The biggest reason the SAT’s importance is dwindling is that most colleges no longer require it, instead looking at GPA, coursework, essays, and extracurriculars. The shift toward test-optional and test-blind policies lets students apply to schools without worrying about how their scores compare to those of others. An article about these new policies stated, “Test-optional policies give applicants more control over how they present their strengths, letting colleges review their applications without penalizing them for their scores” (collegesofdistinction.com). This means that students do not have to focus on a standardized test to prove their abilities; they can instead spend their time raising their grades, participating in extracurricular activities, and expanding their skills.

   Additionally, many students in California hope to get into a school within the University of California (UC) system, which is fully-test blind. This shift was influenced by a lawsuit that argued SAT scores were unfair and reinforced inequalities in the admissions process. This means that UC campuses do not look at scores, even if you submit them. For students looking to get into UC schools, taking the SAT will not provide any real advantage, since “…test scores will not be considered at all in the admissions process” (admission.universityofcalifornia.edu).

  There have also been concerns raised about the SAT’s equity. According to the New York Times, “Test takers whose families were in the top 20 percent of earners were seven times as likely as those in the bottom 20 percent to score at least 1300” (nytimes.com). SAT performance is closely connected to family income, as wealthier students have access to test prep, tutoring, and other resources. Students from lower-income backgrounds may have the same academic potential, but with little resources, they often have disadvantages on the SAT and standardized testing in general. If the exam does not fairly measure a student’s ability, it raises the question of whether it’s a fair assessment of college readiness.

  Furthermore, these test-optional policies will actually encourage more low-income students to apply to college. According to the Harvard Magazine, “If a student sees a test requirement or if they see that their score falls below the average scores of students attending that school, they may wonder, is this a school that I can even have a chance at?” (gse.harvard.edu). Submitting your score can open up opportunities for scholarships, but that is only if you score in the top percentiles, a barrier that disadvantaged and first-generation students face.

   For many students, the SAT does not provide much help with applications and can add unnecessary stress. By focusing on more than just exams, colleges take a more comprehensive approach.  According to the U.S. News and World Report, Dean of Admissions Sue Corner for Willamette University, said, “I would rather see students… focusing their time on making sure their transcript is tended to [and] that they’re taking rigorous courses… rather than diverting energy towards test preparation” (usnews.com). Students can benefit more from focusing on their coursework and grades, which may show the whole picture rather than a single test that offers only one day’s worth of academic performance.

  Although the SAT can still be useful for some students, it is not as important as it once was, and that’s a good thing. With test-optional policies, colleges are prioritizing grades, personal statements, and extracurriculars over standardized tests, letting students focus on other areas.

   Senior backpacks. What are they? Why do seniors have them? Well, it has become a running tradition for seniors at UC High, and around the country, to pick a kid’s backpack for their last year of high school. The choices for themes mostly consist of cartoon characters or Disney movies like Cars or Disney princesses. And while not every senior participates, this has become a fun and wholesome tradition that upcoming seniors look forward to participating in every year. Though it started as just a trend, Senior Audri Hustoft, who wears a Little Mermaid backpack, said, “…it started to symbolize growing up.” While seniors wear the characters that they used to adore, they are also saying goodbye to that part of themselves and welcoming a new era of young adulthood.

   With all the fun that comes with it, these backpacks symbolize more than just a cool way to carry school supplies. They are also symbolic of seniors holding onto their childhood for their last year of high school. Senior Owen King, who chose a Toy Story themed backpack, said, “I got a kids backpack my senior year because it feels like a full-circle moment. This is my last year being a ‘kid’ before I go off to attend college.” He talks about how it gives him a chance to relive his childhood and embrace nostalgia.                      

   According to an article about senior backpacks, “The backpacks represent a generation struggling with growing up faster than they wanted to and finding comfort in the last moments of childhood.” Even though it may seem like a random pick of a character or a movie, it seems these backpacks often have a connection to the seniors’ younger selves (vhsmirror.com).

   Whether it is a backpack of Elsa showing off her ice powers or Spiderman swinging through buildings, this trend has been going on for longer than you might think. According to VNHSMirror, “This tradition began as a TikTok trend that took off right after the Covid-19 restrictions were lifted and students returned to in-person school in 2021.” The trend gave students a chance to celebrate the return to school and visit their childhood memories while doing it (vnhsmirror.com).

   While most seniors pick cartoon characters for their backpacks, there are endless options. It’s a chance to truly express yourself through your favorite childhood memories. King said that part of his decision to get a kids backpack was to honor his favorite childhood characters. While growing up, you start to realize what an important role those characters played in your life. They helped build your identity and taught you things that changed the way you view life.

   Seniors have found a tradition that brings more fun to their last year of high school. They get to relive their childhood and find a sense of nostalgia they might have lost while growing up. While it may have started as a trend that seniors got to share with their friends, it turned into a way to reconnect with their pasts before venturing off to adulthood.

   Having your toes out poses a significant hygiene concern, especially in a school setting. At UC High, over 1,500 students walk through the hallways each day, making the floors extremely unclean. In fact, according to the National Science Foundation, surfaces in public high schools can contain over 2.7 million bacteria per square inch, and even after cleaning, up to half of the germs remain and quickly return within days (nsf.gov). When students wear shoes that expose their feet, they come into contact with dirt, germs, and who knows what else, making it a major safety risk. Students also may get upset about the smell. According to Cleveland Clinic Health Essentials, feet have over 250,000 sweat glands, which release a terrible smell. (clevelandclinic.org) Having unclean, exposed feet can create smells that nobody wants to deal with while learning.

   Just a few months ago, wearing shoes that expose your toes was seen as extremely unusual and unhygienic in a classroom setting. But now, since it has become popular, those same students who would have pointed and laughed if they saw this are starting to follow the trend. It seems like students are just hiding behind trends that may feel uncomfortable or forced. Just because social media and peer influence are making this style feel acceptable doesn’t mean it is suitable for the environment. What was once considered gross is now being overlooked, even though the setting has not changed.

   As mentioned, having your toes out at school can make others extremely uncomfortable, especially in an environment where students are trying to focus and learn. Classrooms are shared spaces, and when someone has their feet exposed, it can be distracting and unpleasant for those around them. Many students don’t want to see someone else’s feet while they are trying to pay attention in class. “In my opinion, having your toes out at school is really weird, especially for guys. No one wants to see your feet when I am trying to learn at school, and it just makes the whole classroom feel more uncomfortable and distracting,” said Junior Malcom Solt. Open-toed shoes can really take away from a comfortable learning environment and make it harder for students to stay focused.

   Some may argue that open-toed shoes are more comfortable, especially in hot weather. Others might say that since there is no dress code at UC High, they should be able to express themselves however they choose. While these points make sense individually, people who have this opinion are selfish and do not take into account that their choices can affect others negatively.

   Open-toed shoes do not belong in schools; they are unprofessional, cause hygiene issues, and definitely don’t belong in a learning environment. Classrooms are places where students should be able to learn without being uncomfortable or distracted, and feet can take away from that. Just because something is trending doesn’t automatically make it appropriate; students should choose more appropriate footwear so everyone can learn comfortably.

   Firstly, the ability of a student’s grades or GPA to be a good measurement of intelligence predicates entirely on the false assumption that for any given task, the student’s failures or successes are entirely their own, and entirely intellectual. This way of thinking does not account for any external forces that may hinder or help their completion of schoolwork. Think about a student who is socio-economically disadvantaged. Are they foolish for having no electricity for light or internet? Are they “dumb” because they had to pick up an extra shift so they could afford dinner rather than studying? Obviously not.

    Their situation clearly hinders their ability to do well in school. They could be the most intelligent person in the class, but by looking at their grades, you wouldn’t be able to tell, since they couldn’t do their work. In a similar vein, everyone forgets or is unable to complete their work now and then, and they get a bad grade, which may or may not reflect how much they know, or how well they would have done had they really tried. There are simply too many variables at play that can affect grades and GPA. They do not isolate intelligence well enough to measure it.

   According to the American Psychological Association, intelligence is defined as, “…the ability to derive information, learn from experience, adapt to the environment, understand, and correctly utilize thought and reason” (apa.org). Obviously, this is an extremely broad definition. Even assuming that grades and GPA do isolate intelligence well enough, it is still insane to assume that intelligence can be measured by a couple of numbers. Grades, which are simply measurements of correctness on a specific task, at best, capture how much knowledge about a subject a student has captured and how well they can apply it. There are just too many forms of intelligence and modes of its expression for them to be judged only based on knowledge and its application in a few specific areas. The world’s greatest chess prodigy might not be able to write an essay to save their life, but only one of those things is factored into grades. As the adage goes, you wouldn’t judge a fish by its ability to climb a tree.

   Not even taking into account what grades or GPA actually measure, the fact also remains that they are just very inconsistent measurements across classes and institutions. If you look at two students taking the same course, but with different teachers, you may see vastly different requirements for course completion. One teacher may require two hours of reading every day, while another may only require one hour of reading every three days. Students may earn an A in each class, but are these grades equal? Their grades would only reflect how well they met the requirements for the specific teacher they had, not their knowledge.

   While it may be true that higher grades correlate with higher intelligence, it’s important to remember that correlation does not equal causation (sciencedirect.com). Grades and GPA should only be used as a very, very general estimator for intelligence. Does an individual demonstrate intelligence in a greater variety of areas, or are they just diligent in doing their schoolwork? Grades and GPA should not be considered the end-all, be-all intelligence metrics. Instead, they should be taken into consideration within a more holistic view of a person.

   According to the American Gap Association, students who take a gap year are more likely to graduate on time and have a better college experience than those who don’t, showing that stepping away from the classroom can support long-term academic success (gapyearassociation.org).

   Traveling internationally is one way to spend a gap year. This exposes students to cultures far beyond what they have experienced at home. Whether spending time in Thailand, hiking in New Zealand, or learning traditions in Peru, students can gain a deeper understanding of the world. National Geographic explains that traveling the world can help students gain empathy and cultural appreciation by exposing them to different ways of life. These experiences can help students become more open-minded and adapt skills that are valuable both in college and future careers (natinalgeographic.com).

   A gap year can also support the development of independence and confidence. Living in a new country, managing money, and navigating unfamiliar environments can push students out of their comfort zones and give them more tools to succeed in life. According to Harvard University, “A gap year can be a valuable way for students to gain maturity, resilience, and a clearer sense of purpose before beginning college.” When returning to school, instead of feeling burned out, many students return feeling motivated and focused on their goals (college.harvard.edu).

   Students at UC High also see the benefits of taking a gap year. Senior Kemyla Pollard said, “After high school, I want to take a gap year. I’ve always wanted to go to Jamaica, where there is rich culture, music, and history. I would also love to go to Australia to see the beaches and nice hiking trails. There is also the opportunity to meet people from all over the world. A gap year like this wouldn’t just be an adventure. I feel it would be a chance to grow, learn, and prepare myself for college and beyond.” Taking a year or two off of school gives students the opportunity to prepare for their future, while possibly also seeing the world.

   People who take gap years can also benefit from volunteering, gaining experience in their future job field, and visiting places they have always dreamed about. Senior Daniel Correa said, “If I were to take a gap year before college, I would spend it traveling to some of the places I’ve always wanted to see. I would probably start in New York with the tall buildings and the mix of people from all over the world. I would love to volunteer or do some community projects there to use on my college applications, or pursue my career.” Gap years are a great time to build your resume, one of many benefits that students can gain.

   However, taking a gap year isn’t just about traveling and fun, there is also planning and responsibility. According to the Gap Year Association, “Programs like Pacific Discovery and Where There Be Dragons provide structured experiences that include volunteering, internships, and cultural immersion. These opportunities allow students to give back to communities while building skills that strengthen college applications.” The most successful gap years are the ones with goals and meaningful activities in them (vsac.org).

   In the end, a gap year offers more than just unforgettable memories, it provides growth, direction, and a bigger picture in life.

   UC High should offer more than just Spanish because learning different languages helps students understand and appreciate a wider range of cultures. According to a website that expands on multilingual and multicultural education worldwide, “Culture is the collection of a group’s traditions, arts, customs, social institutions, and achievements, passed from generation to generation. But the surest way to understand a culture — to know it, empathize with it, and come to adore it — is to know its language. In studies, children who have studied an additional language like and respect the culture associated with that language, as well as demonstrate higher levels of empathy and tolerance,” (actfl.org). Exposure to different languages and cultures helps students become more open-minded and have more respect towards all types of people with different backgrounds. Since our school only offers Spanish, students do not get the chance to explore other languages and cultures.

   Our school should offer more than just Spanish because knowing multiple languages gives students more career and academic opportunities. Many jobs today involve working with people from different countries, and being able to speak more than one language is a huge advantage. Lots of employers look for people who can communicate with a broad range of clients and co-workers, and knowing multiple languages will support this. “When employers list the skills they most seek in a candidate, ‘knowing more than one language’ is listed among the top eight — regardless of the job title, the economic sector, or the candidate’s experience. In other words, whether you’re an engineer, a restaurant server, a salesperson, or a small business owner — any role in any — multilingualism will serve your professional goals well” (actfl.org). As multinational companies and online meetings featuring workers from across the world are becoming common, having the opportunity to learn a language like Mandarin or Hindi could be a substantial benefit.

   Learning different languages also improves mental skills and social abilities, which is another reason our school should offer more language options. According to the National Institutes of Health, “…these findings demonstrate that bilingualism confers advantages in executive control — the brain’s functions that allows humans to carry out complex tasks such as solving problems, planning a sequence of activities, inhibiting information that has already been perceived, directing attention to achieve a goal, or monitoring performance” (pmc.nih.gov). Learning multiple languages can help develop your brain to be more successful at solving complex problems. This will be useful in any facet of life.

   Some may argue that adding more language options could actually make school more stressful. Sophomore Maximus Anderson said, “Many students already struggle to keep up with classes like Math, History, and English, so adding another language would just be too much for some students to handle.” This perspective makes sense because many students already feel overwhelmed by their current workload. However, the classes would simply be an option, in addition to Spanish, not a requirement. This way, interested students could benefit without putting unnecessary pressure on everyone. While learning a new language can be challenging, it can also build skills like time management and critical thinking.

   Overall, schools should offer more than just Spanish in their language programs. Expanding language options would help students gain cultural understanding, improve their future career opportunities, and develop stronger mental and social skills.

   According to an article about Cal Grant Applications, “Students will be considered for the appropriate Cal Grant award based on the responses on the Free Application for Federal Student Aid (FAFSA) or CA Dream Act Application (CADAA), a verified Cal Grant GPA or test score, the type of California colleges listed on the FAFSA/CADAA, and whether the student is a recent high school graduate” (csac.ca.gov).

   To students who are awarded, the grant is available “…for up to 4 years of full-time attendance at a participating college/university or career school.” The availability window (for receiving the grants) begins when the student pays their first tuition bill (csac.ca.gov).

   Through the FAFSA or CADAA, the program is able to establish whether the student is in financial need. Then, the student must confirm that their GPA was submitted automatically by their school. “If not, contact your high school or college’s financial aid office for assistance.” To see what awards were granted and approved, a student needs to create a WebGrants 4 Students account. Finally, at the beginning of February, students can claim their Cal Grant Award Offers and confirm personal information (csac.ca.gov).

   To address the diverse needs of all students, the Cal Grant Program has different types of grants (A, B and C) and Middle Class Scholarship (MCS) and cycles depending on their FAFSA and CADAA applications. According to the California Community Colleges, “Eligibility is based on income, assets, and other financial aid standards” (icangotocollege.com).    

   Cal Grant A can be awarded to high school students with a minimum of a 3.0 GPA or college students with a 2.4 GPA. The award amount ranges from 12,570 dollars at UCs, 5,742 dollars at CSUs or 9,220 dollars at qualifying private California colleges (csac.ca.gov).

   Additionally, Cal Grant B has requirements of a 2.0 high school GPA with the grant amounts being 1,648 dollars at a California community college and 1,648 dollars plus the Cal Grant A amount at UC, CSU, or private colleges. Cal Grant C on the other hand, has no GPA requirement. For Occupational or Technical training programs, students can be awarded 1,094 dollars for books, tools, and equipment for technical or career education programs at a California community college. If a student is not attending a California community, the award can be 3,009 dollars (csac.ca.gov).

   “There are two types of Cal Grant award cycles: Entitlement and Competitive. Students who qualify for an Entitlement Award are guaranteed to receive a Cal Grant as there is no limit to the number of Entitlement Awards. Students who do not qualify for an Entitlement Award may be considered for a Competitive Award, which is limited in number” (csac.ca.gov).

   UC High Alumni Sarah Gharagozlou said, “Receiving Cal Grants made me realize that I could strive for bigger opportunties at a four-year university instead of having to transfer from community college. I hadn’t put much thought into going straight to a university after high school, because I was worried about the finacial burden it might have on my family. Cal Grants paid my full tuition, leaving just the housing and meal plan costs. This allowed me to have more options when it came to picking schools and made it finanically feasible.”

   For more information visit mygrantinfo.csac.ca.gov.

   Okay, that was dramatic, but unless you’re in a lucky minority, chances are you’re probably going to experience some kind of financial hardship during your college years. Whether you’re fully in it for the “college experience” or just want to get your diploma with as little debt as possible, it’s definitely necessary to learn what your situation will entail financially, and plan accordingly. In other words, you better learn to budget.

   According to a website that helps students, budgeting may seem boring, and maybe a little scary, but it’s really not so bad. There are tons of resources to help you get started, and many actually offer pretty great advice. The long and short of it all is that a budget has to account for income and expenses, and income should be underestimated, while expenses should be overestimated, as it’s much better to underspend than end up in a deficit (studentaid.gov). This is very general, but important as the core idea.

   According to a website about college, one popular money-saving strategy is the Zero-Based Budget, where one plans out where all of their income will go each month, and any leftovers are saved or used to pay debt (bestcolleges.com). Generally, this is a pretty good strategy. Many, if not most, college students have a low or unreliable income, so it’s important to make sure every penny, and every necessity is accounted for. Another popular template is the 50/20/30 budget, where roughly 50 percent of one’s income goes toward necessities, 20 percent towards savings, and 30 percent toward optional expenses (bestcolleges.com). Working around these percentages is great in theory, but it’s unlikely a college student would manage to earn enough to be able to put half of their income toward savings and unnecessary expenses.

   Head Counselor Kelsey Bradshaw offered her advice on saving money during college. She stated, “Really start to write down and figure out what everything costs. When it’s happening, it seems like it’ll be a long time before you have to pay everything back, but when you start to see how the numbers accumulate, that’s when you see how rough it is.” In other words, keep up with your expenses, and don’t let them creep up on you, lest you end up in a mountain of debt later on. There are tons of things to think about, like food, housing, clothes, textbooks, and fees. By knowing exactly what you’re paying for instead of just throwing money at stuff you will end up better off.

   Bradshaw also offered her own special warning to students. She said, “My budgeting was a mess. I highly recommend you do not take the credit card that they offer you, because there’s always some random person on campus who’s like, ‘oh, sign up and get a free t-shirt.’ Do not get the t-shirt!” Indeed, it’s very easy to get wrapped up in consumer debt, and ruin your credit by overspending on credit cards early on.

   College may provide an easier path to a comfortable living, but that path is riddled with financial pitfalls that one must be careful to avoid. Budgeting is absolutely necessary, as a few free college years are certainly not worth a lifetime of debt.

   From the very first race to the final events of the season, UC High swimmers consistently pushed themselves to achieve not only new personal records but also the ability to compete at a high level. Senior Kaylee Tichenor said, “My favorite part of swimming is the feeling of achievement and pride from pushing my limits and achieving what I never imagined I could be capable of.”

   Being a senior on the team, Tichenor reflects on the dedication and leadership that helped shape the season. “There is a lot of comradery on the Swim Team, especially after the challenging sets we have been through together,” said Tichenor. Whether it was early morning practices or difficult meets, the team remained focused on improvement.

   The underclassmen also made a significant impact, stepping up during meets and showing promise for the future of the program. Considering the team is made up of mostly underclassmen, they have learned to preserve and improve.

   Sophomore Max McCauley, who has been on varsity since his freshman year of high school, said, “Of all the sports teams I’ve been on, very few come even close to the UC High Swim Team. Whenever we are together, there is always laughter and practices are always a vibe.”

   This year especially, McCauley claimed that the team was a lot stronger in both chemistry and athleticism since there were a lot of new faces in last year. “Most of the game is mental, and the team’s strong chemistry affects your mental space and increases your morale – the higher your morale, the better you swim,” said McCauley.

   Sophomore Elizabeth Lyons, who has also been on the school’s Swim Team since her freshman year, said, “What makes swimming such an easygoing and fun sport is the friendships you make along the way. Everyone on the team is friends, because everyone is so nice and welcoming.”

     Lyons also said what made swimming her favorite sport was that it not only improved her overall speed and agility, which assisted her in other sports such as water polo, but also created meaningful relationships that carried on through the school year.

   The sense of unity within the program is what truly sets UC High apart. Unlike many other sports, the Swim Team operates as one cohesive group, bringing together athletes from all levels to train and compete. “The Swim Team is unique in that everyone [JV and varsity] practiced, competed and participated in team bonding activities together, making it feel like one gigantic team,” said Tichenor.

   This collective environment strengthened performance in the pool, helped facilitate lasting relationships, and reinforced the idea that success was a shared effort rather than an individual pursuit.

   ASB President Senior Perla Salceda said, “My favorite memories so far this year are being with these people [ASB students] and honestly just rolling with them; we have made a lot of memories.”

   Salceda said, “My main favorite memory was becoming ASB president this year and being able to improve pep rallies, even though it was very difficult this year. I think I was able to push through and kind of lay a foundation for future ASB presidents.”

   Senior ASB Media Lead Benecio Dailey said, “I enjoyed filming all of our events and pep rallies. Making all of our videos is probably the most fun filming. They capture all the great moments of the year, and we always have fun filming them.”

   “For the formal dance this year there wasn’t a huge turnout, but behind the DJ stand it was all the ASB members that came and we all bonded,” said Senior Dani Muttera.

   Head of Student Store and Special Events Senior Dyami Collins said, “My favorite memories are probably the water pep rallies. I feel like that was a good event and was one of our more successful events.”

   Senior Wyatt Gerstenslager said he enjoyed the ASB Olympics that was held at California Association of Directors of Activities (CADA), where there was a competition with other schools by playing multiple different sports.

   Lead of the Roman Legion and Senior Class Vice President Nino Brunetto said, “[My favorite memory is] getting home from Disneyland at 1:30 a.m.. Jake and I ran a lap on the track and we were exhausted; it was fun.”

  Senior and Lead of Pep Rally Alyssa Castillo said, “My favorite memory is going to Disneyland for the entire day and getting back around at probably one in the morning.”

   Senior and ASB Secretary Jake Goforth said, “My favorite memory is when we went to CADA. It’s a big event where we met up with a lot of other school’s ASBs. We talked about what they do and how to improve.”

   “My favorite memory was when we all took a spirit bus to San Marcos High School for a playoff basketball game and ended up winning,” said Senior Class President Hayden Goldstein.

   Lead of special events Senior Sara Valesquez said, “Homecoming last year was a great memory. Itt was the first time I got to plan an event and it made me fall in love with event planning, because there was finally an end result to all the work that we put in.”