Vending Machine Thefts Decrease

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February 14, 2022
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Jacqueline Zhu

COPY EDITOR

The introduction of personal identification numbers (PINs) for the vending machines has triggered a rash of PIN thefts, prompting administrators to issue warnings against vending machine theft.

The issue of students stealing others’ PINs began in early fall, after the vending machines were put online. Offending students would take pictures or videos of other students putting their PINs in, and then use the PINs for themselves and their friends. Students who have had their PINs compromised would have to obtain a new PIN, a 30- to 40-minute process that involves the administration and cafeteria workers transferring the student’s funds to a new account.

Gail Koutroubas, Director of Food Services at Andover High School, explained that despite having PINs consisting of a five-digit number and a four-digit number to maximize security, some students are still able to copy down others’ PINs. “We didn’t think that kids would be videotaping other students putting their numbers in and then sharing it,” she said.

Andover High School has had the vending machines with codes for four years, said Koutroubas, but vending machine theft has never been an issue until this year. “We very rarely had an issue: kids were very respectful of each other,” she stated. “But, for whatever reason, this group of kids didn’t realize the severity of what they were doing. They’re stealing money, and a lot of money in some cases.”

The general consensus among students is that stealing others’ PINs is unacceptable. “You should not be using other people’s PINs to buy stuff,” said junior Nathan Chu. “That’s like using someone else’s credit card to make your own payments. If you really want something from the machine but either don’t have enough money or don’t have a PIN, then all you need to do is ask your friend to buy something for you.”

STAFF PHOTO / Jacqueline Zhu
Juliet Herrick, a junior, enters her PIN into one of the vending machines

Some students are not sure if sharing PINs amongst friends is as significant an issue. “I think that while sharing your PIN so your friend can get a snack is considerate, lots of people are abusing this power and causing problems in the long run,” said Madelyn Blanchette, a junior.

“In my mind, sharing PINs is okay as long as it’s mutual,” stated freshman Gavin Cleary, “but if it is not or if it’s stealing PINs, then it is not okay.”

Koutroubas explained that students sharing their PINs with friends is also inappropriate. “When we assign you the PIN, there’s a letter that says ‘Do not share your PIN’. That’s like your mom or dad sharing their PIN to their bank account.”

Several students suggest that offending students’ PINs be deactivated as a countermeasure against PIN theft. “I think if sharing a PIN is becoming an issue, a suspension of the PIN could work,” said Blanchette.

Sophomore Megan Zhang agrees. “I think appropriate consequences for those who share their PIN numbers is to have their PIN deactivated for a certain amount of time, such as two or three weeks,” she said.

Zhang believes a possible solution would be to use biometric technology instead of codes. “Having everyone’s finger (of their choice) to be used for scanners marked/identified and then using those for the ‘codes’ would make sure that it is the correct person using the account,” she explained.

Koutroubas’ idea is similar, only students’ ID cards would be scanned instead of their fingers. “We really would love for students to carry their IDs and be able to scan everything,” she said. “It would eliminate lines, and it would eliminate theft. I think that it would be a little more secure, unless you lose your ID or something. Until there’s enforcement from the administration on carrying IDs, we’re just left with the PINs.”

Since holiday break, there has been a decrease in vending machine theft. “There was a decrease right after the students that compromised the numbers were punished,” stated Koutroubas. “As soon as we found out who they were through the cameras, it stopped.”

Koutroubas’ ultimate advice to students is to not share their PINs. “Be conscious of who’s around you when you’re putting your PIN in. Make sure there’s no kids videotaping you,” she said.

Andoverview

Articles

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.

Pink Floyd’s Atom Heart Mother Poor On Release, Rich in the Present

April 3, 2026

Michael A. Catino || CORRESPONDENT

You might look at this album and think there is nothing special about it. What’s so innovative about a cow’s photograph plastered on a cover? But once you look past this spotted bovine, you’ll be enthralled and entertained by its genius mix of sound and music. The name of this unique album is Atom Heart Mother by the Floyd that is Pink, simply known as “Pink Floyd.”

Two songs come to mind that truly represent the nature of the progressive rock band’s predecessor to the “dark side of the mooooon.” Let’s begin with the relaxed and free spirited “Summer ‘68.” When you first lend your ears to this particular song, there is a moment reminiscent of a movie character running and frolicking through a field: free from the burdens of life. Starting off with its slow piano, strumming of the guitar, and the simple question “How do you feel?”.

Now let’s listen to the second and more outlandish song, “Alan’s Psychedelic Breakfast.” This 12-minute instrumental puts you in a state of mind akin to waking up in your home or a grand hotel enjoying a well-prepared meal. Emphasis given by its long piano solos and use of real-life sounds of people talking and sizzling bacon. I celebrate this album for the achievements it’s made in taking Pink Floyd into new fields away from their usual bass, drums, and electric guitars, as well as creating touching, realistic lyrics ubiquitous in the band’s future work.

But like all great things, there are some moments that can feel a little lackluster. Like the album’s opening song of the same name, Atom Heart Mother. It seems to drag on with a random assortment of sounds that make you wish the song to end. Sounds in this instrumental include trumpets, synthesized keyboards, a choir, and warped organ pipes. It also doesn’t work in its favor that the track is over 23 minutes long, and maybe if it were cut down to half its run time, it would align better with its neighboring melodies.

All in all, what I have mentioned to you is only half of what gives Atom Heart Mother its majestic tone. The other half is up to your interpretation.

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Vending Machine Thefts Decrease

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