives than you. Something beautiful that makes M-A stand out is our diverse student body. However, with tracking, many students don’t engage with our school’s mix of cultural backgrounds, perspectives, and life experiences.
“There are better ways to adress systemic inequality than to ‘bring everyone down.’ Let’s ‘lift everyone up.’”
Though a well-intentioned idea, it is simply not a reality; promising to invest more resources into non-AS classes without making more substantial changes to the system that funnels students into distinct pathways has never worked. Half of our school enters M-A with a vastly different foundational education than the other half. Let’s hypothesize and say we create (another) intensive program to help students get back on ‘track’ in freshman year. Even if that happens, a precedent has already been set:
After watching all of the board meetings on detracking, I found two general types of public comment from parents: the concerns that were well-intentioned but had already been addressed by teachers, and the outlandish and disrespectful claims. The latter implied or outright said that teachers don’t care about the growth of advanced students and that detracking is part of a politically-motivated scheme. One even went as far as to say that detracking was contrary to an American principle: “Why do you remove opportunities from children in the country which is supposed to be the land of opportunity?”
This is spiraling out of control. If nothing else, please put this issue back into perspective. Regardless of whether you believe the effects of detracking are negative or positive, the effects are still relatively minimal and certainly not a reason to be disrespectful to teachers and administrators. It is always acceptable to be engaged in your child’s education and active in dis-
from the onset, students feel assigned to their tracks. It’s also harmful to continue to use such phrasing as ‘bringing everyone down.’ Saying that you’ve ‘brought everyone down,’ is explicitly offensive, as it insinuates that a blended class is somehow tarnished.
Bringing students together in a detracked class is not ‘bringing people down,’ it is bringing people together.
cussing education issues. However, it is not acceptable to expect teachers to listen to your concerns without you listening to them in return.
When I see parents—after hearing the entire English department at M-A give public comment that MCLV’s rigor is similar to AS English I’s—come forward and continue to say they’re scared about the decrease in rigor of courses, it starts to seem like they don’t actually care about discussing detracking and are simply on a crusade to get that ‘AS’ on their child’s transcript.
If that is not the case for you, please trust teachers when they say you do not need to worry. They are professionals in their field, and should be respected as such. Although detracking may seem daunting, it is backed by experts who use research to change our schools for the better.
Detracking, at its worst, does not have much of an academic effect on anyone. At its best, it will help those who have historically been left behind participate in the
many academically challenging courses at M-A and enrich everyone’s high school experience by increasing diversity in classrooms.
To all of you nervous overachievers and parents of nervous overachievers, I understand where you are coming from. But, I can confidently say that detracking did not hurt my education. Looking back, I wish I had spent less of my freshman and sophomore years complaining about detracking and more time utilizing M-A’s resources to explore my interests outside of class.
I urge you to take a step back and let teachers do their jobs. Detracking is necessary to help half of the population of M-A, and it will not hurt the other half.
Respectfully,
A student who never thought she would end up writing this piece
a look into Teacher Union-District Salary Negotiations
written by Lindsay Park and Dylan Lanier designed
by
Celine Chien photos
by
Lindsay Park
MARCH
2023
Negotiations between the Sequoia District Teachers Association (SDTA, referred to as the Union) and the District for the 2023-2024 contract begin. Teachers argue that salaries don’t accurately reflect rising inflation rates and advocate for more representative wages.
The Union proposes an 18% raise over two years—10% this year and 8% the next.
The District counters with a 5.5% raise, with 3.5% this year and 2% the next.
MAY-SEPTEMBER
The District and the Union hold five more bargaining sessions, making headway on improvements for certain non-classroom educators.
Typically, negotiations determine salaries, working conditions, and health benefits.
The Union rejects the District’s most recent counteroffer—4.75% this year and 2.5% the next.
SPRING 2024
The Union and District will return to the bargaining table to settle next year’s salary.
2023
JUNE 2023
The District ends the 2022-2023 school year with $40 million in surplus.
OCTOBER 31, 2023
The District releases a tentative agreement that year.
The contract states that a raise for the 2024-2025 school year has not yet been defined. To support this year’s raise, the District will re-allocate more than $10 million in this year’s budget.
SDTA President Edith Salvatore says, “While I think our team was overall a bit disappointed that we weren’t able to secure a salary settlement for next year, we are optimistic that once the Board and District see that they have the capacity to pay educators what they’re worth, it will not be as difficult to come to an agreement in the future.”
NOVEMBER 7-9, 2023
The Union ratifies the agreement with a 97% vote.
NOVEMBER 27, 2023
The Board of Trustees approve the contract 4-0.
OCTOBER 11, 2023
Over 40 teachers pro test at a board meeting and many speak out during public comment.
M-A Biology teacher Patrick Roisen says, “In the time span of 2020 to 2023, the cost of living in the Bay Area increased over 13 percent.
“At the same time, our salaries have only gone up by seven percent, meaning it has cost us money to work in this district. All we’re asking for is to make up for the lost ground.”
OCTOBER 25 2023
Around 180 teachers rallied both in-person and over Zoom at the next Board meeting, voicing their frustrations during public comment.
M-A social sciences teacher Stephanie Cuff-Alvarado says, “It is my sixth year of teaching at M-A and tenth year of teaching overall.When I had to move this year, I learned that I qualified
for Section 8 Housing. My salary was determined to be so low for the local area that I’m entitled to government assistance in order to stay within the community I serve,” she said.
M-A English teacher Jason Hunt says, “Palo Alto is offering me $7,000 more to teach in their district. Mountain ViewLos Altos is offering me
$44,000 more than what you were willing to pay me.”
The Union and the District go back to the bargaining table two days later.
Dear Bearby,
We’re reading a book in English class that makes me really uncomfortable (a 14-year-old girl marries a 60-year-old guy, ugh), but if I try to avoid reading the book or writing about it, my grade will drop. How do I boycott the book without failing the class?
M-A Drama Shines in Fall Production
Grossed-Out Guy
Dear Grossed-Out Guy,
Although it can be uncomfortable to read about relationships that differ from the norm, these types of arrangements are sadly a reality for many women. Further, reading about a problematic situation in no way means you condone it. Using the novel to have a more nuanced conversation with other students is a great way to express your feelings regarding the book without compromising your grade. Speaking to your teacher about it may also lead to some helpful insights that can alleviate your stress. ad designed by Eileen Liu back cover designed by Riona Faruqi
In Memory of Lucy Lunt
Lucy Louise Lunt, a sophomore and beloved member of the M-A community, passed away on November 18. She suffered from spinal muscular atrophy, a condition that impacted her health and mobility. Nonetheless, Lucy was an active part of her school and community. She was a part of the Computer Academy and her family said she attended “on pure adrenaline,” excited to learn and connect with her peers and teachers every day. Outside of class, Lucy founded the Disability Awareness Club last year to raise awareness for students on campus with disabilities. She aimed to collaborate with Independent Living Skills (ILS) classes and coordinate volunteer opportunities for club members to service people living with disabilities.
Lucy was an incredible writer with a unique voice—thoughtful compassionate yet hilariously witty—and an inspiring view of the world.
She loved dance, poetry, and skincare. She had a thirty step routine that she followed to a tee each day.
Lucy was an active member of the Church of Jesus Christ of Latter-day Saints and served in the Young Women’s presidency for her congregation.
Lucy shared profound, inspiring relationships with each of her family members and caretakers. Her mother, Cherisse Lunt, was her champion, caring for her needs with endless love and grace. Lucy’s father, Chad Lunt, assisted in her care and enjoyed frequent sarcastic conversations with her. Jocey and Dallin Lunt, Lucy’s siblings and M-A graduates, treated Lucy with a level of kindness and respect that we can all learn from. They raised her spirit and selflessly allowed their parents to attend to her needs. Jocey and Lucy shared a particularly strong bond as well as a birthday. Jocey often assisted with Lucy’s care and turned to her for advice.
Lucy was a shining light in our community who lived her life with excitement, faith, and the utmost grace. She brought joy and wisdom to the people around her and will be deeply missed.
