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Graduating seniors call attention to higher ed barriers
Shanaya Duprey
Jun 10, 2026
As the school year comes to a close, Housatonic Valley Regional High School seniors are beginning an uncharted part of their lives. With many pursuing higher education at universities, the cost of continuing school has prompted some students to voice concerns about access to continuing education.
Meadow Moerschell, a junior at HVRHS, said she sees value in a university education. “I do feel that pursuing a college education is worth the challenges since it is such a valuable experience, both socially and academically,” Moerschell said. “College seems like a time to grow, learn, and meet new people in a safer environment than the real world, while still having a lot of independence.” Other students, such as graduating senior Mollie Ford, voiced conflicted feelings on college spurred by apparent barriers to access. “I have mixed feelings about college,” Ford said. “It’s obviously a business, but I also think that it’s hard to be successful without a degree.” Ford will be going into Fordham University’s Class of 2030 in the fall.
Despite the barriers, she also advocates for a college education. “I think it’s necessary, I think kids should seek it out,” Ford said.
While the views around college’s value vary, Housy students generally view university education as inaccessible. “I don’t think higher education is accessible, I think it’s wildly expensive,” Ford said.
It’s not only the costs of the school that are of concern. Students drew attention to pre-college standardized testing and how more affluent families can often spend more to give their students an advantage in applications. “When someone has more money they have a huge advantage in higher education, since they’d be able to take the SAT as many times as they want, pay for study courses, travel to visit schools, pay application fees, and so many more factors that give kids a leg up in the college process,” Moerschell said.
Rachel Matsudaira, HVRHS’s scholarship coordinator, has a more optimistic and hopeful outlook. “In a merit-based educational system, one’s hard work determines one’s outcomes,” Matsudaira said. “In America, public school is free, and access to college is still based on merit. If a student works hard during the free education years, they will be able to earn scholarships and attend college if they so choose.”
Ford believes that there is a certain group at a significant disadvantage when it comes to college costs. “The most disadvantaged group I’d say are average middle class people. When you’re thinking about finances, they’re overlooked when you think about scholarships or FAFSA. You have to be really wealthy or really below the line.”
As a high school, HVRHS provides various support systems for students going into college. The perceived success of these support systems varies. “I think that HVRHS works hard to support its students in the college search through the CCRC, college fairs, advice panels, and yearly meetings with counselors,” Moerschoell said. “However, with only about half or something of the Housy population going to college, there’s only so much that they’re going to be able to do for the kids considering college after school.”
The school’s counseling office was highlighted as an adequate resource. “Our supports are extremely personalized, with one-on-one assistance throughout the process,” Matsudaira said. “Our school counselors meet 1-on-1 with every student at least once a year to check in and access student goals. Additionally, students can make appointments to meet with their counselors whenever they need, throughout their 4 years here.”
When compared to other schools, however, some believe that HVRHS could provide more support. “Other schools like private schools in the area have a college advisor per ten students, the difference in ratio is kind of shocking,” Ford said. “I think that Housy does support students seeking higher education, but I don’t think there’s a big enough support system, like Mrs. Terni shouldn’t be the only college counselor.”
With HVRHS being such a small school, there are advantages and disadvantages beyond the support systems that impact students. Matsudaira said the school’s small, rural status actually helps students stand out in applications. “In our merit-based education system, a student who shows rigor from a small rural high school that doesn’t offer SAT prep courses and doesn’t have much classroom competition–that student will stand out to college admission teams,” she said.
Ford also credited the high school’s extracurricular programs. “It is easy to find niche opportunities, like niche internship opportunities or summer programs,” Ford said. “We have a lot of things that you can do that make your application stronger.”
With advantages comes the downside of coming from a small high school. A key issue, Ford said, is what she describes as a lack of specific guidance.
“There’s not enough teachers here telling kids what to do and how to do it correctly,” she said. “Kids at Hotchkiss or at Berkshire have adults telling them you should do these activities, it’ll make it [college application] stronger, but we don’t have that. We’re kind of doing it by ourselves.”
Finances are a major stressor for students pursuing college, but there are social challenges as well. “The biggest stressor is that college culture has become really intense,” Ford said. “A lot of kids are more worried about the name of their school or the vibe of their school more than actually receiving an education in college.”
Matsudaira offered advice to parents and students that she hopes can alleviate some stress.
“Make sure you have examined the cost vs. value equation for yourself and your family,” Matsudaira said. “Make sure the college is a good fit for you. Do not go into any debt to pay for college.”
Ford suggests that students “Apply to as many schools as you can, and as many Connecticut schools as you can. The admissions process is so competitive, and like everyone is applying to college, and it’s so expensive, so you have to have options in Connecticut.”
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Spring sport captains reflect on sportsmanship and teamwork
Mia Dirocco
Jun 10, 2026
Silas Tripp crosses the finish line at a track meet.
Daniel Chiarenza
As spring sports face their endings, senior captains prepare for the end of their sports careers at Housatonic. Each took on their roles as mentors and leaders for their teammates, and brought Housatonic sports to the end of a highly successful spring season.
Senior Wes Allyn has been one of the three Housatonic baseball captains this season. The team which made it all the way to states this year on June 1, has had an 8-12 record this season. This year, Housatonic baseball will be saying goodbye to seven seniors: Owen Riemer, Hunter Conklin, Tyler Roberts, Anthony Foley, Nick Crodelle, Abram Kirshner, and Wesley Allyn.
Allyn described his role as a senior captain as “A little bit different than being a captain for other sports. The main responsibilities I had were setting a good example and making sure things got done, like bringing equipment up for away games or picking up after home games and practice.”
For many seniors on the team, this goodbye will be a difficult one. “I will miss the culture me and the other seniors created in our four years here,” said Allyn. “We transformed our team from being just a team to more of a family.”
Housatonic runners get set for a long-distance race.Daniel Chiarenza
Senior Silas Tripp has participated in track for all of his four years at Housatonic, and has committed to run track and cross country at University of Hartford next year. “For us captains we really just aim to serve as a role model for the younger athletes on our team, whether that’s providing encouragement during practice or just remaining a positive attitude during a hard workout,” he said. “These make all the difference for our team chemistry.”
Captains, especially seniors, are highly responsible for the team’s environment and players’ experience. While it can be difficult at times, Tripp has greatly enjoyed his time as a track and field captain. “It’s hardest just knowing it’s my last high school sports season, but it’s been a really amazing season and I can’t complain about any of it,” he said.This season, track and field will be saying goodbye to seniors Olivia Brooks, Ava Segalla, Katie Crane, Hannah Johnson, Maddy Johnson, Joseph Villa, Anthony Labbadia, Peter Austin, Cohen Ceccinato, Cole Simonds, Simon Markow, and Silas Tripp.
“Everyone on the team is very close and it really does feel like another family that supports you,” said Tripp.
HVRHS senior Olivia Brooks, right, runs long distance races for the track and field team and participated in cross country running in the fall.Daniel Chiarenza
Housatonic Girl’s Tennis has senior Victoria Brooks, her final year as captain of the girls’ tennis team has not been an easy one. Recovering from a severe wrist injury during her basketball season, Brooks began the season being unable to practice at all, missing the first two matches. After recovering from her injury, Brooks went on to become a Berkshire League Tournament all-star and semi-finalist this season.
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‘Project Graduation’ returns to offer venue for drug-free fun
Anna Gillette
Jun 10, 2026
File photo
A years-long tradition is returning to Housatonic Valley Regional High School, aiming to provide a safe and fun environment for seniors to celebrate their graduation.
The annual event, called Project Graduation, takes place after seniors receive their diplomas on June 19. HVRHS Assistant Principal Steven Schibi promoted the event as a drug and alcohol free alternative to private parties outside of school grounds.
“It’s just to give our seniors one last fun moment with each other that is free of alcohol or drugs,” Schibi said. “We just want a dry, fun place to be, with food and games for the seniors.” The night starts at 10 p.m. “That way kids can go home or go out to eat with family if they want,” Schibi said.
The night will have a range of activities to keep students entertained throughout the six hour long event. The activities include axe throwing, karaoke, laser tag, hide and seek, bouncy houses and a raffle to conclude the event. “We use the auditorium to show movies, and the band room for video gaming,” Schibi said. “Kids can do laser tag in the hallways. Last year they went out and played manhunt in the fields.”
Class president Madison Graney helped organize the event. “There’s definitely going to be lots of food, candy, and an ice cream bar,” she said. “We’re going to play games all night.”
For the most part, students are able to move freely throughout the school. “It’s not a free for all,” Schibi said. “But it’s a lot of fun.” Teachers volunteer to stay for different shifts or throughout the entire night, ensuring everyone’s safety and monitoring activities. Senior class advisors Leticia Garcia-Tripp and Jeffery Tripp will spend the entire night, along with superintendent Melony Brady-Shanley.
“I feel like most people won’t sleep,” Graney said. The celebration ends at 4:30 a.m. but students can leave any time before then if picked up by a parent.
Students who face difficulties organizing a ride home will be dropped off at the middle school in their town by PTO members. “Nobody drives home,” Schibi said.
Garcia-Tripp emphasized the upside of staying until the end. “If you want to get a raffle prize, stay,” she said. Raffle prizes include things like microwaves, mini fridges, electronics, and gift cards. These items are donated through an annual appeal to community members and businesses.
But students have to stay the whole time to participate in the raffle. “If people choose to leave, then they leave, and they don’t get to partake in the raffle,” Schibi said.
The event is primarily organized by Schibi and FFA secretary Sara Jack, along with help from senior class advisors, class officers, and a few contributions from junior parents. “Their role is to go out and solicit businesses for the food portion, and to pick up and drop off food the day of,” Schibi said. “Some of them will come and help decorate or set up tables and stuff like that. We’ve even had a couple that would stay overnight.”
Putting together this event takes a lot of work, but year after year it proves to be worth the effort. Students have a memorable experience, leave with a prize, and keep themselves out of harmful situations. “It’s going to be the last time that we’re all together as a class, so I think it’s going to be really special,” Graney said.
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Back-to-back field trips trigger questions about classroom disruptions
Ibby Sadeh
Jun 10, 2026
A group of Housatonic Valley Regional High School students participate in the NEXT women symposium in New York City.
Provided
One week in April saw some students missing classes for three field trips in a row, prompting questions about the impacts that back-to-back trips have on classroom performance.
The trips — one each on April 7, April 8 and April 9 — took many of the same students out of the classroom for each one. Students and teachers expressed a range of responses to the back-to-back trips, acknowledging a field trip’s ability to enhance classroom learning but expressing frustration over how trips can sometimes disrupt in-school learning.
Housatonic Valley Regional High School senior Sara Ireland went on three trips to New York City that week. “To some it might sound like a nightmare but I really did enjoy it,” Ireland said.
The first trip was NEXT Women Symposium, to talk to seven professional women and hear their experiences in male dominated fields, organized by Abby Auerbach. The second was for the AP Lit and English 12 Honors class to see “Death of a Salesman” on Broadway, providing hands-on experience with a Broadway production as the class learned and read plays. The third was for Chorus, Band, and the musical theater society to see Hadestown and The Great Gatsby on Broadway.“These field trips weren’t just fun outings, they were genuine experiences that help to shape student’s interest, help their futures, and of course are still fun,” Ireland said.
Social Studies teacher John Lizzi is generally supportive of field trips, but he said trips should be a supplement to classroom schooling. “I think in general field trips can be extremely valuable depending on the class, depending on what the experience offers and I think there are times when they really need to happen. Teachers should be looking for those types of really unique opportunities for their students when they apply to the curriculum,” Lizzi said. “Teachers should try to get everything they can out of the classroom experience, what can be done inside the classroom, and that should be the primary focus, but there’s always going to be things that you cannot do in the classroom, so we should have those opportunities.” Ireland called attention to the impact of getting out of the classroom. “It can feel really overwhelming being stuck in a classroom day after day and often doing the same stuff over and over again,” she said.
Lizzi also called attention to a disparity in student involvement in field trips. He said higher-level courses take students on trips more often, leaving students that aren’t enrolled in more rigorous classes without opportunities to take trips. While he acknowledged the current data may be incomplete because the year hasn’t ended, it is still an important thing to consider as field trips are planned. Lizzi said teachers and administrators are looking to improve inclusivity. “There was total agreement that opportunities need to be available for everyone in the student body, not just certain classes or groups,” Lizzi said.
But field trips can have negative consequences too, especially three back-to-back trips. For Ireland, the impacts vary from class to class. “I’ve had incidents where teachers have told me field trips aren’t any excuse for not being ready to take a test or be behind and that it is solely our responsibility to keep up in class while on these field trips,” Ireland said. This has made her feel discouraged and not supported by certain teachers, turning what is supposed to be a class enhancing experience into a stressful one.
Lizzi gave a teacher’s point of view. “As a teacher, students being taken out of classes for field trips can be really frustrating,” Lizzia said. “I think that we have to work to improve. It’s not that it’s happening, it’s being unaware that these trips are taking place or that they’re coming up at the last second.” This problem is exacerbated because field-tripping students also have many other classes together, so one trip can disrupt an entire day’s worth of learning.
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Students, teachers debate best order for advanced placement english courses
Ibby Sadeh
Jun 10, 2026
A decision last year to allow for flexibility in the order that students take two advanced placement English classes has prompted debates among students about the benefits of completing the courses out of order.
Starting last school year, HVRHS allowed AP students to choose their own path in the order that they took English classes.
This means students could pick between AP Literature and Composition or AP Language and Composition first. In the years before that, language was the path for Juniors, and literature for Seniors. At the end of Sophomore year, students talked to their English teacher about which class they were recommended to take first.
A majority of students opted to take Language in their Junior year, but a small group broke with tradition and enrolled in Literature. Last year’s Literature class was made up of mostly Seniors and these few Juniors, but this year’s Literature class is just Seniors, with the few who took Literature last year taking Language now with mostly Juniors.
The decision to let students take it in either order was mostly to help scheduling. Lori Bucco, who teaches AP Language, said providing more options meant juniors could still take an AP English class even if the Language course conflicted with another desired course.
“The problem, and the reason we started to negotiate it in this building, is that we’re such a small school,” Bucco said. “If a kid wanted to take French 4, or Spanish 4, or ECE Environmental, and it bumped up against my class, then that put them into the honors English class when, if they could take AP Lit, they would.”
Damon Osora, who teaches AP Literature, explained the difference between the two courses. He said AP Language is centered around rhetoric and the use of language for persuasion, while AP Literature is meant to focus on subtext and teaching students to read between the lines to figure out what the author really means. The differences in the classes means different skills have to be put to work.
He also said that the English faculty at the school try to consider a students’ strengths as they rise into their junior year. “Ms. Freese’s philosophy has been to build on the demonstrated strengths at the end of sophomore year,” Osora said. This contributes to an easier pathway for sophomores into junior year, and into their first AP English class. The hope is these students would have more confidence going into the second AP English class.
For senior Mollie Ford, who opted to take AP Literature first, “I think that it was worth it being in Lit as a junior, because it was more of the English that I liked to do, and because it was my junior year, I really wanted to make sure that I could get good grades in my classes, so that when I sent my transcripts into colleges, it looked better,” Ford said. The class where she had stronger skills to be successful is not only important because of transition, but because of the significance of junior year.
“Lang, for some people, it’s an easier class because you are reading large books, but I think that I would have struggled last year in that class, so I am thankful that I took AP Lit,” said Ford.
Alexa Meach, senior, had a different perspective which both Lori Bucco and Damon Osora agree with.
“Ms. Freese actually put me into Lit, but after talking to some of my teachers, I thought it would be better to be with peers that were of my own age, because I think that I learn better that way. I think that it was the right choice because just being with people that I knew and that I had previous classes with in my high school experience helped a lot.”
The decision does have some social aspects to it. Bucco says, “It’s a lot about social grouping, kids want to be where their friends are. So if all your friends have been recommended to go into AP Lang, but Ms. Freese is talking to an individual saying, “you would do well in AP Lit,” you suddenly are gonna leave your, like, camaraderie, this group that you’ve, and take that class on your own, which could be really good for kids, but it’s also very intimidating.” Students are afraid or not willing to stray from their friends even if the other class would be better for them.
Additionally, Osora said that students who took AP Lit last year as juniors were more independent and comfortable in themselves in order to be taking a class of mostly seniors.
For the actual AP test itself, Bucco will let her kids know the format, she said. When talking about AP Lang, Meach said, “we got to go through the structure of the test, and as somebody with test anxiety, having a lot riding on one assessment, I liked having the time to go through step by step, which you get a little bit with Mr. Osora, but not as much because that’s not how his course was designed.”
With this being one of the first AP tests that many students take it can be stressful. Having a teacher that will review even just the design of the test can help students feel more prepared. Since this is such a small school, having the conversation with the teachers is possible and was helpful for many. For AP Lit this year, “I think that we were prepared for the test, but I think that I was prepared mainly because I had the background of taking it already, and so I knew the outline and layout much beforehand,” said Meach.
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A firsthand account of the dangerous ‘Senior Splashin’
Peter Austin
Jun 10, 2026
Hannah Johnson, left, and Christopher Crane show off their water guns.
Provided
Housatonic Valley Regional High School seniors challenged each other to a ruthless battle involving water guns, sneak attacks and frienship-threatening double-crosses called “Senior Splashin.”
The competition pitted seniors against each other in a free-for-all where “assassins” were assigned “targets” that they had to hunt across Region One and try to squirt with water.
The following is a first-person account of the events on the watery battlefield.
Monday, April 27
Senior Splashin starts at five o’clock today. I’m safe on school property but as soon as I leave track practice I’m in danger. At five o’clock today, I will receive a target, and I will need to hunt them down. Living in Kent gives me an advantage, since it’s unlikely that somebody will drive that far, but I still need to watch out.
Friday, May 1
I’m writing from the couch at my friends house–I just watched Chloe get Burke. I was telling him all night to keep his goggles on, but he didn’t listen, and Chloe took her opportunity. My goggles are still on, so for now I’m safe. Cole was the first person out; Hannah got him leaving our track meet on the second day. Some other people as well. After seeing Chloe ruthlessly eliminate Burke, there’s no way I’m taking off my goggles.
Monday, May 4
Seven people were eliminated this week, 35 of us are left. The days are long, and the nights are dangerous. It seems like everybody is hunting, or nobody is. You never know who’s out to get you, so you have to trust your friends if you decide to pair up. Checking your target’s location isn’t always reliable, so intel from others is valuable. Know where they live, where they work, where to hang around, and you might just have a chance to take them out.
I wasn’t able to eliminate my target. They were sneaky, and careful, always wearing goggles, never letting their guard down. But that’s just the first week, and I’ll receive a new target today. There was no penalty for my failure, but I need to get my target this week or I’ll be out.
Sunday, May 8
This weekend was a bloodbath; nine people were eliminated over the course of three days. There was a purge on Friday, where nobody was safe regardless of goggles or targets, which resulted in many fatal splashes. I tried to help my friend get his target on Thursday–while we didn’t succeed, it meant she let her guard down and my friend was able to get her out at the purge the next day. I had a plan to get my target yesterday, but I didn’t even need to since somebody else got him during the purge. Next week, I might not get so lucky.
Tuesday, May 12
I was hiding in the bushes when I heard the car door open. I ran out but my target saw me, and quickly got back inside the car before I could get him. My friend, who’d dropped me off a few houses down came to investigate. After explaining my failure, I thought about a new course of action–my target was trapped in his car, and I’d wait all night if I had to. Just then, I felt a splash of water on my neck.
Startled from my thoughts, I turned my head to see a green plastic water gun, a phone recording, and my best friend of many years behind it. ‘No,’ I said as the sun set behind the mountains. ‘I’m sorry,’ he said, but it was too late. I was out, in front of the water gun I had given my friend just weeks earlier. To be betrayed is first to be trusted.
Monday, May 18
Although I’ve been eliminated, the game still plays on. On Saturday, I was the only one of only two who’d been eliminated, so the moderators called a second, surprise purge on Sunday. Two people were eliminated, and a total of eight people moved on to the next round. The track season is over, the baseball season is in full swing, and the game has never been more intense.
Monday, May 25,
As of today, five people remain.
In a terrible twist of fate, my former target Dev, who my friend Abram tried to help me get before splashing me in the back, returned the gesture by getting Abram after the Battle of the Bands.
Another shocking assassination came from a nail appointment turned setup, where Liv viciously eliminated Celeste; she didn’t even offer the dignity of a true water gun, and Celeste’s run ended in the face of a hair spray bottle. The last kill came from Hannah when she splashed down Joey from the trunk of his car, although he bought back into this round.
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