New bell schedule
calls for earlier
start time

by Brian McFarland

DHS students will now have to get up earlier to get to school on time.
DHS now starts and ends 20 minutes earlier than last year. The high school day begins at 7:40 and ends at 2:36 with 44-minute instructional periods. LMS now starts at 8:10, ends at 3:03, and has 55-minute academic periods.
Why did the district decide to change the schedule? According to Principal Pennisi, "The school was looking to have more time between the start and end of the high school and middle school. Last year the pick-ups and drop-offs were too hectic and in order to solve it the new bell schedule was put into action so that there would be time between the two schools. The change also helps with extra curricular activities so that students in the high school get out twenty minutes earlier so that they don't have to get out of school early and don't miss classes."
When asked whether there have been any problems with the new schedule Mr. Pennisi said, "So far this year the only problems have been with teachers who not only teach in the high school but teach in the middle school as well. The problem has to do with the scheduling difficulties between the time differences in the two different bell schedules, especially with the gym classes."
Another problem with the earlier start time has been lateness to school. According to administrative attendance figures, as of Monday, October 31, 789 students have been marked late to school, compared to 641 for the same period last year, a difference of 148 students. However, these figures include excused lates as well.
Dunellen's new school day clocks in at six hours and 56 minutes, one of the longest school days in our area. Middlesex High has a 29-minute shorter school day, South Plainfield High has a 46-minute shorter school day, and Bound Brook High has a 10-minute shorter school day, while North Plainfield High has only a one-minute differential.
When asked why DHS has a longer school day, Mr. Pennisi said, "Our schedule is longer than other schools in the area because we have 140 credits, the most in the area, and in order to reach the credit requirement we have one more period than most of the other schools. We have had the most credits since it was changed to 140 credits in 1997. The number was raised to upgrade the program."
This year's changes have met with a mixed reaction around the school. Some students like the change because they get out of school 20 minutes earlier than last year. Others don't like the change because of the earlier start time.

Students give summer reading a failing grade

by Kristina Centore

needed, simply, to get kids to read.  "The only route to ongoing growth is by increasing what you know, and reading is one of the best ways to do that."  Dr. Eyerman added that another goal of the summer reading program is to get kids to read good literature- books that are enjoyable and that kids can learn from. The intent of the program is to help students to be proficient, and to provide them with tools for the future, in situations such as career change.
However, members of the English department are more skeptical about the program. Veteran English teacher Mr. Robert McCarthy gave some perspective on summer reading at DHS.  "We started doing summer reading in the early 80's.  After several years we discontinued the program.  When a new principal took over in the early 90's he reinstated it.  Since

then, we've tried a number of different approaches and assignments with basically the same results--conscientious students did the reading, other students didn't.  But I think this year's results were about the worst I can remember seeing in terms of the number of students who didn't do the reading.  I think summer reading should be required for honors and AP students, but should be optional for all other classes.  Students who opt to do the summer reading could be given extra credit."
According to newly named Dean of Students Mr. James Brown, a summer reading assignment doesn't encourage kids to read if they already don't want to. "If you like to do something but you're forced to do it, it takes the enjoyment out.  It makes reading in one's spare time a negative thing, with the threat of a

Apparently, the vast majority of students find the summer reading program to be freezing cold.
An Argus survey of students in grades 9-12 conducted in the last two weeks of October revealed a number of troubling statistics.  According to the survey, only 45% of students actually do their summer reading.  Another nearly 29% say they generally use Cliff's Notes or Spark Notes instead of reading the assigned book, and nearly 90% report that summer reading does not stimulate their desire to read more.  Not surprisingly, nearly 87% say they do not enjoy summer reading.
According to curriculum coordinator Dr. Nellie Eyerman, who strongly supports the concept of a summer reading program, summer reading is