Students, Faculty Travel to Scandinavia Over Spring Break

• June 11, 2026

Samin Faiz || STAFF WRITER

Forty-two Andover High School students and seven chaperones visited Scandinavia this April.

After a six-hour flight from Boston to Reykjavík, Iceland, followed by a two-hour flight to Oslo, Norway, the group began their ten-day-long tour the Thursday before spring break. Through a combination of bus rides, overnight ferries, and countless miles on foot, the group made their way through five Northern European countries: Norway, Denmark, Sweden, Finland, and Estonia.

“I’ve been traveling with students since 2005, so this might be my 17th tour,” said Brian Shea, English teacher, organizer, and chaperone of the trip. “We’ve now done all of Europe, so Northern Europe was sort of our last frontier.”

Apart from the chaperones, the group was accompanied by a tour director named Yulia, whom Shea worked closely with to structure the daily itinerary and ensure a smooth trip.

In Scandinavia, English is widely spoken, so the language barrier was never a problem for the group. Sometimes, however, the students made connections in ways that transcend the spoken word.

“I played soccer with a bunch of people in Sweden,” recalled Hannah Arnold, a junior who participated in the trip. “That was probably the highlight of the trip for me.”

Arnold is no stranger to international travel. Just two months earlier, in fact, she joined her classmates on another school trip to Peru over winter break. However, for her twin sister, Grace Arnold, this was a brand-new experience.

“I met a lot of new people that I’ve never met before, especially people not in my grade,” Grace said. “It was really nice because I met a lot of great people through that and got to spend time with people I wouldn’t usually get to spend time with.”

The trip offered a flexible balance of group tours and independent exploration. “We had a lot of free time,” Grace noted. “We got to explore cities on our own and shop where we wanted. As long as you stayed in groups of three or more, you were free to roam the city.”

Students observed the region’s distinct economic models. Through agreements within the European Union and the Nordic Council, higher education is heavily subsidized or entirely free for regional citizens.

“It’s really interesting. They tax wealthier people a lot more and their overall tax rates are a lot higher,” one student observed. “The way they reinvest money back into infrastructure contributes to stronger public infrastructure. Education and health care are free, and they even offer stipends to cover the cost of living. Essentially, you pay a lot of taxes, but you get a lot in return.”

Students also noticed the societal impact of these safety nets. “Their unhoused population is significantly lower. If you want help, those systems are available to support you.”

The travelers’ curiosity and maturity left a strong impression on the faculty.

“These kids were wonderful,” said Shea. “All of the students were engaged. They were paying attention. They were enjoying it. They were wonderful travelers. To me, that was the biggest thrill.”

With the preparations for next year’s destinations already underway, the future of travel programs at AHS seems to be brimming with opportunities.

“Next year, we have two tours,” said Shea. “We’re running one tour to Barcelona and Madrid in February, and then we’re running another tour to Greece in April.”

Such opportunities are often highly selective at other schools, but luckily, these trips remain open to the entire student body at AHS.

“There’s no application process,” Shea emphasized. “We’re not looking at grades. We’re not looking at behavioral records. Anybody can sign up when we offer these tours. I put them out there, and I’m like, ‘If you want to go, come.’”

AHS Class of 2026 Graduation: A Sentiment of Gratitude

• June 11, 2026

Abby Chachus & Kendall Murphy || STAFF WRITERS

A hush falls as a sea of navy gowns, a rising tide of Andover High School graduates enters the Tsongas Center just before 5 o’clock on June 1, 2026. There is something distinct about moments like these. A goodbye that is bittersweet among both the audience and the seniors. 

According to Graduation Committee member Ella Murphy, it is a goodbye to “Halloween costume competitions that never disappoint, lunches, wrap lines and vending machine trips,” seemingly inconsequential things, but the memories will stick with all of the students as they move on to their future endeavors.  

The graduation speakers shared the value of these moments and their gratitude for the people that helped them along the way. As the ceremony commenced, the opening speakers Zachery Pan and Murphy welcomed everyone and encouraged them to acknowledge their shared experiences at Andover High School. “These moments, these memories, these faces. None of us got here alone.” said Pan.

Their speech gave time to deliver some truly meaningful thank you’s, “beyond the formalities” as Murphy put it, to the teachers and staff that showed up each day with “patience, support, and dedication.” Furthermore, they recognized that this gratitude is not solely meant for the significant ceremonies. 

“Gratitude is kind of strange. We tend to save it for the big moments. The ceremonies, the stages, the audiences,” said Murphy. 

“But let’s be honest—the people who actually changed your life probably weren’t standing on a stage when they did it,” continued Pan.

They concluded the speech with a request to the graduates to thank those who changed their lives in both the big and small moments, even if it feels unnecessary.

Before graduation, other seniors expressed similar thoughts, like reflecting on the journey that got them to where they are today. 

“To all my teachers: thank you for everything. I would not be here without any single one of you.” said Christopher Reardon.

Thomas Enman advised underclassmen to “just enjoy every little minute you get at AHS.”

Vignesha Jayakumar, class essayist and valedictorian, echoed this same sentiment of appreciation, reinforcing Reardon’s message about the lasting impact of teachers and support systems. “We were galvanized from a community of supportive teachers and staff who didn’t just teach us subjects, they taught us how to think, how to question, how to care,” said Jayakumar.

He also mentioned the importance of one learning from their fellow graduates. “We learned as much from each other in the hallways and the bleachers as we did in the classroom,” he said. 

After Jayakumar, Graduation Committee members Ben Pelt and Kari Belson spoke. First, Pelt announced the Class of 2026’s class gift to AHS. Next, Belson named Scott Armstrong the 2026 Distinguished Citizen (see page 4).

When Principal Jimmy D’Andrea took the stage, he, like all the other speakers, expressed the value of gratitude, a central theme that resonated throughout the ceremony. He began by thanking each group that got each member of the graduating class to where they were standing in the Tsongas Center, about to leave the comfort of being an AHS student and moving onto becoming alumni, highlighting the strong support system and sense of community that defined the graduating class’s journey.

He also encouraged each graduate to “personally reach out and thank those individuals who made a difference in [their] lives,” reinforcing the ceremony’s message of appreciation, reflection, and recognition for the people who helped shape their high school experience.

Interim Superintendent Keith Taverna encouraged graduates to continue to make the community proud with the positive impact they will bring to the world.

To conclude the ceremony, Graduation Committee members Chloe Ahn and Margaret Farabaugh brought everyone together one last time. “Tonight we stand together because of the strong and spirited community we have built,” said Ahn.

Ahn concluded, “As we become graduates of Andover High School, we step into the world with purpose, passion, and pride… Congratulations class of 2026!”

How to Market Yourself to College Coaches

• June 11, 2026

Mo Gearin || STAFF WRITER

As the class of 2026 finalized their future plans, there were many factors influencing their decision, especially for students intending to follow a sport. 

Kerry Cashman, the Assistant Athletic Director, encouraged students to think about academics, campus culture, and whether they would enjoy the school even without their sport when choosing college. 

“You’re a student athlete, but you’re a student first,” Cashman said.

Creating an athletic portfolio can be daunting. One way that Andover High School students have been creating connections is through Next College Student Athlete (NCSA), an online tool used by colleges in the recruitment process where student athletes can track their stats that lets college coaches search through. 

“It gives you a bit of a foot up in communicating with coaches,” said Andover High School senior Hazel Faulkner, who plans to continue rowing at the University of Rhode Island.

According to Cashman, the recruiting process varies based on the sport. In team sports, athletes often gain exposure by attending tournaments as well as college camps where recruiters are present. 

“You want the coaches to be able to see you,” she explained. “The best way for basketball players to do it was to play AAU and go to live period events where coaches were at, and they were specifically recruiting for that sport.

“College coaches see it in a more comprehensive view. I’m looking at the full athlete,” said Cashman when explaining how athletes can leave lasting impressions. “I would look at their body language, how they interact with teammates, coaches, and parents on the sideline. How they respond to mistakes, are they sprinting back on defense, or are they walking and giving up? … Body language is a huge tell.”

For many students, deciding whether to continue a sport in college is personal and uncertain at first. 

“It was kind of a mix of family influence and also where I row. My club rowing team [and] the people around me were doing the college process as well for rowing,” said Faulkner.  

She advised students going into decisions and applications to “[not be] afraid to reach out to coaches…. If you’re really passionate about it, don’t let the stress or the fear of reaching out hold you back.” 

Lucas Souza, a senior football player, described the recruiting process as both stressful and rewarding. “You text the coach, and you’re at all these camps, and you’re hoping colleges reach out,” he said. “[And] when you get the acceptances and offers, it’s the most exciting thing ever.” 

Souza explained that football played a major role in shaping his plans: “[During] my freshman and sophomore years, I honestly didn’t think I was going to go to college; I was either going to go into the military or try to do a trade.” However, his passion for football pushed him toward continuing his education and athletic journey. “I wasn’t ready to hang up the cleats yet,” he said.

Where The Noise Should Be: Girls’ Sports at AHS are Thriving in Performance, but the Crowd hasn’t Caught Up

• June 11, 2026

Arshiaa Prem || STAFF WRITER

At the bottom of the slope, the skiers were met with thunderous applause. 

Skis carved tracks into the snow as racers crossed through the final gates. It was over in mere seconds. Helmets came off, breath condensed into fog, and the noise started before the times were even posted. Teammates pressed right up to the barriers, shouting over one another while waving poles in the air. 

When varsity skier and Andover High School sophomore Rachel Ong crossed the line at an interscholastic race, the crowd was hollering at an intensity she had not heard before. Ong did not even have to look to know how she did. 

“The whole time, everyone was so supportive,” Ong said. “Everyone was cheering, and it just made the experience so much better just knowing that my team is there behind me to support me, and that they’re proud of my achievements.”

Across AHS, girls’ sports are full of moments of hard work, energy, wins, losses, and everything in between. The effort is obvious if you are there to see it, but often, not many people are.

At AHS, the issue is not whether girls’ teams are successful. The issue is how often that success is actually noticed.

“In track, everything is measurable,” said senior track captain Leah Sun. “A fast time is a fast time. It doesn’t matter who runs it. But that doesn’t always mean it [boys and girls] gets the same recognition.”

“When someone asks about sports like basketball or hockey, most people think of [men’s leagues like] the NBA or NHL first,” Sun said. “Women’s leagues like the WNBA aren’t always the first thing people think of—and that difference is very visible.”

According to the National Collegiate Athletic Association (NCAA), “During the 2024-25 academic year—242,341 student-athletes competed across NCAA women’s championship and emerging sports, marking a 14 percent increase over the past decade.”

Co-athletic director and former Division I basketball player Kerry Cashman has witnessed this change firsthand.

“In the last eight years, there’s been a surge,” Cashman said. “With athletes like Caitlin Clark and Angel Reese, it’s been amazing. There is a market for it—people want to watch girls’ sports.”

That momentum, she explained, has begun to “trickle down” into college and high school athletics. But this forward shift is still in motion. 

“It feels a bit like a fight,” Cashman said. “You have to carve out space.”

That unbalanced tension shows up in the stands here at AHS. Despite consistent, high-reaching success, girls teams’ games and high-level championships often draw smaller crowds than their male counterparts.

“I believe we’ve won more championships with our girls’ sports than with our boys,” Cashman said. “And our athletes are incredible… but the fans don’t show it necessarily, which can be disappointing.”

However, this imbalance isn’t always intentional. Some sports, by nature, are harder to follow or access. For senior Hazel Faulkner, a rower committed to the University of Rhode Island whose sport takes place off-campus, spectatorship comes with additional challenges.

“It’s just not as easy to watch,” Faulkner said. “With rowing, we’re moving the entire time… you might only see 10 seconds of a race. And a lot of people don’t really understand the sport.”

Part of the answer might lie in a long-standing tradition. High-volume attendance sports like football and basketball are historically centered around boys’ sports, and have been part of school culture for such a long time, drawing more attention naturally. The momentum often leaves other teams, especially girls’ teams, less supported. 

“It’s almost expected for our girls’ teams to be good,” Cashman said. “Which is a good thing and a bad thing…. It’s like, ‘All right, the girls are always good.’ But we should still show up for them.”

For athletes like Faulkner, seeing her sport on an international stage like the Olympics was both validating and inspiring. Recently, growing interest in women’s sports is apparent, with Americans watching over 46 billion minutes of women’s sports. 

“It makes you think, ‘Maybe that could be me someday,’” Faulkner said.

Ong echoed a similar sentiment upon seeing Lindsey Vonn’s Olympic journey. 

“It was inspiring to see her courage—to know that you can do hard things, and even if it seems impossible, it may not be so far out of reach,” said Ong. 

Even as moments like that inspire athletes to keep pushing, their efforts don’t end when they leave the playing field. For some, their work continues out of sight. 

“There’s a lot behind the scenes [to enter the college level],” Faulkner said. “People don’t see the emails, the phone calls, the ups and downs of recruitment. It’s not just something that happens.”

Yet what keeps her committed has little to do with recognition. Instead, it’s something less material but more immediate.

“I’m not rowing for myself,” she said. “I’m rowing for the entire boat.”

That idea of showing up for other people comes up again and again. It is what gets athletes through practices when they’re tired—through moments where it feels like it is easier to quit than to keep moving forward.

The stands might still be quiet, and the attendance might still be lower than desired. But on the track, in the water, on every type of playing surface, something is happening every single day. 

And sooner or later, more people are going to start noticing.

Marching Band Travels to D.C. for Memorial Day

• June 11, 2026

Avery Slaughter || ONLINE EDITOR

The Andover High School marching band traveled to Washington, D.C. from May 23 to 26 to perform in the National Memorial Day Parade.

In addition to playing in the parade, the marching band participated in other activities such as visiting local museums, watching the National Symphony Orchestra perform, and visiting historical locations scattered throughout D.C. The trip was the first in the history of AHS’s marching band.

“We were approached by parade organizers because it’s the 250th [birthday] of the country,” band director Jeffrey Kuchan said. “They were trying desperately to make sure that every state was represented in this parade.”

Though this is the first year the marching band traveled to play in celebration of Memorial Day, it has routinely participated in similar events around Andover to observe the holiday. For example, in previous years, trumpeters played at local cemeteries in the morning and the full marching band performed in the Andover Memorial Day Parade.

To Kuchan, participating in Memorial Day festivities—whether it be the parade downtown or in D.C.—is a way of giving back to the community. Moreover, this trip was an exciting opportunity for students to experience the capital and learn more about Memorial Day while representing Andover on a national stage.

“I’m excited to just watch the students experience [D.C.] for the first time and go make memories, whether those memories are on the bus or in the parade or at the museum,” Kuchan said prior to the trip.

“It was a really great experience because we got to represent Andover High School, and we had a lot of fun playing music too,” sophomore Sahithya Srinath said. “I hope we get to do it again.”

Students left Saturday morning and returned late Tuesday evening, totalling 16 hours on the road. Despite the long hours of travel, sophomore Agrima Biswas maintained that it was well worth it.

For seniors, it was an exciting final performance with AHS’s marching band.

“This was a very memorable trip. It’s important to acknowledge all of the history, and I’m so grateful we got to perform in front of such a large audience,” said senior Milena Tiernan.

Class of 2026 Reveals Gift

• June 11, 2026

Kendall Murphy || STAFF WRITER

During graduation, the class of 2026 gift to the school was announced: a window graphic to be applied to the windows above the main lobby.

The graphic will feature an eagle surrounded by the AHS colors of blue, gold, and white and will be visible from afar.

The decision and presentation of the class gift was spear-headed by the 2026 Graduation Committee. “The Graduation Committee leads the pledge, opens the graduation, presents the class gift and distinguished citizen, and closes the graduation,” explained senior graduation committee member Kari Belson. Throughout the year, they worked to plan a memorable graduation for the AHS seniors. 

The importance of the class gift is not lost on students or the faculty involved in the decision making. The idea has already been approved by Principal Jimmy D’Andrea.

“I think it’s about leaving behind that legacy,” said senior and Graduation Committee member Ben Pelt. “The fact that our class is just a really strong group of people and making it known that we were here and that we want to leave behind something great so that the future of Andover High School can be stronger. I think what we’re doing with our class gift definitely accomplishes that.”

Assistant Principal and overseer of the Graduation Committee Alicia Linsey echoed this sentiment. “I think to Andover students, they recognize the importance of giving to their community. And so it’s been a long tradition that the senior class always gives something back to the high school upon leaving the high school,” she said.

However, coming to the decision of the class gift was not without difficulty. Pelt explained that being financially mindful while still creating an impactful class gift is one of the greatest challenges he faced during the brainstorming process. 

Getting permission for the gift also has been a challenge in the past. Last year’s class gift was flags meant to line the entrance driveway of the school, but the process hit a bit of a road-block.

“We need committee approval from a local town agency in order to put something outside. So we’ve hit a barrier there that we need to gain approval from an outside committee,” explained Linsey.

The aim of this year’s gift was to create something that instills a sense of pride in AHS students and anybody who drops by.
“The front entrance is arguably the most important part of the entire building because it’s the first impression that any visitor might have on Andover High, and this project aims to make it stand out a bit more,” concluded Pelt.

A Love Letter

• June 11, 2026

Saarvi Deshwal || EXECUTIVE EDITOR

Dear ANDOVERVIEW,

There are definitely easier ways to spend every Monday evening than sitting in room 224 typing 700 words and fighting with Adobe InDesign. But that was the life I chose, for four years straight. And I’d choose it again in a heartbeat.

I adored your rhythm. People slowly filing into the room after school, pushing desks together into pods. Conversation topics drifted from actual newspaper to whatever was served for lunch, and there was usually someone frantically typing up a draft they forgot was due. You were always a place where I could put my overdue homework behind me and find sanctuary among the laughter and aggressive typing. 

I loved the chaos, too. The group chat between Isabella, Tommy, and me that inevitably blew up before each issue went to press. Staying up late nights, texting each other with questions about why our InDesign hates us, and stressing together about people not submitting things on time was unexpectedly fun (after it ended). There was sometimes a moment when I thought an issue would never see the light of day. But, of course, it would come together wonderfully in the end. The chaos was never limited to text chains, unfortunately. There were many H-Blocks spent chasing down sources that apparently didn’t know the password to their Outlooks. Or trying to catch up on the news before our weekly news quiz only to get crushed by whatever team the sophomores were on.

I loved stories that demanded more from me. I spent a week harassing the Cambridge Police Department to get a quote for an article about missing exchange students. I wasn’t sure it would amount to anything, but it turned out to be one of the pieces I’m most proud of. Newspaper taught me a lot about trying your hardest even when you’re not sure it’ll work out.

I’ll never forget the moments outside of room 224, too. The NESPA conference at Boston University, where a fellow staff writer (will not be name dropping) managed to spill take-out from our lunch everywhere in her bag. Everywhere, on everything. The presenter was giving a lecture on being more eco-conscious, while we shoved rolls of paper towels into her bag in a futile attempt to mask the smell of chicken soup. I’ll never forget the looks we got.

I have always admired Mr. Aubrey. He has always made me feel like I’m capable of more than I think I am, which meant a lot to the nervous freshman who walked into Andover High School four years ago. I’ll miss his underrated humor and ability to make each story I write feel impactful.

And I especially loved each and every staff writer I have had the privilege of meeting. The ones who always managed to brighten up the room, even on a cold Monday evening in January. The ones who never hesitated to lend a helping hand, and the ones who always had a story idea in mind. Getting to know all of you, even just a little, was one of the best gifts I got from ANDOVERVIEW.

Looking back, all of my favorite moments were the ones that were never published. Years from now, I probably won’t remember every article I wrote. What I will remember is the soup, the late-night texts. The ridiculous drawings on the whiteboards, the conversations we had sprawled on the bean bag chairs when we were supposed to be editing. 

The most important thing you’ve taught me, in the end, is true beyond newspaper, beyond room 224, and beyond high school. We spend so much of our time chasing the finished version of things, the final draft, the polished print exactly how we imagined it. But the best parts have always been the moments in between. So whatever room you find yourself in next, pay attention to those moments. They go faster than you think, and they matter so much more than they look like they do.

Thank you for four incredible years. Thank you for the chaos, the people, the stories, and the memories. I’ll miss you all. 

With love,

Saarvi

We Can All Be Journalists

• June 11, 2026

Isabella Yan || EXECUTIVE EDITOR

Creeping through the back of the Andover High School cafeteria, I found myself standing in a dimly lit corridor facing a row of offices I never knew existed. It was after school hours, and I felt completely out of place. I was seeing a side of the kitchen––the industrial-sized equipment and scribbles of shipment schedule notes and lunch planning outlines––that I felt I wasn’t meant to see. 

I was out of place, yet it felt so natural.

Before ANDOVERVIEW, my prevailing impression of journalists was like something you’d see at a White House Press Conference, where dozens of news reporters cram into a single space and yell over each other for the chance to throw a question at the President or Press Secretary.

Of course, at ANDOVERVIEW, we are not chasing high-profile stories. So after joining the newspaper, I quickly dispelled this impression of mine.

As I entered Ms. Pirog’s office, she greeted me with a smile and invited me to her desk. In the next half hour, I’d come to learn that there was so much more involved in lunch planning than I had ever realized, including aligning the menu to the town’s changing demographics and adapting it in response to federal funding and budgeting constraints. 

This feeling of being out of place has characterized much of my past three years at ANDOVERVIEW and is something that I’ve grown to find comfort within. When you feel out of place, you are constantly exploring uncharted waters.

While I’ve written many stories at ANDOVERVIEW, I could tell you the most about the story I wrote about a teacher’s health journey, or the student whose family has been impacted by federal immigration enforcement, or, of course, the complex decisions behind lunch planning. The conversations and connections built with Ms. Pirog and the people in those stories are what make them personally remarkable. The ones that require more sensitivity than the rest, a little more care, and a genuine desire to make sense of a differing experience––those are the stories that stick with me.

Like many of you, as I go off to college next year, I’m not exactly sure where I want to go in life yet. I do know that though I won’t be a news reporter, I will continue to be a journalist.

As I’ve come to learn, being a journalist is not entirely about familiarizing yourself with the “5 W’s,” the Who, What, When, Where, and Why, like we were taught about on day 1 of Newspaper Production. Journalism is also seeing the value in a thank-you email from Ms. Pirog or a letter to the editor from a student criticizing a political opinion we published. It is seen in conversations overheard in the AHS hallway about our special issue on AI. 

Being a journalist is advocating for others, sparking conversations, staying curious and informed about the world, and not leading with assumptions. It is feeling out of place and finding yourself in the back of the high school kitchen––where you don’t belong––in order to learn about an experience different from your own. It is humanizing a perspective and making others realize the validity and merit of their story.

As we graduate and are set free into a world marked by uncertainty and disconnection, we may find ourselves so focused on our own paths. Still, it is important to remember the things that we can do for others. Being a journalist is not just a career pathway or a class you select during course selection. It is also a person you choose to be. And being a journalist is something we can all do and strive to be.

So thank you, ANDOVERVIEW, for teaching me how to be the best journalist I could be.

New Display Pops Up in Front of Room 200

• June 11, 2026

Duru Tanriverdi || STAFF WRITER

A new digital display has recently appeared in front of room 200, right above the stairs leading to and from the main lobby, drawing students’ attention as it cycles through college and career-related content. The screen is designed to function as a modern version of a hallway bulletin board, presenting scheduled digital content.

This new piece of technology is a six-foot tall display and it highlights higher-education and career paths. It shares deadlines, scholarships, financial aid, and more. To set it up, there was no IT support needed, and there are no cameras or microphones and no maintenance involved.

The schools’ 6-12 Guidance and Student Supports Coordinator, Aixa Hilario de Kelley, who ordered this display, talked about the decision and details. “Think of it as a modern version of a hallway bulletin board; content is displayed digitally, updated regularly, and scheduled in advance,” she explained.

The display is provided through a program called OnDeck, which offers digital bulletin boards to schools at no cost. This means Andover High School did not use any school resources to add this new display. 

Schools receive one message slot per day for their own announcements, while the remaining content is filled by partner colleges and universities. These partnerships are what fund the screens, allowing schools to use them without paying for the installation or maintenance.

Students’ reactions have been mixed since the display first appeared. “When I first saw [the display], it caught my attention,”  freshman Ella Davis said.

“I thought it was an interesting idea,” said Katherine Nicoll, a junior.

Meanwhile others said that the display might be useful in the future, because it provides information about colleges and what colleges ask for. “I’ll probably look at it when I’ve forgotten a detail about something I already know about, like the timing of an event,” said Grant Gaden, a junior.

The digital display reflects a growing trend in schools using technology to share information in more dynamic ways. As the system continues to run, school staff may adjust the type of content shown based on student engagement and feedback.

New AP Business Class to Come to AHS

• June 11, 2026

Christina Saad || ONLINE EDITOR

Advanced Placement (AP) Business with Personal Finance is a new course coming to Andover High School in the 2026-2027 school year.

It is open to seniors and has a prerequisite of at least one full credit of digital learning.

AP Business with Personal Finance is an introductory course aimed at exploring business disciplines such as entrepreneurship, marketing, finance, and accounting. Students will engage in these disciplines through real-word application, case studies, and project-based learning.

Projects that students will be engaged in include the Business Canvas Project, which will allow students to perform tasks such as product development, customer research, marketing, and preparing financial reports. Additionally, the Financial Advisor Project will require students to act as a financial consultant to a fictional household, giving recommendations on budget control and financial planning.

“Elements of the project will include home buying, planning for retirement, and discretionary budgeting choices,” said future AP Business with Personal Finance teacher Ashley Kinsman.

According to Kinsman, many AHS students plan to take business courses in college and wish for a higher level of business education beyond the foundational business courses currently offered.

“This class will help students by building confidence in managing money, making real-world connections, expanding their knowledge of business concepts, and encouraging critical thinking & decision-making skills,” said Kinsman.