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Berkeley High School (BHS) class of 2019, your time here has finally come to an end. I’m sure you’re excited to begin the next chapter of your lives and leave your high school years behind, but we won’t be forgetting you any time soon. Through your leadership, passion for social justice, and school pride, you’ve created an incredible legacy at BHS that sets you apart from those who came before and sets an example for those who will come after.

As early as your freshman year, you were involved in walkouts advocating for the rights of not only all BHS students, but of all people. Your kindness and compassion always outshone the hatred. It’s one thing to join movements, but it’s another to lead them, and in the days following Brett Kavanaugh’s Supreme Court confirmation hearing, you did exactly that. When many students felt lost, you stepped up and organized acts of protest to help students voice their opposition to his confirmation.

Your pride for being a part of the community has also been a defining aspect of your legacy. Your cheers on Red and Gold Day were so passionate that they could not be contained by the A-gate. You led the entire student body into Civic Center Park and onto the streets of Berkeley to celebrate your school pride. Few can say that our school was ever more unified than it was on that day. Your passion never dwindled over the course of your senior year, and you continued to show school pride when you helped put on the Spring Carnival for the entire school, uniting students across grades and small schools over alpacas and jumpy-houses, thus securing the event’s status as one of the latest additions to BHS’s long list of traditions.

Most of all, we will always remember you for the friendships we shared and the support you gave us as we transitioned into high school. You graced us with your presence and wisdom constantly. From your mandated math tutoring hours in the CCC to your guidance through our shared AP classes, you proved yourselves as natural leaders. We’ll never forget the times we’ve spent together, and we hope you won’t either.

Today you sit in Haas Pavilion as the first BHS graduating class to do so, a reflection of the way you often lead the way for progress and are never afraid to do what hasn’t been done before. The combination of your brilliance, spirit, and leadership will undeniably translate to success for you beyond BHS. We cannot wait to see how you use the knowledge you’ve gained during your time here to improve the rest of the world.

Where is the class of 2019 going to college?

Click on a plus to see which students are studying in that state

Senior Profiles

Communication Arts & Sciences Graduation

Nina Morasky

“You learn to love your classmates, each one of them, because they come together and make CAS special,” said Anthony Carter, a Communication Arts and Sciences (CAS) senior, during the first speech of the night. CAS is one of the small learning communities at Berkeley High School (BHS) with roughly 60 students per grade.

The seniors celebrated the closing of their time in CAS on Sunday, June 2, 2019, at Freight and Salvage. The event began at 5 PM with a dinner where students, teachers, and parents could talk and reminisce about the last four years. The ceremony began at 6 PM with speeches from a few select seniors.

The walking the stage portion of the evening began, and a photo of each graduate was displayed on a large screen on the stage. An audio recording of a CAS teacher talking about the student was then played over the photo. Each student had the opportunity to speak when they took the stage. Many of the students gave thanks — to their parents, to their teachers, to their classmates — and talked about how grateful they were to be surrounded by such unique people. Each teacher who spoke had thought out reflections on each student’s time in CAS. Aria Killebrew-Bruehl, a graduating senior, touched on the stereotypes of CAS and why CAS is so special to her. “Maybe they didn’t expect me to care so much about my education,” she said, referring to other students’ ideas on who someone in CAS should be. “We understand that there is more to education than grades and numbers. Things would’ve gotten pretty boring pretty fast if we were all homogenous people.”

The diverse student body of CAS was mentioned quite a few times throughout the night. Many students were very proud to share how they had learned from all the different personalities of their classmates. Not only did they say it allowed them to connect in ways that other small schools didn’t, but they mutually agreed that learning from each other helped them learn about themselves.

Following an intermission for dessert, co-founder of CAS and history teacher, Bill Pratt, gave a speech on his years as a CAS teacher. “It’s been a career highlight to have had the privilege to be your teacher,” he said. “We’re in it together, we have a sense of connection, love, and purpose,” Pratt said.

The night closed with announcing the two winners of the Kyle Harty Strang Spirit of CAS award. This award was given to students who embody the energy of CAS. The vibrance of the graduating class was evident throughout the night, leading to an emotional and special graduation.

Academic Choice Graduation

Nina Morasky

“Keep moving forward,” said senior speaker Aaryn Godfrey at the Berkeley High School (BHS) Academic Choice (AC) graduation on June 9, 2019, as she encouraged her classmates to look forward to the future.

Junior Leo Zurita set the stage by playing an arrangement of the traditional commencement piece “Pomp and Circumstance” on piano while all the AC seniors filed in and took their seats. The Masters of Ceremonies, Zev Marx-Kahn and Rafi Jimenez, introduced a short video answering the question: what’s the big deal about AC? The video featured many students highlighting the best aspects of the small school.

AC English teacher Madalyn Theodore followed the video with a speech in which she paid tribute to the class of 2019. She talked about how her students do multiple things, from jazz band to sports to academics. Theodore told the students to focus on the present, borrowing a famous quote: “Yesterday’s history, tomorrow is a mystery, today is a gift. That’s why we call it the present.”

Next, seniors from Dance Production (DP) class performed a flamboyant and upbeat piece choreographed by Timothy Marston and Sophia Morbidelli. The piece was a mash-up of “Bad Romance,” “Hollaback Girl,” “Fergalicious,” and “Womanizer.” Marston ended the dance by doing an impressive death drop, making the audience go wild.

Student speaker Leo Gordon talked about his experience in AC. In his opinion, it was the best small school, since he was able to meet new people and make friends. Gordon said that now is the time when BHS students will have to make their own decisions. However, “[there is] no reason to be scared,” said Godfrey, because the last four years have prepared everyone for the future.

Before the students received their sashes, BHS’s acapella group, Hot Pitches, performed “Toxic.” Later, Vice Principal of AC, Tammy Rose, thanked all the teachers for their time and effort: “They work really hard” she said, closing the ceremony.

Rose is proud of the class of 2019’s “dedication to rigor” and how “when kids are asked to lead, they rise to the call.” She also thinks the large size of AC helps students in the future. “The world is big and it’s just kind of helping all of our kids once they leave our space how to be connected in big spaces,” she said.

Independent Studies Graduation

Sophie Rodriguez-Bell

On May 29, 2019, Berkeley High School’s (BHS) Independent Study program (BIS) held their graduation ceremony in the Berkeley Technology Academy Multipurpose Room.

After enjoying a potluck and a period of mingling, students, parents, and teachers took their seats around the room. Heidi Weber, the principal of BIS, gave an introductory speech. Following her introduction, multiple graduating students performed songs and spoken word pieces.

The official ceremony began with the graduation of one fifth grader and one eighth grader, as the BIS program serves students in grades K-8 alongside their high school program. The teachers presented each senior with a BIS yearbook, a red rose, and an Independent Study sash.

When the official graduation ceremony finished, everyone in the room was asked to gather in one large circle to share one thing they were grateful for, and seniors were asked to share their plans for next year. Many parents, students, and faculty members spoke of the special community at BIS, especially surrounding the garden. Joy Moore, the staff gardening teacher, prompted the audience to take the student-made succulent plants, provided they “love and care for them deeply.”

“It’s scary to move on and start a new chapter of your life but also there are new opportunities, new beginnings, and a fresh start,” said Nishat Sheikh, a graduating senior. Sheikh expressed gratitude for all of the options BIS has given her over the years, especially those outside of the typical high school realm. During her time in BIS, Sheikh took multiple classes at Berkeley City College including astronomy and psychology. “Independent Studies really opened up a lot of new opportunities and facets for me that I otherwise wouldn’t have been able to explore.”

Leo Lockhart, another graduating senior said, “I feel very nostalgic and also excited for the next chapter of my life.” After high school, Lockhart will attend Berkeley City College to pursue their associates degree in psychology before transferring to a four-year university. They are very glad to have been in the BIS program because they “feel really connected to everyone.” For Lockhart, this event provided closure and community bonding.

Heidi Weber, the BIS principal, expressed sadness over the students leaving but also pride and excitement for their future. This event for her is “A way to mark students moving and taking on new identities and having chances to thank people that they love.”

African American Studies Graduation

Laila Diaz

As photos from the past year are projected onto the screen of the Berkeley High School (BHS) Community Theater, music plays and conversations happen. Strangers and old friends mingle about awaiting the beginning of the ceremony. As the 2019 graduates entered the auditorium, John Borens played Nina Simone’s “To Be Young, Gifted and Black” on the piano. Then, Spencer Pritchard announced the new head of the African American (AFAM) Studies Department, the ash ceremony for the ancestors was held, and following that came the Negro National Anthem.

Many guest speakers including Superintendent Donald Evans and actor and activist Danny Glover took the stage and gave the graduating students their words of encouragement and praise.

Laelah Jackson gave a spectacular speech to the crowd as cheers of agreement filled the auditorium. “I don’t see sob stories, I see capable, dedicated, strong-willed people. I see people who have fought harder than most will have to.”

Her words resonate with every single person in the room. Jackson went on to say, “It is no surprise we are all graduating, no surprise we will accomplish our desires.” Her words warmed the hearts of family and friends watching their loved ones enter this new and forever changing life.

Following the impromptu teacher and staff shout-out came a praise dance performed by a trio of AFAM students. As the music began, the dancers took the stage as their own, the emotions were high and the audience was awed.

This year BHS will have to say goodbye to a legend; Naomi “Mama” Washington will be missed for years to come. Those who were lucky enough to call her classroom home will never forget the lessons of strength and determination she taught so often. Whether that be through dance or through speech, she has the attention of all.

Following many guest speakers and breaks came the long awaited “I stand on the shoulders of” and school announcement ceremony. Anyone who has attended the Black graduation before can remember the time when each student goes on stage and thanks their families for their love and support throughout their high school careers.

The graduates of 2019 will be attending a wide variety of schools such as San Francisco State University, Humboldt State University, University of Southern California, and many more. Two students will be joining the military this coming fall and some will be taking a gap year.

Guest speaker Glover gave everyone in the room a pep talk for the future. He reminded everyone of the trials and tribulations the Black community has faced and will continue to face. “Their will be doubt and despair, we will say ‘I can’t do it,’ but we just gotta do it.” Congratulations to the class of 2019!

Bridge Graduation

Jerome Paulos

On May 29 in the Berkeley High School (BHS) library, 29 Bridge cohort seniors, along with their friends and family, excitedly took their seats.

The 2019 Bridge cohort is comprised of 29 students, all students of color, who are primarily first generation college students and are from disadvantaged backgrounds, explained Sean Stevens, the Bridge cohort teacher leader. “Our goal with the Bridge program at BHS is to narrow the achievement gap and provide safe spaces for our students in such a large school,” said Stevens.

This year’s Bridge class has worked extremely hard to get to where they are now, with many of them going on to colleges, universities, and vocational schools to pursue their future dreams and careers. During their time at BHS, the Bridge students came every day for seventh period where they did homework, studied for standardized tests, worked on resumes and college applications, and felt heard in a place where students go unnoticed, said Stevens.

At the graduation, several student speakers shouted out special people from the school staff and volunteers who have mentored them throughout their high school experience, thanking them for helping them get to where they are now. In particular, staff from the College and Career Center were praised and thanked for their exemplary work these last few years.

One student speaker, Yanira Gabourel, spoke of the many obstacles she has had to overcome during her four years at BHS, and thanked her family, friends, BHS counseling staff, and the program because without these people she never would have made it.

Gabourel’s speech was followed by seven other of her Bridge classmates, who were all grateful and moved by their years as part of the Bridge family. Many of them spoke about the perks of being in Bridge, such as visiting colleges and going on meaningful retreats. Stevens gave a heartfelt speech about the group of students who he has known since freshman year. He said, “they went from squirrelly 14 year olds into young adults who are making moves toward their futures.”

Stevens hopes the Bridge cohort “retains the lessons that they have learned both from their successes, and also their failures,” and adds, “these kids have absolutely put their all into their school life and it shows in their dedication to their work, and the program.”

The graduation was a beautiful event that celebrated the triumphs of this year’s senior cohort, and all that they will accomplish in the years to come.

Multilingual Graduation

Mattias de los Rios

On June 7, 2019, friends, family, and teachers of the students graduating from the Multilingual Program (MLP), a small school at Berkeley High (BHS) that serves students whose first language is not English and have attended US public schools for fewer than six years, gathered at Berkeley Technology Academy for a night of celebration and dancing. The ceremony began at 6 PM with a potluck with a range of foods including pizza, chow mein, and watermelon agua fresca. Roughly 60 people attended the graduation and 18 students graduated.

Two types of graduation were celebrated at the ceremony, including those students that were transitioning out of the MLP and into mainstream classes at BHS, and those students who were going on to college next year. Currently, the MLP is comprised of students from 30 countries who speak 22 languages.

The English Language Development (ELD) four class helped kick off the festivities with performances of the skits they had written in their class that week. After the skits, the Specifically Designed Academic Instruction in English (SDAIE) teachers handed out awards to their students. A total of nine awards were given out, ranging from academic achievement, to most enthusiastic learner, to compassionate achiever. ELD teachers presented their students with the “Most Valued Player” award. These awards were given to one student per ELD class, and recognized those students who had demonstrated a strong work ethic, involvement in the ELD community, and leadership skills.

The awards were followed by a dance performance put on by the ELD one, two, three classes. The students danced to music from different cultures, changing their dance styles accordingly. The dances marked the transition into honoring those students that were graduating from the MLP and transitioning into mainstream classes. One of these students, Leo Benavides, expressed his gratitude for the support system of the MLP in his speech. “The teachers and staff unite to create a community of learning and fun,” Benavides said. Nine graduating students were in attendance, and each was handed a string of red beads and a yellow rose upon their graduation.

In her speech, a graduating senior Laiba Ghufran noted the community that had been fostered in the MLP. “Everyone understands and shares so much in common even though we are from different cultures,” Ghufran said. Each teacher also shared a brief comment for each senior that highlighted their qualities both as students, and as people. The ceremony closed with a video of pictures from the year and a dance party.

A common theme reflected by the cohort was the gratitude the students felt for the MLP program. Daniella Maaze Merschdorf, the MLP coordinator, called the students in the ELD program resilient and kind. “This is one of the best communities to be in,” she said of her experiences in the program thus far.

Chicanx Latinx Graduation

Bella Nathan

On June 1 of this year the St. Ambrose Church hosted Berkeley High School’s (BHS) Chicanx Latinx graduation. The event began with a communion in the front of the church where families exchanged hellos and stories, and students interacted and celebrated with one another. As the ceremony began, families found those they knew and the crowd filed into the beautiful church. The church had large, elegant stained glass and bibles on the seats, written in both Spanish and English. The feeling of community surrounded the families and students, all of whom were excited, contributing to the beauty and power of the ceremony. The opening remarks were delivered first in Spanish, then in English.

As the differing figures got up to give their benedictions to the graduating class, a theme became apparent. No matter who was speaking they did not fail to comment on how historically, and still very much so in today’s world, graduating and entering the world as educated Chicanx Latinx adults, what they were doing was no small feat. The speaker, a priest, talked about the rhetoric existing in today’s world about Chicanx Latinx peoples, and how impressed he was by those in front of him. “We need you,” he said. His messages and the speakers were broken up by performances from BHS’s own Mariachi band.

Initially, families, students, and those in attendance smiled in recognition of the beautiful songs expertly played by the band, and by the end of the service many were even singing along.

The diverse audience of families, students, and friends laughed, awed, and cried together as the priest and teacher speakers detailed the accomplishments and successes of those graduating.

The service ended with each student taking the stage and accepting a sash and diploma, as a message they wrote talking about their experience, gratitude, and plans for the future was read.

The entire evening ended in the BHS M-Building gym, where students gave spoken word and dance performances in celebration of their accomplishment, while their families, friends and peers cheered for all the had done, and all they will do.

Berkeley International High School Graduation

Maralina Caldas

On June 7, Berkeley International High School (BIHS), one of Berkeley High School’s (BHS) small learning communities, celebrated their annual graduation ceremony at the Berkeley Community Theater. The event started with a reception, including everything from kebabs to cookies. Parents and students mingled while reminiscing about their memories of the last four years. As the audience started rolling into the theater, old pictures of BIHS graduates were played on the screen, eliciting a lot of laughter from parents and students alike. BIHS Vice Principal Carrie Berg started off the event by introducing the themes of the graduation: passion and perseverance. “You are a group that is not afraid to ask the hard questions, grapple with challenges, and push us all to be the best versions of ourselves,” said Berg. The emcees then introduced the first performers of the night, a student-run a capella group, The Hot Pitches. Their performance of “Toxic” by Britney Spears lit up the audience. In addition to singing, they also used choreography to really put on a full performance for the audience.

Peter Rodrigues, a beloved BIHS teacher, then played a game of “Stand Up If …” in which he would read a statement and graduates would stand up if it applied to them. “Stand up if you’ve ever felt supported by a friend or peer,” said Rodrigues. Almost all graduates stood up as collective awes echoed through the theater. The game was a nice way to solidify BIHS as a community and to bring unity to the class. Another beloved BIHS teacher, Ross Parker, later presented the Kalpna Mistry scholarship. The award is in memoriam of a former BIHS teacher who sadly passed away in 2008 while on a Fulbright scholarship in the Philippines. The scholarship was given to four students who embodied the aspects of Mistry, and embodied all of the aspects of the International Baccalaureate Learner Profile. It was a really sweet moment made all the better by the fact that recipients found out that they won at the same time as everyone else.

Other highlights of the night include a speech made by Elias Gutierrez, who used BIHS specific humor while also touching on what the school has done for him. After an hour and a half of performances, speeches, presentations, and sashes, the night finally came to a close with a slideshow of BIHS students throughout their four years at BHS. The ceremony brought together the BIHS community and was a bittersweet way to send off the graduates into the next phases of their lives.

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Opinions expressed in this publication are those of the journalism staff and not of Berkeley High School or the Berkeley Unified School District. When factual errors occur, we will update the content item with a statement of correction and correct the error within the content. If you find a mistake, please contact [email protected].

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I. FREEDOM OF THE PRESS As it is essential to preserve the freedom of the press in order to preserve a free society,

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  9. Will provide information to the staff about journalism scholarships and other financial aid, and make available information and contacts concerning journalism as a career.
  10. Will work with the faculty and administration to help them understand the freedoms accorded to the students and the professional goals of the school publications.
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  1. The Berkeley High School administration will provide the students of Berkeley High with a qualified journalism instructor to serve as a professional role model, adequate classroom equipment, and space for a sound journalism program.
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V. CONTENT OF BERKELEY HIGH JACKET A. INTRODUCTION All content decisions will be made via the following provisions, while keeping in mind that the overall purpose, role and goal of the Jacket is to

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  1. All coverage of controversial issues will occur in a timely fashion.
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  1. Any current student, staff member, faculty member or administrator that dies during the year will be recognized in the Jacket.
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  1. Concerns about errors in the Jacket may be submitted through the adviser ([email protected]) or through the published email of the EIC.
  2. The editorial board retains the right to determine whether, in fact, an error has been made.
  3. Known and or found errors that are brought to the attention of the Jacket will be addressed regardless if realized by author, audience, or staff member.
  4. Staff members will strive to correct errors prior to publication; however, if the editorial board determines a significant error is printed, the editorial board will determine the manner and timeliness of a correction.
  5. Major corrections are determined by the editors and adviser.
  6. If changes are made to a web story once a story has been posted, the change will be noted along with the date and time the change was made.


  1. The publications will not accept advertising for products that are illegal for minors to purchase and/or use.
  2. Students not of legal age whose photographs appear in an advertisement of the publications are required to sign a model release form, as well as their legal guardian.
  3. The publications will not accept personal or classified advertising.
  4. If a published advertisement is incorrect in substantive content, a reduced price or corrected run will be negotiated.
  5. Advertising that appears in the Jacket is not necessarily endorsed by the Jacket or its staff members, editorial board or adviser.

  1. The paper will begin at no less than 16 pages in broadsheet format unless it is a special edition. The number of pages can be altered if need be under the decision of the adviser and/or editorial board.
  2. The school newspaper will be distributed free of charge to all students according to a distribution schedule approved by the adviser and editors. Newspapers will be distributed every 2 weeks, unless specified otherwise by the adviser and editorial board.
  3. Current copies of the school newspaper will also be displayed in the library, main office, and in the newsroom.
  4. All budget surpluses are to be used for future production of the Jacket.
  5. The paper will be distributed at the beginning of fourth period on the day of publication.
  6. The school newspaper will sell subscriptions for the price of $85 for the entire year.
  7. Exchange publications are received and displayed in journalism laboratory.
  8. Exchange publications are mailed to other media rooms across the US.


  1. Letters to editor will be printed in the opinion section of the newspaper and/or on the website.
  2. Guidelines to write letters to the editor will be printed every issue in the opinion section of the paper and available online at
  3. Letters to the editor may be submitted to Mr. Rodrigues’ mailbox, the newsroom or emailed to Mr. Rodrigues ( [email protected] ) or the published email address of the EIC.
  4. Letters to editor should not exceed 300 words, must be signed and must include writer’s phone number for verification.
  5. Letters to the editor will be verified by a member of the editorial board to determine the authenticity of the writer.
  6. No material will be printed where content is obscene, invasive of others’ privacy, encouraging physical disruption of school activities, and/or implies libel.
  1. The Berkeley High Jacket editorial board reserves the right to withhold a letter or column or other submission and/OR return it for revision if it contains unprotected speech or grammatical errors that could hamper its meaning. Deadlines for letters and columns will be determined by each year’s student staff, allowing sufficient time for verification of authorship prior to publication.
  2. The Jacket will only publish one letter, per author, per issue.
  3. All letters to the editor become the property of the school newspaper upon receipt and will not be returned to the author.
  4. Online comments will require a name and email address submitted that are verifiable.
  5. Online comments will automatically post.
  6. Alerts will be sent to staff editors each time a comment is posted to the site.
  7. Personal attacks are not allowed.


  1. The reviewer should have experience in the area in which they are reviewing
  2. All reviews will be bylined and all reviews will be expressed opinions of authors. The editorial board and newspaper staff does not express opinions on the subject matter.
  3. All reviews will be to evaluate and inform, not to promote or denigrate.
  4. Evaluative criteria used will be determined by editorial board depending on whether the event or item being reviewed is professional or amateur in nature.
  5. All reviews must first be reviewed by the opinions editor prior to publishing.
  6. All reviews need to be reviewed and printed in a current and timely manner.
  7. Coverage of student productions will typically be in the form of a preview or feature rather than a review unless a student with sufficient experience and knowledge is available to review the production, and the review can be published while the performance is ongoing.


  1. Social media will be used to promote the Jacket, to promote published content and to engage the Berkeley High community.
  2. The editorial board reserves the right to remove comments that violate any provisions hitherto outlined by this policy.
  1. Information posted on social media platforms should be held to the same standard as all other reporting in terms of information gathering and fact checking.
  2. The official social media accounts should avoid promotion of events and remain objective, reporting what is fact. Reporters using personal social media to cover events should do the same.
  3. Information gained through social media channels should be verified through multiple channels before passing it along to others.
  4. Audience engagement through social media should be done in a professional manner.
  5. Staff members using applications to post updates to social media accounts should have separate applications for their personal account and for the Jacket accounts. This will limit the chance of a post being sent from the wrong account.
  6. Transparency is important. Mistakes made on social media posts should be corrected as soon as possible and any deleted posts should be acknowledged in subsequent postings.


  1. The goal of the Jacket marketing is to promote and expand the Jacket viewing audience.
  2. Contests are run by members of the 209 staff and regulated by the school’s marketing team and EICs.
  3. The publicity team will work to attend all major events held by the district or school with the intent of promotion.
  4. All events or important dates known by adviser, staff members or editorial board will be passed along to the Business Manager.
  5. The Business Manager will assign at least one member of the business team to participate in each event.


  1. Sources will be able to have quotes read back at the time of interview or at reporter’s initiative.
  2. Sources will not be able to arbitrarily demand to read the reporters completed story and then perform editing tasks on that story.
  1. The reporters will endeavor to include the name and identity of all sources if reporter believes that doing so will not result in endangerment, harassment or any other form of undue physical, mental, emotional anguish for the source.
  2. The reporters will not, within all boundaries of law, reveal a source who asks to remain nameless.
  3. All interviewers will respect the interviewees rights to have information remain “off the record” if the fact is known before giving the information to the interviewer.
  4. The Jacket will not be reviewed by anyone outside of the editorial board aside from the adviser prior to its release to the public, the adviser is allowed to review the publication, but not required to, for the sole purpose of acting as legal consultant and educator in terms of unprotected speech; the adviser reading content is not considered prior review unless he/she makes changes or directs changes.


  1. Editor-in-chief(s) and other editor level positions are chosen by the previous year’s editorial board, with input from the faculty adviser.
  2. New and returning staff are judged by application and previous work.
  3. Applicants are not turned down because of age, race, sex, religion, mental or physical handicap that do not impair editorial responsibilities.


  1. All individuals involved with Berkeley High Jacket are considered a team, each member is expected to complete all assigned stories, pages, photos, etc. on or before the assigned deadline. Staff members, including editors, may be suspended from publication, or demoted from their position if any of following violations occur:
    1. continuously missed deadlines (dismissal procedures will take place by choice of adviser and EIC)
    2. Plagiarism
    3. Quote falsification
    4. Vandalism or theft of publication equipment
    1. Continuous negative, pessimistic or unprofessional attitude toward staff member or adviser
    2. Submitting an advanced page design, story, photo or other publishable item to anyone outside the Jacket staff without approval by the editorial board
    3. Failing to fulfill job as outlined in job description
    4. Behavior that might discredit the reputation of the staff member or the Jacket at the discretion of the EIC and the adviser.
    1. Major infractions will result in immediate dismissal from staff duties and dismissal from class and staff at the end of semester (major infractions include but are not limited to following: plagiarism, vandalism, theft).
    2. Minor infractions will be given a warning on the first violation. The second will result in immediate dismissal from staff duties and dismissal from class and staff at end of semester.

The above list of infractions could all result in dismissal however, staff dismissals are not limited to the listed infractions.

  1. A dismissed staff member receiving academic credit may be given a grade of F and will not be allowed to apply to Jacket in the future (will not preempt school policy).
  2. Dismissal procedures are reviewed and approved by the editorial board
  3. All dismissal appeals will be directed to the school administration and the editorial board


  1. Questions or complaints concerning material published in the Jacket should be made in writing to the editor-in-chief who will present the concern at the next scheduled editorial board meeting.
  2. Complaints and suggestions may be emailed to [email protected] , dropped off in room G-108B, or emailed to the published address of the EIC.
  3. Resolutions will be made within limits of deadlines.


  1. The Berkeley High Jacket should be a member of state, national, and/or international organizations.
  2. The Berkeley High Jacket will work to be in contact with professional media such as the Daily Californian, Berkeleyside, and the San Francisco Chronicle as well as other individuals and companies in the communications field ranging from public relations and advertising to promotions and copy writing.


This code of ethics is adapted from Society of Professional Journalists’ code of ethics. Changes made were to reflect the practices and policies of Berkeley High School and high school journalism. These policies apply equally to all staff members, editors, and the adviser(s).


Ethical journalism should be accurate and fair. Journalists should be honest and courageous in gathering, reporting and interpreting information. Journalists should:

  • Take responsibility for the accuracy of their work. Verify information before releasing it. Use original sources whenever possible.
  • Remember that neither speed nor format excuses inaccuracy.
  • Provide context. Take special care not to misrepresent or oversimplify in promoting, previewing or summarizing a story.
  • Gather, update and correct information throughout the life of a news story. – Be cautious when making promises, but keep the promises they make.
  • Identify sources clearly. The public is entitled to as much information as possible to judge the reliability and motivations of sources.
  • Consider sources’ motives before promising anonymity. Reserve anonymity for sources who may face danger, retribution or other harm, and have information that cannot be obtained elsewhere. Explain why anonymity was granted.
  • Diligently seek subjects of news coverage to allow them to respond to criticism or allegations of wrongdoing.
  • Avoid undercover or other surreptitious methods of gathering information unless traditional, open methods will not yield information vital to the public.
  • Be vigilant and courageous about holding those with power accountable. Give voice to the voiceless.
  • Support the open and civil exchange of views, even views they find repugnant.
  • Recognize a special obligation to serve as watchdogs over public affairs and government. Seek to ensure that the public’s business is conducted in the open, and that public records are open to all.
  • Provide access to source material when it is relevant and appropriate.
  • Boldly tell the story of the diversity and magnitude of the human experience, particularly at Berkeley High School. Seek sources whose voices we seldom hear.
  • Avoid stereotyping. Journalists should examine the ways their values and experiences may shape their reporting.
  • Label advocacy and commentary.
  • Never deliberately distort facts or context, including visual information. Clearly label illustrations and re-enactments.
  • Never plagiarize. Always attribute.

Minimize Harm:

Ethical journalism treats sources, subjects, colleagues and members of the public as human beings deserving of respect.

  • Balance the public’s need for information against potential harm or discomfort. Pursuit of the news is not a license for arrogance or undue intrusiveness.
  • Show compassion for those who may be affected by news coverage. Use heightened sensitivity when dealing with juveniles, victims of sex crimes, and sources or subjects who are inexperienced or unable to give consent. Consider cultural differences in approach and treatment.
  • Recognize that legal access to information differs from an ethical justification to publish or broadcast.
  • Realize that private people have a greater right to control information about themselves than public figures and others who seek power, influence or attention. Weigh the consequences of publishing or broadcasting personal information.
  • Avoid pandering to lurid curiosity, even if others do.
  • Balance a suspect’s right to a fair trial with the public’s right to know. Consider the implications of identifying criminal suspects before they face legal charges.
  • Consider the long-term implications of the extended reach and permanence of publication. Provide updated and more complete information as appropriate.
  • Act Independently
  • Avoid conflicts of interest, real or perceived. Disclose unavoidable conflicts. BHS Jacket reporters should not report on events, clubs, or issues that they are members of or have direct involvement in.
  • Refuse gifts, favors, fees, free travel and special treatment.
  • Be wary of sources offering information for favors or money; do not pay for access to news. Identify content provided by outside sources, whether paid or not.
  • Deny favored treatment to advertisers, donors or any other special interests, and resist internal and external pressure to influence coverage.
  • Distinguish news from advertising and shun hybrids that blur the lines between the two.
  • Be Accountable and Transparent
  • Ethical journalism means taking responsibility for one’s work and explaining one’s decisions to the public.
  • Explain ethical choices and processes to audiences. Encourage a civil dialogue with the public about journalistic practices, coverage and news content.
  • Respond quickly to questions about accuracy, clarity and fairness.
  • Acknowledge mistakes and correct them promptly and prominently. Explain corrections and clarifications carefully and clearly.
  • Expose unethical conduct in journalism, including within their organizations. – Abide by the same high standards they expect of others.

Last Updated September 21, 2019

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1. Terms

By accessing the website at, you are agreeing to be bound by these terms of service, all applicable laws and regulations, and agree that you are responsible for compliance with any applicable local laws. If you do not agree with any of these terms, you are prohibited from using or accessing this site. The materials contained in this website are protected by applicable copyright and trademark law.

2. Use License

  1. Permission is granted to temporarily download one copy of the materials (information or software) on Berkeley High Jacket’s website for personal, non-commercial transitory viewing only. This is the grant of a license, not a transfer of title, and under this license you may not:
    1. modify or copy the materials;
    2. use the materials for any commercial purpose, or for any public display (commercial or non-commercial);
    3. attempt to decompile or reverse engineer any software contained on Berkeley High Jacket’s website;
    4. remove any copyright or other proprietary notations from the materials; or
    5. transfer the materials to another person or “mirror” the materials on any other server.
  2. This license shall automatically terminate if you violate any of these restrictions and may be terminated by Berkeley High Jacket at any time. Upon terminating your viewing of these materials or upon the termination of this license, you must destroy any downloaded materials in your possession whether in electronic or printed format.

3. Disclaimer

  1. The materials on Berkeley High Jacket’s website are provided on an ‘as is’ basis. Berkeley High Jacket makes no warranties, expressed or implied, and hereby disclaims and negates all other warranties including, without limitation, implied warranties or conditions of merchantability, fitness for a particular purpose, or non-infringement of intellectual property or other violation of rights.
  2. Further, Berkeley High Jacket does not warrant or make any representations concerning the accuracy, likely results, or reliability of the use of the materials on its website or otherwise relating to such materials or on any sites linked to this site.

4. Limitations

In no event shall Berkeley High Jacket or its suppliers be liable for any damages (including, without limitation, damages for loss of data or profit, or due to business interruption) arising out of the use or inability to use the materials on Berkeley High Jacket’s website, even if Berkeley High Jacket or a Berkeley High Jacket authorized representative has been notified orally or in writing of the possibility of such damage. Because some jurisdictions do not allow limitations on implied warranties, or limitations of liability for consequential or incidental damages, these limitations may not apply to you.

5. Accuracy of materials

The materials appearing on Berkeley High Jacket’s website could include technical, typographical, or photographic errors. Berkeley High Jacket does not warrant that any of the materials on its website are accurate, complete or current. Berkeley High Jacket may make changes to the materials contained on its website at any time without notice. However Berkeley High Jacket does not make any commitment to update the materials.

6. Links

Berkeley High Jacket has not reviewed all of the sites linked to its website and is not responsible for the contents of any such linked site. The inclusion of any link does not imply endorsement by Berkeley High Jacket of the site. Use of any such linked website is at the user’s own risk.

7. Modifications

Berkeley High Jacket may revise these terms of service for its website at any time without notice. By using this website you are agreeing to be bound by the then current version of these terms of service.

8. Governing Law

These terms and conditions are governed by and construed in accordance with the laws of California and you irrevocably submit to the exclusive jurisdiction of the courts in that State or location.

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