Town Meeting Votes on New AHS Building

By Julia Rodenberger, Anushka Dole, and Vismay Ravikumar
STAFF WRITERS

ANDOVER – Nearly 1,900 Andover residents voted on the future of the AHS building at the special town meeting on November 20, electing to renovate the existing building rather than construct a new one.

Attendees gathered in the crowded AHS Field House for 3.5 hours to address the seven articles on the ballot. Article 7 was the article concerning the future of the AHS building. It contained two distinct proposals, entitled 7A and 7B. Article 7A proposed allocating $1.3 million from Andover’s free cash reserves to purchase services for the schematic design of the proposed new $451.5 million building. Article 7B would approve a $500,000 study that explores interim upgrades for the existing building until the town has the financial means to fund a new school.

After an hour of fiery debate, of the 1860 participating voters, only 395 voted “Yes” on Article 7A, with 1,404 voting “No” and 61 abstaining. Article 7B passed through a hand vote; the exact voter count is unknown due to a technical issue regarding the electronic voting system.

Town Moderator Sheila Doherty addressed voters before opening the discussion for Article 7.  “People are very, very charged on this on different sides,” she said.

An Andover resident at the “CON” mic questioned the necessity of the $451.5 million proposal, referencing the inclusion of $3 million artificial turf fields. “This design is excessive in ways the project team hasn’t sufficiently justified,” she stated. “The project team should be able to explain and justify the design, especially when that design can cost the average taxpayer an additional $2,000+ per year.” 

STAFF PHOTO / Julia Rodenberger
Adults of Andover vote on a new AHS building.

Mary Robb, an AHS history teacher, emphasized the need for responsible spending in the current high school building. “We do not need the Taj Mahal,” she said. “There have been numerous times that I’ve received equipment that I didn’t ask for, that I don’t use, and that actually takes up space in an already limited classroom… When somebody gives you a smart board, and they place it right over your whiteboard that you use every day, and then they say, oh, don’t write on that, they’ve taken up the majority of our teaching space.”

Nonetheless, Robbs expressed support for a new school building. “It’s really frustrating trying to do your job and give your students the best things you can when you don’t have the basics that you need to do that.”

Christopher Shepley, a senior at AHS running for school committee this coming election, spoke at the “CON” mic. “There are issues [with the building] for sure, but the outcome that we need starts at the top. It starts at leadership,” he stated. 

Attendees debated whether the new school building was intended to benefit students or raise property values in a town with some of the most expensive real estate in the Merrimack Valley. A speaker for the financial committee noted that “Andover has both the most expensive school proposal and zero state grants, which means that Andover taxpayers would pay for the entire cost of construction.” 

In response, Andover resident Andrea Desonier spoke of how her high school was renovated during her junior and senior years. Desonier claimed it was merely a “change of scenery” and that the plan for the new school building is “not just about the student’s education, but perhaps more about property values.” Desonier pointed out the importance of teachers and staff and called for investment into educational programs for art, math, reading, and other subjects; she was met with applause from the audience.

Andover resident Claire Piesza spoke out against article 7B. Piesza pointed out that multiple other avenues have been explored but have failed to address the physical and educational deficiencies of the current Andover High School building for under $100 million. Piesza claimed that “[Article 7B] will get us nothing more than temporary trailers in a parking lot,” and called for the town to stop delaying the construction of a new building.

This special town meeting arrived less than a week after Andover Education Association members went on strike, prompting schools to close for three days. Following days of tense negotiation, the AEA reached an agreement with the School Committee to raise teacher salaries by 15.5% over four years for cost-of-living adjustments and IAs’ salaries by 34% over that same period to provide them with a living wage, among other demands.

Article 3, which proposed that health care premiums should be divided equally for retired and active town employees, failed 1,508-359 in an electronic vote, with 69 abstaining. Holly Currier, an instructional assistant at Andover High, voiced her support for the unpopular article, stating that “despite many of our actively working IAs now approaching a living wage, our retired IAs are facing relative poverty.”

Other notable articles included Article 1, which asked whether voters favored or opposed keeping open town meetings. The article called into question the logistics and structure of open town meetings as Andover’s principal form of legislation in a town of 36,569 residents as of the 2020 census, seeking to explore alternatives such as representative town meetings. The vast majority of the 351 Massachusetts towns retain open town meetings. 

Many voters assumed that the article was a ballot question when, in actuality, the vote was to decide whether the question should be added to the ballot of the next town meeting and would serve only as an advisory vote. Town officials have stated that the Town Governance Study Committee settled the issue last year, which recommended that Andover retain open town meetings. Voters decided to keep it off the ballot in a 1,181-692 electronic vote with 32 abstentions. 

Article 2, which proposed a limit on the annual property tax increase for Andover residents over 65 at 2.5 percent, failed 1,433-479 in an electronic vote. Even if voters approved the article, it wouldn’t have affected change because it would be preempted by the state of Massachusetts; the adoption of a fixed tax limit is not legal.

Yellow signs dotted front lawns across Andover last year, advocating for a 25 MPH speed limit in thickly settled districts townwide. This measure passed, and Article 5 sought to extend this speed limit to several major roads, including Chandler Road, Dascomb Road, Harold Parker Road, Jenkins Road, Lovejoy Road, North Street, River Road, and portions of Main Street. Town residents voted overwhelmingly against this measure, with an electronic vote of 1,508-359, with 69 abstaining.

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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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