Springing Forward Time: AHS Speaks on Daylight Savings

By Melody Tang
ONLINE EDITOR

March 12, the day our clocks jump forward an hour, occurred just over a week ago. However, a bill approved last year by the U.S. Senate but still awaiting action in the House of Representatives would change this ongoing tradition into past tense. Daylight savings has sparked its fair share of conversation after the possibility of its discontinuation was first announced. To gauge the beliefs held at Andover High School, we sought out staff and students to see how they were feeling.

The idea of daylight savings time (DST) was first implemented as a means of energy conservation: “springing” forward time in the summer would delay sunset by an hour, giving more light and warmth and thus conserving the usage of artificial energy like lighting and heating. 

Now, many are arguing for the permanent implementation of DST.

The Sunshine Protection Act was unanimously passed a year ago by the Senate, which would have “[made] daylight saving time the new, permanent standard time, effective November 5, 2023.” The House version of the bill, however, was never introduced before the conclusion of the 117th Congress on January 3, 2023. 

Whether it be a vehement belief or slight nuisance, many dislike the two time skips that occur annually. A representative from congressman Seth Moulton’s office stated that “switching between the two times can throw off our bodies’ circadian rhythm, harming both our mental and physical health.” Junior Christina Ilie echoed the statement, stating that she would get rid of the time switches completely if given the chance. “[When] it becomes dark earlier… my internal clock is thrown off,” Ilie remarked. 

Some students dislike daylight savings for other reasons. Isabella Falco, a junior, mentions that daylight savings can disrupt calls she has with family members living abroad. “When you talk to family abroad and they live really far away, the difference in the difference of time zones makes it harder to find times that work for both parties to be able to talk and connect,” stated Falco. When time zones are already varied between regions, the addition of daylight savings times can make it more difficult to navigate international and even domestic communication throughout the year. 

Further, travel becomes increasingly difficult when time zones are constantly fluctuating. “Time zones are already confusing enough and especially since so many more people travel internationally these days,” mentioned Falco. “It can be a hassle.”

While some cannot find validity in the time switch, others see reasoning behind the custom. Science teacher Daniel Donovan mentioned that when extending daylight by an hour in the summer, it must be taken into account that daylight also starts an hour later in the morning. This could pose a threat to those who commute to work or school, as accidents happen more-frequently in the dark. “People have to commute to work and children have to go to school,” said Donovan. He added that “some kids could be going when it’s not even dawn yet… [which is] dangerous.” 

ILLUSTRATION / Melody Tang

However, Donovan sympathized with those who are against the time skips, adding that “[time switches are] a bit of a pain, [and] it does take… a few days to adjust.” As a remedy, he suggested implementing a permanent time change that accommodates both sides by pushing the normal time forward 30 minutes. That way, the sun can set half an hour later while also allowing commuters more sunlight in the early morning. 

Despite continuing arguments, the possibility of another law regarding daylight savings being passed continues to remain uncertain. However, both sides maintain strong rationale, with Moulton’s office stating that “there is legitimate debate amongst experts over which is better.”

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NEASC Visit Highlights AHS Goals
  • April 3, 2026

Anushka Dole || ONLINE EDITOR

Andover High School hosted a re-accreditation visit from the New England Association of Schools and Colleges (NEASC) from March 16-18, as part of a decennial review process designed to evaluate how well AHS supports student learning and identify areas of improvement. 

According to Assistant Principal Alicia Linsey, the process started during the 2023-2024 school year with a visit from the Collaborative Conference team, a group of visiting educators from across the New England area. In preparation for the visit, a team of AHS faculty members and administrators was formed.

“We picked out priority areas and presented those to this visiting NEASC committee … and they agreed with [our priority areas],” said biology teacher Lindsey L’Ecuyer, the AHS committee’s science department representative. 

There were five priority areas that AHS pledged to work on starting in the 2023-2024 school year: developing the Vision of a Graduate, implementing consistent curricula throughout all departments, vertical/horizontal alignment across departments and throughout grades, promotion of school pride, and building infrastructure. 

The Vision of a Graduate outlines the skills and values that the school hopes to instill in every student by the time they graduate. 

Vertical alignment refers to improving coordination between teachers across grade levels to ensure student skills build progressively, while horizontal alignment emphasizes greater collaboration between teachers across departments. 

“[The committee is] working on … finding time in the school day for teachers to collaborate more,” L’Ecuyer said, adding that AHS has begun standardizing curricula to support this effort.  

“There are committees in the school that have been working on documenting curriculum in a consistent format for our core classes … freshman English, for example, [and] biology,” L’Ecuyer said. 

Linsey mentioned that students and parents also play a role in the accreditation process. A team of visiting evaluators—distinct from the Collaborative Conference team—conduct interviews to gather student perspectives on the school climate and learning experiences. 

Although the committee leads the reflection process, administrators are then responsible for implementing action plans based on their findings. In accordance with these plans, faculty members must provide evidence of integration of the district goals.

L’Ecuyer emphasized that NEASC accreditation is more about reflecting on and improving school processes than it is about recognition.

“It’s less of a badge as it is opening yourself up to reflecting on and documenting what you do well and what it’s like setting goals for your school,” L’Ecuyer said.

Beyond internal reflection and planning, the “badge” that the reaccreditation process provides does carry additional, tangible benefits for students. It reassures families and colleges that AHS maintains a rigorous academic program, and that it’s constantly working towards improving learning.

“My understanding is that colleges know Andover High School—they know what our programs are like,” L’Ecuyer said. “[Because] of [accreditation] … they know the kinds of students that graduate from here, and what skills that [they] have.”

Accreditation also plays a role in the school’s ability to receive funding.

“NEASC accreditation is required for eligibility to receive some private, state, and federal grants, loans, and other federal funds,” Linsey noted in an email.

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AHS Students Intern at Addison Art Gallery 
  • April 3, 2026

Janaesa Macasaet || ARTS EDITOR

Andover High School students plan public events, research, and explain the history of artwork at the Addison Gallery of American Art as part of the Addison Community Ambassador Internship throughout the school year. 

The program is available to Andover High, Philips Academy, and Lawrence High students, and runs from the beginning of the school year through May, meeting weekly for two hours. Those interested applied through an online form and completed a brief interview. 

“Working in a professional art space has been different from my past experiences,” said junior Vivienne Tran. “I haven’t really ever gone to art galleries the way I do now and I think it’s really eye-opening.”

Interns design interactive programming based on exhibits, create artmaking workshops, or host Pop Up Talks, which are impromptu presentations explaining the creative process behind pieces. 

Junior Qiqi Wang said the hands-on aspects of the program sets it apart. “You’re actually making events that come to life,” Wang said. “But one challenge is communicating with your peers—you have to be a good group person.”

Interns not only work with fellow students but also with gallery staff, and learn to compromise, develop ideas with more intention, and articulate their thoughts. 

“We can’t always get our way with our ideas, but it’s part of the process, so it’s okay,” Tran said, adding that she also learned to be patient. 

Tran discovered the internship through photography teacher Erica Frisk, who encouraged her to apply. Wang, on the other hand, discovered the internship through National Art Honors Society. Although the two have previous art experience, their other skills and experiences, especially critical thinking, seem to have prepared them more. 

“AP classes prepared me because you need to see things for more than what they are,” said Wang. “An artwork’s message is usually more than what just appears on the canvas.”

Although neither student plans on pursuing an art-focused career, both have felt growth through the internship. Tran described the internship as a good way to develop hands-on skills that she may not attain in typical classes, and form new friendships with other interns. 

Program applications will re-open in the fall, and AHS students may again apply, no matter their skill level. “Be very open minded because [the program is] different to what it may seem like,” Tran said. “You don’t have to be necessarily artsy or an artist to be in this, you just have to be a thinker.”

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